Guest speaker: Applying the SCERTS Model in Natural Routines for Autistic and Neurodivergent Learners: The role of the interactive partners
At a glance
Guest speaker
Emily Rubin
Webinar duration
2 hours
Suitable for
Thrive Licensed Practitioners
CPD
Worth 5 CPD points
Price per place
£78 excl. VAT
Course Outcomes
During the 2-hour session, you will:
- Identify three domains of development that are essential for an individual’s active engagement.
- Explore developmental capacities in social communication and emotional regulation that contribute to active engagement and a learner’s wellbeing.
- Discover the critical role of the interactive partner across developmental stages.
Who is it for?
Caregivers, educators, and professionals supporting autistic and neurodivergent children in the early childhood and primary school-aged years.
Course structure
2-hour webinar.
Introducing guest speaker: Emily Rubin
Emily Rubin, MS, CCC-SLP is the Director of Communication Crossroads in southern California (United States). She is a speech-language pathologist specialising in the relationship between social emotional engagement and learning. As a former adjunct faculty member and lecturer at Yale University, she participated in multidisciplinary research focused on social emotional neurodevelopment.
She is a co-developer of the Social Emotional Engagement – Knowledge and Skills (SEE-KS) professional learning approach, which provides freely accessible tools for measuring social engagement and enhancing opportunities for engagement in a range of settings. She is also the co-author of SCERTS, an evidence-based, developmental relationship-based approach for autistic learners. She lectures internationally and provides consultation to education, healthcare, and child welfare systems to support social and emotional engagement, learning, and language development.
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What you'll learn
As interactive partners, we have a responsibility to understand the lived experiences of autistic and neurodivergent learners, appreciate their neurodevelopment differences, and adapt the environment to meet their needs.
By constantly seeking insight and learning, interactive partners can work collaboratively to support neurodivergent children and young people.
The SCERTS framework is an evidence-based framework that provides a common language, particularly around provision of support, where developmental capacities in Social Communication and Emotional Regulation are supported by our Transactional Support.
When we see opportunities for our learners to increase their active engagement at home, at school and in the community, our first consideration should be whether the environment is meeting our learners’ needs. SCERTS recognizes that learning is a “two-way street”… let’s start learning how we can change our interactive support and the environment for our learners to thrive.
How SCERTS aligns with Thrive
SCERTS is an evidence-based, relationship-focused approach that helps everyone working with children understand and support their individual developmental needs and learning styles. It focuses on building engagement and removing barriers to learning.
Dates and times
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