The SCERTS (Social Communication, Emotional Regulation, and Transactional Support) Model is a comprehensive, educational approach and multidisciplinary framework that addresses the core challenges faced by children with Autistic Spectrum Disorder and related disabilities.
When was it developed?
The SCERTS Model was developed based on two decades of empirical evidence. Collaborators in the project include Barry M. Prizant, Ph.D., CCC-SLP, Amy M. Wetherby, Ph.D., CCC-SLP, Emily Rubin, MS, CCC-SLP, Amy C. Laurent, EdM, OTR/L, and Patrick J. Rydell, Ed.D., CCC-SLP. The SCERTS Model collaborators have more than 100 years of collective experience with research, education, socialization for persons with Autism Spectrum Disorder, relation communication disorder, and other disabilities.
Overall Philosophy:
The SCERTS Model prioritizes goals and implements practices that focus on enhancing Social Communication, Emotional Regulation, and Transactional Supports for children with autism and related social communicative disabilities. It is based on research and practices that indicate that education programming should focus on:
1) Developing spontaneous, functional communication and secure, trusting relationships with children and adults. (Social Communication)
2) Enhancing the ability to maintain a well-regulated emotional state for learning and interacting (Emotional Regulation)
3) Supporting children, their families, and professionals to maximize positive social experiences across home, school and community settings (Transactional Support)
The SCERTS Model is:
- Each child's individual patterns of strength and needs guide program planning, including selection of goals and strategies.
- Family members are included as collaborators and partners in all efforts, and plans are developed to support families.
- The Model and its curriculum is based on extensive research on the development of children with and without disabilities.
- Everyday activities and routines are the primary contexts in which children learn, and in which progress is measured.
- The development of trusting and secure relationships with adult partners and other children provides the foundation for enhancing social communication and emotional regulation capacities.
Popularity:
The SCERTS Model was developed in response to encouragement and feedback from researchers and clinicians in the field of ASD, as well as from parents who were familiar with our work and desired an alternative to educational approaches currently available.
Time required for the treatment:
The SCERTS Model has been designed to be integrated and comprehensive, with a sequential and logical process to move from assessment to educational programming and from less sophisticated to more sophisticated goals for a child. The time required to move through the program depends on the child.
Cost of treatment:
Two Items:
1) Two Volume Manual Set: Includes Volume 1: Assessment and Volume 2: Program Planning and Intervention (Cost: $105)
2) DVD Series: Includes DVD and Booklet (Cost: $299)
Where does the treatment take place?
The SCERTS Model works best as a team approach. The underlying philosophy is that input and decision making by family members and professionals from a variety of disciplines best address a child’s needs in everyday activities. The SCERTS Model can be implemented by a professional who is not a part of a school team; however, greater efforts would need to be made to coordinate efforts with other service providers and family members.
Training materials required:
The two items listed above in the Cost of Treatment section.
How is success defined?
The SCERTS Model does not believe there is a ceiling for progress. Success is determined based on the individual child. However, the overriding goal of the SCERTS Model is to enable children to participate more successfully in developmentally appropriate activities with family members, adult partners and peers in a variety of settings.
Biggest success story:
Because SCERTS is a team approach method, success cannot be measured in quantitative data. However, many children who receive treatment can achieve levels of success that bring them out of the qualifications for Autism Spectrum Disorder.
Web site:
http://www.scerts.com/
Main concern:
None indicated