Introducing the SCERTSframework

Information for family/whānau and educators

Adapted from: Hawke’s Bay Early Intervention Team presentation 2010

Handout 1.2

Objectives of presentation

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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

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Working together as a team

Autism spectrum disorder (ASD)

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Children with a diagnosis of ASD have delays or difficulties in:the development of communication the development of social relationshipsplay and imagination

Many young children with ASD under- or over-react to sensory information

SCERTS…

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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.

S C E R T Sa framework for working with

children with autism spectrum disorder

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SCERTS communication stages

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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

SCERTSSocial 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

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Social Communication

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Goals are targeted in

Joint AttentionThe ability to share attention, emotion and intention with others

Symbol UseThe ability to understand and useobjects, pictures, words or signs

SCERTSEmotional 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

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Emotional Regulation

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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

SCERTSTransactional 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

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Transactional Support includes

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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

Interpersonal support

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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

Learning supports

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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

How SCERTS fits with Te Whāriki principlesTe Whāriki principles

WhakamanaEmpowerment

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

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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

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ReferencesPrizant, 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

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