mindwing autism

Presenter: Maryellen Rooney Moreau, M.Ed., CCC-SLP

President and Founder of MindWing Concepts, Inc.

MindWing’s 1st USTREAM.tv LIVE Presentation:

Narrative Intervention for Improving Language, Cognitive & Social Skills

in Children with Asperger’s Syndrome & High Functioning Autism:

MindWing’s Hands-on Approach

1Copyright © 2009, MindWing Concepts, Inc. • 1-888-228-

9746 • Web: www.mindwingconcepts.com

“Asperger’s Syndrome is a disorder

along the Autism Spectrum

characterized by a pattern of

problems in the areas of

social interaction and

communication.” (Klin et al, 2000)



Social interaction and the formation of friendships

Non-verbal communication,

Telling longwinded monologues; narrow topics of conversation

Literal interpretations of figurative language

Abrupt transitions, changes of topic

Failure to provide context for conversation/story

Misinterpretation and use of facial and gestural body language

High levels of anxiety, especially if a social situation does not happen/go as

expected; not knowing what to do if a plan changes abruptly

Sense of being “different”…especially problematic, almost traumatic, as an

adolescent

High levels of Alexithymia: Difficulty identifying and describing one’s emotions.

Up to 40% of persons with Asperger’s Syndrome have Alexithymia. (Way, I et.al

(2007).

Children diagnosed with Asperger’s Syndrome & High

Functioning Autism often experience problems with:



In general, INTERVENTIONS center around:

● Social Interactions and the development of friendship.

● Communication Aspects of Language: Pragmatics and Discourse

● Visual Cueing

● Meta-cognitive Strategies for Communication.

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Today’s presentation will focus on:

Copyright © 2009, MindWing Concepts, Inc. • 1-888-228-




The Personal Narrative









Narrative discourse is particularly problematic to more able

children with autism, given that it involves the blending of

cognitive, linguistic and social knowledge:

• Seeing things in “black and white”

• Difficulty understanding the intentions and viewpoints of

others,

• Problems with inferential reasoning, and the

• Literal interpretation of behavior.

Wetherby, A. & Prizant, B. (2004). Autism Spectrum Disorders: A transactional developmental perspective. Baltimore:

Brookes Publishing



Why is narrative intervention so important

in the lives of children with Asperger’s

Syndrome & High Functioning Autism?

Because, the NARRATIVE is the HUMAN mode of

thought – our actions, our emotions and the

consequences. -Jerome Bruner

Narrative intervention, however, is a means to provide

instruction and intervention on the blend of linguistic,

cognitive and social knowledge.Wetherby, A. & Prizant, B. (2004). Autism Spectrum Disorders: A transactional developmental perspective. Baltimore: Brookes

Publishing

* Jerome Bruner



“We dream, remember,

anticipate, hope, despair, love,

hate, believe, doubt, plan,

construct, gossip and learn in

narrative.”

Westby, C. (1985, 1991). Learning to talk, talking to learn:

Oral-literate language differences. In C. Simon (Ed.),

Communication skills and classroom success.

Eau Claire, WI: Thinking Publications, Inc.

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NARRATIVES are the way to connect language, cognitive and social interactive

components for children with Asperger’s Syndrome & High Functioning Autism.

Narrative language is both emotional and literate.

Narratives offer opportunities to support language use, emotional expression and

social-cognition in an integrated social and academic context.Westby, C. (1994).

• Oral story telling

• Written story telling

• Personal narratives

• Poetry

• Draw

• Pantomime

• Music

• Feelings (internal response) vocabulary

• Pragmatics: Tone of Voice, Volume,

Facial Expressions and Body language

• Interpretation of pictures and pictured

scenes in stories.

• Critical Thinking Triangle™ Activities

• Thought bubbles

• Conversation bubbles

• Social Stories™ (C. Gray)

• Cartoons

• Social Thinking (M. Garcia Winner)



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Language Competence at the Discourse Level

Broad: Beyond phonemic awareness and

vocabulary

De-contextualized, the “here and now” (personal

experience narratives) vs the “there and then”.

Literate: elaborated noun phrases, conjunctions,

adverbs, mental state verbs, linguistic verbs.

Pragmatics

Phonology

Semantics

Syntax & Morphology

Discourse

Metalinguistics

Strands of Language



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DISCOURSE LEVEL OF LANGUAGE: Narrative Development - personal and fictional

Episodic Thinking: helps children code and remember personal “happenings” and

emotions connected to them and to reflect upon these “happenings” in the future.

1. Naming and describing the “who” and “where” of the action.

2. Understanding that “where” is more than a time or a place.

3. Reporting, then Sequencing the events of the story. Tunes children into a language

form that can be used to help them regulate their own behavior, as in Social Stories

(Carol Gray)

4. Become aware of reasons for characters’ behaviors (actions) in books. This

“reasoning” helps children to become aware of their own behavior.

5. Becomes aware of feelings, thoughts and plans of self and of characters in stories

or play (others): assists students in taking perspective and becoming “planful”.

6. Become able to predict the consequences of actions.



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MACRO-STRUCTURE & MICRO-STRUCTURE


9746 • Web: www.mindwingconcepts.comCopyright © 2009, MindWing Concepts, Inc. • 1-888-228-


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Sentence Complementation using mental state verbs: the Broad Strand of

advanced sentence structure to incorporate and express mental state verbs within

the Theory of Mind.

Lauren, age 5 years 2 months upon giving me a mint to eat.

“I was going to get it for myself but I realized you would

want a mint because I know you like mints”.

• Her own intent/need: to get a mint for herself (intrapersonal)

• Pronomial referent: “it”. She realized the actual item need not be named since

“it” was being presented to the communicative partner in real time.

• Conjunction: but

• Mental State Verb: Realized

• Nana’s perspective taken: Nana would want a mint.

• Mental State Verb: Know you like mints (from a prior experience involving

episodic memory when Nana communicated verbally or nonverbally that she liked

mints.

• Conjunction: because used to provide a reason for the “realization”.

• Embedding of clauses within the sentence.



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The “Theory of Mind” is the ability to reason about the thoughts, feelings, and intentions of self

and others. (Premack & Woodruff 1978)

Types of Theory Of Mind:

• Intrapersonal: Thinking about or reflecting on one’s own thoughts and feelings and plans.

• Interpersonal: Thinking about what someone else or a character in a story is thinking or

feeling, needing or planning. Problems here extend to reading comprehension and

interpretation and analysis of oral and written information (Minshew et al., 1995)

• Cognitive: Recognizing and understanding the thoughts of others

• Affective: Recognizing and understanding the feelings of others

• A Clinician’s/Teacher’s Theory of Mind: Awareness of the students’ view of the world,

his/her intents and affective states allow the clinician/teacher to anticipate the students’

reactions to life!

Baron-Cohen (1995) coined the term “Mindblindness” to characterize

the difficulty that people with autism have with reading the mental

states of others: thoughts, feelings and beliefs….Baron-Cohen, S. (1995). Mindblindness: An essay on autism and theory of mind. Cambridge, MA: MIT

Press.

Lucariello, J. (2004). New insights into the functions, development, and origins of theory of mind: The functional multilinear socialization (FMS) model. In J.M.

Licariello, J.A. Hundon, R. Fivush, & P.J. Bauer (Eds.), The development of the mediated mind: Sociocultural context and cognitive development. Mahwah, NJ:

Erlbaum. Westby, C. (2009). Personal Communication, Oswald, P. (1996). The effects of cognitive and affective perspective taking on empathic concern and

altruistic helping, Journal of Social Psychology (5), 613-626., Minshew et al. (1995). Speech and language in high-functioning autistic individuals.

Neuropsychology, 9, 255-261.

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Theory of Mind is also called Perspective Taking

“Perspective taking is needed for Social Interaction, Academic Success

and Personal Problem Solving as an adult.”Winner, M. (2003). Perspective taking and the School and Adult Years for Persons with Social Cognitive

Deficits, www.socialthinking.com/philosophy/htm

In general education classrooms the term is Point of View.

Reminder from MindWing’s Workshops – There are 3

perspectives in the Paper Bag Princess by Robert Munsch



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Executive Functions

The term executive function describes a set of cognitive abilities that

control and regulate other abilities and behaviors. Executive functions

are necessary for goal-directed behavior. (Encyclopedia of Mental Disorders)

Executive Functions Include:

• Mental Planfulness

• Organization

• Perspective Taking

• Holding Plans in Memory



http://www.minddisorders.com/index.html

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Intra-personal

Social Stories™ - Carol Gray, 1991

“A Social Story™ describes a situation, skill, or concept in terms of relevant

social cues, perspectives, and common responses in a specifically defined style

and format. The goal of a Social Story™ is to share accurate social

information in a patient and reassuring manner that is easily understood by its

audience.” (www.thegraycenter.org)

Example: Michael & Story Grammar Marker®



http://www.thegraycenter.org/

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Inter-Personal



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Feedback

Are you giving the speaker feedback to indicate

interest? (Non-verbal nods, smiles, knitted brows, and

verbal comments such as “okay,” “yes,” “I’ve been

there.”)

Eye Contact

Do you watch the speaker’s mouth and eyes?

Turn Taking

Is it your turn to talk or listen?

Topic Maintenance

Are you talking about what I’m talking about?

Comments

Can you make suggestions in a positive way?

Clarification

Can you ask the speaker to explain what s/he means?

Can you, as the speaker, repair your message so your

communication partner can understand it?

Noise

Are you making extra noise?

Space

How do you use the space around you to

communicate? Are you a space invader?

Body Language

Do you show interest in what is being said?

Do you use gestures?

Tone of Voice

What message is your voice giving?

Non-LinguisticSocial Conventions

Linguistic NarrativeRelated Components

PRAGMATICS

Feedback




there.”)

Feedback




there.”)

Eye Contact


Eye Contact


Turn Taking


Turn Taking


Topic Maintenance


Topic Maintenance


Comments


Comments


Clarification




Clarification




Noise


Noise


Space



Space



Body Language



Body Language



Tone of Voice


Tone of Voice






PRAGMATICS

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Social Thinking – Michelle Garcia Winner www.socialthinking.com

Using words to express emotions that represent feelings of self or feelings of others

emerges around the age of 2. They first develop single words for separate emotions

such as happy, mad, sad, surprised, scared…and disgusted. These together are

called the Universal Feelings.

There is growing recognition that emotion and cognition are intertwined. Emotions

are theorized to shape how children interpret their environment, what goals they

seek and what kind of attributions they make to peer’s interactions.

Children who have been exposed to adequate language during their preschool years

are generally able to tell stories, describe their emotions and thoughts, engage in

reciprocal conversation and understand the intent of others when they begin school.

Baron, N. (1992). Growing up with language: How children learn to talk. Reading, MA.: Addison

Wesley., Way et al



http://www.socialthinking.com/



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Maryellen will now demonstrate 2 Lessons: One, using Three Billy

Goats Gruff and one on “Feelings.” Both of these lessons will be in

Maryellen’s new book on using MindWing’s Methodology & Tools

for Children with Asperger’s Syndrome and High Functioning

Autism.

(This presentation was a FREE mini-preview to this new book. If

you would like a copy of these 2 lessons as an additional free

preview AND if you would like a DISCOUNT CODE for a 20%

Discount on the book when it comes out this Fall, please email

[email protected] and mention that you saw this

presentation and would like a copy of the lessons & the discount

code.)



mailto:[email protected]

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Mental State connected to the kick-off and feeling:

The three Billy Goats Gruff knew that on the hell, beyond the river, grew sweet

green grass. But under the bridge lived a great ugly troll with eyes as big as

saucers and a nose as long as a poker. And the troll was hungry too.

PLAN:Notice the entire page devoted to the plan: What to do?

(Create a mental image here through attention to dialogue, gesture and facial expression!)

They wonder What to do!

They want the grass.. They know that the troll would like to eat them. They do not want

the troll to eat them. They know that the troll would prefer to eat a big goat. They realize

that the biggest goat is the strongest goat of the three of them. They think that the

strongest goat has the best chance to overcome the troll. They remember that trolls are

sly and feisty.

In order to get to the meadow, the goats have to work as a group and trick the troll.

● They must use what they think, know, remember and realize things, to trick the troll.

●They must take the troll’s perspective about his thinking about them?

●They show that they have taken the perspective of the troll:

●They decide to go over the bridge in order of size, hoping that the greedy troll with

want the biggest goat to eat.

●They dress up in costumes, each for their own purpose.

●They use tone of voice and body language for their purpose



1. Our colorful, explicit, visual, kinesthetic icons and materials appeal to

children with Autism – making it easier for you to help them to engage.

2. The linear iconic design of our tools helps to facilitate working memory

allowing students to track narrative components and reflect on them for

comprehension and expression.

3. MindWing’s non-linguistic representation of language helps children create

mental models and explain their own and others’ mental states.

Why Use Tools Such As Story Grammar

Marker® & Braidy, the StoryBraid™ in

the classroom & in therapy for children

with Autism?

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Ways to find us online:

http://mindwingconcepts.wordpress.com www.mindwingconcepts.com

Our Blog

Our Website

Become a Fan!



Professional Bibliography (limited):

Astington, J. (2005). Introduction: Why language matters. In J. W. Astington & J. A. Baird

(Eds.), Why language matters for theory of mind.(p. 3-25). NY: Oxford University Press.

Cain, K and Oakhill (2007). Introduction of comprehension Development. In K. Cain and

Oakhill (Eds.) Children’s Comprehension Problems in Oral and Written Language. (pages 3-

40)

Gray, C. (1998). Social Stories and comic strip conversations with students with Asperger

syndrome and high functioning autism. In E. Schopler (Ed.), Asperger Syndrome or high-

functioning autism. NY: Plenem Press.

Gray, C. (1994). Comic strip conversations. Jenison, MI: The Morning News.

Guajardon, N. & Watson, A. (2002). Narrative discourse and theory of mind development.

The Journal of Genetic Psychology, 163(3), 305-325.

Hutchins, T., & Prelock, P. (2008). Supporting Theory of Mind Developement:

Considerations and Recommendations for Professionals Providing Services to Individuals

with Autism Spectrum Disorder. Topics in Language Disorders, 28, 4, 340-364.

Klin, A., Volkmar, F., Sparrow, S. (2000). Asperger syndrome. NY: Guilford.

Moreau, M. at MindWing Concepts, Inc. Story Grammar Marker® and Braidy, the

StoryBraid™www.mindwingconcepts.com Springfield, Massachusetts.

http://www.mindwingconcepts.com/



Myles, B., and Simpson, R. (1998). Asperger syndrome: A guide for educators and parents.

Austin, TX: Pro-Ed.

Pellegrini and Galda (2001). “I’m So Glad I’m Glad” In A. Goncu and E. Klein (Eds.)

Children in Play, Story and School. HY: Guilford Press. -Mental States, plans and goals in

young children’s play.

Stone, C., Silliman, E., Ehren, B., & Apel, K. (2004). Handbook of Language and Literacy.

NY: Guilford Press.

Way, I., Yelsma, P. VanMeter, A. & Black-Pond, C. (School of Social Work, Western

Michigan University). (2007). Understanding Alexithymia and language Skills in Children:

Implications for Assessment and Intervention. Speech/Language/Hearing Services in

Schools, 38, 2.

Westby, C. The Oral Literate Continuum.(1991a) In C. Simon (Ed). Communication Skills

and Classroom Success: Therapy methodologies for Language-Learning Disabled Children.

San Diego: College-Hill Press.

Winner, M. www.socialthinking.com

Tishman, S. et al (1995). The Thinking Classroom: Learning and teaching in a culture of

thinking. Boston: Allyn and Bacon.

Topics in Language Disorders (2008). Supporting Social communication, Perspective

taking and Participation in Children With Autism Spectrum Disorders. Nickola Wolf Nelson,

Ed.

www.massadvocates.gov Helping Traumatized Children Learn.

http://www.massadvocates.gov/

http://www.massadvocates.gov/



MindWing Concepts’Children’s Books for

Perspective Taking, Development of Feelings and Critical Thinking:

Books depicting multiple feeling words and their causes (kick-off/initiating events):

Anholt. What makes me happy?

Curtis, J. Today I feel Silly and Other Moods that Make My Day

Emberley, E. & Midranda, A. Glad Monster, Sad Monster.

Viorst, J. Alexander and the Terrible, Horrible, No Good, Very Bad Day.

Zolotow, C. The Quarreling Book. (Verbal and nonverbal kick-offs causing multiple

quarrels). One kick-off (initiating event) causes feelings, the results of which cause

other kick-offs and feelings.

Cain. Double Dip Feelings

This book pictures that a person (character) may have two feelings at the same time

about one experience.



Specific feeling words:

Waber, B. Ira Sleeps Over (the feeling of “scared”)

Fox, M. Wilfred Gordon McDonald Partridge (development of empathy: feeling of

sadness about the plight of another human, and the plan to do something about it.)

Mayer, M. I was so mad. (one of the six universal feelings: happy, sad, mad, scared,

surprised, disgusted)

Bang, M. When Sophie gets angry…really, really angry

Sophie is very angry. She makes pictures to get her feelings out! The value of drawing.

Couple this with Derolf, S. The Crayon box that Talked, referenced below.

Bourgeois, P, Franklin in the Dark

Franklin is scared and seeks other animals’ thoughts on being scared.

Mental State Words:

Mayer, M. I just forgot (mental state verb)

Fox, M. Wilfred Gordon McDonald Partridge

The mental state word “remember” is utilized throughout this picture book.



Perspective Taking:

A. These two books are utilized by Kathleen Becker, CCC/SLP with students along the autism spectrum to

show inner and outer personality characteristics:

Clements, A. Big Al (Ugly on the outside but friendly and nice on the inside.)

Pfister. Rainbow Fish (Pretty on the outside but mean/unfriendly on the inside)

B. The two following books are helpful in showing that characters may look different from others AND

ALSO that characters may look the same as others but their actions make them different: pragmatic focus

Van Genechten, G. Flop-Ear

This rabbit has one ear that flops. He tries to fix the problem. His friends grow to understand and to help

him accept himself. Emphasis is to show physical differences.

Lester, H. Tacky the Penguin

Tacky looks like the other penguins but he wears different clothing and ACTS differently. He is not

pragmatically appropriate for certain situations, but ends up saving the day because of his attitude!

Couple the two above, with Cannon, J. Stellaluna (bats/birds)

C. Other Perspective Taking Modeling Books:



Hall and Moser. I Am the Dog. I Am the Cat

Character differences

Van Allsburg, Two Bad Ants

Setting differences. The ants embark on a journey taking them to a “strange” land.

Young, E. Seven Blind Mice

Use this book to help children note the differences in perspectives on the same kick-off,

or initiating event. Many children with Theory of Mind difficulties, do not realize that all

people (mice) do not come away from the same experience with similar feelings etc…

Raschka, C. Yo! Yes!

Tone of voice and body language (pictures) communicate thoughts of two characters.

Try it with several children, divide them into two “characters”…

Use thought bubbles to help conceptualize the idea of thoughts is back of the single

words.



Planning:

Mayer, M. Just for you. For young students, the word “want” a planning word is used

throughout this book. The Little Critter’s plan changes as he goes from place to place in

the yard and house. As a further activity, draw the childrens’ attention to the mom and

her facial expressions and body language: What is SHE thinking?

Stevens, J. The Three Billy Goats Gruff

Planning, is the feature of this picture book. The goats are pictured in a conference,

making a plan to get to the green meadow. Their dialogue is not witten, it must be

inferred, making this a great book to use.

Derolf, S. The Crayon box that Talked

The girl in this book makes a plan which the reader/listener must infer. Naming the plan,

discussing it while holding thought bubbles is valuable.

Waber, B. Ira Sleeps Over

Ira plans to go to sleep at Reggie’s house. Changes in his thinking and his resultant

planning occur throughout the book, making it a great one to use over time with multiple

students. Ira shifts from “scared” to confident and back to “scared”.

Reggie makes many plans about what to do at the sleepover….



Personality Traits:

Steig, W. Dr. DeSoto

Dr. DeSoto is a mouse/dentist who must deal with a fox patient. Because he knows the

personality traits and thought pattern of a fox, he is able to outsmart the fox while taking

care of his tooth!

Munsch, R. The Paper Bag Princess

Elizabeth shows the traits of dependability, friendship, compassion, empathy. What

about Ronald and the Dragon?

Personality Traits books for adolescents

DiTerlizzi, T. The Spider and the Fly

The personality traits shown in this book could be considered negative traits:

Calculating, Crafty, Cunning, Deceitful, Devious, Dishonest, Scheming, Sly, Wily.

Finding evidence for each one expands vocabulary for personality traits and assists in

perspective taking.

Schanzer, R. George vs. George: The American Revolution as seen from Both Sides

Brown, A. Voices in the Park

Human and animal voices are “heard” in the park. Time must be spent in determining

what each is thinking (for fourth and fifth graders).

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