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Thinking and
Behavior
• Closed System—relationships
among system components are set
and inflexible; no interaction with the
environment (i.e.: The Laws of
Physics)
Mary Jo Lang, Ph.D., A.B.P.N.-Beacon Day School-Orange, California 6
Systemic Approach to
Understanding the Brain
Perception Inhibit
Attention Shift Flexibility
Language Processes Modulate Emotions
Visual-spatial Processes Initiate
Memory Working Memory
Sensory Inputs Planning
Motor Outputs Organizing
Knowledge and Skills Self-monitoring and
Evaluating
experience
System Interruptions with many of
the
Mary Jo Lang, above.
Ph.D., A.B.P.N.-Beacon Day School-Orange, California 9
Systems Theory
Breaks in the System
• It is becoming clear that the normal trajectory of
neurodevelopment is altered in autism.
Abnormalities in brain growth, neuronal
patterning and cortical connectivity are often
seen.
Supports: Cognition
Educational Achievement
Physical
Adaptive Behavior
Individual
Emotional Functioning
Participation/Social Roles
Cognitive
Health
Behavioral
Context
Overall Cognitive
Functioning and
Academic
Executive Functions
Achievement
• Aphasia—inability to produce or
understand language caused by
brain damage or dysfunction
Primary Angular
Auditory Gyrus
Cortex Primar
y
Visual
Cortex
Wernicke’s
Area
Neuroanatomy:
Frontal Lobe Involvement
is associated with
Executive Function.
3-32
Plan/Organize/Monitor
years
Emotional Modulation 3-?? years
2-13
Verbal Working Memory
years
3-24
Nonverbal Working Memory
months
Inhibit 0-?
– fear
– anger
– sadness
– enjoyment
Enjoyment can enhance learning; but fear,
anger and sadness interfere with learning.
Reactions to System
Overload Include
Sensory-Seeking
Behaviors, such as:
Screaming,
Aggression,
Rocking
Etc…
Mary Jo Lang, Ph.D., A.B.P.N.-Beacon Day School-Orange, California 33
System Theory
Supports: Cognition
Educational Achievement
Physical
Adaptive Behavior
Individual
Emotional Functioning
Participation/Social Roles
Cognitive
Health
Behavioral
Context