2013-2014 SchoolPartnershipProject
FacultyofEducation,TheHongKongUniversity

Learners Diversity:
A tale of two brainies an...
Learners Diversity:
A tale of two brainies and implications on life success
Presentation Outline

Part 1- How to bring out...
Learners Diversity:

Part 1 How do I
bring out their gifts
of Gifted AS?
Part 2 Who are they? How are they
different?
Part...
6/12/2013

International Center for the Gifted & Talented (HK)

Characteristics of Individuals with ASD
•Social Reciprocal...
6/12/2013

International Center for the Gifted & Talented (HK)

Decoding Behavior and Stay Proactive

Asperger
Syndrome
6/12/2013

International Center for the Gifted & Talented (HK)

Major problem behavior
Aggression

e.g. hitting, punching,...
6/12/2013

International Center for the Gifted & Talented (HK)

Minor problem behavior
• Screaming less than 5 seconds in ...
6/12/2013

International Center for the Gifted & Talented (HK)

Gotts, S.J., Simmons, W.K., Milbury, L.A., Wallace, G.L., ...
6/12/2013

International Center for the Gifted & Talented (HK)

Fascinated by
complexity
6/12/2013

International Center for the Gifted & Talented (HK)

Amodio, D.M.,&Frith, C.D. (2006). Meeting of minds: the me...
Lytle, R., & Todd, T. (2009). Stress and the student with autism spectrum disorders: strategies for stress reduction and e...
6/12/2013

International Center for the Gifted & Talented (HK)

What about Gifted
Asperger Individuals……
Gifted Asperger
6/12/2013

International Center for the Gifted & Talented (HK)

•Extensive knowledge,
•Hypersystemizer,
•Excellent memory,...
6/12/2013

International Center for the Gifted & Talented (HK)

Strengths of Gifted Asperger
1. Advanced knowledge
2. Loya...
6/12/2013

International Center for the Gifted & Talented (HK)

“These gifted or highly able asperger
students are intelle...
6/12/2013

International Center for the Gifted & Talented (HK)

西方國家ASD成年人的的就業情況
全職工作

無業

Bernard, J., Harvey, V., Potter...
6/12/2013

International Center for the Gifted & Talented (HK)

Eaves, L.C., & Ho, H. H. (2008). Young adult outcome of au...
6/12/2013

International Center for the Gifted & Talented (HK)

Eaves, L.C., & Ho, H. H. (2008). Young adult outcome of au...
Characteristics of ASD participants
Supported Residential
living (group
home), 1,
1%

status

Marital status

Married/
par...
6/12/2013

International Center for the Gifted & Talented (HK)

Humanitarian 人
道

The autistic brains are wired differentl...
Learners Diversity:
A tale of two brainies and implications on life success
Part 1- How to bring out the gifts of Gifted
A...
6/12/2013

International Center for the Gifted & Talented (HK)

Understand the LayersofGiftedness
1. Measured Achievement
...
6/12/2013

International Center for the Gifted & Talented (HK)

Nature or Nurture
Brains on Fire :
The Multimodality of Gi...
6/12/2013

International Center for the Gifted & Talented (HK)

Personality Characteristics (性格上的特性)
•
•
•
•
•
•
•
•
•
•
•...
6/12/2013

International Center for the Gifted & Talented (HK)

Intellectual Characteristics (智力上的特性)
•
•
•
•
•
•
•
•
•
•
...
6/12/2013

International Center for the Gifted & Talented (HK)

Parietal
Lobe

Frontal
Lobe

Occipital
Lobe

Temporal
Lobe...
6/12/2013

International Center for the Gifted & Talented (HK)

Frontal Lobe- Higher Cognitions
1. Abstract reasoning,
2. ...
6/12/2013

International Center for the Gifted & Talented (HK)

Varied across developmental stage:
• the anterior cingulat...
6/12/2013

International Center for the Gifted & Talented (HK)

Areas involved in intelligence

The figure shows Brodmann ...
6/12/2013

International Center for the Gifted & Talented (HK)

YL (9yo)﹕「愛是十分重要的。
沒有愛﹐就會一片死寂﹔沒有愛﹐
就沒有溫暖。有些是男女的愛﹐
父子的愛﹐兄弟的...
6/12/2013

International Center for the Gifted & Talented (HK)

What is the Meaning of Giftedness? 什麼是資優 ﹖
Giftedness is a...
6/12/2013

International Center for the Gifted & Talented (HK)

Gifted Individuals with
All Kinds of Minds

Attention
Lang...
6/12/2013

International Center for the Gifted & Talented (HK)

Gifted Versus Gifted Asperger Students
How are they differ...
6/12/2013

International Center for the Gifted & Talented (HK)

Gifted VersusGifted Asperger Students
Carrie: Gifted
Stude...
Gifted VersusGifted Asperger Students
Carrie: Gifted
Student with
ASD

Assouline, S. G., Nicpon, M. F., &Doobay. A. (2009)...
Carrie: Gifted
Student with
ASD

Assouline, S. G., Nicpon, M. F., &Doobay. A. (2009). Profoundly gifted girls and autism s...
6/12/2013

International Center for the Gifted & Talented (HK)

Humanitarian 人道

They are cognitively, emotionally and spi...
Learners Diversity:
A tale of two brainies and implications on life success
Part 1- How to bring out the gifts of
Gifted A...
6/12/2013

International Center for the Gifted & Talented (HK)

Beyond Problem behavior
Minor

Major

Others
6/12/2013

International Center for the Gifted & Talented (HK)

Acknowledge the fact that
…..

Atypical Development in the...
6/12/2013

International Center for the Gifted & Talented (HK)

Technique 1- Self Observation & Review

Going
Up
Going
Dow...
6/12/2013

International Center for the Gifted & Talented (HK)

Technique 2- In Sync with your student

Mutual
Agreement
6/12/2013

International Center for the Gifted & Talented (HK)

Technique 3-Teachers to encourage
various parties to get i...
6/12/2013

International Center for the Gifted & Talented (HK)

Technique 4: Empathetic towards parent
Teachers perspectiv...
6/12/2013

International Center for the Gifted & Talented (HK)

Technique 4- Alert hidden social difficulties &
timely sup...
6/12/2013

International Center for the Gifted & Talented (HK)

Classroom strategies for success
1. Early Identification/C...
6/12/2013

International Center for the Gifted & Talented (HK)

Classroom strategies for success (BEFORE CLASS)
1. Early I...
6/12/2013

International Center for the Gifted & Talented (HK)

Classroom strategies for success (IN CLASS)
1. Check their...
6/12/2013

International Center for the Gifted & Talented (HK)

Classroom strategies for success (AFTER CLASS)
1. Update w...
6/12/2013

International Center for the Gifted & Talented (HK)

TEAMWORK
inside & outside

of school
is the

KEY to Life-l...
6/12/2013

International Center for the Gifted & Talented (HK)

Han, S.S. & Weiss, B. (2005). Sustainability of teacher im...
6/12/2013

International Center for the Gifted & Talented (HK)

Hidden Difficulties and Supports to Highly Able Asperger I...
2013-2014 SchoolPartnershipProject
FacultyofEducation,TheHongKongUniversity

Gifted & Gifted Asperger Students:

A tale of...
Gifted asperger students (short version)
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Gifted asperger students (short version)

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Gifted asperger students (short version)

  1. 1. 2013-2014 SchoolPartnershipProject FacultyofEducation,TheHongKongUniversity Learners Diversity: A tale of two brainies and implications on life successunderstanding Gifted and Gifted Asperger Students
  2. 2. Learners Diversity: A tale of two brainies and implications on life success Presentation Outline Part 1- How to bring out the gifts of Gifted Asperger students? Part 2- Who are they? How do I decode their behavior?(Gifted, Autism/Asperger) Part 3- As teacher, what am I going to do for them?
  3. 3. Learners Diversity: Part 1 How do I bring out their gifts of Gifted AS? Part 2 Who are they? How are they different? Part 3 What am I going to do to help them?
  4. 4. 6/12/2013 International Center for the Gifted & Talented (HK) Characteristics of Individuals with ASD •Social Reciprocality, Communication & Restrictive Repetitive Behaviors •Difficulties in emotion processing •Unusual sensory processing •Deficits in Self & Social Understanding •Central Executive Functions •Triad: Passive-Obsessive-Explosive
  5. 5. 6/12/2013 International Center for the Gifted & Talented (HK) Decoding Behavior and Stay Proactive Asperger Syndrome
  6. 6. 6/12/2013 International Center for the Gifted & Talented (HK) Major problem behavior Aggression e.g. hitting, punching, kicking, biting, grabbing, pushing, or attempting these behaviors but missing because the target successfully avoided the attack Self-injury e.g. head banging, hitting self in head Tantrum behavior e.g. dropping to the floor, more than 5 seconds of screaming Property destruction e.g. hitting, throwing, or attempting to destroy an object Blakeley-Smith, A., Carr, E. G., Cale, S. I., & Owen-DeSchryver, J. S. (2009). Environmental fit: A model for assessing and treating problem behavior associated with curricular difficulties in children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 24, 131-145.
  7. 7. 6/12/2013 International Center for the Gifted & Talented (HK) Minor problem behavior • Screaming less than 5 seconds in duration • A verbal insult or curse word • 2-5 s of stomping feet on the floor accompanied by loud vocalizations Blakeley-Smith, A., Carr, E. G., Cale, S. I., & Owen-DeSchryver, J. S. (2009). Environmental fit: A model for assessing and treating problem behavior associated with curricular difficulties in children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 24, 131-145.
  8. 8. 6/12/2013 International Center for the Gifted & Talented (HK) Gotts, S.J., Simmons, W.K., Milbury, L.A., Wallace, G.L., Cox, R.W., and Martin, A. (2012). Fractionation of Social Brain Circuits in Autism Spectrum Disorders. Brain, 135, 2711-2725.
  9. 9. 6/12/2013 International Center for the Gifted & Talented (HK) Fascinated by complexity
  10. 10. 6/12/2013 International Center for the Gifted & Talented (HK) Amodio, D.M.,&Frith, C.D. (2006). Meeting of minds: the medial frontal cortex and social cognition. Nature Reviews Neuroscience 7, 268-277.
  11. 11. Lytle, R., & Todd, T. (2009). Stress and the student with autism spectrum disorders: strategies for stress reduction and enhanced learning. Teaching Exceptional Children, 41, 36-42
  12. 12. 6/12/2013 International Center for the Gifted & Talented (HK) What about Gifted Asperger Individuals…… Gifted Asperger
  13. 13. 6/12/2013 International Center for the Gifted & Talented (HK) •Extensive knowledge, •Hypersystemizer, •Excellent memory, •Synthesizer & deep thinking •Loyal & empathetic, •Passionate, •Restricted interests, •Struggles with social skills (initiation, engagement & maintenance), •Difficulties in emotion processing, •Deficits in Self and Social understanding, •Problems with execution and switching between tasks. *Strengths * Difficulties
  14. 14. 6/12/2013 International Center for the Gifted & Talented (HK) Strengths of Gifted Asperger 1. Advanced knowledge 2. Loyalty 3. Rapid learner 4. Excellent memory 5. Quest for meaning 6. Value-driven 7. Strong curiosity Gifted Asperger
  15. 15. 6/12/2013 International Center for the Gifted & Talented (HK) “These gifted or highly able asperger students are intellectually smart. They will have promising future. They are really fine. Nothing to worry about”. Is that true? ✗Fals
  16. 16. 6/12/2013 International Center for the Gifted & Talented (HK) 西方國家ASD成年人的的就業情況 全職工作 無業 Bernard, J., Harvey, V., Potter, D., & Prior, A. (2001). Ignored or ineligible? The reality for adults with autism spectrum disorders. London: The National Autistic Society.
  17. 17. 6/12/2013 International Center for the Gifted & Talented (HK) Eaves, L.C., & Ho, H. H. (2008). Young adult outcome of autism spectrum disorders. Journal of Autism and Developmental Disorders, 38, 739-747.
  18. 18. 6/12/2013 International Center for the Gifted & Talented (HK) Eaves, L.C., & Ho, H. H. (2008). Young adult outcome of autism spectrum disorders. Journal of Autism and Developmental Disorders, 38, 739-747.
  19. 19. Characteristics of ASD participants Supported Residential living (group home), 1, 1% status Marital status Married/ partnered , 9, 6% Independent living 11 7% Comorbid with other medical conditions Physical Living with family, 142, 92% Unmarried, 145, 94% conditions, 16, 22% Education Further higher education, 62, 40% Psychologic alconditions (other than ASD), 58, 78% Homemaker, 2, 1% ≦high school, 92, 60% Employment Employed, 37, 24% Unemployed, 115, 75% Gender Age Male 123 I8-24 61 Female 31 25 + 93 N=154 Kamio, Y., Inada, N., & Koyama, T. (2013). A national wide survey on quality of life and associated factors of adults with high-functioning autism spectrum disorders: The International Journal of Research and Practice, 17, 15-26.
  20. 20. 6/12/2013 International Center for the Gifted & Talented (HK) Humanitarian 人 道 The autistic brains are wired differently, in terms of cognitive, emotion, sensori-perceptual processing and behavioral responses. Mutual misunderstandings are common.
  21. 21. Learners Diversity: A tale of two brainies and implications on life success Part 1- How to bring out the gifts of Gifted Asperger students? Part 2- Gifted versus Gifted Asperger Part 3- As teacher, what am I going to do for them?
  22. 22. 6/12/2013 International Center for the Gifted & Talented (HK) Understand the LayersofGiftedness 1. Measured Achievement 2. Areas of Performance 3. Traits 4. Inner Experiences 5. Core Strengths
  23. 23. 6/12/2013 International Center for the Gifted & Talented (HK) Nature or Nurture Brains on Fire : The Multimodality of Gifted Thinkers Brock EiddieM.D. M.A.&FernetteEide M.D. (2005). New Horizon.
  24. 24. 6/12/2013 International Center for the Gifted & Talented (HK) Personality Characteristics (性格上的特性) • • • • • • • • • • • • • Insightfulness (富洞察力) Need to understand (尋根究底) Need for mental stimulation (`喜愛動腦筋) Perfectionism (追求完美) Need for precision / logic (要求精確解說) Excellent sense of humor (富幽默感) Sensitivity/empathy ( 感同身受) Intensity (反應強烈) Perseverance(堅毅不懈) Acute self-awareness (敏銳的自省力) Nonconformity(不盲從附和) Questioning of rules/authority ( 挑戰權威 不滿因循) Tendency toward introversion (較含蓄內儉)
  25. 25. 6/12/2013 International Center for the Gifted & Talented (HK) Intellectual Characteristics (智力上的特性) • • • • • • • • • • • • • Exceptional reasoning ability (推理能力優越) Intellectual curiosity (求知慾很強) Rapid learning rate ( 領略力強) Facility with abstraction (容易掌握抽象的概念) Complex thought processes (思維複雜) Vivid imagination (生動活潑的想像力) Early moral concern (擇善固執) Passion for learning (好學不倦) Powers of concentration (遇有興趣 專注非常) Analytical thinking (分析力強) Divergent thinking / creativity (眼光獨到 見解精闢) Keen sense of justice (富正義感) Capacity for reflection (深入反思)
  26. 26. 6/12/2013 International Center for the Gifted & Talented (HK) Parietal Lobe Frontal Lobe Occipital Lobe Temporal Lobe Brain Stem Cerebellum Source: 3-D Brain by the Cold-Spring Habor Laboratory DNA Learning Center.
  27. 27. 6/12/2013 International Center for the Gifted & Talented (HK) Frontal Lobe- Higher Cognitions 1. Abstract reasoning, 2. Logical thinking, 3. Conceptual understanding 4. Goal direction 5. Strategic thinking 6. Problem-solving
  28. 28. 6/12/2013 International Center for the Gifted & Talented (HK) Varied across developmental stage: • the anterior cingulatein children, • the orbitofrontal and medial prefrontal cortex in adolescents, • the lateral prefrontal cortex in older adults.
  29. 29. 6/12/2013 International Center for the Gifted & Talented (HK) Areas involved in intelligence The figure shows Brodmann Areas (BAs) involved in intelligence, as well as the arcuate fasciculus (shown in yellow) as a promising candidate for a white matter tract that connects the involved brain regions. BAs shown in green indicate predominantly left-hemispheric correlations and BAs shown in pink indicate predominantly righthemispheric correlations with intelligence. Figure is modified, with permission, from Ref. 60 © (2007) Cambridge University Press.
  30. 30. 6/12/2013 International Center for the Gifted & Talented (HK) YL (9yo)﹕「愛是十分重要的。 沒有愛﹐就會一片死寂﹔沒有愛﹐ 就沒有溫暖。有些是男女的愛﹐ 父子的愛﹐兄弟的愛都是無窮無 盡的。有銘心刻骨的愛﹐也有莫 不關心的微愛。愛﹐是每個人也 有的﹐就是 一個冷冰冰的人﹐有些事情也會 激發心底的愛性或對一件事物 的留戀﹐也是一種愛。」
  31. 31. 6/12/2013 International Center for the Gifted & Talented (HK) What is the Meaning of Giftedness? 什麼是資優 ﹖ Giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. This asynchrony increases with higher intellectual capacity. The uniqueness of the gifted renders them particularly vulnerable and requires modificationsin parenting, teaching and counseling in order for them to develop optimally. 資優使心智與生理年齡的發展產生不協調,由於與生俱來的卓越認知能力及 強烈的內心反應,造成內在經驗及醒覺性與眾不同,智能越高,不協調的程度 就越顯明,資優的獨特性會令資優人士的處境更脆弱,所以在管教,學習及輔導 他們時,更需要顧及這種不協調發展的特徵來訂定改善的目標,才能幫助他們得 到最佳的發展. The Columbus Group, 1991
  32. 32. 6/12/2013 International Center for the Gifted & Talented (HK) Gifted Individuals with All Kinds of Minds Attention Language Memory Sequential Processing Visual Processing Social Cognition Neuromotor Higher Cognition Gifted students may have hidden disabilities in various neurodevelopmental functions.
  33. 33. 6/12/2013 International Center for the Gifted & Talented (HK) Gifted Versus Gifted Asperger Students How are they different?
  34. 34. 6/12/2013 International Center for the Gifted & Talented (HK) Gifted VersusGifted Asperger Students Carrie: Gifted Student with ASD Assouline, S. G., Nicpon, M. F., &Doobay. A. (2009). Profoundly gifted girls and autism spectrum disorder: A psychometric case study comparison. Gifted Child Quarterly, 53, 89-105.
  35. 35. Gifted VersusGifted Asperger Students Carrie: Gifted Student with ASD Assouline, S. G., Nicpon, M. F., &Doobay. A. (2009). Profoundly gifted girls and autism spectrum disorder: A psychometric case study comparison. Gifted Child Quarterly, 53, 89-105.
  36. 36. Carrie: Gifted Student with ASD Assouline, S. G., Nicpon, M. F., &Doobay. A. (2009). Profoundly gifted girls and autism spectrum disorder: A psychometric case study comparison. Gifted Child Quarterly, 53, 89-105.
  37. 37. 6/12/2013 International Center for the Gifted & Talented (HK) Humanitarian 人道 They are cognitively, emotionally and spiritually different. Equal treatment to the unequals is NOT RIGHT
  38. 38. Learners Diversity: A tale of two brainies and implications on life success Part 1- How to bring out the gifts of Gifted Asperger students? Part 2- Who are they? How are they different? (Gifted, Autism/Asperger) Part 3- As teacher, what am I going to do for them?
  39. 39. 6/12/2013 International Center for the Gifted & Talented (HK) Beyond Problem behavior Minor Major Others
  40. 40. 6/12/2013 International Center for the Gifted & Talented (HK) Acknowledge the fact that ….. Atypical Development in the Social Brain of ASD Individuals
  41. 41. 6/12/2013 International Center for the Gifted & Talented (HK) Technique 1- Self Observation & Review Going Up Going Down Experience, Differentiate & Monitor One’s Emotion
  42. 42. 6/12/2013 International Center for the Gifted & Talented (HK) Technique 2- In Sync with your student Mutual Agreement
  43. 43. 6/12/2013 International Center for the Gifted & Talented (HK) Technique 3-Teachers to encourage various parties to get involved Readiness Social Understanding Parents Readiness Professional Service Gaps Fear School Responsivity
  44. 44. 6/12/2013 International Center for the Gifted & Talented (HK) Technique 4: Empathetic towards parent Teachers perspective (1) overloaded & teacher stress (2) problems of commitment (3) teachers isolated (4) the handling procedures across levels (inside and outside of classroom) (5) algorithm (self knowledge, problem solving therapy). (6) lack of preventive measures (post hoc, remedial versus preventive intervention). (7) sifficulties in collaborative relationships (e.g. parent-teacher interaction) (8) ambiguity in terms of doses of mutual supports (9) Comorbidity (co-existing conditions) Parent perspective (1) (2) (3) (4) (5) (6) (7) (8) overwhelmed & family stress uncertain about ASD Prognosis isolated parents and fear handling strategies lack of resources and case management persons (window shopping) mixed experiences in collaborative relationships fear of medication side-effects meeting unsympathetic teachers in previous experience (fear of rejection)
  45. 45. 6/12/2013 International Center for the Gifted & Talented (HK) Technique 4- Alert hidden social difficulties & timely supports to the family In Transitions
  46. 46. 6/12/2013 International Center for the Gifted & Talented (HK) Classroom strategies for success 1. Early Identification/Checklist (4 inconvenience) 2. Review the learner profile of the student with ASD so as to identify their characteristics and needs 3. Prevention is better than cure (Self awareness by ME self-report, Monitor levels of sensory overload, Reduce of hyperarousal, Develop common language codes, Quiet Corner) 4. Appoint a responsible person to follow through the learning and self development 5. Find out their genuine interests and teaching new things in the context of their genuine interests 6. Update with teachers of previous lessons 7. Check their understanding (e.g. expected learning outcomes, task requirement, time frame) 8. Chart their progress (Emotion regulation, social engagement, task execution, contribution to the class) 9. Teachers learn to speak the AS language 10. Quiet corner to recover from hyper-arousal state (arranged beforehand) 11. Appoint a responsible person to follow through the learning and self development 12. Regular update to engage parents living with autism spectrum disorder 13. Social stories (Visual sequential presentation of social communication of significant events especially meltdown) to direct instruction in specific and concrete terms
  47. 47. 6/12/2013 International Center for the Gifted & Talented (HK) Classroom strategies for success (BEFORE CLASS) 1. Early Identification/Checklist (4 inconvenience refer to our blog) 2. Review the learner profile of the student with ASD so as to identify their characteristics and needs 3. Prevention is better than cure (Self awareness by ME self-report, Monitor levels of sensory overload, Reduce of hyperarousal, Develop common language codes, Quiet Corner) 4. Appoint a responsible person to follow through the learning and self development 5. Find out their genuine interests and teaching new things in the context of their genuine interests 6. Update with teachers of previous lessons Resources: www.giftedhk.wordpress.com Search “不便”
  48. 48. 6/12/2013 International Center for the Gifted & Talented (HK) Classroom strategies for success (IN CLASS) 1. Check their understanding (e.g. expected learning outcomes, task requirement, time frame) 2. Chart their progress (Emotion regulation, social engagement, task execution, contribution to the class) 3. Teachers learn to speak the AS language 4. Quiet corner to recover from hyper-arousal state (arranged beforehand)
  49. 49. 6/12/2013 International Center for the Gifted & Talented (HK) Classroom strategies for success (AFTER CLASS) 1. Update with teacher of the following lesson and the case responsible teacher, where appropriate 2. Social stories (Visual sequential presentation of social communication of significant events especially meltdown) to direct instruction in specific and concrete terms 3. Regular update to engage parents living with autism spectrum disorder
  50. 50. 6/12/2013 International Center for the Gifted & Talented (HK) TEAMWORK inside & outside of school is the KEY to Life-long Success Of Gifted Asperger Students
  51. 51. 6/12/2013 International Center for the Gifted & Talented (HK) Han, S.S. & Weiss, B. (2005). Sustainability of teacher implementation of school-based mental health programs. Journal of Abnormal Child Psychology, 33, 665-679.
  52. 52. 6/12/2013 International Center for the Gifted & Talented (HK) Hidden Difficulties and Supports to Highly Able Asperger Individuals: Social Blindness
  53. 53. 2013-2014 SchoolPartnershipProject FacultyofEducation,TheHongKongUniversity Gifted & Gifted Asperger Students: A tale of two brainies and implications on life success

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