Effectiveness of a SCERTS Model-Based Intervention for Children with Autism Spectrum Disorder (ASD) in Hong Kong: A Pilot Study

Yu, Lu; Zhu, Xiaoqin

doi:10.1007/s10803-018-3649-z

Cited by 9 publications

(6 citation statements)

References 19 publications

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“…And the paired sample t test administration showed t = -9.893, p <0.0005 for language skills and t = -8.930, p < 0.0005 for Social skills. Based on the means of the independent variables and the direction of the t-value, a statistically significant improvement was observed in participants following the 10 There were some limitations related to present study. Despite applying a qusai-experimental design and recording assessment results before and after the intervention, there was no control group that limited the interpretation of the findings.…”

Section: Resultsmentioning

confidence: 75%

Effectiveness of the social communication emotional regulation and transactional support (SCERTS) model based intervention in language development and fostering social communication in children with autism spectrum disorder

Fiaz¹,

Rehman²

2020

J Fatima Jinnah Med Univ

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Background: Social Communication Emotional Regulation Transactional Support (SCERTS) model is based on studies and has manuals for assessing children and designing individual treatment plans. However, limited research has been done to evaluate the efficacy of this model. This study attempts to evaluate the impact of SCERTS model-based intervention on children with Autism Spectrum Disorder (ASD) in Lahore with the objective to determine the usefulness of SCERTS in promoting language development and improvement in social skills in children with ASD. Patients and methods: This quasi experimental study was conducted at Roots and Wings autism center, located in Bahria Town Lahore, for the duration of nine months. Children with formal diagnosis of Autism Spectrum Disorder, with age range of 3 years to 6 years old. Prior to intervention and subsequently after that, the children were evaluated with the portage checklist in the domain of language and socialization skills. Results: Participating children demonstrated improvement in their language and social skills after the intervention, as assessed by portage. Conclusion: SCERTS based intervention can facilitate children with autism spectrum disorder to improve their language and social communication skills.

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Section: Resultsmentioning

confidence: 75%

Effectiveness of the social communication emotional regulation and transactional support (SCERTS) model based intervention in language development and fostering social communication in children with autism spectrum disorder

Fiaz¹,

Rehman²

2020

J Fatima Jinnah Med Univ

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“…The exclusion criteria were as follows: all children were eligible for inclusion except those with a brain injury; fragile X syndrome or other syndromes resulting from known genetic defects or inherited metabolic diseases; and other diagnosed conditions involving impairments in social or communication abilities, such as intellectual disability without ASD, schizophrenia, language disorders and social communication disorder. Children were both required to meet the criteria described above and to receive 24 weeks of LSP training ( 18 , 22 ). For children with ASD, it usually takes around 24 weeks to establish social communication and conversational foundations in the LSP intervention ( 18 ).…”

Section: Methodsmentioning

confidence: 99%

“…Although there has been little research examining the effectiveness of LSP intervention which is a simplified and practical version of the Social Communication, Emotional Regulation, and Transactional Support (SCERTS) model, the SCERTS model has been proven effective for children with ASD ( 21 , 22 ). Given the need in China, we introduced LSP training and assessed its effects on the developmental level and ASD symptom severity in Chinese children with ASD, to expand the application of LSP training in China.…”

Section: Introductionmentioning

confidence: 99%

Treatment of Preschool Children With Autism Spectrum Disorder: A Trial to Evaluate a Learning Style Profile Intervention Program in China

Chen

et al. 2022

Front. Pediatr.

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ObjectiveTo investigate whether the provision of learning style profile (LSP) training improves development in preschool children with autism spectrum disorder (ASD) in China and to describe the characteristics of children who benefit from the intervention.MethodsEighty-one children aged 36 to 72 months who were diagnosed with ASD for the first time were recruited for the intervention group. All of them received 24 weeks of LSP training, consisting of hospital- and home-based training. Twenty-one children with ASD of the same age in the control group had never received any intervention after diagnosis but underwent an assessment. Assessments were conducted at baseline and 24 weeks later. Differences in the developmental level and severity of ASD symptoms over time and between groups were analyzed by repeated standardized measures. Secondary analyses examined age effects among the 36– 48-, 48– 60-, and 60–72-month age groups.ResultsWithin-group comparison of the intervention group revealed significant treatment effects after the intervention, according to: language, social and adaptive developmental quotients (DQs) of the China Developmental Scale; total Childhood Autism Rating Scale (CARS) score; and hyperactivity, peer problems, total difficulties, and prosocial behavior scores of the Strengths and Difficulties Questionnaire (SDQ). Similar gains were observed in gross and fine motor DQs of the China Developmental Scale and emotional symptoms and conduct problems scores of the SDQ; however, the differences between these pre- and postintervention scores did not reach statistical significance. Comparisons among the three age groups in the intervention groups demonstrated a significant age effect on adaptive DQs of the China Developmental Scale; total CARS score; hyperactivity, peer problems and total difficulties scores of the SDQ. Comparison between the intervention and control groups revealed significant treatment effects on language, social and adaptive DQs of the China Developmental Scale; total CARS score; and emotional symptoms, conduct problems, hyperactivity, peer problems, total difficulties, and prosocial behavior scores of the SDQ after the intervention. Similar gains were observed in gross and fine motor DQs of the China Developmental Scale, although differences between the two groups did not reach statistical significance.ConclusionOur findings suggest that LSP training can effectively improve social behavior and reduce the severity of ASD symptoms in children with ASD. Our data also highlight the importance of early intervention.

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“…The SLP's role in multiprofessional delivered interventions varied greatly across studies. Some programs had SLPs providing direct 1:1 therapy to some of the participants, while the other participants received service from therapists with other professional backgrounds (e.g., Weatherby & Woods, 2006;Yu & Zhu, 2018). Other multiprofessional delivered interventions had each participant receiving 1:1 direct therapy both from SLPs and from other professionals on the team (e.g., occupational therapists; Casenhiser et al, 2013Casenhiser et al, , 2015.…”

Section: Extent Of Researchmentioning

confidence: 99%

Looking back and moving forward: A scoping review of research on preschool autism interventions in the field of speech-language pathology

Binns

Smyth

Andres

et al. 2021

Autism & Developmental Language Impairments

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Background & Aims Speech-language pathology services are frequently accessed by families of children who have suspected or diagnosed autism. This is expected given that social communication differences are a core feature of autism. This review looked broadly at the state of research in the field of speech-language pathology and preschool autism interventions in order to identify the types of studies that could be used to inform the practices of speech-language pathologists (SLPs), and to identify gaps in the field so they can be addressed in future research. Specifically, we examined the extent of research conducted on interventions delivered (at least in part) by SLPs to preschool children with suspected or diagnosed autism, identified the range of skill development areas targeted within the studies, and explored the characteristics of the interventions (i.e., theoretical models underlying the programs, service delivery models, treatment dosage). Methods A scoping review of articles published between 1980 and 2019 was conducted using the five phases outlined by the Arksey and O’Malley framework: (a) articulating the research question; (b) identifying relevant studies; (c) selecting studies; (d) charting the data; and (e) collating, summarizing, and reporting the results. Main Contribution/Results A total of 114 studies met inclusion criteria with most published since 2010 and conducted within North America. Case study or single-subject study designs were the most frequently used. Interventions delivered solely by SLPs and by multiprofessional teams that included SLPs were relatively equally represented. Across the included studies, nine skill development areas were targeted, but interventions targeting social communication, language, and augmentative communication skills made up the vast majority of studies. There was relatively even distribution of interventions informed by child-centered, clinician-directed, and hybrid models. Explicit information detailing intervention characteristics (e.g., treatment dosage, professional training of clinicians delivering the intervention) was poorly reported in many studies. For those studies providing details, there was a great deal of variability in the nature of interventions (e.g., service delivery models, SLPs’ role, dosage). Conclusions This review revealed that research in the area of autism interventions delivered, at least in part, by SLPs has markedly increased over the past 10 years. Still, there remains a need for more research, and greater transparency detailing the nature of the interventions being investigated. The research conducted to date captures the versatility of the SLP's role within preschool autism intervention. Improved reporting and studies with strong methodological rigor focused on capturing the complex and individualized nature of interventions are needed, as are intervention studies aligned with real-world community practice. Implications This review provides a comprehensive examination of the status of research on preschool interventions delivered to children with suspected or diagnosed autism within the field of speech-language pathology. Several directions for future research are provided, as are suggestions for improving the clinical applicability of results to further the development of effective, evidence-informed policy and practice in speech-language pathology.

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Effectiveness of a SCERTS Model-Based Intervention for Children with Autism Spectrum Disorder (ASD) in Hong Kong: A Pilot Study

Cited by 9 publications

References 19 publications

Effectiveness of the social communication emotional regulation and transactional support (SCERTS) model based intervention in language development and fostering social communication in children with autism spectrum disorder

Effectiveness of the social communication emotional regulation and transactional support (SCERTS) model based intervention in language development and fostering social communication in children with autism spectrum disorder

Treatment of Preschool Children With Autism Spectrum Disorder: A Trial to Evaluate a Learning Style Profile Intervention Program in China

Looking back and moving forward: A scoping review of research on preschool autism interventions in the field of speech-language pathology

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