Thursday, February 01, 2018

299.00 (F84.0)

Autism is a lifelong neuro-developmental disability that affects the development of the brain in areas of social interaction and communication. People with autism have difficulties in communicating and forming relationships with people, in developing language and in using abstract concepts. It also impacts on their ability to make sense of the world around them. It was first described by Leo Kanner in 1943. The following year in 1944, a German scientist named Hans Asperger describes a "milder" form of autism now known as Asperger's Syndrome. It wasn't until 1994 that Asperger's Syndrome was added to the DSM, expanding the autism spectrum to include milder cases in which individuals tend to be more highly functioning.
Over the years, the definition, classification and diagnostic specifics of autism have undergone many significant changes. In 2013 the DSM-5 folded all subcategories of the condition into one umbrella diagnosis of autism spectrum disorder (ASD). Asperger's Syndrome is no longer considered a separate condition. The severity levels for Autism Spectrum Disorder, 299.00 (F84.0) from the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) are outlined below.

Level 3: "Requiring very substantial support"

Social communication: Severe deficits in verbal and nonverbal social communication skills cause severe impairments in functioning, very limited initiation of social interactions, and minimal response to social overtures from others. For example, a person with few words of intelligible speech who rarely initiates interaction and, when he or she does, makes unusual approaches to meet needs only and responds to only very direct social approaches.

Restricted, repetitive behaviours: Inflexibility of behaviour, extreme difficulty coping with change, or other restricted / repetitive behaviours markedly interfere with functioning in all spheres. Great distress / difficulty changing focus or action.

Level 2: "Requiring substantial support"

Social communication: Marked deficits in verbal and nonverbal social communication skills; social impairments apparent even with supports in place; limited initiation of social interactions; and reduced or  abnormal responses to social overtures from others. For example, a person who speaks simple sentences, whose interaction is limited  to narrow special interests, and how has markedly odd nonverbal communication.

Restricted, repetitive behaviours: Inflexibility of behaviour, difficulty coping with change, or other restricted / repetitive behaviours appear frequently enough to be obvious to the casual observer and interfere with functioning in  a variety of contexts. Distress and / or difficulty changing focus or action.

Level 1: "Requiring support"

Social communication: Without supports in place, deficits in social communication cause noticeable impairments. Difficulty initiating social interactions, and clear examples of atypical or unsuccessful response to social overtures of others. May appear to have decreased interest in social interactions. For example, a person who is able to speak in full sentences and engages in communication but whose to-and-fro conversation with others fails, and whose attempts to make friends are odd and typically unsuccessful.

Restricted, repetitive behaviours: Inflexibility of behaviour causes significant interference with functioning in one or more contexts. Difficulty switching between activities. Problems of organization and planning hamper independence.

'If they can't learn the way we teach, we teach the way they learn' ~ O. Ivar Lovaas 

Tuesday, January 02, 2018


Happy New Year to everyone who has ever read this blog. If any post or part of it has ever helped you in any way then I'm happy. Wishing you health, happiness and prosperity in 2018. I'll continue to try to create some posts moving forward, but I feel this year is going to be my most industrious one so far. New year, new me and all that jazz.

"A dream written down with a date becomes a goal. A goal broken down into steps becomes a plan. A plan backed by action makes your dreams come true" ~ Greg Reid

Sunday, December 03, 2017

Schedules of Reinforcement

1. Fixed ratio.
Buy 4 coffees, get your fifth one free.
In operant conditioning, a fixed-ratio schedule is a schedule of reinforcement where a response is reinforced only after a specified number of responses.

> See earlier post on the Goal Gradient Effect

2. Variable ratio.
In operant conditioning, a variable-ratio schedule is a schedule of reinforcement where a response is reinforced after an unpredictable number of responses. This schedule creates a steady, high rate of responding.

3. Fixed interval.
Footballer signs contract whereby his salary increases are renegotiated every three years.
In operant conditioning, a fixed-interval schedule is a schedule of reinforcement where the first response is rewarded only after a specified amount of time has elapsed.

4. Variable interval.
Waiting for a taxi.
In operant conditioning, a variable-interval schedule is a schedule of reinforcement where a response is rewarded after an unpredictable amount of time has passed.

Properly used, positive reinforcement is extremely powerful ~ B. F. Skinner

Wednesday, November 01, 2017

Never Give Up

Any effort to help is an effort worth making.

One day a terrible fire broke out in a forest - a huge woodlands was suddenly engulfed by a raging
wild fire. Frightened, all the animals fled their homes and ran out of the forest. As they came to the
edge of a stream they stopped to watch the fire and they were feeling very discouraged and
powerless. They were all bemoaning the destruction of their homes. Every one of them thought
there was nothing they could do about the fire, except for one little hummingbird.
This particular hummingbird decided it would do something. It swooped into the stream and picked
up a few drops of water and went into the forest and put them on the fire. Then it went back to the
stream and did it again, and it kept going back, again and again and again. All the other animals
watched in disbelief; some tried to discourage the hummingbird with comments like, "Don't bother,
it is too much, you are too little, your wings will burn, your beak is too tiny, it's only a drop, you
can't put out this fire."
And as the animals stood around disparaging the little bird's efforts, the bird noticed how hopeless
and forlorn they looked. Then one of the animals shouted out and challenged the hummingbird in a
mocking voice, "What do you think you are doing?" And the hummingbird, without wasting time or
losing a beat, looked back and said, "I am doing what I can."
~ The Hummingbird Story, told by Nobel Peace Laureate
Wangari Maathai in May 2006 at a conference on poverty
elimination in Montreal.

Wednesday, October 04, 2017

Women and Leadership

Why are women chosen to lead organisations in a crisis? (The following passage is from the BPS Research Digest, 2010).

The majority of major corporations and countries are headed by men. When women are appointed to leadership positions, it tends to be when an organisation is in crisis – a phenomenon known as the glass cliff. Recent examples include: the appointment of Lynn Elsenhans as CEO of the oil company Sunoco in 2008, just after their shares had halved in value; and the election of Jóhanna Sigurðardóttir as prime minister of Iceland, just after her country's economy had been crippled by the global recession (2012 update: or the appointment of Marissa Mayer as Yahoo CEO?).

Real life examples are supported by lab studies in which male and female participants show a bias for selecting female candidates to take charge of fictitious organisations in crisis. Further investigation has ruled out possible explanations for the glass cliff - it's not due to malicious sexism nor to women favouring such roles.

Now a brand new study suggests the phenomenon occurs firstly, because a crisis shifts people's stereotyped view of what makes for an ideal leader, and secondly, because men generally don't fit that stereotype. ‘…[I]t may not be so important for the glass cliff that women are stereotypically seen as possessing more of the attributes that matter in times of crisis,’ the researchers wrote, ‘but rather that men are seen as lacking these attributes …’.

Susanne Bruckmüller and Nyla Branscombe first established when the glass cliff is most likely to occur. They presented 119 male and female participants with different versions of newspaper articles about an organic food company. Participants were more likely to select a fictitious female candidate to take over the company if it was described as being in crisis, and its previous three leaders had all been male. For participants who read that the previous managers had all been female, the glass cliff disappeared - they were just as likely to select a fictitious male candidate to take over the crisis stricken firm as they were to select a female.

This finding suggests the glass cliff has to do with people believing that a change from the status quo (from male leaders to a female) is what's needed in a crisis. However, this explanation breaks down because the reverse pattern wasn't found. Participants didn’t show a bias for a male candidate to take over a crisis-stricken company that had had a run of three previous female leaders.

A second study explored the role of gender and leadership stereotypes and involved 122 male and female participants reading about a supermarket chain described either as thriving or in crisis. Next the participants rated their impression of two briefly described, fictitious managerial candidates, one male, one female, using attributes previously identified as being stereotypically male (e.g. competitive) or stereotypically female (e.g. strong communication skills). Finally, the participants rated the suitability of each candidate and stated which of them they'd hire.

In a successful context, the male candidate was judged to be more suitable for the role and was more likely to be selected – a replication of the bias seen in real life. More intriguing was that a crisis context led participants to attribute fewer stereotypically female attributes to the male candidate and to judge him as less suitable for the managerial role. Meanwhile, the crisis context didn't alter the qualities attributed to the female candidate, nor the perception of her suitability. Crucially, however, she was more likely to be selected in the crisis situation - you might say almost by default, given that the male candidate was now seen as being less suitable and having fewer appropriate attributes.

‘Our findings indicate that women find themselves in precarious leadership positions not because they are singled out for them, but because men no longer seem to fit,’ Bruckmüller and Branscombe explained. ‘There is, of course, a double irony here. When women get to enjoy the spoils of leadership (a) it is not because they are seen to deserve them, but because men no longer do, and (b) this only occurs when, and because, there are fewer spoils to enjoy.’


Bruckmüller, S. & Branscombe, N. (2010). The glass cliff: When and why women are selected as leaders in crisis contexts. British Journal of Social Psychology, 49 (3), 433-451 DOI: 10.1348/014466609X466594

Post written by Christian Jarrett (@psych_writer) for the BPS Research Digest. Visit the DIGEST BLOG to search past items and discover more links.