Infantile vs Regressive Autism

 Autism Lexicon

Infantile autism, also known as classic autism, is characterized by significant impairments in social interaction, communication, and the presence of restricted, repetitive behaviors. It is typically diagnosed in early childhood, before the age of three. Core symptoms often include delayed or absent speech development, challenges in engaging in typical social interactions, and a preference for routines or repetitive movements.

Regressive autism, also termed late-onset or acquired autism, involves a marked loss of previously acquired developmental skills, particularly in social communication and interaction. This regression typically manifests between 15 and 30 months of age. Children may initially develop normally but then experience a decline in verbal communication, social engagement, and may exhibit decreased eye contact, along with an increase in repetitive behaviors. [Read more on Regressive Autism] 

PlainSpeak

Infantile autism, or classic autism, is a type of autism diagnosed early, usually before a child turns three. Children with this condition often have delayed speech, find it hard to interact socially, and may show repetitive behaviors like hand-flapping or lining up toys.

Regressive autism happens when a child starts developing normally but then loses skills they once had, especially in talking and interacting with others. This usually occurs between 15 and 30 months old. A child might stop using words they knew, become less interested in playing with others, avoid eye contact, and start showing repetitive behaviors. This sudden change can be very challenging for both the child and their family. [PlainSpeak: Read more on Regressive Autism]

Accepted to ASAN's ACI Summer Leadership Academy

Just Heard:

Congratulations! You have been accepted to ASAN’s 2019 Autism Campus Inclusion (ACI) Summer Leadership Academy. We enjoyed learning about your advocacy goals for your campus, and are thrilled to welcome an exceptional group of self-advocates to our upcoming leadership training in Washington D.C.

The Making and Breaking of Relationships

The Making and Breaking of Relatioships

https://www.dailycal.org/2019/03/17/the-making-and-breaking-of-relationships/

I interviewed two psychology professors at UC Berkeley for my latest article in The Daily Californian.

The strategies in the article are powerful tools at our disposal, no matter the nature of the relationship (romantic, friendship, any type of association) or situation. Neurodiverse disabilities like AUTISM mean we need as big a toolkit as possible to navigate life and societal norms designed for a narrower set of the population.

I personally found a lot of irony in the "self-distancing" strategy discussed in the article. When I first started learning to communicate via typing as a teen, I used to always refer to myself in the 3rd person - I was, "the kid with autism," "the noble youth with autism." I was told every time to rephrase it in "first person" mode and use the words "I" and "Me".

At that time I grappled with the conundrum of reconciling the "We to Me."

Now I feel like I've come back a full circle, - "Me to We" was actually a good thing all along.

When Priviledge is Exploitation of the Disabled. Rinse Repeat

Today’s BBC and CNN and many other media outlets ran stories on Lori Laughlin’s daughter and how “apparently contrite” she is and how she blames her privilege for not even being aware of her mistakes.

Everyone is talking about how the sports quota was misused and how money was used to buy seats. There seems to be less outrage over the exploitation of a vulnerable population.

Why is there not more outrage
shame on you talk shows for inviting these people back and giving them visibility
Shame of you mainstream newspapers for highlighting and making newsworthy a carefully orchestrated PR image rebuilding campaign of celebrities, that too in a year where you were working on  touting the 30th anniversary of ADA.

Is this why 150 folks with disabilities crawled up the steps the steps of Capitol Hill in 1990 to get the ADA passed?

Is this the use for disability  accommodations.

It in incredibly hard for real disabled people to get a dx in order to access services.
Accommodations are hard fought for in order to provide equity of access for disabled people. it is a struggle to get even basic accommodations at every level often involving lawsuits.

I’m a psychology student and deeply ashamed of the psychologists who handing out disabled labels to privileged kids so they can exploit disability accommodations.  It's a violation of the disability community.

Shame on anyone who is enabling such people to become social influencers again.

What message are you sending. that its ok to exploit and violate a vulnerable  if you are privileged, because money can buy you a PR firm in case it backfires.

What is the message being sent out, that the disabled community are sitting ducks for exploitation as and when you want?

Coming and saying you was unaware because of your privilege seems like a made up another "privileged" excuse especially when you read the LA times article that talks about the methods used. Students were coached on how to act “slow” so they could get an learning disability dx. Which meant they got extra time for their SAT and ACT tests. 

Did privilege mask the fact that pretending to be slow to get a disability diagnosis is somehow wrong?

Did privilege mask that getting the extra time on tests or that private time seem not quite right?

Its not just exploitation, it feel like a violation of the disability community. it is real damage being done to the disabled community which is trying to so hard to make inroads into acceptance and inclusion.

If a person is really contrite, and wants to not just privilege as an excuse, try to truly understand the other side. Don’t talk the talk, walk the walk.  Koin the peace corps, go work in a real underprivileged area for a few years, without using it as a photo op or a background to your social media. Live like that community, dress like that community, eat like that community and do some good for that community.

You can only become a “somebody" when you become a “nobody" who is really making a  real difference to that community.

Your health is as safe as that of the worst-insured

 Your health is as safe as that of the worst-insured.

Holi@Cal

Holi 2019 @ Cal

3/16: Another March Holi at Cal that was a total Blast

---

Holi 2018 @ Cal

Holi March 2018 at Cal in the Foothill Parking Lot was loud and crazy.
I loved it.

Here's a video of Holi at Cal from a previous year

Celebrating (Dis)abilities in the Workplace

Celebrating (Dis)abilities in the Workplace

https://www.dailycal.org/2019/03/02/celebrating-disabilities-in-the-workplace-disabled-faculty-and-staff-speak-on-challenges-future-steps-for-disability-accommodations-in-employment/

My article for the Daily Cal after a series of interviews with the Disabled Staff and Faculty at UC Berkeley

My third Daily Cal Orientation

My 3rd Daily Cal Orientation.

This semester I join the Weekender Department.

 

Implicit and explicit bias

In the quest for a more equitable and inclusive society, it is crucial to understand the different forms of bias that influence our attitudes, beliefs, and behaviors toward individuals or groups, particularly those with autism. Bias can broadly be categorized into implicit (unconscious) and explicit (conscious) bias, both of which play significant roles in perpetuating inequality and discrimination. 

Implicit Bias

Implicit (unconscious) bias, refers to automatic and unintentional attitudes or stereotypes that individuals hold about certain groups, even when they are unaware of these biases. These biases are deeply ingrained in our subconscious minds and can influence our actions and decisions without conscious awareness. For example, a person may hold implicit biases that lead them to associate certain racial groups with negative traits or behaviors, despite consciously believing in equality and fairness.

In the context of autism, implicit biases can manifest in various ways:

• Healthcare: Healthcare providers might unconsciously underestimate the pain or discomfort expressed by autistic individuals, leading to inadequate care or misdiagnosis. Implicit biases can affect clinical judgments and patient interactions, often resulting in suboptimal healthcare outcomes for autistic individuals (van Ryn & Fu, 2003).

• Education: Educators might unconsciously hold lower expectations for autistic students, impacting their educational opportunities and achievements. Implicit biases can lead to autistics kept in segregated special education rather than mainstreamed or differential treatment in the classroom, affecting the quality of education that autistic students receive.

• Employment: Implicit biases in hiring processes can result in autistic candidates being overlooked for job opportunities, despite having the necessary qualifications. This perpetuates high unemployment rates among autistic adults and limits their economic independence. 

Recognizing and addressing implicit bias is essential for promoting diversity, equity, and inclusion across all areas of society. Tools such as the Implicit Association Test (IAT) can help individuals identify their unconscious biases, enabling them to take steps toward mitigating these biases in their interactions and decisions.

Explicit Bias

Explicit (conscious) bias, on the other hand, is deliberate prejudice or discrimination against specific groups of people. Unlike implicit bias, explicit bias is readily recognized by the individual holding these beliefs. For instance, an individual openly expressing discriminatory attitudes or engaging in discriminatory behaviors toward people of a certain ethnicity demonstrates explicit bias.

Explicit bias against autistic individuals can take many forms:

• Hate Speech and Discrimination: Autistic individuals might face overt discrimination or bullying in social, educational, or workplace settings. This can lead to increased social isolation, anxiety, and depression among those affected.

• Discriminatory Policies: Explicit biases can influence the creation and implementation of policies that disadvantage autistic individuals. For example, policies that do not provide adequate accommodations in schools or workplaces can limit the opportunities available to autistic people.

• Stigma and Stereotyping: Explicit biases contribute to the perpetuation of harmful stereotypes about autism, such as the belief that autistic individuals are incapable of contributing meaningfully to society. These stereotypes can negatively affect the self-esteem and mental health of autistic individuals and hinder their social integration.

Addressing Bias in Autism

Both implicit and explicit biases are important to understand and address to promote a more equitable and inclusive society for autistic individuals. Here are some steps that can be taken:

1. Education and Awareness: Raising awareness about autism and the biases that affect autistic individuals can help reduce both implicit and explicit biases. Educational programs and campaigns can challenge stereotypes and promote understanding and acceptance.

2. Policy and Advocacy: Advocating for policies that support the rights and needs of autistic individuals is essential. This includes ensuring access to appropriate healthcare, education, and employment opportunities.

3. Training and Development: Providing training for professionals in healthcare, education, and other fields can help them recognize and address their biases. This can lead to more equitable treatment and better outcomes for autistic individuals.

4. Community Engagement: Engaging with the autism community and including autistic voices in decision-making processes can ensure that their needs and perspectives are considered. This promotes a more inclusive society where autistic individuals are valued and respected.

By understanding and addressing both implicit and explicit biases, we can work towards a society that is truly inclusive and equitable for all individuals, including those with autism.

References

• van Ryn, M., & Fu, S. S. (2003). Paved with good intentions: Do public health and human service providers contribute to racial/ethnic disparities in health?. American Journal of Public Health, 93(2), 248-255.
• Project Implicit. (n.d.). About the IAT. Retrieved from Project Implicit

The Fabric of Love

The Fabric of Love - A Poem

https://www.dailycal.org/2019/02/15/the-fabric-of-love-a-poem/

DSM-5 Diagnostic Statistical Manual

The DSM-5, a diagnostic tool published by the American Psychiatric Association, classifies autism as a neurodevelopmental disorder characterized by persistent deficits in social communication and interaction, along with restricted, repetitive patterns of behavior, interests, or activities.

PlainSpeak: The DSM-5, a guide used by doctors to diagnose mental health conditions, defines autism as a condition where people have challenges with social interactions and communication, and often have specific, repetitive behaviors or interests.

Related Posts [DSM],[ICD],[RDoc],[Measures],[Diagnosis]

Lives Worth Living

 Lecture 1 of my first Disability Studies Class at UC Berkeley with Prof Victor Pineda. 

CYPLAN 120 Community Planning and Public Policy for Disability

We got to see the movie "Lives Worth Living"

Impressions: 

I am thrilled that there were so many front-runners who have eased the path for disabled individuals like me by making ADA possible. The movie was very powerful and moving.

The disability rights movement was inspired by the civil rights and gender equality movements and drew on many of their tactics, especially that of civil disobedience.
The sit-in in the rotunda was a masterful stroke, and more so tying themselves to their wheelchairs and to each other, so as to prevent forcible removal. It is definitely not easy for a cop to lift both a person and a heavy motorized wheelchair. I can imagine that the image of disabled individuals dragging themselves up the steps did not sit well with lawmakers, especially since it was televised and drew the attention of a national audience.


No laws get passed without the support of lawmakers and in a way it was fortunate that the Kennedy family had a personal stake in the issue along with a few other well-wishing lawmakers. Robert Kennedy was able to end large institutions by exposing the appalling practices at places like Willowbrook in NY. Though he had not intended to, President G.W Bush ended up being a proponent of the movement and declaring, “let the wall of exclusion come tumbling down.”


I liked the movement’s clear message of, “nothing about us without us,” and that the change had to happen “now.” For too long, the non-disabled had decided what was best for the disabled, a very paternalistic attitude. A non-deaf president of Gallaudet University for the deaf was forced to step down, which added momentum to the movement. Incidentally, the director of Disability Services at San Jose City College is deaf.


Early on, the disabled had realized that there was strength in numbers and came together as a community instead of each disability acting for its particular interests. Clearly, as a very large group, their tireless efforts did help get laws passed.


Since the movie laws like IDEA have passed which has addressed both physical and intellectual access. The disability movement which started with physical disabilities grew to include developmental, intellectual and other forms of disabilities.


However, implementation of the law is still lax and societal attitudes have not caught up. I have experienced a pervasive culture of low expectations by special educators and a reluctance to mainstream despite the underlying principles of LRE and FAPE in IDEA. In high scoring districts like those in south bay, the reluctance is also fueled by parents of typical kids who do not want their high-achieving, kid’s education to be distracted by the presence of disabled kids in the classroom. The result is the large numbers or special education classrooms rather than mainstreaming a great majority of those kids. It ends up limiting their opportunities in life.


I have been fortunate that Cal is such an accepting place. I wonder about my life after Cal, would ADA give enough protections or would I be presumed incompetent or an economic burden yet again.

Lives Worth Living

Lecture 1 of my first Disability Studies Class at UC Berkeley with Prof Victor Pineda. 

CYPLAN 120 Community Planning and Public Policy for Disability

We got to see the movie "Lives Worth Living"

Impressions: 

I am thrilled that there were so many front-runners who have eased the path for disabled individuals like me by making ADA possible. The movie was very powerful and moving.

The disability rights movement was inspired by the civil rights and gender equality movements and drew on many of their tactics, especially that of civil disobedience.
The sit-in in the rotunda was a masterful stroke, and more so tying themselves to their wheelchairs and to each other, so as to prevent forcible removal. It is definitely not easy for a cop to lift both a person and a heavy motorized wheelchair. I can imagine that the image of disabled individuals dragging themselves up the steps did not sit well with lawmakers, especially since it was televised and drew the attention of a national audience.


No laws get passed without the support of lawmakers and in a way it was fortunate that the Kennedy family had a personal stake in the issue along with a few other well-wishing lawmakers. Robert Kennedy was able to end large institutions by exposing the appalling practices at places like Willowbrook in NY. Though he had not intended to, President G.W Bush ended up being a proponent of the movement and declaring, “let the wall of exclusion come tumbling down.”


I liked the movement’s clear message of, “nothing about us without us,” and that the change had to happen “now.” For too long, the non-disabled had decided what was best for the disabled, a very paternalistic attitude. A non-deaf president of Gallaudet University for the deaf was forced to step down, which added momentum to the movement. Incidentally, the director of Disability Services at San Jose City College is deaf.


Early on, the disabled had realized that there was strength in numbers and came together as a community instead of each disability acting for its particular interests. Clearly, as a very large group, their tireless efforts did help get laws passed.


Since the movie laws like IDEA have passed which has addressed both physical and intellectual access. The disability movement which started with physical disabilities grew to include developmental, intellectual and other forms of disabilities.


However, implementation of the law is still lax and societal attitudes have not caught up. I have experienced a pervasive culture of low expectations by special educators and a reluctance to mainstream despite the underlying principles of LRE and FAPE in IDEA. In high scoring districts like those in south bay, the reluctance is also fueled by parents of typical kids who do not want their high-achieving, kid’s education to be distracted by the presence of disabled kids in the classroom. The result is the large numbers or special education classrooms rather than mainstreaming a great majority of those kids. It ends up limiting their opportunities in life.


I have been fortunate that Cal is such an accepting place. I wonder about my life after Cal, would ADA give enough protections or would I be presumed incompetent or an economic burden yet again.