2 Day Training The SCERTS Model for Autism

Scertser protected page

January 29-30, 2015 Cost  £260.00 for 2 days  to include AM/PM refreshments, coffee on arrival and light lunch
Led By
Emily Rubin, MS, CCC-SLP Director, Communication Crossroads, Atlanta, GA
Information Video.

Application Form 2 day introduction and advanced £260.00.   Title:     The SCERTS Model – Introduction & Advanced Assessment Techniques Using the SCERTS framework guide priorities and design programming for children with Autism Spectrum Disorder

Presenter:                        Emily Rubin, MS, CCC-SLP

Host:                                Autism Independent UK

Location:                          Kettering Conference Centre Registration:                              9:00 – 9:30am

Course Time:                   9:30am – 4:15pm  II.      

Course Description TO BE UPDATED 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.   

Day 2 TO BE UPDATED of this course will include a discussion of how the scope and sequence of normative social and emotional milestones within the SCERTS Assessment Process can be used to determine developmentally sensible and functional goals and design educational programming in natural routines, with an emphasis on the school setting.  An emphasis will be placed on problem solving how the SCERTS practice principles can be applied to ensure that children are: 1) maintaining active engagement, 2) making smooth and independent transitions, and 3) expressing their emotion and using coping strategies in a conventional manner.  

III. Learner Outcomes: TO BE UPDATED   Participants will be able to:  Identify how the SCERTS scope and sequence of goals can be used to guide the development of meaningful, functional and evidence-based objectives in social communication and emotional regulation.  Adjust programming with appropriate strategies for enhancing active engagement  Adjust programming with appropriate strategies for enhancing smooth transitions. Adjust programming with appropriate strategies for enhancing emotional expression and coping.

III.      Learner Outcomes: Participants will be able to: Identify the 10 steps of the formal SCERTS assessment as a means of measuring a child’s functional social communication and emotional regulation skills. s social communication and emotional regulation skills in naturalistic observation. Generate a summary of a child’s social and emotional skills and use this data to select meaningful educational goals. Generate a narrative summary of a child’s current levels of performance using data gathered from the SCERTS Assessment Process.        

Time Ordered Agenda:   Day 1TO BE UPDATED   9:00 – 9:30a.m.         Arrival and registration 9:30 – 10.30 a.m.      The neuroscience of social competence in children with autism and social emotional learning differences 10:30 – 10:45 a.m.    Break 10:45 – 12:30 p.m.    Identifying the core domains and practice principles of the SCERTS framework 12:00 – 1:00 p.m.     Lunch 1:00 – 2:15 p.m.       Identifying developmental stages and essential social communication objectives within the SCERTS curriculum 2.15 – 2:30 p.m.       Break 2:30 – 4:00/30 p.m.       Identifying developmental stages and essential emotional regulation objectives within the SCERTS curriculum            

2015 Day 2 TO BE UPDATED   9:00 – 9:30a.m.         Arrival and registration 9:30 – 10:30 a.m.      Identifying priorities in implementing the SCERTS framework (e.g., selecting appropriate goals based upon developmental stage, creating educational plans, etc.) 10:30 – 10:45 a.m.    Break 10:45 – 12:00 p.m.    Using video case reviews to identify objectives and appropriate strategies for enhancing active engagement – small group break-out sessions 12:00 – 1:00 p.m.     Lunch 1:00 – 2:15 p.m.       Using the SCERTS Practice Principles to identify objectives and appropriate strategies for enhancing smooth transitions – small group break-out sessions 2:15 – 2:30 p.m.       Break 2:30 – 4:00 p.m.       Identifying educational objectives and appropriate strategies for enhancing conventional emotional expression – small group break-out sessions       

Time Ordered Agenda:       TO BE UPDATED   9:00 – 9:30a.m.         Arrival and registration 9:30 – 11:00 a.m.      Using the SCERTS Assessment Process to as a meaningful measure of outcome and program planning 11:00 – 11:15 a.m.    Break 11:15 – 12:30 p.m.    Using the SCERTS Assessment Process – Determining a child’s developmental stage and appropriate priorities for goals and program planning 12:30 – 1:30 p.m.     Lunch 1:30 – 2:45 p.m.       Using the SCERTS Assessment Process – Achieving reliability on collecting data related to functional social and emotional skills; video case examples 2:45 – 3:00 pm         Break 3:00 – 4:00 p.m.       Identifying methods for on-going program monitoring  

VI.      Speaker Profile:     Emily Rubin, MS, CCC-SLP is an Educational Outreach Specialist at the Marcus Autism centre, affiliated with Emory University. She is a speech-language pathologist specializing in autism, Asperger’s Syndrome, and related social learning disabilities. As a former adjunct faculty member and lecturer at Yale University, she has served as a member of their Autism and Developmental Disabilities Clinic. She recently participated as a member of the American Speech-Language-Hearing Association’s Ad Hoc Committee on Autism Spectrum Disorders (ASD), a committee charged with developing guidelines related to the role of speech-language pathologists in the diagnosis, assessment, and treatment of ASD.  She lectures internationally and provides consultation to educational programs developing programs for social and emotional learning and serving children and adolescents with autism and related developmental disorders.

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