The SCERTS Model

An Educational and Treatment Framework for Children with Autism Spectrum Disorder and Related Disabilities

April 20-22, 2018 | Providence Portland Medical Center

This three-day conference will introduce the SCERTS model, designed to provide guidelines for helping children progress through the stages of becoming a competent social communicator. This course will benefit educators, rehabiltation professionals, social workers, psychologists, behavior therapists, parents and administrators.

Choose from Day 1, which will provide a comprehensive introduction to the SCERTS model; Day 2 & 3, which will focus on implementation; or all three days (see below for more information).

Register & Pay Online Now

Contact

JoAnna Mullett
503-215-1540

Course Description & Objectives

Day 1 of this course will introduce the SCERTS model—a comprehensive, multidisciplinary educational approach designed for children with Autism Spectrum Disorders (ASD) and related disabilities. 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 of ASD, 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 is also based on principles of family-centered practice and designed to provide families and educational teams with the help they may need to feel successful in supporting the child. Participants will learn how to determine meaningful, purposeful and motivating goals and strategies based on a child’s developmental stage, functional needs and family priorities.

Days 2 & 3 of this course will focus on implementation of SCERTS in Action by determining developmentally-appropriate and functional goals, appropriate evidence-based supports, and developing plans for activities with appropriate supports planning grids. Emphasis will be placed on supporting emotional regulation to prevent the development of problem behavior.

On Day 3, we will introduce the formal assessment, 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. We will also introduce strategies for supporting families as an essential component of a comprehensive plan.

Please note: you must have previously taken a SCERTS introductory course to attend days 2 & 3 of this conference.

Learning Objectives

Upon completion of this course 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 for children with autism before the emergence of words (Social Partner Stage).
  • Identify how the SCERTS scope and sequence of goals can be used to guide the development of meaningful, functional and evidence-based objectives for children with autism who are at the emerging language stage (Language Partner Stage).
  • Identify how the SCERTS scope and sequence of goals can be used to guide the development of meaningful, functional and evidence-based objectives for children with autism who are using conversational language (Conversational Partner Stage).
  • Develop plans to support emotional regulation and prevent the development of problem behavior.
  • Monitor progress over time in social communication and emotional regulation skills in natural settings.
  • Understand challenges faced by families and develop plans for educational and emotional support for parents.

Registration

Target Audience

This course will benefit educators, rehabilitation professionals, social workers, psychologists, behavior therapists, parents and administrators.

Registration:

Register online using the link above or the form below. Confirmations will be emailed. Registration is first-come, first-served.

Registration Fees:

  • Introductory one-day course only
    Health care professionals: $175 early registration*; $199 if registered after March 31
    Students: $99
    Parents: $99
  • Advanced two-day course only
    Health care professionals: $349 early registration*; $399 if registered after March 31
    Students: $199
    Parents: $199
  • Full three-day SCERTS training
    Health care professionals: $549 early registration*; $599 if registered after March 31
    Students: $299
    Parents: $299

Your registration fee covers continental breakfast, refreshments, certificate of attendance and course manual.

*Payment must be received by March 31 to receive the early registration discount (health care professionals only).

Refund Policy:

Full refunds less a $25 administrative fee will be granted if cancellation is requested by April 7. No refunds will be made after that date unless the course is cancelled by Providence Rehabilitation Services, in which case full refunds will be issued.

Contact Hours:

This course will qualify for 5.5 Contact Hours each day for physical therapists, physical therapy assistants, occupational therapists, occupational therapy assistants, speech therapists and social workers in Oregon. Certificates of attendance will be issued to all participants who successfully complete the course.


Agenda

Day 1 - Introduction

 8 a.m. Registration
Continental breakfast
 8:30 a.m. The SCERTS framework
10 a.m. Break
10:15 a.m. Applying the core domains of the SCERTS framework in educational programming
11:45 a.m Lunch (on your own)
12:45 p.m. Identifying essential objectives and supports within the SCERTS framework for children before words and emerging language stages
 2 p.m. Break
 2:15 p.m. Identifying essential objectives and supports within the SCERTS framework for children who are at conversational stages
 3:30 p.m. Adjourn

Day 2 - SCERTS in Action

Selecting developmentally appropriate goals, supporting active engagement, preventing problem behavior.

 8 a.m. Registration
Continental breakfast
 8:30 a.m. Implementing the SCERTS framework to identify priorities for selecting goals, and designing educational plans and supports
10 a.m. Break
10:15 a.m. Identify objectives and appropriate strategies for enhancing active engagement – Social Partner Stage
11:45 a.m Lunch (on your own)
12:45 p.m. Identify objectives and appropriate strategies for enhancing active engagement – Language Partner Stage and Conversational Partner Stage
 2 p.m. Break
 2:15 p.m. Preventing problem behavior
Video reviews to identify objectives, appropriate strategies and supports
 3:30 p.m. Adjourn

Day 3 - SCERTS in Action

Formal assessment and family support.

 8 a.m. Registration
Continental breakfast
 8:30 a.m. Using the SCERTS Assessment Process as a meaningful measure of outcome and program planning
10 a.m. Break
10:15 a.m. Using the SCERTS Assessment Process
Determining a child’s developmental stage and appropriate priorities for goals and program planning
11:45 a.m Lunch (on your own)
12:45 p.m. Using the SCERTS Assessment Process
Collecting data related to functional social and emotional skills
 2 p.m. Break
 2:15 p.m. SCERTS Assessment (continued)
Providing support for families
 3:30 p.m. Adjourn

About the Speaker

Barry M. Prizant, PhD, CCC-SLP

Barry M. Prizant, PhD CCC-SLP, will present a conference at Providence Portland, Oregon Medical Center on the SCERTS Model for children with autism and related social disabilities.

Dr. Prizant is recognized as one of the leading scholars in autism spectrum disorders and communication disabilities, with more than 40 years experience as a researcher and international consultant for individuals with autism and related disabilities. He is a certified Speech-Language Pathologist, an Adjunct Professor at Brown University and Director of Childhood Communication Services—a private practice. Formerly, he was a Professor of Communication Disorders at Emerson College and Associate Professor of Psychiatry in the Brown University Medical School. His publications include four books, 130 chapters and articles and The SCERTS Model manuals, an educational approach now being implemented in more than a dozen countries.

Barry has presented more than 700 seminars and keynote addresses internationally. He has developed, and for 20 years co-facilitated, an annual retreat weekend for parents of family members on the autism spectrum. He has received many honors, including the 2014 Honors of the American Speech-Language-Hearing Association (their highest honor); 2005 Princeton University-Eden Career Award in autism; and the 2013 Divine Neurotypical Award of GRASP (Global Regional Asperger Syndrome Partnership).

His new book is Uniquely Human: A Different Way of Seeing Autism (Simon & Schuster, 2015).