Application Form 2 and 3 day introduction and advanced £260.00 (June 2017). Costs for 2018 £????
Title: Day 1 – The SCERTS Model – An Introduction: Using the SCERTS framework guide priorities for children with Autism Spectrum Disorder
Day 2 -The SCERTS Model – Application & Assessment: Using the SCERTS framework to design programming in 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
Day 1 of 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 of this course will begin with the essential priorities for applying the SCERTS scope and sequence of goals in program development, namely writing goals and determining supports (i.e., educational planning). The formal assessment will be introduced as a mechanism 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.
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 related to educational objectives and appropriate strategies for enhancing active engagement
- Adjust programming related to educational objectives and appropriate strategies for enhancing smooth transitions
- Adjust programming related to educational objectives and appropriate strategies for enhancing conventional emotional expression
Time Ordered Agenda:
9:30 – 11:00 a.m. The neuroscience of social competence in children with autism and social emotional learning differences
11:00 – 11:20 a.m. Break
11:15 – 12:30 p.m. Identifying the core domains and practice principles of the SCERTS framework
12:30 – 1:15p.m. Lunch
1:30 – 2:45 p.m. Identifying developmental stages and essential social communication objectives within the SCERTS curriculum
2:40 – 3:00 p.m. Break
3:00 – 4:15 p.m. Identifying developmental stages and essential emotional regulation objectives within the SCERTS curriculum
9:30 – 11:00 a.m. Using video case reviews to identify objectives and appropriate strategies for enhancing active engagement – small group break-out sessions
11:00 – 11:20 a.m. Break
11:15 – 12:30 p.m. Using the SCERTS Practice Principles to identify objectives and appropriate strategies for enhancing smooth transitions – small group break-out sessions
12:30 – 1:15 p.m.. Lunch
1:30 – 2:40 p.m.. Identifying educational objectives and appropriate strategies for enhancing conventional emotional expression – small group break-out session
2:40 – 3:00 p.m. Break
3:00 – 4:15 p.m. Using the SCERTS Assessment Process to as a meaningful measure of outcome and program planning
Emily Rubin, MS, CCC-SLP is an Educational Outreach Specialist at the Marcus Autism Center, 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 is a co-author of the SCERTS Assessment Process and she provides professional development internationally to educational programs developing programs for social and emotional learning and serving children and adolescents with autism and related developmental disorders.