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Browse PlansAmy Laurent
PhD, OTR/L
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 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 School of Education at the University of Rhode Island, Kingston, RI. She teaches courses focused on Research Methodology for educators. Previously, she has served as an adjunct faculty member for the Communication Disorders Department at Emerson College and at the University of Rhode Island. In these roles, she developed graduate courses focused on preparing clinicians to meet the needs of children with autism, as well as the needs of their families.
Amy's 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. Her publications focus on social communication and emotional regulation in individuals diagnosed with ASD. 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.
Courses with Amy Laurent
Browse Course CatalogSCERTS Part 1: A Comprehensive Educational Framework for Autism
Presented by Amy Laurent, PhD, OTR/L, Barry M. Prizant, PhD, CCC-SLP, and Emily Rubin, MS, CCC-SLP
SCERTS Part 1: A Comprehensive Educational Framework for Autism
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This course introduces the SCERTS Model, an evidence-based, comprehensive, multidisciplinary educational approach and framework designed for individuals with Autism Spectrum Disorders (ASD) and related disabilities. Participants will learn about the core values and guiding principles underlying practice in the SCERTS Model. The neurodevelopmental basis of social development is reviewed as a foundation for identifying highest priority goals and objectives, and the three domains of SCERTS - Social Communication, Emotional Regulation, and Transactional Support are introduced. Participants are also introduced to observation and action planning within the SCERTS Model.
SCERTS Part 2: The Social Communication Domain
Presented by Amy Laurent, PhD, OTR/L, Barry M. Prizant, PhD, CCC-SLP, and Emily Rubin, MS, CCC-SLP
SCERTS Part 2: The Social Communication Domain
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Part two of this seven part series introduces the first domain of the SCERTS Model, Social Communication (SC). Participants will learn about SC as a core challenge for individuals diagnosed with ASD and how these challenges differ depending upon developmental stage, i.e., the Social Partner, the Language Partner, and the Conversational Partner. The neurodevelopmental basis of social communication is reviewed, as are the capacities of joint attention - why we communicate and symbol use - how we communicate. Participants are also introduced to critical transactional supports for each developmental stage - how we can help others communicate. Sample objectives used to address those challenges are also presented.
SCERTS Part 3: The Emotional Regulation Domain
Presented by Amy Laurent, PhD, OTR/L, Barry M. Prizant, PhD, CCC-SLP, and Emily Rubin, MS, CCC-SLP
SCERTS Part 3: The Emotional Regulation Domain
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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.
SCERTS Part 4: The Transactional Support Domain
Presented by Amy Laurent, PhD, OTR/L, Barry M. Prizant, PhD, CCC-SLP, and Emily Rubin, MS, CCC-SLP
SCERTS Part 4: The Transactional Support Domain
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Course four in this seven part series introduces the fourth domain of the SCERTS Model, Transactional Support (TS). Participants will learn about the influence of communicative partners' interactive styles on the social communicative competence of individuals diagnosed with ASD. Learning supports (LS) and Interpersonal Supports (IS) designed to support active engagement for individuals with ASD are introduced within the context of the SCERTS curriculum. Targeted use of LS and IS by partners are discussed in regards to key goals and developmental appropriateness. Finally, procedures for determining developmental stage of individuals with ASD are introduced, as are observational tools useful for program planning.
SCERTS Part 5: Getting Started with Implementation
Presented by Amy Laurent, PhD, OTR/L, Barry M. Prizant, PhD, CCC-SLP, and Emily Rubin, MS, CCC-SLP
SCERTS Part 5: Getting Started with Implementation
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Course five addresses the process of systematically planning to embed target objectives within everyday activities, namely SCERTS in Action. First, the SCERTS Planning Grid is introduced as an essential component for ensuring transactional supports are implemented across the day. Next, a case study will be introduced to illustrate how to implement the tools presented in Course 4 along with the SCERTS Planning Grid allow us to "get started" with implementation by determining a child's developmental stage, identifying "what's working" with respect to TS, and identifying next steps in SC and ER.
SCERTS Part 6: The SCERTS Assessment Process (SAP)
Presented by Amy Laurent, PhD, OTR/L, Barry M. Prizant, PhD, CCC-SLP, and Emily Rubin, MS, CCC-SLP
SCERTS Part 6: The SCERTS Assessment Process (SAP)
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Course six introduces the 10-step SCERTS Assessment Process (SAP). This tool is designed to determine an individual's stage of language acquisition, establish a profile of strengths and areas of need in those areas most impacted by the core challenges of autism, and to monitor progress over time using data gathered in everyday activities to represent a measurement of authentic progress. The course will begin with a discussion of why and when to implement the SAP and how to gather meaningful data in everyday situations. Next, a video-based case example will be introduced so that participants can see how to administer each of the 10 steps.
SCERTS Part 7: Program Planning with Families and Educational Teams
Presented by Amy Laurent, PhD, OTR/L, Barry M. Prizant, PhD, CCC-SLP, and Emily Rubin, MS, CCC-SLP
SCERTS Part 7: Program Planning with Families and Educational Teams
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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.
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