Emily Rubin, MS, CCC-SLP Day 1 & 2 - Handout 1 of 3

The SCERTS Model

Introduction and Application (2 Day Course)

Using the SCERTS framework to design programming

& monitor progress in children with autism

Table of Contents

Agenda Page 2 - 3
Power Point Presentation Page 4 – 22
SCERTS Observation & Action Planning Forms (Blanks) Pages 23 – 26
SCERTS Reflective Practice Form Pages 27 - 29

Assessment Case Study Forms

SCERTS – Worksheet for Determining Child’s Stage – Sample Page 30

SCERTS Caregiver Questionnaire – Language Partner Sample Pages 31 – 34
SAP – MAP – Assessment Planning Form – Sample Page 35
SAP – Observation Questions Page 36
SAP – Observation Forms – Language Partner Sample Pages 37 - 42
SCERTS Scoring Criteria – Language Partner Stage Samples Pages 43 - 46
SAP – Summary – Language Partner Sample Page 47 – 49
SCERTS Educational Planning Grid (Sample) Page 50

Copyright 2019; Right to reproduce by permission only

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Emily Rubin, MS, CCC-SLP Day 1 & 2 - Handout 1 of 3

Title: Day 1 - The SCERTS Model – An Introduction: Using the SCERTS

framework guide priorities for children with Autism Spectrum Disorder

Day 2 -The SCERTS Model – Application & Next Steps: Using the
SCERTS framework to design programming in children with Autism Spectrum
Disorder

Presenter: Emily Rubin, MS, CCC-SLP

Co-Author, The SCERTS Model

Course Time: 9:30am - 4:30pm

Course Description

Day 1 of this course will introduce the SCERTS model, a comprehensive, multidisciplinary educational
approach designed for children with Autism Spectrum Disorders (ASD). This model is not exclusive of other
treatment approaches and methodologies, but rather provides a framework for those who are seeking
guidelines for implementing a comprehensive educational plan that is based on our knowledge of the core
developmental challenges faced by children with ASD, family-centered care, and our knowledge of the
recommended tenets of educational programming. The model was designed to provide guidelines for helping
children progress through the stages of becoming a competent social communicator. It was also designed to
provide families and educational teams with the help they may need to feel successful in supporting the child.
Participants of this course will learn how to determine meaningful, purposeful, and motivating goals and
strategies based on a child’s developmental stage, functional needs, and family priorities.

Day 2 of this course will begin with the essential priorities for applying the SCERTS scope and sequence of
goals in program development, namely writing goals and determining supports (i.e., educational planning). The
formal assessment will then be introduced as a mechanism to determine a child’s stage of language acquisition,
establish a profile of strengths and areas of need in those areas most impacted by the core challenges of ASD
and monitor progress over time.

Time Ordered Agenda:

Day 1

9:00 – 9:30am Arrival and registration

9:30 - 11:00 a.m. The neuroscience of social competence in children with autism and social emotional
learning differences
11:00 – 11:15 a.m. Break
11:15 – 12:30 p.m. Identifying the core domains and practice principles of the SCERTS framework
12:30 – 1:30 p.m. Lunch
1:30 – 3:00 p.m. Identifying developmental stages and essential objectives within the SCERTS curriculum;
pre-symbolic and emerging language stages
3:00 – 3:15 p.m. Break
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Emily Rubin, MS, CCC-SLP Day 1 & 2 - Handout 1 of 3
3:15 – 4:30 p.m. Identifying developmental stages and essential objectives within the SCERTS curriculum;
conversational stage

Day 2

9:00 – 9:30am Arrival and registration

9:30 – 11:00 a.m. Using the SCERTS Observation & Action Planning Form to design programming – Video
Case Studies
11:00 – 11:15 a.m.. Break
11:15 – 12:30 p.m. Using the SCERTS Observation & Action Planning Form to design programming – Video
Case Studies
12:30 – 1:30 p.m.. Lunch
1:30 – 3:00 p.m.. Using the SCERTS Practice Principles to identify objectives and appropriate strategies –
SCERTS in Action – Video Case Study
3:00 – 3:15 p.m. Break
3:15 – 4:30 p.m Using the SCERTS Assessment Process to as a meaningful measure of outcome and
program planning - An Introduction

VI. Speaker Profile:

Emily Rubin, MS, CCC-SLP is the Director of the Educational Outreach Program at the Marcus Autism
Center, affiliated with Emory University. She is a speech-language pathologist specializing in autism, Asperger’s
Syndrome, and related social learning disabilities. As a former adjunct faculty member and lecturer at Yale
University, she has served as a member of their Autism and Developmental Disabilities Clinic. She recently
participated as a member of the American Speech-Language-Hearing Association’s Ad Hoc Committee on
Autism Spectrum Disorders (ASD), a committee charged with developing guidelines related to the role of
speech-language pathologists in the diagnosis, assessment, and treatment of ASD. She is a co-author of the
SCERTS Assessment Process and she provides professional development internationally to educational
programs developing programs for social and emotional learning and serving children and adolescents with
autism and related developmental disorders.

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Emily Rubin, MS, CCC-SLP Day 1 & 2 - Handout 1 of 3

The SCERTS Model: Introduction & Next Steps Learning Objectives

Fostering Priorities in Social Communication & Emotional Regulation
▪
You will be able to…

• Identify several of the most essential objectives in social

communication for early learners with autism at different
levels of communication: not yet using words, beginning to use
language, and conversational stages.

• Identify practical evidence-based instructional strategies that

PRESENTER: are aligned with these essential objectives for early learners
EMILY RUBIN, MS CCC-SLP with autism
Co-Author, the SCERTS Model
Director, Educational Outreach Program
Marcus Autism Center

A journey through evidence-based practices Research in social neuroscience provides us

requires an understanding autism from the “inside…out” with a clearer path
▪

Falling in love with Seeking out social

connections with words
the social world
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Emily Rubin, MS, CCC-SLP Day 1 & 2 - Handout 1 of 3

Research in social neuroscience provides us

with a clearer path
▪ ▪

▪
▪
Succeeding in
a range of
social settings
Chevallier, et. al. (2012). The social motivation theory of autism.Trends in Cognitive Sciences., Vol. 16, No. 4

Research in social neuroscience provides us Research in social neuroscience provides us

with a clearer path with a clearer path
▪ ▪
Children with autism tend to show less neural sensitivity to
social stimuli in their early childhood (Elsabbagh, et al., 2012).

Neurodevelopmental differences contribute to preferential ▪ When children with genetic “advantages” for social
attention for nonsocial stimuli, such as objects and toys, along competence hear speech sounds, these are processed as
with less orientation to social engagement (Klin, Lin, Gorrindo, social or intentional stimuli, while children with
Ramsay & Jones, 2009). differences may simply hear sounds, making the intentions
of individual words more ambiguous.
Acquisition of skills related to non-social stimuli may advance
more rapidly than orienting to people, initiating with people,
using language to engage with people, and predicting what others
are thinking.

Research in social neuroscience provides us The neurology of social engagement

with a clearer path Child with both interpersonal and genetic “advantages” for social engagement

▪ As children with differences in these areas mature and

“brain architecture is formed,” neuroimaging has shown that
children with with specific social and emotional learning
differences (such as autism) tend to process social stimuli in
regions typically used to process images and sounds that are
non-social.

▪ This makes predictions of actions, intentions, and emotions

more inefficient and intellectualized.

Shultz, et. al. (2000, April). Archives in General Psychiatry,Vol. 57, 331 – 340.
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Emily Rubin, MS, CCC-SLP Day 1 & 2 - Handout 1 of 3

The neurology of social engagement Evidence-Based Practices (EBPs) in a Developmental Framework

Child with autism or related social emotional learning difference
▪

Shultz, et. al. (2000, April). Archives in General Psychiatry,Vol. 57, 331 – 340.

SCERTS Model Collaborators Evidence-Based Framework for Selecting Objectives and EBPs

▪ ▪

Active collaborators include: SCERTS was developed to provide guidelines for…

• Barry Prizant, PhD, CCC-SLP supporting an individual in becoming a competent

• Amy Wetherby, PhD, CCC-SLP social communicator that is actively engaged in the
learning environment,
• Emily Rubin, MS, CCC-SLP
• Amy Laurent, PhD, OTR/L helping individuals with autism, families, educators,
and clinicians collaborate in a carefully coordinated
manner.

Publication of
Efficacy of SCERTS as a Developmental Framework Classroom SCERTS Intervention

▪ ▪
• Early Social Interaction (ESI), a randomized trial in the home https://tinyurl.com/SCERTSresearch
setting, provides evidence of how addressing key objectives and
supports can have a statistically significant impact on positive
outcomes for language and social adaptive functioning with
parent coaching and implementation in home settings
(Wetherby et al., 2014)

• Classroom SCERTS Intervention (CSI), a cluster-randomized

trial in school-age settings (Morgan et al., 2018) highlights how
these key objectives and supports improve outcomes and
increase active engagement in the elementary school classroom.
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Emily Rubin, MS, CCC-SLP Day 1 & 2 - Handout 1 of 3

Feasibility of SCERTS as a Framework Feasibility of SCERTS as a Framework

▪ ▪

• IACC highlighted that 70% of teachers trained in CSI

• The Morgan et al. (2018) study was chosen by the implemented with fidelity,
Interagency Autism Coordinating Committee (IACC) – Speaks to the scalability of the model and teacher commitment
for the 2018 Summary of Advances in Autism Spectrum to the model
Disorder Research Report as a key study for addressing
the question, “Which treatments and interventions • IACC acknowledged that this is one of the largest studies to
will help?” measure the effect of school-based active engagement
intervention in children with ASD and that the results appear
generalizable to a diverse population (IACC, 2019)

®
What are the domains of SCERTS? The domains of SCERTS …
▪ ▪

Social SAP-OBSERVATION FORM: Social Partner Stage

Child’s name: ______________________________________

Social Communication
(page 2)

▪ SC - Social Communication; Supporting a child’s ability to

Qtr 1

Qtr 2

Qtr 3

Qtr 4

Communication
JOINT ATTENTION
1 ngages
E in reciprocal interaction
JA1.1 Responds to bids for interaction (= MR2.3)

communicate, comprehend, and collaborate with others,

JA1.2 Initiates bids for interaction (= SR1.4)
JA1.3 Engages in brief reciprocal interaction (= SR1.5)
JA1.4 Engages in extended r eciprocal interaction (= SR1.6)
2 hares
S attention

Emotional
JA2.1 Looks toward people
JA2.2 Shifts gaze between people and objects
JA2.3 Follows contact point (= SU2.4)
.

sred
ly

JA2.4 Follows distal point (= SU2.5)

on

3 hares
S emotion
JA3.1 Shares negative emotion using facial expr essions or vocalizations ( MR3.1)

▪ ER – Emotional Regulation; Supporting a child’s ability to cope,

on

JA3.2 Shares positive emotion using facial expr essions or vocalizations ( MR3.2)

Regulation
JA3.3 Responds to changes in partners’ expr ession of emotion (= MR2.4, SU2.7)
si

JA3.4 Attunes to changes in partners’ expr ession of emotion (= MR2.5)

is

4 hares
S intentions to regulate the behavior of others (↔ JA7.2, JA7.3, SU4 –SU5)

make transitions, and actively engage with others.

rm

m ctitw
D
u
e eni

JA4.1 Requests desired food or objects ( MR2.6)

A h
p
riso
sm
S
u
Copyright © 2006 by Paul H. Brookes Publishing Co. All rights reserved.

JA4.2 Protests/refuses undesired food or objects ( MR3.4)

pe

JA4.3 Requests help or other actions ( MR3.3)

JA4.4 Protests undesired actions or activities ( MR3.4)
fch
hria
lo
ith

drC

Transactional
5 hares
S intentions for social interaction (↔ JA7.2, JA7.3, SU4 –SU5)
w

JA5.1 Requests comfort ( MR3.1)

JA5.2 Requests social game
ce

JA5.3 Takes turns

JA5.4 Greets
du

▪ TS – Transactional Support; interpersonal supports and learning

JA5.5 Calls
h
due
ca
ro

live
E
Aprona tnsi

JA5.6 Shows off

Support
6 hares
S intentions for joint attention (↔ JA7.2, JA7.3, SU4 –SU5)
ep

JA6.1 Comments on object

supports embedded in the natural environment to foster SC

R

JA6.2 Comments on action or event

7 ersists
P and repairs communication breakdowns
:™
Mo
d
le

JA7.1 Uses appropriate rate of communication for context

m
oA
C S
rpT

JA7.2 Repeats communication to r epair breakdowns (↔ JA4 –JA6)

and ER
JA7.3 Modifies communication to r epair breakdowns (↔ JA4 –JA6)
EehT
R
C
S

SCORING KEY: 2, criterion met consistently (acr oss two partners in two contexts);
1, criterion met inconsistently or with assistance; 0, criterion not met

Why “SC” (Social Communication)? The “SC” domain includes:

▪ ▪
Joint Attention Symbol Use
The “SC” domain Why an individual How an individual
provides a sequence communicates communicates
of goals focused on
becoming an
increasingly
competent,
confident, and active
participant in social
activities

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Emily Rubin, MS, CCC-SLP Day 1 & 2 - Handout 1 of 3

Social Communication
Application of the SCERTS assessment to identify priorities Why “ER” (Emotional Regulation)?
▪ ▪

Language Conversational
Social Partners
Partners The “ER” domain provides a
Partners
sequence of goals focused on the
ability to maintain a well-
Combining
Building
regulated emotional state, cope
peoples’
Before
▪ Words
Spontaneous
nonverbal
Emerging
▪
language
names, verbs,
and nouns to
▪
Conversational
self-efficacy
and social
with everyday stress, and be most
communication
share
intentions
conventions available for learning and
interacting

Emotional Regulation The “ER” domain includes:

Application of the SCERTS framework to identify priorities

▪ ▪
Mutual Regulation Self Regulation
Language Conversational How we cope with the How we cope on our own
Social Partners help of others
Partners Partners

Using
Sensory Motor language to Metacognitive
Before
▪ Words Behaviors to Emerging
▪ self-talk for ▪
Soothe or Alert
language
soothing or
Conversational
self-regulation
alerting

Why “TS” (Transactional Support)? The “TS” domain includes:

▪ ▪
Interpersonal Support Learning Support
How we change our How we modify the
• The “TS” domain provides a detailed assessment of communication style environment
communication style adjustments and environmental
modifications designed to meet an individual’s needs

• This domain is not exclusive of other evidence-based

practices or approaches
The Picture Communication Symbols ©1981-2009
by Mayer-Johnson LLC.
All Rights Reserved Worldwide. Used with permission.

Copyright 2019 Page 8 of 50

Emily Rubin, MS, CCC-SLP Day 1 & 2 - Handout 1 of 3

® SCERTS Provides a Developmental Framework

SCERTS is a comprehensive framework
▪

PBIS / Social Partner Language Partner Conversational Partner

AAC / Video
TEACCH /
ABA / PRT Stage Stage Stage
Modeling /
PECS

DIR / Social
▪
Stories / Hanen
Combining
Spontaneous peoples’ names, Building self-
Before nonverbal Emerging verbs, and nouns Conversa- efficacy and social
Words communication Language to share tional conventions
intentions

Transactional Supports
for SC and ER

Evidence-Based Practices for Early Learners

SCERTS Provides a Developmental Framework
at the Social Partner Stage
▪ ▪

Social Partner Language Partner Conversational Partner

Stage Stage Stage

Combining
Spontaneous peoples’ names, Building self-
Before Emerging Conversa- efficacy and social
Words nonverbal Language verbs, and nouns tional
communication to share conventions
intentions

Unique Needs – Before Words Unique Needs – Before Words

The Social Partner Stage The Social Partner Stage
▪ ▪
• Joint attention – rates of
shared attention may be • Mutual regulation – As social stimuli may not yet be
reduced, as social stimuli intrinsically motivating, rates of mutual regulation may be
Children at this stage use only reduced or unconventional in nature.
pre-symbolic means of may not yet be intrinsically
communication to connect to motivating
others (e.g., re-enactment • Self-regulation – the use of conventional strategies to cope
gestures, facial expressions, with stress and/or alert oneself may be limited as imitation is
body position, vocalizations, • Symbol use – the use of still emerging.
proximity, etc.) conventional gestures and
gaze learned by observing
others may be delayed

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Emily Rubin, MS, CCC-SLP Day 1 & 2 - Handout 1 of 3

Social Partner
SCERTS Goals
▪
Joint Attention Symbol Use
Why an individual How an individual
communicates communicates

SAP-OBSERVATION FORM: Social Partner Stage (page 2)

Social Communication

Child’s name: ______________________________________

Qtr 1

Qtr 2

Qtr 3

Qtr 4
JOINT ATTENTION
1 ngages
E in reciprocal interaction
JA1.1 Responds to bids for interaction (= MR2.3)
JA1.2 Initiates bids for interaction (= SR1.4)
JA1.3 Engages in brief reciprocal interaction (= SR1.5)
JA1.4 Engages in extended r eciprocal interaction (= SR1.6)
2 hares
S attention
JA2.1 Looks toward people
JA2.2 Shifts gaze between people and objects
JA2.3 Follows contact point (= SU2.4)

sred
ly
JA2.4 Follows distal point (= SU2.5)

on
3 hares
S emotion
JA3.1 Shares negative emotion using facial expr essions or vocalizations ( MR3.1)

on
JA3.2 Shares positive emotion using facial expr essions or vocalizations ( MR3.2)
JA3.3 Responds to changes in partners’ expr ession of emotion (= MR2.4, SU2.7)

si
JA3.4 Attunes to changes in partners’ expr ession of emotion (= MR2.5)

is
4 hares
S intentions to regulate the behavior of others (↔ JA7.2, JA7.3, SU4 –SU5)

rm

m ctitw
D
u
e eni
JA4.1 Requests desired food or objects ( MR2.6)

A h
p
riso
sm
S
u
Copyright © 2006 by Paul H. Brookes Publishing Co. All rights reserved.
JA4.2 Protests/refuses undesired food or objects ( MR3.4)

pe
JA4.3 Requests help or other actions ( MR3.3)
JA4.4 Protests undesired actions or activities ( MR3.4)

fch
hria
lo
ith

drC
5 hares
S intentions for social interaction (↔ JA7.2, JA7.3, SU4 –SU5)

w
JA5.1 Requests comfort ( MR3.1)
JA5.2 Requests social game

e
JA5.3 Takes turns

uc
JA5.4 Greets

d
JA5.5 Calls

h
due
ca
ro

live
E
Aprona tnsi
JA5.6 Shows off
6 hares
S intentions for joint attention (↔ JA7.2, JA7.3, SU4 –SU5)

ep
JA6.1 Comments on object

R
JA6.2 Comments on action or event
7 ersists
P and repairs communication breakdowns

:™
Mo
d
le
JA7.1 Uses appropriate rate of communication for context

m
oA
C S
rpT
JA7.2 Repeats communication to r epair breakdowns (↔ JA4 –JA6)
JA7.3 Modifies communication to r epair breakdowns (↔ JA4 –JA6)

EehT
R
C
S
SCORING KEY: 2, criterion met consistently (acr oss two partners in two contexts);
1, criterion met inconsistently or with assistance; 0, criterion not met

Social Partner
SCERTS Goals Frequently Used Objectives & EBPs

▪ ▪
Mutual Regulation Self Regulation
How I cope with the How I cope on my own
help of others

Larger version
available in handout

Social Partner Stage Social Partner Stage

Sample EHCP Objective Sample EHCP Objective
▪ ▪

Measurable Goal:
Social Partner Stage
Sample EHCP Objectives

I can spontaneously initiate interaction (JA1.2) at least 3 x per

I am learning to use body language, gestures, and facial expressions to communicate
Here are some objectives I can achieve and supports I need:

Pupil’s Name: Sarah

activity across 3 activities across 4/5 school days when my partners… Stage:
Date:
Social Partner
March 2018

Joint attention – Why I communicate?

I can spontaneously initiate interaction (JA1.2) at least 3 x per activity across 3 activities across 4/5 school days

provide motivating materials in activities (LS4.7) and

when my partners provide motivating materials in activities (LS4.7) and encourage my initiations by responding
to my subtle forms of communication (IS1.3) until mastery (6 consecutive weeks) in order to foster my
Communication & Interaction Skills.

encourage my initiations by responding to my subtle forms of Symbol Use – How I communicate

I can spontaneously use giving or pointing gestures (SU4.4) at least 1 x per activity across three activities (i.e.,

communication (IS1.3) until mastery (6 consecutive weeks) in

outside play, meals, and centres) activities across 4/5 school days when my partners offer me choices of see-
through containers (LS2.1) and respond to my signals to foster a sense of competence (IS1.3) until mastery (6
consecutive weeks) in order to foster my Cognitive & Learning Skills.

order to foster my Communication & Interaction Skills.

Mutual Regulation – How I cope with others’ help

I can make choices of coping strategies when offered by partners (MR2.6) at least 1 x per activity across three
activities (i.e., sensory, outside play, and transitions) across 4/5 school days when my partners provide me with
object-based communication choices (LS2.1) (e.g., see through containers with items such as scarf to represent a
chase game, an item to represent the break room, etc.) until mastery (6 consecutive weeks) in order to foster my
Social Emotional Skills & Mental Health.

Self-Regulation – How I cope on my own

I can use a behaviour strategy by holding an object of reference related to upcoming activities to make an
independent transition (SR3.4) in at least 3 activities (i.e., to a group table activity, art, soft play room) per day
across 4/5 school days when my partners give me visual supports for smooth transitions to upcoming activities
(LS3.3) until mastery (6 consecutive weeks) in order to foster my Physical & Sensory Skills.

Copyright 2019 Page 10 of 50

Copyright 2019 – Permission granted for use of materials for educational purposes.
Emily Rubin, MS, CCC-SLP Day 1 & 2 - Handout 1 of 3

Sample Support Summary

The Social Partner Stage The Social Partner Stage
▪ ▪
• For children who are not yet using words such as speech,
pictures, or signs, the critical priority is to ensure that
people “rock”

• We accomplish this by building relationships, enticing, and

responding to a child’s signals

• Being responsive to a child’s signals will support their

understanding of themselves as a competent communicator
and that others are a source of engagement, assistance, and
comfort

?43 ?44

Evidence-Based Practices for Early Learners

SCERTS Provides a Developmental Framework
at the Language Partner Stage
▪ ▪

Social Partner Language Partner Conversational Partner

Stage Stage Stage

Combining
Spontaneous peoples’ names, Building self-
Before Emerging Conversa- efficacy and social
Words nonverbal Language verbs, and nouns tional
communication to share conventions
intentions

Unique Needs – Before Words Unique Needs – Before Words

The Language Partner Stage The Language Partner Stage
▪ ▪
• Joint attention – shared
• Children at this stage often use attention is impacted by
simple, symbolic means with preference for nonsocial stimuli • Mutual Regulation – Bids to seek comfort and to protest are
communicative intent (e.g., vs. people’s faces, often often unconventional and pre-symbolic, despite the use of words
single spoken words, sign restricting functions of for requesting objects. Calling out for people and sharing emotion
language, pictures, or other communication to requesting may be limited.
forms of augmentation) vs. sharing information and
emotions
• Self-Regulation – There is often a reliance on earlier developing,
• Children at this stage may rely repetitive, sensory motor strategies over the use of language to
on echolalia to communicate talk through transitions, the steps of tasks, and dysregulating
• Symbol use – vocabulary is situations.
often biased toward nouns,
reducing the typical variation of
agents + actions needed for
creative language development

?47 ?48
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Emily Rubin, MS, CCC-SLP Day 1 & 2 - Handout 1 of 3

Language Partner
SCERTS Goals
▪
Joint Attention Symbol Use
Why an individual How an individual
communicates communicates

Language Partner Frequently Used Objectives & EBPs

SCERTS Goals
▪ ▪
Mutual Regulation Self Regulation
How I cope with the How I cope on my own
help of others

Larger version
available in handout

Language Partner Stage Language Partner Stage

Sample EHCP Objective Sample EHCP Objective
▪ ▪
Measurable Goal:
Language Partner Stage
Sample EHCP Objectives
I am learning to use single words and brief phrases to communicate with speech, signs or pictures.

I can spontaneously use people’s names and verbs (SU5.6) at

Here are some objectives I can achieve and supports I need:

Pupil’s Name: Sam

least 2 x per activity across three activities (e.g., creating a journal

Stage: Language Partner
Date: March 2018

about experiences, shopping, cooking) across 4/5 school days….

Joint attention – Why I communicate?

I can spontaneously initiate and maintain brief reciprocal interaction (JA1.3) at least 1 x per activity across 3
activities across 4/5 school days when my partners provide motivating activities that include favorite themes
(LS4.7) and encourage my initiations (IS2.1) until mastery (6 consecutive weeks) in order to foster my
Communication & Interaction Skills.

Symbol Use – How I communicate

I can spontaneously use people’s names and verbs (SU5.6) at least 2 x per activity across three activities across
4/5 school days when my partners give me pictures with peoples’ names and verbs and sentence building

when my partners give me pictures with peoples’ names and templates (LS2.1) and model people’s names and verbs (IS6.2) until mastery (6 consecutive weeks) in order to
foster my Cognitive & Learning Skills.

Mutual Regulation – How I cope with others’ help

verbs and sentence building templates (LS2.1) and model I can spontaneously use language to request regulating activities (MR3.6) at least 2 x per school day (i.e.,
choosing time, sensory, and cooking) across 4/5 school days when my partners show me visuals (picture of
emotions) to express my emotions (LS2.3) and recognize and support language strategies for regulation (IS1.5)

people’s names and verbs (IS6.2) until mastery (6 consecutive

until mastery (6 consecutive weeks) in order to foster my Social Emotional Skills & Mental Health.

Self-Regulation – How I cope on my own

I can use a language to stay focused and calm during transitions (SR4.6) to at least 3 activities per day across 4/5

weeks) in order to foster my Cognitive & Learning Skills. school days when my partners give me visual supports for smooth transitions (LS3.3) and recognize my signals of
dysregulation and offer support (IS1.5) until mastery (6 consecutive weeks) in order to foster my Physical &
Sensory Skills.

Copyright 2019 – Permission granted for use of materials for educational purposes.

Copyright 2019 Page 12 of 50

Emily Rubin, MS, CCC-SLP Day 1 & 2 - Handout 1 of 3

Sample Support Summary

The Language Partner Stage The Language Partner Stage
▪ ▪
• For children who are beginning to use words, the critical
priority is to ensure that people remain the focus of their
use of language

• We accomplish this by continuing to build relationships and

encouraging the use of people’s names and verbs

• The ability to use people’s names and verbs is a key

foundational skill for shifting toward conversational language
The Picture Communication Symbols ©1981-2009 by Mayer-Johnson LLC.
All Rights Reserved Worldwide. Used with permission.

Evidence-Based Practices for Early Learners

SCERTS Provides a Developmental Framework
at the Conversational Partner Stage
▪ ▪

Social Partner Language Partner Conversational Partner

Stage Stage Stage

Combining
Spontaneous peoples’ names, Building self-
Before Emerging Conversa- efficacy and social
Words nonverbal Language verbs, and nouns tional
communication to share conventions
intentions

Unique Needs – Before Words Unique Needs – Before Words

The Conversational Partner Stage The Conversational Partner Stage
▪ ▪
• Joint attention – social
• Children at this stage often use motivation may have developed,
robust vocabularies and are but individuals may have • Mutual Regulation – Difficulty predicting intentions and
able to convey their own ideas difficulty predicting intentions perspectives leads to withdrawal and anxiety, reducing bids for
using full and creative and perspectives, leading to mutual regulation and/or leads to unconventional requests for
sentences either through withdrawal and anxiety assistance and comfort.
spoken language or
augmentative means
• Symbol use – deriving social • Self- Regulation – differences deriving social expectations or
expectations or conventions conventions leads to unconventional and/or inefficient self-
such as vocal volume, body regulation
proximity, and other
conversational rules is a
primary challenge that affects
self-efficacy

?59 ?60
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Emily Rubin, MS, CCC-SLP Day 1 & 2 - Handout 1 of 3

Conversational Partner
SCERTS goals
▪
Joint Attention Symbol Use
Why an individual How an individual
communicates communicates

Conversational Partner
Frequently Used Objectives & EBPs
SCERTS goals
▪ ▪
Mutual Regulation Self Regulation
How I cope with the How I cope on my own
help of others

Larger version
available in handout

Conversational Partner Stage Conversational Partner Stage

Sample EHCP Objective Sample EHCP Objective

▪ ▪
Measurable Goal:
Conversational Partner Stage
Sample EHCP Objectives
I am using creative language to communicate and I am learning how to succeed in a range of social settings.

I can spontaneously share inten/ons for social interac/on with Here are some objectives I can achieve and supports I need:

Pupil’s Name: William

peers (e.g., turn-taking with peers, gree/ngs, and commen/ng) Stage:

Date:
Conversational Partner
March 2018

(JA3.2) at least 2 x per acvity across 3 acvies across 4/5 school

Joint attention – Why I communicate?

I can spontaneously share intentions for social interaction with peers (e.g., turn-taking with peers, greetings,
and commenting) (JA3.2) at least 2 x per activity across 3 activities across 4/5 school days when my partners
embed motivating themes (e.g., music, videography, etc.), model child-perspective language (IS7.5) and provide

days when my partners… visuals for success in group activities (LS3.1) until mastery (6 consecutive weeks) in order to foster my
Communication & Interaction Skills.

Symbol Use – How I communicate

Embed mo/va/ng themes (e.g., music, videography, etc.), model

I can spontaneously use socially conventional vocal volume and intonation (SU4.4) at least 2 x per activity across
three activities across 4/5 school days when my partners adjust the social complexity with small groups (LS4.1)
and provide visuals to support understanding of language and social expectations (LS2.2) until mastery (6
consecutive weeks) in order to foster my Cognitive & Learning Skills.

child-perspec/ve language (IS7.5) and provide visuals for Mutual Regulation – How I cope with others’ help

I can use language to ask for help, a break, or coping strategies from others (MR4.3) at least 3 x per school day
across 4/5 school days when my partners adjust the social complexity (LS4.1) and model appropriate coping

success in group acvies (LS3.1) unl mastery (6 consecuv e

strategies for the context (IS7.4) until mastery (6 consecutive weeks) in order to foster my Social Emotional
Skills & Mental Health.

Self-Regulation – How I cope on my own

weeks) in order to foster my Communica/on & Interac/on Skills. I can use language modeled by partners to self-regulate (SR3.5) in at least 3 activities per day across 4/5 school
days when my partners give me portable visual supports for emotional regulation (LS2.4) (e.g., “When I feel…, I
can…..) and provide guidance for expressing emotion and understanding the cause of emotions (IS5.4) until
mastery (6 consecutive weeks) in order to foster my Physical & Sensory Skills.

Copyright 2019 – Permission granted for use of materials for educational purposes.

Copyright 2019 Page 14 of 50

Emily Rubin, MS, CCC-SLP Day 1 & 2 - Handout 1 of 3

Sample Support Sample Support

The Conversational Partner Stage The Conversational Partner Stage
▪ ▪

?67
Vocal Volume Meter accessible www.amy-laurent.com

I can make a comment. I can ask a question. Summary

The Conversational Partner Stage
▪
• For children who are at conversational language stages, the
I am learning
critical priority is to ensure that their interest and
about... motivation to connect is not met with repeated failures

• We accomplish this by continuing to build relationships and

encouraging frequent and positive interactions with peers

• The ability to effectively connect with both adults and peers

is a critical predictor of long-term social emotional
competence

SCERTS in Action – Observation & Action Planning Form

In summary… A starting point for getting started with transactional support
▪
SCERTS in Action Observation and Action Planning Form

Child’s Name: Date(s) and Context(s):

Understanding autism from the inside out helps us identify critical priorities People involved:

for outcomes based upon key developmental levels.

Describe what the child or children did well (e.g., how he/she/they communicated, soothed, coped, and engaged with his/her environment)

What supports are working? What are some next steps?

1. The Social Partner Stage – At the before words stage, a child’s

Do you think the child knows… How have partners effectively supported the child Action Plan
Visual Structures & Organisation

spontaneous use of gestures and facial expressions to communicate is

• Why they have to do something? (the desirability of the task)
sensory exploration / cause & effect / tied to special interests or real-
life events

of the highest priority.

• What they have to do? (their role in the activity)
clear visuals indicating expectations, turn-taking, and roles
• What is happening next? (the sequence of activities)
objects of reference, activity baskets, photo/picture schedules, written

2. Language Partner Stage - At emerging language stages, a range of words day planner
• What the steps are within the activity?
count-down strips, visual timers, written help box

including people’s names and verbs is of the highest priority.

Communication

• What to say/communicate
3. Conversational Partner Stage - At conversational stages, the ability use visuals such as objects, photos, pictures, written words remind the
Social

child how to ask for help, comment, respond to questions, etc.

social conventions and build a sense of efficacy is of the highest priority. • When to take part (when to initiate)
the activity includes opportunities for student participation
Emotional Regulation

• How to soothe or engage by themselves? (how to regulate their

emotions, access to sensory supports, visuals choices of coping
strategies)
• That others are responsive and a source of emotional support?

Copyright 2019 Page 15 of 50

Content adapted for internal use only from Prizant et al. (2006). THE SCERTS Model: Volume I: Assessment & Volume II: Program planning and intervention. Baltimore, MD. Brookes Publishing Co. Do not distribute without permission.
Emily Rubin, MS, CCC-SLP Day 1 & 2 - Handout 1 of 3

Essential implementation priorities

▪ ▪
Part 4: Application - SCERTS in Action
Selecting objectives, identifying supports, and designing a plan
SCERTS in Action – Guidelines

Getting Started and Designing an Individual Educational Plan

SCERTS is a comprehensive framework that includes a formal assessment process for

determining a child’s current levels of performance in social and emotional functioning,
monitoring progress over time, identifying educational outcomes that are most critical to
the child, and designing an individualized and coordinated plan for the child, the family
and the team.

The following steps can provide a starting point for getting SCERTS in Action:

Step #1: Determining Learner’s Stage

Step #2: Determining Learner’s Priorities

Social Partner Language Partner Conversational Partner

Step #3: Observe using the SCERTS Observation & Action Planning Form

Step #4: SCERTS in Action Assessment

Step #5: Select Functional Active Engagement Goals

Step #6 - Determine Transactional Supports

Step #7 – Designing a SCERTS Educational Planning Grid

For a more comprehensive assessment, please visit Vol. I, Ch. 7 for steps for
administering the full SCERTS Assessment Process.

Forms adapted from Prizant et al. (2006). THE SCERTS Model: Volume I: Assessment & Volume II: Program planning
and intervention. Baltimore, MD. Brookes Publishing Co. For internal use only. Do not distribute without permission.

Essential implementation priorities Essential implementation priorities

▪ ▪

➢ Step #1: Determining Learner’s Stage (Social Partner, Language ➢ Step #2: Determining Learner’s Priorities (Social Partner,
Partner or Conversational Partner) Language Partner or Conversational Partner)

Determining Communication Stage - Worksheet

Please complete this form to determine which set of forms to use when implementing
SCERTS. This will ensure that the most critical and developmentally relevant social and
emotional priorities are addressed.

Social Partner Stage

I am using body language, gestures and facial expressions to communicate.

1. Does the child use ALL of the following?

✔

a) Does the child use at least 3 different words or phrases (spoken, signed, pictures,
written words, or other symbolic system) referentially (i.e., to refer to specific objects,
people, or activities)?

Find the Worksheet for b) Does the child use at least 3 words or phrases with communicative intent (i.e., by
spontaneously coordinating these words or phrases with gestures or gaze for a
communicative purpose)?

Determining Stage
c) Does the child use at least 3 words or phrases regularly (i.e., often and not just on a
rare occasion)?
No: Use the Social Partner Stage materials.

Yes: Go to Language Partner stage questions below.

Language Partner Stage

I am using single words and brief phrases to communicate with speech, signs or
pictures.

2. Does the child use ALL of the following?

✔

a) Does the child use at least 100 different words or phrases (spoken, signed, pictures,
written words, or other symbolic system) referentially (i.e., to refer to specific objects,
people, or activities)?
b) Does the child use at least 100 words or phrases with communicative intent (i.e., by
spontaneously coordinating the words or phrases with gestures or gaze for a
communicative purpose)?
c) Does the child use at least 100 words or phrases regularly (i.e., often and not just on a
rare occasion)?
d) Does the child use at least 20 different combinations of words or sentences with a
person’s name and verbs that are creative (i.e., not just exact imitations of phrases?)
No: Use Language Partner Stage materials.

Yes: Use the Conversational Partner Stage materials.

Conversational Partner Stage

I am using creative language to communicate and I am learning how to succeed in a

range of social settings.

Form adapted for internal use only from Prizant et al. (2006). THE SCERTS Model: Volume I: Assessment & Volume II:
Program planning and intervention. Baltimore, MD. Brookes Publishing Co. Do not reproduce without permission.

Essential implementation priorities Essential implementation priorities

▪ ▪
➢ Step #3: Observe in at least two natural routines using the
SCERTS Observation & Action Planning Form ➢ Step #4: SCERTS in Action Assessment
SCERTS in Action Step 4: Assessment Language Partner Stage
SCERTS in Action Observation and Action Planning Form I am learning to use single words and brief phrases to
Child’s name Date of birth
communicate with speech, signs or pictures.
Below are selected milestones that can be used to measure
Child’s Name: Date(s) and Context(s): Scoring Criteria 2 = Consistently across two partners and two contexts 1 = Inconsistently 0 = Not yet observed
my growth.
People involved:
Date Date Date Date
(JA) I can communicate for many reasons
Describe what the child or children did well (e.g., how he/she/they communicated, soothed, coped, and engaged with his/her environment)
Initiate and maintain extended interactions
JA1.3 Criterion: The child spontaneously starts and keeps interactions going for at least 4 consecutive exchanges by the child and partner. An exchange consists of a
turn from the child and a turn from the partner.
Comment on actions or events
JA6.2 Criterion: The child communicates to get a person to notice an action or an event (e.g., looking at a partner and saying “pop” when the bubbles pop, using a
phrase to comment about an action, e.g., "Bubble popped.").
Date Date Date Date
What supports are working? What are some next steps?
Do you think the child knows… How have partners effectively supported the child Action Plan (SU) I can communicate in many ways
Use a variety of words including actions, personal-social, modifiers, and wh-words
Visual Structures & Organisation

• Why they have to do something? (the desirability of the task) SU5.5 Criterion: The child uses at least 2 of each of the following word types: actions (e.g., open, swing, go, stop), personal-social (e.g., hi, bye, thank you), modifiers (up, on, off), and
sensory exploration / cause & effect / tied to special interests or real- wh words (e.g., "where's daddy?)
life events Use a variety of word combinations including people's names and verbs
• What they have to do? (their role in the activity) SU5.6 Criterion: The child spontaneously uses at least 20 different word combinations with at least 5 examples of each of the following: modifier + object (e.g., blue train), negation +
clear visuals indicating expectations, turn-taking, and roles object (e.g., no milk), and agent + action + object (e.g., mummy pour juice).
• What is happening next? (the sequence of activities)
Date Date Date Date
objects of reference, activity baskets, photo/picture schedules, written (MR) I can cope with the help of others
day planner
• What the steps are within the activity? Use words or symbols to communicate emotion
count-down strips, visual timers, written help box MR1.2 Criterion: The child uses symbols (words, signs, or pictures) to express at least one positive (e.g., happy, fun, silly) and at least one negative (e.g., sad, angry, frustrated)
emotion.
Choose coping strategies when offered by a partner
MR2.6 Criterion: The child uses an action (verbal or nonverbal) to make a choice when offered by a partner.
Communication

• What to say/communicate
visuals such as objects, photos, pictures, written words remind the Request help when frustrated
Social

child how to ask for help, comment, respond to questions, etc. MR3.3 Criterion: The child directs nonverbal or verbal signals to a partner to get another person to help when a task exceeds the child’s skill level.

• When to take part (when to initiate) Use language to ask for calming or focusing activities
the activity includes opportunities for student participation
MR3.6 Criterion: The child uses words (i.e., spoken, signs, or pictures) to request an activity or sensory input that will have a regulating effect on the child’s state of arousal.

Date Date Date Date

Emotional Regulation

(SR) I can cope on my own

• How to soothe or engage by themselves? (how to regulate their
emotions, access to sensory supports, visuals choices of coping Use language modeled by partners to calm or focus.
strategies) SR3.3 Criterion: The child uses language (i.e., words, signs or pictures) that are imitated from language modeled by partners to regulate arousal level. For example, the child may
use language to cope with stressful events, e.g, “fire alarm all done,” “first...then."
• That others are responsive and a source of emotional support? Use language to engage productively in an extended activity.
SR3.4 Criterion: The child uses language to talk through or follow a picture sequence through a series of steps toward completion.

Use language to stay focused and calm during transitions.

Content adapted for internal use only from Prizant et al. (2006). THE SCERTS Model: Volume I: Assessment & Volume II: Program planning and intervention. Baltimore, MD. Brookes Publishing Co. Do not distribute without permission.
SR4.6 Criterion: The child uses language or other language strategies (e.g., written supports and/or pictures) to make transitions between natural routines.

Copyright 2019 Page 16 of 50

Content adapted for internal use only from Prizant et al. (2006). THE SCERTS Model: Volume I: Assessment & Volume II: Program planning and intervention. Baltimore, MD. Brookes Publishing Co. Do not distribute without permission.
Emily Rubin, MS, CCC-SLP Day 1 & 2 - Handout 1 of 3

Essential implementation priorities Essential implementation priorities

▪ ▪
➢ Step #4: SCERTS in Action Assessment ➢ Step #4: SCERTS in Action Assessment
SCERTS in Action Step 4: Assessment (continued) Language Partner Stage
I am learning to use single words and brief phrases to Child’s name Date of birth I am learning to use single words and brief phrases to
Child’s name Date of birth
communicate with speech, signs or pictures. communicate with speech, signs or pictures.
Below are selected milestones that can be used to measure
Scoring Criteria 2 = Consistently across two partners and two contexts 1 = Inconsistently 0 = Not yet observed my growth. Below are selected milestones that can be used to measure
Scoring Criteria 2 = Consistently across two partners and two contexts 1 = Inconsistently 0 = Not yet observed
my growth.
Date Date Date Date
(LS) My partners can help me by designing meaningful and developmentally sensible activities
Infusing motivating materials and topics in activities
LS4.7 Criterion: Partners embed materials and topics that are interesting and motivating to the child in a majority of everyday activities. For the Language Partner stage, (LS & Date Date Date Date
motivating materials include those with hands-on qualities that lend toward imaginative play, special interests, or a desirable end-point. My partners can help me by encouraging my initiations and responding to my attempts
Modifying sensory properties of learning environment IS)
LS4.3 Criterion: Partners modifies the sensory properties of the learning environment as needed to help the child stay engaged (e.g., adjusts Using visual support for expressive communication and creative language
lighting, noise level, and visual distraction)
LS2.1 Criterion: At the Language Partner stage, partners encourage the child to communicate by offering developmentally sensible visuals such as choices of photos, pictures or the written word with
Adjusting task difficulty for child success
LS4.2 Criterion: Partners adjusts task difficulty as needed to foster the child’s success and help the child maintain an optimal level of arousal (e.g., reducing the number of steps,
people's names, preferred action words, preferred items and activities. Other non-speech modalities may also be used including signs, objects, and electronic forms of assistive technology.
modifying expectations, etc.). Waiting for and inviting interaction through responsive communication exchanges
Providing developmentally appropriate activities Criterion: Partners provide a balance of engaging with the child versus responding to the child’s initiations. At the Language Partner stage, partners are particularly responsive to both body
LS4.6 Criterion: Partners ensure activities are within the developmental reach of a child in terms of the social, cognitive, attention and fine and gross motor demands.
IS2.2
language and unconventional verbal behavior (e.g., scripted language) by responding to the functions of these actions to ensure the child feels competent as a communicator.
Adjusting group size to ensure successful interaction Facilitating successful interactions with peers
LS4.1 Criterion: The partner provides a smaller group setting or 1:1 support or increases as needed to support the child’s organisation and success in interaction. Criterion: Partners encourage and invite peer interaction. At the Language Partner stage, peers are invited to engage successfully using duplicate sets of materials to encourage parallel play,
IS5.2
mutually engaging activities such as art, music, and movement, as well as visual tools that define how to engage with one another.
Using visuals to support child's emotional regulation
LS2.4 Criterion: Partners make available and encourage the child to use photos, symbols or writing for the child to request organizing activities (e.g., a turn in the interaction, a Adjusting language modeling to child's developmental level
break from an activity, or assistance during an activity. Criterion: Partners adjust language models to match the developmental needs of the child. At the Language Partner stage, partners should model a range of single words and early word
Alternating between movement and sedentary activities
IS6.2
combinations (using people's names and verbs as a focus of language modeling)
LS4.9 Criterion: Partners alternates between activities in which the child has the opportunity to engage in organizing movement activities with those where the child is expected to
be sedentary.
Date Date Date Date
(LS) My partners can help me by establishing predictability in natural activities (LS & Date Date Date Date
My partners can help me by helping me cope with my emotions
Using visual support for smooth transitions IS)
LS3.3 Criterion: Partners use developmentally sensible visual supports to help the child independently make transitions between activities. For the Language Partner stage, this
would include photos, picture symbols or written schedule schedules related to upcoming activities Responding to attempts to communicate to build a child's confidence
Defining a clear beginning and ending to activity IS1.3 Criterion: At the Language Partner stage, partners demonstrate responsiveness by honoring a child's body language and unconventional verbal ("scripted") language as intentional forms of
LS1.1 Criterion: Partners structure the activity so that the beginning and ending are clearly defined for the child. This may be accomplished by laying out materials needed for communication (e.g., child asks "Do you want video?" and partner replies, "Mum turn on video?" to model more conventional use of language).
completion in a clear sequence, using a developmental sensible timer, using music to mark the start and ending of a routine, etc.
Recognizing emotional needs and providing support for emotional regulation
Defining the steps within an activity
LS3.1 Criterion: Partners use developmentally sensible supports to define the steps within an activity. For the Language Partner stage, these would include providing a within task IS1.5 Criterion: Partners respond to child's signals of under-arousal or over-arousal by changing the environment and interactive style (e.g. offering choices of movement activities to alert a child or
schedule with photos, picture symbols, or the written word. soothing supports such as providing sensory input (deep pressure), turning off the lights, etc.)
Defining the time for completion of activities Modeling appropriate coping strategies when child is using unconventional behavior
LS3.2 Criterion: Partners use support to define the time for completion of natural activities (e.g., play, dressing, meals, etc.). For example, a visual timer may provide visual depiction
of time remaining, a count down strip with pull-off Velcro numbers may indicate the steps remaining in an activity IS7.4 Criterion: Partners provide models for how to cope in an appropriate manner (e.g., when a child screams and throws food, partner may model a push away with a plate and say "no thank you")
or when a child is chewing on clothing, a choice of appropriate chewy tubes may be offered.
Structuring activities to promote initiation and extended interaction
LS4.8 Criterion: Partners provide predictable opportunities within activities for the child to initiate and participate in extended interactions. Partners add repeated turns or new Using visual support to encourage a child's expression and understanding of emotion
steps to the activity to maintain and extend interaction.
Using visuals to support understanding of language and social expectations
LS2.3 Criterion: At the Language Partner stage, partners model expressions of emotion words and choices of coping strategies and may augment these models with photos, picture symbols or written
symbols.
LS2.2 Criterion: Partners use predictable support such as written words on a dry erase, photos or picture symbols as well as role models to ensure true comprehension. For the
Language Partner, the use of written narratives prior to social activities may define the purpose, the steps involved, and the expectations.

SCERTS in Action Step 4: Assessment (continued) Language Partner Stage

Content adapted for internal use only from Prizant et al. (2006). THE SCERTS Model: Volume I: Assessment & Volume II: Program planning and intervention. Baltimore, MD. Brookes Publishing Co. Do not distribute without permission.

Content adapted for internal use only from Prizant et al. (2006). THE SCERTS Model: Volume I: Assessment & Volume II: Program planning and intervention. Baltimore, MD. Brookes Publishing Co. Do not distribute without permission.

Essential implementation priorities Essential implementation priorities

▪ ▪
➢ Step #5: Select Goals or Targets ➢ Step #6 - Determine Transactional Supports

Select 4 objectives

1) Joint Attention - Why I communicate

2) Symbol Us - How I communicate

3) Mutual Regulation - How I cope with

others

4) Self Regulation - How I cope on my

own

Essential implementation priorities Essential implementation priorities

▪ ▪
➢ Step #7 – Designing a SCERTS Educational Planning Grid ➢ Step #7 – Designing a SCERTS Educational Planning Grid

#1 - Select an educational objective (refer to Frequently Used Objectives)

#2 - Identify activities in the natural timetable of child’s day
SCERTS Daily Planning Grid – Language Partner Stage (SAMPLE)
Child’s Name:
Location:
Date:
#3 - Indicate which objectives will be targeted in those activities
#4 - Indicate which TS will be provided.
productively in an extended
Use words or symbols to

Use language to engage

people’s names & verbs
combinations including
Uses a variety of word

communicate emotion
extended interactions
Initiate and maintain

activity

Activity/time Educational Outcomes Transactional Supports

Provide visuals for smooth transitions to upcoming activities (LS3.3) and visuals to define steps within each task
#1
(LS3.1); this will include a time table for the sequence of activities across the day as well as visuals to mark the steps
SCERTS Daily Planning Grid
Transitions X X toward completion of each activity (e.g., 3, 2, 1…all finished). Child’s Name:
Location:
Provide visuals for emotional expression (John is….tired, excited, angry) with choices of how to cope on the reverse of Date:
the visual (e.g., John can ask for help, John can cuddle, etc.).

Meal times X X
Offer choices of food items visuals with names and verbs and color-coded sentence building templates and encourage
initiations by giving choices for actions related to the activity (e.g., Ms. Sarah pour milk or Ms. Sarah open crisps);
#4
include his teacher and peers’ names to encourage sentences about both John and those he is playing with.

Provide pictures with a range of subject + verbs and sentence building templates to ensure that John has a visual for
actions (e.g., Ms. Sarah blow bubbles, Ms. Emily push wagon, etc.). Activity/time Educational Goals Transactional Supports

Play X X

Provide visuals for complete sentences to allow John to request preferred music with people, verbs, and nouns (e.g.,
John chooses 5 Little Ducks). #2
Music X X

#3
Content adapted for internal use only from Prizant et al. (2006). THE SCERTS Model: Volume I: Assessment & Volume II: Program planning and intervention. Baltimore, MD. Brookes Publishing.

Copyright 2019 Page 17 of 50

Content adapted for internal use only from Prizant et al. (2006). THE SCERTS Model: Volume I: Assessment & Volume II: Program planning and intervention. Baltimore, MD. Brookes Publishing.
Emily Rubin, MS, CCC-SLP Day 1 & 2 - Handout 1 of 3

The SCERTS Model The SCERTS Assessment Process

Assessment Context for Implementation
▪

@EmilyRubin9 - My twitter handle

Also visit: thescertsmodel on Facebook
PRESENTER:
EMILY RUBIN, MS CCC-SLP
Co-Author, the SCERTS Model
Director, Educational Outreach Program
Marcus Autism Center

®
The SCERTS Assessment Process (SAP) Social Communication
Joint Attention & Symbol Use

▪
®
The SCERTS Assessment Process (SAP) is a curriculum-based assessment
designed to:
• pinpoint educational goals to support a child’s social and communicative
competence
• identify essential transactional supports (social and environmental
antecedents) for supporting a child’s progress and success
• embed goals within natural routines through activity planning
• provide a mechanism for measuring outcome in meaningful and functional
contexts (ongoing data collection).
• Develop family support plans and plans to support service providers.

®
Emotional Regulation The SCERTS Assessment Process (SAP)
Mutual Regulation & Self-Regulation

▪
®
The SCERTS Assessment Process (SAP) is a curriculum-based assessment
designed to:
• pinpoint educational goals to support a child’s social and communicative
competence
• identify essential transactional supports (social and environmental
antecedents) for supporting a child’s progress and success
• embed goals within natural routines through activity planning
• provide a mechanism for measuring outcome in meaningful and functional
contexts (ongoing data collection).
• Develop family support plans and plans to support service providers.

Copyright 2019 Page 18 of 50

Emily Rubin, MS, CCC-SLP Day 1 & 2 - Handout 1 of 3

®
Transactional Supports The SCERTS Assessment Process (SAP)
Interpersonal Support & Learning Support
▪
®
The SCERTS Assessment Process (SAP) is a curriculum-based assessment
designed to:
• pinpoint educational goals to support a child’s social and communicative
competence
• identify essential transactional supports (social and environmental
antecedents) for supporting a child’s progress and success
• embed goals within natural routines through activity planning
• provide a mechanism for measuring outcome in meaningful and functional
contexts (ongoing data collection).
• Develop family support plans and plans to support service providers.

®
The SCERTS Assessment Process (SAP)

▪
®
The SCERTS Assessment Process (SAP) is a curriculum-based assessment
designed to:
• pinpoint educational goals to support a child’s social and communicative
competence
• identify essential transactional supports (social and environmental
antecedents) for supporting a child’s progress and success
• embed goals within natural routines through activity planning
• provide a mechanism for measuring outcome in meaningful and functional
contexts (ongoing data collection).
• Develop family support plans and plans to support service providers.

The SCERTS Assessment Process 10 Steps to Implement the SAP

10 Steps of Implementation

1. Determining the child’s communication stage

1. Social Partner Stage (i.e., communication

through pre-symbolic means),

2. Language Partner Stage (i.e., communication

through early symbolic means, including single
words through multi-word combinations),

3. Conversational Partner Stage (i.e.,

communication through sentence and
conversational level discourse).

To determine which forms to use, complete

the:

Worksheet for Determining

Communication Stage

Copyright 2019 Page 19 of 50

Emily Rubin, MS, CCC-SLP Day 1 & 2 - Handout 1 of 3

10 Steps to Implement the SAP 10 Steps to Implement the SAP

2. Gather information with the SAP-Report 3. Identify assessment team members and plan the SAP-
The SAP-R Form includes a needs assessment to identify: Observation
▪ what the caregivers perceive as the strengths of their child 1. Length of Observation (SP & LP
▪ the key priorities and stresses stages – at least 2 hours, CP stages –
at least 3 hours) – across 2 different
SAP-REPORT FORM: Social Partner Stage
Child’s name: _________________________________ ____ Age: _______________ Date filled out: ________________
SAP-REPORT FORM: Language Partner Stage
Child’s name: _________________________________ ____ Age: _______________ Date filled out: ________________
SAP-REPORT FORM: Conversational Partner Stage

Child’s name: _________________________________ ____ Age: _______________ Date filled out: ________________
days.
2. Group Size (SP, LP, & CP Stages – at
Filled out by: _________________________________ ___ _ Relationship to child: ________________________________
Filled out by: _________________________________ ___ _ Relationship to child: ________________________________ Filled out by: _________________________________ ___ _ Relationship to child: ________________________________
This questionnaire is designed to be completed by a par ent, teacher, or other person who interacts with this child
This questionnaire is designed to be completed by a par ent, teacher, or other person who interacts with this child This questionnaire is designed to be completed by a par ent, teacher, or other person who interacts with this child on a daily or regular basis. Please answer the following questions about this child’ s social communication (under-
on a daily or regular basis. Please answer the following questions about this child’ s social communication (under- on a daily or regular basis. Please answer the following questions about this child’ s social communication (under- standing and use of nonverbal and verbal communication in social interaction), emotional regulation (capacity to
standing and use of nonverbal and verbal communication in social interaction), emotional regulation (capacity to standing and use of nonverbal and verbal communication in social interaction), emotional regulation (capacity to regulate attention, arousal, and emotional state), and transactional support (ways that partners and learning ac-

least 2 group sizes with the

regulate attention, arousal, and emotional state), and transactional support (ways that partners and learning ac- regulate attention, arousal, and emotional state), and transactional support (ways that partners and learning ac- tivities support development). We would like you to complete this when you can observe the child, or immediately
tivities support development). We would like you to complete this when you can observe the child, or immediately after you observe the child, and notice the behaviors listed. Please pr ovide examples.
tivities support development). We would like you to complete this when you can observe the child, or immediately
after you observe the child, and notice the behaviors listed. Please pr ovide examples.
after you observe the child, and notice the behaviors listed. Please pr ovide examples.
SOCIAL COMMUNICATION
SOCIAL COMMUNICATION
SOCIAL COMMUNICATION

exception of children not yet in

1. Describe how the child interacts with others. For example, does the child monitor what a partner is attending
1. Describe how the child interacts with others. For example, does the child r espond to bids for interaction?
1. Describe how the child interacts with others. For example, does the child r espond to bids for interaction? to? Get a partner’s attention before talking? Take many turns that follow a shar ed attentional focus?
Initiate interaction? Take a few turns? Take many turns that follow a shar ed attentional focus?
Initiate interaction? Take a few turns? Take many turns that follow a shar ed attentional focus?

y
y

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y

school – 1:1 is sufficient

2. Describe the child’s use of eye gaze during interactions. For example, does the child look at people rar ely 2. Which of the following reasons does the child communicate for in conversation? Check all that apply and

O
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2. Describe the child’s use of eye gaze during interactions. For example, does the child look at people rar ely or often? When playing with toys, does the child look up to see if you ar e watching and then look back at give examples.
O

or often? When playing with toys, does the child look up to see if you ar e watching and then look back at the object?

on
___ To request desired objects or help ________________________________________________________________
on

the object?
on

si
___ To request a break ______________________________________________________________________________
si

is
3. Which of the following gestur es does the child use regularly to communicate? Check all that apply .
is
si

___ To protest/refuse an undesired activity ____________________________________________________________

rm
3. Partners (SP, LP, & CP Stages –
3. Which of the following means does the child use r egularly to communicate? Check all that apply .
rm
is

___ Show objects ___ Wave ___ Point at a distance ___ Clap
___ To greet ________________________________________________________________________________________
rm

___ Give objects ___ Push away objects ___ Pull your hand to an object ___ Head shake (for rejecting or refusing) ___ Head nod (for accepting or indicating yes)

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___ To request permission __________________________________________________________________________

___ Reach/touch ___ Show objects ___ Point/touch
Pe

4. Which of the following types of wor ds (spoken, signed, pictures, written words, or other symbolic system) ___ To express empathy ____________________________________________________________________________
ith

___ Wave ___ Clap ___ Head shake (for rejecting or refusing)

ith
does the child use regularly to communicate? Check all that apply and give examples.

should be observed with familiar

___ To comment on immediate and past events ________________________________________________________
ith

___ Reach at a distance ___ Point at a distance ___ Names of things (e.g., toys, food items, body parts) ________________________________________________
w

w
___ To request information about immediate and past events ____________________________________________
___ Vocalizations; list sounds the child makes: __________________________________________________________ ___ Names of people or pets ________________________________________________________________________
e
w

ce
___ To express feelings and opinions __________________________________________________________________
uc

___ Words (or word attempts); list words the child tries to say: ___________________________________________ ___ Way to indicate “ more” or “ another” ______________________________________________________________
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partners; LP & CP – both unfamiliar

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___ To plan ahead and discuss what will happen ________________________________________________________
d

___ Problem behaviors; give examples: ________________________________________________________________ ___ Way to indicate “ no” or “ gone” __________________________________________________________________
ro
du

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___ Greeting words (e.g., “hi,” “bye,” “see you later”) __________________________________________________
4. Which of the following reasons does the child communicate for? Check all that apply and give examples.
ep

3. What happens if you can’t figure out what the child is asking for or talking about? What does the child do?
ro

ep
___ Action words (e.g., “eat,” “run,” “go”) ____________________________________________________________
___ To request a desired object ______________________________________________________________________
R
ep

and familiar; children in school/

___ Modifiers or words that describe things (e.g., “hot,” “big,” “stuck”) __________________________________
___ To protest something he or she does not like ______________________________________________________
___ Spontaneous word combinations (e.g., “go outside,” “cookie gone”) ________________________________ 4.
R
Which of the following types of wor ds does the child use regularly in sentences? Check all that apply and give
R

___ To request help _________________________________________________________________________________

examples.
___ To request a social game (e.g., Peek-a-boo; chase or tickling games) __________________________________ 5. Which of the following reasons does the child communicate for? Check all that apply and give examples. ___ Wh- words (e.g., what, where, who) ______________________________________________________________

daycare – adults and children

___ To request comfort ______________________________________________________________________________ ___ To request a desired object or help ________________________________________________________________ ___ Words describing time (e.g., before, now, later, when ) ______________________________________________
___ To greet _______________________________________________________________________________________ ___ To protest something he or she does not like ______________________________________________________
___ Words describing size or number (e.g., small, many ) ________________________________________________
___ To draw your attention to something that he or she wants you to notice _______________________________ ___ To greet ______________________________________________________________________________________
___ Words describing location (e.g., next to, between, under) __________________________________________

partners)
___ To request permission __________________________________________________________________________
5. How often does the child initiate communication when interacting . . . ___ Pronouns (e.g., I/you, he/she, we/they ) __________________________________________________________
___ To draw your attention to something that he or she wants you to notice ______________________________
seldom or not at all sometimes often ___ Verbs (e.g., past, present, or future tense [e.g., ate, ran, will go ]) ____________________________________
___ To request information about things of interest ____________________________________________________
. . . with a familiar person? _______ _______ _______ ___ Conjunctions that link (e.g., and, or) ______________________________________________________________
. . . with an unfamiliar person? _______ _______ _______ The SCERTS™ Model: A Comprehensive Educational Appr oach for Children with Autism Spectrum Disor ders
___ Conjunctions that imply cause (e.g., but, so, because, if ) ____________________________________________
by Barry M. Prizant, Amy M. W etherby, Emily Rubin, Amy C. Laur ent, & Patrick J. Rydell
Copyright © 2006 by Paul H. Br ookes Publishing Co. All rights r eserved.
. . . in small groups? _______ _______ _______

The SCERTS™ Model: A Compr ehensive Educational Appr oach for Children with Autism Spectrum Disor ders The SCERTS™ Model: A Comprehensive Educational Appr oach for Children with Autism Spectrum Disor ders
by Barry M. Prizant, Amy M. W etherby, Emily Rubin, Amy C. Laur ent, & Patrick J. Rydell by Barry M. Prizant, Amy M. W etherby, Emily Rubin, Amy C. Laur ent, & Patrick J. Rydell
Copyright © 2006 by Paul H. Br ookes Publishing Co. All rights r eserved. Copyright © 2006 by Paul H. Br ookes Publishing Co. All rights r eserved.

10 Steps to Implement the SAP 10 Steps to Implement the SAP

3. Identify assessment team members and plan the SAP-

Observation 4. Complete the SAP-Observation Form
1. Notes should be taken related to
4. Natural Contexts (recommended – specific objectives in SC, ER, TS
at least 2 contexts, video tape review (SCERTS Observation Questions)
may be used)
5. Activity Variables (all children 2. At the end of the observation,
should be observed in at least 4 each behavior should be rated
using a 0, 1, 2 point scoring system
activities with 4 different SAP (based on the criterion for each
variables) communication stage).
6. Transitions (all children should be
observed across 3 transitions) 3. If not enough information is
obtained, information can be
pulled from the SAP-R (caregiver
questionnaire).

10 Steps to Implement the SAP 10 Steps to Implement the SAP

4. Complete the SAP-Observation Form

5. Behavior Sampling (if needed)
The real “TO DO” list for scoring the
SAP quickly
• Can be used in the event that a behavior is not observed and
1. Pencil in your 1’s if you have seen information on the SAP R is not sufficient to score determine a
score
any evidence (do not yet look at
criterion – it takes too long) • Can consist of “sabotaging” a naturally occurring routines
2. Look for any that might be a “2” or a
“0 ” then look up criterion • Can consist activity designed specifically to elicit a particular skill
or ability.

Copyright 2019 Page 20 of 50

Emily Rubin, MS, CCC-SLP Day 1 & 2 - Handout 1 of 3

10 Steps to Implement the SAP 10 Steps to Implement the SAP

6. Compile Information with the SAP- Summary Form 6. Prioritize Goals and Objectives
Select 4 objectives

1) Joint Attention - Why I communicate

2) Symbol Us - How I communicate
3) Mutual Regulation - How I cope with
others
4) Self Regulation - How I cope on my
own

Be sure these objectives are:

1) the most functional,

2) directly address family priorities, and
3) match the developmental areas of need
revealed on the SAP-S Profile

10 Steps to Implement the SAP 10 Steps to Implement the SAP

8. Recommend further assessment 9. Design a SCERTS Educational Program

Further Assessment—Key Results or Additional Recommendations

Further Assessment—Key Results or Additional Recommendations

1. SAP Activity Planning Forms
SAP Activity Planning
should be used for each child to
Identify key activities using the SAP Activity Planning Form for
❑ Morning schedule ❑ Afternoon schedule SAP Activity Planning
Identify key activities using the SAP Activity Planning Form for
plan educational programming
SCERTS Family Support Plan ❑ Morning schedule ❑ Afternoon schedule
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Educational Support Emotional Support

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Activity How often Activity How often SCERTS Family Support Plan
y
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Educational Support Emotional Support

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2. The SCERTS Family Support

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Activity How often Activity How often

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Plan should be completed

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3. The SCERTS Support Plan for

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Copyright © 2006 by Paul H. Brookes Publishing Co. All rights reserved.
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SCERTS Support Plan for Professionals and Service Providers

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Educational Support Emotional Support

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A ctitw
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Copyright © 2006 by Paul H. Brookes Publishing Co. All rights reserved.
ro

SCERTS Support Plan for Professionals and Service Providers

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Activity How often Activity How often

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Professionals and Service

Educational Support Emotional Support
lo
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Activity How often Activity How often

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Providers should be completed

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due
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Aprona h
due
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10 Steps to Implement the SAP

▪

10. Ongoing Tracking Implementing SCERTS

Predicting Success
and
Monitoring Program Quality

Copyright 2019 Page 21 of 50

Emily Rubin, MS, CCC-SLP Day 1 & 2 - Handout 1 of 3

Possible predictors of success Possible predictors of success

▪ ▪

▪ Team collaboration (e.g., among educational staff, home/

school communication, and members of the ▪ Key personnel / assigned “point person” with
community), responsibility to support service providers in program
implementation,
▪ Administrative support and commitment to program
quality improvement (e.g., planning time, team meeting ▪ Child- and family-centered attitudes and beliefs about
time, ongoing professional development, resources for ASD and how children with ASD learn (e.g., experience
the development of learning supports) and familiarity with a range of approaches for
supporting children with ASD and families),

Implementing the SCERTS Model;

Possible predictors of success Developing a Plan of Action
▪ ▪

▪ Mechanisms for family support and family investment in ▪ Develop new learning supports to foster SC and ER
the program,
▪ Develop SCERTS educational planning grids for multiple
children by selecting SC & ER objectives and linking to TS
▪ Commitment to assessing and educating children in objectives
natural routines and activities (e.g., home, school, and ▪ Administer a SCERTS assessment on a pilot case in your
community settings), program
▪ Work toward systems change by advocating for program
▪ Ongoing participation in SCERTS® educational activities planning time, team collaboration, family support plans, and
ongoing education.

Recommended Websites
▪

Websites: www.scerts.com
www.commxroads.com
www.amy-laurent.com
www.autismneighborhood.org

Contact the presenter

[email protected]

Copyright 2019 Page 22 of 50

 SCERTS in Action Observation and Action Planning Form

Copyright 2019
Child’s Name: Date(s) and Context(s):

People involved:
Emily Rubin, MS, CCC-SLP

Describe what the child or children did well (e.g., how he/she/they communicated, soothed, coped, and engaged with his/her environment)

Do you think the child knows… What supports are working? What are some next steps?
How have partners effectively supported the child Action Plan

• Why they have to do something? (the desirability of the task)

sensory exploration / cause & effect / tied to special interests or real-
life events
• What they have to do? (their role in the activity)
clear visuals indicating expectations, turn-taking, and roles
• What is happening next? (the sequence of activities)
objects of reference, activity baskets, photo/picture schedules, written
day planner
• What the steps are within the activity?
count-down strips, visual timers, written help box

Visual Structures & Organisation

• What to say/communicate
visuals such as objects, photos, pictures, written words remind the
child how to ask for help, comment, respond to questions, etc.

Social
• When to take part (when to initiate)

Communication
the activity includes opportunities for student participation

• How to soothe or engage by themselves? (how to regulate their

emotions, access to sensory supports, visuals choices of coping
strategies)
• That others are responsive and a source of emotional support?

Emotional Regulation
Content adapted for internal use only from Prizant et al. (2006). THE SCERTS Model: Volume I: Assessment & Volume II: Program planning and intervention. Baltimore, MD. Brookes Publishing Co. Do not distribute without permission.

Page 23 of 50
Day 1 & 2 - Handout 1 of 3
 SCERTS in Action Observation and Action Planning Form

Copyright 2019
Child’s Name: Date(s) and Context(s):

People involved:
Emily Rubin, MS, CCC-SLP

Describe what the child or children did well (e.g., how he/she/they communicated, soothed, coped, and engaged with his/her environment)

Do you think the child knows… What supports are working? What are some next steps?
How have partners effectively supported the child Action Plan

• Why they have to do something? (the desirability of the task)

sensory exploration / cause & effect / tied to special interests or real-
life events
• What they have to do? (their role in the activity)
clear visuals indicating expectations, turn-taking, and roles
• What is happening next? (the sequence of activities)
objects of reference, activity baskets, photo/picture schedules, written
day planner
• What the steps are within the activity?
count-down strips, visual timers, written help box

Visual Structures & Organisation

• What to say/communicate
visuals such as objects, photos, pictures, written words remind the
child how to ask for help, comment, respond to questions, etc.

Social
• When to take part (when to initiate)

Communication
the activity includes opportunities for student participation

• How to soothe or engage by themselves? (how to regulate their

emotions, access to sensory supports, visuals choices of coping
strategies)
• That others are responsive and a source of emotional support?

Emotional Regulation
Content adapted for internal use only from Prizant et al. (2006). THE SCERTS Model: Volume I: Assessment & Volume II: Program planning and intervention. Baltimore, MD. Brookes Publishing Co. Do not distribute without permission.

Page 24 of 50
Day 1 & 2 - Handout 1 of 3
 SCERTS in Action Observation and Action Planning Form

Copyright 2019
Child’s Name: Date(s) and Context(s):

People involved:
Emily Rubin, MS, CCC-SLP

Describe what the child or children did well (e.g., how he/she/they communicated, soothed, coped, and engaged with his/her environment)

Do you think the child knows… What supports are working? What are some next steps?
How have partners effectively supported the child Action Plan

• Why they have to do something? (the desirability of the task)

sensory exploration / cause & effect / tied to special interests or real-
life events
• What they have to do? (their role in the activity)
clear visuals indicating expectations, turn-taking, and roles
• What is happening next? (the sequence of activities)
objects of reference, activity baskets, photo/picture schedules, written
day planner
• What the steps are within the activity?
count-down strips, visual timers, written help box

Visual Structures & Organisation

• What to say/communicate
visuals such as objects, photos, pictures, written words remind the
child how to ask for help, comment, respond to questions, etc.

Social
• When to take part (when to initiate)

Communication
the activity includes opportunities for student participation

• How to soothe or engage by themselves? (how to regulate their

emotions, access to sensory supports, visuals choices of coping
strategies)
• That others are responsive and a source of emotional support?

Emotional Regulation
Content adapted for internal use only from Prizant et al. (2006). THE SCERTS Model: Volume I: Assessment & Volume II: Program planning and intervention. Baltimore, MD. Brookes Publishing Co. Do not distribute without permission.

Page 25 of 50
Day 1 & 2 - Handout 1 of 3
 SCERTS in Action Observation and Action Planning Form

Copyright 2019
Child’s Name: Date(s) and Context(s):

People involved:
Emily Rubin, MS, CCC-SLP

Describe what the child or children did well (e.g., how he/she/they communicated, soothed, coped, and engaged with his/her environment)

Do you think the child knows… What supports are working? What are some next steps?
How have partners effectively supported the child Action Plan

• Why they have to do something? (the desirability of the task)

sensory exploration / cause & effect / tied to special interests or real-
life events
• What they have to do? (their role in the activity)
clear visuals indicating expectations, turn-taking, and roles
• What is happening next? (the sequence of activities)
objects of reference, activity baskets, photo/picture schedules, written
day planner
• What the steps are within the activity?
count-down strips, visual timers, written help box

Visual Structures & Organisation

• What to say/communicate
visuals such as objects, photos, pictures, written words remind the
child how to ask for help, comment, respond to questions, etc.

Social
• When to take part (when to initiate)

Communication
the activity includes opportunities for student participation

• How to soothe or engage by themselves? (how to regulate their

emotions, access to sensory supports, visuals choices of coping
strategies)
• That others are responsive and a source of emotional support?

Emotional Regulation
Content adapted for internal use only from Prizant et al. (2006). THE SCERTS Model: Volume I: Assessment & Volume II: Program planning and intervention. Baltimore, MD. Brookes Publishing Co. Do not distribute without permission.

Page 26 of 50
Day 1 & 2 - Handout 1 of 3
 Date Completed _____________
Next Meeting: ______________

Copyright 2019
SCERTS in Action – Reflective Practice Form
Transactional Support Implementation
Emily Rubin, MS, CCC-SLP

Settings/Classrooms Observed:
Completed by:
Things we should achieve How we are achieving this Action Points
IS1 We are responsive to our students by…

- Following their focus of attention,

- Attuning to their emotion and pace,
- Recognizing & responding to signals of
communication,
- Supporting behaviors, language & cognitive
regulation strategies,
- Recognizing signs of dysregulation & offers support,
- Offering breaks from interaction as needed.
IS2 We are fostering our students’ initiations by…

- offering choices nonverbally or verbally,

- waiting for and encouraging initiation,
- providing a balance between initiated and
respondent turns.
IS3 We are respecting our students’ independence by…

- allowing the student to take breaks to move

about as needed,
- providing time for the individual complete
activities at own pace,
- interpreting problem behaviors as
communicative and/or regulatory,
- honoring protests, rejections, or refusals when
appropriate.

Page 27 of 50
Day 1 & 2 - Handout 1 of 3

Prizant et al., 2006

 Date Completed _____________
Next Meeting: ______________

Copyright 2019
IS4 We set the stage for engaging our students by…

- securing a student’s attention prior to

communicating,
Emily Rubin, MS, CCC-SLP

- using appropriate proximity and nonverbal

behavior to encourage interaction,
IS5 We provide developmentally sensible supports by…

- providing guidance for success in interacting

with peers,
- attempting to repair breakdowns in
communication,
- providing guidance on expressing emotions
and understanding the cause of emotion,
- interpreting others’ feelings and opinions.

IS6 We adjust language input by ….

- using nonverbal cues to support

understanding,
- adjusting complexity of language input to
developmental level,
- adjusting complexity of language input to
arousal level.

IS7 We model appropriate behavior by showing students…

- appropriate nonverbal communication and

emotional expressions,
- a range of communicative functions,
- appropriate behavior when individual using
inappropriate behavior,
- the use of self-talk.

Page 28 of 50
Day 1 & 2 - Handout 1 of 3

Prizant et al., 2006

 Date Completed _____________
Next Meeting: ______________

Copyright 2019
LS1 We provide clear structure in our activities by…

- defining a clear beginning and ending to

Emily Rubin, MS, CCC-SLP

activity,
- providing a predictable sequence to activity,
- offering repeated learning opportunities.

LS2 We use augmentative communication support by

using visual or written support to enhance….
- communication and expressive language
(object/see through containers, subject + verb
templates, written ideas for conversation),
- understanding of language and social behavior,
- emotional expression and regulation.

LS3 We use visual and organizational support by using

support to…
- define steps within a task,
- enhance smooth transitions between activities,
- enhance active involvement in group activities.

LS4 We modify the goals, activities, and learning

environment by…
- adjusting the social complexity as needed,
- adjusting task difficulty,
- modifying the sensory properties of the
environment,
- promoting initiation,
- infusing motivating & meaningful materials
- alternating between movement and sedentary
activities.

Page 29 of 50
Day 1 & 2 - Handout 1 of 3

Prizant et al., 2006

Emily Rubin, MS, CCC-SLP Day 1 & 2 - Handout 1 of 3

Determining Communication Stage - Worksheet

Please complete this form to determine which set of forms to use when implementing
SCERTS. This will ensure that the most critical and developmentally relevant social and
emotional priorities are addressed.

Social Partner Stage

I am using body language, gestures and facial expressions to communicate.

1. Does the child use ALL of the following?

✔

a) Does the child use at least 3 different words or phrases (spoken, signed, pictures,
written words, or other symbolic system) referentially (i.e., to refer to specific objects,
people, or activities)?
b) Does the child use at least 3 words or phrases with communicative intent (i.e., by
spontaneously coordinating these words or phrases with gestures or gaze for a
communicative purpose)?
c) Does the child use at least 3 words or phrases regularly (i.e., often and not just on a
rare occasion)?

No: Use the Social Partner Stage materials.

Yes: Go to Language Partner stage questions below.

Language Partner Stage

I am using single words and brief phrases to communicate with speech, signs or
pictures.

2. Does the child use ALL of the following?

✔

a) Does the child use at least 100 different words or phrases (spoken, signed, pictures,
written words, or other symbolic system) referentially (i.e., to refer to specific objects,
people, or activities)?
b) Does the child use at least 100 words or phrases with communicative intent (i.e., by
spontaneously coordinating the words or phrases with gestures or gaze for a
communicative purpose)?
c) Does the child use at least 100 words or phrases regularly (i.e., often and not just on a
rare occasion)?
d) Does the child use at least 20 different combinations of words or sentences with a
person’s name and verbs that are creative (i.e., not just exact imitations of phrases?)
No: Use Language Partner Stage materials.

Yes: Use the Conversational Partner Stage materials.

Conversational Partner Stage

I am using creative language to communicate and I am learning how to succeed in a

range of social settings.

Form adapted for internal use only from Prizant et al. (2006). THE SCERTS Model: Volume I: Assessment & Volume II:
Program planning and intervention. Baltimore, MD. Brookes Publishing Co. Do not reproduce without permission.

Copyright 2019 Page 30 of 50

Emily Rubin, MS, CCC-SLP *These responses have been generated by the instructor for discussion onlyDay
and 1are
& 2only
- Handout 1 of 3
representative of the overall impression of Jason at the time of his initial assessment.

SAP-REPORT FORM: Language Partner Stage

Child’s name: Jason Age: 9 1/2 years Date filled out: NA

Filled out by: _____________________________________

Sarah Relationship to child: Mother
This questionnaire is designed to be completed by a parent, teacher, or other person who interacts with this child
on a daily or regular basis. Please answer the following questions about this child’s social communication (under-
standing and use of nonverbal and verbal communication in social interaction), emotional regulation (capacity to
regulate attention, arousal, and emotional state), and transactional support (ways that partners and learning ac-
tivities support development). We would like you to complete this when you can observe the child, or immediately
after you observe the child, and notice the behaviors listed. Please provide examples.

SOCIAL COMMUNICATION

1. Describe how the child interacts with others. For example, does the child respond to bids for interaction?
Initiate interaction? Take a few turns? Take many turns that follow a shared attentional focus?
Jason is most likely to initiate when he is reading a book or engaging with a video related to an area of interest
such as sports scores, the weather, or locations on a map. He may go back and forth on these topics for

y
extended interactions. His responsiveness to others depends upon his mood or the topic of conversation.

nl
2. Describe the child’s use of eye gaze during interactions. For example, does the child look at people rarely

O
or often? When playing with toys, does the child look up to see if you are watching and then look back at
the object?

on
Jason may look toward items of interest, pictures in a book, or something he is talking about at distance and
will, on occasion, look to see if we are paying attention.

si
3. Which of the following gestures does the child use regularly to communicate? Check all that apply.
X
___ Show objects ___ Wave
X
___ Point at a distance
is ___ Clap
rm
X
___ Head shake (for rejecting or refusing) ___ Head nod (for accepting or indicating yes)
Pe

4. Which of the following types of words (spoken, signed, pictures, written words, or other symbolic system)
ith

does the child use regularly to communicate? Check all that apply and give examples.
X
___ Jason has a large vocabulary
Names of things (e.g., toys, food items, body parts) ________________________________________________
w

X
___ All family member's names
Names of people or pets ________________________________________________________________________
ce

X
___ Way to indicate “more” or “another” ______________________________________________________________
du

X No" or "I don't like..."

___ Way to indicate “no” or “gone” __________________________________________________________________
ro

X Jason often has to be reminded to use these words.

___ Greeting words (e.g., “hi,” “bye,” “see you later”) __________________________________________________
ep

go, eat, make, watch

X Action words (e.g., “eat,” “run,” “go”) ____________________________________________________________
___
R

X
___ yucky, cold, hot
Modifiers or words that describe things (e.g., “hot,” “big,” “stuck”) __________________________________
X Spontaneous word combinations (e.g., “go outside,” “cookie gone”) "I
___ don't like...," "drive to store," "watch TV"
________________________________

5. Which of the following reasons does the child communicate for? Check all that apply and give examples.
"I want to eat___" , "I want to go to____"
X To request a desired object or help ________________________________________________________________
___
X
___ To protest something he or she does not like ______________________________________________________
___ To greet ______________________________________________________________________________________
___ To request permission __________________________________________________________________________

___
X To draw your attention to something that he or she wants you to notice ______________________________
X "I'm stuck on a word" is a request for how to sound it out
___ To request information about things of interest ____________________________________________________

The SCERTS™ Model: A Comprehensive Educational Approach for Children with Autism Spectrum Disorders
by Barry M. Prizant, Amy M. Wetherby, Emily Rubin, Amy C. Laurent, & Patrick J. Rydell
Copyright © 2006 by Paul H. Brookes Publishing Co. All rights reserved.

Copyright 2019 Page 31 of 50

Emily Rubin,6.MS,How often does the child initiate communication when interacting . . .
CCC-SLP Day 1 & 2 - Handout 1 of 3
seldom or not at all sometimes often
. . . with a familiar person? _______ X
_______ _______

. . . with an unfamiliar person? _______ X

_______ _______
X
. . . in small groups? _______ _______ _______

7. What happens if you can’t figure out what the child is asking for? What does the child do?
Jason is very persistent and will keep trying if the intent is to protest an activity or undesired food items. He doesn't
ask for things that much, as he can access most of what he needs on his own.
8. What are the child’s favorite toys? How does he or she play with them?
He enjoys Google Satellite and watching the news report for the weather and sports scores. He enjoys cooking,
messy play and building with Legos.

9. How does the child respond if a familiar adult joins in play? If a familiar peer or sibling joins?
He doesn't mind if the topic is related to mapping, weather or sports scores. Otherwise, he may protest or ignore the
conversation,
10. How does the child respond to actions and sounds modeled by others?

y
seldom or not at all sometimes often

nl
Does the child imitate familiar actions or sounds? _______ _______
X _______

O
Does the child imitate new actions or sounds? _______ X
_______ _______

on
_______ X
_______ _______
Does the child imitate behaviors in new situations?

si
is
11. Which of the following instructions or cues does the child understand? Check all that apply.
rm
X Gestures other than pointing
___ X Pointing
___ X___ Photographs or pictures ___
X Written words
X Child’s name
Pe

___ Facial expressions ___ Intonation ___

"Let's make some muffins," "Pour in the flour," "Mix it up,"
X Words or phrases in familiar contexts; give examples: ______________________________________________
___
ith

X Names of people and objects, without contextual cues; give examples: ______________________________
___ "Mom," "Dad," brothers' names
w

X Action word or modifiers, without contextual cues; give examples: __________________________________

___ #s, sizes, colors, etc.
X
ce

"Let's go to the grocery store."

___ Phrases or sentences without contextual cues; give examples: ______________________________________
du

EMOTIONAL REGULATION
ro

1. How does the child respond to people and things in his or her environment? For example, does the child
ep

show interest in a variety of situations, show intense interest in a few things, express different emotions,
keep to him- or herself, respond to bids for interaction, and/or seek interaction?
R

Jason has been keeping to himself more than in the past. He has been protesting family activities (e.g. like
coming to the table for meals), protesting going to school in the morning, and protesting demands.
2. What activities or situations are the most fun or interesting to the child?
Jason enjoys talking about dates, locations, the weather and sports scores. He also enjoys activities that are
hands-on, like cooking or building.
3. What activities or situations create the most distress or are boring to the child?
Jason is not a fan of the unfamiliar. He dislikes when unfamiliar people interact with him or coming into "his space,"
he doesn't like to try new foods, and he doesn't like being touched.
4. Does the child use strategies to stay focused, interested, calm, or engaged during familiar activities
(e.g., squeezing hands; rubbing a blanket; rocking; saying, “Finish work, then go outside”)? If so,
please describe.
Jason benefits from being able to see the sequence of expectations and will reference these and the clock to
cope with more challenging situations. He may hide from things or activities he doesn't like by going under
the table, squeezing in the coach cushions, or simply leaving the environment altogether. When really
stressed, he will let everyone know by whining, protesting, and other behaviors to share his distress.
The SCERTS™ Model: A Comprehensive Educational Approach for Children with Autism Spectrum Disorders
by Barry M. Prizant, Amy M. Wetherby, Emily Rubin, Amy C. Laurent, & Patrick J. Rydell
Copyright Copyright
2019 © 2006 by Paul H. Brookes Publishing Co. All rights reserved. Page 32 of 50
 5. MS,
Emily Rubin, Does the child use strategies to stay focused, interested, calm, or engaged during new and changing
CCC-SLP Day 1 & 2 - Handout 1 of 3
situations or situations that are otherwise challenging (e.g., singing a familiar song when changing activities;
saying, “Don’t worry,” when scared)? If so, please describe.
When in more novel situations, he is more likely to find a way to leave the situation. He may cover his eyes,
press on his eyes and protest to those around him.
6. Does the child express positive and negative emotions? If so, how?

Positive emotions Negative emotions

Yes, he may laugh or giggle Rarely, as Jason tends to leap to frustration.
Happiness Sadness
Rarely, with a neutral facial expression Yes, Jason will whine & protest.
Contentment Anger or frustration
Rarely, he may laugh or giggle.
Silliness Fear Yes, if an unfamiliar or unexpected person approaches,
Jason will protest, whine, and cover his eyes and ears.
7. Does the child respond to comfort when offered by others? If so, how?
Jason is most comforted with visuals. We have learned to write down what is happening and when will happen
next. At school, there is a lot of change and he is less easily comforted. He often ends up leaving the room.
8. Does the child respond to choices offered by others? If so, how?
We have such a routine at home, that we haven't been offering him that many choices.

y
nl
9. What strategies do you use to help the child stay focused, interested, calm, and engaged?

O
Visuals, visuals, visuals... Ever since Jason was little, he clearly calms when he can read what is happening.

on
10. How do you know when the child is overwhelmed or upset? What signs does the child show?

si
Jason will cover his ears, will push on his eyes, and he will share his distress with his tone of voice . He is quite
verbal and will tell everyone that he doesn't like what is happening.
is
11. How do you know when the child is bored or uninterested? What signals does the child show?
rm
When Jason is bored, he may play with his clothing, pick at his skin, and out his head down on the table.
Pe

12. When the child is extremely upset or distressed,

ith

. . . how does the child recover by him- or herself? How long does this usually take?
w

When he is left alone, he may recover after around 20 - 30 minutes .

ce

. . . how does the child recover with support from partners? How long does this usually take?
This is a struggle for him, as he prefers to be alone and our effort to help him often makes matters worse.
du

TRANSACTIONAL SUPPORT
ro

1. What people does the child interact with or see on a regular basis (i.e., daily or weekly)?
ep

Mom, dad, his brothers, and grandparents.

R

2. What places does the child go to on a regular basis (i.e., daily or weekly)?
Home, school, and his grandparents' house.

3. Which of the following are easy for you to read, follow, and respond to? Rate all that apply using the
following key: 0, can read or respond rarely or not at all; 1, can read and respond some of the time;
2, can read and respond most of the time.
2 The child’s focus of attention
___ 1 What the child is trying to communicate
___
1 How the child is feeling
___ 1 The child’s preferred pace (fast or slow)
___
1
___ When the child needs a break 1 Whether the child is interested
___
2 1
___ Whether the child is frustrated ___ Whether the child is overwhelmed

The SCERTS™ Model: A Comprehensive Educational Approach for Children with Autism Spectrum Disorders
by Barry M. Prizant, Amy M. Wetherby, Emily Rubin, Amy C. Laurent, & Patrick J. Rydell
CopyrightCopyright
2019 © 2006 by Paul H. Brookes Publishing Co. All rights reserved. Page 33 of 50
 4. What strategies are the most helpful to encourage the child to initiate communication and take turns in
Emily Rubin, MS, CCC-SLP Day 1 & 2 - Handout 1 of 3
interaction (e.g., offering choices, waiting and looking at the child, taking a turn and then waiting)?
Using his interest in sports scores, maps, and weather and pairing this with a book or video about these topics.

5. How do you usually react if the child uses problem behaviors, such as hitting, screaming, or biting? Is this
reaction effective?
Jason rarely lashes at at us. He may, however, use load protests , whining, and spitting to get our attention
if he is really upset. Visuals and patience tend to work the best.
6. What strategies are the most helpful to secure the child’s attention (e.g., getting down on the child’s level,
moving closer to or farther from the child, matching the child’s emotion, waiting and following the child)?
He responds best when you call out his name before talking or simply come close to him to secure his
attention.
7. What strategies are the most helpful to keep interactions going with the child (e.g., allowing the child to
initiate interactions, allowing the child to take breaks and move about, following the child’s interest)?
Following his interests and honoring his protests.

8. How do you usually communicate to the child to ensure that your message is understood?
Visuals, visuals, visuals...

9. Do you use visual supports to help the child communicate, understand language, express emotion, and /or

y
flow with the day better? If so, which supports do you use (e.g., defining steps of a task with pictures,

nl
transition objects, picture choices, and/or signs)?

O
Yes, for scheduling, new social situations, and reminders around the house.

on
10. What features of the physical or social environment help the child stay engaged (e.g., limiting the number of

si
people the child interacts with, limiting the amount of background noise and/or visual clutter, adding more
opportunities for movement and rhythm, using specific places consistently for specific activities)?
is
rm
All of these strategies work for him!

11. What features of the physical or social environment help the child communicate better (e.g., using
Pe

motivating toys or activities that the child prefers, placing enticing or desired objects slightly out of reach)?
Being predictable and responsive.
ith

ADDITIONAL COMMENTS
w

1. List the top strengths or assets you observe in the child.

ce

Jason's memory always impresses us. He can remember every date, fact, and series of numbers really well.
When engaged in topics of interest, he can be really engaging and fun to be around.
du
ro

2. List your major concerns about the child’s development.

ep

Jason is not motivated for school work yet. He is unhappy going to school and seems to be ready to protest
and remove himself from social and academic situations at school. We would like him to enjoy schoolwork
R

more and to express himself and his emotions in a more effective way.
3. What information would be most useful to you in planning or updating the child’s program?

Our primary goal is Jason's happiness.

4. Is there anything else about the child that you think is important to share with us?
While Jason's vocabulary, reading and math skills are strong, we do not think his expression is very good.
He tries to share how his day went out school, but often leaves out "who" was involved and "what"
events occured.
5. Do you have any questions for us?
Is there a way to help Jason prepare more for unfamiliar people that might come into the classroom? We
know that behavior problems arise when he is confused.

6. What is the best time and way to contact you?

NA

The SCERTS™ Model: A Comprehensive Educational Approach for Children with Autism Spectrum Disorders
by Barry M. Prizant, Amy M. Wetherby, Emily Rubin, Amy C. Laurent, & Patrick J. Rydell
Copyright Copyright
2019 © 2006 by Paul H. Brookes Publishing Co. All rights reserved. Page 34 of 50
Emily Rubin, MS, CCC-SLP Day 1 & 2 - Handout 1 of 3

SAP Map for Planning the SAP-Observation

Child’s name: ______________________________________ Date: ____________________ Page #:__________________

Observation #: __________________________________ Observation #: __________________________________

Location Location

At least two natural contexts (e.g., home, learning center or school, community)

Date and time Date and time

ly.
Length Length

on
Total observation time of at least 2 hours for Social Partner and Language Partner stages and at least 3–4 hours for Conversational Partner stage

n
Team members Team members

io
iss
m
Partners and group size Partners and group size
r
pe

At least two group sizes (one to one, small group, large group) at all stages if appropriate;
ith

familiar and unfamiliar partners for Language and Conversational Partner stages
w

Activities Variables Activities Variables

ce
o du
pr
Re

At least 4 activities that vary along at least four variables

Key for activity variables:

1a) Structured 1b) Unstructured 2a) Must do 2b) Fun
3a) Adult directed 3b) Child directed 4a) Motor based 4b) Sedentary
5a) Familiar 5b) Unfamiliar 6a) Preferred 6b) Nonpreferred
7a) Easy 7b) Difficult 8a) Language based 8b) Non–language based
9a) Social 9b) Solitary 10a) Busy 10b) Calm

Transitions Transitions

At least three transitions involving a significant change of activity, setting, location, or partner

The SCERTS™ Model: A Comprehensive Educational Approach for Children with Autism Spectrum Disorders
by Barry M. Prizant, Amy M. Wetherby, Emily Rubin, Amy C. Laurent, & Patrick J. Rydell
Copyright © 2006 by Paul H. Brookes Publishing Co. All rights reserved.

Copyright 2019 Page 35 of 50

Emily Rubin, MS, CCC-SLP Day 1 & 2 - Handout 1 of 3

Questions to guide observations using the SCERTS® curriculum

1) SC – Joint Attention; Why did the child communicate – for which purposes or functions
(e.g., to meet needs, to engage in back-n-forth interaction, to share attention, to engage
socially, to share experiences, to express emotions)?

2) SC – Symbol Use; Did you observe the child initiating communication or communicating in
response to others? If so, how did the child communicate (e.g., imitated actions/words,
gestures, gaze, vocal, verbal, symbols)?

3) ER – Mutual Regulation; How did the child respond to assistance offered by partners?
Did he/she seek assistance from others?

4) ER – Self-Regulation; What did the child do to attempt to regulate his/her emotions and
arousal (e.g., sensory motor behaviors, talking to himself/herself, planning and self-reflecting)?

5) TS – Interpersonal Support; Which interactive style modifications helped the child

regulate, engage, and participate? Which style factors appeared to hinder participation?

6) TS – Learning Support; Which aspects of the activity (e.g., a clear and predictable
sequence, motivating meaningful materials) and/or which visual supports were most effective
for supporting the child’s active engagement? Which variables appeared to hinder participation?

Copyright 2017 - Permission granted for use of materials for educational purposes.
Copyright 2019 Page 36 of 50
Emily Rubin, MS, CCC-SLP Day 1 & 2 - Handout 1 of 3

SAP-OBSERVATION FORM: Language Partner Stage (page 2)

Social Communication

Child’s name: ______________________________________

Qtr 1

Qtr 2

Qtr 3

Qtr 4
JOINT ATTENTION
1 Engages in reciprocal interaction
JA1.1 Initiates bids for interaction (= SR1.1)
JA1.2 Engages in brief reciprocal interaction (= SR1.2)
JA1.3 Engages in extended reciprocal interaction (= SR1.3)
2 Shares attention
JA2.1 Shifts gaze between people and objects
JA2.2 Follows contact and distal point (= SU2.2)
JA2.3 Monitors attentional focus of a social partner
JA2.4 Secures attention to oneself prior to expressing intentions (⬇ JA5.5)

.
3 Shares emotion

ly
JA3.1 Shares negative and positive emotion (= MR1.1; ⬇ MR3.1, MR3.2)

on
JA3.2 Understands and uses symbols to express a range of emotions (⬇ MR1.2, SR3.5)
JA3.3 Attunes to changes in partners’ expression of emotion (⬇ SU2.4; = MR2.5)

The SCERTS™ Model: A Comprehensive Educational Approach for Children with Autism Spectrum Disorders
JA3.4 Describes the emotional state of another person (↔ SU5.6)

io
4 Shares intentions to regulate the behavior of others (↔ JA7.2, JA8.2, SU4–SU5, MR3.7)

s
JA4.1 Requests desired food or objects (⬇ MR2.6)
is
JA4.2 Protests/refuses undesired food or objects (⬇ MR3.4)
rm
JA4.3 Requests help or other actions (⬇ MR3.3)
pe

JA4.4 Protests undesired actions or activities (⬇ MR3.4)

5 Shares intentions for social interaction (↔ JA7.2, JA8.2, SU4–SU5)
JA5.1 Requests comfort (⬇ MR3.1)
ith

JA5.2 Requests social game

Copyright © 2006 by Paul H. Brookes Publishing Co. All rights reserved.

w

JA5.3 Takes turns

JA5.4 Greets
e
uc

JA5.5 Calls (⬇ JA2.4)

JA5.6 Shows off
d

JA5.7 Requests permission

ro

6 Shares intentions for joint attention (↔ JA7.2, JA8.2, SU4–SU5)

ep

JA6.1 Comments on object

JA6.2 Comments on action or event
R

JA6.3 Requests information about things of interest

7 Persists and repairs communication breakdowns
JA7.1 Uses appropriate rate of communication for context
JA7.2 Repeats and modifies communication to repair (↔ JA4–JA6)
JA7.3 Recognizes breakdowns in communication
8 Shares experiences in reciprocal interaction
JA8.1 Coordinates attention, emotion, and intentions to share experiences
JA8.2 Shows reciprocity in speaker and listener roles to share experiences (↔ JA4–JA6)
JA8.3 Initiates interaction and shares experiences with a friend

SCORING KEY: 2, criterion met consistently (across three partners in two contexts);
1, criterion met inconsistently or with assistance; 0, criterion not met

Copyright 2019 Page 37 of 50

Emily Rubin, MS, CCC-SLP Day 1 & 2 - Handout 1 of 3

SAP-OBSERVATION FORM: Language Partner Stage (page 3)

Social Communication

Child’s name: ______________________________________

Qtr 1

Qtr 2

Qtr 3

Qtr 4
SYMBOL USE
1 Learns by observation and imitation of familiar and unfamiliar actions and words
SU1.1 Spontaneously imitates familiar actions or words immediately after a model
SU1.2 Spontaneously imitates unfamiliar actions or words immediately after a model
SU1.3 Spontaneously imitates actions or words and adds a different behavior
SU1.4 Spontaneously imitates a variety of behaviors later in a different context
2 Understands nonverbal cues in familiar and unfamiliar activities
SU2.1 Follows situational and gestural cues in familiar and unfamiliar activities (= SR4.2)
SU2.2 Follows contact and distal point (= JA2.2)
SU2.3 Follows instructions with visual cues (photographs or pictures)

.
SU2.4 Responds to facial expression and intonation cues (⬇ JA3.3)

ly
3 Uses familiar objects conventionally in play

on
SU3.1 Uses a variety of objects in constructive play

The SCERTS™ Model: A Comprehensive Educational Approach for Children with Autism Spectrum Disorders
SU3.2 Uses a variety of familiar objects conventionally toward self

n
SU3.3 Uses a variety of familiar objects conventionally toward other

io
SU3.4 Combines a variety of actions with objects in play

s
4 Uses gestures and nonverbal means to share intentions (↔ JA4–JA6, MR3.3, MR3.4)
is
SU4.1 Uses a variety of conventional and symbolic gestures
rm
a. show d. clap f. head nod
b. wave e. head shake g. other ____________
pe

c. distal reach/point
SU4.2 Uses sequence of gestures or nonverbal means in coordination with gaze
ith

5 Uses words and word combinations to express meanings (↔ JA4–JA6, MR3.3, MR3.4)

Copyright © 2006 by Paul H. Brookes Publishing Co. All rights reserved.

SU5.1 Coordinates sounds/words with gaze and gestures
w

SU5.2 Uses at least 5–10 words or echolalic phrases as symbols

e

SU5.3 Uses early relational words

uc

a. existence b. nonexistence/disappearance c. recurrence d. rejection

SU5.4 Uses variety of names for objects, body parts, and agents
d

SU5.5 Uses variety of advanced relational words

ro

a. personal-social b. action c. modifier d. wh- word

ep

SU5.6 Uses variety of relational meanings in word combinations (↔ JA3.4)

a. modifier + object b. negation + object c. agent + action + object
R

6 Understands a variety of words and word combinations without contextual cues

SU6.1 Responds to own name
SU6.2 Responds to a variety of familiar words and phrases (= SR1.6)
SU6.3 Understands a variety of names without contextual cues
SU6.4 Understands a variety of relational words without contextual cues
a. action b. modifier c. wh- word
SU6.5 Understands a variety of relational meanings in word combinations without contextual
cues
a. modifier + object b. negation + object c. agent + action + object

SCORING KEY: 2, criterion met consistently (across three partners in two contexts);
1, criterion met inconsistently or with assistance; 0, criterion not met

Copyright 2019 Page 38 of 50

Emily Rubin, MS, CCC-SLP Day 1 & 2 - Handout 1 of 3

SAP-OBSERVATION FORM: Language Partner Stage (page 4)

Emotional Regulation

Child’s name: ______________________________________

Qtr 1

Qtr 2

Qtr 3

Qtr 4
MUTUAL REGULATION
1 Expresses range of emotions (↔ SU4–SU5)

The SCERTS™ Model: A Comprehensive Educational Approach for Children with Autism Spectrum Disorders
MR1.1 Shares negative and positive emotion (= JA3.1)
MR1.2 Understands and uses symbols to express a range of emotions (⬇ JA3.2; = SR3.5)
MR1.3 Changes emotional expression in familiar activities based on partners’ feedback
2 Responds to assistance offered by partners
MR2.1 Soothes when comforted by partners
MR2.2 Engages when alerted by partners
MR2.3 Responds to bids for interaction
MR2.4 Responds to changes in partners’ expression of emotion

.
MR2.5 Attunes to changes in partners’ expression of emotion (= JA3.3)

ly

Copyright © 2006 by Paul H. Brookes Publishing Co. All rights reserved.

MR2.6 Makes choices when offered by partners

on
MR2.7 Changes regulatory strategies based on partners’ feedback in familiar activities
3 Requests partners’ assistance to regulate state

n
MR3.1 Shares negative emotion to seek comfort (⬇ JA3.1; ↔ JA5.1)

io
MR3.2 Shares positive emotion to seek interaction (⬇ JA3.1)

s
MR3.3 Requests help when frustrated (⬇ JA4.3; ↔ SU4–SU5)
is
MR3.4 Protests when distressed (⬇ JA4.2, JA4.4; ↔ SU4–SU5)
rm
MR3.5 Uses language strategies to request a break
pe

MR3.6 Uses language strategies to request regulating activity or input

MR3.7 Uses language strategies to exert social control (↔ JA4)
4 Recovers from extreme dysregulation with support from partners
ith

MR4.1 Responds to partners’ efforts to assist with recovery by moving away from activity
w

MR4.2 Responds to partners’ use of behavioral strategies

MR4.3 Responds to partners’ use of language strategies
e

MR4.4 Responds to partners’ attempts to reengage in interaction or activity

uc

MR4.5 Decreases amount of time to recover from extreme dysregulation due to support from partners
d

MR4.6 Decreases intensity of dysregulated state due to support from partners

ro

SCORING KEY: 2, criterion met consistently (across three partners in two contexts);
ep

1, criterion met inconsistently or with assistance; 0, criterion not met

R

Copyright 2019 Page 39 of 50

Emily Rubin, MS, CCC-SLP Day 1 & 2 - Handout 1 of 3

SAP-OBSERVATION FORM: Language Partner Stage (page 5)

Emotional Regulation

Child’s name: ______________________________________

Qtr 1

Qtr 2

Qtr 3

Qtr 4
SELF-REGULATION
1 Demonstrates availability for learning and interacting
SR1.1 Initiates bids for interaction (= JA1.1)
SR1.2 Engages in brief reciprocal interaction (= JA1.2)
SR1.3 Engages in extended reciprocal interaction (= JA1.3)
SR1.4 Responds to sensory and social experiences with differentiated emotions
SR1.5 Demonstrates ability to inhibit actions and behaviors
SR1.6 Responds to a variety of familiar words and phrases (= SU6.2)

The SCERTS™ Model: A Comprehensive Educational Approach for Children with Autism Spectrum Disorders
SR1.7 Persists during tasks with reasonable demands
SR1.8 Demonstrates emotional expression appropriate to context

.
2 Uses behavioral strategies to regulate arousal level during familiar activities

ly
SR2.1 Uses behavioral strategies to regulate arousal level during solitary and social activities

on
SR2.2 Uses behavioral strategies modeled by partners to regulate arousal level
SR2.3 Uses behavioral strategies to engage productively in an extended activity

n
3 Uses language strategies to regulate arousal level during familiar activities

io
SR3.1 Uses language strategies to regulate arousal level during solitary activities

s
SR3.2 Uses language strategies to regulate arousal level during social interactions
is

Copyright © 2006 by Paul H. Brookes Publishing Co. All rights reserved.

SR3.3 Uses language strategies modeled by partners to regulate arousal level
rm
SR3.4 Uses language strategies to engage productively in an extended activity
pe

SR3.5 Uses symbols to express a range of emotions (⬇ JA3.2; = MR1.2)

4 Regulates emotion during new and changing situations
SR4.1 Participates in new and changing situations
ith

SR4.2 Follows situational and gestural cues in unfamiliar activities (= SU2.1)

w

SR4.3 Uses behavioral strategies to regulate arousal level in new and changing situations
SR4.4 Uses language strategies to regulate arousal level in new and changing situations
e

SR4.5 Uses behavioral strategies to regulate arousal level during transitions

uc

SR4.6 Uses language strategies to regulate arousal level during transitions

d

5 Recovers from extreme dysregulation by self

ro

SR5.1 Removes self from overstimulating or undesired activity

ep

SR5.2 Uses behavioral strategies to recover from extreme dysregulation

SR5.3 Uses language strategies to recover from extreme dysregulation
R

SR5.4 Reengages in interaction or activity after recovery from extreme dysregulation

SR5.5 Decreases amount of time to recover from extreme dysregulation
SR5.6 Decreases intensity of dysregulated state

SCORING KEY: 2, criterion met consistently (across three partners in two contexts);
1, criterion met inconsistently or with assistance; 0, criterion not met

Copyright 2019 Page 40 of 50

Emily Rubin, MS, CCC-SLP Day 1 & 2 - Handout 1 of 3

SAP-OBSERVATION FORM: Language Partner Stage (page 6)

Transactional Support

Child’s name: ______________________________________

Qtr 1

Qtr 2

Qtr 3

Qtr 4
INTERPERSONAL SUPPORT
1 Partner is responsive to child
IS1.1 Follows child’s focus of attention
IS1.2 Attunes to child’s emotion and pace
IS1.3 Responds appropriately to child’s signals to foster a sense of communicative competence
IS1.4 Recognizes and supports child’s behavioral and language strategies to regulate arousal level
IS1.5 Recognizes signs of dysregulation and offers support
IS1.6 Imitates child
IS1.7 Offers breaks from interaction or activity as needed
IS1.8 Facilitates reengagement in interactions and activities following breaks

.
2 Partner fosters initiation

ly
IS2.1 Offers choices nonverbally or verbally

on
IS2.2 Waits for and encourages initiations
IS2.3 Provides a balance of initiated and respondent turns

n
IS2.4 Allows child to initiate and terminate activities

io
3 Partner respects child’s independence

The SCERTS™ Model: A Comprehensive Educational Approach for Children with Autism Spectrum Disorders
IS3.1 Allows child to take breaks to move about as needed
is
IS3.2 Provides time for child to solve problems or complete activities at own pace
rm
IS3.3 Interprets problem behavior as communicative and/or regulatory
pe

IS3.4 Honors protests, rejections, or refusals when appropriate

4 Partner sets stage for engagement
IS4.1 Gets down on child’s level when communicating
ith

IS4.2 Secures child’s attention before communicating

w

IS4.3 Uses appropriate proximity and nonverbal behavior to encourage interaction

IS4.4 Uses appropriate words and intonation to support optimal arousal level and engagement
e

Copyright © 2006 by Paul H. Brookes Publishing Co. All rights reserved.

5 Partner provides developmental support
uc

IS5.1 Encourages imitation

d

IS5.2 Encourages interaction with peers

ro

IS5.3 Attempts to repair breakdowns verbally or nonverbally

ep

IS5.4 Provides guidance and feedback as needed for success in activities

IS5.5 Provides guidance on expressing emotions and understanding the cause of emotions
R

6 Partner adjusts language input

IS6.1 Uses nonverbal cues to support understanding
IS6.2 Adjusts complexity of language input to child’s developmental level
IS6.3 Adjusts quality of language input to child’s arousal level
7 Partner models appropriate behaviors
IS7.1 Models appropriate nonverbal communication and emotional expressions
IS7.2 Models a range of communicative functions
a. behavior regulation b. social interaction c. joint attention
IS7.3 Models appropriate constructive and symbolic play
IS7.4 Models appropriate behavior when child uses inappropriate behavior
IS7.5 Models “child-perspective” language

SCORING KEY: 2, criterion met consistently (across three partners in two contexts);
1, criterion met inconsistently or with assistance; 0, criterion not met

Copyright 2019 Page 41 of 50

Emily Rubin, MS, CCC-SLP Day 1 & 2 - Handout 1 of 3

SAP-OBSERVATION FORM: Language Partner Stage (page 7)

Transactional Support

Child’s name: ______________________________________

Qtr 1

Qtr 2

Qtr 3

Qtr 4
LEARNING SUPPORT
1 Partner structures activity for active participation
LS1.1 Defines clear beginning and ending to activity
LS1.2 Creates turn-taking opportunities and leaves spaces for child to fill in
LS1.3 Provides predictable sequence to activity
LS1.4 Offers repeated learning opportunities
LS1.5 Offers varied learning opportunities

The SCERTS™ Model: A Comprehensive Educational Approach for Children with Autism Spectrum Disorders
2 Partner uses augmentative communication support to foster development
LS2.1 Uses augmentative communication support to enhance child’s communication and
expressive language

.
LS2.2 Uses augmentative communication support to enhance child’s understanding of language

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and behavior

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LS2.3 Uses augmentative communication support to enhance child’s expression and
understanding of emotion
LS2.4 Uses augmentative communication support to enhance child’s emotional regulation

n
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3 Partner uses visual and organizational support

Copyright © 2006 by Paul H. Brookes Publishing Co. All rights reserved.

LS3.1 Uses support to define steps within a task

s
is
LS3.2 Uses support to define steps and time for completion of activities
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LS3.3 Uses visual support to enhance smooth transitions between activities
LS3.4 Uses support to organize segments of time across the day
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LS3.5 Uses visual support to enhance attention in group activities

LS3.6 Uses visual support to foster active involvement in group activities
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4 Partner modifies goals, activities, and learning environment

LS4.1 Adjusts social complexity to support organization and interaction
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LS4.2 Adjusts task difficulty for child success

e

LS4.3 Modifies sensory properties of learning environment

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LS4.4 Arranges learning environment to enhance attention

LS4.5 Arranges learning environment to promote child initiation
d

LS4.6 Designs and modifies activities to be developmentally appropriate

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LS4.7 Infuses motivating materials and topics in activities

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LS4.8 Provides activities to promote initiation and extended interaction

LS4.9 Alternates between movement and sedentary activities as needed
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LS4.10 “Ups the ante” or increases expectations appropriately

SCORING KEY: 2, criterion met consistently (across three partners in two contexts);
1, criterion met inconsistently or with assistance; 0, criterion not met

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Emily Rubin, MS, CCC-SLP Day 1 & 2 - Handout 1 of 3

SAP - O Sample Criteria for the Language Partner Stage

Social Communication - Joint Attention

1 Engages in reciprocal interaction

JA1.1 Initiates bids for interaction (=SR1.1)

Criterion: The child initiates a bid for interaction through nonverbal or verbal means. The
behavior must be directed to another person by proximity (moving toward or away from another
person), physical contact (touching another person with a gesture or action), gaze or
verbalizations paired with gaze. The behavior must be initiated by the child, meaning that it is
not a response to another person’s behavior.

JA1.2 Engages in brief reciprocal interaction (=SR1.2)

Criterion: The child initiates and responds to bids for interaction for at least 2 consecutive

ly.
exchanges. An exchange consists of a turn from the child and a turn from the partner. At least
one of the exchanges must be initiated by the child.

on
JA1.3 Engages in extended reciprocal interaction (=SR1.3)

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Criterion: The child initiates and responds to bids for interaction for at least 4 consecutive

io
exchanges by the child and partner. An exchange consists of a turn from the child and a turn
from the partner. At least one of the exchanges must be initiated by the child and the child’s turns
iss
need to be related to the partner’s turns in topic or focus.
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2 Shares attention
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JA2.1 Shifts gaze between people and objects

Criterion: The child shifts or alternates gaze spontaneously (without prompting) between a
ith

person and an object and back at least 3 times. The gaze must be directed to another person's
face. Gaze shifts may occur without a gesture or word or may support communication. The shift
w

must be smooth and immediate (i.e., the entire sequence should occur within 2 seconds). The
gaze shift must be three-point or four-point. A three-point gaze shift may be either a person-
e
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object-person gaze shift (i.e., when the child is looking at a person, shifts gaze to an object, and
then immediately shifts back to the person) or an object-person-object gaze shift (i.e., when the
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child is looking at an object, shifts gaze to a person, and then immediately shifts back to the
object). A four-point gaze shift may also be an object-person "a"-person "b"-object gaze shift
pr

(i.e., when the child is looking at an object, shifts gaze to person "a", then immediately shifts gaze
to person "b", and then immediately shifts back to object). .
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JA2.2 Follows contact and distal point (=SU2.5)

Criterion: The child follows the reference of another person’s:
1) contact point (e.g., touching an object or picture with an extended index finger) by directing
gaze where the person is pointing at least two times and
2) distal point (e.g., pointing to an object or picture at least 3-5 feet away) by turning the head and
directing gaze or getting an object where the person is pointing at least two times. The reference
should be to the side or behind the child so that the child needs to turn his/her head at least 45°.
The instruction can be accompanied by calling the child’s name and saying “look” or saying “give
me that” or “get that”, but no other gestural, situational, or verbal cues (such as labeling the
object) should be used.

JA2.3 Monitors the attentional focus of a social partner

Criterion: The child spontaneously follows the reference of another person’s attentional focus
during an ongoing activity. Evidence includes the child following the reference of another

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Emily Rubin, MS, CCC-SLP Day 1 & 2 - Handout 1 of 3

person’s gesture, looking at what someone else is paying attention to, or communicating about
what someone else is doing.

JA2.4 Secures attention to oneself prior to expressing intentions (=JA5.5)

Criterion: The child secures the attention of a social partner by calling nonverbally (e.g., tapping
on shoulder or arm) or verbally (e.g., saying their name, signing their name, holding up a picture)
prior to expressing communicative intentions (e.g., requesting or commenting)

3 Shares emotion

JA3.1 Shares negative and positive emotion (=MR3.1 and MR3.2)

Criterion: The child displays:
1) negative emotion, defined as a clear vocal, verbal or facial expression of distress or
frustration which may be accompanied by a gesture or change in body posture, and
2) positive emotion, defined as a clear facial expression of pleasure or excitement, which may
or may not be accompanied by a vocalization such as laughing or squealing or words.
Emotions must be “shared” with others by directing gaze toward another person’s face,

ly.
immediately before, during, or after the emotion display.

on
JA3.2 Understands and uses symbols to express emotions (=MR1.2)
Criterion: The child understands and uses symbols (words, signs, or pictures) to express at least

n
one positive (e.g., happy, fun, silly) and at least one negative (e.g., mad, angry, sad) emotion.

io
iss
JA3.3 Attunes to changes in the expression of emotion (=SU2.4 & MR2.5)
Criterion: The child attunes to changes in the expression of emotion of at least 3 partners by
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mirroring the emotional tone (i.e., smiles and laughs in response to the partner’s positive emotion;
frowns and stops moving in response to a negative expression).
pe

JA3.4 Describes the emotional state of another person (↔SU5.6)

ith

Criterion: The child notices and describes the emotional state of another person by commenting
about it (e.g. “mommy sad”, “Daddy mad”).
w

4 Shares intentions to regulate the behavior of others (↔SU4-5)

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JA4.1 Requests desired food or objects

Criterion: The child directs nonverbal (e.g., unconventional or conventional gestures,
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vocalizations) or verbal signals (e.g., words, signs) to get another person to give a desired food
pr

item or object. The signals must be directed to another person by proximity (moving toward or
away from another person), physical contact (touching another person with a gesture or action),
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or gaze.

JA4.2 Protests/refuses undesired food or objects

Criterion: The child directs nonverbal or verbal signals (e.g., pushes away, says no) to get
another person to remove an undesired food item or object.

JA4.3 Requests help or other actions (=MR3.3)

Criterion: The child directs nonverbal or verbal signals to get another person to provide help or
assistance in carrying out an action that the child cannot do (e.g., opening containers, activating
toys) or other actions (e.g., taps the chair and says “sit” to request the partner to sit down).

JA4.4 Protests undesired actions or activities (=MR3.4)

Criterion: The child directs nonverbal or verbal signals (e.g., pushes away, says “no”, gives “stop
sign” picture) to get another person to cease an undesirable action or get out of an undesirable
activity.

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Emily Rubin, MS, CCC-SLP Day 1 & 2 - Handout 1 of 3

Emotional Regulation - Mutual Regulation

1 Expresses range of emotions

MR1.1 Shares negative and positive emotion (=JA 3.1)

Criterion: The child displays:
1) negative emotion, defined as a clear vocal, verbal or facial expression of sadness,
anger, or frustration which may be accompanied by a gesture or change in body
posture, and
2) positive emotion, defined as a clear facial expression of pleasure or excitement,
which may or may not be accompanied by a vocalization such as laughing or
squealing or words.
Emotions must be “shared” with others by directing gaze toward another person’s face,
immediately before, during, or after the emotion display.

MR1.2 Understands and uses symbols to express emotions (=JA3.2 & SR3.5)

ly.
Criterion: The child understands and uses symbols (words, signs, or pictures) to express at least

on
one positive (e.g., happy, fun, silly) and at least one negative (e.g., sad, angry, frustrated)
emotions.

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MR1.3 Changes emotional expression in familiar activities based on partner feedback

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Criterion: The child changes emotional expression based on verbal or nonverbal feedback from a
partner in familiar activities.
iss
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2 Responds to assistance offered by partner (respondent MR)
pe

MR2.1 Soothes when comforted by partner

ith

Criterion: The child soothes or calms down quickly (i.e., within 30 seconds) when the partner
offers comfort verbally or nonverbally with the exception of periods of time when the child is
w

experiencing extreme dysregulation, fear, or violations of expectations.

e

MR2.2 Engages when alerted by partner

uc

Criterion: The child becomes actively engaged when partner introduces alerting and organizing
stimulation through social routines and motor play.
od
pr

MR2.3 Responds to bids for interaction

Criterion: The child responds to another person’s bid for interaction. The bid and response may
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be nonverbal or verbal. The child’s response must be immediate (i.e., displayed within 5 seconds
following the other person’s bid) and contingent (i.e., maintains the focus of attention or topic).
The child’s response does not need to demonstrate comprehension of a verbal bid.

MR2.4 Responds to changes in the expression of emotion

Criterion: The child responds to changes in the expression of emotion by changing his/her
behavior (e.g., pausing, dropping a toy, moving toward or away).

MR2.5 Attunes to changes in expression of emotion (=JA3.3)

Criterion: The child attunes to changes in the expression of emotion of at least 3 partners by
mirroring the emotional tone (i.e., smiles and laughs in response to the partner’s positive emotion;
frowns and stops moving in response to a negative expression).

MR2.6 Makes choices when offered by partner

Criterion: The child directs nonverbal or verbal signals to make a choice when offered by the
partner at least two times.

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Emily Rubin, MS, CCC-SLP Day 1 & 2 - Handout 1 of 3

MR2.7 Changes regulatory strategies based on partner feedback in familiar activities

Criterion: The child changes regulatory strategies (i.e., behavioral or language strategies) based
on feedback provided by the partner in familiar activities. For example, a child who “crashes”
into his parent to seek pressure to decrease arousal level modifies this strategy when he is
redirected to a hugging game, a child who is vocalizing loudly in anger responds to a picture card
of “mad” presented to him, by touching the card or saying “mad”.

3 Requests partner's assistance to regulate state (initiated MR)

MR3.1 Shares negative emotion to seek comfort (=JA3.1 & 5.1)

Criterion: The child displays negative emotion (i.e., a clear vocal or facial expression of distress
or frustration which may be accompanied by a change in body posture or gesture) and shares it
with another person by looking at, approaching (e.g., crawling over to), gesturing toward (e.g.,
raising arms to be picked up), or touching that person (pulling on pant leg) to seek comfort.

MR3.2 Shares positive emotion to seek interaction (=JA3.1)

ly.
Criterion: The child displays positive emotion (i.e., a clear facial expression of pleasure or

on
excitement, which may or may not be accompanied by a vocalization (e.g., laughter, squeal) or
word and shares it by looking at, approaching (e.g., crawling over to), gesturing toward (e.g.,
raising arms to be picked up, showing an object), or touching that person (pulling on pant leg,

n
tapping arm) to seek interaction.

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MR3.3 Requests help when frustrated (=JA4.3 & ↔SU4-5)
iss
Criterion: The child directs nonverbal or verbal signals to a partner when the child needs to get
rm
another person to help when a task exceeds the child’s skill level.
pe

MR3.4 Protests when distressed (=JA4.2, JA4.4, & ↔SU 4-5)

Criterion: The child directs nonverbal or verbal signals (e.g., push away, saying ”no” paired with
ith

gaze) to get another person to remove an undesired food item or object, to cease an undesired
action, or to get out of an undesired activity at least two times.
w

MR3.5 Uses language strategy to request a break

e

Criterion: The child uses words (i.e., spoken, signs, or pictures) to request a break from an
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activity that is too difficult, overwhelming, boring, long, or undesired (e.g., child says “need break”
or “stop please” or exchanges stop sign icon).
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MR3.6 Uses language strategy to request regulating activity or input

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Criterion: The child uses words (i.e., spoken, signs, or pictures) to request an activity or sensory
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input that will have a regulating effect on the child’s state of arousal (e.g., child says “play
computer” when the computer is a calming activity or “go outside” when the child needs to be
aroused and get a break from sedentary activities).

MR3.7 Uses language strategy to exert social control (↔JA 4)

Criterion: The child uses words (i.e., spoken, signs, or pictures) to initiate social control in
appropriate situations. For example, the child uses agent+ action word combinations to direct
others actions in environment (e.g., “mommy go-bye bye”, ‘baby sleep”, Daddy throw”, “do it”).

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Emily Rubin, MS, CCC-SLP Day 1 & 2 - Handout 1 of 3

SAP Summary Form

Language Partner Stage
Child’s name:__________________________________________________________________________________________
Quarterly start date of observation: __________________ Child’s age:________________________________________

SCERTS Profile
SOCIAL COMMUNICATION
Joint Attention
JA1 Engages in reciprocal interaction
JA2 Shares attention
JA3 Shares emotion

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nl
JA4 Shares intentions to regulate the behavior of others
JA5 Shares intentions for social interaction

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JA6 Shares intentions for joint attention

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JA7 Persists and repairs communication breakdowns
JA8 Shares experiences in reciprocal interaction

si
Symbol Use

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SU1 Learns by observation and imitation of actions and
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SU2 Understands nonverbal cues in familiar and
unfamiliar activities
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SU3 Uses familiar objects conventionally in play

The SCERTS™ Model: A Comprehensive Educational Approach for Children with Autism Spectrum Disorders
SU4 Uses gestures and nonverbal means to share
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intentions
SU5 Uses words and word combinations to express
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meanings
SU6 Understands a variety of words and word
e

combinations without contextual cues

c
du

EMOTIONAL REGULATION
Mutual Regulation

Copyright © 2006 by Paul H. Brookes Publishing Co. All rights reserved.

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MR1 Expresses range of emotions

MR2 Responds to assistance offered by partners
ep

MR3 Requests partners’ assistance to regulate state

R

MR4 Recovers from extreme dysregulation with

support from partners

Self-Regulation
SR1 Demonstrates availability for learning and
interacting
SR2 Uses behavioral strategies to regulate arousal level
during familiar activities
SR3 Uses language strategies to regulate arousal level
during familiar activities
SR4 Regulates emotion during new and changing
situations
SR5 Recovers from extreme dysregulation by self

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Emily Rubin, MS, CCC-SLP Day 1 & 2 - Handout 1 of 3

SCERTS Profile (continued)

TRANSACTIONAL SUPPORT

Interpersonal Support

IS1 Partner is responsive to child

IS2 Partner fosters initiation
IS3 Partner respects child’s independence
IS4 Partner sets stage for engagement
IS5 Partner provides developmental support
IS6 Partner adjusts language input

y
IS7 Partner models appropriate behaviors

nl
Learning Support

O
LS1 Partner structures activity for active participation

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LS2 Partner uses augmentative communication support
to foster development

si
LS3 Partner uses visual and organizational support

is
LS4 Partner modifies goals, activities, and learning
environment
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Pe

Social-Emotional Growth Indicators Profile

The SCERTS™ Model: A Comprehensive Educational Approach for Children with Autism Spectrum Disorders
1. Happiness
ith

2. Sense of Self
3. Sense of Other
w

4. Active Learning and Organization

e

5. Flexibility and Resilience

c

6. Cooperation and Appropriateness of Behavior

du

Copyright © 2006 by Paul H. Brookes Publishing Co. All rights reserved.

7. Independence
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8. Social Membership and Friendships

ep

Family Perception and Priorities

R

Is this profile an accurate picture of your child? If not, explain.

Is there any additional information that is needed to develop your child’s educational plan?

If you were to focus your energies on one thing for your child, what would that be?

What skills would you like your child to learn in the next 3 months?

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Emily Rubin, MS, CCC-SLP Day 1 & 2 - Handout 1 of 3

Further Assessment—Key Results or Additional Recommendations

SAP Activity Planning

Identify key activities using the SAP Activity Planning Form for

y
❑ Morning schedule ❑ Afternoon schedule

nl
SCERTS Family Support Plan

O
Educational Support Emotional Support

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Activity How often Activity How often

si
is
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The SCERTS™ Model: A Comprehensive Educational Approach for Children with Autism Spectrum Disorders
Pe
ith
w
c e

SCERTS Support Plan for Professionals and Service Providers

Copyright © 2006 by Paul H. Brookes Publishing Co. All rights reserved.

du

Educational Support Emotional Support

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Activity How often Activity How often

ep
R

Copyright 2019 Page 49 of 50

 SCERTS Educational Planning Grid
Child’s Name: Jason
Location: School

Whole Day Supports

Copyright 2019
R
Emily Rubin, MS, CCC-SLP

ep

Uses words or symbols to

communicate emotion (JA3.2)
Uses a variety of word
combinations including people’s
names & verbs (SU5.6)
Uses language to request
regulating activities (MR3.6)
Uses language to engage
productively in an extended
activity (SR3.4)
ro
Activity/time Educational Objectives Transactional Supports
- Provide an emotion key ring to model emotion words (e.g., “Happy,” “Sad,” Angry,”)
du
and coping strategies on the reverse (e.g., “I can ask for…”).
Transitions X X - Provide a “to do” list within each activity that Jason can “check” off independently.
ce
w
- Pair books with sensory-based and hands-on materials to match the content and
provide experiential learning (e.g., Mr. Rushmore might be paired with a real-life map
Reading X X and/or modeling clay)
ith
- Target subject + verb with color-coded sentence templates (e.g., “The sculptors carved
Mr. Rushmore”).
- Offer choices to Jason of materials for preparation of food, what to eat, where to sit,
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etc.
Food X X - Provide visual schedule for steps within the task.
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preparation
is
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Page 50 of 50
Day 1 & 2 - Handout 1 of 3

Copyright 2017 - Permission granted for use of materials for educational purposes.