Berkeley News

UC Berkeley Chancellor Christ retires next year. 

Can't help but remember that had handed me my University Medal finalist award on stage at convocation along with a lovely message. I think she became chancellor around the time I joined Cal. 

https://news.berkeley.edu/2023/06/15/chancellor-carol-christ-announces-2024-retirement-plans-for-ambitious-year/

NASEM: Cultivating Accessible Educational Pathways and Spaces

 

Event by National Academies of Sciences, Engr and Medicine. 

Disrupting Ableism and Advancing STEM:  

Cultivating Accessible Educational Pathways and Spaces 

THURSDAY, JUNE 15, 2023, 

I was on the the panel that runs from 1:35pm ET - 2:15pm ET

Recording link 

"This virtual session is a critical element of Disrupting Ableism and Advancing STEM: Cultivating Accessible Educational Pathways and Spaces, the fourth event in the five-part Disrupting Ableism and Advancing STEM conversation series.  Overall, this event in the series will focus on the important role of education in preparing students with disabilities as they enter the STEM ecosystem.  Discussions will focus on the need to challenge assumptions about who can learn and succeed in STEM and the need to make direct changes to policies and practices to facilitate positive educational experiences for students. Examples will include asset based approaches to learning in classrooms, laboratories, online, and in the field. 

Got a nice feedback email today. 

"My name is ____ and I work at a medical university in a northern town in ___Ontario Canada. I saw your presentation today on cultivating accessible educational pathways and spaces. I was completely blown away by your presentation. What you have accomplished is incredibly impressive. I not only applaud you but the professors who went out of their way to make labs accessible for you. I think as a medical school, we are behind the ball so to speak with regards to accommodating the needs of those with different abilities....... This entire series has been fascinating to me. Thank you for sharing."

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On behalf of the planning committee, I want to thank you for being part of the NASEM Disrupting Ableism and Advancing STEM discussion series.

This event was very well received, and your panel’s discussion was truly fantastic. Thank you for your leadership and for taking time to share your insight and expertise.

It feels like a historic and meaningful inflection point for people with disabilities in STEM, and we are grateful for your role in driving that change.

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On behalf of the planning committee for the Disrupting Ableism and Advancing STEM conversation series and the National Academies staff, I wanted to express my sincere gratitude to each of you for an informative and engaging panel session. We are proud to have brought together such an amazing group of individuals to speak about Lived Experiences: Listening, Learning, and Acting. I am certain that your discussion was greatly appreciated by the over 320 who attended on June 15th to learn about issues related to Cultivating Accessible Educational Pathways and Spaces.

Your expertise and insights were invaluable, and we are so grateful for the time and effort that you put into preparing and delivering your remarks. 

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Creativity is the language of the heart

Contemplation, one line a day #MentalHealth

 

Review v Meta Analysis

I continue to learn....as I navigate grad school

Review vs Meta-Analysis

A review paper /literature review, provides a comprehensive overview and evaluation of existing research on a particular topic. It involves gathering information from multiple sources, such as research articles, books, and other relevant publications, and synthesizing the findings to summarize the current state of knowledge on the topic. Review papers typically do not involve statistical analysis or original data collection.

A meta-analysis is a specific type of research synthesis that involves combining and analyzing quantitative data from multiple studies to generate more robust conclusions. Researchers identify relevant studies, extract relevant data from each study, and statistically analyze the combined data to derive overall effect sizes or estimates of the relationship between variables. Meta-analyses often include a systematic review of the literature as a first step to identify relevant studies for inclusion.

To create is to discover a new world within yourself

Contemplation, one line a day #MentalHealth

 

Ed Levels and dx age

 I came across an intriguing fact today. 

Individuals who get an ADHD diagnosis in childhood tend to attain lower levels of education than individuals who get an ADHD in adulthood (Wymbs & Dawson-2015).

I wonder if there is a parallel in autism too. Do autistics who get dx in childhood have lower ed levels than autistics who get dx in adulthood. (though I could not see much research on this)

I would think so - cuz despite the claim that you get better access to childhood autism therapy (most of which does not work by the way), you also end up facing a lot of gatekeeping from an educational system that fundamentally starts off with a view of lower exceptions of anyone with a disability dx, which means you are often kept out of mainstream education, gatekeeped out of opportunities than those without a dx would have access to if they chose to pursue it. We are not even given that option of opportunities as everything and everyone around you indicates over and over that you are incapable of more than just surviving and being pushed up and out of the school system (parallels to the school-prison pipeline in minority communities). 

All this constant stigma and discrimination takes a toll on mental health, self-esteem, and motivation. If the ed foundational legs at the basic school level is non-supportive and discouraging, there is no motivation to complete and attempt yet another potentially demotivating/discouraging environment. 

Ironically I find that though it's a lot more work/effort (the disability part), ed is actually much more non-judgmental and freeing at college level compared to school, but you have to first navigate the school system; a step many may not be able to cross, to even make it to college.

Creativity is the voice of the soul

Contemplation, one line a day

 

Proprioceptive feedback

Proprioceptive feedback has been studied in the context of Autism to understand its potential role in the motor impairments and sensory processing differences and altered personal space.

Proprioceptive feedback refers to the sensory information that our body receives regarding the position, movement, and orientation of our body parts. It is a crucial component of our overall perception and awareness of our body in space. This feedback allows us to have a sense of where our body is located, how it is moving, and how our limbs are positioned without having to visually observe them.

Proprioception is mediated by specialized receptors known as proprioceptors, which are found in muscles, tendons, ligaments, and joints. These proprioceptors detect changes in muscle length, muscle tension, joint angles, and joint pressure. They provide constant input to the central nervous system, particularly the brain and spinal cord, enabling us to have a continuous sense of our body's position and movement.

Examples of proprioceptors

• the muscle spindle located within skeletal muscles, responds to changes in muscle length. When a muscle is stretched or contracted, the muscle spindle sends signals to the CNS, providing information about the degree and speed of muscle stretch. This information helps the brain monitor and control muscle activity, contributing to coordinated movement.
• Golgi tendon organ, located at the junction between muscles and tendons, responds to changes in muscle tension or force exerted on the tendon. When muscle tension increases, the Golgi tendon organ detects this change and sends signals to the central nervous system, allowing for adjustments in muscle force and preventing excessive muscle contraction.
• Joint receptors  found in the capsules and ligaments surrounding joints,  detect changes in joint position and movement. There are different types of joint receptors, including Ruffini corpuscles, Pacinian corpuscles, and free nerve endings, each specialized for different aspects of joint movement. These receptors provide information about joint angles, joint velocity, and joint pressure, allowing for precise control of limb movements.

Proprioceptive feedback is integrated with other sensory information, such as visual and vestibular input, to provide a comprehensive perception of body position and movement. The brain combines these different sensory inputs to create a coherent representation of the body in space, known as body schema.

Research has shown that proprioception plays a vital role in motor control, coordination, and balance. Impairments in proprioceptive feedback can lead to difficulties in performing precise movements, maintaining balance, and coordinating multiple body parts. For example, individuals with certain neurological conditions or injuries affecting proprioceptive pathways may experience problems with coordination and a reduced awareness of their body's position, potentially leading to increased risk of falls or accidents.



Citations around Proprioceptive Feedback
Proske U, Gandevia SC. The Proprioceptive Senses: Their Roles in Signaling Body Shape, Body Position and Movement, and Muscle Force. Physiol Rev. 2012;92(4):1651-1697. doi:10.1152/physrev.00048.2011
Gandevia SC, McCloskey DI. Joint Sense, Muscle Sense, and Their Combination as Position Sense, Measured at the Elbow. J Physiol. 1976;260(2):387-407. doi:10.1113/jphysiol.1976.sp011306
Roll JP, Vedel JP. Kinaesthetic Role of Muscle Afferents in Man, Studied by Tendon Vibration and Microneurography. Exp Brain Res. 1982;47(2):177-190. doi:10.1007/BF00239352
Gandevia SC. Kinesthesia: Roles for afferent signals and motor commands. In: Comprehensive Physiology. John Wiley & Sons, Inc.; 2011. doi:10.1002/cphy.c100058

Specific to Autism
Marco, E. J., Hinkley, L. B., Hill, S. S., & Nagarajan, S. S. (2011). Sensory processing in autism: a review of neurophysiologic findings. Pediatric Research, 69(5 Pt 2), 48R-54R. doi: 10.1203/PDR.0b013e3182130c54
Torres, E. B., & Donnellan, A. M. (2013). Autism: the micro-movement perspective. Frontiers in Integrative Neuroscience, 7, 32. doi: 10.3389/fnint.2013.00032
Haswell, C. C., Izawa, J., Dowell, L. R., Mostofsky, S. H., & Shadmehr, R. (2009). Representation of internal models of action in the autistic brain. Nature Neuroscience, 12(8), 970-972. doi: 10.1038/nn.2356
Glazebrook, C. M., Gonzalez, D. A., Hansen, S., Elliott, D., & Lyons, J. (2009). Impaired visuo-motor processing contributes to altered personal space in autism. Neuropsychologia, 47(13), 2811-2817. doi: 10.1016/j.neuropsychologia.2009.06.021
Cascio, C. J., Foss-Feig, J. H., Heacock, J., & Newsom, C. R. (2012). Tactile perception in adults with autism: a multidimensional psychophysical study. Journal of Autism and Developmental Disorders, 42(11), 2270-2282. doi: 10.1007/s10803-012-1486-2
Hilton, C. L., Zhang, Y., Whilte, M. R., Klohr, C. L., & Constantino, J. N. (2012). Motor impairment in sibling pairs concordant and discordant for autism spectrum disorders. Autism, 16(4), 430-441. doi: 10.1177/1362361311435155
Glazebrook, C. M., & Elliott, D. (2010). Vision-action coupling for perceptual control of posture in children with and without autism spectrum disorders. Developmental Science, 13(5), 742-753. doi: 10.1111/j.1467-7687.2009.00941.x

Comparing the ABC and CATI Autism Measures

Autism Assessments & Measures 

The Aberrant Behavior Checklist (ABC) and the Comprehensive Autistic Trait Inventory (CATI) are both tools used to assess behaviors and traits associated with autism, but they differ in their specific focus, structure, and use cases. Here’s a comparison to highlight the differences between the two:

[Posts on other Assessment Tools and Diagnostic Measures] 

Aberrant Behavior Checklist (ABC)

Purpose: Designed to assess the presence and severity of problem behaviors in individuals with developmental disabilities, including autism.

Structure: Consists of 58 items divided into five subscales:

• 1. Irritability
  2. Lethargy/Social Withdrawal
  3. Stereotypic Behavior
  4. Hyperactivity/Noncompliance
  5. Inappropriate Speech

Administration:

• Completed by caregivers, teachers, or clinicians who are familiar with the individual's behavior.
• Uses a Likert scale (0-3) to rate the severity of each behavior.

Focus:

• Measures the severity and frequency of specific problem behaviors.
• Used to track changes over time and assess treatment effectiveness.

Advantages:

• Provides detailed information about specific behavioral issues.
• Useful for treatment planning and monitoring progress.

Limitations:

• Subjective responses from raters.
• Does not provide a comprehensive assessment of autism traits.

Comprehensive Autistic Trait Inventory (CATI)

Purpose: Designed to provide a detailed assessment of the range of autistic traits across various domains, specifically for research and clinical purposes.

Structure: The exact structure may vary, but typically includes multiple domains that cover:

• 1. Social Interaction
  2. Communication
  3. Restricted and Repetitive Behaviors
  4. Sensory Sensitivities
  5. Cognitive Traits
  6. Emotional Regulation

Administration:

• Can be completed by individuals with autism (self-report), parents, or clinicians, depending on the version.
• Uses a comprehensive rating scale to assess the frequency and intensity of various autistic traits.

Focus:

• Provides a broad and detailed overview of autistic traits across multiple domains.
• Aims to capture the full spectrum of autism-related characteristics for both diagnostic and research purposes.

Advantages:

• Offers a comprehensive assessment of a wide range of autistic traits.
• Useful for identifying strengths and areas of need in individuals with autism.

Limitations:

• Can be more time-consuming due to its comprehensive nature.
• May require detailed knowledge of the individual’s behaviors and traits.

Key Differences

1. Focus:

   • ABC: Focuses on assessing and quantifying specific problem behaviors.
   • CATI: Focuses on providing a comprehensive assessment of a wide range of autistic traits across multiple domains.

2. Structure:

   • ABC: 58 items across five subscales related to problem behaviors.
   • CATI: Multiple domains covering social interaction, communication, repetitive behaviors, sensory sensitivities, cognitive traits, and emotional regulation.

3. Administration:

   • ABC: Typically completed by caregivers or teachers.
   • CATI: Can be completed by individuals with autism, parents, or clinicians, depending on the version.

4. Purpose:

   • ABC: Used for identifying problem behaviors, planning treatment, and monitoring changes over time.
   • CATI: Used for a detailed assessment of autistic traits for both diagnostic and research purposes.

5. Rating Scale:

   • ABC: Uses a Likert scale (0-3) to rate the severity of each behavior.
   • CATI: Uses a comprehensive rating scale to assess the frequency and intensity of various autistic traits.

In Essence, while the ABC is focused on problem behaviors and is useful for clinical treatment planning, the CATI provides a broad and detailed assessment of the full range of autistic traits, making it valuable for both clinical and research applications.

For Related Posts on other Measures in Autism

Posts on Aberrant Behavior Checklist (ABC)

Posts on Comprehensive Autistic Trait Inventory (CATI) 

Serenity is the healing that comes with being kind to ourselves.

To create is discover a world within yourself

 

Towards a more Humane Society. Contemplation one line a day. #MentalHealth.

Ableism

Ableism refers to systemic discrimination and prejudice against individuals with disabilities, including autism, often manifesting through societal norms, policies, and practices that marginalize and devalue their experiences and abilities.

PlainSpeak: Ableism is when people with disabilities, like autism, are treated unfairly or seen as less capable, because of biased attitudes and rules in society.

Most Posts on [Ableism]

Mental Time Travel

The concept of mental time travel (MTT) refers to our ability to mentally project themselves backward in time to relive or remember past events, as well as forward in time to imagine or anticipate future events. It is a cognitive process that allows us to mentally simulate and navigate through temporal experiences beyond the present moment.

The MTT Task

The MTT task is a neuroscience measure designed to assess an individual's capacity for mental time travel. Participants are presented with event cues, such as "graduation" or "vacation," and asked to recall a specific past event or imagine a specific future event related to each cue. This task distinguishes between personal events, which are specific episodic memories from one's own life, and general events, which are more abstract and can be shared by multiple people, such as public holidays or significant historical moments. In this task, the individual's present moment serves as a reference point from which they situate and retrieve personal versus general events. 

The MTT task has been used in research to investigate individual differences in the capacity for mental time travel and how it relates to various cognitive processes, such as autobiographical memory, imagination, planning, and self-projection. It has also been employed to examine the effects of aging, neurodegenerative diseases, and psychiatric disorders on mental time travel abilities.

Cognitive Processes and Neural Mechanisms

MTT involves several cognitive processes, including memory recall, imagination, and prospective thinking. Neuroimaging studies reveal that MTT engages a network of brain regions which include.

• Prefrontal Cortex (PFC). Involved in cognitive control and executive functions, critical for retrieving and manipulating temporal information.
• Hippocampus and Medial Temporal Lobe (MTL). Essential for the formation and retrieval of episodic memories, these areas help us construct detailed, context-rich memories and future scenarios.

MTT and Autism: A Research Frontier

Studies have shown that individuals with autism may exhibit differences in episodic memory and future-oriented thinking, which are key components of MTT.

For example, research suggests that some autistics may have difficulty recalling specific personal events and constructing detailed future scenarios, possibly due to challenges in episodic memory retrieval and imagination . However, the variability within the autism spectrum means that these experiences can differ widely among individuals.

Investigating MTT in autism could provide valuable insights into how autistics perceive and engage with time-related cognitive processes. Future studies could explore,

• Episodic Memory Retrieval: Understanding how autistics recall personal versus general events.
• Imagination and Future Planning: Examining the ability to construct detailed and plausible future scenarios.
• Neural Correlates: Using neuroimaging to explore the brain regions involved in MTT and how they may differ in  autism.

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Versions of this post: [PlainSpeak For the Lay Reader], [For the Academic/Science Reader], [A Simple Definition]

Related Posts: [Autism Theories], [Sensorimotor], [Neuroscience of Autism]

References
Lind, S. E., & Bowler, D. M. (2010). Episodic memory and episodic future thinking in adults with autism. Journal of Abnormal Psychology, 119(4), 896–905. https://doi.org/10.1037/a0020631