Barry M. Prizant, Ph.D., CCC-SLP has more than 40 years experience as a clinical scholar, researcher and consultant to young children with communication and socioemotional difficulties and their families. He is Director of Childhood Communication Services, an Adjunct Professor in the Center for the Study of Human Development, Brown University, and a Fellow of the American Speech-Language-Hearing Association. He has developed family-centered programs for newly diagnosed toddlers with social-communicative disorders and their families in hospital and university clinic settings. Dr. Prizant has published extensively on children with language and communication disabilities and autism spectrum disorders, and presents seminars and keynote addresses nationally and internationally. Currently, he consults to agencies and school districts, for teams serving preschool through high school age students.
Learning Opportunities
The SCERTS? Model: 2-day Introductory Training
Presented By
Barry M. Prizant, Ph.D., CCC-SLPSeries Sessions
| Date | Time |
|---|---|
| Sep 22, 2015 | 9:00 am to 3:30 pm |
| Sep 23, 2015 | 9:00 am to 3:30 pm |
Location
Grade Levels
AllThis presentation will provide an introduction to The SCERTS® Model, a comprehensive model for prioritizing goals and implementing practices that focus on the core challenges in Autism Spectrum Disorder (ASD): Social Communication, Emotional Regulation, and providing Transactional Supports for children with ASD, and related social-communicative disabilities and their families.
In this workshop, assessment and intervention issues will be addressed for children with a wide range of developmental abilities and ages, including preverbal and verbal individuals, from preschool through elementary, middle, high school ages and adult services. Particular emphasis will be given to the core challenges faced by students with ASD and related abilities by emphasizing the interface between social, emotional and communication issues from a clinical and educational perspective.
As a result of this training, you will:
- be able to identify critical developmental underpinnings for the domains of the SCERTS Model, and curriculum components of the model
- learn about the SCERTS curriculum, focusing on Social Communication, Emotional Regulation and Transactional Supports
- be able to identify individualized intervention goals, objectives and strategies for: preverbal children (social partner); children with emerging language and/or who produce echolalia (language partner); and children with more sophisticated language abilities (conversational partner)
- learn to provide educational and emotional support in all aspects of programming, and apply transactional supports for inclusion and in working with parents.
Target Audience
K-12 Education Professionals, Administrators, Service Providers and Parents