Can the SCERTS Model be used for children in more restrictive settings as well as in more inclusive settings?
The SCERTS Model favors having children learn with and from children who provide good social and language models; thus, we have a bias for more inclusive settings and learning opportunities. The degree of inclusion for a specific child, however, must depend on the child’s challenges and abilities in emotional regulation and learning. The model also can be implemented for a child in a more restrictive school setting, when such a school placement best meets the child’s needs, and the model can be used in individual therapy. However, because Social Communication and Transactional Support goals address learning and playing with peers (referred to as LAPP in the SCERTS Model), less inclusive settings and some individual therapies would limit full implementation of the model because it may not be possible to address the full range of goals and teaching strategies.
