As demonstrated in the above diagram, the SCERTS frame work allows us the flexibility to use a range of teaching strategies and approaches. We use and adapt a wide range of evidence based practices and strategies to deliver our curriculums and enhance our interactions.
Intensive Interaction – A practical approach to teaching communication and social interactions for early learners with a range of difficulties.
Task Analysis – Breaking down complex skills or behaviours in to smaller steps.
TEACCH – An understanding of the culture of autism- the use of structured teaching across the areas of physical structure, visual schedules, work systems and task organisation.
PECS/AAC – The use of symbols/pictures/devices to make communicative exchanges with partners.
Attention Autism – A programme that develops attention and joint attention skills.
Visual Supports – Presenting information in a way that is meaningful to a learner to increase expressive and receptive language and increase independence.
Pairing – Is the process of building rapport and building solid relationships through shared positive experiences.
VBA – The Verbal Behaviour Approach is an assessment process that focuses on the development of functional communication and functional behaviours.
Sensory Integration – The process through which we support children to recognise and organise information they receive through the seven senses.
FBA – Functional Behavioural Analysis is the process through which we ‘unpack’ children’s behaviours to support positive behaviour change.
The Zones of Regulation – a curriculum geared towards helping students gain skills in consciously regulating their actions by increasing control and problem solving abilities.