1

Tangled EmotionsM. Merya Jones

Purpose: To explore how functional and structural differences in the brain effect emotional expression and management.

2

“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)

A DAY IN THE LIFE OF AUTISM…

3

M. Merya JonesMy 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)

EMOTIONAL EXPRESSION

4

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)

THE BIOLOGY OF AUTISM

5

“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 inregulating 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)

WHY EXPLORE EMOTIONAL REGULATION?

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

White Brain Matter

http://www.newscientist.com/gallery/mg20527535-500-slow-thinking

The Connector

Grey Brain Matter

http://www.google.com

The Processor

UNDERSTANDING AUTISM IS NOT BLACK AND WHITE…

RATHER A STATE OF GREY AND WHITE

(Castelli, F., Frith,C., Happé, F., & Frith, U. ,2002)(Article post 2000, 2 of 8)

8

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

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).

It has been argued that the amygdala is a keystructure in alerting other brain systems to the emotionalsalience of perceptual events, and that it may have aparticularly important role in the early development ofautism, and in shaping of the evolving autistic brain.

(Schultz, 2005)(Article post 2000, 3 of 8)

9

a. All departments report to himb. CEOs have different

managing styles c. 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)

a. All structures in the brain are connected to the frontal cortex

b. All brains are structurly different to some extent

c. Connectivity within the brain varies

The CEO The Frontal Cortex

TEMPLE GRANDIN: VISUALIZATION OF BRAIN FUNCTION

VS.

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

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

MORE THAN BIOLOGY…

12

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)

UNDERLYING CHARACTERISTICS

(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 factoperating with incomplete or incorrect information about

other people, it is not difficult to see how persons withautism might behave inappropriately in social situations”

(Bachevalier, J. & Loveland, K.A., 2006) (Article post 2000, 5 of 8).

14

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).

 

UNMANAGED BEHAVIORS

15

• 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)

UNMANAGED EMOTIONS

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

• Social Stories• Role Playing• ABA Therapy• Ziggurat Model• Technology

INTERVENTIONS

I’ve been diagnosed… NOW WHAT?

18

• 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.

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

19

ROLE PLAYING

(Video Clip, 2 of 5)

20

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.

APPLIED BEHAVIOR ANALYSIS

(Video clip, 3 of 5)

21

• 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.

THE ZIGGURAT MODEL

22

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!

TECHNOLOGY

iPad Apps

23

SAMPLE SOFTWARE

Video clip, 4 of 5

24

WEBSITES

Click on images to visit the websites

(Websites, 4 of 4)Click here for printable version (Handout 2 of 2)

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

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

REFERENCES

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 GoogleVideo Clips by YouTube