Presentation on theme: "The SCERTS Model Barry M. Prizant, Amy Wetherby, Emily Rubin A comprehensive educational approach for children with Autism Spectrum Disorders Charlotte."— Presentation transcript:
The SCERTS Model Barry M. Prizant, Amy Wetherby, Emily Rubin A comprehensive educational approach for children with Autism Spectrum Disorders Charlotte Edwards, PsyD Tanya Kim, MA New Connections Academy 2007
Domains of the SCERTS Model Interdependent Trio Social Communication Emotional Regulation Transactional Support
Why SCERTS Ongoing debate about what is most important to teach and what are the most effective methodologies for teaching children with ADS Recent review of two decades of research on educational interventions for children with Autism concluded there is no evidence that any one approach is more effective than another
Why cont Most important, the panel argued for the introduction of a new dynamic approach to include educational priorities to include, functional spontaneous communication, development of social relationships and play skills with peers and acquisition of functional abilities in meaningful activities The authors believe these priorities are fully consistent with the SCERTS model
SCERTS Social Communication Emotional Regulation Transactional Support Recognized that the most meaningful learning experiences in childhood occur in everyday activities within the family and school contexts Framework is designed to target priority goals in social communication (SC) and emotional regulation (ER) by implementing transactional supports (TS) throughout a childs daily activities and across social partners
SCERTS Respects and infuses expertise from a variety of disciplines Regular and special education Speech-language pathology Occupational Therapy Psychology Social Work Medical Parents and family members
Social Communication Communicating and playing with others in everyday activities and deriving joy and pleasure in social relationships with children and adults Children must acquire capacities in two major areas of social-communicative functioning Joint Attention Symbolic Use Communicative means may be preverbal, such as gestures or use of objects to communicate or verbal, signs, picture symbol systems and/or speech ranging from single words to complex expressive language used in conversation
SC: 3 Stages of Social Communication Development 3 Stages Social Partner Language Partner Conversational Partner SOCIAL PARTNER: Child communicates with gestures & vocalizations LANGUAGE PARTNER: Child uses symbolic means to communicate shared meanings (oral language, sign language, picture symbols CONVERSATIONAL PARTNER: More advanced language abilities and social awareness of others.
Emotional Regulation An essential and core capacity that supports a childs availability for learning For a child to be optimally available he or she must have the emotional regulatory capacities and skills to –1.Independly remain organized in the face of potentially stressful events that may be either positive or negative in nature (self-regulation)
ER cont –2. Seek assistance and/or respond to others' attempts to provide support for emotional regulation when faced with stressful, over stimulating or emotionally dysregulating circumstances (mutual regulation) –3. Recover from states of emotional dysregulation or attentional shutdown through self-and/or mutual regulation strategies (recovery from dysregualtion)
ER: Levels of Development Stages of ER Behavioral Strategies Social Partner Stage Language Strategies Language Partner Stage Metacognitive Stage Conversational Partner Stage
ER: Behavior Strategies Simple motor activities or sensory- motor strategies that the child engages in to regulate his or her arousal level, remain alert, and self soothe. Examples: looking at ones hands, seeking oral sensory input, etc.
ER: Language Strategies The child becomes a symbolic communicator. Language strategies are words or other symbols that the child uses that regulate his or her arousal level. Imitative or creative use of symbols to engage in audible or observable self-talk as well as inner language.
ER: Metacognitive Strategies A childs ability to reflect on and talk about cognitive processes that support organization, decrease anxiety, and regulate attention and arousal to guide behavior. The process of internalizing a dialogue that requires coordinating different perspectives, which allows for greater social problem solving, inhibiting behavior based on social and moral rules, and using reflective problem solving( If ___ happens, I can always do ____.)
Transactional Support The third and final core component of the SCERTS Model. The most meaningful learning occurs within the social context of everyday activities and within trusting relationships, transactional support needs to be infused across activities and social partners
TS cont 1. Interpersonal supports include adjustments made by communicative partners in language use, emotional expression and interactive style that help a child to process language, participate in social interaction, experience social activities as emotionally satisfying and maintain well- regulated states
TS cont –3.Family support includes educational support such as sharing of helpful information and resources, direct instruction in facilitating a childs social communication, emotional regulation, daily living skills and implementing learning supports –2. Learning and educational supports include environmental arrangement or the ways typical settings and activities are set up or modified to foster social communication and emotional regulation
Transactional Support TS Learning occurs in a social context. Thus, a childs comprehensive program should not only address a childs developmental progress, but also the progress of that childs social partners (parents, teachers, siblings, and peers).
TS Example Goal Student Goals Initiates conversations about a variety of topics Initiates & maintains conversations that relate to partners interest Requests information about others experiences Partner Goals Models a range of communicative functions & rules of conversation Uses supports to foster understanding of language and behavior.
SCERTS Model Approaches Meaningful Activities & Purposeful Activities (MA& PA) Learning & Playing with Peers (LAPP)
Meaningful Activities & Purposeful Activities Activity based intervention & joint activity routines Consistency & predictability Structure & flexibility Visually based with multimodal learning.
MA & PA Continuum Planned activity routines Engineered activities and environments Modified natural activities and environments Naturally occurring events & environments
MA & PA: Types of Activities Types Goal- Directed Cooperative Turn-taking Theme- oriented
Learning and Playing with Peers Offers a child with ASD a systematic and semi-structured means to learn and apply social-communicative and play skills in predictable and supportive activities as well as natural activities.
LAPP 1.Planned activity routines 2.Natural Interactions & Settings 3.Control for novelty 4.Shared control & reciprocity 5.Unconventional behavior & social play behaviors
Continued… 6. Intrinsic motivation 7. Expressing a range of social- communicative intentions & functions 8. Enhancing skills of peer partners 9. Adult partners role
What SCERTS Is and Is Not Is a value based model with core values and principles that guide educational efforts
SCRETS Is and Is Not Is not a curriculum focused solely on training skills, but focuses on underlying capacities supports the development of functional skills, individualized for each child in a systematic and semi-structured, but flexible manner hierarchy of goals in social communication and emotional regulation informed by research on child development and based on each childs needs and family priorities
Is and Is Not cont Is not exclusionary of other practices or approaches and flexible enough to incorporate from available approaches and teaching strategies SCERTS has been developed as a next generation" model for working with children with ASD as a vehicle for helping to move education of children with ASD forward in a more comprehensive and meaningful manner