Making the Most of the Special Interest

Associate Professor Kate SofronoffSchool of Psychology

University of Queensland

What is it?

A preoccupation

Can be all consuming

Can be an intense need to be occupied with the interest

Can change

Forms parts of the Restricted, Repetitive Behaviours and Interests diagnostic criteria

What does it Look Like?

In young children can be a repetitive behaviour or activity

Collecting….. Objects or examples

Often moves on to collecting information

To wanting to be engaged in the activity a lot

Wanting to talk about the subject

Can be an obsession one day and suddenly never spoken of again

What is the Function of the Special Interest?

Relaxation The familiarity can have a calming effect It is predictable, not confusing like a lot of other things

Self esteem This is something I am good at and comfortable with

Totally absorbing Can lose oneself in it It is enjoyable

Is it Obsessive Compulsive Disorder?

No, it is quite different from OCD

OCD is an anxiety disorder

Non-functional repetitive behaviour (compulsive behaviour) is used to reduce anxiety felt because of an obsession (e.g. a fear of dirt or germs)

A person with OCD is compelled to engage in the repetitive behaviour but does not enjoy it

Is it a Hobby

It can sometimes start as a hobby

People pursue a hobby in leisure time but they can let it go at other times

A special interest is all consuming and could take up ALL of a person’s time

It may also be of little interest to other people Unlikely to be playing golf or cricket or football But could be an interest in particular players and scores

across decades

What are Some Common Areas of Special Interest

Computers and computer games

Cars, trains and heavy machinery

Mechanical devices

Collecting information on a specific topic – batting averages of famous cricketers

Animals (more common in girls)

Space and science and science fiction

In Young Children

Thomas the Tank Engine Use to teach colours Use to teach numbers Ask questions, who, why, where, how

Helps to increase language and understanding Use as part of a social story

Sometimes Thomas gets stuck at the crossing because it is someone else’s turn to cross

I will try to be like Thomas and wait quietly for my turn

How Much Access

If a child has unlimited access to their special interest we lose the opportunity to use it for contingent reinforcement Reward for behaviour we want to increase

We can teach the concept of ‘give and take’ or ‘compromise’ by allowing controlled access

“yes, you can play your game as soon as you have …….”

“yes, if you …… then you can play your game.”

Allow Access

When the child is feeling stressed Perhaps at the end of a day at school (limit time and

include additional strategies such as trampoline or listening to music)

The idea is to extend the resources available to the child

As a reward for anything good happening (limit time and include additional rewards) The idea is to build a bank of things that can help the

child feel good To build resilience and the capacity to manage stress

Do Not Allow Access

To stop bad behaviour Otherwise bad behaviour earns access (reward)

If it means the child then avoids a chore or task that is important Avoidance is rewarded

If it will severely disrupt the activities of someone else It is important to learn that others have rights and

that ‘give and take’ is important

Emotion Regulation

Can be a big issue for a child with Asperger syndrome Sometimes parents will give in to avoid a tantrum

Problem with waiting for what is wanted Controlled access to a special interest can help in

this process of learning to wait

School Aged Children

Can the special interest be used in the classroom? Access as a reward

Can it be used to facilitate learning? Extend reading, use in arithmetic, to make explanations more

meaningful

Can it be used to facilitate social interactions? Can the child help others in some way?

Can it be used to enhance confidence? Positive comments about knowledge or skill

Self esteem?

How Could This Happen

Teacher education – a top down approach Creative solutions Knowledge of strategies that work

Exploration of differences in children Everyone has strengths and weaknesses

Tolerance of differences Tendency to like people who are similar PLUs Education broadens the mind and increases tolerance

Celebration of Difference

Who do we know that is really good at something?

How did that person get to be really good?

What did s/he need to do?

Spend a lot of time, and effort and energy.

Give up some other things

Did that person have any difficulties?

Bill Gates

What was he like as a young person? Excellent memory for facts Failed to form peer relationships Spent a lot of time in the library

What did he do? Single-minded pursuit of computer expertise at the expense of many other things

including graduating from college

Did he have friends? With older students and associates Noted for not taking the ideas or feelings of others into account

Has this single mindedness been a setback for him?

Albert Einstein

Became interested in mathematics at age 12

Described himself as very concerned about issues of social justice but did not want to spend much time with people, even his family

Eccentric and a very confusing speaker – many social/emotional deficits

Extreme focus on one area

Best known for the Theory of Relativity. 1921 Nobel Prize for Physics

The Beatles

John Lennon and Paul McCartney

Do either of them seem to have traits of AS?

Did they have a special interest?

Did they pursue it to the exclusion of other things?

Did they insist on playing music that was different from what was currently popular?

Pick an Artist

Do they ALL have Asperger syndrome?

Do they ALL have a special interest?

The difference may be that the child with AS develops a special interest It is called an obsession It interferes with activities thought to be more important

The talented adult is seen differently Very driven, very ambitious, perfectionist

Think Creatively

Take 5 minutes with the people beside you to think of a special interest that you know about

What are the broad characteristics of this interest? E.G. :- Mathematical Visual Order, attention to detail

How could this interest be used to foster other skills, self esteem or resilience?

In what sort of workplace settings might the skills that come with this interest be acceptable?

In what sort of social settings might this type of interest be more acceptable?

Can we Shape the Interest

Most people with Asperger syndrome are not geniuses

If they are to succeed in finding a meaningful occupation we need to work towards this

The person needs to work in an area they like and that doesn’t cause them too much stress or anxiety

Not everyone can work directly in the area of their special interest Are there areas related to the interest? Are the characteristics of the interest ones that are

useful in certain types of jobs?

Why do we Work?

Sometimes because we want to pursue a particular career/interest This is not the most common pathway

Often because it was the job we got and we don’t mind it

Often because we recognize that we need the money to pay for the things we want

Reflects a preparedness to work in an area that is not our specific interest so that we can have the things we need

Compromise is Important

This idea that we work outside our specific interest may not come naturally

It is part of the idea of ‘compromise’ or ‘give and take’ and needs to be developed over time

If you want to paint or be an actor May work as a shop assistant to earn money

If you want to play computer games May need to work in an unrelated area to afford this

In Conclusion

The special interest should be valued

It can be used to broaden learning

To introduce new information, skills and strategies

To teach about compromise and ‘give and take’

To assist with emotion regulation

The characteristics of the interest will give us a key to the type of work that may be appropriate for an individual

Questions?

Any Questions?

Please do not hesitate to contact me with queries

kate@psy.uq.edu.au