SCERTS Part 3: The Emotional Regulation Domain

Presented by Barry M. Prizant, Amy Laurent, and Emily Rubin

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The third course in this seven course series introduces the second domain of the SCERTS Model, Emotional Regulation (ER). Participants will learn about ER as a core challenge for individuals diagnosed with ASD. The developmental basis of emotional regulation is reviewed, as are the capacities of self-regulation and mutual regulation. Contrasts to traditional behavior management practices are made. Participants are also introduced common ER challenges at various stages of development. Sample objectives and Transactional Supports used to address those challenges within the SCERTS Model are also presented.

Meet your instructors

Barry M. Prizant

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…

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Amy Laurent

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…

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Emily Rubin

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…

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Chapters & learning objectives

1. The ER of SCERTS

Chapter one explains the concept of emotional regulation and why it is important for learners on the autism spectrum and those with related disabilities. The two components of ER in the SCERTS curriculum are presented with examples.

2. The ER Toolkit

Chapter two begins with a review of Self-Regulation and Mutual Regulation and introduces the developmental continuum of abilities in these areas. Regulation strategies appropriate for three different developmental levels are presented. Discussion contrasting an ER approach and traditional behavioral management is included.

3. ER at the Social Partner Stage

Chapter three examines ER for children who have not yet developed symbolic communication. Common ER challenges at this stage of development, as well as critical priorities for goal selection are introduced. Finally, developmentally appropriate transactional supports for learners at this stage of development are discussed.

4. ER at the Language Partner Stage

Chapter four examines ER for children who are early language learners. Common ER challenges at this stage of development, as well as critical priorities for goal selection are introduced. Finally, developmentally appropriate transactional supports for learners at this stage of development are discussed.

5. ER at the Conversational Partner Stage

The final chapter of this course examines ER for children who use creative language and are conversational. Common ER challenges at this stage of development, as well as critical priorities for goal selection are introduced. Finally, developmentally appropriate transactional supports for learners at this stage of development are discussed.