How does the SCERTS Model compare with other models and approaches?
The National Research Council (2001) has recognized that there is no evidence that any one categorical approach is more effective than other approaches and has recognized that approaches are likely to overlap. In fact, in the committee’s report, the committee suggested that the name of the program is less important than how the program incorporates essential teaching practices, learning contexts, child characteristics, and programmatic goals. The SCERTS Model is characteristic of this multidimensional approach and therefore allows for individualization of programming along all dimensions. In addition, because the SCERTS Model is not exclusionary of other approaches, parents and practitioners can continue to use methods or strategies that are associated with other approaches as long as goals reflect clear priorities in the domains of Social Communication, Emotional Regulation, and Transactional Support.
