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?
In the SCERTS Model, assessment is viewed as an ongoing process rather than an end in itself; therefore, different assessment approaches are used, including interviews and questionnaires, naturalistic observational assessment, behavior sampling, and semistructured assessment. The range of assessment strategies address the following purposes of assessment: • To establish a child’s profile of developmental strengths and needs • To determine meaningful, purposeful, and motivating goals and objectives based on a child’s profile and functional needs • To select the most appropriate learning contexts and teaching strategies • To determine the necessary transactional support (interpersonal support, learning support, support to families, support among professionals) • To monitor progress over time Following initial assessment and implementation of an educational program for a child, the child’s progress on Social Communication and Emotional Regulation objectives is tracked on daily logs, summa
Related Questions
- 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?
- Does the SCERTS Assessment Process yield quantitative data such as percentile ranks, IQ scores, or developmental ages or quotients?
- Can XBRL GL add efficiency to the data collection process for sustainability (corporate citizenship) reporting?
