Autism and Multidisciplinary teamwork through the SCERTS Model.

A settembre 2013, è stato pubblicato l’articolo “Autism and Multidisciplinary teamwork through the SCERTS Model” nella rivista peer review “British Journal of Special Education“, Volume 40, Issue 3, pages 137-145, September 2013.



  • autism;
  • multidisciplinary teamwork;
  • SCERTS Model;
  • English residential school;
  • Interpretative Phenomenological Analysis

This research investigates multidisciplinary teamwork in an English special school located in the West Midlands region of the UK. The research was carried out by Paola Molteni, a PhD student at Università Cattolica del Sacro Cuore, Milan, Karen Guldberg of the Autism Centre for Education and Research Director at the University of Birmingham School of Education, and Nick Logan, head of the Psychology and Therapists Department at Sunfield Children’s Home, Clent. The school uses the innovative SCERTS (Social Communication, Emotional Regulation, Transactional Support) model. The methodology was a collaborative and participatory case study focused on the point of view of professionals and on understanding the teamwork process through analysis of three teams working together to implement SCERTS. Methods included focus groups, semi-structured interviews, direct observations and questionnaires; the data were analysed using the Interpretative Phenomenological Analysis method. The research provides an example of good practice and enables practitioners to reflect on the issues involved in implementing a multidisciplinary process using the SCERTS approach. The findings show that the SCERTS Model can support the educational team in promoting and exchanging good daily practice and planning educational work together. The article draws out implications for further studies that aim to analyse teamwork in other settings and over a longer period.