The ECLIPSE Model: Building Global Skills That Improve Social and Behavioral Functioning

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The ECLIPSE Model Building Global Skills That
Improve Social and Behavioral Functioning

• Sherry A. Moyer
• NHS Human Services
• Pennsylvania, U.S.A.
• smoyer_at_nhsonline.org

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What Is The ECLIPSE Model?

• The goal of this curriculum is to foster growth
  and development of GLOBAL skills that are
  essential to improved behavioral and adaptive
  functioning as well as social competence. The
  ECLIPSE Model is based on profiles of known skill
  deficits from recent and relevant literature!

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What Are Global Skills?

• Global processes are those that contribute to
  cognitive development in several domains. (Kail,
  2004)

Flexibility/Shift
Self-Regulation
Executive Function Skills
Causal Attribution
Goal Oriented Behaviors
Processing Speed
Abstract Thinking
Problem Solving
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Why Target Global Skills?

• Functional global skills allow us to improve our
• Academic achievement
• Employment performance
• Social competence
• Independent Living Skills
• Adaptive Skills

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Guiding Principles of ECLIPSE

• Control Versus Authority
• The X 10 Relevance Rule
• Global Skills are EVERYTHING
• You Cannot Expect Another Person to Demonstrate
  Desired Skills Consistently Without an
  Opportunity to LEARN FIRST!

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Curriculum Components

• Attribution Retraining
• Cognitive Skills
• Shift/Flexibility and Abstract thinking
• Social Skills
• Theory of Mind and Hidden Curriculum
• Sensory Awareness
• Self-Regulation and Modulation of Behaviors
• Continuous, Ongoing, Perpetual and Never Ending
  Activities

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Each CurriculumComponent Includes

• An explanation of the skill
• Real life examples
• Impact of development of other skills
• Measurable goals for learning
• Lesson plans
• Instructions for data collection

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Lets Look At An Example
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Attribution

• A Brief Explanation Attribution is our ability
  to accurately assign causation to events or
  motivation to another persons thoughts, words,
  or deeds.

It is our ability to connect the dots between
cause and effect!
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Attribution Retraining

• Attribution retraining is all about changing the
  way people assess their circumstances so that
  there is a sense of hope that they can take
  control and improve the situation.

Ill never get this light bulb thing right!
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Shawn

• Situation
• Does well in school, except math
• His attribution nothing he can do about it, he
  has always been that way.
• Analysis
• Negative attribution causing feelings of
  hopelessness
• No motivation to take control and improve the
  circumstances.

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On The Other Hand

• Situation
• Does well in school, except math
• His attribution If I asked for help or spent
  more time studying maybe I could get better at
  math.
• Analysis
• Positive attribution causing feelings of
  hopefulness.
• Some motivation to take control and improve the
  circumstances.

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Impact OnDevelopment of Other Skills

• Attribution is directly connected to Theory of
  Mind. If you are not able to get inside another
  persons head to gauge their thoughts and
  emotions, you will not be able to understand why
  the other person said or did what they did.
• Theory of Mind is the What are they thinking,
  doing or feeling?
• Attribution is the Why are they thinking, doing
  or feeling?

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Measurable Goals for Learning

• Dina will learn to more accurately assess her
  circumstances using the three parameters of
  attribution retraining.
• Kevin will improve his problem solving skills
  through the use of attribution retraining.
• Zoe will be able to demonstrate the relationship
  between attribution retraining and social problem
  solving and self-regulation.

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Lesson Plans

• Each lesson plan includes
• Objective
• Required materials
• Required prep time
• Required activity time
• Embed factor
• Steps for completion of lesson
• Data collection or measuring success!

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Creating a Comprehensive Classroomor Group
Environment
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A Few Things To Remember

• The targeted skills in the ECLIPSE Model are
  critical to successful human functioning and NOT
  just for those with ASD.
• The curriculum is meant to support development of
  a class or group culture.
• The ECLIPSE Model is designed to become part of
  the fabric of the students day.
• Easily adapted for home or clinical use to
  support generalization.

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Using the ECLIPSE Model to Support IEP or
Treatment Plan Development

• Results from standardized assessments can be used
  to guide goal selection
• Specifically behavior goals or behavior plans.
• Will also support academic goals for different
  types of writing.
• Can also contribute to transition process
• Especially for foundation skills associated with
  volunteer or vocational placements and
  independent living.

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Use the MAGIC STATEMENTS!

• What can I do to help you make things better?
• Do you need a little more to answer/finish what
  you were doing?
• I will help you figure this out when you are calm
  enough to problem solve.
• I understand that you are upset.
• You have a right to your feelings.

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Continuous, Ongoing, Perpetual and NEVER Ending
Activities!

• Independence Journals
• Reality Checks
• Self-Awareness Builders
• Strategic Bombs

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ECLIPSE Data Collection Measures

• Behavior Indicator Sheet
• Universal Goal Tracking Teacher and Student
• Student Surveys
• Daily Data Collection Sheets
• Teacher Checklist
• Program Audit Checklist
• Implementation Record

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The ECLIPSE Model Pilot Study

• 13 students who attend a specialized private
  school for students whose primary diagnosis is an
  Autism Spectrum Disorder.
• All participants were diagnosed with either
  Asperger Disorder or PDD NOS.
• Average age is 13.69 years
• Average FS IQ of 10 students with available is
  81.8.

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The ECLIPSE Model Pilot Study

• Standardized pre and post assessments include
• Behavior Assessment System for Children Second
  Edition or BASC 2 Parent Rating (Reynolds, C. and
  Kamphaus, R.W., 2004)
• Childrens Attibutional Style Questionnaire or
  CASQ (Kaslow, Tanenbaum, Seligman, Abramson,
  Alloy, 1995).
• Behavior Rating Inventory of Executive Function
  or BRIEF Parent and Teacher Rating (Gioia, G.
  Isquith, P., Guy, S., and Kenworthy, L. 2000 )

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The ECLIPSE Model Pilot Study

• Pilot study was conducted during 10 week period
  in spring of 2008.
• Teachers and Aides received 12 hours of training
  on the ECLIPSE Model curriculum prior to pilot.
• Lessons focused primarily on self-regulation,
  attribution retraining, abstract thinking and
  modulation of behaviors.
• All lessons were conducted by the classroom
  teacher in the classroom environment as a full
  group.

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The Results!!!

• There was a statistically significant shift in
  the positive composite and hopefulness scores of
  the CASQ! (n13)
• Significant increase in the Positive Composite
  score of p.009. 10 of 13 students improved their
  positive attribution scores!
• Significant increase in the Hopefulness Composite
  score with p.045. 9 of 13 students improved
  their measure of hopefulness!

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The Results!!!

• BASC Results (n8)
• 62.5 of students experienced improvements in
  scores for Depression and Aggression subtests as
  well as Adaptive Composite scores!
• 50 of students experienced improvement in scores
  for Activities of Daily Living, Anxiety and
  Conduct Problems subtests!
• 37.5 of students experienced improvements in
  scores for Withdrawal and Social Skills subtests!

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The Results!!!

• BRIEF Results (Parent Rating n9)
• 55.6 of students experienced improvement in
  scores for Shift and Inhibit subtests!
• 44.5 experienced improvement in scores for
  Emotional Control subtest!

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The Results!!!

• BRIEF Results (Teacher Rating n13)
• 46.2 of students experienced improvement in
  scores for Inhibition and Emotional Control
  subtests!
• 23.1 of students experienced improvement in
  scores for the Shift subtest!

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In Summary

• Encouraging results despite the small sample size
  and short time frame!
• Exemplifies the potential for service providers
  to successfully generate and participate in
  applied research by translating novel theories
  into operational curriculum.
• Opens a wide range of future research questions
  to determine the effects of improved global
  skills on other areas of functioning.

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References

• American Psychiatric Association, (2000).
  Diagnostic and Statistical Manual of Mental
  Disorders, (4th Edition, Text Revision, 80-84).
  Washington, Dc American Psychiatric Association.
  
• Baron-Cohen, S., (1995). The development of
  theory of mind Where would we be without the
  intentional stance? In Developmental Principles
  and Clinical Issues in Psychology and Child
  Psychiatry. Ed. Rutter, M. and Hay, D.. Oxford,
  England Blackwell.
• Cavell, A., (1990). Social Adjustment, Social
  Performance, and Social Skills a Tri-Component
  Model of Social Competence. Journal of Clinical
  Child Psychology, 19, pgs. 111-122.
• Clark, C., Prior, M., Kinsella, G. (2002) The
  relationship between executive function
  abilities, adaptive behavior and academic
  achievement in children with externalizing
  behaviour problems. Journal of Child Psychology
  and Psychiatry, 43, 785-796.

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References

• Gioia, G. Isquith, P., Guy, S., and Kenworthy, L.
  (2000 ). Behavior Rating Inventory of Executive
  Functioning. Psychological Assessments, Inc.
  Lutz, FL.
• Kail., R., (2004). Cognitive Development Includes
  Global and Domain-Specific Processes.
  Merrill-Palmer Quarterly, 50, pgs. 445-452.
• Kaslow, N. J., Tanenbaum, R. L., Seligman, M.
  E. P. (1978). The KASTAN-R A Children's
  Attributional Style Questionnaire
  (KASTAN-R-CASQ). Unpublished manuscript,
  University of Pennsylvania, Department of
  Psychology, Philadelphia.
• Lee, H.J. and Park, H.R., (2007). An Integrated
  Review on the Adaptive Behavior of Individuals
  with Asperger Syndrome. Remedial and Special
  Education, 28, pgs 132-145.
• Martin, J., Mithaug, D., Cox, P., Peterson, L.,
  Van Dycke, J., and Cash, M., (2003). Increasing
  Self-Determination Teaching Students to Plan,
  Work, Evaluate, and Adjust. Exceptional Children,
  Vol. 69, pg. 431.

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References

• Mithaug, D., Agran M., Martin, J., and Wehmeyer,
  M., (2003). Determined Learning Theory
  Construction, Verification, and Evaluation.
  Mahwah, New Jersey Lawrence Erlbaum Associates.
• Reynolds, C. and Kamphaus, R.W., (2004). Behavior
  Assessment Scales for Children, 2nd Edition.
  Pearson Assessments, Bloomington, MN.
• Seligman, M. E. P., Peterson, C., Kaslow, N. J.,
  Tannenbaum, R.L., Alloy, L. B., Abramson, L. Y.
  (1984). Attributional style and depressive
  symptoms among children. Journal of Abnormal
  Psychology, 93, 235-238.
• Stecker, P., Whinnery, K., and Fuchs, L.,
  (1996). Self-Recording During Unsupervised
  Academic Activity Effects on Time Spent Out of
  Class, Exceptionality, Vol. 6, pgs. 133-147.

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Thank you for having me!!!

• Sherry A. Moyer
• NHS Human Services
• Pennsylvania, U.S.A.
• smoyer_at_nhsonline.org