Scott Smith, Jamie Verret, Alissa Sarradet Department of Psychology University of Louisiana at Lafayette

 Examine potential use of public media (television, movies, newspaper) as a teaching tool  Examine public “assumption” that Sheldon from The Big Bang Theory has Asperger’s  Address methodological and practical concerns about use of public media as a teaching tool

 When teaching and media are employed together, this enables an opportunity to actually relate the tools and material learned from the student’s perspective leading to further education.  Challenging prospective professionals with assessing mediums as a teaching tool will offer respected insight on the abilities and expectations that are necessary to succeed in the field. Benefits of Public Media as an Educational Tool

 By providing a consistent history of characteristics, behaviors, and interaction and coping skills qualifies students to create assessments that are valuable towards building clinical experience.

 Prominent public figures Pol. Sci. students Winston Churchill “leadership skills” Pol. Sci. students Winston Churchill “leadership skills”  The Pentagon’s D.A.R.W.A.R.S. program Video game simulations public domain to train soldiers Video game simulations public domain to train soldiers  “Gloria studies” Classic videos, youtube, use in coun. and psych. Classic videos, youtube, use in coun. and psych. Utilizing public media as teaching tool…

 Topic addressed on “pop” media ( Psychology Today )  Internet blogs  Interview with Jim Parson (“Sheldon”)

 “Simulation” very valuable in medical school, sick actors  “Court decisions” valuable in law school  “Case studies” valuable in graduate counseling and psychology  “Public media” may also be valuable Allow professionals examine public perception Allow professionals examine public perception Separate “clinical” from “pop” Separate “clinical” from “pop” Allow examination behavior in non-clinical setting Allow examination behavior in non-clinical setting

 Defined AS using article in literature and DSM  Identified features of AS using DSM  Training provided to “classify” behaviors  Developed “grading” sheet, modified  Calculated “raw” counts of behaviors

Observational Score Sheet

 Pictorial  Descriptive  Design not lend itself toward inferential analysis

 N=62 behaviors Lack of social and emotional reciprocity (14/62=22.6%) Lack of social and emotional reciprocity (14/62=22.6%) Marked impairment use in nonverbal behaviors (7/62=11.3%) Marked impairment use in nonverbal behaviors (7/62=11.3%) Failure to develop appropriate peer-relationships (2/62=3.2%) Failure to develop appropriate peer-relationships (2/62=3.2%) Stereotyped mannerisms (6/62=9.7%) Stereotyped mannerisms (6/62=9.7%) Disturbance causing significant impairment in functioning (6/62 = 9.7%) Disturbance causing significant impairment in functioning (6/62 = 9.7%)

 N=62 behaviors Encompassing preoccupation with 1 or more stereotyped patterns of interest abnormal in intensity (13/62=21%) Encompassing preoccupation with 1 or more stereotyped patterns of interest abnormal in intensity (13/62=21%) Persistent preoccupation with parts of objects(1/62=1.6%) Persistent preoccupation with parts of objects(1/62=1.6%) Lack of spontaneous seeking to share enjoyment with others, etc. (1/62=1.6%) Lack of spontaneous seeking to share enjoyment with others, etc. (1/62=1.6%) Inflexible adherence to specific non-functioning routines (12/62=19.4%) Inflexible adherence to specific non-functioning routines (12/62=19.4%)

 The three dominant behaviors observed: 1. Lack of social or emotional reciprocity. 2. Encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus. 3. Apparently inflexible adherence to specific, nonfunctional routines or rituals.

The three least frequent behaviors observed: 1. Failure to develop peer relationships appropriate to age level. 2. Lack of spontaneous seeking to share enjoyment. 3. Persistent preoccupation with parts of objects.

 Examine potential use of public media as a teaching tool—often used, not critically evaluated empirically  Examine public “assumption” that Sheldon has AS ---does display several features  Address methodological and practical concerns about use of public media as a teaching tool

 In order to further explore the relationship between media projections and clinical justification, this study examines the presence of DSM-IV- TR related behaviors using content analysis of media.  To benefit our findings, we explored the advantages of utilizing our methodology in clinical training for both teachers and students using public media.

 The negative stigmas once associated with individuals diagnosed with Asperger Syndrome are on the decline as reliable resources and prevalence of this disorder in society are provided in an obtainable medium to the public. Media Portrayal

 Consistent methodology  Behaviors are exaggerated for entertainment purposes  Displays of behaviors occur more frequently within time allotted

 Clinicians in a practical diagnostic setting. Note our study is based on content analysis.  Observing behaviors in accordance to scripted acting.  Criteria is based under the DSM-IV-TR criteria for Asperger Syndrome.

 The basis of our study is founded on the utility of content analysis and presentation of its value in applying practical methods of diagnosis in order to precisely distinguish clinical disorders.  By offering recommendations of how public media can be used in clinical training, we aimed to acknowledge the broader utility of this study as a learning tool for prospective professionals. Conclusion

 Discrepancy in clinical diagnosis is currently still a topic of discussion among professionals and tools available, such as repetition of this study, can help identify where common inconsistencies arise.