Autism

Autism spectrum disorder (ASD) is a neurological and developmental condition that affects how people interact, communicate, learn, and behave. There are different factors that could make a child more likely to have ASD, including environmental, biological, and genetic factors. Although autism can be diagnosed at any age, it is described as a “developmental condition” because symptoms normally appear in the early years of life. Common symptoms include difficulty with communication, difficulty with social interactions, obsessive interests, and repetitive behaviors. However, it is important to note that each individual has a different experience, and may not exhibit or experience the same symptoms as another autistic individual.

Spectrum

This term refers to the wide range of characteristics, abilities, and challenges that individuals with autism may have. Autism is often referred to as a spectrum condition because it encompasses a diverse range of symptoms and severity levels, from mild to severe.

Autistic

This term refers to individuals who exhibit or have been diagnosed with autism.

Check out this video for more information!

Keeping our Differences in Mind:

Although both terms refer to an individual with autism, it's important to be mindful of the way we address people on the spectrum. This is where identity-first language and person-first language come in.

Identity first language addresses those with autism with the following language:

"Autistic
"Autistic person"

On the other hand, person-first language utilizes the following phrases:

"Has autism"
"Person with autism"

Although a majority of people on the spectrum prefer identity-first language (about 60%), many still prefer person-first language (about 40%). Each person has their own preferences, and this could depend on how comfortable they are with themselves and the way they present themselves to others. Therefore, it's important to be mindful of the way we're speaking about and addressing others.

Stimming

Self-Stimulatory Behavior

This refers to repetitive or stereotyped movements, sounds, or actions that autistic individuals engage in; this can help with regulating oneself, allowing the five senses to occur, or expressing emotions

Camouflaging/Masking

Masking is a social coping mechanism used by some individuals to hide or suppress their autistic effects or traits to fit in socially; this can cause them to lose their unique identity and can involve problems with mental health.

What are some challenges that people on the autism spectrum may face?

Eye Contact

Autistic people may struggle to make or maintain eye contact with others, but not everyone who struggles to make eye contact are people on the autism spectrum. Making eye contact is more of a conscious effort rather than a natural phenomenon.

Emotional regulation

Emotional regulation is the ability to manage/respond to an emotional experience in a healthy manner. Many, including autistic people, may struggle with this ability, which could relate to intensified emotions.

Sensory Overload

When one of the 5 senses takes in more information than the brain can process, it could lead to an avoidance of certain sensations or unconscious reactions in the midst of it.

An overview of Spoon Theory that illustrates this energy-based social struggle

Social interaction & Communication

Autistic people may struggle to socially interact with others due to the challenges of reading social cues. Additionally, some individuals who may face challenges with social cues, maintaining conversations, and understanding sarcasm or metaphors. Unlike the myth, this is not because they care less or struggle to be empathetic as some autistic people can be hyper-empathetic.

A lot of social struggle isn’t just skills-based but, rather, energy-based.

Organizations and Policies

504 Plan

The 504 plan is quite similar to the IEP; the primary difference is that the 504 plan is under the rehabilitation act which is a civil rights law. The purpose of a 504 plan is to help students with disabilities in a school environment to stop discrimination. For example, students with ADHD would receive more time on tests.

IEP

The IEP is under the Individuals with Disabilities Education Act (IDEA). An IEP or individual education program’s purpose is to provide students with specific disabilities the support and services students need to make progress and thrive in school. For example, students with autism and an IEP can get accommodations like having extra time on assignments or being able to go to a different classroom when overwhelmed.

How do I receive an IEP?

The IEP process begins with a referral for assessment.
Once a referral has been made, the school district has 15 days to decide whether to assess the student for eligibility for special education services.
If the student is found to be eligible, an IEP team is convened to develop an individualized education plan for the student.
The IEP team is responsible for developing a plan that outlines the student's current performance level, goals for the student's education, and the special education services and accommodations that will be provided to the student.
The plan is reviewed annually, and modifications are made as necessary to ensure that the student is receiving the appropriate services and making progress.

Early Intervention

According to the CDC, Early Intervention is used to describe the services and support that are available to babies and younger children who display different developmental conditions. These services may include speech therapy, physical therapy, and more. Eligibility for these services is based on an evaluation of a child’s skills and abilities.

Transition Services

A range of coordinated activities and support designed to help individuals successfully move from school to post-school life. The primary goal of transition services is to allow students to acquire the skills and knowledge necessary to lead productive and independent lives after they complete their formal education. Services focus on preparing individuals for employment, further education, independent living, and community participation.

Empathy

The ability to sense and understand other people’s emotions. There are multiple types of empathy: affective and cognitive. Affective empathy is our reaction to other people’s emotions, while cognitive empathy is the ability to identify other people’s emotions.

Hyper-Empathy:

Some individuals on the autism spectrum can display hyper-empathy, where they may find it hard to regulate their emotions and have a tendency to pick up on negative feelings.

Restricted Repetitive Behaviors

According to the National Library of Medicine, restricted repetitive behaviors (RRBs) can include an extensive category of behaviors, such as fixations on certain restricted patterns of interest, adherence to very specific routines, or repetitive movements. This varies from person to person, as does the severity of said behaviors.

Hyperfocus

The capacity to exclusively engage in one task or activity while tuning out others. It is a type of automatic attention: aka processes that occur faster with less effort.

Special Interests

Described as an intense focus on specific topics. Many autistic people have passionate and highly focused interests, often from a fairly young age. These can change over time or be lifelong. They can be characters, music, books, animals, paintings, etc.

Sensory Sensitivity

A biologically-based trait characterized by increased awareness and sensitivity to the environment. A highly sensitive person processes sensory stimuli and information more strongly and deeply than others. Many autistic individuals also experience this.

Children especially try to avoid sensory experiences – for example, they might cover their ears when they hear loud noises.

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