A groundbreaking synthesis of developmental, relationship-based, and skill-based approaches, The SCERTS[TM] Model provides a framework for improving communication and social-emotional abilities in individuals with autism spectrum disorders (ASD) and their families. Developed by internationally recognized experts, SCERTS[TM] supports developmental progress in three domains: Social Communication (communicating spontaneously and establishing relationships), Emotional Regulation (regulating emotional arousal to support learning and engagement), and Transactional Support (elements that aid an individual's progress as he or she works toward a goal). With this two-volume manual set, professionals will have comprehensive and practical guidance on using SCERTS[TM] in assessment and intervention with preschool and elementary school students with ASD. Volume I: Assessment, gives detailed background information on The SCERTS[TM] Model and guides professionals through the assessment process. Professionals will examine the research foundations and the recommended practices that inform the model; learn about specific goals and objectives for each of the three SCERTS[TM] components; get a detailed listing of developmental milestones that contribute to the recommended assessment and intervention plans; explore The SCERTS Model's similarities and differences with other models; and discover how to use the model in various settings. Assessment report and observation forms are included to help collect information and monitor child progress. Volume II: Program Planning and Intervention, gives professionals explicit instruction on how to help children reach their goals following assessment. They will learn how to prioritize and set social communication and emotional regulation goals for young children; choose meaningful and purposeful activities to help them reach the goals, implement four types of transactional support (learning supports, interpersonal support, support to families, and support among professionals); and learn how to link all three SCERTS[TM] components in program planning. In-depth vignettes on diverse children and families illustrate implementation of the model, and forms are included to help with intervention planning. Volume I is organized into the following chapters: (1) Introduction; (2) Social Communication; (3) Emotional Regulation; (4) Transactional Support; (5) SCERTS Model Programmatic Priorities and Milestones; (6) Continuum of Current Intervention Approaches and the SCERTS Model; (7) The SCERTS Assessment Process: Overview and Implementation; and (8) The SCERTS Assessment Process: Using the SAP-O Forms and Criteria. The following are appended: (1) SCERTS Assessment Process Forms; and (2) Glossary. Volume II is organized into the following chapters: (1) Guide to the SCERTS Model Educational Practices, Part I: Core Values and Guiding Principles, Practice Guidelines, Goal Setting, and Transactional Support; (2) Guide to the SCERTS Model Educational Practices, Part II: Transactional Support: Interpersonal Support and Learning Support and Learning and Playing with Peers; (3) Transactional Support: Support to Families and Support Among Professionals; (4) Linking Transactional Support Goals to Social Communication and Emotional Regulation Goals; (5) Enhancing Social Communication, Emotional Regulation, and Transactional Support at the Social Partner Stage: From Assessment to Program Implementation; (6) Enhancing Social Communication, Emotional Regulation, and Transactional Support at the Language Partner Stage: From Assessment to Program Implementation; and (7) Enhancing Social Communication, Emotional Regulation, and Transactional Support at the Conversational Partner Stage: From Assessment to Program Implementation. SCERTS Assessment Process-Quality Indicators is appended. [This book was published by Brookes Publishing Company.]