Current Understanding of the Autism Spectrum Prof Rita Jordan PhD OBE Emeritus Professor in Autism Studies University of Birmingham, UK Autism NI: Day conference: 5/4/2011 Ballemena

Current Diagnosis ICD:10 & DSM:IV - based on underlying ‘triad’ of difficulties: –social & emotional understanding –communication –flexibility in thinking & behaviour ASD part of PDD –autistic disorder (classical autism) –Asperger syndrome –atypical autism/ PDD-NOS DSM V coming (2012?) –future of Asperger syndrome?

Roots in Biology MMR link finally discredited mirror neurons –difficulty with ‘motor intuition’ & agency atypical amygdala functioning re emotions –difficulty with ‘emotional attunement’ & awareness –fear from faces - social anxiety

Roots in Biology (2) social signals not salient –attentional differences –categorisation problems –hard to detect relevance –no social referencing for danger frontal lobe differences & connectivity –Casanova mini-columns –‘ bottom-up’ processing – memory differences

Roots in Biology (3) premature brain development (Courchesne) –less modulation from learning –strengths in ‘pure’ perception excess fetal testosterone? –extreme male brain –systemisers vs empathisers –linked to characteristic style - not disorder

Sensory Issues evidence that at extremes both over- and under-responsive to different senses ‘over-responsive’: sensory avoiding; ‘under-responsive’: sensory seeking sensory profiles e.g. Bogdashina (2003) shield from sensitivities and/or desensitise attach meaning to perception - reduce ‘bombardment’ of meaningless stimulation aware of variability - use proximal blocks give environmental control to individual if possible reduce overall stress teach to monitor and manage levels of arousal

A Developmental Disorder – compensation – secondary 'handicaps' – transactional process

Psychological Functioning in ASD perception/ sensation –‘chicken & egg’ –no socially meaningful patterns –idiosyncratic –‘backgrounding’ difficult attention –mono attention –joint attention & monitoring –social signals

Psychological Functioning in ASD (2) sense of self –intersubjectivity fails to develop –‘experiencing self’ & consciousness socialisation –social brain dysfunctional –sensory cues dominate memory –paradoxical - rote vs meaningful –slow & accurate - not reconstructed –needs cues

Psychological Functioning in ASD (3) concept development –abstract as verb not adjective - fuzzy concepts feelings & emotions –understanding then symbols –external cueing of own feelings flexibility & self control –comes from understanding –plan do reflect sequences & consequences

Communication and ASD language and communication separate often associated language problems prognosis all aspects: –gesture –posture –facial expression –emotion –pragmatics

What’s Special about ASD? need to learn explicitly what others acquire intuitively or through social tutoring –identity of self/ other –saliency of social signals –agency and intention –relevance and priority –social/cultural meaning –nature of communication –emotional consciousness

The ‘ASD’ lens individual needs determine learning and should determine teaching individuality is even more the case in ASD yet a lack of mutual empathy means –teachers have to use non-intuitive routes in teaching those with ASD –just as those with ASD have to use non intuitive routes in their learning