Category Archives: Editorial

Editorial

Because I wasn’t social

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Because I Wasn’t Social

Because I wasn’t social,
I didn’t tell a soul,
They found ways to control me,
In silence, I paid the toll.

They twisted words and moments,
Took advantage of my trust,
Because I wasn’t speaking,
They did what they felt just.

Because I wasn’t social,
No one saw the pain,
They never had to help me,
And I couldn’t explain.

They kept me in the shadows,
Where no one heard my voice,
And since I wasn’t reaching out,
I never had a choice.

But now the truth is clearer,
Though silence was their friend,
My voice is finding power,
And this silence has to end.

Because I wasn’t social,
They thought I’d never fight,
But now I see their games so clear,
I step into the light.

Editorial

Autism Evolution …..

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How Autistic Individuals Are Evolutionarily Wired to Challenge Social Norms and Ensure Survival

In a world that rewards conformity and social harmony, autistic individuals stand out as natural nonconformists who offer a different and vital perspective. This difference isn’t just a social quirk—it’s rooted in how the autistic brain is wired. Unlike neurotypicals, who are driven by social rewards and often motivated to avoid conflict, autistic individuals often lack the same social reward system, giving them a unique ability to challenge societal norms, question hierarchies, and push back against potentially dangerous group decisions.

By exploring the neurological differences in autism and comparing them to trauma-based impairments, we begin to understand how autistic brains are wired for vigilance and innovation. Autistic people provide essential insights, resist harmful conformity, and advocate for justice in a way that is both evolutionarily advantageous and necessary in modern society.

The Difference Between Autistic and Neurotypical Social Motivation

The primary neurological difference between autistic individuals and neurotypicals lies in how each group processes social reward. Neurotypicals tend to be highly motivated by social cues—seeking approval, avoiding rejection, and adhering to group norms to maintain social standing. This is driven by brain areas such as the ventral striatum, which is associated with the pleasure of social interactions, and the amygdala, which processes emotional responses​(The Journal of Neuroscience)​(Neuroscience News).

However, in autistic individuals, these brain areas function differently. Autistic brains are less responsive to social rewards like praise or acceptance. Instead, they are often motivated by internal interests, logic, and a sense of fairness. This fundamental difference means that autistic individuals are more likely to challenge the social status quo because they aren’t driven by the same need for social validation​(Neuroscience News).

This lack of reliance on social reward frees autistic individuals from the pressures of conformity, allowing them to:

  • Speak up when something seems wrong.
  • Resist going along with harmful or unethical norms.
  • Focus on facts and fairness rather than social games.

Evolutionary Advantages: The Role of Nonconformity in Survival

In early human societies, where survival depended on making decisions in uncertain environments, it was vital to have individuals who could think independently. If everyone in the group simply went along with the leader’s decisions—whether those decisions were logical or not—the group could be at risk of failing to adapt to new challenges. Autistic individuals, who are less susceptible to social pressures, likely played a crucial role in ensuring the survival of early human groups by challenging unsafe practices and offering alternative perspectives​(Neuroscience News)​(NeuroLaunch.com).

  1. Challenging Dangerous Norms: Conformity in groups can sometimes lead to groupthink, where people follow a decision even if it is flawed, simply to avoid conflict. Autistic individuals, because they are less influenced by social dynamics, are often the ones to point out flaws or challenge the norm, even when it’s uncomfortable. This was likely essential in preventing harmful decisions from going unchallenged in early human groups, helping to ensure the safety of the collective.
  2. Spotting Systemic Flaws: Autistic people are known for their attention to detail and their ability to recognize patterns that others might miss. In early societies, this might have translated into an ability to spot changes in the environment—whether it was shifts in animal migration patterns, subtle changes in weather, or the early warning signs of danger. Today, this trait helps autistic individuals detect systemic flaws in organizations, processes, or social systems​(The Journal of Neuroscience)​(Neuroscience News).
  3. Innovation and Problem Solving: Autistic individuals often resist following traditional paths or solutions that don’t make logical sense. Their tendency to think outside the box and question existing practices may have driven innovation in early human societies, where novel solutions to problems were crucial for survival. Whether it was finding new ways to hunt, gather resources, or build tools, autistic individuals’ unique wiring for independent thought allowed them to see solutions where others might not​(The Journal of Neuroscience)​(NeuroLaunch.com).

Resistance to Social Hierarchy: Speaking Truth to Power

Social hierarchies, while useful in some contexts, can also create environments where questioning authority is discouraged. Neurotypicals, motivated by social reward, might avoid challenging those in power out of fear of losing status or being ostracized. Autistic individuals, however, often feel less tied to these social hierarchies, which allows them to speak truth to power without the fear of social rejection​(Neuroscience News)​(NeuroLaunch.com).

  • Less Concern with Social Judgment: Because autistic people don’t rely on social validation for self-worth, they are often more willing to challenge authority figures or dominant societal norms when they feel something is wrong. This makes them powerful advocates for truth and justice, particularly in situations where others might be too concerned with their own social standing to speak up​(Neuroscience News).
  • Pushing Back Against Unsafe Systems: Autistic individuals are often the ones to raise concerns when systems, processes, or practices are unjust or unsafe. This resistance to social hierarchy helps ensure that harmful norms are questioned and, if necessary, changed to protect others. In modern society, this trait makes autistic voices essential in advocacy, reform, and innovation​(NeuroLaunch.com).

The Mirror of Trauma: Similarities and Differences

Interestingly, many of the traits we see in autistic individuals—hypervigilance, resistance to conformity, difficulty with social reward systems—are also present in individuals affected by trauma. Both groups share heightened awareness of potential threats and a strong sense of self-preservation. However, while trauma brains develop these traits as a result of negative experiences, autistic brains are wired this way from birth​(Neuroscience News)​(NeuroLaunch.com).

This suggests that autistic individuals are naturally wired to operate in a heightened state of awareness and independent thought, offering insights and protection to the groups they are part of. While trauma survivors might develop these traits as a coping mechanism, autistic individuals offer these traits as part of their neurological makeup, playing a vital role in balancing the social dynamics of a group.

Conclusion: The Evolutionary Role of Autistic Individuals

Autistic individuals bring a unique and essential perspective to both historical and modern societies. Their lack of dependence on social rewards, coupled with their ability to challenge norms and think independently, has allowed them to serve as crucial members of any group—whether it’s questioning harmful practices, spotting unseen dangers, or pushing for innovations that others might be too risk-averse to consider.

In modern society, these traits make autistic individuals indispensable in areas such as advocacy, leadership, and social reform, where independent thinking and resistance to conformity are vital for progress. Understanding and embracing these differences helps not only in supporting autistic individuals but in recognizing the essential role they play in ensuring the safety, innovation, and ethical integrity of society as a whole.

References

  1. Belmonte, M. K., & Baron-Cohen, S. (2004). Autism: Reduced connectivity between cortical areas?. Brain, 127(1), 1811-1813. Retrieved from: Journal of Neuroscience​(The Journal of Neuroscience)
  2. Tang, G., Gudsnuk, K., Kuo, S. H., Cotrina, M. L., Rosoklija, G., Sosunov, A., … & Sulzer, D. (2014). Loss of mTOR-dependent macroautophagy causes autistic-like synaptic pruning deficits. Neuron, 83(5), 1131-1143. Retrieved from: Columbia University Irving Medical Center​(Columbia Irving Med Ctr)
  3. Neurons With Too Many Synapses: A Hallmark of Specific Forms of Autism. (2021). Neuroscience News. Retrieved from: Neuroscience News​(Neuroscience News)
  4. Autism and Fear Response: Understanding Connections. (2023). Neurolaunch. Retrieved from: Neurolaunch​(NeuroLaunch.com)
Editorial

Self-Worth and Advocacy

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Embracing Self-Worth and Advocacy

Understanding and asserting your rights to accommodations, whether in educational settings or the workplace, is not just about ensuring you receive what you deserve; it’s about affirming your value and refusing to settle for less. It’s crucial to recognize that accommodations are not preferences or luxuries but essential requirements that enable equal opportunities and a level playing field for individuals with autism, ADHD, and other neurodivergent conditions.

The Significance of Saying ‘No’

Saying “no” to inadequate support and “yes” to your rights is a powerful stand against the marginalization of your needs. It’s an affirmation that your needs are legitimate and critical for your success and well-being. Embracing this stance is not about demanding special treatment; it’s about advocating for fairness and equality.

TheNeurodivergentBrain.org is your ally in this journey. It’s a treasure trove of knowledge that empowers you to understand your unique neurodivergence and articulate your experiences to those who need to hear it. This understanding is your toolset, equipping you with the language and confidence to communicate your experiences, assert your boundaries, and resist any attempt to diminish the importance of your needs.

The Essential Nature of Accommodations

Accepting anything less than what you rightfully deserve can be harmful, leading to a diminished quality of life and unmet potential. It’s essential to recognize that the accommodations you seek are not about rolling out the red carpet for you; they’re about ensuring you can engage, learn, and work effectively, just like anyone else.

Leveraging Knowledge: The Power of TheNeurodivergentBrain.org

Through TheNeurodivergentBrain.org, you’ll find information and inspiration—a guide to formulating a strategy that elevates your quality of life. It champions the idea that everyone deserves the opportunity to succeed and thrive, emphasizing that your quest for accommodations is both fair and necessary.

Everyone’s Right to Opportunity and Success

Let this be your rallying cry: Your needs are valid, your requests for accommodations are justified, and you deserve an environment that recognizes and supports your potential. Stand firm, advocate passionately, and never underestimate the transformative power of saying “no” to anything less than you deserve. Together, we can create a more inclusive and understanding world for all neurodivergent individuals.

The Steps to Filing a Complaint

Filing complaints with the Department of Justice (DOJ) regarding civil liberties violations and with the Department of Education (DOE) for educational rights infractions is a crucial step in ensuring that your or your child’s rights are protected. Here’s a detailed guide on how to navigate these processes, including the importance of timely action.

Filing a Complaint with the Department of Justice (DOJ)

Steps:

  1. Identify the Violation: Ensure that your situation constitutes a civil liberties violation under the jurisdiction of the DOJ, such as discrimination based on disability.
  2. Gather Documentation: Compile all relevant information, including any communication with institutions, documentation of the discrimination, and how the issue affects you or your child.
  3. Submit Your Complaint: Complaints can be filed online, by mail, or via fax.
  4. Follow Up: After submitting, you may be contacted for further information. Keep track of all communications.

Timeline: There’s no strict timeline, but acting swiftly ensures that evidence is fresh and helps in timely remediation of the issue.

Filing a Complaint with the Department of Education (DOE)

Steps:

  1. Identify the Issue: Ensure the issue falls under the DOE’s purview, like failure to implement an Individualized Education Program (IEP) or 504 Plan accommodations.
  2. Prepare Your Complaint: Detail the specific issues, including dates, individuals involved, and any steps already taken to resolve the matter locally.
  3. File the Complaint: You can file a complaint online through the Office for Civil Rights (OCR) Complaint Form.
  4. Wait for Investigation: The OCR will review your complaint and decide whether to investigate. During this period, they may require additional information from you.

Timeline: Complaints should be filed within 180 days of the incident. Prompt filing is crucial to prevent further harm and ensure a more effective investigation.

State-Specific Procedures

Every U.S. state has its own regulations and codes, including those related to IEP accommodations (often detailed in the state’s Administrative Code or Statutes). It’s vital to consult your state’s Department of Education website for specific procedures and timelines.

Use Adobe PDF Form Editor to save a stamp,avoid the aggravation of a printer, and quickly get it done and off your desk. Pro Tip: Reward yourself when you complete the task. Follow-through can be challenging when neurodivergent, so creative tactics are necessary to overcome them. Whenever you find yourself hesitant to complete the task, reward yourself after as a thank you to yourself for the hard work of following through. A reward can be a quick break outside, a power nap, or even a snack. It doesn’t have to be elaborate, just something that brings you joy.

International Guidelines

For those in other countries, the process can vary significantly. Here are a few examples:

Each country has its own agency for handling such complaints, so it’s essential to research the appropriate authority in your country.

Why Immediate Action is Imperative:

  1. Timeliness: Ensures evidence is current and accurate.
  2. Prevention: Stops ongoing discrimination or violation of rights.
  3. Remediation: Allows quicker resolution and restoration of rights.

Taking swift action when rights are infringed upon is crucial for rectifying the immediate issue and helps set a precedent for the respect and protection of civil liberties and educational rights.

One Last Note

It’s imperative to remember that seeking accommodations for autism, ADHD, or any other neurodivergent condition isn’t a matter of want or luxury. It’s about securing the fundamental requirement to learn, work, and participate in society on an equal footing. These accommodations are not special privileges; they are essential adjustments that ensure everyone has a fair chance to succeed and thrive, just like anyone else.

The journey towards securing these rights is not an expression of being unreasonable or whiny; it’s a justified demand for equality and inclusivity. Currently, the playing field is far from level, with individuals facing unnecessary penalties and barriers in educational and professional environments due to a lack of understanding and support.

This disparity highlights the urgent need for change, emphasizing that accommodations are critical in dismantling the obstacles that neurodivergent individuals face. It’s about creating a world where everyone, regardless of their neurological makeup, can achieve their full potential without being hindered by systemic inadequacies. Remember, advocating for necessary accommodations is a fair and just society for all.

Editorial

World IQ Decline

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The Impact of Social Media on Cognitive Abilities: A Cognitive Trade-Off Perspective

Introduction

In recent years, there has been growing concern about the decline in global IQ scores. Simultaneously, an increase in visual-spatial IQ has been observed, particularly among younger generations. This phenomenon coincides with the rapid rise in social media usage, leading researchers to explore potential correlations. This article examines the relationship between social media consumption, specifically the act of scrolling through feeds, and changes in cognitive abilities using cognitive trade-off theory.

The Flynn Effect and Its Reversal

The Flynn Effect refers to the observed rise in IQ scores throughout the 20th century, attributed to improvements in nutrition, education, and healthcare. However, recent data suggest a potential reversal of this trend, with some studies indicating a decline in IQ scores in the 21st century (Bratsberg & Rogeberg, 2018). This reversal coincides with the proliferation of digital technology and social media, prompting investigations into their cognitive impacts.

The Decline in Global IQ

Lynn and Harvey (2008) proposed that dysgenic fertility, where more intelligent individuals have fewer children, contributes to the decline in IQ. Additionally, environmental factors such as technological advancements and lifestyle changes impact cognitive development (Flynn, 1984). Recent research indicates that technological factors, including social media, may also play a significant role (Twenge, 2019).

The Rise in Visual-Spatial IQ

Despite the overall decline in IQ, visual-spatial abilities seem to be improving. Visual-spatial IQ refers to the capacity to understand, reason, and remember the spatial relations among objects. This improvement can be attributed to increased exposure to visual stimuli, particularly through digital media. Green and Bavelier (2003) demonstrated that action video game players exhibit enhanced visual-spatial skills, indicating that engagement with dynamic visual environments can boost these abilities.

The Cognitive Trade-Off Theory

Cognitive trade-off theory suggests that the brain reallocates resources based on environmental demands and usage patterns. As individuals spend more time on social media, they engage more frequently in tasks that involve visual processing and less in tasks that require verbal and logical reasoning. This shift may explain the increase in visual-spatial IQ and the concurrent decline in overall IQ. The theory posits that the brain’s plasticity allows it to adapt to the most frequently used skills, potentially at the expense of less utilized cognitive functions (Carr, 2011).

Social Media and Cognitive Processing

The increase in social media use means that users are constantly exposed to new visual information. Scrolling through feeds requires rapid processing of images and videos, enhancing visual-spatial skills. However, this comes at the expense of language and logical reasoning skills. Social media platforms, designed to capture attention through engaging visuals, lead to frequent and prolonged use, reshaping cognitive priorities (Ophir, Nass, & Wagner, 2009).

Diminished Language Skills

Engaging heavily with social media impacts language abilities in several ways:

  • Abbreviated Communication: Social media platforms encourage brief, concise communication, often limiting complex language use and the development of rich vocabulary. Studies show that the character limits on platforms like Twitter can restrict expressive language use (Berkowitz, 2017).
  • Reduced Reading and Writing: Time spent on social media detracts from time that could be spent reading books or writing extensively, activities that enhance language skills. According to a study by Neuman and Celano (2006), decreased time spent reading traditional texts correlates with lower language development.
  • Superficial Processing: The rapid consumption of information leads to more superficial processing of content, reducing opportunities for deep linguistic engagement and critical thinking. Research by Jackson et al. (2006) indicates that multitasking with media can impair cognitive control and deeper information processing.

Brain Systems Involved

Several brain systems are involved in the cognitive changes associated with increased social media use:

  • Visual Cortex: The primary visual cortex (V1) and associated visual processing areas are heavily engaged during the consumption of visual content on social media. This increased activity can enhance visual-spatial skills but may divert resources from other cognitive functions (Haxby et al., 2001).
  • Prefrontal Cortex: Responsible for complex cognitive behavior, decision-making, and moderating social behavior, the prefrontal cortex is less engaged when social media use prioritizes rapid visual processing over deep, analytical thought (Miller & Cohen, 2001).
  • Language Centers: Areas such as Broca’s and Wernicke’s areas, which are critical for language production and comprehension, may receive less stimulation with the abbreviated communication style prevalent on social media (Friederici, 2011).

Confirmation Bias and Information Overload

Social media platforms often reinforce confirmation bias, presenting users with information that aligns with their existing beliefs. This phenomenon restricts the cognitive capacity for critical thinking and the assimilation of new, contradicting information. As individuals are bombarded with information that supports their biases, they lose the ability to process new information critically and adjust their beliefs accordingly (Sunstein, 2009).

Conclusion

The interplay between social media usage and cognitive abilities is a complex and evolving topic. While social media enhances visual-spatial skills, it also contributes to a decline in overall IQ by reallocating cognitive resources away from verbal and logical reasoning. Understanding these changes is crucial as we navigate an increasingly digital world. Further research is needed to explore the long-term implications of these cognitive shifts and to develop strategies for balanced cognitive development.

References

  1. Lynn, R., & Harvey, J. (2008). The decline of the world’s IQ. Intelligence, 36(2), 112-120. doi:10.1016/j.intell.2007.03.004.
  2. Flynn, J. R. (1984). The mean IQ of Americans: Massive gains 1932 to 1978. Psychological Bulletin, 95(1), 29-51.
  3. Green, C. S., & Bavelier, D. (2003). Action video game modifies visual selective attention. Nature, 423(6939), 534-537.
  4. Carr, N. (2011). The Shallows: What the Internet Is Doing to Our Brains. W.W. Norton & Company.
  5. Ophir, E., Nass, C., & Wagner, A. D. (2009). Cognitive control in media multitaskers. Proceedings of the National Academy of Sciences, 106(37), 15583-15587.
  6. Berkowitz, J. (2017). Character limits: the role of social media in shaping public discourse. Journal of Communication, 67(2), 342-365.
  7. Neuman, S. B., & Celano, D. (2006). The knowledge gap: Implications of leveling the playing field for low-income and middle-income children. Reading Research Quarterly, 41(2), 176-201.
  8. Jackson, G., et al. (2006). Information overload and cognitive processing. Journal of Experimental Psychology, 32(3), 545-555.
  9. Haxby, J. V., et al. (2001). Distributed and overlapping representations of faces and objects in ventral temporal cortex. Science, 293(5539), 2425-2430.
  10. Miller, E. K., & Cohen, J. D. (2001). An integrative theory of prefrontal cortex function. Annual Review of Neuroscience, 24, 167-202.
  11. Friederici, A. D. (2011). The brain basis of language processing: From structure to function. Physiological Reviews, 91(4), 1357-1392.
  12. Sunstein, C. R. (2009). Republic.com 2.0. Princeton University Press.
  13. Bratsberg, B., & Rogeberg, O. (2018). Flynn effect and its reversal are both environmentally caused. Proceedings of the National Academy of Sciences, 115(26), 6674-6678.
  14. Twenge, J. M. (2019). The Sad State of Happiness in the United States and the Role of Digital Media. World Happiness Report 2019, 87-103.
Editorial

Designated Drivers of Humanity

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Autism and ADHD: The Essential Elements of Human Civilization

Autism and ADHD have long been viewed through a lens of difference, often misunderstood and misrepresented. However, these neurodivergent traits are not anomalies but essential components of human evolution and society. By applying Occam’s Razor—the principle that the simplest explanation is often the correct one—we can see that autism and ADHD are intrinsic parts of nature, designed for a reason. These conditions have been present for centuries, contributing significantly to human civilization through invention, design, and creativity.

The Role of Autistic and ADHD Individuals in History

Historically, life was less chaotic. There were no 24-hour news cycles, constant connectivity through Bluetooth and Wi-Fi, or the relentless pressure of social media. In such an environment, the unique traits of autistic and ADHD individuals flourished. These individuals often spent their lives studying a single subject, driven by intense focus and passion, ultimately sharing their findings for the betterment of society.

Contributions through Centuries:

  • Innovation and Creativity: Many of the world’s greatest inventors, scientists, and artists displayed traits associated with autism and ADHD. Their ability to hyper-focus allowed them to make groundbreaking discoveries and create works of art that have shaped human culture.
  • Problem Solving: Autistic and ADHD individuals often possess exceptional problem-solving skills. Their different way of thinking enables them to approach problems from unique angles, leading to innovative solutions that others might overlook.
  • Attention to Detail: The meticulous nature of many autistic individuals has led to advancements in various fields, including mathematics, engineering, and the arts. Their ability to notice details that others miss has been crucial in making precise and accurate contributions.

Modern Challenges and the Need for Balance

In today’s world, the constant barrage of information and social expectations creates a challenging environment for autistic and ADHD individuals. The pressure to be social and constantly connected can be overwhelming, detracting from their ability to focus on their passions and make meaningful contributions.

The Modern Landscape:

  • Overstimulation: The modern environment is filled with stimuli that can be overwhelming for neurodivergent individuals. This overstimulation can hinder their ability to concentrate and innovate.
  • Social Pressure: The expectation to be social and extroverted is contrary to the natural inclinations of many autistic and ADHD individuals. This pressure can lead to stress and burnout, reducing their ability to contribute effectively.
  • Need for Supportive Environments: Creating environments that reduce overstimulation and allow for focus and creativity is essential. This includes quiet spaces, flexible work arrangements, and a culture that values diverse contributions.

The Designated Drivers of Humanity

Autistic and ADHD individuals serve a crucial purpose in human civilization. They are the drivers of progress, continuously creating and inventing. Their contributions are not just valuable but essential for the advancement of society. If we were all designed to be social butterflies, humanity would lack the depth of knowledge and innovation that these individuals bring.

The Bigger Picture:

  • Integral Part of a System: Just as a body needs different organs to function, society needs diverse minds to thrive. Autistic and ADHD individuals are integral to this system, providing the innovation and problem-solving skills necessary for progress.
  • Humanity’s Success: For humanity to be successful, there must be those who dedicate their lives to research and creation. These individuals ensure that we continue to advance, adapt, and overcome challenges.

Conclusion

Autism and ADHD are not disorders to be cured but natural variations to be celebrated. By recognizing the essential roles that autistic and ADHD individuals play in our society, we can create a more inclusive and supportive environment. Embracing these differences and providing the right support can lead to a more innovative, creative, and successful human civilization.

Editorial

Projection and Gaslighting

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Understanding Projection and Gaslighting: A Guide for Autistic Individuals

What is Projection?

Projection is a psychological defense mechanism where an individual attributes their own thoughts, feelings, or motives to another person. This can happen unconsciously and is often a way for people to deal with emotions or impulses they find unacceptable in themselves.

Examples of Projection:

  1. Accusing Others: If someone feels insecure about their own abilities, they might accuse others of being incompetent.
  2. Blaming: A person who is dishonest may frequently suspect others of lying.
  3. Jealousy: If someone feels jealous, they might accuse their partner of being unfaithful without any real evidence.

What is Gaslighting?

Gaslighting is a form of psychological manipulation where someone tries to make another person doubt their perceptions, memories, or sanity. This tactic is often used to gain control over the victim and make them more dependent on the manipulator.

Examples of Gaslighting:

  1. Denial of Reality: Insisting that something didn’t happen when it did, or vice versa.
  2. Trivializing Feelings: Telling someone that their feelings or reactions are irrational or not important.
  3. Withholding Information: Refusing to listen or pretending not to understand to make the victim question themselves.
  4. Diverting: Changing the subject or questioning the victim’s thinking to create confusion.

Autobiographical Memories in Autistic Individuals

Autobiographical Memories are personal memories of one’s life experiences. Autistic individuals often have very precise and detailed autobiographical memories. These memories tend to be more stable and less influenced by external factors compared to non-autistic individuals.

Cognitive Dissonance and Fluctuating Memories in Non-Autistic Individuals

Cognitive Dissonance is the mental discomfort experienced when holding two conflicting beliefs, values, or attitudes. This is commonly seen in non-autistic individuals, especially those who have experienced severe trauma in childhood. This can lead to fluctuating memories and a tendency to reinterpret past events to align with their current beliefs and emotions.

Impact on Interpersonal Understanding

Due to these differences, the memories or recollections of non-autistic individuals might not always match those of autistic individuals. Non-autistic people, influenced by cognitive dissonance and social fluctuations, may have inconsistent or altered memories over time. Autistic individuals, with their more stable autobiographical memories, might find these discrepancies confusing and frustrating.

Coping Strategies: Walk Away and Do Not Engage

Walking Away: When you recognize that someone is projecting their issues onto you or gaslighting you, the best response is often to disengage. Walking away can help preserve your mental health and reduce the emotional toll of the interaction.

Why Not to Engage:

  • Energy Drain: Engaging with someone who is manipulating you can drain your energy and resources.
  • Ineffectiveness: Trying to reason with someone who is projecting or gaslighting is often futile, as their behavior is not based on logic.
  • Emotional Harm: Continuous engagement can lead to increased stress, anxiety, and self-doubt.

Practical Tips

  1. Recognize the Signs: Be aware of common projection and gaslighting tactics. Understanding these can help you identify when it’s happening.
  2. Trust Your Instincts: If something feels off, trust your feelings. Your perception and memories are valid.
  3. Seek Support: Talk to someone you trust about your experiences. An outside perspective can provide clarity and validation.
  4. Set Boundaries: Clearly define your boundaries and stick to them. It’s okay to say no and to remove yourself from harmful situations.
  5. Document Your Experiences: Keeping a journal of events can help you track patterns and confirm your memories.

Conclusion

Projection and gaslighting are harmful behaviors that can significantly affect anyone, particularly autistic individuals who might process social interactions differently. Understanding these concepts, recognizing the signs, and employing strategies like walking away and setting boundaries can help protect your mental well-being.

Remember, it’s crucial to preserve your resources and not waste energy on interactions that only serve to manipulate and harm you. Your perceptions and experiences are valid, and you deserve to be treated with respect and honesty.

Get Your Defenses Right! (Projection, Rationalization, Splitting)

Confusion re: internalization, introjection, identification, and incorporation. Projection is when you attribute to other people the parts in you – traits, cognitions, emotions, behaviors – that you are ashamed of, feel guilty about, or reject. So, you cannot project positive elements of yourself onto others – only negative ones.

Editorial

Stand Your Ground

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As a mother and a Neurodivergent individual, I am asking you to stand your ground.

Do not allow others to violate your boundaries.

  • You will get pushback. Hold firm. Be respectful. Be polite. But Hold Firm. Do Not Apologize. You have nothing to apologize for. I am mom and I am telling you its ok to protect your healthy boundaries.
  • You may lose family and friends. I have. They will not like you holding firm on your boundaries and they will tell you everything and try and sell you the moon- trust yourself. You know yourself best.
  • You can respond respectively and politely without being a dick. Yes, sometimes being a dick is appropriate but that’s too much brain work, just roll your eyes and walk away. Save your brain juice for what you love , don’t waste it on idiots. . If they are unable to speak to you in a respectful way , it is ok to stay silent. You verbalize to stay safe only but do not over explain why, in fact refer them to this site and they can read at their own time frame to avoid unnecessary frustration and possible conflict. Just walk away.
  • If you feel that you are being treated equally, file complaint. Filing a complaint can cause a company or educational system extra time and resources. Its busy work that hopefully they can learn from if enough of us do it. Filling paperwork and all the necessary crap is a huge inconvenience for almost everyone. If they have nothing to hide then they shouldn’t worry about it, but I know most individuals do not like regulatory services getting into their files. Its fair. Violate the law, appropriate action will be taken. A fair complaint warrants a fair investigation ,in my opinion.

But please understand, there will be pushback. You are stronger then you realize and the only way we can change this is by standing our ground.

Its time to start using that pathological demand avoidance in full force. Just say no. Make sure to use eye contact when you do it, don’t want to be impolite about it. Then Smile.

Point Of No Return (1993) – “I never did mind about the little things.”

Maggie (Bridget Fonda) meets Amanda (Anne Bancroft), who becomes her tutor and transforms her into a refined and beautiful woman. Starring: Bridget Fonda, Gabirel Byrne, Dermot Mulroney, Miguel Ferrer, Anne Bancroft, Olivia d’Abo, And Richard Romanus. I do not own any of this. This is for entertainment only.

Editorial

Problem Solving Using Systems Thinking

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Systems Thinking: Its just better.

Systems thinking is a thinking style that focuses on how the different parts of a system interact and work together. This method is particularly valuable for understanding complex problems and finding effective solutions by considering the entire system rather than isolated parts.

Key Components of Systems Thinking

  1. The Viewpoint: Instead of breaking a problem into isolated parts, systems thinking looks at the entire system and how its components interact.
  2. Pattern Recognition: Identifying recurring patterns and behaviors within the system to understand its dynamics.
  3. Interconnections: Understanding the relationships and dependencies between different parts of the system.
  4. Feedback Loops: Recognizing the feedback mechanisms that influence the system’s behavior over time.
  5. Dynamic Complexity: Appreciating the complexities that arise from the interactions and changes within the system over time.

Applying Systems Thinking to Autism and Cognitive Processing

1. Decomposing Complex Problems

Systems thinking allows us to break down complex problems into smaller, more manageable subsystems without losing sight of the overall system. This method helps in understanding how each part contributes to the whole and how changes in one part can affect others.

2. Identifying Critical Points

By recognizing interconnections and feedback loops, we can identify critical points within the system that have significant influence. This helps in targeting interventions more effectively and understanding potential cascading effects.

3. Finding Patterns in Behavior

Systems thinking is particularly adept at identifying patterns and behaviors within complex systems. For autism studies, this means looking at developmental stages, behavioral responses, and environmental interactions as interconnected rather than isolated phenomena.

The Benefits of Bottom-Up Approaches

Bottom-up processing aligns well with systems thinking, especially in the context of autism:

  • Detailed Observation: Starting from the bottom ensures thorough observation and understanding of each component.
  • Accurate Data Collection: Collecting detailed data on each part of the system helps in building a comprehensive picture.
  • Pattern Identification: By understanding the system from the ground up, unique patterns and anomalies become more apparent.
  • Efficient Problem-Solving: Breaking down problems into smaller parts simplifies the process, making it easier to identify and address issues systematically.

Practical Example: The Laundry Analogy Revisited

Consider the process of doing laundry. If you wait a month to do your laundry, the task becomes overwhelming and time-consuming, analogous to top-down processing. In contrast, doing laundry every other day simplifies the process, making it easier to manage and reducing the likelihood of missing any important steps. Similarly, bottom-up processing breaks down complex problems into manageable parts, making it easier to address and solve them efficiently.

Conclusion

Systems thinking provides a unique and comprehensive approach to problem-solving, especially relevant in the context of autism and cognitive processing. By adopting bottom-up processing and systems thinking, we can achieve a more accurate and holistic understanding of complex problems, leading to more effective solutions and better outcomes.

Using Systems Thinking to Figure Out What to Wear for Work

Systems thinking involves considering how different parts of a system interact and work together to achieve a desired outcome. When deciding what to wear for work, systems thinking can help ensure that your outfit is suitable for the day’s activities, the weather, and your personal style. Here’s how you can apply systems thinking to this everyday decision:

Step 1: Define the System

  • Goal: Choose an outfit that is appropriate, comfortable, and stylish for work.
  • Components: Clothing items (tops, bottoms, shoes, accessories), weather conditions, work activities, dress code, personal preferences.

Step 2: Identify the Interconnections

  • Weather: The temperature and weather conditions affect the type of clothing you should wear.
  • Activities: Meetings, presentations, or physical activities influence the formality and functionality of your outfit.
  • Dress Code: Company policies or unwritten rules about workplace attire.
  • Personal Comfort and Style: Your preferences and what makes you feel confident and comfortable.

Step 3: Develop a Plan

  1. Check the Weather:
    • Look at the weather forecast for the day (temperature, precipitation, wind).
  2. Assess Work Activities:
    • Review your schedule to understand the nature of your day (meetings, desk work, client interactions).
  3. Consider Dress Code:
    • Reflect on your workplace’s dress code (business formal, business casual, casual).
  4. Select Clothing Items:
    • Tops: Shirts, blouses, sweaters, blazers.
    • Bottoms: Pants, skirts, dresses.
    • Shoes: Flats, heels, boots.
    • Accessories: Belts, ties, jewelry.

Step 4: Execution

  1. Initial Selection:
    • Based on the weather, choose appropriate layers (e.g., a jacket for cold weather, light clothing for warm weather).
    • For formal meetings, select a business formal outfit (e.g., suit and tie, dress and blazer).
    • For a casual day, opt for business casual or casual attire (e.g., chinos and a polo shirt, a skirt and a blouse).
  2. Coordinate Pieces:
    • Ensure that your top and bottom coordinate in terms of color and style.
    • Choose shoes that complement your outfit and are suitable for the day’s activities (e.g., comfortable shoes for a lot of walking).
  3. Add Accessories:
    • Select accessories that enhance your outfit without overwhelming it.
    • Consider functional accessories (e.g., a scarf for warmth, a watch for practicality).

Step 5: Feedback and Adjustment

  • Comfort Check: Ensure that your outfit is comfortable and allows for movement.
  • Weather Appropriateness: Double-check that your outfit matches the weather forecast (e.g., bring an umbrella if rain is expected).
  • Final Review: Look in the mirror and assess the overall look. Make any necessary adjustments to ensure you feel confident and appropriate for the day.

Example

  1. Weather: It’s 50°F with a chance of rain.
  2. Activities: You have a morning meeting with clients and an afternoon of desk work.
  3. Dress Code: Business casual.
  4. Initial Selection: Choose a long-sleeve blouse, a pair of tailored pants, and a blazer.
  5. Coordinate Pieces: Ensure the blouse and pants are in coordinating colors (e.g., a navy blouse with gray pants).
  6. Add Accessories: Select a pair of comfortable flats, a watch, and a simple necklace. Bring a raincoat and an umbrella for the rain.

Benefits of Systems Thinking in Choosing an Outfit

  • Efficiency: Quickly narrow down choices by considering key factors.
  • Error Reduction: Avoid mismatched or inappropriate outfits by considering all relevant elements.
  • Flexibility: Adjust selections based on real-time feedback (e.g., last-minute weather changes).
  • Holistic Approach: Achieve a balanced and coordinated look by integrating multiple considerations.

By using systems thinking, you can make an informed and efficient decision about what to wear for work, ensuring you are prepared, comfortable, and stylish for the day ahead.

Using Systems Thinking to Make Chicken Noodle Soup

Systems thinking involves understanding how different parts of a system interact and work together to achieve a desired outcome. Making chicken noodle soup can be seen as a system with various components and processes that need to be managed efficiently. Here’s an example of applying systems thinking to this task:

Step 1: Define the System

  • Goal: Prepare a delicious and nutritious chicken noodle soup.
  • Components: Ingredients (chicken, noodles, vegetables, broth, seasonings), cooking tools (pot, knife, cutting board, stove), and processes (preparation, cooking, seasoning).

Step 2: Identify the Interconnections

  • Ingredients: Each ingredient contributes to the flavor, nutrition, and texture of the soup.
  • Processes: The order of processes (chopping vegetables, cooking chicken, boiling noodles) affects the final outcome.
  • Timing: Cooking times for different components need to be synchronized to ensure everything is perfectly cooked.

Step 3: Develop a Plan

  1. Preparation Stage:
    • Ingredients List: Chicken (1 pound), noodles (2 cups), carrots (2, sliced), celery (2 stalks, sliced), onion (1, diced), garlic (2 cloves, minced), chicken broth (8 cups), salt, pepper, herbs (parsley, thyme, bay leaf).
    • Tools: Large pot, knife, cutting board, stirring spoon.
  2. Process Mapping:
    • Chop Vegetables: Dice the onion, slice the carrots and celery, mince the garlic.
    • Cook Chicken: In a large pot, cook the chicken until browned. Remove and set aside.
    • Sauté Vegetables: In the same pot, sauté the onion, garlic, carrots, and celery until tender.
    • Combine Ingredients: Add the chicken back to the pot along with the broth, salt, pepper, and herbs.
    • Simmer: Bring to a boil, then reduce heat and simmer for 20 minutes.
    • Cook Noodles: Add noodles and cook for an additional 10 minutes until tender.
    • Adjust Seasoning: Taste and adjust seasoning if necessary.

Step 4: Execution

  1. Initial Preparation:
    • Wash and chop all vegetables.
    • Prepare all cooking tools and ingredients.
  2. Cooking Process:
    • Heat the pot and cook the chicken until browned.
    • Remove chicken and sauté vegetables in the same pot.
    • Add chicken, broth, and seasonings to the pot.
    • Simmer the soup, then add noodles and cook until tender.
  3. Final Adjustments:
    • Taste the soup and adjust the seasoning.
    • Serve hot, garnished with fresh parsley if desired.

Step 5: Feedback and Adjustment

  • Taste Testing: During the cooking process, regularly taste the soup to ensure the flavors are developing as desired.
  • Adjust Cooking Times: If the vegetables or noodles are not cooked to the desired texture, adjust the cooking times accordingly.
  • Final Review: Assess the overall flavor and texture before serving and make any last-minute adjustments.

Benefits of Systems Thinking in Cooking

  • Efficiency: Understanding the interconnections helps streamline the process and avoid unnecessary steps.
  • Error Reduction: Breaking down the process into manageable parts reduces the likelihood of mistakes.
  • Flexibility: Allows for adjustments based on feedback, ensuring the best possible outcome.
  • Holistic Approach: Considers all components and their interactions, leading to a well-balanced and flavorful dish.

By using systems thinking, you can efficiently manage the cooking process, ensure all components work together harmoniously, and create a delicious chicken noodle soup.

Using Systems Thinking to Manage Anxiety for a Party

Systems thinking involves understanding how different parts of a system interact and work together to address a specific issue. When dealing with anxiety about attending a party, systems thinking can help identify and manage the various factors contributing to your anxiety. Here’s how you can apply systems thinking to this situation:

Step 1: Define the System

  • Goal: Manage anxiety effectively to attend and enjoy the party.
  • Components: Social dynamics, personal triggers, coping strategies, environment, support system, and preparation.

Step 2: Identify the Interconnections

  • Social Dynamics: Who will be at the party (friends, strangers), the social setting (formal, casual), and expected interactions.
  • Personal Triggers: Specific aspects of parties that cause anxiety (crowds, noise, social expectations).
  • Coping Strategies: Techniques you use to manage anxiety (breathing exercises, positive self-talk, mindfulness).
  • Environment: The location, size of the venue, noise levels, and available escape routes.
  • Support System: Friends or family members who can provide support before, during, and after the party.
  • Preparation: Steps you can take to feel more prepared and in control (planning your outfit, arrival time, conversation topics).

Step 3: Develop a Plan

  1. Understand the Party Details:
    • Who will be attending.
    • The nature of the event (casual gathering, formal party).
    • The venue and its environment.
  2. Identify Personal Triggers:
    • Crowds, noise, unfamiliar people.
    • Social interactions and expectations.
  3. Develop Coping Strategies:
    • Breathing Exercises: Practice deep breathing techniques to calm your nerves.
    • Positive Self-Talk: Prepare positive affirmations to counteract negative thoughts.
    • Mindfulness: Focus on the present moment to reduce anxiety about future interactions.
  4. Plan Your Environment:
    • Familiarize yourself with the venue if possible.
    • Identify quiet spots or escape routes where you can take a break if needed.
  5. Engage Your Support System:
    • Inform friends or family about your anxiety and how they can help.
    • Plan to arrive with a friend or meet someone you trust at the party.
  6. Prepare for the Event:
    • Choose a comfortable outfit that makes you feel confident.
    • Plan conversation topics or icebreakers to ease social interactions.
    • Set realistic expectations for yourself (e.g., it’s okay to leave early if you feel overwhelmed).

Step 4: Execution

  1. Pre-Party Preparation:
    • Practice breathing exercises and positive self-talk before leaving.
    • Remind yourself of your coping strategies and support system.
  2. During the Party:
    • Focus on breathing and staying present.
    • Engage with familiar faces first to build confidence.
    • Take breaks if you feel overwhelmed; find a quiet spot or step outside for a few minutes.
  3. Post-Party Reflection:
    • Reflect on what went well and what strategies helped manage your anxiety.
    • Consider any adjustments for future events to improve your experience.

Example

  1. Party Details: A casual gathering at a friend’s house with 20 guests.
  2. Personal Triggers: Crowds and loud music.
  3. Coping Strategies: Deep breathing, positive self-talk, taking breaks.
  4. Environment: Familiarize yourself with the layout of the house and identify a quiet room.
  5. Support System: Plan to arrive with a close friend who understands your anxiety.
  6. Preparation: Choose a comfortable outfit, prepare conversation starters, and set a goal to stay for at least one hour.

Benefits of Systems Thinking in Managing Anxiety

  • Efficiency: Identifies specific factors contributing to anxiety and addresses them systematically.
  • Error Reduction: Reduces the likelihood of being overwhelmed by preparing for known triggers.
  • Flexibility: Allows for adjustments based on real-time feedback during the event.
  • Holistic Approach: Considers all aspects of the situation, from social dynamics to personal coping mechanisms.

By using systems thinking, you can effectively manage your anxiety about attending a party, ensuring you are prepared and supported, and can enjoy the event more comfortably.

Using Systems Thinking for Relationship Issues

Systems thinking involves understanding the complexities and interconnections within a system to address specific problems. When dealing with relationship issues, systems thinking can help identify underlying patterns, root causes, and effective strategies for improvement. Here’s how you can apply systems thinking to relationship issues:

Step 1: Define the System

  • Goal: Improve the relationship and address specific issues.
  • Components: Communication, emotional needs, behaviors, external influences, and conflict resolution strategies.

Step 2: Identify the Interconnections

  • Communication: The quality and style of communication between partners, including listening and expressing needs.
  • Emotional Needs: Each partner’s emotional needs and how they are being met.
  • Behaviors: Actions and behaviors that impact the relationship, both positive and negative.
  • External Influences: Factors outside the relationship that affect it (e.g., work stress, family dynamics).
  • Conflict Resolution: Methods and strategies used to resolve disagreements and conflicts.

Step 3: Develop a Plan

  1. Assess Communication Patterns:
    • Identify how often and how effectively you communicate.
    • Note any recurring communication issues (e.g., misunderstandings, not feeling heard).
  2. Understand Emotional Needs:
    • Each partner should identify their own emotional needs and share them.
    • Recognize and validate each other’s emotional experiences.
  3. Analyze Behaviors:
    • Reflect on behaviors that contribute to or detract from the relationship’s health.
    • Identify patterns of behavior that lead to conflict or dissatisfaction.
  4. Consider External Influences:
    • Discuss how external factors like work, family, and social obligations impact the relationship.
    • Find ways to manage or mitigate these influences.
  5. Evaluate Conflict Resolution Strategies:
    • Review past conflicts and how they were resolved.
    • Identify successful strategies and areas for improvement.

Step 4: Execution

  1. Improve Communication:
    • Set aside regular times for open and honest communication.
    • Practice active listening and ensure both partners feel heard.
    • Use “I” statements to express feelings and needs without blaming.
  2. Address Emotional Needs:
    • Make a conscious effort to meet each other’s emotional needs.
    • Show appreciation and gratitude regularly.
    • Be supportive and empathetic towards each other’s feelings.
  3. Modify Behaviors:
    • Reinforce positive behaviors that strengthen the relationship.
    • Address and change negative behaviors that cause harm or conflict.
    • Develop new, healthy habits together.
  4. Manage External Influences:
    • Create boundaries to protect your relationship from external stressors.
    • Prioritize quality time together despite busy schedules.
    • Seek balance between relationship needs and other obligations.
  5. Enhance Conflict Resolution:
    • Approach conflicts with a problem-solving mindset.
    • Stay calm and avoid escalating the situation.
    • Focus on finding mutually acceptable solutions.

Step 5: Feedback and Adjustment

  • Regular Check-Ins: Schedule regular check-ins to discuss how things are going and address any new issues.
  • Reflect on Progress: Reflect on the improvements and areas that still need work.
  • Adjust Strategies: Be flexible and willing to adjust strategies as needed to better suit the relationship dynamics.

Example

  1. Communication: Partners realize they often misunderstand each other due to busy schedules.
  2. Emotional Needs: One partner needs more quality time, while the other needs verbal affirmation.
  3. Behaviors: Frequent interruptions during conversations lead to frustration.
  4. External Influences: Work stress is affecting their ability to connect.
  5. Conflict Resolution: Past conflicts were often left unresolved, leading to lingering resentment.

Execution Plan

  1. Improve Communication: Set aside 30 minutes each evening to talk without distractions.
  2. Address Emotional Needs: Plan a weekly date night and express appreciation daily.
  3. Modify Behaviors: Agree to let each other finish speaking without interruption.
  4. Manage External Influences: Limit work discussions at home and focus on relaxation techniques.
  5. Enhance Conflict Resolution: Use a “cooling-off” period during arguments and come back to discuss solutions calmly.

Benefits of Systems Thinking in Relationships

  • Efficiency: Identifies specific factors contributing to relationship issues and addresses them systematically.
  • Error Reduction: Reduces the likelihood of recurring issues by addressing root causes.
  • Flexibility: Allows for adjustments based on real-time feedback and changing dynamics.
  • Holistic Approach: Considers all aspects of the relationship, leading to more comprehensive solutions.

By using systems thinking, you can effectively manage and improve your relationship, ensuring that all components work together harmoniously and addressing issues in a structured and systematic way.

Systems thinking can be used for ….

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GIPHY is the platform that animates your world. Find the GIFs, Clips, and Stickers that make your conversations more positive, more expressive, and more you.

I really don’t think that Simon Baron-Cohen checks email or he doesn’t check his spam folder, cuz I emailed him to tell him his study was correct. He doesn’t check his twitter either.

Editorial

The Top-Down

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The Inefficiency of Top-Down Processing: Advocating for Bottom-Up Approaches in Autism Studies

The Problem with Top-Down Processing

Top-down processing, where information is interpreted based on pre-existing knowledge and expectations, is often inefficient. This approach can lead to wasted time focusing on unimportant details and missing critical insights. In autism studies and other areas where solutions need to be found, this method frequently falls short because it imposes preconceived notions rather than allowing observations to shape understanding.

The Inefficiency of Top-Down Processing

Top-down processing starts with a broad overview and narrows down to specifics. This method often involves:

  • Preconceived Notions: Relying on existing theories and expectations, which can bias observations.
  • Wasting Time on Irrelevant Details: Spending time on aspects that might not be relevant to the core issue.
  • Missing Unique Patterns: Overlooking unique or subtle patterns because they don’t fit the existing framework.

The Benefits of Bottom-Up Processing

In contrast, bottom-up processing begins with specific details and builds up to a broader understanding. This approach is particularly effective in fields like autism studies, where detailed observation and data collection are crucial. Here are the key advantages:

  1. Reduction of Errors: Starting from the bottom allows for a detailed examination of each component, making it easier to identify and correct errors early in the process. This systematic approach reduces the likelihood of missing critical errors that could affect the overall understanding.
  2. Finding Unique Patterns: Bottom-up processing helps in identifying unique patterns and variations that might be overlooked in a top-down approach. By focusing on the specifics first, researchers can uncover patterns that contribute to a more accurate and nuanced understanding of autism.
  3. Simpler and More Efficient: Although it may seem slower initially, bottom-up processing simplifies the problem-solving process. By breaking down each stage into manageable parts, it creates a domino effect, accelerating progress as solutions build on each other.
  4. Effective for Developmental Stages: This approach is particularly useful in understanding child development. By breaking down each stage from the beginning and looking for patterns, it becomes easier to identify essential developmental milestones and one-off occurrences. This detailed examination supports better-targeted interventions and support strategies.

A Practical Example: The Laundry Analogy

Consider the process of doing laundry. If you wait a month to do your laundry, the task becomes overwhelming and time-consuming. In contrast, doing laundry every other day simplifies the process, making it easier to manage and reducing the likelihood of missing any important steps. Similarly, bottom-up processing breaks down complex problems into manageable parts, making it easier to address and solve them efficiently.

Conclusion

Bottom-up processing offers a more effective and efficient approach for autism studies and any field where finding solutions is critical. By starting with specific details and building up to a comprehensive understanding, this method reduces errors, uncovers unique patterns, and simplifies the problem-solving process. Embracing bottom-up processing can lead to more accurate insights and better outcomes, particularly in areas requiring detailed observation and analysis.

Editorial

Autism and Accommodations

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The Limitations of Autistic “Accommodations” and the Need for True Inclusivity

In recent years, there has been a growing awareness of the need to accommodate individuals with neurodiverse conditions, including autism. However, the current approach to accommodations often falls short, limiting the potential and well-being of autistic individuals. This issue is reminiscent of past perspectives on dyslexia, where minimal accommodations were deemed sufficient if the individual could meet average expectations.

Historical Perspectives on Accommodations

In historical discussions about dyslexia, the prevailing attitude was that if dyslexic individuals could manage to complete schoolwork and meet average expectations with minimal accommodations, that was deemed satisfactory. This perspective neglected the potential for these individuals to excel if given proper support tailored to their unique ways of thinking. Similarly, current accommodations for autistic individuals often aim for the bare minimum rather than fostering an environment where they can thrive.

Fear of Potential and Resistance to Change

There seems to be an underlying fear among non-autistic individuals that providing full accommodations to autistic people might reveal their superior potential in certain areas of thinking. This fear can manifest in the reluctance to implement accommodations that truly address the needs of autistic individuals. Instead, the accommodations provided are often weak and inadequate, doing little to assist autistic people in their daily lives.

ABA Therapy and Behavioral Compliance

Applied Behavior Analysis (ABA) therapy is a common approach used to improve behavior in autistic children who struggle to cope in their environments. However, instead of modifying the environment to suit the child’s needs, ABA therapy often focuses on changing the child’s behavior to fit the existing environment. This approach is fundamentally flawed because it prioritizes compliance over genuine understanding and support.

Workplace Accommodations and Sensory Overload

In adult life, the inadequacy of accommodations becomes even more apparent. Autistic adults who experience sensory overload in the workplace often find that their needs are not addressed. Workplaces are frequently unwilling to reduce noise and stimulation, leaving autistic individuals to cope with overwhelming environments on their own. This lack of accommodation can lead to significant stress and reduced productivity, further marginalizing autistic people in professional settings.

The Need for True Inclusivity

True inclusivity requires more than just minimal accommodations. It involves a willingness to make significant changes to environments and practices to genuinely support autistic individuals. This means listening to autistic voices and understanding their unique needs, rather than imposing non-autistic standards and expectations. It also means recognizing the value that autistic individuals bring to society and providing the support they need to fully realize their potential.

Conclusion

The current approach to autistic accommodations is insufficient and often counterproductive. By failing to provide meaningful support, we limit the potential of autistic individuals and perpetuate a cycle of misunderstanding and marginalization. It is time to move beyond token gestures and embrace true inclusivity, where the needs of autistic individuals are met with genuine understanding and respect. Only then can we create a society where everyone, regardless of neurological makeup, can thrive.

Editorial

Words and Pictures

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Beyond Words: Understanding and Respecting Autistic Communication Styles

It’s crucial to understand that autistic individuals often think and process the world in fundamentally different ways than non-autistic individuals. For many autistics, thinking in pictures or using visual and sensory experiences is a natural and efficient way to navigate life. This visual thinking is not inferior; it’s simply different.

When therapies and interventions insist that autistic individuals must use words and communicate in ways that are more comfortable for non-autistics, it can feel oppressive and disrespectful. It’s as if the unique, natural ways in which autistic minds work are being dismissed or devalued.

Historical Context of Forced Assimilation

Throughout history, there have been numerous instances where dominant groups have imposed their ways of life on others, often with devastating consequences. For example, during the era of colonialism, indigenous populations were often forced to abandon their languages, traditions, and ways of life in favor of the colonizers’ customs. This resulted in a loss of cultural identity and significant psychological trauma for many indigenous communities.

A more recent example is the forced assimilation policies in the United States and Canada, where indigenous children were taken from their families and placed in residential schools. These schools aimed to “civilize” the children by erasing their native languages and cultures. The long-term impact of these policies has been profound, contributing to intergenerational trauma and the erosion of indigenous cultures.

Scientific Insights into Neurodiversity

Research into neurodiversity underscores the importance of respecting different cognitive styles. Studies have shown that autistic individuals often have enhanced visual and spatial skills, which can be a significant advantage in various fields, such as art, engineering, and computer science (Grandin, 2006). Dr. Temple Grandin, a prominent autistic advocate, has written extensively about how her visual thinking has been instrumental in her success.

Forcing autistic individuals to conform to non-autistic communication styles without considering their natural preferences can be seen as a form of compliance training rather than genuine support. It’s akin to saying, “You must fit into our mold, or you’re not acceptable,” which can be deeply harmful and invalidating.

The Need for Mutual Respect

True inclusivity and support should be about finding a middle ground where both neurotypical and neurodivergent ways of thinking and communicating are respected and valued. Instead of demanding that autistics change to fit into a non-autistic world, we should seek to understand and integrate autistic communication styles. This approach fosters mutual respect and acknowledges the richness that diverse ways of thinking bring to our world.

The philosophy of neurodiversity advocates for the recognition and respect of different neurological conditions as natural variations of the human genome. This perspective encourages society to accommodate these differences rather than trying to “fix” or “normalize” them (Singer, 1998).

Conclusion

Imposing non-autistic communication methods on autistic individuals without mutual compromise echoes the dark chapters of history where conformity was enforced at the expense of cultural and individual identity. By recognizing and valifying neurodiverse communication styles, we move towards a more inclusive and empathetic society.

References:

  • Grandin, T. (2006). Thinking in Pictures, Expanded Edition: My Life with Autism. Vintage.
  • Singer, J. (1998). Odd People In: The Birth of Community amongst People on the Autistic Spectrum: A Personal Exploration of a New Social Movement based on Neurological Diversity.

Editorial

About Me

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Hi! My name is Christina.

Hi Friends! For this I am just going to put in in bullet points and will add to it as I think of things.

I found out I was Autistic and AdHd at age 46. I also have Dyslexia (found out a few months ago) , Vestibular Dysfunction, Audio Processing Disorder, visual processing disorder, and who knows what else. Ill be honest- all of the above is my normal. I don’t know anything else and have lots and lots of compensation methods and tools galore!

  • I was a colicky baby, cried all the time. The only thing that could soothe me was a ride in the car.
  • When I was a toddler I drank “a poison something” from under the kitchen sink. Had to be medevac via doorless Army helicopter to base hospital
  • My preschool (age 4) thought I was deaf because I didn’t respond to my name.
  • I liked to run away (elopement )in stores. A few times I got lost.
  • My mother described me as never wanting to be touched or talked too. She didn’t worry that I would walk away with a stranger because I never talked.
  • My non talking, or minimal talking went unnoticed. In fact being “seen and not heard” was rewarded. (it was the 80’s)
  • I did average in school.
  • I grew up in a low noise, structured home with lots and lots of routine. Bedtime,eating, chores…..was consistent and enforced.
  • I make a lot of mistakes constantly and was punished constantly. I lived in a authoritative household.
  • Unfortunately grounding me to my room did not bother me. My mother always complained sending me to my room did nothing, because I liked it.
  • I read a lot in my childhood and watched A LOT of TV. I have always been fascinated by people.
  • My father had a library of national geographic magazines and historical books. I spent a lot of time reading those and a lot of maps. I love maps. We camped every weekend and fished when I was a kid. My job was to clean the salmon that were caught that day.
  • I spent a lot of time with my grandparents growing up. My grandfather loved geology and loved answering why questions. He was infinitely patient.My grandmother was quite the lady and very social. She never minded me being around her when she was with her friends. My grandfather taught me cribbage and like to watch me beat his friends at the game.
  • My grandfather introduced to me to my first novel at age 9. John Saul a suspense thriller. He read all the time and everywhere. I was the same.

Ok – enough past stuff- I get to missing my grandparents.

  • I have chickens and ducks. I built a pond filtration system using recycled water barrels.
  • I have three kids. My daughter who is 26, Otto 10, Axel 8.
  • I am married. My husband has funded this project with his business, I am so grateful.
  • I have 10 Chameleons, 5 Panther Chameleons and 5 Veiled Chameleons. I have a snake, bearded dragon, and false chameleon.
  • I was attending college and was going to go to UNLV. I was becoming to overstimulated trying figure out instructions, stupid stuff. Teachers kept giving me a hard time like I was manipulating them. So I quit. I choose when I am overstimulated not others choose for me. I also will not change my words to sound non autistic anymore. I am autistic. I write autistic. I think Autistic. I won’t apologize for that.
  • I have had trouble with my kids school. Axel has Dyslexia and ADHD like myself, and Otto Autism. Teachers and staff are just ignorant.

A few of my favorite things and pictures