SCERTS is an assessment framework to support the development of core difficulties associated with autism spectrum condition. It is an evidence based framework which includes a coordinated assessment process that helps measure the child’s progress, and determine the necessary supports to be used by the child’s social partners (educators, peers and family members).
The acronym SCERTS stands for Social Communication, Emotional Regulation and Transactional Support.
Social Communication (SC): The ability to feel effective and engage successfully in reciprocal interaction and conversation, to be a competent communicator and be an active participant in social activities and social relationships. The two subcategories within Social Communication are Joint Attention and Symbol Use.
Emotional Regulation (ER): the ability to regulate emotional arousal so that the child can adapt to and cope with inevitable and uniquely individual daily challenges. These are subcategorised into Mutual Regulation and Self-regulation.
Transactional Support (TS): Adjusting Learning Supports and Interpersonal Supports which create a positive learning environment and promote positive learning outcomes.
There are also 3 levels where people of differing abilities can benefit from SCERTS, and these are called Partner Stages: These are called; Social Partner, Language Partner and a Conversational Partner. A thorough assessment with each individual is conducted and their partner stage is then determined.
SCERTS can be used with children and older individuals across a range of developmental abilities, including nonverbal and verbal individuals. It is a lifespan model that can be used from an initial diagnosis, throughout the school years, and beyond.
©2007 by Barry M. Prizant, Amy M. Wetherby, Emily Rubin, & Amy C. Laurent. All rights reserved.
Currently at Foxfield School there are 5 classes that are ‘SCERTS’ classes and are following the SCERTS model.
For more information on SCERTS follow the link below.
