How are play and communication with peers addressed in the SCERTS Model?
The SCERTS Model has a strong bias toward educational programming that provides multiple and regularly scheduled opportunities for learning and playing with peers who provide good language and social models, which we refer to under the acronym of LAPP (learning and playing with peers). Peer support is a considered to be an important aspect of the Interpersonal Support component of the Transactional Support domain. Peer-related objectives are identified under goals in the Social Communication, Emotional Regulation, and Transactional Support domains of the model. The SCERTS Model approach to LAPP activities offers a child with an autism spectrum disorder (ASD) a systematic and semistructured means to learn and apply social-communicative and play skills in planned activity routines, engineered activities, modified natural activities, and natural activities. Of primary importance is helping a child learn the meaning of social events to enhance active participation and how and when to use s
Related Questions
- Does the SCERTS Model deemphasize academic and self-help skills to focus primarily on abilities in social communication and emotional regulation?
- How are significant oral-motor and motor speech challenges addressed in the SCERTS Model?
- How are play and communication with peers addressed in the SCERTS Model?
