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Science/Tech See other Science/Tech Articles Title: Autism and possible intellectual advantages I was struck by a commentary published last week in the journal Nature that put forth the idea that autism, when it occurs with high intelligence, provides some individuals with certain intellectual advantages over those who do not have the disorder. The commentary author, Dr. Laurent Mottron, a professor of psychiatry and autism researcher at the University of Montreal, bases his conclusions on his own research as well as his experience working with an autistic researcher in his lab and several autistic research assistants. “Everyone knows stories of autistics with extraordinary savant abilities. None of my lab members is a savant,’’ Mottron wrote. “They are ‘ordinary’ autistics, many of whom, on average, outperform non-autistics in a range of tasks.’’ He acknowledged that autism can be a harsh disability, leaving 1 out of 10 people with the disorder unable to speak, 9 out of 10 with no regular job, and 8 out of 10 still dependent, as adults, on their parents. Many of those with the disorder have high levels of intelligence, often in visual-spatial abilities, that could make them indispensable employees if companies could learn to adapt to the common disabilities that come with autism, such as social awkwardness or tendencies to become overwhelmed in certain situations. A new startup software company called Aspiritech in Highland Park, Ill., has banked on that, hiring young adults with autism to help locate software bugs by drawing on their talents: memory for detail, ability to find patterns in large sets of data, and intense concentration. In a phone interview, I asked Mottron to elaborate on the autism advantage. Here are edited excerpts from our interview. Q. What evidence do you have about the advantages of autism? A. Studies have shown that autistic individuals outperform those without the disorder in a wide range of visual perception tasks. . . . Our own research analyzing brain imaging studies found that the visual spatial regions of the brain are more activated in autistics while they do a particular task and that they perform that task 40 percent faster. This indicates that these differences aren’t deficits, but are associated in some cases with superior performance. Q. Describe working with those who have the disorder. How have you had to adapt? A. We have several people in our lab who act as research assistants, and one, Michelle Dawson, does her own research. Dawson doesn’t have a college degree and used to deliver mail before I hired her seven years ago. She had no knowledge of science before the age of 43. But she’s extremely intelligent and read through all the bibliography sources of the first paper I gave her to proofread. She learned quickly, and I began to rely on her to find hidden inconsistencies in my data. . . . Reviewers of our research papers now tell us that they’re “amazingly free of errors.’’ Where I see the differences is in how we see things. I can look at things from the top down, seeing the big picture and making hypotheses based on little data. Michelle sees things from the bottom up; she needs a lot of data before she can draw any conclusions. . . . In terms of adapting, I’m able to adjust expectations as needed, but I think it’s a good idea . . . to have mediators to help settle anxiety-provoking situations like anything unscheduled, changes to an existing plan, or negative criticism. Q. Do you think our high-tech world favors traits more dominant in autism? A. I’m quite open-minded that autism has real value in our society, but in order to see the relevance of that value, we need to adjust. Are companies willing to make modifications for those with low social skills who may perform poorly at sales meetings but may be indispensable when it comes to catching errors in an advertisement or inconsistencies in a new product design? Q. Given the differences in brain function and learning styles, do you think the education system should adapt to autistic children? A. Autistic children should be included in a typical classroom, but yes, I think there needs to be adaptation for their learning style. What I am against, however, are most expensive early intervention programs . . . that are designed to teach autistic children to communicate by responding to certain prompts. Deborah Kotz can be reached at dkotz@globe.com. Follow her on Twitter @debkotz2. Post Comment Private Reply Ignore Thread Top • Page Up • Full Thread • Page Down • Bottom/Latest Begin Trace Mode for Comment # 6.
#1. To: Tatarewicz (#0)
(Edited)
Autism is the result of brain damage. If one part of the brain becomes damaged at an early age it is possible that other areas are used more to offset the damaged area. This could explain why certain autistic people can be very good at certain tasks, but semi-retarded at others. This in no way means those that are responsible for causing the vast amount of Autism in the USA, the vaccine makers, should not suffer the consequences.
No it does not explain such a thing at all. Much of the findings of autism stem from the vaccines the doctors to inject in babies. These vaccines are the cause of cell damage and in many cases are the causes of death. To those who survive the cell damages endure years of such disorders as autism to which there is no cure for. And btw, just because someone is diagnosed with autism does not mean they are semi-retarded! The reason they are semi-retarded is because the vaccines injected in them have retarded their cell growth so that they think and function differently than others in society. Furthermore, many adults with autism can actually function in society and many have higher intelligence quotients than those who have graduated from college with P.H.d.s.
That universe of people would be ginormous.
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