Anna BradyAurora House

AN INTRODUCTION TO THE SCERTS

MODEL

1. Introduction2. What is SCERTS?3. SCERTS Domains4. SCERTS Core Principles

Session Overview

New Primary Lambeth Autism Provision 16 children with Autism Growing to 56 in the coming three years Team of 16, including part time music

therapist, OT and SaLT all included and enthused about SCERTS.

Aurora Housewww.aurorahouse.org.uk

An Introduction To The SCERTS® Model

Collaborators

Barry Prizant, Ph.D.Amy Wetherby, Ph.D.Emily Rubin, MSAmy Laurent, Ed.M, OTR/L

SS ocialCC ommunicationEE motionalRR egulationTT ransactionalSS upport

Primary Components Of SCERTS

Is focused on improving the quality of life of children with ASD and their families

Based on 25 years of research in child development and core challenges of autism

The SCERTS Model

The SCERTS Model is not exclusionary of other practices or approaches.  

It is flexible enough to incorporate practices from a variety of approaches and teaching strategies.

THE SCERTS MODEL

Recognizes that most learning in childhood occurs in the social context of daily activities and experiences.

Therefore, efforts to support a child's development occur with caregivers and familiar partners in everyday routines in a variety of social situations.

The SCERTS Model

SCERTS Model

SCERTS Components

The Social Communication domain of the SCERTS Model is focused on helping a child to become an increasingly competent and confident communicator so they can engage and actively participate in social activities.

Children who communicate effectively have access to increased opportunities for play and learning and are able to enjoy social relationships.

Social Communication Domain

SCERTS Stages

Social Communication Domain

Joint Attention Symbol useSocial partner stageengages in interactions with othersinitiates social routines/game/interactionsshifts gaze between people and objects

Social partner stageimitates familiar actions or soundsuses familiar objects conventionally in play motor movements to indicate requestsuses gestures and nonverbal means to communicate

Language partner stageunderstands and uses words (symbols) to express a range of emotionscomments on actions or events shares experiences

Language partner stageuses words and word combinations to express meanings uses a variety of objects in constructive playunderstands a variety of words and word combinations without contextual cues

Conversational partner stage monitors the attentional focus of others shares experiences in interactions increasing ability to understand and talk about past and future events

Conversational partner stage learns by imitation, observation, instruction and collaboration understands nonverbal cues of turn taking and topic change follows rules of conversation

Example Communication Goals

ACTIVITY

Emotional Regulation Domain

Emotional Regulation Domain : Ability to regulate emotional arousal so they are more able to attend to, process and filter environmental and sensory information.

• Emotional Regulation is the ability to be actively engaged and be able to adapt to different situations.

• When children are emotionally regulated they are ready for learning at an emotional, social and attention level.

Emotional Regulation

Children are most available for learning when they can:

attend to most relevant information in activity or setting,

remain socially engaged,process verbal and nonverbal information, initiate interactions using higher level abilities, respond to others in reciprocal interactions,actively participate in everyday activities.

The SCERTS Model

Emotional Regulation

Emotional Regulation

With this in mind, all attention seeking is good, as it shows an intent to communicate! Our role is to teach more appropriate ways to regulate and seek support.

Transactional Support Domain

Transactional Support: Supports put in place by partners to help facilitate a child's learning and development

Interpersonal Supports are adjustments made by communicative partners in language use, emotional expression, and interactive style that are effective in helping a child with ASD process language, participate in social interaction, experience social activities as emotionally satisfying, and maintain a well-regulated state.

The SCERTS Model

Learning supports include environmental arrangement or other ways activities are set up or modified to foster social communication and emotional regulation (e.g., visual supports, curriculum modifications, etc.).

The SCERTS Model

Transactional Support components include: Interpersonal SupportLearning SupportSupport to Families- educational and emotional support

Support to Professionals- educational and emotional support

The SCERTS Model

Why the focus on SC, ER, and TS?

This focus is consistent with the National Research Council's (2001) priorities of fostering functional spontaneous communication, development of social relationships, and acquisition of functional abilities in meaningful activities.

The SCERTS Model

Why the focus on SC, ER, and TS?The SCERTS collaborators believe that the focus on these domains is well supported by research on core challenges with ASD, as well as priorities and concerns identified by parents and experts in the field.

SC, ER, and TS enhance human development and quality of life.

The SCERTS Model

Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.

One: Highest priority is the development of spontaneous, functional communication abilities and emotional regulatory capacities

The SCERTS Model: Core Values And Guiding Principles

Two:Principles and research on child development frame assessment and educational efforts. Goals and activities are developmentally appropriate and functional.

The SCERTS Model: Core Values And Guiding Principles

Three:All domains of a child’s development (e.g.

communicative, socio-emotional, cognitive, and motor) are viewed as interrelated and interdependent. Assessment and educational efforts must address these relationships.

The SCERTS Model: Core Values And Guiding Principles

Four:All behavior is viewed as purposeful serving a variety of functions (e.g., communication, emotional regulation).

For children who display unconventional or problem behaviors, there is an emphasis on developing a range of supports for emotional regulation.

The SCERTS Model: Core Values And Guiding Principles

Five:A child’s unique learning profile of strengths and weaknesses determines appropriate accommodations for facilitating competence in the domains of social-communication and emotional regulation.

The SCERTS Model: Core Values And Guiding Principles

Six:Natural routines across home, school, and community environments provide the contexts for learning and for developing positive relationships. Progress is measured in daily experiences and routines.

The SCERTS Model: Core Values And Guiding Principles

Seven:It is the primary responsibility of professionals to establish positive relationships with children and with family members. All children and family members are treated with dignity and respect.

The SCERTS Model: Core Values And Guiding Principles

Eight:Family members are considered experts about their child. Assessment and educational efforts are viewed as collaborative processes with family members.

The SCERTS Model: Core Values And Guiding Principles

For further information about the SCERTS manual, see www.brookespublishing.com/store/books/prizant-8183

For a listing of research supporting the SCERTS model, see the Research Corner on www.SCERTS.com

For further information, including published articles on SCERTS and a detailed list of FAQ's , see Frequently Asked Questions on www.SCERTS.com

www.amy-laurent.comwww.puzzlecentre.org.uk

Where Can I Find Out More About SCERTS And The SCERTS Manual?