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ASEA Wintered 2012 Winter 2012 volume 24, number 4 2011 OPENING DOORS FOR AUTISM GALA SPONSORS BOARD OF DIRECTORS AUTISM SOCIETY OF EDMONTON AREA AUTISM SOCIETY OF EDMONTON AREA EXECUTIVE #101, 11720 Kingsway Avenue Dr. Shane Lynch Edmonton, AB T5G 0X5 780-453-3971 / 780-447-4948 Susan Angus email: [email protected] Omair Peracha website: www.autismedmonton.org Bonnie Stonehouse MEMBERS AT LARGE PLEASE PHONE THE SOCIETY FOR AD PLACEMENT AND RATES Laura Dumas Candace Hall Layout by Vos Printing & Design Ltd. Arif Khan Printed by Vos Printing & Design Ltd. Chris Kish PM# 40020698 Dr. David Nicholas Jenni Shwetz Alan Wagner EX-OFFICIO MEMBERS Dr. Deborah Barrett Articles, opinions and events in this publication do not necessarily imply the endorsement of the Autism Society of Edmonton Area and are printed for information only. The editors of Autism Now are Deborah Barrett and Roman Sokolowski. The Autism Society of Edmonton Area is a non-profit organization founded in 1971 by a concerned group of parents and professionals. The Autism Society of Edmonton Area helps families and communities embrace and support people on the autism spectrum throughout their lives. 2 AUTISM SOCIETY OF EDMONTON AREA www.autismedmonton.org Education Matters What is “Theory of Mind?” Karen Bain challenges with social reciprocity and the ability to predict or explain actions and behaviours of other At a summer course sponsored by POPARD people (Provincial Outreach Program for Autism and Related problems understanding desires and emotional Disorders) in Vancouver in July 2011, the instructor feelings in others, and difficulty understanding how spent considerable time reviewing the concept of the someone will feel given a particular set of “Theory of Mind”. The instructor discussed the difficulties individuals having autism demonstrate as a circumstances, such as breaking a toy or getting a result of inadequate development of social and special treat communication skills related to understanding the limited use of eye-gazing or pointing as signals of feelings and behaviours of other people. what is being referred to in verbal communication academic difficulties related to understanding “Theory of Mind” is the ability of an individual to emotions and the perspective of characters in understand mental and emotional states such as beliefs, literature, as well as challenges in the areas of desires, and intentions in oneself and in others. It is the problem-solving, hypothesizing and understanding knowledge that other people can have beliefs, abstract language. understandings and emotional states that are different from one's own, that are based on a diverse set of knowledge or mental states, and that stem from a Although commonly discussed among parents and different set of life experiences. By the age of four, professionals who support students having autism, typically developing children are usually able to theory of mind is not always well understood. School understand that other people can have preferences, personnel frustrated with students displaying these emotions and thoughts that can differ from their own. difficulties often misinterpret their actions or verbal These children can display empathy and compassion comments as rudeness or deliberately oppositional for others based on their perceived points of view. behaviour. For example, students who have difficulty taking the perspective of teachers may not: Since 1985 (Baron-Cohen et. al.), there has been evidence suggesting that individuals having Autism understand the need to change activities or transition Spectrum Disorders have particular difficulty to new activities prior to finishing the current task developing theory of mind. Sometimes referred to as “read" subtle social cues or subtle teacher annoyance “mind-blindness”, related social-communication delays understand how his or her behaviour is influencing may include: people around them; an inability to understand what others are thinking or feeling trouble realizing how one's personal behaviour impacts the perceptions or behaviours of others lack of shared attention, turn-taking and limited pretend play difficulty responding to the emotions of oneself and of others a lack of ability to attribute “false belief ”: that is, not recognizing that others can have different beliefs based on a different perception of actions or experiences 3 take turns, "share" the teacher with other students, or understand equality in getting help 8. Directly teach and reinforce behaviours such as refrain from saying what is felt or thought when it has showing respect, listening to others, speaking politely the potential to hurt someone else's feelings and other social skills in the natural contexts in which appear as emotionally mature as same-aged peers they are needed. develop social communication skills readily 9. Provide opportunities to develop understanding related to empathy, compassion and perspective For students who have not yet developed an adequate taking. Do this by providing natural experiences such theory of mind, the following teaching considerations as collecting items for the food bank, having the should be made: students help others, and providing opportunities to become aware of and practice social supports. 1. Do not assume that a student with autism has developed the ability to understand subtle social cues 10. In language arts, ensure students clearly understand a or has developed a mature theory of mind character's actions, emotions and perceptions. Use 2. Identify emotions in a way that is instructive. For graphic organizers and visual representations such as example: "I get frustrated when the class is wasting webs, character charts, and vocabulary development time", "I need to have students line up quietly and activities to provide opportunities to review and within 1 minute." reflect on perspectives, emotional states, and behaviours of others in an objective manner. 3. Make language clear and unambiguous when giving feedback. For example: "You hurt my feelings when you said […]", "A polite way to say that is […]", "The [email protected] class likes it best when everyone […]" 4. If specific indications of theory of mind deficits are noticed, take an educational approach and teach replacement skills rather than assuming the behaviour is designed to be rude or disruptive. 5. Help students identify their own emotions clearly within natural conditions: "You look relaxed and happy right now!", "You are starting to look confused; what do you need?" 6. Help students know where to look, what shared experience is important, and what language is required: "Everyone look at […], she is ready to present […]", "At the end of the demonstration I am going to ask you to explain […] and […]" 7. Help students appreciate different perspectives using debates, graphics demonstrating various points of view, Venn Diagrams comparing two views, and other instructional strategies. This will help students 3 understand that individual perspectives are not necessarily "right" or "wrong". 4 AUTISM SOCIETY OF EDMONTON AREA www.autismedmonton.org Debbie Legere Karen Renaud Sinneave Family Foundation Odette Lloyd Paul & Darlene Shelemey Wallace & Debbie McTavish Sidney & Carolyn Pougnet Victor & Gladys Palahnuik Gregory & Donna Skoreyko Barbara Penner Mike Strembitsky Woody Gundy CIBC Children’s Foundation Mary Pidzarko United Way of Winnipeg Jennie M. Wagner Barbara Belch Our Lady of Perpetual Help Parish ATCO Gas John & Barbara Fisher Wallace & Betty McTavish Suncor Energy Services Inc. Collins Industries Ltd. Bonnie Gallop Audrey & Gerald Hunt Syncrude Courtyard Marriot Edmonton Emily Kaldestad West Union 52 Benevolent Society Edmonton Public Teachers, United Way of the Alberta Local No. 37 of the Alberta Capital Region Teachers’ Association Winners Merchant International Stuart Chambers Naushaba Qureshi Enbridge Pipelines Inc. LP (In Honour of Emily Ainsworth’s Family) Mirvan Cruz-Rosal Evan Shore Barbara & Glenn Hergott Sabrina Tan Nancy Ng Justyne Tirrell Meredith Porter ATCO Gas Enbridge Pipelines Inc. Butler Family Foundation Make A Dream Come True (Lions) Society Your contributions make a world of difference for people with autism & their families! Ryan & Koreen Anderson Jacquie McCubbin Want to see your name here? Just give us a call Austin O’Brien High School Professional Corp. at (780) 453-3971, or visit www.autismedmonton.org Charles Campbell Sidney & Carolyn Pougnet to make a secure credit card donation through PayPal. Simonne & David Lougheed St. Albert Catholic High School Alberta Health Services Bonnie Gallop (Corinne Wentzell) Paul Garrick Karen Dickson Michelle Gartner (In Honour of Jackie Watson) W. Hale Shauna L. Dimock Henry Johns & Jacquie Johns-Scott Tom & Zonia Ewancuk Emily Kaldestad (In Honour of Paul Garrick’s Michelle Kenny Birthday) Dave & Marie Lane John & Barbara Fisher (In Memory of Mr. & Mrs. Harry Gafney David Davie) What Does ASEA’s Family Support Department do? autism community concerns. Family Support started as one person answering The Parent Discussion Groups, one for parents of phones, and has grown into an entire department. Here newly diagnosed children and one for parents of are some of the things that Family Support currently children with Asperger's, each meet once a month and deals with. provide an opportunity for parents to connect with other parents and to access resources that will help Family Support is intended to support people on the them in their situations. Parents in these groups are autism spectrum and their families
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