Autism is simply an internal human ‘normality’ with the volume turned up. We all have experienced moments when we aren’t quite aware or when we are too aware to handle the world. Or moments when we aren’t quite aware of the company we are in or so overly aware of it that it gets hard to function. We all have had times when we’ve had hardly any awareness of our bodies, even been out of them, or felt so in, weighed down by them, that we become hypercritical, eager to escape, tune out, disappear. We have all had times when we’ve lost the plot, the why, the what or been distracted by the meta-reality inside our heads to the extent that we are suddenly jolted out of a daydream. So too, have we all had moments when we have been so aware that we have taken things in in almost overwhelming, extreme detail. For me, the experience of ‘autism’ is not of any of these things in themselves, but rather the frequency and extremity with which they are experienced and the degree to which these experiences affect how one expresses oneself and relates to one’s inner world and the outer world. It’s a matter of whether you visit these states or whether you’ve lived there.

Source: Autism and Sensing: The Unlost Instinct

Via: Inclusive Education for Autistic Children: Helping Children and Young People to Learn and Flourish in the Classroom

I updated “Neurodiversity in the Classroom” with a selection on sensory overwhelm in school environments from “Inclusive Education for Autistic Children: Helping Children and Young People to Learn and Flourish in the Classroom”.

One of the more encouraging developments in the autism field over the last decade or so has been a growing awareness of the significance of sensory issues. Sensory sensitivities are included in the DSM-5 as part part of the diagnostic criteria for autism, and in teacher training materials, such as those provided by the AET. They are also highlighted in campaigns by the National Autistic Society (NAS), for example. But despite these signs of increased understanding, I’m not convinced that in our schools there is a sufficiently nuanced appreciation of this multi-faceted phenomenon, which potentially influences a whole range of physical and perceptual processes (Bogdashina 2016). Indeed, the school environment can present autistic children with a multi-sensory onslaught in terms of sounds, smells, textures and visual impacts that constitutes both a distraction and a source of discomfort (Ashburner, Ziviani and Rodger 2008; Caldwell 2008). There was also clear evidence from my own study that sensory issues, and noise in particular, can be highly exclusionary factors for autistic children in schools.

Source: Inclusive Education for Autistic Children: Helping Children and Young People to Learn and Flourish in the Classroom

But despite these signs of increased understanding, I’m not convinced that in our schools there is a sufficiently nuanced appreciation of this multi-faceted phenomenon, which potentially influences a whole range of physical and perceptual processes (Bogdashina 2016). Indeed, the school environment can present autistic children with a multi-sensory onslaught in terms of sounds, smells, textures and visual impacts that constitutes both a distraction and a source of discomfort (Ashburner, Ziviani and Rodger 2008; Caldwell 2008). There was also clear evidence from my own study that sensory issues, and noise in particular, can be highly exclusionary factors for autistic children in schools.

Source: Inclusive Education for Autistic Children: Helping Children and Young People to Learn and Flourish in the Classroom

Selections on Monotropism from Autism: A New Introduction to Psychological Theory and Current Debate

Another theoretical account which might fall under the broad heading of integration and complexity is the interest-based theory, monotropism (Murray et al., 2005). This theory, developed by autistic academics, posits that the defining feature of autism is atypical allocation of attention. The difference between autistic and non-autistic people is characterised as follows: “It is the difference between having few interests highly aroused, the monotropic tendency, and having many interests less highly aroused, the polytropic tendency” (ibid., p. 140). Consequently, this model places causal primacy on the intense focus apparent in the diagnostic domain of RRBIs, with other diagnostic features following from this underlying difference. To the extent that social interaction requires diffuse and distributed attention, autistic people are not well suited to that activity. Monotropic theory, which awaits empirical testing, provides a vivid description of the autistic experience of novelty and change, giving a valuable insight into the autistic experience of a crisis, or “meltdown”:

To a person in an attention tunnel every unanticipated change is abrupt and is truly, if briefly, catastrophic: a complete disconnection from a previous safe state, a plunge into a meaningless blizzard of sensations, a frightening experience which may occur many times in a single day. (Ibid., p. 147)

Monotropic attention would lead to the development of specialised skills but also difficultly dealing with change.

The only theory I’m aware of that seems to make a decent stab at explaining the many seemingly disparate features of autistic psychology – from inertia to communication problems to hyperfocus and spiky profiles – is monotropism. However, this theory (formulated by autistics who aren’t professional psychologists) has received relatively little attention from psychologists and awaits direct empirical verification.

Source: Happé, Francesca. Autism (p. 128, 129, 150). Taylor and Francis. Kindle Edition.

I updated “I’m Autistic. Here’s what I’d like you to know.” with selections from “Respectfully Connected | 10 ‘Autism Interventions’ for Families Embracing the Neurodiversity Paradigm”.

  1. Learn from autistic people
  2. Tell your child they are autistic
  3. Say NO to all things stressful & harmful
  4. Slow down your life
  5. Support & accommodate sensory needs
  6. Value your child’s interests
  7. Respect stimming
  8. Honour & support all communication
  9. Minimise therapy, increase accommodations & supports
  10. Explore your own neurocognitive differences

Source: Respectfully Connected | 10 ‘Autism Interventions’ for Families Embracing the Neurodiversity Paradigm

I wish I had my sensory kit during my K-12 years. Schools are not designed for me.

Every Day Coping: What’s in your sensory kit? #AskingAutistics

As his mom, I know there would have been telltale signs throughout the day. But they’re small clues that can be easily missed, as he would have been largely compliant, so therefore no one would have realized there was any problem. But I know as the day progressed, his complexion would have become paler as the energy sapped out of him with each passing hour.

He may have struggled to eat his lunch due to high anxiety. A nervous giggle would have squeaked out when his teachers tried to speak to him. He would have put his head down on the table during lessons or possibly rocked back and forward on his chair to calm himself down. And as the pressure mounted and the clock ticked toward home time, there may have even been some finger picking and sleeve chewing.

My son shows these signs of stress through his body language and gestures. He can’t always communicate his needs verbally, so they can get missed.

The can be a common challenge facing many children on the autism spectrum. Some children are able to contain their feelings all day at school, with the teacher blissfully unaware there’s a problem. However, the stress hormones are slowly building and building inside. This creates a situation that can put incredible pressure on families— especially if teachers don’t understand or believe what the parents are telling them. So let’s think about it this way for a minute…

Source: ‘Delayed Effect’: Child With Autism Melts Down at Home, Not at School | The Mighty

As his mom, I know there would have been telltale signs throughout the day. But they’re small clues that can be easily missed, as he would have been largely compliant, so therefore no one would have realized there was any problem. But I know as the day progressed, his complexion would have become paler as the energy sapped out of him with each passing hour.

He may have struggled to eat his lunch due to high anxiety. A nervous giggle would have squeaked out when his teachers tried to speak to him. He would have put his head down on the table during lessons or possibly rocked back and forward on his chair to calm himself down. And as the pressure mounted and the clock ticked toward home time, there may have even been some finger picking and sleeve chewing.

My son shows these signs of stress through his body language and gestures. He can’t always communicate his needs verbally, so they can get missed.

The can be a common challenge facing many children on the autism spectrum. Some children are able to contain their feelings all day at school, with the teacher blissfully unaware there’s a problem. However, the stress hormones are slowly building and building inside. This creates a situation that can put incredible pressure on families— especially if teachers don’t understand or believe what the parents are telling them. So let’s think about it this way for a minute…

Source: ‘Delayed Effect’: Child With Autism Melts Down at Home, Not at School | The Mighty