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Autism from the inside


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Autism and Anti- Bullying Week – Advocating & Acknowledging Different Autism “Fruit Salads”

Image result for bullying image

The word “autism” is a describing adjective of and “experience” and multi-layered condition of “conditions” a “fruit salad” as the late Donna Williams had noted from looking at her own autism and observation of others through her consultancy work.

So with that in mind what can bullying be down to? Many factors of course can be noted such as perceived vulnerability and/or threat, a noted and/or varied amount of insecurities within the bully themselves and of course any other contributing environmental factors that propel and/or ignore or not acknowledge that bullying is happening so what can be the contributing factors? Within in a person’s “autism fruit salad”?

Social emotional agnosia

This is to do with social perception so if someone doesn’t read body language, tone of voice or facial expression all they have left is facts this could lead the person to being picked on, left out and struggle to integrate into conversations between their peers and/or left overwhelmed.

Simultagnosia (Object blindness) & Prosopagnosia (Faceblindness)

The person may perceive things in pieces and not wholes making visual tracking of the environment difficult to manage meaning they are “lost” and struggle to find connections and visual coherence.

They may also have faceblindness as well meaning blindness meaning that bounding with the peoples via their peers faces is difficult. Leading to errors in communication and not knowing who people are, this may lead to teasing and/or bullying by their peers.

Semantic Agnosia (Meaning blindness)

Seventy percent of information is visual so what if a person on the spectrum is only using thirty percent information to perceive? They may use their hands, feet, tongue and body to externalise their surroundings in order to internalise, this includes objects and people.

As this system may not be fully understood by their peers around them it may lead to social misunderstandings, fear and/or exclusion due to a person being highly tactile.

Integration of “Self and Other”

Some people with autism may struggle with a “shared” sense of “social” the developmental underpinnings are to do with development of language and possibly having a more multi-tracked system of bringing together multiple forms of information at once.

So the person may only be able to do “all self no other” meaning the person may seem to not listen to others and project, and/or not project and not answer when it’s the other way round “all self no other” this could lead to teasing because of the lack of fluency between the “switching” by peers.

Meaning Deafness

Differing levels of language processing means that the person may not be able to keep track of what is being said, its relevance and or significance. If the person is resorted to just hearing “sounds” and not bridging the sounds into “meaning” the person may struggle with interpretive language.

Exposure Anxiety

EA was first described by Donna Williams in her book “Nobody Nowhere” in 1991 and later and hand book on the condition in 2003. EA creates involuntary diversion and retaliation responses when a feeling of “exposure” is triggered the nervous system then reactions with such responses as echolalic litanies (that go nowhere), spitting, hitting (others and/or themselves), swearing, running away and/or freezing (mutism).

People are directly confrontational in their language to one another with EA the person may benefit from an indirectly confrontational approach. Peers may be baffled on/or even confused by the differing responses this may lead to being teased, left out and picked on.

Other Things To Consider

  • Personality Types
  • Learning Styles/Variations
  • Dietary Disabilities
  • Mental Health Co-Conditions

Conclusion

If we are looking at advocacy we must first look at all perspectives of what is being experienced by the person on the autism spectrum and their peers and bringing a hopeful inclusion tailored by

  • Information sharing
  • Perspective taking
  • Healthy validation 
  • Inclusion

Advocacy of Autism as a “Fruit Salad”

By looking at the multifaceted nature of the word “autism” one must look beyond the stereotypes, beyond the rhetoric and once people open up to being healthily challenged, empowered and acknowledged then we can look forward to the future.

Links

Books

Nobody Nowhere D.Williams 1991

Exposure Anxiety D.Williams  2003

Autism: An Inside Out Approach D.Williams 1996

The Jumbled Jigsaw D.Williams 2005

Living Through The Haze P.Isaacs 2nd Edition 2016

Understanding & Supporting Autistic Students In Specialised Schools P.Isaacs 2013

Blogs

What is Autism? D.Williams 2014

Differences Between Aspergers and Autism “Fruit Salads D.Williams 2012

There Are Two Types of “Social Emotional Agnosia P.lsaacs 2018

Visual Perceptual Disorders In Children With Autism D.Williams 2011

Tinted Lenses, Visual Perceptual Disorders and Bridging The Gap Between “Non-Visual and Visual Worlds P.Isaacs 2017

Was Michael Jackson autistic or one of the most famous people with Exposure Anxiety? D.Williams 2009 

Link to Original Article Anna Kennedy Online

Paul Isaacs 2018


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Autism & Personality Types? Why Aren’t They Being Looked at Too?

Image result for personality types

Autism  Personality Types? Why Aren’t They Being Looked at Too?

 There are many stereotypes and reductive views about what autism is and how it is presented sometimes it is a whisper that becomes so overt that it travels lengthy ways and gets ingrained and not challenged by the people it is supplied to.

Challenging the Status Quo?

The late Donna Williams (Polly Samuels) always was the eloquent trailblazer of challenging the entrenched status quo of what the word “autism” means. In essence it is an adjective and observational social construct of a set of characteristics. Moving forward to her “fruit salad analogy” she breaks it down into different types of information processing of differing TYPES and differing DEGREES that present an array of differing CHALLNEGES for the person.

Personality and Development

I have always been interested not only the developmental aspects that come with autism but also how personality types and their disordered extremes seem to get ignored and/ or not event recognised as a part of the person. I often wonder how damaging that could be if the individuals personhood is not seen then what is left?

Personality Types, Different Motivations, Different Presentations

Human beings have up to 4 to 6 personality types some of them ride along with each other quite smoothly, others are direct contradiction to one another, others maybe a more even mixture while others are so wild in their differences that it’s hard to pick them apart.

Personality types within people means they have

  • Different Drivers (wants, needs, belief systems and desires)
  • Different expression of language (expression, interaction)
  • Different ways of socialising (expression, understanding, preferences)
  • Different personal motivations (friendship and relationships)
  • Different “inner worlds” (mentalising and belief systems)

Example of “Autistic and Non-Autistic” Personality Types

Some of personality types may look more “autistic” in expression such as being conscientious and/or solitary while others not so much if not at all such as the mercurial and/or leisurely personality type.

Conclusion

What if some of the present issues in the person are to do with overlapping types that goes into “disordered extremes”?  And so the presentation is being inaccurately referenced, told and/or said to be “the autism”.

Paul Isaacs 2018


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Autism, Musings of a Faceblind and Object Blind Child

As I child the lack of visual and facial coherence meant that the visual world didn’t pry for the bonding and connective meanings that relied of multiple visual stimulus’, faces meant nothing and visual association was hollow, flat and soulless so I didn’t apply the connections of “me”, you” and “I”.

My first friend was “water” not the interpretive word but the emotional recoil that I gathered and like a friend it was there to give and take. I would see the puddles, flush the toilets and knew from them what would come. A timely wave of energy which was a akin to expectation as the water flowed the twinkles of spray in the surrounding area and the light shards bouncing off the sun in the morning.

“Bear” was used as a transitional object he was large, course and scratchy and would sit next to me in the car when my parents went out and about.

The Mirror in the bathroom and other places was a constant source of fascination it took me until 16 to released that “him” was “me” but I found it a comfort not to be alone.

On a pre-conscious level I was “sensing” and “tuning in” to an apart of myself which I wasn’t able to make the connection with in real time so it was slow process from infancy to mid-teenage hood. Having a level of aphasia, visual-verbal agnosias delayed the process but I am thankful to have given myself a “project” to work on and to bridge the gap between my world, the world and other peoples worlds.

This was a feeback loop in which I was finding other through self and self through other (the sense that the person in the mirror was “other”) this brought upon the slow bridging between my internal world of sensing to a level of intereptation.

Paul Isaacs 2018


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Autism – The Crossover from “Sensing” to “Meaning”

Sensing vs Interpretation 2918 image

 

Note this is from a personal perspective

Talking yesterday to friend about speech and language I thought it was interesting to see progression the inner feelings of someone who has gone through significant challenges in receptive and expressive language. I can remember a whole host of disconnected emotions that came flooding towards my person when speech slowly developed in terms of expression, a whirl wind of patterns, phonics and placements in my collective unglued memory and figured out by the ages of eight a system of external placement, phonic placement and movement sequences that helped me connect with the outer world around me.

However what was challenging from both emotional and integration point of view was taking a step away from the system of “sensing” (Donna Wiliiams 1998) a state of pre-consciousness, patterns, thematics and “feelings” that answered and questioned, that supplied and didn’t demand, that sang but didn’t shout, that gave and took in relevance of the moment it was captured. A place which “being” was the name of the game and “storing information” was redundant and futile.

It was a world in which in my own way I had found connects through external sensory modulation as explained so switching my “systems” was much a painful and frustrating experience as I can ever remember my connected chatter annoyed and scared me and the connected words would then bring upon the attention of connected response to which I was not readily to respond.

So was it like losing a friend well at that point yes I was making subtle yet significant transition into the world of interpretation, cladding, hierarchy and applied meaning for someone who was profoundly meaning deaf and meaning blind to those concepts it certainly makes sense why I wanted to “go back” into a world of “sensing” it was in reflection both a prison and sanctuary, solitude and disarray and home and wilderness all at once.

We (human beings) all come from the system of “sensing” however my personal experience is being “there” for a longer allotted period and many ways I am still there with reflective gaining and personal developmental progressions that have come with it.

Paul Isaacs 2018


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Egotisms vs. “Developemtnal Egocentrisms” – Understanding “Other Through Self” In Autism

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Note this is from a personal perspective

To be a egotist one must have a self-inflated sense of “self” (the ego) in which everything has to be about them, for them and with them you could construed this a narcissism and unhealthy relationship with ego and the ability to get “other” as necessary part of life. This doesn’t mean that people with autism cannot be egotists by the way.

Oxford Living Definition

1.1 Centred in or arising from a person’s own individual existence or perspective.

‘Egocentric spatial perception’

“Developmental” Egocentrism

This on the “surface” in its multiple forms see like the “same” if a  person taps on the surface this could be as so but what is the person is trying (unconsciously in some cases) to understand other?

Faceblindness and Mirrors

It took me years up to the age of 16 years to realise that the “friend” that followed me into the bathroom and public toilets was “me” I sought a lot of comfort from “him” as I stared into the mirror I wasn’t aware that it was “self” so I played with the “friend” pulling faces, gestures, expression contorting my features etc. Transfixed I would struggled to perceive that was in the mirror was behind “me” leaning the toward the mirror I would try to pick things out of it not understanding the concept of “mirror” is reflection one’s own physical form.

Meaning Deafness and Echolalia

I would have contradictory experience with being profoundly meaning deaf all around me was fragmented people making “soundscapes” to one another this would both intrigue, annoy and frightening me depending on the context, the people and the situation. Listening to jingles, TV shows and VHS’ was indirectly and opening for “other” I could follow the patterns of the program endlessly as they were in the end a linear form of repetition of sounds, colours and movements.

Visual perception and Making Connections

Being both meaning blind and object blind meant my visual world was redundant and I was only using up to 30 percent of information (taking into account visual perception is around 70 percent of information). I would “live” in a system of sensing (before typical interpretations and applied meaning) for connected experiences they had to come from other senses, touch, taste, smell and movement gave “life” to my physical environment. I would connect with “people” in a fragmented manner smell, touch, patterns of movement etc.

Using One’s Own “System”

I have no doubt in  reflection on my experiences that I have made progression in many areas however the point I am trying to make is the context of autism is that “developmental egocentric systems” in my case were used as “bridge” unconsciously or otherwise understand “other”. The internal struggle was the blockages developmentally and neurologically to extract my own though systems, interpretive systems and inner/outer dialogue of coherence at time where I could not get a shared “sense of social”.

Paul Isaacs 2018


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An “Autistic Mind?” Really?

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Stretched along a small fractional time-span of life which I have lived in comparison to the elders around me, I sought to wonder my inked mind of swirlyness in which fragments put out of the ghost-like fog like bearing lanterns in London in times of old.

My mind is blocked in certain areas of passage but not as much as it used to be in terms of having a “seeing mind” and “hearing brain” that boggles with pre-filtered thoughts that extract readily through my fingertips as if a giant piece of knowledge was wailed with me knowing why or what it is used for.

I would say if anything my mind is “human” as subjective as a term should be, but never the less as true as the sun in the sky and the forests in the wood that is in mind at the heart of the matter, the core that runs the coils, the heart-mind that beast my inner cavern of light and darkly thoughts .

My eager soul is not wanting the when whole cake of me to be seen as “autistic” because in the end if you had an “autistic cake” would it really just taste of “autism” I think it tastes of so much more drenched a mouth of fruitful flavoursome differences that colour my being stretched on a canvas of existence.

Paul Isaacs 2018


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Left Hemisphere, Right Hemisphere & The “Mechanics” Of Autism “Fruit Salads”

Autism and Aspergers Hemishpere Image

When looking at autism “fruit salads” and function of both brain hemispheres it is interesting look at the difficulties in each area.

Looking at Donna Williams’ work on the subject of the differences between “Aspie” and “Autie” fruit salads was to do with hemisphere dominance and neglect a trade off between on or the other with “Aspinauts” being the “grey area” of in-between.

On a personal note I always thought she was on to something and looking at this simple table backs it up, consultancy observations, personal experiences and tireless effort to give people a better understanding of both DISablity and disABILITY with autism.

http://brain.web-us.com/brain/LRBrain.html

Left Right Brain Functions Aspergers Autism Image 2018

Right Hemishpere (Asperger’s) “Fruit Salad”

Extralinguistic Deficits

Again, RHD patients are unlikely to display the kinds of phonological, syntactic or semantic problems associated with aphasia. However, although they do not typically have many specific language problems, they definitely have difficulty communicating. This impairment seems to follow from an inability to integrate information; RHD patients apparently do not make adequate use of context in their interpretations of linguistic or nonlinguistic messages. They have difficulty distinguishing significant from unimportant information. For example a patient of mine when asked to describe the “Cookie Theft” picture card from the Boston focused on irrelevant features without describing the overall picture. Some aphasics with typical left hemisphere lesions present with executive function disturbance similar to right hemisphere syndrome.

Literal Interpretations

RHD patients may be able to comprehend only the literal meaning of language. Thus, they will often fail to understand many jokes, metaphors, irony, sarcasm, and common sayings that include figurative language. For example, if an RHD patient hears someone say that they are about to “hit the ceiling,” he might assume that the person is really about to begin striking the ceiling. Such a patient may also have trouble understanding indirect requests. For example, if he is asked if he “could open the window,” he may fail to identify this as a polite request and simply answer “yes” rather than opening the window.

These problems with figurative language may be viewed as one manifestation of the inability to base interpretations on context.

Difficulty identifying relevant information

When listening to a conversation or reading, an RHD patient may fail to abstract the main point contained in the information being shared. This happens in spite of the fact that, unlike an aphasic, the patient can understand all the individual words and grammatical structures used. For RHD patients, it appears that their comprehension of everyday language is impaired by a failure to distinguish important information from irrelevant detail and also by an inability to integrate According to Blake 2007, RH patients have difficulty comprehending non-literal language, humor, and multiple interpretations Furthermore, Blake says that their difficulty with language production includes: impulsivity, inefficiency, and egocentricity. She also says that the same problems are seen in traumatic brain injury.

Inability to interpret body language and facial expressions

In a conversation, RHD may miss out on important cues that should tell them about the emotional state and true intention of the person with whom they are interacting. This inability to interpret body language and facial expression may be related to an overall failure to use context in the interpretation of individual pieces of information. Problems with the interpretation of facial expression may also be due to the fact that RHD patients often fail to maintain eye contact with their conversation partners.

Flat affect

RHD patients may fail to display a wide range of facial expressions themselves. Also their speech is frequently aprosodic, or lacking variations in pitch and stress. Some patients will sound “robot-like,” and thus be unable to express emotion or changes in meaning via changes in intonation. These patients will no longer be able to vary pitch to signal the difference between a question and a statement or use word stress changes within a sentence to signal a difference in meaning.

Problems with Conversational Rules

RHD patients may fail to follow conversational rules, including those governing turn-taking, the initiation and closure of a conversation. RHD patients may tend to dominate conversations, as they are frequently verbose. They may also fail to properly estimate levels of shared knowledge, failing to give the listener enough background information to understand their statements. According to Myers and Mackisack (1990), RHD patients appear to not care about the needs of the listener. They, like children in an early developmental phase, may assume too much knowledge on the part of the listener; or not enough. They appear to answer without adequate search for the right answer. They also may fail to pick up on non verbal cues that signal listener’s reactions.

Impulsivity

RHD patients may exhibit poor judgment and problem solving abilities. They may require constant supervision due to a tendency to attempt tasks of which they are no longer physically capable. This may be related to anosognosia. They may also exhibit impulsivity in the sense of failing to censor the statements they make to other people.

Confabulation

RHD patients may make untrue statements. These do not usually seem to be deliberate lies. According to Brownwell et al. (1995), this may be the patient’s way of responding to his own confusion rather than attempts to mislead the listener

The Neuroscience on the Web Series:
CMSD 636 Neuropathologies of Language and Cognition

CSU, Chico, Patrick McCaffrey, Ph.D.

There tends to be a lower level of visual-verbal processing difficulties in this profile, social emotional agnosia, alexithymia, issues around a shared “sense” of social, self and other. Internal mentalising (to gain meaning)  would make sense.

 

Left Hemisphere (Autism)  “Fruit Salad”
  • Sensory disturbances, weakness or paralysis on the right side of the body. Read more.
  • Impaired vision on the right hand side of both eyes. (hemianopia)
  • Speech and language problems (aphasia).
  • Difficulties in recognizing objects (agnosia).
  • Problems with daily activities, routines that used to go well (apraxia).
  • Reduced memory for verbal (spoken) matters.
  • Decrease in analytical skills.
  • Problems with chronology (in order of time, cause and effect)
  • Reduced timing and speed of skills
  • Confusing left and right
  • Difficulty in dealing with numbers, understand numbers and dealing with money
  • Become slow
  • Exhibit insecure, anxious and withdrawn behavior
  • Risk of depression
  • Chance of changing moods, easily overwhelmed by emotions

© 2014 – 2018 Braininjury-explanation.com Foundation

There seems to be a higher level of visual-verbal processing difficulties, language processing disorder, sensory perctupaul agnosias, problem with a sense of “self” and other.  External mentalising (to gain meaning) would make sense.

Paul Isaacs 2018