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Autism from the inside


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There Are Two Types of “Social Emotional Agnosia” in Autism

abstract background close up construction

 

“Typical” Social Emotional Agnosia

Social emotional agnosia is the inability to see and/or perceive body language, facial expression and tone of voice, this mean that the person is only “seeing” factual information this rides along side an secondary factors such as a language processing disorder, alexithymia, mood, compulsive and anxiety disorders for example.

This tends to be found in people with a diagnosis of Asperger’ syndrome and is related the right hemisphere for the brain up to 30% also have faceblindness and sensory hypersensitivities.

“Perceptual” Social Emotional Agnosia

If we think of visual information up to 70% of is visual so what if a person simultagnosia? The inability to perceive more than one thing in their visual field rendering the ability to take in “social” information difficult, perceiving faces, objects and surroundings as “pieces”. What if the person has a receptive aphasia, auditory verbal agnosia and cannot retain information secondary to oral apraxia, verbal agnosias, exposure anxiety , mood, compulsive and anxiety disorders for example.

This tends to be found in people with a diagnosis of Autism and is related to the left hemisphere of the brain and the occiptal lobes and sensory perceptual disorders.

Image result for shoes paired Image result for shoes paired

You can have two pairs of shoes that “look” the same but once you look inside them you realise they are different in terms of “mechanics” that would mean differing styles of learning, communication and mentalising will come into play.

Paul Isaacs 2018


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Most Common “Pieces” in People’s Autism “Fruit Salad”

Autism Most Common Image

Donna Williams’ (Polly Samuel) set a legacy in what the adjective “autism” meant it was like a bowl of fruit and different pieces of fruit mean different things in this overview she covered in the image above the most common aspects of someone autism “fruit salad.”

 

 

Social Emotional Agnosia – Not perceiving body language, tone of voice and facial experiences means that person only “sees” and “hears” facts that means that the person maybe socially anxious and may need information shared to them (including emotional supply) in factual/pragmatic way.

Faceblindness – A person who doesn’t recognise people by their faces this means the person may connect more with the what the person is wearing, hairstyles, jewellery, voice patterns, walking gait. context is also an issue such as meeting people and/or getting used to seeing someone one context may not translate to another. You may need to ask them is they struggle with faces.

Simultagnosia – (Object Blindness) – A person who only see’s pieces of a their visual field and not wholes this could mean that the person finds certain environments difficult to navigate, people, places, objects may be hard to track causing anxiety, overload and on the opposite end euphoria and “sensory highs” that is person who is addicted to their own “chemical highs”. Lightening, colours, patterns, colours, stairs (surface changes), shadows will all have an impact on perception.

Alexithymia – A person who does not process and/or perceive their emotions in “real-time” this can cause a reactionary delay meaning the person is always “trailing behind” to some degree and may give surface “responses” rather than “connected” responses. Give the person time to respond.

Dyspraxia & Overload – A person is struggles to motor-ordination issues, the movement of their body and limbs in and around their environment being prone to overload could be due to the brain and bodies movement not being in tandem causing/triggering chemical imbalances.

Lack of Simultaneous – Self and Other – A person who can do either “all self no other” and/or “all other no self” this means the a shared sense of “social” may be delayed and the mono-tracked way of conversing may have to be adapted to allow time between “switching”.

Language Processing Disorder – A language processing disorder can come in many forms and presentations the ability to find words (anomia), the ability to construct sentences (pragmatics) and the ability to receive and express meaning with interpretation some people may be “meaning deaf” (aphasia, verbal auditory agnosia) and need for example object of references gesture and tone and other who are literal in their perception and have atonia may need facts and to limit body language.

Communication Disorders – Some people may get tongue tied, stammer, are “tone-deaf”, have tourette’s, have verbal agnosia and talk through echolalia (TV shows, Jingles, DVDs and TV shows), some people have oral apraxia (the ability to use their tongue and facial muscles) having visual perceptual issues and associated personality types which in turn have an impact on style and/presentation.

Exposure Anxiety – A person who is triggered by direct communication and “exposure” triggering compulsive, avoidance, retaliation and diversion responses meaning that “direct communication” you may need to use a “indirectly confrontational response” such as focusing on the object, situation not the person, humanising objects.

Lack Of Mentalising – The inability to “juggle” information with a level of coherence this could be to do with information processing delays, sensory perceptual disorders, social perception and/or language processing this means that you need to work out the person’s “system” of integrating information with associated meaning.

Personality, Identity and Attachment – This is how the person sees themselves, differing personality types will colour a person’s interpersonal wants and needs and communication styles, sexuality and gender

Mental Health – These associated conditions will have an impact on presentation such as mood, impulse control, anxiety, dissociation and attachment disorders.

Physical Issues – They may have auto-immune disorders, disorders of metabolism, dietary disabilities, genetic anomalies which have an impact on overall functioning.

Paul Isaacs 2018

 


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So What is Simultagnosia & Semantic Agnosia? In The Context Of Autism?

Image result for occipital lobes and simultagnosia

Note: This is from a personal perspective

Simultagnosia is a condition that effects the occiptal lobes of the brain this is where visual perception and processing is connected, it also can have an impact on visual association, language perception/processing and overall navigation of the visual world around you.

“Blindisms” 

For me it meant not being able to access the visual world with coherence rendering me unable to access with my “eyes” and having to build up the visual world in a “non-visual” way such as.

  • Smelling
  • Touching 
  • Sculpting
  • Licking
  • Tapping
  • Moving

This started early in my development with my Mum’s observations thinking I was both deaf and blind (which is a common observation with people with visual agnosias) I was imprinting through EXTERNAL stimulus to build up a representation and connecting through other sensory modulations to make sense of the experience around me.

“Mapping” A System

As I have got older and with more awareness of the condition I have system in place where I do not hide anything from my view and placement of objects are important in relation to their context.

Context & Relevance

I still have a level of context blindness which means that things that are not being used “lose there relevance” (what they are, their use and function in relation to the environment) I may mistake objects for other things entirely and/or be caught up in how they make me feel rather than what they are.

Paul Isaacs 2018

 

 


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Tinted Lenses, Visual Perceptual Disorders and Bridging The Gap Between “Non-Visual and Visual Worlds”

Note – This is from a personal perspective

Visual Agnosia Image 2017 

VISUAL PERCEPTION & AUTISM 

Some people on the autism spectrum have problems with filtering visual information which in turn distorts perception and what one is seeing, interpretation what someone takes out of what is being seen in terms of context and association and mentalisation that ability to internalise and integrate the visual memory in the form of a coherent, connected and retrievable memory.

WHAT TINTS CAN BE USED FOR?

If people live in a world of being object blind and meaning blind and ultimately context blind this can have an impact on socialising, bounding, learning and having the ability to retrieve multiple forms of incoming visual information at once. Tints work for people in different ways (if they are needed at all) – for some its sensory integration disorder, for some it is a level of dyspraxia, information overload and coordination, for some it is building up a visual context because of simultagnosia and/or semantic agnosia, for some its processing faces, for some its recognising and building upon and reading social cues, for some it is getting a sense of “self and other”, for some it is visual learning difficulties such as dyslexia, dyscalculia and being able to read and write with coherence, for some its aphasia and/or verbal agnosia and gaining a better grasp of language.

Donna Williams 2011

PERSONAL PERSPECTIVES 

70% of incoming information is visual and we take that information in as light waves – essentially as color. Tinted lenses are filters. They filter out different light waves. This reduces the level of incoming information which leaves a person more processing time. This can have different effects in different people. For some it may just help them relax more or feel more comfortable looking at faces or making eye contact, help them handle places with bright lights or being outside. For some it will allow them to read comfortably and with meaning or improve depth perception. For others it may help them better process language and ultimately speak more fluently. For some it may help them see things as a whole and recognise objects, faces, places, and begin to read context and social cues or have a better processing of a simultaneous sense of self and other.

Donna Williams 

Tinted lenses have helped me glue together a world which was largely bits and pieces that seemed shattered and unendurable, people shatter into fragments, objects floating with no clear base, foreground and background interchangeable, familiar voices with no face that seemed to match the warmth of familiarity. My language was also impacted to a certain degree with no internalisation of the visuals around me. Now I have tints they have made able to see faces with a level of coherence, looking at faces now I see a “whole” rather than “pieces” I am able to focus on their movements, body language and words, I can walk down the street and look at faces, places and people with a level with a level of coherence, I am able to better gauge “self and other” in conversations. I still have visual perceptual disorders however the tints have opened up and bridged my “non-visual to visual” world greatly.

Paul Isaacs 

Paul Isaacs 2017


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Autism, Visual Agnosias And Making Connections

Note this is from a personal perspective

As a child my Mum thought I was “deaf and blind” and this was to do with both “blindisms” and “deafisms” this is how it presented itself through behaviours that I did show.

Baby Pictures Deck Chair I Year Old

  • Staring through objects and people and appearing “blind”.
  • Getting stimulation and “lost” such as  staring at water, lint and small  fragments this would include finger flicking and hand flapping to “bind together” visual information and give coheranence.
  • Poking the side of my eyes to create colours also forcing my eyes shut at night to create internal colours and shapes.
  • Focusing on mouths rather than a whole face (which I couldn’t process as a cohesive whole).
  • Processing people in “pieces” focusing on one part of the body and neglecting everything else (this extends to the whole visual field).
  • Getting an external “reality” from  kinaesthetic/tactile association such as touching, licking, sniffing, tapping rubbing  my surroundings these are my “eyes”.
  • Connecting with people by “sculpting” their faces, rustling through their hair and thus creating association/bonding.
  • Using peripheral vision rather than using my central visual field sot “shut off” a part of visual processing.
  • Being lost meant that others had to find me.
  • Fluctuations and distortions in depth percpetion, foreground and background.
  • Filling in my time with repetition such as echolalia, videos and music that are unconscious thought and “being” as opposed to conscious thought and “doing”.
  • Finding people asking me directly to “do” difficult jolting my reality this is secondary to langauge processing disorders, aphasia, aqquistion of  “self” and “other”  which is also a result of exposure anxiety and problems with direct confrontation.
  • Finding objects, placement and context has to be formed on a personal level that means all things of significance and relevance must be on display.
  • When objects are not moving their reality is not acknowledged.

Context, Language and Perception

Having a level of visual agnosia, simultagnosia, prosopagnosia and semantic agnosia meant that association and context was and is at times is very difficult. As well as having a level of aphasia which meant the visual/language link took a long time to bridge and form.

Tinted lenses have helped bring a level of visual binding, coherence and an ability to keep up with visual information at a much quicker rate, recognise non-verbal cues and sort out my placement while moving from place to place.

Paul Isaacs 2017


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Autism: A Very Sensory Christmas

family-christmas-early-90s

 

Note: This is from a personal perspective

One of the amusing observations from my parents was my indifference to Christmas in the my early infant years, this would be noted as they would wait eagerly excited on the day while I would still be fast asleep in my bedroom coming down later in the day.

OBSERVATIONS

Another observation was my facial indifference to the event at hand the lack of excitement as each present was opened. My Mum can remember one year they bought me a bike which was perched on the fireplace (not lit of course) she seemed bemused that I didn’t go to the biggest first opening the presents scattered around the tree, when it came to the bike being opened she can remember me staring indifferently at the bike with no seemingly no acknowledgement of what it was or the significance of what it meant.

Looking a back at these two observations I can see many different aspects of what was going on from the inside and how observationally they caused confusion with my parents.

WHAT COULD BEEN  SEEN MAY NOT REFLECT “INSIDE”

One of the conditions I have noted about is simultagnosia and seeing things in bits along side aphasia and language processing issues these hidden blockages no doubt would have an impact on how I physically expressed my emotions to the outside world, be it in this case contextually joy, excitement and love.

All these things I feel and felt but because of visual perceptual issues, language processing, alexithymia and information processing delays these were not seen by my parents however other aspects of Christmas did excite me such as the colourful wrapping paper, glittered tree decorations and the twinkling lights but it was much more instant for me to access how I felt about a present would take longer so time would be needed. As the years progressed so did my level of understanding of what was going on.

I was happy at Christmas. 🙂

Paul Isaacs 2016


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Autism, Visual Distortion, Non-Visual Thinking & Image Break-up

There are many people on the spectrum such as Temple Grandin that have strong visual memories not only for fact retrieval but in her case she has used her visual way processing to help her with her career in animal slaughter.

CONNECTING WORDS, SYNESTHESIA & LANGUAGE 

Some people on the autism have problems with not only processing visuals in “real-time” but also accessing it, contextualising it and having what I call “image retrieval” this means the person in question may not only have problems processing and internalising what is around them (visually) they may well have issues with image retrieval this means they may not connect the image with word because they have no idea what the image is so there is no were for the “word” to or they may have an issue once they have processed the image to give it the correct word that is associated with it. For me words have to be associated with a “feeling” not emotional specifically but how the object for example “felt” as I am typing this will remember the typewriter by the “texture” of the keys that my fingers are touching.

MEANING AND INFORMATION “BLOCKAGES”

This may sound and look odd for the onlooker and rightfully so – but is the person has so many sensory “blockages” touch in the context of “meaning” may well be one of the only ways in which they can access the “world” in way which is not only comforting (for some) but meaningful its relevance.

SEMANTICS AND PERCEPTION

This may well not be just restricted to touch and feeling it may well also include licking, sniffing, mouthing too to objects, people and the physically surroundings. Visual break-up may look like the child is blind which in my case my Mum thought I was which would indicate I was showing behaviours of a blind person. (as well as a deaf person because of auditory processing).

Paul Isaacs 2016