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Transcript of SCERTS
What is SCERTS?
Focus is on supporting a child's ability to regulate emotional arousal
Founded by Barry M. Prizant, Ph.D., Amy M. Wetherby, Ph.D., Emily Rubin, M.S., Amy C. Laurent, Ed.M., OTR/L, and Patrick Rydell, Ed.D
Based on three decades of research and clinical practice
The SCERTS Collaborators have more than 100 years of collective experience in university, hospital, clinical and educational settings, and are actively involved in clinical work, research, and educational consultation. The collaborators have published extensively in scholarly journals and volumes on ASD and related disabilities.
5 yr old boy
Advanced language partner
First generation American, family is from India
SCERTS Assessment Process (SAP)
1. Determine Child's Communication Stage (SAP)
2. Interview and Response (SAP - R)
3. Plan SAP - O
4. Observation (SAP-O) form
5.Conduct behavior sampling
7.Prioritize goals and objectives
8. Recommend further assessments
9. Design SCERTS educational program
10.Perform ongoing tracking
1a. Does the child use at least 3 words or different phrases?
1b. Does the child use at least 3 words or phrases referentially?
1c. Does the Child use ate least 3 word or phrases with communicative intent?
1d. Does the child use at least 3 words or phrases regularly?
2a. Does the child use at least 100 different words or phrases?
2b. Does the child use at least 100 words or phrases referentially?
2c. Does the Child use ate least 100 word or phrases with communicative intent?
2d. Does the child use at least 100 words or phrases regularly?
2e. Does the child use at least 20 different word combinations that are creative?
Three-Stage Developmental Continuum
Capacity for joint attention
These can be goals
Capacity for symbol use
Utilize and interpret nonverbal gestures
Learn single words, word combinations and advanced linguistic forms
Engage in using objects for play
These can be a goals
The critical skills addressed:
1. The ability to feel and engage in reciprocal interactions and conversations
2. The ability to find social-communicative interactions with various partners
3. The ability to communicate shared meaning
Develop the ability to:
1. Initiate spontaneous communication in a
variety of ways
2. Follow turns and topics in conversation
3. Use sophisticated nonverbal
communication and symbolic language
4. Recognize and repair communicative
5. Respond to nonverbal cues based on
partner's attentional focus
Uses intentional communication through gestures and vocalizations.
Typically develops from 6-12 months of age.
Acquires and begins to use symbols for shared meaning
Oral language, sign language and picture symbols ect.
Typically develops between 1-2 yrs of age.
What it is not:
It is not exclusionary of other practices or approaches
It does not focus on training skills in a linear manner
It is not prescriptive.
What it is:
Recognizes individual differences in children
Focuses on functional skills and meaningful outcomes
Focuses on building social relationships and trust
Fosters independent problem solving
Acquires advanced language and social awareness of others
Able to sequence exchanges and show sensitivity to others' emotions and views.
Typically develops between ages 2- 5 yrs of age.
Transitions for Social Partner
"Thus, the social communication domain of the SCERTS Model prioritizes educational goals in both joint attention and symbol use to enhance these core developmental capacities and foster a child's communicative competence when engaged with a variety of partners across a variety of home, school, and community settings." (Prizant, Whetherby, Rubin, Laurent , & Rydell, 2006, p. 21)
Transitions for Language Partner
Communicate with purpose and intent
Acquisition of conventional gestures and vocalizations
Transitions for Conversational Partner
Support to families
Support among professionals
Principles of the SCERTS Model that support its transactional nature
Adjustments made by partners in language use, emotional expression and interactive style
Peer supports provide the child with responsive partners who are good language, social, and play models
Implementation of strategies to foster the development of social communication and emotional regulation in children with ASD
Core Domains of SCERTS:
“SC” - Social Communication – the development of spontaneous, functional communication, emotional expression, and secure and trusting relationships with children and adults;
“ER” - Emotional Regulation - the development of the ability to maintain a well-regulated emotional state to cope with everyday stress, and to be most available for learning and interacting;
“TS” – Transactional Support – the development and implementation of supports to help partners respond to the child’s needs and interests, modify and adapt the environment, and provide tools to enhance learning (e.g., picture communication, written schedules, and sensory supports). Specific plans are also developed to provide educational and emotional support to families, and to foster teamwork among professionals.
Core Values and Guiding Principles
Fostering functional and spontaneous communication is the highest education priority for children with ASD
A child's day should consist of developmentally appropriate, meaningful, and purposeful activities
Natural routines in the home, school, and community environments provide a context for learning and for the development of positive relationships with others
All behavior is viewed as purposeful. When children display unconventional behaviors or problem behaviors, there should be an emphasis on determining the function of the child's behavior and supporting the child in the development of more appropriate ways to accomplish that function.
The interactive style of a child's communicative partners, as well as the presence of environmental adaptations and learning supports, has a significant impact on a child's social competence.
Educational opportunities to gain more knowledge and increase therapeutic skills
Emotional support when necessary to help prevent burn out
Why are transactional supports important for children?
If the child can do all items in question 1 & 2 the child is a communication partner
Odom, S.L., Boyd, B.A., Hall, L. J., & Hume, K. (2009). Evaluation of comprehensive treatment models for individuals and autism spectrum disorders.
O' neil, J. (2010). Ther SCERTS model: Implementation and evaluation in a primary special school. Good Autism Practice, 11 (1).
Prizant, B., Wetherby, A., Rubin, E., Laurent, A., and Rydell, P. (2006). The SCERTS model: A comprehensive educational approach for children with autism spectrum disorders, Baltimore: Brookes.
Prizant, B., Wetherby, A., Rubin, E., & Laurent A. C., (2003).The SCERTS model
a transactional, family-centered approach to enhancing communication and socioemotional abilities of children with autism spectrum disorder . Infants and Young Children,16(4), 296–316.
Prizant, B., Wetherby, A., Rubin, E., Laurent, A., & Rydell, P. (2002). The SCERTS model: Enhancing communication and socioemotional abilities of children with autism spectrum disorder. Jenison Autism Journal, 14 (4), 1-32
What are the strengths and challenges of implementing SCERTS with Etash and his family?
Odom, Boyd, Hall and Hume (2010)
Evaluated 30 Comprehensive Treatment Options
Implementation Measures (0)
Outcome Data (0)
Quality of Empirical Evidence N/A
Additional Studies (4)
Jan O'Neil (2010), implementation in primary special school
More aware that the child's behavior is meaningful and has a purpose
Thinking more about the impact of sensory issues on the child
Our behavior affects their behavior
More liaison with OT and SLP
More ready to acknowledge and respond to child's bids for communication
Imbedded regular sensory sessions into school day
Greater use of visual supports
Less anxiety about allowing for interruptions in the curriculum delivery
More symbols being made available
Allowing children to emotionally regulate self (doodle, coloring)
Children happier in school
What happens when a child is most available for learning
In order for the child to be available, they must have these emotional regulatory capacities and skills
. Child has active role in learning and partners must respond in a flexible and supportive way
. All people who interact with a child are important facilitators of development
. Educators and clinicians must expand their roles from focusing on the child to also supporting family members and colleagues in creating interactions that support the child's development
. Learning supports must incorporate the child's learning strengths
. Transactional supports must be flexible and responsive to the changing needs of the child and family. Supports must be seen as relevant to a child and families life to be effective
Four Domains of Transactional Supports Addressed in SCERTS
to participate optimally
to understand and enjoy
to maximize learning
to reinforce the efforts of families
to help cope and adapt
Focus on maintaining an optimal arousal state
Emotional Regulation Strategies
The impact of neurophysiological factors for children with ASD
Shifting states of both
Sources of dysregulation
Transactional refers to the dynamic and interactive relationship between all parts of the "team"
Progression through the 3 stages
Social Partner Stage
Language Partner Stage
Conversational Partner Stage
The Ultimate goal of the emotional regulation component
The Scerts model supports the development of a broad and flexible range of emotional regulatory capacities. Trying to make a good fit between a child with ASD and their abilities and the demands and challenges they face in everyday activities.
"It is important to understand that the SCERTS Model is not the house; its the blueprint. After all, people live and grow most effectively among their own choice of colors, furniture, and activities; and they digest and translate new concepts in light of their own values, beliefs, talents, skills and experiences. To those of us working on behalf of children with ASD, SCERTS is a flexible, focused and carefully tailored beginning that may eliminate the need for subsequent starts." Carol Gray, editor of Jenison Autism Journal.
Why Focus on SC, ER, and TS?
Consistent with the National Research Council (2001) priorities
Based in research and identified concerns by parents
Present throughout lifespan
Improves quality of relationships
Enhances the child's learning
Social -Emotional Growth Indicators
Sense of Self
Sense of Other
Active Learning and Organization
Flexibility and Resilience
Cooperation & Appropriateness of Behavior
Social Membership and Friendships