The SCERTS Model for Children With Autism

The SCERTS Model for Children With Autism

SCERTS

SCERTS is an overarching approach to autism education created by a multidisciplinary team of experts. The letters in the name stand for Social Communication, Emotional Regulation, and Transactional Support—the critical elements of the SCERTS program.

SCERTS is not a therapeutic technique; rather, it is a model for engaging autistic children which, when properly applied, "provides specific guidelines for helping a child become a competent and confident social communicator while preventing problem behaviors that interfere with learning and the development of relationships."

SCERTS

SCERTS

Why SCERTS Was Developed

Imagine Jimmy, a 7-year-old with moderately severe (Level II) autism in a typical school setting. Here are just a few of the therapeutic experiences he might have in the course of a day:

How SCERTS Works

SCERTS is a tool for aligning approaches from many different therapies including (for example) TEACCH, RDI, Hanen, and Floortime, with the goal of achieving:

Functional, spontaneous communication (pre-verbal or verbal).
Social and play skills (use of toys, interaction with peers).
Generalized skills (many children with autism learn skills in one context at a time, and SCERTS helps children to understand, for example, that hitting is wrong not only in school but in any other context).
Positive approaches to address problem behaviors.
Functional academic skills when appropriate.

SCERTS is child-centered and builds on developmental rather than behavioral theories. As a result, while it incorporates "naturalistic" forms of ABA, it specifically rejects classic ABA, also called "discrete trials," because it is adult-directed and adult-initiated.

SCERTS goals are somewhat different from typical IEP goals because they integrate multiple aspects of a child's development and life experience. Thus, for example, a speech therapy goal for a child with autism might be to "establish the general use of vocalizations," while a SCERTS goal for communication might be "establish the general use of vocalizations directed to others to express intentions and emotional states."

Another major difference between SCERTS and IEP goals is the requirement that SCERTS be implemented not only in a school or therapeutic setting but also at home and in the community. In other words, children work toward SCERTS goals all day, every day, no matter where they are or what they're doing.

Implementing SCERTS

CERTS consultants are hard to come by, especially outside of Rhode Island where it was developed. The SCERTS group does, however, offer a clinical manual as well as training events which are intended for SCERTS teams (including school, community, and family members).

The decision to implement SCERTS often starts with the family. When that is the case, it requires ongoing dedication, advocacy, and management to be sure that the program is implemented across all parts of a child's life and that training is provided to therapists and teachers as the child moves from grade to grade and school to school.