Agenda: 9:00 AM – 4:00 PM ET
Registration Time: 8:45 AM to 9:00 AM
Conference Cost: $149.00
Presenters and Disclosures: Our presenter details can be found below in each talk description.
Accommodations: Pyramid Educational Consultants is committed to working with our customers to accommodate special needs. Please contact our office to request accommodations for trainings or other services via email: pyramidus@pecs.com.

CEUs (Anticipated): 0.7 ASHA CEUs (Intermediate Level; Professional Area); 7.0 BACB CEUs; 7.0 IBA CEUs; 7.0 QABA CEUs. Satisfactory completion of this course requires participants to be present for the duration of the course and to participate in all student responding activities (e.g. questions, role play, quizzes, and surveys). Partial credit will not be awarded. Credits from your state organization may be available, see our list of approved professional organizations here.

30 minutes

Presented by: Andy Bondy, PhD & Lori Frost, MS, CCC-SLP,

Ethical teaching means prioritizing a learner’s dignity, safety, and autonomy above any lesson plan. Creating a truly balanced learning environment requires us to intentionally incorporate four different ways of interacting with our learners: 

• Care & Connection: Prioritizing emotional safety, regulation, and well-being above all else. At its core, this means taking care of someone. This is something we should always be doing. 
• Skill Building: Helping learners develop meaningful new skills that expand their capabilities, choices, and opportunities. Teaching is an important part of our work, but it is should not be the only interaction we have with our learners.
  
• Joyful Activities: Engaging in activities simply because they are enjoyable—without data collection, hidden learning objectives, or expectations. The goal is entertainment and fun!
  
• Encouragement: Offering genuine emotional support (e.g., “You’ve got this!”) before, during, or after an activity. Encouragement helps build confidence and should not be confused with prompting.   

Autonomy also means learners should have multiple ways to access the things they want and need. Relying exclusively on earning rewards can create an unbalanced, compliance-driven environment. However, relying only on requesting, independent access, or freely receiving things all the time can also limit opportunities and create imbalance. Supporting autonomy means creating a life where learners experience choice, connection, growth, enjoyment, and access in a variety of ways. 

Learner Objectives:

60 minutes

Presented By: Magdalena Stefańska-Kurek & Joanna Tomaszewska

Description: Can the same educational framework that transforms a preschool group also unlock communication for an 18-year-old adult? This presentation highlights a compelling case study from Poland that proves the principles of learning are universal, regardless of age or diagnosis.

The presenters will trace the journey of an experienced educator who initially questioned new recommendations during professional supervision, only to become a passionate advocate after seeing her students thrive. This classroom success inspired her to implement PECS® at home with her young adult son, who has Angelman syndrome, ultimately shifting her career path to become a Pyramid Consultant and preschool director. Utilizing direct video examples, this talk will analyze three core Pyramid strategies that were equally effective for early learners and an adult, demonstrating how to focus on functional skills to maximize independence across the lifespan.

Learner Objectives:

Presenter Bio

Magdalena Stefańska-Kurek is an educator, behavior analyst, and licensed behavioral supervisor. She serves as the clinical director of the Polish branch of Pyramid Educational Consultants. She holds a master’s degree in education, specializing in andragogy and early childhood education. She completed a three-year program in Applied Behavior Analysis, studying at Trinity College in Dublin and the Florida Institute of Technology in Melbourne. She is a certified trainer in the PECS method and the Pyramid Approach to Education. She founded the “Pyramid Daj Uśmiech” network of preschools, which were the first in Poland to implement the Pyramid Model as the foundation of therapeutic education. Since 2011, she has led numerous training sessions and workshops in Poland and abroad, focusing on communication development and the implementation of Applied Behavior Analysis (ABA) in working with children and adults with autism. She actively works to promote the Pyramid Approach in the education and therapy of children requiring specialized support.

Joanna Tomaszewska is a certified PECS therapist, preschool teacher, speech-language pathologist, special education teacher for children with intellectual disabilities, and educational therapist. She has many years of experience working with children with disabilities, particularly those on the autism spectrum and those with communication challenges.

In her work, she combines knowledge, empathy, and a practical approach, drawing on both her extensive professional background and personal experiences—she is the mother of a boy with Angelman syndrome. She specializes in developing functional communication, supporting independence, and creating individualized therapy plans tailored to each child’s actual abilities and needs. She is constantly improving her qualifications by actively participating in training sessions and conferences, and she translates her knowledge into concrete support for children and their families.

Presented by: Jesseca Collins, MEd, BCBA, LBA, Jennifer Burgard-Quaranta, M.A., M.Ed., BCBA & Kaitlin Procacina, M.Ed

Description: Communication is a basic human right, and as educators, it is our responsibility to ensure all students have robust support for communication. This session addresses the need to shift our focus on functional communication from an isolated, scheduled skill to an integrated, daily priority. We will share the journey of school-based teams as all adults began to prioritize communication following training in two frameworks: The Pyramid Approach to Education and Teaching Critical Communication Skills. While data provided is from an elementary classroom, the content and results are generalizable for learners of all ages. Implementation was supported and coached by the Nebraska ASD Network, as well as Pyramid Educational Consultants.

This presentation emphasizes the crucial role of adult behavior change in maintaining implementation and achieving meaningful student results. We will highlight the necessity of collaborating with Speech-Language Pathologists (SLPs) and other professionals to design effective strategies. Furthermore, we will detail how to work alongside paraprofessionals to embed and consistently target communication or other skills throughout the entire school day, ensuring a truly comprehensive approach. Participants will leave with at least one practical, actionable strategy they can immediately apply in their own educational settings to elevate communication support.

Learner Objectives:

Presenter Bios

Jesseca Collins, MEd, BCBA, LBA has been involved in the field of special education throughout her life as a peer buddy and through various organizations supporting children and adults with developmental disabilities. She holds a Master’s degree in Elementary and Special Education from St. Joseph’s University in Philadelphia, Pennsylvania. She is a certified elementary and special education teacher in Colorado and California. Jesseca completed her coursework in applied behavior analysis at San Diego State University and became a Board Certified Behavior Analyst is 2011. She has been working professionally in the field in both public and non-public school settings since 2004 as an instructional assistant, teacher and program specialist. In both the public and non-public settings, she supported the establishment or strengthening of programs for students on the autism spectrum or with developmental disabilities. She has also worked at summer camps for children with Autism and has travelled to Accra, Ghana to support an organization for children with Autism. Jesseca has provided support in the school, home, and community settings. She strives to make a meaningful impact on the quality of life for individuals, families, and professionals. She believes in an integrated team based approach to education and values the unique personality of each individual.

Jennifer Burgard-Quaranta, M.A., M.Ed., BCBA, serves as the Southeast Regional Coordinator for the Nebraska ASD Network. While much of her current work focuses on supporting educational programming for students with autism, Jen’s perspective is shaped by many experiences involving individuals with a wide range of disabilities across the lifespan. From founding an adult day program twenty-five years ago to her current role with birth-to-21 educational teams, she has had the unique opportunity to learn from families and professionals in school, community, and residential settings. These experiences allow her to consider current and future needs in multiple environments while prioritizing the vital role of collaboration. Outside of her professional work, Jen is a dedicated community leader, contributing to the Unified Entrepreneurs Club with the Autism Family Network and mentoring young women as a Girl Scout Leader and Gold Award Advisor.

Kaitlin Procacina, M.Ed is an experienced intermediate special education teacher with eleven years of service supporting students with diverse learning needs. She has extensive expertise in working with students with complex needs and is deeply committed to fostering their communication skills and independence. Her instructional approach emphasizes inclusive, functional communication strategies that empower students to express themselves meaningfully across settings. Kaitlin focuses on implementing and refining comprehensive programming for her students that addresses all of their needs, giving them authentic opportunities to engage, connect, and build autonomy through intentional, individualized collaboration and programming.

60 minutes

Presented by: Laura Berteotti & Dr. Simone Zorzi

Description: I Medical appointments can be overwhelming for individuals with autism and other developmental disabilities due to sensory sensitivities, communication differences, unfamiliar routines, and anxiety. This presentation explores practical, evidence-based strategies for creating more accessible and successful healthcare experiences, benefiting both patients and healthcare providers.

Presenters will share the outcomes of a collaborative project with a hospital in Italy, where healthcare staff received specialized training and patients participated in structured practice sessions supported by behavioral strategies to prepare for medical procedures. Results demonstrated that 97% of participants successfully completed a mock X-ray procedure, while procedure times decreased by 63%, illustrating how thoughtful preparation can improve patient cooperation, reduce stress, and increase efficiency in healthcare settings.

Learner Objectives:

Presenter Bios:

Laura Berteotti is a behavior analyst, SIACSA board member, and a communication facilitator for Italian Sign Language certified by the National Institute for the Deaf. She has completed two master’s degrees in Applied Behavior Analysis. She graduated summa cum laude from the University of Verona with a degree in Educational Sciences and subsequently earned a second master’s degree in Psychobiology and Cognitive Neuroscience from the University of Parma. Laura has worked for ten years with individuals with neurodevelopmental disorders, both adults and children, in a variety of roles, including training, supervision, direct interventions, and independent research. Laura has provided support and interventions to children and adults with NSD in a variety of settings: at school, at home, in clinics, and in housing and social inclusion services. Her work in this field has often included providing training courses to parents and professionals throughout Italy, as well as authoring publications in the field. The lack of functional communication repertoires is a condition often observed in this population. This awareness led Laura to explore alternative and augmentative communication tools and methods, attending PECS courses with Pyramid and immediately following the certification process to become a PECS Implementer. She currently lives in Rome and works as a PECS consultant in Italy, where she offers Pyramid clinical and training services

Simone Zorzi was born on June 17, 1976, in Gorizia, Italy. He obtained his Master’s degree in Psychology (2002) from the University of Trieste. He later completed a four-year specialization in Cognitive-Behavioral Psychotherapy and earned a postgraduate Master’s degree in Applied Behavior Analysis, obtaining a qualification as a Behavior Analyst. Since 2019, he has served as Director of Disability Services at the Azienda Sanitaria Universitaria Friuli Centrale, where he leads and coordinates the regional network of socio-health services. He is also an adjunct professor of Special Pedagogy and Psychology of Disabilities at the University of Udine and Vice President of the Ecoistituto del Friuli Venezia Giulia. His professional expertise focuses on the design and implementation of psychoeducational interventions for individuals with intellectual disabilities and autism, integrating evidence-based behavioral models with digital technologies. His research addresses disability, social inclusion, and the application of digital technologies in support services.

60 minutes

Presenters: Krysten Spottiswood, MA., BCBA, Julie Koudys PhD, CPsych, RBA(Ont), BCBA-D & Aman-Preet Randhawa

Description: It is estimated that approximately 30% of autistic individuals do not develop functional speech (Tager-Flusberg & Kasari, 2013). For these individuals, introducing a communication system that can immediately support their wants and needs is essential. The Picture Exchange Communication System (PECS; Bondy & Frost, 2006) is one form of alternative and augmentative communication that is often recommended. Training caregivers to implement PECS is a practical and cost-effective way to equip families with the skills required to support their child’s communication needs. To this end, the PECSperts Caregiver training package was developed. PECSperts incorporates behavioral skills training (BST) and general case training (GCT) and has previously been used to successfully teach caregivers to implement PECS with their child (e.g., Koudys et al., 2025a, 2025b; Treszl et al., 2021).

This presentation will describe the PECSperts training package, including the systematic use of BST and GCT to support generalized and maintained caregiver PECS training skills.  Various iterations of the model will be described to highlight opportunities for flexible training approaches. The presentation will also include a demonstration of the application of the training model to the PECS IV+ App for iPad.

Learner Objectives:

Presenter Bios:

Krysten Spottiswood, MA., BCBA is a Consultant for Pyramid Educational Consultants of Canada. She earned a Bachelor’s degree in Psychology and a Master of Arts Degree in Applied Disability Studies with a specialization in Applied Behaviour Analysis from Brock University in Ontario, Canada. She started her career as a rehabilitation therapist and case manager working with individuals with an acquired brain injury. She later worked as a case manager and senior therapist with children, adolescents, and young adults with intellection and developmental disabilities including autism spectrum disorder (ASD). Her clinical experience includes work in educational and residential services. She has completed research related to the impact of instructional strategies on the communication behaviour of children with ASD who use augmentative/ alternative communication (AAC) systems. Krysten has presented her research both nationally and internationally, and has co-authored a book chapter on the use of AAC systems for individuals with intellectual and developmental disabilities. She has also served as a research assistant on numerous committees for the Ontario Association for Behaviour Analysis (ONTABA).

Julie Koudys PhD, CPsych, RBA(Ont), BCBA-D is an Associate Professor and Clinical Coordinator in the Department of Applied Disability Studies at Brock University, Ontario, Canada. She is a Registered Psychologist and Behaviour Analyst who has worked with children and youth with neurodevelopmental disorders, learning disorders, and mental health challenges for over 20 years. She is passionate about the integration of research into practice and partners with community providers to support clinical research and evidence-based practice. Along with her graduate students, she has published numerous research articles and book chapters and has presented more than 100 papers and workshops, including invited addresses, at both national and international conferences.  Dr. Koudys has a long history of service, including serving as an appointed member of the Government of Ontario’s Clinical Expert Committee for ASD and the Autism Advisory Panel for the Ontario Autism Program. She was Chair of the Ontario Scientific Expert Taskforce for the Treatment of ASD, for which she received the 2017 Research Award from the Ontario Association for Behaviour Analysis (ONTABA). In recognition of her service, she also received the 2018 President’s Service Excellence Award from ONTABA. She currently serves as the International Representative on the Board of Directors for the Behavior Analyst Certification Board (BACB).

Amanpreet Randhawa is a second-year doctoral student in Applied Behaviour Analysis at Brock University under the supervision of Dr. Koudys. She is a Behaviour Analyst who has worked with children with neurodevelopmental differences for over 10 years. Her research interests include enhancing compassionate and collaborative care in behaviour analysis with a particular focus on integrating motivational interviewing into behaviour analyst training and supervision. She has also conducted research on training caregivers to support their children’s use of augmentative and alternative communication.

Presenters: Amanda Kelly, MS, BCBA-D & Catherine Horton, M.S., CCC-SLP, BCBA, CAGS

Description: Individuals with autism and other developmental disabilities face a significantly increased risk of harm during everyday and emergency situations, making proactive safety instruction essential. In this presentation, Dr. Amanda Kelly will introduce a comprehensive safety assessment tool designed to help educators, caregivers, and service providers identify potential risks and prioritize individualized safety goals for children and adults with disabilities. Participants will explore key areas of safety, including fire, water, school and community safety, while examining the ethical considerations that guide effective and compassionate instruction. The presentation will also include an introduction to practical instructional plans and ready-to-use materials, as created by Pyramid Educational Consultants in partnership with the Alisa Ann Ruch Burn Foundation (AARBF).  Attendees will leave with actionable resources and strategies to help create safer environments and improve outcomes for the individuals they support.

Learning Objectives:

Presenter Bios

Dr. Amanda Kelly is a nationally recognized behavior analyst, educator, author, and advocate with more than 25 years of experience advancing ethical, effective, and compassionate ABA. Her work spans autism, education, healthcare, and public policy, with a focus on improving access to high-quality services and supporting ethical decision-making across the field. She is known for her ability to make complex concepts practical and relatable, offering real-world tools for students, families, and providers. Dr. Kelly has contributed to major legislative and regulatory efforts, including insurance reform and licensure initiatives in Massachusetts and Hawai‘i, where she became the first licensed behavior analyst in the state. As an educator and consultant, Dr. Kelly is recognized for her engaging teaching style, her use of real scenarios, and her commitment to helping practitioners grow with confidence and compassion. Through Behaviorbabe, she shares accessible resources, templates, and thought leadership designed to support ethical practice and meaningful access to care. Dr. Kelly lives in South Carolina, where she continues to teach, create, consult, and advocate —while enjoying sunshine, day trips, good food, and regular visits to her local zoo.

Catherine Horton is dually-certified as both a Speech Language Pathologist (SLP) certified by the American Speech-Language-Hearing Association and a Board Certified Behavior Analyst (BCBA). She graduated summa cum laude from the University of Maine with a B.A. in Communication Sciences and Disorders. She went on to earn a M.S. in Communication Sciences and Disorders from the University of New Hampshire. Catherine has earned the Certificate of Advanced Graduate Studies in Educational Leadership from the University of New England. Most recently, Catherine has also completed all requirements for certification as a behavior analyst. Prior to her employment with Pyramid Educational Consultants, Catherine worked as a speech language pathologist providing therapy to children with significant special needs in hospital, group home and school settings. Catherine has been a consultant at Pyramid for over 20 years. She currently provides trainings regarding PECS and the Pyramid Approach to Education to parents and professionals across the United States. Catherine also consults to educational teams across the country, focusing on the development of functional communication systems and effective educational environments for students with special needs. She has also published literature in both Focus on Autism and the Autism Advocate. Catherine has a wealth of expertise in working with students with developmental disabilities and is passionate about her work.

60 minutes

Presenters:  Soraia Vieira, BSc, MA, Chihiro Negron, M.Ed. BCBA, Olga Popova

Description: Communication changes lives, and no one can speak to that better than the people who have lived it. In this inspiring panel presentation, Pyramid consultants from around the world will co-present with parents of PECS users and an individual who used PECS as part of their own communication journey. Through personal stories and professional perspectives, presenters will share how PECS has influenced communication development, family relationships, educational experiences, and growing independence. Attendees will gain a deeper appreciation for the real-world impact of evidence-based communication intervention while hearing diverse experiences from different countries, cultures, and stages of life. This session highlights the voices of those most directly affected by communication supports and celebrates the possibilities that emerge when individuals are given a reliable way to communicate

Objectives:

Presenter Bios: 

Soraia Cunha Peixoto Vieira, BSc, MA is the Director of Pyramid Cursos e Treinamentos Ltda. Soraia has taught courses on PECS and the Pyramid Educational Approach throughout Brazil. She has extensive experience working with children and adults with a wide range of communication difficulties for various reasons: physical, mental, social, and emotional.

Soraia received her bachelor’s degree in Speech-Language Pathology from Izabela Hendrix University in Belo Horizonte in 1997 and her master’s degree in Linguistic Studies from the University of London in 2005. She also completed the Advanced Autism Course accredited by the University of Cambridge in 2002. Soraia has worked in Brazil and England as a Speech-Language Pathologist. Throughout her career, she has worked with students with special needs for over 19 years. She attended her first PECS course in 2002, and since then PECS has become part of her daily practice.

Chihiro Negron, Master of Education, Certified Behavior Analyst (BCBA) is the Clinical Director and PECS Supervisor at Pyramid Educational Consultants of Japan Co., Ltd. After graduating from Kobe City University of Foreign Studies, she studied Educational Psychology at Rutgers University in New Jersey, where she earned a Master of Education degree. Subsequently, she worked at Durand Academy and Community Services, providing support to individuals with developmental disabilities in schools and adult facilities. In 2009, she obtained her Certified Behavior Analyst (BCBA) certification and is proficient in various support programs based on Applied Behavior Analysis (ABA), including behavioral interventions, Pivotal Response Training, staff training, and parent training.

Olga Popova has been responsible for clinical practice and teaching in Russia since 2020. She also serves as the director of the nonprofit organization “My Planet” for children with autism. Prior to this, Olga taught and held leadership positions in medical organizations in Russia, the CIS, and the Middle East.