1, 2 & 3 Day Training The SCERTS Model for Autism

scerts for web

 

 

 

Scertser protected page

2018 Training

3 DAY June 27 to 29, 2018 COST £355.00
2 Day June 27 to 28, 2018 Cost £265.00. Does not include Day 3
1 Day June 29 only 2018 Note: For those who have attended any of the 2 Day SCERTS Trainings can apply for Day 3 only (1 Day) Assessment training. £125.00

2019 Training

2 day training 2019 January 24 to 25 Cost £265.00,
2 day training 2019 June TBA Cost £265

 

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 3 day June 2018 Costs  £355.00.

Title:          SCERTS : Introduction, Implementation, Assessment

Day 1 – The SCERTS Model – An Introduction: Using the SCERTS framework guide priorities for children on the Autism Spectrum

Day 2 -The SCERTS Model – Implementation: Using the SCERTS framework to design programming in children on the Autism Spectrum

Day 3 – The SCERTS Model – Assessment: Using the formal SCERTS Assessment Process to monitor progress over time

Presenter:                           Emily Rubin, MS, CCC-SLP     Co-Author, The SCERTS Model

Host:                                  Autism Independent UK

Location: (KLV) Kettering Conference Centre Thurston Drive, Kettering
Northamptonshire, NN15 6PB

Registration:                  9:00am – 9:30am

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

Course Description

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 then 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.

Day 3 of this course will provide guidelines and practice administering the formal SCERTS Assessment Process. This tool can be used 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 to monitor progress over time.

Time Ordered Agenda:

Day 1

9:30 – 11:00 a.m.         Current research in social neuroscience and its impact on educational programming guidelines for children with autism

11:00 – 11:20 a.m.      Break

11:20 – 12:30 p.m.      Identifying the most essential transactional supports in the SCERTS framework

12:30 – 1:15 p.m.        Lunch

1:15 – 2:45 p.m.          Identifying developmental stages and essential social communication objectives within the SCERTS curriculum; before words and emerging language

2:45 – 3:00 p.m.          Break

3:00 – 4:15 p.m.          Identifying developmental stages and essential social communication objectives within the SCERTS curriculum: conversational stages

 Day 2

9:30 – 11:00 a.m.        Identifying developmental stages and essential emotional regulation objectives within the SCERTS curriculum

11:00 – 11:20 a.m..      Break

11:20 – 12:30 p.m.      Implementing the SCERTS framework to identify priorities for selecting goals, determining supports and designing educational plans

12:30 – 1:15 p.m..       Lunch

1:15 – 2:45 p.m..         Using the SCERTS Practice Principles to identify objectives and appropriate strategies – video case study

2:45 – 3:00 p.m.          Break

3:00 – 4:15 p.m           Using the SCERTS Practice Principles to identify objectives and appropriate strategies – video case study

Day 3

 9:30 – 11:00 a.m.        Using the SCERTS Assessment Process – Determining a child’s developmental stage and appropriate priorities for goals and program planning

11:00 – 11:20 a.m..      Break

11:20 – 12:30 p.m.      Using the SCERTS Assessment Process to as a meaningful measure of outcome and program planning

12:30 – 1:15 p.m..       Lunch

1:15 – 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 p.m.          Break

3:00 – 4:15 p.m           Identifying methods for ongoing program monitoring of SCERTS and cascading of training within service provisions.

Speaker Profile:     

Emily Rubin, MS, CCC-SLP is the Director of the Educational Outreach Program 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.

2 Day training 2019 January

Course Description

 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.

Learner Outcomes:

Participants will be able to:

  1. 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.
  2. Adjust programming related to educational objectives and appropriate strategies for enhancing active engagement
  3. Adjust programming related to educational objectives and appropriate strategies for enhancing smooth transitions
  4. Adjust programming related to educational objectives and appropriate strategies for enhancing conventional emotional expression   

Time Ordered Agenda:

Day 1

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

Day 2

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

Speaker Profile:     

Emily Rubin, MS, CCC-SLP is the Director of the Educational Outreach Program 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.