Giftedness, Asperger Syndrome, and the “Real World”

 by Teresa Bolick, Ph.D.

June, 2005

  
 

 “Overexcitability is a higher than average capacity

for experiencing internal and external stimuli,

based on a higher than average responsiveness
of the nervous system…”
(Dabrowski, 1964)

Kazimierz Dabrowski was writing about the exceptional individual. Exceptional individuals have bestowed their gifts upon all of us through their discoveries, insights, and creative works. Yet, the exceptional individual with Asperger Syndrome (AS) often offers his or her gifts with strings attached. Given a lab or a computer or a musical instrument, he or she would be perfectly content and remarkably productive. But, the reactions and expectations of other people in the real world tend to get in the way! It’s not the technical or intellectual demands that “do in” the gifted person with AS. It’s the expectation of self-regulated and socially and emotionally competent behavior.

Self-regulation is the ability to establish and maintain mental arousal/alertness, attention, activity, and affect (or emotion) at levels that are suitable to the situation at hand. Regulation of these “Four A’s” involves the ability to “settle down” or “perk up” the nervous system as needed. All of us self-regulate throughout the day, as we “read” the signals we receive from our bodies and our surroundings. Individuals with AS are no different from the rest of us in their need for self-regulation. What differs is their ability to regulate adaptively and efficiently, perhaps for these reasons:

  • Their nervous systems tend to register sensory input and output inefficiently, causing sensory load to accumulate more quickly.

  • Their inability to “read” social situations may make it difficult to recognize that their “A’s” are incompatible for the context.

  • Even when they perceive a need for self-regulation, they may choose strategies that others consider socially inappropriate.

When people are young and/or gifted, others tend to overlook inefficient or inappropriate self-regulation. I often hear things like, “Oh, that’s just Michael. He’s so busy figuring out fantastic math solutions that he doesn’t stop to find a tissue.” Or, after a student rages about an error, I might hear, “She’s such a perfectionist that she can’t handle mistakes.”

The social/emotional challenges of the gifted individual with AS typically follow a similar path. As a young person, the absence of “give and take” in conversation is explained away as a function of interests or intellectual abilities that outstrip those of peers. Difficulties in making inferences about the mental states of others can be attributed to “living in his own world.” And, of course, difficulties in managing emotions and behavior may be explained in terms of “artistic temperament” or the “overexcitability” of giftedness. In other words, we make accommodations and modifications that pave the social/emotional way for everyone.

Often, though, what is tolerable or even cute in young children becomes less acceptable in adolescence and adulthood. While I don’t recommend that we eliminate the accommodations and modifications that make it easier to learn, interact, and be productive, we do need to teach adaptive skills simultaneously. Just as we teach children to swim, we must teach gifted individuals with AS the skills of self-regulation and social/emotional competence instead of always working around their differences.

Over the years, I have discovered some tips that help in this process.

  1. “Come clean” with the person about strengths and challenges, as well as passions and peeves. This “demystification” (a term coined by Dr. Mel Levine) allows the individual to create a working partnership with us in order to identify and meet the goals of the real world.

  2. Once goals are established, identify specific skills needed to meet the goals. He may be able to do math “in his head,” but few investment bankers are likely to hand over the money without seeing a business plan. She may have fabulous acting skills, but these won’t be seen on the silver screen unless she can take direction from the director.

  3. Teach skills for self-regulation. One resource that can help is the Alert Program How Does Your Engine Run? by Williams and Shellenberger (1996). James, for example, learned that a high voice was a signal that he was getting “revved up”; and when he was revved, he was more likely to talk incessantly about his favorite topic, the Dow Jones Industrial Average. He learned from the Alert Program that he could use deep breathing and movement to settle himself down before he annoyed other people.

  4. Address clothing, hygiene, and nutrition. Many gifted adults with autism spectrum disorders (like noted authors, speakers, and advocates Stephen Shore and Jerry Newport) emphasize the importance of discovering clothing and hygiene options that fit within societal expectations without violating sensory sensitivities. 

  5. Teach, model, and reinforce lifelong fitness programs. Exercise has demonstrated benefits for physical and mental health. Of equal importance is its potential for less pressured social interactions.

  6. Foster involvement in the arts. Whether as a listener, viewer, or active participant, the individual is likely to find regulatory “remedies” in the arts. Few groups of people are as accepting of diversity as those pursuing artistic endeavors.

  7. Teach the individual to identify the purpose of any activity (or to ask, if it isn’t apparent). Then eliminate any challenges that are not essential to achieving the purpose. For a child who is inefficient in handwriting, for example, a discussion with the teacher is more likely to display understanding of critical concepts than a hand-written essay.

  8. Explore the use of technology to circumvent any “glitches” in the individual’s organization and productivity.

  9. Take advantage of the individual’s preference for rules and predictability by explicitly teaching the “rules of the social road.” Start with manners, conversational skills, and things not to say (such as “Mom, your hair looks awful that way”).

  10. Provide varied opportunities for social interaction. Use social stories or scripts to help the person know what to expect. A social story, like the one below, explicitly states the implicit information that a person with AS might miss in a situation. Success is most likely if initial social interactions center around a passion or special interest, but it’s also important to branch out as soon as possible.

 

A Social Story:

The Lord of the Rings Conventions

  
 

Like me, a lot of people loved The Lord of the Rings. They have read the books and seen the movies many times. They get together at conventions to talk about everything they know. They even dress up like favorite characters.

Most of the people at LOR conventions are experts. They like to talk about all of the details, especially the mistakes in the movies. Like when one of the Hobbits had on sneakers! When people talk about the details, though, they don’t like to be interrupted – even by someone who knows more.

When I go to the LOR convention next week, I’ll probably dress like Gandalf. And I’ll try to let other people do most of the talking. I’ll remember that others don’t like to be interrupted or corrected, even when they’re wrong.

  

  1. Directly teach Theory of Mind and empathic behavior. Theory of Mind is the ability to make inferences about the mental state of another person, such as when that person is signaling that “enough is enough,” in terms of talking about a special interest. With regard to empathy, even if individuals do not yet “feel” it intuitively, displaying the verbal and nonverbal behaviors that convey such feelings is an immensely important thing for them to do.  

  1. Create a positive behavioral support plan before problems arise. Visit the website of the National Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS) for more information.

  2. Create a safety net by informing critical adults (teachers, coaches, first responders) that the individual is at risk for violating social conventions. Dennis Debbaudt, a private investigator and parent, has created a book, video, and workshops for law enforcement professionals regarding how to understand the behavior of individuals with AS and related disorders.

  3. Most importantly, continue to celebrate the strengths and pursue the passions that emerge from overexcitability. These are the fuel for perseverance and creativity. And they also help us find explanations for the real world.

References and Additional Resources

Bolick, T. (2001). Asperger Syndrome and adolescence: Helping preteens and teens get ready for the real world. Gloucester, MA: Fair Winds Press. 

Bolick, T. (2004). Asperger Syndrome and young children: Building skills for the real world. Gloucester, MA: Fair Winds Press.

Brody, L.E., & Mills, C.J. (1997). "Gifted children with learning disabilities: A review of the issues." Journal of Learning Disabilities, 30, 282-286. (also available at www.nldonline.org)

Cronin, J. (2003). Asynchronous development and sensory integration intervention in the gifted and talented population. Davidson Institute for Talent Development.

Howlin, P., Baron-Cohen, S., & Hadwin, J. (1999). Teaching children with autism to mind-read: A practical guide. Chichester: John Wiley & Sons.

Dabrowski, K. (1964). Positive disintegration. London: Little, Brown & Co. (Out of print, but go to www.ditg.org for more information).

Debbaudt, D. (2002). Autism, advocates, and law enforcement professionals. London: Jessica Kingsley Publishers.

Fitzgerald, M. (2002). "Asperger’s Disorder and mathematicians of genius." Journal of Autism and Developmental Disorders, 32, 59-60.

Gallagher, S.A., & Gallagher, J.J. (2002). "Giftedness and Asperger Syndrome: A new agenda for education." Understanding our gifted, 14.

Haddon, M. (2003). The Curious Incident of the Dog in the Night-Time. New York: Doubleday.

Levine, M. (1999). Developmental variation and learning disorders (Second Edition). Cambridge, MA: Educators Publishing Service, Inc.

Newport, J. (2001). Your life is not a label. Arlington, TX: Future Horizons.

Shore, S. (2001). Beyond the wall. Shawnee Mission, KS: Autism Asperger Publishing Co.

Williams, M.S., & Shellenberger, S. (1996). “How does your engine run?” Albuquerque, NM: TherapyWorks, Inc.

Teresa Bolick, Ph.D., is a licensed psychologist who works extensively with individuals, families, and schools around the challenges of Asperger Syndrome and autism spectrum disorders. She is an enthusiastic speaker who presents at workshops across the nation. She has written Asperger Syndrome and Adolescence: Helping Preteens and Teens Get Ready for the Real World and  Asperger Syndrome and Young Children: Building Skills for the Real World, both published by Fair Winds Press.     

For more on gifted children with ASDs/Asperger's, see these articles from 2e:Twice-Exceptional Newsletter:  

A Model For 2e Education: Roslyn Middle School

Asperger's and Beyond: Strategies that Work for Educators and Parents

Autism Spectrum Disorders Q&A

Gifted Children With Asperger Syndrome

How Do the Characteristics of Giftedness and Asperger Syndrome Compare?

Resources for ASDs and Asperger's

What are Asperger's and PDD-NOS?

What Causes Autism Spectrum Disorders?

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