The Picture Exchange Communication System (PECS) is an initial language-training package that is used to teach communication skills rapidly to those with limited functional speech. PECS is a unique training program that does not require lengthy prerequisite training, and promotes communication in a social context that the user initiates. Rather than building to spontaneity, as promoted by many other systems, PECS begins with spontaneous actions. The sequence of PECS phases incorporates an individual’s lack of sensitivity to socially-based reinforcers. Training in PECS begins by teaching a spontaneous request and goes on to teach additional communicative functions, such as responding to questions and commenting. An added attraction for pre-school children with autism and related disabilities is the high proportion of children who acquire independent speech after using PECS for a year or more.
- Overview of Pyramid Approach to Education
- Functional activities
- Reinforcement systems
- Functional communication
- Behaviour management
- Prompting strategies and error correction
- Understands that neuroplasticity is a life-long process
- Traditional Approaches to Communication Training
- Speech initiation
- Sign language
- Picture Exchange Communication Systems
- PECS and its relation to typical language development
- PECS and applied behavior analysis
- Specific/Rationale for each phase
- Discrimination training techniques
- Additional Functional Communication Skills
- Picture direction following
- Wait, help, Yes/No, break
- PECS and Its Relationship to the Pyramid Approach to Education
- Schedule following
- Reinforcement systems
- Behaviour management
- Identify key Pyramid components to design effective educational environments
- Discuss an historical and theoretical overview of language training programs used with non-verbal individuals
- Describe in detail the Picture Exchange Communication System and its relationship to “traditional” training programs
- Apply the procedures and instructional techniques related to a behaviour analytic orientation involved in implementing PECS
Who Can Benefit?
Speech pathologists, psychologists, parents/carers, occupational therapists, support staff, behavior analysts, program administrators, supervisors who have experience in implementing PECS and are familiar with training protocol, teachers in special education or mainstream setting working with children, adolescents and adults with limited communication skills (including autism)
- Please note that registration will be on a first-come-first-served basis and course fees must be paid prior to closing date to reserve a place.
- Payment of fees is not a guarantee for the event to be staged as planned. Should the event be cancelled for any reason, a full refund will be made to all registered participants and no other claims are allowed. The organizer disclaims responsibility should any change in the event occur for any reason.
- Participants to the course are not allowed to split registration for different persons.
- For 1 full day seminar, only one set of meal entitlement per day shall be given to the registered participants. For half day seminar, only coffee and tea will be provided.
- Food served will be “no pork and no lard”.
- No refund of fees for participant cancellations including medical leave but substitutions are allowed with written request to organizer at least two working days before the course commences.
- Registration will be taken as confirmed upon receipt of payment or issuance of invoice. Any cancellation will not be allowed. However, substitutions are allowed with written request to organizer at least two working days before the course commences. Please note that registration will be on a first-come-first-served basis. Payment must be received by due date, before attendance of training.
- All information provided in this form is accurate up to the closing date of normal registration.
Mon, 28 November 2022
Live Online Training
BAppSci. (Disability Studies) (Honours) BEd
Sophie Kerr, BAppSci. (Disability Studies) (Honours) BEd, has worked in the field of disability in various capacities for the past 10 years with both children and adults whose disabilities rang from cerebral palsy to traumatic brain injury.Sophie's major focus over this time has been working with children on the autism spectrum aged between 2 and 14 years within Applied Behaviour Analysis (ABA) programs both in Australia and the UK. She has worked on an eclectic range of programs which have incorporated various interventions including picture communication, social skills development, speech and language development, motor skill development and sensory integration. Sophie joined Pyramid Educational Consultants of Australia in 2008. She has implemented PECS in her clinical work with numerous individuals with autism and related disabilities.