The Complex Well-Being

of Gifted Children with

AutismTalent Stimuleren

October 12, 2017

Dr. Claire E. Hughes

Claire.Hughes@Canterbury.ac.uk

Introductions

Who are you?

Who am I?

Objectives

Identify practical strategies

that can be used when working

with children with autism

(ASD) in a G/T environment

Reinforce those strategies you

are already using

Have fun while learning!

Parents and professionals

Overlap

Focus on growth

Frustrations

Behaviors

Systems

Differences

Commitment

Length

Knowledge Levels

Systems

Grief Cycle

Research v. Hope

Research

Data says

Numbers

“False hope”

Hopers = Crackpots

Reflect the past

Hope

I think- intuition

I know a kid who… I

heard of a mom who…

I don’t care what the

research says

Researchers = theorists

or biased

Reflect the future

2eTwice Exceptional

7

2e CoP National Definition

Twice exceptional (2e) individuals evidence exceptional ability and disability, which results in a unique set of circumstances. Their exceptional ability may dominate, hiding their disability; their disability may dominate, hiding their exceptional ability; each may mask the other so that neither is recognized or addressed.

2e students, who may perform below, at or above grade level, require the following:

Specialized methods of identification that consider the possible interaction of the exceptionalities

Enriched/advanced educational opportunities that develop the child's interests, gifts and talents while also meeting the child's learning needs

Simultaneous supports that ensure the child's academic success and social-emotional well-being, such as accommodations, therapeutic interventions, and specialized instruction.

Working successfully with this unique population requires specialized academic training and ongoing professional development.

Recognition and

Identification

Recognition of characteristics/behaviors

Strengths

Challenges

Interaction of the dual characteristics/behaviors

Goal

Develop the Gift/ Ability

Mediate the

disability

Administrative Concerns-

Teacher Training

Gifted Education

General Education

Special Education

ASD/ ASCAutism Spectrum Disorder/ Autism Spectrum

Condition

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Autism

Umbrella term

Spectrum Disorder- DSM-V

5 types- ASD DSM-IV

Aspergers

PDD-NOS

Rett’s syndrome

Childhood Disintegrative Disorder

Classic autism

Spectrum

Mild = Many or all with little cognitive impairment

HFA

Asperger Syndrome

PDD-NOS

Moderate =All with mild or possible cognitive delay

Severe = Autistic Disorder + comorbid disorder

Overlapping Labels

Febrile seizures

Digestive issues

Tourette’s Syndrome

Anxiety Disorders

Sleep Disorders

Mental Retardation

Learning Disabilities

Giftedness

OCD

ADHD

Diagnosis

Mild HFA or Asperger- around age 8-12- 50%

Severe- by age 3

500% increase in diagnosis since 1990.

1 in 68

“Epidemic”

1 in 68 children

10,000 x in 15 years

What happened?

From Wikipedia: Autism Cases 1996-2007.

Changes over time…

Expanded criteria

Category shifting

“Problem” vs. “Normal” shift

World-wide

Something else…

Causation

Refrigerator mothers (Old)

Brain dysfunction- Pruning

Genetic component

Mirror neurons

Mercury link?

Vaccinations myth

Air/soil

Lightbulbs

Causes?

What does NOT cause autism?

Mercury?

Vaccines?

Toxins in vaccines?

Genetic/Environmental Interaction

Allergies? Casein and Gluten? Leaky Gut…

Criteria for AutismPresent since early childhood

1. Language

Deficits, reciprocity, verbal and nonverbal

2. Social relationships

3. Repetitive Behaviors

Sensory, Routines, Fixations

#1 Language

Pedantic

Pronouns

Sensory words

Motor issues- Articulation/ Dyspraxia/ Apraxia

Global v. specific terms

Finding words

Imagination

Hyperlexia

#2 Social Issues

Flat affect

Eye contact

Face-blindness

Theory of Mind

Aliens

#3- Repetitive Behaviors

Unusual or narrow interests

Sameness of routine

Repetitive motor functions- banging, spinning, etc. “Stimming”

Preoccupation with parts of objects

Overlapping Issues

Sensory Disorders

Physical Issues

Visual Learning Styles

Discrepant Academic Abilities…

If you’ve met one child with autism

You’ve met one child with autism

Sensory Integration Issues

Five extero-senses

Proprioceptive

Vestibular

Unusual Physical

Characteristics

Uneven gait

Digestive issues

Physical Delays

Oughtism/ Autism

Theory of Mind

“The Ghost in the Machine”- Stephen Pinker

Ability to take another’s perspective

What others might see

What others might feel

What others might know

Mindblindness

Typical Development of TOM

2-3 mos. Stares at eyes

3-6 mos. Responds to adults

6 mos- coos and initiates interaction

12 mos- cries when hears other crying

18-24 mos expresses affection

24-36 articulate internal emotions

3 yrs- “know, think, remember”

4 yrs- False belief tasks

6 yrs- criticizes others

7 yrs- cares about other’s opinions

8 yrs- creates own story

9 yrs- self-criticizes

Emotional Regulation

Development- Typical

Behavioral- Ages 2-5

Blankie

Tantrums

Language- Ages 5-8

Negotiation

Pouts

Metacognitive- Ages 8+

Internalizing dialogue

Emotional Regulation

Developmental

Behavioral

Language

Metacognitive

Self-regulations

Prevent

Control

Respond

Layers of the Brain

Brain Stem: reacts and takes care of vital functions (LIZARD)

Limbic System: adds capacity for emotions and for coordination of movement

(LEOPARD)

Cerebral Cortex: adds problem-solving, language, numbers, memory, creativity

(LEARNING BRAIN)

Maslow’s hierarchy of needs

Reticular Activating System

Like a toggle switch that turns off

and on the leopard or the learning

brain

When emotionally charged, the

leopard takes over

When relaxed, the learning brain

takes over

Brain Development

Pruning Periods

Organized

Increasingly specialized

Plasticity

7

Brain Research

Brain Imaging

Amygdala

Cerebellum

Brain stem

Frontal lobe

Sleep Regulation

Mirror Neurons

Link with schizophrenia/ ADHD

and OCD

Talking Back to OCD- Rewiring

Particular Brain Dysfunctions

Brocha’s area-

Language Processing

area

Visual spatial

deficits

Cerebellum- Fight

or Flight

Caution

Shoshanna Moser, “Glossary”

This is what we know, when you tell us of your fondest hopes and dreams for us: that your greatest wish is that one day we will cease to be, and strangers you can love will move in behind our faces.

http://www.harborside.com/~equinox/glossary.htm

“Gifts” of Autism

Focus

New perspectives

Passion

Detail-oriented

In the moment

Neurodiversity

In My Language

“Cures”

TACA- Jenny McCarthy

Antiviral/ Antifungal: Leaky gut- Ethan

Chelation Toxins

GFCF Diet

Goal

Develop the Gift/ Ability

Mediate the

disability

“Typical” InterventionsNot all research-based

Applied Behavioral Analysis

Speech Therapy

Sensory Diet

Sensory binges

GFCF Food Diet

Calming/Organizing Strategies

Alerting/Organizing Strategies

Visual Presentations

ABA

Doesn’t take into consideration cognitive and non-

cognitive aspects

Executive functioning and information processing issues

Language issue

Paradox Characteristics

of 2e GT/ASD

Strengths

Insightful

Focus on details

Memory

Specific strengths-

odd areas

Hyper-attention

Sensory-aware

Challenges

Inappropriate humor

“Whole picture”

Lacks cause and effect

Specific challenges- Global areas

Lack of attention

Sensory integration

Similarities and Differences-

Gifted and ASD

Aspect Gifted (Often, but

not in all cases)

ASD (Often, but

not in all cases)

Language Advanced beyond

age peers

Delayed (in areas

other than interest

area) or not socially

appropriate

Social behavior Often prefers to play

alone- introverted;

Can often do well

socially, but may

need “down time”

Plays alone,

repetitive play,

parallel play

Similarities and Differences-

Gifted and ASD

Aspect Gifted (Often, but

not in all cases)

ASD (Often, but

not in all cases)

Concepts Understands

concepts beyond age

peers, figurative

language

Literal concepts,

except in areas of

interest

Similarities and Differences-

Gifted and ASD

Aspect Gifted (Often, but

not in all cases)

ASD (Often, but

not in all cases)

Attention Span Long if engaged in

something of

interest; can appear

ADHD if not

Long if engaged in

something of

interest; can appear

ADHD if not

Sensory stimuli Very aware of

environment; easily

responsive

Overly aware of

environment to the

point that there's a

significant problem

Similarities and Differences-

Gifted and ASD

Aspect Gifted (Often, but

not in all cases)

Twice-Exceptional

(Often, but not in

all cases)

Interests Can appear

obsessive

Can appear

obsessive

Physical issues None common-

often have above

average health

High level of

allergies, digestive

issues

Similarities and Differences-

Gifted and ASD

Aspect Gifted (Often, but

not in all cases)

ASD (Often, but

not in all cases)

Repetitive activities Organizing by

specific

characteristic,

pleasure in the

patterns

No immediate

discernible

characteristic; often

just repetitive

Causation Genetics and

environmental

interaction

Genetics and

environmental

interaction

Goal

Develop the Gift/ Ability

Mediate the

disability

Coordinated Programming

Gifted Education

Teacher MUST be at the IEP meeting

Student should attend gifted classes- peer interaction

Enrichment AND acceleration

Challenge, humor and concepts

Special Education

Share strategies

Graphic organizers

Use of Learning

Strategies

Mnemonics

Inclusion in gifted

education setting

Anxiety

Epidemic

Core characteristic of Autism/ Asperger

Repetitive behaviors

OCD

Tourette’s

Metacognitive issues

Elements of successful interventions National Standards Project, 2009

Effective

Naturalistic instruction

Schedules

Self-management

Story-based

Emerging

Cognitive behavioral treatment

Scripting

PDQ Strategy Foundation

CBT

•Preparation

•Encounter

•Self-Reward

Visual Supports

• Scripted

• Biologically based

Strategic Instruction

• Mnemonics

• Sequential

• Scripted

Picture- BRAINS

• Brain- My brain has a lot of parts to it.

• Racing- I can feel my brain beginning to race

• Anxious- - I have chemicals in the middle of my brain that

are taking over and stopping all of it from working. They

operate like a fire does.

• Identify- I am feeling anxious right now.

• Need- I need to take action.

• Strategies- I have strategies that can help the chemicals

deflate like a balloon.

Do: BODIES

• Breathe- 15

• Organize- Organize your breathing.

• Drink- Drink some water.

• Identify a place to go. But you don’t have to

• Explore the other parts of your brain as they start

to work- I can breathe away the anxiety. I can feel

the rest of my brain working. I have control.

• Sense the chemicals going out. Things will be ok,

now. I can do this.

Question: HANDS

• How am I doing now?

• Ask- What is the teacher asking me to do?

• Next- What do I need to do next?

• Do- I can do this, or I can ask for help

• Strategies- I have strategies for dealing with this and

I can use them again. The chemicals will not win.

Gifted-

Output

Expectations

General Output Principles

Make it complex

Make it challenging

Make it connected

Feeling Different

Study of other Gifted/ASD individuals

Bett’s Autonomous Learner

Bibliotherapy

Step 1

Find the obsession

Rename it “passion”

Jaime Casap-

Global Education Evangelist

Don’t ask children what they want

to be when they grow up. Ask them

what problem they want to solve.

What knowledge and skills do they

need to solve that problem and

where can they learn them?

63

Use the area of strength to:(Kluth, 2008)

Develop relationships

Expand social opportunities

Minimize anxiety

Boost literacy

Make sense of a confusing world

Make life worth living

Goal Setting

I want to _______

I will need to_______

It will take me… amount of time

I will check at_____ point to see if I am on track.

If I am not on track, I will need to______

If I accomplish this, ____________ this will happen

29

Advantages of being Twice-exceptional

Thinking and being

“different”

Working hard

Focusing on skill

Having high levels

of focus, empathy

Closing Thought…

Two stonecutters were working on the reconstruction of St. Paul Cathedral in London when Sir Christopher Wren asked each what he was doing. The first replied, “I am cutting stone.” The second answered, “I am building a cathedral.”

Robert Topor

For more information:

• Claire E. Hughes, Ph.D.

• Faculty Director- Special Education Needs and Inclusion (SENI)

• Canterbury Christ Church University

• Claire.Hughes@Canterbury.ac.uk

References

Buron, K. D. (2004). The incredible 5-point scale: Assisting students with autism spectrum disorders in understanding social interactions and controlling their emotional responses. Overton Park, KS : Autism Asperger Publishing Company.

Dweck, C. (2006). Mindset: The new psychology of success. New York: Random House.

Esquith, R. 92007). Teach like your hair’s on fire. New York: Penguin Classics.

Gagnon, E. (2001). Power cards: Using special interests to motivate children and youth with Asperger Syndrome and autism. Overton Park, KS : Autism Asperger Publishing Company.

Gray, C. (2010). The new Social Story book. Lawrence, KS: Future Horizons.

LaVoie, R. (2007)/ Motivation breakthrough: 6 secrets for turning on the tuned-out child.Woodland Park, CO: Touchstone Publications.

Murawski, W.W. (2010). Collaborative teaching in secondary schools: Making the co-teaching marriage work! Thousand Oaks, CA: Corwin Press.

Myles, B. S. (2004). The hidden curriculum: Practical solutions for understanding unstated rules in social situations. Overton Park, KS: Autism Asperger Publishing Company

Swanson, L., Harris. K. R., & Graham, S. (2005). Handbook of learning disabilities. London, Guilford Publishing

Tomlinson, C.A. & Imbeau, M. (2010). Leading and managing a differentiated classroom.Washington, DC: Association for Supervision and Curriculum Development

University of Kansas Strategic Intervention Model (2011). http://www.kucrl.org/sim/

Winner, M. G. (2010). You are a social detective: Explaining social thinking to kids. Great Barrington, MA: North River Press Publishing Corporation.

References

ADDitude Magazine http://www.additudemag.com/

Barkely, R. (2010). The important role of executive funcitoning and self-rgulation in ADHD. In Russell A. Barkley, Ph.D. The Official Site. Retrieved August 8, 2010, from russellbarkley.org.

Cooper-Kahn, J. & Dietzel, L. (2008). Late, lost, and unprepared. Bethesda, MD: Woodbine House

Cox, A.J. (2007). No Mind Left Behind: Understanding and Fostering Executive Control–The Eight Essential Brain Skills Every Child Needs to Thrive. New York : A Perigee Book/Penguin Group

Diamond, A. (2010, May). What Do We Know About Child Development and the Brain That Can Help Promote Resilience and Help More Children Be Strong and Joyful? Paper Presented at the Annual International Trauma Conference, Boston, MA.

Kluth, P. & Danaher, S. (2010) From tutor scripts to talking sticks. Baltimore, MD: Brookes Publishing

Zelazo, P.P. (2010, May) Executive Function and Emotion Regulation: A Developmental Perspective Ph.D. Paper Presented at the Annual International Trauma Conference, Boston, MA.

Ford, J.D. (May 2010) Developmental Trauma-informed Treatment for Children and Adults: The Next Pardigm Shift in Psychotherapy. Paper Presented at the Annual International Trauma Conference, Boston, MA.

References

• Mastropieri, M. & Scruggs, T. (2010). The inclusive classroom: Strategies for effective differentiated instruction. Upper Saddle River, NJ: Pearson

• Piacentini, J.C., March, J.S., & Franklin, M.E. (2006). Cognitive behavioral intervention for youths with obsessive-compulsive disorders. In P.C. Kendall (Ed.) Child and adolescent disorders. pp.297-321. New York: Guilford Press.

• Reaven, J. A., Blakeley-Smith, A., Nichols, S., Dasari, M., Flanigan, E., Hepburn, S. (2009).Cognitive-Behavioral Group Treatment for Anxiety Symptoms in Children With High-Functioning Autism Spectrum Disorders. Focus on Autism and Other Developmental Disabilities, 24(1), 27-37

• Solomon, M., Ozonoff, S., Carter, C., & Caplan, R. (2008). Formal thought disorder and the autism spectrum: Relationship with symptoms, executive control, and anxiety. Journal of Autism and Developmental Disorders, 38(8), 1474-84

• Wilczynski, S., Green, G., Ricciardi, J., Boyd, B., Hume, A., Ladd, M., Ladd, M., Odom, S., and Rue, H., (2009). National Standards Report: The national standards project— addressing the need for evidence- based practice guidelines for autism spectrum disorders

• Wood, J. J. & Gadow, J.D. (2010). Exploring the nature and function of anxiety in youth with autism spectrum disorders. Clinical Psychology: Science and Practice, 17(4), 281-292.