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Barry M. Prizant, PhD, CCC-SLP

Barry M. Prizant Instructor Bio:
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 the Artists and Scientists as Partners Group, Brown University. Barry has served as a tenured Professor of Communication Disorders at Southern Illinois University and Emerson College, where he developed specialty tracks in language disabilities and autism in the Master’s and Doctoral programs. He also was Founder and Director of the Communication Disorders Department at Bradley Hospital, with an Associate Professor Appointment in Child and Adolescent Psychiatry in the Brown University Program in Medicine, and was an Advanced Post-Doctoral Fellow in Early Intervention at UNC-Chapel Hill. Barry has developed family-centered programs for newly diagnosed toddlers with social-communication disabilities and ASD and their families in hospital and university clinic settings, and consults widely to schools and agencies in New England as well and nationally and internationally, from early intervention through high school settings. He has published more than 120 articles and chapters on autism, childhood communication disorders and child development, has given more than 700 seminars and workshops at national and international conferences and has served on the Editorial Board of six scholarly journals and writes a regular column for Autism Spectrum Quarterly. Barry has received widespread recognition and many honors in his career. He was an invited speaker at the United Nations for World Autism Awareness Day (April, 2013) and received the Divine Neurotypical Award of the Global and Regional Asperger Syndrome Partnership (www.grasp.org), for contributions to improving quality of life for persons with autism spectrum disorders. Barry also was the recipient of the 2005 Princeton University Eden Foundation Award for career contributions in autism, Fellowship in the American Speech-Language-Hearing Association and the Massachusetts Speech-Language Hearing Association Clinical Achievement Award on two occasions.

Barry M. Prizant'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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