The Social Communication/Emotional Regulation/Transactional Support (SCERTS) model of intervention was developed by Barry Prizant, Ph.D. and Amy Wetherby, Ph.D. to develop functional communication in children with autism. SCERTS emphasizes building a positive relationship with the child by having the therapist work with people in the child’s environment such as parents, caregivers, teachers and specialists. The SCERTS core domains include: Social Communication – development of spontaneous, functional communication, emotional expression and secure and trusting relationships with children and adults, Emotional Regulation – 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 – 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 (e.g., picture communication, written schedules, and sensory supports).
Social Stories, developed by Carol Gray, was designed to teach children the social skills that they may find difficult to understand or are confusing. The objective of each simple, illustrated story is to increase the child’s understanding by describing in detail a specific situation and suggesting an appropriate social response.
Talkability, a Hanen Program, is for parents of verbal children with autism spectrum disorder. The program teaches parents practical ways to help their child learn people skills, such as “tuning in” to the feelings and thoughts of others by attending to nonverbal cues, such as body language, facial expressions, and tone of voice. The ability to consider the point of view of others and have empathy are considered essential for successful conversation and for making friends.
Literacy Intervention approaches incorporate a variety of instructional strategies to improve word decoding, word identification, reading fluency, reading vocabulary, and reading comprehension across a variety of materials and in a number of contexts. Depending on the child’s skill level, instructional strategies might include engaging in shared book reading, teaching literacy in natural contexts, labeling objects/pictures to promote sight word reading, reading and writing about personal experiences, promoting phonological awareness, and teaching the child how to monitor comprehension while reading.