Somerset - SCERTS Overview (Autumn 2023) Page 1

SCERTS in Action in Somerset

Video tutorial created by Emily Rubin, SCERTS co-author, Somerset SCERTS Pathfinder Schools, Access to
Inclusion Advisory Teachers and the Educational Psychology Service
SCERTS Pathfinder Schools
Ashlands CofE Primary School, Crewkerne : Kay Holway Park Community School, Taunton:
Dawson, SENDCo, Lucinda Hall, SENDCo,
[email protected] [email protected]
St. Andrews CofE Junior School, Burnham-on- Walton CofE Primary School, Taunton: Katherine
Sea: Tamsin Thomson, SENDCo, Cooper, [email protected]
[email protected] Birchfield Community Primary School, Yeovil:
Hindhayes Infants School, Street: Kate Nester, Verity Walker, SENDCo,
Head Teacher, [email protected] [email protected]
Croscombe Primary School, Wells: Tracy Trull CofE Primary School, Taunton: Rachel
Massey, A and C Advisory Teacher Cerullo, [email protected]
tracy.masseysturgess@croscombestokefederation. Cheddar First School, Cheddar: Suzi Smith,
co.uk [email protected]
Wembdon St. George’s Church School, Burnham Infant School, Burnham-on-Sea: Carly
Bridgwater: Anne Bulley, SENDCo, Hatch, [email protected]
[email protected]

SCERTS in Action in Somerset

Video tutorial created by Emily Rubin, SCERTS co-author, Somerset SCERTS Pathfinder Schools, Access to The SCERTS Model - Review of Basic Tenets
Inclusion Advisory Teachers and the Educational Psychology Service

Our Vision - The “Why” The presence of positive, supportive and trustworthy relationships is
the foundation of an effective educational program
The framework of SCERTS is aligned to the vision of Somerset, as the “why” is
focused on ensuring “each child and young person in Somerset is positively
engaged.”
• SCERTS is a relational-based approach.
• For the children and young people that we support, our focus is on active engagement; this
is the “fuel” for learning, communication, and emotional well-being.
• The core ethos is focused on helping interactive partners change the way we interact and
the environment to promote key priorities (e.g., attendance and inclusion) by working
together and building relationships.

Why do we address Social Communication? Why do we address Emotional Regulation?

The capacity to communicate for a range of purposes and in many
ways enhances a learners’ active engagement. We learn how to cope and
make ourselves available
for learning and interacting
from people we observe and
trust.
Somerset - SCERTS Overview (Autumn 2023) Page 2

Why do we address Transactional Support? SC + ER + TS = Active Engagement

When we modify our

interactive style and modify
the environment, we can
help our learners feel safe
and motivated to engage.

We create “desirable” and

“predictable” environments.
Wembdon St. George’s

SCERTS is an Evidence-Based Framework SCERTS is an Evidence-Based Framework

Classroom SCERTS Intervention (CSI), a randomized trial in school-

• Randomized trials have provided evidence that SCERTS
age settings (Morgan et al., 2018) highlights how these key
can be implemented with fidelity in a range of natural objectives and supports improve outcomes and increase active
settings and yields increased active engagement. engagement in the classroom setting.

• Active engagement, which is a result of a learner’s

social and emotional competence in a given setting,
provides the conditions for learning needed for
cognitive, literacy, and academic success.

Somerset - SCERTS in Action Somerset - SCERTS in Action

Total # of Participants (2022 – 2023) Total # of Participants (2022 – 2023)
Initial Training Cohorts & Dates
Trainings delivered by Emily Rubin, Total Training Participants:
SCERTS Co-author 700+ delegates
Cohort 1 - 110 Participants Roles represented:
SCERTS Day 1 – An Introduction (8 February 2022)
SCERTS Day 2 – Program Planning (8 March 2022)
SENco
SCERTS Day 3 – Assessment (3 May 2022) Teachers (SEN and Mainstream)
Cohort 2 - 158 Participants Advisory Teachers
Head Teachers
SCERTS Day 1 – An Introduction (17 May 2022)
SCERTS Day 2 – Program Planning (26 May 2022) Assistant Head Teachers
SCERTS Day 3 – Assessment (28 June 2022) Educational Psychologists
Cohort 3 - 190 Participants Autism Outreach Workers
SCERTS Day 1 – An Introduction (27 Sept 2022)
Inclusion Specialists
SCERTS Day 2 – Program Planning (18 Oct 2022) Nursery Managers, Pastoral Managers
SCERTS Day 3 – Assessment (15 Nov 2022)
SALT, OT, PT, Social Worker, Behavior Support
Cohort 4 - 204 Participants Family Intervention Worker, Portage
SCERTS Day 1 - An Introduction (6 March 2023) Practitioner
SCERTS Day 2 – Program Planning (23 March 2023)
SCERTS Day 3 – Assessment (27 April 2023)
Student Welfare Officers
HLTAs, TAs, Child minders
Somerset - SCERTS Overview (Autumn 2023) Page 3

Getting Started with SCERTS for individual Getting Started with SCERTS for individual
learners – Where do we start? learners – Where do we start?

1. Identify developmental stage,

2. Observe natural activities…identify what SC, ER and TS is
already enhancing engagement,
3. Identify SC and ER goals and TS to sustain and enhance
active engagement,
4. Create a learner’s SCERTS Activities Planner as a visual for
team members to provide TS across the day.

Getting Started with SCERTS for individual Getting Started with SCERTS for individual
learners – Where do we start? learners – Where do we start?
The engagement model must be
used for pupils at KS1 and KS2 who
are working below the standard of
the national curriculum assessments
and not engaged in subject-specific
study.

It may also be used across ALL key

stages, as engagement is often the
predictor of a learner’s academic
success and overall resilience.

Getting Started with SCERTS for individual

learners – Where do we start? Implementing SCERTS
Somerset - SCERTS Overview (Autumn 2023) Page 4

Implementing SCERTS Implementing SCERTS

Hindhayes Infants School SCERTS Implementation Tool

Implementation
Implementation Final outcomes
Situation (why?) Support (what?) outcomes (how
(how?) (and so?)
well?)
• What needs to • What are the • What blend of • How will you • How will chilren /
change? essential active activities are know it is young people,
ingredients for required? working? teacher, and the
the support? • Do staff feel the school benefit?
• What will you see approach is
when it is feasible and
working? useful?

For more information, please visit:

EPs using SCERTS

www.SCERTS.com
www.autismlevelup.com
Somerset Educational Psychologists are using SCERTS to Particular success with schools trained in SCERTS: www.uniquelyhuman.com
support schools:
• Shared language
• Plan, do, review • Desirable engagement
• Consultations • Understanding of child’s / young person’s goals
• SCERTS frequently used goals
Somerset - SCERTS Overview (Autumn 2023) Page 5
SCERTS in Action Determining Communication Stage Worksheet

Name: Date:
Completed by:

Please complete this form to determine which set of materials to use when implementing SCERTS.

I am using body language, gestures, facial expressions, and

Social Partner Stage
vocalizations to communicate.

1. Does the child use ALL of the following? ✔

a) Does the child use at least 3 different words or phrases (spoken, signed, pictures, written words,
gestalt phrases, or other symbolic system) referentially (i.e., to refer to specific objects, people, or
activities)?

b) Does the child use at least 3 words or phrases with communicative intent (i.e., by spontaneously
coordinating with proximity, gestures or gaze for a communicative purpose)?

c) Does the child use at least 3 words or gestalt phrases regularly (i.e., often and not rare occasions)?

No: Use the SCERTS in Action: Social Partner Materials

Yes: Use the SCERTS in Action: Language Partner Materials

I am using single words, brief phrases, and/or gestalt phrases to communicate

Language Partner Stage
with speech, signs, pictures, or AAC.

2. Does the child use ALL of the following? ✔

a) Does the child use at least 100 different words or phrases (spoken, signed, pictures, written words,
gestalt phrases, or another symbolic system) referentially (i.e., to refer to specific things / people).

b) Does the child use at least 100 words or phrases with communicative intent (i.e., by spontaneously
coordinating the words or phrases with proximity, gestures or gaze for a communicative purpose)?

c) Does the child use at least 100 words or phrases regularly (i.e., often and not rare occasions)?

d) Does the child use at least 20 different combinations of words, sentences, and/or mitigated gestalt
phrases with a person’s name and verbs that are creative (i.e., not just exact imitations of phrases?)

No: Use the SCERTS in Action: Language Partner Materials

Yes: Use the SCERTS in Action: Conversational Partner Materials

Conversational Partner Stage I am using creative language (through either speech, signs, writing, or AAC) to
communicate and I am learning how to meet my needs in a range of social
settings.

Form adapted for Prizant et al. (2006). THE SCERTS Model: Volume I: Assessment & Volume II: Program planning and intervention. Baltimore, MD. Brookes Publishing
 Sample Objectives & Supports for the Social Partner Stage
I am using body language, gestures, and facial expressions to communicate.

Name: ___________________________ Please select goals and modify the wording to meet the learner’s preferences and to
Date: _____________________________ form a partnership (“Learner will ______when interactive partners provide___.”).
Additional goal areas can be developed using the full SCERTS Assessment Process.
\
I can enhance my social communication by (select 2): When my partners (select 2 supports):
o Responding to others who engage in meaningful and o Embed motivating materials in activities.
understandable ways, o Modify the sensory properties of the environment to match my preferences
o
Somerset - SCERTS Overview (Autumn 2023)

Initiating interaction for a range of functions to meet my needs, and needs.

o Initiating and maintaining brief reciprocal interactions when o Adjust group size to enhance engagement and interaction.
desirable and accessible, o Respond to ALL of my nonverbal communication to foster a sense of
o Requesting desired items, communicative competence.
o Requesting actions from others to meet my needs, o Model gesture and object-based communication.
o Using simple motor actions to share my thoughts and ideas, o Provide adequate time for processing.
o Using objects to communication my thoughts and ideas, o Wait expectantly to foster initiation.
o Using a range of gestures including those that are easily o Provide visual supports to foster expressive communication (e.g., concrete
understood, such as giving, pointing or touching. objects, choices of see-thru containers).

I can enhance my emotional regulation by (select 2): When my partners (select 2 supports):
o Soothing when comforted by a caregiver, o Recognize signals of dysregulation and offer support.
o Using a recognizable and authentic sensory-motor strategy to o Attune to my emotional / energy state and adjust the environment to
regulate when offered by others, match my needs.
o Using nonverbal means to request soothing or regulating actions, o Offer and engage in sensory-motor supports that I enjoy and shift their
o Using nonverbal means to request items to soothe or regulate, energy in predictable ways.
o Using sensory-motor actions to self-regulate during activities and o Use developmentally sensible visual support to support transitions across
interactions, activities (e.g., concrete objects of reference).
o Using sensory-motor strategies to independently make a o Define a clear beginning and end point to activities.
transition (e.g., holding or referencing objects of reference). o Establish predictable routines.
o Provide visual support for emotional regulation (e.g., choices of objects for
soothing or regulating).
o Honor and respect my autonomy.
Page 6

Handout adapted from Prizant, et al. (2006). THE SCERTS Model: Volume I: Assessment & Volume II: Program planning and intervention. Baltimore, MD. Brookes Publishing.
 Sample Objectives & Supports for the Language Partner Stage
I am using single words, phrases and simple sentences using speech, gestalts phrases, signs, or pictures.

Name: ___________________________ Please select goals and modify the wording to meet the learner’s preferences and to
Date: _____________________________ form a partnership (“Learner will ______when interactive partners provide___.”).
Additional goal areas can be developed using the full SCERTS Assessment Process.
I can enhance my social communication by (select 2): When my partners (select 2 supports): \

o Initiating and maintaining extended reciprocal interactions when o Embed motivating materials in activities.
desirable and accessible, o Modify the sensory properties of the environment to match my
o Communicating for a range of functions (e.g., requesting items, preferences and needs.
Somerset - SCERTS Overview (Autumn 2023)

requesting actions, seeking information, commenting), o Adjust group size to enhance engagement and interaction.
o Using symbols to communicate (e.g., mouth words, gestalt phrases, o Respond to ALL of my communicative signals (nonverbal and verbal) to
Augmentative & Alternative Communication (AAC)), foster a sense of communicative competence.
o Using a range of words, including people’s names, verbs, and o Model a range of communicative functions.
nouns (using speech, pictures, signs, or other symbolic forms), o Provide visual supports to foster expressive communication (e.g., AAC
o Using a range of word combinations, including people’s names and systems, including pictures/symbols to represent people’s names, verbs, and
verbs (using speech, pictures, signs or other symbolic forms), nouns).
o Modifying or combining gestalt phrases (i.e., mitigated echolalia) to o Pace conversation by giving space and time for processing & expression,
convey my thoughts and ideas. o Model multimodal communication.

I can enhance my emotional regulation by (select 2): When my partners (select 2 supports):
o Using words or symbols to express a range of emotions/energy o Recognize signals of dysregulation and offer support.
levels, o Attune to my emotional/energy state and adjust the environment to
o Responds to others’ use of sensory-motor strategies when they are match my needs.
a good fit for my current needs (e.g., powering up or powering down), o Model simple language related to emotion/energy paired with visuals.
o Requesting help when needed to regulate emotion or energy, o Offer and engage in sensory-motor supports that I enjoy and shift their
o Using words or symbols to request soothing or engaging activities, energy in predictable ways.
o Using sensory-motor actions to self-regulate during activities, o Use developmentally sensible visual support to support transitions across
o Using known and effective language-based / information strategies activities (e.g., photos/pictures/written symbols).
when offered by partners to soothe and engage, o Define a clear beginning and end point to activities.
o Using language strategies to independently make a transition (e.g., o Establish predictable routines.
referencing a picture schedule), o Provide visual support for emotional regulation (e.g., choices for soothing
o Using language strategies to engage in an extended activity (e.g., or stimulation, break cards, etc.).
referencing a “to-do” list). o Model use of regulation strategies.
Page 7

Handout adapted from Prizant, et al. (2006). THE SCERTS Model: Volume I: Assessment & Volume II: Program planning and intervention. Baltimore, MD. Brookes Publishing.
 Sample Objectives & Supports for the Conversational Partner Stage
I am using creative language to communicate (through either speech, writing, or other modalities).

Please select goals and modify the wording to meet the learner’s preferences and to
Name: ___________________________ form a partnership (“Learner will ______when interactive partners provide___.”).
Date: _____________________________ Additional goal areas can be developed using the full SCERTS Assessment Process.
I can enhance my social communication by (select 2): When my partners (select 2 supports): \

o Initiating interaction to communicate for a variety of reasons o Respond to bids for advocacy and needs.
including regulatory needs, advocating for activity/environment o Pace conversation by giving space and time for processing and expression.
needs, sharing information, etc. o Embed motivating topics, materials, and choices in activities.
Somerset - SCERTS Overview (Autumn 2023)

o Communicating for a range of functions (e.g., requesting items, o Modify the sensory properties of the environment to match my preferences
requesting actions, sharing information, etc.), and needs.
o Engaging in reciprocal interactions based on my interests, o Adjust group size to enhance engagement and interaction.
o Requesting information, support, and guidance when needed, o Respond to my ALL forms of communication (both verbal and nonverbal) to
o Using a variety of sentence constructions to clarify information for foster a sense of communicative competence.
my listeners, o Provide visual supports to foster multimodal expressive communication.
o Working with partners to come to shared understanding of o Provide peer education.
social expectations (e.g., repeats or clarifies intent of verbal and o Demonstrate cross-cultural understanding with social expectations that
nonverbal messages when needed and/or indicates lack of meet the preferences / needs of neurodiverse learners.
understanding in some way). o Provide visual support to foster an understanding of language and socially
inclusive expectations (e.g., conversational timing, roles within a group).

I can enhance my emotional regulation by (select 2): When my partners (select 2 supports):
o Soothing when comforted by partners using authentic and known o Recognize signals of dysregulation and offer support.
regulatory strategies, o Attune to my emotional / energy state and adjust the interpersonal and
o Responding to regulation strategies when offered by partners physical environment (e.g., less verbal exchanges, decreasing nonverbal social
when they are authentic and known, cues, adjusting group size).
o Using my language/words related to energy to self-advocate for o Using visual support to support transitions within and across activities (e.g.,
my needs (e.g., to ask for help, a break, or coping strategies), posted agendas, personalized schedules, and “to do” lists).
o Using language and/or sensory-motor strategies to engage in o Providing visual support for energy or emotional regulation and choices of
activities (e.g., “to-do” lists, alternative seating, etc.). coping strategies (e.g., If I am….I can….).
o Using language strategies (e.g., schedules / information) and/or o Model regulatory needs in terms of increasing or decreasing energy.
sensory-motor actions to transition between activities, o Provide access to a range of known and authentic regulatory supports.
o Using language to think about regulation strategies for o Provides explicit teaching (visually supported) about concepts such as
transitions & future events that are meaningful (metacognition). advocacy and problem solving for specific activities and environments
Page 8

Handout adapted from Prizant, et al. (2006). THE SCERTS Model: Volume I: Assessment & Volume II: Program planning and intervention. Baltimore, MD. Brookes Publishing.
 Social Partner Stage – Outcomes & Supports
I am learning to use body language, gestures, and facial expressions to communicate.
Here are some engagement outcomes I can achieve and supports I need:

Realisation: Is the learner making connections and

Exploration: Is the learner taking interest and acting upon communicating?
materials?

I can show interest in a variety of sensory I can spontaneously initiate interaction

experiences (SR1.2)… (JA1.2)…

when my partners modify the sensory when my partners provide motivating

properties of the environment (LS4.3) and materials in activities (LS4.7) and respond
recognize and support my strategies for to my subtle forms of communication
Somerset - SCERTS Overview (Autumn 2023)

regulation (IS1.5). (IS1.3).

Anticipation: Is the learner “knowing what to do” and

Persistence: Is the learner “hooked” and sustaining showing independence?
attention?
I can use a behavior strategy of holding
I can make choices of coping strategies
an object of reference to independently
offered by partners (MR2.6)…
transition (SR3.4)…
Initiation: Is this learner spontaneously creating an impact on
when my partners provide visuals for their environment? when my partners provide visual
emotional regulation (choices of hands-
supports for smooth transitions (LS3.3)
on materials) (LS2.3) and recognize and I can use a range of gestures including
and recognize and support my strategies
support my strategies for regulation giving or pointing gestures (SU4.4)…
for regulation (IS1.5).
(IS1.5).
when my partners provide visuals for my
expressive communication (concrete
objects) (LS2.1) and respond to my signals
to foster a sense of competence (IS1.3).
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Copyright 2022 – Permission granted for educational purposes

 Language Partner Stage – Outcomes & Supports
I am learning to use single words and brief phrases to communicate with speech, signs or pictures.
Here are some outcomes I can achieve and supports I need:

Realisation: Is the learner making connections and

Exploration: Is the learner taking interest and acting upon communicating?
materials?

I can combine a variety of actions with I can engage in extended reciprocal

objects within activities and play interaction (JA1.3)…
(SU3.4)… when my partners provide motivating
when my partners infuse motivating materials and topics in activities (LS4.7)
materials and topics in activities (LS4.7) and wait for & invite interaction through
Somerset - SCERTS Overview (Autumn 2023)

and provide modelling for how to use responsive exchanges (IS2.2).

materials (IS7.3).

Persistence: Is the learner “hooked” and sustaining Anticipation: Is the learner “knowing what to do” and
attention? showing independence?

I can use words or symbols to express a I can use language strategies to regulate
range of emotions (MR1.2) and use arousal level in transitions (e.g. following
language strategies to request calming Initiation: Is this learner spontaneously creating an impact on their
a timetable) (SR4.6)…
or focusing activity or input (MR3.6)… environment?
when my partners provide visual
when my partners provide visuals for I can use a variety of word combinations supports for smooth transitions (LS3.3)
emotional regulation (LS2.3) and (including people’s names + verbs) (SU5.6)… and recognize and support my strategies
recognize and support my strategies for for regulation (IS1.5).
when my partners provide visuals for my
regulation (IS1.5).
expressive communication (picture
symbols) (LS2.1) and adjust language
modeling to my level (IS6.2).
Page 10

Copyright 2022 – Permission granted for educational purposes

 Conversational Partner Stage – Outcomes & Supports
I am learning to use creative language to communicate and I am learning how to succeed in a range of social settings.
Here are some outcomes I can achieve and supports I need:

Exploration: Is the learner taking interest and acting upon Realisation: Is the learner making connections and
materials? communicating?

I can monitor the attentional focus of my I can use language for a range of social
social partners (JA1.1)… functions (e.g., commenting, asking
questions, expressing one’s needs)
when my partners infuse motivating (JA3.2)…
materials and topics in activities (LS4.7)
and facilitate successful interactions with when my partners wait for and invite
Somerset - SCERTS Overview (Autumn 2023)

my peers (IS5.2). interaction through responsive

exchanges (IS2.2) and use visual support
. to foster engagement in group activities.
(LS3.5).

Anticipation: Is the learner “knowing what to do” and

Persistence: Is the learner “hooked” and sustaining showing independence?
attention?
I can use language taught and modeled
I can use my language to ask for help, a
by partners to calm and focus (SR3.5)…
break, or coping strategies from others
(MR4.3)… when my partners use visual support to
encourage my expression and
when my partners provide visuals to Initiation: Is this learner spontaneously creating an impact on their
understanding of emotion (LS2.3) and
support to my expression and environment?
recognize and support my strategies for
understanding of emotion (LS2.3) and
I can partner with my peers to develop and regulation (IS1.5).
recognize and support my strategies for
use social conventions for vocal volume for
regulation (IS1.5).
a given setting (SU4.4)…

when my partners facilitate successful

interactions with my peers (IS5.2) and use
visuals to support understanding of
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language and social expectations (LS2.2).

Copyright 2022 – Permission granted for educational purposes