VIDBE-Q Volume 69 Issue 2
Phase 2 Troubleshooting
Table 3
Phase 2 Problems and Solutions
Problem Solution(s)
My student disregards the switch
• Provide access to symbol
contingent on switch use
(temporarily)
• Make the switch easy to access,
compared to symbol. Example:
switch is placed in student's
preferred visual field, symbol takes
more effort to find.
My student is having difficulty finding
the symbol on the display after they hit
the switch
• Teach tracking from switch to
symbol with a tactile element.
Example: use the diagramming
strips from the Picture Maker
Wheatley Tactile Diagramming
Kit (APH).
My student isn't reaching and doesn't
seem motivated
• Assess for new preferences.
• Switch to primary reinforcers.
Example: use favorite food and
drink items.
• Adjust time of day to increase
motivation. Example: before lunch
if using primary reinforcers.
Phase 3A Procedures
Purpose: Learners are taught to discriminate between two tangible symbols: one
preferred item and one non-preferred item. The learner has already learned to
initiate communication in Phase 1 and 2, so only one adult is necessary for
intervention and asks as the CP. They sit directly across from the child during
