Transcript An Overview of The ECLIPSE Curriculum

The ECLIPSE Model:
Building Global Skills That Improve
Social and Behavioral Functioning
Sherry A. Moyer
NHS Human Services
Pennsylvania, U.S.A.
[email protected]
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!

What Are Global Skills?

Global processes are those that contribute to cognitive
development in several domains. (Kail, 2004)
Flexibility/Shift
Executive
Function Skills
Goal Oriented
Behaviors
Abstract Thinking
Self-Regulation
Causal
Attribution
Processing
Speed
Problem Solving
Why Target Global Skills?

Functional global skills allow us to
improve our:

Academic achievement

Employment performance

Social competence

Independent Living Skills

Adaptive Skills
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!

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
Each Curriculum
Component 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
Let’s Look At An Example…
Attribution

A Brief Explanation: Attribution is our ability to
accurately assign causation to events or motivation
to another person’s thoughts, words, or deeds.
It is our ability to
connect the dots
between cause
and effect!
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.
I’ll never get
this light
bulb thing
right!
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.
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.
Impact On
Development of Other Skills

Attribution is directly connected to Theory of Mind.
If you are not able to get inside another person’s
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?”
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 selfregulation.
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!
Creating a Comprehensive
Classroom
or Group Environment
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 student’s day.

Easily adapted for home or clinical use to
support generalization.
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.
Use the MAGIC STATEMENTS!
1.
What can I do to help you make things better?
2.
Do you need a little more to answer/finish
what you were doing?
3.
I will help you figure this out when you are
calm enough to problem solve.
4.
I understand that you are upset.
5.
You have a right to your feelings.
Continuous, Ongoing, Perpetual
and NEVER Ending Activities!

Independence Journals


Reality Checks
Self-Awareness Builders

Strategic Bombs
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
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.
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)

Children’s 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 )
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.
The Results!!!

There was a statistically significant shift in
the positive composite and hopefulness
scores of the CASQ! (n=13)

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!
The Results!!!

BASC Results (n=8)

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!
The Results!!!

BRIEF Results (Parent Rating n=9)

55.6 % of students experienced improvement
in scores for Shift and Inhibit subtests!

44.5% experienced improvement in scores for
Emotional Control subtest!
The Results!!!

BRIEF Results (Teacher Rating n=13)

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!
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.
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.
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 DomainSpecific 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-RCASQ). 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.
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). SelfRecording During Unsupervised Academic Activity: Effects
on Time Spent Out of Class, Exceptionality, Vol. 6, pgs.
133-147.
Thank you for having me!!!
Sherry A. Moyer
NHS Human Services
Pennsylvania, U.S.A.
[email protected]