Introducing the SCERTS framework

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Introducing the SCERTSframework

• Information for family/whanau and educators

Adapted from Hawkes Bay Early Intervention Team
presentation 2010
Handout 1.2
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Objectives of presentation

• To understand why we have chosen the SCERTS
  framework
• To introduce the key elements of the SCERTS
  framework
• To show how the SCERTS framework links with ASD
  and Te Whariki
• AND
• Working together as a team

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Autism spectrum disorder (ASD)

• Children with a diagnosis of ASD have delays or
  difficulties in
• the development of communication
• the development of social relationships
• play and imagination
• Many young children with ASD under- or over-react
  to sensory information

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SCERTS

• Is an assessment and programming framework for
  children with autism and/or developmental needs.
• Acknowledges that most learning during childhood
  takes place in the social context of daily
  activities and experiences - therefore
  everyday, natural routines in the home and early
  childhood setting are used
• Acknowledges that caregivers and familiar adults
  play an important part in supporting the childs
  learning.

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S C E R T Sa framework for working with children
with autism spectrum disorder

• Social
• Communication
• Emotional
• Regulation
• Transactional
• Supports

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SCERTS communication stages

• The assessment is based on the child's
  communication stage
• Social Partner the child may or may not
  communicate intentionally using gestures and
  vocalisations
• Language Partner the child is communicating
  using words, gestures and/or symbols
• Conversational Partner the child uses words,
  phrases and sentences. They are learning about
  conversations

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SCERTSSocial Communication

• The goal for all children is to become competent
  and confident communicators so they can be part
  of social activities and learning
• Children who communicate effectively have more
  opportunities for play and learning and are more
  able to enjoy social relationships

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Social Communication

• Goals are targeted in
• Joint Attention
• The ability to share attention,
• emotion and intention with others
• Symbol Use
• The ability to understand and use
• objects, pictures, words or signs

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SCERTSEmotional Regulation

• the ability to attend to, process and filter
  environmental and sensory information
• the ability to stay focussed, engaged and being
  able to adapt to different situations
• When children are emotionally well regulated they
  are ready and available for learning

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Emotional Regulation

• Mutual regulation
• the childs ability
• to respond to others using strategies
• to help them regulate
• Self regulation
• strategies used by the child to self
• regulate

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SCERTSTransactional Support

• the planned supports and strategies that are
  used to help the child participate and learn
• the supports and strategies are used when working
  on the childs goals in Social Communication
  and Emotional Regulation
• support to families and to the team
• Transactional supports are often referred to as
• the adult goals

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Transactional Support includes

• Interpersonal Support - the strategies used by
  adults when interacting with the child e.g.,
  using gesture
• Learning Support the environment, routines and
  activities are structured to encourage social
  communication and emotional regulation, e.g.
  modifying an activity to ensure success for the
  child

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Interpersonal support

• An adult partner needs to
• be responsive
• - notice and respond to childs attempts to
  communicate
• foster initiation
• - offer choices
• set the stage for engagement
• - be at the childs level
• adjust the amount of language used
• - use simple sentences
• model appropriate behaviour

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Learning supports

• Structured activities e.g. clear beginning and
  end to the activity
• Visual supports - to organise the day
• Using motivating toys and activities
• Adjustments to activities so that the child has
  success

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How SCERTS fits with Te Whariki principles

• Te Whariki principles

• SCERTS framework

• Whakamana
• Empowerment
• Nga Hononga
• Relationships
• Whanau Tangata
• Family Community
• Kotahitanga
• Holistic Development

• Social Communication and Emotional Regulation
• Transactional Supports
• Family and Community provide context for learning
• All domains of development are interrelated

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The team can use SCERTS to

• assess the childs strengths and needs in the
  areas that children with ASD have most
  difficulty
• set goals for the child in social communication
  and emotional regulation for home and the early
  childhood setting
• plan activities that are meaningful and
  purposeful, at home and at the early childhood
  setting
• provide a balance of free play and structured
  activities.
• identify the transaction support the
  communication partner will use (the adult goals)
• monitor a childs progress
• ensure that we share successes and challenges
  and support each other

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References

• Prizant, B. M., Wetherby, E. R., Laurent, A. C.,
  Rydell, P. J. (2006). The SCERTS Model A
  comprehensive educational approach for children
  with autism spectrum disorders (Volume 1)
  Assessment. Paul H. Brookes Publishing Co
  Baltimore, USA.
• http//www.asdineducation.org.nz