Applied Behavior Analysis, SCERTS Model, and Daily Life Therapy: A Continuum for Teaching Students with Severe Autism Spectrum Disorder

Author Information

Emmalee M. Schepis

Abstract/Description

This project analyzed the continuum of philosophical interventions used to support students with severe autism. Project activities included reviews of program websites and documentation, site visits to each private residential school program, and focus group interviews conducted with teachers from each school. These data sources created a basis for analysis and a variety of conclusions to describe the contrasting philosophical approaches employed by each program. The summative analysis of the project activities provided greater understanding of the complex continuum of philosophical intervention strategies designed to support students with ASD.

Note on the Author

Emmalee M. Schepis is a 2025 graduate of Bridgewater State University who majored in Special Education with a concentration in Teacher of Students with Severe Disabilities Pre-K through 12. Mentored by Dr. J. Edward Carter (Department of Special Education) she was awarded the Adrian Tinsley Program summer research grant to conduct field research; this research served as the basis for her honors thesis. Emmalee presented her initial research as well as her thesis findings at the 2025 National Conference on Undergraduate Research (NCUR). After graduation from BSU, Emmalee plans to return to earn a master's degree to partially fulfill her professional-status teaching license before working with students with autism, with a particular interest in those with behavioral issues.

Recommended Citation

Schepis, Emmalee M. (2025). Applied Behavior Analysis, SCERTS Model, and Daily Life Therapy: A Continuum for Teaching Students with Severe Autism Spectrum Disorder. Undergraduate Review, 19, 69-84.
Available at: https://vc.bridgew.edu/undergrad_rev/vol19/iss1/9

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