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Using the SCERTS framework to guide priorities for children with ASD

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N16 8BZ

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SCERTS


Using the SCERTS framework to guide priorities for children with Autism Spectrum Disorder

Introduction, Implementation, and Assessment (3 Day Course)

Presenter: Emily Rubin, MS, CCC-SLP

DAY 1 (13 May 2019) - Introduction

DAY 2 (14 May 2019) – Implementation

DAY 3 (15 May 2019) - Assessment

Registration: 8:30am – 9:00am (each day)

Course: 9:00am- 4:00pm (each day)

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 educational 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 and 3 of this course will move toward a more advanced discussion of the use of the SCERTS assessment process to determine developmentally sensible and functional goals, to determine appropriate evidence-based supports, and to monitor progress over time in meaningful, functional contexts. Day 2 will begin with the essential priorities for applying the SCERTS assessment in program development, namely writing goals and determining supports (i.e., educational planning). On Day 3, the formal assessment will be introduced with an emphasis on how to use this tool 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.

Participants will be able to:

-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.

-Adjust programming related to educational objectives and appropriate strategies for children who are before words and using body language, gestures and facial expressions to communicate.

-Adjust programming related to educational objectives and appropriate strategies for children who are at the emerging language stage.

-Adjust programming related to educational objectives and appropriate strategies for children who are at conversational language stages.

Speaker Profile:

Emily Rubin, MS, CCC-SLP is the Director of the Educational Outreach Program at the Marcus Autism Center in Atlanta, GA. 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 served as a member of their Autism and Developmental Disabilities Clinic. She has also served as an instructor for the Communication Sciences and Disorders Department of Emerson College in Boston, Massachusetts where she has developed courses to prepare graduate level students for addressing the needs of children with autism and their families. More recently, she has joined the team at the Marcus Autism Center, affiliated with Emory University, as an educational outreach specialist. In addition to the SCERTS Assessment, her publications have focused on early identification of autism, contemporary intervention models, and programming guidelines for high functioning autism and Asperger’s Syndrome. 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 lectures internationally and provides consultation to educational programs serving children and adolescents with autism and related developmental disorders.

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The Garden

Wordsworth Road

London

N16 8BZ

United Kingdom

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Refund Policy

Refunds up to 30 days before event

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