Social Interaction Deficits

2/5/08

My Mind is a Web Browser: How People with Autism Think I thought this was a very interesting article because it allowed us

to get a glimpse into the mind of someone with autism.   I knew that people with Autism thought and processed things differently than individuals without autism but I didn’t have a clear understanding of how. In this article, the author notes that not all individuals with autism think the same; some think in pictures and others in audio clips. From a teaching perspective, if we knew how the student processed information we would be better able to meet their needs. I am curious if there is a way to find out how individuals think at a younger age? Also, are all individuals aware of how their mind works?

Temple Grandin’s account of how she thinks in pictures is fascinating. Maybe she thinks exclusively in pictures, but don’t we all think in pictures to some extent? Ask someone what a gotee or a spiral staircase is. Don’t we respond first with a motion depicting the visual before we resort to language to communicate their meanings with words? When we think of the word desert, don’t we “see” an image of dry sand baking under a hot sun? To me visual thinking is part of the standard package.

While working with children with Autism for the past couple of years, I have always wondered what they were thinking.  I commented to my co-workers that I wish I could just be in their brain and see what they're thinking.  This article was interesting because it did just that.  It let me see into the mind of an individual with Autism.  It's funny because my brain has a similar way of working, especially when she talked about the visual memory.  It would help us as educators to be able to know how the individual thinks and processes.  Is there any way that doctors can figure this out?

This article hit home to me. I will not get to personal but I grew up in the countryside, far from other people, so my childhood was spent mainly with animals. When Temple Grandin describes thinking in audiotapes and in pictures, I saw myself in much of what she describes. I just thought I was being observant. What is the difference between what I do versus what someone with ASD thinks? Is it just on a spectrum?

While 'thinking in pictures' might be considered a 'disadvantage' by some I am intrigued by any advantages autistic people possess due to their ability to think in pictures, or audio clippings, over the ability to think in words that are "thoughts linked to emotion"? What is the value in thinking and acting logically and objectively versus reacting subjectively when thoughts/ emotions/ feelings can get in the way of reason?

What also fascinated me was the quickness in which images arise in her mind in a split second decision making process such as the elk example; How the lack of natural panic/fear instinct is not there, thus allowing her to make the right decision.

My other thought was going one step further...If there was a whole society, small village or town where every person thought and reacted this way, what would the impact of this type of thinking have on the society/environment? Would the impact be beneficial, consequential or neutral?

This article was a great pick because it gave amazing insight into the life of an autistic savant. At first is was difficult to imagine what it would be like to think in the way Grandin describes, but she was able to explain it in simple terms making the concept less abstract. I am fascinated by her ability to separate thought from emotion, her ability to think rationally in emotional situations, her ability to understand how animals think and feel, and her ability to see 3-D full motion videos in her mind. Grandin describes certain math-related disabilities. Can such a disability give a clue to the presence or lead to an accurate diagnosis of autism?

It is amazing to understand the differences of the systematic ways an individual with autism might process an idea in their heads. It makes me think back to Gardeners 7 types of intelligences. Every individual has their own strengths in their learning abilities, similar to that, individuals express themselves in different ways. It is amazing that Grandin is able to work through her disability to find a method to express herself. As educators, how are we to encourage the verbal expression of students with autism? It seems as though ones intellectual ability is so often judged by their ability to express themselves, so how can you help a student who struggles verbally to show their truest potential?

I have not read any of Temple Grandin's works, so I thought this was a fascinating article that gave insight into the autistic mind and the visual way of thinking experienced by some autistic individuals.  It would perhaps be beneficial to non-autistic people to be able to make decisions using logic and independent of emotion.  Has any research presented methods of intervention or teaching strategies based on this "visual way of thinking"?

The Geek Syndrome

This was a thought provoking article concerning the rise of the rate of autism in Silicon Valley.  It would support the theory that the rise in number of cases is not based on new diagnostic tools or implementation of laws for special education services, but rather an actual genetic link impacted by environmental triggers.  If indeed the autistic mind is the source for advancement in areas such as technology or the arts, then what would be the impact of a "cure" for autism?  Would the use of the  cure be only for the most severe cases?  And how or who would decide when the cure should be implemented?

I have a student who reminds me of Nick. He is able to get lost in the games he creates that are influenced by his love of technology and fantasy. As technology continues to play a questioning role in the connection with autism, I wonder how much of an impact it plays in children like Nick. So focused on their video game lifestyle, it is their escape from reality. It allows them to enter a judgment free comfort zone, and release their creativity…But allowing them to get lost in these games trap them and allow them to have this safe haven, so how much is too much??

This was another fascinating article pointing out the high prevalence rate of autism in communities such as the Silicon Valley where large numbers of gifted, innovative individuals live and work. This phenomenon points to the interesting notion of assortative mating. It is interesting that Asperger’s has been nicknames the engineer’s disorder. The article also points out that many individuals who fall somewhere on the autism spectrum are drawn to highly organized systems and complex machines. Neurologist Kirk Wilhelmsen argues that "The healthiest state for a gene pool is maximum diversity of things that might be good." Would it be a good thing to entirely get rid of autism?

The increasing number of cases of autism in Santa Clara County CA, make me wonder if there is some environmental /other factor going on in this county that is contributing to the rise in autism aside from just "neurotypicals" partaking in "assortative mating"? Have there been any studies done to see if there is also an increase in reported cases of autism in other "geek savvy" communities throughout the world? It seems that if hypothetically there was a study done, and there was not a significant increase in autism in these communities, then it might be plausible that the rise in CA is not solely a result of the "geek syndrome" but a possible result of an environmental factor that is triggering the autism gene.

Temple Grandin spoke about how her mind is a web browser and now this article talks about how many of those in the tech world are considered as having some form of autism.  Coincidentally, in another class of mine, we debated the usefulness and problems with computers in school.  Are they effective or are they hindering?  One of the points made was that computers promote hibernation and seclusion.  People no longer have to talk face to face and it takes the 'personal' out of interpersonal communication.  Yet, this article talks about how much computers help children with autism and how it allows them to function on a level that is comfortable to them.  My questions is, are computers a helpful tool or hindrance?  Does this mentality allow children with autism to hide behind the monitor and not work on their deficits? Or does it allow them to function in a way that is comfortable and least restrictive to them?

The Geek Syndrome, acknowledging some of the strengths and contributions of people like Bill Gates and NASA scientists, made me wonder if we are not overly focused on the social deficits of some really talented people. Do we know or care if Galileo was able to hold up his end in a reciprocal conversation or if Newton was the life of the party? Maybe someone like Tiger Woods is as singly focused as some of these “geeks” but we don’t think that he is strange because golf is a more acceptable pursuit than writing code. Why do we so admire dedication and devotion to some activities (like sports) and write off obsessive interest in engineering or programming as odd?

After reading this article on The Geek Syndrome it made me start thinking about the children that I have worked with that have an ASD.  It's funny because when I think back on it, these children (although young) fixate on machines and computers and numbers.  I worked with one child that constantly recognized numbers wherever they appeared in the room and he was very good at math.  Another child I worked with could tell you the ins and outs of how a fish tank runs.   Do you think that the reason individuals with Autism are good at these kinds of tasks is because the tasks at hand are consistent? Numbers never change, the way a fish tanks filter runs is pretty consistent among all fish tanks.  What's your opinion?

It seems as though Nick is enrolled in a regular junior high and doing well academically, although it sounds as though he struggles socially. I was wondering what kinds of services individuals with Asperger’s Syndrome receive? Obviously, the services depend on the state, school and school districts, but are there services specific to Asperger’s Syndrome?

Mind Blindness

Mind Blindness- First for a trivial question: I have wondered every time I read the name of the famous English researcher and psychologist, Simon Baron-Cohen, if he was related to Sacha Baron-Cohen, famous for his triple roles in Da Ali G show; Ali, Borat, and Bruno. Both Wikipedia and the actor’s fan club page cite them as cousins.

More serious inquiry leads me to wonder if there is some survival mechanism that overrides a need to mentalize that might explain things like the female gorilla who cradled and protected the three year old boy who fell into the gorilla cage in the zoo in Illinois. Are we dealing with empathy, theory of mind, or a strong impulse for preservation?

In the concluding remarks the author states, “Able individuals with autism spectrum disorders can with time and practice achieve awareness of metal states by compensatory learning.” What would be included in this compensatory learning for individuals with ASD?

I was a bit confused by the statement that contrary to popular belief, failure of bonding or attachment does not appear to be a distinguishing characteristic of autism in early childhood. Attachment would appear to be one of those components of social cognition that are dissociable from mentalizing. I was under the impression that individuals with autism have a hard time bonding or attaching. How do these individuals express bonding/attachment?

This article further confirms the link between autism and brain dysfunction, particularly in the areas of communication.  If the concept of "mentalizing" is controlled by a "dedicated neurocognitive mechanism" then is there any current research focusing on the use of drugs to compensate for brain function, in a manner similar to the use of drugs for depression, bi-polar, or ADHD?  Would any of the drugs currently used for other disorders affect the mind blindness of autistic individuals?

1) How can a concept (mind-blindness) presuppose anything? To presuppose means to “take for granted in advance” (www.dictionary.com). I know a theory is just a speculation but how is it possible to presuppose the beginning concept of a theory? I may be getting too philosophical but it seems that a theory that is based on a presupposed issue may be an untruth from the beginning. I know plenty of completely average people that are totally clueless when it comes to mentalizing but I just chalk this up to being self-centered and egoistical.

2) I have a question about global asocial behavior and Baron-Cohen et al. (1997) study about the looking paradigm. Does this not disprove that global asocial behavior is not a rule? If a child with Autism has trouble making a mental path from a word to a pointed at object does this not state that there the child is demonstrating, on some level, “asocial” behavior, even if being asocial is not intended? Therefore global asocial behavior may be a rule with Autism Spectrum Disorders.

Asocial- Not gregarious; withdrawn from society. Indifferent or averse to conforming to conventional standards of behavior (http://dictionary.reference.com/browse/asocial)

During our studies here at Fairfield, we have learned that people with autism often times have a lower performance IQ than verbal.  This article highlighted this aspect, detailing how certain things that we take for granted like intuition, social queues, and the hidden curriculum are troublesome and difficult for people with autism.  However, I found this article a little hard to follow and it did not answer my question.  I have a student who is diagnosed as aspergers and has a very high VIQ and low PIQ.  His comprehension is astounding, yet his fluency and processing speeds are in the 60's.  It amazes me how he is still able to comprehend but not process things, especially at a reasonable rate.  I was hoping that this article would shed some light on him, but I was left feeling even more perplexed.  I guess my question would be, based on this article or previous knowledge, does anyone know the best way to teach this youngster or understand how he gets from A to B? 

I am interested in the extent to which people with autism can develop their capacity for mentalizing through 'compensatory means'. I have worked with numerous children along the spectrum, but never with adults. So while I teach children with autism to develop and maintain eye contact, or the difference between a happy face and a sad face, I have never seen the result after years of working on developing these skills. How much of an understanding, or awareness, can people with autism develop? Are the methods currently being utilized an effective means of developing mentalizing skills?

Social Difficulties

I can remember when I tuned out, I would just sit and rock and let sand go through my hands. I was able to shut the world out.’ (Temple Grandin).

“From as far back as I can remember, I always hated to be hugged. I wanted to experience the good feeling of being hugged, but it was just too overwhelming. It was like a great, all-engulfing tidal wave of stimulation, and I reacted like a wild animal. Being touched triggered flight; it flipped my circuit breaker. I was overloaded and would have to escape, often by jerking away suddenly.” (Temple Grandin)

source: www.researchautism.net

Causes

There are various theories as to why people with autistic spectrum disorders have impaired social skills. Some people think poor social skills may be caused by

a failure of affective processing a failure to develop a “theory of mind”, which prevents the

individual from ? weakness or absence of the social gaze response memory dysfunction, such as deficits in memory for faces and

common social scenes, which prevent the individual from remembering other people or events

other problems, such as sensory distractions, which prevent an individual from concentrating on social issues

Effects

Social difficulties affect each individual with autism – and their family and careers – in a different way. For example some people with autism

are unable or unwilling to form relationships with anyone else, including close relatives or carers

are unable or unwilling to take part in social activities, such as playing/working with other people

may face discrimination because of their inability to get on with other people, which can in turn lead to other problems such as bullying, lack of employment

Scientific evidence for interventions There is some valid and reliable scientific evidence

to show that some interventions;

Early Intensive Behavioral Interventions Social Stories LEAP (Learning Experiences – An Alternative Program for

Preschoolers and Parents) and TEACCH (Treatment and Education of Autistic and

Communication-Handicapped Children)