An Introduction to

®
The SCERTS Model

Collaborators-

Barry Prizant, Ph.D.

Amy Wetherby, Ph.D.
Emily Rubin, MS
Amy Laurent, Ed.M, OTR/L

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Prizant, B.,Wetherby,A., Rubin, E., & Laurent, A.
 Primary Components of
the SCERTS® MODEL
(Prizant, Wetherby, Rubin, Laurent & Rydell, 2005)

Social
Communication
Emotional
Regulation
Transactional
Support
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Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.
 The SCERTS Model

The SCERTS Model is

a comprehensive, multidisciplinary approach
to enhancing communication and social-
emotional abilities of individuals with ASD
and related disabilities

an innovative educational model based on an

integration of research by the authors since
the mid 1970's
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Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.
 The SCERTS Model

The SCERTS Model is based upon research in

child development as well as research
identifying the core challenges faced by
children with ASD and is focused on
improving the quality of life of children with
ASD and their families

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Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.
 The SCERTS Model

The SCERTS Model recognizes that most

learning in childhood occurs in the social
context of daily activities and experiences.

Therefore, efforts to support a child's

development occur with caregivers and
familiar partners in everyday routines in a
variety of social situations.

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Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.
 The SCERTS Model

The SCERTS Model is designed to target

priority goals in social communication and
emotional regualtion through the
implementation of transactional supports.

When programming supports a child's needs

in such a way there is a great potential for
positive effects on a child's development.

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Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.
 The SCERTS Model

The SCERTS Model is

best implemented by a transdisciplinary or
multidisciplinary team collaborating with the
family.

based in the work of education, speech

language pathology, occupational therapy,
child psychology and psychiatry, and social
work.
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Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.
 The SCERTS Model

The SCERTS Model is:

not a prescription. It is systematic and
semi-structured.
comprised of facilitative teaching
approaches focusing on building social
relationships and trust.
focused on fostering independent social
problem solving
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Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.
 The SCERTS Model

The SCERTS Model:

is individualized to match a child's current
developmental level.

demonstrates logical consistency between

its long-term goals and teaching strategies
to achieve those goals.

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Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.
 The SCERTS Model

The SCERTS Model is not exclusionary

of other practices or approaches.  

It is flexible enough to incorporate

practices from a variety of approaches
and teaching strategies.

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Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.
 The SCERTS Model

The Social Communication domain of the

SCERTS Model is focused on helping a child
to be increasingly competent, confident, and
active participant in social activities.

This includes communicating and playing

with others in everyday activities and
sharing joy and pleasure in social
relationships.
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Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.
 The SCERTS Model

Social Communication components

include:
Joint Attention- the reasons why a child
initiates and responds to communicative
bids

Symbol Use- the means a child uses

communicates with others
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Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.
 The SCERTS Model

The Emotional Regulation domain of the

SCERTS Model focuses on supporting a
child's ability to regulate emotional
arousal and be available for learning.

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Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.
 The SCERTS Model

Children are most available for learning when

they can:
attend to most relevant information in activity or
setting,
remain socially engaged,
process verbal and nonverbal information,
initiate interactions using higher level abilities,
respond to others in reciprocal interactions,
actively participate in everyday activities.
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Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.
 The SCERTS Model

Emotional Regulation components include:

Self Regulation- strategies a child has at
his/her disposal to independently shift
arousal and emotional state

Mutual Regulation- how a child requests and

responds to regulatory assistance offered by
others

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Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.
 The SCERTS Model

The Transactional Support domain of

the SCERTS Model refers to supports
put in place by partners to help
facilitate a child's learning and
development

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Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.
 The SCERTS Model

Transactional Support components

include:
Interpersonal Support
Learning Support
Support to Families- educational and
emotional support
Support to Professionals- educational and
emotional support
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Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.
 The SCERTS Model

Interpersonal Supports are adjustments

made by communicative partners in language
use, emotional expression, and interactive
style that are effective in helping a child with
ASD process language, participate in social
interaction, experience social activities as
emotionally satisfying, and maintain a well-
regulated state.

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Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.
 The SCERTS Model

Learning supports include environmental

arrangement or other ways activities are set
up or modified to foster social communication
and emotional regulation (e.g., visual
supports, curriculum modifications, etc.).

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Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.
 The SCERTS Model

Why the focus on SC, ER, and TS?

This focus is consistent with the National

Research Council's (2001) priorities of
fostering functional spontaneous
communication, development of social
relationships, and acquisition of functional
abilities in meaningful activities.
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Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.
 The SCERTS Model

Why the focus on SC, ER, and TS?

The SCERTS collaborators believe that the
focus on these domains is well supported by
research on core challenges with ASD, as
well as priorities and concerns identified by
parents and experts in the field.

SC, ER, and TS enhance human development

and quality of life.
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Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.
 The SCERTS Model

The SCERTS curriculum guides the

SCERTS Assessment Process (SAP) and is:
designed to yield a developmental profile
consistent with the child’s functioning in
natural environments

involves direct observation of child in natural

activities and settings

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Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.
 The SCERTS Model

The SCERTS curriculum guides the

SCERTS Assessment Process (SAP) and:

involves parents and family members

yields results designed to guide
intervention or educational planning
applies meaningful progress measures

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Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.
 The SCERTS Model:
Core Values And Guiding Principles

Intervention and Assessment within the SCERTS

Model reflects the SCERTS Model Core Values
and Guiding Principles, which are listed on the
subsequent slides.

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Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.
 The SCERTS Model:
Core Values And Guiding Principles

1. Highest priority - Development of spontaneous,

functional communication abilities and
emotional regulatory capacities

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Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.
 The SCERTS Model:
Core Values And Guiding Principles

2. Principles and research on child development

frame assessment and educational efforts.
Goals and activities are developmentally
appropriate and functional.

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Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.
 The SCERTS Model:
Core Values And Guiding Principles

3. All domains of a child’s development (e.g.,

communicative, socio-emotional, cognitive, and
motor) are viewed as interrelated and
interdependent. Assessment and educational
efforts must address these relationships.

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Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.
 The SCERTS Model:
Core Values And Guiding Principles

4. All behavior is viewed as purposeful serving a

variety of functions (e.g., communication,
emotional regulation). For children who display
unconventional or problem behaviors, there is an
emphasis on developing a range of supports for
emotional regulation.

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Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.
 The SCERTS Model:
Core Values And Guiding Principles

5. A child’s unique learning profile of strengths

and weaknesses determines appropriate
accommodations for facilitating competence
in the domains of social-communication and
emotional regulation.

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Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.
 The SCERTS Model:
Core Values And Guiding Principles

6. Natural routines across home, school, and

community environments provide the contexts
for learning and for developing positive
relationships. Progress is measured in daily
experiences and routines.

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Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.
 The SCERTS Model:
Core Values And Guiding Principles

7. It is the primary responsibility of

professionals to establish positive
relationships with children and with family
members. All children and family members
are treated with dignity and respect.

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Prizant, B., Weatherly, A., Rubin, E., & Laurent, A.
 The SCERTS Model:
Core Values And Guiding Principles

8. Family members are considered experts about

their child. Assessment and educational efforts
are viewed as collaborative processes with family
members.

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Prizant, B., Wetherby, A., Rubin, E., & Laurent, A.
Where can I find out more about
SCERTS and the SCERTS Manual?

For further information about the SCERTS manual, see

www.brookespublishing.com/store/books/prizant-8183

For a listing of research supporting the SCERTS model,

see the Research Corner on www.SCERTS.com

For further information, including published articles on

SCERTS and a detailed list of FAQ's , see Frequently
Asked Questions on www.SCERTS.com

Copyright 2010- all rights reserved

Prizant, B., Weatherly, A., Rubin, E., & Laurent, A.