A groundbreaking synthesis of developmental, relationship-based, and skill-based approaches, the SCERTS‰ã¢ 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‰ã¢ 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).
The SCERTS Model comprises two volumes, offering early intervention professionals comprehensive and practical guidance on using SCERTS‰ã¢ in assessment and intervention. THIS ITEM is the SECOND volume, "Intervention," only.
... 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[trademark] 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.
This two-volume set provides a comprehensive and multidisciplinary approach to enhancing communication and socioemotional abilities of young children with Autism Spectrum Disorder (ASD) and related disorders. The approach, SCERTS[trademark], prioritizes Social Communication (SC), Emotional Regulation (ER), and Transactional Supports (TS). It is a practical model that includes family members as collaborators and can be used with children from the early intervention to the early school years. It targets functional skills and measures progress across a variety of social partners and in a variety of settings. The model is systematic and semi-structured, but it is flexible to respond to the individual differences of children and families.
390 pages. 2006
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