Social Communication, Emotional Regulation, Transactional Support (SCERTS)
Brief Introduction
SCERTS® is a comprehensive and multidisciplinary approach designed to improve communication and social-emotional
functioning of young children with autism. The areas emphasized include social communication (SC), emotional
regulation (ER), and transactional support (TS).
Description
SCERTS® is a comprehensive approach for children with AU targeting communication and social-emotional functioning.
The acronym refers to social communication (SC), emotional regulation (ER), and transactional support (TS)—the core
components of the model. The following figure identifies target areas, briefly describes them, and lists component parts.
SCERTS® Areas
Brief Description
Components
Social Communication
Enhances the ability to engage in reciprocal interactions
Joint attention
Symbolic behavior
Sharing emotions
Emotional Regulation
Teaches children with AU coping skills and how to
regulate their emotional state
Expressing intentions
Self-regulation
Mutual regulation
Recovery from dysregulation
Transactional Support
Provides necessary learning, education, social, and family Learning support
supports within various social contexts
Interpersonal supports
Family support
Support from professionals
Goals, objectives, and activities may be identified under each developmental domain according to the learner’s
developmental level and individual needs. Learning activities are functional and related to the child’s life experiences
and reflect the child’s interests and family expectations.
The curriculum components are drawn from research. The SCERTS® model has three major characteristics:
1. It is systematic, semi-structured, and flexible.
2. It addresses underlying capacities in the development of functional skills.
3. It incorporates practices from various approaches and teaching strategies, such as augmentative communication,
relaxation techniques, and sensory supports.
The following are core values/guiding principles that appear in the training manual, The SCERTS® Model: A
Comprehensive Educational Approach for Children with Autism Spectrum Disorders (Prizant, Wetherby, Rubin, Laurent, &
Rydell, 2006):
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Social Communication, Emotional Regulation, Transactional Support (SCERTS)
1. The development of spontaneous, functional communication abilities and emotional regulatory capacities are of the
highest priority in educational and treatment efforts.
2. Principles and research on child development frame assessment and educational efforts. Goals and activities are
developmentally appropriate and functional, relative to a child’s adaptive abilities and the necessary skills for
maximizing enjoyment, success, and independence in daily experiences.
3. All domains of a child’s development (e.g., communicative, socio-emotional, cognitive, and motor) are interrelated
and interdependent and can be influenced by environmental variables. Assessment and educational efforts must
address these relationships.
4. All behavior is viewed as purposeful. Functions of behavior may include communication, emotional regulation, and
engagement in adaptive skills. For children who display unconventional or problem behaviors, there is an emphasis
on determining the function of the behavior and supporting the development of more appropriate ways to
accomplish those functions.
5. Behavior and communication can be influenced by the environment and how others interact with the learner.
Therefore, the model includes interaction goals for individuals (e.g., teachers, support personnel, and parents) who
interact with the child.
6. A child’s unique learning profile of strengths and weaknesses plays a critical role in determining appropriate
accommodations for facilitating competence in the domains of social communication and emotional regulation.
7. Natural routines across home, school, and community environments provide the educational and treatment
contexts for learning and for the development of positive relationships. Progress is measured in reference to
increasing competence and active participation in daily experiences and routines.
8. 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.
9. Family members are considered experts about their child. Assessment and educational efforts are viewed as
collaborative processes with family members, and principles of family-centered practice are advocated to help build
consensus with the family and enhance the collaborative process. (p. 18)
Social Communication, Emotional Regulation, Transactional Support (SCERTS) Research Summary
Ages
Skills/Intervention Goals
Settings
Outcome
0–22 years
Social, communication, joint attention,
Home,
Components that make up this
behavior, play, cognitive, school readiness,
school,
curriculum have support as EBP from
self regulation, motor, adaptive
community
evidence of both NPCD and NAC.
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Social Communication, Emotional Regulation, Transactional Support (SCERTS)
Research
O'Neill, J., Bergstrand, L., Bowman, K., Elliott, K., Mavin, L., Stephenson, S., & Wayman, C. (2010). The SCERTS model:
Implementation and evaluation in a primary special school. Good Autism Practice (GAP), 11(1), 7–15.
Wetherby, A. M., Guthrie, W., Woods, J., Schatschneider, C., Holland, R. D., Morgan, L., & Lord, C. (2014). Parentimplemented social intervention for toddlers with autism: An RCT. Pediatrics, 134(6), 1084–1093.
RESOURCES AND MATERIALS
Prizant, B. M., Wetherby, A. M., Rubin, E., Laurent, A. C., & Rydell, P. J. (2006). The SCERTS Model: A comprehensive
educational approach for children with autism spectrum disorders. Baltimore, MD: Brookes Publishing.
The SCERTS® Model. (2006). Introduction to the SCERTS® model: http://scerts.com/
This is the official site of the SCERTS model. Specific areas are dedicated to professionals and families.
Dr. Barry Prizant, Ph.D., CCC-SLP. http://www.barryprizant.com/scerts.php#scerts-p1
Lead author of the SCERTS model; Dr. Prizant’s website provides detailed information about the SERTS model and links to
many useful resources and webinars.
Rubin, E., Laurent, A., Prizant, B. M. & Wetherby, A. (2009). AAC and the SCERTS® Model: Incorporating AAC within a
comprehensive, multidisciplinary educational program. In P. Mirenda and T. Iacono (Eds.), AAC and Autism.
Baltimore, MD: Brookes Publishing.
Prizant, B. M., Wetherby, A. M., Rubin, E., & Laurent, A. C. (2003). The SCERTS® Model: A transactional, family-centered
approach to enhancing communication and socioemotional abilities of children with autism spectrum disorder.
Infants and Young Children, 16(4), 296–316.
Prizant, B. M., Wetherby, A. M., Rubin, E., Laurent, A. C., & Rydell, P. J. (2002). The SCERTS® Model: Enhancing
communication and socioemotional abilities of children with autism spectrum disorder. Jenison Autism Journal,
14(4), 2–19.
Rollins, P. R., (2014). Facilitating Early Social Communication: From Theory to Practice. Shawnee Mission, KS: Autism and
Aspergers Publishing Company
This book gives a detailed working example of how to set up a SCERTS preschool classroom and includes 12 instructional
units.
Walworth, D. D. (2007). The use of music therapy within the SCERTS® model for children with autism spectrum disorders.
Journal of Music Therapy, 44(1), 2–22.
These materials describe the SCERTS model in detail.
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Social Communication, Emotional Regulation, Transactional Support (SCERTS)
Steps for Implementation
Step 1. Completing a SCERTS Assessment Protocol (SAP)
A. With team members, write or modify the learner’s IEP/IFSP based the SAP.
Step 2. Identifying the Intervention Goals
A. Refer to learner’s IEP/IFSP to identify potential intervention targets.
B. Discuss goals with team members, including family and learner.
C. Target goals that are (a) functional, (b) usable across settings with different people and materials, and (c)
part of the learner’s natural daily environment.
D. Decide how goals and objectives will be embedded in the learner’s daily activities and who will be
responsible for each goal and objective (see Activity-Based Intervention for suggested matrix).
Step 3. Defining the Target Behavior or Skill
A. Clearly define the target behavior or skill so that it is observable and measurable.
Step 4. Collecting Baseline Data
A. Determine the type of data needed to assess the target skill.
B. Collect data on at least three occasions over three to five days to determine the learner’s skills prior to
intervention.
Step 5. Implementing the Intervention
A. Determine the instructional techniques to be used in to address the learner’s goals. Techniques could
include (but are not limited to) modeling, role-playing, shaping, feedback, and reinforcement.
Step 6. Monitoring Learner Progress
A. Collect data to measure the effectiveness of the intervention on the target behaviors or skills for a minimum
of two weeks.
B. Ask others who work or live with the learner to collect data on the target behaviors across settings.
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Step 7. Reviewing Data and Modifying the Plan if Necessary
A. Depending on intervention findings, continue or adapt the SCERTS target behaviors or instructional
techniques.
B. When procedures are altered, change only one variable at a time.
C. Collect and review data following each adaptation or change.
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