Sherry A. Moyer, MSW, LSW
Executive/Research Director
The University of Toledo
Center for Excellence in Autism
Autisminfo@utoledo.edu
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Cognitive
Social
Behavioral
Communication
Sensory
Adaptive
Vocational
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General capacity, IQ
Co-morbid learning disabilities
Ability to problem solve
Executive function/organizational skills
Ability to manage time
Ability to evaluate progress
Ability to determine cause and effect
Required processing time
Planning deficits
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Relational boundaries
Understanding of need for positions of
authority
Ability and degree of need to
communicate or initiate interaction with
other students
Theory of Mind! Understanding or
projection of mental states, motivations
and emotions of others.
Reciprocal Interaction/conversation
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Problem Solving
Planning
Hygiene
Any current adaptive strategies being employed
Use of visuals
Willingness to ask for help
Transportation/navigation
Organizing backpacks, desks and assignments
Adapting to change
NO RELATIONSHIP TO IQ!!!!!!!!!!
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Tolerance for noise, light, crowds, smells, textures/touch
Tolerance for physical activity
Sitting still, standing in lines
Hygiene
Transportation/navigation
Adapting to change in environments
Tolerance for proximity to others
Tolerance for temperature
Tolerance for pain
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Articulation
Comprehension
Pragmatics
Parameters of assignments
Rules
Directions
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“But he is so high functioning…he is articulate and
opinionated, he must be high functioning.”
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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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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
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Global Skills are the Human
Operating System!!!!!
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Functional global skills allow us to improve
our:
◦ Academic achievement
◦ Employment performance
◦ Social competence
◦ Independent Living Skills
◦ Adaptive Skills
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Without global skills, other skills are
rote-based and not
meaning-based.
(Dr. Brenda Smith Myles, CEC 2009 presentation)
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Step 1: Order lunch in the cafeteria.
Step 2: Analyze the choices.
Do I want fish?
Do I want pizza?
I can pick off the
THE
Pretty hungry..
pepperoni
ANSWER IS
I hate the
Will fill me up
PIZZA!
pepperoni
better than fish
though…
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Choice Boards
Universal Symbols
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Schedules
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Directional Signs
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Task Organizers
I Pads/Pods - technology
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By definition, self-regulation is the systematic
effort to direct thoughts, feelings and actions
toward the attainment of one’s goals.
This is the art of selecting a socially acceptable
response to any given situation that is BALANCED
with the intensity of the circumstances.
Zimmerman, (2000)
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Identifying goals
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Creating strategies to achieve the goals
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Self-monitoring of performance for evidence of
progress
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Configuring physical and social contexts to support
achievement of goals
Schunk & Zimmerman (1994; 1998)
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Time management
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Self-evaluating methodologies
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Attributing causation to results
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Adapting future methods
Schunk & Zimmerman (1994; 1998)
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The assignment is for students to work in small groups and complete a
science experiment. Here are some steps and self-regulation skills required.
1. Find other group
members.
2. Identify
requirements of the
assignment.
3. Assign steps of
assignment to group
members or work
together.
4. Evaluate group
progress prior to
assignment being
due.
1.
2.
3.
4.
5.
Configuring physical
and social contexts.
Identify goals.
Creating strategies
to achieve the goals.
Time management.
Self-evaluating,
attributing
causation to results,
adapting future
methods.
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Modulation on the other hand is the ability to
inhibit your behavior successfully enough to
respond without over reacting.
It is your VOLUME BUTTON
For individuals with Asperger Syndrome,
this can be particularly challenging when
responding to emotional situations
Myles, Dunn and Orr (2000)
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Situation
My Response
More Positive
Response
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Bumped in hallway at
school by a friend
Call them a bad name
Ignore it or say
“excuse me.”
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Hit bare toe on a door
frame
Slam door, yell
Rub my foot, get ice, ask
Mom for help
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Missed school bus,
late for school
Cry, throw books on the
ground, blame Mom
Wake up earlier, watch
clock closely in the
morning
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Assessing your
circumstances…
Attribution is our ability to understand the cause and
effect of events and interactions we are involved with.
Our attribution pattern influences our motivation and
hope for taking control of our situation and making
things better! It is a key component skill of
self-regulation
(Schunk & Zimmerman, 1994; 1998)
Attribution Retraining…
Very simply, attribution retraining is a cognitive
approach that helps to improve our
understanding of cause and effect.
The ECLIPSE Model, Moyer, NHS Human Services, 2009
Classifying the Dimensions of
Attribution
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Is the issue internal or external in locus?
Did it happen because of something about you
as a person?
Is the issue stable or unstable?
Do you get the same outcome every time?
Is it controllable or uncontrollable?
Can you influence the situation at all?
Weiner, (1986)
The ECLIPSE Model, Moyer, NHS Human Services, 2009
Exactly
what
happened?
At First
Look
On
Second
Thought
Paul found
a flat tire
on his
bicycle
when he
was ready
to go for a
ride.
Paul found
a flat tire
on his
bicycle
when he
was ready
to go for a
ride.
Was it
internal or
external to
you?
Paul thinks
that it was
really bad
luck so it is
external to
him.
Paul’s dad
remind him
that tires go
flat naturally
over time
when you
don’t check
them but it is
still external
to him.
Was it stable
or unstable?
Paul doesn’t
think about
the bike but
says his luck
is always bad
so it is
stable.
Paul doesn’t
remember
the last time
it happened
so it is
unstable.
Was it
controllable or
uncontrollable
Paul figures
that there is
nothing you
can do to
control luck
so it is
uncontrollable
.
Paul decides
that by
checking the
tire regularly
the situation
can be
controllable.
Assessment or
attribution of
the cause or
motivation
Paul decides
that it is
another
chapter in his
unlucky life.
Paul
understands
that it was
unfortunate
but easily
fixed.
Are you
motivated to
take action and
improve the
situation?
Not At All!
Paul’s
attribution of
the situation
was so
helpless that
he gives up
on riding his
bike.
Sure!
Paul is more
motivated to
avoid having
the same
outcome in
the future by
checking the
tires
regularly..
The ECLIPSE Model, Moyer, NHS Human Services, 2009
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1.
Students spend more time on task!
2.
Reduction in disruptive behaviors!
3.
Makes skill assessment easier!
4.
Improves student sense of self-esteem!
5.
Student learns to be responsible for work
production!
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 My benchmarks for this task.
Yes?
1.
2.
3.
4.
Read the first 3 paragraphs of the article
on oil exploration.
Identify at least 1 major idea from each
paragraph.
Record each idea in a Word file
on your computer.
If the first 3 benchmarks are complete,
your assignment is DONE!
No?
X
X
X
X
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Create a safety net of predictability
Serves as a check list for completing required
activities
Helps to reinforce appropriate behaviors
Can be written or visual with graphics or photos
Help to manage time
Are useful for EVERYONE not just people with
disabilities
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Mon
Tues
Wed
Thur
Fri
Sat
Sun
When I get to school I have to put my
coat and lunch away ____.
After that I will turn in my homework
at the teachers desk.
I will go to my desk and read the
assignments on the board.
Then I will start on my assignments
until the announcements start.
After announcements I will gather my
books and go to first period.
If there is a change in the schedule, I
will ask what I should do differently.
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Problem solving is an accumulation of all of
the other global skills.
It can be done subconsciously with routine
tasks or with great time a deliberation over
life changing issues.
Either way, it is our ability to successfully
advocate for ourselves and get our needs
met.
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Decision
Making
Independent
Performance
SELF-ADVOCACY
Adjustments
Self-Evaluation
Wehmeyer, Palmer, Agran, Mithaug, & Martin (2000)
Accurate
assessment
of the
circumstances
+
Functional
Self-Regulation/
Monitoring Skills
=
The ability to
select and
implement a
reasonable
solution that will
meet our needs
and allow us to
successfully
Problem solve
of self-advocate
“I have a writing
assignment for
school but I
don’t know how
long it should
be.”
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“I don’t need to
get upset or avoid
the assignment
because…”
=
“I can send the
teacher an email
tonight or ask
her how long it
should be when I
get to class
tomorrow and I
will still have
time to finish it.”
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What can I do to help you make things better?
Do you need a little more time to
answer/finish what you were doing?
I will help you figure this out when you are
calm enough to problem solve.
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I understand that you are upset.
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You have a right to your feelings.
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Processing speed – visual/auditory
Anxiety
Perception
Neurology
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COMPREHENS IVE AUTISM PLANNING SYSTEMS (CAPS)
(Henry and Myles, 2007)
Time
Activ ity
8:00
Priming
8:20
9:00
1:00
1:45
Reading
Math
LA
SS/Sc
9:45
Bathroom
10:00
10:45
Skills/
STO
Emotion
recognition
and
regulation
Structure/
Modif ications
Visual
schedule
Resource room
Reinf orcement
Review plant
books and
catalogs after
priming
Verbal
reinforcement
Sensory
Strategies
Social Skills/
Communication
Koosh ball
Disco seat
Conversation
starters and
skills list
Data
Collection
D: Emotion
recognition
(correct/ incorrect)
# rumbling and
rage
Generalization
Conversation
starters, skills
list, and visual
schedule
throughout day
PE
Home
Base
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Sherry A. Moyer, MSW, LSW
Executive/Research Director
The University of Toledo
Center for Excellence in Autism
autisminfo@utoledo.edu