What gaps do you see in other educational practices developed for children with autism spectrum disorders that the SCERTS Model is able to address successfully?
In the SCERTS Model, it is recognized that most learning in childhood occurs in the social context of daily activities. Therefore, efforts to support a child’s development occur with caregivers and familiar partners in everyday routines in a variety of social situations in the home, school, and community settings. As a number of current educational approaches focus on working with a child apart from these settings and social partners, a gap in the provision of support for that child’s partners (e.g., family training, peer training, support to service providers) is often created. In the SCERTS Model, developmental goals and objectives for the child in the domains of Social Communication and Emotional Regulation are addressed not only by focusing on the child but also by measuring the progress of that child’s partners in their ability to implement transactional supports (e.g., interpersonal supports, learning supports) to achieve more successful social exchanges. The SCERTS Model also ha
Related Questions
- What gaps do you see in other educational practices developed for children with autism spectrum disorders that the SCERTS Model is able to address successfully?
- How is the SCERTS Model consistent with recommended practices for educating children with autism spectrum disorders?
- Can children recover from autism spectrum disorders by using the SCERTS Model?
