SCERTS: Social Communication Emotional Regulation Transactional and Support
SCERTS is an evidence-based framework for assessing children who need support with their social communication and emotional regulation skills, including autistic children. Transactional support is the support given to children to reach their goals and achieve their potential.
The SCERTS approach is not a prescriptive curriculum and it works alongside practice in settings and home. Designed to be collaborative and to value the contributions made by settings and families to a child’s development, setting goals to reflect what the child can do with the right support. A strengths based approach, so it starts with what a child can do instead of what they can’t do.
Download: Early Years SCERTS Questions
Stage 1 is specific for EYFS and Reception. Once your setting or school has watched Stage 1 you can progress onto Stage 2.
Additional Information
Why are we using this approach in Worcestershire?
- SCERTS values the support given to children by their communication partners in settings and at home, and gives ideas for how best to support their development through Transactional Support
- SCERTS can be used with a wide range of approaches settings are already familiar with
- SCERTS does not require expensive equipment or resources to be purchased
- SCERTS is a neurodiversity affirming approach, and it intends to support children to develop their skills while celebrating children’s unique strengths and interests
- SCERTS can be used in lots of different types of setting
