So, how is Autism diagnosed? Until recently, autism spectrum disorders (ASD), including Aspergers Syndrome, have been understood as a range of complex neurodevelopment disorders—characterized by social impairments, difficulties in verbal and non-verbal communication, and restricted, repetitive, and stereotyped patterns of behavior.

Psychological therapy

Changes in definition have been proposed and accepted by different organizations and groups in the United States and other parts of the world. The changes have been discussed in other posts; meanwhile, I will address how autism is diagnosed.

At the present time, a single test to diagnose autism does not exist. We do know that a biological or single genetic marker has not been identified, thus, autism cannot be diagnosed with a blood test or imaging studies. It is rather a diagnosis that is primarily identified by behavioral and developmental differences.

As parents know their children better than anyone else, they are usually the first to suspect their child is following a different developmental trajectory.

Autism has its roots in very early development—many parents would report that they saw differences shortly after birth—however, signs of Autism are usually apparent between the first and second birthdays.

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Drivers with Aspergers like to have every detail in place in accordance with their personal preferences. They want to precisely change things like the climate control and the radio. These changes allow for comfort and, therefore, enjoyment while driving.

However, one thing to note is that the drivers may have trouble changing these things while they drive. The best thing to do is to make adjustments before the car rolls.

Here is a brief list of suggestions for the Aspergers driver to feel comfortable in their vehicle in order for them to focus only on the road while driving:

  1. Take any items out of pockets and find places for them in the car so that they are secure, but safely out of the driver’s way;
  2. Always wear a seatbelt, no matter what! Make sure that the driver adjusts the strap so that it is not painful or itchy;
  3. Purchase a solar shield that specifically fits the car and use the air conditioning during the hot days. Anybody, especially an Aspergers driver who has sensory hypersensitivity, could not bear to sit in a car with an excessively hot interior. During the warmer weather, use a solar shield and crank up the air conditioning to eliminate stifling heat; then drive when the inside cools down. The opposites apply to cold weather.
  4. Study the car and determine where all of the switches and buttons are so that the driver can quickly adjust while driving. It always helps to know where to find all of the specific gizmos in a car so that the driver can push the buttons without looking at them for more than a split second. Further, such features on the dashboard particularly intrigue Aspergers drivers, considering that they always feel compelled to know EVERY detail about their vehicle. Simply allow the driver to examine the car’s interior and to experiment with all of the various gizmos.

These constitute four of many things that certainly ensure driver comfort. The note to drivers is to identify what offers comfort and what does not and to always feel comfortable behind the wheel.

Learn more about AS101’s “Driving with Autism” here!

Please consider donating to help support this initiative.

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“Driving with Autism” is an AspDriving with Autism logoergers101 series that educates and empowers the driver diagnosed with High-Functioning Autism or Asperger’s Syndrome. Aspergers101 has teamed up with the Texas DPS in training Texas State Troopers about the uniqueness of Autism and understanding the Autistic driver. This partnership is garnering encouraging results.

Article by Reese Eskridge

Reese Eskridge

Reese Eskridge is a Production Technician with Fairville Products, who is passionate about working in the sciences (biology) and wishes to take his work experiences further into the fields of Educational Neuroscience; Science Fiction; Freelance Writing; Disability Advocacy; Public Speaking; Leadership and Entrepreneurship. Aspergers101 is proud to offer the insights and perceptions of the talented Mr. Eskridge, who is obviously living life on the spectrum to it’s fullest!

You may contact Reese at: reeseesk@udel.edu

When our youngest son was no more than 6 years old, we would enter a restaurant or someone’s home and he would throw up. He told us it was a picture or something on the wall that made him so ill.

I thought it had to be due to the content of the picture but after years of testing we found out it was the color! Yes, oftentimes those with sensory issues are not just sensitive to sound and noise, but also have a severe sensitivity to loud splashes of color.

The following article discusses an interior designer who takes that sensitivity in mind when decorating. If she can do it, we can too!

-Jennifer Allen

Designer Focuses On Interiors For Those With Autism

With her son Devin’s needs in mind, A.J. Paton-Wildes chose neutral colors for the walls and new flooring in the living room of their Oak Park Heights, Minn., home. As an interior designer, Paton-Wildes incorporates her personal experience with Devin, who has autism, to help create calming spaces for those on the spectrum. (Jeff Wheeler/Minneapolis Star Tribune/TNS)

MINNEAPOLIS — A.J. Paron-Wildes’ home, a walk-out rambler in suburban Oak Park Heights, Minn., is a study in calm — all clean, uncluttered spaces and earthy, neutral hues that echo the autumn leaves framing the view of the St. Croix River. On an autumn afternoon, daughter Eva, 6, is having an after-school snack, while son Devin, 19, sketches intently, seated at the studio desk in his orderly bedroom.

This peaceful environment is entirely by design. When you have a child child with autism, calm is a precious commodity — and Paron-Wildes has become an expert at creating it, starting in her own home.

That journey started 16 years ago when Devin was diagnosed with autism at age 3. “It was very traumatic,” Paron-Wildes recalled.

At that time, Devin didn’t speak but was prone to explosive tantrums when he was upset or confused. “He’d drop to the floor and start screaming.” She and her husband stopped bringing Devin to the grocery store or on other errands because they never knew what might trigger an eruption. “We’d have to drop everything and leave.”

At the time of Devin’s diagnosis, Paron-Wildes was a very young interior designer, only recently graduated from the University of Minnesota. “I thought, ‘There’s got to be some great research’” about designing spaces for children with autism, but she was wrong. “There was nothing,” she recalled. “Everything was done in the ’70s, when kids were institutionalized.”

Determined to keep Devin at home, Paron-Wildes committed herself to creating an environment where he could learn and thrive. So she started educating herself — by working backwards.

She read books about autism, and pored over studies about the neurological workings of the brain, becoming fascinated by the different ways people with autism perceive colors, patterns and lighting. She tried to determine what design elements would likely trigger difficult behavior — and then did the opposite, learning through trial and error.

“You can’t really get the information by asking, ‘Is this too bright for you?’ ‘Does this make you dizzy?’ You have to watch for cues,” she said.

Devin, too, was watching for cues. That’s a necessary strategy for children with autism, who usually develop language skills much later than their peers. Those who have difficulty communicating verbally often look to their environment for cues about what’s happening and how they should respond, Paron-Wildes said. They crave order and are easily distracted by its absence. They read meaning into seemingly random visual signals, and tend to be hypersensitive to harsh artificial light and to environmental toxins.

Paron-Wildes learned that the Crayola-bright, busy spaces most people consider kid-friendly — “like Ronald McDonald threw up” — are so stimulating that they can easily confuse and overwhelm a child with autism.

She remembers taking a young Devin to speech therapy — “in a room with a jungle gym and kids running around screaming.” The lesson was going nowhere, until she suggested moving it to a closet, the only quiet place available. There, Devin started to respond.

Information about autism and design may have been scarce when Paron-Wildes began searching for it, but that’s changing as autism rates have soared. The incidence may now be as high as 1 in 50 children, a 72 percent increase since 2007, according to a 2013 report from the U.S. Department of Health and Human Services and the U.S. Centers for Disease Control and Prevention.

That means Paron-Wildes’ expertise is increasingly in demand. “People think, ‘Oh, I have to redesign my whole house?’” she said. “No. Pay attention to the areas where the child needs to learn.” Those areas, as well as rooms where children rest and sleep, should be well-organized and orderly, with minimal distraction and muted, warm colors. “I’ve painted many little boys’ rooms pink — it tends to be a calming color,” she said.

She has worked with the University of Minnesota to develop research and design principles, co-chaired the Minnesota Autism Task Force, has written a trilogy of e-books on “Design for Autism” and spoke on “Design Empathy” for architects at a recent AIA Minnesota convention.

The bouncy, enthusiastic designer managed to work an autism joke — with a message — into her presentation. Pointing out a mustard-yellow circle at the corner of each page of her PowerPoint, she asked: “How many of you are wondering what that is there for? I did that to confuse you!” she added with a girlish laugh. “That’s what it’s like for kids (with autism).”

A designer for the AllSteel workplace furniture firm, Paron-Wildes also consults with schools, medical facilities and other organizations that serve children with autism and their families. (Most of her consulting work is done pro bono.) At this point, she could probably do autism-related design full-time, but she enjoys working on a wide range of projects. “If my whole life was autism, I would lose perspective.”

One recent consulting project involved working with designers from Perkins + Will on a new space for Fraser, a program Devin attended from age 3 to 6. The designers transformed a former Life Time Fitness office into a speech and occupational therapy site for children with autism and others.

Paron-Wildes pointed out design features on a recent visit. Treatment rooms and “meltdown areas,” where children often struggle with transitions from one activity to another, are quiet and neutral. “It’s easier to add color than to take it away,” she said. In other areas, brighter hues are used as way-finding cues, guiding children down hallways and to color-coded cubbies. Most flooring is kept simple. “If you make a pattern, the kids will follow it.”

There’s a lot more color and pattern in the reception area, however, where parents wait for their children and sometimes meet with therapists.

“One of the biggest complaints in centers is that parents feel like they’re in an institution,” Paron-Wildes said. She vividly remembers the stark waiting room she sat in when she first heard Devin’s diagnosis 16 years ago. “It felt very institutional. There was nothing to look at. It added to the aloneness and trauma.”

Parents feel calmer and more comfortable in a vibrant, upbeat environment. “It’s all psychological,” she said. “These parents want to feel like their child is going to a school — a fun school — not to treatment.”

Today, Devin is a verbal and affectionate teen who graduated from high school, went to prom and has developed into a gifted artist. He hopes to study art further; his work has won numerous awards and is proudly displayed throughout the family’s house.

That house, too, was chosen and designed with Devin’s needs in mind. Up until last year, Paron-Wildes and her family lived in a historic house in Stillwater, Minn. It was not calm, at least not after Devin’s sister joined the family. “We didn’t think we’d have a second kid,” Paron-Wildes said. “Then we had Ava. She’s a screamer. It was hard on Devin. We were having a lot of behavioral issues.”

So they found another house, one with plenty of separation between the kids’ rooms. Devin has a large bedroom with a lofted ceiling and a big window overlooking the river. “It’s really quiet up here; the 6-year-old doesn’t bother him,” his mother said. His room has lots of natural light and views of nature, which he loves studying through his telescope. There’s even an adjacent “Lego room” where he can retreat to build elaborate structures. Devin didn’t want to move at first — transitions are still difficult — and threatened to run away. But he soon adjusted. “He is so comfortable here — he loves his space,” Paron-Wildes said. “We have zero issues now.”

By KIM PALMER, STAR TRIBUNE/TNS December 10, 2014

Copyright © 2014 Disability Scoop, LLC. All Rights Reserved

For much of my life, I have had a hard time understanding not only the non-verbal communication of others, but how my own non-verbal communication affected others. Sometimes, if I was irritated at someone, I would simply keep my mouth shut, the rationale being “They can’t hold me accountable for something I didn’t say.”

What I failed to realize was that sometimes silence speaks louder than anything you could say, or that you could say one thing, but your facial expressions, actions, and certainly body language tell the real story.Continue Reading

As most teens and adults with Asperger syndrome know, people with Asperger syndrome can be significantly depressed. The rates of diagnoses of depression vary among studies, from 18% to 22%. The most commonly quoted rate of a depression in the general population of the US  is 6.7%. Most of the research shows both genders have these high rates of depression.

Studies focused on males and females and not those who are transgender. There are more people who identify as transgender in the AS population than in the general population and transgender people have a higher rate of depression. One would guess that someone who is both AS and transgender might have a high tendency towards depression.

Interestingly, non-autistic full siblings and half-siblings of individuals with ASD (not just Asperger syndrome) also had higher rates of depression than the general population, although at half the rate of those with ASD. Studies of suicide attempts are also very troubling. In studies of suicide, the rate of suicidal thoughts and attempts are prevalent, especially in adolescence and young adulthood.

It’s critical to identify depression, since it can be treated.

It’s obviously important to understand why rates of depression and suicidal thoughts are so high. One factor, given the findings in siblings, is that there is an increased genetic vulnerability to depression, although large studies haven’t supported a common genetic overlap. We have to look to other factors to account for these high rates of depression.

It’s important to diagnose clinical depression for anyone for a simple reason – depression is treatable with a variety of modalities:

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Our bodies take in information from the world around us through our sensory systems. As this information comes in, our brain filters and processes it for use. This process, called “sensory processing”, all happens automatically and simultaneously without us realizing that it.Depositphotos_37852017_sWhen all of these systems work correctly, we are able to perform our daily activities smoothly and without a problem. When these systems don’t work as well as they should a person may be disorganized, clumsy, have attention difficulties, and become over responsive or under responsive. Individuals with this issue might just have trouble functioning day to day as well as they should.

This is called Sensory Processing Disorder (SPD).

Sensory Processing Disorder can be seen in typically developing children and adults at an estimated rate of 15%. But individuals with autism and Aspergers are far more likely to be affected. It is estimated that 80% of children with ASD have sensory processing difficulties.

Some signs of SPD include:

  • Oversensitive to touch, sound, smell, lights and other visual input
  • Distractibility
  • Clumsiness
  • Decreased play skills
  • Resistance to being touched by others
  • Picky about clothing textures and tags
  • Toe walking and/or hand flapping
  • Picky eating

If you would like to learn more about SPD, visit the SPD Foundation website. If you know your child has sensory issues, you can also find a SIPT Certified Therapists in your area.  

Do you see some of these sign in your child?  How do you handle the difficulties that arise from them? 

By Gayla A. Aguilar, OTR, OTD

Sources

Ayres, A. J. (1972). Sensory integration and learning disorders.  Los Angeles: Western Psychological Services

Tomchek, S.D., Dunn, W. (2007). Sensory processing in children with and without autism: A comparative study using the Short Sensory Profile. American Journal of Occupational Therapy, 61, 190-200

Being a person on the Autism Spectrum and dealing with abuse from many places, I understand that being rejected is tough. Having Autism, I never felt that I fit in with the ‘normal’ children. I had to sit away from everyone in class and was seen as being weird or stupid. My family members did not seem to understand what I was going through because they didn’t have Autism.

I have been rejected many times and in many ways. I was rejected for jobs through email saying, “Dear Maverick, we regret to inform you that your application will not move forward, we encourage you to reapply.” For a long time I never got past the interview process and if I did, no feedback was given on the interview. Sometimes I had to log into my portal and find out my application was rejected three days ago and was never notified by anyone.

In the past there were employers where I would walk in with my resume and I was dressed sharp but I was automatically turned down. The reason why I was turned down was because of my facial expression, not being able to look someone in the eye, or I appeared to be stupid, slow, scared. All of these negative perceptions were because they did not understand me or what I was going through. Employers are not supposed to discriminate against you because of your disability but I had potential employers that did so with me, whether knowingly or unknowingly.

When I applied to graduate school, I applied to about three schools, and was denied by all three of them. In a previous blog I told you how many times I was denied admission from universities and the same for scholarships. Life is a competition and everyone is competing with each other trying to reach one goal whether it’s a job opportunity, scholarship, school, promotion or others. We are living in a society where ideally everyone can win a prize and we all should be winners. It’s good for children to believe that they are winners so that they can then have the confidence in themselves that they can do anything they put their mind to.

But when children become adults, they are in a reality where there exists only a few winners. In order to be the winner, you have to work hard and compete the best way you can against everyone else.

Sometimes it’s unfair, biased, and wrong but unfortunately this is how life is. It’s important that we give a child the fish early on in their life, so when they get old enough we teach them how to fish so they are able to do things for themselves.Continue Reading

Once a child is becomes more competent in his or her ability to think multi-causally, the next focus of higher level social-emotional thinking is the capacity to understand the gray areas of life. Adolescents and young adults with Aspergers or HFA are especially prone to hitting an emotional rut when speaking in terms of “never” and “always”—hallmark terms associated with “black and white” thinking.

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“He never calls on me during class” or “She always gets to play the game first” are common phrases that parents or peers hear when the speaker’s ability to think and feel in more varied degrees is constricted. Not only is this harder to negotiate socially for the partner, but it’s not a very fun state for the black and white thinker either. Such polarized patterns of thinking can lead to social isolation brought on by the extremity of the speaker’s emotional response.

Getting unstuck can be supported through Floortime, where the parent or the therapist can spotlight the child or adolescent’s black and white ideation.

For example, Jason is a young teen with Aspergers who states that he never gets to play his media after school. Jason becomes agitated when discussing this with his mother and his therapist, flooded by feelings of anger and sadness that he has difficulty modulating.

The role of Floortime therapist or supported parent in this dynamic might be to:

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As with the senses of sight and hearing, sometimes one or more of the senses are either over- or under-reactive to stimulation. This is also true for the sense of touch. For some persons with an Autism Spectrum Disorder, certain textures feel uncomfortable or even painful. For these individuals, the idea of a hug or even accidentally brushing up against something may be highly stressful. In order to prevent this negative tactile experience, much energy and focus is spent avoiding situations that increase the likelihood of such events.

Painted hands for a border

Imagine lining up where there are others in front of you and behind you. The chances of being accidentally touched by either person may cause the simple act of lining up to be highly stressful and anxiety provoking. For individuals that do not like the feel of certain textures or things, parents and teachers may consider the following types of supports:Continue Reading

Roommates, Aspergers, Depression, Adulthood

Many factors play into a person’s mental health. Communication styles can even be tied into mental health. Having roommates that you must learn to communicate with on a regular basis can be a helpful treatment for depression and isolation. Having roommates can also offer the opportunity for learning valuable social skills that living alone would not. Learning how to live with someone else is an important step in development. Both independence and community involvement go hand in hand for successful living skills, especially for those with ASD.

Roommate, Aspergers, Depression, Adulthood

I began working with a young man I will call Buddy to work on social skills and making connections with others. Buddy recently moved out into the community for the first time and was provided a roommate with a similar profile.

Buddy has lived most of his life in a rural area and was able to remain in his room for long periods of time playing video games. He often had thoughts that would provoke a tense look on his face and he would start punching in the air. Buddy is an extremely kind and gentle young man, however this characteristic causes others to get concerned.

The first step that took place was a dinner with the new roommate so that they could get acquainted with each other.

During this time the two were asked to turn off their phones and openly talk to each other. Buddy is very quiet and his new roommate is very social and does not do well with confrontation. The two were asked open ended questions. Buddy would answer the questions, but his answers were short. His roommate had long animated answers. Despite these communication differences they seemed to get along well. After dinner they were asked to exchange phone numbers since they were going to live together and would be relying on each other.

Buddy will not mention that he gets depressed or anxious but his body language will show it.

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With my decades of direct support with individuals who have Autism I have noticed a few commonalities with social skills modeling and maintaining positive healthy friendships. Mentorship and role models are incredibly important for adults with ASD. There are many ways that you can make sure that this invaluable resource is available to your adult children, and it is never too early to start.

As we all know society is ever-changing. What we, as educators and parents have feared for our adult children years ago is pretty much the same now but with even more dangers. We live in constant fear of bullying online and making positive friendships both at work and volunteering in the community. Even the city bus is a fear of uneasiness. “What if’s” are in our minds constantly.

The goals I have tried to teach families are to have a buddy system and to gradually fade out.

I work and have always worked with Youths in Transition. As a support team we search out an appropriate buddy for each individual long term and then begin to fade out. Most times we have to pay individuals to be a friend or advocate for our children. It’s just a fact of life. Your adult child is like anyone else. For a friendship to develop we need consistency, time, and a sense of safety.Continue Reading

In a previous blog we discussed how to increase motivation and focus through the use of a Bingo card. The use of choice and positive reinforcement make for a powerful teaming of strategies. This blog will continue to break things down into smaller, more doable pieces of information. For instance, on the checklist or bingo card, it is time to complete 5 math problems, but another layer of support to add to this is a list of the steps necessary to complete those problems. From early grades through secondary, activities can be enhanced with a list of how to complete that activity, a task analysis.

Academic Success Through Steps

As with most strategies, the benefit extends beyond students with an autism spectrum disorder.

Nicole Romero, a 2nd grade teacher, has embraced the idea of visual supports to aid instructional success for ALL students. She has decorated her centers with specific steps for completing specific tasks from using a number line to adding two digit numbers. These visuals that are posted for the class may also be provided as individual cards or pages for students with an autism spectrum disorder or other special need.

Elementary Examples: visual examples 2

k-12 pic 2

visual examples 4

So how does this look in high school?

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