The SCERTS Model: Program Planning and Intervention v. 2
A Comprehensive Educational Approach for Children with Autism Spectrum Disorders
Published on 1. October 2005
Book
Paperback/Softback
448 pages
978-1-55766-809-7 (ISBN)
Description
This two-volume set provides a comprehensive and multidisciplinary approach to enhancing communication and socioemotional abilities of young children with Autism Spectrum Disorder (ASD) and related disorders. The approach, SCERTS[trademark], prioritizes Social Communication (SC), Emotional Regulation (ER), and Transactional Supports (TS). It is a practical model that includes family members as collaborators and can be used with children from the early intervention to the early school years. It targets functional skills and measures progress across a variety of social partners and in a variety of settings. The model is systematic and semi-structured, but it is flexible to respond to the individual differences of children and families.
More details
Language
English
Place of publication
Baltimore
United States
Target group
Professional and scholarly
Dimensions
Height: 279 mm
Width: 216 mm
ISBN-13
978-1-55766-809-7 (9781557668097)
Copyright in bibliographic data is held by Nielsen Book Services Limited or its licensors: all rights reserved.
Schweitzer Classification
Content
Volume I: Assessment; The SCERTS Model; Social Communication; Emotional Regulation; Transactional Support; SCERTS Model Programmatic Priorities and Milestones; Continuum of Current Intervention Approaches and the SCERTS Model; The SCERTS Assessment Process: Overview and Implementation; The SCERTS Assessment Process: SAP-Report Forms and SAP-Observation Forms and Criteria; Volume II: Intervention; Guide to the SCERTS Model Educational Practices; Part I - Core Values, Guiding Principles, and Practice Guidelines, Goal-Setting and Transactional Support; Part II - Transactional Support - Interpersonal Support and Learning Supports, and Learning and Playing with Peers (LAPP); Transactional Support for Families and Among Professionals; Linking Transactional Support Goals to SC and ER Goals; Enhancing SC, ER, and TS: From Assessment to Program Implementation;...at the Social Partner Stage;...at the Language Partner Stage;...at the Conversational Partner Stage