SPARK: Improving Self-Regulation, Executive Functions, and Social Competence in Children with Autism

Background: Difficulties with executive function (EF) are frequently observed in people with autism spectrum disorders (ASD). Improvement in self-regulation of EF is associated with increases in planning, impulse control, cognitive flexibility, self-monitoring and social competence. The Self-Regulation Program for Awareness and Resilience in Kids (spark*) is an innovative approach to improving behavioral, cognitive and emotional self-regulation skills in children with ASD. It is informed by positive psychology, neuro-biology, mediational learning, and mindfulness.

Objectives: To evaluate the feasibility, acceptability and effectiveness of spark* in improving executive functions (planning and organization, working memory, inhibitory control, self-monitoring, cognitive flexibility) and social competence in children with ASD by examining preliminary data collected during pilot testing. 

Methods: Six 6-8 year old and seven 9-10 year old children with high functioning ASD and Aspergers participated in spark* groups over ten one-hour sessions. The intervention was administered by graduate students in school psychology who were supervised by experienced therapists. Pre- and post-treatment data were collected from parents on executive functioning (BRIEF) and social competence (SSRS, CCC-2). Intervention involved teaching skills across four main phases: awareness of the ability to use the skill, awareness of the need to use the skill, resilience in its use and self-advocacy to increase its use.

Results: spark* was found to be feasible in group settings and acceptable (no children dropped out or refused to attend). Results will be discussed in terms of impact on awareness of behavioral and cognitive self-regulation abilities and needs.

Conclusions: The results suggest that spark* is feasible in group settings and it can be conducted by graduate students in school psychology. It is also acceptable to elementary school-aged children with HFA and Aspergers. Parents see promise in the program for improving self-regulation in their children. The next step in the development process for spark* is to evaluate its effectiveness relative to a matched no-treatment (wait list) group of children.