Waterford implements the SCERTS™ (Social Communication, Emotional Regulation, Transactional Support) model as part of our elementary special education program. This model, developed by Prizant, Wetherby, Rubin and Laurent, is intended to provide a flexible yet comprehensive framework for designing a multidisciplinary plan for children with ASD. The SCERTS™ Model contains a core set of stated values and beliefs that become a filter in prioritizing educational decisions. (Prizant, Wetherby, Rubin, Rydell, Laurent & Quinn, 2003) Goals, specific objectives, progress ratings and evaluation procedures are recommended with an emphasis on developing goals that address the core deficit areas of children with ASD.

Social communication goals address the two major areas that present as challenges to children with ASD, the capacity for joint attention and the capacity for symbol use. (Prizant, et al. (2003). Further, emotional regulation is addressed as an essential component necessary for developing communication and social skills. The support of a child's arousal, through environmental modifications and sensory techniques, builds adaptive and coping strategies, making the child more available for learning and positive social exchange.

Finally, natural settings with flexible grouping is desired, with individualized planning for the necessary supports and modifications. These transactional supports include the visual and organizational supports required for children with ASD commonly need, support to families.

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