Unbox the Box

With award-winning Vox Journalist, Liz Plank during the discussion held at i-house on the intersection of Disability and Masculinity based on her first book "For the Love of Men" 

Both the chat and a review of her book covered by me in the Daily Cal Weekender. 

https://www.dailycal.org/2019/10/11/unbox-the-box-for-the-love-of-men-liz-plank-talks-masculinity-disability-with-victor-pineda/

PG&E Games

PG&E Games

Power going off. Power going off

Definitely at midnight

No, its 8am

At noon, maybe 1pm.

A game of anticipation... prep for a blackout, high winds and wildfire.

College shut down.

Not gonna happen. No winds to speak of

Just the boy crying wolf.

... 8pm campus blackout

College shut for another day.

36 hours to turn it back on!!

College closed for a 3rd day.

What is this game?

Enjoying Tacos on Thursday with my Calbear buddy David

Unexpected holiday due to the power outages at UC Berkeley. Ridiculous that Cal was forced to shut down for 3 days due to PG&E's ambiguity about its actions and inefficiencies. 

Disability Justice Movement

The disability justice movement is a social and political movement led by disabled individuals, aimed at challenging ableism and promoting the rights and inclusion of disabled people in society.

These are some of the ideas around disability justice that I admire, laid out by Sins Invalid, a disability justice organization.

• Leadership of the most impacted: emphasizes the importance of centering and prioritizing the voices and experiences of disabled individuals who are most marginalized and impacted by ableism both inside and outside the disability community. The leadership of these individuals is critical for creating effective and inclusive solutions to issues affecting the disability community.
• Interdependence: This principle emphasizes the importance of recognizing and valuing interdependence, where disabled individuals and their allies work together to meet their collective needs. This challenges the idea of independence as the ideal and recognizes the importance of community support and mutual aid.
• Recognizing wholeness and worth: embracing the diversity and complexity of disabled experiences and that their lives have "worth" whether or not they are able to contribute to the economy. 
• Sustainability and collective care: valuing rest, self-care, and community support, and recognizing that disability justice work is ongoing and requires long-term planning and sustainability.
• Cross-Disability and Cross-movement solidarity: recognizes the  solidarity and support across all types of disability. Disability justice work must be inclusive and accessible to all. It also emphasizes that disability justice work must be in solidarity with other movements and actively work towards building cross-movement relationships and collaborations.
• Collective access: recognizes the importance of access as a collective responsibility, rather than an individual burden. This means creating accessible spaces, practices, and policies that benefit everyone, and not just disabled individuals.
• Recognizing the legacy of systemic injustice: This principle recognizes the long history of systemic injustice and oppression faced by disabled individuals, and the need to acknowledge and address this legacy in disability justice work. This includes recognizing and addressing the role of eugenics, institutionalization, and other forms of ableist violence and oppression in shaping the experiences of disabled individuals today
• Intersectionality. recognizes and addresses the ways in which ableism intersects with other forms of oppression, such as racism, sexism, homophobia, and colonialism. Disability justice work must be intersectional and actively work to dismantle all forms of oppression.

Lucid Dreaming and its Connection to Autism

PlainSpeak. Plain Language for the Lay Audience

Lucid dreaming is an amazing experience where you realize you're dreaming and can sometimes control what happens in the dream. Imagine flying or exploring a magical world, knowing it's all happening in your mind! This unique ability to be aware and in charge of your dreams is called lucid dreaming.

Key Aspects of Lucid Dreaming:

• Awareness: You become conscious that you're dreaming.
• Control: You can change the dream's story, surroundings, or even characters.
• Vividness: These dreams often feel more real and detailed than regular dreams.

People use lucid dreaming for various benefits, like solving problems, getting rid of nightmares, or boosting creativity. Some techniques to help you start lucid dreaming include reality testing (questioning if you're dreaming throughout the day), keeping a dream journal, and using a method called MILD (Mnemonic Induction of Lucid Dreams). This technique involves setting an intention to remember that you're dreaming and imagining yourself becoming aware in a dream.

Lucid dreaming usually happens during the REM stage of sleep, the same time when we have the most vivid dreams. Scientists are still exploring how and why lucid dreaming occurs and how it can affect our sleep and mental health.

Lucid Dreaming and Autism: Research on how lucid dreaming relates to autism is still in the early stages. However, there are some interesting findings:

• Dream Experiences: People with autism might have more vivid and emotionally intense dreams, which could lead to more lucid dreaming.
• Frequency: Some studies suggest that people with autism might experience lucid dreams more often and have better control over their dreams.
• Awareness and Sensory Processing: Autism is associated with a heightened awareness of details and the environment, which might make it easier for individuals to recognize they're dreaming.
• Potential Benefits: Lucid dreaming could offer therapeutic benefits for people with autism, such as a safe space to practice social skills or reduce the impact of nightmares.

Overall, while there's some evidence linking lucid dreaming and autism, more research is needed to fully understand this relationship. Larger studies and more detailed investigations could help clarify how these two phenomena are connected and what it means for those who experience them.

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Two versions of this post

Academic/Scientific Audience

PlainSpeak. Plain Language for Lay Audience

Lucid Dreaming and Autism

Lucid dreaming is a phenomenon where a person becomes aware that they are dreaming while they are still in the dream. During a lucid dream, the dreamer can often exert some degree of control over the dream's environment, characters, and narrative. This awareness and control can vary, ranging from simply recognizing that one is in a dream to fully manipulating the dream world.

Key aspects of lucid dreaming include:

1. Awareness: The dreamer realizes they are dreaming.
2. Control: The dreamer can influence the dream's outcome, setting, and actions.
3. Vividness: Lucid dreams are often more vivid and lifelike compared to regular dreams.

Lucid dreaming has been studied for its potential benefits, such as improving problem-solving skills, reducing nightmares, and enhancing creativity. Techniques to induce lucid dreaming include reality testing, keeping a dream journal, and practicing the MILD (Mnemonic Induction of Lucid Dreams) technique, which involves setting intentions to recognize dreaming and visualizing oneself becoming lucid in a dream.

Lucid dreaming occurs during the rapid eye movement (REM) stage of sleep, which is also when most vivid dreaming happens. Scientists continue to explore the neurological and psychological mechanisms behind lucid dreaming, aiming to better understand its potential applications and effects on sleep and mental health.

Research on the link between lucid dreaming and autism is relatively limited, but there have been some studies and observations that suggest potential connections. Current research suggests:

1. Dream Characteristics: Autistics often report differences in their dream experiences compared to NTs. Autistics may have more vivid and emotionally intense dreams, which could potentially relate to a higher incidence of lucid dreaming.

2. Lucid Dream Frequency: Autistics may experience lucid dreaming more frequently than NTs. One study found that autistic participants reported a higher frequency of lucid dreams and a greater ability to control their dream content.

3. Sensory and Cognitive Processing: Autism is associated with differences in sensory and cognitive processing, which might influence the ability to become aware within a dream. Enhanced attention to detail and a heightened awareness of their environment, which are often characteristic of autism, could contribute to the ability to recognize the dream state.

4. Potential Benefits: For autistics, lucid dreaming could potentially offer therapeutic benefits. For example, it might provide a safe space to explore and rehearse social situations or reduce the impact of nightmares, which are more commonly reported in autistic populations.

5. Neurological Factors: The neurological underpinnings of both lucid dreaming and autism may offer insights into their connection. Differences in brain connectivity and function in autistic individuals might influence the propensity for lucid dreaming.

Overall, while there is some preliminary evidence suggesting a link between lucid dreaming and autism, more research is needed to fully understand this relationship. Studies with larger sample sizes and more rigorous methodologies would help clarify the nature and implications of this connection.

Two versions of this post

Academic/Scientific Audience

PlainSpeak. Plain Language for Lay Audience

1. Schredl, M., & Göritz, A. S. (2017). "Dream recall frequency, attitude towards dreams, and openness to experience: A questionnaire study." Journal of Sleep Research, 26(5), 556-562.
2. Stickgold, R., & Walker, M. P. (2013). "Sleep-dependent memory triage: Evolving generalization through selective processing." Nature Neuroscience, 16(2), 139-145.
3. de Macêdo, T., Ferreira, G. H., & Mota-Rolim, S. A. (2019). "The prevalence of lucid dreams in a sample of Brazilian college students." Frontiers in Psychology, 10, 1653.
4. Bölte, S., & Poustka, F. (2002). "Comparative analysis of autistic traits in Asperger syndrome and high-functioning autism." Autism, 6(4), 383-397.
5. Voss, U., Holzmann, R., Tuin, I., & Hobson, J. A. (2009). "Lucid dreaming: A state of consciousness with features of both waking and non-lucid dreaming." Sleep, 32(9), 1191-1200.
6. Ecker, C., Spooren, W., & Murphy, D. G. (2013). "Developing new pharmacotherapies for autism." Journal of Internal Medicine, 274(4), 308-320.

Ubiquitous Disability

On.y in the city of Berkeley do you actually see PWD (people with disabilities) actively about engaged in the community. Such a pleasure to see so many out and about. 

Like this person using her cane to cross the street. 

I've lived in Cupertino all my life, and rarely seen a wheelchair user or PWD on the street, other than the spl ed kids being dropped off by the yellow school bus and being scurried into their homes. 

Cal Football.v. North Texas

 Cal Football vs North Texas - 1:15 p.m. Kickoff.

Waving to my buddy David who sits on the other side.

Cal Bear Oski

With mascot Oski the Cal Bear at the PreGame Rally

Gotten a little better at standing closer to mascots.

Being skittish around mascots even if you know there is a student under that costume is I guess the autism part. Getting better each year.

Still, when Oski initially put an arm around my shoulder for the photo, I was ready to bolt.

Allistic

The term "allistic" is used to describe individuals who are not not autistic. 

The term "allistic" is intended to be a neutral term that does not carry any negative connotations or stigmatization.

Word Enabled Summer Internship

A farewell lunch for the team by Dr Victor Pineda after our summer internship with World Enabled.

What A Lovely Card and encouraging from Dr. Pineda

Breaking Barriers and Expanding Potential with World Enabled 

Taking Dr. Pineda’s class “Building the Inclusive City” at UC Berkeley this year allowed me to understand the theory and practice of inclusive urban development. However, working as a summer associate at Pineda Foundation / World Enabled opened my eyes to larger issues and trends in global disability rights. My week with ASAN (Autistic Self Advocacy Network) Leadership Academy in Washington DC, helped reinforce many of those ideas. I feel it boils down to the simple idea of inclusion. Yet it is not so simple on many levels starting with overturning historic perceptions and practices to the enforcement of measures and onto something that is not judged by how much it's going to cost and becomes a matter of fact. The not so simple part is the part I feel C4A is trying to tackle as we still have a long way to go even in the nations that are supposedly further along like the US.  

I did start off with some initial trepidation about whether I would be able to ‘manage’ the tasks of the project. Maybe this is part of the internalization of the ‘uncertain nature of capabilities’ that accompany a PWD living in a world of tasks tailored for the non-disabled. I’m a non speaking autistic who types to communicate making use of text to speech software. My brand of autism comes with its own set of challenges and comorbidities which include issues like poor fine motor, sensory dysregulation, emotion regulation, OCD, ADHD and anxiety amongst other things. My mind works much faster than the effort required to initiate and regulate the physical output by the body’s sensory-motor system which can make for slow typing and involuntary body movements. As trivial as it sounds, some of the ‘seemingly quick and simple’ motor tasks like manipulating and formatting of images and data can be an awkward process for me. To the observer, the awkwardness of some of my motor movements can seem at odds with the hyperactivity of other motor movements. 

Fortunately, a majority of the tasks assigned to me in this project aligned with my capabilities. I enjoyed both creating and editing the case studies. In the initial week, I have to admit that I was not quite clear about the exact expectations but once I got going it got better. Starting off by editing a few case studies gave me a better idea of expectations for the new case studies that I had to do. It was an enriching experience to research how countries who are signatories to the UNCRPD are now attempting to follow through. Data and information for some countries was scarce but I believe the studies provide snapshots of the movement all around the world, even if the progress in some nations is minimal. After all, every big avalanche initially started with that single snowflake. 

Editing work involved extensive rewrites in some, additions, rearranging material between sections and shortening long rambling narratives into crisper ones. My experience in writing for the student paper The Daily Californian, working with editors and being Asst Editor for some special issues certainly helped organize my thought process. So the task was not cognitively difficult for me, it just took me much more time to type than my peers.  In editing, I found it useful to first read the design and then structure other sections around it. There was just one case study where I completely redid the analysis on an autism school as I simply could not agree as an autistic that a segregated autism-only school was in line with the principles of Least Restrictive Environment. 

I also enjoyed the online team meetings. I got to participate as well as observe the thought process of each of my team members at the meetings, the latter being one of the highlights for me in any group work.  It actually worked in my favor that most of the meetings and work was done remotely. The less distracting environment of online meetings and remote work means I am more efficient and less stressed. I’m often torn between opting for face to face meets vs remote. Live interactions are more demanding of a social body language and contending with a sensorily distracting environment which means slower typing - all increasing my anxiety. On the other hand, more practice with live meets is probably needed to help me get over social anxiety in the long run. 

At UC Berkeley, I am majoring in Psychology and minoring in Disability Studies. The course and summer with World Enabled makes me wonder if public policy is an area I should also be exploring in grad school, which I hope is in the cards for me. It was truly fascinating to see how Dr. Pineda’s work played out at a global level and in different countries. 

I think I would love to work for the UN too and make a difference. My late grandfather had in fact done a lot of work in the arena of economic development in the developing nations of the South Pacific as a UN executive and had spoken of his work on numerous occasions. I have especially admired him as someone who would not let age defy him. Right after retiring, he stepped into a new career by first getting a law degree at age 60 and then successfully becoming a Supreme Court lawyer in India for the next two decades. As the primary member of the Eradi Commission, he helped draw up the framework for the now Consumer Protection Law in India. My late grandpa was a polished policy writer while my other grandpa is a poet and philosopher amongst other skills. Perhaps my writing and cognitive ability is from a combination of these genes. 

My mind wants to accomplish and explore so much - it is without boundaries. The body, however, is limited by space, movement, and time, more so when there is a disability. My unreliable body, emotions, and health need to cooperate and can sometimes make progress seem temporary. UC Berkeley has certainly opened up new worlds for me. I’m getting to do things I never imagined like this paid internship or being a Research Assistant or getting to be a student-teacher for a semester-long class on Autism. So I both wonder and worry about my life after college. At the end of the day, all of us (disabled or non-disabled) want to lead a productive and meaningful life, where we are contributing members of society. The employment arena has however not been kind to PWDs as highlighted by the colossal gap in employment rates between the disabled and non-disabled populations. 

It’s certainly a journey on uncharted waters for someone like me who has both some significant strengths and significant impairments which means I don’t fit into a standard category within autism itself. Current supports and programs in the autism space are geared towards linear autistic profiles but autism is not a linear spectrum and my issues are scattered across the spectrum. I may have to create my own niche which is both exciting and extremely nerve-racking. I’ve come to deeply admire Dr. Pineda and I think I have a lot to learn from him on deconstructing the seemingly impossible into a possible.  A mere decade ago, education, let alone college, did not seem like a possibility. That possibility became reality. So I remain optimistic that other opportunities will open up for me. 

The Autism Quotient -AQ

The Autism Quotient (AQ) is a self-report questionnaire designed to measure the presence and severity of autistic traits in individuals without a clinical diagnosis of autism spectrum disorder (ASD). It is meant for individuals 16 years and older. It is commonly used with both neurotypical individuals and those suspected as autistic. Many research studies in the autism space use AQ as a screening tool during recruitment. 

Limitations:

• The AQ is not a diagnostic tool, but a screening measure. It is designed to indicate/identify presence and severity of autistic traits but is not a clinical diagnosis. An clinical autism diagnosis should be done by a clinician using comprehensive assessment methods
• The AQ does not provide information about other co-occurring conditions or intellectual abilities that may impact the presentation of autism traits.
• The AQ is a self-report questionnaire, which means there will be biases or limitations in self-awareness, which could affect the accuracy of responses. 
• Questions are set to NT norms and expectations. 
• Cultural and contextual factors may influence the interpretation of the AQ

Scoring & Interpretation
The AQ consists of 50 items that assess different aspects related to autism, about the individual's thoughts, feelings, and behaviors. The items cover various domains, including social interaction, communication, attention to detail, attention switching, and imagination. The individual is asked to indicate the extent to which they agree or disagree with each statement based on their own experiences on a Likert scale, typically ranging from "Definitely agree" to "Definitely disagree"

The scoring may vary depending on the specific version or adaptation of the AQ being used. Higher scores indicate a higher number of autistic traits or characteristics.

History: The AQ was developed by Simon Baron-Cohen and his colleagues at the Autism Research Centre at the University of Cambridge in 2001.

The Ugly History of Disability Eugenics in the US

The eugenics movement emerged in the late 19th century in both the United States and Europe, and aimed to improve the genetic quality of the human population by promoting selective breeding and limiting the reproduction of those deemed "unfit" or "undesirable." The eugenics movement was strongly influenced by social Darwinism, a belief that human society should be structured based on principles of natural selection and survival of the fittest.

The first state to pass eugenic sterilization laws in the United States was Indiana in 1907, and by 1931, over 30 states had passed similar laws. These laws authorized the forced sterilization of individuals deemed "unfit" to reproduce, including people with disabilities, mental illness, and other conditions considered hereditary.

The procedures involved in eugenic sterilization varied, but commonly included surgical sterilization of women (tubal ligation) and men (vasectomy), as well as the use of X-rays or radiation to sterilize women. These procedures were often performed without the informed consent of the individual, and many people with disabilities were sterilized against their will.

In addition to sterilization, the eugenics movement also promoted the institutionalization and segregation of the disabled and other "undesirable" groups, as well as the promotion of restrictive immigration policies to limit the number of people considered "unfit" entering the country.

The eugenics movement in the United States began to decline in popularity after World War II, due in part to the association of eugenics of the Holocaust. In the 1960s and 1970s, disability advocacy groups began to challenge eugenic practices and call for greater rights and inclusions.

Forced sterilization of people with disabilities continued in some states in the United States until as recently as the 1980s, and many people with disabilities still live with the long-term effects of eugenic policies, including forced institutionalization and exclusion from mainstream society. Today, the legacy of eugenics continues to shape the way that people with disabilities are perceived and treated in society.

Also see posts on [Feeble-Minded] [Imbecile] 

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