Gifted asperger students (short version)

2013-2014 SchoolPartnershipProject
FacultyofEducation,TheHongKongUniversity

Learners Diversity:
A tale of two brainies and
implications on life successunderstanding Gifted and Gifted
Asperger Students

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?

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?

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

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Decoding Behavior and Stay Proactive

Asperger
Syndrome

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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.

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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.

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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.

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Fascinated by
complexity

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Amodio, D.M.,&Frith, C.D. (2006). Meeting of minds: the medial frontal cortex and social cognition. Nature
Reviews Neuroscience 7, 268-277.

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

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What about Gifted
Asperger Individuals……
Gifted Asperger

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•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

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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

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“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

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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.

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Eaves, L.C., & Ho, H. H. (2008). Young adult outcome of autism spectrum disorders. Journal of Autism and Developmental
Disorders, 38, 739-747.

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Eaves, L.C., & Ho, H. H. (2008). Young adult outcome of autism spectrum disorders. Journal of Autism and
Developmental Disorders, 38, 739-747.

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.

6/12/2013


Humanitarian 人
道

The autistic brains are wired differently, in terms of cognitive,
emotion, sensori-perceptual processing and behavioral responses.
Mutual misunderstandings are common.

Learners Diversity:
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?

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Understand the LayersofGiftedness
1. Measured Achievement
2. Areas of Performance
3. Traits
4. Inner Experiences
5. Core Strengths

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Nature or Nurture
Brains on Fire :
The Multimodality of Gifted Thinkers

Brock EiddieM.D. M.A.&FernetteEide M.D. (2005). New Horizon.

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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)

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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)

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Parietal
Lobe

Frontal
Lobe

Occipital
Lobe

Temporal
Lobe

Brain
Stem

Cerebellum

Source: 3-D Brain by the Cold-Spring Habor Laboratory DNA Learning Center.

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Frontal Lobe- Higher Cognitions
1. Abstract reasoning,
2. Logical thinking,
3. Conceptual understanding
4. Goal direction
5. Strategic thinking
6. Problem-solving

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Varied across developmental stage:
• the anterior cingulatein children,
• the orbitofrontal and medial prefrontal cortex in adolescents,
• the lateral prefrontal cortex in older adults.

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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.

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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。」

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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

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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.

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Gifted Versus Gifted Asperger Students
How are they different?

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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.

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.

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.

6/12/2013


Humanitarian 人道

They are cognitively, emotionally and spiritually different.
Equal treatment to the unequals is NOT RIGHT

Learners Diversity:
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?

6/12/2013


Beyond Problem behavior
Minor

Major

Others

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Acknowledge the fact that
…..

Atypical Development in the Social Brain of ASD Individuals

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Technique 1- Self Observation & Review

Going
Up
Going
Down

Experience,
Differentiate &
Monitor One’s
Emotion

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Technique 2- In Sync with your student

Mutual
Agreement

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Technique 3-Teachers to encourage
various parties to get involved
Readiness

Social
Understanding

Parents
Readiness

Professional
Service Gaps

Fear

School
Responsivity

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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)

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Technique 4- Alert hidden social difficulties &
timely supports to the family

In Transitions

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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

6/12/2013


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”

6/12/2013


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)

6/12/2013


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

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TEAMWORK
inside & outside

of school
is the

KEY to Life-long Success
Of Gifted Asperger Students

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Han, S.S. & Weiss, B. (2005). Sustainability of teacher implementation of school-based mental health programs. Journal of
Abnormal Child Psychology, 33, 665-679.

6/12/2013


Hidden Difficulties and Supports to Highly Able Asperger Individuals:

Social Blindness

2013-2014 SchoolPartnershipProject
FacultyofEducation,TheHongKongUniversity

Gifted & Gifted Asperger Students:

A tale of two brainies and implications on
life success

Gifted asperger students (short version)

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