Title: The SCERTS Model Barry M. Prizant, Amy Wetherby, Emily Rubin
1The SCERTS ModelBarry M. Prizant, Amy Wetherby,
Emily Rubin
- A comprehensive educational approach for children
with Autism Spectrum Disorders - Charlotte Edwards, PsyD
- Tanya Kim, MA
- New Connections Academy
- 2007
2Domains of the SCERTS ModelInterdependent Trio
- Social Communication
- Emotional Regulation
- Transactional Support
3Why SCERTS
- Ongoing debate about what is most important to
teach and what are the most effective
methodologies for teaching children with ADS - Recent review of two decades of research on
educational interventions for children with
Autism concluded there is no evidence that any
one approach is more effective than another
4Why cont
- Most important, the panel argued for the
introduction of a new dynamic approach to include
educational priorities to include, functional
spontaneous communication, development of social
relationships and play skills with peers and
acquisition of functional abilities in meaningful
activities - The authors believe these priorities are fully
consistent with the SCERTS model
5SCERTS
- Social Communication
- Emotional Regulation
- Transactional Support
- Recognized that the most meaningful learning
experiences in childhood occur in everyday
activities within the family and school contexts - Framework is designed to target priority goals in
social communication (SC) and emotional
regulation (ER) by implementing transactional
supports (TS) throughout a childs daily
activities and across social partners
6SCERTS
- Respects and infuses expertise from a variety of
disciplines - Regular and special education
- Speech-language pathology
- Occupational Therapy
- Psychology
- Social Work
- Medical
- Parents and family members
7Social Communication
- Communicating and playing with others in everyday
activities and deriving joy and pleasure in
social relationships with children and adults - Children must acquire capacities in two major
areas of social-communicative functioning - Joint Attention
- Symbolic Use
- Communicative means may be preverbal, such as
gestures or use of objects to communicate or
verbal, signs, picture symbol systems and/or
speech ranging from single words to complex
expressive language used in conversation
8SC 3 Stages of Social Communication Development
SOCIAL PARTNER Child communicates with gestures
vocalizations LANGUAGE PARTNER Child uses
symbolic means to communicate shared meanings
(oral language, sign language, picture
symbols CONVERSATIONAL PARTNER More advanced
language abilities and social awareness of
others.
9Emotional Regulation
- An essential and core capacity that supports a
childs availability for learning - For a child to be optimally available he or she
must have the emotional regulatory capacities and
skills to - 1.Independly remain organized in the face of
potentially stressful events that may be either
positive or negative in nature (self-regulation)
10ER cont
- 2. Seek assistance and/or respond to others'
attempts to provide support for emotional
regulation when faced with stressful, over
stimulating or emotionally dysregulating
circumstances (mutual regulation) - 3. Recover from states of emotional
dysregulation or attentional shutdown through
self-and/or mutual regulation strategies
(recovery from dysregualtion)
11ER Levels of Development
12ER Behavior Strategies
- Simple motor activities or sensory- motor
strategies that the child engages in to regulate
his or her arousal level, remain alert, and self
soothe. - Examples looking at ones hands, seeking oral
sensory input, etc.
13ER Language Strategies
- The child becomes a symbolic communicator.
- Language strategies are words or other symbols
that the child uses that regulate his or her
arousal level. - Imitative or creative use of symbols to engage in
audible or observable self-talk as well as inner
language.
14ER Metacognitive Strategies
- A childs ability to reflect on and talk about
cognitive processes that support organization,
decrease anxiety, and regulate attention and
arousal to guide behavior. - The process of internalizing a dialogue that
requires coordinating different perspectives,
which allows for greater social problem solving,
inhibiting behavior based on social and moral
rules, and using reflective problem solving( If
___ happens, I can always do ____.)
15Transactional Support
- The third and final core component of the SCERTS
Model. - The most meaningful learning occurs within the
social context of everyday activities and within
trusting relationships, transactional support
needs to be infused across activities and social
partners
16TS cont
- 1. Interpersonal supports include adjustments
made by communicative partners in language use,
emotional expression and interactive style that
help a child to process language, participate in
social interaction, experience social activities
as emotionally satisfying and maintain
well-regulated states
17TS cont
- 3.Family support includes educational support
such as sharing of helpful information and
resources, direct instruction in facilitating a
childs social communication, emotional
regulation, daily living skills and implementing
learning supports - 2. Learning and educational supports include
environmental arrangement or the ways typical
settings and activities are set up or modified to
foster social communication and emotional
regulation
18Transactional SupportTS
- Learning occurs in a social context.
- Thus, a childs comprehensive program should not
only address a childs developmental progress,
but also the progress of that childs social
partners (parents, teachers, siblings, and
peers).
19TS Example Goal
- Student Goals
- Initiates conversations about a variety of topics
- Initiates maintains conversations that relate
to partners interest - Requests information about others experiences
- Partner Goals
- Models a range of communicative functions rules
of conversation - Uses supports to foster understanding of language
and behavior.
20SCERTS Model Approaches
- Meaningful Activities Purposeful Activities
(MA PA) - Learning Playing with Peers (LAPP)
21Meaningful Activities Purposeful Activities
- Activity based intervention joint activity
routines - Consistency predictability
- Structure flexibility
- Visually based with multimodal learning.
22MA PAContinuum
- Planned activity routines
- Engineered activities and environments
- Modified natural activities and environments
- Naturally occurring events environments
23MA PA Types of Activities
24Learning and Playing with Peers
- Offers a child with ASD a systematic and
semi-structured means to learn and apply
social-communicative and play skills in
predictable and supportive activities as well as
natural activities.
25LAPP
- Planned activity routines
- Natural Interactions Settings
- Control for novelty
- Shared control reciprocity
- Unconventional behavior social play behaviors
26Continued
- 6. Intrinsic motivation
- 7. Expressing a range of social-communicative
intentions functions - 8. Enhancing skills of peer partners
- 9. Adult partners role
27What SCERTS Is and Is Not
- Is a value based model with core values and
principles that guide educational efforts
28SCRETS Is and Is Not
- Is not a curriculum focused solely on training
skills, but focuses on underlying capacities - supports the development of functional skills,
individualized for each child in a systematic and
semi-structured, but flexible manner - hierarchy of goals in social communication and
emotional regulation informed by research on
child development and based on each childs needs
and family priorities
29Is and Is Not cont
- Is not exclusionary of other practices or
approaches and flexible enough to incorporate
from available approaches and teaching strategies - SCERTS has been developed as a next generation"
model for working with children with ASD as a
vehicle for helping to move education of children
with ASD forward in a more comprehensive and
meaningful manner