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Hidden Brilliance by Lynn Kern Koegel & Claire LaZebnik
Erik Jahner, PhD
Erik Jahner, PhD

brillianceAs parents and educators, we often find ourselves trying to mold children into the expectations of what is “normal.” We fight the wind and we often break a few of our branches in the process. But what if the behaviors we struggle to understand aren’t problems to be fixed, but rather the key to unlocking their unique brilliance? In Hidden Brilliance: Unlocking the Intelligence of Autism, Dr. Lynn Kern Koegel and Claire LaZebnik challenge us to shift our deficit perspective and recognize the untapped potential in children with autism. The authors are not presenting some miracle or hidden jewel, instead, the authors suggest that their strengths are under our noses but we just don’t notice them because we are focused on their lack of fit to our traditional expectations. Dr. Koegel, an expert in autism research, and LaZebnik, a skilled storyteller, combine their expertise to present a deeply insightful book. They emphasize that too often, outdated mindsets, inadequate training, and rigid reliance on standardized testing prevent us from truly seeing the capabilities of children with autism. The authors argue that instead of trying to make neurodivergent children fit into neurotypical molds, we should celebrate and develop their unique strengths, whether it’s extraordinary memory, mathematical skills, artistic talents, or attention to detail. Not every child is going to be judged as extraordinary, but when we emphasize a misfit with tradition we dismiss the innovative perspective and divergent way of thinking that could lead to their success.

The book’s strength is its down-to-earth approach. It’s filled with concise touching, real-life stories of kids who initially struggled with behaviors that seemed disruptive or defiant. Through these narratives, Koegel and LaZebnik show how a shift in perspective can turn frustrating situations into moments of connection and even humor. Perhaps even a game of tic-tac-toe could lead to defiance and exhausting battles about rules or lead to self-discovery and laughter? For parents and teachers, these stories are relatable and inspiring, helping us see how we, too, can foster a more supportive environment for the children in our lives. The authors go beyond theory, offering practical strategies for working with children on the autism spectrum. From improving communication to addressing behaviors often labeled as “disruptive,” the book gives clear, actionable steps. Whether you’re trying to advocate for your child in the school system, find less frustrating ways for them to express themselves, or build a home environment that encourages joy and learning, there are valuable insights here.

By leveraging these strengths, children can experience more success in academics, social interactions, and personal development. The book highlights how this approach can significantly improve a child’s confidence and sense of self-worth. These approaches increase motivation, naturally emerging engagement, and drive. It also provides guidance on creating individualized learning goals that align with a child’s natural talents, helping them not only adapt to the world but thrive in it. Help them make their own path not conform to paths set by others.

One of the most refreshing aspects of Hidden Brilliance is its optimism. It recognizes the challenges that parents and teachers face, but it also advocates for a hopeful and proactive outlook. Rather than focusing on the unknowns of the future, the book encourages us to celebrate the many small victories and stay open to the possibilities of growth and connection. The book resonates deeply with those who have ever felt their child’s potential was overlooked or misunderstood by traditional systems. It empowers parents to trust their instincts and see beyond labels while offering teachers strategies to support each child’s journey toward fulfilling their unique potential.

Overall, Hidden Brilliance is a must-read for parents, teachers, and anyone working with children on the autism spectrum. But … it is also a great guide for parents of all children: there is no “normal” child that conforms to society. Help them find their way, give them feedback that helps them grow not stifles them. This guide looks beyond surface behaviors helping you discover the incredible talents that children with autism possess. With its mix of heartwarming stories and practical advice, it offers a fresh, hopeful approach to understanding autism. Above all, this book reminds us that by embracing a child’s individual brilliance, we can help them shine in a world that too often overlooks their light.

Visual Thinking by Temple Grandin
Erik Jahner, PhD
Erik Jahner, PhD

TGMany of us think with words, solving problems and imagining scenarios by coding information verbally. Our culture is designed to select and promote people who do this well, but this is not the only way of processing the world. To think so neglects the significant neurodiversity that makes humans (and the animal kingdom) amazing. Temple Grandin’s Visual Thinking: The Hidden Gifts of People Who Think in Pictures, Patterns, and Abstractions invites readers into this neglected side of reality, drawing on her personal experiences and extensive research to explore the unique cognitive styles that shape our understanding and interaction with the world through visual thinking. As a prominent advocate for autism awareness and a leading figure in animal science, Grandin offers a compelling examination of visual thinking’s profound impact.

The journey begins with Grandin’s realization that not everyone shares her ability to think in pictures. She distinguishes between visual and verbal thinkers and introduces two types of visual thinkers: object visualizers and spatial visualizers. Object visualizers, like Grandin, think in detailed images, while spatial visualizers think in patterns and abstractions. The visual learner may struggle to understand what thinking verbally is and struggle to understand why they are seeing the world differently from society’s expectations. She helps you identify ways you might think with some surveys and questions that encourage you to pause and reflect. Surveys that were gleaned from her own research as an intensely curious and scientifically minded individual.

She shows that although the system has selected verbal learning as the gateway to academic success, visual thinking can be a significant asset in fields such as art, design, engineering, and architecture among others. However, she also addresses the challenges visual thinkers face in a society that often prioritizes verbal thinking, especially within the education system. The decline of hands-on learning and the emphasis on standardized testing have marginalized many visual thinkers, hindering their potential and depriving society of their innovative contributions.

Blending personal anecdotes, historical examples, and scientific research, Grandin highlights the importance of nurturing visual thinkers. She introduces a number of historical figures whose stores impacted her development, how she saw herself, and the heights she could reach. She emphasizes the value of diverse cognitive styles and neurodiversity in fostering creativity and problem-solving. Furthermore, Grandin explores the broader implications of neglecting visual thinkers, such as the impact on national innovation and the potential for preventing disasters through their keen attention to detail. She also showcases visual thinkers who have bucked the trend and benefited society, despite not always being valued as they grew up.

Grandin’s writing is both engaging and informative, making complex ideas accessible to a broad audience. Her ability to combine personal experiences with scientific insights creates a compelling narrative that underscores the importance of understanding and valuing different cognitive styles.

Grandin not only identifies problems but also offers solutions, advocating for educational reforms and societal changes that could better accommodate and utilize the strengths of visual thinkers. Her call for a more inclusive approach to education and the workforce is both timely and necessary, urging readers to rethink current systems.

Of course, Grandin weaves in her personal passion for animals. The question of animal consciousness has been debated for a long time, with some scientists and philosophers historically viewing animals as simply reacting on instinct, without the emotional depth of humans. This idea often comes from a bias toward verbal thinking, where language is seen as the key to consciousness. Because animals can’t communicate like humans, they’ve been unfairly dismissed as not having feelings or emotions, leading to their mistreatment and use in harmful experiments.

In the past, studying animal behavior through tests and observations in captivity reinforced this limited view. However, recent studies observing animals in their natural environments have shown they are incredible visual thinkers. They can navigate, communicate, solve problems, and even mourn, proving they have rich emotional lives. This new approach helps us see animals not just as instinct-driven beings but as creatures with deep emotional and cognitive capabilities.

Visual Thinking is a thought-provoking and essential read for educators, parents, and anyone interested in cognitive diversity. Temple Grandin’s unique perspective and deep understanding of visual thinking provide a valuable lens through which to view the world. By championing the strengths of visual thinkers, Grandin makes a compelling case for a more inclusive and innovative society, encouraging us to embrace and cultivate diverse ways of thinking for the betterment of all.

ADHD and Asperger Syndrome in Smart Kids and Adults by Thomas Brown
Erik Jahner, PhD
Erik Jahner, PhD

In ADHD and Asperger Syndrome in Smart Kids and Adults: Twelve Stories of Struggle, Support, and Treatment, Thomas Brown shares engaging and informative stories of gifted individuals with ADHD. This series of case studies takes on the traditional definitions and misconceptions of both ADHD and Asperger’s syndrome, focusing instead on how clusters of symptoms including social-emotional skills and an in-depth understanding of the individual’s social environment reveal a fascinating and useful approach to diagnosis and treatment.

Brown does not shy away from critiques of the Diagnostic and Statistical Manual of Mental Disorders (DSM) and illustrates his perspective by walking us through several diagnoses and treatments for individuals with these symptoms from across age groups. Particular attention is given to one of the interesting puzzles of ADHD in which the symptoms are situational and not consistently expressed. When an individual is engaged in an activity they are interested in, the symptoms of ADHD seem to subside, and strong executive function may be expressed in that context. As a result, parents, teachers, and individuals with ADHD may inappropriately interpret the attentional and emotion regulation problems as simply a lack of willpower. Throughout each of the cases, Brown demonstrates how the symptoms of ADHD often lead to these types of misunderstandings and how diagnoses can lead to a sense of relief and enable the utilization of medical and psychotherapeutic interventions to manage the symptoms.

What makes Brown’s case studies so important is that he takes an integrated view of ADHD. He argues that an emotional component of the diagnosis is crucial and often neglected. Individuals differ in their emotional regulation problems and these case studies illustrate these regulatory symptoms and their situational nature. Bringing emotional and cognitive features into the same diagnosis criteria connects well with the literature on the fallacy that cognitive skills and emotional skills are separate psychological functions; both rely on the same neural circuitry leading to motivation, regulation, and potential disruption. Pooling together the traditional reliance on regulating focus as a primary symptom with the regulation of working memory, regulation of emotional reactions and frustration, the initiation of effort, self-monitoring, the regulation of actions, and the ability to activate engagement in work rounds out the diagnosis to include the whole person. This is especially useful when teachers or parents view ADHD as a more academic skill and are made aware of how ADHD is a lived experience across life domains.

Important for this text is also a deep impassioned discussion concerning the now absent diagnoses of Asperger’s syndrome which has now been absorbed into the updated diagnosis of autism spectrum disorder. To be honest, this was an area I began to read with a certain amount of trepidation, but the author offers very convincing arguments for the reintroduction of Asperger’s syndrome into the DSM giving me great pause in my preconceived beliefs. The unique clusters of symptoms and ways to manage symptoms separate this disorder in convincing ways from Autism. Moreover, the integration of ADHD and Asperger’s into this text shows the important and informative comorbidity of the symptoms.

The development of his case studies respects the social ecology of individuals in this group, relying not solely on standardized diagnostics but evaluating how impairments may be displayed differentially across a person’s life. Asking questions of the patients to reveal their unique symptomology rather than imposing a diagnosis. The individual’s perceived relationships with family, friends, coworkers and teachers are key to effective interventions. Building on this, the book also has an extensive final section offering resources for diagnosis and treatment.

While this book is great for the clinician, it would also be of great use to individuals who interact with this population regularly. It helps the reader understand their stories and teaches the reader how the skilled clinician listens to get more complete stories of the individual – not treating the individual as a collection of symptoms but understanding the complex role ADHD plays in their lives. In addition, this book is a useful window into a variety of diverse human experiences. In some ways, these stories are unique while simultaneously speaking to us all – building a sense of compassion for the miraculous ways the brain contributes to what it means to be human and part of a community.

The Pattern Seekers: How Autism Drives Human Invention by Simon Baron-Cohen
Rebecca Gotlieb
Rebecca Gotlieb

Cambridge University professor of psychology and psychiatry, Simon Baron-Cohen, recently published The Pattern Seekers: How Autism Drives Human Invention. Baron-Cohen argues that for the last 70,000-100,000 years humans have been the only species with the “Systemizing Mechanism,” or the ability to think in if-and-then patterns. This ability, which is stronger in people who work in science, technology, engineering, business, law, and some detail-oriented art fields, has offered us an advantage over other species because it enables invention. Baron-Cohen reviews extensive evidence suggesting that the Systemizing Mechanism is more common among people with autism, that both this mechanism and autism are at least partially genetic, and that they share a genetic basis. As the incidence of autism continues to rise and the need to better support this population and better harness the strengths of people with autism continues to grow, this book will be of interest not only to individuals with autism or to people who work with individuals with autism, but also to those striving to support two of our most uniquely human capacities—the capacity for innovation and for empathy.

Baron-Cohen explains that the Systemizing Mechanism involves first asking a question about the world, then hypothesizing an if-and-then pattern to answer it, testing that pattern repeatedly by making observations or experimenting, and finally, modifying it as appropriate. These steps allow us to learn new things about our environment and ultimately exert some control over it.

Baron-Cohen reviews the 70,000+ year history of human inventions. He argues that although other animal species use tools, and there is evidence of tools from other hominids, only humans can create a novel tool more than once. Baron-Cohen refutes the ideas that language, large working memory capacity, larger brains, or the protracted period of childhood could adequately explain humans’ unique ability to build innovative inventions. Only the Systemizing Mechanism is sufficient to explain our ability to invent.

Despite the power of the Systemizing Mechanism, we typically rely on empathy (a topic about which Baron-Cohen has researched and written extensively) to understand the social world. Baron-Cohen describes a trade-off between empathy and systemizing that may have both a genetic basis and may be influenced by environmental factors, including the prenatal hormonal environment.  He says that there are five distinct types of relative orientations individuals have towards systemizing and empathizing—an individual can be very high on one and very low on the other, moderately high on one and moderately low on the other, or balanced in both skills. Readers can assess their own systemizing and empathizing at www.yourbraintype.com. Systemizing is more common among people with autism than among the general population and is more common among people who work in technology than among people in most humanities. People with autism are often experts at recognizing patterns (consistent with systemizing), but may struggle with cognitive empathy, leading to difficulty with social relationships. Hyper-systemizing individuals are genetically more likely to have an autistic child and the parents of kids with autism tend to score higher on systemizing and pattern recognition tests.

The rate of diagnosed autism has risen, which may partially be because of increased awareness, better ability to diagnose, and changing diagnostic criteria, but it may also be increasing in the population because of a genuine growth in its frequency (perhaps secondary to increased mating among people with a genetic disposition to systemizing). Currently, school and the workforce are relatively unwelcoming places for people with autism, which causes them great suffering and loneliness and makes society lose out on their unique strengths. Baron-Cohen calls for offering more social support to people with autism and creating more employment opportunities for these individuals. Appreciating neurodiversity in the population, or the naturally occurring variability in types of brains, is a revolutionary, inclusive idea. Inspired by his work with people with autism, Baron-Cohen helps us imagine a better world—one in which we cease to judge one another for what we cannot do and instead celebrate the special talents we each possess.

Baron-Cohen, S. (2020). The Pattern Seekers. How Autism Drives Human Invention. Basic Books.

Early Signs of Autism: “Joint Attention”
Andrew Watson
Andrew Watson

If you’re attending this weekend’s Learning and the Brain conference, you’ll have many opportunities to learn more about autism. In particular, you’ll hear how our understanding of autism gives us a broader understanding of human brains, cognition, and personality.

In this video, professor Simon Baron-Cohen discusses the importance of “joint attention” for early diagnosis of autism.

As you’ll see, joint attention occurs when the pre-verbal child points or looks at an object. Crucially, the child also checks to see if the parent is also looking. (The key passage begins at about 1:15 on the video.)

If you’re interested in joint attention, and especially its role in human evolution, I highly recommend Michael Tomasello’s book The Cultural Origins of Human Cognition.  In it, Tomasello does a masterly job sleuthing through primate behavior to discover uniquely human traits.

 

Autism Speaks…about Genes
Andrew Watson
Andrew Watson

AdobeStock_31335657_Credit

Some time ago, I linked to an article about varieties of ADHD diagnoses. A recent article in Medical News Today makes a similar point about autism.

From one perspective, we can be tempted to say that someone either does or does not have autism.

From another perspective, that’s a bit like saying some people are taller than 5’10” whereas some aren’t; that statement is true, but it misses MANY crucial complexities. After all, within that category, some people are 5’11”, and others are 6’11”.

There are–in other words–meaningful differences within the category of people taller than 5’10”, and meaningful difference within the category of people who have autism.

In this recent article, researchers announce an additional 18 genes whose variants are associated with autism diagnoses — bringing the (current) total of such genetic variations to 61.

This finding tells us that differences in the presentation of autism may well result from underlying genetic differences that predispose people to autism in the first place. As is always true with complex cognitive functions, we should expect varied plausible causes, and expect several different manifestations.

No two brains are identical; no two diagnoses are identical; no two people are identical. As teachers, we want to understand groups and categories, but we always work with individuals.