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SCERTS Model: Implementation of Multi-Disciplinary Educational Approach Designed for Students with Autism and Related Disorders
Participants will learn about the Social Communication, Emotional Regulation, Transactional Support (SCERTS) model (Prizant, Wetherby, Rubin & Laurent, 2007), which is a comprehensive, multidisciplinary educational approach designed for students with Autism Spectrum Disorder and other learners with social emotional differences. During the first part of day one, the workshop will focus on an introduction of the neuro-developmental foundation of SCERTS, an overview of the research to support it, as well as the core domains of the model. Participants will learn how team members along with parents can provide the proper level of support needed to meet the learners who are at the pre-symbolic communicators (nonverbal), emerging language learners (some words and/or phrases) and for those at conversational levels (using words and speech fluently).
During the second part of day one, participants will learn how the SCERTS model can create learning environments that promote evidence-based Social Communication (SC) and Emotional Regulation (ER) outcomes in students using transactional supports that are aligned with their development needs and unique learning styles. The participants will learn how Transactional Supports for whole group settings to enhance active engagement using the SCERTS Observation & Action Planning Form. Participants will then develop SC and ER goals as well as a SCERTS Activities Planner for an individual student. This tool provides multidisciplinary team members with a coordinated plan for providing interpersonal and learning supports that foster an individual's SC and ER.
On Day 2, 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 (SC) and Emotional Regulation (ER), the core challenges in students with ASD. The SAP is designed to: 1) establish a profile of developmental strengths and needs, 2) to write meaningful educational goals based on a student's profile, functional needs, and preferences, 3) to select the most relevant interpersonal and learning supports, and 5) to monitor progress over time.
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Length of Session:
2 Days (Day 1: Overview & Day 2: Assessment Process)
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Participants:
SLPs
OTs
Counselors
Teachers
Behavior Specialists
Parents
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