Supporting teachers' implementation of the SCERTS model for autistic children in South Korean inclusive preschools

Abstract

Background: The SCERTS (social communication, emotional regulation, and transactional support) is a comprehensive, evidence-based, multidisciplinary educational approach that addresses the core challenges faced by autistic children. For optimal social and developmental outcomes, young autistic children need to participate in general education settings and receive comprehensive intervention. However, few studies have explored the feasibility and effectiveness of integrating the SCERTS approach into the general education curriculum in inclusive preschools. This experimental study examined the effectiveness of the SCERTS approach (Prizant et al., 2006a, b) by developing a support program consisting of teacher education and on-site implementation support for comprehensive SCERTS-based treatment for autistic children in inclusive South Korean preschools. Method: A total of 22 pairs of special education teachers and autistic children aged 3-5 were divided into an experimental group and a control group. The teachers completed an efficacy survey, and the children underwent Social Communication Questionnaire (SCQ), K-Vineland Adaptive Behavior Scales II (K-VABS-II), and Psychoeducational Profile-Revised (PEP-R) assessments before and after the intervention. Results: Following the intervention, teachers in the experimental group reported a greater sense of efficacy compared to the control group (t = 2.98, p < .01). For autistic children, a significant group difference was found for the PEP-R (t = 3.50, p < .01), but not in the SCQ and K-VABS-II assessments. Conclusion: The support program was effective in enhancing teacher efficacy and autistic children's development. These findings support the feasibility and effectiveness of implementing SCERTS-based practices in Korean inclusive education settings.