Two day training only.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 £310.00 introduction
3 day training 2025 January 29-30-31 Cost £455.00 including advanced.
1 day training 2025 January 31 Cost £165.00 advanced for those who have attended the introduction training.
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 autistic children and learners with diverse social emotional learning profiles
Day 2 – The SCERTS Model – Program Design: Using the SCERTS framework to design programming for autistic children and learners with diverse social emotional learning profiles
Day 3 – The SCERTS Model – Assessment: Using the formal SCERTS Assessment Process to monitor progress over time for autistic children and learners with diverse social emotional learning profiles
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 – 4:00pm.
Course Description
Speaker Profile:
Emily Rubin, MS, CCC-SLP
Emily Rubin, MS, CCC-SLP is the Director of Communication Crossroads in Palm Desert, California, a private practice specialized in providing professional learning focused on helping families, caregivers, and educators create positive learning environments focused on relationships and an appreciation of the neurodiversity of children. She is a speech-language pathologist who is passionate about the relationship between social emotional engagement and the development of language, learning, and well-being. She is a co-author of the SCERTS Model and a co-developer of the Social Emotional Engagement – Knowledge and Skills (SEE-KS). These approaches provide a framework for social emotional engagement and learning that are: 1) ecologically valid to the demands of achieving academic standards, 2) sensitive to the unique needs of students with social learning differences such as autism, and 3) can serve as a universal design for learning that benefits all of students and young children in order to promote positive long-term outcomes. She lectures internationally and provides ongoing technical assistance to school systems and other agencies that care for children and their families.
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.
Although not required to participate in this course, those interested in using the formal SCERTS Assessment in their settings may wish to acquire the SCERTS Manuals, as all of the formal assessment forms and materials are included in this resource. While these are not included with the course registration, all participants will receive an extensive handout packet and access to materials that will enable implementation of SCERTS in Action, determining stage, writing goals, and designing programming.
Learner Outcomes:
Participants will be able to:
1) Identify three developmental domains that are essential for strengthening the active engagement of autistic children as well as learners with diverse social emotional learning profiles.
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 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.
6) Identify the steps for administering the SCERTS Assessment to measure progress over time.
Time Ordered Agenda:
Time ordered agenda – DAY 1 (9:30am – 4:00pm)
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 – 4:00 PM Identifying developmental priorities and provision for autistic children at conversational stages
Time ordered agenda – DAY 2 (9:30am – 4:00pm)
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 – 2:45 PM Using SCERTS in Action with an individual learner – Determining stage and observing natural activities to determine if TS match the needs of this learner.
2:45 PM – 3:00 PM Break
3:00 PM – 4:00 PM Writing goals in SC and ER and designing a SCERTS Activity Planning Form for an individual child by embedding support within natural routines
Time ordered agenda – DAY 3 (9:30am – 4:00pm)
9:00 AM – 9:30 AM Registration
9:30 AM – 11:00 AM The 10 steps of administering the SCERTS Assessment Process (SAP) the measure developmental growth in the learner and quality of support in the interactive partner.
11:00 AM – 11:15 AM Break
11:15 AM – 12:30 PM Using the SCERTS Assessment Process (SAP) as a meaningful measure of outcome and program planning – Scoring Practice
12:30 PM – 1:15 PM Lunch
1:15 PM – 2:45 PM Using the SCERTS Assessment Process (SAP) as a meaningful measure of outcome and program planning – Scoring Practice
2:45 PM – 3:00 PM Break
3:00 PM – 4:00 PM Using the SCERTS in Action Assessment to get started with implementation and program design
Please Note: All training course Times and or content may change without prior notice
