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SCERTS is child-centered and builds on developmental rather than behavioral theories. As a result, while it incorporates "naturalistic" forms of ABA, it specifically rejects classic ABA, also called "discrete trials," because it is adult-directed and adult-initiated.
The SCERTS model provides a framework for educational teams and families to select interpersonal and learning supports that are evidence-based for their effectiveness in supporting progress in the most critical domains for individuals with ASD, i.e., Social Communication and Emotional Regulation.
The SCERTS curriculum provides a systematic method that ensures that specific skills and appropriate supports, stated as educational objectives, are selected and applied in a consistent manner across a child's day.
The SCERTS model includes a well-coordinated and flexible assessment process that helps a team measure an individual's authentic progress. At the same time, the process specifically determines the necessary supports to be used by interactive partners, which could include family members, educators, or peers.
SCERTS is to be used as a framework which enables a range of interventions to be used in a holistic approach to autism (e.g. TEACCH, PECS, Intensive Interaction, Sensory Diets etc).
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Transactional support is defined as the implementation of supports to respond to a child's needs and interests. In addition, it helps partners modify and adapt the environment and enhances learning through the use of visual schedules and picture communication (Prizant, Wetherby, Rubin, Laurent, & Rydell, 2006a).
The SCERTS Model differs most notably from the focus of "traditional" ABA, an approach that typically targets children's responses in adult directed Discrete Trials, by promoting child-initiated communication in everyday activities, and in drawing extensively from research on child and human development.
SCERTS stands for Social Communication, Emotional Regulation and Transactional Support. It is not a specific therapy or programme. It is a model that helps families, teachers and therapists from different services to work together to teach children how to regulate their emotions and communicate with others.
SCERTS aims to help families, teachers and therapists work cooperatively to support autistic children. It combines several techniques to create individualised programs for autistic children. The acronym stands for Social Communication (SC), Emotional Regulation (ER) and Transactional Support (TS).
The SCERTS Assessment Process is used to inform IEP target setting. The framework provided by SCERTS is based on a set of core values and guiding principles: 1.

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