Chess and autism

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Chess and autism

• Chess a bridge between two worlds

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Introduction

• Karel van Delft
• Psychologist
• Chess trainer
• Journalist
• www.kvdc.nl
• www.schaaktalent.nl
• www.chesstalent.com
• www.schaken-en-autisme.nl
• karel_at_kvdc.nl

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Talent development and autism

• Interested in development of talent.
• Talent is innate possibility to develop skills.
• Developed skill brings performance, succes and
  fun.
• Questions
• How to develop talent.
• Which are conditions to learn and train.
• Which are conditions to perform.

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Conclusions

• Chess fits autistic children and adults.
• Chess stimulates the cognitive, social and
  emotional development.
• Chess brings a bridge between two worlds.

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Chess stimulates

• Cognitive development
• Thinking, reasoning
• Social development
• Contacts with others, social skills
• Emotional development
• Selfconfidence, pleasure

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Why chess fits autists

• Not physical
• Logical
• Safe
• Structured
• Quiet

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Needs of autistic kids

• Rest, structure, obvious rules
• Safe environment
• Predictable procedures
• Clear, concrete communiction
• Acceptation, empathy

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Trix Meurs, mother of Tom
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• Trix Meurs presenta su cartel
• La idea mía es, que los niños con autismo
  (normalmente) están enfocados. El contacto con
  autistas es a menudo comparado con un buzón de
  correo, puede entrar algo, si el buzón tiene al
  menos una abertura, o puede salir algo, pero no
  simultáneamente. Esta última es una condición
  para reciprocidad, intimidad y sexualidad. Ser
  uno mismo y al mismo tiempo poder trasladarse a
  otra persona. Junto con ese enfoque, hay
  oportunidades para aprender habilidades, lo que
  he escrito aquí. Un enfoque básicamente puede ser
  cualquier cosa, ajedrez, pintura, música,
  horarios de los autobuses, el aeropuerto, juegos
  de ordenador, juguetes que dan vueltas, el tambor
  de la lavadora, etc. La idea es que usted y el
  niño, entren en el mundo enfocado del niño con el
  objetivo final de aprender, así el lenguaje y la
  fascinación pueden descubrirse. Dentro de esos
  ejercicios, el buzón de correo puede abrirse un
  poco más o durante mas tiempo. El niño requiere
  seguridad y confianza para conectar habilidades
  al enfoco o el desarrollo cognitivo. Para
  compartir el enfoque se necesitan dos, un
  conjunto, así con tiempo se puede crear un
  enlace, un intercambio entre dos líneas. Y,...
  cada cambio es uno. Luego, en el campo de los
  enfoques se puede ir practicando, me refiero por
  ejemplo al ajedrez, o jugando en una habitación
  con otras personas. Entrenarse en la casa del
  entrenador. Y a continuación, expandir ... Decir
  hola y adiós, cuando vienen o van. Ofrecerle una
  bebida a su oponente después de una partida y
  darle las gracias. El siguiente paso puede ser
  una charla, o comer en la cafetería o
  restaurante. Pasar la noche en otro sitio. A
  veces en una casa compartida con los demás.
  Aceptar tanto una victoria como una pérdida. Para
  nosotros quizá habilidades simples, pero para los
  niños con autismo, puede que cada vez sea un
  importante obstáculo que deben superar.
• Esto requiere coraje y superación de miedos, y
  romper con algunas costumbres. Cada niño y joven
  con autismo, por supuesto tiene un límite a lo
  que se le puede introducir. "Un techo en la casa"
  del conocimiento y el coraje. Un desafío de mucho
  amor para padres y entrenadores
• See the hand out for the text in which Trix Meurs
  explains her poster.
• As a mother of two autistic sons she knows
  autists focus.
• Via this focus you can get contact with them.

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Purpose of this lecture

• Understanding of aspects connected with chess and
  autism.
• Practical ideas of how to use chess for
  stimulating the development and emancipation of
  autistic youth.

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This is a story about

• Tom
• Maarten
• Jaap
• Caspar
• Laurens
• Jeroen
• And many more autistic children and adults.

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Understanding

• They have problems understanding the world around
  them.
• People around them have difficulties to
  understand them.
• Results misunderstandings, confusion, fear and
  frustrations.

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What is autism?

• Autism is a congenital neurological disorder.
• Symptoms are limited social skills, a need for
  structure, and problems with emotions, empathy,
  self-image, language, imaginative powers and
  locomotion.
• Autists have trouble internalizing sensory
  stimuli as a coherent whole.
• Autists often have a limited field of interest,
  in which they can specialize strongly.
• To cope with the complexities of the outside
  world, autists seek refuge in fixed habits and
  patterns.
• We speak of the Spectrum of Autism Disorders.
• Category classifications are classical autism,
  MCDD (Multiple Complex Development Disorder), the
  Aspergers Disorder, and PDD-NOS (Pervasive
  Developmental Disorder Not Otherwise Specified).

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Prevalence

• Approximately one in every 100 persons has an
  autistic disorder.
• Boys suffer from it six times more frequently
  than girls.

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Environment

• The better their environment is geared to their
  needs, the more autists will be able to develop
  their qualities.

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How to recognize autism (1)

• Rigid behaviour, strange
• Difficult normal contact
• No eye contact
• Very sensible for sensory stimuli
• Often alone
• More difficulties playing with other kids,
  compared with adults
• Language often different

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How to recognize autism (2)

• Mood can change fast
• Dealing with changing circumstances is difficult
• Fear, panic attacs, depressions
• Sometimes difficulties with futilities
• Not predictable
• Pure, friendly
• Incomprehensable

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Limitations youth with autistic disorder (1)

• Social skils limited no or a few friendships
• Communication, language
• Non-verbal communication
• Imagination
• Need for structure
• Emotions, empathy, fears
• Self-image

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Limitations youth with autistic disorder (2)

• Locomotion
• Internalizing sensory stimuli
• Concentration
• Physical contact threatening
• Limited field of interest
• Changing situations

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But No autist is the same

• Different types of autism
• Level of disorder
• Nature nurture
• Innate character
• Intelligence
• Special talents
• Upbringing
• Social circumstances

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Movie With autism you can participate in a chess
training and tournament
Everything in the life of Laurens should be
planned, his mother says. Except for chess.
Then he likes to investigate.
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You can influence level of performance

• Create conditions
• Talent innate abilities can be improved.
• Circumstances good trainer, materials.
• Motivation grows by succes experiences.
• Physical condition improved by excercises.
• Mental condition created by respect, empathy.

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Strong aspects of autists (1)

• Own logic, system thinker
• Can concentrate well on one topic
• Can work concentrated a long time
• Understands well schematical representations
• Has a strong visual memory
• Works well by him self

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Strong aspects of autists (2)

• Is polite to others
• Is reliable (agreement is agreement)
• Works well via plans and procedures
• Can reproduce many facts
• Has eye for details
• Has much knowledge about certain issues

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First article about chess and autism in Magazine
Dutch chess federation KNSB
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Translation in English, f.e. India
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Translation in Spanish, f.e. Mexico
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More in Spanish, just google
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Spanish translation initiative by German Chessbase
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Jaap de Vries
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Jaap and his Nintendo

• Jaap has Asperger. Between rounds in a chess
  tournament, Jaap plays games on his Nintendo.
  This is precisely what does allow him to make
  contact with other children, who come to him to
  see what game he is playing. If you share his
  interest, he is open for contact, his mother
  Annemieke has noticed.

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Maarten Beekhuis at his chess club
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Quotes Maarten

• I think that I like chess because I am good at
  it.
• Im probably more self-involved than most
  people, but I like to have social contacts. My
  autism makes this difficult.

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• Tom Meurs with trainer IM Merijn van Delft. At
  the moment
• they play in the same team of Homburg Apeldoorn
  in the
• highest Dutch chess league.

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Quotes Tom

• About chess It is a strategic game. It offers
  you a full scope to apply all your understanding
  and your creativity. You really have to work
  hard analyze, make plans, look deeper than your
  opponent.
• A kid with Aspergers who is enthusiastic can do
  a lot more. Such kids should be allowed to go
  ahead.

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Principles of emancipation

• Everyone has limitations and disabilities.
• We have to make the best of it.
• If possible together.
• Speak about limitations.
• Create conditions for discussion about it.
• No shame.

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Perspective

• Autism can not be cured
• You can learn to deal with it
• There is room for development of personal
  qualities
• Autists and people around them can learn to deal
  with handicaps
• Important recognize and accept limitations
• Talk with autist in a normal way

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Perspectives of better life quality via

• Behaviour therapy
• Psycho education
• Medical treatment
• Creating predictable circumstances
• And
• Join activities like chess to stimulate qualities

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Chess is about combining rules and patterns
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Qualifications of a trainer

• Know chess (limited level already enough)
• Empathy
• Didactical skills
• Understanding autism
• Social skills

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How to develop as a trainer

• Read, talk, get experiences
• Understanding, expertise, patience
• Consistent attitude and procedures
• Offer structure and make this clear
• For example via week schedule
• Personal contact
• Small groups

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Principles for a trainer

• Start with possibilities of autists, f.e.
  intelligence, eye for detail, strong memory,
  possibility to focus.
• Give own responsibility where possible and help
  where necessary.

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Be practical

• Be practical if there arise difficulties.
• For example make agreement with autistic kid and
  group you give him a time out if he gets very
  angry or panics.
• Time out is not a penalty, it is a practical
  solution.
• Because if somebody has a headache he also needs
  some rest.
• Ask the kid why he shows this behaviour. Maybe
  things can be done different next time.

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How to develop skills as a trainer or coach

• You can learn how to teach, it is a skill.
• You are not aware about a problem.
• You realize the problem.
• You deal with problem conscious.
• Skill becomes automatism.

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Tips of trainers (1)

• Small groups, individual attention
• Unambigious use of language
• Quiet environment
• Enough time for tasks, avoid stress
• Announce clearly what you will do
• Immediately interfere when problems arise
• Mention wrong behaviour and explain why

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Tips of trainers (2)

• Useless to get angry, tell what you expect
• Clear structure in lessons and programm
• Dont stop fast self study (Aspergers)
• Emotional support, explain situations
• Check always if the kid understands what you are
  saying
• Watch the situation by the eyes of a autist

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How can you train and improve your chess

• Play games.
• Analyze games together and with a chess computer
  programm like Fritz.
• Tactics study via Step methods.
• Study commented games (with comments in
  variations and words).
• You need a board, pieces. For a game also a
  clock.
• On the internet is much gratis information.
• For a lot of information about how to train, see
  also the book Developing Chess Talent
  www.chesstalent.com

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How to train chess tactics

• Steps method (www.stappenmethode.nl)
• Structured method with introduction and exercises
  on each topic (circa 100)
• In books, but also on dvd
• Advantage direct feedback
• Advantage self study possible
• Cheap circa fifteen euro

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Step method very structured method
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With explication
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And excercises (with direct feedback)
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Play and analyze with programm Fritz
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How and where can you train

• Self study
• On a club
• Via the computer and internet
• With friends and family
• With a qualified trainer

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There are a lot of nice chess books.
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You can play a game with a pupil, annotate it and
discuss it afterwards.
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15 year old pupil, gets individual lessons, says
I learned

• Persistance
• Taking into account different things at the same
  time
• Knowledge and technique of chess
• More pleasure in the game
• Proud because I win more often
• Dealing with loosing a game
• Concentration on a task
• Doing research
• Discussion with another about
• Verbalizing matters
• Self study

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Caspar Hermeling (Asperger) became a youth chess
coach himself, movie at www.schaken-en-autisme.nl
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Conclusions

• Chess fits autistic children and adults.
• Chess stimulates the cognitive, social and
  emotional development.
• Chess brings a bridge between two worlds.