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Empathy and the Autistic Empathy and the Autistic Spectrum: Empowering Spectrum: Empowering Adolescent Achievement Adolescent Achievement through Literary through Literary Collaboration Collaboration Claude Bisson and Valerie Claude Bisson and Valerie Thompson Thompson

Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration

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The adolescent within the autism spectrum faces a variety of obstacles in achieving academic success, due in particular to challenges with executive functioning and affective relationship building. These nonverbal deficits puzzle families and educators as they attempt to empower students to meet individual potentials. In addition, parents may also feel marginalized by the entire educational process. In order to provide the best education for these students, a teacher must find a means of successful collaboration with a variety of people: families, clinicians, social workers, guidance counselors, and consultants. This project encourages collaborative team participation of key mentors through a curriculum by offering an interdisciplinary, thematic unit in which all players participate to contribute to the affective lessons of the child. While participating in lessons that acknowledge the common experiences and emotions of the human condition, students practice skills in empathy. The more the students practice empathy, the more they rehearse daily emotional responses that exhibit reflection and responsibility, a significant affective objective for every high school student. This is especially important for adolescents in the autistic spectrum, many of whom may struggle with academics due to chronic disorganization, inability to integrate new ideas in existing schemas, and inability to appropriately articulate needs and feelings. When the student relates to a common experience with a character in narrative, he or she simply makes objective observations in an attempt to relate them to personal experiences. Thus, narrative provides a medium for interpersonal connection that would not otherwise be made with members of the interdisciplinary team. This enhances the academic experience and incorporates values-based education and therapeutic models of intervention into the content area. This presentation will provide a practitioner-based example that implemented interdisciplinary collaboration in a curricular project based on The Sunflower, by Simon Weisenthal. While the presenters organized a school-wide project, this plan could be implemented in classrooms or schools, regardless of size. Participants will acquire the knowledge necessary to actively engage all players involved in a child’s education by implementing a similar affective curriculum in their schools. This presentation will include lecture, Power Point presentation, handouts, examples of student/parent/teacher blog entries, and a cooperative learning activity to encourage active, participatory learning.

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Page 1: Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration

Empathy and the Empathy and the Autistic Spectrum: Autistic Spectrum:

Empowering Adolescent Empowering Adolescent Achievement through Achievement through Literary CollaborationLiterary Collaboration

Claude Bisson and Valerie Claude Bisson and Valerie ThompsonThompson

Page 2: Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration

Presentation ObjectivesPresentation Objectives Practical strategies Practical strategies

for teaching for teaching empathyempathy

Why it’s essential for Why it’s essential for therapeutic boarding therapeutic boarding schoolsschools

Essentials of Essentials of collaborative collaborative instructional processinstructional process

Needs of students Needs of students on spectrumon spectrum

Definitions and Definitions and researchresearch

Example of Example of instruction instruction

Page 3: Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration

Basis for CurriculumBasis for Curriculum Current and Brain-Based Research of Current and Brain-Based Research of

Students on SpectrumStudents on Spectrum Social Learning Theories/PracticeSocial Learning Theories/Practice

Executive Functioning/Study Skills Executive Functioning/Study Skills Strategies Strategies

Cognitive Affective Approaches and Cognitive Affective Approaches and Bibliotherapy ResearchBibliotherapy Research

Models for Teaching LiteratureModels for Teaching Literature Multidimensional Models of TeachingMultidimensional Models of Teaching Human Rights/Diversity ProjectHuman Rights/Diversity Project

Page 4: Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration

BCA DemographicsBCA Demographics

High-Functioning AS High-Functioning AS Nonverbal Learning disability (SLD-Nonverbal Learning disability (SLD-

NOS)NOS) Academic, Life Skills, Clinical Academic, Life Skills, Clinical

Page 5: Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration

NeedsNeeds

EmotionalEmotional coping coping skills to regulate skills to regulate anxiousness and anxiousness and overstimulationoverstimulation

Social Learning Social Learning NeedsNeeds social social skills/interactions, skills/interactions, pragmaticspragmatics

Executive Executive FunctioningFunctioning

Strengths Strengths RecognitionRecognition

Page 6: Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration

Departmental CollaborationDepartmental Collaboration

AcademicsAcademics Therapeutic ProgramTherapeutic Program (Both supported by Clinical (Both supported by Clinical

Department for consultation Department for consultation regarding clinical best practices, regarding clinical best practices, legal requirements, and ethical legal requirements, and ethical considerations)considerations)

Clinical

ProgramAcademics

Page 7: Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration

The teacher The teacher is notis not alone alone

“… “…it is important it is important for for parents and teachers parents and teachers to work togetherto work together to to guide high school guide high school students with AS students with AS through a successful through a successful transition to the transition to the adult world” adult world” (Hurlbutt, 2008)(Hurlbutt, 2008)

Page 8: Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration

GOAL: Develop GOAL: Develop empathic connections empathic connections through literature and through literature and

the brain-based modelthe brain-based model What???What??? Is that possible for Is that possible for students on the spectrum?students on the spectrum?

Page 9: Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration

SunflowerSunflower Project Project

True True collaborationcollaboration……includesincludes all all stakeholdersstakeholders

StakeholdersStakeholders model desired behaviorsmodel desired behaviors

ParentsParents

ConsultantsConsultants

TeachersTeachers

CliniciansClinicians

MentorsMentors

Page 10: Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration

The Sunflower ProjectThe Sunflower Project

All-school reading project, based on All-school reading project, based on Simon Weisenthal’s biographical Simon Weisenthal’s biographical narrative, narrative, The SunflowerThe Sunflower

Provided single focus, collaborative Provided single focus, collaborative efforteffort

Focused on one idea: forgivenessFocused on one idea: forgiveness Socratic SeminarSocratic Seminar Shocking ResultsShocking Results

Page 11: Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration

AS StudentsAS Students

Report higher degrees of lonelinessReport higher degrees of loneliness, , and demonstrate a lower association and demonstrate a lower association between social interaction and between social interaction and loneliness (loneliness (Bauminger, Schulman, & Bauminger, Schulman, & Agam, 2003)Agam, 2003)

IsolateIsolate or gravitate toward social or gravitate toward social situations and activities that do not situations and activities that do not reject them → Literaturereject them → Literature

Page 12: Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration

NarrativeNarrative = = mediummedium for for

interpersonal interpersonal connectionconnection

(It may not otherwise be made)(It may not otherwise be made)

Page 13: Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration

Creating Meaning Creating Meaning

While While lack of self-awarenesslack of self-awareness may inhibit may inhibit meaning construction for adolescents, meaning construction for adolescents, according to several studies, students’ according to several studies, students’ psychosocial influences may affect their psychosocial influences may affect their abilities to create meaning (Bruner, abilities to create meaning (Bruner, 1990, Eisenberg, et. al, 2005, Bursik 1990, Eisenberg, et. al, 2005, Bursik and Martin, 2006). and Martin, 2006).

We can influence through psychosocial We can influence through psychosocial lessons!lessons!

Page 14: Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration

Multidemensional ModelsMultidemensional Models

Combine social, information-Combine social, information-processing, personal, and behavioral processing, personal, and behavioral systems families of modelssystems families of models

Multi-modal approach to teaching Multi-modal approach to teaching works well (Joyce, Weil & Calhoun, works well (Joyce, Weil & Calhoun, 2004), especially when combined 2004), especially when combined with individual and group therapy. with individual and group therapy.

Page 15: Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration

Teaching Strategies that Teaching Strategies that WorkWork

Differentiated Instruction is essential!!!!Differentiated Instruction is essential!!!! Combination of teaching methods Combination of teaching methods

including (but not limited to)including (but not limited to) - induction- induction

- role playing- role playing - scientific inquiry- scientific inquiry - presentation- presentation - nondirective approaches- nondirective approaches

Socratic SeminarSocratic Seminar

Page 16: Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration

Why Narrative?Why Narrative?

By participating in lessons that By participating in lessons that acknowledge the common acknowledge the common experiences and emotions, students experiences and emotions, students practice skills in empathypractice skills in empathy

Students Students model behaviors they model behaviors they observe and repeatobserve and repeat

Page 17: Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration

Challenges to empowering Challenges to empowering individuals on the spectrumindividuals on the spectrum

Chronic DisorganizationChronic Disorganization

Impairments “inferring, building Impairments “inferring, building on causal relationships within on causal relationships within and across story episodes”and across story episodes” (Losh & Capps, 2003)(Losh & Capps, 2003)

Inability to integrate new Inability to integrate new ideas into existing schemasideas into existing schemas *Can see the situation, no*Can see the situation, no

ability to “translate” itability to “translate” it

Inability to appropriatelyInability to appropriately articulate needs and feelingsarticulate needs and feelings

Page 18: Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration

OpportunitiesOpportunities

Clinical bibliotherapy Clinical bibliotherapy Standards-based instructionStandards-based instruction Co-teaching and team teachingCo-teaching and team teaching One-way or two-way parental One-way or two-way parental

involvement involvement School-wide projectsSchool-wide projects

Page 19: Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration

How do we involve all of the How do we involve all of the student’s supports?student’s supports?

In-house communication systemsIn-house communication systems Blogs to discuss progress and share Blogs to discuss progress and share

work sampleswork samples Clinical/Teacher ConnectionClinical/Teacher Connection Phone CallsPhone Calls EmailsEmails Individualization (Differentiating Individualization (Differentiating

instruction based on student needs)instruction based on student needs)

Page 20: Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration

An empathy imbalance?An empathy imbalance?

Heightened Emotional EmpathyHeightened Emotional Empathy

++

Cognitive Empathy deficitCognitive Empathy deficit

______________________________________________________________________

= EE-dominated empathic = EE-dominated empathic imbalanceimbalance

(Smith, 2009)(Smith, 2009)

Page 21: Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration

GOAL: Teach Cognitive GOAL: Teach Cognitive EmpathyEmpathy

““Ability to understand and predict the Ability to understand and predict the behavior of others in terms of attributed behavior of others in terms of attributed mental states, particularly epistemic mental states, particularly epistemic mental states such as believing, mental states such as believing, knowing, pretending, and guessing” knowing, pretending, and guessing” (Smith, 2009)(Smith, 2009)

““Theory of mind” or “mentalizing” Theory of mind” or “mentalizing” another’s mental state (Baron-Cohen, another’s mental state (Baron-Cohen, 2003; Blair, 2005)2003; Blair, 2005)

Role-taking / Perspective TakingRole-taking / Perspective Taking

Page 22: Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration

Can it be taught?Can it be taught?

Relating to a common experience with Relating to a common experience with a character in narrative = making a character in narrative = making objective observationsobjective observations in an attempt in an attempt to relate to personal experiences to relate to personal experiences

Educators and Clinicians use Social Educators and Clinicians use Social Stories™ to create a language of Stories™ to create a language of empathy. Literary examples and empathy. Literary examples and prediction opportunities provide prediction opportunities provide similar connections.similar connections.

Page 23: Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration

Social communication and Social communication and etiquette skills as content etiquette skills as content

area instructionarea instruction This includes all forms of pragmatic This includes all forms of pragmatic

communicationcommunication: :

- Social cues - Social cues

- Direct instruction on - Direct instruction on

group work group work

- Applications of - Applications of

figurative languagefigurative language

- Assistance understanding - Assistance understanding

humor/irony (Organt, 2010)humor/irony (Organt, 2010)

Page 24: Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration

Sunflower ProjectSunflower Project

http://www.youtube.com/watch?v=EgrLh-zjZE4

Page 25: Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration

Step 1: OrganizationStep 1: Organization Organize his/her space – at home Organize his/her space – at home andand in school in school Provide organizational guides: Provide organizational guides:

- Graphic Organizers - Graphic Organizers

- Visual Organizers that Describe Relationships- Visual Organizers that Describe Relationships

- Character Maps- Character Maps

- Organizational Binders for Unit- Organizational Binders for Unit Consider Color Coding and Spatial Organizers Consider Color Coding and Spatial Organizers

(columns, pamphlets, boxes, folds), while (columns, pamphlets, boxes, folds), while recognizing common writing challenges that recognizing common writing challenges that accompany ASDaccompany ASD

Page 26: Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration

Why so much planning?Why so much planning?

Creating CultureCreating Culture ConsistencyConsistency RoutineRoutine Manageability Manageability

Page 27: Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration

Executive FunctioningExecutive Functioning

Backpack checksBackpack checks Student notebooksStudent notebooks Personal goal setting - calendarsPersonal goal setting - calendars PreparationPreparation Multi-modal organizational systems Multi-modal organizational systems

w/attention to sensory sensitivities w/attention to sensory sensitivities and visual aidsand visual aids

IndividualizationIndividualization Functional Behavior AssessmentsFunctional Behavior Assessments

Page 28: Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration

Step 2: Decrease Anxiety Step 2: Decrease Anxiety and Provide Spaceand Provide Space

Flexible seatingFlexible seating Opportunities for student to learn at Opportunities for student to learn at

his/her pace his/her pace Pre-class reading Pre-class reading Pre-emptive questioning - check Pre-emptive questioning - check

regularly regularly Provide visuals that order eventsProvide visuals that order events

Page 29: Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration

SafetySafety Explain pragmatics-dependent Explain pragmatics-dependent

situationssituations Describe social settings and behavioral Describe social settings and behavioral

expectationsexpectations Explain sarcasm and figures of speechExplain sarcasm and figures of speech Provide socially appropriate alternatives Provide socially appropriate alternatives

to anxiety driven patterns and routinesto anxiety driven patterns and routines Create safety when the child Create safety when the child

demonstrates dysregulated aggressiondemonstrates dysregulated aggression Assist the student in making good Assist the student in making good

choices for self-stimulating behavior choices for self-stimulating behavior (rather than attempting to extinguish it)(rather than attempting to extinguish it)

Recognize that it is alright if he or she Recognize that it is alright if he or she sometimes in his or her “own little sometimes in his or her “own little

world.”world.” (Edwards, 2010)(Edwards, 2010)

Page 30: Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration

Step 3: Provide Common Step 3: Provide Common LanguageLanguage

Introduce feelings wordsIntroduce feelings words Identify how people express feelings Identify how people express feelings

and emotionsand emotions Provide handout of feelings words Provide handout of feelings words Provide lesson on objective versus Provide lesson on objective versus

subjective languagesubjective language

Page 31: Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration

Common Language Common Language (Cont’d)(Cont’d)

Identify NeedsIdentify Needs Distinguish between Needs/FeelingsDistinguish between Needs/Feelings Identify the relationship between Identify the relationship between

Feelings, Actions, and NeedsFeelings, Actions, and Needs Practice using examples that are Practice using examples that are

personally relevant/interesting to the personally relevant/interesting to the student student

Page 32: Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration

Strategies that Emphasize Strategies that Emphasize and Encourage Emotional and Encourage Emotional

ManagementManagement Learning from others Learning from others Continual reinforcementContinual reinforcement Problem solving activitiesProblem solving activities Practice with presentation, pragmatics, Practice with presentation, pragmatics,

self-advocacyself-advocacy Social Stories (personal and literary)Social Stories (personal and literary) Dialogue - group learning roles, coping Dialogue - group learning roles, coping

mechanismsmechanisms

Page 33: Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration

ModelingModeling

Literature → examples of functional and Literature → examples of functional and dysregulateddysregulated

behaviors (as presented by characters) behaviors (as presented by characters) ClassClass

- Explicit, consistent, concrete, directive - Explicit, consistent, concrete, directive instruction instruction

- Clearly stated explanations- Clearly stated explanations

- Feedback/redirection, - Feedback/redirection,

- Checks for understanding- Checks for understanding Emotional managementEmotional management

Page 34: Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration

Step 4: Utilize strengthsStep 4: Utilize strengths

Personal interest or relevancePersonal interest or relevance Step-by-stepStep-by-step Sequential exercises Sequential exercises ““Bottom up” thinking Bottom up” thinking Opportunities to engage in Opportunities to engage in

systemizing, systemizing, “the drive to examine “the drive to examine and construct a range of rule-and construct a range of rule-governed systems” (Smith, 2009)governed systems” (Smith, 2009)

Page 35: Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration

AS students often…AS students often…

Benefit from piece-by-piece, layered Benefit from piece-by-piece, layered approaches to character, setting, approaches to character, setting, conflict, and themeconflict, and theme

Use observation as a mechanism for Use observation as a mechanism for understanding the environmentunderstanding the environment

Page 36: Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration

Students can succeed Students can succeed through objective through objective

practice –practice – Recognizing PatternsRecognizing Patterns

Page 37: Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration

““Systemize” your Systemize” your Approach!Approach!

If students form systems of recognition, If students form systems of recognition, they see patternsthey see patterns

Students Students cannotcannot humanize the characters humanize the characters without visualizing them through the without visualizing them through the patterns (The characters are just there, patterns (The characters are just there, not personal or relevant)not personal or relevant)

Instructor must clarify the Instructor must clarify the causescauses of the of the emotions in the charactersemotions in the characters

Page 38: Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration

Empathic Skills PracticeEmpathic Skills Practice

Common experiences and emotionsCommon experiences and emotions

Observable behaviors modeled by Observable behaviors modeled by characterscharacters

Readers become “present” to the Readers become “present” to the characters in text without blindly characters in text without blindly accepting every character actionaccepting every character action

Page 39: Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration

Literature and Literature and BibliotherapyBibliotherapy

Examples of Examples of functionalfunctional and and dysregulated dysregulated behaviors behaviors (presented by characters) (presented by characters)

Written descriptions of Written descriptions of social behaviors, thoughts, social behaviors, thoughts, andand feelings feelings - easily - easily recognizable through a recognizable through a logical, step-by-step logical, step-by-step characterization characterization identification processidentification process

Perfectly suited for Perfectly suited for role-role-playingplaying and and perspective-perspective-takingtaking activities activities

Page 40: Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration

Teachers are Teachers are notnot cliniciansclinicians

While it has been suggested that While it has been suggested that developmental bibliotherapy may be safely developmental bibliotherapy may be safely executed by teachers (Doll & Doll, 1997), executed by teachers (Doll & Doll, 1997), teachers must beware of stepping into clinical teachers must beware of stepping into clinical territory. territory.

Students who face transference, repressed Students who face transference, repressed feelings, or repressed memories as the result feelings, or repressed memories as the result of a literary reading of a literary reading may need therapeutic or may need therapeutic or clinical assistance and should be referred to a clinical assistance and should be referred to a school psychologistschool psychologist. .

Page 41: Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration

BALANCE!BALANCE!

Close communication with clinicians Close communication with clinicians about therapeutic goalsabout therapeutic goals

Overestimation and underestimation Overestimation and underestimation of abilitiesof abilities

Sensory stimulationSensory stimulation PresentationPresentation

Page 42: Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration

AssessmentsAssessmentsand Objectivityand Objectivity

RubricsRubrics

ChecklistsChecklists

Page 43: Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through Literary Collaboration

References and Resources References and Resources for Further Explorationfor Further Exploration

Adler, Mortimer. Adler, Mortimer. How to read a book: the art of getting a liberal education. 1940. How to read a book: the art of getting a liberal education. 1940.

New York: Simon and Schuster: 1963.New York: Simon and Schuster: 1963. Baron-Cohen, S. (2003) Baron-Cohen, S. (2003) The essential difference.. The essential difference.. London: Penguin.London: Penguin. Bauminger, N., Schulman, C., and Agam, G. (2003) Peer Interaction and Bauminger, N., Schulman, C., and Agam, G. (2003) Peer Interaction and

Loneliness in High-Functioning Children with AutismLoneliness in High-Functioning Children with Autism . Journal of autism and . Journal of autism and developmental disorders. Vol. 33, 5.developmental disorders. Vol. 33, 5.

Blakemore, S. & Choudhury, S. (2006) Development of the Adolescent Brain: Blakemore, S. & Choudhury, S. (2006) Development of the Adolescent Brain: Implications for Executive Function and Social Cognition. Implications for Executive Function and Social Cognition. Journal of child Journal of child psychology and psychiatry. psychology and psychiatry. Malden, MA: Blackwell.Malden, MA: Blackwell.

Bruner, J. (1990). Bruner, J. (1990). Acts of meaning. Acts of meaning. Cambridge, MA: Harvard University Press.Cambridge, MA: Harvard University Press. Bursik, K., & Martin, T. (2006). Ego development and adolescent academic Bursik, K., & Martin, T. (2006). Ego development and adolescent academic

achievement. achievement. Journal of research on adolescence, 16, Journal of research on adolescence, 16, 1-18.1-18. Doll, B. & Doll, C. (1997). Doll, B. & Doll, C. (1997). Bibliotherapy with young people: librarians and Bibliotherapy with young people: librarians and

mental health professionals working together.mental health professionals working together.Englewood, CO: Libraries Englewood, CO: Libraries

Unlimited.Unlimited. Edwards, Charlotte (2010) Understanding the complexity of children with Edwards, Charlotte (2010) Understanding the complexity of children with

Asperger’s Disorder.Asperger’s Disorder. LDA Annual Conference: LDA in Baltimore. LDA Annual Conference: LDA in Baltimore. Eisenberg, N. et al., (2005). Eisenberg, N. et al., (2005). Age changes and prosocial responding and moral Age changes and prosocial responding and moral

reasoning in adolescence and early adulthood.reasoning in adolescence and early adulthood. Journal of research on Journal of research on adolescence, 15, 235-260.adolescence, 15, 235-260.

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Halstead, J. (2002) Halstead, J. (2002) Some of my best friends are books: guiding gifted Some of my best friends are books: guiding gifted

readers from preschool to high school, readers from preschool to high school, 2 2ndnd Ed. Scottsdale: Great Ed. Scottsdale: Great Potential Press, Inc). Potential Press, Inc).

Joyce, B., Weil, M. & Calhoun, E. (2004) Joyce, B., Weil, M. & Calhoun, E. (2004) Models of Teaching, 7th Models of Teaching, 7th Edition. Edition. Boston: Allyn and Bacon.Boston: Allyn and Bacon.

Losh & Capps (2003) Narrative ability in high functioning autism or Losh & Capps (2003) Narrative ability in high functioning autism or Asperger’s SyndromeAsperger’s Syndrome. Journal of autism and developmental disorders, . Journal of autism and developmental disorders, Vol. 33, 3 .Vol. 33, 3 .

Newhouse, P. (2008) Newhouse, P. (2008) Study Skills: Research-Based Teaching Strategies. Study Skills: Research-Based Teaching Strategies. Prides Crossing, MA: Landmark School, Inc.Prides Crossing, MA: Landmark School, Inc.

Organt, ElizabethOrgant, Elizabeth. . (2010)(2010) The Asperger student in the social studies The Asperger student in the social studies classroom.classroom. LDA Annual Conference: LDA in Baltimore. LDA Annual Conference: LDA in Baltimore.

Smith, Adam (2009) The empathy imbalance hypothesis of autism: a Smith, Adam (2009) The empathy imbalance hypothesis of autism: a theoretical approach to cognitive and emotional empathy in autistic theoretical approach to cognitive and emotional empathy in autistic development.Thedevelopment.The Psychological Record, 59, Psychological Record, 59, 489-510489-510

Winner, Michelle Garcia (2008) Winner, Michelle Garcia (2008) Think social: a social thinking Think social: a social thinking curriculum for school-age studentscurriculum for school-age students. 2. 2ndnd printing. printing.

Zajonc, Arthur (2006). Cognitive-Affective Connections in Teaching and Zajonc, Arthur (2006). Cognitive-Affective Connections in Teaching and Learning: The Relationship Between Love and KnowledgeLearning: The Relationship Between Love and Knowledge Scholarship Scholarship of Teaching and Learning: The Cognitive-Affective Connection of Teaching and Learning: The Cognitive-Affective Connection ConferenceConference..