Autism: [WAC 392-172A 0135] … means a developmental disability significantly affecting verbal and non verbal communication and social interaction, generally evident before age three, that adversely affects a student’s educational performance. Other characteristics often associated with Autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.
The Davis Hypothesis on Autism: A Sense-ational Life …
• Autism is not a disease, it often is a sensory related condition
• Hyper-sensitive beings with highly inconvenient behavior
• Stress impairs Social Learning development
• Repetitive behaviors and hyper focus are compensation strategies
• Autism; a sense-a-tional life; sensory perception
• Autism; discovering the gift within
• Considerations and Strategies
Autism is NOT a disease, nor is it a condition requiring a cure. From my perspective, it is a part of life; a sensory response by amazing individuals who often experience an extraordinary gift of empathy, sensitivity, and sensory receptive perception, which may require intensive therapy [social – expressive language – sensory]. It also requires parents, teachers, and other loved ones to extend themselves to new levels of love and understanding for Autism related symptoms are often highly inconvenient and challenge conventional wisdom about developmental benchmarks and social appropriateness.
I do not believe that Autism is caused by vaccinations. Nevertheless, the invasive impact of vaccinations often presents extreme symptoms by kids on the spectrum due to their acute, fragile, and often delicate sensory response. This hyper sensitivity is also observed within the context of diet and nutrition. As hyper-sensitive beings, children may react to the vaccination in an adverse manner and by doing so, this may lend one to believe the extreme Autism manifestations are due to the vaccination. Same goes for inflammatory responses due to wheat, gluten, dairy, and other allergen prone foods which many of us tolerate while those on the spectrum may experience life altering physical reactions. Furthermore, due to an intense level of sensory receptive perception, many diagnosed with Autism, appear to shut down socially and close themselves off due to sensory overload, especially as the child is just beginning to acclimatize to the world outside them self (1-3 years old). What makes this so profound is that typical developmental growth patterns of infants and toddlers is founded upon interaction with their environments at this time. This is when most of us learn the fundamental social skills associated with language, cultural norms, and interpersonal relations. In contrast, many children on the spectrum, shut themselves off from the outside world due to the intensity of their sensory experience. How many of us feel the need to “get away” when we feel overwhelmed and over-stimulated? Most everyone; seems like a natural response to a crazy world.
As a result of the limited social language interaction due to the isolation or separation, a developing child on the spectrum may experience considerable skill impairment in social receptive/expressive language. Though the impairment may appear significant compared to a typically developing child, social / language skill development follows a continuum, and most likely, stays the course but within a unique timeframe; their own developmental time line requiring therapeutic support, direct instruction, patience, and understanding along the way. These kids are remarkable young people who are shaping their environments around them in ways beyond conventional wisdom and require understanding outside the box in light of traditional developmental patterns.
This social learning hypothesis is based upon brain research associated with young children and social skill development. According to internationally reknown biologist Dr. Bruce Lipton, the author of The Biology of Belief, states, “Children, whose brains are mostly operating at this frequency through six years of age, can download the incredible volume of information they need to thrive in their environment. The ability to process vast quantity of information is an important neurological adaption to facilitate this information-intense process of enculturation.” For those on the Autism spectrum, the frequency is different due to the “sixth sense” nature of their unusually acute sensory perception. As a result, life may feel like an AM radio in between stations, experiencing a whole lot of static.
Nevertheless, we are wired to experience enculturation during this critical developmental period and Social skill development plays an important role in this process. As a result of sensory perception overload, many children on the Autism spectrum experience hyper development of the hormone cortisol as a result of these stressful perceptual experiences and this may impair their early stage development, in particular, social skills. As I compare kids on the spectrum to babies and young children experiencing other hyper-stressful life conditions, such as adopted children coming from East European orphanages, the impact of stress and specifically, its impact on social skill development, I notice similar biological responses: the over production of cortisol clinically impairs behavior and learning due to its impact on brain development. Related research conducted by Holden (1996) is cited in The Biology of Belief connecting the dots between stress, anxiety, cortisol, and cognitive impairment. I would suggest anyone wanting to explore this link further, should review research related to the amygdala, Autism, and anxiety. Most notably, the amygdala is an essential component of the brain related to sensory input, “flight or fright” responses, and cognitive development.
Furthermore, in contrast to popular belief, Autistic children often do not truly shut down, nor are they cognitively / emotionally in a coma-like state. Those on the spectrum who can express themselves easily frequently describe a feeling of being overwhelmed through over stimulation and self-prescribe isolation from the environment. Developmentally, many of the kids are intellectually focused, and put forth all of their cognitive acumen toward repetitive activities and familiar settings; both may serve as an organic compensation due to hyper anxiety; by soothing one’s soul and easing the environmental influenced tension. Most notably, these initial learning patterns often touch upon innate gifts, talents, and learning styles. Many of the students I serve as an education advocate demonstrate extraordinary aptitudes and endowments much earlier than their typically developing peers. Nevertheless, the inconvenient aspects of these repetitive behavior patterns or hyper-focused interests are often described as an “unwillingness to accept change or an adverse response to transitions.” Specifically, these behaviors do not create “kodak moments” within the family photo album; in fact, it can create a serious level of tension within the family structure as well as at school. We all are aware of the intensity often experienced with children walking the sensory integration experience.
So from my experience as an educator, Special Education advocate, and a parent trying to make sense of it all, the gifts found within Autism are extraordinary [in fact, sense-ational!] for these kids are absolutely profound in the manner by which they relate to the world around them. Without a doubt, sensory empathy (or sensitivity) in its immature state may appear very challenging at best (and often inconvenient) but then again, as the continuum evolves, this gift becomes more apparent and shines in so many ways. Our children are a blessing and contribute to the mosaic of life way beyond anything we initially imagined. Unfortunately, many people tend to adversely respond to autistic diversity by placing preconceived notions into the mix and “pegging” these children as “Autistic” as if there is a one-size-fits-all category for these remarkable kids. Often this label may not always be welcome nor encouraging. This is where the rub begins for each child is truly a square peg within a round hole, a unique individual. And education advocacy, one of the essential tools within an emerging kit, will help create a more successful path for each child as he/she moves through life within their own continuum. He/she is truly a gift to behold and his/her contribution to the world also requires an unfolding on its own time. As the child’s best advocate, parents with kids on the spectrum are trailblazing a new path, unlike anything else anyone has ever seen before for each child is walking their own path for each piece of the mosaic is unlike any other. I am certain it’s more important to fix the round hole rather than the square peg!
Considerations and Strategies:
One of the most fascinating elements of the Autism experience, from my perspective, is how early-on the “gift” seems to present itself. Within a typical developing child, we often begin to see natural talents evolve just prior to the pre-adolescent period, 9-11 years old. Then again, many on the spectrum, appear to exhibit gifts, talents, and highly focused interests as early as 2-3 years of age. I believe this surfaces due to a number of possibilities:
• High interest focus / obsessive –compulsion interests are comfort zones for our kids on the spectrum due to the hyper-anxiety associated with sensory overload. Though a 4 year old may obsess with Thomas the Train, this doesn’t mean that he or she will grow up to be a conductor, but there are processing tendencies & talents that may be found within this obsession. Most importantly, we need to spend time observing and watching for patterns rather than passing judgment how strange or bizarre these compulsive interests may be.
• Also, due to the nature of social skill development, often children on the Spectrum are not influenced by compliance or a desire to seek adult affirmation within the typical developmental pattern. This need to conform emotionally may have been weeded out during their initial developmental stage earlier addressed when the kids were between the ages of 1.5 and 6 years old. iration, and talents, rather than those presented by their parents and teachers. As a result, many of our Autism Spectrum kids follow their own internal motivation, inspiration, and interests. Most often, effective Autism based education plans (IEP) highlight, “Build curriculum and instruction upon the student’s interests.” In contrast, once a kid on the spectrum learns a social rule, they often adhere to it with intense intellectual adherence and once again, demonstrate inflexibility toward more situational interpretations of these guidelines.
• From a metaphysical interpretation of spiritual design or a simplistic perspective that life serves as a puzzle and each one of us is a piece of the larger mosaic, I believe these kids are extraordinary by nature and are essential components of this puzzle. In fact, their talents, gifts, and aptitudes are exactly what we need as we move deeper into the 21st century. ?Through a Conscious Evolution lens, Futurist and Philosopher Barbara Marx Hubbard envisions our new millennium as follows: “It is a vision and a direction evolutionary to help us navigate through this transitional period to the next stage of human evolution. As Einstein admonished, humankind cannot solve its problems from the same place of consciousness in which we created them. A new place of consciousness is required. In simple terms Conscious Evolution takes place when we intend to grow in consciousness and use our increasing awareness to guide our actions and achieve a positive future.” I trust our children are part of this evolutionary progression and are bringing an extraordinary set of tools and aptitudes as members of this process. Necessary tools include: unusually refined sensory perception, empathy, and talents associated with new economies, technologies, and value systems. Unfortunately, most systems today, like school, community, and society as a whole, have not fully embraced this model. As a result, the transition may be a bit awkward at times and definitely, inconvenient.
Yes, the Autism Spectrum sense-a-tional experience is a remarkable path. Every child is truly a gift. But this path also puts friends, families, parents, and children in an astonishing state of inconvenience socially as well as emotionally. And this may be simply best described when others are not at ease [dis-ease]. Nevertheless, though the learning path each child follows is so unlike anything ever imagined, it is both a sensory path as well as a learning process. So the best we can do for our kids on the spectrum maybe the following:
• Help others to understand and appreciate each child, his/her gifts, and the challenges he/she faces; be his or her greatest cheerleader!
• Build upon strengths and interests; and front load everything at all times through hyper-vigilant pre-planning; be your child’s number one advocate.
• Seek out support within the Advocacy community for you will be facing significant challenges for your child is clearly a “square peg in a round hole”; find other square pegs and be an active member of a larger community.
• And most notably, seek the expertise of a Behavior Analyst in addition to the other therapists you may already work with. A highly skilled Behavior Analyst will help guide the learning process from “good intentions” to good instruction for many of the inconvenient behaviors associated with Autism require a strong therapeutic approach in social/receptive/expressive areas of communication. Many of these skills are natural to the typically developing 2-6 year old, but in the context of a late developing child, a highly skilled therapist is often required. Also, within the realm of sensory perception, self-regulation skills are vital in this process.
• Consider a spiritual path; one that embraces the gift within! Be a part of something much greater than one self and experience the support of a spiritual community. Your child is already a member of something metaphysically in play.
Best to you and yours,
Larry Martin Davis
Special Education Advocacy.org
(206) 914 0975
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