**Pending PCG Approval
**THIS COURSE IS PENDING FOR CPE POINTS FOR ALLIED HEALTH PROFESSIONALS; SUBJECT TO APPROVAL
Overview
This workshop explores incorporation of communication, advanced language and AAC implementation throughout the day. Both receptive and expressive communication skills are explored, with a focus on incorporating skills into a variety of functional activities. Ideas for advanced language lessons for learners using any modality (i.e. speech generating devices, sign language, speech, etc.) are discussed. The day ends with information specifically related to incorporating AAC opportunities throughout the day. Concepts are explored via a combination of videos, discussions and small group activities.
Course Fees & Closing Dates
| Registration Type | Closing Date | Fees / pax |
|---|---|---|
| Early Bird | 15 Sep 2026 | 450 |
| Normal | Till Full | 500 |
Schedule
Duration : Full-Day Workshop
| Date | Time | Venue |
|---|---|---|
| 25 Nov 2026 | 9:00am – 5:00pm (Singapore Standard Time GMT+0800) |
Holiday Inn Singapore Atrium. 317 Outram Road Singapore 169075 |
Corporate Registration Individual Registration
Speaker
Sophie Kerr, BAppSci. (Disability Studies) (Honours) BEd
Sophie Kerr has worked in the field of disability in various capacities for the past 10 years with both children and adults whose disabilities rang from cerebral palsy to traumatic brain injury.Sophie’s major focus over this time has been working with children on the autism spectrum aged between 2 and 14 years within Applied Behaviour Analysis (ABA) programs both in Australia and the UK. She has worked on an eclectic range of programs which have incorporated various interventions including picture communication, social skills development, speech and language development, motor skill development and sensory integration. Sophie joined Pyramid Educational Consultants of Australia in 2008. She has implemented PECS in her clinical work with numerous individuals with autism and related disabilities.
Course Outline
-
Brief overview of the Pyramid Approach to Education
- Key elements of successful learning environments
- Communication across environments
-
The role of functional activities in expanding independence and communication
- Choosing goals for individual learners
- Links between functionality of activities, motivation, and communication
- Planning functional skill and communication opportunities for learners of different ages
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Planning to teach multiple skills within activities and across environments
- Functional objectives within an activity
- Planning expressive and receptive communication goals within activities and generalized across activities
- Learning opportunities across developmental domains
- Activities and learning opportunities in different envrionments
-
The importance of Reinforcement
- Motivation to engage in skill building and communication
- Identifying reinforcers for each individual
- Identifying wants and needs within daily routines
- Strategies for effective use of reinforcers
-
Functional Communication
- What is functional communication
- Communication modalities
- Critical Communication Skills
- Information from PECS regarding skills and teaching strategies in AAC
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Communication within Functional Routines
- Task analysis, independent skill production, and communication opportunities
- AAC in a functional routine
- Skill analysis following the phases of PECS
-
Additional Communication Across the Day
- Extending communication and language
- Incorporating critical communication skills
Course Objectives
What You Will Learn:
- How to identify communication opportunities and incorporate communication into functional activities throughout the day.
- Identify functional lessons for learners across the lifespan using lesson planning template
- How to analyse a learner’s day and program expressive and receptive communication opportunities into all activities.
- Specific teaching strategies for AAC within functional routines across the day.
Who Should Attend?
This workshop is appropriate for speech-language pathologists, occupational therapists, physical therapists, teachers, paraprofessionals, home therapists, social workers, parents, psychologists, behaviour analysts, program administrators and supervisors, and others who support, teach and interact with individuals of any age who display using AAC.
