An Introduction to The SCERTS® Model Collaborators- Barry Prizant, Ph.D. Amy Wetherby, Ph.D. Emily Rubin, MS Amy Laurent, Ed.M, OTR/L Copyright 2010- all rights reserved Prizant, B.,Wetherby,A., Rubin, E., & Laurent, A.

Social Communication Emotional Regulation Transactional Support Emily Rubin, MS, CCC-SLP April 27 & 28, 2009 Primary Components of the SCERTS® MODEL (Prizant, Wetherby, Rubin, Laurent & Rydell, 2005) Social Communication Emotional Regulation Transactional Support Copyright 2010- all rights reserved Prizant, B., Wetherby, A., Rubin, E., & Laurent, A. Copyright 2009

The SCERTS Model The SCERTS Model is a comprehensive, multidisciplinary approach to enhancing communication and social-emotional abilities of individuals with ASD and related disabilities an innovative educational model based on an integration of research by the authors since the mid 1970's Copyright 2010- all rights reserved Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.

The SCERTS Model The SCERTS Model is based upon research in child development as well as research identifying the core challenges faced by children with ASD and is focused on improving the quality of life of children with ASD and their families Copyright 2010- all rights reserved Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.

The SCERTS Model The SCERTS Model recognizes that most learning in childhood occurs in the social context of daily activities and experiences. Therefore, efforts to support a child's development occur with caregivers and familiar partners in everyday routines in a variety of social situations. Copyright 2010- all rights reserved Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.

The SCERTS Model The SCERTS Model is designed to target priority goals in social communication and emotional regualtion through the implementation of transactional supports. When programming supports a child's needs in such a way there is a great potential for positive effects on a child's development. Copyright 2010- all rights reserved Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.

The SCERTS Model The SCERTS Model is best implemented by a transdisciplinary or multidisciplinary team collaborating with the family. based in the work of education, speech language pathology, occupational therapy, child psychology and psychiatry, and social work. Copyright 2010- all rights reserved Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.

The SCERTS Model The SCERTS Model is: not a prescription. It is systematic and semi-structured. comprised of facilitative teaching approaches focusing on building social relationships and trust. focused on fostering independent social problem solving Copyright 2010- all rights reserved Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.

The SCERTS Model The SCERTS Model: is individualized to match a child's current developmental level. demonstrates logical consistency between its long-term goals and teaching strategies to achieve those goals. Copyright 2010- all rights reserved Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.

The SCERTS Model The SCERTS Model is not exclusionary of other practices or approaches.   It is flexible enough to incorporate practices from a variety of approaches and teaching strategies. Copyright 2010- all rights reserved Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.

The SCERTS Model The Social Communication domain of the SCERTS Model is focused on helping a child to be increasingly competent, confident, and active participant in social activities. This includes communicating and playing with others in everyday activities and sharing joy and pleasure in social relationships. Copyright 2010- all rights reserved Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.

The SCERTS Model Social Communication components include: Joint Attention- the reasons why a child initiates and responds to communicative bids Symbol Use- the means a child uses communicates with others Copyright 2010- all rights reserved Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.

The SCERTS Model The Emotional Regulation domain of the SCERTS Model focuses on supporting a child's ability to regulate emotional arousal and be available for learning. Copyright 2010- all rights reserved Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.

The SCERTS Model Children are most available for learning when they can: attend to most relevant information in activity or setting, remain socially engaged, process verbal and nonverbal information, initiate interactions using higher level abilities, respond to others in reciprocal interactions, actively participate in everyday activities. Copyright 2010- all rights reserved Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.

The SCERTS Model Emotional Regulation components include: Self Regulation- strategies a child has at his/her disposal to independently shift arousal and emotional state Mutual Regulation- how a child requests and responds to regulatory assistance offered by others Copyright 2010- all rights reserved Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.

The SCERTS Model The Transactional Support domain of the SCERTS Model refers to supports put in place by partners to help facilitate a child's learning and development Copyright 2010- all rights reserved Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.

The SCERTS Model Transactional Support components include: Interpersonal Support Learning Support Support to Families- educational and emotional support Support to Professionals- educational and emotional support Copyright 2010- all rights reserved Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.

The SCERTS Model Interpersonal Supports are adjustments made by communicative partners in language use, emotional expression, and interactive style that are effective in helping a child with ASD process language, participate in social interaction, experience social activities as emotionally satisfying, and maintain a well-regulated state. Copyright 2010- all rights reserved Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.

The SCERTS Model Learning supports include environmental arrangement or other ways activities are set up or modified to foster social communication and emotional regulation (e.g., visual supports, curriculum modifications, etc.). Copyright 2010- all rights reserved Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.

The SCERTS Model Why the focus on SC, ER, and TS? This focus is consistent with the National Research Council's (2001) priorities of fostering functional spontaneous communication, development of social relationships, and acquisition of functional abilities in meaningful activities. Copyright 2010- all rights reserved Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.

The SCERTS Model Why the focus on SC, ER, and TS? The SCERTS collaborators believe that the focus on these domains is well supported by research on core challenges with ASD, as well as priorities and concerns identified by parents and experts in the field. SC, ER, and TS enhance human development and quality of life. Copyright 2010- all rights reserved Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.

The SCERTS Model The SCERTS curriculum guides the SCERTS Assessment Process (SAP) and is: designed to yield a developmental profile consistent with the child’s functioning in natural environments involves direct observation of child in natural activities and settings Copyright 2010- all rights reserved Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.

The SCERTS Model The SCERTS curriculum guides the SCERTS Assessment Process (SAP) and: involves parents and family members yields results designed to guide intervention or educational planning applies meaningful progress measures Copyright 2010- all rights reserved Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.

The SCERTS Model: Core Values And Guiding Principles 8/20/2009 & 8/21/2009 The SCERTS Model: Core Values And Guiding Principles Intervention and Assessment within the SCERTS Model reflects the SCERTS Model Core Values and Guiding Principles, which are listed on the subsequent slides. Copyright 2010- all rights reserved Prizant, B., Wetherby, A., Rubin, E., & Laurent, A. copyright 2009- all rights reserved

The SCERTS Model: Core Values And Guiding Principles 8/20/2009 & 8/21/2009 The SCERTS Model: Core Values And Guiding Principles 1. Highest priority - Development of spontaneous, functional communication abilities and emotional regulatory capacities Copyright 2010- all rights reserved Prizant, B., Wetherby, A., Rubin, E., & Laurent, A. copyright 2009- all rights reserved

The SCERTS Model: Core Values And Guiding Principles 8/20/2009 & 8/21/2009 The SCERTS Model: Core Values And Guiding Principles 2. Principles and research on child development frame assessment and educational efforts. Goals and activities are developmentally appropriate and functional. Copyright 2010- all rights reserved Prizant, B., Wetherby, A., Rubin, E., & Laurent, A. copyright 2009- all rights reserved

The SCERTS Model: Core Values And Guiding Principles 8/20/2009 & 8/21/2009 The SCERTS Model: Core Values And Guiding Principles 3. All domains of a child’s development (e.g., communicative, socio-emotional, cognitive, and motor) are viewed as interrelated and interdependent. Assessment and educational efforts must address these relationships. Copyright 2010- all rights reserved Prizant, B., Wetherby, A., Rubin, E., & Laurent, A. copyright 2009- all rights reserved

The SCERTS Model: Core Values And Guiding Principles 8/20/2009 & 8/21/2009 The SCERTS Model: Core Values And Guiding Principles 4. All behavior is viewed as purposeful serving a variety of functions (e.g., communication, emotional regulation). For children who display unconventional or problem behaviors, there is an emphasis on developing a range of supports for emotional regulation. Copyright 2010- all rights reserved Prizant, B., Wetherby, A., Rubin, E., & Laurent, A. copyright 2009- all rights reserved

The SCERTS Model: Core Values And Guiding Principles 8/20/2009 & 8/21/2009 The SCERTS Model: Core Values And Guiding Principles 5. A child’s unique learning profile of strengths and weaknesses determines appropriate accommodations for facilitating competence in the domains of social-communication and emotional regulation. Copyright 2010- all rights reserved Prizant, B., Wetherby, A., Rubin, E., & Laurent, A. copyright 2009- all rights reserved

The SCERTS Model: Core Values And Guiding Principles 8/20/2009 & 8/21/2009 The SCERTS Model: Core Values And Guiding Principles 6. Natural routines across home, school, and community environments provide the contexts for learning and for developing positive relationships. Progress is measured in daily experiences and routines. Copyright 2010- all rights reserved Prizant, B., Wetherby, A., Rubin, E., & Laurent, A. copyright 2009- all rights reserved

The SCERTS Model: Core Values And Guiding Principles 8/20/2009 & 8/21/2009 The SCERTS Model: Core Values And Guiding Principles 7. It is the primary responsibility of professionals to establish positive relationships with children and with family members. All children and family members are treated with dignity and respect. Copyright 2010- all rights reserved Prizant, B., Weatherly, A., Rubin, E., & Laurent, A. copyright 2009- all rights reserved

The SCERTS Model: Core Values And Guiding Principles 8/20/2009 & 8/21/2009 The SCERTS Model: Core Values And Guiding Principles 8. Family members are considered experts about their child. Assessment and educational efforts are viewed as collaborative processes with family members. Copyright 2010- all rights reserved Prizant, B., Wetherby, A., Rubin, E., & Laurent, A. copyright 2009- all rights reserved

Where can I find out more about SCERTS and the SCERTS Manual? For further information about the SCERTS manual, see www.brookespublishing.com/store/books/prizant-8183 For a listing of research supporting the SCERTS model, see the Research Corner on www.SCERTS.com For further information, including published articles on SCERTS and a detailed list of FAQ's , see Frequently Asked Questions on www.SCERTS.com Copyright 2010- all rights reserved Prizant, B., Weatherly, A., Rubin, E., & Laurent, A.