A groundbreaking synthesis of developmental, relationship-based,
and skill-based approaches, The SCERTS (R) 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 (R) 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 (R) in
assessment and intervention. Volume I: Assessment gives detailed
background information on The SCERTS (R) 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 (R) components;
get a detailed listing of developmental milestones that contribute
to the recommended assessment and intervention plans; explore The
SCERTS (R)e; 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: Program
Planning & 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 (R)
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 (R) 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 (R) 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.
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