PECS Trainings : 1> Level 1 PECS 2>Transitioning from PECS to SGDs

5406 Merle Hay Road,Johnston IA 50131

27 January, 2023

Description

AUDIENCE SLPs, OTs, ABA, Autism Team, Medical Childcare, Childcare, teachers, other direct support supervisors or professional that use PECs in their daily job. REGISTRATION INFO Register for only one training OR both trainings. Several ticket options are available. Choose carefully. To register for Transitioning from PECS to SGDs, the student must have completed Level 1 PECS previously or will complete in January 2023 at ChildServe. SCHEDULE 2 Days January27 (Friday) - 7:30am Registration / 8:00am to 4:00pm Course January 28 (Saturday) - 8:00am to 4:00pm Course one 60-minute lunch & two 15-minute breaks Transitioning from PECS to SGDs (Speech Generating Devices) 1 Day January 29 (Sunday) - 7:30am Registration / 8:00am to 3:30pm Course one 60-minute lunch & two 15-minute breaks CONTACT HOURS Level 1 PECS Training - 13 hours Course qualifies as pre-requisite for Transitioning from PECS to SGDS This intensive 13-hour interactive workshop is designed to teach educational and caregiver teams the theory and protocol for the Picture Exchange Communication System® (PECS®), an evidence-based practice based on Applied Behavior Analysis, typical language development, and B.F. Skinner’s Verbal Behavior. The workshop begins with an introduction to creating the most effective learning environment for implementing PECS via The Pyramid Approach to Education®. Included is a discussion of the limitations of teaching other communication modalities (speech, sign, SGD) as an initial communication strategy. Using presenter demonstrations, role-play opportunities, and video examples participants will gain a thorough understanding and hands-on experience of each of the six phases of PECS. Participants will leave the training with the skills necessary to teach spontaneous requesting, picture discrimination, sentence structure, attributes for expanding language, extended vocabulary, responding to questions, and commenting. The workshop concludes with a review of the extensive literature supporting the PECS protocol as an evidence-based practice, tips to teach your learner to accept being told, “No,” and information related to transitioning from PECS to other communication modalities, such as speech, tablets with AAC apps, or speech generating devices. For those who wish to successfully teach their learners functional communication (whether you have used PECS for some time or are new to the field), this workshop is an essential part of your development. Required manual included in ticket price. Transitioning from PECS to SGDs (Speech Generating Devices) - 6 hours Pre-requisite course - Level 1 PECS Training Students need to bring a Speech Generating Device (SGD), or a tablet with an AAC app ,to the training to use during a variety of activities. Picture Exchange Communication System (PECS®) is an evidence-based protocol that teaches vital communication skills such as initiation, persistence in relaying messages, picture discrimination and basic sentence structure. After mastery of these skills, the learner likely has a large repertoire of pictures in the communication book. If the learner is not speaking, the team may need to explore a transition to a dedicated Speech Generating Device (SGD) or tablet with communication app that will accommodate larger vocabularies and allow for continued language development. To ensure the rapid transfer of existing communication skills, the transition will require the team to assess current PECS skills and then analyze features of various apps/SGDS to select a device that will best meet the learner’s needs. Following device selection, detailed lesson plans are necessary to teach use of the new device as a functional communication system. This workshop is appropriate for teams supporting learners who may be ready to transition from PECS to SGDs. It is also appropriate for teams working with learners who are not currently using their devices effectively. Bring to Class Level 1 PECS Training ManualA Speech Generating Device (SGD) or a tablet with an AAC appCOURSE OBJECTIVES Level 1 PECS Training 1. Identify learners who will benefit from PECS 2. Describe 9 key components of creating effective learning environments using the Pyramid Approach to Education 3. Explain differences between prerequisites for and long-term outcomes for PECS and other modalities such as speech, sign language, picture pointing, or speech generating devices 4. Identify strategies to create communication opportunities during routines and functional daily activities 5. Implement the 6 phases of the PECS protocol 6. Name strategies for successfully saying, “No!” 7. Discuss the evidence for PECS and speech development 8. Examine the criteria for transitioning from PECS to other communication modalities Transitioning from PECS to SGDs (Speech Generating Devices) 1. Review of the PECS Protocol 2. The unique challenges of learners with complex communication needs 3. Procedures for analyzing current PECS skills 4. Determining candidacy for transitioning from PECS to a Speech Generating Device 5. The 5 criteria for appropriate device selection 6. Preparing the learner for the transition 7. Using elements of the PECS protocol to teach functional SGD use 8. Problem solving SGD use PRESENTER for both trainings Jill M. Waegenaere, M.A., CCC/SLP Jill Waegenaere, is a licensed Speech and Language Pathologist certified by the American Speech-Language-Hearing Association. She graduated from Michigan State University with a B.A. in Communication Science Disorders, and continued her studies there to earn her M.A. in Speech and Language Pathology. While at MSU, Jill worked with both adults and children in a variety of settings and participated in Study Abroad Programs in both England and Mexico. Prior to her employment with Pyramid Educational Consultants, Jill worked as a speech language pathologist for an Early Childhood Program, providing services to children with Autism and other special needs. She has also worked in Early Intervention for the State of Illinois, where she gained experience working with children with communication, cognitive, social, behavioral and motor disabilities. Jill has experience implementing PECS and the Pyramid Approach to Education across environments including home, school, and the community.