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The SCERTS Model: A Comprehensive Educational Approach for Children with Autism Spectrum Disorders

Authors: Barry M. Prizant Ph.D., CCC-SLP, Amy M. Wetherby Ph.D., CCC-SLP, Emily Rubin M.S., CCC-SLP, Amy C. Laurent, Patrick J. Rydell

Format: Layflat, 744 pages, 8.5 x 11.0
Package of: 2
ISBN: 9781557668189
Price: $124.95

Description

A groundbreaking synthesis of developmental, relationship-based, and skill-based approaches, The SCERTS® Model provides a framework for improving communication and social-emotional abilities in preschool and primary school students with autism spectrum disorders (ASD) and their families. Developed by internationally recognized experts, SCERTS® supports developmental progress in three areas: Social Communication (communicating spontaneously and establishing relationships), Emotional Regulation (regulating emotional arousal to support learning and engagement), and Transactional Supports (elements that aid a child's progress as he or she works toward a goal).

With the two-volume manual set, early intervention professionals will have comprehensive and practical guidance on using SCERTS® in assessment and intervention. 

  • Volume I: Assessment gives detailed background information on The SCERTS® Model and guides professionals through the assessment process. Early interventionists will examine the research foundations and the recommended practices that inform the model; learn about specific goals and objectives for each of the three SCERTS® components; get a detailed listing of developmental milestones that contribute to the recommended assessment and intervention plans; explore The SCERTS® Model's similarities and differences with other models; and discover how to use the model in educational settings. Assessment report and observation forms are included to help collect information and monitor child progress. 
  • Volume II: Intervention gives early interventionists explicit instruction on how to help children reach their goals following assessment. They'll learn how to prioritize and set social communication and emotional regulation goals for young children; choose meaningful and purposeful activities to help them reach the goals, implement four types of transactional support (learning supports, interpersonal support, support to families, and support among professionals); and learn how to link all three SCERTS® components in program planning. In-depth vignettes on diverse children and families illustrate implementation of the model, and forms are included to help with intervention planning. 

Semi-structured yet flexible enough to respond to individual differences, SCERTS® can be applied in many different settings and used with other intervention approaches. With this child- and family-centered model, based on over two decades of research and clinical experience, early interventionists will have everything they need to evaluate and promote the social and emotional development of children with ASD. These manuals are part of The SCERTS® Model, a groundbreaking framework for improving communication and social-emotional abilities in individuals with autism spectrum disorders (ASD) and their families. Developed by internationally recognized experts, SCERTS effectively supports developmental progress in three domains: Social Communication, Emotional Regulation, and Transactional Support.

Learn more about the whole SCERTS® system.


Reviews

Review: Physical & Occupational Therapy in Pediatrics
"Fill[s] a void in this ever-enlarging and deepening field of supporting persons with ASD."
Review: Contemporary Psychology: APA Review of Books
"Does a good job of integrating all of the goals in a clear fashion, so that with some help through good mentoring, both parents and professionals can benefit greatly from these volumes."
Review by: Carol Gray, Director, The Gray Center for Social Learning and Understanding
"Built on a solid research foundation and inherently sound . . . [t]his manual marks a critical turning point in the education of children with ASD and is destined to influence thinking."
Review by: Juliann Woods, Florida State University
"At last! A curriculum that provides scaffolds for all the important communication partners.The SCERTS Model supports the significance of the reciprocal process by engaging communication partners in the teaching and learning process."
Review by: Pat Mirenda, The University of British Columbia
"An integrative, holistic approach for supporting children with autism and their families in natural contexts. . . Professionals and researchers who have been waiting for the SCERTS manuals will not be disappointed!"
Review by: Janice Light, Penn State University
"The definitive text in the field of augmentative and alternative communication . . . a must have for every graduate student and professional in the field!"
Review by: Stephen Shore, Executive Director, Autism Spectrum Disorder Consulting; author of Beyond the Wall: Personal Experiences with Autism and Asperger Syndrome
"The most comprehensive, well-researched approach accounting for all areas of development for people on the autism spectrum I have ever seen."
Review by: Ami Klin, Harris Associate Professor of Child Psychology and Psychiatry, Yale Child Study Center
"An eminently practical, stepwise, realistic, and comprehensive program of assessment and treatment of communication and socialization disorders . . . We need to make these volumes an integral part of the training of every communication specialist."

Table of Contents

Volume I

  1. Introduction
  2. Social Communication
  3. Emotional Regulation
  4. Transactional Support
  5. SCERTS Model Programmatic Priorities and Milestones
  6. Continuum of Current Intervention Approaches and the SCERTS Model
  7. The SCERTS Assessment Process: Overview and Implementation
  8. The SCERTS Assessment Process: Using the SAP-O Forms and Criteria

Volume II

  1. Guide to the SCERTS Model Educational Practices, Part I: Core Values and Guiding Principles, Practice Guidelines, Goal Setting, and Transactional Support
  2. Guide to the SCERTS Model Educational Practices, Part II: Transactional Support: Interpersonal Support and Learning Support and Learning and Playing with Peers
  3. Transactional Support: Support to Families and Support Among Professionals
  4. Linking Transactional Support Goals to Social Communication and Emotional Regulation Goals
  5. Enhancing Social Communication, Emotional Regulation, and Transactional Support at the Social Partner Stage: From Assessment to Program Implementation
  6. Enhancing Social Communication, Emotional Regulation, and Transactional Support at the Language Partner Stage: From Assessment to Program Implementation
  7. Enhancing Social Communication, Emotional Regulation, and Transactional Support at the Conversational Partner Stage: From Assessment to Program Implementation

References
Appendix: SCERTS Assessment Process-Quality Indicators
Index, Volumes I and II

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