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

Lu Yu,Xiaoqin Zhu

doi:10.1007/s10803-018-3649-z

Abstract

A SCERTS model-based intervention with different durations (5-month vs. 10-month) was provided to 122 children with autism spectrum disorder (ASD) (age = 53.43 ± 9.05 months) in Hong Kong. Before and after the intervention, the children were assessed with the Chinese Psychoeducational Profile-Third Edition (CPEP-3) and the Developmental Assessment Chart (DAC). Educators and parents expressed their views toward the intervention in focus groups. Results showed that participating children improved significantly in their social communication and emotional behavior after the intervention, as measured by DAC and CPEP-3. Likewise, educators and parents had positive views toward the intervention and noted the children’s improvement. The results suggest that a SCERTS model-based intervention can improve social communication, emotional regulation, and other skills in children with ASD.

Highlights

Children with autism spectrum disorders (ASD) demonstrate significant impairment in their social interactions and communication and exhibit a restricted range of interests and attention (American Psychiatric Association [APA] 2013)
The last major theme emerged from responses of the educators, especially the special education teachers of them, to the question of “the impact of the SCERTS model on their own attitude, knowledge, and skills.”
The educators indicated that their roles changed when they were provided with the SCERTS model-based intervention

Summary

Introduction

Children with autism spectrum disorders (ASD) demonstrate significant impairment in their social interactions and communication and exhibit a restricted range of interests and attention (American Psychiatric Association [APA] 2013). These deficits interfere with their learning and disrupt their family life. The parties that work with children with ASD may have their own individual, respective focuses and specific approaches in intervention and may use different assessment tools to gather the same information.

Objectives

Methods

Results

Conclusion