The SCERTS® Model is a comprehensive, educational approach and multidisciplinary framework that addresses the core challenges faced by children with Autism Spectrum Disorder(ASD) and related disabilities. The model is derived from a theoretical as well as a research-based foundation on communication and social-emotional development in children with and without special needs. The SCERTS® Collaborators draw from over 100 years of collective experience with children with ASD and related difficulties, and have published more than 130 scholarly articles and chapters, as well as books and assessment instruments. The SCERTS® model was developed to address the critical need identified by professionals and parents for a comprehensive multidisciplinary team model for children with ASD that addresses educational priorities based on the most current research on ASD.
The SCERTS® Model prioritizes goals and implements practices that focus on enhancing Social Communication, Emotional Regulation, and Transactional Supports for children with ASD and related social-communicative disabilities and their families. It is based on research and practice that indicates that educational programming should focus on 1) developing spontaneous, functional communication and secure, trusting relationships with children and adults (Social Communication), 2) enhancing the ability to maintain a well-regulated emotional state for learning and interacting (Emotional Regulation), and 3) supporting children, their families, and professionals to maximize positive social experiences across home, school and community settings (Transactional Support). The SCERTS® model focuses on functional skills in every day activities across settings, and is informed by research on the unique learning style of children with ASD. It is not an exclusive approach, in that it provides a framework in which practices from other approaches may be integrated. Assessment occurs through observation of children in different settings and different partners using a detailed curriculum-based assessment and parent report. The SCERTS® model can be used with children who exhibit a wide range of ages and developmental abilities, including both preverbal and verbal children. It also is relevant for older school-age children and adults. Particular emphasis is given to parent-professional collaboration, and careful coordination across all settings and partners.
The SCERTS®model is:
- Child-centered:
Each child's individual patterns of strength and needs guide program planning, including selection of goals and strategies. - Family-centered:
Family members are included as collaborators and partners in all efforts, and plans are developed to support families. - Developmentally grounded:
The model and its curriculum is based on extensive research on the development of children with and without disabilities. - Activity-based:
Everyday activities and routines are the primary contexts in which children learn, and in which progress is measured. - Relationship-based:
The development of trusting and secure relationships with adult partners and other children provides the foundation for enhancing social communication and emotional regulation capacities.
