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e-Book The Scerts Model: A Comprehensive Educational Approach for Children With Autism Spectrum Disorders (2 volume set) download

e-Book The Scerts Model: A Comprehensive Educational Approach for Children With Autism Spectrum Disorders (2 volume set) download

by Amy M. Wetherby,Emily M. S. Rubin,Amy C. Laurent,Patrick J. Rydell,Barry M. Prizant

ISBN: 1557668183
ISBN13: 978-1557668189
Language: English
Publisher: Brookes Publishing; 1st edition (November 22, 2005)
Pages: 744
Category: Schools and Teaching
Subategory: Learning

ePub size: 1320 kb
Fb2 size: 1672 kb
DJVU size: 1419 kb
Rating: 4.8
Votes: 134
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item 2 Scerts Model : A Comprehensive Educational Approach for Children With Autism. Scerts Model : A Comprehensive Educational Approach for Children With Autism. Last oneFree postage.

SCERTS® supports developmental progress in three domains: Social Communication (communicating spontaneously and establishing relationships), Emotional Regulation (regulating emotional arousal to support learning and engagement), and Transactional Support (elements that aid an individual’s progress as he or she works toward a goal).

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Prizant, Barry . P. Wetherby, Amy . Rubin, Emily M. Laurent, Amy . Rydell, Patrick . Amy M. Wetherby, P. is Director, Communication Crossroads.

With the two-volume manual set, early intervention professionals will have . Barry M. Prizant, P.

With the two-volume manual set, early intervention professionals will have comprehensive and practical guidance on using SCERTS(R) in assessment and intervention.

SCERTS Model provides a framework for improving communication and social-emotional abilities in preschool and primary school students . Author: Barry Prizant, Amy Wetherby, Emily Rubin, Amy Laurent, Patrick Rydell.

SCERTS Model provides a framework for improving communication and social-emotional abilities in preschool and primary school students with ASD and their families. Publishing Info: Softcover, 2 manuals 784 pages, November 2005. Tags: autism interventions, emotional regulation, SCERTS Model. Rubin, Emily; Laurent, Amy . Rydell, Patrick J. Brookes Publishing Company. Volume II is organized into the following chapters: (1) Guide to the SCERTS Model Educational Practices, Part I: Core Values and Guiding Principles, Practice Guidelines, Goal Setting, and Transactional Support; (2) Guide to the SCERTS Model Educational Practices, Part II: Transactional Support: Interpersonal Support and Learning Support and Learning and Playing with Peers; (3) Transactional Support: Support to Families and Support Among Professionals

model in educational settings.

model in educational settings. Assessment report and observation forms are included to help collect information and monitor child progress. Volume II: Intervention gives early interventionists explicit instruction on how to help children reach their goals following assessment.

Baltimore, MD: Paul H Brookes Publishing Co. Google Scholar. J Autism Dev Disord 48, 1249–1260 (2018) doi:10.

A groundbreaking synthesis of developmental, relationship-based, and skill-based approaches, The SCERTS® Model provides a framework for improving communication and social-emotional abilities in preschool and primary school students with autism spectrum disorders (ASD) and their families. Developed by internationally recognized experts, SCERTS® supports developmental progress in three areas: Social Communication (communicating spontaneously and establishing relationships), Emotional Regulation (regulating emotional arousal to support learning and engagement), and Transactional Supports (elements that aid a child's progress as he or she works toward a goal).

With the two-volume manual set, early intervention professionals will have comprehensive and practical guidance on using SCERTS® in assessment and intervention.

Volume I: Assessment gives detailed background information on The SCERTS® Model and guides professionals through the assessment process. Early interventionists 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®e; Model's similarities and differences with other models; and discover how to use the model in educational settings. Assessment report and observation forms are included to help collect information and monitor child progress.

Volume II: Intervention gives early interventionists explicit instruction on how to help children reach their goals following assessment. They'll learn how to prioritize 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 vignettes on diverse children and families illustrate implementation of the model, and forms are included to help with intervention planning.

Semi-structured yet flexible enough to respond to individual differences, SCERTS® can be applied in many different settings and used with other intervention approaches. With this child- and family-centered model, based on over two decades of research and clinical experience, early interventionists will have everything they need to evaluate and promote the social and emotional development of children with ASD.

These manuals are part of The SCERTS® Model, a groundbreaking framework for improving communication and social-emotional abilities in individuals with autism spectrum disorders (ASD) and their families. Developed by internationally recognized experts, SCERTS effectively supports developmental progress in three domains: Social Communication, Emotional Regulation, and Transactional Support.

Learn more about the whole SCERTS® system.

Comments:
SupperDom
I welcome the background information that supports the SCERTS model. If your child's school is considering, proposing or does follow the SCERTS model it is gratifying to read the "philosophical foundations, core values and guiding principals" from which the model sprung.

There is a lot of information but it is carefully laid out to build a reader's comprehension. Example: It is made clear in the introduction of VOL I that "extreme emotional dysregulation" is what Moms (and Dads) everywhere call a "meltdown". From then on you are comfortable with that term and as an added benefit your knowledge fosters a higher level of communication with the professional staff and in formal documents regarding your child's education.

I will admit to reading the Introduction and skipping over to VOL I Chapter 6 Continuum of Current Intervention Approaches and the SCERTS model. (How SCERTS compares to other educational approaches.) Whatever order you chose I feel confident in recommending that this be read by parents as well as professionals.

From VOL I, Chapter 1, page 1:
"We believe that an effective program for a child with ASD requires the expertise of a team of professionals working in a careful, coordinated manner in partnership with parents and family members."
and
"We have made very effort to make this manual user-friendly and accessible for professionals, paraprofessionals, and parents. However, we also believe the reader must make an investment in understanding the rich theoretical and research foundations of the model to apply it effectively. Although we have infused the manual with helpful examples and creative activities, the strength of the SCERTS Model is in the integration of understanding a child in the context of his or her family and the daily activities and transactional impact of people and learning supports that become critical influences on the child's development in everyday experiences."

Budar
Pricey, but a great model for assessment and intervention. This bridges the gap between ABA and floor time therapies.

roternow
I bought this book in conjunction with an advanced SCERTS training. This is an excellent model that is well researched and tested. It is another valuable tool in our toolbox as we work through the maze of autism spectrum disorder. I am a speech pathologist but think this would also be helpful to parents and teachers if they have a particular interest and background in ASD. The paper forms are nice but I am looking forward to an electronic version. I just hope is will be affordable and adaptable. I would recommended this for a professional resource library as well as a therapeutic tool.

Hatе&love
It has opened my eyes to more approriate communication goals and objectives for working not only with the student but with the communicaiton partners. Looking forward to putting it to use. Provides reproducible forms as well.

ARE
This book is very dry. It is uninteresting, but packed full of information. It gives a lot of background before it gets to the point.

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