Is the SCERTS Model appropriate for preverbal children who do not speak, as well as for very verbal, talkative children?
The SCERTS Model is applicable for a very wide range of individuals with very different profiles of strengths and needs. By organizing goals and strategies into the developmental stages of Social Partner, Language Partner, and Conversational Partner, we have ensured an individualized approach that can address the overriding goals of helping a child become an increasingly competent, confident, and active participant in social activities. This includes communicating and playing with others in everyday activities and sharing joy and pleasure in social relationships. Although learning supports (e.g., signs, pictures, written language) are often implemented to encourage a child who is preverbal to develop speech and a child who is verbal to use more creative language, multimodal communication is valued and targeted in educational efforts. That is, it is most desirable for a child to have a variety of ways to communicate, so that if one strategy does not work (e.g., speech), a child may shif
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- Is the SCERTS Model appropriate for preverbal children who do not speak, as well as for very verbal, talkative children?
