Uniquely Hari: Lifespan

Showing posts with label Lifespan. Show all posts

https://time.com/6299599/autism-research-limited-essay/

WASI-II Wechsler Abbreviated Scale of Intelligence

The WASI-II (Wechsler Abbreviated Scale of Intelligence) is an IQ test for ages 6-90. It is a shorter and simpler measure based on the more comprehensive Wechsler Intelligence Scale for Children (WISC) and the Wechsler Adult Intelligence Scale (WAIS).

WASI-II measures cognitive abilities across a range of domains and provides an estimate of a person's general intellectual ability (or Full Scale IQ - FSIQ). It is often used in research studies, and often used to screen for intellectual disability or giftedness, or to assess cognitive abilities in the context of neuropsychological evaluations or clinical diagnoses.

Uses in autistic population

Assessment of Cognitive Abilities: believed to help identify cognitive strengths and weaknesses in verbal comprehension and perceptual reasoning, which can be informative for planning educational/ behavioral interventions.
Research: frequently used in autism research studies as measure of cognitive ability.
Diagnosis: While the WASI-II itself isn't a dx tool for autism, it can be part of a broader diagnostic assessment as it is believed that understanding an individual's cognitive functioning can perhaps provide context for other symptoms or behaviors.

Multiple Intelligences

The theory of multiple intelligences, proposed by psychologist Howard Gardner, suggests that intelligence is not a single, unified entity but rather a collection of distinct forms of intelligence. According to Gardner, individuals possess different strengths and abilities in various domains, and these abilities can be considered as different intelligences. The theory has been influential in understanding human cognition and has implications for fields such as education and psychology.

This is especially relevant to autism, as the capabilities of autistics may not neatly align with the notion of intelligence as defined by our mainstream education system.

Gardner initially identified 7 forms of intelligence, and later expanded the list to include an additional two.

Linguistic Intelligence: ability to use language effectively, including reading, writing, and speaking. Examples include poets, writers, journalists, and public speakers.
Logical-Mathematical Intelligence: logical thinking, reasoning, and mathematical problem-solving. It is typically associated with scientists, mathematicians, engineers, and economists.
Musical Intelligence: capacity to perceive, create, and appreciate music. People with musical intelligence may excel in playing instruments, composing music, or singing.
Bodily-Kinesthetic Intelligence: relates to body movement control and physical activities. Athletes, dancers, actors, and surgeons are examples of individuals who demonstrate high bodily-kinesthetic intelligence.
Spatial Intelligence: visual thinking, spatial awareness, and mental imagery. Architects, painters, pilots, and sculptors often exhibit strong spatial intelligence.
Interpersonal Intelligence: refers to the ability to understand and interact effectively with others. Skilled leaders, teachers, therapists, and politicians often possess high interpersonal intelligence.
Intrapersonal Intelligence: self-reflective intelligence, involving self-awareness, self-regulation, and a deep understanding of one's emotions, motivations, and inner self. Examples are Philosophers and spiritual leaders
Naturalistic Intelligence: ability to recognize, categorize, and understand patterns in nature, such as flora, fauna, and natural phenomena. Environmentalists, farmers, and botanists often demonstrate naturalistic intelligence.
Existential Intelligence: reflects a person's contemplation and awareness of fundamental existential questions and concerns about the nature of life, death, and meaning. It is often associated with philosophers, theologians, and deep thinkers.

Adult Autism RSS Feed

For what its worth, came across this. This blog is #2 in a top Autism RSS feed list.

Microaggressions

Microaggressions are brief and commonplace verbal, behavioral, or environmental actions that communicate hostility, bias, or prejudice towards a particular group of people. These actions can be intentional or unintentional and are often committed by individuals who are not aware of the impact of their words or actions on marginalized groups.

In the context of autism and disability, microaggressions can take many forms, including making assumptions about a person's capabilities based on their diagnosis, using language that reinforces negative stereotypes about disability, treating someone with condescension or pity rather than as an equal and capable individual, or failing to make reasonable accommodations to support their needs.

These kinds of actions, while seemingly minor, can have a significant impact on the well-being and self-esteem of individuals with autism or disabilities, and can contribute to systemic inequality and discrimination. It is important to be aware of these kinds of microaggressions and strive to create an environment that is inclusive and respectful of all individuals, regardless of their abilities or diagnoses.

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 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.

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:

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.
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.
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