| At a glance: SCERTS model |
Type of therapy
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Combined
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The claim
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Improves understanding, language, social-emotional development and sensory processing
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Suitable for
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Preschool and primary school-age children with autism
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Research rating
Find out more about this rating system in our FAQs. |
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Time
Estimate of the total time for family in hours per week and duration. |
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The time required depends on the specific strategies that are implemented. |
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Cost
Estimate of cost to family per session/item or week. |
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The cost of this model depends on the cost of assessment, and planning and reviewing an individualised program. |
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About this intervention
What is it?
SCERTS is a model of service provision, rather than a specific program. It combines several techniques to create an individualised program for a child with autism. The acronym stands for social communication (SC), emotional regulation (ER) and transactional support (TS).
Who is it for?
The SCERTS model is used to teach children with autism spectrum disorder (ASD) how to regulate their emotions and communicate with others.
What is it used for?
This model was developed specifically for preschool and primary school-aged children with autism. The approach might also be useful for older people with autism.
Where does it come from?
The research that formed the basis of the SCERTS model was conducted during the early 1980s in the United States. SCERTS, as it exists now, was created in 2007 by a team of experts with experience in ASD. SCERTS aims to help families, teachers and therapists work cooperatively to support individual children with autism.
What is the idea behind it?
The SCERTS model concentrates on three key areas:
- social communication – developing relationships and communication skills
- emotional regulation – reducing emotional ups and downs
- transactional support – providing helpful aids to communication and learning.
The model incorporates aspects of different well-established autism therapies, such as DIR®/Floortime™, in an individualised program designed by parents and the child’s therapist.
What does it involve?
Parents work with professionals to assess the child, then choose a set of individual techniques they think will be most valuable. They draw on established interventions such as Pivotal Response Treatment, LEAP, TEACCH, DIR®/Floortime™, RDI, Hanen and Social Stories®.
Does it work?
SCERTS is a model of service provision, rather than a specific program. Although research has validated some of the individual techniques used in this model, its effectiveness as a whole hasn’t been rated.
Who practises this method?
Practitioners who have undertaken training in the SCERTS model, or who have studied the SCERTS professional manual, can practise this method. The model’s developers say the model is most effective when professionals from different disciplines (for example, speech pathologists, psychologists and occupational therapists) collaborate in the treatment.
Parent education, training, support and involvement
Parents partner with therapists and other professionals to implement this model. Parents help in the initial assessment, set intervention goals and play a central part in implementing the teaching supports and techniques.
Where can I find a practitioner?
Several Australian services currently offer, or are trialling, this model. Contact your state autism association and ask them to recommend a service or practitioner.
