Given the significant increase in the incidence of learners with autism spectrum disorders (ASD) over the past decade, most if not all school-based Speech Language Pathologists (SLPs) will have students with ASD diagnoses on their caseload. Further, it has become increasingly common for behavior analysts to be members of the educational team. As such, it is not only important that SLPs be able to collaborate effectively with all team members, but also use the strategies derived from Applied Behavior Analysis (ABA) to strengthen our own treatment and assessment protocols. This presentation will provide an overview of ABA through exploration of the Pyramid Approach to Education. This unique, functional approach to ABA will give SLPs the tools and information for practical application of ABA to speech and language therapy.
February 25, 2026, 9:00-10:30 | Gradualism: A Unifying Concept Across Teaching Strategies | Request a scholarship here
In every learning environment, educators, SLPs, and behavior analysts use a range of support strategies to help students confidently build new skills. Many approaches begin with more guidance, such as hints, visuals, or gestures and then make adjustments as learners show progress. This thoughtful approach reflects the principles of gradualism. This workshop introduces a clear, practical way for teams to think and talk about prompts to promote consistency across the day. Participants will explore how approaches like errorless teaching, can build confidence by supporting success, minimizing mistakes and reducing frustration. This session will also highlight how shaping and time delay procedures can encourage positive practice. Finally, we will examine how carefully adjusting reinforcement and making small, purposeful changes over time can make a big difference in student progress. The goal is to provide teams with simple, effective tools that are both evidence-based and learner-driven, that can be used when collaborating to support all learners, especially those who thrive with structured support.
March 3, 2026, 9:00-12:00 | When Modeling Isn’t Enough: Effective Strategies for Teaching Independence with High Tech AAC | Request a scholarship here
Speech Generating Devices (SGDs) offer individuals a means to express themselves, engage with others, and participate fully in social, academic, and professional settings. However, the effective use of SGDs requires more than just access to technology—it requires the development of key skills and strategies that support independent communication. While modeling is a widely used strategy for teaching use of SGDs, relying solely on modeling may not be sufficient. This session aims to equip participants with the knowledge and tools to support all individuals in becoming independent communicators using SGDs.
March 10, 2026 9:00-10:30 | Teaching Communication Skills for Self-Advocacy | Request a scholarship here
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.
March 19-20, 2026, 9:00-5:00 | PECS LEVEL 1 | Request a scholarship here
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. The workshop concludes with a review of the extensive literature supporting the PECS protocol as an evidence-based practice, tips to teach your learner to accept being told, “No,” and information related to transitioning from PECS to other communication modalities, such as speech, tablets with AAC apps, or speech generating devices. For those who wish to successfully teach their learners functional communication (whether you have used PECS for some time or are new to the field), this workshop is an essential part of your development.