Are your communication lessons overly-focused on teaching requesting skills? Wondering how to teach self-advocacy skills for learners using AAC? Get solutions to these issues at Pyramid’s Third Annual FUNctional Communication Conference conveniently scheduled online for October 17th and 18th. This two-day conference, led by world-renowned co-developer of PECS®, Lori Frost, MS, CCC-SLP, debuts all new and expanded topics that Pyramid’s team of SLPs have researched over the past year.
Day one will focus on expanding communication skills for our AAC users. A range of topics will be explored, beginning with a talk on teaching our learners to “go first” to initiate communicative interactions. Another presentation will focus on ideas for expanding language through attribute lessons with fun ideas shared by our consultants from around the globe. We know some teams struggle with teaching social communication skills via AAC, so an entire talk will provide information related to teaching lessons such as answering questions, reciprocal conversation skills, and relaying personal information.
Day two of our FUN conference will focus on bridging the gap between communication and challenging behavior. We begin with ethical considerations for teaching self-advocacy skills to our learners with Complex Communication Needs. Another presentation will explore ways that student preferences can be identified for better planning with our communication lessons. We conclude the conference with a description of key communication skills that should be taught to all learners to inoculate them against developing challenging behaviors. Register now to further your knowledge on these important concepts and, in turn, make a positive impact on the lives of all your learners!
What you will learn:
- Create lessons on self-advocacy for all learners
- Expand communication lessons for AAC users with a focus on concepts related to attribute lessons and social interactions
- Refine approaches to preventing challenging behaviors through a focus on teaching proactive communication skills
Day 1: Expanding Communication with AAC
1. Spontaneity: The Power of Going First
(60 Minutes)
Presenter and Disclosures: Lori Frost, MS, CCC-SLP and Jo-Anne Matteo, MS, CCC-SLP
Description: For many practitioners, the goal of language intervention is spontaneous or self-initiated communication. This workshop is designed for practitioners wanting to develop and refine their practices for teaching spontaneous communication. We define spontaneity by reviewing the literature on spontaneity, initiation, child-initiated language, and verbal behavior. We will describe techniques for classifying spontaneity of language/communication and strategies for teaching spontaneity.
Learner Objectives:
- List 3 definitions of and/or classification systems for “spontaneous language.”
- Describe events or conditions that elicit and maintain communication
- Describe 3 strategies for teaching spontaneity
2. Beyond Requesting: Expanding Social Interactions with AAC
(90 minutes)
Presenters and Disclosures: Andy Bondy, PhD and Catherine Horton, MS, CCC-SLP, BCBA
Description: Some approaches to teaching communication skills have been criticized for overly focusing on requesting skills. Though there is a wealth of literature supporting the rationale for teaching requesting skills to learners with Complex Communication Needs, it is imperative that SLPs continue to expand language skills. We utilize Skinner’s analysis of verbal behavior to explore teaching intraverbals. Intraverbals generally include communicative opportunities such as responding to questions, filling in the blanks and beginning conversation skills that many SLPs target within their lessons. Extensive examples will be provided, including detailed considerations for teaching these skills to AAC users.
Learner Objectives:
- Describe the rationale for initially teaching requesting skills to communicators
- Define Skinner’s intraverbal in terms of AAC implementation
- Refine and expand social communication lessons for AAC users
3. Attributes Around the Globe
(90 minutes)
Presenters and Disclosures: Jill Waegenaere, MA, CCC-SLP
Description: Many speech-language pathologists have difficulty teaching attributes and advanced language concepts to learners with Complex Communication Needs. Traditionally attributes have been taught only after receptive mastery is acquired. This training will teach participants to assess attributes to create lessons that are functional and meaningful for the learner.
If the learner does not demonstrate preference for a particular attribute we will discuss and demonstrate “container” therapy. We will also address how to teach more complex attribute lessons within both requesting and commenting lessons from around the globe. Lessons from our international companies will be shared to demonstrate the importance of teaching attributes no matter where you live!
Learner Objectives:
- Assess each learner’s attribute preferences
- Review and teach the three steps for teaching attributes within advanced communication lessons
- Create attribute lessons through requesting and commenting
Conference DETAILS: Day 1
Date: Monday, October 17, 2022
Agenda: 11:00am- 3:30pm EDT
Check-in Time: 10:45am- 11:00am EDT
CEUs: 0.4 ASHA CEUs (Intermediate Level, Professional Area)
Cost: $99.00 for Day 1 only/ $185.00 for both Day 1 & Day 2
Tuition Includes: Detailed Handouts with space for note taking, Certificate of Attendance, ASHA CEUs are available
Day 2: Behavior and Communication
1. Teaching Self-Advocacy Skills to Learners with Complex Communication Needs
(60 minutes)
Presenter and Disclosures: Lori Frost, MS, CCC-SLP and Catherine Horton, MS, CCC-SLP, BCBA
Description: It is critical that we identify our learners’ willingness to participate in our lessons. This can sometimes be a complex task when working with learners with limited communicative repertoires. This presentation will describe ways to identify observable learner behavior that correlates with assent versus assent withdrawal within our lessons and activities. We provide considerations for determining specific vocabulary, as well as practical demonstrations of teaching key terms such as “stop” versus “go”. Participants will leave this presentation with the skills necessary to ensure that self-advocacy skills for all communicators are prioritized.
Learner Objectives:
- Define key terms including consent, assent, and assent withdrawal
- Describe the difference between prompting/helping a learner to communicate versus forcing participation
- Create lessons to teach key self-advocacy terms such as “stop” versus “go”
2. Motivate Your Learners to Communicate!
(90 minutes)
Presenters and Disclosures: Catherine Horton, MS, CCC-SLP, BCBA and Jill Waegenaere, MA, CCC-SLP
Description: A variety of philosophies exist related to teaching communication skills to learners with Complex Communication Needs. This presentation will explore strategies to identify and expand learner preferences. We discuss ways that these preferences can be used to capture and create communication opportunities. In addition, we will discuss setting up situations where our learners can work towards earning their favorite items and activities. This ethical approach to the use of reinforcement parallels principles within our everyday lives. We highlight specific strategies that SLPs can use to refine communication lessons.
Learner Objectives:
- Describe principles related to reinforcement strategies
- List options for structured preference assessments
- Apply concepts related to identification and expansion of preferences to communication planning and intervention
3. Strategies for Behaviour Prevention: Be Proactive!
(90 minutes)
Presenters and Disclosures: Jo-Anne Matteo, MS, CCC-SLP and Jill Waegenaere, MA, CCC-SLP
Description: Many speech-language pathologists have learners that occasionally engage in Contextually Inappropriate Behaviors (CIBs). It is critical that the SLP along with other team members determine the functions of these behaviours rather than just focusing on the form of the behavior. Once the function is identified, a Functionally Equivalent Alternative Behaviour should be taught (FEAB).
This workshop will include preliminary information on how to identify the function of the CIBs and discuss and demonstrate practical ways to immediately teach functional communication skills. Participants will leave the presentation with skills to implement alternative behaviours that target both receptive and expressive skills that will assist in preventing future CIBs.
Learner Objectives:
- Identify 3 broad functions of behaviour
- Describe how to teach 5 expressive communication skills
- Describe how to teach 4 receptive language skills
Conference DETAILS: Day 2
Date: Tuesday, October 18, 2022
Agenda: 11:00am- 3:30pm EDT
Check-in Time: 10:45am- 11:00am EDT
CEUs: 0.4 ASHA CEUs (Intermediate Level, Professional Area), including 0.1 ASHA CEU with Subject Code 7070 Ethics and Ethical Decision Making
Cost: $99.00 for Day 2 only/ $185.00 for both Day 1 & Day 2
Tuition Includes: Detailed Handouts with space for note taking, Certificate of Attendance, ASHA CEUs are available
ASHA CE Provider approval and use of the Brand Block does not imply endorsement of course content, specific products or clinical procedures.
You can view our presenters’ financial and non-financial disclosure statements here.