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SCERTS: Social Communication, Emotional Regulation and Transactional Support (SCERTS) Three day course

Compulsory attendance at multiple days

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SCERTS: Social Communication, Emotional Regulation and Transactional Support (SCERTS) Three day course

Event summary

Date

Start Time

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The Carrickdale Hotel, Dundalk,, Louth

Booking closes

SCERTS: Social Communication, Emotional Regulation and Transactional Support (SCERTS) Three day course

What is SCERTS?
SCERTS is a framework to support assessment and planning for children and young people with autism. It targets key areas to be developed in order for children and young people participate effectively in school, community and home life.
This 3-day course will introduce the SCERTS model, a comprehensive, multidisciplinary educational approach designed for children and young people with autism.  This model is not exclusive of other approaches and methodologies, but rather provides a framework for those who are seeking guidelines for implementing a comprehensive educational plan that is based on our knowledge of the core developmental challenges faced by children with autism, family-centred care, and our knowledge of the recommended tenets of educational programming.  The model was designed to provide guidelines for helping children progress through the stages of becoming a competent social communicator.  It was also designed to provide educational teams and families with the help they may need to feel successful in supporting the child.
Participants of this course will learn how to determine meaningful, purposeful, and motivating goals based on a child’s developmental stage, functional needs, and family priorities.  Additionally, participants will learn how to determine essential interpersonal modifications, environmental arrangement, and visual supports and how they can be embedded in natural, functional and meaningful contexts.  
There are 3 main components to the SCERTS framework

1. Social Communication is a key area to focus on in order to develop functional language and communication skills and support the building of relationships with others. Children are assessed as being at a social partner, language partner or conversational partner stage. Targets are then planned for development of skills to support progress and movement through the stages.

2. Emotional Regulation. Children and young people with autism often have difficulties in recognising and coping with emotions, moving through changes and hence being ready to learn at home and at school. Accurately assessing this area of emotional regulation is vital in order to understand where children and young people are in terms of coping with change, managing their sensory responses, being able to focus in class and other situations at home and at school. Targets are then planned to support the development of skills in self-regulation as well as in understanding other people can be useful in coping with emotions and change (mutual regulation).

3. Transactional Supports are the ways in which we can structure the classroom, or other places where the child or young person learns and plays in order to support progress. It also supports the adults to know what they can do to support such as reducing language or allowing time to process information. Focusing on transactional supports creates a highly skilled workforce.

How should it be implemented?
SCERTS will complement curriculum assessments and help children and young people make progress in learning. SCERTS is best implemented as a joint plan with education professionals, advisory staff and the family all working together. Parents/carers are encouraged to express their views of the functional skills they feel their child needs in the various contexts in which they live and learn. Any challenging behaviours observed in the children and young people are seen as communication attempts and if needed plans are made to support a change to more appropriate methods of communication.

ATTENDANCE ON DAY ONE IS COMPULSORY
An emphasis will be placed on problem solving how the SCERTS practice principles can be applied to ensure that children are:

1) Maintaining active engagement in everyday activities,
2) Making smooth and independent transitions across natural routines at home, at school, and in the community, and
3) Expressing their emotion and using coping strategies in a conventional manner.  

On the final day of this course, formal assessment procedures and methods for assessing progress will also be discussed.   

Day One (COMPULSORY):
Core SCERTS model
• Identifying the core domains of the SCERTS model
• Identifying the practice principles of the SCERTS model
• Identifying the developmental stages and essential social communication objectives within the SCERTS curriculum
• Identifying developmental stages and essential emotional regulation objectives within the SCERTS curriculum
Day 2
SCERTS Practice Principles
• Using the SCERTS Practice Principles to identify objectives and appropriate strategies for active engagement
• Using video case reviews to identify objectives and appropriate strategies for enhancing active engagement
• Using the SCERTS Practice Principles to identify objectives and appropriate strategies for enhancing smooth transitions
• Using video case reviews to identify objectives and appropriate strategies for enhancing smooth transitions
Day 3
Formal assessment procedures and methods for assessing progress
• Identifying educational objectives and appropriate strategies for enhancing conventional emotional expression.
• Using video case reviews to determine appropriate strategies for enhancing conventional emotional expression.
• Using the SCERTS Assessment Process to as a meaningful measure of outcome and programme planning.
• Identifying methods for ongoing programme monitoring

Notes

Location

The Carrickdale Hotel

Get Directions

Amy Laurent

SCERTS: Social Communication, Emotional Regulation and Transactional Support (SCERTS) Three day course

Event summary

Date

Start Time

End Time

The Carrickdale Hotel, Dundalk,, Louth

Booking closes

ATTENDANCE ON DAY ONE IS COMPULSORY
 

Day One (COMPULSORY):
Core SCERTS model
• Identifying the core domains of the SCERTS model
• Identifying the practice principles of the SCERTS model
• Identifying the developmental stages and essential social communication objectives within the SCERTS curriculum
• Identifying developmental stages and essential emotional regulation objectives within the SCERTS curriculum
Day 2
SCERTS Practice Principles
• Using the SCERTS Practice Principles to identify objectives and appropriate strategies for active engagement
• Using video case reviews to identify objectives and appropriate strategies for enhancing active engagement
• Using the SCERTS Practice Principles to identify objectives and appropriate strategies for enhancing smooth transitions
• Using video case reviews to identify objectives and appropriate strategies for enhancing smooth transitions

Notes

Location

The Carrickdale Hotel

Get Directions

Amy Laurent

SCERTS: Social Communication, Emotional Regulation and Transactional Support (SCERTS) Three day course

Event summary

Date

Start Time

End Time

The Carrickdale Hotel, Dundalk,, Louth

Booking closes

ATTENDANCE ON DAY ONE IS COMPULSORY
Day One (COMPULSORY):
Core SCERTS model
• Identifying the core domains of the SCERTS model
• Identifying the practice principles of the SCERTS model
• Identifying the developmental stages and essential social communication objectives within the SCERTS curriculum
• Identifying developmental stages and essential emotional regulation objectives within the SCERTS curriculum

Day 3
Formal assessment procedures and methods for assessing progress
• Identifying educational objectives and appropriate strategies for enhancing conventional emotional expression.
• Using video case reviews to determine appropriate strategies for enhancing conventional emotional expression.
• Using the SCERTS Assessment Process to as a meaningful measure of outcome and programme planning.
• Identifying methods for ongoing programme monitoring

Notes

Location

The Carrickdale Hotel

Get Directions

Amy Laurent