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. 

1. Linguistic Intelligence: ability to use language effectively, including reading, writing, and speaking. Examples include poets, writers, journalists, and public speakers.
2. Logical-Mathematical Intelligence: logical thinking, reasoning, and mathematical problem-solving. It is typically associated with scientists, mathematicians, engineers, and economists.
3. Musical Intelligence: capacity to perceive, create, and appreciate music. People with musical intelligence may excel in playing instruments, composing music, or singing.
4. 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.
5. Spatial Intelligence: visual thinking, spatial awareness, and mental imagery. Architects, painters, pilots, and sculptors often exhibit strong spatial intelligence.
6. Interpersonal Intelligence: refers to the ability to understand and interact effectively with others. Skilled leaders, teachers, therapists, and politicians often possess high interpersonal intelligence.
7. 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
8. 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.
9. 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.

Self Consciousness

Self-consciousness refers to a psychological state in which an person is aware of themselves as a distinct entity, separate from their surroundings, and possesses a sense of self-awareness. It involves the ability to reflect upon and recognize one's thoughts, emotions, and actions, as well as to perceive oneself as an object of observation and evaluation by others.

Self-consciousness is a fundamental aspect of human cognition and plays a significant role in shaping our experiences, behavior, and social interactions. It is believed to emerge during early childhood as part of the development of self-identity and continues to evolve throughout a person's lifetime

Self-consciousness encompasses various aspects, including self-perception, self-reflection, self-evaluation, and self-awareness. It involves the ability to introspect and engage in self-analysis, examining one's thoughts, beliefs, desires, and intentions. It also entails being aware of one's own body and physical presence in space.

Self-consciousness also involves a social dimension, as individuals may become aware of how they are perceived by others and adjust their behavior accordingly. This can lead to feelings of self-consciousness in social situations, where people may feel concerned about being judged or evaluated by others.

While self-consciousness can influence self-esteem, they are separate concepts. Self-consciousness refers to the awareness of oneself, while self-esteem relates to one's evaluation and feelings of self-worth. 

Research suggests atypical self-consciousness in autism. 

• This study examined self-referential cognition and empathy in individuals with autism using self-report questionnaires. The findings suggested that autistics may have reduced self-referential processing and difficulties with empathy (1)
• Using functional magnetic resonance imaging (fMRI), this study investigated self-referential processing . The results indicated altered neural activation in brain regions associated with self-representation, suggesting atypical self-consciousness in autism (2).
• This longitudinal study explored self-recognition and self-consciousness in children with autism using tasks such as mirror self-recognition and pretend play. The findings suggested delayed development of self-recognition and reduced engagement in pretend play in children with autism (3).
• This review article proposed the social motivation theory of autism, which emphasizes the influence of altered self-consciousness on social behavior and social cognition in autistics. It provides insights into how self-consciousness is linked to the broader social challenges observed in autism (4).

As always research on autism is not set in stone and is still evolving.

Ofa Lahi Atu

"Ofa lahi atu" is a phrase in Tongan that is often used to express deep love and respect.

The literal English translation of "Ofa lahi atu" is "much love to you", but its meaning goes beyond the words themselves. In Tongan culture, the expression is often used to convey a sense of gratitude, humility, and reverence for others, nature, and the divine.

In a philosophical sense, "Ofa lahi atu" can be understood as a recognition of the underlying unity and interdependence of all things. It suggests that love and respect are not only essential for personal relationships but also for the harmonious functioning of society and the natural world.

The phrase "Ofa lahi atu" can be relevant in the context of autism and disability by emphasizing the importance of love, respect, and interconnectedness. People with disabilities, including autistics, often face social, emotional, and physical challenges that can make them feel isolated and marginalized.

By expressing and acting with a feeling of "Ofa lahi atu" towards autistics, society can convey deep love and respect for autistics, affirm their dignity and worth as human beings. remind us that our interconnectedness extends beyond our immediate social circles and includes all.  It can inspire us to work towards creating a more inclusive and supportive society that values diversity, promotes empathy, and fosters mutual understanding.

Groups in the autism space community too needs to express and act with a mindset of “Ofa lahi atu’ towards each other, instead of the current vicious bickering between polarized groups of “who has the loudest voice” and undermining other groups. We can recognize each others unique strengths, be accepting of all challenges methodologies, and perspectives and work towards solutions that address a wide range of needs.

Ubuntu

I came across this word today in our Public Voice Fellowship Training. 

Ubuntu as a framework has so many things that apply to autism advocacy, research, inclusivity, belonging, and the need for increasing knowledge and solutions in the autism space. More specifically I want to highlight. 

• Community-based approach to support autistics and their families.
• Emphasis on empathy and understanding, belonging and inclusivity
• Collaboration and cooperation which means working together to increase knowledge and solutions across the autism space instead of this conflict and undermining that is going on. We can find solutions for everyone, its not a one-size fits all. 

Ubuntu is the "I" in the "We"

Ubuntu is a philosophy that originated in Southern Africa, particularly among the Bantu peoples of South Africa, Zimbabwe, and Zambia. It is a philosophy that emphasizes the interconnectedness of all things and the importance of community, compassion, and respect for others.

At its core, the philosophy of Ubuntu is based on the idea that a person is a person through other people. Its the "I" in the "We." 

This means that individuals are not defined by their own accomplishments or achievements, but by their relationships with others and their contributions to the community. In other words, one's sense of self is deeply tied to their interactions with others and their ability to make a positive impact on the world around them.

Ubuntu also emphasizes the importance of compassion, empathy, and forgiveness. It encourages individuals to see the humanity in others, to treat everyone with respect and kindness, and to forgive others for their mistakes. This is based on the belief that everyone is connected, and that we are all responsible for creating a more just and equitable world.

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.

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. 

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 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)

Maffei et al 2023: Oromotor skills in Autism

Based on review of research published between 1994 and 2022 on oromotor functioning in autistic individuals, 

key takeaways: 

• Oromotor functioning plays a foundational role in spoken communication and feeding.
• 81% of included 107 studies report a significant oromotor challenges related to speech production, nonspeech oromotor skills, or feeding 
• Studies used various methods to investigate oromotor functioning in autistics
• Behavioral measures -  tasks such as tongue protrusion, lip closure, and oral diadochokinesis. 
• Parent report measures - questionnaires and interviews. 
• Medical record review - examining medical records for information on feeding / swallowing difficulties. 
• Neuroimaging techniques -  fMRI & MEG.

• The findings suggest that oromotor challenges are common in autistics, but more research is needed to better understand the nature / extent and their impact on communication and feeding.

Some limitations of this paper include

• numerous inclusion and exclusion criteria, which may have excluded relevant studies eg: non-English publications, pre 1994 studies etc
• wide variation in studies re sample characteristics, behaviors analyzed, and research methodology, which makes it difficult to draw definitive conclusions. 
• did not include a meta-analysis, which would have allowed for a quantitative synthesis of the findings across studies. 

Maffei MF, Chenausky KV, Gill SV, Tager-Flusberg H, Green JR. Oromotor skills in autism spectrum disorder: A scoping review. Autism Res. 2023 Apr 3. doi: 10.1002/aur.2923. Epub ahead of print. PMID: 37010327.

Two Days and A Month

Where do the behavior autistics go?

In this month of autism acceptance and autism belonging, I want to point to a very concerning issue. 

When your disability is TOO VISIBLE, you are made INVISIBLE by society, warehoused somewhere where you can be out of sight and out of mind of society. 

This is the plight of many adult autistic peer friends that I know. The adult autism world of inclusion and belonging, only wants the good patients. Special education had never wanted "behavior kids - the ones with meltdowns, aggression and SIBs", so will just house them in some classroom or NPS, ready to spit them out at age 22 at which point their legal obligation ends under IDEA. 

I truly believe that there is a biological basis to all this SIB, aggression and other behaviors. There also seems to be confusion that such behaviors are seen only to those with low IQ or lesser speaking ability or whether you have access to communication.  I know an equal number of autistics, considered "moderate" or "high" in childhood who reach exactly the same place by early/late teen-hood;  tossed between psychiatric facilities or stuck at home with their families. Most are heavily medicated with pharma cocktails that don't seem to work at all for autistic physiology.  

The adult autism world does not want these "behavior autistics" either. Adult Day Programs (ironically meant for autistics) don't want them, even Group Homes for autistics want only the 'well-behaved' and easily manageable ones. 

Let me give you an example of 2 peers that I know -  one sits in the corner all day and is regarded as a model student by that Adult Day Program. The other peer is at home with his aging parents as no day program will take him - "too much behaviors." And he is just one of the many dozens I personally know and grew up with in this scenario.

Behavior therapy agencies will tell the family that that autistic is "not a good fit" for their program. If behavior therapy agencies don't want to help with behavior, then why is the  word "behavior" in their name at all. Autism professionals too will find PC alternatives that essentially say "not a good fit" for the autism they don't want to work with. 

Autism Clinics at major hospitals too, end at age 18. Did the autism and behaviors magic away in adulthood. 

Essentially the entire autism professional space is rending such autistics even more invisible. 

And doing such a fantastic job of it that the other autistics (invisible disabilities/neurodiverse) don't know or believe our existence.  

In a recent twitter post an adult autistic pointed to lack of numbers of such adults as evidence that they don't exist - and since she herself had started to talk at only at age 3 after therapy; it must mean that ALL autistics must have regained speaking ability and inclusion sometime in childhood. 

Are you really surprised at this. When you are out of sight is out of mind of society; it also means nothing need be done to help.  And it merits some societal attention only when it makes it to the news in a dramatic fashion such as in the article below which will be lost in the in the quicksand of short public memory. 

And did I mention, it is incredibly hard to even find support staff as there are enough "easier" adult-autistics clients job market. So staff don't want these autistics either; everyone wants the easy button. 

There is only waitlists or rejection at every turn. 

Where are the services and supports for these adult autistics? What is the long term outcome? What is the plan?

It does not have to be like this. I truly believe that there is a biological basis to all this SIB, aggression and other behaviors.  Where is the biomedical research that looks for answers  as to what's going on at a physiological level so that we can work on targeted solutions. Given that traditional pharma is not working, when are we going to get targeted interventions and pharma that actually work with autistic physiology?

How can there be inclusion and belonging for these autistics unless we find solutions to some prior steps first?

Why is this not seen as an urgent need in autism research? 

And to the growing numbers of Neurodiverse community out there, the action I request of you is -  Include everyone, including the marginalized autistics. Help find solutions to these issues so that every autistic can be part of the dream of Inclusion and Belonging. 

https://www.rgj.com/in-depth/news/2023/02/07/months-at-reno-hospital-young-man-with-autism-has-nowhere-else-to-go/69860556007/

 

Autism Solutions Month

We are way beyond talk of Awareness, way beyond talk of Acceptance, way beyond talk of Inclusion

We need TRANSLATABLE SOLUTIONS that actually assists us.

And we need it now. 

I'm calling April,  AUTISM SOLUTIONS MONTH

Propananol

Propanaol has come up in lectures in my Cell Neuroscience course this sem. Of personal interest to me, as its use has become prevalent in the autism population. My last set of docs at Stanford said they preferred its use as it has less side effects compared to other drugs.  I have mixed feelings about it effectiveness in my case but I've heard its helping a number of other autistics.

The use of Propranolol (brand names - Inderal, Hemangeol, & InnoPran XL) in autism is actually off-label as some research has suggested that propranolol may be helpful with anxiety, social withdrawal and repetitive behaviors. More research is needed to fully understand its effectiveness in autism.

Some common side effects of propranolol include fatigue, dizziness, cold hands and feet, slow heartbeat, and trouble sleeping. More serious side effects include wheezing, depression, and liver problems.

One concerning side effect is memory impairment. So I have to wonder about its long term impact as we age, as many autistics are on it for many years and years. Are we looking at short term gains and compromising our long term health compounding health issues that already accompany old age. 

Stress v Anxiety in Autism - what's the difference.

First a lighthearted take

Stress is when you're stuck in traffic and late for an important meeting, while anxiety is when you're stuck in traffic and your brain starts to imagine all the worst-case scenarios that could happen at the meeting. They both make you feel like you're about to lose your mind, but with anxiety, you have to deal with the added bonus of your own overactive imagination!

A Highly Sensitive Person

A Highly Sensitive Person (HSP) 

"Sensitivity is a heightened 'ability to .... to one’s environment'"

"I often complain about sounds, smells, or tastes that don’t seem to bother those around me..

Does that sound like Deja vu for the sensory overstimulated autistic?  

Read more in this Greater Good Science Center article.

Feb 17 is Random Act of Kindness Day

 Saw this on Canva. Did not know that there was a day. But a good thought nonetheless. 

Fidget Stim Toys and Autism

Many autistics have sensory processing difficulties and may be hyper- or hypo-sensitive to environmental stimuli. 

Fidget stim toys (eg: stress balls or fidget spinners) have been associated with autism.

Do Fidget toys help ALL autistics? The answer may surprise you.

Two birds in Frost

From my breakfast window: 

Frost on the green winter grass
Glistening in the rays of the emerging sun
Tiny birds bask on the mighty tree stump

My small moment of awe today. 

What joy!!

-Hari Srinivasan

 

===========

We pay so much money for all the therapy in the autism space. Here is something that is completely and absolutely FREE. The best part is, no one can gatekeep and deny its access for you or decide you are "not a good-fit."

It's AWE.  Awe is beneficial to the mind and the body. And you don't have to travel far on an expensive vacation to experience awe. It's all around you - that blade of grass, that tall building you walk beneath, images from the James Webb telescope, our BFF God (forever, gonna outlast us all), or even that tiny ant on the ground.

Let's make use of and benefit from this 

FREE, ACCESSIBLE & BENEFICIAL RESOURCE of AWE 

by engaging in small moments of AWE everyday. 

Here's another post on A Moment of Awe - Birth of a Star

Elusive Sleep

13% of autistics have sleep issues compared to just 3.7% in the general population (Burman et al., 2023). Sleep disturbances may be around initiating sleep, parasomnias, maintaining sleep, frequent nighttime awakening, unable to go back to sleep, daytime fatigue. Sleep disturbances worsen other challenges associates with autism and adds to anxiety and impulsivity.

We urgently need research that leads to translatable solutions.

Elusive Sleep. 

Eyes wide open, mind in a haze

Sleep does not come, no matter how I try

Tossing and turning, pacing the floor

Thoughts racing, as the night goes on

A battle lost, sleep remains gone

The night seems endless, my mind won't compose

The hours pass, and the night wears thin

But sleep remains elusive, just won't restart

Frustration and exhaustion sink deep,

I try to relax, but my body is tense

Dreams elude me, as the night wears on

A prisoner of my thoughts, until the dawn

I'm trapped in a cycle I can't win

A new day awaits, but for now, I cannot cope.

Hill Visit Training Webinar

 

These Hill Visits are super impactful. 

Making a virtual visit to your legislator is the most impactful way to make your concerns known. You can virtually meet with your federal legislators to ask them to ban the use of electric shock devices for behavior modification in this year’s end of year omnibus bill! 

 

Learn how to meet with your federal legislators online with our Virtual Hill Visit training! Join us tonight at 7pm EST for a Hill Visit training webinar (Link 1). We’ll go over scripts and tips to take the fight to the Hill and meet with your legislators face-to-face. We’ll also roleplay an example scenario so you can see in real time what it is like to speak with your members of Congress.

 

Register here or tune in on YouTube. (Link 2)

 

Then join us on Wednesday, December 7th (Link 3) for our virtual Hill Day! In order to meet with your legislators on the 7th, you should reach out NOW to schedule something. Check out our guide to learn how to set up a meeting! (Link 4)

1. https://us02web.zoom.us/webinar/register/WN_r1UlilUwRFSefT2y2o1NVw?emci=8f18adc8-806a-ed11-ade6-14cb65342cd2&emdi=84350b61-2d6f-ed11-819c-00224825858d&ceid=7856333

2. https://us02web.zoom.us/webinar/register/WN_r1UlilUwRFSefT2y2o1NVw?emci=8f18adc8-806a-ed11-ade6-14cb65342cd2&emdi=84350b61-2d6f-ed11-819c-00224825858d&ceid=7856333

3. https://www.youtube.com/channel/UC_TYP1RDq76UnlVtSUxCmtA

4. https://autisticadvocacy.org/virtualhillguide/?emci=8f18adc8-806a-ed11-ade6-14cb65342cd2&emdi=84350b61-2d6f-ed11-819c-00224825858d&ceid=7856333

@harisri108 #Redefine_the_Table #autism #belonging