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Introducing the SCERTS framework

Introducing the SCERTS framework. Information for family/whānau and educators. Adapted from: Hawke’s Bay Early Intervention Team presentation 2010. Handout 1.2. Objectives of presentation. To understand why we have chosen the SCERTS framework

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Introducing the SCERTS framework

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  1. Introducing the SCERTSframework Information for family/whānau and educators Adapted from: Hawke’s Bay Early Intervention Team presentation 2010 Handout 1.2

  2. Objectives of presentation • To understand why we have chosen the SCERTS framework • To introduce the key elements of the SCERTS framework • To show how the SCERTS framework links with ASD and Te Whāriki AND • Working together as a team

  3. Autism spectrum disorder (ASD) Children with a diagnosis of ASD have delays or difficulties in: • the development of communication • the development of social relationships • play and imagination Many young children with ASD under- or over-react to sensory information

  4. SCERTS… • Is an assessment and programming framework for children with autism and/or developmental needs. • Acknowledges that most learning during childhood takes place “…in the social context of daily activities and experiences” - therefore everyday, natural routines in the home and early childhood setting are used • Acknowledges that caregivers and familiar adults play an important part in supporting the child’s learning.

  5. S C E R T Sa framework for working with children with autism spectrum disorder • Social • Communication • Emotional • Regulation • Transactional • Supports

  6. SCERTS communication stages The assessment is based on the child's communication stage: Social Partner – the child may or may not communicate intentionally using gestures and vocalisations Language Partner – the child is communicating using words, gestures and/or symbols Conversational Partner – the child uses words, phrases and sentences. They are learning about conversations

  7. SCERTSSocial Communication • The goal for all children is to become competent and confident communicators so they can be part of social activities and learning • Children who communicate effectively have more opportunities for play and learning and are more able to enjoy social relationships

  8. Social Communication Goals are targeted in • Joint Attention The ability to share attention, emotion and intention with others • Symbol Use The ability to understand and use objects, pictures, words or signs

  9. SCERTSEmotional Regulation • the ability to attend to, process and filter environmental and sensory information • the ability to stay focussed, engaged and being able to adapt to different situations • When children are emotionally well regulated they are ready and ‘available’ for learning

  10. Emotional Regulation • Mutual regulation – the child’s ability to respond to others using strategies to help them regulate • Self regulation – strategies used by the child to self regulate

  11. SCERTSTransactional Support • the planned supports and strategies that are used to help the child participate and learn • the supports and strategies are used when working on the child’s goals in Social Communication and Emotional Regulation • support to families and to the team • Transactional supports are often referred to as • the “adult” goals

  12. Transactional Support includes • Interpersonal Support - the strategies used by adults when interacting with the child e.g., using gesture • Learning Support – the environment, routines and activities are structured to encourage social communication and emotional regulation, e.g. modifying an activity to ensure success for the child

  13. Interpersonal support An adult partner needs to • be responsive - notice and respond to child’s attempts to communicate • foster initiation - offer choices • set the stage for engagement - be at the child’s level • adjust the amount of language used - use simple sentences • model appropriate behaviour

  14. Learning supports • Structured activities e.g. clear beginning and end to the activity • Visual supports - to organise the day • Using motivating toys and activities • Adjustments to activities so that the child has success

  15. How SCERTS fits with Te Whāriki principles Te Whāriki principles SCERTS framework Social Communication and Emotional Regulation Transactional Supports Family and Community provide context for learning All domains of development are interrelated • Whakamana • Empowerment • NgaHononga • Relationships • WhanauTangata • Family & Community • Kotahitanga • Holistic Development

  16. The team can use SCERTS to: • assess the child’s strengths and needs in the areas that children with ASD have most difficulty • set goals for the child in social communication and emotional regulation for home and the early childhood setting • plan activities that are meaningful and purposeful, at home and at the early childhood setting • provide a balance of free play and structured activities. • identify the transaction support the communication partner will use (the adult goals) • monitor a child’s progress • ensure that we share successes and challenges and support each other

  17. References • Prizant, B. M., Wetherby, E. R., Laurent, A. C., & Rydell, P. J. (2006). The SCERTS™ Model: A comprehensive educational approach for children with autism spectrum disorders (Volume 1) Assessment. Paul H. Brookes Publishing Co: Baltimore, USA. • http://www.asdineducation.org.nz

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