The SCERTS Model To Successful ASD Practices

ASDs are chronic conditions that begin in childhood and have potential to affect outcomes into adulthood. Primarily, ASDs are neurodevelopmental disorders. They are characterized by heterogeneous severity of the core impairments (social interaction, communication, behavioral). Their other symptoms include language delay and intellectual disability. Although ASDs have not been reported to be completely cured, the evidence-based interventions have been reported to improve the core impairments and their other symptoms. However, because of the expense associated with behavioral interventions, financing these evidence-based interventions to improve outcomes for children with ASDs has often been the subject of debate. In fact, to improve access to behavioral interventions for children with ASDs, several states have passed mandates. Additionally, evidence suggests improvement in insurance coverage for children with ASDs after the passage of mandate. Therefore, economic evaluation of evidence-based interventions for children with ASDs can contribute to development and dissemination of best practice standards, and also support policies to ensure access to effective

Social communication is "the development of spontaneous, functional communication, emotional expression, and secure and trusting relationships with children and adults", emotional regulation is "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", and transactional support is "the development and implementation of supports to help partners respond to the child's needs and interests, modify and adapt the environment, and provide tools to enhance learning" (The SCERTS Model, 2007). The usage of the SCERTS model in schools is continuously rising and proving to be beneficial. The SCERTS model is geared towards developing communication for those with ASD; this model is very useful for those with ASD because the model focuses on working with a child with ASD and pushing the child to work on main symptoms of ASD that are unfixable. Children with ASD typically have social and learning setbacks and behavioral issues, the SCERTS model focuses on ways for teachers to work with ASD and help students learn while coping with their communication skills and emotions.

The necessary interventions strategies to complete goals for children with ASD are very important. The purpose of the article is to improve behavior in inclusive school settings, by the use of Self-management (Lynn Koegel, 2011).

There is little research to examine experiences and needs of individuals with ASD, or proper and effective support systems such as educational and family support needed for young adults making this transition. Most information that is provided on this topic is based on professional’s experience and knowledge. It is essential more research is provided to develop programs to help individuals transition from secondary education to higher

A few sets of parents underwent training in order to correctly teach their child the most effective way possible. The dependent variable being measured was the language skills their children learned over the course of a few months. months. This study reported, “that a group training model for the parents is beneficial in targeting language deficits observed in children with ASD” (Minjarez, 98). The children from the study presented enormous growth in their language skills as well as behavioral and emotional. These experiments as well as others currently being conducted help provide beneficial evidence that focus on other ways to provide education for children with ASD. Overall, while PRT itself has tremendous benefits, the fact that it can be brought into the home with evidence that it is effective is even better. This method has continued to be revised and studied for many years since the 1970’s and making it available to everyone who has a child with ASD is the overall

Another method that is commonly used as an intervention for students with ASD is the Early Start Denver Model (ESDM). ESDM is an inclusive behavioral intervention for infants to preschool-aged children (Dawson et al., 2009; Vivanti et al., 2014). The learning objectives are based on individual strengths and weaknesses, with a focus on developmental fields that are foundational to social and social-cognitive learning and development (Vivanti et al., 2014). The students with ASD work to enhance their verbal and nonverbal communication, emotion sharing, imitation, joint attention, play, social orienting, and attention (Rogers et al., 2012).

By helping other professionals and families to adapt and evolve their understanding of ASD, you help the nation’s understanding of mental conditions grow and boost the prospects of more research in this field. Inspire the people around you for positive change.

Autism is a development disorder. It affects mostly brain function and social skills. There any many names for autism but the medical term for it is autism spectrum disorder (ASD). Occupational therapy focuses on practicing the activities of everyday living, education, play and etc. There are also ways to determined on what more to focus on for the person’s needs and goals. When providing services to someone with ASD occupational therapist have to do an evaluation, an intervention, and measure the outcomes of sessions to see if they are succeeding.

This study will involve three male high school students who have a diagnosis of ASD. Students will have an IQ of 80 or above with a first-grade reading level. Students will be able to demonstrate listening and comprehension levels of the first grade as well the ability to communicate using both verbal and written forms. Using

Overall, I believe that the treatment was effective to the students and would like to see it being used throughout the population of persons with ASD. The treatment focuses on social skills that are lacking or missing in persons with ASD, and it’s goal is to help improve such skills. Persons with ASD have demonstrated a stronger preference in using computers for learning and leisure. Therefore, I believe the treatment was further effective because the tool used is a computer based teaching

As the number of students with ASD increases in the general education population, teachers often seek information for the most effective interventions in working with this population. Bonds et al. (2016) compiled a review of the literature regarding articles for considering education utility for interventions for students with ASD. The three interventions identified for having the most evidence for school-aged children included social skills interventions, behavioral interventions, and peer-mediated interventions. Peer-mediated interventions were the largest category and all studies involved 5- to 14- years-old students attending mainstream school systems. Interventions included lunchtime clubs with students with ASD and their peers sharing common interests, or direct teaching groups meeting for one to two sessions

Several studies have been conducted which focuses the needs for a young child with ASD. The article by Brown et al. (2012) aims to discover the areas where there is an unmet need for information, services, and resources among the families of the school-aged child with ASD. The researchers use a cross-sectional survey to conduct the study among 101 Canadian families who have a school-aged child with ASD. The “Family Needs Questioner” (Siklos & Kerns, 2006, as cited in Brown et. al, 2012, p. 499) is used to complete the survey, and more questions are added by the researcher to further gather information about the family and their child with ASD (Brown et. al, 2012). The questionnaire has identified

After knowing of the diagnosis parents go through a process of denial and uncertainty that leads to high level of distress after knowing of the diagnosis .These feelings increments as they realized how limited is their knowledge of their child’s condition. Among the issues that parents encounter is understanding the disorder, with so much information at hand is difficult to choose which information is reliable. Lack of access to appropriate information, both early on and as the child ages, is a significant barrier to adjustment for families with a child with ASD (Mitchell & Sloper,2002; Russa, Matthews, & Owen-DeSchryver, 2014; Turnbull, Turnbull, Erwin, & Soodak, 2006). Reaching out for professional assistance allows for them to get access

Once again as a Teacher’s Assistant, up and coming teacher (one day), and having worked with ASD, I must go back to the words from who I consider and expert about ASD, Temple Grandin. Now not ever child is as Miss Grandin was, or had the resources Miss Grandin had available, but she gives some great insight and suggestions as to what worked for her growing up, that might be tried with other children of ASD. There is the age old saying, “You’ll never know until you try.” Miss Grandin specifies in conducting rules for a child of ASD to follow, just as you would a “normal” child. For teachers to be firm with the rules, but gentle as well. Not all children like Miss Grandin are visual thinkers, or think in pictures as she does. However, a practice developed in 1984 by Lori Frost and

Another study looked into a different explanation for the increased prevalence of ASD in the population. As compared to the Schieve et al. (2011) study, Kogan et al. (2009) conducted research by using randomly dialed telephone surveys. The research participants consisted children between the ages of 3-17