A team of experts at Florida State University, who have spent no less than 20 years studying autistic children, developed this new behavioral program. The Chase Academy is impressed with Dr. Amy Wetherby, a member of the FSU team, and with her philosophy that each child should be in a maximum state of receptiveness to learn. If the child is not, it is the duty of the teacher to first get that child into that position, and then teach. Teaching to someone that is not in a maximum state of receptiveness is a waste of time. This behavioral program shares responsibility between the student and the teacher for behavioral outcomes, requiring more of the teacher than just responsiveness, and it requires constant monitoring, goal setting and adjustment throughout its program.
The SCERTS® model is:
- Child-centered: Each child's individual patterns of strength and needs guide program planning, including selection of goals and strategies.
- Family-centered: Family members are included as collaborators and partners in all efforts, and plans are developed to support families.
- Developmentally grounded: The model and its curriculum are based on extensive research on the development of children with and without disabilities.
- Activity-based: Everyday activities and routines are the primary contexts in which children learn, and in which progress is measured.
- Relationship-based: The development of trusting and secure relationships with adult partners and other children provides the foundation for enhancing social communication and emotional regulation capacities.
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©2006 The Chase Academy, Inc. All Rights Reserved.