SCERTS can be classified as a combined intervention
as it blends elements of behavioral and developmental models to
better support children on the autism spectrum as they develop.
SCERTS stands for Social-Communication, Emotional
Regulation, and Transactional Support. These are seen as the principal
dimensions for intervention planning.
The goal is to address the main deficits observed
in children with an Autism Spectrum Disorder, with a focus on on
communication, social relatedness, sensory characteristics and family
centered practices. It is not an intervention process within itself,
but a model of providing a combination of
evidence-based treatments (Prizant et al., 2003).
key components of the SCERTS model
Communication and language deficits
These are addressed through social-pragmatic language
therapy, which emphasizes the functional use of pre-verbal and verbal
communication skills in natural and semi-structured interactions.
The model includes the use of validated and effective strategies
to support the use of non-speech communication systems such as picture
symbols. Social-pragmatic approaches are now practiced in both contemporary
Behavior Analysis programs as well as developmentally-based
Deficits in social relatedness and social-emotional reciprocity
These are addressed through strategies developed
as part of the Floor
Time approach. The basic premise of Floor Time is that children
learn skills from the relationships which they have with their caregivers
and other people significant in their lives.
Sensory processing deficits
These are addressed through sensory
integration therapy and environmental adaptations and supports.
Many children with autism also have motor planning issues affecting
daily living skills, which are also addressed.
The SCERT model also emphasizes supporting and
educating family members, to best enhance the child's development.
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Free Documentation. It is derivative of an Autism and Asperger's
syndrome-related articles at http://en.wikipedia.org