Making sense of Asperger syndrome

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1 What is Asperger syndrome? Making sense of Asperger syndrome Understanding thinking and memory in Autism Spectrum Disorder/ Asperger syndrome ASPIA Nola Norris PhD, MEd, BEd, DipTeach, HFTGN 4 February 2017 A complex neurological condition Functional connectivity between brain regions Differences within brain regions Brain wired differently It is a heterogeneous condition. Its presentation varies greatly from person to person. Can be viewed as producing strengths as well as impairments Communication What is the autism spectrum? (according to Nola) Wing s Triad of Impairments Lower adaptive functioning Classic or Kanner s autism Lower IQ DSM-5 Higher adaptive functioning Autism spectrum disorder High-functioning autism (IQ average range) Gifted with AS (IQ above average-superior) Asperger syndrome (IQ average to superior) DSM-IV Higher IQ Socialisation Happé, 1994 Imagination Restricted and repetitive behaviours and interests Fundamental question: Is Asperger syndrome autism, or not?

Tulving, E. (1989). Remembering and knowing the past. American Scientist, 77(4), 361-367. A Social Communication B Restricted, repetitive patterns of behaviour, interests, or activities DSM-5 APA.

org/stable/27855835 Encoding to long-term memory: episodic, semantic, perceptual or procedural (explicit) (implicit) Working Memory Information processing Time limited Finite items Processing in

2 Tulving, E. (1989). Remembering and knowing the past. American Scientist, 77(4), A Social Communication B Restricted, repetitive patterns of behaviour, interests, or activities DSM-5 APA. (2013). Diagnostic and Statistical Manual of Mental Disorders: DSM-5 (5th ed.). Arlington, Va.: American Psychiatric Association. Encoding to long-term memory: episodic, semantic, perceptual or procedural (explicit) (implicit) Working Memory Information processing Time limited Finite items Processing in working memory Processing in working memory: re-integration of retrieved memories and integration with new input Storage in long-term memory: episodic, semantic, perceptual or perceptual 5 major systems of human learning and memory (adapted from Schacter & Tulving, 1994) Retrieval from long-term memory: episodic, semantic, perceptual or procedural

3 (conscious) (unconscious) (conscious) (unconscious) memory Pure, raw sensory input Enhanced perceptual functioning Sensory sensitivities Schacter & Tulving (1994) Single-item memory Visual, images, symbols Externally oriented thinking, concrete, literal Personal experiences recorded like a movie 3rd person stance instead of 1st person (conscious) (unconscious) (conscious) (unconscious) Personal experience Source memory (attribution, context: location, time, emotion) Autonoetic consciousness (mental time travel) Relational memory (memory binding) Simultaneous processing Abstract schemas Self-referential processing Weak Strong Enhanced Memory differences in AS compared to NT *NT=neurotypical Schacter & Tulving (1994)

4 Hierarchy of Long-term Memory s Autism theories mapped to memory systems Later maturing Autonoetic consciousness Markowitsch & Staniloiu (2011) Wheeler, Stuss, & Tulving (1997) Theory of mind Enhanced perceptual function Developing from first year Noetic consciousness (Gardiner, 2001; Lind & Bowler, 2008; Vandekerckhove, 2008) Central coherence Executive function Weak Central coherence Amygdala/limbic system Sensory sensitivities memory Present in newborn infants Anoetic consciousness Markowitsch & Staniloiu (2011) Nola Norris 2016 Autonoetic consciousness Noetic consciousness Anoetic consciousness Mental characteristics Mental characteristics Weak Strong Enhanced Theory of mind Executive function One thing at a time Enhanced perception Theory of mind Executive function One thing at a time Enhanced perception Central coherence The Big Picture Focus on detail at expense of bigger picture Being in the moment Central coherence The Big Picture Focus on detail at expense of bigger picture Being in the moment Shifting from thought to thought while maintaining the relationship between ideas Abstract reasoning Setshifting, cognitive flexibility Relationships between thoughts, concepts, ideas Time judgements Sense of self Identity Literal, black & white thinking Train-tracks thinking Rote memory, recall of data and facts Time measurement: clocks, calendars Formulaic thinking a + b = c Sensory sensitivities Fight/flight response Associative thinking, linear association of ideas Anxiety Emotion dysregulation Autonoetic consciousness Noetic consciousness Anoetic consciousness Nola Norris 2016 Abstract reasoning Setshifting, cognitive flexibility Relationships between thoughts, concepts, ideas Time judgements Sense of self Identity Literal, black & white thinking Train-tracks thinking Rote memory, recall of data and facts Time measurement: clocks, calendars Formulaic thinking a + b = c Sensory sensitivities Fight/flight response Anxiety Emotion dysregulation Autonoetic consciousness Noetic consciousness Anoetic consciousness Nola Norris 2016

5 ... visual thinkers stores isolated facts and general knowledge Rote memory Symbols (e.g. language, mathematical notation) is superior in Asperger syndrome is language-based (or symbol-based) by nature. However, people with AS are apparently translating to and from other modes of thought (e.g. visual, symbols) similar to 2nd language speakers. This takes extra time and effort. Compare this to the mental time travel function of episodic memory, which is virtually instantaneous. Visual thinking It s absolutely exhausting to say nothing - Riley May think predominantly in pictures, numbers, symbols, colours or sounds rather than language (visual thinkers, not verbal thinkers) May be translating back and forth between visual thinking and language: affects thinking, talking, reading, writing, handwriting Treat as if ESL students with timing and other accommodations Diagram 2014 Nola Norris

6 Examples stores personally experienced events, using organisational strategies and abstract thought Handles active learning (learning through experience), concept development and meaning making Episodic memories are constructed is impaired in Asperger syndrome You know what the capital city of France is because... You re at a party... You ve visited Paris You read it in a book You meet someone you know even though you can t remember their name You memorise the names of 2 people you ve just met Impaired episodic memory Autonoetic consciousness Self, identity Source memory (contextual info encoded at source of memories) Spatial (location, place) Temporal (subjective time) Affect (emotion) Memory systems The episodic memory and semantic memory systems work in tandem to support thinking, memory and learning The form of the stored memories is native to the memory system Tulving described an act of episodic memory recall as remembering (autonoetic consciousness, mental time travel) and semantic memory as knowing (noetic consciousness, Two plus two equals four )

Semantic Memory Literal Rote Learning Active Learning Abstract Low-level info processing High-level info processing Strong Impaired Bottomup info processing (detailfocus) Topdown info processing

7 Semantic Memory Literal Rote Learning Active Learning Abstract Low-level info processing High-level info processing Strong Impaired Bottomup info processing (detailfocus) Topdown info processing (global processing) Weak central coherence Strong central coherence... visual thinkers For persons with autism, information is processed visually, as opposed to linguistically. Thoughts about the world, or about experiences, are stored chronologically as discrete chunks of visually coded information, as opposed to linguistically coded and stored with similar concepts or experience (Cashin, 2005). Neurologist Oliver Sacks (1986) captured this unique cognitive processing style when he wrote about twins with autism who had a savant gift with numbers. As he observed: If you ask them how they can hold so much in their minds--a three-hundred-figure digit, or the trillion events of four decades-- they say, very simply, we see it. And seeing -- visualizing --of extraordinary intensity, limitless range, and perfect fidelity, seems to be the key to this. (Newman et al, 2010, p. 199) Symbolic representation in verbal thinker vs. picture thinker Diagram 2014 Nola Norris Diagram 2014 Nola Norris Types of thinking activities Learners on the spectrum... Meaning making Implications for teaching and learning The Learning Ladder Concept formation Prototype formation (summary representations) Categorising, grouping, classifying, sorting Naming, labelling Memorising facts

8 NELT Book Review Teaching university students with autism spectrum disorder: a guide to developing academic capacity and proficiency McMahon-Coleman, K. & Draisma, K. (2016). Teaching university students with Autism Spectrum Disorder: developing academic capacity and proficiency. London: Jessica Kingsley. Available through Footprint Books

Research design. Neurodiversity. I praise you because I am fearfully and wonderfully made; your works are wonderful, I know that full well.

Research design. Neurodiversity. I praise you because I am fearfully and wonderfully made; your works are wonderful, I know that full well. Learner characteristics and cognitive profile of students with autism (ASD) A framework of thinking, memory and learning ACHEA: 19 August 2017 Nola Norris: nolan@morling.edu.au I praise you because I am