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.
This training is available on:
We have reached our budgeted amount and are no longer taking registrations.
ACRES = American Council on Rural Special Education
Conference Registration and Fees
Attendance is FREE for all students and PreK-12 teachers!
For all other attendees, including presenters, please consider making a tax deductible donation of at least $25. A registration fee of $100 will include a 1-year annual membership and a $25 tax-free donation.
We strongly encourage all attendees to become an ACRES member or renew your membership! Click the Membership link above for more information.
Mary Anne Fleury, Colorado Department of Education
COVID-19 has created significant challenges in special education, one being holding effective individualized education program (IEP) meetings. Tele-facilitation allows us to meet deadlines and continue to respect all voices in a virtual format. IEP facilitation services are now provided more efficiently, supporting rural districts to a higher degree.
I-Connect: A technology-based self-monitoring app
Gretchen Scheibel, University of Kansas; Howard Wills, Kajsa Mullenix-Mohammed, University of Kansas
I-Connect, a freely available and research-based self-monitoring (SM) app, will be introduced to demonstrate how SM interventions can be individualized (e.g., target behaviors, prompts, and interval length) to meet the uniqueness of students with diverse learning needs. Tips for introducing SM interventions and progress monitoring tools will be included.
Providing Classroom-Based Support to Rural Special Education Teachers and Paraeducators with Bug-in-Ear Technology
Annemarie L. Horn, Jonna Bobzein, Old Dominion University
eCoaching is a validated procedure that has been shown to improve special education teacher and paraeducator instruction, as measured by skill transfer and sustainability in the classroom context. Further, there are limited barriers to rural settings. Session attendees will acquire information for practical application of eCoaching procedures in rural schools.
Rural Native American Students with Disabilities during COVID-19: Challenges and Recommendations
Patricia Peterson, Candi RunningBear, William P. A. Terrill, Adriana Frates, Northern Arizona University
The COVID-19 pandemic caused serious disruptions in the education of Native American students with disabilities who live in rural and remote areas. This presentation focuses on the challenges, solutions, and recommendations for the future related to educating Native American students with disabilities in rural communities and remote tribal lands.
Reaching Educators Through the Wires: Enhancing Functional Behavior Assessments in the Public-School Setting
Jennifer Hamrick, Jennifer Hixson; Texas Tech University
Research indicates behavior plans in public schools typically lack integrity. We will discuss trainings focused on assessment and intervention strategies to all levels of educators to increase knowledge of assessment skills, implementation, and training procedures necessary for high treatment integrity.