Emotional Intelligence & Resiliency in Asperger’s Disorder · – Cambridge Neuropsychological...
Transcript of Emotional Intelligence & Resiliency in Asperger’s Disorder · – Cambridge Neuropsychological...
Emotional Intelligence & Emotional Intelligence & Resiliency in AspergerResiliency in Asperger’’s Disorders Disorder
Presenters: Janine Montgomery, Ph.D. Presenters: Janine Montgomery, Ph.D. 2,2,
& Danielle Brady, M.A.& Danielle Brady, M.A.1 1
Primary Investigators: Drs. Vicki Schwean1
& Donald Saklofske1
Co-Investigators : Keoma Thorne1, Yvonne Hindes1,
JoAnne Burt1, Adam McCrimmon1 & Candace Kohut1
Universities of 1Calgary & 2Manitoba
Presented at the ACCFCR Research Showcase: October 29th, 2009
Presentation OverviewPresentation Overview
• Overview & Significance of the Research
• Brief Review of Asperger’s Disorder & Research Constructs
• Research Protocol & Methodological Considerations
• Selected Research Findings: Emotional Intelligence & Resiliency
• Limitations and Implications
• Research in Progress
• Selected Publications & Presentations
RESEARCH PROJECT OVERVIEW
RESEARCH PROJECT RESEARCH PROJECT OVERVIEWOVERVIEW
Research Project OverviewResearch Project Overview
• Investigation of social & emotional abilities in individuals with Asperger’s (AS)
– to identify factors that promote resiliency and successful transitions
• Examine:
– 1) psychological basis of social, emotional, and executive abilities in young adults with AS
– 2) psychological protective and vulnerability factors associated with social, interpersonal, and personal adjustment (i.e., resiliency) in young adults with AS
Research SignificanceResearch Significance
• Limited research on social & emotional abilities that promote resiliency & successful life outcomes in individuals with AS
• No known previous research on EI and AS• Young adults who experience challenges in social &
emotional contexts also experience difficulties with successful life transitions
• Understanding predictors of, and buffers to, social & emotional challenges, & their relationship to developmental & adult outcomes is critically important
BRIEF REVIEW OF ASPERGER’S DISORDER & RESEARCH CONSTRUCTS
BRIEF REVIEW OF BRIEF REVIEW OF ASPERGERASPERGER’’S DISORDER & S DISORDER & RESEARCH CONSTRUCTSRESEARCH CONSTRUCTS
AspergerAsperger’’s (AS) Disorders (AS) Disorder
• Autism Spectrum Disorder• Significant and sustained impairment in
social interactions• Pragmatic and nonverbal communication
difficulties• Restricted, repetitive, and stereotyped
patterns of behaviour, interests, and activities – Within the context of typical development
• language • cognition
ResiliencyResiliency
• Resilience: the process of how individuals cope successfully in the face of significant adversity or risk (Masten, 2001).
• Enhanced by protective factors: (Garmezy, 1985)
– Individual attributes – Family qualities – Community resources
Executive Functions (EFs)Executive Functions (EFs)
• Executive functioning – ability to adapt one’s behaviour based on changing
environmental contingencies– includes cognitive functions involved in planning &
guiding behavior to achieve a goal in an efficient manner
• Coordination of cognitive processes including (but not limited to):
– planning– cognitive and behavioural flexibility– inhibition– working memory
(Roberts, Robbins, & Weiskrantz, 1998; Stuss & Knight, 2002)
Theory of Mind (ToM)Theory of Mind (ToM)
• ‘Mindreading’ or ‘Mentalizing’(Baron-Cohen, 1995)
• The ability to recognize that others have thoughts, feelings, beliefs, and perceptions different from our own
(Astington, Harris, & Olson, 1988; Happe & Frith, 1996).
Emotional Intelligence (EI)Emotional Intelligence (EI)
2 Distinct Definitions/Models
• Ability: MSCEIT (Mayer, Salovey, & Caruso, 1990)a) accurately perceive emotions in oneself and others; b) use emotions to facilitate thinking; c) understand emotional meanings; d) manage emotions.
• Performance tasks
• Trait: BarOn EQ-i:S (Bar-On, 1997)Broad, yet interdependent, domains of:a) intrapersonal skills, b) interpersonal skills, c) adaptability, d) stress management, e) general mood
• Self-report
RESEARCH PROTOCOL & METHODOLOGICAL CONSIDERATIONS
RESEARCH PROTOCOL & RESEARCH PROTOCOL & METHODOLOGICAL METHODOLOGICAL CONSIDERATIONSCONSIDERATIONS
MethodologyMethodology
• 35 young adults (aged 16 to 21 years) with AS from schools and clinics in MB and AB
• 35 typically developing participants (data collection will be complete mid-November)
• Parents, teachers• Informed consent secured• Screening with parent measures• Participants attended on site labs and
completed in one or two sessions
MeasuresMeasures• Inclusion
– Background Questionnaire– Krug Asperger Disorder Index– Wechsler Abbreviated Scale of Intelligence
• Emotional Intelligence– MSCEIT– Bar-On EQ-i:S
• Resiliency & Satisfaction with Life– Resiliency Scale for Adolescents– Satisfaction with Life Scale
• Autism Spectrum– Gilliam Autism Rating Scale, 2nd Ed– Krug Asperger Disorder Index
MeasuresMeasures
• Executive Function – Selected subtests from Delis Kaplan Executive Function
System– Wisconsin Card Sorting Task– Cambridge Neuropsychological Test Automated Battery– Iowa Gambling Task
• Theory of Mind– Reading the Mind in the Eyes Test-Revised (Baron-Cohen, et
al.,1997)
• Social and Adaptive skills– Behaviour Assessment System for Children (2nd Ed).
SELECTED RESEARCH FINDINGS
SELECTED RESEARCH SELECTED RESEARCH FINDINGSFINDINGS
Emotional Intelligence & Emotional Intelligence & AspergerAsperger’’s (AS) Disorders (AS) Disorder
Emotional intelligence, theory of mind & executive functions as
predictors of social outcomes
Emotional intelligence, theory of Emotional intelligence, theory of mind & executive functions as mind & executive functions as
predictors of social outcomespredictors of social outcomes
Key FindingsKey Findings• AS group had lower scores (than norms) on
the trait test, but not the ability test
• ‘Understanding Emotions’ (Ability) – one SD above norm group– evidence of strength
• EQ (trait) correlated strongly with self reports of social stress and poor interpersonal relationships
• EQ (trait) correlated moderately with adaptive skill ratings by parents
Key FindingsKey Findings
• Trait and Ability EI predicted 55% of the variance for interpersonal skills
• Theory of mind and trait EI together significantly predicted 33% of variance for social stress
• Adding EFs did not improve predictions for social outcomes
Emotional Intelligence Emotional Intelligence & Resiliency in AS& Resiliency in AS
Brief Review of Findings: Publication in the Canadian
Journal of School Psychology
Brief Review of Findings: Brief Review of Findings: Publication in the Canadian Publication in the Canadian
Journal of School PsychologyJournal of School Psychology
Resiliency: Key FindingsResiliency: Key Findings
Relative to the standardization sample, individuals with AS demonstrated:
Significantly low scores in the following areas:– empathy, social responsibility, and interpersonal
relationships, as well as optimism and happiness
Slightly below average scores in the competencies, skills and facilitators underlying:– self-regard, emotional self-awareness, assertiveness,
independence, and self-actualization; stress tolerance and impulse control; and flexibility and problem solving
Resiliency: Key FindingsResiliency: Key Findings
• Individuals with AS appear to experience difficulties with emotional resiliency (i.e., tend to be overly sensitive and show less capacity to recover from emotionally-laden situations)
• Parents rated our participants as highly resistant to change, developmentally immature in daily living skills, and unable to use internal and external support systems to alleviate stressand overcome adversity
• Total EQ, Stress Management, and Intrapersonal skills correlated significantly with self- and parent-report scales tapping emotional reactivity and self-control, as well as self-reported interpersonal relationships
Limitations & Implications
Limitations & Limitations & ImplicationsImplications
LimitationsLimitations
• Small sample size
• No random selection
• Self-report
• Self and parent referred
• Co-morbidities included
• Different clinicians involved in the diagnostic process
ImplicationsImplications
Emerging research suggests that trait-based emotional intelligence can be significantly enhanced within a matter of a few weeks, as a result of training
• offers hope for altering the risk trajectory.
(BarOn, 2003; Hansen, 2005)
Broader Research ImplicationsBroader Research Implications
• Understanding social & emotional strengths and areas of need has implications for:
– Individualization of assessment and intervention
• Identification of predictive factors for resiliency promotion has the potential to:
– Build and strengthen protective factors within youth with ASD to improve outcomes
– Inform support services for youth with ASD, their families, & their communities
– Guide government policy & subsequent funding initiatives
Research in ProgressResearch in ProgressResearch in Progress
Research in ProgressResearch in Progress
• Danielle Brady: Executive Specificity in Young Adults with AS: A Neuropsychological Perspective
• Adam McCrimmon: Verbal and Nonverbal Correlates of Young Adults with AS
• Data collection complete in November, 2009
References & Selected Publications &
Presentations
References & References & Selected Publications & Selected Publications &
PresentationsPresentations
ReferencesReferences
• Astington, J. W., Harris, P. L., & Olson, D. R. (1988). Developing theories of mind. New York: Cambridge University Press.
• Bar-On, R. (1997). BarOn Emotional Quotient Inventory – Technical manual. Ontario: Multi-Health Systems Inc.
• Bar-On, R. (2003). How important is it to educate people to be emotionally and socially intelligent, and can it be done? Perspectives in Education, 21(4), 3-13.
• Bar-On, R. (2005). The BarOn emotional quotient inventory: Short. Ontario: Multi-Health Systems Inc.
• Edward, K. L., & Warelow, P. (2005). Resiliency: When coping is emotionally intelligent. Journal of the American Psychiatric Nurses Association, 11, 101 – 103.
• Fredrickson, B. L. (2001). The role of positive emotions in positive psychology. The broaden-and-build theory of positive emotions. American Psychology, 56, 218 – 226.
• Garmezy, N. (1985). Stress-resistant children: The search for protective factors. In J. E. Stevenson (Ed.), Recent Research in Developmental Psychopathology: Journal of Child Psychology and Psychiatry Book Supplement #4 (pp. 213-233). Oxford: Pergamon Press.
• Gutstein, S. E., & Whitney, T. (2002). Asperger syndrome and the development of social competence. Focus on Autism and other Developmental Disabilities, 17(16), 161 – 171.
• Hansen, K. (2006, October). Development of EI in teachers. Paper presented at the Second Annual International Symposium on Emotional Intelligence in Swinburne University of Technology. Melbourne, Australia.
ReferencesReferences• Happe, F. & Frith, U. (1996). The neuropsychology of autism.
• Lopes, P. N., Salovey, P., Cote, S., & Beers, M. (2005). Emotion regulation abilities and the quality of social interaction. Emotion, 5(1), 113 – 118.
• Luthar, S., & Cicchetti, D. (2000). The construct of resilience: Implications for interventions and social policies. Development and Psychopathology, 12, 857 – 885.
• Masten, A. S. (2001). Ordinary magic: Resiliency processes in development. American Psychologist, 56, 227-238. Reprinted in M. E., Hertzig & E. A. Farber (Eds.) (2005), Annual progress in child psychiatry and child development: 2002. New York: Routledge.
• Masten, A. S., & Coatsworth, J. D. (1998). The development of competence in favourable and unfavourable environments: Lessons from successful children. American Psychologist, 53, 205 – 220.
• Mayer, J. D., Salovey, P., & Caruso, D. R. (2002). Mayer-Salovey-Caruso Emotional Intelligence: Test user's manual. Toronto, ON: Multi-Health Systems.
• Stuss, D.T. & Knight, R.T. (2002). Principles of frontal lobe function. Oxford: Oxford University Press.
• Southwick, S. M., Vythilingam, M., & Charney, D. S. (2005). The psychobiology of depression and resilience to stress: Implications for prevention and treatment. Annual Review of Clinical Psychology, 1, 255 – 291.
• Wade, C., Tavris, C., Saucier, D., & Elias, L. (Eds.) (2004). Psychology: Canadian edition. Toronto, Ontario: Pearson Education Canada Inc.
Selected Publications Selected Publications and Presentationsand Presentations
• Montgomery, J., Dyke, D.I. & Hindes, Y. (2008). The Spectrum at School: Approaches and Strategies for Youth with Autism Spectrum Disorders. Workshop presented at the Annual St. Amant Conference.
• Montgomery, J., Dyke, D.I. & Schwean, V.L. (2008). Autism spectrum disorders: WISC-IV Applications for clinical assessment and intervention. In A. Prifitera, D.H. Saklofske & L.G. Weiss (Eds.) WISC-IV Clinical assessment and intervention 2e. San Diego, Academic Press.
• Montgomery, J. M., Schwean, V. L., Burt, J. G., Dyke, D. I., Thorne, K. J., Hindes, Y. L., McCrimmon, A. W., & Kohut, C. S. (2008). Emotional Intelligence and Resiliency in Young Adults With Asperger's Disorder: Challenges and Opportunities. Canadian Journal of School Psychology, 23, 1, 70-93.
• Dyke, D. I., Schwean, V. L., Saklofske, D. H., Montgomery, J., McCrimmon, A., Hindes, Y., Thorne, K., Burt, J. & Kohut, C. (2008, June). Executive specificity in youth with autism spectrum disorder: An update. Symposium presentation at the Annual Convention of the Canadian Psychological Association.
Contact InformationContact Information
ASD Research GroupTel: (403) 220-3642
Email: [email protected]
Acknowledgement: Special thanks to the young adults & their families who gave
so willingly to this research