Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration
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Transcript of Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration
Empathy and the Empathy and the Autistic Spectrum: Autistic Spectrum:
Empowering Adolescent Empowering Adolescent Achievement through Achievement through Literary CollaborationLiterary Collaboration
Claude Bisson and Valerie Claude Bisson and Valerie ThompsonThompson
Presentation ObjectivesPresentation Objectives Practical strategies Practical strategies
for teaching for teaching empathyempathy
Why it’s essential for Why it’s essential for therapeutic boarding therapeutic boarding schoolsschools
Essentials of Essentials of collaborative collaborative instructional processinstructional process
Needs of students Needs of students on spectrumon spectrum
Definitions and Definitions and researchresearch
Example of Example of instruction instruction
Basis for CurriculumBasis for Curriculum Current and Brain-Based Research of Current and Brain-Based Research of
Students on SpectrumStudents on Spectrum Social Learning Theories/PracticeSocial Learning Theories/Practice
Executive Functioning/Study Skills Executive Functioning/Study Skills Strategies Strategies
Cognitive Affective Approaches and Cognitive Affective Approaches and Bibliotherapy ResearchBibliotherapy Research
Models for Teaching LiteratureModels for Teaching Literature Multidimensional Models of TeachingMultidimensional Models of Teaching Human Rights/Diversity ProjectHuman Rights/Diversity Project
BCA DemographicsBCA Demographics
High-Functioning AS High-Functioning AS Nonverbal Learning disability (SLD-Nonverbal Learning disability (SLD-
NOS)NOS) Academic, Life Skills, Clinical Academic, Life Skills, Clinical
NeedsNeeds
EmotionalEmotional coping coping skills to regulate skills to regulate anxiousness and anxiousness and overstimulationoverstimulation
Social Learning Social Learning NeedsNeeds social social skills/interactions, skills/interactions, pragmaticspragmatics
Executive Executive FunctioningFunctioning
Strengths Strengths RecognitionRecognition
Departmental CollaborationDepartmental Collaboration
AcademicsAcademics Therapeutic ProgramTherapeutic Program (Both supported by Clinical (Both supported by Clinical
Department for consultation Department for consultation regarding clinical best practices, regarding clinical best practices, legal requirements, and ethical legal requirements, and ethical considerations)considerations)
Clinical
ProgramAcademics
The teacher The teacher is notis not alone alone
“… “…it is important it is important for for parents and teachers parents and teachers to work togetherto work together to to guide high school guide high school students with AS students with AS through a successful through a successful transition to the transition to the adult world” adult world” (Hurlbutt, 2008)(Hurlbutt, 2008)
GOAL: Develop GOAL: Develop empathic connections empathic connections through literature and through literature and
the brain-based modelthe brain-based model What???What??? Is that possible for Is that possible for students on the spectrum?students on the spectrum?
SunflowerSunflower Project Project
True True collaborationcollaboration……includesincludes all all stakeholdersstakeholders
StakeholdersStakeholders model desired behaviorsmodel desired behaviors
ParentsParents
ConsultantsConsultants
TeachersTeachers
CliniciansClinicians
MentorsMentors
The Sunflower ProjectThe Sunflower Project
All-school reading project, based on All-school reading project, based on Simon Weisenthal’s biographical Simon Weisenthal’s biographical narrative, narrative, The SunflowerThe Sunflower
Provided single focus, collaborative Provided single focus, collaborative efforteffort
Focused on one idea: forgivenessFocused on one idea: forgiveness Socratic SeminarSocratic Seminar Shocking ResultsShocking Results
AS StudentsAS Students
Report higher degrees of lonelinessReport higher degrees of loneliness, , and demonstrate a lower association and demonstrate a lower association between social interaction and between social interaction and loneliness (loneliness (Bauminger, Schulman, & Bauminger, Schulman, & Agam, 2003)Agam, 2003)
IsolateIsolate or gravitate toward social or gravitate toward social situations and activities that do not situations and activities that do not reject them → Literaturereject them → Literature
NarrativeNarrative = = mediummedium for for
interpersonal interpersonal connectionconnection
(It may not otherwise be made)(It may not otherwise be made)
Creating Meaning Creating Meaning
While While lack of self-awarenesslack of self-awareness may inhibit may inhibit meaning construction for adolescents, meaning construction for adolescents, according to several studies, students’ according to several studies, students’ psychosocial influences may affect their psychosocial influences may affect their abilities to create meaning (Bruner, abilities to create meaning (Bruner, 1990, Eisenberg, et. al, 2005, Bursik 1990, Eisenberg, et. al, 2005, Bursik and Martin, 2006). and Martin, 2006).
We can influence through psychosocial We can influence through psychosocial lessons!lessons!
Multidemensional ModelsMultidemensional Models
Combine social, information-Combine social, information-processing, personal, and behavioral processing, personal, and behavioral systems families of modelssystems families of models
Multi-modal approach to teaching Multi-modal approach to teaching works well (Joyce, Weil & Calhoun, works well (Joyce, Weil & Calhoun, 2004), especially when combined 2004), especially when combined with individual and group therapy. with individual and group therapy.
Teaching Strategies that Teaching Strategies that WorkWork
Differentiated Instruction is essential!!!!Differentiated Instruction is essential!!!! Combination of teaching methods Combination of teaching methods
including (but not limited to)including (but not limited to) - induction- induction
- role playing- role playing - scientific inquiry- scientific inquiry - presentation- presentation - nondirective approaches- nondirective approaches
Socratic SeminarSocratic Seminar
Why Narrative?Why Narrative?
By participating in lessons that By participating in lessons that acknowledge the common acknowledge the common experiences and emotions, students experiences and emotions, students practice skills in empathypractice skills in empathy
Students Students model behaviors they model behaviors they observe and repeatobserve and repeat
Challenges to empowering Challenges to empowering individuals on the spectrumindividuals on the spectrum
Chronic DisorganizationChronic Disorganization
Impairments “inferring, building Impairments “inferring, building on causal relationships within on causal relationships within and across story episodes”and across story episodes” (Losh & Capps, 2003)(Losh & Capps, 2003)
Inability to integrate new Inability to integrate new ideas into existing schemasideas into existing schemas *Can see the situation, no*Can see the situation, no
ability to “translate” itability to “translate” it
Inability to appropriatelyInability to appropriately articulate needs and feelingsarticulate needs and feelings
OpportunitiesOpportunities
Clinical bibliotherapy Clinical bibliotherapy Standards-based instructionStandards-based instruction Co-teaching and team teachingCo-teaching and team teaching One-way or two-way parental One-way or two-way parental
involvement involvement School-wide projectsSchool-wide projects
How do we involve all of the How do we involve all of the student’s supports?student’s supports?
In-house communication systemsIn-house communication systems Blogs to discuss progress and share Blogs to discuss progress and share
work sampleswork samples Clinical/Teacher ConnectionClinical/Teacher Connection Phone CallsPhone Calls EmailsEmails Individualization (Differentiating Individualization (Differentiating
instruction based on student needs)instruction based on student needs)
An empathy imbalance?An empathy imbalance?
Heightened Emotional EmpathyHeightened Emotional Empathy
++
Cognitive Empathy deficitCognitive Empathy deficit
______________________________________________________________________
= EE-dominated empathic = EE-dominated empathic imbalanceimbalance
(Smith, 2009)(Smith, 2009)
GOAL: Teach Cognitive GOAL: Teach Cognitive EmpathyEmpathy
““Ability to understand and predict the Ability to understand and predict the behavior of others in terms of attributed behavior of others in terms of attributed mental states, particularly epistemic mental states, particularly epistemic mental states such as believing, mental states such as believing, knowing, pretending, and guessing” knowing, pretending, and guessing” (Smith, 2009)(Smith, 2009)
““Theory of mind” or “mentalizing” Theory of mind” or “mentalizing” another’s mental state (Baron-Cohen, another’s mental state (Baron-Cohen, 2003; Blair, 2005)2003; Blair, 2005)
Role-taking / Perspective TakingRole-taking / Perspective Taking
Can it be taught?Can it be taught?
Relating to a common experience with Relating to a common experience with a character in narrative = making a character in narrative = making objective observationsobjective observations in an attempt in an attempt to relate to personal experiences to relate to personal experiences
Educators and Clinicians use Social Educators and Clinicians use Social Stories™ to create a language of Stories™ to create a language of empathy. Literary examples and empathy. Literary examples and prediction opportunities provide prediction opportunities provide similar connections.similar connections.
Social communication and Social communication and etiquette skills as content etiquette skills as content
area instructionarea instruction This includes all forms of pragmatic This includes all forms of pragmatic
communicationcommunication: :
- Social cues - Social cues
- Direct instruction on - Direct instruction on
group work group work
- Applications of - Applications of
figurative languagefigurative language
- Assistance understanding - Assistance understanding
humor/irony (Organt, 2010)humor/irony (Organt, 2010)
Sunflower ProjectSunflower Project
http://www.youtube.com/watch?v=EgrLh-zjZE4
Step 1: OrganizationStep 1: Organization Organize his/her space – at home Organize his/her space – at home andand in school in school Provide organizational guides: Provide organizational guides:
- Graphic Organizers - Graphic Organizers
- Visual Organizers that Describe Relationships- Visual Organizers that Describe Relationships
- Character Maps- Character Maps
- Organizational Binders for Unit- Organizational Binders for Unit Consider Color Coding and Spatial Organizers Consider Color Coding and Spatial Organizers
(columns, pamphlets, boxes, folds), while (columns, pamphlets, boxes, folds), while recognizing common writing challenges that recognizing common writing challenges that accompany ASDaccompany ASD
Why so much planning?Why so much planning?
Creating CultureCreating Culture ConsistencyConsistency RoutineRoutine Manageability Manageability
Executive FunctioningExecutive Functioning
Backpack checksBackpack checks Student notebooksStudent notebooks Personal goal setting - calendarsPersonal goal setting - calendars PreparationPreparation Multi-modal organizational systems Multi-modal organizational systems
w/attention to sensory sensitivities w/attention to sensory sensitivities and visual aidsand visual aids
IndividualizationIndividualization Functional Behavior AssessmentsFunctional Behavior Assessments
Step 2: Decrease Anxiety Step 2: Decrease Anxiety and Provide Spaceand Provide Space
Flexible seatingFlexible seating Opportunities for student to learn at Opportunities for student to learn at
his/her pace his/her pace Pre-class reading Pre-class reading Pre-emptive questioning - check Pre-emptive questioning - check
regularly regularly Provide visuals that order eventsProvide visuals that order events
SafetySafety Explain pragmatics-dependent Explain pragmatics-dependent
situationssituations Describe social settings and behavioral Describe social settings and behavioral
expectationsexpectations Explain sarcasm and figures of speechExplain sarcasm and figures of speech Provide socially appropriate alternatives Provide socially appropriate alternatives
to anxiety driven patterns and routinesto anxiety driven patterns and routines Create safety when the child Create safety when the child
demonstrates dysregulated aggressiondemonstrates dysregulated aggression Assist the student in making good Assist the student in making good
choices for self-stimulating behavior choices for self-stimulating behavior (rather than attempting to extinguish it)(rather than attempting to extinguish it)
Recognize that it is alright if he or she Recognize that it is alright if he or she sometimes in his or her “own little sometimes in his or her “own little
world.”world.” (Edwards, 2010)(Edwards, 2010)
Step 3: Provide Common Step 3: Provide Common LanguageLanguage
Introduce feelings wordsIntroduce feelings words Identify how people express feelings Identify how people express feelings
and emotionsand emotions Provide handout of feelings words Provide handout of feelings words Provide lesson on objective versus Provide lesson on objective versus
subjective languagesubjective language
Common Language Common Language (Cont’d)(Cont’d)
Identify NeedsIdentify Needs Distinguish between Needs/FeelingsDistinguish between Needs/Feelings Identify the relationship between Identify the relationship between
Feelings, Actions, and NeedsFeelings, Actions, and Needs Practice using examples that are Practice using examples that are
personally relevant/interesting to the personally relevant/interesting to the student student
Strategies that Emphasize Strategies that Emphasize and Encourage Emotional and Encourage Emotional
ManagementManagement Learning from others Learning from others Continual reinforcementContinual reinforcement Problem solving activitiesProblem solving activities Practice with presentation, pragmatics, Practice with presentation, pragmatics,
self-advocacyself-advocacy Social Stories (personal and literary)Social Stories (personal and literary) Dialogue - group learning roles, coping Dialogue - group learning roles, coping
mechanismsmechanisms
ModelingModeling
Literature → examples of functional and Literature → examples of functional and dysregulateddysregulated
behaviors (as presented by characters) behaviors (as presented by characters) ClassClass
- Explicit, consistent, concrete, directive - Explicit, consistent, concrete, directive instruction instruction
- Clearly stated explanations- Clearly stated explanations
- Feedback/redirection, - Feedback/redirection,
- Checks for understanding- Checks for understanding Emotional managementEmotional management
Step 4: Utilize strengthsStep 4: Utilize strengths
Personal interest or relevancePersonal interest or relevance Step-by-stepStep-by-step Sequential exercises Sequential exercises ““Bottom up” thinking Bottom up” thinking Opportunities to engage in Opportunities to engage in
systemizing, systemizing, “the drive to examine “the drive to examine and construct a range of rule-and construct a range of rule-governed systems” (Smith, 2009)governed systems” (Smith, 2009)
AS students often…AS students often…
Benefit from piece-by-piece, layered Benefit from piece-by-piece, layered approaches to character, setting, approaches to character, setting, conflict, and themeconflict, and theme
Use observation as a mechanism for Use observation as a mechanism for understanding the environmentunderstanding the environment
Students can succeed Students can succeed through objective through objective
practice –practice – Recognizing PatternsRecognizing Patterns
““Systemize” your Systemize” your Approach!Approach!
If students form systems of recognition, If students form systems of recognition, they see patternsthey see patterns
Students Students cannotcannot humanize the characters humanize the characters without visualizing them through the without visualizing them through the patterns (The characters are just there, patterns (The characters are just there, not personal or relevant)not personal or relevant)
Instructor must clarify the Instructor must clarify the causescauses of the of the emotions in the charactersemotions in the characters
Empathic Skills PracticeEmpathic Skills Practice
Common experiences and emotionsCommon experiences and emotions
Observable behaviors modeled by Observable behaviors modeled by characterscharacters
Readers become “present” to the Readers become “present” to the characters in text without blindly characters in text without blindly accepting every character actionaccepting every character action
Literature and Literature and BibliotherapyBibliotherapy
Examples of Examples of functionalfunctional and and dysregulated dysregulated behaviors behaviors (presented by characters) (presented by characters)
Written descriptions of Written descriptions of social behaviors, thoughts, social behaviors, thoughts, andand feelings feelings - easily - easily recognizable through a recognizable through a logical, step-by-step logical, step-by-step characterization characterization identification processidentification process
Perfectly suited for Perfectly suited for role-role-playingplaying and and perspective-perspective-takingtaking activities activities
Teachers are Teachers are notnot cliniciansclinicians
While it has been suggested that While it has been suggested that developmental bibliotherapy may be safely developmental bibliotherapy may be safely executed by teachers (Doll & Doll, 1997), executed by teachers (Doll & Doll, 1997), teachers must beware of stepping into clinical teachers must beware of stepping into clinical territory. territory.
Students who face transference, repressed Students who face transference, repressed feelings, or repressed memories as the result feelings, or repressed memories as the result of a literary reading of a literary reading may need therapeutic or may need therapeutic or clinical assistance and should be referred to a clinical assistance and should be referred to a school psychologistschool psychologist. .
BALANCE!BALANCE!
Close communication with clinicians Close communication with clinicians about therapeutic goalsabout therapeutic goals
Overestimation and underestimation Overestimation and underestimation of abilitiesof abilities
Sensory stimulationSensory stimulation PresentationPresentation
AssessmentsAssessmentsand Objectivityand Objectivity
RubricsRubrics
ChecklistsChecklists
References and Resources References and Resources for Further Explorationfor Further Exploration
Adler, Mortimer. Adler, Mortimer. How to read a book: the art of getting a liberal education. 1940. How to read a book: the art of getting a liberal education. 1940.
New York: Simon and Schuster: 1963.New York: Simon and Schuster: 1963. Baron-Cohen, S. (2003) Baron-Cohen, S. (2003) The essential difference.. The essential difference.. London: Penguin.London: Penguin. Bauminger, N., Schulman, C., and Agam, G. (2003) Peer Interaction and Bauminger, N., Schulman, C., and Agam, G. (2003) Peer Interaction and
Loneliness in High-Functioning Children with AutismLoneliness in High-Functioning Children with Autism . Journal of autism and . Journal of autism and developmental disorders. Vol. 33, 5.developmental disorders. Vol. 33, 5.
Blakemore, S. & Choudhury, S. (2006) Development of the Adolescent Brain: Blakemore, S. & Choudhury, S. (2006) Development of the Adolescent Brain: Implications for Executive Function and Social Cognition. Implications for Executive Function and Social Cognition. Journal of child Journal of child psychology and psychiatry. psychology and psychiatry. Malden, MA: Blackwell.Malden, MA: Blackwell.
Bruner, J. (1990). Bruner, J. (1990). Acts of meaning. Acts of meaning. Cambridge, MA: Harvard University Press.Cambridge, MA: Harvard University Press. Bursik, K., & Martin, T. (2006). Ego development and adolescent academic Bursik, K., & Martin, T. (2006). Ego development and adolescent academic
achievement. achievement. Journal of research on adolescence, 16, Journal of research on adolescence, 16, 1-18.1-18. Doll, B. & Doll, C. (1997). Doll, B. & Doll, C. (1997). Bibliotherapy with young people: librarians and Bibliotherapy with young people: librarians and
mental health professionals working together.mental health professionals working together.Englewood, CO: Libraries Englewood, CO: Libraries
Unlimited.Unlimited. Edwards, Charlotte (2010) Understanding the complexity of children with Edwards, Charlotte (2010) Understanding the complexity of children with
Asperger’s Disorder.Asperger’s Disorder. LDA Annual Conference: LDA in Baltimore. LDA Annual Conference: LDA in Baltimore. Eisenberg, N. et al., (2005). Eisenberg, N. et al., (2005). Age changes and prosocial responding and moral Age changes and prosocial responding and moral
reasoning in adolescence and early adulthood.reasoning in adolescence and early adulthood. Journal of research on Journal of research on adolescence, 15, 235-260.adolescence, 15, 235-260.
Halstead, J. (2002) Halstead, J. (2002) Some of my best friends are books: guiding gifted Some of my best friends are books: guiding gifted
readers from preschool to high school, readers from preschool to high school, 2 2ndnd Ed. Scottsdale: Great Ed. Scottsdale: Great Potential Press, Inc). Potential Press, Inc).
Joyce, B., Weil, M. & Calhoun, E. (2004) Joyce, B., Weil, M. & Calhoun, E. (2004) Models of Teaching, 7th Models of Teaching, 7th Edition. Edition. Boston: Allyn and Bacon.Boston: Allyn and Bacon.
Losh & Capps (2003) Narrative ability in high functioning autism or Losh & Capps (2003) Narrative ability in high functioning autism or Asperger’s SyndromeAsperger’s Syndrome. Journal of autism and developmental disorders, . Journal of autism and developmental disorders, Vol. 33, 3 .Vol. 33, 3 .
Newhouse, P. (2008) Newhouse, P. (2008) Study Skills: Research-Based Teaching Strategies. Study Skills: Research-Based Teaching Strategies. Prides Crossing, MA: Landmark School, Inc.Prides Crossing, MA: Landmark School, Inc.
Organt, ElizabethOrgant, Elizabeth. . (2010)(2010) The Asperger student in the social studies The Asperger student in the social studies classroom.classroom. LDA Annual Conference: LDA in Baltimore. LDA Annual Conference: LDA in Baltimore.
Smith, Adam (2009) The empathy imbalance hypothesis of autism: a Smith, Adam (2009) The empathy imbalance hypothesis of autism: a theoretical approach to cognitive and emotional empathy in autistic theoretical approach to cognitive and emotional empathy in autistic development.Thedevelopment.The Psychological Record, 59, Psychological Record, 59, 489-510489-510
Winner, Michelle Garcia (2008) Winner, Michelle Garcia (2008) Think social: a social thinking Think social: a social thinking curriculum for school-age studentscurriculum for school-age students. 2. 2ndnd printing. printing.
Zajonc, Arthur (2006). Cognitive-Affective Connections in Teaching and Zajonc, Arthur (2006). Cognitive-Affective Connections in Teaching and Learning: The Relationship Between Love and KnowledgeLearning: The Relationship Between Love and Knowledge Scholarship Scholarship of Teaching and Learning: The Cognitive-Affective Connection of Teaching and Learning: The Cognitive-Affective Connection ConferenceConference..