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2020 Training

2 day training 2020 January 23-24 Cost £274.00
2 day training 2020 June 25-26 Cost £274.00

Autism Independent UK are looking forward to you joining the Seminar/Work-shop to be held at the (KLV) Kettering Conference Center Thurston Drive Kettering, Northants, NN15 6PB

New group discounts:

6+ 10% discount

10+ 12% discount

20+ 25% discount

to include AM/PM refreshments, coffee on arri val and light lunch

Led By
Emily Rubin, MS, CCC-SLP Director, Communication Crossroads, Atlanta, GA
Information Video.

Application Form

Below to be updated:

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

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: (KLV) Kettering Conference Centre Thurston Drive, Kettering
Northamptonshire, NN15 6PB

Registration: 9:00am – 9:30am

Course Time: 9:30am – 4:15pm

Course Description

Day 1 of this course will introduce the SCERTS model, a comprehensive, multidisciplinary educational

approach designed for children with Autism Spectrum Disorders (ASD). This model is not exclusive of other

treatment approaches and methodologies, but rather provides a framework for those who are seeking

guidelines for implementing a comprehensive educational plan that is based on our knowledge of the core

developmental challenges faced by children with ASD, family-centered care, and our knowledge of the

recommended tenets of educational programming. The model was designed to provide guidelines for helping

children progress through the stages of becoming a competent social communicator. It was also designed to

provide families and educational teams with the help they may need to feel successful in supporting the child.

Participants of this course will learn how to determine meaningful, purposeful, and motivating outcomes and

EHCP targets based on a child’s developmental stage, functional needs, and child/family priorities.

Day 2 of this course will begin application of the SCERTS Observation and Action Planning Form and a series

of case studies, so that participants can practice applying the principles of SCERTS to natural activities. Next,

the essential priorities for applying the SCERTS scope and sequence of goals in program development, namely

writing goals and determining supports (i.e., educational planning) will be discussed. The formal assessment

will then be introduced as a mechanism to determine a child’s stage of language acquisition, establish a profile

of strengths and areas of need in those areas most impacted by the core challenges of ASD and monitor

progress over time.

Time Ordered Agenda:

Day 1

9:00 – 9:30 a.m. Registration

9:30 – 11:00 a.m. Current research in social neuroscience and its impact on educational programming

guidelines

11:00 – 11:20 a.m. Break

11:20 – 12:30 p.m. Identifying the core domains and stages of the SCERTS framework

12:30 – 1:15 p.m. Lunch

Speaker Profile:

Emily Rubin, MS, CCC-SLP is the Director of the Educational Outreach Program at the Marcus Autism Center, affiliated with Emory University. 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 at Yale University, she has served as a member of their Autism and Developmental Disabilities Clinic. She recently participated as a member of the American Speech-Language-Hearing Association’s Ad Hoc Committee on Autism Spectrum Disorders (ASD), a committee charged with developing guidelines related to the role of speech-language pathologists in the diagnosis, assessment, and treatment of ASD. She is a co-author of the SCERTS Assessment Process and she provides professional development internationally to educational programs developing programs for social and emotional learning and serving children and adolescents with autism and related developmental disorders.

2 Day trainings

Course Description

Day 1 of this course will introduce the SCERTS model, a comprehensive, multidisciplinary educational approach designed for children with Autism Spectrum Disorders (ASD). This model is not exclusive of other treatment approaches and methodologies, but rather provides a framework for those who are seeking guidelines for implementing a comprehensive educational plan that is based on our knowledge of the core developmental challenges faced by children with ASD, family-centered care, and our knowledge of the recommended tenets of educational programming. The model was designed to provide guidelines for helping children progress through the stages of becoming a competent social communicator. It was also designed to provide families and educational teams with the help they may need to feel successful in supporting the child. Participants of this course will learn how to determine meaningful, purposeful, and motivating goals and strategies based on a child’s developmental stage, functional needs, and family priorities.

Day 2 of this course will begin with the essential priorities for applying the SCERTS scope and sequence of goals in program development, namely writing goals and determining supports (i.e., educational planning). The formal assessment will be introduced as a mechanism to determine a child’s stage of language acquisition, establish a profile of strengths and areas of need in those areas most impacted by the core challenges of ASD and monitor progress over time.

Learner Outcomes:

Participants will be able to:

  1. Identify how the SCERTS scope and sequence of goals can be used to guide the development of meaningful, functional and evidence-based objectives in social communication and emotional regulation.
  2. Adjust programming related to educational objectives and appropriate strategies for enhancing active engagement
  3. Adjust programming related to educational objectives and appropriate strategies for enhancing smooth transitions
  4. Adjust programming related to educational objectives and appropriate strategies for enhancing conventional emotional expression

Time Ordered Agenda:

Day 1

9:30 – 11:00 a.m. The neuroscience of social competence in children with autism and social emotional learning differences

11:00 – 11:20 a.m. Break

11:15 – 12:30 p.m. Identifying the core domains and practice principles of the SCERTS framework

12:30 – 1:15p.m. Lunch

1:30 – 2:45 p.m. Identifying developmental stages and essential social communication objectives within the SCERTS curriculum

2:40 – 3:00 p.m. Break

3:00 – 4:15 p.m. Identifying developmental stages and essential emotional regulation objectives within the SCERTS curriculum

Day 2

9:30 – 11:00 a.m. Using video case reviews to identify objectives and appropriate strategies for enhancing active engagement – small group break-out sessions

11:00 – 11:20 a.m. Break

11:15 – 12:30 p.m. Using the SCERTS Practice Principles to identify objectives and appropriate strategies for enhancing smooth transitions – small group break-out sessions

12:30 – 1:15 p.m.. Lunch

1:30 – 2:40 p.m.. Identifying educational objectives and appropriate strategies for enhancing conventional emotional expression – small group break-out session

2:40 – 3:00 p.m. Break

3:00 – 4:15 p.m. Using the SCERTS Assessment Process to as a meaningful measure of outcome and program planning

Speaker Profile:

Emily Rubin, MS, CCC-SLP is the Director of the Educational Outreach Program at the Marcus Autism Center, affiliated with Emory University. 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 at Yale University, she has served as a member of their Autism and Developmental Disabilities Clinic. She recently participated as a member of the American Speech-Language-Hearing Association’s Ad Hoc Committee on Autism Spectrum Disorders (ASD), a committee charged with developing guidelines related to the role of speech-language pathologists in the diagnosis, assessment, and treatment of ASD. She is a co-author of the SCERTS Assessment Process and she provides professional development internationally to educational programs developing programs for social and emotional learning and serving children and adolescents with autism and related developmental disorders.