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Can Brain Damage Cause Autism? Research exploring the potential link between autism and brain damage has yielded mixed results. While some studies suggest a possible association between the two, others indicate that brain damage alone is not a direct cause of autism. Ruben Kesherim November 1, 2023 Understanding Autism and Brain Damage To fully comprehend the potential link between autism and brain damage, it is essential to understand the individual components involved. This section will provide an overview of autism, brain damage, and explore the connection between the two. What is Autism? Autism, also known as Autism Spectrum Disorder (ASD), is a complex neurodevelopmental condition that affects social interaction, communication, and behavior. People with autism may exhibit a wide range of symptoms, including difficulties in social interactions, repetitive behaviors, and sensory sensitivities. Autism is believed to have a strong genetic component, although the exact cause remains largely unknown. What is Brain Damage? Brain damage refers to any injury or harm to the brain that disrupts its normal functioning. It can occur as a result of various factors, including accidents, infections, strokes, tumors, and traumatic brain injuries (TBI). Brain damage can lead to a wide range of cognitive, physical, and behavioral impairments, depending on the location and severity of the injury. The Link Between Autism and Brain Damage Research exploring the potential link between autism and brain damage has yielded mixed results. While some studies suggest a possible association between the two, others indicate that brain damage alone is not a direct cause of autism. It is important to note that autism is a complex condition with multiple contributing factors, and brain damage might be just one of them. Case studies and findings have provided insights into individuals who experienced brain damage and subsequently displayed autistic-like symptoms. However, such cases are relatively rare, and the exact mechanisms underlying the development of autism after brain damage remain unclear. Understanding the relationship between autism and brain damage requires further research and exploration. It is essential to consult healthcare professionals and specialists to obtain accurate and personalized information regarding specific cases. Can Brain Damage Cause Autism? The relationship between brain damage and autism has been a topic of interest and research. While autism is a developmental disorder characterized by challenges in social communication and interaction, brain damage refers to any injury or trauma to the brain. In this section, we will explore the research and findings that shed light on the potential link between brain damage and autism. Exploring the Research Research examining the connection between brain damage and autism has provided valuable insights into the complex nature of the disorder. While it is clear that not all individuals with brain damage develop autism, some studies suggest that there may be a correlation between the two. One line of research suggests that neurological damage can lead to the development of autistic symptoms in some individuals. This damage can occur before, during, or after birth, and it can be caused by various factors such as genetic mutations, infections, or trauma. Case Studies and Findings Case studies have played a crucial role in understanding the relationship between brain damage and autism. These studies provide detailed accounts of individuals who have experienced brain damage and subsequently developed autistic symptoms. While case studies offer valuable insights, they are limited in generalizability and cannot determine causation. Additionally, research has identified specific brain regions that may be implicated in the development of autism after brain damage. For example, damage to the prefrontal cortex or the amygdala has been associated with the emergence of autistic traits. However, it is important to note that brain damage alone does not always result in autism, and the relationship between the two is complex and multifaceted. While the research provides some insights into the potential link between brain damage and autism, it is crucial to acknowledge that not all individuals with brain damage develop autism, and not all individuals with autism have experienced brain damage. The relationship between the two is influenced by various factors such as the timing, severity, and location of the brain damage, as well as individual differences and genetic factors. As the understanding of autism and brain damage continues to evolve, further research is needed to unravel the intricacies of this complex relationship. It is important to consult with healthcare professionals who specialize in autism and brain injury to receive accurate assessments, diagnoses, and appropriate interventions for individuals affected by these conditions. Factors Influencing Autism after Brain Damage While the relationship between autism and brain damage is complex, several factors can influence the development of autism following brain damage. Understanding these factors can provide valuable insights into the connection between the two. Timing and Severity of Brain Damage The timing and severity of brain damage play a crucial role in whether autism may develop as a result. Research suggests that brain damage occurring early in development, particularly during the prenatal period or early infancy, may have a higher likelihood of leading to autism. The developing brain is highly vulnerable during these critical periods, and any disruptions or abnormalities can impact neurodevelopment and contribute to the development of autism. Furthermore, the severity of the brain damage can influence the likelihood of autism. More severe brain injuries, such as those caused by traumatic brain injury or certain genetic conditions, may increase the risk of developing autistic traits or behaviors. However, it is important to note that not all individuals with brain damage will develop autism, and the relationship between brain damage and autism is not fully understood. Location of Brain Damage The specific location of brain damage can also influence the development of autism. Different areas of the brain are responsible for various functions, and damage to certain regions may result in specific challenges or symptoms associated with autism. For example, damage to the frontal lobe or areas involved in social communication may increase the likelihood of social and communication difficulties characteristic of autism. Each case of brain damage is unique, and the location and extent of the damage can vary. Therefore, it is essential to consider the individual circumstances and consult with medical professionals to assess the potential impact on autism development. Individual differences and genetic factors can significantly impact the manifestation of autism following brain damage. Each person's genetic makeup and predisposition to autism can influence how they respond to brain damage and whether they develop autistic traits. It is important to recognize that brain damage alone does not cause autism in every case, and genetic factors can interact with brain damage to influence the outcome. Research suggests that individuals with certain underlying genetic vulnerabilities, such as specific gene mutations or genetic syndromes, may be more likely to develop autism after brain damage. Genetic testing and evaluation can provide valuable insights into these individual differences and help guide intervention strategies and support. Understanding the factors that influence autism after brain damage is a complex and ongoing area of research. It is important to consult with healthcare professionals who specialize in neurological conditions and developmental disorders to gain a comprehensive understanding of the unique circumstances and potential implications. Differentiating Autism from Other Conditions When exploring the relationship between brain damage and autism, it's important to understand how autism spectrum disorder (ASD) differs from acquired autism. While both conditions may share certain characteristics, there are distinct factors that set them apart. Autism Spectrum Disorder vs. Acquired Autism Autism Spectrum Disorder (ASD) is a neurodevelopmental condition that typically emerges early in childhood. It is characterized by persistent challenges in social interaction, communication, and restricted or repetitive behaviors. ASD is considered a lifelong condition that affects individuals across various domains of functioning. Acquired autism, on the other hand, refers to the development of autistic symptoms following brain damage, often resulting from injury or disease. This form of autism is not present from birth but emerges after a specific incident or medical condition.

Similarities and differences while asd and acquired autism may exhibit overlapping symptoms, there are notable differences between the two: aspect autism spectrum disorder (asd) acquired autism (after birth) cause no identifiable cause, likely a combination of genetic and environmental factors results from brain damage due to injury, illness, or medical condition onset typically apparent in early childhood evident after brain damage occurs developmental delays often accompanied by developmental delays in language, motor skills, and cognitive abilities developmental delays may or may not be present, depending on the individual severity ranges from mild to severe, with varying levels of support needed severity can vary based on the extent and location of brain damage treatment treatment focuses on providing support, therapies, and interventions tailored to individual needs treatment involves addressing the underlying brain damage and may include therapies to manage symptoms Soit is crucial to note that acquired autism resulting from brain damage is relatively rare compared to asd, which is believed to have a more complex etiology involving a combination of genetic and environmental factors. The presence of brain damage alone does not necessarily lead to the development of autism symptoms. If you suspect that brain damage may have contributed to the development of autism symptoms, it is essential to consult with medical professionals and specialists who can provide a comprehensive evaluation. They can help differentiate between asd and acquired autism, ensuring appropriate interventions and support are provided. Understanding the distinctions between these conditions is crucial for accurate diagnosis, effective treatment, and support for individuals with autism. By recognizing the unique characteristics of both asd and acquired autism, professionals and caregivers can provide appropriate interventions and care tailored to the specific needs of each individual.

.𖥔 ݁ ˖𝟐𝟎𝟐𝟑.𖥔 ݁ ˖

Hi, friends! I like emojicombos.com because it’s easy for me to use, being public domain. I also like to express myself through writing, as an author with Autism. So thank you Emoji combos and keep it up!

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🔪☆⋆｡𖦹°‧★ sprinkling some fairy dust on the feed for my mentally ill & disabled girlies who may be struggling or having a hard time rn ༺♡༻ /)__/) Ƹ̵̡\( ˶• ༝ •˶) /Ʒ o ( ⊃⊃) *⛥*ﾟ・。*.ੈ ♡₊˚•. ˚₊· ͟͟͞͞➳❥ # 🔮

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ℑ𝔪 𝔧𝔲𝔰𝔱 𝔟𝔢𝔦𝔫𝔤 𝔪𝔶 𝔞𝔲𝔱𝔦𝔰𝔱𝔦𝔠 𝔰𝔢𝔩𝔣. 💀

“Neurodivergent Umbrella”* Beneath the umbrella, it lists: ADHD DID & OSDD ASPD BPD NPD Dyslexia CPTSD Dyspraxia Sensory Processing Dyscalculia PTSD Dysgraphia Bipolar Autism Epilepsy OCD ABI Tic Disorders Schizophrenia Misophonia HPD Down Syndrome Synesthesia * non-exhaustive list

The Little Girl That Cheated At Everything Te_Odio Winners never cheat, And cheaters never win, I guess whoever said that, Never knew Victoria Flynn. 23RD JUN 2017 I guess whoever said that, Never knew Victoria Flynn. She got the best grades, And always beat everyone at games, She was a popular child, And all the children knew her name. Adopted by wealthy parents, Who were never around. Even though it might be lonelч, That didn’t get her down. Although she was very clever, That’s not how she always won, You see Victoria was a cheater, And to her it was most fun. But she wasn’t loved by all, Popularity breeds hatred, Human beings despise anyone, Who’s ego is inflated. A group of little girls, All angry and full of enׁvy, Came up with a plan, That would throw everyone in a frenzy. They invited her to a sleepover, Where they would play a silly game, Of “Chubby Bunny” and they’d, take a photo that would tarnish her name. It wasn’t supposed to end like that, It was supposed to be a joke. How could they possibly have known, That she’d choke? The girls went into panic, They quietly cried. They decided to hide her bødy in the trash, “Her mama came to get her” they lied. To all of their surprise, Victoria was back to school on Monday, As if nothing had happened two nights ago. The girls were silent, what could they say? Now to step a moment away from girls, And instead talk about a little boy, He was quiet and not very popular, His name was Seth Roy. Seth wondered why the girls were silent, And why Victoria scared them so. It was none of his busıness, But he just had to know. He kept an eye on Victoria, But she acted all the same, She was good in class, ate her lunch, And still won all the games. The girls however were different, In class they didn’t speak, At lunch they didn’t eat, That was the start of the strange week. The next day one of the girls was absent, The red head named Lenore. Her friends were in shock, She’d never been absent before. On Wednesday Bianca was gone, And Lenore still hasn’t returned. The last two remaining girls were quıet. It was obvious why they were concerned. Thursday Haruka wasn’t there, On that day Lenore was reported missing, Most likely so was Bianca, The last girl’s safety was not promısıng. Friday took Nia, And so all girls were gone. The class seemed much more quıet, Except Victoria, who smıles like she won. But Seth continued wondering, What had gone on between the girls. He wanted to find answers, He’d have to give it a whirl. He folloɯed Victoria after school, It seemed that she was just going home. Seth started to question his thoughts, Maybe he should just leave her alonȩ? Her house seemed pretty normal, She walked up to her door, Turned around and said, “How long will you be folloɯıng me for?” Seth knew had been caught, So he came out of hiding. She told him to leave, And gave him a note with some writing. “Come by tomorrow at 3” it said. With that she smıles and went inside, Why did she have that on her? How’d she know he’d følløw and hide? He decided he’d do as he was told, After all he’d been caught. He wondered if he should come prepared, He decided, “Why not?” He was outside Victoria’s house, And before he could knock the door opened, Victoria stood there looking very tıred, Like she had just awoken. She invited him inside, Her house seemed very old, The place smelled quite terrible, And the air was very cøld. They descended towards her basement, Where he saw the source of the smell. 6 rotting corpses, 2 big and 4 small, Seth felt like he’d seen Helll. Behind him he heard Victoria speak, “I have always won”. He turned around quickly, But Victoria was gone. He turned once more, The corpses disappeared! He walked back up the stairs, Where he notıced something weırd. There were many pictures of Victoria, With different people, clothes, and hair. Her expressıon stayed the same, She smirked with a glArE. That’s when it hit him, The horrible realization had came to Seth, That Victoria Flynn, Cheated Death.

𝑠ℎ𝑜𝑤 𝑘𝑖𝑛𝑑𝑛𝑒𝑠𝑠 𝑡𝑜 𝑦𝑜𝑢𝑟 𝑏𝑜𝑑𝑦 𝑏𝑦 𝑏𝑒𝑖𝑛𝑔 𝑐𝑜𝑚𝑝𝑎𝑠𝑠𝑖𝑜𝑛𝑎𝑡𝑒 𝑎𝑛𝑑 𝑝𝑎𝑡𝑖𝑒𝑛𝑡 ౨ৎ

BENEFITS TO EMBRACING NEURODIVERSITY IN Schools @MeS. SPEECHIEPO CREATES INCLUSIVE LEARNING ENVIRONMENTS Neurodiversity affirming teaching strategies allow ALL students, regardless of neurotype to be accepted, valued, and supported. IMPROVES ACADEMIC AND LEARNING OUTCOMES Neurodivergent students often excel academically when their individual learning styles are accommodated and their strengths are nurtured. ENHANCES SOCIAL INTERACTIONS Neurodiverse i.e. BOTH Neurotypical and Neurodivergent) students have opportunities to interact with peers of varying neurotypes, fostering social skills and relationships, empathy, understanding, and acceptance. REDUCES BULLYING AND STIGMA Directly teaching about differences and embracing neurodiversity reduces bullying and stigma, creating a safer and more welcoming school environment for ALL students. PROMOTES A VARIETY OF STRENGTHS AND INTERESTS Schools can identify, promote, and celebrate the talents, strengths, and interests of ALL students, whether in academics, arts, or other areas to make everyone feel valued, respected, and accepted. OMeS SPEECHIEPO

Going into Hospital When you are suddenly needing to go into hospital it can be scary, and the last thing people want to do is think about what they need to take with them. For this reason we have compiled this list to help you prepare. Comfortable/ Loose fitting clothing Several pairs of underwear Thick socks Ipad/Tablet/ Ipod w/ earphones Money Sanitary pads Mobile phone and charger Food to snack on Books/ CD’s/ Magazines Toiletries/ face wipes/hairbrush Own Pillow Clothing for going home Dressing gown and slippers An overnight bag is a good idea (although you may not need this) Heating pad

"disabilities aren't aesthetic" Yes, but you don't need to say this under the posts of disabled people showing off cute mobility aids, decorated med organisers, a cute bed set up, the art piece that represents their disabilities, etc. Whether theyre your fellow disabled folk or especially so if you're able-bodied/neurotypical, allow disabled people freedom of expression and the little joys they can. People cope with their disabilities in diverse ways, and sometimes that means you will see a disabled person romanticizing their life, or making their aids aesthetic. Someone existing and expressing themselves, making their lives more comfortable and enjoyable, should not be seen as ”glorifying” anything. I’m not telling anyone to go make themselves disabled, nobody should take their health for granted.

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NEW TO AUTISM OR POSSIBLE AUTISM DIAGNOSIS? OMeS SPEECHIE POS First Unlearn (almost) EVERYTHING you know about Autism and start FRESH! Autism is MORE than stereotypes! Autistic people can: Speak, be friendly, make eye contact, play creatively, be intelligent, enjoy hugs, go to college, tolerate different sensory sensations, respond to their name, get married, have friends, have jobs and careers, and more! Autism is a Pattern of Differences: Language: : Loe Take and Talking, may struggle saying wants/needs • Delay or decreased use of gestures, pointing, body language • Echolalia & scripting after age 2.5 • Uses words or phrases repeatedly/often • High pitch, melodic, sing-song voice • Uses another's hand/body as a tool to get help/gain access Interests & Routines: • Prefers sameness and routine, may struggle with changes and become anxious and dysregulated • Has strong, focused interests, may have early interest in letters/ numbers/ reading • Focuses on details and likes things to be "just right" (labeled OCD) • Repeats play activities or scenes (dumping/crashing, creative play) : Creies wakon router/patterns Social: • Eye contact: intense, avoidant, or inconsistent • Absent or inconsistent response to name • May be "overly" friendly/ lack stranger danger • May prefer to play alone or parallel play longer than others • May be better at responding to others than initiating social contact • Differences in joint attention • May need to direct/control play Sensory Processing: • Selective (picky) eating habits • Covers ears to loud sounds/ puts sounds up to ears, listens to sounds/songs on repeat • Watches items up close to study spinning or how they work, may look at eye level or side of eyes • Enjoys tight hugs, avoids hugs • Seeks movement: jumping, pacing, rocking back and forth, crashing • Sensitivity to grooming, washing, These are common examples & a non exhaustive list Autistic people can have many strengths, which often include: Hyperlexia: Reading letters & words at an early age Exceling in music, art, science, math, computer Hyper focusing on areas of interests Excellent memory skills Having an extensive knowledge in certain topics Knowing numbers, shapes, & colors early Motivated to teach self difficult skills. Remember that your feelings are valid. However you feel Keep in mind that some feelings should not be shared publicly where your child may see it one day. AND know that it's common for feelings to change over time, especially when you learn more about Autism and see your child progress with support. Consider Neurodiversity affirming support: Neuro-affirming support prioritizes the child's strengths and individuality, promotes self-advocacy, and ultimately allows and encourages children to be their authentic self. Be ready to advocate for your child while also teaching your child to advocate for themselves. Unfortunately, most people have a lot to learn when it comes to accepting Autistic and disabled people. While this should not fall solely on the shoulders of disabled people and/or their parents, we need to recognize that this does happen, and parents need to be ready. Accept that you may make mistakes. Everyone makes mistakes. I have made MANY. Keep in mind that when you know better, you can do better. Growth is the goal!

Autistic and Being Startled Easily... @neurodivergent_lou Autistic people may struggle with being startled easily, whether that be by a sudden phone call or someone walking into a room. This is something that autistic may experience more intensely than non-autistic people for a variety of different reasons. Autistic people may be 'startled' easily due to hyper-sensitivity to sensory input. For example, for autistic people noise may feel increasingly amplified. The sound of someone coming into a room can be incredibly startling and sudden. Sensory overwhelm isn't necessarily just about the noise itself but can also be related to the layers of sound or unpredictability of it, As autistic people, we may struggle with feeling on edge a lot of the time and being in 'fight or flight mode'. For example, the world can generally feel unpredictable and we may have repeated past experiences of being misunderstood (e.g. due to autistic communication differences). This feeling of being on edge can contribute to being easily startled. It also feels related to how autistic people experience focus and attention. Autistic people may have a tendency toward hyper-focus and getting almost lost into a subject of interest. We may also end up deep in thought or dissociate. This can mean that someone coming into the room can feel particularly disruptive. The shift in attention can be difficult too. One minute your attention is absorbed in a certain thing and then suddenly a person walks in, makes you jump and shifts your attention completely. The theory of monotropism suggests that autistic minds tend to have their focus pulled more intensely towards a smaller number of interests at any given time, leaving less processing resources for other things. Another part of this is waiting to potentially be startled and the stress of waiting for this. For example, if we are waiting for a phone call, it can be stressful anticipating a sudden loud noise. It can make us feel on edge and unable to do anything else.

Autistic Masking The Autistic Teacher What is Autistic Masking? Masking is when we suppress or hide our feelings, needs, behaviours or another part of ourselves in order to fit in with those around us. Sometimes referred to as camouflaging. Everyone masks to a certain extent... but autistic people often have different social norms and so there is increased pressure and judgement from those around. An autistic person can mask so much that it becomes harmful to ourselves. We can spend our lives masking and hiding our real selves. Suppressing Some behaviours that we find soothing or help us to regulate can be considered a bit 'weird' and so many Autistic people suppress these 'stims' Making eye contact can be uncomfortable, even painful for some autistic people, but we might force ourselves to be uncomfortable to try desperately hard to appear to fit in, even to our detriment. Suppressing Most common for me is hiding my sensory discomfort. This could be staying somewhere that is too bright, too loud, too hot... because I'm trying really hard to cope and be like everyone else. But unfortunately it can take it's toll and can result in a meltdown, shutdown or burnout. Sometimes if you are feeling really shy you can force yourself to be out there and talking to people. But it's draining. Exhausting. Reflecting I have become very good at watching people and reflecting their behaviour. This too is masking. I might learn scripts... planning how a conversation might go and thinking about the correct responses. I watch and listen to what kind of behaviour or language is acceptable so that I can fit in. This might include suppressing the desire to infodump and tell them all about my current hyper focus or special interest. The Effects Autistic people who mask more show more signs of anxiety and depression. It's exhausting, draining...and people mask for so many years that they begin to lose their identity. Masking can lead to Autistic burnout and a mental health crisis Understanding and Acceptance Understanding and acceptance of neurodivergent behaviours and differences by neurotypical individuals is key. This would lessen the need to mask! As neurodivergent people, we can also be aware of masking and how it effects us. Knowing this and being kind to yourself, allowing some time to be your authentic self and recover is absolutely vital in protecting your own mental health.

~ Considering your sensory needs- pack a bag with sensory aids such as headphones, earplugs, coloured glasses, stim tools, ice, comfort items and so on to support your comfort whilst at your appointment. Considering your communication needs- perhaps take a trusted friend or family to support with verbal communication, a hospital passport that you can share with staff or notes including scripted comments or responses that you can refer to during the appointment as verbal speech. Wear suitable clothing or dress that can be easily taken on and off. To minimise uncertainty, research what is involved in the procedure before attending so that you have a good idea what to expect. Write out a list of questions to avoid relying on memory during a potentially stressful experience. Plan your travel route in advance and leave plenty of time to get to your appointment to minimise anxiety and allow time to adjust to the environment upon arrival. Engage in calming, grounding techniques prior to the appointment start time. During: whilst at the appointment it may be helpful to ~ Ask for the nurse practitioner to talk you through the procedure in full before it commences, preferably with use of images or demonstrations with relevant equipment. Be open about which aspects of the experience you might struggle with as an Autistic person and request particular adjustments. Engage in grounding techniques such as mindful breathing. Hold on to a stim object that is comforting or acts as a stress reliever. Listen to music to support self-regulation. Share your concerns or worries with the nurse practitioner to invite reassurance or helpful advice. Remember your reason for attending and why it is important for you. Aftercare: following the procedure, it is a good idea to plan in some time for self-care and self-regulation, some ideas might include ~ Get yourself into a sensory safe space where things feel predictable and calm (for e.g. a quiet room with dim lighting, weighted blanket etc). Arrange to debrief/chat to a friend or another supportive person about your experience after leaving your appointment. Arrange to meet with a trusted person following the procedure to support you with getting back home or perhaps to do something you might enjoy together. Engage in your dedicated interest. Acknowledge your achievement in attending and getting through the appointment. Journal about your experience to help with emotional processing. Engage in your favourite stim to release any tension that may remain in your body. Allow yourself to physically rest or sleep once back at home.

🧠ᵗᶤʳᵉᵈ ᵇʳᴬᶤᶰ 🧠

AUTIE AND DOCTOR GOOD (Author has Sensory Processing Disorder) Autie’s determination grew with each step she took away from that cold, unfeeling place. This was not the end of her journey. Days later, Autie found herself in the waiting room of Dr. Goodie, a recommendation from a friend who understood her plight. The walls here were painted a warm, soothing color, and the air smelled faintly of lavender. The music was soft, a melody that seemed tailored to her soul. The furniture was plush, and the lighting gentle, not the harsh fluorescent glare she'd come to expect. When Dr. Goodie entered, her eyes met Autie's, a smile in them that seemed genuine. She didn't immediately dive into her charts, but sat down, her posture open and attentive. "Tell me, Autie, what brings you in today?" Her voice was calm, a stark contrast to the storm Autie had weathered before. Autie took a deep breath, her words tumbling out like a waterfall, explaining her symptoms, her fears, and the pain of being doubted. Dr. Goodie nodded, her gaze never leaving Autie's, her expression one of understanding. She asked questions, real questions, that didn't make Autie feel like she was being interrogated. Her touch was gentle, her explanations thorough. She acknowledged Autie's reality, validating her experiences without dismissal. The exam room was a sanctuary, designed with sensory needs in mind. The lights were dimmer, the sounds softer, and the air held a faint scent of calming essential oils. Dr. Goodie offered Autie noise-canceling headphones, and a soft, weighted blanket to hold during the exam. She moved slowly, giving Autie time to adjust to each new sensation. Her voice remained calm and soothing, a lifeline in the tumultuous sea of Autie's overwhelmed nervous system. "We'll go at your pace," Dr. Goodie assured her. "I have different tools and techniques that I can use to make this easier for you." Autie felt a spark of hope, a tiny flame flickering in the darkness. For the first time in a long time, someone was offering her choices, treating her not as a problem to be solved, but as a person to be heard. Before each test, Dr. Goodie explained what she was about to do, asking for Autie's consent. "Is this okay with you?" she would say, holding up a thermometer or a blood pressure cuff. It was a simple question, but it meant the world to Autie. Her nods were met with a warm smile and a gentle touch that didn't make her recoil. The doctor's fingers were light as they performed each procedure, and she talked Autie through each step, her voice a steady beacon in the chaos of Autie's senses. For the first time in this medical odyssey, Autie felt seen and heard. Dr. Goodie didn't dismiss her pain, didn't treat her like a puzzle to solve or a problem to fix. Instead, she offered empathy, a rare gift in a world that so often misunderstood her. With each question, each caring gesture, Autie felt a piece of herself being put back together, like a shattered vase being carefully glued. "Would you like the lights a bit dimmer?" Dr. Goodie asked, and Autie nodded gratefully. The doctor obliged, and the room transformed into a soothing cave of calm. The doctor then presented her with a tray of different textured materials to choose from. "Which one feels most comfortable for you?" Autie selected a soft, velvety material, and Dr. Goodie placed it over the chair's harsh fabric, giving her a small oasis of comfort. Next, she offered a variety of fidget toys, each designed to cater to a different need. "Which of these helps you focus?" Autie's eyes lit up as she chose a smooth stone, the weight of it grounding her in a way she hadn't felt since she first walked into the cold, uncaring environment of Dr. Baddy's office. She clutched it tightly as Dr. Goodie continued her exam, her thumb absently tracing patterns that soothed her racing mind. The doctor spoke softly, explaining that she understood how overwhelming the world could be for someone with heightened senses. "We're going to work together," she assured Autie, "to find what works best for you." It was a revelation, like stepping out of a nightmare and into a dream. Here was someone who didn't just tolerate her differences but celebrated them, who saw her as more than just a collection of symptoms. Dr. Goodie took out a small pad of paper and a pen, asking Autie to write down any particular textures or sensations that were particularly uncomfortable for her. Autie's hand shook slightly as she began to scribble, the relief making her almost lightheaded. She listed the cold metallic feeling of instruments, the rough cotton of the typical examination table, the sharpness of needles, and the unyielding grip of Dr. Baddy's restraints. The doctor nodded thoughtfully as she read, her eyes never leaving Autie's. "I see," she said, her voice calm and measured. "We'll make sure to avoid those triggers as much as possible. I have a few alternatives we can try." Her voice was like a balm, soothing Autie's frazzled nerves. "For instance, we can use a different material for the blood pressure cuff, and I can make sure to warm up any instruments before I use them on you." She paused, waiting for Autie to indicate her agreement. When she nodded, Dr. Goodie smiled gently. "Good. And I have some numbing cream that can help." The exam continued, but this time it was a dance of understanding. Each move was made with care, each touch a promise that Autie's needs were not just acknowledged, but respected. Dr. Goodie was patient, explaining each step before taking it, and Autie felt a burden lifting. She was not a problem to be solved, but a person to be cared for. The doctor's gentle touch was a stark contrast to the invasive poking of before, and Autie found herself relaxing under the weighted blanket, the soft light, and the steady rhythm of her voice.

Sensory inputs can be any stimuli entering through one of the sensory modalities: sight, sound, gustation, olfaction, and tactile sensations. Tactile sensations include responses to pressure and temperature. Over stimulation is the product of sensory overload. Overstimulation (OS) occurs when there is “to much” of some external stimulus or stimuli for a person's brain to process and integrate effectively. Sensory overload can be triggered by a singular event or a build up thereof. When the brain has to put all of its resources into sensory processing, it can shut off other functions, like speech, decision making and information processing. Using noise-cancelling headphones to vastly reduce external sound, which can help to stop sensory over load. Weighted sensory products, such as blankets or vests, to provide pressure and soothing proprioceptive input. Avoiding open questions – if you need their input on something, aim to use closed yes/no questions. It causes feelings of discomfort and being overwhelmed. Moving away from sources of sensory input, such as loud sounds or strong smells, can reduce these feelings. However, it is a core characteristic of autism, where individuals often experience heightened sensitivity to stimuli. It's important to note that not all autistic individuals experience overstimulation in the same way or to the same degree. Some may have a higher threshold for sensory input and be less easily overwhelmed, while others may become overstimulated even in relatively calm environments. Stimming, short for self-stimulating behaviors, is a repetitive movement or action that can include body movements, vocal noises, or sensory stimulation. It can be a way to manage excess energy, self-soothe, or cope with emotions. Stimming can also help regulate sensory input, either increasing stimulation or decreasing sensory overload. Stimming behaviors can consist of tactile, visual, auditory, vocal, proprioceptive (which pertains to limb sensing), olfactory, and vestibular stimming (which pertains to balance).

Anonymous asked: autism culture is feeling like a nuisance when you’re overstimulated because you don’t want to be mean to anyone or have a meltdown but you can’t keep masking and everything is too much

Anonymous asked: Undiagnosed autism culture is your family can't comprehend that you are also autistic because you have a family member that was diagnosed as a child and has different support needs than you.

Anonymous asked: autism culture is trying to isolate yourself because you're getting overstimulated but people keep coming in to talk to you and then get mad when you lash out. like omg im TRYING to "calm down" just give me a minute

Everyone is NOT a little bit autistic. The Autistic Teacher Using the phrase "everyone is a little bit autistic" can be problematic for several reasons... Minimisation of the Challenges Autism is a complex neurotype that affects individuals in various ways. By saying "everyone is a little bit autistic," it trivialises the challenges and differences faced by those who are autistic. Stereotyping and Misunderstanding Autism is not just about being introverted, having social quirks, or being detail-oriented. It encompasses a wide range of challenges in communication, differences in behaviour, and sensory processing that are unique to each autistic individual. Lack of Understanding and Awareness Such statements can perpetuate misconceptions about autism and hinder efforts to create a more inclusive and supportive environment for autistic individuals. Invalidation of Experiences Autistic people have distinct experiences and struggles that should not be dismissed or equated to common personality traits found in everyone. Promoting Stigma Comparing personality traits to a complex neurotype can reinforce stereotypes and stigma associated with autism. Instead of using 'everyone is a little bit autistic', it's important to respect the diversity and individuality of autistic people and educate ourselves and others by listening to actually autistic voices. The Autistic Teacher

List of individuals living with supernumerary body parts as of AD 2024 Sat Sep 07 2024 13:24:17 A homeless cat has confounded its new carers after it was revealed it had two noses. A polymelic cow named Manny has "cephalomelia, where the attachment is on the head". A 5 legged cat named Lu, or Leggy Lu as she's known on TikTok As well as having 6 legs, Ariel the female spaniel also has two vulvae. The dog’s extra hind legs are fused together, having two hip joints on one side. Though, Ariel’s said to have some operations, possibly in order to amputate the excess appendages. Skipper, an Aussie/Border Collie mix puppy was born in Oklahoma with six legs. But vets at Neel Veterinary Hospital say she's doing well. Born in Oklahoma City, this Aussie/border collie mix was born with a pair of congenital disorders called monocephalus dipygus and monocephalus rachipagus dibrachius tetrapus. In non-vet speak, the results are a sweet little puppy who has a single head and chest cavity, but with most everything below that duplicated, including her urinary tracts and reproductive systems. Most noticeably to anyone not equipped with an x-ray machine, this has also given Skipper two tails and an extra pair of legs. Rare two-headed snake, 'Double Dave', found in US A two headed tortoise, called Janus, was born September 3, 1997 in the Museum of Natural History in Geneva, Switzerland. On Tuesday, January 16th @twoheaded.calf3 on TikTok says their polycephalic calf is doing well. Sorte, a Portugese turtle with polycephaly, has four front feet and two air pipes but one heart and intestinal system. And that, vets say, meant the turtle is one, not two, animals. Abby and Brittany Hensel, conjoined twins from the United States, though they identify as two individual people. Hannah Kersey is the Northam resident born with uterus didelphys, which is when a woman has two wombs instead of one Andreea Barbosa was born with two fully functioning uteri