KINDNESS

Towards a more Humane Society.  Contemplating an emotion and writing one line each day on it. #MentalHealth. This month is KINDNESS 

Choose kindness today, it may be the only good someone receives.

Kindness is not just an act, it's a state of being.
Be kind, not because it's easy, but because it's necessary.
Kindness is contagious. Let's spread it like wildfire.
In a world where you can be anything, choose to be kind.
Kindness is not a weakness, it's a superpower.
Small acts of kindness can make big differences in someone's life.
The world needs more kindness. Be the change you wish to see.
A kind word can change someone's entire day.
Kindness costs nothing, but its value is immeasurable.
When in doubt, choose kindness.
Kindness is like a spark that ignites a chain reaction of goodness.
One small act of kindness can create a ripple effect that can change the world.
In a world full of hate, be the light that shines with kindness.
The world could use more kindness warriors.
Kindness is the language that everyone can understand.
The world can never have too much kindness.
Kindness is the sunshine that brightens up the world.
Kindness is the easiest currency to spread around.
Kindness is the ripple effect that can change the world.
Kindness is the fuel that ignites the fire of hope.
One small act of kindness can make a big difference in someone's life.
Kindness is the glue that binds us together as human beings.
The power of kindness is in the simplest of gestures.
Kindness is the key to unlocking the door to happiness.
Kindness is the magic that makes the world a better place.
Be kind, it costs nothing but means everything.
Kindness is the compass that guides us in the right direction.
Kindness is the gift that keeps on giving.

-Hari Srinivasan

See other posts. [JOY], [EQUANIMITY], [EMPATHY], [KINDNESS], [COMPASSION]

April 30 is Autism Seniors Day

Recognizing that autism will not magic away in old age. 

Also the fact that the thousands and thousands of young autistic adults of today will be the autistic seniors of tomorrow. 

What are the issues we will face as with both autism+Old Age? 

What kind of supports will we need?

Autism Space seen as profit making space by Private Equity

This is a continuing and troubling trend in autism. 

'...private equity investments per year tripled or quadrupled from 2018 to 2021 compared to 2015.

 ...expected investment to continue at breakneck speed

“...They needed to start showing profits and revenue that match their valuation. … So at some point, [investors] need to start seeing a return on their investment,”

 ...autism therapy space could be at the point of the investment life cycle where investors are pressuring operators to shift from scale to efficiency and profitability.

...opening clinics that reach targeted patients while being “financially healthy,” Marsh said. 

https://bhbusiness.com/2022/07/22/why-the-massive-investment-in-autism-companies-created-a-ticking-timebomb/

Linear Thinking v Non-Linear Thinking

Plain Language Version 

People think in different ways. Two common ways are linear thinking and non-linear thinking.

Linear Thinking is like following a straight line. It means thinking step-by-step in a clear and logical order. People who think this way focus on cause and effect and use a structured approach to solve problems.

Non-Linear Thinking is like seeing the whole picture at once. It means thinking in a more creative and flexible way. People who think this way make connections between different ideas, come up with many solutions to problems, and see patterns others might not notice.

Both types of thinking are important. Linear thinking is good for tasks that need careful planning and clear steps. Non-linear thinking is helpful for coming up with new ideas and solving problems creatively.

Many autistics are great at non-linear thinking. They can see connections and patterns that others might miss. But traditional IQ tests often focus on linear thinking, so they might not show the strengths of non-linear thinking in autistics. It’s important to value both types of thinking to understand everyone’s abilities better

Linear v Non Linear Neuroscience Version, Plain Language Version

April is Autism Exhaustion Month

 

Hybrid is an easy accommodation

To give context to the above post, Sascha was one of the students in my Autism DeCal Class at UC Berkeley. I was happy to be able to accommodate her request of attending the class remotely that semester and extending that hybrid option to all the students in the class as well. Hybrid is such a simple and basic accommodation really, especially in a post pandemic world where zoom became a very viable option of attendance. 

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And to hark back to another teacher who paved this way for me was Instructor Martha Oral (English 1B) in my community college when I was about to drop my fall semester as I would be unable to attend due to health reasons. Martha on her own initiative talked to the Tech support and organized Cisco Webex on her laptop which one student monitored during her class so that i could attend that class remotely. This was before the pandemic made Zoom an everyday word. 

 

Alexithymia and Autism

Alexithymia is characterized by difficulty in recognizing and expressing one's emotional experiences.

The term was first used in the 1970s by psychotherapist Peter Sifneos to describe a group of people who had difficulty expressing their emotions. They may also be more prone to stress-related issues and have difficulties coping with stress in general.

Studies find the prevalence of alexithymia in autistics to range from 50% to 66% compared to a 10% prevalence in the neurotypical population (1,2).

1. Alexithymia in autistics has been associated with several negative outcomes.Social communication difficulties: Difficulty expressing emotions and interpreting the emotions of others, can interfere with social communication; which may be particularly pronounced in autistics, who already experience social communication difficulties (3).
2. Reduced quality of life due to the negative impact on social relationships (4)
3. Increased anxiety and depression: One study found that alexithymia was a significant predictor of depression in autistic adults (5).
4. Greater risk for negative outcomes: In a longitudinal study of autistic children those with higher levels of alexithymia were found to have a higher risk for negative outcomes such as anxiety, depression, and behavioral problems over time (6).

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A Plain Language Version

What is Alexithymia? Alexithymia is when someone has a hard time recognizing and talking about their own emotions. They might also find it tough to cope with stress and are more likely to have stress-related issues.

History of Alexithymia The term "alexithymia" was first used in the 1970s by a psychotherapist named Peter Sifneos. He noticed that some people had difficulty expressing their emotions and gave this condition a name.

Alexithymia and Autism Studies show that alexithymia is much more common in autism. About 50% to 66% of autistics have alexithymia, compared to only about 10% of people without autism.

Effects of Alexithymia in Autism

1. Social Communication Difficulties: Autistics with alexithymia have an even harder time expressing emotions and understanding others' emotions, making social interactions more challenging.
2. Reduced Quality of Life: Having trouble with social relationships can lower overall happiness and satisfaction in life.
3. Increased Anxiety and Depression: Research shows that alexithymia can lead to higher levels of anxiety and depression in autistic adults.
4. Greater Risk for Negative Outcomes: In a long-term study of autistic children, those with higher levels of alexithymia were more likely to experience anxiety, depression, and behavioral problems as they grew up.

Understanding and addressing alexithymia in autism is important for improving social interactions, mental health, and overall quality of life.

Propagnosia and Autism

There is some research suggesting a possible link between prosopagnosia  and autism. However studies are correlational in nature and do not establish a causal link between prosopagnosia and autism

What is Propagnosia

Propagnosia (face blindness), is a neurological condition that affects a person's ability to recognize and remember faces. There is difficulty recognizing familiar faces, such as those of family members, friends, or colleagues. They may also have difficulty recognizing faces in photographs or on television.

Do autism and trains go together?

April is National Autism Month. 

Do all autistics like trains? The answer may surprise you. 

While it is true that some autistics may have strong interest in trains or transportation systems, this is not a universal trait among all autistics.

The origins of this autism stereotype are unclear, some guesses. 

In our own time and space

April is Autism Solutions Month. 

Came across a new word today. 

Takiwatanga is the Te Reo Māori word for Autism. It means "in their own time and space. " 

(The Māori are a Polynesian ethnic group of New Zealand and Te Reo =language)

 

Takiwatanga - what a nice way to phrase autism, cuz we often don't follow the expected developmental timelines, even within what autism is 'supposed' to be like, which has left me pretty confused and flustered over the years. 

"takiwa," = "area" or "territory,"

"tanga," = "to be in a state of."

So, Takiwatanga can be translated to mean "in their own time and space. " 

The word Takiwatanga is now used both in the Maori community and the larger community in New Zealand to refer to autism. It reflects the Maori cultural value of respecting and acknowledging the importance of each person's unique perspective and way of being in the world.

Boston Globe Op-Ed

https://www.bostonglobe.com/2023/04/22/opinion/autism-disability-person-first-language-identity-first-language-linguistics/

My first op-ed in a major media newspaper on an issue that still seems to dominate autism conversations. its time to put it to rest and move onto spending time on translatable solutions for all autistics.

The article discusses the linguistic controversy surrounding the use of identity-first language (e.g., "autistic") and person-first language (e.g., "person with autism"). I argue that the autism community can learn from other disability communities and embrace both types of language. The key takeaway is that it is not an either-or situation, and that the most important thing is to use language with empathy and respect.

Jon Stewart at Vanderbilt.

Great way to end my First Year of Grad School. 

A talk on HealthCare Advocacy by the amazing Jon Stewart in Langford Auditorium

Lots of takeaways, will write about them later. 

 

Media Mention

 

Media Mention

Today someone reposted a FB comment of mine along with a link to link to one of my columns in the Daily Cal . http://www.dailycal.org/2018/04/19/o-body-where-art-thou/


"I ran the explanations by my neuroscience Prof at Cal (David Presti) to make sure there were no factual errors. He thought I had correctly pulled in a lot of theories on the neuroscience of autism along with a wealth of data and analysis from my experiences and told a compelling story. In final article, had to cut out a couple more concepts due to word limit."

Quite serendipitous that this article was written during an Intro to Neuroscience elective with Prof David Presti (this course was for all majors so nothing like the extra-tough Cell Neuroscience this sem). At that time I was happy I got to go to college at all and soaking it all in. Who knew that I would end up even making it to grad school (today is end of year 1) and getting to do contribute to research in that area too!! Deep gratitude to all who supported me this last year.

Autism after 21 Day

Does Autism Magic away in adulthood?

Where are there pediatric Autism Clinics in all hospitals but no Adult Autism Clinics?

Why is there a Services Cliff at Age 21, when any services (even if they are inadequate) received during childhood comes to an abrupt end with no replacement or continuation of supports and services. 

IDEA protection end, with no equivalent replacements and supports

There is URGENT NEED for translatable solutions and supports for the ever increasing numbers of autistic adults. 

End of IDEA protection afforded during the Ed years. The yellow school bus stops coming. 

• Approx 1/3 of autistics who got access to mainstream ed  are put on a diploma track in high school and have the opportunity to make their way to 2/ 4 college, at age 18. They join the swelling ranks of other late-dx autistics and face challenges and barriers that come with adulthood. 
• Almost 2/3 of autistics who are dx in childhood remain in the special education all through their ed years. 
• At age 18, they get another 4 years of what is called Post Secondary Program; located either in segregated facilities/schools, in the school district itself or more recently as programs run on university campuses so they happen in the same space as college-aged peers; though the programming may be different. At the end of the programming, they receive a Certification of Completion.  
• IDEA protections end at this point. This is also the services cliff where all previous services.
• Their options are a series of adult day programs, upto age 50 and then 50+ years. These day programs again have a range of quality - from real job coaching to mere babysitting but there is far less state oversight of quality. There is a shortage of good programs. And as usual, much like special education itself, programs only want the "easy autistics". So where do the rest go? 
• This is a HUGE problem, as families are suddenly handed back their adult child and told to go figure out what to do, from caretaking to daytime programming to housing and staffing, funding to figuring out pretty much everything. Many YA autistics have signifiant medical and other communication needs which can get aggravated with age with no real supports. The onus pretty much falls to the family to figure out what to do. 

• The challenges faced compound for autistics who have higher support needs yet had somehow managed to access mainstream education and even make it to college. Its like straddling two world, as they face barriers in both world - neither of which knows how to support you or wants to include you. Its almost assumed you must be in one of the other other. I have to question this assumption. Instead why can we find solutions?
• Some of these barriers and challenges are unique to each space while others are common across the spectrum. The point being that adulthood in autism is not easy and we need to be thinking of solutions that helps each group and across the board. 

The Grandmother of the Disability Rights Movement turns 103

 Zona is the mother of Ed Roberts, who started the very first Disabled Students Program at UC Berkeley as well as starting the Independent Living Movement. 

So if Ed is the father of the Disability Rights Movement, she is the grandmother behind it all. 

https://alumni.berkeley.edu/california-magazine/online/meet-zona-roberts/?utm_source=mag-newsletter&utm_medium=email&utm_campaign=california

Noise Cancelling Headphones and Autism

Noise Cancelling Headphones are often seen as the solution to sensory overstimulation in autistics. 

Pop on a pair of headphones. And Voila, the autistic problem is solved like magic (sarcasm intended).

Are they really the solution they are touted to be? The answer may surprise you. 

April 18 is Regressive Autism Day

Regressive autism / late-onset autism /acquired autism, is where a child develops typically in early childhood meeting all developmental milestones, but then experiences a loss of previously acquired skills, at around 1.5 years to 4 years. Estimates of regressive autism range from 30 - 44% of kids who get diagnosed with autism in childhood. (1,2,3)

This loss/regression is especially evident in the areas of social communication and interaction; such as loss of interest in social interaction, loss of eye contact, loss of spoken language, loss of motor skills and the development of repetitive behaviors. 

For instance, I met all my developmental milestones till 1.5 years, including the ability to able to speak short phrases. I was the happy social butterfly at my first birthday party; I interacted with everyone at the party. I pointed to the distant bird sitting on a tree and engaged in joint attention activities. 

But after my regression at 16-18 months, I lost a majority of the previous skills. By age 2, I lost the ability to talk, the ability to make eye contact, the ability to point, the ability to do a pincer grasp and the ability to hold a spoon. I no longer recognized even my parents. I hid under the table, walked on tiptoe, endlessly spun the wheels on my tricycle and lined up every toy in the house. I was in a confused and dazed state and cried most of the time in daycare. I fussed for eating and sleeping. 

This week, we had studied Alzheimers in my Cell Neuroscience class. In addition to understanding brain function, we had also watched videos of lived experiences. For the folks with Alzheimer's its like their world associations just fade away, they no longer recognize even family members in addition to loss of functioning skills and even language. Ergo, there is a massive regression. There is now a desperate search for research into solutions to reverse this process.

DEJA VU!! - Regressive Autism is like Alzheimers in toddlerhood itself where you forget even your family, instead of in old age. Something must have happened to cause this memory loss and this functioning loss. I can understand why parents of young children find this heartbreaking; they suddenly become strangers for own children. 

Why is there not equal importance given to find causes and ways to stop this massive slide seen in regressive autism during toddlerhood, why is loss of skills only seen as a problem if it happens in adulthood?

Asset-Framing

Is this applicable to Autism. YES!!

"Asset-Framing" is a cognitive framework developed by Trabian Shorters.

According to Shorters, Asset-Framing involves three key elements:

1. Shifting the focus from problems to solutions: Instead of focusing on what's wrong or broken, Asset-Framing encourages individuals/communities to focus on their strengths and assets and how they can use them to address their challenges.
2. Highlighting the value of lived experiences: Asset-Framing recognizes that individuals and communities have unique lived experiences that shape their perspectives and abilities. By valuing and leveraging these experiences, people can better understand their strengths and use them to achieve their goals.
3. Emphasizing the power of community: Asset-Framing acknowledges that individuals are interconnected and that their strengths are often amplified when they work together in supportive communities.

Essentially. Asset-Framing is a positive and empowering way of thinking about individuals and communities that can help to promote resilience, self-determination, and collective action.

The Autism - Parkinson's Connection

Research has found some evidence of a potential link between autism and Parkinson and that autistics are at higher risk for PD as they age. 

No surprise really as many autistics (like me) already have many movement-disorder-like movements, which really impacts our everyday functioning and which currently gets lost in the world of Autism dx overshadowing where everything is attributed to "autism" so nothing more need be done. 

Urgent need for research and translatable solutions

Taxonomy of Sensory Differences in Autism

 

The authors (Vanderbilt study) propose a hierarchical taxonomy to describe and refer to various sensory features of autism, which will help researchers to better understand the nature and impact of the sensory differences of autism and place future research targets at appropriate levels of analysis.

The 5 levels of proposed taxonomy are.

 

Imbecile

A history lesson in degrading terminology around disability. 

The term "imbecile" has historically been used as a diagnostic label for neurodevelopmental disabilities like autism. 

Origins: The term coined in the 18th century by French physician Philippe Pinel, who used the term to describe individuals who were intellectually disabled but still able to function in society with some support. However, over time the term came to be used more broadly to describe individuals with a range of intellectual disabilities, including those who were severely impaired and unable to function independently.

Justify Eugenics: The term was widely used in the US and Europe during the 19th and early 20th centuries and was used as part of a broader eugenic movement that sought to control and eliminate disabled people from the population. The use of terms like "imbecile" and "moron" were used to classify individuals based on their perceived level of intelligence, and were used to justify forced sterilization, institutionalization, and other forms of discrimination.

One of the most well-known cases involving the use of the term "imbecile" was the Supreme Court case Buck v. Bell, in which the court upheld the constitutionality of forced sterilization for individuals classified as "imbeciles." The decision paved the way for similar laws in other states, and resulted in the sterilization of tens of thousands of individuals with disabilities.

Buck v. Bell (1927): This case involved the forced sterilization of a woman who was deemed "feeble-minded" by the state of Virginia. In its decision, the Supreme Court upheld the constitutionality of Virginia's sterilization law and stated that "three generations of imbeciles are enough." (274 U.S. 200)

Mandated Removal in 1970s: The term "imbecile" fell out of use in the early to mid-twentieth century as medical and psychological professionals began to adopt more standardized and scientific classifications for intellectual disabilities. However, the use of the term persisted in some legal and bureaucratic contexts until the 1970s, when the Rehabilitation Act of 1973 mandated the removal of discriminatory language from federal laws and policies related to individuals with disabilities. 

Today, the use of terms like "imbecile" is generally considered outdated and offensive.

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Plain Language Version 

The History of Hurtful Words About Disability

The word "imbecile" used to be a medical term for people with intellectual disabilities, like autism.

Origins

• In the 18th century, a French doctor named Philippe Pinel used "imbecile" to describe people who had some intellectual disabilities but could still function in society with help.
• Over time, the term was used more broadly to describe people with all levels of intellectual disabilities, even those who couldn’t live independently.

Eugenics Justification

• In the 19th and early 20th centuries, the term "imbecile" was widely used in the US and Europe.
• It was part of the eugenics movement, which aimed to control and eliminate disabled people from the population.
• Words like "imbecile" and "moron" were used to label people based on their perceived intelligence.
• These labels were used to justify forced sterilizations (preventing people from having children), putting people in institutions, and other forms of discrimination.

Buck v. Bell Case

• One famous case was Buck v. Bell in 1927.
• The Supreme Court allowed the forced sterilization of a woman called "feeble-minded" by the state of Virginia.
• The court said, "three generations of imbeciles are enough," leading to many more forced sterilizations across the country.

Changes in the 20th Century

• In the early to mid-1900s, medical and psychological professionals began using more scientific and respectful terms for intellectual disabilities.
• However, the term "imbecile" was still used in some legal documents until the 1970s.
• The Rehabilitation Act of 1973 required the removal of discriminatory language from federal laws and policies about people with disabilities.

Today

• Today, using words like "imbecile" is considered outdated and offensive.
• It’s important to use respectful and accurate language when talking about people with disabilities.

Founders Rock

This day in 1860. 

Go Bears!!

 

April 15 is Middle-Aged Autistics Day

The growing number of young adult autistics of today will soon join the ranks of becoming Middle Aged Autistics of tomorrow. 

There is limited research on issues specifically related to middle-aged autistics, as most studies tend to focus on children and adolescents with autism. 

Acknowledging the need for knowledge of what happens in this phase, along with the services and supports that will be needed. 

Upstander

In silence, the Bystander stays

As others suffer in myriad ways

Courage blooms in an Upstander's heart

To speak up, To act, To play their part

A Bystander may see, but an Upstander acts with compassion & courage, making a difference in the world 

- @HariSri108

Poem and quote inspired by this twitter post by GGSC on bystander effect

OpEd Project

https://www.pdsoros.org/news-events/introducing-the-2023-public-voices-fellows

Got selected as a Public Vocies Fellow. Thank you PD Soros and OpEd Project for this amazing opportunity, I'm excited to learn from and and be mentored by some of the brightest minds in writing. I'm looking forward to learning how to contribute to important conversations in our world.

Peripersonal Space

Peripersonal space (PPS) is the region of space immediately surrounding the body, where sensory inputs from multiple modalities are integrated to guide actions and protect the body. In autism, alterations in PPS processing may contribute to challenges in sensory-motor integration, social interactions and spatial navigation. This area of research, which I am exploring in graduate school, holds promise for interventions at the individual level and disability accommodations at the societal level. Stay tuned for more in-depth posts on this topic.

PlainSpeak: Peripersonal space (PPS) is the space right around our bodies that helps us sense and respond to things nearby. For autistic individuals, differences in how this space is processed might explain some of the sensory and social challenges they face and how we navigate the space around us. I'm studying this in grad school and will be sharing more insights in upcoming posts.

Related Posts on [PPS] [Peripersonal Space]

The Autism Alzheimers Connection.

Alzeheimers and Oxidative Stress was the topic of study at my cell neuroscience course. 

Increasingly research is showing a link between Autism and Alzheimer's though they had been considered distinct neurological disorders in the past.

The point

This is a serious area of concern that needs to be looked at even more closely as the ever increasing numbers of autistic children (currently at 1:36) will soon join the ranks aging autistic seniors.

Happy Tamil New Year

Puthandu /Tamil New Year is believed to be the day God Brahma, began his creation. It falls on the first day of the Tamil month of Chithirai (~Apr 13-15). Tamil calendar was created during the Chola dynasty in the 9th century CE.

Mango Pachadi, is the speciality food of the day, symbolizing the different flavors of life, including sweetness, sourness, bitterness, and tanginess.

Schwartzman 2023: suicidal behaviors in autistic adolescents

No surprise that suicide ideation and NSSI is higher in autistics!

Key Takeaways

• Early adolescent autistics (total sample 239, 138 autistic) at higher risk for suicidal ideation and NSSI (non suicidal self-injurious behaviors) compared to non-autistics.
• 20% autistics reported suicide ideation on self-report questionnaires but not to a study psychiatrist (via the Columbia Suicide Severity Rating Scale)
• No sex based differences seen. 

Questions that arise after reading. 

• What are the underlying factors that contribute to the higher risk of suicidal thoughts / behaviors and NSSI in autistic early adolescents? 
• How can clinicians improve their ability to detect these behaviors given the discrepancies between self-report and clinician-rated measures? 
• What interventions or treatments are effective in reducing the risk of these behaviors in autistic youth? 
• How can parents, caregivers, and educators better support autistic youth who may be at risk ? 
• What are the long-term outcomes for autistic youth with suicidal thoughts/behaviors and NSSI?

References
Schwartzman JM, Muscatello R, Corbett BA. Assessing Suicidal Thoughts and Behaviors and Nonsuicidal Self-Injury in Autistic and Non-Autistic Early Adolescents Using the Columbia Suicide Severity Rating Scale. Journal of Autism and Developmental Disorders 53.2 (2023): 559-570. doi:10.1177/136236132311621. PMID 30938385

April 13 is Autism Adolescence Day

Recognizing the transitions that come with adolescence in autism, along with the current inadequacy of needed supports, care and services. Translatable solutions are needed now. 

April 13 is Autism Adolescence Day

Because being a teenager isn't hard enough already

Compared to Neurotypical Teens, Autistic teens face greater challenges in 

Social Front. 

• Social Isolation/Loneliness, Social Difficulties, fewer friendships/social contacts, lesser time spent on social activities (1,2,3)
• Mental health, suicide ideation  and NSSI 
• Bullying and victimization
• Navigating educational system & workplace due to social and communication difficulties

Health Issues. 

• Seizure onset  15%  (compared to 0.5 - 1% in general population) (4). 
• Higher prevalence of atypical or non-convulsive seizures in autistic teens compared to non-autistic (5). 
• Increased prevalence of epilepsy in autistic teens  (11.4%) compared to 0.5% in general population (6).
• Sleep disturbance at 50-80%- insomnia, nightmares, and irregular sleep-wake cycles (7).
• Sensory sensitivities at 88% (non-autistic teens 58%) (8). 
• GI symptoms in autistic kids compared to non-autistic kids. In a 2014 study (9) figures are 43.5% compared to 18.1%. In a  2010 study (10), figures are 46-85% compared to 9-10%). Which means the prevalence is higher in autistic teens as well. 'Autistic teenagers at increased risk for anxiety, depression, and other mental health conditions.
• Co-occuring condition in 70% of autistics -  anxiety disorders 41%,  ADHD 31% & mood disorders 16% (11).
• Nuero-inflammatory markers in autistic teens
• Obesity 22.4% (general population 15.6%) (14)
• Asthma 22.2% (general population 12.8%) (15) 
• Allergies  23.9% (general population 18.4%) (16)

MAST - The Maastricht Acute Stress Test

[concepts in Sensorimotor Research] 

The Maastricht Acute Stress Test (MAST) is a research laboratory procedure that is used to induce stress in research participants. It is used to study the effects of stress on a variety of physiological and psychological processes, including heart rate, blood pressure, cortisol levels, anxiety, and depression. The MAST combines elements from two of the most common experimental paradigms measuring stress, the Trier Social Stress Test (TSST) and the Cold Pressor Test (CPT).

The Test: 
There is a 5-minute preparation phase, during which the participant is seated in a comfortable chair and is given instructions about the task. The participant is then asked to put their right hand into a bowl of ice water for 60-90 seconds. In between each hand immersion trial, the participant is asked to complete a series of mental arithmetic problems. The participant is given negative feedback if they make a mistake or take too long to answer a question.

The test takes approximately 20 minutes to complete. During the procedure, the participant's heart rate, BP, and salivary cortisol levels are measured. The participant is also asked to rate their subjective feelings of stress on a scale of 1 to 10.

Benefits

• It is a simple and easy-to-use procedure.
• It is non-invasive and does not pose any risk to participants.
• It is effective at inducing stress in participants.
• It can be used to measure a variety of stress-related outcomes.

Limitations

• Laboratory-based procedures may not be representative of real-world stress.
• It can be stressful for participants and may not be suitable for everyone. (will autistics even agree to do this?)
• It is not a diagnostic tool and cannot be used to diagnose any medical conditions.

https://www.frontiersin.org/articles/10.3389/fpsyg.2017.00567/full

One small act of kindness can create a ripple effect that can change the world.

HEW sit-in continues - Disabled vow long fight

Daily Cal Headlines ... April 11, 1977: 

"HEW sit-in continues - Disabled vow long fight." 

from Day 6 of the nearly month-long sit-in.

highlights:

CeCe Weeks said: "It's the first militant thing we've ever done. There is a new political movement throughout the land. We're going to stay till we're dragged out."

Although HEW Secretary Califano said he would sign the revised regulations, Kitty Conetalks about how those are inadequate and called upon President Carter to sign the original regs immediately as he had promised he would do.

State Director of the Department Of Rehabilitation Ed Roberts (former CIL Director) said "We've got to keep up the pressure."

Demonstrators Mary Jane Owen and then-CIL Deputy Director Judith Heumann had gone on a hunger strike.

Donations were pouring in from "such politically dissimilar groups as the Black Panthers and Safeway stores, McDonald's and the United Farm Workers. 'We couldn't do this without the support from outside," Cone said. 'We're really excited by the community's response.'"

"We're basically happy and strong," Weeks said. "There's more energy here all the time," she said.

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That was indeed a time. The attached photo is a scan from a book of about 100 Daily Cal front pages: "The Daily Californian's Best of Berkeley 1960-1980, publ by the Independent Berkeley Student Publishing Company, 1980.

—

Daily Cal photo caption:

“The nearly 100 protesting disabled staged a sit-in [to demand the passage of the long-delayed Regulations implementing section 504 of the 1973 Rehabilitation Act] at San Francisco’s HEW Office.”

Section 504, the first disability civil rights act, Required nondiscrimination of people with disabilities by end of the end by any entity receiving federal funds.

These Regulations became the model for the Americans with Disabilities Act 13 years later, which prohibited discrimination against people with disabilities in virtually all areas of public life.

Media Mention

Media Mention On twitter. 

Thank you for the kind words. 

I hope I do indeed get to "redefine" autism research

 

No Eye Contact. No problem.

No Eye Contact?

No Problem!

Sunglasses are your personal Eye Contact Filter. 

#AutismHumor #AutismSolutions

Media Mention

Thank you. A Honor.

 

Kindness is the gift that keeps on giving

Serenity is the wisdom that comes with knowing what we can and cannot control.

 

McGlade et al 2023: Effectiveness of Early Intervention Therapies

My take: If early childhood therapy was so "effective", then the thousands of kids who have had massive amounts of therapy all through childhood (starting with early intervention) would have "RECOVERED" may times over. Why are my challenges still significant - ie: all that therapy did not make a dent. Currently there is no such thing as gold-standard childhood therapy. Most autism therapy is hit-or-miss, at any age. Its just $$$$ spent on trial and error. Lots of careers and promotions. 

Recently there was a twitter post pointing out that since were were no readily available "statistics" (referring to it as a "cool autism fact")  showing numbers of the more significantly impacted adult autistics meant that numbers of this group must be overstated. Others in the thread  questioned if adult autistics who did not not speak, even existed, since that autistic posting had learned to speak at age 3. This an irresponsible statement and an erasure of the huge number of non-speaking or minimal verbal adults who need to be part of the autism solutions. 

Onto the paper. 

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Key Takeaways from paper. 

• Limited evidence  to recommend very early interventions for infants and toddlers with autism.
• Limited impact of early intervention for at-risk infants/toddlers (by age 3. 
• No significant treatment effects for autism symptoms, cognitive outcomes, receptive/expressive language. Even neurocognitive outcomes (EEG and eye tracking) were inconsistent. 

• Gold-standard early intervention is yet to be developed.  Future treatment will need to include novel and individualized intervention targets alongside the targeting of parental responsiveness.

Questions that arise. 

• What are the implications of these findings for clinical practice and policy related to early intervention for autism?
• What are the long-term outcomes of very early interventions for infants and toddlers with autism beyond age 3 years?
• What are the ethical considerations related to intervening in infants and toddlers at increased likelihood of autism dx, and how can these be addressed in future research and practice?

McGlade, A., Whittingham, K., Barfoot, J., Taylor, L., & Boyd, R. N. (2023). Efficacy of very early interventions on neurodevelopmental outcomes for infants and toddlers at increased likelihood of or diagnosed with autism: A systematic review and meta-analysis. Autism Research, 16(4), 698-710. https://doi.org/10.1002/aur.2924

Disabled People are not ADA People.

lavantconsulting

: 

 People with disabilities are not “Americans with Disabilities Act people” or “Americans with Disabilities Act Guests.” The ADA is a law that increases equity for disabled people, not a label of any individuals. Referring to people with disabilities in this way is disrespectful and never appropriate.

Navigating the intersection of AuDHD (Autism and ADHD)

I've had the combined diagnosis of Autism and ADHD (AuDHD) since age 3.  What does having a combination diagnosis look like?  [A Plain Language version at the end of post]

Autism and ADHD often co-occur, a combination referred to as AuDHD by many self-advocates. Together, they form a unique blend of traits that can sometimes be contradictory, affecting various areas of life, from relationships and academic performance to sensory processing and emotional well-being. Understanding AuDHD involves recognizing how the need for routine and predictability (autism) intersects with a craving for novelty and spontaneity (ADHD). 

Contradictory Traits: Sameness vs. Novelty

One of the key challenges of AuDHD is the internal conflict between autism’s preference for routine and ADHD’s need for newness. Autistic individuals often thrive in predictable environments that reduce anxiety and create a sense of control. In contrast, ADHD pushes for novelty, leading to restlessness or boredom with repetitive tasks.

For someone with AuDHD (or AutDer), this contradiction can cause significant internal tension. The autistic side may seek consistency, while the ADHD side yearns for new experiences. This constant push and pull can result in stress and frustration, as they struggle to balance these opposing needs.

Sensory Processing: Overwhelm and Seeking Input

Sensory challenges are common in both autism and ADHD, and in AuDHD, these can intensify. Autistics may experience hypersensitivity to stimuli—lights may feel too bright, sounds too loud, or textures uncomfortable—leading to sensory overload. ADHD, on the other hand, may result in increased distractibility and a heightened need for sensory input, such as fidgeting or movement.

This combination means that individuals with AuDHD (or AutDers) may frequently feel overwhelmed by their environment or seek out additional sensory stimulation to stay focused. For example, stimming (repetitive behaviors like tapping or rocking) may become more frequent or intense as a means to self-regulate. [More detail on this at this link]

Cognitive Styles: Hyperfocus vs. Distractibility

AuDHD significantly impacts cognitive styles, with autistic individuals often demonstrating hyperfocus—intense concentration on a particular interest for extended periods. This can be a strength when aligned with personal or professional goals, but it may make switching tasks difficult.

ADHD, by contrast, brings distractibility, where maintaining focus on tasks that aren’t immediately engaging becomes challenging. AutDers might experience cycles of hyperfocus followed by difficulty completing less stimulating tasks, leading to issues with time management and task completion.

Social Identity and Stigma

AutDers often face challenges related to identity and belonging. The dual diagnosis may make it difficult to fit neatly into autism or ADHD communities, leading to feelings of isolation. Additionally, misunderstanding of how AuDHD manifests can contribute to societal stigma, with people often being misperceived as lazy, disorganized, or socially awkward. This lack of awareness can result in inadequate accommodations in school, work, and social settings.

Relationships and Family Dynamics

Maintaining personal relationships can be a significant challenge for those with AuDHD. Autism can bring difficulties in reading social cues and understanding nonverbal communication, while ADHD may add impulsivity and distractibility to interactions. Together, these traits can cause misunderstandings or strain in romantic relationships, friendships, or family dynamics.

Academic and Workplace Performance

In academic settings, the need for structure (autism) and the tendency to procrastinate or get distracted (ADHD) may clash, making it hard for AutDers to meet deadlines or engage in group work. Similarly, in the workplace, inflexible environments that don’t account for the needs of those with AuDHD may result in job dissatisfaction or burnout. However, with appropriate accommodations, such as flexible schedules and task-focused roles, AutDers often excel in creative problem-solving and innovation.

Emotional Sensitivity and Interpersonal Conflict

Both autism and ADHD are associated with emotional sensitivity, and AuDHD can heighten this trait. Individuals may become overwhelmed by criticism or social rejection, overthink social interactions, or feel emotionally exhausted by perceived failures or misunderstandings. The combination of difficulty in social understanding (autism) and impulsivity (ADHD) may also lead to frequent interpersonal conflict.

Executive Functioning: Organization and Planning Struggles

AutDers often experience challenges in organizing, planning, and managing time due to the combination of autism’s need for structure and ADHD’s impulsivity. Individuals may feel overwhelmed by the need to create detailed plans but struggle to implement them effectively. This can lead to feelings of frustration, especially when routine gets disrupted.

Emotional Regulation and Mental Health

Both autism and ADHD are linked to emotional dysregulation, and their combination in AuDHD can intensify this. The internal conflict between the need for routine (autism) and the craving for novelty (ADHD) often leads to anxiety. ADHD’s impulsivity can contribute to emotional outbursts, which can result in guilt or heightened social anxiety later. Over time, the struggle to navigate these conflicting traits may lead to emotional exhaustion or burnout.

Self-Esteem and Identity

AuDHD can also impact self-esteem. Individuals may struggle with societal expectations that conflict with their neurodivergent traits, leading to feelings of inadequacy. The clash between needing structure (autism) and having difficulty with focus or organization (ADHD) can leave people feeling as though they are falling short, especially in school or work environments where both conditions are often misunderstood.

Physical Health: Sleep and Motor Coordination

Both autism and ADHD are linked to sleep disturbances. Autism can make it hard to fall asleep due to sensory sensitivities or the need for specific routines, while ADHD may result in restlessness. Combined, AuDHD can make restful sleep difficult, leading to daytime fatigue and irritability.

Motor coordination may also be impacted, as both conditions are associated with clumsiness or dyspraxia (developmental coordination disorder). This can affect confidence in activities like sports or even daily tasks like driving.

The Bigger Picture: Neurology and Physiology in AuDHD

Neurologically, AuDHD affects several areas of the brain, particularly the prefrontal cortex, which manages executive function, planning, and decision-making. ADHD often involves dysregulation in dopamine pathways, affecting reward processing and motivation, while autism involves differences in connectivity between brain regions, particularly in areas related to social cognition and sensory processing.

These neurological differences can result in heightened sensory sensitivity, fluctuations in attention, and difficulty managing emotions. The combination of these traits can also make it harder to filter out distractions or regulate behavior, leading to emotional stress or frustration.

Sensory-Motor Coordination and Physical Health

Both autism and ADHD can lead to motor coordination challenges, but when combined in AuDHD, these issues may be even more pronounced. Individuals may struggle with fine motor tasks like handwriting or sports, impacting confidence in physical activities. Additionally, balancing routines with ADHD's impulsivity can affect physical health routines like exercise, meal planning, and sleep.

In Essence…

AuDHD is more than just a combination of autism and ADHD traits. It creates a unique set of challenges that require personalized strategies to thrive. While the need for routine may clash with the desire for novelty, understanding these complexities opens the door to both challenges and strengths. Tailored support is essential for individuals with AuDHD to find balance and success in daily life.

By addressing sensory sensitivities, understanding cognitive differences, and providing appropriate accommodations, individuals with AuDHD can harness their unique strengths while managing their complex needs

PlainSpeak: A plain language version for the lay reader. 

Navigating Life with AuDHD

Autism and ADHD are two conditions that often occur together, known by many as AuDHD. While both have unique traits, they can sometimes seem at odds with each other. Autism often comes with a need for routine and predictability, while ADHD tends to seek novelty and excitement. This mix can create challenges in many areas of life, from social interactions to managing sensory input, attention, and emotions.

Conflicting Needs: Routine vs. Newness

People with autism often find comfort in routines and predictability, which help reduce anxiety and manage sensory overload. ADHD, on the other hand, thrives on new experiences and gets bored with repetition. This combination can make daily life feel like a tug-of-war between craving stability and wanting change.

Sensory Overload vs. Sensory Seeking

Both autism and ADHD can impact how a person handles sensory input. Autistic individuals may be sensitive to bright lights, loud sounds, or certain textures, making them prone to sensory overload. ADHD can add another layer, making it harder to filter out distractions or even leading to seeking out sensory experiences (like fidgeting). Together, these traits can make it tough to find a comfortable sensory balance.

Focus: Hyperfocus vs. Distraction

Autistic individuals can sometimes hyperfocus, becoming deeply absorbed in something they’re passionate about for long periods. ADHD brings in distractibility, making it harder to stay on task, especially when something isn't interesting. With both, a person may swing between being super focused on some things but easily distracted by others, making time management challenging.

Social Struggles

Social interactions can be tough for AutDers (people with AuDHD). Autism may bring difficulties with understanding social cues or communication norms, while ADHD might lead to impulsive actions like interrupting conversations. This combination can cause misunderstandings and social fatigue, where engaging with others becomes exhausting.

Organization and Planning

Both autism and ADHD can make it hard to plan, organize, and manage time. Autism often brings a need for structure, but ADHD's impulsivity might disrupt that structure, leading to procrastination or forgetfulness. This creates frustration, especially when trying to stick to a routine or meet deadlines.

Emotional Challenges and Mental Health

The emotional toll of managing both autism and ADHD can be significant. Both conditions are linked to anxiety and depression, and having both can make emotional regulation even harder. The conflict between needing routine and seeking novelty can cause internal stress, leading to emotional exhaustion or burnout.

Impact on Self-Esteem

Having AuDHD can affect self-esteem, especially when people don’t meet societal expectations. The need for structure in autism might clash with ADHD's distractibility, leading to feelings of inadequacy, particularly in school or work environments that don’t understand their challenges.

Physical Health: Sleep and Movement

Sleep can be tough for those with AuDHD. Autism may cause sleep difficulties due to sensory sensitivities, while ADHD may lead to restlessness. This combination can result in sleep disturbances, leading to daytime fatigue. Motor coordination may also be affected, making physical activities like sports harder to engage in confidently.

The Bigger Picture

AuDHD is more than just a blend of autism and ADHD traits. The combination creates unique challenges, but also opportunities for growth and strengths. With the right strategies and support, AutDers can learn to manage their needs and thrive in ways that work for them.