Download Tangled Emotions Presentation- M. Jones

M. Merya Jones
Purpose: To explore how functional and structural
differences in the brain effect emotional
expression and management.
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A DAY IN THE LIFE OF AUTISM…
“Picture yourself visiting a strange country, where the rules for
“normal” behavior are all different from what’s acceptable back home,
but nobody will explain to you exactly how or why.
The people around you routinely break into laughter, or collapse in
sobs, for no reason you can grasp. Except for these outbursts, their
faces are as impassive as masks. When someone approaches you, you
can never predict whether they’re about to deliver an angry lecture or
give you a hug.
And just when you think you’ve started to detect some pattern to this
ongoing madness, the landscape suddenly erupts into bright, flashing
lights or high-pitched sounds that pierce your nervous system like a
dentist’s drill—so thoroughly breaking your concentration that you
have to begin solving the mystery again from scratch.”
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(Short, nd)
EMOTIONAL EXPRESSION
M. Merya Jones
My interest in how emotions affect behavior in
students diagnosed with Autism is a fascinating
subject for me as a professional and stems from
personal challenges as a mother of a child with
Asperger’s. Understanding emotions and how to
manage them appropriately is the biggest barrier
that separates my son from his typical peers. I
believe that this is one of the most misunderstood
aspect of Autism. Yet a genuine understanding is
the cornerstone for developing effective
interventions and teachable moments that can make
a life altering impact on children diagnosed with
Autism. (Original insight, 1 of 4)
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THE BIOLOGY OF AUTISM
Autism- A Neurological Disorder
It is clear that the human brain is one of the most complex structures found within
nature. While research has uncovered many of the mysteries of the structure and function
of the brain, there is much that is yet to be discovered.
In order to fully understand some of the common behavioral characteristics of Autism
one must be familiar with the structures and function of specific areas of the brain that
are involved.
(Original idea, 2 of 4)
“Assuming that behavior originates from the brain, then it becomes clear that in order to
discover the causes of the abnormal behavior a comparison must be made between and
healthy brain and the brain of an autistic person” (Taverna,1998) (Article prior to 2000, 1 of 5)
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WHY EXPLORE EMOTIONAL
REGULATION?
“Emotions are often thought to be only feeling states, but they are much more than that.
Emotions also include physiological responses and expressions. They play a critical role in
regulating important processes including memory, perception, attention, and physical
response.”
“Emotional regulation includes the processes whereby we influence which emotions are
have, when we have them, and how we experience and express them. This regulation may
include decreasing, maintaining, increasing, or substituting an emotion and may occur
before an emotional response is activated or during the experience.”
“For those on the spectrum, the development of
emotional regulation is often atypical.”
(Geller, 2005) (Article post 2000, 1 of 8)
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Frontal Lobe:
Temporal Lobe:
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Behavior
Abstract thought
processes
Problem solving
Attention
Creative thought
Some emotion
Intellect
Reflection
Judgment
Initiative
Inhibition
Coordination of
movements
Generalized and mass
movements
Some eye movements
Sense of smell
Muscle movements
Skilled movements
Some motor skills
Physical reaction
Libido (sexual urges)
Auditory memories
Some hearing
Visual memories
Some vision pathways
Other memory
Music
Fear
Some language
Some speech
Some behavior
Some emotions
Sense of identity
BRAIN BASICS
Parietal Lobe:
 Sense of touch (tactile
sensation)
 Appreciation of form
through touch Response
to internal stimuli
 Sensory combination
and comprehension
 Some language and
reading functions
 Some visual functions
http://www.enchantedlearning.com/subjects/anatomy/brain/Structure.sh
tml
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Printable handout, 1 of 2 (click here)
UNDERSTANDING AUTISM IS NOT BLACK AND
WHITE…
RATHER A STATE OF GREY AND WHITE
White Brain Matter
Grey Brain Matter
http://www.google.com
http://www.newscientist.com/gallery/mg20527535-500-slowthinking
The Connector
The Processor
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(Castelli, F., Frith,C., Happé, F., & Frith, U. ,2002)(Article post 2000, 2 of 8)
THE AMAZING AMYGDALA…
“The Amygdala functions as the dashboard of
the car, providing the driver with warning
signals regarding the temperature of the
engine, the amount of oil and fuel, and speed
of the vehicle. In the case with people with
Asperger’s syndrome, the ‘dashboard” is not
functioning consistently. Information on the
increasing emotional ‘heat’ and functioning of
the engine (emotion and stress levels) are not
available to the driver as a warning of
impeding breakdown”
(Attwood, 2007, p. 145)(Other text, 1 of 2).
It has been argued that the amygdala is a key
structure in alerting other brain systems to the emotional
salience of perceptual events, and that it may have a
particularly important role in the early development of
autism, and in shaping of the evolving autistic brain.
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(Schultz, 2005)(Article post 2000, 3 of 8)
FIGHT OR FLIGHT?????
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Determines the response
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Releases hormones that enable
the body to react
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Social and emotional
processing
Stores emotional memories
Strongly connected to the
sensory areas of the brain
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TEMPLE GRANDIN:
VISUALIZATION OF BRAIN FUNCTION
The CEO
The Frontal Cortex
VS.
a.
All departments report to him
a.
b.
CEOs have different managing
styles
b.
c.
Some CEOs are highly
connected to each department
and oversee everything that goes
on; others are less connected and
allow each department to do
their own thing
(Grandin, 2008)
c.
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All structures in the brain are
connected to the frontal cortex
All brains are structurly
different to some extent
Connectivity within the brain
varies
MAKING A CONNECTION
Figure on the left depicts the strong
connectivity found within the neurotypical brain
Figure on the right illustrates the brain
waves of those diagnosed with Autism
(Belmonte, M., Allen, G., Beckel-Mitchener, A., Boulanger, L., Carper, R.A., & Webb, S. J.,
2004)(Article post 2000, 4 of 8)
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MORE THAN BIOLOGY…
Environmental Factors that Contribute to Emotional and
Behavioral Challenges
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Changes in routine
Sensory issues
“It is difficult for some children who have sensory processing issues to deal with
information their body receives through the various senses. It is even more difficult
for some of the autistic children with hyper- or hyposensitivity to be exposed to these
various senses due to their limited skills to express their feeling or their sensitivity that
inhibits them in exploring this world” (Lynn, N., 2011) (Class discussion, _ of __).
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Social rejection
Low self-esteem
Awareness of being ‘different’
Transitions
Triggers
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UNDERLYING CHARACTERISTICS
Sensory Issues:
Imagine that you woke up with the flu
one day- with all of the classical flu
symptoms. Your body aches, everything
sound seems too loud, the light hurts
your eyes and every smell makes you
nauseated. How would you feel>
Would you be irritable or agreeable?
Would you like to be visited by a
talkative friend, or would you rather
be left alone? Would you be more
comfortable in your own home, or in a
different environment?
(Kelley & Herrick, 2011, p. 77)(Class text, 1 of 4)
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(Video Clip, 1 of 4)
“Everyone has some sensory issues
and could commonly ignored.
Individuals who have autism might
not have sensory systems that know
what input to let in and what input
to filter out” (Lynn, 2011)(Class discussion 1of 4).
Theory of Mind:
The ability to understand the thoughts and feelings of others and
apply this understanding to predict their actions
(Aspy and Grossman, 2007)(Class text, 2 of 4)
“If they are in fact
operating with incomplete or incorrect information about
other people, it is not difficult to see how persons with
autism might behave inappropriately in social situations”
(Bachevalier, J. & Loveland, K.A., 2006) (Article post 2000, 5 of 8).
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UNMANAGED BEHAVIORS
Common Observable Difficult Behaviors
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Anger
Aggression: hitting, kicking, scratching, biting
Meltdowns: screaming, throwing items, completely beyond control and logic, not
responsive to attempts to diffuse the situation
Stemming: repetitive behaviors in response to stress/anxiety/fear
Social withdraw
Self-injurious behavior: head-banging, hitting, slapping, scratching oneself
(Carr, 1977) (Article prior to 2000, 2 of 5)
“Children with autism may tend to have sensory needs that are exacerbated by
difficulty communicating needs and feelings. This reminds me of the
importance of behavioral interventions that carefully consider environmental
conditions” (Levy, 2011) (Class Discussion, 2 of 4).
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UNMANAGED EMOTIONS
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Is easily stressed- worries obsessively
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Appears to be depressed or sad
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Appears anxious
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Exhibits rage reactions or “meltdowns”
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Injures self
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Makes suicidal comments or gestures
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Has difficulty tolerating mistakes
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Has low frustration tolerance
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Has low self-esteem, makes negative comments about self
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Has difficulty identifying, quantifying, expressing, and/or controlling emotions
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Has limited understanding o own and others; emotional responses
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Has difficulty managing stress and/or anxiety
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(Aspy & Grossman, 2011, p. 19)
(Class text, 3 of 4)
“Some people with autism are like fearful animals in a world full
of dangerous predators. They live in a constant state of fear,
worrying about changes in routine and becoming upset if objects
in their environment are moved. This fear of change may be an
activation of ancient anti-predator mechanisms that are blocked
or masked in most other people.”
Temple Grandin
Thinking in Pictures
(1995)
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INTERVENTIONS
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Social Stories
Role Playing
ABA Therapy
Ziggurat Model
Technology
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SOCIAL STORIES
Suggestions:
• Social stories can be very
simple or very complex
depending on the level of
the child.
• The New Social Story Book by
Carol Gray
• The Social Skills Picture Book, by
Jed Baker, Ph.D.
– Simple: Photos of the child
or a child doing an activity.
– Complex: Words with or
without pictures. Could be
PECS pictures, photos, or
hand drawn.
• Life Skills Activities for Special
Children, by Darlene Mannix
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ROLE PLAYING
(Video Clip, 2 of 5)
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APPLIED BEHAVIOR ANALYSIS
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Definition: The systematic
change of behavior based
on behaviors that can be
observed, defined, and
quantified
(McCoy, 2011)(Class text, 4 of 4 ).
Discrete Trial Training:
teaching sub-skills
independently, student
continue practicing until
the skill has been achieved.
(Video clip, 3 of 5)
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THE ZIGGURAT MODEL
• A framework for designing
comprehensive intervention
plans. (Aspy & Grossman,
2011) (Class Text, 5 of __)
• Includes assessment,
implementation, and
monitoring of progress based
on the student’s needs and
abilities.
• A scientific based approach
that can be a response to
intervention (RTI) strategy.
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TECHNOLOGY
Technology such as the
iPad, computers, AAC
devices can all be used to
teach students about
emotions and how to
express them. They can
help students learn about
emotions while having fun!
iPad
Apps
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SAMPLE SOFTWARE
Video clip, 4 of 5
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WEBSITES
Click on images to
visit the websites
(Websites, 4 of 4)
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Click here for printable version
(Handout 2 of 2)
IAN
IAN, the Interactive Autism Network, is
an innovative online initiative designed to
accelerate the pace of autism research.
From the comfort of their homes,
families can provide researchers with
critically needed information. IAN also
matches families with research studies in
their area.
(Video Clip, 5 of 5)
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REFERENCES
Aspy, R. & Grossman, B. (2011). The Ziggurat Model: A Framework for Designing Comprehensive Interventions for High Functioning Individuals with Autism Spectrum Disorders. AAPC Publishing. Shawnee Mission, Kansas.
Attwood, T. (2007). The Complete Guide to Asperger’s Syndrome. Jessica Kingsley Publishers, Philadelphia, PA.
Bachevalier, J., Loveland, K.A., (2006). The orbitofrontal–amygdala circuit and self-regulation of social–emotional
behavior in autism. Neuroscience and Biobehavioral Reviews, 30, 97–117. Retrieved 9/15/2011 from
http://webpub.allegheny.edu/employee/j/ jhollerm/558_web/autism_amygdala/autism_amyg_bachevalier2006.pdf
Belmonte, M., Allen, G., Beckel-Mitchener, A., Boulanger, L., Carper, R.A., & Webb, S. J. (2004). Autism and Abnormal
Development of Brain Connectivity. The Journal of Neuroscience, 24, 42,9228 –9231.
Carr, E. (1977). The Motivation of Self-Injurious Behavior. Psychological Bulletin, 84, 4, 800-816. Retrieved 9/16/2011
from http://www.accesspointkids.com/uploads/Carr_1977_-_Self_Injurious_Behavior.pdf
Castelli, F., Frith,C., Happé, F., & Frith, U. (2002). Autism, Asperger syndrome and brain mechanisms for the attribution of
mental states to animated shapes. The Journal of Neurology,
26 125,8,1839 -1849. Retrieved 9/15/2011 from
http://brain.oxfordjournals.org/content/125/8/1839.full#sec-13
Geller, L. (2005). Emotional Regulation and Autism Spectrum Disorder. Autism Spectrum Quarterly. Retrieved 09/29/2011 from
http://aspergercenter.com/articles/Emotional-Regulation-and-Autism-Spectrum.pdf
Grandin, T. (2008). The Way I See It. Future Horizons, Inc., Arlington, Texas.
Grandin, T. (1995). Thinking in Pictures. Doubleday Dell Publishing Group, Inc., New York, New York.
Kelley, M. & Herrick, C. L. (2011). Bridging the Social Disconnect: Social Characteristics of ASD. In K. M. McCoy (Ed.), Autism from the teacher's perspective:
Strategies for classroom instruction (pp. 321 - 354). Denver, CO: Love Publishing Company.
McCoy, K.M. (2011). Autism from the teacher's perspective: Strategies for classroom instruction . Denver, CO: Love Publishing Company.
Schultz, R.T. (2005). Developmental deficits in social perception in autism: the role of the amygdala and fusiform face area. International Journal of
Developmental Neuroscience 23, 125–141
Short, D. (nd). Autism- Enigma and Stigma. Retrieved 8/24/2011 from http://main.uab.edu/show.asp?durki=87709
Taverna, K. (1998). The Analysis of Autism Facilitates Neuroanatomical Investigations. Retrieved 9/14/2011 from
http://serendip.brynmawr.edu/bb/neuro/neuro98/202s98-paper1/Taverna.html
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Images by Google
Video Clips by YouTube
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