Autism and the Brain: Brain Differences and the Construction of Behavior and Learning

Conceptualizing Autism as a Brain Difference.

Autism cannot be treated as a behavior problem. It is a neurodevelopmental disorder, hence the brain develops and operates differently since the onset of life itself. These brain variations affect the way a child expresses himself, learns and controls his/her emotions, and reacts to the surrounding world.

We start to think differently about the child in terms of patience, empathy and increased awareness when we know the brain. Such knowledge can be used to prevent the blame game with the child but seek meaningful assistance with families and teachers.

Being learned causes sympathy. Empathy results in improved communication, improved instruction and a more joyous offspring. Autism is not bad at experiencing the worlds, it is just another way.

Areas of the Brain Being Involved in Autism.

Thinking, learning, emotions and behavior are supported by the different sections of the brain. In autism, these areas of the brain work differently and this may have an impact on the way a child lives his or her life.

Frontal Lobe- Planning and Control of Emotion.

A frontal lobe deals with planning, problem-solving, feeling control, and sociological intelligence.

The relationships in this area may be different in autistic people. Consequently, a child could struggle to control emotions, change attention on tasks or to interpret social messages like facial expressions or body language. Such actions do not show the character of stubbornness; they are connected with variations in the brain functions.

Language and Social Communication: Temporal Lobe.

The temporal lobe will assist us in comprehending language, tonality of voice, facial expression, and social communication.

The speech and sounds do not make sense to many autistic people. Due to this reason, certain children might respond slowly, evade eye contact, or visual learning styles. This merely indicates what happens to their brain.

 Parietal Lobe – Sensory Processing and Body awareness.

The parietal lobe deals with body awareness, sensory information and coordination.

Variations in this respect can cause sensory sensitivities like response to loud noises, bright light or some surface texture. Certain children might also have problems in coordination or in imitating actions.

The behaviors are as a result of the brain getting sensory messages in a more extreme or abnormal manner.

Occipital Lobe- Visual Processing and Strengths.

The visual processing is under the control of the occipital lobe.

Autistic people are usually keen in paying attention to details. They can see patterns, shapes and tiny details that other people fail to see. Such skill can be transformed into one of the strongest in such spheres as drawing, design, technology, and the ability to solve problems analytically.

Cerebellum – Movement and Routine Learning.

The cerebellum provides support on balance, coordination of movement, timing and learning habits.

This area has been found to differ among a number of the autistic individuals. This can influence motor ability like handwriting, coordination and balance during physical activity.

Limbic System- Emotions and Stress Response.

The emotional part of the brain is the limbic. It regulates emotions, stress reactions, attachment and memory.

This system has been proposed to be used differently by autistic individuals in processing emotions and sensory experiences. Consequently, feelings can become more intense or even more intense. This can cause meltdowns, nervousness or take a longer period to relax.

One should not consider these reactions as misbehavior; it represents dissimilarity in the mechanism of emotional system.

Learning better results in Knowledge.

We start to look at autism through the prism of brain development and it leads to us judging in favor of it.

Autistic children do not have it in their to give. They just have their brains perceive things, emotions and senses differently. Through knowledge, families, teachers and communities can provide those enabling conditions that can help autistic individuals to grow, learn and prosper.

References

1. American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders (DSM-5).

2. Courchesne, E., et al. “Neuroanatomical Differences in Autism.” Journal of Neuroscience.

3.  Amaral, D. G., Schumann, C. M., and Nordahl, C. W. “Neuroanatomy of Autism.” Trends in Neurosciences.

4.   Pelphrey, K. A. and Carter, E. J. “Social Perception of the Brain in Autism? Annals of the New York academy of sciences.

5.    National Institute of Mental Health (NIMH). Autism Spectrum Disorder – Developmental Research of the brain.

Frequently Asked Questions

Which aspect of the brain is abnormal in autism?

Studies imply the existence of differences in various parts of the brain such as frontal lobe, temporal lobe, cerebellum and limbic system. These domains affect social communication, emotional control and sensory processing.

Do the differences in the brain cause autism?

Yes. Autism is a neurodevelopmental disorder, i.e., the brain does not develop and work as it would at early age. The differences influence sensory perception, behaviour, and communication.

Why are autistic children so sensitive to the senses?

The sensory sensitivity occurs due to the fact that the brain interprets the sensory signals differently e.g. sound, touch, and light. It is able to intensify the daily experience.

Is brain research useful in assisting autistic individuals?

Yes. The way the brain functions in autism assists parents, instructors, and therapists to come up with improved communication, learning and emotional support strategies.