Titel: The Scerts(r) Model: A Comprehensive Educational Approach for Children with Autism Spectrum Disorders
Autor/en: Barry M. Prizant, Amy M. Wetherby, Emily Rubin
November 2005 - kartoniert - 784 Seiten
A groundbreaking synthesis of developmental, relationship-based, and skills-based approaches, the SCERTS Model provides a framework for improving communication and social-emotional abilities in preschool and primary school students with autism spectrum disorders (ASD) and their families. Developed by internationally recognized experts, SCERTS supports developmental progress in three domains: Social Communication (communicating spontaneously and establishing relationships), Emotional Regulation (regulating emotional arousal to support learning and engagement), and Transactional Support (including interpersonal supports, educational supports, support to families, and support among professionals). With this two volume manual, professionals will have comprehensive and practical guidance on using SCERTS in assessment and intervention. Volume I: Assessment describes the research foundations of the model, discusses objectives for each of the SCERTS components, describes how to use the model in various settings, and guides professionals through assessment (forms are included to help collect information and monitor progress). Volume II: Program Planning & Intervention gives explicit instruction on setting social communication and emotional regulation goals for children, choosing meaningful activities to help them reach the goals, and using transactional supports to work on each goal.
Volume I: Assessment; The SCERTS Model; Social Communication; Emotional Regulation; Transactional Support; SCERTS Model Programmatic Priorities and Milestones; Continuum of Current Intervention Approaches and the SCERTS Model; The SCERTS Assessment Process: Overview and Implementation; The SCERTS Assessment Process: SAP-Report Forms and SAP-Observation Forms and Criteria; Volume II: Intervention; Guide to the SCERTS Model Educational Practices; Part I - Core Values, Guiding Principles, and Practice Guidelines, Goal-Setting and Transactional Support; Part II - Transactional Support - Interpersonal Support and Learning Supports, and Learning and Playing with Peers (LAPP); Transactional Support for Families and Among Professionals; Linking Transactional Support Goals to SC and ER Goals; Enhancing SC, ER, and TS: From Assessment to Program Implementation;...at the Social Partner Stage;...at the Language Partner Stage;...at the Conversational Partner Stage
Amy C. Laurent is a pediatric occupational therapist who holds a master's degree in special education. Currently in private practice, she is a New England affiliate of Communication Crossroads and of Childhood Communication Services. Ms. Laurent specializes in the education of children with autism spectrum disorders (ASD) and related developmental disabilities. Through her practice, she provides comprehensive evaluations, direct therapeutic services, and consultations to educational programs for children with ASD. She also provides extensive educational and emotional support for families of children with ASD. Ms. Laurent has co-authored several journal articles and frequently lectures throughout the United States on topics related to therapeutic and educational intervention for children with ASD. Her areas of clinical interest include therapeutic intervention as it relates to the development of self-regulation and social-adaptive functioning across contexts (e.g. school, home, and community settings). Barry M. Prizant, Ph.D., has more than 25 years experience as a clinical scholar, researcher, and consultant to young children with autism spectrum disorders (ASD) and related communication disabilities and their families. He is an American Speech-Language-Hearing Association fellow and is a member of the Interdisciplinary Council on Developmental and Learning Disabilities. Formerly, he was Associate Professor of Psychiatry in the Brown University Program in Medicine, Professor in the School of Communication Sciences and Disorders at Emerson College, and Advanced Post-Doctoral Fellow in Early Intervention at University of North Carolina at Chapel Hill. He has developed family-centered programs for newly diagnosed toddlers with ASD and their families in hospital and university clinic environments. He has been an invited presenter at two State of the Science Conferences on ASD at the National Institutes of Health (NIH) and has contributed to the NIH Clinical Practice Guidelines for early identification and diagnosis of ASD. Dr. Prizant's current research and clinical interests include identification and family-centered treatment of infants, toddlers, and young children who have or are at risk for sociocommunicative difficulties, including ASD. Emily Rubin is Director of Communication Crossroads, a private practice in Carmel, California. She is a speech-language pathologist specializing in autism, Asperger syndrome, and related social learning disabilities. As an adjunct faculty member and lecturer at Yale University, she has served as a member of its Autism and Developmental Disabilities Clinic. She has also served as an instructor for the Communication Sciences and Disorders Department of Emerson College in Boston, Massachusetts, where she has developed courses to prepare graduate-level students to address the needs of children with autism and their families. Her publications have focused on early identification of autism, contemporary intervention models, and programming guidelines for high-functioning autism and Asperger syndrome. She has participated as a member of the American Speech-Language-Hearing Association's Ad Hoc Committee on Autism Spectrum Disorders (ASD), a committee charged with developing guidelines related to the role of speech-language pathologists in the diagnosis, assessment, and treatment of ASD. She lectures internationally and provides consultation to educational programs serving children and adolescents with autism and related developmental disorders. Dr. Rydell has been in the field of autism and communication disorders for more than 24 years in public school, hospital, university, administration, and private practice settings. Dr. Rydell is the owner and director of Rocky Mountain Autism Center, a private center dedicated solely to working with children with autism spectrum disorders and their families. The center provides comprehensive center-, community-, and hom