Does the SCERTS Model deemphasize academic and self-help skills to focus primarily on abilities in social communication and emotional regulation?
The SCERTS Model addresses the social-communicative and emotional regulatory abilities that are the foundation for other aspects of learning, such as academic and self-help skills. The implementation of transactional supports also provides the greatest likelihood that a child will be able to acquire other crucial skills. By viewing programmatic priorities in this way, it is not so much a matter of deemphasizing other skills, which certainly must be addressed as part of a child’s overall plan. It is more an issue of giving a child the best possible chance to acquire other crucial skills as part of his or her program as social communication, emotional regulation, and transactional support create opportunities for broad-ranging success.
Related Questions
- Does the SCERTS Model deemphasize academic and self-help skills to focus primarily on abilities in social communication and emotional regulation?
- My child may not need emphasis on academic/cognitive help but may seek more assistance in language and social skills. How can ACIS help?
- How is the focus on emotional regulation in the SCERTS Model different from what has been referred to as behavior management?
