7/13 Neurodiversity

Neurodiversity does not attempt to de-emphasize the seriousness of debilitating conditions or mental challenges. Its intent is to highlight the abilities and the strengths of neurodiverse individuals and the natural skills they possess. As you explore this wide variety of diverse brains, I think you may see yourself, or your friends, family or acquaintances in some of the descriptions and/or the strengths that differently-wired people possess. You may even take a newfound pride in a personal characteristic or personality trait of your own, once you understand the full implications, and the positive dimensions, involved in the wiring of unique brains.

If this subject interests you, please read The Power of Neurodiversity or any of the other books listed in Works Cited below to learn more about the origins, history, causes, diagnoses, therapies, and environmental strategies related to differently-wired brains. You can also take a look at the Handout for information on Mood Disorders and Anxiety, which did not make it into this interactive version.

Common Label: Attention Deficit Disorder (ADD), Attention Deficit Hyperactivity Disorder (ADHD)

Intrinsic characteristics/qualities: Curiosity, playfulness, wonder, creativity, flexibility, inventiveness, high energy, enthusiasm, impulsiveness, active learner, distractibility, vitality, joyfulness, hyperactive, spontaneity, humor, attention to detail - “Hunters in a Farmer’s World” (Hartmann, 2019)

Location in the brain: Studies of ADHD center around the relationship between the prefrontal lobes of the neocortex (those areas of the brain behind the forehead that control planning, problem solving, and the restraint of impulses) and areas of the brain that are responsible for emotional expression and motor coordination, including the basal ganglia and the cerebellum. There appears to be a disruption in the circuitry between the restraint and planning areas of the brain (the prefrontal lobes) and the emotional and motor areas of the brain (the basal ganglia and the cerebellum). In simple terms, the restraint areas of the brain are not successful in keeping the emotional and motor areas of the brain in check, resulting in symptoms of hyperactivity. Problems with the executive functions of the prefrontal lobes result in difficulty with planning, organization, and focused attention, resulting in distractibility. (Armstrong, 2011)

Brain Chemistry: Dopamine is an important neurochemical in brain function, but is produced in lower levels in the ADHD brain. Dopamine helps with communication throughout the brain, and is associated with motor activity, motivation, and reward seeking. Lower levels of dopamine cause a constant appetite for stimulation, which can be satisfied by movement, impulsive actions, and novelty seeking. Contrary to popular belief people with ADHD are actually understimulated and are constantly seeking dopamine-inducing activities.

Evolutionary Progress? Research indicates that children labeled with ADHD have normal patterns of brain growth but lag behind other children by about three years. These ADHD kids seem to be “late bloomers” rather than attention deficit, and may simply need more time to mature. Armstrong’s research also suggests that childlike behavior and lack of control may actually be an evolutionary step forward for mankind – a concept called neoteny, which is Latin for “holding youth,” that many brilliant people have identified with. Albert Einstein was quoted as saying that he was delayed in his own development. Yet his childlike curiosity, wandering imagination, and unyielding inventiveness may have advanced some of his greatest discoveries. Einstein was the classic “absentminded (distractible?) professor.”

Hidden Strengths: ADHD individuals are high-energy and incredibly good brainstormers (thinking outside-of-the-box). They happily work long hours by choice – an asset to any business or profession. They are also successful at tasks or jobs that involve moving around frequently, working in or with nature, facing novel situations, handling emergencies, physical engagement, doing many different things in a short period of time, and creativity. Hyperactive people are very good multitaskers and have the ability to shift attention from one thing to another quickly. They are good at coming up with original ideas. They are quick acting, creative, and spontaneous; and have divergent minds and an abundance of vitality. With their positive enthusiasm and industrious energy they accomplish tasks that would exhaust most people.

People labeled ADHD are actually very good at paying attention. In fact, they excel in paying attention to what they’re not supposed to be paying attention to (incidental attention) while noticing details that others miss. They pay great attention to things that really interest them (hyperfocused attention), which make them excellent learners if motivated by interest.

A quote from the book that sheds light on the ADHD brain: “While the A students are learning the details of photosynthesis, the ADHD students are staring out the window and wondering if it still works on a cloudy day.”

Intrinsic characteristics/qualities: Autistic individuals possess an inordinate ability to see details, visually manipulate shapes and two-dimensional patterns, and locate patterns within patterns (natural visual-spatial skills). They are more likely than the general population to have perfect pitch, and able to pick out individual notes from complex musical cords, while also being hypersensitive to sound and noises. Autistic individuals have what has been termed Mindblindness – “the inability to perceive or even guess at the thoughts of other people.” They experience difficultly with verbal communication (many are non-verbal) and relating to people (see the Amanda Baggs video). They are usually intellectually challenged in specific areas, but may be brilliant in others even though difficult to express. Many autistic individuals display repetitive behaviors like rocking or flapping (called stimming – giving self-stimulation to reduce stress). They are much more interested in and focused on systems (how things work) than people (or relationships).

Quote from the Temple Grandin: “Some guy with high-functioning Asperger’s developed the first stone spear; it wasn’t developed by the social ones yakking around the campfire.”

Location in the brain: Irregularities in several areas of the brain have been observed among autistic populations, including the frontal lobes (responsible for planning and control), the limbic system (responsible for emotional regulation), and the cerebellum (responsible for motor control). There is a theory that there is dysfunction in the “mirror neurons” of autistic individuals in the premotor cortex of the frontal lobes. The mirror-neuron system helps people to learn things by observing others, but autistic people have difficulty reading, interpreting , or responding appropriately to the actions (moods/emotions) of other people. Because of their interests in visual-spatial interests some scientists believe autistic individuals are right-brain learners (Armstrong, 2011). Others feel that autism has a lot to do with back-brain function because it focuses more on the objective world (things) rather than the narrative world (self and others) located in the anterior (frontal) areas of the brain.

Brain Chemistry: High levels of the neurotransmitter serotonin, (which affect repetitive behaviors and socialization) have been found in between 30 to 50 percent of autistic children. (Armstrong, 2011). But it is still unclear if it is an overproduction of serotonin or an inability to process it effectively that may be the cause of some autistic behaviors. (Zeliadt, 2019)

Hidden Strengths: Autism is a spectrum, and abilities very depending on where on the spectrum one falls, training, education, and motivation. Impersonal rather than personal interests allow autistic individuals to focus on a given task/system rather than personal feelings. They can be very skilled at systemizing (generally in one specific system), like computer programming, mathematics, engineering, mechanics, or science – and excellent at figuring out and understanding how things work. They have enhanced perceptual functioning, which is evident in their meticulous attention to detail. These unique detail-oriented brains make excellent (professional or amateur) mechanical designers like Temple Grandin, astronomers looking for deep space anomalies, lab technicians looking for unique cells, biological researchers identifying differences among species, gemologists spotting particular qualities in gems, accountants and actuaries manipulating numbers/math, and trouble shooters (in any industry or situation). Autistic individuals have exceptional visual-spatial skills. They think in pictures rather than words (see graphic). They can translate both written and spoken words into full-color pictures and movies in their heads, which can be a tremendous advantage in executing difficult creative tasks, like design, mapping, and architectural drawings. While IQ tests designed for the neurotypical brain do not take into account the visual-spatial processing brain, studies show that “autistics are actually 40 percent faster at problem solving done on visual-spatial tests compared with nonautistics.” (Science Daily 2009). The Autistic’s perfect pitch, mechanical abilities, and artistic gifts support strengths and talents in a wide range of interests, hobbies, musical pursuits, and skills.

Common Labels: Dyslexic Disorder / Dyslexia (meaning “trouble with words”)

Intrinsic characteristics/qualities: Dyslexics may have difficulty with reading, writing, spelling, speaking, handwriting, memory, listening, and/or grammar. While these traits present challenges to learning, most people with dyslexia score average or above-average on standardized tests. Most have difficulty processing the sounds of words.

It appears that the dyslexic brain requires (or prefers?) alternative visual and analyzation areas in the brain to make up for the lack of ability in the usual word-processing areas. Areas toward the anterior (front) part of the brain, actually show more activation in dyslexics than in fluent readers. Another area, in the left hemisphere, is around Broca’s area, which is associated with spoken language. Dyslexics use this area a lot when analyzing words. It is a very cumbersome process connected to vocalization and subvocalization of whole words, because it requires taking sounds and phonemes one at a time to build words. “Dyslexics also use areas of the right hemisphere, also a slow process, since the right hemisphere recognizes whole word forms, visual configurations, emotional nuances, and other features not based on the essential sound-symbol relationships necessary for quick and accurate reading.” They actually visualize words in pictures or groups of words in events, or situations, and then process the meaning of the visualization. This is a good indication of how dyslexics and nondyslexics process written words differently, and the extra time involved in processing words in the dyslexic brain. Anatomically, the right hemisphere in dyslexic brains are generally more developed than in nondyslexics. The right brain hemisphere is associated with holistic perception, visual-social skills, out-of-the-box thinking, and other unconventional abilities that dyslexics appear to excel in. This may be due to having to use both hemispheres of their brain to process what nondyslexics are able to do with one. (Armstrong, 2011)

The BrainHQ Connection: Researchers have shown that the areas of the brain that good readers use can be reactivate in dyslexics using brain training intervention based on phonological skills (contrastive relationships among the speech sounds). FastForWord, a program created by our own Dr. Michael Merzenich of Posit Science, was used to engage children in brain training exercises much like those we use in class. At the end of an eight-week training period, dyslexic children had improved considerably in reading skills and brain scans showed activation patterns similar to those of normally reading children. Follow-up studies showed that the benefits of this program held up even a year after the training ended, and that similar training (like BrainHQ) worked on adults as well. (Temple, 2003)

Hidden Strengths: While dyslexics may struggle with reading-related skills, they possess a number of other abilities, in areas like athletics, socialization, the arts, visual perception, visual-motor skills, mechanical skills, and are especially proficient in artistic endeavors, much like famous dyslexic artists, Leonardo da Vinci, Pablo Picasso, Ansel Adams, Auguste Rodin, and Andy Warhol. One study found that “dyslexic adults showed greater creativity in tasks requiring novelty or insight, and more innovative ways of thinking.” (Everatt, 1999). Other tests have shown that dyslexics score very high in; recognition of impossible three-dimensional figures, optical illusions, global visual-spatial processing, mechanical skills, carpentry, invention, visual artistry, surgery, and interpreting x-rays of magnetic resonance images. Because of the increase in the importance of scientific visualization, this neurodiverse brain type may become the next class of technological scientists. Dyslexics are able to see the big picture without getting lost in the details and make excellent entrepreneurs who flourish in the world of business. The additional use of left hemisphere analyzation skills in reading may be why dyslexics are generally strong in math, imagination, and faster than most people in thinking sequentially and solving complex problems. Dyslexics don’t dislike reading, despite their struggles, in fact their imaginations are able to grasp and expand on what they read in creative and visual ways that nondyslexics may not. Interest-based reading is the key to improving literacy levels for dyslexic individuals. (Armstrong, 2011)

Quote from dyslexic inventor and biologist at Cal Tech, Bill Dreyer: On his invention of a protein-sequencing machine that helped to promote the human genome revolution­: “I think in 3-D Technicolor pictures instead of words. I was able to see the machine in my head and rotate valves and actually see the instrumentation. I don’t think of dyslexia as a deficiency. It’s like having a CAD [computer-aided design] in your brain.”

Common Labels: Downs Syndrome / Prince Charming Syndrome / DSD (Downs Syndrome Disorder) /Trisomy 21

Intrinsic characteristics/qualities: Down syndrome individuals may have delays in speech development, and fine motor skills, and sometimes higher cognitive thinking processes. While having difficulty in linguistic and mathematical skills, they often shine in the personal intelligences. They are excellent at imitation, humorous, and have a “lively sense of the ridiculous.” (Armstrong, 2011). They smile more often than neurotypical children, are upbeat, happy and more likely to laugh at funny faces. They are also more likely to respond to others’ laughter with attention and smiles. Downs syndrome has often been referred to as the “Prince Charming” syndrome because, “Persons with Down syndrome have been consistently cast as friendly and charming, with disarming smiles.” Psychologist Elizabeth M. Dykens. (Armstrong, 2011).

Location in the brain: A specific area of the brain that is impaired is the hippocampus. Studies suggest abnormalities in the structure of synapses in the hippocampus. The hippocampus is found in both hemispheres of the brain inside the temporal lobe and is important for learning and memory. (Sylvester, 1983)

Brain Chemistry/Structure: Downs syndrome is caused by the presence of an extra chromosome 21 (or part of an extra chromosome). It is called trisomy 21 because there are three copies (one extra) of chromosome 21.

Hidden & Strengths: Down syndrome individuals are good learners when given the chance and time. They enjoy playing musical instruments, reading and writing (including several tv scripts), are TV and movie actors, study filmmaking and take acting lessons, learn new languages, play sports, enjoy art, and have robust social lives. Down syndrome individuals are very interested in learning new things, creating relationships, getting jobs, visiting new places, performing and creative arts, and are open to new experiences. They are reliable, dedicated employees, generally happy, fun to be with, and very creative and clever.

Quote from the book: Other cultures view neurodiversity differently. “Among the Shona of Zimbabwe, competency is defined as how individuals creatively deal with the situation they’ve been placed in. They have a proverb: People with disabilities are clever, they have strategies, they dance whilst leaning against the wall.” (Armstrong, 2011)

Unique Intelligences

Many educators and psychologists are beginning to appreciate the learning potential of neurodiverse individuals by exploring capability for growth and development, rather than focusing on weaknesses. “Standardized” IQ tests used in America are designed for “neurotypical” individuals and targeted cultural “intelligences” rather than unique abilities and personal strengths. Many cultures still believe that individuals with diverse abilities can develop their unique talents and become successful by making the most of their natural gifts. There is ample evidence that all brains can develop and grow given the chance, and that intelligence can be improved through training.

Howard Gardner, Psychologist and Hobbs Professor of Cognition at the Harvard School of Education, was instrumental in challenging the concept of fixed inherent intelligence. Challenging the traditional understanding of one primary intelligence that represents the most desirable form of cognition, Gardner proposed that there are multiple categories of equally legitimate intelligences. His list of multiple intelligences (MI) includes: linguistic intelligence, logical-mathematical intelligence, spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, naturalist intelligence, and (recently added) existential intelligence.

Gardner argues persuasively for his multiple intelligence theory by demonstrating that, among other things, each intelligence is located in a specific area of the brain. This also supports the concept of neurodiversity as it explains how selective impairments in different areas of the brain compromise specific intelligences, but not necessarily all intelligences.

Once we understand Gardner’s theory that each intelligence is located in a specific area of the brain, the different cognitive abilities of neurodiverse individuals make sense. We can begin to see where and why certain individuals can have cognitive deficits or challenges in some areas and still have exceptional strengths in other areas of intelligence.

There is no such thing as perfectly normal when it comes to brains. All humans are different, and no two brains would look exactly the same if compared. The closest picture of the normal genome or a normal brain scan would at best, be an average or consensus of hundreds of different people. Uniqueness is exactly what makes human beings human. Our brains change and rewire in response to our thoughts, actions, interests, moods, environments, upbringing, etc. Each person represents a unique combination of genes and brain cells based on heredity and experience. Genes that cause specific “dis-abilities” can be eliminated through genetic engineering, but at the risk of eliminating a wide range of diversity as well. Mutations that create variations of a gene, generally do so to improve an organism’s chances of survival. Mutations can also produce uniquely creative thoughts, artistic abilities, special sensitivities, and diverse ways of thinking and behaving. The risk that genetic engineering poses in potentially eliminating neurodiverse genes is the elimination of many unique minds and sensitive souls who, in so many ways, keep life in perspective for all us.

Quote by Robert D. Sheeler, M.D, at the Mayo Clinic: “How much gentleness, insight and wisdom would be lost if we were to screen out “defects” and narrow the human genome. Although I anxiously await the benefits that modern genetics may bring us, I am perplexed by the thought of how little of human nature we can truly measure with superficial tools such as the Intelligence Quotient.”

This week we learned about the power and the strengths of neurodiversity or differently-wired brains. We saw where in the brain these neurological differences occur; how genetic and biological differences influence behaviors, thoughts, and abilities; and about the merit as well as the challenges of neurodiversity. We hope this look into uniquely-wired brains has given you a better understanding of how and why brains work differently, and has helped you to appreciate the vast natural differences that exist in the world.

Even though this lesson focuses on the abilities and the strengths of neurodiverse individuals, we cannot forget the seriousness and the challenges that are also associated with these differences. Hopefully, this lesson has given you some new lenses through which to view the differently-wired … and maybe even appreciate your own unique differences and strengths a little more.

Armstrong, T. (2011, Oct). The Power of Neurodiversity: Unleashing the Advantages of Your Differently Wired Brain. Da Capo Lifelong Books.

Hartmann, T. and Popkin, M. (2019, Sept). ADHD: A Hunter in a Farmer’s World. Healing Arts; 3rd edition.

Everatt, J., Steffert, B., and Smythe, I. (1999, March) An eye for the unusual: creative thinking in dyslexics. Retrieved from https://doi.org/10.1002/(SICI)1099-0909(199903)5:1<28::AID-DYS126>3.0.CO;2-K

Silberman, S. and Sacks, O. (2016, Aug). Neurotribes: The Legacy of Autism and the Future of Neurodiversity. Avery; Reprint edition.

Singer, J. (2016, July). NeuroDiversity: The Birth of an Idea. Judy Singer, Publisher; 2nd edition.

Science Daily (2009, June) Autistics Better At Problem-solving, Study Finds, University of Montreal. Retrieved from https://www.sciencedaily.com/releases/2009/06/090616121339.htm

Sylvester, P. (1983, Sept.). The Hippocampus In Down's Syndrome. Retrieved fromhttps://onlinelibrary.wiley.com/doi/abs/10.1111/j.1365-2788.1983.tb00294.x

Temple, E., Deutsch, G. (2003, March). Neural deficits in children with dyslexia ameliorated by behavioral remediation: Evidence from functional MRI. Retrieved from https://www.pnas.org/content/100/5/2860

Zeliadt, N. (2019, May). Serotonin’s link to autism, explained. Retrieved from https://www.spectrumnews.org/news/serotonins-link-autism-explained/

Videos:

Amanda Baggs Video: https://www.youtube.com/watch?v=JnylM1hI2jc

Temple Grandin Video: https://www.youtube.com/watch?v=51zNRn62um0

How an Autistic Brain Works: https://www.youtube.com/watch?v=xvSh0eypaBA