Unraveling the Intricacies of Autism Spectrum Disorder Dr

Unraveling the Intricacies of Autism Spectrum Disorder Dr. Ryan Plosker New England Academy

Neurological Profile

Neurological Profile Verbal Intelligence: • • • Verbal intelligence is a measure of verbal comprehension, ability to process verbal information and to think with words. It looks at language processing, reasoning, attention, verbal learning and memory. Example

Neurological Profile • • • With Asperger’s children, their verbal intelligence tends to be high. They verbally understand the world but often times they are inefficient at communicating it or communicating at developmentally appropriate levels. Impacted by motivation, attention and ability to process.

Neurological Profile Perceptual Reasoning (Performance IQ) • • Tends to be significantly weaker than their verbal abilities. Often see a significant splint between their ability to verbally understand the world and their ability to visually understand navigate it.

Neurological Profile Perceptual Reasoning: • • It assesses the child’s ability to examine a problem, draw upon visual-motor and visual spatial skills, organize their thoughts, create solutions and test them! It looks at preferences for visual information, comfort with novel and unexpected situations, or a preference to learn by doing (hands on tasks).

Neurological Profile Visual Motor Skills Visual Spatial Skills

Neurological Profile Working Memory: • • • It assesses children’s ability to memorize new information Hold it in short term memory, concentrate, manipulate the information to produce some result. It is critical in higher-order thinking, learning and achievement.

Neurological Profile • Working memory assesses concentration, planning ability, cognitive flexibility and sequencing skill. • It is sensitive to anxiety. • Critical in self-monitoring of behavior.

Neurological Profile Processing Speed: • • • Assesses child’s ability to focus, attend, quickly scan information and discriminate between information. Requires persistence and planning ability. Impacted by time, pressure and motor coordination.

Neurological Profile • Auditory Processing • Visual Processing

Sample Profile 15 Year Old, 10 th grade, Asperger’s Child Verbal IQ = 130 Perceptual Reasoning = 98 Working Memory = 80 Processing Speed = 60 (Can Intelligence Change? )

Sample Profile 8 Year Old, rd 3 grade, Asperger’s Child Verbal IQ = 150 Perceptual Reasoning = 140 Working Memory = 120 Processing Speed = 100

Cognitive Skill Verbal manipulation (the Frustration!) Generalization of skills Academic Strengths and Weaknesses Organizational Skills Child looks normal, has normal intellect but is not age appropriate.

Cognitive Skill Lack of reciprocity (It’s all about me!) The intelligence spectrum Verbal intelligence vs. Perceptual Reasoning Long term memory (School Tours) Cognitive rigidity Processing Speed

Autism Spectrum Profile • Attention Issues • Motivational Issues • Difficulty with novel and unexpected situations • Sensitive to anxiety • Difficulty holding information

Autism Spectrum Profile • Ability to self-monitor • Difficulty with time pressure • Production issues • Directing and planning behavior • Organizational weaknesses

Role of Executive Functioning The Executive Functioning System is responsible for: • Problem solving • Reasoning • Self-awareness • Attention • Social interaction

Role of Executive Functioning • Time management • Self-regulation • Task initiation • Goal directed behavior • Flexibility

Neurological Impact Anxiety Social Difficulty Depression Mania Time Pressure Processing Speed Impacts Brain Functioning

Neurological Melt Down • Peer interactions/social speed (Visual Processing) • Unclear Expectations – The Gray World • Social nuances – the hallways • Time pressure – We must get through • Teasing/Bullying – the impact • I get stuck/you get stuck

Social Behavior Peer Interactions Friendship Desires Social Cues Age Appropriate Behavior Facial Expressions Reciprocity of emotions (behaviors)

Social Behavior Avoidance of Eye Contact Personal Space Typical Play (peers) The need to control = behavior Leave me alone! Offensive comments

Asperger’s and Violence • • • Asperger’s doesn’t make a person more likely to commit a violent crime, some say it may affect the way a crime is carried out. Research suggests people with Autism do have a higher rate of aggressive behavior – outbursts, shoving or pushing or angry shouting – than the general population. However, people with autism or Asperger’s are not more likely to commit violent crimes than members of the general population, but they say in very rare cases, it can happen.

Asperger’s and Violence • Violent thoughts, ideas and comments. • When do Asperger kids become violent?

Language Characteristics Appropriate Conversations (i. e. Horses) Use of Pragmatic Language Literal understanding The black and white world Predicting the conversation Irrelevant comments

Language Characteristics Formalized speech Use of “big words” Creation of words Vocalization of thoughts (threats) Too much or too little?

Interests and Routines Collecting Gaming Computer/technology Disruption Need for Consistency

Classroom Challenges Control over activities Group work Rules and rigidity Questioning of Authority Content Challenges = teacher frustration Organizational Skills

Behavioral Challenges Our world or theirs? Did we set them up? Are they just stuck? Are they Neurologically able to handle what is being required? To the point, limited verbal, black and white requests.

Teaching Social Skills Teach the child how to start, maintain and end play (key phrases: ex. can I join you? ) Explaining the gray Developing appropriate phrases for alone time. In the moment teaching or intervention at optimal times.

Teaching Social Skills Use cooperative games. They must practice. Modeling of behavior Be blunt! Peer supervision and coaching Social Skills groups/training (ex. “bubble thought”

The Meltdown Peer interactions/Social Speed (Visual Processing) Unclear expectations - The Gray World Social nuances - the hallways Time pressure - We must get through Teasing/Bullying - the impact I get stuck/you get stuck

Successful Strategies Feeling Connected - peers, friends Identifying interests Creating comfortability in the classroom and school environment Anxiety reduction techniques A safe place to learn and grow (the smaller the better)

Successful Strategies Appropriate accommodations (enabling disabled children to become more able!) A safe person to see/ Intervention in the moment. Identifying Interests A safe person to see. A vision for the future.

Future Planning • Academic Options • Greatest Challenges • Transition Year Options • Vocational Paths • The Asperger’s/Autistic Adult