The Autism Society Event and Education Recordings Archive

Global skills are the human “operating system” that can make or break social, academic, behavioral, adaptive and vocational functioning. The ECLIPSE Model is designed to build global skills that improve social and behavioral functioning through development of self-regulation and problem-solving skills. This comprehensive overview will examine critical executive function and cognitive skills and their impact on successful interactions at home, school or community. Participants will leave with practical strategies for improving causal attribution, self-regulation/modulation and social problem solving. The ECLIPSE Model is a research-based curriculum designed to address the importance of developing global skills to improve social competence in young people with Asperger Syndrome or High-Functioning Autism (HFA). Global skills can be thought of as the human “operating system” with cognitive and neurological features such as executive functioning (cognitive shift, planning, abstract thinking, goal-oriented behaviors, and self-regulation), processing speed, and working memory that improve functioning in more than one area of development. Without effective use of these skills on a regular basis, other areas of functioning such as academic, adaptive or activities of daily living, social, and vocational skills will be challenged.
Research has shown that young people with Asperger Syndrome (AS) and HFA exhibit a number of globally oriented cognitive or neurological challenges that interfere with successful social interactions and daily life functioning. Individuals with AS or High-Functioning Autism focus on details and struggle to complete the abstract concept (Meyer & Minshew, 2002), which affects problem solving and reasoning skills (Minshew, Goldstein and Siegel) 1997). In addition, these same individuals can have significant difficulty shifting or moving from one idea or alternative to another (Ozonoff, Pennington and Rogers 1991), which could explain their narrow range of interests or perceived stubbornness by those around them. According to Uta Frith (1991), Theory of Mind or the ability to represent mental states such as thoughts, feelings or beliefs is impaired among individuals with Autism Spectrum Disorders. Such perspective taking deficits are a basis for the quality of social behaviors most frequently observed for this population (Meyer & Minshew, 2002; Jolliffe & Baron-Cohen, 1999).

Also evident from the research is the fact that young people with Asperger Syndrome and High-Functioning Autism 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 High-Functioning Autism 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 performance of daily life skill activities and by default by addressing the known underlying cognitive deficits of individuals with AS and HFA. It is a complement—not a substitute—to more traditional social skills curricula that focus on specific subjects such as conversational skills or relational boundaries. Ideally speaking, improved global skills will lead to an improved ability to use social skills more effectively and open doors for successful community experiences. For parents and professionals supporting young people with autism spectrum disorders, there is no more relevant goal than increasing opportunities for independence and building social competence.

This workshop will provide an overview of global skill profiles in you people with ASD and the ways in which they influence social, cognitive, academic, adaptive and vocational  performance. Results from a randomized control group implementation study being conducted with more than 40 students at the NHS Autism Schools in Pennsylvania during the ’08-’09 school year will be shared. Highlights also include specific interventions to support improved self-regulation/modulation of behavior, causal attribution, abstract thinking, shift/mental flexibility and problem solving.

Learning Objectives: