Amygdala, fear and social relations
Amygdala, fear and social relations
A brain area linked to learning emotional and fear is smaller in people with autism.
BETHLEHEM DIEGO healthy "probably the effect of chronic stress produced by social fear in childhood." Of the 54 participants in the study, all males, 23 were suffering from autism and Asperger syndrome five (disease recently differentiated from autism, which does not affect the appearance, or intelligence, but poses serious problems getting along with others and sometimes leads to inappropriate behavior in patients).
To measure the size of the amygdala were used MRIs. Also asked participants to complete tasks related to social interaction such as eye tracking and recognition of facial expressions of emotions.
Boys with autism and amygdala were smaller also the most long in neutral facial expressions distinguish from other transmitting sadness, anger or joy, and they showed less fixation on the eye region of people with whom they were relating at all times.
These individuals had experienced major difficulties in their relationships with others during childhood.
Moreover, scientists at the University of Wisconsin found that there was a relationship between amygdala volume over time and social symptom severity.
labor director, Richard Davidson, says the findings point to a model of autism where the brain's first reaction to stress in fear of people is overactivity, in turn causes cell death and reduced organ size. In fact, children with milder social problems should also experience a slower reduction of amygdala volume.
Saturday, July 24, 2010
Baixar Pokemon Deluge Advance
Tips for Teaching High Functioning People-S. Asperger syndrome Asperger
Tips for Teaching High Functioning People-S. Asperger
Susan Moreno and Carol O'Neal
MAAP Services, Inc. (More Able Autistic Persons,
Autistic Persons with more capacity)
PO Box 524 Crown Point, Indiana 46307
1. People with Asperger S.de have problems with organization, regardless of their intelligence and / or age. Even a student who has Asperger all outstanding and has a photographic memory may be unable to remember to bring a pencil to school or to remember the date you must submit a specific job. In these cases, assistance must be provided at least as restrictive as possible. The strategies used may be that the student put a picture of a pencil in his notebook or have a list of tasks to be performed at home. We must always praise the student to remember something he had previously forgotten. Never humiliate or "harp" when something fails. A "speech" on the subject in question not only not help you, but make things worse. The student may begin to believe that it is not able to remember these things.
At school, these students often have tables and lockers more ordered or more disordered than the others. He who has the messiest desk often need help to sort your table or ticket, to find things. Just remember that this student is likely to be messy in a conscious way. Most likely, be unable to organize without specific training. Try to train him, using small, specific steps.
2. People with Asperger S.de have problems with abstract thinking and conceptual. Eventually, some of them may acquire abstract skills, but others will not be possible. When necessary to use abstract concepts, use visual cues, such as drawings or written words, to clarify the abstract idea. Avoid vague questions like "Why did you do this?" . Instead, say: "I did not like snapping your book that when I said that it was time for the gym. Next time, close the book gently and tell me you're angry." I wanted to prove that you did not want to go to the gym, or you did not want to interrupt your reading? ". Avoid questions like "trial." Be as specific as possible in all your interactions with these students.
3. An increase in unusual or difficult behaviors is most likely to show increased stress. Sometimes, stress is caused by a feeling of loss of control. Very often, the only way to relieve stress is to ensure that the student physically leave the stressful situation. If this occurs, you must establish a program to help the student to return to class and / or enduring stressful situation. In this case, it will be very helpful if such a "safe place" or "safe person."
4. Misconduct not interpret it as something personal against you Asperger's person is not a manipulative person and you are planning to make life more difficult. They are almost never able to be manipulative. Generally, the misconduct is the result of the efforts that have to do to survive against experiences that can be confusing, misleading or generating fear. Because of her disability, Asperger people are egocentric. Most of them have many difficulties in interpreting the reactions of others.
5. Most Asperger people use and interpret language literally. Until you know their capabilities, avoid:
Idioms (eg, save your breath, waiting for the signal, ulterior motives)
double meanings (most jokes have double meanings)
Sarcasm (for example, say "Great!" Just throw just as a bottle of ketchup on the table)
affectionate nicknames (eg, buddy, colleague, smart guy)
6. Remember that facial expressions and other social cues may not be understood. Most people with Asperger S.de have difficulty reading facial expressions and interpreting "body language."
7. If the student does not seem to learn a particular task, break it down into smaller steps or enter in other ways (for example, visually, verbally, physically).
8. Avoid verbal overload. Be clear. Use shorter sentences if you perceive that the student is not understanding correctly. Even if no hearing problem and paying attention, you may find difficult to understand the crux of his explanation, and to identify important information.
9. Prepare the student to meet the new environmental and / or changes in routine, such as assemblies, substitute teachers or schedule changes. Use a written or visual plan to prepare for change.
10. Behavioral treatment works, but if used incorrectly, can lead to behavior type robot, the behavior may change only in the short term and may even aggressiveness. Positive procedures should be used and adapted to their age.
11. A consistent treatment and expectations from all over the world are vital.
12. Be aware that some auditory and visual stimuli may be excessive or insufficient for the student. For example, the hum of fluorescent lights can be very distracting to some people with Asperger S.de. If the student seems distracted or affected by the atmosphere of the class, you may need make some environmental changes, such as eliminating an atmosphere of "visual clutter" or site changes in the classroom.
13. If the student Asperger or high functioning autism uses repetitive verbal arguments and / or perform repetitive verbal questions, the teacher must stop what could become a continuing, repetitive litany. Reply
continuously and logically to your questions and discuss with him does not eliminate this behavior rarely. The theme of his argument or question is not always a topic of concern. Often the person is conveying a sense of loss of control or uncertainty about something or someone around you. Ask
you write down your question or argument. Then you type your reply. Normally, this will usually calm and disrupts its repetitive activity. If this fails, put you in writing your question or repetitive argument, and ask them to reply in writing in a logical way (perhaps one that he thinks that you write). This will distract your verbal escalation situation and provide a method more socially acceptable to express frustration or anxiety. Another alternative is to stage the repetitive argument or question, you represent the role of student and causing it to respond to you as he thinks you did it.
14. Because these people have many difficulties in communication, do not rely on these students to convey important messages to their parents about school events, assignments, school rules, etc.., Unless you try it on an experimental basis and follow up or until that is not already sure that the student has mastered this skill. Even sending a note to parents through it can not serve for anything. The student may forget to deliver this note to their parents or may lose it before reaching home. It is best to call the parents by phone until the student to master these aspects. It is very important that there is frequent and accurate communication between teacher and parent (or carer principal).
15. If a particular school activity is necessary to form pairs or partner choice, type numbers or use any other technique to match them at random. Or ask a student particularly nice if you pay to pick the person with autism as a partner before the pairing takes place. Most of the time, the autistic student is the one that remains without a partner. It is unfortunate that this happens because these students so they should be special to have a partner.
16. Do not give anything for granted when assessing their skills. For example, a student with autism may be a "phenomenon of mathematics" in Algebra, but may not be able to perform a simple change of currency in a cash register. You can also have an amazing memory about books he has read, speeches he has heard or sports statistics, and may not be able to remember to bring a pencil to class. Inhomogeneous development of skills is one of the main characteristics of Asperger S.de.
MAAP Services Inc.,
c / o Susan J. Moreno,
PO Box 524, Crown Point, Indiana, 46307. Copyright
, Susan Moreno and Carol O'Neal.
Translation: Cristina Fanlo cfm1@min.es
Tips for Teaching High Functioning People-S. Asperger
Susan Moreno and Carol O'Neal
MAAP Services, Inc. (More Able Autistic Persons, Autistic Persons with more capacity)
PO Box 524 Crown Point, Indiana 46307
1. People with Asperger S.de have problems with organization, regardless of their intelligence and / or age. Even a student who has Asperger all outstanding and has a photographic memory may be unable to remember to bring a pencil to school or to remember the date you must submit a specific job. In these cases, assistance must be provided at least as restrictive as possible. The strategies used may be that the student put a picture of a pencil in his notebook or have a list of tasks to be performed at home. We must always praise the student to remember something he had previously forgotten. Never humiliate or "harp" when something fails. A "speech" on the subject in question not only not help you, but make things worse. The student may begin to believe that it is not able to remember these things.
At school, these students often have tables and lockers more ordered or more disordered than the others. He who has the messiest desk often need help to sort your table or ticket, to find things. Just remember that this student is likely to be messy in a conscious way. Most likely, be unable to organize without specific training. Try to train him, using small, specific steps.
2. People with Asperger S.de have problems with abstract thinking and conceptual. Eventually, some of them may acquire abstract skills, but others will not be possible. When necessary to use abstract concepts, use visual cues, such as drawings or written words, to clarify the abstract idea. Avoid vague questions like "Why did you do this?" . Instead, say: "I did not like snapping your book that when I said that it was time for the gym. Next time, close the book gently and tell me you're angry." I wanted to prove that you did not want to go to the gym, or you did not want to interrupt your reading? ". Avoid questions like "trial." Be as specific as possible in all your interactions with these students.
3. An increase in unusual or difficult behaviors is most likely to show increased stress. Sometimes, stress is caused by a feeling of loss of control. Very often, the only way to relieve stress is to ensure that the student physically leave the stressful situation. If this occurs, you must establish a program to help the student to return to class and / or enduring stressful situation. In this case, it will be very helpful if such a "safe place" or "safe person."
4. Misconduct not interpret it as something personal against you Asperger's person is not a manipulative person and you are planning to make life more difficult. They are almost never able to be manipulative. Generally, the misconduct is the result of the efforts that have to do to survive against experiences that can be confusing, misleading or generating fear. Because of her disability, Asperger people are egocentric. Most of them have many difficulties in interpreting the reactions of others.
5. Most Asperger people use and interpret language literally. Until you know their capabilities, avoid:
Idioms (eg, save your breath, waiting for the signal, ulterior motives)
double meanings (most jokes have double meanings)
Sarcasm (for example, say "Great!" Just throw just as a bottle of ketchup on the table)
affectionate nicknames (eg, buddy, colleague, smart guy)
6. Remember that facial expressions and other social cues may not be understood. Most people with Asperger S.de have difficulty reading facial expressions and interpreting "body language."
7. If the student does not seem to learn a particular task, break it down into smaller steps or enter in other ways (for example, visually, verbally, physically).
8. Avoid verbal overload. Be clear. Use shorter sentences if you perceive that the student is not understanding correctly. Even if no hearing problem and paying attention, you may find difficult to understand the crux of his explanation, and to identify important information.
9. Prepare the student to meet the new environmental and / or changes in routine, such as assemblies, substitute teachers or schedule changes. Use a written or visual plan to prepare for change.
10. Behavioral treatment works, but if used incorrectly, can lead to behavior type robot, the behavior may change only in the short term and may even aggressiveness. Positive procedures should be used and adapted to their age.
11. A consistent treatment and expectations from all over the world are vital.
12. Be aware that some auditory and visual stimuli may be excessive or insufficient for the student. For example, the hum of fluorescent lights can be very distracting to some people with Asperger S.de. If the student seems distracted or affected by the atmosphere of the class, you may need make some environmental changes, such as eliminating an atmosphere of "visual clutter" or site changes in the classroom.
13. If the student Asperger or high functioning autism uses repetitive verbal arguments and / or perform repetitive verbal questions, the teacher must stop what could become a continuing, repetitive litany. Reply
continuously and logically to your questions and discuss with him does not eliminate this behavior rarely. The theme of his argument or question is not always a topic of concern. Often the person is conveying a sense of loss of control or uncertainty about something or someone around you. Ask
you write down your question or argument. Then you type your reply. Normally, this will usually calm and disrupts its repetitive activity. If this fails, put you in writing your question or repetitive argument, and ask them to reply in writing in a logical way (perhaps one that he thinks that you write). This will distract your verbal escalation situation and provide a method more socially acceptable to express frustration or anxiety. Another alternative is to stage the repetitive argument or question, you represent the role of student and causing it to respond to you as he thinks you did it.
14. Because these people have many difficulties in communication, do not rely on these students to convey important messages to their parents about school events, assignments, school rules, etc.., Unless you try it on an experimental basis and follow up or until that is not already sure that the student has mastered this skill. Even sending a note to parents through it can not serve for anything. The student may forget to deliver this note to their parents or may lose it before reaching home. It is best to call the parents by phone until the student to master these aspects. It is very important that there is frequent and accurate communication between teacher and parent (or carer principal).
15. If a particular school activity is necessary to form pairs or partner choice, type numbers or use any other technique to match them at random. Or ask a student particularly nice if you pay to pick the person with autism as a partner before the pairing takes place. Most of the time, the autistic student is the one that remains without a partner. It is unfortunate that this happens because these students so they should be special to have a partner.
16. Do not give anything for granted when assessing their skills. For example, a student with autism may be a "phenomenon of mathematics" in Algebra, but may not be able to perform a simple change of currency in a cash register. You can also have an amazing memory about books he has read, speeches he has heard or sports statistics, and may not be able to remember to bring a pencil to class. Inhomogeneous development of skills is one of the main characteristics of Asperger S.de.
MAAP Services Inc.,
c / o Susan J. Moreno,
PO Box 524, Crown Point, Indiana, 46307. Copyright
, Susan Moreno and Carol O'Neal.
Translation: Cristina Fanlo cfm1@min.es
Friday, July 23, 2010
Women Gropped Bus Train
anticipate the actions prevents
Researchers in Denmark and the UK have discovered that in a nonverbal test, adults with Asperger syndrome (a disorder that belongs to the autistic spectrum) are not capable of spontaneously anticipate the actions of others, unlike the rest of the people from just two years old. Their findings, published in the journal Science, the results differ dramatically from similar evidence offered by verbal, that they are capable of overcoming those with this syndrome, and suggest that these people can develop strategies to overcome his neurological limitations.
There are many adults who have been diagnosed with Asperger syndrome whose intelligence is above average but experienced difficulties in their everyday social interactions. In part, These difficulties are due to its apparent inability to predict what another person might do or say based solely on what they already know about the knowledge or belief that another individual.
In this study, a team of scientists at the University Hospital of Aarhus (Denmark) and the University of London (United Kingdom) used a modified version of the Sally-Ann FBT to find evidence that individuals with Asperger especially gifted learn to reason the situation presented to deduce the correct answer, despite its difficult to attribute mental states spontaneously.
Researchers subjected to FBT Sally-Ann nonverbal nineteen and seventeen adults with Asperger adults 'neurotypical'. Instead of requesting a verbal response, the researchers examined the eye movements of individuals during the test. "It is more likely that an autistic child gives a correct verbal response to an advance look right", explains the article.
The scientists found that adults with Asperger syndrome often look with equal attention toward the basket and the box, instead of looking systematically at the box the wrong way chosen by the cartoon character. This indicates that people with Asperger do not attribute mental states to others spontaneously, but, if asked, they are able to make calculations and deductions. However, although a slow and deliberate pondering over the thoughts of others may indeed lead to the correct answer is not the same as the ability to automatically assign spontaneous inner thoughts to others.
"It gives a striking contrast to neurotypical children two years old, to perform the same task look to the right place spontaneously, "noted in the study. "It is unlikely to be due to differences in motivation, as typically developing adults showed the same bias that children with normal development, while the group with Asperger learned to look to the right place proactively familiarization trials in they need not reason about the beliefs of anyone. "
The researchers conclude that the development of the ability to" mentalizing "(ie, understand the desires and beliefs of others) at an early stage is indispensable to develop the ability to anticipate the actions of others later in life.
"We believe that compensatory learning can help bridge the neurophysiological constraints, but not solve the root cause of these limitations," they conclude in the study. "The existence of such compensatory learning explain the apparent paradox that exists between the positive test results FBT explicit and systematic difficulties in everyday social interactions experienced by people with Asperger syndrome."
Researchers in Denmark and the UK have discovered that in a nonverbal test, adults with Asperger syndrome (a disorder that belongs to the autistic spectrum) are not capable of spontaneously anticipate the actions of others, unlike the rest of the people from just two years old. Their findings, published in the journal Science, the results differ dramatically from similar evidence offered by verbal, that they are capable of overcoming those with this syndrome, and suggest that these people can develop strategies to overcome his neurological limitations.
There are many adults who have been diagnosed with Asperger syndrome whose intelligence is above average but experienced difficulties in their everyday social interactions. In part, These difficulties are due to its apparent inability to predict what another person might do or say based solely on what they already know about the knowledge or belief that another individual.
This ability to anticipate being studied, for example, the "false belief test" Sally-Ann (Sally-Anne False Belief Task, FBT): Sally left a marble in a basket and leaves the room, Ann change the marble to a box, Sally returns and look for the marble where it left off. If asked where Sally will look for the marble to a child regardless aware that Sally's actions based on what it considers the way, the child says that Sally will look for the marble to the basket. 
Many children with Asperger respond incorrectly, but the victims whose verbal ability is particularly high usually exceed the test. This casts doubt on the theory that the problems of "reciprocal social interaction" experienced people with autistic spectrum disorders are caused by a neurological failure disables them to attribute mental states to themselves and others. In this study, a team of scientists at the University Hospital of Aarhus (Denmark) and the University of London (United Kingdom) used a modified version of the Sally-Ann FBT to find evidence that individuals with Asperger especially gifted learn to reason the situation presented to deduce the correct answer, despite its difficult to attribute mental states spontaneously.
Researchers subjected to FBT Sally-Ann nonverbal nineteen and seventeen adults with Asperger adults 'neurotypical'. Instead of requesting a verbal response, the researchers examined the eye movements of individuals during the test. "It is more likely that an autistic child gives a correct verbal response to an advance look right", explains the article.
The scientists found that adults with Asperger syndrome often look with equal attention toward the basket and the box, instead of looking systematically at the box the wrong way chosen by the cartoon character. This indicates that people with Asperger do not attribute mental states to others spontaneously, but, if asked, they are able to make calculations and deductions. However, although a slow and deliberate pondering over the thoughts of others may indeed lead to the correct answer is not the same as the ability to automatically assign spontaneous inner thoughts to others.
"It gives a striking contrast to neurotypical children two years old, to perform the same task look to the right place spontaneously, "noted in the study. "It is unlikely to be due to differences in motivation, as typically developing adults showed the same bias that children with normal development, while the group with Asperger learned to look to the right place proactively familiarization trials in they need not reason about the beliefs of anyone. "
The researchers conclude that the development of the ability to" mentalizing "(ie, understand the desires and beliefs of others) at an early stage is indispensable to develop the ability to anticipate the actions of others later in life.
"We believe that compensatory learning can help bridge the neurophysiological constraints, but not solve the root cause of these limitations," they conclude in the study. "The existence of such compensatory learning explain the apparent paradox that exists between the positive test results FBT explicit and systematic difficulties in everyday social interactions experienced by people with Asperger syndrome."
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