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The SCERTS Model Barry M. Prizant, Ph.D.. 1
THE SCERTS MODEL:THE SCERTS MODEL:A ComprehensiveA Comprehensive
Educational ApproachEducational Approachfor Children with ASDfor Children with ASD
**************************************************************************************************Barry M. Prizant, Ph.D.
Director, Childhood Communication ServicesAdjunct Professor, Brown University
Center for the Study of Human Development
The SCERTS®
Model Collaborators
Barry M. Prizant, Ph.D.
Amy M. Wetherby, Ph.D.
Emily Rubin, MS
Amy Laurent, Ed.M, OTR/L
THE “SCERTS” MODEL(Prizant, Wetherby, Rubin, Laurent & Rydell, 2003; 2006)
S - SOCIALC - COMMUNICATIONE - EMOTIONALR - REGULATIONT - TRANSACTIONALS - SUPPORT
The SCERTS Model Barry M. Prizant, Ph.D.. 2
The SCERTS Model: Core ValuesAnd Guiding Principles
1. Highest priority - Developmentof spontaneous, functionalcommunication abilities andemotional regulatory capacities
The SCERTS Model: Core ValuesAnd Guiding Principles
2. Principles and research on childdevelopment frame assessmentand educational efforts. Goals andactivities are developmentallyappropriate and functional.
The SCERTS Model: Core ValuesAnd Guiding Principles
3. All domains of a child’sdevelopment (e.g., communicative,socioemotional, cognitive, andmotor) are viewed as interrelatedand interdependent. Assessmentand educational efforts mustaddress these relationships.
The SCERTS Model Barry M. Prizant, Ph.D.. 3
The SCERTS Model: Core ValuesAnd Guiding Principles
4. All behavior is viewed aspurposeful serving a varietyof functions (e.g.,communication, emotionalregulation).
The SCERTS Model: Core ValuesAnd Guiding Principles
5. A child’s unique learning profileof strengths and weaknessesdetermines appropriateaccommodations for facilitatingcompetence in the domains ofsocial-communication andemotional regulation.
The SCERTS Model: Core ValuesAnd Guiding Principles
6. Natural routines across home,school, and communityenvironments provide thecontexts for learning and fordeveloping positive relationships.Progress is measured in dailyexperiences and routines.
The SCERTS Model Barry M. Prizant, Ph.D.. 4
The SCERTS Model: Core ValuesAnd Guiding Principles
7. It is the primary responsibility ofprofessionals to establishpositive relationships withchildren and with familymembers. All children andfamily members are treated withdignity and respect.
The SCERTS Model: Core ValuesAnd Guiding Principles
8. Family members areconsidered experts about theirchild. Assessment andeducational efforts are viewedas collaborative processeswith family members.
Who is the SCERTS Model for?
Social Partner – pre-symbolic means tocommunicate (gestures and vocalizations);behavioral (sensory-motor) strategies for ER.
Language Partner – symbolic means tocommunicate (speech, pictures/picture symbols,signs), language/symbolic strategies for ER
Conversational Partner – sentence andconversational level discourse to communicate,developing metacognitive strategies for ER
The SCERTS Model Barry M. Prizant, Ph.D.. 5
Why Another Model for Supporting theDevelopment of Children With ASD?
There is a need for thedevelopment and testingof innovative educationalmodels for children with ASD.
(National Research Council, 2001)
THE SCERTS MODEL IS NOTTHE SCERTS MODEL IS NOTEXCLUSIVE OFEXCLUSIVE OF
OTHER EDUCATIONALOTHER EDUCATIONALAPPROACHES OR STRATEGIESAPPROACHES OR STRATEGIES
THE SCERTS MODEL is
Child (person) centeredActivity basedDevelopmentally groundedFamily centeredCulturally sensitiveRelationship based
The SCERTS Model Barry M. Prizant, Ph.D.. 6
“Relationship-Based”“In order to feel real, we need to beIn order to feel real, we need to be
recognized and affirmed.recognized and affirmed.We need to be accepted, appreciatedWe need to be accepted, appreciated
and respected.and respected.Most of all, we need to be seen withMost of all, we need to be seen withloving eyes, and reflected back withloving eyes, and reflected back withwarmth and enthusiasm…as muchwarmth and enthusiasm…as much
as we need oxygen and food”.as we need oxygen and food”.Cope (1999)Cope (1999)
Criteria for Determining Goals inthe SCERTS Model
1) Functional - What difference will this make in achild’s life?
2) Family Priorities – Do family members valuegoals?
3) Developmental – goals based on child’sdevelopmental capacities- measured in the SAP
Social CommunicationSocial Communication
The SCERTS Model Barry M. Prizant, Ph.D.. 7
Social Communication:More “Bang for the Buck”
Supports social and symbolic play skillsIs critical for success in preacademic andacademic activitiesIs a major priority for parentsSupports emotional regulationReduces and prevents problem behaviorSupports relationships with peers/ adults
Social CommunicationSocial CommunicationComponentsComponents
Goals for SCGoals for SC : Enhance abilities in:
• Joint attention and socialreciprocity
• Symbol use (language and play)
Joint AttentionDance of Reciprocity, Communication
And Emotion
The SCERTS Model Barry M. Prizant, Ph.D.. 8
Symbol Use – Climbing theSymbolic Ladder
PresymbolicCommunication and
Play(Social Partner Stage)
Symbolic – Languageand play
Language/ConversationalPartner Stages
Social CommunicationSocial Communication
SCERTS is a Multi-modal ModelMany forms of communication are valued : Gestures Pictures/Picture Symbols Sign language Speech Written Language
EmotionalEmotionalRegulationRegulation
The SCERTS Model Barry M. Prizant, Ph.D.. 9
Emotional Regulation
Physiological state – Level of arousal,“feeling” in the body.
Emotional experience - perceivedemotion – anxiety, joy, fear, sadness.
These two dimensions are intertwinedand inseparable.
“Behavior”is not the issue in autism.It is a by-product, the end
result of autism.
Ros Blackburn
EMOTIONAL REGULATIONEMOTIONAL REGULATIONAND ASDAND ASD
Persons with ASD are at “highPersons with ASD are at “high--risk” forrisk” forexperiencing states of emotionalexperiencing states of emotionaldysregulation due to:dysregulation due to:
-- problems in social understandingproblems in social understanding-- problems in social communicationproblems in social communication-- sensory processing differencessensory processing differences-- gastrointestinalgastrointestinal -- other physiological factorsother physiological factors-- limited/ineffective regulatory strategies.limited/ineffective regulatory strategies.
(Prizant et al., 2006)(Prizant et al., 2006)
The SCERTS Model Barry M. Prizant, Ph.D.. 10
Emotional Regulation
The Emotional Regulation dimension ofthe SCERTS modelfocuses on enhancing a child’s
ability to regulate emotional arousala process which supports emotional
well-being, and “availability” forlearning and social engagement.
Emotional RegulationComponents
Enhancing capacities for• Self-regulation• Mutual regulation
- to maintain a well-regulated state- to recover from extreme states ofdysregulation
SELF-REGULATION
Emotional RegulationEmotional Regulationthat is achievedthat is achievedindependently, withoutindependently, withoutthe support of others.the support of others.
The SCERTS Model Barry M. Prizant, Ph.D.. 11
There is no such thing as“Autistic” behaviors.
These are“Human” behaviors.
“Self-stims”=Self-regulation
- Stephen Shore
MUTUAL REGULATION
Emotional Regulation thatEmotional Regulation thatoccurs in the context ofoccurs in the context ofsupportive social interactionsupportive social interaction
The SCERTS Model Barry M. Prizant, Ph.D.. 12
“Support me in silence, support mewith your presence”
- Ros Blackburn
“Remember that silence issometimes the best answer."
- Dalai Lama
Mutual RegulationMutual Regulation
SELF AND MUTUALSELF AND MUTUALREGULATORY CAPACITIESREGULATORY CAPACITIES
ALLOW A CHILD:ALLOW A CHILD:toto be organized and focusedbe organized and focusedto problemto problem--solvesolveto communicateto communicateto maintain social engagementto maintain social engagementto be "available" for learningto be "available" for learning
BEHAVIORBEHAVIOR
EMOTIONALEMOTIONAL
MANAGEMENTMANAGEMENT
REGULATIONREGULATION
The SCERTS Model Barry M. Prizant, Ph.D.. 13
TransactionalTransactionalSupportSupport
“Have high“Have highexpectations for peopleexpectations for people
with ASD, but withwith ASD, but withappropriate, and whenappropriate, and when
necessary,necessary,high levels of support”high levels of support”
RosRos BlackburnBlackburn
Transactional SupportTransactional Support
Goals for TS:Goals for TS:Interpersonal support
- partner language, interactive style,positive emotional memories = relationships- peer support, inclusion
Learning and educational supports
The SCERTS Model Barry M. Prizant, Ph.D.. 14
Transactional SupportTransactional Support
Plans are developed for:Support to families
(educational, emotional)Support among professionals
and other service providers
SCERTS Model PracticePrinciples for Educating
Children with ASD(Prizant, Wetherby, Rubin, Laurent & Rydell, 2006;
Prizant, 1982; Wetherby & Prizant, 1999)
1. Social communication goalsshould emphasize the
- Functional use oflanguage and communication
- in natural settings and activities
- Not simply train languageand speech behaviors (e.g.vocabulary, grammar).
The SCERTS Model Barry M. Prizant, Ph.D.. 15
2. A child’s emotional regulationand its effect on
• communication,• social interaction, and• learning
is always considered.- Arousal states are monitoredconstantly.
3. Approaches to problem behavior
• are fully integrated with socialcommunication programming,
• are determined by understandingthe range of challenges to achild’s emotional regulation.
4. Environments are arranged andactivities are designed
• to foster motivation and toencourage initiation ofcommunication
• across a continuum of learningcontexts.
The SCERTS Model Barry M. Prizant, Ph.D.. 16
5. Transactional supports areused to promote active andindependent participation inactivities.
6. Learning with and from peersis an essential component ofeducation.
7. The development of positiveprofessional-family relationshipsis the foundation for successfulcollaboration.
A priority is placed on thedevelopment of mutuallyrespectful relationships.
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