Autism and Multidisciplinary Teamwork Through the Scerts Model

Background: An effective educational programme for a child with autism requires the expertise of a team of professionals working together in a careful, coordinated manner, in partnership with parents and family members. Multidisciplinary teamwork is fundament tounderstanding and designing a developmental life-long plan for children on the autism spectrum (Prizant et al, 2006). Believing in the importance of multidisciplinary teamwork for children with autism means developing strategies and research that investigate how to implement multi disciplinary work in education.

Objectives: This research examines multidisciplinary teamwork in an English special school through the use of the SCERTS model (Social Communication, Emotional Regulation, Transactional Support). The research analyses the first steps (team design and assessment) of implementing SCERTS by focusing on how professionals can improve the way they work together through the new model. The research questions are: i) How do professionals work together as a team with children on the autism spectrum?; ii) What needs to be done to implement SCERTS?; iii) How can working with children with autism be improved through SCERTS?; iv) What are the positive and challenging aspects of implementing SCERTS?

Methods: This research was designed as an action research collaborative case study using multi-methods approach, thus  allowingthe researcher to catch the complexity of each single case through a deep detailed analysis of selected aspects. The researcher explored the questions described above with three case studies of children’s assessment and their ‘Team Around the Child’ (22 participants) through focus groups (6), semi-structured interviews (5) and questionnaires (22). The qualitative and quantitative data collected during the research were analysed using Interpretative Phenomenological Analysis (IPA).

Results: The research findings highlight that SCERTS can be a good model for cohering teamwork when working with pupils on the autism spectrum. The results highlight that SCERTS enabled professionals to exchange good daily practice; plan educational work together; and discuss challenges faced in implementing the model. The multi-disciplinary approach realised with the organisation of the TAC was the most innovative element of the SCERTS model and was considered a great improvement in working with children on the autism spectrum as a team. The SCERTS model was efficient in supporting the team in each step of the pupil’s educational life plan.

Conclusions: The SCERTS model’s flexibility does not cut off the professional’s  experience and creativity but enriches educational planning by incorporating every point of view on the child as a fundamental resource of information and as equally important.