Emotional Intelligence & Emotional Intelligence & Resiliency in AspergerResiliency in Asperger’’s Disorders Disorder

Presenters: Janine Montgomery, Ph.D. Presenters: Janine Montgomery, Ph.D. 2,2,

& Danielle Brady, M.A.& Danielle Brady, M.A.1 1

Primary Investigators: Drs. Vicki Schwean1

& Donald Saklofske1

Co-Investigators : Keoma Thorne1, Yvonne Hindes1,

JoAnne Burt1, Adam McCrimmon1 & Candace Kohut1

Universities of 1Calgary & 2Manitoba

Presented at the ACCFCR Research Showcase: October 29th, 2009

Presentation OverviewPresentation Overview

• Overview & Significance of the Research

• Brief Review of Asperger’s Disorder & Research Constructs

• Research Protocol & Methodological Considerations

• Selected Research Findings: Emotional Intelligence & Resiliency

• Limitations and Implications

• Research in Progress

• Selected Publications & Presentations

RESEARCH PROJECT OVERVIEW

RESEARCH PROJECT RESEARCH PROJECT OVERVIEWOVERVIEW

Research Project OverviewResearch Project Overview

• Investigation of social & emotional abilities in individuals with Asperger’s (AS)

– to identify factors that promote resiliency and successful transitions

• Examine:

– 1) psychological basis of social, emotional, and executive abilities in young adults with AS

– 2) psychological protective and vulnerability factors associated with social, interpersonal, and personal adjustment (i.e., resiliency) in young adults with AS

Research SignificanceResearch Significance

• Limited research on social & emotional abilities that promote resiliency & successful life outcomes in individuals with AS

• No known previous research on EI and AS• Young adults who experience challenges in social &

emotional contexts also experience difficulties with successful life transitions

• Understanding predictors of, and buffers to, social & emotional challenges, & their relationship to developmental & adult outcomes is critically important

BRIEF REVIEW OF ASPERGER’S DISORDER & RESEARCH CONSTRUCTS

BRIEF REVIEW OF BRIEF REVIEW OF ASPERGERASPERGER’’S DISORDER & S DISORDER & RESEARCH CONSTRUCTSRESEARCH CONSTRUCTS

AspergerAsperger’’s (AS) Disorders (AS) Disorder

• Autism Spectrum Disorder• Significant and sustained impairment in

social interactions• Pragmatic and nonverbal communication

difficulties• Restricted, repetitive, and stereotyped

patterns of behaviour, interests, and activities – Within the context of typical development

• language • cognition

ResiliencyResiliency

• Resilience: the process of how individuals cope successfully in the face of significant adversity or risk (Masten, 2001).

• Enhanced by protective factors: (Garmezy, 1985)

– Individual attributes – Family qualities – Community resources

Executive Functions (EFs)Executive Functions (EFs)

• Executive functioning – ability to adapt one’s behaviour based on changing

environmental contingencies– includes cognitive functions involved in planning &

guiding behavior to achieve a goal in an efficient manner

• Coordination of cognitive processes including (but not limited to):

– planning– cognitive and behavioural flexibility– inhibition– working memory

(Roberts, Robbins, & Weiskrantz, 1998; Stuss & Knight, 2002)

Theory of Mind (ToM)Theory of Mind (ToM)

• ‘Mindreading’ or ‘Mentalizing’(Baron-Cohen, 1995)

• The ability to recognize that others have thoughts, feelings, beliefs, and perceptions different from our own

(Astington, Harris, & Olson, 1988; Happe & Frith, 1996).

Emotional Intelligence (EI)Emotional Intelligence (EI)

2 Distinct Definitions/Models

• Ability: MSCEIT (Mayer, Salovey, & Caruso, 1990)a) accurately perceive emotions in oneself and others; b) use emotions to facilitate thinking; c) understand emotional meanings; d) manage emotions.

• Performance tasks

• Trait: BarOn EQ-i:S (Bar-On, 1997)Broad, yet interdependent, domains of:a) intrapersonal skills, b) interpersonal skills, c) adaptability, d) stress management, e) general mood

• Self-report

RESEARCH PROTOCOL & METHODOLOGICAL CONSIDERATIONS

RESEARCH PROTOCOL & RESEARCH PROTOCOL & METHODOLOGICAL METHODOLOGICAL CONSIDERATIONSCONSIDERATIONS

MethodologyMethodology

• 35 young adults (aged 16 to 21 years) with AS from schools and clinics in MB and AB

• 35 typically developing participants (data collection will be complete mid-November)

• Parents, teachers• Informed consent secured• Screening with parent measures• Participants attended on site labs and

completed in one or two sessions

MeasuresMeasures• Inclusion

– Background Questionnaire– Krug Asperger Disorder Index– Wechsler Abbreviated Scale of Intelligence

• Emotional Intelligence– MSCEIT– Bar-On EQ-i:S

• Resiliency & Satisfaction with Life– Resiliency Scale for Adolescents– Satisfaction with Life Scale

• Autism Spectrum– Gilliam Autism Rating Scale, 2nd Ed– Krug Asperger Disorder Index

MeasuresMeasures

• Executive Function – Selected subtests from Delis Kaplan Executive Function

System– Wisconsin Card Sorting Task– Cambridge Neuropsychological Test Automated Battery– Iowa Gambling Task

• Theory of Mind– Reading the Mind in the Eyes Test-Revised (Baron-Cohen, et

al.,1997)

• Social and Adaptive skills– Behaviour Assessment System for Children (2nd Ed).

SELECTED RESEARCH FINDINGS

SELECTED RESEARCH SELECTED RESEARCH FINDINGSFINDINGS

Emotional Intelligence & Emotional Intelligence & AspergerAsperger’’s (AS) Disorders (AS) Disorder

Emotional intelligence, theory of mind & executive functions as

predictors of social outcomes

Emotional intelligence, theory of Emotional intelligence, theory of mind & executive functions as mind & executive functions as

predictors of social outcomespredictors of social outcomes

Key FindingsKey Findings• AS group had lower scores (than norms) on

the trait test, but not the ability test

• ‘Understanding Emotions’ (Ability) – one SD above norm group– evidence of strength

• EQ (trait) correlated strongly with self reports of social stress and poor interpersonal relationships

• EQ (trait) correlated moderately with adaptive skill ratings by parents

Key FindingsKey Findings

• Trait and Ability EI predicted 55% of the variance for interpersonal skills

• Theory of mind and trait EI together significantly predicted 33% of variance for social stress

• Adding EFs did not improve predictions for social outcomes

Emotional Intelligence Emotional Intelligence & Resiliency in AS& Resiliency in AS

Brief Review of Findings: Publication in the Canadian

Journal of School Psychology

Brief Review of Findings: Brief Review of Findings: Publication in the Canadian Publication in the Canadian

Journal of School PsychologyJournal of School Psychology

Resiliency: Key FindingsResiliency: Key Findings

Relative to the standardization sample, individuals with AS demonstrated:

Significantly low scores in the following areas:– empathy, social responsibility, and interpersonal

relationships, as well as optimism and happiness

Slightly below average scores in the competencies, skills and facilitators underlying:– self-regard, emotional self-awareness, assertiveness,

independence, and self-actualization; stress tolerance and impulse control; and flexibility and problem solving

Resiliency: Key FindingsResiliency: Key Findings

• Individuals with AS appear to experience difficulties with emotional resiliency (i.e., tend to be overly sensitive and show less capacity to recover from emotionally-laden situations)

• Parents rated our participants as highly resistant to change, developmentally immature in daily living skills, and unable to use internal and external support systems to alleviate stressand overcome adversity

• Total EQ, Stress Management, and Intrapersonal skills correlated significantly with self- and parent-report scales tapping emotional reactivity and self-control, as well as self-reported interpersonal relationships

Limitations & Implications

Limitations & Limitations & ImplicationsImplications

LimitationsLimitations

• Small sample size

• No random selection

• Self-report

• Self and parent referred

• Co-morbidities included

• Different clinicians involved in the diagnostic process

ImplicationsImplications

Emerging research suggests that trait-based emotional intelligence can be significantly enhanced within a matter of a few weeks, as a result of training

• offers hope for altering the risk trajectory.

(BarOn, 2003; Hansen, 2005)

Broader Research ImplicationsBroader Research Implications

• Understanding social & emotional strengths and areas of need has implications for:

– Individualization of assessment and intervention

• Identification of predictive factors for resiliency promotion has the potential to:

– Build and strengthen protective factors within youth with ASD to improve outcomes

– Inform support services for youth with ASD, their families, & their communities

– Guide government policy & subsequent funding initiatives

Research in ProgressResearch in ProgressResearch in Progress

Research in ProgressResearch in Progress

• Danielle Brady: Executive Specificity in Young Adults with AS: A Neuropsychological Perspective

• Adam McCrimmon: Verbal and Nonverbal Correlates of Young Adults with AS

• Data collection complete in November, 2009

References & Selected Publications &

Presentations

References & References & Selected Publications & Selected Publications &

PresentationsPresentations

ReferencesReferences

• Astington, J. W., Harris, P. L., & Olson, D. R. (1988). Developing theories of mind. New York: Cambridge University Press.

• Bar-On, R. (1997). BarOn Emotional Quotient Inventory – Technical manual. Ontario: Multi-Health Systems Inc.

• Bar-On, R. (2003). How important is it to educate people to be emotionally and socially intelligent, and can it be done? Perspectives in Education, 21(4), 3-13.

• Bar-On, R. (2005). The BarOn emotional quotient inventory: Short. Ontario: Multi-Health Systems Inc.

• Edward, K. L., & Warelow, P. (2005). Resiliency: When coping is emotionally intelligent. Journal of the American Psychiatric Nurses Association, 11, 101 – 103.

• Fredrickson, B. L. (2001). The role of positive emotions in positive psychology. The broaden-and-build theory of positive emotions. American Psychology, 56, 218 – 226.

• Garmezy, N. (1985). Stress-resistant children: The search for protective factors. In J. E. Stevenson (Ed.), Recent Research in Developmental Psychopathology: Journal of Child Psychology and Psychiatry Book Supplement #4 (pp. 213-233). Oxford: Pergamon Press.

• Gutstein, S. E., & Whitney, T. (2002). Asperger syndrome and the development of social competence. Focus on Autism and other Developmental Disabilities, 17(16), 161 – 171.

• Hansen, K. (2006, October). Development of EI in teachers. Paper presented at the Second Annual International Symposium on Emotional Intelligence in Swinburne University of Technology. Melbourne, Australia.

ReferencesReferences• Happe, F. & Frith, U. (1996). The neuropsychology of autism.

• Lopes, P. N., Salovey, P., Cote, S., & Beers, M. (2005). Emotion regulation abilities and the quality of social interaction. Emotion, 5(1), 113 – 118.

• Luthar, S., & Cicchetti, D. (2000). The construct of resilience: Implications for interventions and social policies. Development and Psychopathology, 12, 857 – 885.

• Masten, A. S. (2001). Ordinary magic: Resiliency processes in development. American Psychologist, 56, 227-238. Reprinted in M. E., Hertzig & E. A. Farber (Eds.) (2005), Annual progress in child psychiatry and child development: 2002. New York: Routledge.

• Masten, A. S., & Coatsworth, J. D. (1998). The development of competence in favourable and unfavourable environments: Lessons from successful children. American Psychologist, 53, 205 – 220.

• Mayer, J. D., Salovey, P., & Caruso, D. R. (2002). Mayer-Salovey-Caruso Emotional Intelligence: Test user's manual. Toronto, ON: Multi-Health Systems.

• Stuss, D.T. & Knight, R.T. (2002). Principles of frontal lobe function. Oxford: Oxford University Press.

• Southwick, S. M., Vythilingam, M., & Charney, D. S. (2005). The psychobiology of depression and resilience to stress: Implications for prevention and treatment. Annual Review of Clinical Psychology, 1, 255 – 291.

• Wade, C., Tavris, C., Saucier, D., & Elias, L. (Eds.) (2004). Psychology: Canadian edition. Toronto, Ontario: Pearson Education Canada Inc.

Selected Publications Selected Publications and Presentationsand Presentations

• Montgomery, J., Dyke, D.I. & Hindes, Y. (2008). The Spectrum at School: Approaches and Strategies for Youth with Autism Spectrum Disorders. Workshop presented at the Annual St. Amant Conference.

• Montgomery, J., Dyke, D.I. & Schwean, V.L. (2008). Autism spectrum disorders: WISC-IV Applications for clinical assessment and intervention. In A. Prifitera, D.H. Saklofske & L.G. Weiss (Eds.) WISC-IV Clinical assessment and intervention 2e. San Diego, Academic Press.

• Montgomery, J. M., Schwean, V. L., Burt, J. G., Dyke, D. I., Thorne, K. J., Hindes, Y. L., McCrimmon, A. W., & Kohut, C. S. (2008). Emotional Intelligence and Resiliency in Young Adults With Asperger's Disorder: Challenges and Opportunities. Canadian Journal of School Psychology, 23, 1, 70-93.

• Dyke, D. I., Schwean, V. L., Saklofske, D. H., Montgomery, J., McCrimmon, A., Hindes, Y., Thorne, K., Burt, J. & Kohut, C. (2008, June). Executive specificity in youth with autism spectrum disorder: An update. Symposium presentation at the Annual Convention of the Canadian Psychological Association.

Contact InformationContact Information

ASD Research GroupTel: (403) 220-3642

Email: asdgroup@ucalgary.ca

Acknowledgement: Special thanks to the young adults & their families who gave

so willingly to this research