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Tangled Emotions

Tangled Emotions. M. Merya Jones Purpose: To explore how functional and structural differences in the brain effect emotional expression and management. A day in the life of Autism….

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Tangled Emotions

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  1. Tangled Emotions M. Merya Jones Purpose: To explore how functional and structural differences in the brain effect emotional expression and management.

  2. 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.” • (Short, nd)

  3. 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)

  4. 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)

  5. 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)

  6. Brain basics • Frontal Lobe: • 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) • Temporal Lobe: • Auditory memories • Some hearing • Visual memories • Some vision pathways • Other memory • Music • Fear • Some language • Some speech • Some behavior • Some emotions • Sense of identity • 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.shtml Printable handout, 1 of 2 (click here)

  7. Understanding Autism is not black and white… rather a state of Grey and White White Brain Matter http://www.newscientist.com/gallery/mg20527535-500-slow-thinking The Connector Grey Brain Matter http://www.google.com The Processor (Castelli, F., Frith,C., Happé, F., & Frith, U. ,2002)(Article post 2000, 2 of 8)

  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). • FIGHT OR FLIGHT????? • Determines the response • Releases hormones that enable the body to react • Social and emotional processing • Stores emotional memories • Strongly connected to the sensory areas of the brain 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. (Schultz, 2005)(Article post 2000, 3 of 8)

  9. Temple Grandin: Visualization of Brain Function The CEO The Frontal Cortex VS. • All departments report to him • CEOs have different managing styles • 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) • All structures in the brain are connected to the frontal cortex • All brains are structurly different to some extent • Connectivity within the brain varies

  10. Making a Connection Figure on the left depicts the strong connectivity found within the neuro- typical 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)

  11. More than Biology… • Environmental Factors that Contribute to Emotional and Behavioral Challenges • 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 __). • Social rejection • Low self-esteem • Awareness of being ‘different’ • Transitions • Triggers

  12. 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) (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).

  13. 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).

  14. Unmanaged Behaviors • Common Observable Difficult Behaviors • 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).

  15. Unmanaged Emotions • Is easily stressed- worries obsessively • Appears to be depressed or sad • Appears anxious • Exhibits rage reactions or “meltdowns” • Injures self • Makes suicidal comments or gestures • Has difficulty tolerating mistakes • Has low frustration tolerance • Has low self-esteem, makes negative comments about self • Has difficulty identifying, quantifying, expressing, and/or controlling emotions • Has limited understanding o own and others; emotional responses • Has difficulty managing stress and/or anxiety (Aspy & Grossman, 2011, p. 19) (Class text, 3 of 4)

  16. “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)

  17. Interventions • Social Stories • Role Playing • ABA Therapy • Ziggurat Model • Technology I’ve been diagnosed… NOW WHAT?

  18. Social stories • Suggestions: • The New Social Story Book by Carol Gray • The Social Skills Picture Book, by Jed Baker, Ph.D. • Life Skills Activities for Special Children, by Darlene Mannix • Social stories can be very simple or very complex depending on the level of the child. • 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.

  19. Role PLaying (Video Clip, 2 of 5)

  20. Applied behavior analysis • 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)

  21. 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.

  22. 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

  23. Sample Software Video clip, 4 of 5

  24. Websites Click on images to visit the websites Click here for printable version (Handout 2 of 2) (Websites, 4 of 4)

  25. 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)

  26. 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, 125,8,1839-1849. Retrieved 9/15/2011 from http://brain.oxfordjournals.org/content/125/8/1839.full#sec-13

  27. 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

  28. Images by Google • Video Clips by YouTube

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