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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.
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 a core challenge for individuals diagnosed with ASD. The developmental basis of emotional regulation is reviewed, as are the capacities of self-regulation and mutual regulation. Contrasts to traditional behavior management practices are made. Participants are also introduced common ER challenges at various stages of development. Sample objectives and Transactional Supports used to address those challenges within the SCERTS Model 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 ER of SCERTS
Chapter one explains the concept of emotional regulation and why it is important for learners on the autism spectrum and those with related disabilities. The two components of ER in the SCERTS curriculum are presented with examples.
2. The ER Toolkit
Chapter two begins with a review of Self-Regulation and Mutual Regulation and introduces the developmental continuum of abilities in these areas. Regulation strategies appropriate for three different developmental levels are presented. Discussion contrasting an ER approach and traditional behavioral management is included.
3. ER at the Social Partner Stage
Chapter three examines ER for children who have not yet developed symbolic communication. Common ER 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. ER at the Language Partner Stage
Chapter four examines ER for children who are early language learners. Common ER 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.
5. ER at the Conversational Partner Stage
The final chapter of this course examines ER for children who use creative language and are conversational. Common ER 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.
More Courses in this Series
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