P
T
_____
Picture Exc
The sourcewi
_________
change Co
e for servicith autism
Training
________
mmunicat
SERV
P
ces designeand relate
Consu
_________
tion System
ICE DI
Pyramid Edu350 Church
New Cawww
pyrami888‐732
ed to enhaed develop
ultation
_________
m® (PECS®
RECTO
cational Conmans Road,astle, DE [email protected]‐7462 toll f
ance the livpmental di
Certific
________
®) & Pyram
ORY 20
nsultants , Suite B 720
m com free
ves of indiisabilities
cation
_________
mid Approa
017
ividuals
________
ach to Educ
___
cation®
Who Is
Pyramid E
SLP. They
private or
approach
programs
language
Pyramid
alternative
responses
this widely
Pyramid i
environme
strategies
private sch
Education
family me
offers a w
fields.
The Py
The miss
communic
teaching a
full spectr
independe
The Py
Pyramid E
Pyramid E
Pyramid E
Pyramid E
Pyramid E
Pyramid E
Pyramid E
Pyramid E
Pyramid E
Pyramid E
Pyramid E
Pyramid E
Pyramid E
Pyramid E
s Pyramid
Educational C
y, and the ent
rganizations t
to functiona
and staff dev
pathologists,
is the sour
e/augmentati
s. The PECS Tr
y acclaimed sy
s the source
ents that ble
. The Pyrami
hools around
. Workshops
embers. Pyram
ide range of s
yramid M
ion of Pyram
cation consult
and caring for
um of Applied
ently, and be s
yramid Gr
ducational Co
ducational Co
ducational Co
ducational Co
ducational Co
ducational Co
ducational Co
ducational Co
ducational Co
ducational Co
ducational Co
ducational Co
ducational Co
ducational Co
d?
Consultants w
ire staff of Py
hat combine
l communicat
velopment wi
psychologists
ce for the
ve system tha
aining Manua
ystem.
for the Pyra
end motivatio
d Approach is
the world. Py
may be desig
mid is the sou
ervices provid
Mission
mid Educatio
tation and tra
individuals w
d Behavior An
successful in t
roup of C
onsultants USA
onsultants UK
onsultants Aus
onsultants of C
onsultants Fra
onsultants of G
onsultants of J
onsultants of S
onsultants of G
onsultants of P
onsultants of R
onsultants of B
onsultants of K
onsultants of P
was establishe
ramid, offer c
the broad sp
tion. Pyrami
thin many pu
s, Board Cert
Picture Exch
at focuses on
al, written by
amid Approac
onal systems
s the basis fo
ramid is the s
gned to introd
urce for staff
ded by a numb
onal Consulta
aining to sup
with learning d
alysis (ABA) a
their schools,
Companie
A
stralia
Canada
nce
Greece
apan
Spain
Germany
Poland
Romania
Brazil
Korea
Portugal
d in 1992 by
consultative se
pectrum of Ap
id is well kno
ublic school se
tified Behavio
hange Comm
initiation of c
Ms. Frost and
ch to Educati
with functio
or staff and fa
ource for wor
uce PECS or t
development,
ber of talented
ants is to p
port educato
difficulties. Fu
re used to tea
homes, places
es
Andy Bondy,
ervices in hom
pplied Behavi
own for prov
ettings. Pyram
or Analysts a
munication Sy
ommunicatio
d Dr. Bondy, h
ion‐ a step‐b
onal activities
amily training
rkshops on PE
he Pyramid A
, program de
d professiona
provide exce
ors, profession
unctional and
ach individual
s of employm
, PhD, and Lo
me settings as
or Analysis (A
viding highly
mid consultan
and special e
ystem (PECS
n rather than
has helped tho
by‐step appro
s and creativ
g. It is used b
CS and the Py
Approach to pr
sign or family
ls who are hig
ptional beha
nals, families,
practical inter
s how to com
ent, and the c
ori Frost, MS,
s well as publi
ABA) and a u
successful tra
nts include sp
ducation teac
S) ‐ the dyn
teacher cont
ousands imple
oach to devel
ve communic
y many publi
yramid Approa
rofessionals a
y training. Py
ghly trained in
avior analytic
and caretake
rventions usin
municate, fun
community.
CCC‐
ic and
nique
aining
peech‐
chers.
namic
rolled
ement
oping
cation
c and
ach to
nd/or
ramid
n their
c and
ers in
ng the
nction
Pyram
The PyramenvironmimpairmeBehavior communit
The PyramThe strucThe base
1. Fu2. R3. Fu4. Id
The instruof effectiv
1. G2. Le3. Te4. Er
All elemeresults in to teach,
id Appro
mid Approacents for ents. DesigneAnalysis (ABAty settings.
mid Approachtural elemenelements inc
unctional Acteinforcementunctional Comdentification a
uctional elemve lessons. Th
eneralizationesson Formateaching/Promrror Correctio
nts involve dasuccess in a rand allows ea
ach to Ed
h to Educatioindividuals
ed by Dr. AnA), this mode
h is based on ts form the blude:
tivities t Systems mmunication and Replacem
ents form thehe top eleme
n ts mpting Strateon
ata‐based derange of settiach learner’s
ducation®
on is a uniquwith dev
dy Bondy, anel offers soun
two differentbase of the P
ment of Conte
e top of the Pents include:
gies
cision makingings. The Pyrprogram to b
®
ue model of tvelopmental nd based on nd principles
t types of leaPyramid, crea
extually Inapp
Pyramid and i
g. When all oramid emphabe individually
teaching thatdisabilities
the principlfor those wh
rning elementing an envir
propriate Beh
include inform
of the elemensizes how toy tailored to m
t establishes s and/or es of broad ho teach in cl
nts: structuraronment cond
haviors (CIBs)
mation releva
nts are combiteach, rathermeet learning
effective leasevere leaspectrum Apassroom, hom
l and instructducive to lea
ant to the cre
ined, the appr than simplyg goals.
arning arning pplied me or
tional. rning.
eation
proach y what
Picture
Developed PECS was individualsAutistic Pcommunicresident ca
PECS beginimmediateput them tcomment. The PECS tare systemcommunicdependenc PECS has physical didevice. Tcountries a
PHASE I How to Co
PHASE II Distance adifferent pcommunic
PHASE III Picture Disare placedremoved f
PHASE IV Sentence Swant” pict
AttributeIndividuals
PHASE V Responsive
PHASE VI Commentiit?” They l
e Exchang
d by Andy Bond
developed ins with autism rogram, PECSation. PECS doare providers in
ns by teachingely honors the together in sen
teaching protomatically taugation. Verbacy.
been successffficulties. Somhe body of rearound the wo
mmunicate: In
and Persistencplaces, with dators.
scrimination: In in a PECS Comor communica
Structure: Indiure followed b
s and Languas learn to expa
e Requesting: I
ng: Individualslearn to make
ge Comm
dy, PhD & Lori
1985 as a uspectrum disoS has receivedoes not requiren mind, and so
g an individuaexchange as a ntences. In th
ocol is based oght using proal prompts a
ul with individme learners usiesearch suppoorld.
ndividuals learn
e: Still using sdifferent peop
ndividuals learmmunication Btion.
viduals learn tby a picture of
age Expansionnd their senten
Individuals lea
s are taught toup sentences w
municatio
Frost, MS, CCC
unique augmeorder and relad worldwide e complex or exo it is readily us
al to give a pirequest. The e more advan
n B.F. Skinner’ompting and re not used,
duals of all aging PECS also dorting the effe
Six Ph
n to exchange
single picturesple and acros
rn to select froBook‐ a ring bi
to construct sithe item being
n nces by adding
rn to use PECS
o comment in with “I see”, “I
n System
C‐SLP
ntative/alternaated developmrecognition fxpensive matesed in a range o
cture of a dessystem goes oced phases, in
’s book, Verbareinforcementhus buildin
es demonstradevelop speechectiveness of P
ases of PE
single pictures
s, individuals ls distances.
m two or morinder with Vel
imple sentencg requested.
g adjectives, ve
S to answer the
response to qhear”, “I feel”
m® (PECS®
ative communmental disabilitfor focusing oerials. It was creof settings.
sired item to on to teach discndividuals are t
al Behavior, sunt strategies g immediate
ting a variety h. Others mayPECS continue
ECS
s for items or a
earn to generThey are als
re pictures to acro® strips wh
es on a detac
erbs and prepo
e question, “W
uestions such ”, “It is a”, etc.
®)
nication intervties. First uson the initiateated with fam
a “communiccrimination of taught to answ
ch that functiothat will leainitiation an
of communicy transition to es to expand,
activities they r
ralize this newso taught to
ask for their fahere pictures a
hable Sentenc
ositions.
What do you wa
as, “What do
vention packagsed at the Deltion componemilies, educato
ative partner”pictures and h
wer questions a
onal verbal opad to indeped avoiding p
cative, cognitiva speech genewith research
really want.
w skill by usinbe more pers
vorite things. are stored and
ce Strip™ using
ant?”.
you see?”, “W
ge for aware ent of ors and
”, who how to and to
erants endent rompt
ve and erating h from
g it in sistent
These easily
g an “I
What is
Service
Pyramid E
developm
offered by
PECS SerThe Pictu
specificall
advanced
Certificati
Pyramid The Pyram
assist te
performa
Pyramid A
Approach
combining
a special e
Special TThe Spec
variety of
include th
strategies
administr
transition
es Series
Educational C
mental disabil
y Pyramid Ed
ries ure Exchange
ly related to
training wor
ion™.
Approach Smid Approac
achers, ther
nce of learne
Approach to E
h provides a
g a unique bl
emphasis on
Talk Series ial Talk Serie
f topics addr
he language o
s behind Ap
ators can be
PECS users t
Consultants of
lities, and co
ucational Con
e Communica
o the unders
rkshops, and c
Series h Series incl
rapists, para
ers who face
Education mo
framework
end of broad
methods from
es involves pr
ess many cu
of emotions,
plied Behavi
est provide
o other comm
ffers an exten
ommunication
nsultants.
ation System
tanding and
consultation
udes a variet
aprofessionals
e developme
odel within sc
that focuse
d spectrum ap
m promoting
resentations
rrent issues
how speech‐l
ior Analysis
services, exp
munication m
nsive series o
n systems. B
m (PECS) ser
use of PECS
options. This
ty of worksh
s, and fam
ntal challeng
chools, comm
s on meetin
pplied behavi
functional co
that last fro
in autism an
language pat
(ABA), myth
panding pict
modalities.
of services wit
Below is a b
ies consists
S. These in
s series also i
hops and con
ily member
ges. These i
munities, and
ng individual
ior analytic, e
ommunication
om one hour
d developme
hologists can
hs and misc
ure discrimin
thin the field
brief descripti
of trainings
nclude an ov
ncorporates
nsultation ser
rs to optim
nclude how
within the ho
ls’ specific le
evidence‐base
n, academic,
to a full day
ental disabilit
n learn about
conceptions
nation strate
of autism, re
ion of each
and consult
verview, basic
PECS Implem
rvices design
ize learning
to implemen
ome. The Py
earning need
ed strategies
and social sk
y presentatio
ties. These t
the principle
about PECS,
egies and ho
elated
series
tation
c and
menter
ed to
g and
nt the
ramid
ds by
, with
ills.
on. A
topics
es and
how
ow to
Delive
Public TrPyramid E
PECS Train
On‐Site TTraining W
and famil
w
w
w
w
n
ar
Remote Both train
is a live co
and prese
PECS and
in receivin
ry Metho
rainings Educational C
ning near you
Trainings & CWorkshops an
ies who:
want to train a
want to have a
want to avoid
would like to d
eed focus on
re looking for
Services andning worksho
onnection bet
ent materials,
Pyramid App
ng consultatio
ods
Consultants of
u, visit our we
Consultationnd Consultat
a group or tea
a systematic t
costly travel
design specifi
specific or un
r key note spe
d Distance Lps and consu
tween our sk
, just as if the
proach Distan
on on PECS an
ffers a series
ebsite at www
n ion Services c
am at your lo
training/cons
expenses and
c training dat
nique issues
eakers with k
Learning ultation servic
killed consulta
y were in the
nce Learning
nd the Pyram
of scheduled
w.pecs.com.
can be condu
cation
ultation prog
d time associa
tes and hours
nowledge an
ces are availa
ants and your
e same room.
is available f
mid Approach
workshops w
ucted onsite
gram impleme
ated with off‐
s
d expertise in
able via Remo
r location. Bo
for individuals
via video, we
worldwide. To
and are idea
ented across
‐site trainings
n an array of
ote Service. T
th parties are
s or groups w
eb, and teleph
o find a Pyram
l for organiza
the year
s
topics
The remote se
e able to see,
who are inter
hone.
mid or
ations
ervice
hear,
rested
Trainin Pyramid E
needs and
below.
PECS® S
1. P
Th
ab
p
2. P
Th
Ex
th
3. P
C
Th
ea
co
P
te
im
le
4. Tr
Th
ca
te
co
Pyramid
1. Py
Th
o
in
2. Py
Th
m
p
te
ng & Sem
Educational C
d requiremen
eries
ECS® Overvie
his overview
bout the Pic
hases.
ECS® Level 1
his intensive
xchange Com
he six phases
ECS® Level 2
omplete you
his training w
arly Phases o
ommunicates
ECS and disc
eaching stra
mplementatio
eave PECS Lev
ransitioning f
his workshop
andidacy for
eaching func
ommunicatio
d Approach
yramid Appro
his is an over
r related dev
nformational
yramid Appro
he Pyramid A
maximize an
rofessionals
eaching and l
minars
Consultants o
nts. You will
ew
is appropriat
cture Exchang
Training
two‐day trai
mmunication
of PECS.
Training
r PECS Traini
will show you
f PECS. Let u
s in all situati
ussions abou
tegies and
on skills. Wi
vel 2 ready to
from PECS® t
p describes p
transitioning
ctional use o
n to our learn
Series
oach Overvie
rview of how
velopmental
presentation
oach Basic Tr
Approach em
individual’s l
and parents
earning. The
ffers a wide r
l find a brief
te for all mem
ge Communi
ning is design
System (PECS
ing and eleva
how to teac
s help you cr
ons using lon
ut your curren
activities t
ith innovative
o move PECS u
to Speech Gen
rocedures fo
g to a Spee
of the devic
ner first to en
ew: Creating E
to set up an
disabilities u
, not a trainin
raining
phasizes how
earning outc
alike to und
e straightforw
range of train
summary of
mbers of the
ication Syste
ned to teach
S) and the p
ate your PEC
ch PECS with
eate lessons
nger and long
nt challenges
o promote
e ideas, rene
users to more
nerating Dev
or analyzing a
ech Generatin
ce, and why
nsure positive
Effective Tea
effective tea
using the Pry
ng workshop.
w to teach, ra
comes. This
erstand the
ward teaching
ning worksho
f all our avaia
e educational
em (PECS), in
participants
rotocol for h
CS implement
fidelity so yo
that turn you
ger sentences
s combined w
communica
ewed confide
e sophisticate
vices (SGDs)
a learner’s cu
ng Device (S
we must t
e outcomes a
aching Enviro
ching environ
yamid Appro
ather than sim
2‐Day, Pyra
critical comp
g methods of
ops based on
alble training
team who w
ncluding a su
the theory b
how to succe
tation skills w
our learners d
ur PECS user i
s. A review o
with ideas rel
ation will re
ence and en
ed levels of co
urrent PECS s
SGD), choosi
teach the b
re achieved.
nments
nment for lea
oach to Educ
mply what to
mid Basic w
ponents that
f the Pyramid
client and le
g workshops
would like to
ummary of a
behind the Pi
essfully imple
with PECS Lev
don't get stu
nto someone
f the six Phas
ated to mate
efine your
thusiasm you
ommunicatio
skills to deter
ng a device,
asic principle
arners with a
cation. This
teach, in ord
workshop will
ensure succe
d Approach ca
arner
listed
learn
all six
icture
ement
vel 2!
ck on
e who
ses of
erials,
PECS
u will
n.
rmine
, and
es of
utism
is an
der to
help
essful
an be
us
ac
3. G
Th
ch
p
4. Te
Th
ru
5. Te
Th
in
co
Special T
1. Th
M
la
p
b
le
2. A
Th
an
la
to
ad
3. A
Th
th
st
4. W
Th
au
5. A
Fo
p
p
sed to encou
cross home, s
uide to Mana
his training in
hallenging be
rior to or whi
eacher’s Guid
his dynamic p
unning an effe
eaching Critic
his training
ndependence
ommunicatio
Talk Series
he Language
Many individu
anguage relat
resent an ana
e developed,
essons.
Analyzing and
his training w
nd its acquis
anguage units
o emotions a
ddressed.
Asperger Synd
he education
he context o
trategies in th
What is Autism
his training f
utism along w
Administrative
ocal points o
rogram deve
roactive adm
urage indepe
school and th
aging Challen
nvolves applic
ehaviors. Dis
ile simultaneo
de to Organiz
presentation
ective classro
cal Communi
discusses h
in the home,
n modality.
of Emotions
als with addit
ed to express
alysis based u
, as well as
Fine Tuning
will introduce
sition, indepe
s as well as de
nd other har
drome: Critica
nal issues and
f the Pyrami
he areas of co
m?
focuses on h
with other sev
e Issues and A
of this work
lopment and
ministrative re
ndence and
he community
nging Behavio
cations of the
scussions focu
ously address
zing and Man
provides edu
oom for learn
ication Skills:
ow to teach
, work, schoo
tional needs,
sing emotions
upon B.F. Skin
identifying a
Communicat
participants
endent of mo
escribe comp
d‐to‐learn lan
al Features an
d needs of in
id Approach
ommunication
ow to design
vere disabiliti
Autism
kshop include
quality assu
esponses rela
cooperation,
y.
ors
e Pyramid Ap
us on analyzi
sing contextu
naging the Cla
ucators with
ers with autis
Help! I can't
h critical co
ol and commu
especially th
s and identify
nner’s work a
and discussin
tion
to B.F. Skinn
odality. This
plex cases see
nguage conce
nd Effective S
dividuals wit
to Education
n, social skills
n effective ed
es using the
e issues rela
rance, family
ative to due
, improve be
proach to Ed
ng and addre
ally inapprop
assroom
many practic
sm and other
t Wait to ask
ommunication
unity settings
hose with aut
ying emotion
and demonstr
ng some area
ner’s analysis
s presentatio
en in many la
epts for indiv
Strategies
th Asperger S
n with speci
s and self‐man
ducational e
Pyramid App
ated to staff
y, community
process (an
ehavior, and
ducation to th
essing a learn
priate behavio
cal examples
r developmen
k for a Break…
n skills that
for learners
ism, have diff
s in other peo
rates how eff
as of difficul
s of language
n will highlig
nguage lesso
viduals with a
Syndrome are
al attention
nagement.
nvironments
roach to Educ
f developmen
y, and vocatio
appeal proce
reinforce lea
he manageme
ner’s skills de
ors.
for setting up
ntal disabilitie
…and more!
lead to gr
who are usin
ficulty in acqu
ople. This tal
fective lesson
ty regarding
(Verbal Beha
ght key funct
ons. Issues re
autism will al
e discussed w
paid to proa
for learners
cation.
nt and reten
onal variables
ess for paren
arning
ent of
eficits
p and
es.
reater
g any
uiring
lk will
ns can
such
avior)
tional
elated
so be
within
active
with
ntion,
s, and
nts to
re
w
fo
w
6. A
Th
w
ed
p
af
b
ap
7. P
W
p
w
esolve issues
workshop is ap
or supervision
with special ne
Autism, Now W
his talk is des
with autism de
ducational ap
rompting, an
ffairs as wel
ehavior anal
ppreciate the
ECS® Facts or
With its world
icture‐based
while citing the
s with schoo
ppropriate fo
n and staff l
eeds.
What?
signed to hel
eveloped ove
pproach as w
d others. By
l as think ab
lysis so that
e benefits of t
r Fiction
dwide use an
communicat
e facts.
l districts ab
or all school a
eadership in
p parents an
er many years
well as look
reviewing ou
bout future d
t professiona
this broad‐spe
nd broad em
ion. This talk
bout their ch
administrator
facilities pro
d profession
s. We will re
at special te
ur history, we
development
als (including
ectrum appro
mpirical supp
k reviews and
hild’s Individu
rs who are di
oviding instru
als understan
eview why be
erms such as
e can better u
ts. Our goa
g administrat
oach to interv
ort, PECS ha
d dispels man
ualized Educ
irectly or indi
uctional prog
nd how servi
ehavior analy
s discrete tria
understand o
l is to de‐my
tors) as wel
vention.
as become a
ny myths ass
ation Plan).
irectly respon
grams for lea
ces for indivi
sis is unique
al, reinforcem
ur current sta
ystify the fie
ll as parents
generic term
ociated with
This
nsible
arners
iduals
as an
ment,
ate of
eld of
s can
m for
PECS
Consul Our experwill be hacustomizeyour orgaprograms
PECS® Se
1. PThinapp
2. PAsytr
3. PPcorem
4. PThthse
Pyramid
1. Py
O
an
as
2. Py
D
p
Py
ltation
rt consultantsappy to work ed service paanization. P.
eries
ECS® Start‐Uhis service fndividual’s Pppropriate. Phases.
ECS®Check‐U consultant wystem and wraining on the
ECS® ConsultECS Consultaonsultation isemote servicemonthly or yea
ECS® Intensivhis program he intensive ettings. Pare
Approach S
yramid Appro
Our consultan
nd will discus
s well as enha
yramid Appro
esigned to a
rogramming,
yramid Appro
s have extenswith your orgckage that prPyramid spec
p™ focuses on tECS instructiParents and s
Up™ will observe will fine‐tune e next PECS p
tation ation is avais available foes, video, webarly at the clie
ve Program focuses on tprogram, leants will atten
Series
oach Program
t will observe
ss how implem
ance learning
oach Classroo
assist team
this consult
oach to Educa
sive experienganization torovides the stcializes in co
teaching theion begins istaff learn th
parents/staffimplementahases as well
lable on‐siteor home or b and telephoent’s request
the implemenarners will wd the PECS Ba
m Evaluation
e the team’s
menting the c
g opportunitie
om Consultat
members w
tation provid
ation.
nce with all ago assess your taff training aonsulting wit
e beginning in Phase I ae theory beh
f implementintion practicel as direct wo
e or via varischool whileone. This sert.
ntation of PEwork on comasic Training
implementat
components
es for learner
tion
when setting
es systemati
ge groups antraining or coand consultatthin school,
phases of Pand continuehind PECS and
ng PECS withes. This servork with the le
ious distance distance corvice can be s
ECS for individmmunication as well as pa
tion of the P
of the Pyram
rs.
up or revie
ic feedback
d across manonsultation ntion that mathome, comm
PECS to one es into addd how to imp
h a learner cvice includesearner.
e delivery monsultation is cheduled to t
duals 2‐6 yeaacross differrent conferen
yramid Appro
mid will streng
ewing functio
regarding all
ny disabilitiesneeds and cretches the neemunity and
individual. itional phaseplement the
urrently usins parent and
methods. Oavailable viatake place we
ars of age. Drent activitiesnces.
oach to Educ
gthen the pro
onal training
l elements o
s. We eate a eds of work
The es as initial
g the staff
n‐site a live eekly,
During s and
cation
ogram
g and
of the
3. Py
Th
ap
co
fu
yramid Appro
his service em
pproach invo
onsultation.
unctional acti
oach In‐Hom
mphasizes w
olves initial
The focus
vities.
e Consultatio
hat to teach
and long‐ter
is on funct
on
as well as h
rm staff tra
tional comm
how to teach
ining as we
munication tr
. Pyramid’s
ll as progra
raining and
home/comm
m and tran
learning thr
munity
sition
rough
Certific Are you loand/or thoptions ar
PECS® S
1. P
P
Tr
(l
ce
2. P
Th
sk
co
sk
su
Le
3. P
Th
o
d
A
Pyramid
1. Py
Th
se
A
Py
Sk
C
ed
cation
ooking for thee Pyramid Apre available fo
eries
ECS® Knowle
rerequisite to
raining, an e
evel 2) know
erticate is aw
ECS® Certifica
he PECS Cert
kills, and pra
ompetence in
killed PECS im
uccess for PEC
evel 1, PECS I
ECS® Group I
he purpose o
pportunity to
emonstrating
dditional task
d Approach
yramid Certif
he Pyramid C
etting up a cla
pproach to
yramid Appro
kills worksho
ertification is
ducational se
e seal of apprpproach to Edor individuals
edge Certifica
o the PECS C
examination m
wledge of the
warded upon s
ation Program
tification Pro
actice in suc
n PECS, this p
mplementers.
CS learners. T
mplementer
mplementer
of this day is
o complete t
g their PECS
ks will need to
Series
fied Classroo
Classroom Ce
assroom and
Education ac
oach Basic Tr
ops and a
s achieved o
etting.
roval that shoducation accos, groups or c
ate
ertification P
may be taken
PECS teachi
successful com
m™
gram is desig
ccessfully imp
program prov
Research has
Three (3) leve
Level 2 and P
r Certification
s to provide
he PECS Imp
S implement
o be complet
ms™
ertification p
consultative
cross varied
raining, PECS
specific num
once all aspe
ows that you aording to the slassrooms. A
Program. Afte
n in order to
ng protocol a
mpletion of t
gned so indiv
plementing t
vides employe
s shown that
els of PECS Ce
PECS Manage
n Skills Demo
a group of c
plementer Ce
tation skills
ted outside th
rocess comb
guidance to s
learning env
S Level 1 Trai
mber of con
ects of the P
and/or your sstandard protAvailable optio
er completing
o demonstrat
and the Pyra
his examinati
viduals can v
the PECS me
ers with a qu
correct PECS
ertification ar
r.
nstration Day
candidates fr
rtification pr
live rather
he Skills Demo
bines compre
support the i
vironments.
ining and Tea
nsultation da
Pyramid Appr
staff are impltocol? Variouons are listed
g PECS Level
te basic (leve
mid Approac
ion.
validate their
ethodology.
uality assuran
S implementa
re available: P
y™
rom the sam
rocess in a ti
than via vi
onstration Da
hensive train
mplementati
The trainin
aching Critica
ays spread
roach are in
ementing PECus certificatiod below.
1 or PECS Le
el 1) or adva
ch to Educati
PECS knowl
By demonstr
ce tool to ide
ation enhance
PECS Implem
e organizatio
melier mann
deo submiss
ay.
ning, assistan
ion of the Pyr
g consists o
al Communic
across the
place within
CS on
evel 2
anced
on. A
edge,
rating
entify
es the
enter
on an
er by
sions.
nce in
ramid
of the
cation
year.
n the