Regulating Impulse Control using Cognitive Behavior Strategies with Eye to I© Model for children with Autism Spectrum Disorder

Impulsion is the tendency to respond quickly and without reflection. A classic definition of impulsion includes 1) short reaction times to social presses, 2) quick, intuitive behavior, 3) emotional drive, 4) lack of forethought and 5) readiness to begin work without a carefully constructed plan (Buss and Plomin, provided by Murray 1938). Aim The present case study looks at effectiveness of training for regulation of Impulse Control by integrating Cognitive Behavioral Intervention Strategies with that of the Eye to I© Model for children with social communication deficits. Method The present work is a qualitative research with a 5 years old boy clinically diagnosed with Autism receiving special education thrice a week as part of an early intervention program. Evaluation was done by comparing baseline and progress in task performance at the time of joining Special Education services with progress at eight months of intervention. The observations and comparisons were made for task initiation, visual scanning use, choice making and response for task accuracy, inhibiting impulse to perform on basis of visual information rather than given instruction and task completion.  Maintaining and monitoring monthly goal plans along with baseline comparisons helped evaluate program effectiveness and learning. Imposed Delay, Modeling, Reward Contingencies, Prompting and Self-Instructional training with the strategies of Eye to I model viz., Narrations, Self-Talk and Parallel Talk were used as techniques for delivering targets of Early Education. Result Said cognitive behavior strategies were instrumental in training for impulse regulation. This training functionally translated into improved engagement with learning processes as well as quicker acquisition and learning from special education and early intervention programs.