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autismcopies

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#autismcopies

TEN TRAITS 1) We are deep philosophical thinkers and writers; gifted in the sense of our level of thinking. Perhaps poets, professors, authors, or avid readers of nonfictional genre. I don’t believe you can have Aspergers without being highly-intelligent by mainstream standards. Perhaps that is part of the issue at hand, the extreme intelligence leading to an over-active mind and high anxiety. We see things at multiple levels, including our own place in the world and our own thinking processes. We analyze our existence, the meaning of life, the meaning of everything continually. We are serious and matter-of-fact. Nothing is taken for granted, simplified, or easy. Everything is complex.

2) We are innocent, naive, and honest. Do we lie? Yes. Do we like to lie? No. Things that are hard for us to understand: manipulation, disloyalty, vindictive behavior, and retaliation. Are we easily fooled and conned, particularly before we grow wiser to the ways of the world? Absolutely, yes. Confusion, feeling misplaced, isolated, overwhelmed, and simply plopped down on the wrong universe, are all parts of the Aspie experience. Can we learn to adapt? Yes. Is it always hard to fit in at some level? Yes. Can we out grow our character traits? No.

3) We are escape artists. We know how to escape. It’s the way we survive this place. We escape through our fixations, obsessions, over-interest in a subject, our imaginings, and even made up reality. We escape and make sense of our world through mental processing, in spoken or written form. We escape in the rhythm of words. We escape in our philosophizing. As children, we had pretend friends or animals, maybe witches or spirit friends, even extraterrestrial buddies. We escaped in our play, imitating what we’d seen on television or in walking life, taking on the role of a teacher, actress in a play, movie star. If we had friends, we were either their instructor or boss, telling them what to do, where to stand, and how to talk, or we were the “baby,” blindly following our friends wherever they went. We saw friends as “pawn” like; similar to a chess game, we moved them into the best position for us. We escaped our own identity by taking on one friend’s identity. We dressed like her, spoke like her, adapted our own self to her (or his) likes and dislikes. We became masters at imitation, without recognizing what we were doing. We escaped through music. Through the repeated lyrics or rhythm of a song–through everything that song stirred in us. We escaped into fantasies, what could be, projections, dreams, and fairy-tale-endings. We obsessed over collecting objects, maybe stickers, mystical unicorns, or books. We may have escaped through a relationship with a lover. We delve into an alternate state of mind, so we could breathe, maybe momentarily taking on another dialect, personality, or view of the world. Numbers brought ease. Counting, categorizing, organizing, rearranging. At parties, if we went, we might have escaped into a closet, the outskirts, outdoors, or at the side of our best friend. We may have escaped through substance abuse, including food, or through hiding in our homes. What did it mean to relax? To rest? To play without structure or goal? Nothing was for fun, everything had to have purpose. When we resurfaced, we became confused. What had we missed? What had we left behind? What would we cling to next?

4) We have comorbid attributes of other syndromes/disorders/conditions. We often have OCD tendencies (Obsessive Compulsive Disorder), sensory issues (with sight, sound, texture, smells, taste), generalized anxiety and/or a sense we are always unsafe or in pending danger, particularly in crowded public places. We may have been labeled with seemingly polar extremes: depressed/over-joyed, lazy/over-active, inconsiderate/over-sensitive, lacking awareness/attention to detail, low-focus/high-focus. We may have poor muscle tone, be double-jointed, and lack in our motor-skills. We may hold our pencil “incorrectly.” We may have eating disorders, food obsessions, and struggles with diet. We may have irritable bowel, Fibromyalgia, chronic fatigue, and other immune-challenges. We may have sought out answers to why we seemed to see the world differently than others we knew, only to be told we were attention seekers, paranoid, hypochondriacs, or too focused on diagnoses and labels. Our personhood was challenged on the sole basis that we “knew” we were different but couldn’t prove it to the world and/or our personhood was oppressed as we attempted to be and act like someone we were not. We still question our place in the world, who we are, who we are expected to be, searching for the “rights” and “wrongs;” and then, as we grow and realize there are no true answers, that everything is theory-based and limited, we wonder where to search.

5) We learn that to fit in we have to “fake” it. Through trial and error we lost friends. We over-shared, spilling out intimate details to strangers; we raised our hand too much in class, or didn’t raise our hand at all; we had little impulse control with our speaking, monopolizing conversations and bringing the subject back to ourselves. We aren’t narcissistic and controlling–we know we are not, but we come across that way. We bring the subject back to ourselves because that is how we make sense of our world, that is how we believe we connect. We use our grasp of the world as our foundation, our way of making sense of another. We share our feelings and understandings in order to reach out. We don’t mean to sound ego-centered or over zealous. It’s all we know. We can’t change how we see the world. But we do change what we say. We hold a lot inside. A lot of what we see going on about us, a lot of what our bodies feel, what our minds conjecture. We hold so much inside, as we attempt to communicate correctly. We push back the conversational difficulties we experience, e.g., the concepts of acceptable and accurate eye contact, tone of voice, proximity of body, stance, posture–push it all back, and try to focus on what someone is saying with all the do’s and don’ts hammering in our mind. We come out of a conversation exhausted, questioning if we “acted” the socially acceptable way, wondering if we have offended, contradicted, hurt, or embarrassed others or ourselves. We learn that people aren’t as open or trusting as we are. That others hold back and filter their thoughts. We learn that our brains are different. We learn to survive means we must pretend.

6) We seek refuge at home or at a safe place. The days we know we don’t have to be anywhere, talk to anyone, answer any calls, or leave the house, are the days we take a deep breath and relax. If one person will be visiting, we perceive the visit as a threat; knowing logically the threat isn’t real, doesn’t relieve a drop of the anxiety. We have feelings of dread about even one event on the calendar. Even something as simple as a self-imposed obligation, such as leaving the house to walk the dog, can cause extreme anxiety. It’s more than going out into society; it’s all the steps that are involved in leaving–all the rules, routines, and norms. Choices can be overwhelming: what to wear, to shower or not, what to eat, what time to be back, how to organize time, how to act outside the house….all these thoughts can pop up. Sensory processing can go into overload; the shirt might be scratchy, the bra pokey, the shoes too tight. Even the steps to getting ready can seem boggled with choices–should I brush my teeth or shower first, should I finish that email, should I call her back now or when I return, should I go at all? Maybe staying home feels better, but by adulthood we know it is socially “healthier” to get out of the house, to interact, to take in fresh air, to exercise, to share. But going out doesn’t feel healthy to us, because it doesn’t feel safe. For those of us that have tried CBT (Cognitive Behavior Therapy), we try to tell ourselves all the “right” words, to convince ourselves our thought patterns are simply wired incorrectly, to reassure ourself we are safe…the problem then becomes this other layer of rules we should apply, that of the cognitive-behavior set of rules. So even the supposed therapeutic self-talk becomes yet another set of hoops to jump through before stepping foot out of the house. To curl up on the couch with a clean pet, a cotton blanket, a warm cup of tea, and a movie or good book may become our refuge. At least for the moment, we can stop the thoughts associated with having to make decisions and having to face the world. A simple task has simple rules.

7) We are sensitive. We are sensitive when we sleep, maybe needing a certain mattress, pillow, and earplugs, and particularly comfortable clothing. Some need long-sleaves, some short. Temperature needs to be just so. No air blowing from the heater vent, no traffic noise, no noise period. We are sensitive even in our dream state, perhaps having intense and colorful dreams, anxiety-ridden dreams, or maybe precognitive dreams. Our sensitivity might expand to being highly-intuitive of others’ feelings, which is a paradox, considering the limitations of our social communication skills. We seek out information in written or verbally spoken form, sometimes over-thinking something someone said and reliving the ways we ought to have responded. We take criticism to heart, not necessarily longing for perfection, but for the opportunity to be understood and accepted. It seems we have inferiority complexes, but with careful analysis, we don’t feel inferior, but rather unseen, unheard, and misunderstood. Definitely misunderstood. At one point or another, we question if in fact we are genetic hybrids, mutations, aliens, or displaced spirits–as we simply feel like we’ve landed on the wrong planet. We are highly susceptible to outsiders’ view points and opinions. If someone tells us this or that, we may adapt our view of life to this or that, continually in search of the “right” and “correct” way. We may jump from one religious realm to another, in search of the “right” path or may run away from aspects of religion because of all the questions that arise in theorizing. As we grow older, we understand more of how our minds work, which makes living sometimes even more difficult; because now we can step outside ourselves and see what we are doing, know how we our feeling, yet still recognize our limitations. We work hard and produce a lot in a small amount of time. When others question our works, we may become hurt, as our work we perceive as an extension of ourselves. Isn’t everything an extension of ourselves–at least our perception and illusion of reality? Sometimes we stop sharing our work in hopes of avoiding opinions, criticism, and judgment. We dislike words and events that hurt others and hurt animals. We may have collected insects, saved a fallen bird, or rescued pets. We have a huge compassion for suffering, as we have experienced deep levels of suffering. We are very sensitive to substances, such as foods, caffeine, alcohol, medications, environmental toxins, and perfumes; a little amount of one substance can have extreme effects on our emotional and/or physical state.

8) We are ourselves and we aren’t ourselves. Between imitating others and copying the ways of the world, and trying to be honest, and having no choice but to be “real,” we find ourselves trapped between pretending to be normal and showing all our cards. It’s a difficult state. Sometimes we don’t realize when we are imitating someone else or taking on their interests, or when we are suppressing our true wishes in order to avoid ridicule. We have an odd sense of self. We know we are an individual with unique traits and attributes, with uniques feelings, desires, passions, goals, and interests, but at the same time we recognize we so desperately want to fit in that we might have adapted or conformed many aspects about ourselves. Some of us might reject societal norms and expectations all together, embracing their oddities and individuality, only to find themselves extremely isolated. There is an in between place where an aspie girl can be herself and fit in, but finding that place and staying in that place takes a lot of work and processing. Some of us have a hard time recognizing facial features and memorize people by their clothes, tone of voice and hairstyle. Some of us have a hard time understanding what we physically look like. We might switch our preference in hairstyles, clothes, interests, and hobbies frequently, as we attempt to manage to keep up with our changing sense of self and our place. We can gain the ability to love ourselves, accept ourselves, and be happy with our lives, but this usually takes much inner-work and self-analysis. Part of self-acceptance comes with the recognition that everyone is unique, everyone has challenges, and everyone is struggling to find this invented norm. When we recognize there are no rules, and no guide map to life, we may be able to breathe easier, and finally explore what makes us happy.

9) Feelings and other people’s actions are confusing. Others’ feelings and our own feelings are confusing to the extent there are no set rules to feelings. We think logically, and even though we are (despite what others think) sensitive, compassionate, intuitive, and understanding, many emotions remain illogical and unpredictable. We may expect that by acting a certain way we can achieve a certain result, but in dealing with emotions, we find the intended results don’t manifest. We speak frankly and literally. In our youth, jokes go over our heads; we are the last to laugh, if we laugh at all, and sometimes ourselves the subject of the joke. We are confused when others make fun of us, ostracize us, decide they don’t want to be our friend, shun us, belittle us, trick us, and especially betray us. We may have trouble identifying feelings unless they are extremes. We might have trouble with the emotion of hate and dislike. We may hold grudges and feel pain from a situation years later, but at the same time find it easier to forgive than hold a grudge. We might feel sorry for someone who has persecuted or hurt us. Personal feelings of anger, outrage, deep love, fear, giddiness, and anticipation seem to be easier to identify than emotions of joy, satisfaction, calmness, and serenity. Sometimes situations, conversations, or events are perceived as black or white, one way or another, and the middle spectrum is overlooked or misunderstood. A small fight might signal the end of a relationship and collapse of one’s world, where a small compliment might boost us into a state of bliss.

10) We have difficulty with executive functioning. The way we process the world is different. Tasks that others take for granted, can cause us extreme hardship. Learning to drive a car, to tuck in the sheets of a bed, to even round the corner of a hallway, can be troublesome. Our spacial awareness and depth-awareness seems off. Some will never drive on a freeway, never parallel park, and/or never drive. Others will panic following directions while driving. New places offer their own set of challenges. Elevators, turning on and off faucets, unlocking doors, finding our car in a parking lot, (even our keys in our purse), and managing computers, electronic devices, or anything that requires a reasonable amount of steps, dexterity, or know-how can rouse in us a sense of panic. While we might be grand organizers, as organizing brings us a sense of comfort, the thought of repairing, fixing, or locating something causes distress. Doing the bills, cleaning the house, sorting through school papers, scheduling appointments, keeping track of times on the calendar, and preparing for a party can cause anxiety. Tasks may be avoided. Cleaning may seem insurmountable. Where to begin? How long should I do something? Is this the right way? Are all questions that might come to mind. Sometimes we step outside of ourselves and imagine a stranger entering our home, and question what they would do if they were in our shoes. We reach out to others’ rules of what is right, even in isolation, even to do the simplest of things. Sometimes we reorganize in an attempt to make things right or to make things easier. Only life doesn’t seem to get easier. Some of us are affected in the way we calculate numbers or in reading. We may have dyslexia or other learning disabilities. We may solve problems and sort out situations much differently than most others. We like to categorize in our mind and find patterns, and when ideas don’t fit, we don’t know where to put them. Putting on shoes, zipping or buttoning clothes, carrying or packing groceries, all of these actions can pose trouble. We might leave the house with mismatched socks, our shirt buttoned incorrectly, and our sweater inside out. We find the simple act of going grocery shopping hard: getting dressed, making a list, leaving the house, driving to the store, and choosing objects on the shelves is overwhelming.

By Autisticality

#autismcopies

Social

1. Differences in body language and nonverbal communication.

A. Different use of eye contact.

  • May use eye contact more or less frequently than others.
  • May use eye contact only in specific situations (e.g. only with familiar people, or only with strangers).
  • May use eye contact in different ways or at different times than others.

B. Different use of vocal tone.

  • May use less variation in tone than others, or not use tone deliberately to add meaning.
  • May use more variation in tone than others, or have a ‘sing-song’ quality to speech.
  • May speak more loudly or quietly than others.

C. Different use of gestures and body language.

  • May use fewer gestures than others.
  • May not use body language deliberately to communicate.
  • May use different types of body language than others to communicate.
  • May use gestures more often than others.

D. Different use of facial expressions.

  • May use less variation in facial expression than others.
  • May not deliberately use facial expressions to communicate.
  • May use different types of facial expressions from others.
  • May use more expressive or extreme facial expressions than others.

Differences in verbal communication.

A. Different use of literal and metaphorical communication.

  • May use entirely literal language.
  • May use unusual types of metaphor and analogy.
  • May focus on precision and accuracy in words used.
  • May use words to have different meanings than others.

B. Different use of speech.

  • May have difficulty speaking in certain situations, such as under stress.
  • May not use words at all.
  • May use echolalia (repeating specific words or phrases) to communicate.
  • May have a strong preference for text-based communication or difficulty using speech.
  • May have a strong preference for speech or difficulty using text-based communication.

2. Differences in interaction and relationships.

A. Different desire for relationships.

  • May not want or need social relationships much or at all.
  • May want specific types of relationships but not others.
  • May form unusual types of relationship dynamic or be less bound by social norms.
  • May be very reliant on social norms and rules to guide relationships.

B. Different preferences for groups.

  • May need one-to-one interactions and struggle in larger groups.
  • May need larger group interactions and struggle one-to-one.
  • May need more structure and rules in group interactions.
  • May find presenting to crowds easier than reciprocal interactions.

C. Different preferences for interactions.

  • May prefer practical and pragmatic interactions or have difficulty with unfocused interactions.
  • May not be able to focus on interacting at the same time as other activities or inputs.
  • May prefer parallel interactions or have difficulty with direct interactions.

D. Different social instincts to other people.

  • May have trouble communicating with others, especially non-autistic people.
  • May be drawn towards other autistic people for relationships.
  • May be socially outcast by others.
  • May feel like part of a different culture.

Sensory

1. Differences in sensory sensitivity.

A. Over-sensitivity to certain senses or specific sensations (e.g. bright lights, specific textures, strong smells, loud noises).

  • May experience pain at sensations which others do not strongly react to.
  • May become ill or uncomfortable at sensations which others do not strongly react to.
  • May be distressed and want to avoid or escape sensations which others do not strongly react to.

B. Under-sensitivity to certain senses or specific sensations (e.g. pain, temperature, taste).

  • May not notice sensations which others usually react to.
  • May not be able to distinguish between sensations which others usually can.
  • May need more intense input in a certain sensation than others usually do.

C. Narrower comfortable range of certain senses or specific sensations.

  • May struggle to find a comfortable intensity of input.
  • May easily become over- and under-sensitive to certain sensations.
  • May need very particular type or intensity of input.

2. Strong enjoyment, desire, or need for certain types of sensory input. Demonstrated by stimming (self-stimulation) behaviour.

A. Visual stimming.

  • May stare at certain lights, patterns, shapes or colours.
  • May stare at certain moving objects, changing or flashing lights.

B. Pressure stimming.

  • May apply pressure from weighted objects.
  • May sit or lay in postures which apply pressure from body weight.

C. Vestibular stimming.

  • May move in certain ways like rocking or spinning.
  • May seek activities which involve swinging, fast acceleration, or other types of movement.

D. Proprioceptive stimming.

  • May move body in specific ways such as hand flapping, waving, twirling hair.
  • May touch and hold onto objects and surroundings.

E. Tactile stimming.

  • May be drawn to the feeling of particular objects or textures.
  • May stroke or rub objects against certain body parts like hands and face.

F. Auditory stimming.

  • May use mouth, voice, and body to make particular sounds.
  • May use objects to make particular sounds.

G. Other types of stimming.

  • May be very drawn to specific smells, tastes, or other sensations.
  • May be very drawn to particular intense sensory experiences (e.g. spicy food).
  • May stim in ways which combine multiple different types of sensation.

3. Other differences in sensory processing.

A. Different ways of processing multiple or combined sensations.

  • May have difficulty separating sensory experiences into individual parts.
  • May have difficulty combining individual parts into one sensory experience.

B. Difficulty with sensory modulation.

  • May have difficulty attending to relevant stimuli.
  • May have difficulty tuning out irrelevant stimuli.
  • May need a __controlled environment __with few sensory inputs at the same time.

C. Other specific differences or difficulties in processing.

  • May have__ trouble understanding or decoding speech__ (auditory processing disorder).
  • May have blending or merging of different senses (synaesthesia).

Cognitive

####1. Strength of focus and rigidity.

A. Intense focus and interests.

  • May spend the majority of time focused on few specific interests.
  • May concentrate on certain topics or activities for long periods of time.
  • May have strong emotional attachment to interest topics.
  • May have in-depth and expert knowledge about interest topics.

B. Preference for routine and sameness.

  • May have specific routines for days, weeks, or certain activities.
  • May be distressed and disoriented when routines or plans are disrupted.
  • May need to plan things carefully in advance.
  • May be more anxious than others when in new or unfamiliar situations.

2. Difference in cognitive abilities.

A. Differences in executive function.

  • May have strengths or weaknesses in one or more types of memory (e.g. short-term, long-term).
  • May have difficult planning and executing a series of steps or actions.
  • May have difficulty identifying and solving problems.
  • May have difficulty concentrating on relevant information or input.
  • May have difficulty starting, stopping, or changing activities.
  • May have poor impulse control.
  • May have poor sense of time.

B. Differences in experiencing and processing emotions.

  • May mistake physical sensations for emotions, and vice-versa.
  • May have difficulty identifying or naming emotions (alexithymia).
  • May have difficulty recognising or understanding others’ emotions.
  • May involuntarily experience others’ emotions.

C. Different spread of cognitive skills.

  • May have slower processing speed than others.
  • May have extreme strength in specific areas (e.g. nonverbal reasoning, language, music, mathematics).
  • May have face-blindness (prosopagnosia).
  • May have skills which vary more than others over time.

1. Difference in thinking styles.

A. Different approach to details.

  • May have a strong tendency to notice details before, or instead of, overall ‘big picture’.
  • May have a strong tendency to notice overall ‘big picture’ before, or instead of, details.
  • May have difficulty creating examples from a general idea.
  • May have difficulty generalising from specific examples.

B. Different approach to patterns and systems.

  • May be skilled in recognising patterns.
  • May be skilled in identifying minor details and errors.
  • May be skilled in systemising subjects such as mathematics, science, puzzles, languages.
  • May enjoy organising and arranging information or objects.

C. Different ways of processing and making decisions.

  • May have a tendency for ‘black-and-white’ thinking and logical extremes.
  • May have a strong preference for particular ways of reasoning (e.g. logic, emotion).
  • May seem to think ‘outside the box’ or reach conclusions in different ways to others.

Variation

1. Variation of traits.

A. Long-term variation.

  • May change throughout development from childhood to adulthood.
  • May change over years during adulthood.

B. Environment.

  • May be more sensitive to overload when already stressed, ill, or tired.
  • May use different social behaviour depending on social situation.

2. Variation of presentation.

A. Conscious variation.

  • May deliberately mask traits in certain situations.
  • May use learned rules to replace instincts.

B. Unconscious variation.

  • May have learned masking behaviour from early childhood.
  • May have trauma or mental illness which affects presentation of traits.

Source

#autismcopies

Original (gendered) Source: “Aspergirls” by Rudy Simone

Appearance / Personal Habits

  • Dresses comfortably due to sensory issues and practicality
  • Will not spend much time on grooming and hair. Hairstyles usually have to be ‘wash and wear’. Can be quite happy not grooming at all at times.
  • Eccentric personality; may be reflected in appearance
  • Is youthful for their age, in looks, dress, behaviour, and tastes
  • Usually a little more expressive in face and gesture than some other Autistic people
  • May have androgynous traits. Thinks of themself as half-male/half female
  • May not have a strong sense of identity, and can be very chameleon-like, especially before diagnosis
  • Enjoys reading and films as a retreat, often scifi, fantasy, children’s, can have favourites which are a refuge
  • Uses control as a stress management technique; rules, discipline, rigid in certain habits, which will contradict their seeming unconventionality.
  • Usually happiest at home or in other controlled environment.

Intellectual / Giftedness / Education / Vocation

  • May have been diagnosed as Autistic when young, or may have been thought of as gifted, shy, sensitive, etc. May also have had obvious or severe learning deficits
  • Often musical, artistic
  • May have a savant skill or strong talent(s)
  • May have a__ strong interest__ in computers, games, science, graphic design, inventing, things of a technological and visual nature. More verbal thinkers may gravitate to writing, languages, cultural studies, psychology
  • May have been a self-taught reader, been hyperlexic as a child, and will possess a wide variety of other self-taught skills as well
  • May be highly educated but will have had to struggle with social aspects of college. May have one or many partial degrees
  • Can be very passionate about a course of study or job, and then change direction or go completely cold on it very quickly
  • Will often have trouble holding onto a job and may find employment daunting
  • Highly intelligent, yet sometimes can be slow to comprehend due to sensory and cognitive processing issues
  • Will not do well with verbal instruction – needs to write down or draw diagram
  • Obsessions (passions / special interests) are not necessarily unusual

Emotional / Physical

  • Emotionally immature and emotionally sensitive
  • Anxiety and fear are predominant emotions
  • More open to talk about feelings and emotional issues than people with typical autism
  • Strong sensory issues – sounds, sights, smells, touch, and prone to overload. (May not have taste/food texture issues.)
  • Moody and prone to bouts of depression. May have been diagnosed with mood disorders such as Bipolar Disorder, while the autism diagnosis was missed (note from typist: this doesn’t mean the other diagnoses are necessarily incorrect; just that they were comorbid with something that went undetected)
  • Probably given several different prescriptions to treat symptoms. Will be very sensitive to medications and anything else they put in their body so may have had adverse reactions
  • 9 out of 10 have mild to severe gastro-intestinal issues (e.g. ulcers, acid reflux, Irritable Bowel Syndrome, and so on)
  • Stims to soothe when sad or agitated; rocking, face-rubbing, humming, finger flicking, leg bouncing, finger or foot tapping, etc
  • Similarly physical when happy – hand-flapping, clapping, singing, jumping, running around, dancing, bouncing
  • Prone to temper or crying meltdowns, even in public; sometimes over seemingly small things due to sensory or emotional overload
  • Hates injustice and hates to be misunderstood; this can incite anger and rage
  • Prone to mutism when stressed or upset, especially after a meltdown. Less likely to stutter than some other Autistic people but may have a raspy voice, monotone at times, when stressed or sad

Social / Relationships

  • Words and actions are often misunderstood by others
  • Perceived to be cold-natured and self-centred; unfriendly
  • Is very outspoken at times, may get very fired up when talking about passions / special interests / obsessions
  • Can be very shy or mute
  • Like people with typical autism, will shut down in social situations once overloaded, but is generally better at socialising in small doses. May even give the appearance of being skilled, but it is a “performance”
  • Doesn’t go out much. Will prefer to go out with partner only or children if they have them (note from typist: I find I have a short list of “safe people” who I prefer to go out with, and I will refuse to go out if none of those people are available)
  • Will not have many close friends, and will not conform to gender stereotypical activities with friends, or have get-togethers to “hang out” with friends
  • Will have a close friend or friends in school, but not once adulthood is reached
  • May or may not want to have a relationship. If they are interested in a relationship, they probably take it very seriously, but may choose to remain celibate or alone
  • Due to sensory issues, will either really enjoy sex or strongly dislike it
  • If they like someone romantically, they can be extremely, noticeably awkward in attempts to let them know e.g. may stare or call repeatedly, “fixating” on the person. This may change with maturity
  • Often prefers the company of animals but not always due to sensory issues.

Source

#autismcopies

Emotions and Sensitivities:

  1. An emotional incident can determine the mood for the day.
  2. Becomes overwhelmed with too much verbal direction.
  3. Calmed by external stimulation (e.g., soothing sound, brushing, rotating object, constant pressure).
  4. Desires comfort items (e.g., blankets, teddy, rock, string).
  5. Difficulty with loud or sudden sounds.
  6. Emotions can pass very suddenly or are drawn out for a long period of time.
  7. Inappropriate touching of self in public situations.
  8. Intolerance to certain food textures, colors or the way they are presented on the plate (e.g., one food can’t touch another).
  9. Laughs, cries or throws a tantrum for no apparent reason.
  10. May need to be left alone to release tension and frustration.
  11. Resists change in the environment (e.g., people, places, objects). Sensitivity or lack of sensitivity to sounds, textures, tastes, smells or light.
  12. Tends to either tune out or break down when being reprimanded.
  13. Unusually high or low pain tolerance.
  1. Difficulty transitioning from one activity to another in school.
  2. Difficulty with fine motor activities (e.g., coloring, printing, using scissors, gluing).
  3. Difficulty with reading comprehension (e.g., can quote an answer, but unable to predict, summarize or find symbolism).
  4. Excellent rote memory in some areas.
  5. Exceptionally high skills in some areas and very low in others.
  6. Resistance or inability to follow directions.
  7. Short attention span for most lessons.

Health and Movement:

  1. Allergies and food sensitivities.
  2. Apparent lack of concern for personal hygiene (e.g., hair, teeth, body odor).
  3. Appearance of hearing problems, but hearing has been checked and is fine.
  4. Constipation.
  5. Difficulty changing from one floor surface to another (e.g., carpet to wood, sidewalk to grass).
  6. Difficulty moving through a space (e.g., bumps into objects or people).
  7. Frequent gas, burping or throwing up.
  8. Incontinence of bowel and/or bladder.
  9. Irregular sleep patterns.
  10. Odd or unnatural posture (e.g., rigid or floppy).
  11. Seizure activity.
  12. Unusual gait.
  13. Walks on toes.
  14. Walks without swinging arms freely.

Social Skills:

  1. Aversion to answering questions about themselves.
  2. Difficulty maintaining friendships.
  3. Difficulty reading facial expressions and body language.
  4. Difficulty understanding group interactions.
  5. Difficulty understanding jokes, figures of speech or sarcasm.
  6. Difficulty understanding the rules of conversation.
  7. Does not generally share observations or experiences with others.
  8. Finds it easier to socialize with people that are older or younger, rather than peers of their own age.
  9. Gives spontaneous comments which seem to have no connection to the current conversation.
  10. Makes honest, but inappropriate observations.
  11. Minimal acknowledgement of others.
  12. Overly trusting or unable to read the motives behinds peoples’ actions.
  13. Prefers to be alone, aloft or overly-friendly.
  14. Resistance to being held or touched.
  15. Responds to social interactions, but does not initiate them.
  16. Seems unable to understand another’s feelings.
  17. Talks excessively about one or two topics (e.g., dinosaurs, movies, etc.).
  18. Tends to get too close when speaking to someone (i.e., lack of personal space).
  19. Unaware of/disinterested in what is going on around them.
  20. Very little or no eye contact.

Behaviors:

  1. Causes injury to self (e.g., biting, banging head).
  2. Difficulty attending to some tasks.
  3. Difficulty sensing time (e.g., knowing how long 5 minutes is or 3 days or a month).
  4. Difficulty transferring skills from one area to another.
  5. Difficulty waiting for their turn (e.g., standing in line).
  6. Extreme fear for no apparent reason.
  7. Fascination with rotation.
  8. Feels the need to fix or rearrange things.
  9. Fine motor skills are developmentally behind peers (e.g., hand writing, tying shoes, using scissors, etc.).
  10. Frustration is expressed in unusual ways.
  11. Gross motor skills are developmentally behind peers (e.g., riding a bike, skating, running).
  12. Inability to perceive potentially dangerous situations.
  13. Many and varied collections.
  14. Obsessions with objects, ideas or desires.
  15. Perfectionism in certain areas.
  16. Play is often repetitive.
  17. Quotes movies or video games.
  18. Ritualistic or compulsive behavior patterns (e.g., sniffing, licking, watching objects fall, flapping arms, spinning, rocking, humming, tapping, sucking, rubbing clothes).
  19. Transitioning from one activity to another is difficult.
  20. Unexpected movements (e.g., running out into the street).
  21. Unusual attachment to objects.
  22. Verbal outbursts.

Linguistic and Language Development:

  1. Abnormal use of pitch, intonation, rhythm or stress while speaking
  2. Difficulty understanding directional terms (e.g., front, back, before, after).
  3. Difficulty whispering.
  4. Makes verbal sounds while listening (i.e., echolalia).
  5. May have a very high vocabulary.
  6. Often uses short, incomplete sentences.
  7. Pronouns are often inappropriately used.
  8. Repeats last words or phrases several times.
  9. Speech is abnormally loud or quiet.
  10. Speech started very early and then stopped for a period of time.
  11. Uses a person’s name excessively when speaking to them.

Original Source

#autismcopies

  1. Trouble sleeping/sleep disorders/insomnia
  2. trouble concentration (can be adhd commorbity but not always)
  3. anger
  4. dislike/disinterest in travel
  5. trouble following/understanding verbal instructions
  6. interest/communication through poetry/song
  7. feeling misplace or “from another planet”
  8. had/have imaginary friends
  9. embarrassed by peers/actions of peers
  10. having multiple collections of things (ex rocks, books, stickers, etc)
  11. need/want for constant mental stimulation (feels like one needs to always be thinking about things, watching things, reading things, solving things)
  12. lack of muscle
  13. double jointedness
  14. lack of balance
  15. gastrointestinal disorders
  16. walking on toes
  17. walking leaning forward (aerodynamic looking)
  18. strong sense of things either being right or wrong
  19. intense fear of breaking the rules or law
  20. interest in social change/extremely upset by injustice
  21. prone to dropping small objects
  22. constant clearing of the throat (could be as a form of stimming)
  23. rubbing or scratching
  24. tendency to overshare
  25. participating too much in class or too little
  26. frequently sounding overzealous/eager when talking
  27. feeling as if you trained yourself social skills through imitation of others
  28. hard to filter out background noise
  29. quirky, “odd” sense of humor
  30. leaving/thinking about leaving the house causes exhaustion and/or anxiety
  31. feeling guilt associated with special interests
  32. complex dreams/vivid dreams/nightmares
  33. high sense of intuition
  34. sensitive/intolerant/unaffected/adverse effects by medication/food/alcohol
  35. offers help/advice even when people don’t ask
  36. suppresses wants/desires
  37. extreme feeling in between wanting to fit in and wanting to be different
  38. overly hides things about self fearing judgement/ridicule
  39. codependency
  40. not caring/noticing about hygiene until pointed out
  41. forgetting what you or others look like
  42. confusing appointment times, dates times, time of day
  43. trouble identifying feelings that aren’t “extreme”
  44. interested in origins of words
  45. notices patterns easily
  46. emotional feelings towards words/letters/numbers
  47. mismatched socks/clothing, inside out clothing, zipper undone
  48. dressing to avoid sensory issues
  49. eccentric personality/appearance
  50. avoids shopping/crowds
  51. prefers going places with others but being at home alone
  52. interested/soothed by art/music/writing/reading
  53. as a child “hid” or brought a book to parties/events
  54. willingness to help others
  55. feeling embarrassed or not understanding pop culture/popular things
  56. labeled or called a “hypochondriac” by parents/friends/doctors

Sources/ Credits

#autismcopies

School/Learning/Thinking/Executive Functioning:

Average to high intelligence, may have high grades

○ May have low grades due to executive dysfunction

○ Difficulty with executive functioning, i.e. remembering chores/assignments, beginning or finishing tasks, trouble multitasking or switching between two tasks, etc.

○ Has symptoms of AD(H)D such as forgetfulness, restlessness, impulsivity, and trouble focusing

○ Has symptoms of OCD such as anxiety, paranoia, delusions, and odd habits or routines that stem from anxiety (compulsions)

○ Has been (correctly or incorrectly) diagnosed with co-morbid disorders such as depression, anxiety, AD(H)D and OCD

○ A “teacher’s pet” and tells on students for breaking rules, may be a “tattler”

○ Seen as odd, shy, eccentric, and/or annoying by peers and classmates

○ Uses “formal” or “pedantic” language rather than casual/conversational language

Exceptional vocabulary since childhood

○ Skills tend to be far above or far below those of peers

○ Considered “gifted” or a “savant” in areas such as math, physics, science, vocabulary, reading comprehension, art, and/or music

Superior skills in mathematics or physics

Poor understanding of mathematics

○ Has or has symptoms of dyscalculia, a learning disorder characterized by:

○ Difficulty with mathematics (including basic concepts such as addition and subtraction)

○ Difficulty identifying patterns

○ Difficulty telling left from right

○ Poor navigational skills and sense of direction

○ Difficulty remembering long sequences of numbers such as phone numbers

○ Difficulty reading clocks and telling time

○ Difficulty with applying math concepts to real-life situations

○ Difficulty with measurements

○ Difficulty applying previously-learned skills to new concepts in math

○ Difficulty finding different approaches to the same problem

○ Difficulty reading charts and graphs

○ Poor spatial awareness, difficulty estimating distances and have poor depth perception

○ Has or has symptoms of dyslexia, a learning disorder characterized by:

○ Difficulty recognized letters

○ Difficulty matching letters and words to sounds (i.e. pronunciation errors, not knowing what sound a “B” or an “H” makes)

Limited vocabulary

○ Difficulty with word sequences such as counting or the days of the week

○ Confuses the order of letters, makes frequent mistakes in spelling and grammar

○ Difficulty remembering facts

○ Difficulty understanding the rules of grammar

○ Difficulty learning and retaining information, relies on memorization without complete understanding of concept

○ Difficulty with word problems in math

○ Difficulty following a sequence of directions

○ Difficulty understanding jokes, idioms, metaphors, and figures of speech

○ Difficulty learning a foreign language

○ Obsessions with particular topics, known as “special interests” in the autistic community

○ Talking about a special interest brings comfort and happiness, conversation is limited to or focused on a special interest

Not interested in talking about topics besides a special interest

○ Spends long periods of time researching a special interest and categorizing information on a special interest

○ Has a “comfort item” such as a toy, blanket, or stone, may take item everywhere and refuse to part with it, doing so causes anxiety, sadness, and/or a meltdown

○ Superior long-term memory

○ Weaker short-term memory

○ Prefers to be self-taught and direct learning

○ Intense interest in literature and writing, may have taught self how to read before formal education, may be hyperlexic

○ Prolific writer

Deep thinker, curious

○ Drawn to philosophy, may have shown interest and curiosity in subjects such as death and the meaning of life since childhood

○ Prefers visual and kinetic learning, needs to get hands-on to understand topics

○ Highly creative and imaginative, drawn to art and writing

○ Art and writing relieve anxiety

○ Enjoys music, may be interested in songs and lyrics

○ Tasks with several steps can be troublesome

○ Difficulty remembering and following verbal instructions, needs written instructions to complete a task

○ Difficulty locating objects

○ The thought of having to leave the house for an event causes anxiety, may avoid leaving the house, talking to people, or confronting people

Upcoming events cause a feeling of dread of anxiety

○ Easily irritated and/or frustrated, avoids and/or gives up on tasks that are not easily overcome or mastered

○ Difficulty lying, may appear to be naïve, gullible, trusting, or a “pushover”

○ Tendency to be logical and see things at “face value” and take figures of speech, jokes, sarcasm, metaphors, etc. literally

○ Odd combination of strengths and weaknesses in regards to memory, executive functioning, motor skills, academics, intelligence, and interests

Motor Skills/Physical/Sensory/Routine:

Poor motor skills, may be clumsy or cumbersome, difficulty holding a pencil, kicking a ball, writing/drawing by hand, etc.

Auditory processing difficulties, may take a moment to process and interpret words, speech, and noises, may have auditory processing disorder (APD)

○ Odd gait or posture, may walk on toes or drag/shuffle feet, may sit in a crouching or perching position

○ Learning to ride a bike or drive a car can be difficult due to a lack of necessary skills

○ Becomes non- or semi-verbal when stressed, overwhelmed, or tired (i.e. being unable to speak, speaking takes a lot of effort and is tiring/exhausting, words feel “stuck”)

○ Experiences meltdowns/shutdowns when stressed, overwhelmed, or tired, may cry, scream, become snappy/irritated/impatient, or become withdrawn (may appear to be a “temper tantrum”)

Thumb-sucking lasts past childhood into adolescence

Bed-wetting lasts past childhood into adolescence

○ Experiences insomnia

○ Not a “morning person”

○ Has a co-morbid chronic illness, such as IBS, gluten intolerance, allergies, asthma, fibromyalgia, seizures, epilepsy, etc.

○ Resistance to and/or inability to cope with change, which causes anxiety

○ Adheres to a daily routine, straying from routine causes anxiety

○ Likes to sit in the same seat in the car or at meals, wear the same outfit, or eat the same food

Sensory issues, sensitive to textures, touch, sound, taste, smells, light, etc.

Avoids loud or harsh noises, bright light, certain tastes/textures/smells

○ Experiences “sensory overload,” may experience a meltdown or shutdown if sensory input is too much to handle

○ Dislikes physical contact with people, resists hugs/kissing

○ Engages in self-stimulating behavior to soothe, cope with sensory input, and/or express emotion, known as “stimming” by autistic community

Visual stimming includes watching moving objects such as water, leaves, or cars, and waving or fluttering fingers in front of eyes

Physical stimming includes spinning, jumping, waving arms, flapping hands, swinging, waving or fluttering fingers, flicking or rubbing fingernails, rubbing hands against a surface or texture, bouncing legs, rocking, chewing or sucking on objects, fidgeting with toys, and petting/stroking/twirling hair

Vocal stimming includes shrieking, laughing, singing, humming, repeating sounds or words (echolalia), and clicking tongue

Auditory stimming includes listening to music, blocking out noise, and listening to sounds

○ Prefers comfortable clothes over stylish clothes, may have a favorite shirt or outfit, may cut tags off of clothes due to sensory issues

○ Has or has symptoms of sensory processing disorder (SPD)

○ Has a “sixth sense,” notices the presence of people, may dislike standing close to people or standing in front of people

○ Has an odd tone of voice, may speak with an odd inflection, in a monotone voice, with an accent, or too loudly/softly for a situation

Social/Behavioral

○ Difficulty understanding “social rules,” may be unaware of boundaries and personal space

○ Difficulty understanding the “social hierarchy” and roles within a family or classroom, may act as a teacher to their peers

Shy and quiet in social situations, may be an introvert

Loud and aggressive in social situations, may cross boundaries

○ Clings to one or two friends, prefers to have a small friend group

No interest in socializing or making friends

○ Prefers to interact with people who are younger or older, little interest in peers of the same age

○ Has trouble keeping up a conversation, whether face-to-face or online, may abandon conversations due to anxiety or boredom

○ As a child, preferred to talk to teachers than peers, may view peers as “boring” or “stupid”

○ Dislikes and avoids eye contact, eyes may wander during conversation

○ Appears rude due to lack of understanding of “social rules,” not making eye contact or using “appropriate” body language, or dominating discussion/reverting discussion back to self

○ Dislikes “small talk,” prefers to have “intelligent” discussion, talk about self, or talk about a special interest

○ Difficulty understanding social cues such as body language, gestures, tone of voice, and facial expressions, may not be able to read emotion

Taught self how to act “properly” in social situations and/or read emotion, may mimic people in real life or on television

○ Conversation and socializing is anxiety-inducing and exhausting, may need a lot of rest and “de-stressing” after socializing

○ Tendency to be bullied, shunned, mocked, teased, or ostracized by peers

○ Tendency to over-share

○ Difficulty understanding what is and isn’t considered “socially acceptable,” may be blunt and considered “offensive” or “rude”

○ Difficulty knowing when to speak, may interrupt

○ Considered annoying by peers, “unable to take a hint”

○ Sense of humor is “quirky” or “odd,” may not understand typical humor used by peers

○ Excess apologizing

○ Difficulty knowing when a mistake has been made, may not apologize

Imagination/Empathy:

○ Escapes through imagination, may have maladaptive daydreaming disorder (MDD)

○ Intense, overwhelming emotions

○ Hyper- or hypoempathetic

○ Highly imaginative and creative

○ May have had imaginary friends as a child

○ Easily distracted, gets “lost in thoughts”

Fantasy brings comfort and relief

○ May not be interested in fantasy

○ Prefers to play with toys in an “unusual” manner, may spend time setting up scenes with toys without acting out a scene, may line up or organize toys, etc.

○ Prefers fantasy over reality