When: 23-25 January 2017

Where: London

About: SCERTS is an educational model designed for autistic children and those with related social and emotional learning differences. This training is relevant for anyone working with children on the autism spectrum, particularly in school settings and children’s services. 

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Course overview
Learner outcomes
Who should attend
Scheduled training
Booking
Agenda
More information

Course overview

Our three day course will be delivered by Emily Rubin, MS, CCC-SLP and co-author of The SCERTS model. This is a fantastic opportunity to learn how to implement SCERTS with the children you support.

The SCERTS Model is a research-based educational approach and multidisciplinary framework that directly addresses the core challenges faced by children on the autism spectrum and related disabilities, and their families.

SCERTS® focuses on building competence in social communication, emotional regulation and transactional support as the highest priorities that must be addressed in any programme, and is applicable for individuals with a wide range of abilities and ages across home, school and community settings.

For more information, visit the SCERTS website.

Day one: The SCERTS model – an introduction: using the SCERTS framework guide priorities for children on the autism spectrum

Days two and three: The SCERTS model – application and assessment: using the SCERTS framework to design programming and to monitor progress in children on the autism spectrum

Day one of this course will introduce the SCERTS model, a comprehensive, multidisciplinary educational approach designed for autistic children and those with and related social and emotional learning differences.

This model is not exclusive of other treatment approaches and methodologies. But it provides a framework for those seeking guidelines for implementing a comprehensive educational plan based on our knowledge of the core developmental challenges faced by autistic children; family-centered care; and 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. Course 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 two and three of this course will move towards 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 two will begin with the essential priorities for applying the SCERTS assessment in programme development, namely writing goals and determining supports (ie educational planning).

On day three, 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 the areas most impacted by the core challenges of autism; and monitor progress over time.

Learner outcomes

Participants will be able to:

  • identify how the SCERTS scope and sequence of goals can 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.

Who should attend?

This course is designed for those working with children on the autism spectrum, particularly in school settings and children’s services. It is ideal for anyone seeking an introduction to SCERTS and priorities for addressing social and communicative competence.

Scheduled open training events

Date  Location Price Booking
23-25 January 2017,
9.30am-4.30pm
London £375 + VAT Book now

Booking

For your place on this training event, book now via our online booking system. If you require more information on using our online booking system to pay by invoice please click here.

To make an enquiry please call 0141 285 7117 and choose option 1 then option 1 again or email training.enquiries@nas.org.uk

To book or to amend a booking please call 0141 285 7117 and choose option 2 then option 1 or email training.bookings@nas.org.uk 

Agenda

January 23 2017 (Day one)

9.00-9.30  Arrival and registration
9.30-11.00 Social neuroscience and the application of the
SCERTS framework
11.00-11.15 Break
11.15-12.15 Identifying the most essential transactional
supports in the SCERTS framework
12.15-1.15
Lunch
1.15-2.45
Identifying developmental stages and essential
objectives within the SCERTS curriculum
2.45-3.00
Break
3.00-4.30 Identifying developmental stages and essential
objectives within the SCERTS curriculum

January 24 2017 (Day two)

9.00-9.30  Arrival
9.30-11.00 Implementing the SCERTS framework to identify
priorities for selecting goals, determining supports
and designing educational plans
11.00-11.15 Break
11.15-12.15 Using video case reviews to identify objectives
and appropriate strategies for enhancing active
engagement – small group break-out sessions
12.15-1.15 Lunch
1.15-2.45 Using the SCERTS practice principles to identify
objectives and appropriate strategies for enhancing
smooth transitions – small group break-out sessions
2.45-3.00 Break 
3.00-4.30 Identifying educational objectives and appropriate
strategies for enhancing conventional emotional
expression – small group break-out sessions

January 25 2017 (Day three)

9.00-9.30  Arrival and registration
9.30-11.00 Using the SCERTS assessment process to as a meaningful
measure of outcome and program planning 
11.00-11.15 Break
11.15 - 12.15 Using the SCERTS assessment process – determining a
child’s developmental stage and appropriate priorities for
goals and program planning
12.15-1.15 Lunch
1.15-2.45
Using the SCERTS assessment process – achieving
reliability on collecting data related to functional social
and emotional skills; video case examples
2.45-3.00 Break
3.00-4.30 Identifying methods for ongoing program monitoring

More information

To make an enquiry please call 0141 285 7117 and choose option 1 then option 1 again or email our enquiry team.

If you wish to amend a booking please call 0141 285 7117 and choose option 2 then option 1 or email our bookings team here.

For more information about the SCERTS framework: