SCERTS™ Model Core Values and Guiding Principles

One unique aspect of the SCERTS Model is that practices are guided by explicitly stated core values and guiding principles. They are as follows:

1. The development of spontaneous, functional communication abilities and emotional regulatory capacities, which support all aspects of development and independence, are of the highest priority in educational and treatment efforts.
   
   
2. Principles and research on child development frame assessment and educational efforts. Goals and activities are developmentally appropriate and functional, relative to a child’s adaptive abilities and the necessary skills for maximizing enjoyment, success, and independence in daily experiences.
   
   
3. All domains of a child’s development (e.g., communicative, social-emotional, cognitive, sensory, motor) are interrelated and interdependent. Assessment and educational efforts must address these relationships.
   
   
4. All behavior is viewed as purposeful. Functions of behavior may include communication, emotional regulation, and engagement in adaptive skills. For children who display unconventional and/or problem behaviors, there is an emphasis on determining the functions of the behaviors and supporting the children’s development of more appropriate ways to accomplish those functions, within the context of enhancing emotional regulatory capacities.
   
   
5. A child’s unique learning profile of strengths and weaknesses plays a critical role in determining appropriate accommodations (i.e., transactional supports) for facilitating competence in the domains of social communication and emotional regulation.
   
   
6. Natural routines across home, school, and community environments provide the educational and treatment contexts for learning and for the development of positive relationships. Progress is measured in reference to increasing competence and active participation in daily experiences and routines.
   
   
7. It is the primary responsibility of professionals to establish positive relationships with children and with family members. All children and family members are treated with dignity and respect.
   
   
8. Family members are considered experts about their child. Assessment and educational efforts are viewed as collaborative processes with family members, and principles of family-centered practice are advocated to build consensus with the family and enhance the collaborative process.

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