When developing an inclusive teaching approach for your classroom, do you struggle with which method to implement? If you’re teaching both neurotypical students and children with an autism spectrum disorder (ASD), consider the SCERTS Model, which stands for Social Communication, Emotional Regulation and Transactional Support.
This research-based method takes a multidisciplinary approach and outlines individualized strategies to help children develop communication, social and emotional skills. While the SCERTS Model incorporates best practices from well-established ASD approaches (such as TEACCH, Floortime and Social Stories), it differs from traditional approaches by cultivating the capacity of emotional regulation within the student rather than relying on external factors around the student.
Brief History of the SCERTS Model
Pioneered by a team of collaborators including Barry Prizant, Ph.D., Amy Wetherby, Ph.D., Emily Rubin and Amy Laurent, the SCERTS Model taps into 25 years of research and clinical/educational practice. These four experts bring combined experience from their work in clinical, university, educational and hospital settings in areas including special education, speech-language pathology, family-centered practice, behavioral and developmental psychology and occupational therapy.
Now widely used around the world, this approach focuses on the core challenges faced by children with ASD and their families – namely, social communication and emotional regulation. The SCERTS Model uses a cooperative framework that draws a variety of partners together in a team effort. Rather than families, educators and therapists working independently, they work collaboratively and adopt a holistic, person-centered focus.
Appropriate across home, school, community and workplace settings, the SCERTS Model is in line with recommendations by the National Research Council of the National Academy of Sciences. The ultimate goal is to foster child-initiated communication in real-world activities across a variety of contexts. In a school setting, for example, this means implementing this method in inclusive classrooms so children with ASD can learn with and from neurotypical students who model good social and language behaviors.
“The goal of SCERTS is being able to put these supports into place and embed them in naturally occurring routines for students or naturally occurring activities to increase their active engagement and their ability to learn,” explained Laurent in an interview posted on Presence Learning.
Benefits ASD Learners and More
Designed for all ages and varying developmental abilities, the SCERTS Model benefits individuals with ASD and those who struggle with communication disorders, developmental disabilities and sensory processing disorders. This model can be used with children, teens and older individuals, making it a long-term, flexible approach that spans the challenges faced by different age groups in a variety of settings.
“This is not just about students with autism, it’s about students who have challenges in other developmental capacities, especially social communication and emotional regulation,” Prizant said in the Q&A interview following his Presence Learning webinar.
Key Elements and Implementation
To provide the necessary framework, this comprehensive model focuses on three critical areas:
· SC: Social Communication – developing skills in communication, emotional expression and relationships
· ER: Emotional Regulation – controlling emotional highs and lows
· TS: Transactional Support – providing supports to foster communication and learning
For maximum effectiveness, an integrated team approach works best. Within this cohesive process, parents, educators and service providers partner together from start to finish, including the initial assessment, goal-setting interventions, progress measurement and transactional supports and techniques. This method embeds these elements in the student’s everyday routines and activities across multiple settings, boosting engagement, interpersonal interactions and learning.
It’s best to have professionals from different disciplines collaborate in this process, including psychologists, speech pathologists and occupational therapists. In school, this means SCERTS-trained educators such as special education teachers and general education teachers are part of the team. Educators can either seek official SCERTS training or self-study SCERTS Model texts.
When mainstreaming children with ASD into inclusive classrooms, the right strategy pays big dividends for all students. The SCERTS Model offers these dividends in the form of a comprehensive method developed and delivered through a team-based effort that fosters the development of communication, social and emotional abilities in every child.
For information curated for special education professionals and families, visit our Resources page. To learn more about education and training available for educators in this specialty, working both inside and outside the classroom, visit our Careers section.