The SCERTS Model - Day 1 - An Introduction

This virtual workshop is typically referred to as Day 1 of our 3 day SCERTS course. This course is most relevant for those learning about SCERTS for the first time. We will introduce the SCERTS® (Social Communication, Emotional Regulation, Transactional Support) model, a comprehensive, multidisciplinary educational approach designed for autistic learners and learners with social emotional learning differences. The day will begin with an introduction of the neuro-developmental foundation of SCERTS, a discussion of the empirical evidence, and the core domains.

Next, the content will shift to writing outcomes and identifying the key role of the interactive partners in providing support for learners who are pre-symbolic communicators , at emerging language stages (using speech or multimodal forms of language), and at conversational levels. Our virtual format is interactive and participants will have the opportunity to share ideas, ask questions, and learn from one another throughout the day.

Please note that this course is live and will start at 9:00am Eastern Standard Time from the U.S. (Eastern Standard Time Zone), so check your time differences. A recording of this session will be made available for three weeks following the live event to all paid registrants. If interested, please also note that two additional days of training will be offered on the 31st of March 2025 and the 29th of April 2025 to explore SCERTS Program Design (SCERTS Day 2) and the SCERTS Assessment (SCERTS Day 3). These courses will provide a deeper understanding of implementation.

Time Ordered Agenda

9:00 AM - 10:30 AM EST Identifying the core domains, neuro-developmental stages, and empirical evidence addressed within the SCERTS framework

10:30 AM – 11:00 AM EST Break

11:00 AM – 12:30 PM EST Identifying developmental priorities and provision for children with social emotional learning differences who are pre-symbolic (before words).

12:30 PM – 1:30 PM EST Lunch

1:30 PM – 3:00 PM EST Identifying developmental priorities and provision for children with social emotional learning differences who are at emerging language and conversational stages

We are an approved CA SLP PDP provider (PDP#461). This course is offered for 4.5 PDP hours in the state of CA for all licensed SLPs. If you are not in California and would like to use this course for ASHA maintenance of professional learning, our certificates of attendance can be used to maintain your certification. To ensure that these hours count toward your maintenance of certification, participants should complete their compliance form as instructed on the ASHA website. There are more details on the ASHA website: https://www.asha.org/certification/factdef/. To use our course for this purpose, participants will need to maintain documentation (keep records of your certificate and handouts) in case ASHA requests verification of attendance.

Host or Publisher Emily Rubin, MS, CCC-SLP & Amy Laurent, Ph.D., OTR/L