The SCERTS Model (Social Communication, Emotional Regulation and Transactional Support) was developed out of 25 years of research and clinical/educational practice by Dr. Barry Prizant, Dr. Amy Wetherby, Ms. Emily Rubin and Ms. Amy Laurent, a multi-disciplinary team of professionals trained in Communication Disorders, Special Education, Occupational Therapy and Developmental and Behavioral Psychology.

SCERTS is an educational approach specifically designed for children with Autism Spectrum Disorder and their families but is very beneficial for all children with special needs and their families as well. SCERTS focuses on building a child’s capacity to communicate with a conventional, symbolic system from pre-verbal to conversational levels of communication. It also focuses on the development of emotional regulation (both self- and mutual-regulation). Additionally, transactional supports are designed and implemented across settings to foster more successful interpersonal interactions and relationships, and more productive learning experiences at MKSA, home and community settings. The SCERTS Model recognizes the differences in children and takes into account critical individual differences across families in reference to their priorities and lifestyle.