The SCERTS (R) Model: A Comprehensive Educational Approach for Children with Autism Spectrum Disorders

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9781557668189: The SCERTS (R) Model: A Comprehensive Educational Approach for Children with Autism Spectrum Disorders
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Book by Prizant Barry M Wetherby Amy M Rubin Emily M S Lau

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"Marks a critical turning point in the education of children with ASD and is destined to influence thinking." "At last! A curriculum that provides scaffolds for all the important communication partners. The SCERTS Model supports the significance of the reciprocal process by engaging communication partners in the teaching and learning process."--Juliann Woods, Ph.D., CCC-SLP"Florida State University" (04/16/2007) "An integrative, holistic approach for supporting children with autism and their families in natural contexts. . . Professionals and researchers who have been waiting for the SCERTS manuals will not be disappointed!"--Pat Mirenda, Ph.D."The University of British Columbia" (04/16/2007) "The definitive text in the field of augmentative and alternative communication . . . a must have for every graduate student and professional in the field!"--Janice Light, Ph.D."Penn State University" (04/16/2007) "The most comprehensive, well-researched approach accounting for all areas of development for people on the autism spectrum I have ever seen."--Stephen Shore, ABD"Executive Director, Autism Spectrum Disorder Consulting; author of Beyond the Wall: Personal Experiences with Autism and Asperger Syndrome" (04/16/2007) "An eminently practical, stepwise, realistic, and comprehensive program of assessment and treatment of communication and socialization disorders . . . We need to make these volumes an integral part of the training of every communication specialist."--Ami Klin, Ph.D."Harris Associate Professor of Child Psychology and Psychiatry, Yale Child Study Center" (04/16/2007) "Built on a solid research foundation and inherently sound . . . [t]his manual marks a critical turning point in the education of children with ASD and is destined to influence thinking." --Carol Gray

Reseña del editor:

A groundbreaking synthesis of developmental, relationship-based, and skill-based approaches, The SCERTS (R) 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 (R) 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 (R) in assessment and intervention. Volume I: Assessment gives detailed background information on The SCERTS (R) 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 (R) components; get a detailed listing of developmental milestones that contribute to the recommended assessment and intervention plans; explore The SCERTS (R)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. Volume II: Program Planning & Intervention gives early interventionists explicit instruction on how to help children reach their goals following assessment. They'll learn how to prioritize and set social communication and emotional regulation goals for young children; choose meaningful and purposeful activities to help them reach the goals, implement four types of transactional support (learning supports, interpersonal support, support to families, and support among professionals); and learn how to link all three SCERTS (R) components in program planning. In-depth vignettes on diverse children and families illustrate implementation of the model, and forms are included to help with intervention planning. Semi-structured yet flexible enough to respond to individual differences, SCERTS (R) can be applied in many different settings and used with other intervention approaches. With this child- and family-centered model, based on over two decades of research and clinical experience, early interventionists will have everything they need to evaluate and promote the social and emotional development of children with ASD. These manuals are part of The SCERTS (R) Model, a groundbreaking framework for improving communication and social-emotional abilities in individuals with autism spectrum disorders (ASD) and their families. Developed by internationally recognized experts, SCERTS effectively supports developmental progress in three domains: Social Communication, Emotional Regulation, and Transactional Support.

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Rydell, Patrick J.,Laurent, Amy C.,Rubin, Emily M. S.,Wetherby, Amy M.,Prizant, Barry M.
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Barry M. Prizant, Amy M. Wetherby, Emily Rubin
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Descripción Brookes Publishing Co, United States, 2005. Paperback. Condición: New. Language: English . Brand New Book. A groundbreaking synthesis of developmental, relationship-based, and skill-based approaches, The SCERTS (R) 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 (R) 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 (R) in assessment and intervention.Volume I: Assessment gives detailed background information on The SCERTS (R) 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 (R) components; get a detailed listing of developmental milestones that contribute to the recommended assessment and intervention plans; explore The SCERTS (R)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.Volume II: Intervention gives early interventionists explicit instruction on how to help children reach their goals following assessment. They ll learn how to prioritize and set social communication and emotional regulation goals for young children; choose meaningful and purposeful activities to help them reach the goals, implement four types of transactional support (learning supports, interpersonal support, support to families, and support among professionals); and learn how to link all three SCERTS (R) components in program planning. In-depth vignettes on diverse children and families illustrate implementation of the model, and forms are included to help with intervention planning.Semi-structured yet flexible enough to respond to individual differences, SCERTS (R) can be applied in many different settings and used with other intervention approaches. With this child- and family-centered model, based on over two decades of research and clinical experience, early interventionists will have everything they need to evaluate and promote the social and emotional development of children with ASD.These manuals are part of The SCERTS (R) Model, a groundbreaking framework for improving communication and social-emotional abilities in individuals with autism spectrum disorders (ASD) and their families. Developed by internationally recognized experts, SCERTS effectively supports developmental progress in three domains: Social Communication, Emotional Regulation, and Transactional Support. Nº de ref. del artículo: AAC9781557668189

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Barry M. Prizant, Amy M. Wetherby, Emily Rubin
Publicado por Brookes Publishing Co, United States (2005)
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Descripción Brookes Publishing Co, United States, 2005. Paperback. Condición: New. Language: English . Brand New Book. A groundbreaking synthesis of developmental, relationship-based, and skill-based approaches, The SCERTS (R) 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 (R) 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 (R) in assessment and intervention.Volume I: Assessment gives detailed background information on The SCERTS (R) 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 (R) components; get a detailed listing of developmental milestones that contribute to the recommended assessment and intervention plans; explore The SCERTS (R)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.Volume II: Intervention gives early interventionists explicit instruction on how to help children reach their goals following assessment. They ll learn how to prioritize and set social communication and emotional regulation goals for young children; choose meaningful and purposeful activities to help them reach the goals, implement four types of transactional support (learning supports, interpersonal support, support to families, and support among professionals); and learn how to link all three SCERTS (R) components in program planning. In-depth vignettes on diverse children and families illustrate implementation of the model, and forms are included to help with intervention planning.Semi-structured yet flexible enough to respond to individual differences, SCERTS (R) can be applied in many different settings and used with other intervention approaches. With this child- and family-centered model, based on over two decades of research and clinical experience, early interventionists will have everything they need to evaluate and promote the social and emotional development of children with ASD.These manuals are part of The SCERTS (R) Model, a groundbreaking framework for improving communication and social-emotional abilities in individuals with autism spectrum disorders (ASD) and their families. Developed by internationally recognized experts, SCERTS effectively supports developmental progress in three domains: Social Communication, Emotional Regulation, and Transactional Support. Nº de ref. del artículo: AAC9781557668189

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Barry M. Prizant; Amy M. Wetherby; Emily M. S. Rubin; Amy C. Laurent; Patrick J. Rydell
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Barry M. Prizant, Amy M. Wetherby, Emily Rubin
Publicado por Brookes Publishing Co, United States (2005)
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Descripción Brookes Publishing Co, United States, 2005. Paperback. Condición: New. Language: English . This book usually ship within 10-15 business days and we will endeavor to dispatch orders quicker than this where possible. Brand New Book. A groundbreaking synthesis of developmental, relationship-based, and skill-based approaches, The SCERTS (R) 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 (R) 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 (R) in assessment and intervention.Volume I: Assessment gives detailed background information on The SCERTS (R) 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 (R) components; get a detailed listing of developmental milestones that contribute to the recommended assessment and intervention plans; explore The SCERTS (R)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.Volume II: Intervention gives early interventionists explicit instruction on how to help children reach their goals following assessment. They ll learn how to prioritize and set social communication and emotional regulation goals for young children; choose meaningful and purposeful activities to help them reach the goals, implement four types of transactional support (learning supports, interpersonal support, support to families, and support among professionals); and learn how to link all three SCERTS (R) components in program planning. In-depth vignettes on diverse children and families illustrate implementation of the model, and forms are included to help with intervention planning.Semi-structured yet flexible enough to respond to individual differences, SCERTS (R) can be applied in many different settings and used with other intervention approaches. With this child- and family-centered model, based on over two decades of research and clinical experience, early interventionists will have everything they need to evaluate and promote the social and emotional development of children with ASD.These manuals are part of The SCERTS (R) Model, a groundbreaking framework for improving communication and social-emotional abilities in individuals with autism spectrum disorders (ASD) and their families. Developed by internationally recognized experts, SCERTS effectively supports developmental progress in three domains: Social Communication, Emotional Regulation, and Transactional Support. Nº de ref. del artículo: BTE9781557668189

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Prizant, Barry M., Wetherby, Amy M., Rub
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Descripción Paperback. Condición: New. 1st. Paperback. A groundbreaking synthesis of developmental, relationship-based, and skill-based approaches, The SCERTS (R) Model provides a framework for improving communication and social-emotional abil.Shipping may be from multiple locations in the US or from the UK, depending on stock availability. 784 pages. 1.790. Nº de ref. del artículo: 9781557668189

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Barry M. Prizant (author), Amy M. Wetherby (author), Emily Rubin (author), Amy C. Laurent (author), Patrick Rydell (author)
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Descripción Brookes Publishing Co. 2006-03-30, Baltimore, Md. |London, 2006. paperback. Condición: New. Nº de ref. del artículo: 9781557668189

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