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Self-awareness in Autism Spectrum Disorder
Autism spectrum disorders (ASDs) are a group of neurodevelopmental disabilities that can cause significant social, communication, and behavioral challenges (Understanding Autism, 2003). ASDs can also cause imaginative abnormalities and can range from mild to severe, especially in sensory-motor, perceptual and affective dimensions. Children with ASD may struggle with self-awareness and self acceptance. Their different thinking patterns and brain processing functions in the area of social thinking and actions may compromise their ability to understand themselves and social connections to others (Autism Asperger’s Digest, 2010). About 75% diagnosed autistics are mentally handicapped in some general way and the other 25% diagnosed with Asperger's Syndrome show average to good cognitive functioning (Mcgeer, 2004). When we compare our own behavior to the morals and values that we were taught, we can focus attention on ourselves increasing self awareness. In understanding the many effects of autism spectrum disorders on those afflicted have led many scientists to theorize what level of self-awareness occurs and in what degree. It is well known that children suffering from varying degrees of Autism struggle in social situations. Scientists have produced evidence that self-awareness is a main problem for people with ASD. Researchers used functional magnetic resonance scans (FMRI) to measure brain activity in 66 male volunteers in which half have been diagnosed in the autism spectrum. The volunteers were monitored while being asked to make judgments about their own thoughts, opinions, preferences, as well as about someone else's. By scanning the volunteers' brains as they responded to these questions, the researchers were able to see differences in the brain activity between those with and without autism. One area of the brain closely examined was the ventromedial pre-frontal cortex (vMPFC) which is known to be active when people think about themselves (Dyslexia United, 2009). This study showed that those afflicted with ASD did not have much of a separation of the brain activity when speaking about themselves as opposed to someone else like their normal counterparts did. This research suggests that the autistic brain struggled to process information about themselves. Self-awareness requires being able to keep track of the relationship one has with themselves and to understand what make them similar to others or in what ways different from others. "This research has shown that children with autism may also have difficulty understanding their own thoughts and feelings and the brain mechanisms underlying this, thus leading to deficits in self-awareness" (Dyslexia United, 2009). A study out of Stanford University has tried to map out brain circuits with understanding self-awareness in Autism Spectrum Disorders. This study suggests that self-awareness is primarily lacking in social situations but when in private they are more self-aware and present. It is in the company of others while engaging in interpersonal interaction that the self-awareness mechanism seems to fail. Higher functioning individuals on the ASD scale have reported that they are more self-aware when alone unless they are in sensory overload or immediately following social exposure (Progress in Autism, 2011). Self-awareness dissipates when an autistic is faced with a demanding social situation. This theory suggests that this happens due to the behavioral inhibitory system which is responsible for self preservation. This is the system that prevents human from self harm like jumping out of a speeding bus or putting our hand on a hot stove. Once a dangerous situation is perceived then the behavioral inhibitory system kicks in and restrains our activities. "For individuals with ASD, this inhibitory mechanism is so powerful, it operates on the least possible trigger and shows an over sensitivity to impending danger and possible threats. (Progress in Autism, 2011). Some of these dangers may be perceived as being in the presence of strangers, or a loud noise from a radio. In these situations self-awareness can be compromised due to the desire of self preservation, which trumps social composure and proper interaction. The Hobson hypothesis reports that autism begins in infancy due to the lack of cognitive and linguistic engagement which in turn results in impaired reflective self-awareness. In this study ten children with Asperger's Syndrome were examined using the Self-understanding Interview. This interview was created by Damon and Hart and focuses on seven core areas or schemas that measure the capacity to think in increasingly difficult levels. This interview will estimate the level of self understanding present. "The study showed that the Asperger group demonstrated impairment in the 'self-as-object' and 'self-as-subject domains of the Self-understanding Interview, which supported Hobson's concept of an impaired capacity for self-awareness and self-reflection in people with ASD." (Jackson, Skirrow, Hare, 2012). Self understanding is a self description in an individual’s past, present and future. Without self understanding it is reported that self-awareness is lacking in people with ASD. Joint attention (JA) was developed as a teaching strategy to help increase positive self-awareness in those with Autism Spectrum Disorders (Wehmeyer and Shogren, 2008). JA strategies were first used to directly teach about reflected mirror images and how they relate to their reflected image. Mirror Self Awareness Development (MSAD) activities were used as a four step framework in which to measure increases in self-awareness in those with ASD. Self-awareness and knowledge is not something that can simply be taught through direct instruction. Instead, students acquire this knowledge by interacting with their environment (Wehmeyer and Shogren, 2008). Mirror understanding and its relation to the development of self leads to measurable increases in self awareness in those with ASD. It also proves to be a highly engaging and highly preferred tool in understanding the developmental stages of self- awareness. There have been many different theories and studies done on what degree of self-awareness is displayed among people suffering from Autism Spectrum Disorders. Scientists have done research about the various parts of the brain associated with understanding self and self-awareness. Studies have shown evidence of areas of the brain that are impacted by ASD. Other theories suggest that helping an individual learn more about themselves through Joint Activities, such as the Mirror Self Awareness Development may help teach positive self-awareness and growth. In helping to build self-awareness it is also possible to build self esteem and self acceptance. This in turn can help to allow the individual with ASD to relate better to their environment and have better social interactions with others. References

Autism Asperger’s Digest. (2002, May/June) Retrieved from Http://autismdigest.com/self-awareness-and-self-acceptance-in-school-age-students-with-asd/

Autism-“children with autism have problem with self awareness” Retrieved December 14, 2009, from Http://dyslexiauntied.blogspot.com/2009/12/autism-children-with-autism-have.html

Jackson, P., Skirrow, P., Hare, DJ. (2012, May). Asperger through the looking glass: an exploratory study of self-understanding in people with Asperger’s syndrome. Http://www.ncbi.nlm.nih.gov/pubmed/21647793

McGeer, V Philosophy, Psychiatry, & Psychology, 11.3 (2004) 235-251  Http://muse.jhu.edu/journals/philosophy_psychiatry_and_psychology/v011/11.3mcgeer.html

Progress in Autism: Self awareness and regulation, a worthy challenge  Retrieved January 13, 2011 from Http://www.ncbi.nlm.nih.gov/pubmed/21207316?dopt=Abstract

Understanding Autism. (2003, March 1) Retrieved from Http://www.atooftexas.org/understanding.html

Wehmeyer and Shogren, (2008) Retrieved from Http://legacy.uphs.upenn.edu