Presenter - Jim Russell LDA of Am. 2012.pdfISBN 1-4129 3661-6 (pbk.), p 83 •Nondeclarative...

Presenter

Jim Russell Ph.D., N.C.C., L.P.C.

777 Craig Rd, Suite 200

St. Louis, MO 63141

Phone: (314) 963-8862

Fax: (314) 918-8943

E-mail [email protected]

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mailto:[email protected]

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LDA Of America

49th Annual International Conference

February 24, 2012

Gifted/LD

The “Twice Exceptional”

Person

The Cow Personality test

• Developed by Dr. Jim Russell

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Learning Objectives… to... • To Understand the basics about the

neurobiology of being a Twice-Exceptional Person: i.e., being Gifted /LD

• To understand: Strengths, …then weaknesses & The Average Person

• To understand emotions and cognition, all the letters: ADHD, OCD, ODD, & more

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Neurobiology

• Lobes: Frontal,

Temporal,

Parietal

Occipital

• Cortex: Lateral Frontal Cortex (IQ)

• Amygdala & Hippocampus (Emotional Intelligence)

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Lateral Brain

6

Amygdala & Hippocampus

7

Flow chart for LD:

• Input

• Integration

• Memory

• Output

Adapted from

Dr. Larry Silver’s book,

The Misunderstood Child 8

If I had a hammer “is a song written by Pete Seeger and Lee Hays. It was

written in 1949…first recorded by The Weavers, …and then

by Peter, Paul and Mary.

9

http://en.wikipedia.org/wiki/Pete_Seeger

http://en.wikipedia.org/wiki/Lee_Hays

http://en.wikipedia.org/wiki/The_Weavers

http://en.wikipedia.org/wiki/Peter,_Paul_and_Mary

Bell Curve

10

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• MR (Intellectual or cognitive disability)

• slow learners

• Sandwich human beings

• LD

• GT/LD was the smallest category ergo, got

the least amount of attention.

• Who do we look to when talking about LD

success stories?

12

Bloom’s Taxonomy

1956

Most complex

• Evaluation

• Synthesis

• Analysis

• Application

• Comprehension

• Knowledge

Least complex

13

Bloom’s Taxonomy

Bloom’s Taxonomy has been updated

(Anderson et al., 2001), for an excellent

overview see:

David A. Sousa,

How the Brain Learns,

Third Edition, Corwin Press

ISBN 1-4129 3661-6 (pbk.)

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Bloom’s Taxonomy

Convergent thinking

• Apply: Application, learn to use abstraction, i.e., ideas, rules, methods

• Understand: to understand and to use the information

• Remember; Acquiring & recalling (Memory)

• Least Complex, Least Complex, Least Complex, Least Complex!!!

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Bloom’s Taxonomy

Divergent thinking

• Create: Formerly Synthesis (to imagine)

• Evaluate: to make value judgments

• Analyze: contrast-distinguish-deduce

Most Complex, Most complex, Most Complex, Most complex!!!

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Bloom’s Taxonomy • Most Complex, Most complex, Most Complex, Most complex!!!

• Create: (Formerly Synthesis) to imagine

• Evaluate: to make value judgments

• Analyze: contrast-distinguish-deduce

• Apply: Application, learn to use abstraction, i.e., ideas, rules, methods

• Understand: to understand and to use the information

• Remember: Acquiring & recalling

• Least Complex, Least Complex, Least Complex, Least Complex!!!

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Five Memory Lanes

• Procedural (Cerebellum) Muscle Memory– driving a car, any routine

• Automatic (Cerebellum) Alphabet, Multiplication tables, ability to read (Not comprehension), can be triggered

• Episodic (Hippocampus), Location, Contextual or Spatial

• Semantic (Hippocampus), learned from words, textbooks lectures, filing system, factual information, used heavily for classroom learning

• Emotional (Amygdala), stores emotional information, takes precedent over any other kind of memory

(Daniel Goleman’s – neural hijacking)

From the book: Learning & Memory, By Ms. Marilee Sprenger ISBN 0-87120-350-2.. 18

David A. Sousa, How the Brain Learns,


ISBN 1-4129 3661-6 (pbk.), p 81

• Declarative (explicit memory)

aka conscious memory:

Episodic (autobiographical), memory of

remembering i.e., experiences

Semantic (words, facts, objects, faces),

memory of knowing

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ISBN 1-4129 3661-6 (pbk.), p 81

• Nondeclarative (Implicit)

Procedural (motor & cognitive): remembering

how to do something

Perceptual representations: recognizing

structure & forms of words and objects

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ISBN 1-4129 3661-6 (pbk.), p 83


Classical conditioning, aka Pavlovian

conditioning

“occurs when a conditioned stimulus…prompts

an unconditioned response.”

conditioned stimulus (CS) >prompts an>

unconditioned response (UR)

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ISBN 1-4129 3661-6 (pbk.), p 83


Nonassociative occurs in two forms: Habituation

& sensitization

“Habituation helps us to learn not to respond to

things that don’t require conscious attention.”

“In Sensitization, “we increase our response to

a …noxious or threatening stimulus.”

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ISBN 1-4129 3661-6 (pbk.), p 81

• Declarative (explicit memory)

Episodic (autobiographical)

Semantic (words, facts, objects, faces),


Procedural (motor & cognitive)

Perceptual representations

Classical conditioning: CS-UR

Nonassociative: Habituation & sensitization

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Identification of the Gifted/LD

Person Three categories:

• Gifted/LD

• LD/Gifted

• Hidden “C” students

Use 120 as Superior IQ • Verbal IQ

• Performance IQ

• Full IQ

• GAI (Russell)

Dr. Susan Baum et al. 24

Wechsler IQ Tests

Verbal Comprehension

Perceptual Reasoning

Working Memory

Processing Speed

General Ability Index (GAI)

25

The Psychology of Science, 1966,

Abraham Maslow

"If the only tool you have is a

hammer, you will see every

problem as a nail."

26

Giftedness (Ellen Winner—Gifted Children p. 3).

• Gifted children have precocity in one domain,

probably not globally.

• March to the beat of a different drummer.

• Driven to master the domain “rage to master” the material.

“Children can be gifted in one area but average or even learning-disabled in another. Thus, abilities can be independent of one another.”

(Ellen Winner p.12)

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Major characteristic

A major characteristic of all gifted children is asynchronous development. These children (persons) are uneven in abilities. According to Singer (2000) their mental age, chronological age, and emotional age may be extremely different. Asynchronous development becomes even greater when the person has special needs.

Twice-exceptional is a term that describes a person who is gifted and who also has special needs.

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Characteristics of Gifted/LD:

• Ability to express emotions

• Ability to improvise with commonplace materials

• Articulateness in role

• playing and storytelling

• Enjoyment of and ability in a specific area

• Expressive speech

• Fluency and flexibility in nonverbal media

• Enjoyment of and ability in small group activities

• Problem solving

• Humor

• Originality of ideas in problem solving – (Adapted from Torrence)

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Strategies – Work from the Person’s areas

Strengths & Remediate Weaknesses:

• Extended time on examinations (2.0 double the allotted time)

• Distraction reduced test environment

• Scribe

• Tape record lectures

• Class notes or note takers

• Use of Spell checker

• Use of fact sheets

• Test reader

• Visit the writing center to have material edited

• Use of calculator for math course work

• Use of computer, voice recognition software

• Books on tape

• Computer software that reads the text

• Alternative test format

• Fewest number of hours for full-time enrollment

• Study skills course

• Medical consultation for medication for ADHD

• Bibliotherapy for gifted/learning disabled

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Learning...

• Disabilities—require accommodations to

level the playing field

• Difficulties— may need enrichment in an

area of weakness

• Differences—need to understand

strengths and weaknesses

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Learning Disabilities IDEA & 504

There are many

definitions used to

identify learning

disabilities.

Some of the most

widely recognized

domains in early and

secondary education

are:

• Basic Reading,

• Reading Comprehension,

• Reading Fluency,

• Written Expression,

• Mathematics

• Calculation,

• Mathematics reasoning,

• Listening Expression,

• Oral Expression.

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Americans with Disabilities Act

Amendments Act (ADAAA)

Major life activities

• Reading

• Thinking

• Concentrating

• Learning

• Communicating

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Sternberg's Theory of Triarchic

Intelligence • Componential intelligence (often called analytical)

Traditional notion of intelligence Abstract thinking & logical reasoning Verbal & mathematical skills

• Experiential intelligence (often called creative) Creativity Divergent thinking (generating new ideas) Ability to deal with novel situations

• Contextual intelligence (often called practical intelligence) Street smarts Ability to apply knowledge to the real world Ability to shape one’s environment; choose an environment

http://www.uwsp.edu/ 34

The Triarchic Theory

• Componential

Alice had high test scores and was a whiz at

test-taking and analytical thinking. Her

type of intelligence exemplifies the

componential sub theory, which explains

the mental components involved in

analytical thinking.

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• Experiential

Barbara didn’t have the best test scores, but

she was a superbly creative thinker who

could combine disparate experiences in

insightful ways. She is an example of the

experiential sub theory.

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• Contextual

Celia was street-smart. She learned how to

play the game and how to manipulate the

environment. Her test scores weren’t tops,

but she could come out on top in almost

any context. She is Stenberg’s example of

contextual intelligence.

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The rate at which you learn

will become the only

sustainable competitive

advantage you’ll have in your

life.

Peter Senge (The Fifth Discipline).

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Lateral Brain

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LD= Learning Disability

• What is the neurobiology of dyslexia?

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Head 1

41

Visual Pathway

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Visual Pathway

43

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http://www.positscience.com/human-brain/image-

gallery/auditory-images#

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http://www.positscience.com/human-brain/image-gallery/auditory-images

http://www.positscience.com/human-brain/image-

gallery/auditory-images#

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http://www.positscience.com/sites/default/files/images/imagecache/ig_lightbox/auditory-pathway.jpg

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http://www.positscience.com/sites/default/files/images/imagecache/ig_lightbox/basilar-membrane.jpg

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http://www.positscience.com/sites/default/files/images/imagecache/ig_lightbox/ear-xsection_0.jpg

Turning to sound

Sensory maps of vision, audition, and somatosensation integrated in the superior colliculus

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What ?

Speech is primarily the left hemisphere

localized…. The ability to distinguish a question

from a statement, or sarcasm from sincerity,

often rests on these right –hemisphere

lateralized, nonlinguistic cues, known as

collectively as prosody [pros-uh dee] (p. 122).

This Is Your Brain on Music, 2006, Daniel J. Levitin. 50

Sagittal Brain

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Neurobiology of LD:

• Synapse and neurotransmitters (100

Billion plus)

• Cortex--Lobes: Frontal, Temporal, Parietal

and Occipital

• Limbic System: Amygdala & Hippocampus

• PET and MRI scans

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Neurobiology of LD:

• Dr. Bennett Shaywitz Co-director of the Center for the Study of

Learning and Attention at Yale explains:

“The brain does not have an innate reading ability-as it does for

speech-so it deals with the written word by converting it into the

nuts and bolts of a familiar phonetic language.” P.56

• Poor Reading means Poor Prospects

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Text Comprehension

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Dyslexic Brains

Dr. Todd Richards, University of Washington 55

Most common DSM-IV-TR

Post Secondary setting are:

315.00 Reading Disorder

315.2 Disorder of Written Expression

315.1 Mathematics Disorder

315.9 Learning Disorder, NOS

294.9 Cognitive Disorder, NOS

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Dyslexic cerebral cortex

Cross-section of dyslexic cerebral cortex showing the disorganization of cortical lamination and abnormal vessel architecture

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Why are learning problems so complicated?

Time Magazine

March 26, 2001

Blame it on the Written Word

By Unmesh Kher • English has 1120 different spellings for ~44 phonemes

• Italian has 33 different spelling for 25 phonemes

• English is notoriously illogical

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Informal Reading Assessment

• The informal reading assessment consists

of six trials wherein the person read

silently for six separate one-minute

periods.

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• Trial One: 125 wpm

• Trial Two: 97 wpm

• Trial Three: 110 wpm

• Trial Four: 84 wpm

• Trial Five: 101 wpm

• Trial Six: 129 wpm

• Average 646 words in six minutes

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• Average reading rate

• 107.6 wpm

• (rounded to 108)

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• The average person in the population can read 251 wpm, according to Harris (1990) How To Increase Reading Ability, 9th Edition.

• 108 Words Per Minute (WPM)

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• Your client can read 108 wpm

• about 43% the rate of the average person in the population

• 143 fewer words-per-minute

• The average 12th grade student can read 8580 more words-per-hour than your Client

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• The number of words-per-minute was calculated. The passage used had, on average, 4.5 sentences and 162 syllables per 100 words; therefore, he or she was asked to read passages at approximately the 12th grade level, according to the Fry Readability Scale.

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Most common DSM-IV-TR

Post Secondary setting are:

315.00 Reading Disorder

315.2 Disorder of Written Expression

315.1 Mathematics Disorder

315.9 Learning Disorder, NOS

294.9 Cognitive Disorder, NOS

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Clinical Judgment:

• The clinician/diagnostician needs to be very specific in describing his or her clinical judgment regarding the standardized test scores and percentile ranks that support the identification of a learning disability. He or she must demonstrate that the person experiences a substantial limitation for a major life activity.

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Americans with Disabilities Act

Amendments Act (ADAAA)

Major life activities

• Reading

• Thinking

• Concentrating

• Learning

• Communicating

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A failure to read

• Lacking automaticity

• Lacking Fluency

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A Human Being

• Second year graduate student

• report card, teachers notes, testing from childhood, supported that he had ADHD, and an information processing problem

• Used accommodations in high school and college

• Denied the use of accommodations

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Statistics

70

Anti-inertial, multiple impact, nail

eradication device

71

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Possible Sources: Aristotle, Max

Wertheimer, R. Buckminster Fuller

• The concept of a learning disability,

Embodies the phrase:

“The whole is greater than the sum

of its parts”

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Jim Russell says

•Life is in the doing

74

Jim Russell says

•Not necessarily in the

testing of the doing

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Arthur Schopenhauer (1788-

1860)

76

All truth passes through 3

stages

• It is ridiculed

• It is violently opposed

• It is accepted as being self evident

The Philosopher Arthur Schopenhauer

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The meaning behind words

• I did not say he stole my pencil.







78

The rate at which you learn

will become the only

sustainable competitive

advantage you’ll have in your

life.

Peter Senge (The Fifth Discipline).

79

ADD=ADHD

• 2000 Diagnostic and Statistical Manual of

Mental Disorders, Fourth Edition, Text

Revision pp. 92&93

80

ADHD is ADD: DSM-IV names:

– 314.01 Attention-Deficit/Hyperactivity

Disorder, Combined Type

– 314.00 Attention-Deficit/hyperactivity

Disorder, Predominantly Inattentive Type


Disorder, Predominantly Hyperactive-

Impulsive Type


Disorder, Not Otherwise Specified (NOS)

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DSM-IV-TR Criterion

Inattention (1) Six (or more) of the following symptoms of inattention have persisted for at least 6 months to a degree that is

maladaptive and inconsistent with developmental level:

Inattention

• (a) often fails to give close attention to details or makes careless mistakes in schoolwork, work, or other activities

• (b) often has difficulty sustaining attention in tasks or play activities

• (c) often does not seem to listen when spoken to directly

• (d) often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (not due to oppositional behavior or failure to understand instructions)

• (e) often has difficulty organizing tasks and activities

• (f) often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (such as schoolwork or homework)

• (g) often loses things necessary for tasks or activities (e.g., toys, school assignments, pencils, books, or tools)

• (h) is often easily distracted by extraneous stimuli

• (i) is often forgetful in daily activities

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DSM-IV-TR Hyperactivity

& Impulsivity • (2) six (or more) of the following symptoms of hyperactivity-impulsivity have persisted for at least 6 months to

a degree that is maladaptive and inconsistent with developmental level:

Hyperactivity

• (a) often fidgets with hands or feet or squirms in seat

• (b) often leaves seat in classroom or in other situations in which remaining seated is expected

• (c) often runs about or climbs excessively in a situation in which it is inappropriate (in adolescents or adults, may be limited to subjective feeling of restlessness)

• (d) often has difficulty playing or engaging in leisure activities quietly

• (e) is often "on the go" or often acts as if "driven by a motor"

• (f) often talks excessively

Impulsivity

• (g) often blurts out answers before questions have been completed

• (h) often has difficulty awaiting turn

• (i) often interrupts or intrudes on others (e.g., butts into conversations or games)

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Robert D. Hunt, MD

The Neurobiology of ADHD

Posted 09/25/2006

www.medscape.com

• Arousal and alertness- the prerequisites to

attention

• External or receptive attention: sensory

processing and interpretation- as with

reading

• Internal or reflective attention-which

includes thinking about ideas, concepts,

and organization of projects or tasks

84

http://www.medscape.com/

Robert D. Hunt, MD


Posted 09/25/2006

www.medscape.com

• Processing attention or selective attention.

This includes:

A. Focus-tuning in to an object or topic

B. Filtering-signal: noise gradient-

enhancement or activation of

relevant stimuli

C. Inhibition of sensation (sensory

inhibition)-selective sensory input

85


Robert D. Hunt, MD


Posted 09/25/2006

www.medscape.com

• External or expressive attention-encompassing

what we choose to communicate or suppress,

which also evokes components of focusing,

filtering, and inhibition

• Working memory-accessing the retrieval and

storage of working memory, i.e., the flow of

information, the content of active thought

86


Sluggish Cognitive Tempo

SCT

SCT is a homogeneous subset of ADHD-PI

ADHD-PI ADHD-PHI

ADHD-C

87


SCT

SCT is a homogeneous subset of ADHD-PI

ADHD-PI ADHD-PHI

ADHD-C

SCT

88


SCT & ADHD-PI

SCT is a homogeneous subset of ADHD-PI;

however, it could be a separate entity.

SCT ADHD-PI

89


SCT

ADHD SCT

extroverted introverted

obtrusive drifting

risk takers day dreamy

hyperactive hypo-active

dys-inhibition lack motivation

in a fog

90


SCT

Drifting tendencies may interfere with

verbal memory, the person may have

excellent visual-spatial memory, but still

have problems with word recall.

91


SCT

In an excited state, SCT may look like an

ADHD person: because of under-arousal,

the person may have intense needs for

emotional and intellectual stimulation.

92


SCT

The person must manage:

memory retrieval issues

weak working memory

cycling mental patterns (up-down)

variable levels of intense thought

hyperactivity

variable sexual appetites

93


SCT

Mental skills that can be problematic for

SCT:

calculation

abstract reasoning

reading

disorganized thoughts

94


SCT

Behaviors that may cause issues for SCT:

sloppiness

lose things

chronically late

appear as “lazy”

95


SCT

Mental health issues:

Anxiety

Depression

Social withdrawal

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Jim Russell Ph.D.

• Is this a brain based problem?

Yes

• What part of the brain do we want to help?

Front-Back-Left-Right- Middle

• How are we going to get there?

Understanding

• Can you make a difference?

Yes Yes Yes

97

Behavior disorders

• Oppositional Defiance Disorder ODD

• Obsessive Compulsive Disorder OCD

• Behavior Disorder BD

• Sensory Integrative Disorder SI

98

Reticular Activating System

http://www.idealu.com 99

Sensory Integration Disorder

• Wool

• Tight clothing

• Seams in socks

• Tags

• Colicky infants

• Cry a lot as infants

• Lactose intolerance

• Sensitive skin

• Avoid hot or cold

weather

• Texture of food

• Clumsy

100

Serotonergic Pathways

[ser-uh-tn-ur-jik]

101


102

103

Types of Neurotransmitters

Amino Acids

Glutamate GABA

(Gamma-amino butyric acid)

Excitatory Inhibitory

From the book: Learning & Memory, By Ms. Marilee Sprenger ISBN 0-87120-350-2..

104

Attention & Achievement Center

[email protected]



Classes of Neurotransmitters

Monoamines

Catecholamines Indoleamines

Epinephrine Serotonin

Norepinephrine Melatonin

Dopamine

From the book: Learning & Memory, By Ms. Marilee Sprenger ISBN 0-87120-350-2..

106

Neurotransmitters

• Norepinephrine alertness

• Dopamine alertness

• Serotonin calming

107

Gifted LD

108

Emotional Components of

the Brain

or

Modulating disorders

(Dr. Larry Silver)

109

Modulating disorders

• Anxiety

• Depression

• Anger

• Obsessive-compulsive disorder

Dr. Larry Silver,

(The Misunderstood Child, pp. 80-88.)

110

Dr. Michael McManmom

Top 10 Supports for College Students with

Learning Differences

(http://cipworldwide.org/article/top-10-supports...)

Executive functioning and scheduling:

“Each student should work to develop

organizational and follow through

strategies for his/her academic schedule.”

111





Sensory Integration:

“Students with Processing delays or

attention deficits benefit from having a

holistic understanding of their sensory

issues and a key sense of the

environmental factors that affect their

performance.” 112





Sensory Integration:

“Finding the best seat in the classroom,

identifying distraction-free environments,

preparing for sensory triggers such as

heat, cold, or noise can help students be

calm and receptive for the start of class.”

113

Definition

Sensory integration disorder or

dysfunction (SID) is a neurological

disorder that results from the brain's

inability to integrate certain

information received from the body's

five basic sensory systems.

http://www.healthline.com/galecontent/sensory-integration-

disorder?ask_return=Sensory+Integration+Disorder#1

114

http://www.healthline.com/galecontent/sensory-integration-disorder-1

http://www.healthline.com/galecontent/sensory-integration-disorder?ask_return=Sensory+Integration+Disorder







“These sensory systems are

responsible for detecting sights,

sounds, smell, tastes,

temperatures, pain, and the position

and movements of the body.”

115








“The brain then forms a combined

picture of this information in order for

the body to make sense of its

surroundings and react to them

appropriately.”

116








“The ongoing relationship between

behavior and brain functioning is called

sensory integration (SI), a theory that

was first pioneered by A. Jean Ayres,

Ph.D., OTR, in the 1960s.”

117






Sensory

Integration Disorder

• Wool

• Tight clothing

• Seams in socks

• Tags

• Colicky infants

• Cry a lot as infants

• Lactose intolerance

• Sensitive skin

• Avoid hot or cold

weather

• Texture of food

• Clumsy

118

Jim Russell, Ph.D.

Neuro-diversity

Neuro-typical

Typically-Neural

Wanting to be Neuro

Being Neuro

119




121

Joseph LeDoux

The Emotional Brain

ISBN 0-684-83659-9 (pbk.)

High road to sensory cortex

Low road to the Amygdala

122

Sensory Information 2 Pathways

Eyes

Optic Nerve

Optic Chiasm

Thalamus

Cortex Slower

Adapted from Healing Emotions, Edited by Daniel Goleman, Ch.4. The Brain and

Emotions by Cliff Saron & Richard J. Davidson, pp-68-88.

Eyes

Optic Nerve

Optic Chiasm

Thalamus

Amygdala Faster

123

Fear

http://www.cns.nyu.edu/home/ledoux/ 124

Amygdala

125

Approach System A Balance between Hemispheres

Left

Approach

Right

Withdraw


Emotions by Cliff Saron & Richard J. Davidson, pp-68-88. 126

Prefrontal Cortes

Left

Happiness

Right

Fear Disgust


Emotions by Cliff Saron & Richard J. Davidson, pp-68-88. 127

The Highly Sensitive Child

by Elaine N. Aron, PH.D.

• 15%-20% of the population are Highly

Sensitive Children (HSC)

• Introversion is not high sensitivity (70% of

introverts are highly sensitive HS)

• Not inherently shy or neurotic

• There brains process information more

thoroughly, feel stronger emotions

• Overwhelmed by “high volume”

128

The Highly Sensitive Child


• Stronger feelings

• Deeper thoughts

• Suffer when others suffer

• Will melt down when overwhelmed

• Want to known the “meaning” of life

• Afraid of social judgments

• Scientists-theologians- historians- lawyers-doctors-nurses-teachers-artists

129

The Highly Sensitive Child,


“If you want to have an exceptional

child,

you must be willing to have an

exceptional child.”

130

The Art of War

• Know yourself and know others

• Know yourself but do not know others

• Unknown self and do not know others

100%Success

50% Success

0% Success

Sun Tzu 131

Emotional Intelligence

• Anger – Increased blood flow to the hands, making it easier to strike a foe, heart rate increases, pulse of adrenaline.

• Fear – blood goes to the larger skeletal muscles, such as the legs, making it easier to flee. At the same time, the body freezes, if only for a moment, perhaps allowing time to gauge whether hiding might be a better action. Circuits in the brain’s emotional centers trigger a flood of hormones that put the body on general alert.

Emotional Intelligence, Daniel Goleman 132


• Happiness – Increased activity in a brain center that inhibits negative feelings & fosters an increase in available energy, & a quieting of those that generate worrisome thoughts. This configuration offers the body a chance to rest, as well as readiness & enthusiasm for whatever task is at hand & for striving towards a great variety of goals.

• Love – tender feeling, sexual satisfaction entails parasympathetic arousal-the opposite of the “Fight-or-Flight” mobilization shared by fear & anger. The parasympathetic pattern, dubbed the “relaxation response,” is a body wide set of reactions that generate a state of calm and contentment, facilitating cooperation.



• Surprise – lifting of the eyebrows, allows taking in of a larger visual sweep and also permits more light to strike the retina. This offers more information about the unexpected event, making it easier to figure out exactly what is going on and concoct the best plan for action.

• Disgust – around the world, the look of disgust is the same, and sends the identical message: something is offensive in taste or smell, or metaphorically so. The facial expression of disgust- the upper lip curled to the side as the nose wrinkles slightly-noxious odor or to spit out a poisonous food.



• Sadness – the main function of sadness is to help adjust to a significant loss, such as the death of someone close or a major disappointment. Sadness brings a drop in energy and enthusiasm for life’s activities, particularly diversions and pleasures, and as it deepens and approaches depression, slows the body’s metabolism. This loss of energy may well have kept saddened and vulnerable – early humans close to home, where it was safer.

– Appendix A page on 289 adds 2 more to list above



• Enjoyment – joy, relief, contentment, bliss

delight, rapture.

Russell—Motivation to keep a human on

task or involved with an activity or another

person.

• Shame – guilt, embarrassment, remorse,

humiliation, contrition.

Russell – Feelings related to Learning.


Asperger’s Syndrome:

Hans Asperger, Austrian psychiatrist, 20th

century (ahs’ pr grz)

Overdevelopment of one mental faculty or

skill in an otherwise autistic person, also

see autistic savant, Dorland’s Medical

Dictionary, 28th edition, p. 1624.

137

What is Asperger’s

Syndrome: • Social behaviors--awkward, appear disconnected,

stereotypic

• Language characteristics--pronominal confusion, overuse of idiosyncratic words

• Interests and routines--narrow interests, hyper focus on routine, does not shift easily

• Motor clumsiness--balance and coordination

• Sensory sensitivity—maybe tactile defensive, may have a low pain threshold

138

The Asperger Learning Style--

• Motivation--competitive motives are absent

• Imitation--can copy others, but does not easily assimilate

• Perception--maybe inconsistent or unexpected response to sensory input

• Attention--narrow and/or obsessive

• Memory--most likely Episodic, without a meaningful framework

• Sequencing--difficulty in following a sequence

• Problem solving--may learn a set of strategies, but not be aware that he possesses them

Cumine, Leach, and Stevenson, 1998, p. 42):

139

The meaning behind Words








140

1. Emotional skills:

• Identifying and labeling

feelings

• Expressing feelings

• Assessing the intensity of

feelings

• Managing feelings

• Delaying gratification

• Controlling impulses

• Reducing stress

• Knowing the difference

between feelings and

actions.

Daniel Goleman —- Emotional Intelligence, pp 301-302.

141

www.feelingfacescards.com/ 142

http://www.feelingfacescards.com/


143

2. Cognitive Skills

• Self talk

• Reading and interpreting social cues

• Problem solving strategies

• Understanding the perspective of others

• Understanding behavioral norms

• A positive attitude

• Self-awareness.

Daniel Goleman —- Emotional Intelligence, pp 301-302. 144

145

Resolving Interpersonal Conflicts David W. Johnson, Reaching Out

GOALS

R

E

L

A

T

I

O

N

S

H

I

P

S

Compromising

Problem Solving

Withdrawing

Smoothing

Forcing

146

3. Behavioral Skills

• Nonverbal communication:

eye contact, facial expressions, tone of voice, gestures.

• Verbal communication:

making clear requests, responding correctly to criticism,

resisting negative influences, listening to others, helping

others, participating in positive peer groups.

Daniel Goleman —- Emotional Intelligence, pp 301-302.

147



Classroom modifications: Online Asperger

Syndrome Information and Support (OASIS)

– General Behaviors

– Perseveration

– Transitions

– Sensory/Motor

– Stimuli

– Visual cues

– Interruptions

– Eye Contact

– Friendship

– Routine

– Organizational Skills

149

Educational Interventions (Cumine, Leach,

and Stevenson, 1998, p. 33):

• Communication

– Simplify language

– Give one instruction at a time

– Keep facial expressions simple

– Give time to respond ( 5 seconds)

– Use visual clues

– Be sensitive to the child’s attempts to

communicate

150



• Social interaction

a. The child maybe threatened by close proximity

b. Allow for solitariness

c. Go at the child’s pace when trying to develop interactions

d. Identify likes and dislikes

e. Initially, have the child interact only with people he knows

151



• Your Behavior

– Try to be consistent in approach

– Give clear predicable routines

– Introduce change gradually

– Help explain change by using visual cues

– If the child becomes agitated, the usually

strategies for calming may not work

– If the child has an obsession, don’t try to

stop it, but try to use it positively

152

Primary Education Oasis

• Primary Education Oasis has the best

teacher created resources and creative

teaching ideas for your classroom. If they

didn't work, they wouldn't be on this ...

• http://www.primary-education-oasis.com

153

http://www.primary-education-oasis.com/





All truth passes through 3 stages

• It is ridiculed

• It is violently opposed

• It is accepted as being self evident

The Philosopher Arthur Schopenhauer

154

Emotional Development


• Page 33

• Impulse control

• Anger management

• Recognizing similarities & differences

• Complimenting

• Self-monitoring

• Communication

• Evaluating risk

• Positive self talk

• Problem solving

• Decision making

• Goal setting

• Resisting peer pressure

by Peter Salovey & David Sluyter 155

Joeharri’s Window

Known to

Self

Unknown to

Self

Known to

Others Open Blind

Unknown to

Others Hidden Closed

Joe Luft & Harry Ingham

156

The Art of War

• Know yourself and know others

• Know yourself but do not know others

• Unknown self and do not know others

100%Success

50% Success

0% Success

Sun Tzu 157

art, funny, hammer, lonely, nail - inspiring picture on

Favim.com500 x 358 · 54 kB · jpegfavim.com

http://favim.com/image/9900/ 158

http://favim.com/image/9900/

Transitioning

• It is always a scary thing to do!

159

Feel the Fear and Do it Anyway

Susan Jeffers, Ph.D.

Original Zone of

Comfort

New Zone of Comfort

Risk One

Risk Two

Risk Three

Risk Four

160

Five Truths About Fear Susan Jeffers, Ph.D.

• The fear will never go away as long as I continue to grow.

• The only way to get rid of the fear of doing something is to go out… and do it.

• The only way to feel better about myself is to go out…and do it.

• Not only am I going to experience fear whenever I’m on unfamiliar territory, but so is everyone else.

• Pushing through fear is less frightening than living with the underlying fear that comes from a feeling of helplessness.

161

Anyway, by Kent M. Keith

Paradoxical Commandments

People are illogical, unreasonable, and self-centered Love them anyway

If you do good, people will accuse you of selfish ulterior motives Do good anyway

If you are successful, you will win false friends and true enemies Succeed anyway

162



The good you do today will be forgotten tomorrow

Do good anyway

Honesty and frankness make you vulnerable

Be honest anyway

163



The biggest men and woman with the biggest ideas can be shot down by the smallest men and the smallest mind Think Big anyway

People Favor underdogs but follow only the top dogs Fight for a few underdogs anyway

What you spend years building may be destroyed overnight Build anyway

164



People may really need help but may attack you if you do help them

Help people anyway

Give the world the best you have and you’ll get kicked in the teeth

Give the world the best you have

anyway

165

Oceangram Stories Archive,

Author unknown, 08/19/2006

Enough

I wish you enough sun to keep your attitude bright.

I wish you enough rain to appreciate the sun more.

I wish you enough happiness to keep your spirit alive.

I wish you enough pain so that the smallest joys in life appear much bigger.

166

Oceangram Stories Archive,

Author unknown, 08/19/2006

Enough

I wish you enough gain to satisfy your wanting.

I wish you enough loss to appreciate all that you

possess.

I wish enough hellos to get you through the final

good-bye.

167

Thank you!

Jim Russell Ph.D., N.C.C., L.P.C.

777 Craig Rd,

Suite 200

St. Louis, MO 63141

Phone: (314) 963-8862

Fax: (314) 918-8943

E-mail [email protected]

168


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