Does SCERTS deemphasize one-to-one teaching in favor of only social group teaching? What is the SCERTS Model’s position on this?
The SCERTS Model does not dictate that there should be little or no one-to-one teaching if that best supports a child’s learning. By social communication, we do not refer simply to larger group sizes. One-to-one teaching can be very social or not very social at all (as in highly adult-directed teaching that focuses primarily on child compliance). In fact, we do support the National Research Council (NRC; 2001) guidelines of no greater than an overall 2:1 ratio for many if not most children with autism spectrum disorders. By social communication, we also are referring to an emphasis on child initiation and teaching in more logical social routines and events (social learning) rather than on isolated skill training involving repetitive drills on skills. In fact, this is a more important issue than the ratio, which needs to be selected based on a child’s abilities, active participation, and emotional regulation. The bottom line in the SCERTS Model when selecting and designing teaching cont
Related Questions
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- Does SCERTS deemphasize one-to-one teaching in favor of only social group teaching? What is the SCERTS Model’s position on this?
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