Amy Laurent, Ph.D., OTR/L is a developmental psychologist and a registered pediatric occupational therapist. Currently in private practice, Amy specializes in the education of children with autism spectrum disorders (ASD) and related developmental disabilities. The majority of Amy’s work involves collaborating with and supporting early intervention teams, school teams, and families. Her consultative services focus on the creation of educational programs and environments that facilitate children’s active engagement and learning at home, in schools, and throughout their communities. The SCERTS Model, of which she is a coauthor, along with differentiated instruction and developmental theory guide her practice.
Amy is an adjunct faculty member for the School of Education at the University of Rhode Island, Kingston, RI. She teaches courses focused on Research Methodology for educators. Previously, she has served as an adjunct faculty member for the Communication Disorders Department at Emerson College and at the University of Rhode Island. In these roles, she developed graduate courses focused on preparing clinicians to meet the needs of children with autism, as well as the needs of their families.
Amy’s current research interests involve examining the relationship between characteristics of young children diagnosed with Autism and strategies used by parents to support them within the context of natural routines and play. Her publications focus on social communication and emotional regulation in individuals diagnosed with ASD. She frequently lectures and provides training throughout the United States and internationally on the SCERTS Model, and other topics related to therapeutic and educational intervention for children with ASD.
This course introduces the SCERTS Model, an evidence-based, comprehensive, multidisciplinary educational approach and framework designed for individuals with Autism Spectrum Disorders (ASD) and related disabilities.… read more
Part two of this seven part series introduces the first domain of the SCERTS Model, Social Communication (SC). Participants will learn about SC as a… read more
The third course in this seven course series introduces the second domain of the SCERTS Model, Emotional Regulation (ER). Participants will learn about ER as… read more
Course four in this seven part series introduces the fourth domain of the SCERTS Model, Transactional Support (TS). Participants will learn about the influence of… read more
Course five addresses the process of systematically planning to embed target objectives within everyday activities, namely SCERTS in Action. First, the SCERTS Planning Grid is… read more
Course six introduces the 10-step SCERTS Assessment Process (SAP). This tool is designed to determine an individual’s stage of language acquisition, establish a profile of… read more
The seventh and final part of this series addresses components of Transactional Support that are essential to allow all members of a child’s team, parents,… read more