Summary: The course will begin with a brief review of the core developmental challenges faced by individuals diagnosed with ASD at various stages in development (i.e., pre-verbal stages, emerging language stages, and conversational stages). This introduction of regulatory challenges and social communicative difficulties experienced by individuals diagnosed with ASD will be followed by practical guidelines for prioritizing learning objectives in these areas for a wide range of developmental functioning. Emphasis will be placed on cross contextual program planning, intervention in natural environments, and collaboration between families and professionals. This course will introduce the SCERTS model, a comprehensive, multidisciplinary educational approach designed for children with Autism Spectrum Disorders (ASD) that the presenter co-authored.
Presented live and recorded November 2016.
Level: Introductory
Intended Audience: Occupational
therapists, speech language pathologists, physical therapists, special
education teachers, psychologists, early intervention specialists, nurses,
physicians, mental health providers and parents
Prerequisite: None
Description: The course will begin with a brief review of the core developmental challenges faced by individuals diagnosed with ASD at various stages in development (i.e., pre-verbal stages, emerging language stages, and conversational stages). This introduction of regulatory challenges and social communicative difficulties experienced by individuals diagnosed with ASD will be followed by practical guidelines for prioritizing learning objectives in these areas for a wide range of developmental functioning. Emphasis will be placed on cross contextual program planning, intervention in natural environments, and collaboration between families and professionals. This course will introduce the SCERTS model, a comprehensive, multidisciplinary educational approach designed for children with Autism Spectrum Disorders (ASD) that the presenter co-authored.
This course is focused on the SCERTS model and there will be limited information about similar services.
Learning Objectives:
1) Identify common challenges to regulation and
engagement that occur across contexts for individuals with ASD.
2) Identify three ways that understanding of developmentally relevant regulatory supports and their adaptations in a variety of contexts.
3) Describe two ways that collaborating actively with families to create cohesive intervention plans targeting regulation and engagement will support your clients.
Presenter: Amy Laurent, Ed.M, OTR/L is a pediatric occupational therapist who holds a Master’s degree in special education. She is also Pre-doctoral Fellow at the University of Rhode Island (Department of Psychology, Behavioral Science). Her current research interests involve examining the relationship between characteristics of young children diagnosed with Autism and strategies used by parents to support them within the context of natural routines and play. She is the recipient of the 2015 Patricia Buehler Legacy Award for Clinical Innovation from the University of Southern California - Division of Occupational Science and Occupational Therapy. 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 on the creation of educational programs and environments that facilitate children’s active engagement and learning at home, in schools, and throughout their communities. The SCERTS Model, of which she is a coauthor, along with differentiated instruction and developmental theory guide her practice. Amy is an adjunct faculty member for the Communication Disorders Department at the University of Rhode Island and for Emerson College in Boston, MA. At these institutions, she teaches undergraduate and graduate courses focused on preparing graduating clinicians to meet the needs of children with autism and the needs of their families. Her publications, including a chapter in the Handbook of Autism and Pervasive Developmental Disorders (3rd ed) have focused on emotional regulation in children and adolescents with ASD and its impact on later social competence. She frequently lectures and provides training throughout the United States and internationally on the SCERTS Model and other topics related to therapeutic and educational intervention for children with ASD.
Disclosures:
Financial - Amy Laurent received and honorarium from STAR Institute for this presentation. She is the co-author of the SCERTS model referenced in this presentation and receives royalties from Brookes Publishing.
Non- Financial - She is an employee and adjunct faculty member at the university of Rhode Island. Amy Laurent is the Vice President of the Board for Bailey's Team for Autism.
Continuing Education: The Sensory Processing Disorder Foundation is an AOTA Approved Provider of Continuing Education. The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA.
Upon full completion of the course video, participants must complete and pass a quiz with at least 80% accuracy to receive a certificate of completion.
Course Completion Requirements:
Upon full completion of the course video, participants must complete and pass a quiz with at least 80% accuracy to receive a certificate of completion and complete an ASHA Registration form to receive the CEUs. (ASHA CEUs Pending)