1 & 2 & 3 Day Training The SCERTS Model for Autism
Training’s January 2025
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Please see new dates for January 2025 ON OUR WEBSITE, https://autismuk.com/training/course-dates/
*2025 Training**
2 day training 2025 January 29-30 Cost £455.00 introduction
3 day training 2025 January 29-30-31 Cost £310.00 including advanced.
1 day training 2025 January 31 Cost £165.00 advanced for those who have attended the introduction training.
2-Day JUNE 25-26-?27. 2025 Cost TBA
Autism Independent UK are looking forward to you joining the Seminar/Work-shop to be held at the The Ballroom Wicksteed Park Barton Rd, Kettering NN15 6NJ
New group discounts:
6+ 10% discount
10+ 12% discount
20+ 25% discount
to include AM/PM refreshments, coffee on arri
val and light lunch
Title: SCERTS : Introduction, Implementation, Assessment
Day 1 – The SCERTS Model – An Introduction: Using the SCERTS framework guide priorities for children on the Autism Spectrum
Day 2 -The SCERTS Model – Implementation: Using the SCERTS framework to design programming in children on the Autism Spectrum
Day 3 – The SCERTS Model – Assessment: Using the formal SCERTS Assessment Process to monitor progress over time
Presenter: Emily Rubin, MS, CCC-SLP Co-Author, The SCERTS Model
Host: Autism Independent UK
Location:
Wicksteed Park Barton Rd, Kettering NN15 6NJ
Registration: 9:00am – 9:30am
Course Time: 9:30am – finish approx. 3.30 to 4.15pm.
Course Description
Speaker Profile:
Emily Rubin, MS, CCC-SLP
Emily Rubin, MS, CCC-SLP is the Director of Communication Crossroads, Inc. in Atlanta, GA. She is a speech-language pathologist specializing in the relationship between social emotional engagement and learning. As a former adjunct faculty member and lecturer at Yale University, she has served as a member of their Autism and Developmental Disabilities Clinic. She participated as a member of the American Speech-Language-Hearing Association’s Ad Hoc Committee on the Autism Spectrum, a committee charged with developing guidelines related to the role of speech-language pathologists in the diagnosis, assessment, and treatment of autism. She is a co-developer of the Social Emotional Engagement – Knowledge and Skills (SEE-KS) professional learning approach. Emily is also the co-author of SCERTS, a criterion referenced assessment tool and framework for social and emotional development. She lectures internationally and provides consultation to educational programs developing programs for social and emotional learning and engagement in the classroom setting.
2 Day trainings
Course Description
Day 1
of this course will introduce the SCERTS® (Social Communication, Emotional Regulation, Transactional Support) model, a comprehensive, multidisciplinary educational approach designed for autistic learners and learners with diverse social emotional learning profiles. This workshop will begin with an introduction of the neurodevelopmental foundation of SCERTS, a discussion of the empirical evidence, and the core domains. Next, the content will shift to writing outcomes for learners who are communicating pre-symbolically using gestures, facial expressions and vocalizations, learners who are at emerging language stages, and learners who are at conversational levels. As we support developmental capacities at these stages, the important role of the interactive partners in providing transactional support will be highlighted. The format of this workshop will be interactive and participants will be asked to share about their current practices and ideas for next steps.
Day 2
is designed for those who would like a deeper understanding of how to design learning environments using SCERTS in Action. Evidence-based educational outcomes in Social Communication and Emotional Regulation will be addressed in natural activities using Transactional Supports that are aligned with the developmental needs of learners. Those who are using pre-symbolic communication, those who are at emerging language stages, and those at conversational levels have unique needs which will be considered. The day will begin with a discussion of Transactional Supports relevant for whole group settings to enhance active engagement using the SCERTS Observation & Action Planning Form. Next, the content will shift toward developing a SCERTS Activity Planning Form for individual learners. This tool provides individuals, multidisciplinary team members, and family with a coordinated plan for providing interpersonal and learning supports that foster social and emotional engagement. The format is interactive and participants will have the opportunity share ideas, ask questions, and learn from one another throughout the day.
Day 3
Is most relevant for those who have already participated in Day 1, our introduction to SCERTS, and Day 2, program design using SCERTS. The focus of this session will be on providing specific guidelines in administering the SCERTS Assessment Process (SAP). The SAP is a curriculum-based assessment designed to pinpoint next steps in the domains of social communication and emotional regulation, the core challenges in children and adolescents with social emotional learning differences. The SAP is designed to: 1) establish a profile of developmental strengths and needs, 2) to write meaningful, purposeful, and motivating educational goals based on a learner’s profile, functional needs, and preferences, 3) to select the most appropriate interpersonal and learning supports, and 5) to monitor progress over time. The format is interactive and participants will have the opportunity to share ideas, ask questions, and learn from one another throughout the day.
Learner Outcomes:
Participants will be able to:
1) Identify three domains of development that are essential for strengthening the active engagement of autistic children.
2) Identify tools for writing evidence-based goals that include the role of the interactive partner for pre-symbolic communicators (children communicating with body language, gestures, and facial expressions), emerging language communicators (children communicating with speech, picture symbols, sign language or other symbolic systems), and conversational communicators using multimodal forms of language.
3) Identify strategies for mentoring multidisciplinary team members to strengthen learning environments for a learner’s active engagement.
4) Apply tools for identifying the developmental stage of a learner’s use of expressive communication and language,
5) Apply tools for embedding goals across a learner’s natural routines at school, at home and other settings.
Time Ordered Agenda:
Time ordered agenda – DAY 1 (9:30am – 4:15pm)
9:00 AM – 9:30 AM Registration
9:30 AM – 11:00 AM Using the neuroscience of social emotional engagement to strengthen active engagement in autistic and neurodiverse leaners
11:00 AM – 11:15 AM Break
11:15 AM – 12:30 PM Identifying the core domains, developmental stages, and empirical evidence addressed within the SCERTS framework
12:30 PM – 1:15 PM Lunch
1:15 PM – 2:45 PM Identifying developmental priorities and provision for autistic children at pre-symbolic and emerging language stages
2:45 PM – 3:00 PM Break
3:00 PM – 4:15 PM Identifying developmental priorities and provision for autistic children at conversational stages
Time ordered agenda – DAY 2 (9:30am – 3:30 to 4.15pm)
9:00 AM – 9:30 AM Registration
9:30 AM – 11:00 AM Using the SCERTS Observation & Action Planning Form to design whole-group learning environments focused on active engagement at conversational stages
11:00 AM – 11:15 AM Break
11:15 AM – 12:30 PM Using the SCERTS Observation & Action Planning Form to design whole-group learning environments focused on pre-symbolic and emerging language stages
12:30 PM – 1:15 PM Lunch
1:15 PM – 3:00 PM Designing a SCERTS Educational Planning Form for an individual child by determining stage and embedding support within natural routines
using the SCERTS Assessment Process to as a meaningful measure of outcome and program planning
Time ordered agenda – DAY 3 (9:30am – 3:30 to 4.15pm)
Please Note: All training course Times and or content may change without prior notice
