2. Autism and the Arts…. “What am I Really saying?” A Creative approach in Teaching People on the Spectrum to Interpret Non-Verbal Communication

3. Training Content This training covers the following areas: Implications of autism and mental health Importance of perspective taking Description of Autism and Arts program Overview of program design Examples of projects Outcomes and implementation strategies

4. Objectives Associate impairment in affective perspective taking with clinical anxiety, victimization, safety and legal issues Review ways that the modalities of art can be used to develop the ability to recognize and interpret facial expressions, body language and social cues Learn the basic design of “Autism and Arts” model and ways that it can be replicated

5. What is Autism? Autism is a complex developmental disability that typically appears during the first three years of life. It is the result of a neurological disorder that affects the normal functioning of the brain. It is present very early in development. Autism can be diagnosed by a psychiatrist or psychologist based on behavioral and developmental traits. Impacts development in social interaction and communication skills

6. Neuro- What? Research has indicated that there is a difference in the brain regions of individuals with autism. These differences result in poor connections or distinctions between areas of the brain, which leads to sensory processing problems, communication deficits, and difficulty with self-regulation. Due to the brain’s adaptability in early years of childhood, it is critical to identify and diagnose autism as early as possible.

7. It’s A Spectrum Thing Characteristics of Autism vary in severity and symptoms, affecting each person in different ways. People with Autism Spectrum Disorders share some similarities in characteristics, but how the symptoms manifest (age of onset, severity, and nature) can be very different. There is no one behavior or symptoms that is always present in every individual

8. Other important things to know… Autism impacts how a person establishes relationships and communicates with those around him or her As a person ages, the symptoms may change or manifest in different ways

9. General Characteristics of Autism Tend to be strong visual learners vs. auditory learners Restricted interests Resist changes in routine Gross and fine motor skills are not even Anxiety and depression Anxiety Restricted Interests Uneven skills Resists changes in routines Visual Learners GENERAL

10. Perspective Taking and Empathy Students with autism are less able to – Label others’ emotions – Take the perspective of others – Respond to others with empathy

11. The Perceptual Perspective Most people have the ability to IMAGINE what things look, feel and sound like to others. It is automatic. It can be instinctive. Some people are very good at this! This ability is quite useful.

12. Perceptual Perspective Taking Promotes Positive Social Behavior We structure our interaction based on what something might look or feel like to someone else. We “read” the body language. People with autism might not!

13. Perspective Taking and Turn Taking Sometimes we get excited and have a hard time waiting for our turn…but…social rules tell us you have to take turns Typical people know that everyone wants a chance to talk…this is called “reciprocal conversation”.

14. More Perspective Taking: People have the ability to know how other people feel based on their facial expressions, how they move, what they say and how they say it.

15. Interpreting Body Language Social understanding requires that people understand facial, verbal and non-verbal expressions of emotions in addition to other social cues.

16. Embarrassment People with ASD often cannot tell if they are embarrassing someone else. They might be stating facts. They say exactly what they are thinking! They would not understand how the facts could create a negative reaction (like embarrassment…which they may not know what it feels like).

17. Think It….Don’t Say It We know that there is a difference between thinking of something bad or insulting and saying it out loud. Many people with Autism will say exactly what they are thinking.

18. Reading Other People is Complex The ability of typical people to understand that other people have mental states such as: – intentions, – needs, – desires – and beliefs that might be different from their own.

19. Mental States of others: needs, desires, intentions, and beliefs You need this information about the mental states of others to predict what other people will do and to know what YOU should do in response.

20. Patterns A person with Autism perceives the environment in fragments or pieces It is important to connect what things look like to others (perspective) to body language(how someone might be feeling) and the setting/context Learn the patterns

21. Idioms, Humor and Sarcasm! Parts of language that contain hidden social meanings You have to know the hidden meanings to understand the humor The hidden meaning changes with age groups, ethnic groups, religions, regions of the country and neighborhoods

22. What Happens As you get older, you get depressed when you realize that you are not fitting in and you just can’t figure out why. You may experience legal accusations: stalking, social mistakes, hugging, arguing, pushing; learning and showing social skills that appear hostile, delinquent, or anti-social You may experience safety issues: victimization, traffic, money, personal information, trusting the wrong person, not reading motives

23. Implications for YOUR Students People who cannot take the perspective of others often get accused of being: – egocentric, – uncaring, – insensitive, – scary, – even rude!!!!!! – It’s perspective taking also

24. Interpreting Body Language is Crucial “Mental health issues” (depression, anxiety) cannot be treated in isolation of teaching social and emotional referencing skills. Mental Health providers and public education often address the symptoms without teaching the skills that could reduce the clinical symptoms.

25. It’s Not Just for Autism Trauma Brain Injury

26. The Autism and Arts Program Partnership with the Andy Warhol Museum Incorporate the practices of contemporary arts in order to increase social interpretation and interaction through the development of non-verbal communication skills: Identification and understanding of facial expressions, body language and social cues

27. Incorporating the Arts Using various modalities of art Hands on techniques Referencing contemporary artists Supports understanding of social responses Discriminate social responses Apply to different contexts

28. Why Use The Arts Identify and interpret visual data relating to non-verbal communication Analyze and interpret emotions through the use various art mediums Develop a better understanding of facial recognition and body language

29. Replicating the Model Resources that are needed Multidisciplinary Approach: Educators, Speech and Language, Mental Health Professionals Partnership with families and the community Strength Based, leisure activities, relationships What to do if you do not have access to an art museum

30. Examples of Activities Notes:

31. Outcomes

32. QUESTIONS Thank You For Attending

33. Contact Information