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presented by Amy Laurent, PhD, OTR/L, Barry M. Prizant, PhD, CCC-SLP, and Emily Rubin, MS, CCC-SLP
Financial: Barry M. Prizant receives compensation from MedBridge for this course. Barry M. Prizant receives royalties from Brookes Publishing and compensation from Simon & Schuster Publishing.
Non-Financial: Barry M. Prizant in on the advisory board for the Center for Neurodiversity, Shrub Oak International School, and The Miracle Project . He is an adjunct professor at Brown University.
Financial: Emily Rubin receives compensation from MedBridge for this course. Emily Rubin receives royalties from Brookes Publishing and compensation from Marcus Autism Center.
Non-Financial: Emily Rubin has no competing non-financial interests or relationships with regard to the content presented in this course.
Financial: Amy Laurent receives compensation from MedBridge for this course. Amy Laurent receives royalties from Brookes Publishing. She is an employee and adjunct faculty member at the University of Rhode Island.
Non-Financial: Amy Laurent is the Vice President of the Board for Bailey's Team for Autism .
Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.
MedBridge is committed to accessibility for all of our subscribers. If you are in need of a disability-related accommodation, please contact [email protected]. We will process requests for reasonable accommodation and will provide reasonable accommodations where appropriate, in a prompt and efficient manner.
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. Participants will learn about the core values and guiding principles underlying practice in the SCERTS Model. The neurodevelopmental basis of social development is reviewed as a foundation for identifying highest priority goals and objectives, and the three domains of SCERTS - Social Communication, Emotional Regulation, and Transactional Support are introduced. Participants are also introduced to observation and action planning within the SCERTS Model.
Amy Laurent, PhD, OTR/L
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…
Read full bioBarry M. Prizant, PhD, CCC-SLP
Barry M. Prizant, Ph.D., CCC-SLP has more than 40 years experience as a clinical scholar, consultant, researcher and program consultant to children and older persons with Autistic Spectrum Disorders (ASD) and related developmental disabilities and their families. He is both the Director of Childhood Communication Services (CCS), a private practice, and an Adjunct Professor in…
Read full bioEmily Rubin, MS, CCC-SLP
Emily Rubin, MS, CCC-SLP is the Director of the Educational Outreach Program at the Marcus Autism Center in Atlanta, GA, an affiliate of Emory University and an NIH Autism Center of Excellence. 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…
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1. Introduction
This chapter identifies the three domains of The SCERTS Model, and the core values and guiding principles underlying practice in SCERTS. Characteristics of SCERTS are explained as to how they address the need for a comprehensive educational approach in autism.
2. Social Neurodevelopment
Chapter two emphasizes that an understanding of autism is gained from the “inside out.” Current research in the neurodevelopmental basis of social development is reviewed along with the core challenges faced by individuals with autism at different stages. This provides a foundation for identifying the highest priority goals and objectives for individuals who are before words, emerging language, or conversational.
3. SC, ER, and TS domains
This chapter highlights the relationships among the domains of social communication, emotional regulation, and transactional support. Each of these domains, which present challenges to individuals with ASD and their partners, has an impact on an individual’s overall social communicative competence. SCERTS prioritizes intervention in each of these domains to support participation in daily activities and meaningful relationships.
4. Applying the SCERTS Practice Principles
Chapter four introduces the SCERTS Observation and Action Planning checklist as a tool for efficiently implementing transactional support in everyday activities. A video case example of a student in a classroom setting will be reviewed to illustrate how to use this tool can be used to identify what is already working and possible next steps.
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