1. Introducing the SCERTS framework Information for family/whānau and educators Adapted from: Hawke’s Bay Early Intervention Team presentation 2010 Handout 1.2

2. Objectives of presentation 2  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 Whāriki AND  Working together as a team

3. Autism spectrum disorder (ASD) 3 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

4. SCERTS… 4  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 child’s learning.

5. S C E R T S a framework for working with children with autism spectrum disorder 5 Social Communication Emotional Regulation Transactional Supports

6. SCERTS communication stages 6 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

7. SCERTS Social 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 7

8. Social Communication 8 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

9. SCERTS Emotional 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 9

10. Emotional Regulation 10  Mutual regulation – the child’s ability to respond to others using strategies to help them regulate  Self regulation – strategies used by the child to self regulate

11. SCERTS Transactional 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 child’s goals in Social Communication and Emotional Regulation support to families and to the team Transactional supports are often referred to as the “adult” goals 11

12. Transactional Support includes 12  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

13. Interpersonal support 13 An adult partner needs to  be responsive - notice and respond to child’s attempts to communicate  foster initiation - offer choices  set the stage for engagement - be at the child’s level  adjust the amount of language used - use simple sentences  model appropriate behaviour

14. Learning supports 14  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

15. How SCERTS fits with Te Whāriki principles Te Whāriki principles Whakamana Empowerment Nga Hononga Relationships Whanau Tangata Family & Community Kotahitanga Holistic Development SCERTS framework Social Communication and Emotional Regulation Transactional Supports Family and Community provide context for learning All domains of development are interrelated 15

16. The team can use SCERTS to: assess the child’s 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 child’s progress ensure that we share successes and challenges and support each other 16

17. 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 17