Core Values and Guiding Principles*

• Development of spontaneous, functional communication abilities and emotional regulatory capacities are of the highest priority in educational and treatment efforts.

• 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.

• All domains of a child’s development (i.e. communicative, socio-emotional, cognitive, and motor) are interrelated and interdependent.  Assessment and educational efforts must address these relationships.

• All behavior is viewed as purposeful.  Functions of behavior may include communication, emotional regulation and engagement in adaptive skills.  For children who display unconventional or problem behaviors, there is an emphasis on determining the function of the behavior and supporting the development of more appropriate ways to accomplish those functions.

• A child’s unique learning profile of strengths and weaknesses play a critical role in determining appropriate accommodations for facilitating competence in the domains of social-communication and emotional regulation.

• 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.

• 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.

• 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.

 *Thank you to Barry Prizant and his team of professionals who developed and graciously share the SCERTS Model