Wendy Lawson the Passionate Mind How Individuals With Autism Learn

8/17/2019 Wendy Lawson the Passionate Mind How Individuals With Autism Learn

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The passionate mind: HowThe passionate mind: How

individuals with autism learnindividuals with autism learn

By Dr.Wendy Lawson MAPSBy Dr.Wendy Lawson MAPS

Bss. Bsw(Hons) GDip(psychStud)Bss. Bsw(Hons) GDip(psychStud)

GDip(Psych)GDip(Psych)

20112011


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ThatThat’’s typical!s typical!

““ThatThat’’s typicals typical”” I heard her say.I heard her say.

I wondered what she meant?I wondered what she meant?““ You always want it your way You always want it your way””

She echoed without relent.She echoed without relent.

I waited, silent as a bird,I waited, silent as a bird,And pondered on her words.And pondered on her words.

She just kept talking,She just kept talking,

I kept walking,I kept walking,

What was it that I heard?What was it that I heard?


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ThatThat’’s typicals typical

““I always want it my way?I always want it my way?””

What other way could there be?What other way could there be?

I only know the proper way,I only know the proper way,

The way thatThe way that’’s there for me.s there for me.

If we do it her way,If we do it her way,

It wouldnIt wouldn’’t be right at all.t be right at all.

It would be wrong and all along,It would be wrong and all along,II’’d know itd know it’’s wrong and not OK!s wrong and not OK!


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ThatThat’’s typicals typical

So, why canSo, why can’’t she understand?t she understand?

What is it she doesnWhat is it she doesn’’t get?t get?

I must firmly stand my ground,I must firmly stand my ground,

I mustnI mustn’’t give in yet!t give in yet!

If I give up sheIf I give up she’’ll never learn.ll never learn.

SheShe’’ll never know the way.ll never know the way.

She calls itShe calls it ““being stubbornbeing stubborn””,,But, IBut, I’’m scripted for this play.m scripted for this play.


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What to expect from this talk:What to expect from this talk:

•• An explanation of what might leadAn explanation of what might leadtoto ‘‘The scriptsThe scripts’’ neurologicallyneurologicallytypical (NT) individuals have thattypical (NT) individuals have that

inform their learning styles.inform their learning styles.

•• A response to the idea that AutismA response to the idea that Autismspectrum (AS) is a deviation fromspectrum (AS) is a deviation from

‘‘the normthe norm’’ and, therefore, isand, therefore, is

deviant and dysfunctional.deviant and dysfunctional.•• An alternative idea to the commonAn alternative idea to the common

‘‘explanationsexplanations’’ of AS.of AS.


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Building on the work of othersBuilding on the work of others•• The following conceptsThe following concepts

associated with attention andassociated with attention andthe interest system, build uponthe interest system, build upon

work by Murray (1992; 2001)work by Murray (1992; 2001)

and are illustrated in Murray,and are illustrated in Murray,Lesser & Lawson, 2005). I alsoLesser & Lawson, 2005). I also

acknowledge themes on theacknowledge themes on the

internet by Autism Rightsinternet by Autism Rightsgroups (www.autistics.org)groups (www.autistics.org)


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Deviation or Difference?Deviation or Difference?

•• It is common to fear what one doesnIt is common to fear what one doesn’’tt

understand.understand.•• Fear causes us to hide, run, criticize,Fear causes us to hide, run, criticize,

ostracize and/or attempt to make theostracize and/or attempt to make the

fear go away (see de Gelder et. Al.fear go away (see de Gelder et. Al.

2004).2004).

•• SocietySociety’’s attempts at inclusion for all,s attempts at inclusion for all,is posing some problems because weis posing some problems because we

fear what we donfear what we don’’t understand and thist understand and thismeans we often fear each other.means we often fear each other.


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Typical and ASD developmentTypical and ASD development

To understand ASD we must firstTo understand ASD we must first

look at typical developmentlook at typical development

– – Typical children divide their Typical children divide their

attention to accommodate theattention to accommodate the

changing world around andchanging world around and

within themselves (physical,within themselves (physical,

emotional and social world).emotional and social world).


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Typical developmentTypical development

•• doing certain things at certain times.doing certain things at certain times.

We call theseWe call these ‘‘mile stonesmile stones’’..•• Shared attention (follows direction of Shared attention (follows direction of adultadult’’s gaze/finger pointing etc)s gaze/finger pointing etc)

•• Language (develops words uses themLanguage (develops words uses them

appropriately)appropriately)•• Shared interests (turn taking, listeningShared interests (turn taking, listening

to others, understanding other pointsto others, understanding other pointsof view etc)of view etc)

•• Social priorities (social norms,Social priorities (social norms,morality, social conscience, beingmorality, social conscience, beingsocial a priority)social a priority)


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What informs typical development?What informs typical development?

•• Nature and nurture (genes andNature and nurture (genes andupbringing) inform development.upbringing) inform development.

•• Cognitively, however, the ability toCognitively, however, the ability todivides onedivides one’’s attention is critical tos attention is critical to

NT development.NT development.•• Having a diffuse/diverse interestHaving a diffuse/diverse interestsystem and being able to accesssystem and being able to accessmultiple interests (onemultiple interests (one’’s own ands own and

others) relies upon the innateothers) relies upon the innateability to divide oneability to divide one’’s attention ands attention andbuild connections.build connections.


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ASD Developing IndividualsASD Developing Individuals

Because children with ASD areBecause children with ASD are

not typically developing, theynot typically developing, they

and the typical worldand the typical world

are confused byare confused by

one another one another


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Attention & LearningAttention & Learning

•• learning requires attention, interestlearning requires attention, interestand the inter and the inter -- play between sensesplay between senses

and cognition.and cognition.

•• With respect to attention andWith respect to attention and

interest, NT and AS individuals areinterest, NT and AS individuals arewired up differently.wired up differently.

•• But, is this deviation or simply anBut, is this deviation or simply an

aspect of neural diversity?aspect of neural diversity?


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Attention & LearningAttention & Learning

•• In AS single attention (monotropism)In AS single attention (monotropism)requires onerequires one’’ss ‘‘sensessenses’’ to work moreto work more

independently than they mightindependently than they might

together.together.

•• In NT development integrated sensoryIn NT development integrated sensoryfunction is primary to typical growthfunction is primary to typical growth

and development (Bogdashina, 2003).and development (Bogdashina, 2003).

•• Therefore, in NT development theTherefore, in NT development theInterest System is informed byInterest System is informed by ‘‘multimulti--interest, divided attentioninterest, divided attention’’; polytropism; polytropism


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NTsNTs often fear (AS) us becauseoften fear (AS) us because::

•• We donWe don’’t fit the typicalt fit the typicaldevelopmental paradigm.developmental paradigm. – – we donwe don’’t usually have multiplet usually have multiple

diffuse interests and are notdiffuse interests and are not

governed by an interest systemgoverned by an interest systemallowing for theatrical imaginationallowing for theatrical imagination

leading to social prioritiesleading to social priorities

•• Rather, AS individuals tendRather, AS individuals tend

towards single interests and nontowards single interests and non--

social priorities.social priorities.


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Highly

focused

Intereststake

precedence

Multiple

diffuseinterests

ASD (attention)

Narrow and

Deep

NT (attention)

broad and

shallow

other interest

-----attention ----- attention

Tree of Life Experience


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Wendy & Autism: As a smallWendy & Autism: As a small

child:child:

•• Considered to be intellectuallyConsidered to be intellectuallydisableddisabled

•• Went to main stream schoolsWent to main stream schools•• Loved to run freely around theLoved to run freely around the

playground and class roomplayground and class room

•• Unaware of Unaware of ‘‘othersothers’’

•• Not connected to the world going onNot connected to the world going onwithin me or around mewithin me or around me


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Family lifeFamily life

•• Unaware of siblingsUnaware of siblings•• Scared of sudden noiseScared of sudden noise

•• Scared of thunder stormsScared of thunder storms……

but intrigued by thembut intrigued by them•• Loved to play in the garden with theLoved to play in the garden with the

gravelgravel

•• Loved the seasideLoved the seaside

Bit of an escape artist!Bit of an escape artist!


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Primary SchoolPrimary School

•• Found school very confusingFound school very confusing

– – DidnDidn’’t understandt understand ‘‘the rulesthe rules’’

– – DidnDidn’’t relate to the other childrent relate to the other children – – DidnDidn’’t like the games or the socialt like the games or the social

activitiesactivities

– – Slow to readSlow to read

– – CouldnCouldn’’t keep up with the expectedt keep up with the expected

pace of learning.pace of learning.


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DietDiet•• Ate only specific and favoured foodsAte only specific and favoured foods

•• Quite limited diet and very particular.Quite limited diet and very particular.Made eating out or with others veryMade eating out or with others very

difficult because I ate at certaindifficult because I ate at certain

times, in certain places, from certaintimes, in certain places, from certain

crockery and only specific foodcrockery and only specific fooditems eg. Potatoes, baked beans,items eg. Potatoes, baked beans,

cheese, bananas & apples.cheese, bananas & apples.

FOR MORE INFO...

See the Autism research on diet from Paul Shattock of TheSee the Autism research on diet from Paul Shattock of The

University of SunderlandUniversity of Sunderland


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SleepingSleeping

I was always a poor sleeper.I was always a poor sleeper.

•• I found it difficult to get off to sleepI found it difficult to get off to sleep

•• I also found it difficult to stay asleepI also found it difficult to stay asleep

•• If I manage 4 hours sleep a nightIf I manage 4 hours sleep a nightwithout disturbance, Iwithout disturbance, I’’m doing well!m doing well!


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Teenage YearsTeenage Years•• Began to recognise that I was differentBegan to recognise that I was different

– – Beginnings of despair Beginnings of despair

•• Started to form over attachmentsStarted to form over attachments – – Obsessive behaviours increasedObsessive behaviours increased

•• Sent off to the Guides and Youth GroupSent off to the Guides and Youth Group – – Obsessed about earning badges, butObsessed about earning badges, but

couldncouldn’’t form friendshipst form friendships

– – Age 17yrs. first attempt at suicideAge 17yrs. first attempt at suicide

Beginning of history with the mentalBeginning of history with the mentalhealth systemhealth system!!


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Delayed developmentDelayed development

•• primary school: detachedprimary school: detached

•• Secondary School: over attachedSecondary School: over attached

School was a nightmare and I lived with constant fear. This leadSchool was a nightmare and I lived with constant fear. This lead toto

my having anmy having an ‘ ‘upset tummyupset tummy’ ’ fairly often.fairly often.

Uneven development of skillinterests not recognised

Lived with anxiety and depression


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EmotionsEmotions

•• Most of my life I feel like an onlooker Most of my life I feel like an onlooker – – Difficulty defining which emotion IDifficulty defining which emotion I’’mmfeelingfeeling

– – OK with clearly defined emotionsOK with clearly defined emotions

(happy, angry, sad) but difficulties(happy, angry, sad) but difficultiesoccur with theoccur with the ‘‘inin--between emotionsbetween emotions

– – E.g. frustrationE.g. frustration

•• Either excited or enthusiasticEither excited or enthusiastic…… a bita bit

wearing on other peoplewearing on other people


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BehaviourBehaviour•• Self Self --talk, talking out loud, finger talk, talking out loud, finger

flapping (flapping (help me to make sense of help me to make sense of the world/feel OK)the world/feel OK)

•• Pacing up and down/panic attacksPacing up and down/panic attacksfrequent occurrence. Less likely if I amfrequent occurrence. Less likely if I am

prepared and informedprepared and informed – – need to feel soft material, spinneed to feel soft material, spin

objects, fix on coloured or reflectingobjects, fix on coloured or reflectinglights, rock, suck the roof of mylights, rock, suck the roof of my

mouth (less often now as an adult)mouth (less often now as an adult)•• Comes from strong need to feelComes from strong need to feel ‘‘inin

controlcontrol’’


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SensationSensation•• Very sensitive to light, sound, touchVery sensitive to light, sound, touch

and textureand texture

•• Have learnt how to use shades, ear Have learnt how to use shades, ear plugs, avoid people in social situations,plugs, avoid people in social situations,and tend towards wearing nonand tend towards wearing non--scratchyscratchy

cotton clothingcotton clothing•• Need TV and/or radio to be on lowNeed TV and/or radio to be on low

volumevolume

•• Quickly over loaded by lots of chatter Quickly over loaded by lots of chatter (crowds in shopping centers etc)(crowds in shopping centers etc)


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Traditional definition of (ASD)Traditional definition of (ASD)

•• AS is currently thought of as aAS is currently thought of as a

developmental disorder which leadsdevelopmental disorder which leadsto deficits in:to deficits in:

– – Social understandingSocial understanding

– – CommunicationCommunication – – Imagination (Rigid Thinking) (Imagination (Rigid Thinking) (DSMDSM--

IV,1994)IV,1994)

•• AS is assessed in individuals whoAS is assessed in individuals whodisplay a particular clinical picture,display a particular clinical picture,based on the above, before the agebased on the above, before the age

of 3yrs.of 3yrs.


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Major current cognitive theories of Major current cognitive theories of

ASDASD

•• Theory of Mind theory (e.g.SimonTheory of Mind theory (e.g.SimonBaronBaron--Cohen)Cohen)

•• Executive dysfunction theory (e.g. UtaExecutive dysfunction theory (e.g. Uta

Frith)Frith)•• Central coherence theory (e.g.Central coherence theory (e.g.

Franchesca Happe)Franchesca Happe)

•• Enhanced perceptual functioningEnhanced perceptual functioningtheory (e.g. Mottron. et. al (2006; 2009)theory (e.g. Mottron. et. al (2006; 2009)


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Differing design for different jobs?Differing design for different jobs?

•• NeuroNeuro--typical design fits with the abilitytypical design fits with the abilityto divide attention and accommodateto divide attention and accommodate

multiple interests in the chaotic worldmultiple interests in the chaotic world

we all live in.we all live in.

•• AS design fits with focused attention,AS design fits with focused attention,single interest (great in the creativesingle interest (great in the creative

world of arts, & vocations needingworld of arts, & vocations needing

focus i.e. leggo; drawing; animalfocus i.e. leggo; drawing; animal

husbandry; librarianism; engineering)husbandry; librarianism; engineering)


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Single Attention & AssociatedSingle Attention & Associated

Cognition in Autism (SAACA)Cognition in Autism (SAACA)

•• Monotropism (attention governed by singleMonotropism (attention governed by singlefocus) from which come the following:focus) from which come the following:•• Literality: appreciation of form, black & whiteLiterality: appreciation of form, black & white

concepts, problems with grey areas, honestyconcepts, problems with grey areas, honesty

•• Thinking in closed concepts, great for Thinking in closed concepts, great for attention to detailattention to detail

•• Lack of generalisability (terrific for spottingLack of generalisability (terrific for spottingpatterns and themes)patterns and themes)

•• Timing and sequencing applications to nonTiming and sequencing applications to non--

social activity.social activity.•• Forward thinking connected withForward thinking connected with

development of focused (single) interestdevelopment of focused (single) interest


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NT attention governed by ability toNT attention governed by ability to

multimulti--focus and multifocus and multi--tasktask•• Polytropism (main domain divided attention)Polytropism (main domain divided attention)

leads to wider & broader connections e.g:leads to wider & broader connections e.g:

•• NonNon--literality (reads nonliterality (reads non--literal social signs)literal social signs)

•• Thinking in open pictures (or concepts)Thinking in open pictures (or concepts)

•• Generalisability especially in socialGeneralisability especially in socialunderstandingunderstanding

•• Understanding of social timing andUnderstanding of social timing andsequencingsequencing

•• forward thinking occurs outside of oneforward thinking occurs outside of one’’ssinterest: accommodation of interest: accommodation of ‘‘Other Other ’’


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Outcome for ASD Learning Style:Outcome for ASD Learning Style:

•• No interest in presentation of self No interest in presentation of self

– – Attention toAttention to ‘‘interestinterest’’ at the timeat the time – – Interest = state of arousalInterest = state of arousal

•• accommodation of other if accommodation of other if ‘‘attentionattentionsparespare’’ or if interest is triggered.or if interest is triggered.

•• May lead to:May lead to: – – difficulties appreciating the conceptsdifficulties appreciating the concepts

that rule the world of NTthat rule the world of NT’’ss

– – Increased distress for self & Other Increased distress for self & Other

– – Feeling like an alien and giving upFeeling like an alien and giving upfrom even trying to get it right.from even trying to get it right.


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With Speech, NTWith Speech, NT’’s are programmed:s are programmed:

•• If someone speaks slowly, we predictIf someone speaks slowly, we predictthey need us to slow down in response.they need us to slow down in response.

•• If someone just keeps going andIf someone just keeps going anddoesndoesn’’t stop speaking; speaks in a wayt stop speaking; speaks in a way

that does not make sense to us; speaksthat does not make sense to us; speaks‘‘without listeningwithout listening’’ or doesnor doesn’’t uset usespeech at all, NTs are unsure how tospeech at all, NTs are unsure how torespond. They are notrespond. They are not ‘‘programmed toprogrammed to

know how to respondknow how to respond’’..•• Conclusion isConclusion is ‘‘these individuals arethese individuals are

disordereddisordered’’..


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DiscussionDiscussion

•• NTNT’’s supply of attention, with itss supply of attention, with its

emphasis on multiple diffuseemphasis on multiple diffuseinterests, is broad and narrow. Itinterests, is broad and narrow. It

caters less for highly focussedcaters less for highly focussed

interests, (like those we mightinterests, (like those we might

have).have).

•• In many ways therefore, as long asIn many ways therefore, as long asthe ideas correspond to ones ownthe ideas correspond to ones own

morality, value system or acceptedmorality, value system or acceptednorms, it can assist one tonorms, it can assist one to

accommodate the notion of accommodate the notion of ‘‘other other ’’..


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Are NTs better able to cope with choiceAre NTs better able to cope with choice

and change?and change?

•• Maybe NTs are designed to copeMaybe NTs are designed to copebetter with change, difference andbetter with change, difference anddiversity, but, only if they candiversity, but, only if they canaccommodate and not fear it.accommodate and not fear it.

•• Seeing AS as a natural part of Seeing AS as a natural part of neuroneuro--diversity anddiversity andaccommodating us (and our accommodating us (and our

learning styles) can only be alearning styles) can only be apositive step forward.positive step forward.


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DiscussionDiscussion

•• I donI don’’t want anyone to change whot want anyone to change who

I am but, just like you, I do want toI am but, just like you, I do want tobe heard, understood andbe heard, understood andaccommodated.accommodated.

•• Dismissing who I am or trying toDismissing who I am or trying tosee me as part of a tragic disaster,see me as part of a tragic disaster,is not the way to go. As peopleis not the way to go. As people

with ASD we have so much to givewith ASD we have so much to giveback to our communities.back to our communities.


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Whose Time is This?Whose Time is This?

Whose Time Is This?Whose Time Is This?

ItIt’’s 7am. and the alarm clocks 7am. and the alarm clock

beckons,beckons,

““time to wake uptime to wake up”” my little clockmy little clock

reckons.reckons.

““Oh just a few minutes more,Oh just a few minutes more,

Then IThen I’’ll get up and be out of thell get up and be out of the

door.door.””


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Knock, knock and knock once more,Knock, knock and knock once more,

““come on sleepy head, get out of come on sleepy head, get out of

your bedyour bed””

But, I just need more time,But, I just need more time,

My clothes then IMy clothes then I’’ll findll find””

II’’ll be down for breakfast, just a littlell be down for breakfast, just a little

more time.more time.


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““II’’m sorry; Im sorry; I’’m late,m late,”” my friendmy friend

rushes by.rushes by. ““I ran out of time, canI ran out of time, can’’ttstop and chat.stop and chat.””

The rain and the wind heave a bigThe rain and the wind heave a big

sigh, As I get to sit and talk withsigh, As I get to sit and talk withmy cat.my cat.

““Why are people always in a rush?Why are people always in a rush?””

““They tell me that time waits for noThey tell me that time waits for no--one.one.”” So they queue, push andSo they queue, push and

shove.shove.


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But isnBut isn’’t it true, timet it true, time’’s on our side?s on our side?

We do not know this, so, from timeWe do not know this, so, from time

we hide.we hide.We take our time deciding whoseWe take our time deciding whose

time,time,

Will it be yours or will it be mine?Will it be yours or will it be mine?


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Whatever the time and for whomever Whatever the time and for whomever we call,we call,

There is time for one and there isThere is time for one and there is

time for all.time for all.Knowing which is whose time to be,Knowing which is whose time to be,

Knowing thereKnowing there’’s time, for you ands time, for you and

for me.for me.


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ResourcesResources

Web pages:Web pages:

www.mugsy.org/wendywww.mugsy.org/wendy – – www.awww.autismandcomputingutismandcomputing.com.com

•• www.autistics.orgwww.autistics.org

•• Getting The Truth OutGetting The Truth Out•• www.youtube.comwww.youtube.com (Positive(Positive

Autism)Autism)

•• BOOKSBOOKS•• www.jkp.comwww.jkp.com


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ReferencesReferences

Bogdashina, O. (2003)Bogdashina, O. (2003) SensorySensory

Perceptual Issues in Autism andPerceptual Issues in Autism and

Asperger SyndromeAsperger Syndrome

Different Sensory ExperiencesDifferent Sensory Experiences -- DifferentDifferent

Perceptual WorldsPerceptual WorldsLondon: Jessica KingsleyLondon: Jessica Kingsley


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•• de Gelder, B., Snyder, J., Greve, D.,de Gelder, B., Snyder, J., Greve, D.,Gerard, G. & Hadjikhani, N. (2004).Gerard, G. & Hadjikhani, N. (2004).

Fear fosters flight: A mechanismFear fosters flight: A mechanism

for fear contagion when perceivingfor fear contagion when perceivingemotion expressed by a wholeemotion expressed by a whole

body.body. Proc eedi n gs of th e Nat i on al P roc eedi n gs of th e Nat i on al

A c adem y of S c i enc es , 101 A c adem y of S c i enc es , 101 (47),(47),

1670116701--1670616706


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•• Lawson, W. (2001)Lawson, W. (2001) Und erstandin g and Understanding and

w o r k i n g w i th t h e s p ec t r u m o f au t i s m : w o r k i n g w i th t h e s p ec t r u m o f au t i s m : A n i n s i d er A n i n s i d er ’ ’ s view s v iew London: JessicaLondon: JessicaKingsley PublishersKingsley Publishers

•• Lawson, W. (2003)Lawson, W. (2003) B u i l d Yo u r O w n L i f e B u i ld Y o u r O w n L i f e

London: Jessica Kingsley PublishersLondon: Jessica Kingsley Publishers•• Lawson, W. (2005)Lawson, W. (2005) Sex, sexu ali ty and Sex, sexu ali ty and

t h e au t i s m s p e c t r u m t h e au t i s m s p e c t r u m . London: Jessica. London: JessicaKingsley PublishersKingsley Publishers

•• Lawson, W. (2006)Lawson, W. (2006) Fr i en d s h i p s t h e F r ien d s h i p s t h e A s p i e w ay .A s p i e w ay . London: Jessica KingsleyLondon: Jessica KingsleyPubs.Pubs.


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•• Murray, D.K.C. (1992) 'Attention tunnelingMurray, D.K.C. (1992) 'Attention tunnelingand autism', inand autism', in L iv i n g w i t h A u t i s m : t h e L i v i n g w i t h A u t i s m : t h e

i n d i v i d u a l, t h e f am i l y , an d t h e p r o f es s i o n a l .i n d i v i d u al , t h e f am i l y , an d t h e p r o f e s s i o n a l .

Originally presented at the DurhamOriginally presented at the Durham

conference, UK. Proceedings obtainableconference, UK. Proceedings obtainable

from Autism Research Unit, School of Healthfrom Autism Research Unit, School of HealthSciences, The University of Sunderland,Sciences, The University of Sunderland,

Sunderland SR2 7EE.Sunderland SR2 7EE.

•• Murray, D.K.C. (2001)Murray, D.K.C. (2001) ‘‘Wrong PlanetWrong Planet

syndromesyndrome’’http://www.autismusundcomputer http://www.autismusundcomputer .de/.de/

wrongplanetsyndrom.en.htmlwrongplanetsyndrom.en.html


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•• Murray, D.K. C., Lesser, M. &Murray, D.K. C., Lesser, M. &Lawson, W. (2005: May), Attention,Lawson, W. (2005: May), Attention,

monotropism & the diagnosticmonotropism & the diagnostic

criteria for autismcriteria for autism’’ Th e Th e

Internat i onal J o urn al o f Res earc h Internat ion al J ou rnal o f Res earc h and Pract ice: Autism (Vol.9) and Pract ice: Autism (Vol.9) Num.Num.

2. 1392. 139--156. London: Sage156. London: Sage

Documents

Wendy Lawson the Passionate Mind How Individuals With Autism Learn