The Passionate Mind How people with autism learn

The Passionate Mind: How people with autism learn Dr. Wendy Lawson MAPS MBPs. S 2011

What to expect from this presentation l Wendy talks about the personal journey of living with AS l This is an interactive presentation where we consider learning styles, l Personality profiles l Tools of our trade (Communication) l And so much more!

Building on the work of others l The following concepts associated with attention and the interest system, build upon work by Murray (1992; 2001) and are illustrated in Murray, Lesser & Lawson, 2005). I also acknowledge themes located on the internet by Autism Rights groups (e. g. www. autistics. org)

What we know so far l Pelicano, (2011) we know AS does not come from one cognitive profile but springs from a collaboration of genetics, brain functions & others. . . l We know sometimes AS is accompanied by other comorbidities (ID; Bi-Polar; ADHD; epilepsy. Eating disorder; etc) l But, however we got here, what comes next?

A Journey towards understanding Autism Spectrum (AS) via poetry Join with me so we can see just what the issues are. Then in tow, you’ll have a go, And together we’ll go far! 7/10/2020 ASPoetry 5

Think back l What is your earliest memory? l Yesterday, tomorrow, wish that time would make more sense. If it’s then, what is now and why do children enjoy pretence?

Starting School for Wendy l Starting school: The office was brown and dull. It was very difficult to know where the walls ended and the doors began. For Wendy this kind of setting with its indistinguishable entries and exits meant my walking into walls and things. Telling me to look where I’m walking or to be more careful was not useful.

Today I find painting walls and door ways different colours assists me to separate them. My Irlen lenses also make life (reading, judging distance, coping with light) more accessible. As a child I look like them. But, inside my head I’m different. Different with thinking, different with being. Different, different. 7/10/2020 ASPoetry 8

Transition Autism is: I like it here, please do let me stay. Autism is: I know it here, please don’t take me away. If and when I leave this place to travel to another space, I need to know it right away. I need to know that I’m OK. Transition is so fleeting, it leaves not time to stay. Will I have time to settle, or will I be whisked away? 7/10/2020 ASPoetry 9

I know that change can happen. I know it can take time. But how can I know what this will mean? What this will mean for mine. Transition is about moving, “to where or what” one asks? 7/10/2020 ASPoetry 10

This is my very question, from present or the past. Time for me is all the same, I know not of its future. I only know I trust in ‘now’… tomorrow can come, I just need to know how. 7/10/2020 ASPoetry 11

How? How do I know what ‘how’ to. . . means? Can you please explain? What if others get the rules but I don’t know the game? What’s the best way to inform? And if that doesn’t work, what’s the norm? 7/10/2020 ASPoetry 12

yours & mine learning styles? l To answer the ‘How’ question, we need to know what our learning styles are. Are you a: l Visual learner? l Kinesthetic learner? l Auditory learner? l Combination of? l Let’s look at a learning profile test……. .

Scoring Learning Profile l Often 3, Sometimes 2, Seldom/Never 1 l Total the score for each section. 21 points or more indicates a strength in that area. The highest of 3 scores indicates the most efficient method of information intake. 2 nd. highest score indicates modality that boosts the primary strength. E. g. score of 23 in visual modality indicates strong visual learner. Such a learner benefits from text, filmstrips, charts, graphs, etc. If the 2 nd. highest score is auditory, the individual would benefit from audio tapes, lectures, etc. If you are strong kinaesthetically, taking notes and rewriting notes will reinforce information.

Visual Modality l Visual Modality _____ I remember information better if I write it down. _____ Looking at the person helps keep me focused. _____ I need a quiet place to get my work done. _____ When I take a test, I can see the textbook page in my head. _____ I need to write down directions, not just take them verbally. _____ Music or background noise distracts my attention from the task at hand. _____ I don’t always get the meaning of a joke. _____ I doodle and draw pictures on the margins of my notebook pages. _____ I have trouble following lectures. _____ I react very strongly to colors.

Auditory Modality l _____ My papers and notebooks always seem messy. _____ When I read, I need to use my index finger to track my place on the line. _____ I do not follow written directions well. _____ If I hear something, I will remember it. _____ Writing has always been difficult for me. _____ I often misread words from the text, (i. e. “them” for “then”). _____ I would rather listen and learn than read and learn. _____ I’m not very good at interpreting an individual’s body language. _____ Pages with small print or poor quality copies are difficult for me to read. _____ My eyes tire quickly, even though my vision check-up is always fine.

Kinaesthetic/Tactile Modality l _____ I start a project before reading the directions. _____ I hate to sit at a desk for long periods of time. _____ I prefer first to see something done and then to do it myself. _____ I use the trial and error approach to problem-solving.

Kinaesthetic/Tactile Modality l _____ I like to read my textbook while riding an exercise bike. _____ I take frequent study breaks. _____ I have a difficult time giving step-by-step instructions. _____ I enjoy sports and do well at several different types of sports. _____ I use my hands when describing things. _____ I have to rewrite or type my class notes to reinforce the material.

Learning styles, personality & sensory disposition l Knowing one’s learning style is 1 tool in our tool box l Knowing our personality & that of who we work with, love/ support is another (need to work within not against personality) �Knowing sensory needs/wants is essential to knowing what tools we need & what environment suits best.

First, Learning Styles & sharing information l Check which learning style you are working with? l Check for main motivation (Interest) that inspires/encourages learning? l Check that all sensory obstacles to learning are removed or rendered ineffective.

Attention & Learning l learning requires attention, interest and the inter- play between senses and cognition. l With respect to attention and interest, NT and AS individuals are wired up differently. l But, is this deviation or an aspect of neural diversity?

Visual Tools

Auditory Example

Kinaesthetic tools l

Typical and AS Learning Styles • Typical individuals divide attention to negotiate a changing world around and within themselves (physical, emotional and social world). • AS individuals use single attention, focussing only on one of these at any one time.

Attention & Learning l In AS, single attention requires one’s ‘senses’ to work more independently than they might together. l In NT development integrated sensory function is primary to typical growth and development (Bogdashina, 2003). l Therefore, in NT development the Interest System is informed by ‘divided attention’.

NTs often fear (AS) us because: l We don’t fit the typical developmental paradigm. – we don’t usually have multiple diffuse interests and are not governed by an interest system allowing for theatrical imagination leading to social priorities l Rather, AS individuals tend towards single interests and nonsocial priorities.

ASD Developing Individuals Because children with AS are not typically developing, they and the typical world are confused by one another

NT (attention) broad and shallow ASD (attention) Narrow and Deep interest Highly focused Interests take precedence -----attention Tree of Life Experience other Multiple diffuse interests ----- attention

Traditional definition of (AS) l AS is currently thought of as a developmental disorder which leads to deficits in: – Social understanding – Communication – Imagination (Rigid Thinking) (DSMIV, 1994) l AS is assessed in individuals who display a particular clinical picture, based on the above, before the age of 3 yrs.

Major current cognitive theories of AS l Theory of Mind theory (e. g. Simon Baron -Cohen) l Executive dysfunction theory (e. g. Uta Frith) l Central coherence theory (e. g. Franchesca Happe) l Enhanced perceptual functioning theory (e. g. Mottron. et. al (2006)

Differing design for different jobs? l Neuro-typical design fits with the ability to divide attention and accommodate multiple interests in the chaotic world we all live in. l AS design fits with focused attention, single interest (great in the creative world of arts, & vocations needing focus i. e. Art & design; leggo; car industry; librarianship; engineering)

Single Attention & Associated Cognition in Autism (SAACA) l l l Attention governed by single focus from which come the following: Literality: appreciation of form, black & white concepts (problems with grey areas) honesty Thinking in closed oncepts: great for attention to detail Lack of generalisability (terrific for spotting patterns and themes) Timing and sequencing applications to nonsocial activity. Forward thinking connected with development of focused (single) interest

NT’s ability to multi-focus and multi-task l leads to wider & broader connections e. g: l Non-literality (reads non-literal social signs) l Thinking in open concepts l Generalisability: especially with social understanding l access social timing and sequencing l forward thinks outside of one’s interest: accommodation of ‘Other’

Outcome for NT Learning Style: l Presentation of self – Considers impact of self upon other – Need to look good – Need to accommodate the interests of other’s whilst taking care of self – Has access to global map showing intention, context and scale of everyday concepts – Social priorities take precedence

Outcome for AS Learning Style l No interest in presentation of Self: l Unless this is key interest area or can be triggered by other interests/motivation. l May lead to: – difficulties appreciating the concepts that rule the world of NT’s – Increased distress for self & Other – Feeling like an alien and giving up from even trying to get it right

Outcome for AS Learning Style: l No interest in presentation of self – Attention to ‘interest’ at the time – Interest = state of arousal l accommodation of other if ‘attention spare’ or if interest is triggered. l May lead to: – difficulties appreciating the concepts that rule the world of NT’s – Increased distress for self & Other – Feeling like an alien and giving up from even trying to get it right.

Discussion l NT’s supply of attention, with its emphasis on multiple diffuse interests, is broad and narrow. It caters less for highly focussed interests, (like those we might have). l In many ways therefore, as long as the ideas correspond to ones own morality, value system or accepted norms, it can assist one to accommodate the notion of ‘other’.

Therefore: important to use AS interest l Use interest/motivation as a vehicle that drives learning. l Use appropriate/allowed interests l Find mediums that can do this l Technology (Proloquo 2 GO) l Video games (Second Life) l Social eyes l Power. Point, cameras, TV, computer etc.

Are NTs better able to cope with choice and change? l Maybe NTs are designed to cope better with change, difference and diversity, but, only if they can accommodate and not fear it. l Seeing AS as a natural part of neuro-diversity and accommodating us (and our learning styles) can only be a positive step forward.

Discussion l I don’t want anyone to change who I am but, just like you, I do want to be heard, understood and accommodated. l Dismissing who I am or trying to see me as part of a tragic disaster, is not the way to go. As people with AS we have so much to give back to our communities.

Life with the kids when they were younger

Family Life With Our Girls Today

Whose Time is This? Whose Time Is This? It’s 7 am. and the alarm clock beckons, “time to wake up” my little clock reckons. “Oh just a few minutes more, Then I’ll get up and be out of the door. ”

Whose Time is This? Knock, knock and knock once more, “come on sleepy head, get out of your bed” But, I just need more time, My clothes then I’ll find” I’ll be down for breakfast, just a little more time.

Whose Time is This? “I’m sorry; I’m late, ” my friend rushes by. “I ran out of time, can’t stop and chat. ” The rain and the wind heave a big sigh, As I get to sit and talk with my cat. “Why are people always in a rush? ” “They tell me that time waits for noone. ” So they queue, push and shove.

Whose Time is This? But isn’t it true, time’s on our side? We do not know this, so, from time we hide. We take our time deciding whose time, Will it be yours or will it be mine?

Whose Time is This? I don’t know what time will bring, But I do know a couple of things. Time is our slave and not our boss, There is time to prosper, There’s time to be lost.

Whose Time is This? Whatever the time and for whomever we call, There is time for one and there is time for all. Knowing which is whose time to be, Knowing there’s time, for you and for me.

l So there you have it… life for us all is a journey…. Thank you for sharing parts of it with me. . For further helpful material: Please visit: Web Page: www. wendylawson. com www. autismandcomputing. com 7/10/2020 ASPoetry 50

References Bogdashina, O. (2003) Sensory Perceptual Issues in Autism and Asperger Syndrome Different Sensory Experiences - Different Perceptual Worlds London: Jessica Kingsley

References l de Gelder, B. , Snyder, J. , Greve, D. , Gerard, G. & Hadjikhani, N. (2004). Fear fosters flight: A mechanism for fear contagion when perceiving emotion expressed by a whole body. Proceedings of the National Academy of Sciences, 101 (47), 16701 -16706

References l Lawson, W. (2001) Understanding and working with the spectrum of autism: An insider’s view London: Jessica Kingsley Publishers l Lawson, W. (2003) Build Your Own Life London: Jessica Kingsley Publishers l Lawson, W. (2005) Sex, sexuality and the autism spectrum. London: Jessica Kingsley Publishers l Lawson, W. (2006) Friendships the Aspie way. London: Jessica Kingsley Pubs.

References Murray, D. K. C. (1992) 'Attention tunneling and autism', in Living with Autism: the individual, the family, and the professional. Originally presented at the Durham conference, UK. Proceedings obtainable from Autism Research Unit, School of Health Sciences, The University of Sunderland, Sunderland SR 2 7 EE. l Murray, D. K. C. (2001) ‘Wrong Planet syndrome’ http: //www. autismusundcomputer. de/ wrongplanetsyndrom. en. html l

References l Murray, D. K. C. , Lesser, M. & Lawson, W. (2005: May), Attention, monotropism & the diagnostic criteria for autism’ The International Journal of Research and Practice: Autism (Vol. 9) Num. 2. 139 -156. London: Sage

Speaking engagements l To engage Wendy Lawson: l wenbe@bigpond. com l lawson_wendy@hotmail. com l PO Box 5033, Warrnambool, Victoria, 3280, Australia. 7/10/2020 ASPoetry 56