SCERTS

A framework for supporting the development of Social Communication and Emotional Regulation using Transactional Supports

SCERTs is one of the most comprehensive and useful frameworks out there for supporting children with social communication challenges or autism. Below is a brief summary of the framework and key principles.

The acronym “SCERTS” refers to the focus on:

“SC” - Social Communication – the development of spontaneous, functional communication, emotional expression and developing secure and trusting relationships with children and adults.

“ER” - Emotional Regulation – the development of the ability to maintain a well-regulated emotional state to cope with everyday stress, and to be most available for learning and interacting.

“TS” – Transactional Support – the development and implementation of supports to help partners respond to the person’s needs and interests, modify the environment, and provide tools to enhance learning.

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Using neuroscience as its base, the SCERTS framework establishes that the highest priorities for supporting children with a social sensory/learning difference are the development of spontaneous, functional communication abilities and emotional regulatory capacities. 

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In order to do this we must re-create what social interaction does to our brain and states, that is: 

1. Create motivation to engage

2. Create a sense of safety via predictability & structure.

We do this utilising Transactional Supports, which include both interpersonal supports (people/social partners) and learning supports (props such as visual timers, timetables, written communication, etc.)

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SCERTS additionally uses the key phases of development of the social brain to establish what the priorities should be at each stage: 

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• When children are pre-words, this is called the Social Partner Phase: we want the child to fall in love with the social world and learn attachment. The child needs to feel like you are their rock.​

• When children are using words and forming basic sentences, this is called the Language Partner Phase. Children will seek out connection using language. This phase is about developing communication that is people oriented and uses Noun/people + verb (i.e. Peter is playing with a car, Mum hugs me). Our aim is to shift attention to people from objects or other non-social things. ​

• When children are learning to communicate with their peers and in a range of setting, this is called the Conversational Partner Phase. By this stage, children have the motivation to engage but they may find their peers unpredictable and find social norms challenging. Our aim is to ensure their attempts to communicate are not met with repeated failure. 

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In terms of Emotional regulation, once the child starts developing language, it becomes easier for them to communicate their needs to partners and sooth with support (mutual regulation).

Once their language develops to conversational stage, they can request mutual regulation and learn ways to self-regulate, either by self-talk or taking themselves to a quiet place/jumping on a trampoline or whatever they need to regulate themselves.

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Emotional regulation moves from motor self soothing behaviours (i.e. rocking, stimming) to using language for engagement and soothing to metacognitive executive function.

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SCERTS offers multiple in person and online trainings for in detail goals at each stage. There are also Youtube videos with Emily Rubin, Amy Laurent, & Barry Prizant, the creators of SCERTS, who are an inspirational to listen to.