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 individuals with Autism Spectrum Disorders (ASD) and their families. Developed by a team of highly-respected experts, this comprehensive model helps a wide range of professionals make a real difference in the communication and social-emotional development of children with Autism Spectrum Disorders.

This child-directed approach supports developmental progress in three domains:

• Social Communication — communicating spontaneously and establishing relationships
• Emotional Regulation — regulating emotional arousal to support learning and engagement
• Transactional Support — elements that aid progress as an individual works toward a goal

SCERTS MANUAL

The two-volume SCERTS Manual provides special and general educators, speech-language pathologists and social workers with a comprehensive and practical guide for using SCERTS in assessment and intervention.

Volume I: Assessment
Provides practical guidance on using SCERTS to assess communication and social-emotional abilities of children with Autism Spectrum Disorders. Professionals will learn about the research foundations of the model; examine objectives for each of the three domains; discover how to use the model in educational, home and community settings, and get a complete guide to the SCERTS Assessment Process, with photocopiable forms (included) for collecting information and monitoring progress.

Content

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: Program Planning and Intervention
Provides explicit instruction on using SCERTS in program planning and intervention for children with ASD. Professionals will discover how to set social communication and emotional regulation goals for children; choose meaningful activities to help them reach the goals; link transactional support goals to social communication and emotional regulation goals, and use The SCERTS Model at each of three communication stages (Social Partner, Language Partner and Conversational Partner).

Content

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

SCERTS DVD/VIDEOS

Three SCERTS Videos — also available on a single DVD–help professionals learn more about SCERTS, and demonstrate strategies in action.

1. Understanding the SCERTS Approach (Video 1)
   Lively footage of parents and professionals working with children who have ASD. This video covers the basics of Autism Spectrum Disorders, and provides a detailed overview of the three SCERTS components.
2. The SCERTS Model in Action:
   For Children Requiring More Support (Video 2)
   Shows professionals how to use the SCERTS Model with children who require more intensive educational intervention. Clips of children with ASD demonstrate how the SCERTS strategies help during snack time, story time, play time and classroom activities. Includes insightful interviews with parents, educators, SLPs, OTs and program directors, highlighting the positive effects of The SCERTS Model.
3. The SCERTS Model in Action:
   For Children Requiring Less Support (Video 3)
   Demonstrates how to use the Model with children whose needs are less intensive. Profiles of two children with ASD illustrate how the SCERTS strategies helped navigate social relationships, participate in classes, and engage in cooperative learning activities.

The SCERTS Model includes a DVD (or a set of 3 videos) and a comprehensive, two-volume Manual.