The SCERTS Model

Prizant, Barry M.; Wetherby, Amy M.; Rubin, Emily; Laurent, Amy C.

doi:10.1097/00001163-200310000-00004

Cited by 234 publications

(64 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…There are comprehensive intervention programs, such as Early Start Denver Model (Rogers & Dawson, 2009), SCERTS (Prizant, Wetherby, Rubin, Laurent, & Rydell, 2006a, b), Pivotal Response Training (PRT; Koegel & Koegel, 2006), and TEACCH (Mesibov, Shea, & Schopler, 2005) to consider integrating into the treatment plan. Instructional approaches grounded in principles of Applied Behavior Analysis (ABA) (i.e., systematic teaching, relying upon data on child performance to dynamically adjust instructional procedures) are thought to be efficacious in intervention for autism (Committee on Educational Interventions for Children widi Autism, National Research Council, 2001) and should be integrated into the child's programming.…”

Section: Implications For Interventionmentioning

confidence: 99%

See 1 more Smart Citation

Diagnosing Autism in Individuals with Known Genetic Syndromes: Clinical Considerations and Implications for Intervention

Hepburn

Moody

2011

International Review of Research in Developmental Disabilities

View full text Add to dashboard Cite

Assessing symptoms of autism in persons with known genetic syndromes associated with intellectual and/or developmental disability is a complex clinical endeavor. We suggest that a developmental approach to evaluation is essential to reliably teasing apart global impairments from autism-specific symptomology. In this chapter, we discuss our assumptions about autism spectrum disorders, the process of conducting a family-focused, comprehensive evaluation with behaviorally complex children and some implications for intervention in persons with co-occurring autism and known genetic syndromes.

show abstract

Section: Implications For Interventionmentioning

confidence: 99%

“…Using communicative temptations, as described by Prizant et al (2006b), and providing practice requesting across settings and people can be helpful for building a nonverbal communicative repertoire. Developing communicative competence can also reduce the frequency and intensity of problem behaviors.…”

Section: Implications For Interventionmentioning

confidence: 99%

Diagnosing Autism in Individuals with Known Genetic Syndromes: Clinical Considerations and Implications for Intervention

Hepburn

Moody

2011

International Review of Research in Developmental Disabilities

View full text Add to dashboard Cite

show abstract

“…These patterns may help regulate the emotions of children by using the four music functions during stressful moments and thus decrease the stereotyped behaviors (Prizant, 2006;Walworth, 2010). In addition, it is commonly believed that playing skill acquisition in early childhood can lead to maintaining automatic reinforcement and reduction in stereotyped behaviors .…”

Section: Discussionmentioning

confidence: 99%

The Effect of Music Therapy Along With Play Therapy on Social Behaviors and Stereotyped Behaviors of Children With Autism

Khanzadeh

Imankhah

2017

PCP

View full text Add to dashboard Cite

Objective: In this study, we aimed to investigate the effect of Music Therapy (MT) along with Play Therapy (PT) on increasing appropriate Social Behaviors (SBs) and decreasing inappropriate stereotyped behaviors of children with autism.Methods: This is an experimental study, and we used pre-test and post-test control group design to analyze the data. The study sample included 30 children with autism between the ages of 6 and 12 years who were randomly selected and assigned into experimental and control groups. To collect data, the Autism Assessment Quotient, Teacher Assessment of Social Behavior Questionnaire, and Gilliam's Autism Rating Subscale were used. In this study, the experimental group underwent a total of 15 sessions of training with MT along with PT for a period of 7 weeks, whereas the control group did not receive such training.Results: Analysis of covariance (ANCOVA) showed that training with MT along with PT increased pro-social subscales (P=0.001) and decreased shyness/withdrawal subscales (P=0.001) and that stereotyped behaviors in children with autism decreased (P=0.01). Conclusion:MT along with PT increased appropriate SBs and decreased inappropriate stereotyped behaviors of children with autism. Therefore, we can conclude that strengthening MT and PT skills should be considered one of the basic axes for professionals and educators in training and curing children with autism.

show abstract

“…But what is not well known is the strong resistance that her work initially encountered within the occupational therapy profession and the many barriers that she overcame in her efforts to ensure that sensory integration procedures would be widely adopted (Arluke, 1991). Today, not only are these procedures frequently incorporated as a component of occupational therapy service provision, but they are also firmly planted in many state-of-the-art comprehensive educational programs for children with neurodevelopmental disorders (Greenspan & Wieder, 2009;Mesibov, Shea, & Schopler, 2004;Prizant, Wetherby, Rubin, & Laurent, 2003;Rogers & Dawson, 2009;Schopler, 1997).…”

Section: A Jean Ayres and Sensory Integration Proceduresmentioning

confidence: 99%

Dissemination: Bringing Translational Research to Completion

Clark

Park

Burke

2013

The American Journal of Occupational Therapy

View full text Add to dashboard Cite

Despite the availability of innovative health care research, a gap exists between research-generated knowledge and the utilization of that knowledge in real-world practice settings. This article examines the transition from research to implementation in the context of the dissemination of A. Jean Ayres' sensory integration procedures and of the challenges currently facing the University of Southern California Well Elderly Studies research team. Drawing from the emerging field of implementation science, this article discusses how researchers can develop an implementation plan to more easily translate evidence into practice. Such plans should address the intervention's reach (i.e., its capacity to penetrate into the intended target population), the settings for which it is applicable, the leaders who will encourage practitioner uptake, stakeholder groups, and challenges to dissemination. By taking action to ensure the more effective dissemination of research-generated knowledge, researchers can increase the likelihood that their interventions will lead to improvements in practice and more effective care for consumers.

show abstract

The SCERTS Model

Cited by 234 publications

References 22 publications

Diagnosing Autism in Individuals with Known Genetic Syndromes: Clinical Considerations and Implications for Intervention

Diagnosing Autism in Individuals with Known Genetic Syndromes: Clinical Considerations and Implications for Intervention

The Effect of Music Therapy Along With Play Therapy on Social Behaviors and Stereotyped Behaviors of Children With Autism

Dissemination: Bringing Translational Research to Completion

Contact Info

Product

Resources

About