SCERTS | Telford Education Services

Frequently Used Approaches

This page contains information on some commonly used approaches within our service. An Educational Psychologist may suggest viewing this page before completing specific work within the setting.

Social Communication, Emotional Regulation and Transactional Supports (SCERTS)

SCERTS is a framework used to explore children and young people’s social communication skills, emotional regulation and how their partners (adults) facilitate and support them, as well as exploring the child’s environment. SCERTS focuses on supporting children to become confident, motivated and competent in their communication, while also being able to regulate their emotions with the support of adults, before being able to learn. SCERTS is completed through an observation of the child in at least two different contexts. An observation using the SCERTS approach will comment on the following:

Joint attention (e.g. attending to others, communicating for a range of functions, engaging in meaningful conversation, and modifying one’s use of language based on a social partner’s perspective)
Symbol use (e.g. understanding and using more creative and generative expressive language, using appropriate nonverbal communication, and following the rules of conversation)
Self-regulation (e.g. employing coping strategies to regulate arousal and emotional state, using self-talk to plan and prepare for upcoming social situations)
Mutual regulation (e.g. expressing one’s emotional state, responding to coping strategies offered by partners, collaborating with peers in solving problems)

Your link educational psychologist may suggest SCERTS is an appropriate approach. Often, an assistant psychologist may join the EP or complete the SCERTS observation and will make contact with the school’s SENCO directly.

Who is it for?

SCERTS is an all age model (into adulthood), for those with social communication difficulties.

Children with all levels of need : verbal and non-verbal, all cognitive abilities.
Designed for use across home, school (mainstream and special) and even vocational settings.
Mutual regulation (e.g. expressing one’s emotional state, responding to coping strategies offered by partners, collaborating with peers in solving problems)

For more information, contact your Link EP or visit the SCERTS Website.

Return to Frequently Used Approaches

Frequently Used Approaches

Social Communication, Emotional Regulation and Transactional Supports (SCERTS)

Joint attention (e.g. attending to others, communicating for a range of functions, engaging in meaningful conversation, and modifying one’s use of language based on a social partner’s perspective)

Symbol use (e.g. understanding and using more creative and generative expressive language, using appropriate nonverbal communication, and following the rules of conversation)

Self-regulation (e.g. employing coping strategies to regulate arousal and emotional state, using self-talk to plan and prepare for upcoming social situations)

Mutual regulation (e.g. expressing one’s emotional state, responding to coping strategies offered by partners, collaborating with peers in solving problems)

Your link educational psychologist may suggest SCERTS is an appropriate approach. Often, an assistant psychologist may join the EP or complete the SCERTS observation and will make contact with the school’s SENCO directly.

Who is it for?

SCERTS is an all age model (into adulthood), for those with social communication difficulties.

Children with all levels of need : verbal and non-verbal, all cognitive abilities.

Designed for use across home, school (mainstream and special) and even vocational settings.

Mutual regulation (e.g. expressing one’s emotional state, responding to coping strategies offered by partners, collaborating with peers in solving problems)

Frequently Used Approaches

Social Communication, Emotional Regulation and Transactional Supports (SCERTS)

Joint attention (e.g. attending to others, communicating for a range of functions, engaging in meaningful conversation, and modifying one’s use of language based on a social partner’s perspective)

Symbol use (e.g. understanding and using more creative and generative expressive language, using appropriate nonverbal communication, and following the rules of conversation)

Self-regulation (e.g. employing coping strategies to regulate arousal and emotional state, using self-talk to plan and prepare for upcoming social situations)

Mutual regulation (e.g. expressing one’s emotional state, responding to coping strategies offered by partners, collaborating with peers in solving problems)

Your link educational psychologist may suggest SCERTS is an appropriate approach. Often, an assistant psychologist may join the EP or complete the SCERTS observation and will make contact with the school’s SENCO directly.

Who is it for?

SCERTS is an all age model (into adulthood), for those with social communication difficulties.

Children with all levels of need : verbal and non-verbal, all cognitive abilities.

Designed for use across home, school (mainstream and special) and even vocational settings.

Mutual regulation (e.g. expressing one’s emotional state, responding to coping strategies offered by partners, collaborating with peers in solving problems)​

Mutual regulation (e.g. expressing one’s emotional state, responding to coping strategies offered by partners, collaborating with peers in solving problems)