An Evaluation of a SCERTS based, Multidisciplinary Support Project to Improve Social and Emotional Outcomes for Young Autistic Children following Diagnosis

Background and Objectives A two year project was established to work intensively with young autistic children, their families, education settings and support teams. Nine children aged between two and five were selected at... [ view full abstract ]

Background and Objectives
A two year project was established to work intensively with young autistic children, their families, education settings and support teams. Nine children aged between two and five were selected at random within three months of diagnosis. The project team included professionals from education and health, aiming to provide well-coordinated support based in SCERTS™ (Social Communication, Emotional Regulation and Transactional Supports) and Early Support principles. The project team used the SCERTS Assessment Process and curriculum alongside training, person centred planning, video coaching and regular support visits to home and setting. Evaluation aims were; to understand whether the children on the project made progress in social communication and emotional regulation outcomes, to understand whether settings and families increased their use of supports, to understand parents’ and settings’ experience of support and to evaluate the processes and tools implemented.

Methodology
The evaluation was informed by practice and vice versa using video observation, the SCERTS Assessment Process, semi-structured interviews, questionnaires and reflective journals.

Results
The results showed progress for children in spontaneous communication and emotional regulation alongside increased use of supports by parents and settings. Common themes emerged including changes in adults’ understanding of regulatory behaviours, the importance of visual supports, encouraging social motivation and the need for professionals to collaborate with families.

Conclusions
The evaluation demonstrated the importance of an evidence based framework for supporting young autistic children. Further research is needed to understand best practice and to evaluate the impact of intensive early support based on SCERTS principles.

The Oxfordshire Early Years Autism Support Project and the evaluation were carried out with regular oversight of a Steering Group which included representatives from Health, Education, a parent support charity (Autism Family... [ view full abstract ]

The Oxfordshire Early Years Autism Support Project and the evaluation were carried out with regular oversight of a Steering Group which included representatives from Health, Education, a parent support charity (Autism Family Support Oxfordshire) and a parent advocate. The evaluation was carried out with the support of a Senior Lecturer from The University of Birmingham (Dr Karen Guldberg) to evaluate the quality and consistency of the work and the use of ethical procedures. There were regular discussions within the team meetings to ensure that ethical issues and issues of data quality and data protection were addressed.

Written informed consent to participate in the evaluation was gained from the parents or carers of all participants in the project. Parents/carers have been informed of their rights to withdraw, request any data or request that any information concerning their child be deleted or destroyed securely. Informed consent was also sought from the parents of all other children appearing in videos which were used for video observations (part of the SCERTS Assessment Process). Further written consents will be obtained for children appearing in any videos which are used in conferences or training events. Children's names, locations, schools and the names of their supporting professionals have been changed or removed from written information such as interviews or case studies. Children's emotional well-being was monitored and evaluated during the project and the views of families were sought throughout the process of evaluation.

Declaration of Conflict of Interests
The Oxfordshire Early Years Autism Support Project was funded by Oxfordshire Schools Forum.