What is flexibility?
What is flexibility? Flexibility or Flexibility of Thought (sometimes known as Imagination) is one of the areas of the Triad of Impairments, originally used to characterise autism.
Although there is speculation that one day a diagnosis of autism may be made using biological or physical features, the Triad of Impairments originally identified by Lorna Wing and Judith Gould (1979) are still commonly accepted to represent the “core” presenting features of autism . All individuals diagnosed with autism share these three common features, although within each individual they may present in very different ways and to differing degrees. The three areas of the Triad are social communication, social interaction and imagination (which is now more commonly known as flexibility).
The Diagnostic and Statistical Manual of Mental Disorders: DSM V contains the most commonly used criteria for the diagnosis of autism spectrum disorder. Although the wording is different from in its predecessor, the DSM IV-TR, flexibility remains a core feature for diagnosis. The actual term "flexibility" is no longer used specifically in the diagnostic criteria but it does include a section which describes restricted interests and repetitive patterns of behaviour ( the characteristics of flexibility of thought as set out in Wing & Gould's Triad of Impairments.)
To put it more generally, a lack of or poor flexibility is commonly thought to lead to :
The ability to think flexibly is therefore implicated in many aspects of our development i.e. in our play and social development, in our thinking and understanding and in our ability to be adaptable and flexible in our behaviour. Problem- solving deserves a particular mention...
Problem-solving
One of the most important skills which flexible thinking brings is the ability to problem-solve as problem solving (of all kinds) is a complex process which requires highly flexible thinking. We encounter problems in every aspect of our lives, from simple problems (which we often don’t even recognise as being problems) to more complex academic problems and social problem-solving. Problems can be placed broadly into four main categories:
1. Social / emotional
How to ask? How to play? What should I do when? What should I say when?
2. Academic / intellectual
What to use? Where to find? How to do? Problem-solving
3. Every day issues
What to wear? What to eat? What to play with? What to do with my time?
4. Physical
Where to sit? Where to find? Where to go and how to get there, Physical proximity, Physical routines
In order to problem solve one needs a sense of purpose, to be goal orientated, to know what the end point should be and to flexibly apply strategies, trying things out and adapting approaches to gain success. One also needs to be able to evaluate the efficiency and effectiveness of the problem-solving strategies chosen and used.
The skills needed for problem-solving can therefore all clearly be linked to flexible thinking. Problem-solving requires the ability to "think, plan and do" ( known as executive function) and the ability to see the whole picture (central coherence). Difficulties with these aspects are commonly found within autism and are part of what is sometimes called the distinct autistic cognitive style.
Is there any wonder therefore that problem-solving is an area so many children and young people with autistic spectrum disorders find difficult?
What can we do to help? Use the 5P Approach to Flexibility
Although there is speculation that one day a diagnosis of autism may be made using biological or physical features, the Triad of Impairments originally identified by Lorna Wing and Judith Gould (1979) are still commonly accepted to represent the “core” presenting features of autism . All individuals diagnosed with autism share these three common features, although within each individual they may present in very different ways and to differing degrees. The three areas of the Triad are social communication, social interaction and imagination (which is now more commonly known as flexibility).
The Diagnostic and Statistical Manual of Mental Disorders: DSM V contains the most commonly used criteria for the diagnosis of autism spectrum disorder. Although the wording is different from in its predecessor, the DSM IV-TR, flexibility remains a core feature for diagnosis. The actual term "flexibility" is no longer used specifically in the diagnostic criteria but it does include a section which describes restricted interests and repetitive patterns of behaviour ( the characteristics of flexibility of thought as set out in Wing & Gould's Triad of Impairments.)
To put it more generally, a lack of or poor flexibility is commonly thought to lead to :
- Rigidity in thinking and behaviour
- Ritualistic behaviour
- Difficulties with selectivity or narrow focus
- Narrow interests and obsessions
- Poor generalisation of skills, behaviours, and knowledge (this of course affects the functional use of skills)
- Difficulties with predicting & anticipating
- Poor decision-making and problem-solving
- Difficulties with "thinking, planning and doing" or executive function.
The ability to think flexibly is therefore implicated in many aspects of our development i.e. in our play and social development, in our thinking and understanding and in our ability to be adaptable and flexible in our behaviour. Problem- solving deserves a particular mention...
Problem-solving
One of the most important skills which flexible thinking brings is the ability to problem-solve as problem solving (of all kinds) is a complex process which requires highly flexible thinking. We encounter problems in every aspect of our lives, from simple problems (which we often don’t even recognise as being problems) to more complex academic problems and social problem-solving. Problems can be placed broadly into four main categories:
1. Social / emotional
How to ask? How to play? What should I do when? What should I say when?
2. Academic / intellectual
What to use? Where to find? How to do? Problem-solving
3. Every day issues
What to wear? What to eat? What to play with? What to do with my time?
4. Physical
Where to sit? Where to find? Where to go and how to get there, Physical proximity, Physical routines
In order to problem solve one needs a sense of purpose, to be goal orientated, to know what the end point should be and to flexibly apply strategies, trying things out and adapting approaches to gain success. One also needs to be able to evaluate the efficiency and effectiveness of the problem-solving strategies chosen and used.
The skills needed for problem-solving can therefore all clearly be linked to flexible thinking. Problem-solving requires the ability to "think, plan and do" ( known as executive function) and the ability to see the whole picture (central coherence). Difficulties with these aspects are commonly found within autism and are part of what is sometimes called the distinct autistic cognitive style.
Is there any wonder therefore that problem-solving is an area so many children and young people with autistic spectrum disorders find difficult?
What can we do to help? Use the 5P Approach to Flexibility