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About SCERTS®
The SCERTS® Model (Social
Communication, Emotional Regulation
and Transactional Support) was
developed out of 25 years of
research and clinical/educational
practice by Dr. Barry Prizant, Dr.
Amy Wetherby, Ms. Emily Rubin, Ms.
Amy Laurent and Dr. Patrick Rydell,
a multidisciplinary team of
professionals trained in
Communication Disorders, Special
Education, Occupational Therapy, and
Developmental and Behavioral
Psychology. Each team member brought his or her
area of expertise to create this
educational approach for children
with Autism Spectrum Disorder and
their families. SCERTS® is a
comprehensive, multidisciplinary
approach to enhancing communication
and socioemotional abilities, and
for supporting families.
The 2 Volume SCERTS® Model Manual
(Brookes Publishing, Inc.) is now
available. You can download a PDF by clicking here. The DVD/ 3 Video
on the SCERTS® Model is also
available for $250 (reg. $279).
Email kelly@ccseminars.com to order or download a PDF.
The SCERTS® Model
A framework and
guide
Offers a
framework to
directly address
social communication
and emotional
regulation, the core
challenges of Autism
Spectrum Disorders (ASD).
It focuses on
building a child's
capacity to
communicate with a
conventional,
symbolic system from
preverbal to
conversational
levels of
communication. It
also focuses on the
development of
emotional regulatory
(i.e., self and
mutual regulatory
capacities to
regulate attention,
arousal and
emotional state).
Transactional
supports are
designed and
implemented across
settings to foster
more successful
interpersonal
interactions and
relationships, and
more productive
learning experiences
across school, home
and community
settings.
Recognizes
individual
differences in
children
Provides an
individualized
education/treatment
approach based on a
child's strengths
and needs, guided by
research on the
development of
children with and
without
disabilities.
Family-centered
Takes into
account critical
individual
differences across
families in
reference to their
priorities and
lifestyle. Families
are collaborative
partners in
assessment and
education/treatment
efforts.
Integrated
approach
Designed to
encourage
professionals from
different
disciplines to
collaborate with
each other and with
families when
addressing core
challenges and
enhancing adaptive
skills for children
with ASD. It is
comprehensive and
integrated,
representing a new
generation of
education/treatment
approaches.
A practical
approach based on
years of research,
clinical and
educational
experience
Incorporates
educational/treatment
strategies derived
from empirical
research and sound
clinical/educational
practice. The SCERTS® Model collaborators
(B. Prizant, A.
Wetherby, E. Rubin,
P. Rydell, and A.
Laurent) draw from
almost 100 years of
collective
experience and
training in a
variety of treatment
models with children
with ASD.
Collectively, the
SCERTS® "team" has
published over 120
articles and
chapters in
scholarly journals
and books, five
edited books or
quarterly journals,
and two assessment
instruments.
Focus on
functional skills
and meaningful
outcomes
Progress is
measured in
functional
activities with a
variety of partners.
Therefore, the
broader context of a
child's development
is recognized,
including family
involvement, and the
absolute necessity
for supporting
communication and
socio-emotional
development in
everyday activities
and routines.
From left to right, Patrick Rydell, Ed.D., CCC-SLP, Amy Laurent, OTR-L, Amy Wetherby, Ph.D., CCC-SLP, Emily Rubin, MS, CCC-SLP, Barry Prizant, Ph.D., CCC-SLP at a SCERTS Model Retreat in the Rocky Mountains.
SCERTS® Collaborators
Barry
M.
Prizant,
Ph.D.,
CCC-SLP
Dr.
Prizant
has
more
than
25
years
experience
as a
clinical
scholar,
researcher
and
program
consultant
to
young
children
with
Autistic
Spectrum
Disorders
(ASD)
and
related
disabilities
and
their
families.
He
is a
licensed
Speech-Language
Pathologist
and
holds
the
Certificate
of
Clinical
Competence
(CCC-SLP)
of
the
American
Speech-Language-Hearing
Association.
He
is
Director
of Childhood
Communication
Services,
an
Adjunct
Professor
in
the
Center
for
the
Study
of
Human
Development, Brown
University,
and
a
Fellow
of
the American
Speech-Language-Hearing
Association.
He
has
published
more
than
95
articles
and
chapters
on
childhood
communication
disorders,
has
given
more
than
450
seminars
and
workshops
at
national
and
international
conferences,
and
serves
as
on
the
Editorial
Board
of
five
scholarly
journals.
He
served
on
the
committee
on
Screening
and
Diagnosis
of
Autism
Spectrum
Disorders
at
the
National
Institutes
of
Healh.
He
is
co-author
of
the
book Autism
spectrum
disorders:
A
developmental,
transactional
perspective
and
the
assessment
instrument,
the Communication
and
Symbolic
Behavior
Scales (both
with
Dr.
Amy
Wetherby),
and
is
completing
the
SCERTS® Model
Manual
with
this
colleagues.
Dr.
Prizant's
current
research
and
clinical
interests
include
identification
and
family-centered
treatment
of
young
children
who
have
or
are
at-risk
for
social-communicative
difficulties,
including
Autism
Spectrum
Disorders.
Amy
Wetherby,
Ph.D.,
CCC-SLP
Dr.
Wetherby
is
the
Laurel
Schendel
Professor
in
the
Department
of
Communication
Disorders
at Florida
State
University.
She
has
had
over
twenty
years
of
clinical
experience
in
the
design
and
implementation
of
communication
programs
for
children
with
autism
and
severe
communication
impairments
and
is a
Fellow
of
the American
Speech-Language-Hearing
Association.
Dr.
Wetherby's
research
has
focused
on
communicative
and
cognitive-social
aspects
of
language
problems
in
children
with
autism,
and
more
recently,
on
the
early
identification
of
children
with
communication
impairments.
She
has
published
extensively
on
these
topics
and
presents
regularly
at
national
conventions.
She
is a
co-author
of
the Communication
and
Symbolic
Behavior
Scales (with
Barry
Prizant).
Dr.
Wetherby
is
the
Project
Director
of
the FIRST
WORDS
Project,
funded
by a
U.S.
Department
of
Education
Field-Initiated
Research
Grant
and
Model
Demonstration
Grant
on
early
identification
of
communication
disorders
in
infants
and
toddlers.
She
is
also
the
Project
Co-Director
(with
Juliann
Woods)
of
the Early
Social
Interaction
Project funded
by a
U.S.
Department
of
Education
Model
Demonstration
Grant.
She
served
on
the
National
Academy
of
Sciences
Committee
for
Educational
Interventions
for
Children
with
Autism
and
is
the
Executive
Director
of
the
Florida
State
University Center
for
Autism
and
Related
Disabilities.
Emily
Rubin,
M.S.,
CCC-SLP
Ms.
Rubin
is a
Speech-Language
Pathologist
specializing
in
Autistic
Spectrum
Disorders
and
related
developmental
disabilities.
She
is
an
adjunct
faculty
member
and
Clinical
Instructor
at Yale
University and
currently
serves
as a
member
of
their
Autism
and
Developmental
Disabilities
Clinic.
As
the
Director
of Communication
Crossroads and
private
practitioner,
she
provides
direct
therapeutic
services,
evaluations,
family
counseling,
and
consultations
to
various
educational
programs
serving
children
with
Autistic
Spectrum
Disorders.
Her
current
clinical
interests
include
early
identification
of
social-communication
disabilities
and
the
relationship
between
learning
style
and
later
social
competence.
She
is
currently
licensed
in
three
states
including
RI,
MA,
and
CT
and
is a
certified
member
of
the
American
Speech-Language-Hearing
Association.
Amy
B.
Coggeshall-Laurent,
OTR/L
Ms.
Laurent
is a
pediatric
Occupational
Therapist
specializing
in
the
identification
and
treatment
of
sensory
processing
disorders.
Working
as a
private
practitioner,
she
provides
evaluations,
direct
therapeutic
services,
home
programs,
and
consultations
to
educational
programs
for
children
with
Autistic
Spectrum
Disorders
and
related
disabilities
and
their
families.
Her
areas
of
clinical
interest
include
early
therapeutic
intervention
as
it
relates
to
the
development
of
arousal
regulation
abilities
and
functional
skills.
Ms.
Laurent
is
currently
licensed
in
RI
and
MA.
She
also
is
certified
by
the
National
Board
for
Certification
in
Occupational
Therapy.
Patrick
J.
Rydell,
Ed.D.,
CCC-SLP
Dr.
Rydell
has
been
in
the
field
of
autism
and
communication
disorders
for
over
21
years
in
public
school,
hospital,
university,
administration,
and
private
practice
settings.
Dr.
Rydell
is
the
owner
and
director
of Rocky
Mountain
Autism
Center
(RMAC),
a
private
center
dedicated
solely
to
working
with
children
with
autism
spectrum
disorders
and
their
families.
RMAC
is a
model/demonstration
site
for
the
implementation
of
the
SCERTS™
model
in
Lakewood,
Colorado.
The
Center
provides
comprehensive
center-community-home
based
assessments,
programs,
interventions,
and
trainings
to
persons
with
autism,
their
families,
and
professionals.
The
multidisciplinary
staff
includes
speech
pathologists,
occupational
therapists,
psychologists,
teachers,
music/art/recreational
therapists,
parents,
interns,
and
volunteers.
Dr.
Rydell's
doctorate
and
masters
degrees
were
earned
in
the
field
of
communication
disorders
and
special
education,
with
a
primary
program
emphasis
in
autism
and
early
childhood
education.
Dr.
Rydell
has
co-authored
five
book
chapters
and
numerous
research
articles
in
autism
and
unconventional
verbal
behaviors,
as
well
as
frequently
speaking
at
international,
national,
state,
and
local
levels
on
topics
related
to
autism.
SCERTS® Model
Publications
For
currently
available
published
information
about
the
SCERTS™
Model,
see
the
following:
- Prizant, B., Wetherby, A., Rubin, E., Rydell, P., Laurent, A. and Quinn, J. (2003). THE SCERTS™ Model. Special issue of the Jenison Autism Journal (to order, go to www.thegraycenter.org).
- Prizant, B., Wetherby, A., Rubin, E., and Laurent, A. (October, 2003). THE SCERTS™ Model: A family-centered, transactional approach to enhancing communication and socioemotional abilities of young children with ASD. Infants and young children. This article on the model can be downloaded for free at http://depts.washington.edu/isei/.Ê Click on IYC Articles and comments.
- Wetherby, A.M., & Prizant, B.M. (Eds.) (2000). Ê Autism spectrum disorders: A developmental, transactional perspective. Baltimore, MD: Paul Brookes Publishing Company
- Prizant, B., Wetherby, A., & Rydell, P. (2000). Ê Communication intervention issues for children with autism spectrum disorders. In A. Wetherby & B. Prizant (Eds.), Autism spectrum disorders: A transactional developmental perspective (volume 9), Baltimore, MD: Brookes.
- Prizant, B.M., Schuler, A.L. Wetherby, A. M., and Rydell, P. (1997). Enhancing language and communication: Language approaches. In D. Cohen & F. Volkmar (Eds.), Handbook of autism and pervasive developmental disorders (2nd Edition). New York: Wiley.
- Schuler, A.L., Wetherby, A.M. & Prizant, B.M. (1997). Enhancing language and communication: Prelanguage approaches. In D. Cohen & F. Volkmar (Eds.), Handbook of autism and pervasive developmental disorders (2nd Ed.) New York: Wiley
- Wetherby, A. M., Prizant, B.M., & Schuler, A.L. (1997). Enhancing language and communication: Theoretical foundations. In D. Cohen & F. Volkmar (Eds.), Handbook of autism and pervasive developmental disorders (2nd Ed). New York: Wiley.
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me
for
a
PDF
of
the
SCERTS
Seminar
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