an introduction to the scerts model - anna brady
TRANSCRIPT
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Anna BradyAurora House
AN INTRODUCTION TO THE SCERTS
MODEL
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1. Introduction2. What is SCERTS?3. SCERTS Domains4. SCERTS Core Principles
Session Overview
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New Primary Lambeth Autism Provision 16 children with Autism Growing to 56 in the coming three years Team of 16, including part time music
therapist, OT and SaLT all included and enthused about SCERTS.
Aurora Housewww.aurorahouse.org.uk
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An Introduction To The SCERTS® Model
Collaborators
Barry Prizant, Ph.D.Amy Wetherby, Ph.D.Emily Rubin, MSAmy Laurent, Ed.M, OTR/L
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SS ocialCC ommunicationEE motionalRR egulationTT ransactionalSS upport
Primary Components Of SCERTS
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Is focused on improving the quality of life of children with ASD and their families
Based on 25 years of research in child development and core challenges of autism
The SCERTS Model
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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.
THE SCERTS MODEL
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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.
The SCERTS Model
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SCERTS Model
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SCERTS Components
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The Social Communication domain of the SCERTS Model is focused on helping a child to become an increasingly competent and confident communicator so they can engage and actively participate in social activities.
Children who communicate effectively have access to increased opportunities for play and learning and are able to enjoy social relationships.
Social Communication Domain
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SCERTS Stages
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Social Communication Domain
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Joint Attention Symbol useSocial partner stageengages in interactions with othersinitiates social routines/game/interactionsshifts gaze between people and objects
Social partner stageimitates familiar actions or soundsuses familiar objects conventionally in play motor movements to indicate requestsuses gestures and nonverbal means to communicate
Language partner stageunderstands and uses words (symbols) to express a range of emotionscomments on actions or events shares experiences
Language partner stageuses words and word combinations to express meanings uses a variety of objects in constructive playunderstands a variety of words and word combinations without contextual cues
Conversational partner stage monitors the attentional focus of others shares experiences in interactions increasing ability to understand and talk about past and future events
Conversational partner stage learns by imitation, observation, instruction and collaboration understands nonverbal cues of turn taking and topic change follows rules of conversation
Example Communication Goals
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ACTIVITY
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Emotional Regulation Domain
Emotional Regulation Domain : Ability to regulate emotional arousal so they are more able to attend to, process and filter environmental and sensory information.
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• Emotional Regulation is the ability to be actively engaged and be able to adapt to different situations.
• When children are emotionally regulated they are ready for learning at an emotional, social and attention level.
Emotional Regulation
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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.
The SCERTS Model
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Emotional Regulation
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Emotional Regulation
With this in mind, all attention seeking is good, as it shows an intent to communicate! Our role is to teach more appropriate ways to regulate and seek support.
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Transactional Support Domain
Transactional Support: Supports put in place by partners to help facilitate a child's learning and development
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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.
The SCERTS Model
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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.).
The SCERTS Model
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Transactional Support components include: Interpersonal SupportLearning SupportSupport to Families- educational and emotional support
Support to Professionals- educational and emotional support
The SCERTS Model
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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.
The SCERTS Model
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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.
The SCERTS Model
Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.
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One: Highest priority is the development of spontaneous, functional communication abilities and emotional regulatory capacities
The SCERTS Model: Core Values And Guiding Principles
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Two:Principles and research on child development frame assessment and educational efforts. Goals and activities are developmentally appropriate and functional.
The SCERTS Model: Core Values And Guiding Principles
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Three: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.
The SCERTS Model: Core Values And Guiding Principles
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Four: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.
The SCERTS Model: Core Values And Guiding Principles
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Five: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.
The SCERTS Model: Core Values And Guiding Principles
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Six: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.
The SCERTS Model: Core Values And Guiding Principles
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Seven: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.
The SCERTS Model: Core Values And Guiding Principles
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Eight:Family members are considered experts about their child. Assessment and educational efforts are viewed as collaborative processes with family members.
The SCERTS Model: Core Values And Guiding Principles
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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
www.amy-laurent.comwww.puzzlecentre.org.uk
Where Can I Find Out More About SCERTS And The SCERTS Manual?