Joel Arick, Lauren Loos, Ruth Falco , Dave Krug, with contributions by John Gill. 

The STAR Autism Program teaches children with autism the critical skills identified by the 2001 National Research Council. The ABA (Applied Behavior Analysis) instructional methods of discrete trial training, pivotal response training and functional routines form the instructional base of this comprehensive program for children with autism.

The STAR Program includes detailed lesson plans, teaching materials, data systems and a curriculum-based assessment for teaching in the six curricular areas of receptive language, expressive language, spontaneous language, functional routines, academics, and play & social skills.

www.starautismprogram.com

(Arick, J., Nave, G., Hoffman, T., 2004)

Appropriate for upper elementary, middle and high school students! The primary purpose of FACTER is to assess and teach students with developmental disabilities to be independent. FACTER addresses the ability to perform typical everyday "routines" while incorporating essential "related skills" for living. All people engage in a broad range of routines every day in their lives. For example, eating lunch, academic seatwork, socializing with friends, and going shopping are all naturally occurring daily routines. These routines can be task analyzed into a number of core steps for assessment and instructional purposes. Routines are important because they provide specific purpose and enable us to become more independent in our lives. Routines serve as the basic unit for assessment and instruction in FACTER.  First, a knowledgeable teacher rates the student on how independently he or she would be able to perform a broad range of routines.  Later the student is assessed on a small number of routines through performance assessments conducted in a natural environment.  Finally, routine steps are identified that require instruction to enhance student independence on the routine. During the performance assessment of each routine, FACTER also assesses students on specific related skills. For example, acknowledging people, making introductions, dealing with emotions, and specific fine and gross motor skills are all "related skills." These skills are important because they enhance a person's ability to engage in routines more effectively. They do not necessarily correspond to the specific steps of a routine, but they do improve student performance on those steps. Thus, they provide a higher level of independence to people who possess them. Routines and related skills are often identified from the student's IEP goals and objectives.  www.starautismprogram.com

 

What is Animated-Literacy™?

 

 

PECS Basic Training

• This intensive two-day training is designed to teach participants the theory behind the Picture Exchange Communication System (PECS) and the protocols for how to appropriately implement the six phases of PECS.

The Picture Exchange Communication System (PECS) is used to rapidly teach communication skills to those with limited functional speech.  PECS promotes communication within a social context, without lengthy prerequisite training.  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 preschool children with autism and related disabilities is the high proportion of children who acquire independent speech.  Participants will learn how to implement the six phases of PECS, plus attributes, through presenter demonstrations, video examples and role-play opportunities.  Participants will leave the workshop with an understanding of how to implement PECS with individuals with autism, related developmental disabilities, and/or limited communication skills. 

What You Will Learn:

• The key Pyramid components to designing effective educational environments
• Strategies to create an abundance of opportunities for communication
• The relationship between PECS and traditional communication training approaches
• How to implement all six phases of PECS with target individuals using a behavior analytic orientation
• The criteria for transitioning from PECS to other communication modalities

Agenda: 8:00 AM to 4:00 PM 

Registration Time: 7:30 AM to 8:00 AM

CEUs: 1.3 ASHA CEUs (Intermediate Level; Professional Area) & 7.0 BACB CEUs

Tuition includes: The Second Edition PECS Training Manual with Data Forms CD (a $69.00 value) - Detailed Handouts with space for note taking - Certificate of Attendance - Continental Breakfast both days - ASHA and/or BACB CEUs are available

www.pecsusa.com