But, first I want to take the time to talk about them. As people. Because they aren't autism. They are themselves. Individuals. They have things they love and hate. autism isn't their identity. When we meet someone who is autistic, we need to remember that.
We have a neighbor who is an autistic adult. He has his own apartment and a job. Most of the time, he is with a social worker. He's always offering to help, asking how things are going, and wishing us a happy (insert occasion here). He also loves music. He is a pleasure to have as a neighbor.
Zach as a few friends in his class who are autistic. All of them are nice. They spend some time in the regular classroom and the rest in a special education classroom. I see them in library every week. They are considered friends to everyone in the second grade. When it's a "boys only" birthday party, the autistic boy is included. That's one example of many. It's a level of inclusion that makes a difference.
I have talked to parents of autistic kids. And not just Zach's classmates. I've learned a lot about autism from them. I've shared their concern over new aides, and watched their older kids as they have attended to their autistic child. These are kids very much loved. Receiving therapy and any other help they need.
I was also in an autistic classroom once. In 2005 I was a substitute teacher. One town lied. "It's a regular kindergarten class". When I got there, it was for an autistic preschool class. I was the aides to a three year old boy. At the end of the day, I made him laugh holding him and twirling him around. One of the regular aides told me that is rare for autistic kids. That was one of the biggest compliments of my life.
So, what is autism? It's not that easy. The red section is on symptoms from Autism Speaks. Then, I have the Spectrum test in purple. But, you have to go to the website to take it if you want a score. In blue is the causes of autism from the Autism Society. Links are provided.
This chart is from Autism speaks (below). I'll copy most of what the website says. This is just on the symptoms though.
Social Challenges:
2-3 months - difficulty engaging in give and take reactions (grab a finger)
8-10 months - failure to respond to their name, reduced interest in people, and delayed babbling
Toddlers - difficulty playing social games, don’t imitate the actions of others and prefer to play alone. They may fail to seek comfort or respond to parents' displays of anger or affection in typical ways.
Children with autism are attached to their parents. However the way they express this attachment can be unusual. To parents, it may seem as if their child is disconnected. Both children and adults with autism also tend to have difficulty interpreting what others are thinking and feeling. Subtle social cures such as a smile, wave or grimace may convey little meaning. To a person who misses these social cues, a statement like “Come here!” may mean the same thing, regardless of whether the speaker is smiling and extending her arms for a hug or frowning and planting her fists on her hips.
Without the ability to interpret gestures and facial expressions, the social world can seem bewildering. Many persons with autism have similar difficulty seeing things from another person's perspective.
It is common – but not universal – for those with autism to have difficulty regulating emotions. This can take the form of seemingly “immature” behavior such as crying or having outbursts in inappropriate situations. It can also lead to disruptive and physically aggressive behavior. The tendency to “lose control” may be particularly pronounced in unfamiliar, overwhelming or frustrating situations. Frustration can also result in self-injurious behaviors such as head banging, hair pulling or self-biting.
Communication Difficulties:
young children with autism tend to be delayed in babbling and speaking and learning to use gestures. Some infants who later develop autism coo and babble during the first few months of life before losing these communicative behaviors. Others experience significant language delays and don’t begin to speak until much later. With therapy, however, most people with autism do learn to use spoken language and all can learn to communicate.
Many nonverbal or nearly nonverbal children and adults learn to use communication systems such as pictures, sign language, electronic word processors or even speech-generating devices.
When language begins to develop, the person with autism may use speech in unusual ways. Some have difficulty combining words into meaningful sentences. They may speak only single words or repeat the same phrase over and over. Some go through a stage where they repeat what they hear verbatim (echolalia).
Some mildly affected children exhibit only slight delays in language or even develop precocious language and unusually large vocabularies – yet have difficulty sustaining a conversation. Some children and adults with autism tend to carry on monologues on a favorite subject, giving others little chance to comment. In other words, the ordinary “give and take” of conversation proves difficult. Some children with ASD with superior language skills tend to speak like little professors, failing to pick up on the “kid-speak” that’s common among their peers.
Another common difficulty is the inability to understand body language, tone of voice and expressions that aren’t meant to be taken literally. For example, even an adult with autism might interpret a sarcastic “Oh, that's just great!” as meaning it really is great.
Conversely, someone affected by autism may not exhibit typical body language. Facial expressions, movements and gestures may not match what they are saying. Their tone of voice may fail to reflect their feelings. Some use a high-pitched sing-song or a flat, robot-like voice. This can make it difficult for others know what they want and need. This failed communication, in turn, can lead to frustration and inappropriate behavior (such as screaming or grabbing) on the part of the person with autism. Fortunately, there are proven methods for helping children and adults with autism learn better ways to express their needs. As the person with autism learns to communicate what he or she wants, challenging behaviors often subside.
Repetitive Behaviors:
Unusual repetitive behaviors and/or a tendency to engage in a restricted range of activities are another core symptom of autism. Common repetitive behaviors include hand-flapping, rocking, jumping and twirling, arranging and rearranging objects, and repeating sounds, words, or phrases. Sometimes the repetitive behavior is self-stimulating, such as wiggling fingers in front of the eyes.
The tendency to engage in a restricted range of activities can be seen in the way that many children with autism play with toys. Some spend hours lining up toys in a specific way instead of using them for pretend play. Similarly, some adults are preoccupied with having household or other objects in a fixed order or place. It can prove extremely upsetting if someone or something disrupts the order. Along these lines many children and adults with autism need and demand extreme consistency in their environment and daily routine. Slight changes can be extremely stressful and lead to outbursts
Repetitive behaviors can take the form of intense preoccupations, or obsessions.
These extreme interests can prove all the more unusual for their content (e.g. fans, vacuum cleaners or toilets) or depth of knowledge (e.g. knowing and repeating astonishingly detailed information about Thomas the Tank Engine or astronomy). Older children and adults with autism may develop tremendous interest in numbers, symbols, dates or science topics.
Autism Speaks:
https://www.autismspeaks.org/what-autism/symptoms
Autism Spectrum Test:
https://psychology-tools.com/cast/
That is the Autism Spectrum Test. 39 questions, yes or no, aimed at parents. You have to go to that link to get the "score" button. So, if you want to do this test, use the link.
Please read each question carefully and select the most accurate response.
http://www.autism-society.org/what-is/causes/
There is no known single cause for autism spectrum disorder, but it is generally accepted that it is caused by abnormalities in brain structure or function.
In many families, there appears to be a pattern of autism or related disabilities, further supporting the theory that the disorder has a genetic basis. While no one gene has been identified as causing autism, researchers are searching for irregular segments of genetic code that children with autism may have inherited
Other researchers are investigating the possibility that under certain conditions, a cluster of unstable genes may interfere with brain development, resulting in autism. Still other researchers are investigating problems during pregnancy or delivery as well as environmental factors such as viral infections, metabolic imbalances and exposure to chemicals.
Autism tends to occur more frequently than expected among individuals who have certain medical conditions, including fragile X syndrome, tuberous sclerosis, congenital rubella syndrome and untreated phenylketonuria (PKU). Some harmful substances ingested during pregnancy also have been associated with an increased risk of autism.
No, autism is not caused by a vaccine.
I hope this post helps us understand autism. Because if it's understood, it means better support for autistic people and their families. I'm glad Sesame Street introduced Julia. Because that understanding leads to inclusion. That inclusion leads to a better life. More research needs to be done. But, this is Autism Awareness month, it's good to be aware of what it actually is!
So, why did I name this post "Loving Autism"? Because I have loved getting to know every autistic person I have met. Like I said, they are all wonderful people.
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