S - SOCIAL C - COMMUNICATION E - EMOTIONAL R - REGULATION T - TRANSACTIONAL S - SUPPORT

Transcription

1 SCERTS Introductory Seminar! 1! Barry M. Prizant, Ph.D., CCC-SLP Childhood Communication Services, and Brown University Center for the Study of Human Development The SCERTS Model Collaborators! Barry M. Prizant, Ph.D.! Amy M. Wetherby, Ph.D.! Emily Rubin, MS! Amy Laurent, Ed.M, OTR/L THE SCERTS MODEL (Prizant, Wetherby & Rydell, 2000:,Prizant, Wetherby, Rubin, Rydell & Laurent, 2003, 2006) S - SOCIAL C - COMMUNICATION E - EMOTIONAL R - REGULATION T - TRANSACTIONAL S - SUPPORT

2 SCERTS Introductory Seminar! 2! Who is the SCERTS Model for? Social Partner pre-symbolic means to communicate (gestures and/or vocalizations) Language Partner early symbolic means to communicate (speech, pictures/picture symbols, signs) Conversational Partner sentence and conversational level discourse to communicate Is the SCERTS Model Simply an Eclectic Approach? Not a patchwork of different approaches A logical and integrated framework that is derived from the most recent research on - child and human development, and - current understanding of autism spectrum disorders (ASD) and related disabilities.

3 SCERTS Introductory Seminar! 3! Is the SCERTS Model Simply an Eclectic Approach? NO. SCERTS provides: a comprehensive framework a team process specific guidance for determining priorities, and attainable and measurable goals for a wide range of persons with ASD The SCERTS Model: Core Values And Guiding Principles 1. Highest priority - Development of spontaneous, functional communication abilities and emotional regulatory capacities The SCERTS Model: Core Values And Guiding Principles 2. Principles and research on child development frame assessment and educational efforts. Goals and activities are developmentally appropriate and functional.

4 SCERTS Introductory Seminar! 4! The SCERTS Model: Core Values And Guiding Principles 3. All domains of a child s development (e.g., communicative, socioemotional, cognitive, and motor) are viewed as interrelated and interdependent. Assessment and educational efforts must address these relationships. The SCERTS Model: Core Values And Guiding Principles 4. All behavior is viewed as purposeful serving a variety of functions (e.g., communication, emotional regulation). For children who display unconventional or problem behaviors, there is an emphasis on teaching appropriate replacements and developing a range of supports for emotional regulation. The SCERTS Model: Core Values And Guiding Principles 5. A child s unique learning profile of strengths and weaknesses determines appropriate accommodations for facilitating competence in the domains of social communication and emotional regulation.

5 SCERTS Introductory Seminar! 5! The SCERTS Model: Core Values And Guiding Principles 6. Natural routines across home, school, and community environments provide the contexts for learning and for developing positive relationships. Progress is measured in daily experiences and routines. The SCERTS Model: Core Values And Guiding Principles 7. It is the primary responsibility of professionals to establish positive relationships with children and with family members. All children and family members are treated with dignity and respect. The SCERTS Model: Core Values And Guiding Principles 8. Family members are considered experts about their child. Assessment and educational efforts are viewed as collaborative processes with family members.

6 SCERTS Introductory Seminar! 6! Why SCERTS?? 1. Even for models with the most positive outcomes, not all children benefit to the same degree (NRC, 2001; Prizant & Rubin, 1999) 2. There is a great need for models to incorporate meaningful outcome measures. Models have been limited in addressing both: a) the core challenges in ASD b) functional adaptive skills. Wetherby, 1998) (NRC, 2001; Prizant & Why Another Model for Supporting the Development of Children With ASD? There is a need for the development and testing of innovative educational models for children with ASD. (National Research Council, 2001)

7 SCERTS Introductory Seminar! 7! THE SCERTS MODEL is! Child (person) centered! Activity based! Developmentally grounded! Family centered! Relationship based

8 SCERTS Introductory Seminar! 8! Social Communication Social Communication: More Bang for the Buck Is a major priority for parents Supports emotional regulation Reduces and prevents problem behavior Supports relationships with peers/ adults Supports social and symbolic play skills Is critical for success in preacademic and academic activities

9 SCERTS Introductory Seminar! 9! Criteria for Determining Goals in the SCERTS Model 1) Functional - What difference will this make in a child s life? 2) Family Priorities Do family members value goals? 3) Developmental goals based on child s developmental capacities (partner stages) Joint Attention Dance of Reciprocity, Communication And Emotion

10 SCERTS Introductory Seminar! 10! Joint Attention Goals (87 objectives across 3 partner stages) 1. Engages in reciprocal interaction 2. Shares attention 3. Shares emotions 4. Shares intentions for a range of functions 5. Persists and repair in communication 6. Shares experiences in reciprocal interaction Symbol Use Climbing the Symbolic Ladder Symbolic Language and play Language/Conversational Partner Stages Presymbolic Communication and Play (Social Partner Stage) Symbol Use Goals (85 objectives across 3 partner stages) 1. Expand learning strategies: imitation, observation, instruction, collaboration 2. Understand nonverbal cues 3. Participate in play and recreation 4. Use of gestures and nonverbal behavior 5. Understand and use generative language to express a variety of meanings 6. Follow rules of conversation

11 SCERTS Introductory Seminar! 11! SCERTS is a Multi-modal Model Many forms of communication are valued : Gestures Pictures/Picture Symbols Sign language Speech Written Language SOCIAL COMMUNICATION Criteria for Determining Goals 1) Functional - What difference will this make in a child s life? 2) Family Priorities Do family members value goals? 3) Developmental goals based on child s developmental capacities (partner stages)

12 SCERTS Introductory Seminar! 12! Behavior is not the issue in autism. It is a by-product, the end result of autism. Ros Blackburn

13 SCERTS Introductory Seminar! 13! Feeling Insecure David B. To me, the outside world is a totally incomprehensible mayhem which terrifies me. Ros Blackburn (2005) My primary emotion is, and has always been fear. Temple Grandin (2006) Emotional Regulation Emotional regulation is a core developmental process underlying attention, arousal, and the establishment of social relationships. (Prizant, Wetherby & Rydell, 2000)

14 SCERTS Introductory Seminar! 14! Emotional Regulation The Emotional Regulation dimension of the SCERTS model! focuses on enhancing a child s ability to regulate emotional arousal! a process which supports emotional well-being, and availability for learning and social engagement. Enhancing capacities for Self-regulation Mutual regulation - to maintain a well-regulated state - to recover from extreme states of dysregulation (child is no longer available for learning/engaging) SELF-REGULATION

15 SCERTS Introductory Seminar! 15! Self-Regulation Goals (60 objectives across 3 partner stages) 1. Demonstrate availability for learning and interacting 2. Use strategies appropriate to developmental level to regulate level of arousal during familiar activities (behavioral, language and metacognitive) 3. Regulate emotion during new and changing situations 4. Recover from extreme dysregulation by self MUTUAL REGULATION Mutual Regulation Goals (57 objectives across 3 partner stages) 1. Express range of emotions 2. Respond to assistance offered by others 3. Respond to feedback and guidance regarding behavior 4. Request others' assistance to regulate emotional state 5. Recover from extreme dysregulation with support from partners

16 SCERTS Introductory Seminar! 16! Emotional Regulation Strategies Developmental Progression

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18 SCERTS Introductory Seminar! 18! JUSTIN S AROUSAL METER

19 SCERTS Introductory Seminar! 19! Transactional Support The Transactional Support domain! recognizes that learning occurs in the social context of everyday activities,! therefore, support needs to be infused across a child s daily activities, and! across all social partners who interact with a child (e.g., parents, other caregivers, siblings, and peers).

20 SCERTS Introductory Seminar! 20! The It Factor (Jill Calder, MD) It-less It-like Got it Interpersonal Support Goals (99 objectives across 3 partner stages) 1. Partner is responsive to child 2. Partner fosters initiation 3. Partner respects child's independence 4. Partner sets stage for engagement 5. Partner provides developmental support 6. Partner adjusts language input 7. Partner models appropriate behaviors

21 SCERTS Introductory Seminar! 21! Learning Support Goals (75 objectives across 3 partner stages) 1. Partner structures activity for active participation 2. Partner uses augmentative system to foster development 3. Partner uses visual and organizational supports 4. Partner modifies goals, activities, and learning environment DAILY CALENDAR ACTIVITY CHOICE BOARD

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23 SCERTS Introductory Seminar! 23! Child assessment is the practice of strange people doing strange things to children in strange and unfamiliar environments. SCERTS ASSESSMENT PROCESS (SAP) A 10 step team process including parents as - collaborators and validators of results Provides baseline and ongoing assessment data for program planning (curriculum-based) An ecologically valid process: Progress is measured across partners and settings in typical routines Is re-administered quarterly to review progress and plan for programmatic modifications SCERTS ASSESSMENT PROCESS (SAP) Utilizes a number of strategies and instruments: SAP R (report) Caregiver questionnaires SAP O (observation) - Detailed observations - Child behavior in SC & ER - Partner Behavior in Transactional Support SAP Q - SCERTS Quality Indicator Checklists - Program level assessment to ensure fidelity of programming

24 SCERTS Introductory Seminar! 24! SAP Domains & Components Social Communication 1) Joint Attention 2) Symbol Use Emotional Regulation 1) Self Reg 2) Mutual Reg Transactional Support 1) Interpersonal Support 2) Learning Support SCERTS Model Practice Principles for Educating Children with ASD (Prizant, 1982; Wetherby & Prizant, 1999; Prizant, Wetherby, Rubin, Rydell & Laurent, 2006) 1. Social communication goals should emphasize the - Functional use of language and communication - in natural settings and activities - Not simply train language and speech behaviors (e.g. vocabulary, grammar).

25 SCERTS Introductory Seminar! 25! 2. A child s emotional regulation and its effect on communication, social interaction, and learning is always considered. - Physiological/emotional arousal states are monitored constantly. 3. Approaches to problem behavior are fully integrated with social communication programming, are determined by understanding the range of challenges (risk factors) to a child s emotional regulation. 4. Environments are arranged and activities are designed to foster motivation and to encourage initiation of communication across a continuum of learning contexts.

26 SCERTS Introductory Seminar! 26! 5. Transactional supports are used to promote active and independent participation in activities. 6. Learning with and from peers is an essential component of education. 7. The development of positive professional-family relationships is the foundation for successful collaboration. A priority is placed on the development of mutually respectful relationships.

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