| Titre : |
The SCERTS® Model. A Comprehensive Educational Approach for Children with Autism Spectrum Disorders : Volume 1 : Assessment |
| Type de document : |
Texte imprimé et/ou numérique |
| Auteurs : |
Barry M. PRIZANT, Auteur ; Amy M. WETHERBY, Auteur ; Emily RUBIN, Auteur ; Amy C. LAURENT, Auteur ; Patrick J. RYDELL, Auteur |
| Editeur : |
Baltimore [Etats-Unis] : Brookes Publishing |
| Année de publication : |
2006 |
| Importance : |
334 p. |
| Format : |
21,5cm x 28cm x 1,7cm |
| ISBN/ISSN/EAN : |
978-1-55766-689-5 |
| Note générale : |
Bibliogr. |
| Langues : |
Anglais (eng) |
| Mots-clés : |
SCERTS Model (Social Communication Emotional Regulation and Transactional Supports) |
| Index. décimale : |
APP-D APP-D - Interventions Educatives - Généralités |
| Résumé : |
A groundbreaking synthesis of developmental, relationship-based, and skill-based approaches, The SCERTS® Model provides a framework for improving communication and social-emotional abilities in preschool and primary school students with autism spectrum disorders (ASD) and their families. Developed by internationally recognized experts, SCERTS® supports developmental progress in three areas: Social Communication (communicating spontaneously and establishing relationships), Emotional Regulation (regulating emotional arousal to support learning and engagement), and Transactional Supports (elements that aid a child's progress as he or she works toward a goal).
With the two-volume manual set, early intervention professionals will have comprehensive and practical guidance on using SCERTS® in assessment and intervention.
Volume I: Assessment gives detailed background information on The SCERTS® Model and guides professionals through the assessment process. Early interventionists will examine the research foundations and the recommended practices that inform the model; learn about specific goals and objectives for each of the three SCERTS® components; get a detailed listing of developmental milestones that contribute to the recommended assessment and intervention plans; explore The SCERTS®e; Model's similarities and differences with other models; and discover how to use the model in educational settings. Assessment report and observation forms are included to help collect information and monitor child progress. [Résumé d'Auteur/Editeur] |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285 |
The SCERTS® Model. A Comprehensive Educational Approach for Children with Autism Spectrum Disorders : Volume 1 : Assessment [Texte imprimé et/ou numérique] / Barry M. PRIZANT, Auteur ; Amy M. WETHERBY, Auteur ; Emily RUBIN, Auteur ; Amy C. LAURENT, Auteur ; Patrick J. RYDELL, Auteur . - Baltimore [Etats-Unis] : Brookes Publishing, 2006 . - 334 p. ; 21,5cm x 28cm x 1,7cm. ISBN : 978-1-55766-689-5 Bibliogr. Langues : Anglais ( eng)
| Mots-clés : |
SCERTS Model (Social Communication Emotional Regulation and Transactional Supports) |
| Index. décimale : |
APP-D APP-D - Interventions Educatives - Généralités |
| Résumé : |
A groundbreaking synthesis of developmental, relationship-based, and skill-based approaches, The SCERTS® Model provides a framework for improving communication and social-emotional abilities in preschool and primary school students with autism spectrum disorders (ASD) and their families. Developed by internationally recognized experts, SCERTS® supports developmental progress in three areas: Social Communication (communicating spontaneously and establishing relationships), Emotional Regulation (regulating emotional arousal to support learning and engagement), and Transactional Supports (elements that aid a child's progress as he or she works toward a goal).
With the two-volume manual set, early intervention professionals will have comprehensive and practical guidance on using SCERTS® in assessment and intervention.
Volume I: Assessment gives detailed background information on The SCERTS® Model and guides professionals through the assessment process. Early interventionists will examine the research foundations and the recommended practices that inform the model; learn about specific goals and objectives for each of the three SCERTS® components; get a detailed listing of developmental milestones that contribute to the recommended assessment and intervention plans; explore The SCERTS®e; Model's similarities and differences with other models; and discover how to use the model in educational settings. Assessment report and observation forms are included to help collect information and monitor child progress. [Résumé d'Auteur/Editeur] |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285 |
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The SCERTS® Model. A Comprehensive Educational Approach for Children with Autism Spectrum Disorders