Mirror Neurons and Habit Training

Before sharing thoughts on physical habit training, I thought share some news I alluded to last month. I've started a math blog focused on helping parents and teachers to see the beauty and joy of math. Math lovers and haters alike are invited to read about captain ideas that inspire me. Many of the downloads or ideas shared are great props for doing RDI. Yesterday, Pamela and I made picture frames through paper sloyd. I curve stitched mine. If you want to learn more, head over to my new blog!

Today's contribution to the Charlotte Mason Blog Carnival how mirror neurons (MN) play a role in physical habit training. Mirror neurons in the brain fire not only when we perform an action but also when we watch someone perform it. The activity in the brain is the same whether we do something or we see it modeled for us. Some believe mirror neurons are important to imitation, empathy, social, and language development, which are all affected in autism.

RDI consultant Simona Onnis outlined the role mirror neurons have in learning as follows:

• Child visually observes (sensory).
• Child observes a motor action (motor planning).
• Child applies meaning to the action (activation of MN), by understanding the intention of the one who acts and by anticipating the possible goal of action.
• The child retains the experience in his memory (retention).

Yesterday, Pamela and I made picture frames using paper sloyd. This model is the third one elaborating upon a 6" by 6" square. Pamela learned how to construct the square using a ruler and pencil. We made a paper envelope for our first model. I took a small step, briefly explained it, pause, and waited expectantly. Drew a point at the top, described, and waited for her to do the same. Drew a point in the middle, described, and waited. Drew a point at the bottom, described, and waited. We followed the same process for drawing a line, rotating the paper, drawing more points and lines, etc.

Last week, we made a wall pocket out of the square and, yesterday, the picture frame. Because each model begins with the same square, Pamela learns to tap into her episodic memory. Next week, we will make a pinwheel beginning with the 6" square. The article about mirror neurons explains how to make sure we give our children the opportunity for their mirror neurons to fire in sharing an experience. Paper sloyd done right fits the bill. First, we are making little keepsakes with our hands. Each model involves following a pattern which is elaborated upon from one model to the next. Varying the pattern makes the process dynamic. I work slowly, involve nonverbal communication, and speak descriptively rather than rely on commands. I pause and wait for Pamela to engage. At certain points, I say or do something to increase anticipation or invite curiosity.

I take these same steps with children in the spectrum at our school. Eman recently shifted from half to full days, so he didn't know that students have chores after lunch. Before heading out to recess, they do a chore and sit down to wait for recess. After he finished eating lunch, I said to him, "Guess what?"

"What?" he said.

"Do you know what kids do before recess?"

"No, what?"

I pointed to Tman, a friend that Eman admires. Tman was wiping the book shelves with a duster. Eman said, "What's that?"

"A duster! The kids have chores after recess."

He saw a duster on the table and asked, "Can I help?"

"Sure!" So, I called Tman over and told him that Eman would like to help. I just sat and watched while mirror neurons and partnering with a peer took care of teaching Eman what he needed to learn. When they were finished, Eman was wandering around, so I said to him, "Poor Jman!"

"What's wrong?"

"Jman's chore partner isn't here today. He has to wipe four tables all by himself." I pointed to Jman who was busy with a Clorox wipe.

"Really? Can I help?"

"Yes! I know he'd appreciate that!" So, I called Jman over and Jman came up with roles. "Hey, Mrs. Tammy, I could pick up things while Eman wipes under them." I told him that was a great idea. The two of them wiped the last table together.

Again, I spotted Eman wondering, so I let his mirror neurons figure out something else. "Do you know what the kids do while they wait for recess?"

"No, what do they do?"

I encouraged him to look around and he said, "Some are sitting quietly." Then, I pointed to one of the teachers and explained, "Mrs. Jenn is watching to see who is ready for recess. The way you tell her is by sitting quietly. She calls the quietest kids first." His eyes widened and he sat down, lips sealed. He didn't say a single word and, to his delight, she called him first to recess.

In this case, learning to do chores was to prop to a more important lesson: watching what others do and copying their good choices. Eman loves helping people: he's eager to help me push in the chairs, take care of the pond, sweep the outdoor patio, and walk to pick up lunch. Watching people do good deeds helps him develop a habit of service and builds positive memories of making the world a better place.

Alertness – Many a good man and woman thinks regretfully of the opportunities in life they have let slip through a certain physical inertness. They missed the chance of doing some little service, or some piece of courtesy, because they did not see in time. It is well to bring up children to think it is rather a sad failure if they miss a chance of going a message, opening a door, carrying a parcel, any small act of service that presents itself. (Page 108)

Movie Review: Adam

Disappointing!

I wanted to like Adam so much, and for the first half of the movie, it charmed me. Hugh Dancy did a phenomenal job of portraying Asperger's Syndrome: his shyness, his love of talking about his favorite topic (space), his inattention to the needs of people, his loneliness, his desire for companionship, etc. I "bought" into his character as real and authentic, even though one Aspie bluntly told him his was "competent"! That is what we love about our spectrum kiddos: they are quite truthful. Painful doctors of the unvarnished truth. I also liked seeing him grow and learn to be his own person, especially after having lived with his father for so many years. I loved how he found the right job that suited his strengths.

His love interest, Beth, was trying to help him get a job. His father, who had recently died, greased the skids for the last job. On paper, Adam looked great--a whiz kid. His difficulty in social situations typically became apparent during the interview process. Beth gave him a book on Asperger's and employment and Adam read it faithfully from cover to cover. They even practiced doing interviews so that Adam could feel more competent. All of that is well and good.

One moment broke my heart. It wasn't the obligatory bedroom scene that every romantic comedy must have and thankfully was mild, but gratuitous. It wasn't the two women who adopted a baby girl from China that gave the movie the politically correct stamp of approval. In case you doubt me, I dare you to read Under the Tuscan Sun and then see the movie without coming to the same conclusion. Both movies incorporated both formulas and ticked me off royally. Speaking of which, I hope The Young Victoria, which just arrived from Netflix, doesn't fall into the same mindless trap to widen its appeal. Does Hollyweird underestimate our intelligences that much? Uh, yes. Have you watched television lately?

What broke my heart was when Adam read that most Aspies get around eye contact, which we "evil" neurotypicals demand, by looking at a person's forehead. Do Aspies do this in reality? Yes. In fact, I do this sometimes. When I sing at a funeral, I look at the tops of peoples' heads, even if they are total strangers, because I will fall apart if I see someone tear up. What saddened me is that people completely miss the point of eye contact, which is really a terrible word for what it really is.

We call it social referencing, more than eyeballing someone to death. It means looking to another person for their perspective in unclear situations and interpreting their nonverbal and verbal communication. Even children as young as one year old can do this as evidenced in the classic visual cliff experiment. Even though these babies cannot say one word, they will study, literally study, their parent's facial expression.

While I am not saying all people in the spectrum can master this skill, I know for a fact that at least one has. In fact, Pamela was only a couple of years younger than Adam when she learned to do this. It broke my heart that trying to teach this pivotal skill wasn't even considered as possible.

Pamela's Babysitting Job

Relationship Development Intervention (RDI) cleared up a mystery I have been thinking through for a long time. Even though Pamela is physically 19 years old, academically doing 5th to 6th grade level work, and speaking at an early elementary level, she still enjoys watching PBS children's programming and Nickelodeon. She plays with stuffed animals, Barbies, and baby dolls. According to our consultant, Pamela's relationship skills are similar to that of a toddler, which gives me permission to stop worrying about her immature play skills. For example, Pamela's tia (aunt) from El Salvador is visiting us and wanted to buy her some books. Pamela chose Eric Carle's The Very Hungry Caterpillar and The Very Busy Spider, which is way below her actual reading level. Since her choice makes sense emotionally, I saw nothing wrong.

Yesterday, her tia wanted to buy a toy for Pamela and I used the opportunity to film how well Pamela does with orienting to me. Shopping at the very noisy Wal-Mart would test her to the maximum between sensory overload and the excitement of picking out a new toy. Pamela and I interacted very nicely, all things considered.


Pamela has two baby dolls now and she thinks our family-size has increased from four to six! She calls herself a "big girl"--too young to be the mother of the babies. So, when she decided to bring the babies on a trip to a peach orchard and topiary garden (to be blogged another day), she thought of her role as the babysitter. Because the weather is hot, she stripped them down to diapers so they would be more comfortable. The oldest one is Baby Alive, but she named the little brother Baby David (after her brother). Even though the new baby came wrapped in a pink robe, she thinks he looks like David when he was a baby.

Patty (Pamela's tia, or aunt) visited us last year for three weeks about a month after we began incorporating RDI into our life. She has noticed many wonderful changes in Pamela. Her face is more expressive, and she tunes into conversations much more. Today, in the car, Patty was trying to teach David to roll his r's and they were practicing saying that troublesome letter. They went through a series of words like carro, perro, and burrito. Patty was trying get David to emphasize the r in burrito and, suddenly and very dramatically, Pamela yelled out, "BURRITO!" She had us all in stitches!

Pamela spends less time pacing, hidden in her room watching television, playing on the computer, or watching television. She transitions to one self-selected entertainment choice to another rather than being stuck in one mode of play for long periods of time. She seeks being around us more than she did in Patty's last visit. Pamela is much more able to have back and forth conversations with Patty. She seems much calmer and more relaxed, less frustrated, and more able to handle change. She talks more spontaneously and less rigidly than last year, too.

A friend of Patty's joined her on this trip to the States, and Pamela has never met him. He said today that they had a little conversation at the book store and he noticed how she imitated his volume. If he spoke loudly, she did; when he whispered, she whispered. Patty noticed how Pamela will whisper to herself quite often, and I had not really paid attention to it. I may need to go reread my posts on the development of private speech.

Here are Pamela and her tia Patty giving kisses to the baby and a wonderful exchange they had in a very loud peach packing plant. I will share footage later when I have time to edit.

And Flamingo Makes Six!

Imaginative Pamela decided to dress up like a cowboy while she worked on her math (proportion word problems). They say autistic children lack imagination and have trouble with spontaneity. I beg to differ!

Last Friday, Pamela did a wonderful job referencing my face for information during the locked box game. When I spotlighted anticipating what was in the box, she was so eager to open it she became mildly annoyed with me for stalling her. Her face brightened with a smile after I started the "right or wrong" game in which she had to guess what kind of animal was in the box. I answered with nonverbal communications (head movement, facial expression, and unexpected sounds). After she guessed bird, we worked on the color. I turned my gaze to the pink face, and she also shifted her gaze between the direction of my focus and my face! I had to show her my pink sweatshirt before she guessed "pink."










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An Old Dog Learning New Tricks

Note: Put rhymes with foot, so putter does NOT rhyme with shutter.

You can teach old dogs new tricks, and I am living proof!

On Saturday, I decided to invite Pamela to help me assemble Guess Who?, a game that she received on her birthday. I had a hard time weaving the cards into the slots myself, so I did all that on my own. I invited Pamela to join me at the table. I handed her one piece with the card already inserted, and she snapped it into place. The key to giver-putter is to practice skills you are targeting, so I worked on referencing:

* I waited for her to reference me before I released the piece into her hand.
* If it took too long for her to reference me, I cleared my throat.
* I nodded, smiled, high-fived, etc. after she snapped in several pieces.
* I made declarative comments as she worked like, "That piece snapped right away. This one is hard. I can help you with it."

Then, I read on my email list (Aut-2B-Home) that this is a giver-putter activity. I may be an old dog, but I can recognize a useful trick when I see it. I recalled how beautifully this worked when decorating her cake on Friday: I peeled off the Cake Mate letters, and she put them on her cake.

Yesterday, we unloaded the dishwasher in full giver-putter mode. I pulled grouped objects out of the dishwasher and handed them to Pamela after she referenced me. I find this way of doing chores more rewarding than simply teaching her to do chores for her to fly solo some day. We are able to bond and relate to each other when the goal is emotion sharing, not teaching her how to do manual labor.

When we did one of the RDI "lab time" activities that involved putting together a puzzle, I assumed the role of giver and she of putter. I read that it can help to introduce variation by handing objects from different positions. That was no problem for Pamela, and she easily repaired the situation. Then, I physically turned my back on her to see what she would do. Pamela tried to get my attention verbally, and I ignored her. I reached back and grabbed her hand to demonstrate how to tap someone on the shoulder. I turned my back several times in a row, and she tapped me on the shoulder each time! After that, I randomly turned my back, and she continued to tap whenever I ignored her. On the last piece, I pretended to fall asleep at the table and tapping did not work. Pamela said, "Hey! Wake up! Wake up!" and tapped very insistently. She was awesome!

Pamela is going a bit overboard with this referencing thing. In our pre-RDI days, if a certain person (name omitted to protect the guilty) ignored Pamela because the said person was distracted by the computer, she would repeat herself, growing louder and louder, and say loudly, "Answer me!" Thanks to RDI, she now pops her head between the computer screen and the distracted person to make her comment.

That is what I call referencing!

Gigglefest

Pamela loves this RDI exercise we do to help her reference my face for information. I have twenty-seven cards with one of three shapes (heart, triangle, circle) that are one of three different colors (red, yellow, blue) that are also one of three different sizes. I think of a criterion for each turn for her to match: same color, same shape, or same shape. I give her a card and think of a criterion (same color), and then she must point to a card. If it is the same color, I will smile; if not, I will frown. Once she finds a matching card, I shift my criteria and she has to find the next card by reading my face. She thinks my frowns are hilarious and giggles away. At the end of this clip, she even imitates my frowns! We both have much fun with this game!