The SCERTS® Model represents a groundbreaking synthesis of developmental, relationship-based, and skill-based approaches, specifically designed to enhance communication and social-emotional abilities in preschool and primary school students with autism spectrum disorders (ASD) and their families. Developed by internationally recognized experts, SCERTS® provides a comprehensive framework for promoting developmental progress across three key areas: Social Communication (communicating spontaneously and establishing relationships), Emotional Regulation (regulating emotional arousal to support learning and engagement), and Transactional Supports (elements that aid a child's progress as he or she works toward a goal). The SCERTS® Model stands as a child- and family-centered approach, emphasizing collaborative efforts between professionals and caregivers to maximize progress in supporting children with ASD. Through its focus on social communication, emotional regulation, and transactional supports, SCERTS® offers a comprehensive and evidence-based framework for improving the quality of life for individuals with ASD across various settings and developmental stages.
Age: The SCERTS® Model is tailored for use with preschool and primary school students diagnosed with autism spectrum disorders (ASD). It is designed to address the unique developmental needs of children within this age range, focusing on fostering social communication, emotional regulation, and transactional supports crucial for their growth and development.
How To Use It: The SCERTS® Model comprises two volumes:
Volume I: Assessment
Offers detailed background information on The SCERTS® Model
Guides professionals through the assessment process, examining research foundations and recommended practices
Provides specific goals and objectives for each component of SCERTS®
Includes developmental milestones for assessment and intervention planning
Explores the model's implementation in educational settings
Features assessment report and observation forms for monitoring child progress
Volume II: Intervention
Provides explicit instruction on implementing interventions following assessment
Guides prioritization and goal-setting for social communication and emotional regulation
Offers strategies for selecting meaningful activities to achieve goals
Outlines four types of transactional support (learning supports, interpersonal support, support to families, and support among professionals)
Includes in-depth vignettes illustrating model implementation
Provides forms for intervention planning
Both volumes offer a semi-structured yet flexible approach, allowing professionals to tailor interventions to individual differences while maintaining consistency with the SCERTS® Model's principles.
What's In The Box:
EVA40706 consists of a comprehensive two-volume manuals authored by Prizant, Wetherby, Rubin, Laurent, and Rydell:
Volume I: Assessment provides detailed guidance on understanding the SCERTS® Model and conducting assessments, including report and observation forms.
Volume II: Intervention offers explicit instructions for implementing interventions following assessment, with in-depth vignettes and forms for intervention planning.
These manuals equip early intervention professionals with the necessary tools and knowledge to effectively evaluate and promote the social and emotional development of children with ASD and their families, based on over two decades of research and clinical experience.