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SCERTS Part 5: Getting Started with Implementation

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 five addresses the process of systematically planning to embed target objectives within everyday activities, namely SCERTS in Action. First, the SCERTS Planning Grid is introduced as an essential component for ensuring transactional supports are implemented across the day. Next, a case study will be introduced to illustrate how to implement the tools presented in Course 4 along with the SCERTS Planning Grid allow us to "get started" with implementation by determining a child's developmental stage, identifying "what's working" with respect to TS, and identifying next steps in SC and ER.

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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1. The SCERTS Planning Grid

Chapter one presents the SCERTS Planning Grid as a tool for ensuring that selected priorities in SC and ER goals are systematically addressed by ensuring that TS are planned and embedded across daily routines. A sample SCERTS Planning Grid will be presented for each of the three developmental stages in the SCERTS Model.

2. SCERTS in Action - A Case Study

Chapter two introduces a case study for the participant to practice getting started with implementation, a process referred to as SCERTS in Action. The first steps of getting started are reviewed by showing video illustrations to determine a child’s developmental stage and engage in Observation and Action Planning.

3. SCERTS in Action - Initial Data

Chapter three presents a tool for gathering baseline data, allowing participants to begin the process of selecting goals and supports and the creation of an individualized educational plan that is focused on the key priorities of a child at a specific developmental stage.

4. SCERTS in Action - Program Planning

The final chapter of this course presents the creation of an educational planning grid for Nahui, a tool which indicates where each goal will be addressed and what transactional supports will be embedded in those natural routines. Next, an opportunity is provided to see changes in TS that Nahui’s team implemented to foster his social competence as a Language Partner.

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