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SCERTS

Question tag: SCERTS 21 Questions

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How does the SCERTS Model deal with noncompliance?

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Does SCERTS deemphasize one-to-one teaching in favor of only social group teaching? What is the SCERTS Model’s position on this?

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Can the SCERTS Assessment Process be used for diagnosing children?

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How are play and communication with peers addressed in the SCERTS Model?

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How does the SCERTS Model compare with other models and approaches?

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Can children recover from autism spectrum disorders by using the SCERTS Model?

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Isn’t the SCERTS Model just an eclectic approach that has been given a fancy name?

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How is the SCERTS Model consistent with recommended practices for educating children with autism spectrum disorders?

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How are significant oral-motor and motor speech challenges addressed in the SCERTS Model?

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In what settings is the SCERTS Model designed to be implemented?

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Does the SCERTS Assessment Process yield quantitative data such as percentile ranks, IQ scores, or developmental ages or quotients?

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Is the SCERTS Model appropriate for preverbal children who do not speak, as well as for very verbal, talkative children?

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Does the SCERTS Model deemphasize academic and self-help skills to focus primarily on abilities in social communication and emotional regulation?

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Can the SCERTS Model be used for children in more restrictive settings as well as in more inclusive settings?

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Can the SCERTS Model be implemented by a professional who works in private practice, or is it only a team model?

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How does the SCERTS Assessment Process address initial and ongoing assessment and data collection to ensure systematic application of the model and monitoring of progress toward goals and objectives?

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How is the focus on emotional regulation in the SCERTS Model different from what has been referred to as behavior management?

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Is the SCERTS Model only for children with a diagnosis of autism spectrum disorder (or pervasive developmental disorder)?

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Is the SCERTS Model applicable to children or individuals beyond the elementary school years?

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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?

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