SCERTS Part 2: The Social Communication Domain

Presented by Barry M. Prizant, Amy Laurent, and Emily Rubin

Part two of this seven part series introduces the first domain of the SCERTS Model, Social Communication (SC). Participants will learn about SC as a core challenge for individuals diagnosed with ASD and how these challenges differ depending upon developmental stage, i.e., the Social Partner, the Language Partner, and the Conversational Partner. The neurodevelopmental basis of social communication is reviewed, as are the capacities of joint attention – why we communicate and symbol use – how we communicate. Participants are also introduced to critical transactional supports for each developmental stage – how we can help others communicate. Sample objectives used to address those challenges are also presented.

Meet your instructors

A bearded man in a purple shirt and dark vest smiles confidently, embodying the innovative spirit of digital healthcare at medbridge.

Barry M. Prizant

Barry M. Prizant, Ph.D., CCC-SLP has more than 40 years experience as a clinical scholar, consultant, researcher and program consultant to children and older persons with Autistic Spectrum Disorders (ASD) and related developmental disabilities and their families. He is both the Director of Childhood Communication Services…

Read full bio

A woman with blonde hair poses against a plain background, representing medbridge digital healthcare software.

Amy Laurent

Amy Laurent is a developmental psychologist and a registered pediatric occupational therapist. Currently in private practice, Amy specializes in the education of children with autism spectrum disorders (ASD) and related developmental disabilities. The majority of Amy’s work involves collaborating with and supporting early…

Read full bio

A smiling person in a blue shirt symbolizes the joy of healthcare training with medbridge.

Emily Rubin

Emily Rubin, MS, CCC-SLP is the Director of the Educational Outreach Program at the Marcus Autism Center in Atlanta, GA, an affiliate of Emory University and an NIH Autism Center of Excellence. She is a speech-language pathologist specializing in autism, Asperger’s Syndrome, and related social learning disabilities. As a…

Read full bio

Chapters & learning objectives

1. The SC of SCERTS

Chapter one emphasizes the importance of Social Communication as a domain of SCERTS due to broad ranging impact that progress in Social Communication has on many areas of functioning. The components of SC are presented, and the multi-modal nature of SC in SCERTS is explained.

2. SC at the Social Partner Stage

Chapter two examines SC for children who have not yet developed symbolic communication. Common SR challenges at this stage of development, as well as critical priorities for goal selection are introduced. Finally, developmentally appropriate transactional supports for learners at this stage of development are discussed.

3. SC at the Language Partner Stage

This chapter examines SC for children who are early language learners. Common SC challenges at this stage of development, as well as critical priorities for goal selection are introduced. Finally, developmentally appropriate transactional supports for learners at this stage of development are discussed.

4. SC at the Conversational Partner Stage

The final chapter of this course examines SC for children who use creative language and are conversational. Common SC challenges at this stage of development, as well as critical priorities for goal selection are introduced. Finally, developmentally appropriate transactional supports for learners at this stage of development are discussed.