The SCERTS Model: A Comprehensive Educational Approach – Introductory Workshop **2 Day Course**

January 10, 2014 8:00am - 3:00pm

THIS IS A TWO DAY COURSE. Class is Friday, January 10th AND Saturday, January 11th from 8:00AM to 3:00PM each day.

Course Location:

Therapy 2000
2535 Lone Star Dr.
Dallas, TX
75212
 

This event is open to PTs, OTs, and STs.

Dr. Barry Prizant will present this course.

Course has approval for 11 TOTA and 11 TSHA CEUs. Course has approval for 11 TPTA CCUs.

Course Description:

This presentation will provide an introduction to The SCERTS Model, a comprehensive model for prioritizing goals and implementing practices that focus on enhancing Social Communication, Emotional Regulation, and Transactional Supports for children with Autism Spectrum Disorders (ASD), and related social-communicative disabilities and their families.

The SCERTS model is a flexible and individualized approach that is:

1)  grounded within a developmental framework

2) focused on learning functional skills in every day activities

3) based on the unique learning style of children with ASD

4) team-based, providing a framework that allows for interdisciplinary practice and collaboration with family members.

It is not an exclusive approach, in that it provides a framework in which practices from other approaches may be integrated.  In this workshop, assessment and intervention issues will be addressed for children with a wide range of developmental abilities and ages, including both preverbal and verbal children, from preschool children through primary, middle and high school ages.   Particular emphasis will be given to the core challenges faced by students with ASD and related abilities by emphasizing the interface between social, emotional and communication issues from a clinical and educational perspective.

The SCERTS Model is now being implemented in more than 12 countries and the manuals have been translated into Japanese and Turkish, with Chinese, Korean, and Spanish editions in process.

About the presenter: Dr. Barry Prizant

Dr. Barry Prizant has more than 40 years experience as a scholar, researcher and international consultant for individuals with ASD and their families.  Barry is an Adjunct Professor, Brown University, and Director of Childhood Communication Services, a private practice.  Formerly, he was an Associate Professor of Child Psychiatry in the Brown University Program in Medicine, and Professor of Communication Sciences and Disorders at Emerson College, Boston.

Barry is co-author of The SCERTS Model: A comprehensive educational approach for children with ASD, and co-editor of Autism Spectrum Disorders:  A Developmental, Transactional Perspective.  He has published more than 120 articles and chapters, presented more than 700 seminars and Keynote addresses internationally, and has developed family-centered programs for children with ASD in hospital and clinic settings.  Barry consults to public and private schools, and agencies world-wide.  Over the past 18 years, he has developed, co-facilitates and raises funds for an annual weekend retreat for parents of family members with autism.

Barry has received many awards for his scholarly work and commitment to persons with disabilities, including Fellowship in the American Speech-Language Hearing Association, the Princeton University-Eden Foundation Career Award in Autism (2005), and the 2013 “Divine Neurotypical Award” of the Global and Regional Asperger’s Syndrome Partnership “for work on behalf of persons with ASD”.   He was an invited speaker for the 2013 World Autism Awareness Day at the United Nations.

Learning Objectives:

1.  Participants will be able to identify critical developmental underpinnings for the domains of the SCERTS Model, and curriculum components of the model

2.  Participants will learn about the SCERTS curriculum, focusing on Social Communication, Emotional Regulation and Transactional Supports

3.  Participants will be able to identify individualized intervention goals, objectives and strategies for:

– preverbal children (social partner)

– children with emerging language and/or who produce echolalia (language partner)

– children with more sophisticated language abilities (conversational partner)

5.  Participants will learn to provide educational and emotional support in all aspects of programming, and apply transactional supports for inclusion and in working with parents.

 

The registration fee for this event is $299.

Breakfast and lunch are provided on day one. Breakfast and snacks are provided on day two. Day two lunch is not provided.

 

 

Share Button