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Amy Laurent, PhD, OTR/L

Amy  Laurent Instructor Bio:
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.

Amy Laurent's Continuing Education Courses

SCERTS Part 1: A Comprehensive Educational Framework for Autism

SCERTS Part 1: A Comprehensive Educational Framework for Autism

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… Read Morearrow_right

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SCERTS Part 2: The Social Communication Domain

SCERTS Part 2: The Social Communication Domain

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… Read Morearrow_right

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SCERTS Part 3: The Emotional Regulation Domain

SCERTS Part 3: The Emotional Regulation Domain

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… Read Morearrow_right

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SCERTS Part 4: The Transactional Support Domain

SCERTS Part 4: The Transactional Support Domain

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 communicative partners’ interactive styles on the social communicative… Read Morearrow_right

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SCERTS Part 5: Getting Started with Implementation

SCERTS Part 5: Getting Started with Implementation

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 introduced as an essential component for ensuring transactional… Read Morearrow_right

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SCERTS Part 6: The SCERTS Assessment Process (SAP)

SCERTS Part 6: The SCERTS Assessment Process (SAP)

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 strengths and areas of need in those areas most impacted by the… Read Morearrow_right

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SCERTS Part 7: Program Planning with Families and Educational Teams

SCERTS Part 7: Program Planning with Families and Educational Teams

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, family members, professionals, and other service providers to feel supported and… Read Morearrow_right

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