val and light lunch
Day 1: The SCERTS Model – An Introduction; Using the SCERTS practice principles to guide program development for children with Autism Spectrum DisorderDay 2: The SCERTS Model – Advanced Application; Using the SCERTS Assessment to Monitor Progress in Children with Autism Spectrum DisorderVenue:           Kettering Conference Centre, Thurston Dr. Kettering, Northants NN15 6PB
Time:                                        8:30am Onwards Registration Course Starts 09.00
Course ends:Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Apprx. Â 04:00Â pm
II.
Course Description
Day 1: This course will introduce the SCERTS model, a comprehensive, multidisciplinary educational approach designed for children with Autism Spectrum Disorders (ASD). This model is not exclusive of other treatment approaches and methodologies, but rather provides a framework for those who are seeking guidelines for implementing a comprehensive educational plan that is based on our knowledge of the core developmental challenges faced by children with ASD, family-centered care, and our knowledge of the recommended tenets of educational programming. The model was designed to provide guidelines for helping children progress through the stages of becoming a competent social communicator. It was also designed to provide families and educational teams with the help they may need to feel successful in supporting the child. Participants of this course will learn how to determine meaningful, purposeful, and motivating goals and strategies based on a child’s developmental stage, functional needs, and family priorities.
 III.           Intended Audience – This training is most appropriate for:
Educators, therapists, administrators, paraprofessionals, and     families who are seeking an introduction to the SCERTS Model and guidelines     for implementation.
IV.          Learner Outcomes:
Participants will be able to:
Identifying the critical domains most predictive of positive outcomes in children with ASD.
Identify how the SCERTS curriculum-based assessment can be used to guide the development of meaningful, functional and evidence-based objectives in social communication.
Identify how the SCERTS curriculum-based assessment can be used to guide the development of meaningful, functional and evidence-based objectives in emotional regulation.
Identify the importance of modifying the physical and interpersonal environment to foster social communicative competence in individuals with ASD.
V.            Time Ordered Agenda:  31 January, 2013
8:30 – 9:00 a.m.                   Registration
9:00 – 10:30 a.m.                 Identifying the core domains of the SCERTS Model
10:30 – 10:45 a.m.              Break
10:45 – 12:00 p.m.             Identifying the practice principles of the SCERTS Model
12:00 – 1:00 p.m.                Lunch
1:00 – 2:15 p.m.                  Identifying developmental stages and essential social communication and emotional regulation objectives within the SCERTS curriculum
2:15 – 2:30 p.m.                  Break
2:30 – 4:00 p.m.
II.            Course Description
Day 2: This course will provide an advanced discussion of the use of the SCERTS assessment process to determine developmentally sensible and functional goals, to determine appropriate evidence-based supports, and to monitor progress over time in meaningful, functional contexts.   The course will begin with the essential priorities for applying the SCERTS assessment in program development, namely writing goals and determining supports. Next, the formal assessment will be reviewed with an emphasis on how to use this tool to determine a child’s stage of language acquisition, establish a profile of strengths and areas of need in those areas most impacted by the core challenges of ASD and monitor progress over time.
 III.           Intended Audience – This training is most appropriate for:
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- Educators, therapists, administrators, paraprofessionals, and families who are seeking more advanced application of the SCERTS Model and guidelines for completing a formal assessment.
 IV.          Learner Outcomes:
Participants will be able to:
Identify the steps for implementing the SCERTS assessment process across natural contexts and settings to obtain an authentic measure of progress over time.
Identify the steps for obtaining reliable data to determine a child’s areas of strength and areas of need in the domains of social communication and emotional regulation.
Adjust programming related to educational objectives and appropriate strategies for enhancing active engagement.
 Identifying predictors of success in systems serving children with ASD.
 V.            Time Ordered Agenda: 1 February, 2013
8:30 – 9:00 a.m.                   Registration
9:00 – 10:30 a.m.                 Practical application of the SCERTS assessment; stage determination, observation, determining goals and planning for implementation of supports (video case reviews)
10:30 – 10:45 a.m.              Break
10:45 – 12:00 p.m.             Practical application of the SCERTS assessment; stage determination, observation, determining goals and planning for implementation of supports (video case reviews)
12:00 – 1:00 p.m.                Lunch
1:00 – 2:15 p.m.                  Identifying the 10 steps toward implementing the SCERTS assessment across settings and partners.
2:15 – 2:30 p.m.                  Break
2:30 – 4:00 p.m. Identifying essential predictors of success when implementing a multdisiciplinary assessment tool.
Our Speaker: