The SCERTS® Model

The SCERTS Model provides a flexible framework which can effectively accommodate a variety of different teaching approaches.

SCERTS – A Program Overview

The SCERTS® Model (Prizant, Wetherby, Rubin, Laurent and Rydell, 2006) is a research-based educational approach and multidisciplinary framework that directly addresses the core challenges people with autism spectrum disorder (ASD) and related disabilities and their families face.

It provides a comprehensive approach to effectively support students in different social environments by prioritizing goals in social communication, emotional regulation, and interpersonal and learning support, as well as support to families (“transactional support”).

The SCERTS Model involves a carefully coordinated multidisciplinary approach to assessment and educational programming that includes educators, speech and language pathologists, occupational therapists and behavior therapists.

The SCERTS curriculum provides a systematic method that ensures that specific skills and appropriate supports, stated as educational objectives, are selected and applied in a consistent manner across a student’s day. This process allows families and educational teams to draw from a wide range of effective practices that build on the students’ existing knowledge and abilities, providing a coordinated program to address the core challenges of persons with ASD and related disorders.

Why SCERTS Makes Sense for the League School

We believe that the SCERTS Model augments both the philosophy and approach of the school’s existing program.

SCERTS is a framework that enhances existing teaching methodologies by providing a consistent focus on the key challenges facing people with autism, proven support techniques for both educators and families, a common language and a research-based assessment.

Specifically, the League School chose the SCERTS Model because:

  • It fits naturally into our current programming, which emphasizes contextual learning and a team approach.
  • We can effectively integrate it into myriad teaching methods we currently use at the school, including the Teacch Model and ABA, to improve student outcomes.
  • It supports our “eclectic approach,” which uses different teaching methodologies, strategies and techniques depending upon the individual student. It provides a framework under which a variety of teaching approaches can be used.
  • It offers a comprehensive assessment process to help teams more accurately measure a student’s progress and identify necessary supports their social partners, including educators, peers and family members can use to further their progress.
  • It will enhance the school’s curriculum by providing a common language/vocabulary supported by clearly defined metrics to use throughout the school and our community.
  • It is consistent with our heritage of strong family involvement – the school was founded by two families with children with autism. The model encourages family involvement, offering family members the supports they need to independently problem-solve, cope with and address the challenges they face.

What distinguishes the SCERTS Model from other programs?

The main goal of the SCERTS Model is to support persons with autism by helping them to achieve “Authentic Progress,” which is defined as the “ability to learn and spontaneously apply functional and relevant skills in a variety of settings and with a variety of partners.” It encourages observing students at different times and in different settings, providing a broader view of behavior that is instrumental in the development of more precise goals and objectives. The SCERTS Model is research-based and further supports its approach by providing manuals outlining proven program planning, assessment and intervention techniques.

More Information About SCERTS

To learn more, visit the SCERTS Website at