AUTISM; THE ENERGY FACTOR
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by: rdepaolo
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Date: Sun, 12 Oct 2008 Time: 9:02 AM
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Autism: The Energy Factor
The behaviors, sensory proclivities and cognitive limitations of autistic students are well known to virtually everyone who works with them. Less obvious are the reasons for these phenomena. Arguably, without knowing why they do what they do, it would be difficult to develop teaching methods and programs for students on the spectrum. Fortunately, the causes of some autistic behaviors and indeed of their limitations are becoming clearer, and this will undoubtedly have implications for future programming.
Recent research has isolated two possible causes. Prior to discussing these findiings it is important to understand not only how autistic students learn but how the learning process unfolds in general. The traditional theory, derived from behaviorism (the Piagetian notion of apriori schemes having been subtly rejected in recent times) is that learning is primarily a passive-receptive process. The student comes to class, does not know the material or understand the task. The teacher then imparts information to the student and new learning occurs. This is a less than accurate account. In fact, as voluminous research on learning suggests, learners bring a bias to the lesson, a set of predispositions, scanning habits, or what is typically called a "feedforward" response. That makes them more or less receptive to teaching. One of the biases has to do with "me" ie. as an instrument of learning, am I able and prepared to learn. One feedforward asessment inherent in this self processing is...do I have the energy resources to focus on this task. If the internal scanner says: "no" the task will tend to be aversive to the learner. resulting in blocking rather than receptivity. We often see this in students suffering from depression, anxiety and Attention Deficit Disorder.
That brings us to the research findings. A study conducted in 2006 by Poling, Frye, Shoffner and Zimmerman showed that one cause of autism is a genetically-based malfunction in cellular mitochrondria. Mitochondria provide the fuel for cells, thus are the main source of energy expresion and conservation in both the brain and the body. Meanwhile, research by Minshew (2001) and others have implicated cellular hypoplasia in the onset of autism (a failure of brain cells to mature and hook up with other brain cells to create integrative thought and internal communications within the brain). The combination of having depleted energy and having to compensate for a linear- vertical nervous system without the luxury of omni-brain access demonstrates why autistic individuals tend toward compulsiveness, ritualistic behaviors, sensory anomalies and inappropriate behavior. These might all be attempts to economize on their experience - to lighten the brain load, so to speak. They might feel they are being asked to engage in what are Herculean, perhaps even Panglossian tasks in the classroom, and despite their language deficits, the signals they send to us might be clear and to the point...please understand the nature of my disability. I cannot summon enough energy to weave together the task elements you are requiring of me. I do better with less work and I am overwhelmed by tasks and responsibilities that might seem ordinary to other people.
If future research supports the findings of Poling et. al., teaching methods for the autistic population might have to incorporate rest and recovery elements as well as skills teaching - much like an athlete who (if training properly) will give his or her muscles time to recoup from the stress incurred from a previous workout. In other words brain stamina would be factored into the goals and outcomes equation in all individual education plans. Whether or not that happens, this would give us insight into the thought process of even autistic students with no language, whose world-view and reasons for avoiding us and the work we give them can seem quite mysterious at times.
About the Author
Licensed School Psychologist - New Hampshire, Former college prof New Hampshire University System, Bacxkground in Neuro.Clinical and School Psychology - 30 years in field. Author of several books on evolution, clinical psychology.
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Comments 
Wed, 12 Nov 2008 at 6:59 AM, by
Guest
I am curious if the energy question is Iron related. My son is in the spectrum and fits the description provided in the article. He has been found to be lacking Iron due to an additional predisposition to the body chemicals necessary to store Iron. I would love to see if the research has delved into situations like his.