Gifted asperger students (short version)

Learners Diversity: A tale of two brainies and implications on life

success- understanding Gifted and Gifted Asperger Students

2013-2014 School Partnership ProjectFaculty of Education, The Hong Kong University

Presented by Josephina A. Ho 李賀若瑩Founder & Director of International Center for the Gifted & Talented (HK)

Learners Diversity: A tale of two brainies and implications on

life success

Part 1- How to bring out the gifts of Gifted Asperger students?

Part 2- Who are they? How do I decode their behavior?(Gifted, Autism/Asperger)

Part 3- As teacher, what am I going to do for them?

Presentation Outline

Learners Diversity:

Part 1 How do I bring out their gifts of Gifted AS?Part 2 Who are they? How are they different?Part 3 What am I going to do to help them?

6/12/2013 International Center for the Gifted & Talented (HK)

Characteristics of Individuals with ASD

•Social Reciprocality, Communication & Restrictive Repetitive Behaviors

•Difficulties in emotion processing

•Unusual sensory processing

•Deficits in Self & Social Understanding

•Central Executive Functions

•Triad: Passive-Obsessive-ExplosiveHeterogeneous

Decoding Behavior and Stay Proactive


Asperger Syndrome

Aggression e.g. hitting, punching, kicking, biting, grabbing, pushing, or attempting these behaviors but missing because the target successfully avoided the attack

Self-injury e.g. head banging, hitting self in head

Tantrum behavior

e.g. dropping to the floor, more than 5 seconds of screaming

Property destruction

e.g. hitting, throwing, or attempting to destroy an object

Major problem behavior

Blakeley-Smith, A., Carr, E. G., Cale, S. I., & Owen-DeSchryver, J. S. (2009). Environmental fit: A model for assessing and treating problem behavior associated with curricular difficulties in children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 24, 131-145.


• Screaming less than 5 seconds in duration

• A verbal insult or curse word• 2-5 s of stomping feet on the floor accompanied by loud vocalizations

Minor problem behavior

Blakeley-Smith, A., Carr, E. G., Cale, S. I., & Owen-DeSchryver, J. S. (2009). Environmental fit: A model for assessing and treating problem behavior associated with curricular difficulties in children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 24, 131-145.


Gotts, S.J., Simmons, W.K., Milbury, L.A., Wallace, G.L., Cox, R.W., and Martin, A. (2012). Fractionation of Social Brain Circuits in Autism Spectrum Disorders. Brain, 135, 2711-2725.


Social Regulation

Fascinated by complexity


Hypersystemizers

Amodio, D.M., & Frith, C.D. (2006). Meeting of minds: the medial frontal cortex and social cognition. Nature Reviews Neuroscience 7, 268-277.


Perspective Taking

Hyperarousal/fear

Stress Stress Stress

Lytle, R., & Todd, T. (2009). Stress and the student with autism spectrum disorders: strategies for stress reduction and enhanced learning. Teaching Exceptional Children, 41, 36-42

What about Gifted Asperger Individuals……


Gifted Asperger


•Extensive knowledge,•Hypersystemizer,•Excellent memory,•Synthesizer & deep thinking•Loyal & empathetic,•Passionate,•Restricted interests,•Struggles with social skills (initiation, engagement & maintenance),•Difficulties in emotion processing, •Deficits in Self and Social understanding,•Problems with execution and switching between tasks.*Strengths * Difficulties


Gifted Asperger

Strengths of Gifted Asperger

1. Advanced knowledge2. Loyalty3. Rapid learner4. Excellent memory5. Quest for meaning6. Value-driven7. Strong curiosity


“These gifted or highly able asperger students are intellectually smart. They will have promising future. They are really fine. Nothing to worry about”. Is that true?

✗False

西方國家 ASD成年人的的就業情況

無業

全職工作


Bernard, J., Harvey, V., Potter, D., & Prior, A. (2001). Ignored or ineligible? The reality for adults with autism spectrum disorders. London: The National Autistic Society.


Eaves, L.C., & Ho, H. H. (2008). Young adult outcome of autism spectrum disorders. Journal of Autism and Developmental Disorders, 38, 739-747.


Eaves, L.C., & Ho, H. H. (2008). Young adult outcome of autism spectrum disorders. Journal of Autism and Developmental Disorders, 38, 739-747.

EmploymentHomemaker,

2, 1%

Unemployed,115, 75%

Employed,37, 24%

Residential statusSupportedliving (group

home), 1,1%

Living withfamily, 142,

92%

Independentliving

117%

Marital status

Unmarried,145, 94%

Married/partnered

, 9, 6%

Education

Furtherhigher

education,62, 40%

≦ highschool,

92, 60%

Comorbid with other medicalconditions

Psychologicalconditions(other thanASD), 58,

78%

Physicalconditions,

16, 22%

Characteristics of ASD participants

Gender Age

Male 123 I8-24 61

Female 31 25 + 93

N=154

Kamio, Y., Inada, N., & Koyama, T. (2013). A national wide survey on quality of life and associated factors of adults with high-functioning autism spectrum disorders: The International Journal of Research and Practice, 17, 15-26.


Humanitarian 人道

The autistic brains are wired differently, in terms of cognitive, emotion, sensori-perceptual processing and behavioral responses. Mutual misunderstandings are common.

Learners Diversity: A tale of two brainies and implications

on life success


Part 2- Gifted versus Gifted Asperger Part 3- As teacher, what am I going to do for them?

Understand the Layers of Giftedness1. Measured Achievement2. Areas of Performance3. Traits4. Inner Experiences5. Core Strengths


Brains on Fire :

The Multimodality of Gifted Thinkers

Brock Eiddie M.D. M.A. & Fernette Eide M.D. (2005). New Horizon.

Nature or Nurture


Personality Characteristics ( 性格上的特性 )• Insightfulness ( 富洞察力 )• Need to understand ( 尋根究底 )• Need for mental stimulation (` 喜愛動腦筋 )• Perfectionism ( 追求完美 )• Need for precision / logic ( 要求精確解說 )• Excellent sense of humor ( 富幽默感 )• Sensitivity/empathy ( 感同身受 )• Intensity ( 反應強烈 )• Perseverance( 堅毅不懈 )• Acute self-awareness ( 敏銳的自省力 )• Nonconformity( 不盲從附和 )• Questioning of rules/authority ( 挑戰權威不滿因循 )• Tendency toward introversion ( 較含蓄內儉 )


Intellectual Characteristics ( 智力上的特性 )• Exceptional reasoning ability ( 推理能力優越 )• Intellectual curiosity ( 求知慾很強 )• Rapid learning rate ( 領略力強 )• Facility with abstraction ( 容易掌握抽象的概念 )• Complex thought processes ( 思維複雜 )• Vivid imagination ( 生動活潑的想像力 )• Early moral concern ( 擇善固執 )• Passion for learning ( 好學不倦 )• Powers of concentration ( 遇有興趣專注非常 )• Analytical thinking ( 分析力強 ) • Divergent thinking / creativity ( 眼光獨到見解精闢 )• Keen sense of justice ( 富正義感 )• Capacity for reflection ( 深入反思 )


Frontal Lobe

Occipital Lobe

Parietal Lobe

Brain Stem

Cerebellum


Temporal Lobe

Source: 3-D Brain by the Cold-Spring Habor Laboratory DNA Learning Center.

Frontal Lobe- Higher Cognitions1. Abstract reasoning,2. Logical thinking,3. Conceptual understanding4. Goal direction5. Strategic thinking6. Problem-solving


Varied across developmental stage:

• the anterior cingulate in children, • the orbitofrontal and medial prefrontal cortex in adolescents, • the lateral prefrontal cortex in older adults.



The figure shows Brodmann Areas (BAs) involved in intelligence, as well as the arcuate fasciculus (shown in yellow) as a promising candidate for a white matter tract that connects the involved brain regions. BAs shown in green indicate predominantly left-hemispheric correlations and BAs shown in pink indicate predominantly right-hemispheric correlations with intelligence. Figure is modified, with permission, from Ref. 60 © (2007) Cambridge University Press.

Areas involved in intelligence

http://www.nature.com/nrn/journal/v11/n3/full/nrn2793.html%23B60


YL (9yo)﹕ 「愛是十分重要的。沒有愛﹐就會一片死寂﹔沒有愛﹐就沒有溫暖。有些是男女的愛﹐父子的愛﹐兄弟的愛都是無窮無盡的。有銘心刻骨的愛﹐也有莫不關心的微愛。愛﹐是每個人也有的﹐就是一個冷冰冰的人﹐有些事情也會激發心底的愛性或對一件事物的留戀﹐也是一種愛。」

What is the Meaning of Giftedness? 什麼是資優 ﹖ Giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm.

This asynchrony increases with higher intellectual capacity. The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching and counseling in order for them to develop optimally.

資優使心智與生理年齡的發展產生不協調，由於與生俱來的卓越認知能力及強烈的內心反應，造成內在經驗及醒覺性與眾不同，智能越高，不協調的程度就越顯明，資優的獨特性會令資優人士的處境更脆弱，所以在管教，學習及輔導他們時，更需要顧及這種不協調發展的特徵來訂定改善的目標，才能幫助他們得到最佳的發展．

The Columbus Group, 1991



Attention

Language

MemorySequential Processing

Visual Processing

Neuromotor

Higher Cognition

Social Cognition

Gifted Individuals with All Kinds of Minds

Gifted students may have hidden disabilities in various neurodevelopmental functions.


Gifted Versus Gifted Asperger StudentsHow are they different?

Assouline, S. G., Nicpon, M. F., & Doobay. A. (2009). Profoundly gifted girls and autism spectrum disorder: A psychometric case study comparison. Gifted Child Quarterly, 53, 89-105.


Comparable

Intellectual Abilities

Gifted Versus Gifted Asperger StudentsCarrie: Gifted Student with ASD


Differential

Neuropsychological

Profile

Gifted Versus Gifted Asperger Students

Carrie: Gifted Student with ASD


Marked Differences in

Adaptive Behaviors

Carrie: Gifted Student with ASD


Humanitarian 人道

They are cognitively, emotionally and spiritually different.Equal treatment to the unequals is NOT RIGHT

Learners Diversity: A tale of two brainies and implications on

life success


Part 2- Who are they? How are they different? (Gifted, Autism/Asperger)

Part 3- As teacher, what am I going to do for them?

Beyond Problem behavior

MinorMajor Others


Atypical Development in the Social Brain of ASD Individuals


Acknowledge the fact that …..

Going Down

Going Up

Experience, Differentiate & Monitor One’s Emotion


Technique 1- Self Observation & Review

Mutual Agreement


Technique 2- In Sync with your student

Social Understanding

Parents Readiness

ProfessionalService Gaps

FearSchool

Responsivity


Technique 3-Teachers to encourage various parties to get involved

Readiness

Teachers perspective Parent perspective(1) overloaded & teacher stress(2) problems of commitment(3) teachers isolated(4) the handling procedures across levels (inside and outside of classroom)(5) algorithm (self knowledge, problem solving therapy).(6) lack of preventive measures (post hoc, remedial versus preventive intervention).(7) sifficulties in collaborative relationships (e.g. parent-teacher interaction)(8) ambiguity in terms of doses of mutual supports(9) Comorbidity (co-existing conditions)

(1) overwhelmed & family stress(2) uncertain about ASD Prognosis(3) isolated parents and fear(4) handling strategies(5) lack of resources and case

management persons (window shopping)

(6) mixed experiences in collaborative relationships

(7) fear of medication side-effects (8) meeting unsympathetic teachers in

previous experience (fear of rejection)


Technique 4: Empathetic towards parent

In Transitions


Technique 4- Alert hidden social difficulties & timely supports to the family


Classroom strategies for success

1. Early Identification/Checklist (4 inconvenience)2. Review the learner profile of the student with ASD so as to identify their

characteristics and needs3. Prevention is better than cure (Self awareness by ME self-report, Monitor levels of

sensory overload, Reduce of hyperarousal, Develop common language codes, Quiet Corner)

4. Appoint a responsible person to follow through the learning and self development5. Find out their genuine interests and teaching new things in the context of their

genuine interests6. Update with teachers of previous lessons7. Check their understanding (e.g. expected learning outcomes, task requirement,

time frame) 8. Chart their progress (Emotion regulation, social engagement, task execution,

contribution to the class)9. Teachers learn to speak the AS language10. Quiet corner to recover from hyper-arousal state (arranged beforehand)11. Appoint a responsible person to follow through the learning and self development12. Regular update to engage parents living with autism spectrum disorder13. Social stories (Visual sequential presentation of social communication of significant

events especially meltdown) to direct instruction in specific and concrete terms

Classroom strategies for success (BEFORE CLASS)

1. Early Identification/Checklist (4 inconvenience refer to our blog)2. Review the learner profile of the student with ASD so as to

identify their characteristics and needs3. Prevention is better than cure (Self awareness by ME self-report,

Monitor levels of sensory overload, Reduce of hyperarousal, Develop common language codes, Quiet Corner)

4. Appoint a responsible person to follow through the learning and self development

5. Find out their genuine interests and teaching new things in the context of their genuine interests

6. Update with teachers of previous lessons

Resources: www.giftedhk.wordpress.com Search “不便”


1. Check their understanding (e.g. expected learning outcomes, task requirement, time frame)

2. Chart their progress (Emotion regulation, social engagement, task execution, contribution to the class)

3. Teachers learn to speak the AS language4. Quiet corner to recover from hyper-arousal

state (arranged beforehand)

Classroom strategies for success (IN CLASS)


1. Update with teacher of the following lesson and the case responsible teacher, where appropriate

2. Social stories (Visual sequential presentation of social communication of significant events especially meltdown) to direct instruction in specific and concrete terms

3. Regular update to engage parents living with autism spectrum disorder

Classroom strategies for success (AFTER CLASS)



TEAMWORK inside & outside

of schoolis the

KEY to Life-long SuccessOf Gifted Asperger Students

Han, S.S. & Weiss, B. (2005). Sustainability of teacher implementation of school-based mental health programs. Journal of Abnormal Child Psychology, 33, 665-679.


Hidden Difficulties and Supports to Highly Able Asperger Individuals:

Social Blindness


Need

Empathetic

Supports

Gifted & Gifted Asperger Students: A tale of two brainies and

implications on life success

2013-2014 School Partnership ProjectFaculty of Education, The Hong Kong University

Thank you for your supports

Josephina A. Ho 李賀若瑩

www.giftedhk.wordpress.com