How Unconscious and Conscious Bias Affect Autistics

In PlainSpeak, Plain Language for the Lay Reader 

In our journey towards a fair and inclusive society, it's important to understand the different types of biases that affect how we think about and treat people, especially those with autism. Bias can be divided into two main types: implicit (unconscious) and explicit (conscious) bias. Both play big roles in keeping unfair treatment and inequality going.

Implicit Bias

Implicit bias, also known as unconscious bias, refers to the automatic and unintentional thoughts or stereotypes we have about certain groups, even if we don't realize it. These biases are deep in our subconscious and can affect our actions and decisions without us knowing. For example, someone might unknowingly associate certain racial groups with negative traits, even if they believe in fairness and equality.

Impact on the Autism Community

For people with autism, implicit biases can show up in different ways:

• Healthcare: Doctors might unknowingly underestimate the pain or discomfort that autistic people feel, leading to poor care or wrong diagnoses. These hidden biases can result in less effective healthcare for autistic individuals (van Ryn & Fu, 2003).

• Education: Teachers might not expect as much from autistic students, which can hurt their chances to learn and succeed. This could mean keeping autistic students in separate special education classes instead of including them in regular classes, or treating them differently in the classroom, affecting the quality of their education.

• Employment: During hiring, employers might overlook autistic candidates, even if they are qualified for the job. This keeps unemployment rates high among autistic adults and limits their ability to be financially independent.

Recognizing and dealing with implicit bias is crucial for promoting diversity, fairness, and inclusion in all parts of society. Tools like the Implicit Association Test (IAT) can help people discover their hidden biases, so they can work on reducing them in their actions and decisions.

Explicit Bias

Explicit bias, on the other hand, is when people deliberately hold prejudiced views or discriminate against specific groups. Unlike implicit bias, explicit bias is clear and recognized by the person who holds these beliefs. For example, someone who openly says negative things about people of a certain ethnicity is showing explicit bias.

Impact on the Autism Community

Explicit bias against autistic individuals can take many forms:

• Hate Speech and Discrimination: Autistic people might face obvious discrimination or bullying at school, work, or in social settings. This can lead to feeling isolated, anxious, and depressed.

• Discriminatory Policies: Explicit biases can shape policies that hurt autistic people. For example, not providing the right support or accommodations in schools or workplaces can limit their opportunities.

• Stigma and Stereotyping: Explicit biases keep harmful stereotypes about autism going, like the idea that autistic individuals can't contribute meaningfully to society. These stereotypes can hurt their self-esteem and mental health, making it harder for them to fit in.

Addressing Bias in Autism

Understanding and addressing both implicit and explicit biases is important to create a fairer and more inclusive society for autistic people. Here are some steps we can take:

• Education and Awareness: Teaching people about autism and the biases that affect autistic individuals can help reduce both types of bias. Campaigns and programs can challenge stereotypes and promote understanding.

• Policy and Advocacy: Supporting policies that help the rights and needs of autistic people is essential. This includes making sure they have access to good healthcare, education, and job opportunities.

• Training and Development: Training professionals in healthcare, education, and other fields to recognize and deal with their biases can lead to fairer treatment and better outcomes for autistic individuals.

• Community Engagement: Involving the autism community and listening to autistic voices in decisions can make sure their needs and perspectives are included. This helps build a society where autistic individuals are valued and respected.

Happiness Happens at Six

Each week, it’s an experience of savoring Happiness after a discussion class that ends at 6pm at Dwinelle Hall.

As you walk down the steps of Dwinelle Hall at 6pm, the bells of the Campanile start chiming accompanied by the music of the carillon.

 
You look up to see the top of the Campanile all lit up just behind Wheeler hall.

As you walk down the lamp-lit Dwinelle Plaza towards the bridge, the trickling sounds of the running water of Strawberry Creek add to the serenade just above the hum of students talking.

The light from the rising moon glows up over the trees between Wheeler and Sproul hall.

Neurotransmitters tap dance at the synapses of the brain as you meander under Sather gate towards Sproul plaza.

Happiness happens at Six!!

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As the clock strikes six at Dwinelle Hall, 

The Campanile's bells start nightly call, 

Accompanied by carillon's sweet sound, 

Echoing through the campus grounds.

Under lamplight in Dwinelle Plaza, 

Rising moon glows over Wheeler Hall, 

Strawberry Creek's trickle adds to the stanza, 

Nature's serenade, a peaceful lull.

Neurotransmitters dance in the brain, 

In that stroll towards Sproul Plaza again, 

On Berkeley's campus, riding dreams.

Happiness happens at six, it seems,

In Awe of Awe

A PowerPoint presentation on Awe with my fellow student Kyana for my discussion class on Human Happiness. My slides have text-speech audio files attached for what I want to say. 

RPP - Participating in Research.

Another First for me at Cal - Being a participant in the research that is going on at Cal. 

Many of my psychology courses have RPP (Research Participation Program) credit but I've usually ended up doing the alternative assignment for the credit instead. Always been disappointed about this as I'm a psych student wanting to do my own research - so I would like to experience both sides. I can't believe with the enormous amount of research being done at Cal, there is no study that I can be involved in as a participant and which matches my profile. 

When I investigated before, it seemed like many were time-bound (I need extra time) or needed you to get into a fMRI machine while doing an activity (I need to be sedated before I agree to anything like that) or the participation time was super long (couple of hours) or required social skills such as talking or lot of fine motor skills.

Finally got my first short at research participation at the Hass XLab Social Science Experiment Lab at for my business course UGBA 105 Leading People at Hass Business School. It was just 20 mins long so ideal. Each half-hour of RPP is 0.5 credits and I need 5 credits. The GSI for the UGBA course, Ignacio, was happy to hear that I got some credits in and was telling me that I need to do a paper only any remaining credits - its a page of critical analysis of an Org Behavior article for each 0.5 RPP. 

Perhaps my psychological profile means I am left out of many studies by default. This sem, I missed the deadline for the pre-screen survey over the confusion of having to log into two different labs. Maybe that's why some studies are showing in the system for me to participate in.  Hmmmm...... did my disability cause the system to exclude me from studies?

Will have to try to be a participant in the research at the Psych Labs as well. After all, I'm a Psychology major. I need to complete  RPP credits for my current psych course as well.

RCEB Annual Meeting

Meeting my caseworker at RCEB Vincent for my annual review.

The issue I see is the same set of goals recycled year after year. 

While one part of my life (the Berkeley part, the access to higher education, college academics, activites etc) is currently growing great and is so thrilling and unbelievable for me, the rest of my life seems stuck in an endless loop. 

I need more body organization, more independence in my daily living skills and ability to handle myself, more mood regulation, more impulse control, less OCD, less anxiety. I'm stuck at the same level for years ... there seems no clear path to this at all. What are the social resources that have the patience and knowhow to help me? 

I'm a nowhere guy in a nowhere in-between land with a foot in two worlds of the "the put-together" autistics out in the community and those with significant support needs who society essentially wants to warehouse. 

Where is the niche for the unique me and the supports to enable it?

Two Years at Daily Cal

OMG, its been 2 years at the Daily Cal. I started off with a Weekly Column on Autism "The Person Inside." My first column appeared on 2/15

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Introducing the Daily Cal Opinion Columnists - In this introductory video by the Daily Californian, the other opinion columnists and I explain what our columns are about. My introduction starts at 3:19

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1. Communication Conundrum: I speak on the importance of communication and presuming competence

2. Non-Verbal & College Bound: I ask what does it take for a non-speaking autistic like me to access higher education. 

3. Sensory Walkabout: I attempt to explain the experiences of sensory dysregulation and "stimming" in autism. 

4. The Women in my Life: A tribute to the women in my life who gave that extra helping hand. 

5. First Transitions: I explain the rigidity and difficulty with transitions that can be characteristics of autism

6. Stephen Hawking: Inspiration and Aspiration - Along with the world, I mourned the passing of Dr. Stephen Hawking. A tribute and how he influenced my life. 

7. The Access Ramp to Volunteering - Lives whether abled or (dis)abled have to be worth living. The importance of volunteering vs just being the recipient of volunteering. 

8. Compulsion Complexity - I explain the phenomenon of obsessive-compulsive and repetitive behaviors that can often accompany autism. 

9. O Body, Where Art Thou? - The lack of Body Awareness is a little known phenomenon in autism. I attempt to explain the neuroscience. 

10. The Faces of Autism - If you meet one person with autism, you have met just one person with autism. The same diagnosis can have a thousand faces. 

The Fundamental Theorem of Hari

Explaining Hari in Calculus terminology -

The Fundamental Theorem of Hari

If I were a mathematical model,

A dynamic differential enigma I would be

Mind with limits to infinity plus infinity

Constrained by the equation of disability

Differentiate to optimize the formula of possibility

To produce the set of functions that maximizes me

Set of multivariable functions named Hari

Integrate the area under my mental capability

A smooth curve an impossibility, with denominator reality

Bumpy exponential curve and discontinuities, an inevitability

A rate of change of perpetuity

Seeking the Fundamental Theorem of Hari

Unresolved math model Hari

Waiting on solutions, estimations,.....

…...even approximations.

Data-mining mind neurons iteratively

DSM vs ICD

Lexicon [Measures]-DSM & ICD

The DSM (Diagnostic and Statistical Manual of Mental Disorders) and ICD (International Classification of Diseases) are two different systems used to classify mental disabilities. 

• The DSM is used in the US and the ICD is used internationally. 
• The latest version of the DSM is the DSM-5-TR, which was published in March 2022 (revision of the 2013 DSM-5). The latest version of the ICD is ICD-11. It was adopted by the World Health Assembly in 2019 and came into effect on January 1, 2022.
• The DSM is more focused on clinical dx, while the ICD is more focused on public health.

• Both systems use a multiaxial approach, which means that they assess mental disabilities on multiple dimensions, such as symptoms, severity, and functional impairment.
• Both systems are updated periodically to reflect new research and understanding of mental disorders. The DSM is more detailed and specific and updated more frequently than ICD. 

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

Member of ASAN Board

It's confirmed. I'm a member of the ASAN board

 

==========

When I got asked by Exec Director, Julia Bascom,

 it was a resounding yes from me

https://autisticadvocacy.org/about-asan/leadership/

As Julia Bascom says on her Twitter - she is taller than everyone.

Other posts on ASAN

ACI Leadership Academy

Week at ASAN

Capitol Hill Day Visit

Accepted to ASAN's ACI Leadership Academy

Spectrum at Cal plans for the Semester

3rd Board Meeting with a guest from another student org

First Board Meeting

Planning for the semester at the Board Meetings of "Spectrum at Cal"

We have a lot of autism activities planned for this semester on campus including the annual Autism Walk/run in April

The Autism Sensory Experience via VR Goggles

For the Autism DeCal Class: 

Instructions: Start playing the youtube video on your phone. Insert phone into VR googles and watch. 

1. https://www.youtube.com/watch?v=2arNKLWYu40

2. https://www.youtube.com/watch?v=DgDR_gYk_a8&t=10s

3. https://www.youtube.com/watch?v=ZLyGuVTH8sA

4. https://www.youtube.com/watch?v=KY4_kz2g_-4&t=63s

ACI Leadership Academy

If you're a college-going student, consider applying.

https://autisticadvocacy.org/projects/education/aci/

The week-long annual ACI leadership academy organized by ASAN each summer is an incredible experience for any participant. Along with 18 other college-going students from across North America, I got to learn about autistic identity, self-worth and disability justice. As the only nonspeaking autistic in the group, I was exposed to a range of autistic views which expanded my thinking on autism itself during just the course of a week. 

A chord that really struck me was leadership of the most impacted - everyone means everyone; autistics with the most support needs such as the nonspeakers, can be its most valuable leaders. Identity itself is also about defining the worth of a person for themselves, rather than how productive that person is perceived to be by our society. Disability justice though, boils down to a world of interdependence rather than independence. It let me thinking that rather than demanding a seat at the table, our task could well be to redefine the table itself. 

The week of training builds up to the highlight of Hill Day where participants get to meet and make a case to staffers on Capitol HIll. The week provided a valuable toolbox of strategies and thinking to carry forward in our future lives in addition to building lifelong friends.

Masks and Mazes

Reality obscured, a

camouflage. Concealed masks lie to

impunity. Facade and veneer of

conformity. Window dressing or salad dressing?

Mere fig leaf is the outward

mask. Traverse beneath the labyrinth

maze. Mesh of ever networked

quandaries. No balls of string to unravel.

Convolutions of winding

intricacies. Near stupor and

perplexity. Face the mask, Mind the

maze. Subconscious seeks illumination.

Face masks set within societal

boundaries. No extra

possibilities. Mind mazes explore distant

galaxies. Just sheer opportunities.

Masks predominate and

subjugate. Countermand this oppressive

tide. Explode thought

boundaries. Nurture budding edification