The SCERTS Model – An Introduction: An evidence-based framework designed to strengthen active engagement in autistic children and adolescents (3-Part Webinar Series) (P) (PP) (SNA)

The SCERTS Model – An Introduction: An evidence-based framework designed to strengthen active engagement in autistic children and adolescents (3-Part Webinar Series) (P) (PP) (SNA) 

DATE:         Tuesday, 4th, 25th February & 11th March 2025
TIME:          7pm - 8.30pm
VENUE:      Online Via Zoom

**This webinar series will be recorded and the recording will be shared for 4 weeks after the live event

Target audience: Primary & Post Primary Teachers & SNAs in Mainstream & Special Schools, Multidisciplinary providers who serve autistic children and adolescents (SALT, OT, and Mental Health professionals)

This virtual workshop 3-part series will introduce the SCERTS® (Social Communication, Emotional Regulation, Transactional Support) model, a comprehensive, multidisciplinary educational approach designed for autistic children and adolescents as well as those with diverse social emotional learning profiles.

The first session of this series will begin with an introduction of the neurodevelopmental foundation of SCERTS, a discussion of the empirical evidence, and the core domains.

The 2nd session will shift toward identifying the neurodevelopmental stage of the learner and key priorities for learners who are communicating pre-symbolically using gestures, facial expressions and vocalizations, learners who are at emerging language stages, and learners who are at conversational levels.

In our final session, we will discuss writing outcomes that support these key developmental capacities at these stages. In doing so, the important role of the interactive partners in providing transactional support will be highlighted. The virtual format is interactive and participants will have the opportunity to share ideas, ask questions, and learn from one another through our chats throughout the sessions.

LEARNING OUTCOMES

Participants will:

(1)  Identify three domains of development that are essential for strengthen a learner’s active engagement.

(2)  Identify tools for writing evidence-based goals that include the role of the interactive partner for pre-symbolic communicators (those communicating with body language, gestures, and facial expressions),

(3)  Identify tools for writing evidence-based goals that include the role of the interactive partner for emerging language communicators (those communicating with speech, picture symbols, sign language or other symbolic systems),

(4)  Identify tools for writing evidence-based goals that include the role of the interactive partner conversational communicators.

Bio of Presenter: Emily Rubin, MS, CCC-SLP is the Director of Communication Crossroads, Inc

Emily Rubin, MS, CCC-SLP is the Director of Communication Crossroads, Inc. which is located in the state of California, in the United States. She is a speech-language pathologist specializing in the relationship between social emotional engagement and learning. As a former adjunct faculty member and lecturer at Yale University, she has served as a member of their Autism and Developmental Disabilities Clinic. Emily is also the co-author of SCERTS, a criterion referenced assessment tool and framework for social and emotional development as well as the Social Emotional Engagement – Knowledge and Skills (SEE-KS) professional learning approach designed for more universal settings. She lectures internationally and provides consultation to educational programs developing programs for social and emotional learning and engagement in the classroom setting.