The SCERTS Model – Day 1 & 2: Introduction & Program Planning / Enhancing active engagement in autistic and neurodivergent learners i.e. The SCERTS Model: Introduction and program planning, including increasing active engagement in autistic (neuroatypical) learners.
The SCERTS Model – Day 1 & 2: Introduction & Program Planning.
Conference program:
- 8:30 AM – 9:00 AM Participant registration.
- 9:00 AM – 10:30 AM Thematic block #1.
- 10:30 AM – 11:00 AM Coffee break (30 min).
- 11:00 AM – 12:30 PM Thematic block #2.
- 12:30 PM – 1:15 PM Coffee break (45 min).
- 1:15 PM – 2:30 PM Thematic block #3.
- 2:30 PM – 2:45 PM Coffee break (15 min).
- 2:45 PM – 3:45 PM Thematic block #4.
After two days of conference all participants will be able to:
- Identify the three main areas of development necessary to strengthen the active engagement of students on the autism spectrum (ASD).
- Identify the main tools for correctly formulating educational goals that include the role of the conversational partner for: a) children communicating through body language, gestures, and facial expressions; b) children communicating through spoken language, picture symbols, sign language, or other symbolic systems; c) children using various multimodal forms of language.
- Identify different mentoring strategies for individual team members to build/strengthen the educational environment conducive to the active engagement of students on the autism spectrum (ASD).
- Apply basic diagnostic tools to correctly identify the stage of language development in children/students on the autism spectrum (ASD).
- Apply basic tools for planning support networks for the natural habits/activities of students with ASD/Asperger’s syndrome in school, at home, and in other settings.
DAY 1:
The first day of the training will begin with an introduction to the neurodevelopmental foundations of the SCERTS Model (SC + ER + TS), including a detailed discussion of empirical evidence confirming its high effectiveness. Next, the course content will be focused on the individual areas of the SCERTS Model, i.e.: social communication (SC) + emotional regulation (ER) + transactional support (TS). The various stages of language acquisition in children with ASD/Asperger’s syndrome according to the SCERTS Model will also be discussed, within which we distinguish, among others, students communicating presymbolically (e.g., using gestures, facial expressions, and vocalizations), students at an early stage of language development, and students at the so-called conversational level. Finally, the role of communication partners in providing appropriate transactional support (TS) at all stages of the socio-linguistic development of children on the autism spectrum (ASD) will be discussed. The conference/training format is interactive, and its participants will have the opportunity to share their experiences with an international expert, ask questions, and learn from each other.
DAY 2:
The second day is intended for those who would like to deepen their knowledge about designing an appropriate educational environment for children on the autism spectrum (ASD) using the SCERTS Model. Evidence-based results in the area of social communication (SC) and emotional regulation (ER) will be described using examples of natural (everyday) activities — for ex. activities adapted to the natural neurodevelopmental-needs of students on the autism spectrum (ASD) with diverse social-emotional learning profiles. According to the main assumptions of the SCERTS Model: all individuals using presymbolic communication, those at an early stage of language development, and those at the conversational level have their own (unique) social-developmental needs, which must be taken into account (met) in the course of their therapy and education. The second day will also begin with a discussion on transactional support (TS), including the use of the observation form according to the SCERTS Model. Next, the discussion will shift towards the activity planning form. A coordinated educational support plan will also be described, which promotes better engagement of students with ASD/Asperger’s syndrome.
