Autism Humor – Same Old

I have a profound compassion and respect for individuals with autism, their families, and their caregivers. The world in which they live is one that the majority will not only never understand, but one few make an effort to comprehend on a deeper level.

Though many of my own eccentricities and experiences pale in comparison to these individuals, I believe I am drawn to them because I do – on a minor scale – commiserate. There are certain tendencies or challenges that I deal with such as:

  1. Misophonia
  2. Intense preference for / sensitivity to certain sounds (therefore, at times, need for full silence…or music…or earplugs)
  3. Difficulty focusing or concentrating unless under certain conditions
  4. Sensitivity to light
  5. When I was younger, anxiety surrounding social interaction (I couldn’t even ask for food at a snack bar!)
  6. Need for a heavy blanket or pressure when I sleep, or the sense of being in an alcove in order to be comfortable 
  7. When I was younger, I also had trouble making friends – I’m still very much a lone wolf and need massive amounts of space and time to myself
  8. A tendency to take words very literally, and not forget them
  9. Too quiet and too chatty!

And…though I’m not ultra rigid to the point of breakdown, I have a strong preference for routine. When it comes to food, for example, I stick with the same (fortunately healthy) things. ALL the time. In part, its preference. In part, my body prefers it that way, not unlike some individuals with autism.

I used to feel badly about my “quirks” – embarrassed even! But I’ve realized that not only am I not alone in these traits, (and also not less of a person because of them!) but that they afford me the ability to help others who suffer greatly as a result of extreme variations of them. Certain sounds push me to the edge but then I think about the fact that understanding what that feels like gives me an edge in understanding the more extreme experience someone else is having. . .and that means more compassion. Compassion is something this community deserves in spades.

My “quirks” have also taught me the humor of it all. In life we all face challenges, both big and small. If we can find the humor in our situation, we can help others find the humor as well, not to mention keep ourselves on a healthy wavelength most of the time.

The community I have the great fortune to work with teaches me about not taking everything so seriously all the time…about finding the beauty in each of us in spite of some differences (and we ALL have “stuff!”)…and that a positive approach will help us see the gifts we’ve been given…even those born of adversity.

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Autism And Other Pervasive Disorders – Idioms And Literal Language

I’ve been taking a graduate course in autism spectrum disorder (ASD) over the last few months and I’ve loved it so much more than I can say. Having been out of the school circuit for 17 years, it’s definitely been eye-opening across the board! But nothing beats the feeling of learning more about ASD and other pervasive developmental diseases – I’ve truly found my passion, and am ever eager to apply what I learn to my volunteer work with children, teens, and adults of varying disabilities.

In a recent discussion we talked about idioms – a type of “language” that we all use without really thinking about it. Neither, therefore, do many of us consider the implications on individuals with autism or other developmental disabilities and delays. As I prepared for the discussion, I realized that I couldn’t think of any I had used “off the top!” Sure enough, as I snooped about online, I discovered I use quite a few. For example:

All ears                                                It takes two to tango

Blessing in disguise                          Method to the madness

Chomp at the bit                                Not playing with a full deck

Cry over spilt milk                             Off his rocker

Curiosity killed the cat                      Once in a blue moon

Devil’s advocate                                 Over the moon

Silver lining                                         Piece of cake

Hit the hay                                          Speak of the devil

Hit the nail on the head                    Take it with a grain of salt

My classmates also came up with a hefty array of phrases, many of which I hear or say myself (“I lost my marbles!” comes to mind. 🙂 )  In combination with meticulous observation of my own idiom usage (for the purposes of this assignment) I found that I say them with relative frequency in every day speech. . .as does just about everyone around me. The funny thing is that I actually had to look up examples – using idioms is so much a part of our language that I wasn’t even aware. This sentiment was, as it turns out, shared by my classmates…

Having learned throughout my course that individuals with ASD often take language literally – truly at its face value – I am now far more attentive to my verbal language when communicating with them. Paired with deficits in social skillsets (such as joint attention, inability to read body language, verbal tone, cues and so forth), the literal translation of idioms could pose a substantial challenge during interaction. Our course has touched on the multitude of challenges that children with ASD face in the realm of communication (which includes a lot more than just “verbal language.”) The point has also been made that it isn’t always obvious to an outsider that someone with ASD won’t understand conversation, as some have a large (and impressive!) vocabularies.

I recall once saying (prior to my class, in a volunteer capacity) “you could be a pro!” to a child with ASD kicking a soccer ball. He asked what I meant and I realized that I didn’t say “professional soccer player,” which is what I needed to express in order for him to understand my meaning. While not an idiom per se, the language was not complete – an abbreviation I took for granted was not clear to him. This experience was eye-opening and I realized I needed to up my awareness when conversing with an individual with ASD. It is not at all a matter of intelligence – I find many to be incredibly bright…and they are! – more that I need to recognize the common trait of taking words exactly as spoken. I myself have a tendency to read into what I hear, sometimes taking comments as literal and serious.

Despite that English is my only fluent language, I always loved learning foreign languages in school. I remember purchasing books that offered slang and street French / Italian (even Latin!) so that I could perhaps utilize the language in the way native speakers do…or at least follow their conversation. Slang and idioms are a HUGE part of a culture’s social structure – they are thrown around with such frequency that not understanding them can pose a substantial language barrier as well as, at worst, flat-out social isolation. Think about learning a new language in school, then being immersed in that culture. The stream of communication of someone native to the language will be riddled with idioms – we all do it! We might then find ourselves saying, “what do you mean?” just like the child with ASD asked me.

This is a massive task for teachers because there are infinite ways in which idioms may present, and there are in the order of twenty-five thousand in English alone. (Wikipedia, as retrieved from: https://en.wikipedia.org/wiki/Idiom ) We read an article written by Temple Grandin earlier in the course and she mentioned how she has to mentally retrieve visuals and concrete memories based on previous experiences to know how to respond appropriately in social situations – what a daunting task! When we study a specific technique in Ninjutsu (a current Martial Art of mine) we sometimes discuss that the founders of the Art did not always teach a follow-up submission or takedown with it – the reasoning was that there are so many permutations, the task would not only be overwhelming, but students would be trying to remember far too many combinations (diverting attention from the more important fundamentals.) Way to go, Temple, for mastering that ability!

In the case of language, however, not learning idiomatic expressions will absolutely leave a child at a disadvantage – out of the realm in which peers and others knowledgeable about their disabilities (and therefore able to accommodate), an individual with ASD may be left bewildered by the normal conversational style of society. Again, as above, potentially leading to isolation and less opportunity for interactions (which also means less practice!)

Teaching generalization is vital for the individuals, and I do think key idioms must be addressed. That all said, I think that a learning program must – as all instruction – be highly specific, and tailored to the individual with ASD. If he or she is at a level at which more can be mentally digested, perhaps more idioms can be taught – but I sincerely believe that core fundamentals of are crucial, and must – as an order of operations – be learned before attempting to master more descriptive, idiomatic expressions. (I did see, per the below, a plethora of visual representations of idioms, which would be a perfect way to introduce them to children with ASD!)