the scerts model: a comprehensive educational approach … model 2016.pdf · the scerts model barry...

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: Core ValuesAnd Guiding Principles

1. Highest priority - Developmentof spontaneous, functionalcommunication abilities andemotional regulatory capacities


2. Principles and research on childdevelopment frame assessmentand educational efforts. Goals andactivities are developmentallyappropriate and functional.


3. All domains of a child’sdevelopment (e.g., communicative,socioemotional, cognitive, andmotor) are viewed as interrelatedand interdependent. Assessmentand educational efforts mustaddress these relationships.



4. All behavior is viewed aspurposeful serving a varietyof functions (e.g.,communication, emotionalregulation).


5. A child’s unique learning profileof strengths and weaknessesdetermines appropriateaccommodations for facilitatingcompetence in the domains ofsocial-communication andemotional regulation.


6. Natural routines across home,school, and communityenvironments provide thecontexts for learning and fordeveloping positive relationships.Progress is measured in dailyexperiences and routines.



7. It is the primary responsibility ofprofessionals to establishpositive relationships withchildren and with familymembers. All children andfamily members are treated withdignity and respect.


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


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


“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


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


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


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)


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.


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


“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


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


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).


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.


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.

www.SCERTS.com

www.barryprizant.com

the scerts model: a comprehensive educational approach … model 2016.pdf · the scerts model barry...

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