The ECLIPSE Model
Teaching Self-Regulation, Executive Function, Attribution, and Sensory Awareness to Students With Asperger Syndrome, High-Functioning Autism, and Related Disorders
The ECLIPSE Model targets the skills needed to improve social competence, such as executive functioning, theory of mind, causal attribution, processing speed and working memory. Without effective use of these skills on a regular basis, development of other areas of functioning - academic, adaptive, social and vocational skills - will be inhibited. The ECLIPSE Model directly addresses four challenge areas that are not typically covered by other curricula: self-regulation, executive function, attribution retraining and sensory awareness. These four areas impact almost all activities across environments, and individuals without adequate skills in these areas are unlikely to reach their full potential. The curriculum provides step-by-step lessons for teaching these vital skills in a way that will motivate young people.
MEET THE AUTHOR
Sherry A. Moyer,
MSW, LSW is the Executive/Research Director of the University of Toledo Center for Excellence in Autism where she is developing services for adolescents and adults with Autism Spectrum Disorders (ASD). Sherry is the former executive director of the Asperger Syndrome Coalition of the United States. She speaks nationally and internationally and has contributed to several books, including Asperger Syndrome and Adolescence
(Myles & Adreon, 2001), The Educator's Guide to Mental Health Issues in the Classroom
(Kline & Silver, 2004), and The Comprehensive Autism Planning System (CAPS) for Individuals with Asperger Syndrome, Autism and Related Disabilities: Integrating Best Practices Throughout the Student's Day
(Henry & Myles, 2007). Moyer was a 2002 Hartman Child and Family Scholar, and in 2006 she was a parent participant in the Inaugural Research Convocation for the Organization for Autism Research in Washington, DC. Her professional interests include the influence of attribution and self-regulation on social competence, trauma/post-traumatic stress disorder and the connection to ASD, transition to adulthood, and vocational rehabilitation.