SCERTS Part 7: Program Planning with Families and Educational Teams

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

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The seventh and final part of this series addresses components of Transactional Support that are essential to allow all members of a child’s team, parents, family members, professionals, and other service providers to feel supported and engaged in programmatic efforts. Family Support Plans are described for educational and emotional support for family members and service providers with specific examples of activities. Issues related to successful implementation of SCERTS are also addressed, with a discussion of programmatic practices that allow SCERTS to be adopted and implemented with greater success. Finally, the current status of SCERTS as a comprehensive approach and future directions for SCERTS are discussed.

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. Family Support

Chapter one emphasizes the importance of developing a comprehensive support plan for families. Examples of emotional and educational supports for family members are provided.

2. Support to Professionals

Chapter two emphasizes the importance of developing a comprehensive support plan for professionals and service providers. Examples of emotional and educational supports for professionals and service providers are provided.

3. Moving Toward SCERTS Implementation

Chapter three provides direction for developing a plan to implement the SCERTS Model. Program elements that predict to successful implementation of SCERTS of SCERTS are described.