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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.
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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 core challenge for individuals diagnosed with ASD and how these challenges differ depending upon developmental stage, i.e., the Social Partner, the Language Partner, and the Conversational Partner. The neurodevelopmental basis of social communication is reviewed, as are the capacities of joint attention - why we communicate and symbol use - how we communicate. Participants are also introduced to critical transactional supports for each developmental stage - how we can help others communicate. Sample objectives used to address those challenges are also presented.
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. The SC of SCERTS
Chapter one emphasizes the importance of Social Communication as a domain of SCERTS due to broad ranging impact that progress in Social Communication has on many areas of functioning. The components of SC are presented, and the multi-modal nature of SC in SCERTS is explained.
2. SC at the Social Partner Stage
Chapter two examines SC for children who have not yet developed symbolic communication. Common SR challenges at this stage of development, as well as critical priorities for goal selection are introduced. Finally, developmentally appropriate transactional supports for learners at this stage of development are discussed.
3. SC at the Language Partner Stage
This chapter examines SC for children who are early language learners. Common SC challenges at this stage of development, as well as critical priorities for goal selection are introduced. Finally, developmentally appropriate transactional supports for learners at this stage of development are discussed.
4. SC at the Conversational Partner Stage
The final chapter of this course examines SC for children who use creative language and are conversational. Common SC challenges at this stage of development, as well as critical priorities for goal selection are introduced. Finally, developmentally appropriate transactional supports for learners at this stage of development are discussed.
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