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SCERTS Part 4: The Transactional Support Domain

presented by Amy Laurent, PhD, OTR/L, Barry M. Prizant, PhD, CCC-SLP, and Emily Rubin, MS, CCC-SLP

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Disclosure Statement:

Financial:  Barry M. Prizant receives compensation from MedBridge for this course. Barry M. Prizant receives royalties from Brookes Publishing and compensation from Simon & Schuster Publishing.

 Non-Financial: Barry M. Prizant in on the advisory board for the Center for Neurodiversity, Shrub Oak International School, and The Miracle Project . He is an adjunct professor at Brown University.

Financial:  Emily Rubin receives compensation from MedBridge for this course. Emily Rubin receives royalties from Brookes Publishing and compensation from Marcus Autism Center.

 Non-Financial: Emily Rubin has no competing non-financial interests or relationships with regard to the content presented in this course.

Financial:  Amy Laurent receives compensation from MedBridge for this course. Amy Laurent receives royalties from Brookes Publishing. She is an employee and adjunct faculty member at the University of Rhode Island.

 Non-Financial: Amy Laurent is the Vice President of the Board for Bailey's Team for Autism .

Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.

MedBridge is committed to accessibility for all of our subscribers. If you are in need of a disability-related accommodation, please contact [email protected]. We will process requests for reasonable accommodation and will provide reasonable accommodations where appropriate, in a prompt and efficient manner.

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Course four in this seven part series introduces the fourth domain of the SCERTS Model, Transactional Support (TS). Participants will learn about the influence of communicative partners' interactive styles on the social communicative competence of individuals diagnosed with ASD. Learning supports (LS) and Interpersonal Supports (IS) designed to support active engagement for individuals with ASD are introduced within the context of the SCERTS curriculum. Targeted use of LS and IS by partners are discussed in regards to key goals and developmental appropriateness. Finally, procedures for determining developmental stage of individuals with ASD are introduced, as are observational tools useful for program planning.

Meet Your Instructors

Amy Laurent, PhD, OTR/L

Amy Laurent, Ph.D., OTR/L 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 intervention teams, school teams, and families. Her consultative services focus…

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Barry M. Prizant, PhD, CCC-SLP

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 (CCS), a private practice, and an Adjunct Professor in…

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Emily Rubin, MS, CCC-SLP

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 former adjunct faculty member and lecturer…

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Chapters & Learning Objectives

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Download the learning objectives for SCERTS Part 4: The Transactional Support Domain.

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1. Transactional Support

The first chapter of this course introduces the Transactional Support domain of the SCERTS Model. This domain is concerned with how partners provide targeted, developmentally appropriate supports for individuals with ASD. Interpersonal Support and Learning support are introduced.

2. Stage Specific Implementation

Chapter two introduces two essential tools for implementing the SCERTS Model. These include: 1) the SCERTS Frequently Used Objective & Supports and 2) Key Outcomes by Stage. The application of these tools is introduced as a means for pairing each selected outcome for the child with an essential transactional support.

3. Determing Stage

Chapter three begins with a discussion of the procedure for determining an individual’s communication partner stage. This is an essential step in selecting the appropriate curriculum-based assessment form (SAP-O) and the Caregiver Questionnaire form (SAP-R).

4. Observation and Action Planning

Chapter four introduces the Observation and Action Planning Form. This form is designed to guide practitioner’s observations related to strengths and challenges for both the individual with ASD and their partners. The form helps to guide next steps in program planning and identification of effective transactional supports. Application of this form is illustrated through use of a video case example.

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