Author: Maryam Kamran
Supervisor: Saima Dawood PhD, Sharmeen Aslam Tarar
Degree: MS
Year: 2014-2016
University: Centre for Clinical Psychology, Punjab University, Lahore, Pakistan
Abstract
The present study investigated the implementation of Social
Communication Emotional Regulation Transactional Support
with functional ASDs and comparison of their performance with
children having same level of pathology. It was hypothesized that
(a) there will be a significant improvement in the scores of
SCERTS group as compared to TAU in Preschool Language
Scale-5 (PLS-5) scores in auditory comprehension and expressive
language (b) SCERTS will bring significant reduction in scores of
emotional regulation and social communication impairment
related to ASD on CARS in SCERTS group as compared to TAU.
Quasi Experimental research design was used. Sample was
collected through Purposive Sampling strategy. Sample was
consisted of 6 children diagnosed with mild ASD, along with
their parents (mothers) and teachers which were assigned into two
groups: SCERTS group (n=3) and control group (n=3). Both
groups (SCERTS & TAU) were compared on performance
outcome using Childhood Autism Rating Scale (CARS) and
Preschool Language Scale-5 (PLS-5). Both groups were assessed
at the time of recruitment and after, 13 weeks. The measures trial
of SCERTS group consisted of 13 weeks sessions lasting
approximately 3 hours in week a by following SCERTS model
guideline for individual therapy. SCERTS intervention group
offers parent and teacher training which helped them in the
implementation of the targets at home and school. The results of
the study indicated that SCERTS is an effective and efficient
therapy to reduce the symptoms of ASD and improve the
functionality of children with ASD. This research would be
helpful in task making, tracking and monitoring progress of
children with ASD in schools as well as in clinical settings.
Keywords: Social Communication, Emotional Regulation, Transactional Support, Autism Spectrum Disorder.
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