Emily Rubin

The SCERTS Model A Transactional, Family-Centered Approach to Enhancing Communication and Socioemotional Abilities of Children With Autism Spectrum Disorder

A range of educational/treatment approaches is currently available for young children with autism spectrum disorders (ASD). A recent comprehensive review by an expert panel on ASD (National Research Council, 2001) concluded that a number of approaches have demonstrated positive outcomes, but nonetheless, not all children benefit equally from any one approach. Efforts to increase communicative and socioemotional abilities are widely regarded as among the most critical priorities, and growth in these areas is closely related to prognosis and long-term positive outcomes. However, some widely disseminated approaches are not based on the most contemporary developmental research on social and communication development in children with and without disabilities, nor do they draw from current understanding of the learning style of children with ASD. This article describes the SCERTS Model, which prioritizes Social Communication, Emotional Regulation, and Transactional Support as the primary developmental dimensions that must be addressed in a comprehensive program designed to support the development of young children with ASD and their families. The SCERTS Model has been derived from a theoretical as well as empirically based foundation and addresses core challenges of children with ASD as they relate to social communication, emotional regulation, and transactional support. The SCERTS Model also is consistent with empirically supported interventions and it reflects current and emerging “recommended practices” (National Research Council, 2001).

Challenges in Social Communication in Asperger Syndrome and High-Functioning Autism.

Despite the inclusion of Asperger syndrome in the Diagnostic and Statistical Manual of Mental Disorders—Fourth Edition (DSM-IV; American Psychiatric Association [APA], 1994) 10 years ago, there is ongoing debate regarding its validity as a diagnostic construct, particularly relative to the diagnosis of autistic disorder when it is not accompanied by significant language and cognitive delays. This latter condition, referred to as high-functioning autism, is, indeed, characterized by social communication challenges similar to those found in Asperger syndrome. Nevertheless, there are distinctions in both learning style and social communication that have critical implications for treatment and educational programming. Although this article will begin with a review of those social communication challenges that are common to both of these disorders, a discussion of challenges that are more specific to children and adolescents with either Asperger syndrome or high-functioning autism will follow.

Social Communication, Emotional Regulation, and Transactional Support (SCERTS)

Educational programming for individuals with Autism Spectrum Disorders (ASD) can be described at two different levels: focused approaches and comprehensive approaches. Focused approaches utilize evidence-based strategies directed at particular symptoms. These evidence-based strategies are indeed essential for supporting individuals with ASD in relation to particular areas of need. In contrast, a comprehensive approach provides a framework that is broad in scope and is designed to improve overall functioning and to produce positive long-term outcomes in adulthood. The SCERTS® Model is a comprehensive, multidisciplinary educational approach that was developed to maximize long-term positive outcomes for individuals with ASD and their families while embracing a wide range of more focused evidence-based interventions (Prizant et al. 2006 ).