ADHD and Autism

I would like to invite all Internet users or people or groups interested in exploring the world of autism and people with attention deficit hyperactivity disorder as an opportunity to expand empathy, knowledge and inclusion. Each person has a unique universe of skills, perceptions and challenges, and understanding these differences makes us more human. 

Diversity - Humanization - Sensitivity - Empathetic Emotions - Inclusion - Regular Education - Socio-emotional intelligence.

I have maintained relationships for more than two decades at internationally renowned universities and colleges in areas and fields of medicine focused on psychology, psychoanalysis and neurosciences (psychiatric diagnosis, clinical psychology, psychological intervention). In which studying human science and human behavior is a great step for humanity when faced with socio-emotional, socio-demographic, socio-political problems. (Structure of thought, development of neural cognition)

Feedback

How people with autism and ADHD see the world?

Strategies to support them in their daily lives?

Note: Share this page for parents who have children with autism spectrum disorder and attention deficit disorder. These are added values ​​for health professionals who work and deal with this public and who can provide feedback or guidance in a more meaningful and assertive way. The sooner the better, but it's never too late. Sometimes they say the information comes too late. The problem has already gotten worse. (Tornar-se mais grave)

When reading the pages, parents will come across several specialized concepts in the area of ​​health and work for each level and sublevels of children with autism and attention deficit disorder. It is a priority that children freely understand their problem and know how to deal with it with more balance and harmony. 

People who do not demonstrate values ​​and act with emotion without having a critical construction are empty people inside.

The path to plenitude starts from the inside out, from then on all attitudes change, from the inside out. We will find the key to transformation and personal growth. Self-knowledge and personal development are not done voluntarily, but out of necessity, to become a better version of yourself in search of understanding the intricacies of these enigmatic patterns or the most primitive part of yourself. Due to our education and the moral standards of our society. (Shadows allied or to be overcome)

And the “unapproved” self faces a challenge in telling itself “I can do this” or “You can do this.” These thoughts can be helpful when you keep them inside. In this search for totality we are guided by wisdom, when we begin the journey of self-knowledge we are forced to look inside ourselves. Therefore, try to avoid a powerful hold over us, shaping our choices and sabotaging our paths in mental thoughts or masked appearances. If we silence them, they will end up controlling us and creating an image of ourselves that we don't like or disagree with. When and probably even from ourselves.

Intent of the page in general

Remember to never plagiarize an academic work or a text written by someone else, whether personally or professionally. Always mention the author, his references, his concepts or a way in which the reader or internet user can interact with the person through the link inserted, whether through a website, a blogger or a means of identifying the author regarding his work or your written and documented work.

Feedback is a response given to a professional with the aim of encouraging them. An evaluation that can be positive, constructive or negative. This tool is efficient in allowing communication to flow better within the environment aimed at children with Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD).

The page aims to guide parents in a more positive way in clarifying doubts through the information we deal with on a daily basis with people who have problems identified since childhood or at the time of mourning which, when faced with the problem, can become manifest years later. I'm referring to ASD or autism spectrum disorder and TDH or attention hyperactivity disorder. These are topics in my area of ​​interest that I have been researching for more than two decades through websites or scientific publications by health professionals who work with this public. 

Transition, passage, changes of the period of time that designates and limits a certain number of years of the life of a person who was born with the problem of ASD and ADHD by informing themselves of the nature of the problem they have and trying to lead life in a more meaningful and objective way in the transition from childhood to adulthood.

The page aims to provide information at various stages of learning when dealing with these situations. How to identify the problem? How to deal with the problem? How to build a positive environment? How to deal with age groups? An age group is an age group that groups people with similar characteristics or needs, used for standards, recommendations or restrictions. 

For example: children (0-12 years old), teenagers (13-17 years old), adults (18-64 years old) and elderly people (65+ years old). What type of professional should I look for? What therapy can bring beneficial results? How to deal with aggressive behavior, impulsivity, emotional changes? How to deal with a person with highly suicidal thoughts? How to deconstruct a formed opinion? How can we define the interpretation of dreams through psychoanalysis? In psychoanalysis, dreams are dreamlike manifestations that reveal our deepest repressed desires that remain in the unconscious.

Through information and guidance from health professionals, parents will be able to identify themselves and understand that by being present with these professionals they will have good support, help in clarifying various doubts and will have the possibility of leading a healthier and more efficient life in terms of of development. Be it a child, a teenager, an adult or even an elderly person. 

By being in an environment that promotes the well-being of the individual who needs help or even guidance through therapies or interacting with people who have the problem of ASD or autism spectrum disorder and TDH or attention and hyperactivity disorder. 

Remember that a page or website is just a tool to help you provide information when searching for solutions or answering questions when evaluating areas that correspond to the person's interest. Feedback with healthcare professionals is the priority that parents should express. Share these types of topics and subjects for people who really need to be guided or understand the importance of people who have the problem of ASD or autism spectrum disorder and TDH or attention hyperactivity disorder.

Human behavior analysts

One of the challenges of human behavior is the understanding of emotions in which the analyst plays a crucial role in understanding and modifying human behavior and the relationships it establishes with other psychological processes. A human behavior analyst is a professional who studies and applies knowledge about human behavior to help people develop desirable behaviors and reduce problematic ones. They conduct research to investigate behavioral patterns and apply this knowledge to help people and communities develop desirable social behaviors.

I.e! There are few people in the world who have remarkable skills in specializing in behavior management, triggering several factors, internal and external, that interact in a complex way. Internal factors include biology, personality, values, and beliefs, while external factors include environment, culture, work environment, education, and life experiences. In an organizational culture or climate, these skills developed by professionals play a central role in human behavior in organizations, as effective leaders know how to inspire and guide their teams.

There are several human behavior experiments, but the theoretical basis and experience are important for interventions to be carried out appropriately. Whether studied or developed in the field of research, in wards or medical teams, controlled experiments, analysis and data collection, assessments or medical interventions. 

Since it requires a lot of attention, observation and investigation or conducting research to investigate behavioral patterns. This behavioral analyst is a highly trained specialist in psychology and behavioral sciences, therefore the professional has the necessary knowledge to carry out the best actions based on theories of human behavior.

In which it has the ability to understand in real time in its visual field hundreds of individual behaviors of each person in each age group, which groups people with similar characteristics or needs. To achieve this, the behavioral analyst observes, evaluates and interprets human behavior in different contexts. 

As if it were a pedagogical psychodrama, it is a teaching methodology that uses activities such as games, dramatizations and group work. It can be used at any level of education and combined with other activities, such as assessment and teamwork. Psychodramatic therapy aims to develop spontaneity and creativity, understanding of oneself, others and society. In other words, it is a triggering of several collective human behaviors happening at the same time.

Behaviors (ASD) and (ADHD)

Children with autism spectrum disorder (ASD) and children with attention deficit hyperactivity disorder (ADHD) exhibit distinct behaviors, but can sometimes share characteristics. I will detail the main behaviors and stimuli that generally benefit each group:

Autistic children (ASD):

Main behaviors:

1. Difficulty in social interaction:

Little eye contact.

Difficulty understanding facial expressions, gestures and feelings.

2. Restricted and intense interests:

Exaggerated focus on a specific theme (e.g. dinosaurs, trains).

3. Repetitive behaviors:

Movements such as shaking hands or body (stimming).

Insistence on routines and resistance to change.

4. Difficulty communicating:

Delayed speech development or limited language.

Use of literal language, difficulty understanding metaphors.

5. Sensory sensitivity:

Intense reactions to sounds, lights, textures or smells.

Stimuli that help:

Visual stimuli: Use of images, figures and symbols for communication.

Structured routines: Consistent planning, with clear schedules.

Quiet environments: Reduction of excessive sensory stimuli.

Special interests: Use the child's intense interests as a teaching tool.

Specific therapies: ABA therapy, occupational therapy and social interventions.

Children with ADHD:

Main behaviors:

1. Hyperactivity:

Constant movement, difficulty standing still.

2. Impulsiveness:

Interrupting conversations, difficulty waiting your turn.

Making decisions without thinking about the consequences.

3. Attention deficit:

Difficulty maintaining focus for long periods.

Often forgetting homework or school materials.

4. Ease of distraction:

Any external stimulus can divert attention.

5. Difficulty organizing tasks:

Lack of planning or abandoning projects midway.

Stimuli that help:

Positive reinforcement: Praise and reward good behavior.

Dynamic activities: Interactive teaching methods that allow movement.

Clear routines: Help with lists and reminders for organization.

Take frequent breaks: Take breaks during long tasks to avoid loss of concentration.

Environments with few distractions: Organized and quiet spaces to study.

Important similarities and differences:

Both can have socialization difficulties, but the reasons are different: autistic people often have difficulty understanding social rules, while children with ADHD can be impulsive or distractible.

Sensory stimuli can overwhelm children with ASD, while children with ADHD may seek more stimulation to stay engaged.

Common interventions:

Behavioral therapy: It benefits both cases, helping to develop social and self-control skills.

School-family collaboration: Adapt educational methods and create consistent strategies at home and at school.

Each child is unique, so stimuli and approaches must be adjusted according to their specific needs. Text Source. ChatGPT

Psychoeducation

And allow a more pleasurable relationship with children, enabling them to learn skills, values ​​and actions that allow them to make positive decisions, leading their lives in a way that is an agent of their own happiness. Apply educational measures instead of coercive measures, change problematic attitudes. Paragraph Font: Rosangela Silva

What can overprotective parents do to their children?

Overprotection leads to a lack of autonomy in children, which can affect emotional and social development. When children are overprotected, they do not have the opportunity to make independent decisions and deal with challenges and problems on their own. Source of the paragraph. inbracer

Overprotective parents trigger emotional, positive and negative mental triggers

Excessive protection or overprotection from parents can have consequences on the child's psychological development, such as delayed development of emotions, emotional dependence, social isolation, difficulty in dealing with problems, phobias, anxiety, fear, depression, among others. This can be challenging for parents, who may be dealing with a variety of feelings, issues and thoughts, many of which can lead to guilt. While parents provide love and security, it is equally important that they allow their children to experience independence and develop self-control skills.

Protecting yourself too much can lead to an inability to deal with frustrations, as well as a lack of self-confidence. Additionally, overprotected children may have difficulty interacting with other children because they do not have the opportunity to learn how to interact socially or make decisions on their own. 

On the other hand, children who are encouraged to be independent develop self-confidence and self-esteem, becoming more capable of dealing with problems in a healthy and assertive way. Therefore, it is important for parents to find a balance between protecting and encouraging independence. Paragraph source: salz clínica (An excellent blog with very important information)

Noisy environments, busy days or a break in routine can generate “shutdown” or “explosion” responses in autistic people. One of the main characteristics of Autism Spectrum Disorder (ASD) is the difficulty in processing many stimuli, due to sensory sensitivity. 

Aggressive attacks in autism can be triggered by a number of factors, such as: Sensory overload: Sensory sensitivities can lead to an overload of stimuli, such as loud noises, bright lights or uncomfortable textures, which can trigger an aggressive response.

ADHD

There are several activities that can help children with attention deficit, such as: Construction Games: Assembling blocks or puzzles helps develop motor coordination and attention to detail. 

Painting and clay: These are activities that allow the child to express themselves through other means, in addition to verbal communication. 

Drawings in motion: It consists of memorizing the position of the figures and reproducing them by changing their position. 

Physical activities: Exercises that require more attention to the body, such as ballet, gymnastics or wrestling, may be more efficient. 

Swimming: It can help improve motor coordination and focus. 

Other activities that can help are: 7 errors game, Drawing numbers, Memory game, Maze, Alphabet soup. To encourage your child to get involved in activities, you can establish a reward system, such as points or stickers. It is also important to praise the child when he concentrates or does something positive. 

Communication with parents or guardians is essential for a child's development. It is possible to use a diary for parents to write about the child's daily behavior and for the educator to write about school issues. Text font ADHD: Visão geral criada por IA 

ADHD and Autism: Different disorders that can go together

There is a lot of talk about the relationship between autism and Attention Deficit Hyperactivity Disorder (ADHD). The differences sometimes seem subtle, and the many people with both disorders give the impression that they always go together. But the particularities of each condition are fundamental to arriving at an appropriate treatment.

Both ASD and ADHD affect neurological development, with signs visible in early childhood. In both cases, individuals present inattention, social dysfunction and difficult-to-manage behavior. Also contributing to confusion is the fact that many autistic children have symptoms of other psychiatric conditions. According to the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), around 70% of people with autism may have an associated mental disorder, which is known in medical language as “comorbidity”. Context sources: Autismo e Realidade

A very important factor is the guidance of professionals in the areas of health and education.

This is a summary of the interview carried out on the YouTube channel with interviewer Ivan Lima and professional guests on the topics of autism and ADHD and behavior analyst and educational psychologist. Psychologists Thais Rossi and Isabela Noronha. Source: Fatos Cast #1

In relation to the psychological conditions that affect thousands of people in the country and that have been the subject of discussions among doctors, mainly in the areas of mental health, I refer to ASD or autism spectrum disorder and TDH or attention hyperactivity disorder.

Also find out what signs parents and guardians need to pay attention to to detect a possible tendency towards these conditions and if there is a slight suspicion.

A denial that the parents experience something similar to grief because that child will not develop like another child, their development will be atypical that the parents' first feeling is of denial and mourning and then they begin to seek professional help. Sometimes parents, due to this denial of not accepting that their child has these characteristics, are often not the parents who notice the first signs, sometimes the first signs will be noticed at school by teachers.

Working on this process of mourning, this process of fear, of insecurity, of mourning an expectation of a desire for an ideal that was not achieved.

Everything at its time

Note: In my words from deepmindchess I see a scenario that by understanding life's lessons, we become much stronger than we thought. People who have autism, ADHD are very special people, for me deepmindchess are God's angels. It's wonderful to see your children healthy and happy or moments when the people around you can give you that support, that affection and understanding of the difficulties that people with ASD or ADHD face. (Very creative, very intelligent people)

Note: According to the transcription of the text, I cite examples based on readings by health professionals who work with people with these characteristics presented in the written text. I just add a few important points.

Most of the texts published on this page based on people on the autism spectrum or people with hyperactivity disorder are prepared by me deepmindchess in which each topic of titles or subtitles I include some references to readings from websites that I usually read and follow. In which I come to insert links or share the work of this magnificent health professional or specialist in paragraphs or in a context of two or three lines.

Their time

Masking or trying to appear neurotypical in everyday life. Reflecting on life is learning to respect life and knowing how to live it in the simplest way possible. Is it possible to change an opinion deeply rooted in the mind? How to deconstruct an opinion already constructed by someone who always thinks they are right? As the saying goes, there is only one truth of mine? Intransigent: Someone who is intolerant, does not accept the opinions of others and yours?

When we are faced with these issues, social movements focus on problems such as people with these characteristics, many of them with autism or attention deficit disorder. How to deal with this situation? One of the ways is Feedback. You may like to speak your mind, but other people may not like listening to you. In which are techniques and skills of alternative paths different opinions on any subject, which can generate divergence, as each person has their own way of seeing a given situation. 

However, opinions should draw a line, such as someone's sexual orientation or gender identity. When a disagreement arises, ask the other person to explain their point of view and listen carefully, leaving aside your ego and the desire to respond and say your opinion. Allow yourself to listen, even if you don't change your mind you will be able to better understand the other side and this is fundamental to resolving the issue.

Listen carefully to other people's positions, be nonjudgmental, and simply respect them. Just because someone has a different opinion doesn't mean they're worse or better than you. They are just different criteria. And people with different opinions can also coexist peacefully.

Mutual respect: respecting the other person, their ideas, traditions, culture, customs and beliefs. You are two different personalities with different backgrounds and the common bond is the bonds of love. 

Understanding: instead of imposing what you want, understand the person's limits and their point of view.

When dealing with different personality types: for example, people who have autism, we must understand that everything is according to the timing of each person who has autism. For example, a behavior analyst or a psychopedagogy professional notices an autistic child who tends to talk to himself. 

Calm and isolating behaviors are typical of the autism spectrum, including Asperger's, and “talking to oneself” along with repetitions of what he hears are normal ways for him to organize himself psychologically and especially emotionally. How to intervene and mediate in the relationship with society, given the limitations and potential. Isolation and difficulty in social interaction are basic characteristics of autism spectrum disorders (Asperger). It is possible that the symptoms of hyperactivity mask these characteristics or that there is some reaction to the change in treatment.

People with histrionic personality disorder continually try to be the center of attention and often become depressed when they are not.

Narcissistic Personality Disorder is a deviation that completely affects the person's mind. This means that the narcissist thinks, feels, perceives himself and interacts with the world differently than most people. When intervening with people who present these characteristics, there is a need to develop a dialogue so that the person has an alternative to expressing their thoughts or ideas while trying to find other ways that can help them to be more flexible with the people around them or in your daily life. 

Communicate, choose your battles, know that you are on the same team, respect the experience of others, develop emotional intelligence, have empathy and understanding, accept differences, avoid arguments, know how to impose limits, don't let yourself be contaminated, focus on finding solutions, indicate help when necessary. Text font: portalinsights

Professionals are very attached and emotionally connected, especially with children. And language and learning in knowledge, life experiences and simplicities. We, human beings, are agents of change in a collective culture. “No one educates anyone, just as no one educates themselves: men educate themselves in communion, mediated by the world”. (FREIRE, 1987) “Whoever teaches learns by teaching and whoever learns teaches by learning.” (FREIRE, 1987)

Continuation of the interview..... This is a summary of the interview carried out on the YouTube channel with interviewer Ivan Lima and professional guests on the topics of autism and ADHD and behavior analyst and educational psychologist. Psychologists Thais Rossi and Isabela Noronha. Source: Fatos Cast #1

Comorbidities of autism and TDH are neurodevelopmental disorders that can coexist. The comorbidity of intellectual disability can have the comorbidity of language disorders, so these disorders coexist a lot, it often happens that the individual has more than one disorder and falls into more than one.

Autism is divided into three levels and sublevels. They are delimited according to the level of support that this individual needs, therefore an individual who is within level one needs little support to carry out their activities of daily living, to socialize for communication, or at level two, they need support substantial for all these activities and at level three he needs a lot of substantial support so he needs a lot of support to communicate he is very rigid behaviorally he is a person who has a lot of difficulty interacting. 

So the levels vary according to the level of support that this individual needs and it is also important to highlight that between these three levels there are sublevels, right? That's why we say that no autistic person is the same, right? Particularity is the reason why we talk about reciprocity with other individuals and also about stereotypical behaviors, not just motor ones like stereotypies. 

Comorbidity an intellectual disability. Thus, throughout life, this person learns to deal with their own difficulties and limitations, develops new skills to overcome these characteristics and also learns to mask, that is, repress their emotions through their daily activities. It is important to highlight that no one becomes autistic, no one becomes ADHD, right, a person needs to be affected by this disorder from a very early age, from the beginning of their development. This is a brain function that has accompanied her since birth.

This disorder is closely linked to impulsivity; the individual cannot have inhibitory control and is unable to control their emotions and actions. But when treated, he learns to control he learns to have self-control of both his impulsiveness and his thoughts because he becomes inattentive when speaking and thoughts can cross his speech.

Check that what is working is treatment together with a doctor, a multidisciplinary team, medication when the doctor deems it necessary and behavioral psychotherapy, the two working together will have adequate development, so to speak, as expected, a curiosity about comorbidities. Not all TDH is aggressive, but some in adolescence may develop a conduct disorder that, if left untreated, develops into antisocial personality disorder in adulthood.

You limit your child, you take away their opportunity to learn, so yes, this overprotection can cause significant damage to that child's development and in the case of a child who develops a lot of impulsiveness, they become that child who wants to break everything.

Alternative language, you know, is the child communicating through pictures and it's amazing how behavior changes when that child's communication increases

When speaking through alternative communication, the chances of even accelerating this process are greater, as it reduces inappropriate behaviors that are barriers to learning. (impulsivity could be agitation could be inattention) Text Source: Fatos Desconhecidos 

Public, state and private schools or inclusive education

Existem alguns problemas nas escolas públicas, estaduais e privadas ou na educação inclusiva. Compreender o comportamento de pessoas especiais principalmente com autismo ou conhecido como Transtorno do Espectro Autista (TEA). Em todas as escolas, o governo federal e a secretaria de educação exigem um percentual de pessoas especiais em um determinado número de alunos matriculados. Os programas socioeducativos na formação da gestão escolar para alunos especiais ainda são precários. 

Por exemplo, uma criança com TEA ou transtorno do espectro do autismo e TDH ou transtorno de atenção e hiperatividade. Que, ao se deparar com os pais ao desembarcar em frente à escola, morde o pai ou a mãe com os dentes. Quais são as reações das pessoas ao seu redor ao presenciar uma situação como essa? O que motivou a criança? Por que a criança desencadeou esta reação comportamental de ação agressiva? Existem muitos fatores que podem gerar essas ações. Uma das circunstâncias é os pais avaliarem se o filho está sendo bem cuidado ou acompanhado ou se a escola atende às necessidades das crianças especiais. 

Em que todos ao redor entenderão que existe um problema ou agressão da criança aos pais. Esse comportamento pode ser caracterizado da seguinte forma: a criança não gosta de contato ou abraços, pode ser um estímulo de alta defesa, não gosta de barulho e nem de relacionamento social com outras crianças. 

Por outro lado, podemos entender que a criança tem carinho e afeto pelos pais quando eles abraçam e levam a criança para entrar na escola ou um estímulo e uma resposta que a criança demonstra. (Psicologia pediátrica, Psicologia da saúde, Modelo biopsicossocial) 

Muitas vezes esse estímulo ou comportamento é uma resposta silenciosa de alta defesa de que a criança sofrerá essa ação. É de extrema responsabilidade e seriedade da escola que caso haja algum problema que possa prejudicar o desenvolvimento da criança, barreiras invisíveis ou que ao longo da vida da criança possam causar graves consequências de doenças psicossomáticas, que são causadas por problemas emocionais, individuais da criança e representam uma ligação direta entre saúde emocional e física. E fazer da criança uma pessoa socialmente rebelde ou alguém que está em estado de revolta. Ou até mesmo adquirir pensamentos suicidas ao entrar em depressão profunda. 

Traumas ou doenças psicossomáticas que são problemas físicos causados ​​por sofrimento emocional. Eles representam a ligação direta entre a saúde emocional e física.

Um profissional que trabalha com as crianças especiais com as características citada na pagina seja da área da saúde voltado aos setores da área clínica, organizacional, educacional ou por intervenção medica. Através de suas experiencias de trabalho e contatos com as crianças através de terapias ou intervenção poderá construir uma argumentação valida ao compreender tal comportamento das crianças ou jovens.

Another example of a child who presents these characteristics of ASD and ADHD. Parents who drive leave their children at the entrance gate of the school or educational institution. The child enters the school but remains at the gate when he sees his parents, in the case of the father or mother, turning the corner and then the child follows his destination alone or accompanied by an assistant, in the case of the school inspector. 

The question is what triggered the child to have this behavior? Because this is a completely opposite situation for an overprotective mother or father to drop off a child at school and see their children enter through the school gate with due security.

Because a child who has characteristics of ASD and ADHD. Go from one room to another or repeat this cycle constantly, whether from one room to another or from other places in the school. What does the teacher who teaches the class think about this child’s behavior? (When teaching the lesson in the classroom)

Is the question in a certain circumstance? Does this teacher really understand the truth of the situation of the child who engages in this behavior?

A very important factor to the stimuli or triggering or inpusivity that generated was born action. We can say that stimuli are often responses triggered by something similar in the daily life of an individual who has characteristics of ASD and ADHD. The loving role of parents is a vital one that the family plays in supporting children with autism, in the development of communication, behavior, and social interaction. Each child with autism is unique, presenting a wide variety of abilities. (Inspiring stories and achievements)

What causes an autistic or attention deficit person to stare at another person?

In autistic people, staring can occur for a variety of reasons and does not necessarily mean the same intentions that eye contact has for neurotypicals. This look can have several explanations:

Attempting to read the person: Autistic people may stare when trying to understand another person's facial expressions or social cues. Staring can be an effort of concentration to capture social information that does not come to you intuitively. (Interpretation)

Focus of interest: It may be that the person with autism has a specific interest in appearance, a detail of the face or the way the other person speaks. This interest may be more technical or aesthetic than personal.

Visual stimulation: Some autistic people have hypersensitivity or hyposensitivity to stimuli, including visual ones. A person's face, being a point of visual stimulation, can capture the eye naturally for those looking for a specific type of stimulus.

Difficulty understanding social conventions: In some situations, autistic people may not realize that staring can seem uncomfortable to others. Thus, staring may be more a matter of a lack of adaptation to certain social norms than of intention.

Seeking predictability: Some autistic people find comfort in predictability and repetitive details. Staring can help reduce the level of social uncertainty by focusing on something fixed while processing what is happening around you.

Staring does not always mean that the person is absorbing information in a conventional way, as eye contact often indicates neurotypicals. For many autistic people, this may simply be a way to situate themselves or process their surroundings more comfortably.

Changes in Pre-Adolescence

In the age group between 12 and 13 years old, pre-adolescents go through a series of physical, emotional and behavioral changes, influenced especially by the entry into puberty and hormonal development. Here are some of the main aspects:

1. Physical Changes

Accelerated Growth: Growth spurts are common, with increases in height and weight.

Body Changes: Development of secondary sexual characteristics, such as hair growth (in the armpits, pubic region and, in boys, on the face) and specific body changes (widening of the hips in girls and shoulders in boys).

Appearance of Acne: The production of hormones can increase the oiliness of the skin, causing acne.

Beginning of menstruation and vocal changes: Girls may experience menarche (first menstruation), while boys may notice changes in their voice, which begins to thicken.

2. Hormonal changes

Increased Testosterone and Estrogen: These hormones, predominant in boys and girls, respectively, influence sexual and physical development, in addition to affecting mood.

Hormonal Fluctuation: Fluctuations can lead to rapid mood swings and increased emotional sensitivity.

Impulsivity and Search for New Sensations: Due to hormonal changes and the development of the limbic system, related to emotions, they may demonstrate more impulsive and intense behaviors.

3. Behavioral and temperamental changes

Search for Independence: At this stage, pre-teens begin to seek more autonomy and may challenge rules and authority more.

Mood variation: irritability, frustrations and mood swings are common, caused both by hormonal issues and the need for self-affirmation.

Interest in Groups of Friends: They become more focused on groups of friends and social acceptance gains importance. This can cause them to try to adapt and develop similar tastes and behaviors to their peers.

Identity Exploration: They question their identity and personality, which can lead to different experiences with styles, interests or social groups.

Sensitivity to the opinions of others: Self-esteem tends to be more unstable and sensitive to criticism, and self-criticism may increase.

4. Cognitive and Emotional Development

Greater Capacity for Abstract Reasoning: They begin to develop more critical and abstract thinking, although self-control and the ability to plan are still maturing.

Empathy and Justice: They can develop a greater sense of justice and empathy, and be concerned about social and ethical issues, although this is not always reflected in their practical behaviors.

Curiosity and Experimentation: With cognitive development and the greater influence of friends, many pre-teens become interested in exploring topics such as relationships, music, sports and, in some cases, even topics such as sexuality.

These changes are normal and are part of the development of a healthy individual. During this time, family support and understanding, along with guidance and open conversations, help promote balanced and healthy development. Fonte do Texto. ChatGPT

Cognitive resilience

I am finishing an academic specialization in Emotional Intelligence with an in-depth look at the subject. One of the materials I am studying is the material provided as a bibliographical reference by the author Carl Gustav Jung, Conflict with the Shadow (Arquetype).

Id, Ego and Superego are three components of the human personality that interact with each other to form behavior, according to Sigmund Freud's Structural Theory of Psychoanalysis.

Id: The most primitive part of the personality, which represents the libido and instinctive impulses, such as desires and desires.

Ego: The rational part of the personality, which arises from interaction with reality and the development of the Id.

Superego: The moral part of the personality, which develops from the Ego and represents the moral and cultural values ​​and ideals of society.

The Knight trapped in armor (PDF)

The knight trapped in armor narrates the difficulty we often have in showing ourselves exactly as we are, in putting down our weapons and revealing our faces. The man in this fable ends up unintentionally distancing himself from the people he loves and losing his true identity. Walking the Trail of Truth, he heads towards self-knowledge, seeking his long-hidden true face and rediscovering the feeling he kept in his armor throughout his life. By Robert Fisher (Author)

Little by little, his family forgot what he looked like without the armor. Sometimes Christopher would ask his mother what his father was like. Then Juliet took the boy to the fireplace and pointed to a portrait of the knight above it. Look at your father,” she sighed. The knight must choose between the lasting love of his family or his superego of being the knight he thought of as kind, gentle, and loving. He did everything a kind, gentle, loving knight does. 

He fought against enemies who were evil, rude and hateful. He slayed dragons and rescued beautiful damsels in distress. It is a 65-page booklet in which reading this knight's fable will convey to the reader many unnoticed details in which all of us, mere mortals, are in constant challenges all the time in a world of accelerated cultural changes.

I highlight an important point that we as human beings should not put on a mask by feeding our ego or true self with the fact that your identity or personality distances itself from the person you truly are. Facing a challenge by telling yourself “I can do this” or “You can do this”. These thoughts can be helpful when you keep them inside. Illeism is the practice of talking about oneself in the third person instead of the first.

The act of talking to yourself, starting to notice the differences in other forms of life, because you are starting to notice the differences within you that we often have in showing ourselves exactly as we are. In a positive way, it can involve self-affirmations or statements designed to help you stay motivated and inspired.

As understanding expands your true identity, you withdraw into yourself. I.e! Your true self, this is my potential built for you, when you are in touch with yourself.

An example is overcoming the limit of the human body in a state of survival in which the almost unconscious person and their emotions take mental control or a state of delirium of hearing one's own voice guiding what to do in this moment of survival of the body and mind. In this case, an entity of your true self or your immanence in an evolved transcendent consciousness.

One of the greatest unknowns or paradigm of the human race is the study of the structures of human rational logical thought. When we talk about structure of thought we are referring to the organization of thoughts, as it consists of separating and mentally ordering patterns such as our personality is the set of characteristics that are expressed in the subjectivity and sociability of a subject.

I will mention some very important topics that are often unknown to parents themselves, who are always carrying out research and therapy with professionals in relation to their children in an attempt to minimize the worsening problem. Or parents have difficulty dealing with their children's situations and behaviors or personalities in terms of mood swings, temperaments, and challenging behaviors.

Oppositional Defiant Disorder (ODD): It is a behavioral disorder characterized by a persistent pattern of negative, defiant, and hostile behaviors directed toward authority figures such as parents and teachers.

Avoidant or Avoidant (Evitativa) Personality Disorder; Bipolar Affective Disorder, Dysfunctional Thought Disorder; Accelerated Thought Syndrome; Borderline Personality Disorder. 

Note: It is very important that parents or their children take the time to access this website regarding the International Classification of Diseases (ICD10) manuals relating to mental personality disorders. Research source: msdmanuals

When reading the pages, parents will come across several specialized concepts in the area of ​​health and work for each level and sublevels of children with autism and attention deficit disorder. It is a priority that children freely understand their problem and know how to deal with it with more balance and harmony.

In our silence and stillness we can take care of ourselves and set ourselves on the path of a lifetime. In such a way that everything in this sense, the subject closes in on himself and ignores, is within us. I am referring to the social isolation of children with characteristics of autism spectrum disorder and attention deficit hyperactivity disorder. 

Echolalia is a speech development disorder that can lead an autistic child to repeat words or phrases, even if they don't make sense for what they want to communicate. Echolalia may be an alternative form of communication for people with autism who have difficulty with expressive language. Such as social interaction and repertoire of interests. Autism is a pervasive developmental disorder that affects children's development in three areas: communication, socialization and behavior.

These special children can create a mental barrier that we define as cognitive resilience, acting as an overlapping mask at different levels, isolating themselves from people and social skills, and increasingly nurturing their comfort zone. Or the act of talking to oneself, the diagnosis of pervasive developmental disorders such as Asperger's syndrome and autism and Down syndrome, it is common for parents to surprise their children talking to themselves or to an invisible friend. 

Or imagery is a common phase of childhood and can be a form of support for children to overcome fears and loneliness. In the case of autistic children, imagination can be a resource to deal with difficulties such as social isolation and difficulty connecting with the world. Talk about someone to yourself. In this more common sense, it is said that soliloquy is the habit of “talking to oneself”, in a “dialogue with oneself”. It seems that they continue to talk to themselves when faced with new or difficult tasks, to learn new skills. For some people, soliloquy can become a defense mechanism to deal with loneliness.

Note: The imaginary friend in a child's life will exist for much longer and will disappear over time. This behavior in the child's childhood is a phase that will soon end.

Entendendo o Autismo Infantil: Um Guia Completo para Pais e Cuidadores: Context Source: redepsi

Access to Resources and Services

Knowing the resources available is crucial to providing the best possible support. This includes therapies, educational services, social skills programs, and other specific supports for children with autism. Navigating the healthcare and education system can be challenging, but with proper guidance, families can find the resources they need. Context Source: redepsi

Building a Supportive Environment

A supportive environment at home is essential for the development of the child with autism. This involves creating consistent routines, providing a sensorially friendly environment, and offering appropriate stimuli for learning. Context Source: redepsi

Identificar o problema de início

Identificar o problema de início, intervenção, estimulação, comunicação social, reciprocidade social, comportamentos restritos e repetitivos, desconforto quando a criança é exposta a muitos estímulos sociais, dificuldades na interação social, a criança autista tem dificuldade em entender outras pessoas como expressões faciais e linguagem corporal, além de não gostarem do contato físico e emocional, não gostarem de compartilhar objetos, as crianças com autismo geralmente não respondem quando chamadas pelo nome. Pessoas autistas podem realizar movimentos, comportamentos ou atividades desencadeadas de forma involuntária e repetitiva. Pode se intensificar em momentos de felicidade, tristeza ou ansiedade. Fonte do Contexto: Neuro + Conecta

É necessário que os profissionais da saúde e da educação tenham em mãos qualificação ou especialização. Em Diagnóstico de TEA e CID seja psicólogo(A), enfermeiro chefe(A), pediatra que atue e tenha experiência com crianças com necessidades especiais. Isto se deve à forma correta de abordar as crianças ou jovens. 

Por exemplo, estudos de comportamento e estímulos diversos (Diferentes / Síndromes) em que se destaca o ato de abraçar, beijar, tocar, segurar um braço com força ou insistir em ter contato especial com a criança ou mesmo aspectos comportamentais faciais como levantar as duas sobrancelhas estão ligados à surpresa, espanto e um olhar com as duas sobrancelhas franzidas costumam ser um sinal de medo ou, mais frequentemente, de raiva. Pode agravar sérios problemas no desenvolvimento controlado de pessoas com Transtorno do Espectro Autista (TEA). 

Por isso há necessidade de programas governamentais como palestras, cartilhas de orientação, profissionais analisando o laudo médico fornecido pelos pais e avaliando a situação da criança e vendo em que estado ela se encontra. (Seguro, confortável, qualidade de vida e diversão em que a criança em sua zona de conforto ou barreiras possa compartilhar essa confiança com outras pessoas.)

Laudo Médico: Requisitos indispensáveis para a garantia dos direitos dos autistas. Diagnóstico de TEA e CID, essas são informações básicas que identificam o paciente. Fonte do Contexto: Redação Folha Vitória

Neuropsicopedagogia: O que é? A Neuropsicopedagogia é uma área multidisciplinar que se responsabiliza pelo estudo e cuidado com a aprendizagem. Ela se ocupa em tratar e solucionar dificuldades cognitivas, facilitando e melhorando o processo de aprendizagem e comunicação. Fonte do Contexto: Afya Blog Graduação

Psicopedagogia: É o campo de estudos que une psicologia e pedagogia para investigar a relação entre o aprendizado e a mente do ser humano. Fonte do Contexto:  multivix.edu

MBA: Gestão Escolar: MBA USP ESALQ! A Gestão Escolar compreende a organização da escola, promovendo condições efetivas para garantir o avanço do processo de ensino-aprendizagem. Portanto, as ações da escola devem ser orientadas e articuladas em quatro áreas fundamentais: pedagógica, administrativa, financeira e de recursos humanos. Fonte do Contexto: dia a dia educação (Gestão de Conflitos na Escola, Políticas e Programas Educacionais)

Meltdown and Shutdown in autism: understand what it is.

Porém, devido a problemas com ansiedade e estímulos sensoriais, os autistas acabam experimentando níveis mais elevados de estresse. No caso de quem está no espectro do autismo, esses momentos hiperestressantes podem levá-los ao ponto de crise, ou seja, ao colapso e ao desligamento. Mudanças bruscas de planos e/ou da rotina. Sobrecarga sensorial e/ou social, por exemplo, exposição a situações sociais fora de casa, excesso de sons, proximidade a texturas, entre outros. Necessidade de usar demais a memória e a atenção.

Em resumo, o meltdown é quando a crise acontece para fora. Ou seja, é uma crise explosiva, facilmente reconhecível, com sinais claros de que o autista está incomodado. Meltdown é um colapso. No entanto, a crise também pode acontecer para dentro, silenciosa: o shutdown. Nesses casos, há um “desligamento” temporário. Fonte dos Contextos. Autismo em dia 

Quero compartilhar um tema muito importante para pais que têm filhos com transtorno de déficit de atenção e espectro autista. Este blog com o tema “autismo em dia” é muito rico em detalhes e informações que muitos pais desconhecem quando passam um tempo com seus filhos que possuem os problemas citados na página.

Gatilhos Comuns para Meltdowns e Shutdowns

Várias situações podem desencadear meltdowns e shutdowns em pessoas com TEA. Alguns gatilhos comuns incluem:

1. Acúmulo de demandas: Quando a pessoa é confrontada com várias demandas ou tarefas em um curto período de tempo.

2. Mudanças bruscas na rotina: Alterações não planejadas na rotina diária podem ser desencadeantes.

3. Sobrecarga sensorial e social: Exposição a estímulos sensoriais intensos, como ruídos altos, texturas desconfortáveis ou interações sociais avassaladoras.

4. Demanda excessiva de memória e atenção: Situações que exigem alta concentração e processamento mental. Fonte dos Contexto. Instituto TEA (O Transtorno do Espectro Autista (TEA))

Ambiente escolar para educação inclusiva e regular. Em atividades físicas ou esportivas.

A prática de atividade física acompanhada de profissionais ou profissionais capacitados que possam instruir corretamente os alunos e, claro, acompanhar o desenvolvimento das crianças com necessidades especiais. O profissional da área e com o apoio de uma equipa multidisciplinar que envolve diferentes programas ou circuitos funcionais na área da atividade física em ambiente escolar ou no ensino regular ou inclusivo. 

A recreação alternativa é um proposta pelo instrutor de educação física escolar ao elabora um programa de ensino ou série de exercícios de aptidão física para as crianças especiais.

A Recreação oportuniza ao aluno a formação necessária a sua personalidade, possibilitando-o a integrar novos grupos sociais de forma produtiva, equilibrada e consciente, também procura atender dentro das práticas educativas, os interesses das comunidades e das escolas. Tem por objetivo geral da área de expressão e comunicação desenvolver uma comunicação eficiente e expressão criadora para a auto-realização e integração social.

A atividade esportiva deve ser incentivada desde a infância, pois são amplamente conhecidos os benefícios que ela traz tanto para o desenvolvimento físico quanto para as funções cognitivas das crianças, como memória e atenção, equilíbrio, desenvolvimento físico e motor, coordenação de movimentos. 

As atividades físicas no ambiente escolar, quando praticadas, desenvolvem o potencialidade motora, físico e até emocional, ajudando-os a superar as próprias dificuldades, contribuindo para melhorar a autoconfiança, a interação com outras pessoas e até mesmo a comunicação. Portanto, a comunicação também deve ser com gestos, modelos e instruções bem objetivas e concretas, para que possamos tornar as aulas mais proveitosas e para que eles entendam melhor a proposta dos exercícios.

As crianças trabalham melhor com contato visual e instruções muito objetivas. O melhor também é procurar um ambiente livre de ruídos e barulhos altos, que muitas vezes podem causar desconforto e dificultar o aprendizado. A nível físico, estes desportos é um termo que se refere a qualquer exercício ou prática que exija exercício corporal e que siga determinadas regras. O desportos pode ser voltado ao lazer, ao desenvolvimento físico, à saúde ou à competição. Ajudam no planeamento motor da criança, proporcionando-lhe uma maior noção de tempo e espaço. Fonte do Contexto: Esporte e Inclusão. Tiago Toledo (2017)

Que as crianças, ao se movimentarem, se comunicarem, interagirem com outras pessoas, principalmente nas atividades físicas escolares, proporcionem prazer, motivação e controle de peso, além de prevenção de doenças. Ao realizar movimentos frequentes também auxilia no conhecimento da postura corporal, aumenta a consciência do espaço e do tempo e do ambiente em que vive e com o passar do tempo, o aluno desenvolve diversos aspectos, como dimensões de lateralidade e controle de força.

Pensando nisso, como é importante que as crianças que praticam atividade física tenham um maior conhecimento do seu corpo, da sua força, tenham senso de lateralidade e vivenciem melhora psicomotora. 

O medo da não adaptação é comum, pois o esporte é uma das melhores formas de incluir essas crianças, sem contar os ganhos cognitivos, de coordenação motora e de autoestima. Voltados ao público com crianças com necessidades especiais, transtorno do espectro autista ou transtorno de déficit de atenção, quando envolvidos em atividades esportivas proporcionam benefícios físicos, os “jogos ou brincadeiras” estimulam o autoconhecimento, a autoestima, a autoconfiança e a determinação para superar desafios. No esporte ganha ainda maior relevância, atuando como uma verdadeira terapia de estimulação cerebral e motricidade.

Eles constroem relacionamentos sociais com colegas de equipe enquanto trabalham com outras pessoas para atingir metas e construir uma relação de confiança. Mesmo havendo grande dificuldade de interação social para crianças com autismo e falta de locais apropriados como professores, ao desenvolver um circuito funcional, o professor de educação física explora muito a criatividade. 

Reunindo diversos exercícios em formato de “jogo e brincadeiras”, os circuitos têm uma proposta dinâmica e divertida, mas são organizados com obstáculos, cordas e corridas que precisam ser completadas em uma determinada sequência, os exercícios são preparados da forma mais lúdica possível, e jogos podem ser usados ​, assim como bolas, cones e cordas.

Obs: Como é prazeroso na vida os pais verem seus filhos felizes e vivendo uma vida saudável. A presença sempre ativa e constante dos pais nessa relação pode ajudar os filhos a se sentirem seguros à medida que ampliam suas experiências no mundo. Voltado para crianças com Transtorno do Espectro Autista (TEA) e Transtorno de Déficit de Atenção e Hiperatividade (TDAH). Os pais são os primeiros a serem confidentes dos filhos. 

O ambiente escolar em que a criança está inserida exige as medidas de destaque necessárias, como a reunião de pais e alunos, o levantamento de questionários de avaliação com os pais presencialmente ou via videoconferência no caso online via internet. 

Avaliação de relatórios médicos. O laudo médico é um documento oficial que descreve todos os componentes encontrados em um exame, bem como a avaliação e recomendações do profissional. Basicamente, é um laudo completo que busca caracterizar a situação do paciente para determinados fins. 

E se possível, a presença de profissionais que já tenham experiência em trabalhar com públicos voltados para crianças especiais com Transtorno do Espectro Autista (TEA) e Transtorno de Déficit de Atenção e Hiperatividade (TDAH).

Implementar um programa de exercício de atividade física escolar que proporcione às crianças uma vida mais ativa através do desporto. E isso faz com que as crianças se divirtam aprendendo como qualquer outra criança, até nas suas características individuais e cada uma no seu tempo.

Neurofunctional chiropractic

Neurofunctional chiropractic can be a treatment for autism. Neurofunctional Chiropractic treats conditions such as movement disorders, developmental disorders, among others. 

An effective and safe treatment for autism is carried out by a multidisciplinary team, which recommends specific therapies for each individual. Some therapies that may be indicated for autism are: ABA Method, TEACCH (Treatment and Education for Autistic and Children with Communication Deficits), PECS (Picture Exchange Communication System), Bobath Method. 

Some other practices that can help in the treatment of autism are: Practicing physical exercise, Including specific foods in the diet, Learning to play a musical instrument, Swimming. To calm an autism crisis you can: Muffle auditory stimuli, Give a massage, Give a bath, Give a tight hug. Paragraph source: Created by artificial intelligence

Note: For parents when noticing their children's posture, such as movements or motor coordination. It can be one of the factors related to muscle tension, it is a physical manifestation of stress and can occur in any part of the body, but it is most common in the neck, shoulders and back. Or poor posture, such as stiffness and body tension, although there are several factors that can lead to muscle tension. Autistic child or child with attention deficit who presents these behaviors in motor coordination in relation to movements or in the way their body expresses itself. 

Chiropractic professionals, being an excellent treatment for children with special needs or not, can correct poor postures, relieve muscle tension, realign the body with the aim of providing quality of life to the patient in question. (Therapy)

Emoções Espontâneas (Alerta)

Desencadeamento de emoções espontâneas de indivíduos com déficit de atenção e transtornos do espectro do autismo na regulação, desregulação e autorregulação. O Sistema Nervoso Autônomo depende do funcionamento sincronizado de outros dois sistemas: o Sistema Simpático e o Sistema Parassimpático.

Como os pais e cuidadores podem ensinar os autistas a regular melhor suas emoções

Antes de ser capaz de se autorregular, é importante que haja uma compreensão básica das emoções. A criança não deve apenas ser capaz de identificar emoções, mas também identificar como a emoção se parece e como se sente. Por exemplo, o que faz uma pessoa feliz? O que a deixa ansiosa?

Colocar a identificação em primeiro lugar ajuda a construir a autoconsciência emocional, tornando mais fácil entender como gerenciar a superestimulação ou a sub estimulação no ambiente. Se você não tiver certeza por onde começar a ensinar seu ente querido a identificar e entender suas emoções, peça orientação aos profissionais especializados, como os terapeutas, por exemplo. Fonte dos Contextos: Autismo em dia 

Nota: Este conceito escrito por profissionais de saúde que trabalham com este público no desenvolvimento do bem-estar do paciente levando uma vida mais flexível em questão nos comportamentos físicos e mentais. 

É um prazer para os profissionais de saúde que desenvolvem métodos, terapias, conceitos ao tentarem dar aos pais a segurança devida aos filhos em casos especiais, mas tão comuns como qualquer outra criança. (Técnicas)

Lembre-se que uma pessoa autista ou com transtorno de déficit de atenção, ter emoções espontâneas pode transmitir aos pais um momento de felicidade que o filho está vivenciando. Mas a realidade é que os pais precisam conhecer o comportamento dos filhos e saber ter controle emocional e muita orientação profissional ao lidar com casos de emoções espontâneas dos filhos. Às vezes, momentos ou situações felizes não são o que parecem ser. O Transtorno do Espectro Autista (TEA) e o Transtorno do Déficit de Atenção e Hiperatividade (TDAH) 

Bullying of autistic children at school

Sometimes information raised in a slanderous way or untruths that triggers victims of bullying, whether through teasing or intimidation. For children on the autism spectrum, who already face specific challenges, the impact of bullying can be incurable. They often have difficulties with social communication and adaptive behavior, which makes them more susceptible to being targets of mockery and isolation from colleagues. 

We need to take very seriously which place generated false information and who is responsible for passing it on. Bullying of autistic children or children with attention deficit can have serious consequences for the victims' mental and emotional health, such as anxiety, depression, low self-esteem and even suicidal ideation. 

The effects of bullying go beyond physical injuries. They include emotional trauma, the development of anxiety, depression and, in extreme cases, can lead to self-destructive thoughts and behaviors. Changes in explosive temperament, with sudden changes in mood and intense irritability can also be observed, and are often triggered by difficulties in becoming flexible and understanding changes in routines. On the other hand, some children with ASD are docile and calm.

Autistic children may present temperament changes, such as behavioral crises, due to emotional dysregulation. These crises can be characterized by: tantrums, aggression, exacerbated euphoria.

Some factors that may be related to emotional dysregulation and behavioral crises in autistic children are: difficulty verbalizing ideas, inflexibility, rigidity, difficulty adapting to changes, high sensitivity to sounds, colors and smells. To deal with crises, the family can: understand behavior in stages, create preventive strategies to avoid crises, guide other people who live with the child, learn to deal with their own feelings during crises. 

Self-regulation may be an ABA-based intervention that can help treat and minimize emotional dysregulation. 

Celebrating neurodiversity means recognizing and valuing neurological differences. It is understanding that autism is not a defect, it is a different way of perceiving and interacting with the world. Autistic people have unique skills, talents, and perspectives that can contribute significantly to society. It is important that these abilities are recognized and valued and that autistic people have opportunities to reach their full potential.

We need to be aware of the importance of training teachers and other professionals in schools so that they can identify signs of bullying and create inclusive environments in schools, promoting participation and respect for diversity. It is a time to recognize the unique contributions these individuals make to society, as well as to promote inclusion and acceptance in all spheres.

It is necessary to promote awareness campaigns about bullying, demystifying myths and prejudices, in addition to educating society about the importance of empathy, respect and inclusion. Carrying out campaigns in schools, companies, communities and the media to demystify myths and prejudices about autism and promote respect for neurodiversity are actions that must occur annually in society. 

Required Measures:

Inclusive Education: Implement awareness programs in schools to educate students and teachers about autism and promote inclusion.

Zero Tolerance Policies: Establish and reinforce clear policies against bullying in educational institutions.

Psychological Support: Offer continuous emotional support to autistic children, involving specialized professionals.

Parental involvement: Encourage parents to actively participate in their children's school lives and advocate for safe environments.

Autism and sexuality: how does one affect the other?

Yes, autistic children can feel sexual attraction to other people. Autism does not prevent a person from developing sexually and having desires. However, autistic people's experience and expression of sexuality can be different, and it is important to consider each person's needs, desires and difficulties.

Some characteristics that can be observed in autistic people who feel attracted to someone are: thoughts about the person, bodily sensations such as tingling in the stomach or erections, trying to be close to the person.

It is important for autistic people to understand sexual feelings, both in themselves and in others. Consent is fundamental in any sexual situation and can be more challenging for autistic people who have difficulties communicating and understanding social cues.

Hyperfocus is a common characteristic among autistic people, who can develop intense interests in certain people. Hyperfocus can be misinterpreted if the focus is on a person of interest, as repeated messages and excessive attention can alienate the other person. (Text created by AI)

Note: We understand that it is very important that people specialized in the field of human behavior analysts understand what changes in behavior can be caused by different factors in a child on the autism spectrum or attention deficit disorder. The act of observing such behaviors in the daily lives of these teenagers. 

We have abilities to understand various processes or events or real-time happenings of such changes in behavior or temperament. 

I also have my doubts whether a child on the autism spectrum or attention deficit disorder simply feels attracted to a person's attractive profile or finds a standard of beauty, so to speak, a beautiful person. No intention to arouse sexual desires or attractions. These children with these characteristics have a completely heightened sense of alertness, in which they perceive everything that is happening in their natural environment.

Transtorno de Desenvolvimento da Linguagem (TDL)

A comunicação é fundamental para criar laços de amizade, estabelecer limites e é claro, se divertir. Muitas vezes, para estimular o desenvolvimento da linguagem não é preciso fazer grandes esforços, nem por parte dos adultos nem por parte das crianças, através de brincadeiras e atividades leves é possível obter ótimos resultados.

Por isso, é importante observar as reações da criança aos estímulos e entender se ela está dentro do que se espera para sua idade. Caso contrário, ela pode apresentar algum tipo de transtorno, como o TDL (Transtorno de Desenvolvimento da Linguagem) ou autismo. Fonte dos Contextos. FCM Santa Casa

Uma criança no espectro do autismo ou uma criança com transtorno de déficit de atenção e hiperatividade quando se comunica com os pais em linguagem clara e lenta ou fala lenta e corretamente por meio de emoções e interações básicas. É um bom sinal para os pais, pois mostra que a criança está adquirindo estímulos de aprendizagem comportamental mesmo que enfrente problemas de hipersensibilidade a sons que causam estresse à criança.

Quem carrega o gene do autismo pai ou a mãe?

É um consenso entre médicos e pesquisadores que a maioria das doenças e transtornos são baseadas em uma junção de fatores genéticos e ambientais. Descobriu-se que com o TEA não é diferente, porém, ainda não se sabe quais são exatamente os fatores envolvidos no aparecimento do distúrbio. Os estudos sobre o lado genético do TEA evoluíram nos últimos anos, e hoje já se sabe como se orquestram alguns detalhes. 

Em 2010, foi revelado pela primeira vez o peso do fator genético no TEA, com a comprovação de que o distúrbio é altamente herdável, ou seja, passa com facilidade de pai para filho. Por outro lado, o estudo esclareceu que o transtorno não está ligado a apenas um único gene, mas seria o resultado de variações genéticas em múltiplos genes. Fonte dos Contextos: Autismo e Realidade

Quando nos referimos a um setor médico de pesquisadores científicos ou profissionais que lidam com casos reais ou variáveis ​​de problemas a serem diagnosticados principalmente por um pediatra em relação a crianças e adolescentes. Chamada de intervenção médica, o cenário muda completamente quando nos referimos aos transtornos do espectro do autismo ou ao transtorno de déficit de atenção. No entanto, um especialista em comportamento ou especialista em cognição pode identificar facilmente se um dos pais ou o pai e a mãe estão envolvidos no fator genético ao transmiti-lo aos filhos.

Além de viverem suas próprias experiências, esses pais agora têm um preparo ainda maior ao lidar com os filhos quando estes herdam fatores genéticos. Ou seja, uma lição de vida experimental que, sendo muito abençoada por ter um filho, durante a fase de desenvolvimento a criança passará por vários momentos em que surgirá a necessidade de apoio, seja da ala médica, psicólogos, terapeutas, psicopedagogos ou apenas a intervenção dos pais na criação dos filhos de acordo com o que consideram melhor para a educação da criança.

Isso se deve ao aprimoramento de técnicas e habilidades das pessoas que lidam com crianças do espectro do autismo ou transtorno de déficit de atenção ao reparar vários aspectos e detalhes por meio de sua vivência e vivência profissional. Ou seja, são pessoas com habilidades para determinar o comportamento e detalhes técnicos da criança através dos cenários ou ambiente. Por exemplo, suas roupas, seu jeito de andar, a criatividade da criança ao se expor às cores ou sempre curtir um mundo imaginário e colorido, principalmente as crianças do sexo feminino que gostam muito da cor rosa ou da combinação das duas cores.

Ao observar suas fases de crescimento, as reações emocionais de seus filhos a diversos fatores, como humor ou sentimento de raiva ou estresse. Todos são seres humanos que passam por isso, mas crianças especiais tendem a ser mais sensíveis que outras pessoas.

Criatividade e Imaginação

Na adolescência foquei na minha criatividade e capacidade humana, que envolve a capacidade de criar, inovar e produzir ideias originais e únicas. Tive a oportunidade de desenvolver habilidades no curso de desenho e curso de teclado promovidos pela prefeitura. 

Infelizmente só continuei o curso por apenas quatro meses em que aprendi algumas técnicas, arte cênica, exposição de arte, exposição do corpo como arte, aprendendo sobre cenário, palco e teatro, fazendo movimento simulando objetos ou seres vivos como o movimento de uma árvore, exposição de sons e diversas técnicas de desenho através de perspectivas ou horizontes. (deepmindchess)

Nas aulas de teclado sempre visitava a casa do professor e se houvesse eventos aprendia a tocar violão através de revistas e pessoas que tocavam em shows ou eram profissionais me ajudavam em alguns requisitos. Mas infelizmente não toco violão, apenas aprendi a tocar e desenvolver as notas e sequenciar as músicas. (Aulas Coletivas)

Mas um dos talentos ocultos não desenvolvidos que acho que teria um ótimo desempenho é a "dança" devido ao meu corpo ter sinestesia e a sincronização do ritmo e movimento do meu corpo através dos ritmos da música e, claro, da minha geração dos anos 80 em relação aos estilos musicais internacionais, principalmente o gênero de dance music dos anos 70, 80, 90. (Ondas vibracionais)

O mundo imaginário e a criatividade de crianças com TEA e TDAH

Mesmo que um ambiente seja propício para atender às necessidades de aprendizagem, subjetividade e criatividade no desenvolvimento e no bem-estar das crianças com necessidades especiais, influenciado por uma série de fatores, incluindo competências linguísticas, interesses específicos e sensibilidades sensoriais. 

E oferecer apoio especial a crianças com necessidades especiais, para promover a auto-expressão, a autonomia e a identidade pessoal. Isso inclui tanto o ambiente físico, como a sala de aula e a casa, quanto o ambiente social, como as interações com colegas, familiares e profissionais de saúde. Ainda que o cenário seja restrito e peculiar no desenvolvimento e educação de crianças especiais. Com a preocupação de buscar práticas educativas promissoras. O tempo deles!

São crianças muito bonitas, talentosas, criativas, inteligentes, ou ainda tendem a ter habilidades desenvolvidas mostrando as crianças explorando diversas áreas de interesse, como música, dança, pintura, escrita, entre outras. Estimule essa habilidade que envolve a imaginação e a capacidade das crianças de criar e visualizar imagens mentais, histórias e cenários em suas mentes. 

Permite-lhes representar o mundo que os rodeia de forma criativa e simbólica, usando a imaginação para inventar personagens, situações e lugares. Em relação à expressão pessoal, ao expressar seus pensamentos e sentimentos de forma criativa, produzindo algo novo e valioso. 

Como expressar seus pensamentos, sentimentos e ideias de diferentes formas, o que contribui para o desenvolvimento da sua identidade e autoestima. Estimula também o pensamento crítico, a resolução de problemas e a capacidade de adaptação, competências essenciais para o sucesso na vida adulta. 

Proporcionar às crianças um ambiente propício à exploração e experimentação através de brincadeiras livres, onde as crianças tenham liberdade para criar e inventar, sem regras ou limitações. Fonte do Contexto: Só Escola

Manuais de psicologia, psicanálise e neurociência

E também mantenho relacionamentos há mais de duas décadas em universidades e faculdades de renome internacional em áreas e campos da medicina voltados para psicologia, psicanálise e neurociências (diagnóstico psiquiátrico, psicologia clínica, intervenção psicológica). Em que estudar a ciência humana e o comportamento humano é um grande passo para a humanidade quando se depara com problemas socioemocionais, sociodemográficos, sociopolíticos. (submissão e publicação de artigos científicos, revistas indexadas ou científicas)

Nas teses e monografias de pesquisa científica, indicação da área de conhecimento nas áreas da saúde e clínicas, nos laboratórios, na análise e coleta de dados sobre pacientes em ambientes controlados, transtornos mentais, síndromes, a indústria farmacêutica e a psicanálise busca prevenir “anormalidades”, a psicanálise manuais e dinâmicas de uso de psicotrópicos e a relação com a psicoterapia psicanalítica na interface da saúde mental, psicotrópicos, analista que trata seus pacientes e realiza observações clínicas com interações medicamentosas. 

Implicações políticas, sociais e económicas, grave problema de saúde pública, percepção de saúde e doença, venda de medicamentos para saúde mental, avaliação psicológica (revistas indexadas e registradas). Fonte do texto: pepsic

Nota: Depois da guerra e da destruição, o que resta são os horrores traumáticos da memória do pós-guerra, o transtorno de estresse pós-traumático. Tenho uma grande curiosidade pelo cérebro humano no qual assisti centenas de vídeos ou séries de curta e longa duração totalizando mais de 700 documentários. (Guerra dos Mundos Mentais ou Comportamentais)

Observação: Todos os links que posto em cada página são sites onde pesquiso, leio, estudo, e acompanho postagens há alguns anos por interesse pessoal, nos quais identifico uma área que gosto de pesquisar e ler. Em que todos os sites públicos são indexados na internet para pesquisas e trabalhos acadêmicos. E todos devidamente vinculados aos autores da página publicada no endereço apropriado em seus sites.

My father

Note: I have a father. A self-taught person is someone who has the ability to learn something without having a teacher or master teaching or giving classes. The individual himself, with his own particular effort, intuits, seeks and researches the material necessary for his learning. My father evaluates the entire situation of a problem that can occur in our daily lives.

In other words, everything I put in my father's hands, he will find a solution or a method to solve the problem in question in the case of electronic devices, plumbing, electrical installations, construction and maintenance of the residence itself, among other means, let him have dominions. In other words, my father evaluates the problem and decides whether repairs or maintenance are necessary, before the need to change a device or material to make the replacement. This is called life experience.

I deepmindchess and my 16 year old nephew Andrew were privileged to be born with above average intelligence in which my 16 year old nephew has never seen or been interested in pornography or anything unnecessary, just content or knowledge that in his hands my nephew can easily and quickly develop practical skills.  His mother and my sister were also born with above average intelligence and the intellectual capacity to read. 

Deepmindchess I have always been polite to people, I have never been curious about narcotics or vices like drinks in my life. I started smoking for a period of 2 years from 2006 to 2008 due to stress. In life I always follow the rules and disciplines, I never change my word or behavior if it brings a beneficial result to my health, whether physical or mental. I'm the first to arrive and the last to leave. 

I am very hygienic in my work environment. For me, deepmindchess, the school of life, when experiencing learning, demonstrates the need to educate oneself. One of the evidences in the companies Google and chess.com is to see how education is fundamental, reading is the starting point for the simplicity of knowledge. (deepmindchess of European descent)

This demonstrates that cultural changes and younger generations need to understand the act of experiencing their own learning over time. In my generation there was no digitalized artificial world or artificial intelligence is a field of computer science that is dedicated to the study and development of machines and computer programs capable of reproducing human behavior in making decisions and executing tasks, simplest to most complex. (The school of life is not just based on a click)

I am very curious about learning and developing knowledge. Many people I interact with from other countries, especially in communities in Europe and the US, say that I am profoundly one of the most thoughtful intellectual people in the world. Others say I am a brilliant mind and very creative in puzzles or chess problems. Although, in my opinion, the greatest genius of chess compositions of all time is A. A. Troitsky.

Erroneous view that all autistic people are very intelligent

Ser dotado de inteligência sobre-humana ou de feitos incompreensíveis aos estudos empíricos humanos em relação às funções da inteligência racional cognitiva humana. Sendo diagnosticado com uma síndrome rara chamada "Memória Autobiográfica Altamente Superior", ou HSAM pela sigla em inglês, também conhecida como Hipertimésia ou Síndrome de Supermemória. Lista de pessoas que afirmaram possuir uma memória eidética.

Tendo síndrome de Savantismo. Tenha uma extraordinária memória emocional de máquina do tempo. Por exemplo, o russo Solomon Shereshevsky era um homem extraordinário. Dotado de uma memória prodigiosa, acabou pagando um alto preço por isso. Na década de 1930, ficou famoso como “O Homem que Não Esqueceu” e foi objeto de estudos e experimentos conduzidos pelos maiores neurocientistas da época. Mas, ao mesmo tempo, Salomão tinha grande dificuldade em reconhecer rostos. Rebecca Sharrock, uma mulher com uma síndrome rara que a torna incapaz de esquecer qualquer acontecimento de sua vida. Fonte do Texto: Wikipédia

Kim Peek tem síndrome de Savant e uma memória fotográfica excepcional, uma condição clínica na qual os pacientes desenvolvem habilidades tão extraordinárias quanto limitações severas, como Kim sofria de Síndrome FG ou Opitz-Kaveggia. Ele foi capaz de fornecer tantos detalhes e profundidade que, apenas usando sua volumosa memória, ele conseguiu ler rapidamente qualquer coisa colocada à sua frente. Era capaz de ler duas páginas de um livro ao mesmo tempo, uma com cada olho e depois mantinha um registro detalhado de tudo que lera.   Mesmo livros grossos foram absorvidos por seu cérebro em menos de uma hora, ao longo de sua vida ele memorizou 12 mil livros. Fonte do texto: Wikipédia

Peek nasceu com síndrome de Savant e macrocefalia, sem os conectores nervosos que unem os dois hemisférios de seu cérebro. Estudos realizados por cientistas da NASA ao avaliarem o corpo caloso, unindo assim os dois hemisférios cerebrais de Kim Peek. Num cérebro humano normal, estes dois hemisférios (direito e esquerdo) não estão completamente separados por uma fissura chamada fissura longitudinal do cérebro. Um QI superdotado ou uma estrutura biológica diferente da de outras pessoas.

Hoje, a medicina e a tecnologia de ponta entendem que o cérebro humano mais desenvolvido do planeta Terra dura apenas alguns minutos após o nascimento, ao dar à luz um bebê. Isso ocorre porque o corpo caloso do tecido ou membrana do cérebro é rígido e unido na criança. Que pena que dura apenas alguns minutos. Ou nos primeiros anos de vida de um bebê recém-nascido. (Environmental adaptations)

The end 🤔👨‍🎓🙄