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Also evident from the research is the fact that young people with Asperger Syndrome and PDD HFA have trouble modulating or self-regulating their responses, especially during emotionally based situations, (Myles, Dunn and Orr, 2000). Last but certainly not least is the idea that adolescents with Asperger Syndrome and HFA do exhibit hostile or depressed patterns of causal attribution which directly affects their ability to accurately assess the circumstances they face in every day life, (Barnhill & Myles, 2001). When all of these skill deficits are combined, it is easy to see how young people with these disorders experience global functioning deficits that disrupt even the most mundane of tasks or social exchanges. Unlike more traditional “social skills” programs, the ECLIPSE model seeks to improve social interaction and by default, daily life skill activities by addressing the known underlying cognitive deficits of individuals with AS and HFA. The ECLIPSE Model has been accepted for publication and will be available commercially in May of 2008.

METHODOLOGY: This author began initial implementation of the ECLIPSE Model with a weekly meeting of a small group of 6-8 children ages 7-14 with the diagnosis of AS or HFA. Since then, the ECLIPSE Model has been implemented in several schools and site based programs for students with Autism Spectrum Disorders. Curriculum components include Behavioral, Cognitive and Social domains. Featured skills include abstract thinking, mental shift or flexibility, self-regulation and modulation, causal attribution and Theory of Mind. Self-regulation and causal attribution are taught in tandem prior to the introduction of other skill areas. Upon mastery of these skills the other skills are prioritized and introduced based on the participants specific areas of need. The goal of the program is that once a skill has been introduced, it becomes adopted for regular use throughout the day. To begin with, skills are prompted by the teacher, parent or therapist and over time, the adult transitions to the role of facilitator or support person as the child becomes more independent and proficient. As students mature to the teen and transition years, additional skills of problem solving, self-determination and self-advocacy are introduced as a formalized process to encourage independent living skills as adults. RESULTS: Base line skills are established through the evaluation of available neuropsychological assessments and data is collected on successful demonstration of desired skills and increased community interactions as well as reductions in disruptive behaviors. Students are asked to monitor their progress and self-reporting instruments are incorporated on a daily basis. The ECLIPSE Model is being piloted over the course of this school year with initial findings to be evaluated during the summer of 2008. At that time, the model will be assessed for differences in outcomes at the two different types of facilities and program specific modifications will be made as necessary.