SCERTS Model Volume 1 & 2 Manual

A Comprehensive Educational Approach for Children with Autism Spectrum Disorders

ISBN13 : 9781557668189

Author(s) : Barry Prizant, Amy Wetherby, Emily Rubin, Amy Laurent and Patrick Rydell

Publisher : Brookes Publishing. 2005

SKU : 500SCE

$245.00
SKU
500SCE
Available for backorder
Qualification required

The SCERTS Model provides a framework for improving communication and social-emotional abilities in individuals with autism spectrum disorders (ASD) and their families.

The SCERTS Volume 1 & 2 Manual is a two-volume manual set that provides professionals with comprehensive and practical guidance on using SCERTS in assessment and intervention with preschool and primary school students with ASD.

Volume I:

Provides detailed background information on The SCERTS Model and guides professionals through the assessment process. Professionals will examine the research foundations and the recommended practices that inform the model; learn about specific goals and objectives for each of the three SCERTS components; get a detailed listing of developmental milestones that contribute to the recommended assessment and intervention plans; explore The SCERTS Model's similarities and differences with other models; and discover how to use the model in various settings.

Assessment report and observation forms are included to help collect information and monitor child progress.

Volume II:

Program Planning and Intervention gives professionals explicit instruction on how to help children reach their goals following assessment. They'll learn how to prioritise and set social communication and emotional regulation goals for young children; choose meaningful and purposeful activities to help them reach the goals, implement four types of transactional support (learning supports, interpersonal support, support to families, and support among professionals); and learn how to link all three SCERTS components in program planning.

In-depth examples on diverse children and families illustrate implementation of the model, and forms are included to help with intervention planning.

Barry Prizant, Amy Wetherby, Emily Rubin, Amy Laurent and Patrick Rydell

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