As educators, we will work with students who have different needs and abilities throughout our career. Special education teachers especially will have many students who have been diagnosed with autism. New data supports an increase in autism rates across the United States. Using most recent data from 2014 current estimates now have 1 in 59 children with a diagnosis of autism. This is an increase from 2012 where an estimated 1 in 68 children. This is a 150% increase since the year 2000. (Scutti, S. 2018) As numbers grow there is a need for new data and research to help guide special educators provide educational content for children. In order to be effective educators, it’s essential to have a clear understanding of this diagnosis and the behaviors associated with it. When I began researching the field, I came across Simon Baron-Cohen many times. After reading his work and learning the wide array of research contributions he has made towards autism, it was easy to select him for this assignment. Baron-Cohen is a developmental psychologist who has spent his life studying autism. He is also an educator; he directs the Autism Research Centre at the University of Cambridge (UK) where he teaches and researches. (Q&A). Some of his first observations and interests came from his direct experience working with children in a learning environment. His contributions to the autism community have been proudound. He has been included in over 400 scientific papers, is a published author, and has created teaching tools to help autistic children learn empathy and emotion.
The ideas surrounding autism were extreme at one point in history. The psychogenic theory of autism argued that “emotionally disinterested mothers caused their children's autism”. (Baron-Cohen) Luckily, modern society and theorists has a much more thorough and intricate understanding of how the mind of an autistic person functions. Autism characteristics and behaviors are complex and can include difficulties in social, emotional and behavioral domains (Montgomery, C 2016). Each individual will present different abilities, needs and behaviors. For example, one child with autism may have usual, routine sleeping habits, while another may only sleep for a few hours a night. The same concept can be applied to the use of language, sensory preferences, eating habits among many more. “High Functioning autism is used as a way to describe the clinical presentation of autism without any additional intellectual disability. It is used to classify individuals who had a history of language delay but do not have the associated difficulties of an intellectual impairment” (Montgomery, C. 2016) Autism presents many challenges for the individual and those who are directly connected. Autism can be debilitating, or only be a slight impact in development. Throughout his research, Baron-Cohen has made significant contributions to the understanding of autism and proposed several theories and conclusions.
While examining the specific theories Baron-Cohen created, one important issue came up several times during my research. The Diagnostic and Statistical Manual of Mental Disorders published by the American Psychiatric Association recently changed the classification of autism to include aspergers under the classification of “autism spectrum disorder”. This classification now is used to diagnose autism with a vast range of behaviors and intelligence. There are many similarities of aspergers and autism, especially in high functioning autism. These include difficulty in social communication and environments, specific interests, resistance to change and observed repetitive behaviors. However, in asperger's syndrome, an individual will typically have a higher intelligence and stronger language ability. As technology advances and scientists are able to observe and analyze the brain more, there is evidence to conclude that there are also differences in brain structure between autism and aspergers. This includes differences in grey matter volume (Montgomery, C. 2016) Baron-Cohen has been a strong advocate against combining autism and aspergers. Baron-Cohen emphasizes that more research is needed before this decision is final. This includes differences that may be present genetically and in the brain. He also highlights the emotional reaction from individuals who align with aspergers and have a clear diagnosis but do not feel autism accurately represents them. For many families, the process of getting a diagnosis, and learning how to cope can be very lengthy and taxing.
Baron-Cohen examined how autistic children fit into the “Theory of Mind”. Theory of mind encompasses the ability to interpret and comprehend the inner thoughts of others or to recognize emotions. (Montgomery, C. 2016) This is something most people can do without actively thinking about the process or how to respond to the emotions of others. Theory of mind is present throughout most of our lives and is an essential quality for social interactions and relationships. Baron-Cohen concluded that autistic and aspergers individuals have a “mindblindness” to theory of mind. They are unable to respond to the emotions of others which often results in difficult social situations and communications. “A theory of mind impairment therefore leads to core social difficulties in guessing how others may feel in a given situation and subsequent difficulties in understanding and interpreting social cues.” (Montgomery, C. 2016) This will have different implications for children and adults with autism. Lacking theory of mind can results in social isolation, loneliness and an inability to function with others. One of the strengths of mindblindness is that is helps explain how and why individuals with autism and aspergers struggle with communication, emotions and social interactions (especially when combined). Being able to understand why autistic individuals are unable to act in an appropriate way helps others adjust their expectations. For example, families of an autistic child will understand that they should not expect a child to behave in a certain way or like a “normal” child. This understanding can eliminate or ease frustrations or clarify their relationship. Something such as a facial expression or a raise voice will have no effect on an autistic child who is unable to process this. Autistic individuals need modified interactions in order to understand meaning and reactions. Abnormal social interactions is one of the earliest indicators that a child may be demonstrating autism traits. (Montgomery, C. 2016). Examples where this may be observed is in activities such as pretend play, role play or eye contact. Baron-Cohen has worked with many others to develop guidelines that are used by parents and doctors to look for behaviors that indicate autism. Many parents may be unaware children are developing abnormally, and guidelines (among other screening tools) help screen for mindblindness in children. Early intervention is very important towards helping children with autism.
Closely connected to mindblindness theory, is the empathising-systemising theory (E-S) by Baron-Cohen. Theory of mind includes the cognitive part of empathy. The other half of empathy is affective empathy. This means the ability to have an appropriate response to the emotions of others. The empathising-systemising theory (E-S) theory includes deficits in empathy and strengths in systemizing. Baron-Cohen defines systemizing as “the drive to analyze or construct a system- a mechanical system, a natural system, or an abstract system” (Baron-Cohen 2009). All systems follows rules and have rigid boundaries that define them. For autistic individuals, any variation from these boundaries can cause an emotional response. The “fundamental drive to synthesize might explain why people with autism love repetition and resist unexpected change. (Baron-Cohen, S. 2012) The “synthesizing quotient” was created to determine how significant the synthesizing behaviors are in an individual with autism. People who do not have autism or familiarity with the behaviors of systemizing may struggle to understand the significance of systemizing. Baron-Cohen developed the “empathy quotient” that is used to further measure the ability an individual has to understand and identify with feelings of another person (Costandi, M. 2015). This part of theory connects to the ideas behind mindblindness and the lack of empathy reasoning. The “synthesizing quotient”, and “empathy quotient” helps determine the degree to which people with autism and aspergers will have low empathy and high synthesizing. In combination, this evaluation gives doctors, psychologists and specialists a deeper understand of how an individual with autism thinks, behaves and interprets the world around them.
Using the E-S theory, Baron-Cohen created two different animated DVD collections. “The Transporters” and “Mindreading” are used as a way to teach autistic children empathy in a format that uses their behaviors in a way that works to their advantage. These videos are using the strengths of systemizing to communicate and teach empathy. For example, in “Transporters” wheels and repetitive images are combined. Combining strengths with areas of weakness help the child learn emotions in a more focused way. Child learning was overall positive and improvements in emotion recognition were observed in autistic children who viewed the dvd collections. Autistic children will need learning tools that use their strengths as a way to guide learning, rather than hinder them. In the teaching tools Baron-Cohen created, specific behaviors are used as a way to reach the child. For example, the repetitive tendencies can be access by replaying, single emotions are isolated which prevents the child from becoming overstimulated and overwhelmed with unfamiliar emotions. This allows the child to process a single emotional and systemize or classify it with existing knowledge. Traditional education may be ineffective for children who have moderate or severe autism and can’t access traditional education. Technology is changing the way autistic children learn in many positive ways.
The newest theory produced by Baron-Cohen is the “extreme male brain theory”. It combines the ideas and research of mindblindness, and E-S theory while pushing forward to understand why brains function in certain ways when autism and aspergers is present. This theory will require much more scientific research and data. As medical and technological advancements are progressing, testing theories is becoming more possible. Using social and emotional theory with scientific data will help produce new information about the causes of autism. Male brain theory outlines the Baron-Cohen’s conclusions on differences between male and female traits and the connection with autism. Females develop empathy at an earlier age, and males tend to systemize more. He proposes that individuals with autism align with the “male profile” of low empathy and average or above average systemizing. He states that an “extreme male brain” is a way to explain the high male diagnosis. The ratio of male to female diagnosis of autism is four males for every one female. This is a decrease from earlier diagnosis rates of 4.5:1 (Scutti, S. 2018) Current studies of Baron-Cohen are examining if high levels of testosterone in amniotic fluid or fetus connected to autistic characteristics. Baron-Cohen is focusing his research on crucial development during the late first trimester through the second trimester. Amniotic fluids are collected through an amniocentesis and analyzed for levels of hormones (specifically testosterone). Baron-Cohen and his team have followed cohorts of children to evaluate behavioral development. Testosterone has correlated with “strong systemizing and more traits associated with twice as much testosterone as a female” fetus. (Baron-Cohen). Initial findings have shown a connection between the levels of testosterone and “the stronger the children’s later interest in systems, the better their attention to detail and the higher number of traits associated with autism”. (Baron-Cohen) Baron-Cohen has raised the question that females who are diagnosed with autism would be masculinized in certain aspects. (Baron-Cohen). This concept is significantly more subjective and would be difficult to collect data and prove scientifically. As with all theories, there is criticism and skepticism. Baron-Cohen has clarified that his male brain theory does not include all traits generally associated with male behavior such as aggression. He is certainly not arguing that a male with autism will have aggression towards others and have tantrums that result in destructive behaviors. He encourages those who make this conclusion to read through the theory to gain a deeper understanding. Skeptics have also asked if testosterone alone can cause autism, or if its interacting with genes that may be linked to autism. (Baron-Cohen) Baron-Cohen has agreed that testosterone may not work alone and there is a need to examine the role genetics and genes play in Autism. Genetic research is relatively new and has the potential to offer many answers to what causes autism and how it can be seen in the genetic profile of individuals with a diagnosis.
Through his theories, Baron-Cohen offers a respectful insight into how society and autism can interact. He says, “the disability is in relation to social functioning and adapting to change. But the child is process information in an intelligent, albeit different, way with attention to detail and an ability for spotting patterns. There are a lot of different routes to adulthood. The profile we call autism might just be one of those routes” (Costandi, M. 2015). Taking this perspective could change the way society interacts with individuals diagnosis or disability. I would advocate that teachers read his work and theories to gain an understanding of how student’s of autism think and respond to the world around them. These students are often misunderstood and deserve a teacher who will take the time to provide a learning environment that is set up for success.