Our services to students with severe language delays who may be on the autism spectrum include a play based relationship building approach to development using many of the ideas suggested in the DIR/floortime model. We meet regularly to discuss program needs for each student. We identify goals and strategies using the guidance of SCERTS (“Social Communication Emotional Regulation and Transactional Supports” http://www.scerts.com ) concepts. Lead by our school psychologist, these SCERTS team meetings provide a strong opportunity for professional development and student specific progress monitoring. We have found this model to be highly effective for our students.