Meet Josh

Asperger Syndrome (AS) individuals are often called “Little Professors” because of their impressive photographic memory. While they may have good rote memory skills, they have difficulty with abstract concepts.AS individuals manifest excellence in the fields of art, music, mathematics, and computer science. Asperger Syndrome is rarely diagnosed and often mistaken as High-Functioning Autism (HFA). Having parallel and overlapping characteristics, both AS and HFA fall under Pervasive Developmental Disorders. Individuals belonging to any of these disorders possess average or above average intellect and standard or superior language skills. However, the distinction between Asperger Syndrome and High-Functioning Autism is detected in the person’s ability to communicate. AS individuals develop early, normal language and cognitive skills which are not apparent in individuals with autism.

There are some debates among health professionals as to whether AS is a unique disability with symptoms that are not present in any other disorder or merely an autism with superior intelligence quotient. Asperger Syndrome, according to the Diagnostic and Statistical Manual of Mental Disorders IV (DSM-IV), is not recorded as belonging to the autism spectrum. However, the fifth edition of American Psychiatric Association, which is to be published in May 2013, formally listed Asperger Syndrome as autism. This declaration infuriated some AS people because they do not want to be branded as autistic.

Majority of AS individuals are actually proud to be diagnosed with the disorder. It is assumed by psychologists and a group of commoners that AS is correlated with above average scholarly quotient that pop culture accounts label as genius. Moreover, It is strongly believed that famous highly intellectual people such as Michelangelo, Glenn Gould, Wolfang Amadeus Mozart, Albert Einstein and Thomas Edison belong to the AS group. Well, who does not want to be associated with these people?

Meet Josh

Josh, a 22-year-old New Zealander, third year architecture student in an Australian university, and president of the university’s student union, is here in our country as a vacationer. He will leave our country this first week of July with fond memories of “smiling, cheerful and friendly people” (that’s what he told me of the Filipinos), and of precious times shared with his newly found Pinoy “special family.”

Josh was strolling down the length of Session Road when he spotted the Fun Run Project of the Autism Society of the Philippines and Play and Say Therapy Center posted at Jet Book Store. The bookstore owner (an officer of ASP Baguio) became curious as to why this guy wanted to participate in the Fun Run and why he was wearing an “autism bracelet” on his left wrist. Surprisingly, this very perfect-looking guy, with no trepidations, no hesitance, with all guts, admitted he belongs to the spectrum. Kudos! How many people could be so willing to admit having a disability? Asked if he could give an impromptu talk to inspire parents with special children, he enthusiastically agreed. That night, word spread among parents of children with disabilities (including yours truly) and therapists, about the event to take place the following day.

The next day, excitedly early, we were all there at the West Burnham Place, awaiting the arrival of this controversial guy. What is he like? Is he normal? Is he just like any typical person, able to mingle with the crowd? Without a trace of the “label”? Queries are mounting in our heads. We are about to witness a first-hand information from a recovered autistic.

Only four years ago, Josh accidentally discovered he has Asperger Syndrome through an audio tape (with his name on it) he found safely camouflaged in a stack of tapes. It contained the conversation between a behavioral doctor and his parents, about the diagnosis of AS in their son. So that was why he was getting all the attention, he thought.

As a child, he remembered, he had trouble putting his shoes on, couldn’t look people in the eyes, had impaired eye/hand coordination and in fact, couldn’t even catch a ball. Moreover, just like any typical autistic, he liked lining up objects; had strong adherence for uniformity, and was hypersensitive to sound. There was one time when he was five that he ran away from school because the noise produced by everyone in the classroom was too overwhelming. He impulsively felt the need to escape. (As what I have researched, observed and written in my other posts: Autistics cannot filter sounds just like normal individuals do. They hear all sounds near or far, soft or loud, with the same deafening decibel. Impossible, yes! But Josh confirmed its veracity. Hearing it from someone who experienced it firsthand erased all doubts this issue may have raised.).

As he grew older, he knew and felt he was different. He was outside norms and was even labeled weird. However, despite some deficits in social interaction, motor movements, and comprehension, Josh manifested excellence in the fields of mathematics, art, music, sports (basketball, soccer, tennis) and mind games, such as chess. What’s more? He could process three or more things at the same time without getting distracted and still get excellent results and pleasant feedback.

The “label” got him a special treatment from everyone. His classmates wrote notes for him and in return, they copied his Math assignments.

Some other facts about Josh:

-He is very good in details; he likes facts and figures.

-He has no fixations.

-He developed social skills as he grew up.

-He had speech therapies at age 5 – 8.

-His parents pushed him to talk to people. His parents’ friends regularly take their children on a one-and-a-half-hour-drive to their house just so they can play.

-He is very honest and modest, and has strong Christian values.

- He believes that Asperger Syndrome is genetic.

-He likes telling not-funny jokes.

- He is very passionate about his chosen field: architecture. He believes that it is something that he really wants to do.

- Even now, he has difficulty mixing with people. He is more comfortable mingling with the younger crowd.

- Just like any regular human being, he always looks up in the sky when he is searching for answers.

- His desk is his familiar place and comfort zone. Sitting on his chair in front of his desk makes him more relaxed and focused on his work.

Some quotes from Josh:

“I want to change the ‘stereotype’.”

“After the discovery, I am more aware of my past.”

“Humming tones down the mind.”

“Tapping has a calming effect; makes it easier to concentrate. It’s like 20 – 80% revitalized.”

“I always wanted to wear the same shirt.”

“People with Aspergers and Autism have too many emotions which cause them to shut down.”

“I never liked reading books but I make my own books, my own characters.”

“In New Zealand, it is very expensive to get a diagnosis but once diagnosed, New Zealand government gives free money.”

Asperger Syndrome diagnosis is increasing. It may be due to its high prevalence or simply because medical professionals are now more aware of the disorder. We may not know it but the “bright” person next to us may be an aspie. Aspies may not even recognize they have it.

I read this somewhere, and it is by far the most interesting, catchy and controversial thought I have ever come across:

"Even God had some Autistic moments, which is why all planets spin."

~ Jerry Newport

What is .....?

Miggy at 7yrs/5mos. :
January 21, 2010: During one of his speech therapies at Play and Say Therapy Center, Teacher Justin playfully thought of asking Miggy some things that were not part of their lessons. Each question seemed incredibly easy but due to its extreme plainness, we as adults may find it difficult to answer.

Teacher (sipping her milk): Miggy, what is a girl?
Miggy (eyeing teacher's milk): "A girl is someone you use as a she."
T: What is a boy?
M: "A boy is someone you use as a he."
T: What is an animal?
M: "An animal is something you see in the zoo. Teacher Justine, why do you need to drink milk? Because you are thirsty." ... and with one quick swoop, grabbed teacher's milk and sipped!

The next day, I made a follow-up of what-questions with Miggy.
Mommy: Miggy, what is a milk?
Miggy: "A milk is something you drink."
Mom: What is a chicken?
Miggy: "A chicken is something you eat."
Mom: What is a...
Miggy: "Mommy, I don't like what-is. No more what-is."
Mom: What is no more?
Miggy: "No more is gone."
Mom: What is gone?
Miggy: "Gone is the-end. Mommy, the end! Stop talking! I don't like what-is!"
Laughing, I stopped.

First-Day-of-Classes Blues

"No school! Cannot go to school! Teacher is sick! The school is closed," he grunted when I tried to wake him up to get dressed for school. After a few minutes of coaxing, he agreed to go, in one condition:
"And then, we will go to the grocery store."

* Autistic people usually have impaired imagination. They lack the capacity of making up stories and excuses. However, at age 6 1/2, I noticed him making little excuses, such as:
"There's no power," he reasoned when I asked him to turn on the light.
"Because that's so funny!" he said when he was watching the Tom and Gerry Show and I asked him why he was laughing and shouting.

"P- I - Z - Z - A spells pizza"

"Mommy, you cook Bibbo cheese hotdog."
No, that's not your dinner. Your dinner starts with a letter P. You guess.
"Pancit?"
No.
"Papaya?"
No, you don't eat papaya and that's not for dinner.
"Pig?"
Hahaha! No, you guess again. It starts with a letter P, has a triangle shape and has cheese on top.
"Pizza! Mommy, you get the pizza."
Spell pizza first.
"P-I-Z-Z-A spells pizza. Mommy, you get the pizza."

*When asked a question, he answers. When told to do something, he obeys.
I always open a conversation with him. 5 years ago, I would always get no response. But now, look at him, he is conversational. And he looks at me when we are having a conversation. Fruits of labor and love evident.

"I don't want mommy to go."

"I do not want mommy to go to Korea."
I asked why.
"Because the airport is closed and the airplane is on fire."
I told him that I will buy his toys in Korea.
"No toys in Korea. Buy toys at Toy Kingdom, the amazing toy store."
"No more Korea!"
"No toys!"

*My sister's family, my eldest daughter, Clarisse, and I went on a four-day vacation in Korea. It was my first vacation since Miggy was born more than 7 years ago and was my most memorable and priceless bonding moment with Clarisse.

The trip was my first days-off away from autism and into the teenage world of my Clarisse. We had fun, we licked ice cream together, ate Korean street-foods, and shopped (mostly window-shopped). She laughed at my silly jokes. I was amazed at her simplicity and naivety. Amid all the wonders now in front of her, I was surprised to hear her say, "I missed Miggy." Who doesn't? I was always looking at my watch, thinking what he and his daddy had been doing, and where they spent the day.

"Let's go to the grocery store."

Just like any typical morning, Miggy comes up with his list of wanna-buys.

"Mommy, it's time to get dressed. Let's go to the grocery store. I want to buy Tiger energy cream cookie strawberry pop and Wildlife chocolates. Just two only." Miggy said.

How about for Ate? What are you going to buy for Ate?,
I asked.

"C2 green tea," he replied.

Teaching How to Answer What Questions

Children with autism are not skilled in answering questions because they do not really know how to socially interact. However, this can be explicitly taught through visual mediums and effective behavioral techniques. With Miggy, I used positive reinforcement along with the technique. Positive reinforcement can be in the form of praise ("Good job!", "Very Good"). Of course, facial exaggeration and vocal intensity are essential to attract his attention. Reinforcement can also be in the form of food, stickers, stamps, toys or it may be an event such as going to the park, eating out, or simply letting him play with his favorite toy.

Answering WHAT questions is the easiest. I used flash cards of common objects and watched educational videos with Miggy. Children with autism learn fast through visual aids.

Example 1: "What is this? This is a ball." (showing the child a picture of a ball and pointing to it). Do it over and over again. The child learns through constant repetition. If you are using a video, pause the video player every so often. It's okay if the video player gets broken, there are repair shops everywhere and dvd players are always on sale. I tell you, it's worth the education your child will be getting. Also, by modeling "pointing", you also teach your child how to point with his finger which is not inherent in children with autism.

Tip: Never mind if your child may seem inattentive. The truth is, he just doesn't know how to show you that he is interested in some way. He just has a different way of learning. Promise, this is from experience. He may not look interested but actually, he is absorbing everything he sees and hears. You will actually be surprised when he finally and miraculously blurts out what you have taught him minutes, hours, months, or even years ago with the precise words and intonation you used. Just be patient.

Start with simple objects, such as shapes, parts of the body and common foods. Later, when your child has mastered them, move on to animals, numbers, house things, vehicles, action words (with you acting out every action word).

Example 2: "What do you want?"
Teach your child to say "I want ______." (cookie, milk, ...). Then, "I want to_____." (to eat, to drink, to sleep, ....).

Example 3: "What is your name?", then progress on to other complex what questions.

Possibilities are endless. Patience...patience...patience. With autism, nothing is instant. Everything has to be mastered one step at a time.

Note: Every child is different. This may or may not be helpful. But it's worth trying. You know your child very well as much as I know mine. Discover ways to penetrate into his world. Break down those walls. As I have always said, "When the Lord closes the door, somehow, he opens the window."

***My sessions with Miggy are only supplemental to his occupational and speech therapies, academic tutorials and mainstreaming education.

Autism Self-Injurious Behavior

Two days ago, I noticed a bruise on Miggy's arm. I asked: How did you get this? He answered: "Miggy's teeth."

He bit his arm! He hurt himself!
For a few moments, I just stared.... all blank. What must I do?
Looking back, when he was 2 years old, he exhibited a self-injurious behavior in the form of head banging. He would hit his head on walls, never stopping until he reached a certain level of satisfaction. This behavior diminished after a few months of occupational therapy (sensory integration method). At age 3-4, he had another episode of self-injurious behavior: face-slapping and chest-hitting. These vanished completely and he never had any display of these behaviors since then.

Today, what never lessens is his scratching. (His eczema even aggravates this scratching.) He scratches old wounds, old vaccine scars, insect bites or just any slight bump on his skin until they bleed. He also rubs his eyes... so bad that he had an infection.

But now, this is new. Self-biting! Although I've seen him do this just once, I have to do something about this and make sure it does not develop into a serious consequence.

Note: Head-shaking was first exhibited by Miggy when he was only a month old. This behavior was at its peak (forceful head-shaking) at age 4-6 months. He would shake his head at full speed until he fell asleep.

Please read this:

Source: http://hubpages.com/hub/autismsocialstories-autismselfinjuriousbehavior

Self-injury is probably one of the most distressing and difficult behaviors that any parent, and autistic person can be faced with.

Mostly the causes of this behavior are quite complex and the level of risk to the autistic person’s safety and well-being can at times be quite high.

Normal behavioral intervention is not always appropriate; but it is generally felt that professional help should be sought to help deal with this problem.

What is self-injurious behavior?

Sometimes referred to as self-harming behavior, self-injury takes many different forms, such as:

• head banging (on floors, walls or other surfaces)
• hand or arm biting
• hair pulling
• eye gouging
• face or head slapping
• skin picking, scratching or pinching
• Forceful head shaking.

Autistic people who have complex needs and who have concurrent learning disabilities are more likely to engage in severe self-injurious behaviors.

However, people across the spectrum and of all ages may engage in self-injurious behaviors at some point.

Individuals who engaged in self-injurious behaviors as children may return to these as adults during times of stress, illness or change.

Causes of self-injurious behavior

The reasons a person has for engaging in self-injurious behavior, is almost always found to be varied, and will involve numerous different factors.

For example an Autistic child may have begun head banging as a form of sensory stimulation (stimming, repetitive behavior) at first, and has now learnt that the head banging is a way to avoid certain situations.

Hitting the face or head may initially have been a response to earache or maybe toothache. Which may have led on to being a way to have wants or needs met.

Some possible causes that should be considered when thinking about self-injurious behavior:

Firstly, and perhaps most importantly, you should consider when dealing with self-injurious behavior, is there a possible medical or dental problem that the Autistic individual may be having.

Autistic people may have some difficulty in telling others that something is wrong physically and some self-injurious behaviors (such as ear slapping or head banging) may be their way of dealing with pain or communicating discomfort.

Here are some examples of medical and dental problems which may be expressed through self-injurious behavior:

• Some illnesses such as: colds, flu, viruses or infections such as sinus, ear or urinary tract infections.
• Pain such as: earache, headache, toothache, pre-menstrual tension
• Seizures, some types of epilepsy
• General feelings of being un-well such as: rashes, constipation, indigestion, heartburn, flatulence.
• There is also research to suggest that there may be some connection between types of self-injury and tic disorders plus compulsive behaviors.

"Twenty Pesos"

April 10, 2010

Miggy woke up.
He asked: "Where are we going? Go to SM?"
Mom: Do you have money?
Miggy: "Twenty pesos."
Mom: That's too little.
Miggy: "No, that's very big."
Mom: What do you want to buy at SM?
Miggy: "Justice League crayons, sticker Winnie the Pooh, Toy Story Book, Pokemon squirters, Justice League basketball set and pizza."

April is Autism Month

Famous people with unspecified forms of autism:

The following people have been diagnosed as being somewhere on the autistic spectrum but the specific classification is unknown.

• Daryl Hannah, an American actress best known for her roles in Splash, Blade Runner and Kill Bill was diagnosed as a child as being 'borderline autistic'
• Christopher Knowles, American poet
• Matthew Laborteaux, actor on Little House on the Prairie
• Katherine McCarron, autistic child allegedly murdered at the age of three by her mother, Karen McCarron.
• Jason McElwain, high school basketball player
• Michael Moon, adopted son of author Elizabeth Moon
• Jasmine O'Neill, author of Through the Eyes of Aliens
• Sue Rubin, subject of documentary Autism Is a World. Sue Rubin has no oral speech but does communicate with facilitated communication.
• Birger Sellin, author from Germany
• Robert Gagno, actor from Vancouver

Famous people with Asperger syndrome:

• Dan Aykroyd, comedian and actor: Aykroyd stated he has Asperger's, but some feel he was joking.
• Richard Borcherds, mathematician specializing in group theory and Lie algebras
• William Cottrell, student who was sentenced to eight years in jail for fire-bombing SUV dealerships
• Craig Nicholls, frontman of the band The Vines
• Gary Numan, British singer and songwriter
• Dawn Prince-Hughes, PhD, primate anthropologist, ethologist, and author of Songs for the Gorilla Nation
• Judy Singer, Australian disability rights activist
• Vernon L. Smith, Nobel Laureate in Economics
• Satoshi Tajiri, creator of Pokémon
• Daniel Tammet, British autistic savant, believed to have Asperger Syndrome
• Liane Holliday Willey, author of Pretending to be Normal, Asperger Syndrome in the Family; Asperger syndrome advocate; education professor; and adult diagnosed with Asperger syndrome at age 35

People with high-functioning autism:

• Michelle Dawson, autism researcher and autism rights activist who has made ethical challenges to Applied Behavior Analysis
• Temple Grandin, a designer of humane food animal handling systems
• Hikari Oe, Japanese composer
• Bhumi Jensen, Thai prince, grandson of King Bhumibol Adulyadej of Thailand; killed by drowning in the tsunami caused by the 2004 Indian Ocean earthquake
• Dylan Scott Pierce, wildlife illustrator
• Jim Sinclair, autism rights activist
• Donna Williams, Australian author of Nobody Nowhere and Somebody Somewhere; after testing for deafness in late childhood, and being labelled 'disturbed', Donna was formally diagnosed as autistic in her 20s
• Stephen Wiltshire, British architectural artist
• Axel Brauns, German author of the autobiographical bestseller Buntschatten und Fledermäuse and filmmaker

Famous autistic savants:

• Alonzo Clemons, American clay sculptor
• Tony DeBlois, blind American musician
• Leslie Lemke, blind American musician
• Jonathan Lerman, American artist
• Thristan Mendoza, Filipino marimba prodigy
• Jerry Newport is an author, savant, and has Asperger's. His wife, Mary Newport, is also a savant on the autistic spectrum
• Derek Paravicini, blind British musician
• James Henry Pullen, gifted British carpenter
• Matt Savage, U.S. autistic jazz prodigy
• Henriett Seth-F., Hungarian autistic savant, poet, writer and artist

People with severe autism:

• Tito Mukhopadhyay, author, poet and philosopher

Source:

http://www.child-autism-parent-cafe.com/famous-people-with-autism.html

Pre-School Graduation

March 18, 2010

Miggy graduated from Prep at Ridge View Academy. He was given an award for Exemplary Performance in Reading, plus 3 Smart Awards. He actually attended Kinder classes for only 3 times per week because the two days were allotted for his speech therapies at Play and Say Therapy Center and academic tutorials at Tots Tutorial Center. During periodical tests, he either perfected the exams or ranked second. Upon my suggestion, he was also given periodical tests in the Prep class which he never attended at all. However, he got very high marks also. His teachers, seeing that he was ready for higher learning, accelerated Miggy to Grade 1.

It was actually his 2nd time to graduate from preparatory education. Last year, he graduated from Easter College SPED Preparatory School with the Best in Spelling Award. Miggy was then ready for primary school.

Education for children with special-needs is never easy. Very few mainstream schools would welcome special children and only a few parents of regular kids would want to share their kids' classes with the not-so-perfect children. Rejection outweighs acceptance.... always the case. Parents are tearful every time a door closes on their children. For these children, everyday is Judgment Day... and for these parents, every night is a sleepless night.

Ridge View Academy accepted Miggy and his ever-present invisible friend named "Auti." However, they only offer preschool education then. The whole year experience with the academy was fruitful. Miggy made friends with everyone. "Auti" made a lot of friends too, not just with classmates but with the teachers and parents as well.

Creative Play

Pic 1: "It's a tea party," Miggy said.
"Miggy is pouring tea."

Pic 2: "Miggy is cooking in the kitchen."
"Hmmm. Delicious hotdog. Add some salt."

*Miggy still addresses himself as a third person. He has difficulty using "I".

*Miggy loves doing girl-stuff. It is actually included in his therapies: self-help skills. These skills teach him independence and coping with daily life.

Fun Day at Mc Donalds!

Ridge View Academy Pre-schoolers supposedly would go on a field trip to an eco-park here in Baguio City. However, during the teachers-parents meeting, it was unanimously agreed to just end the schoolyear with a kids' party at Mc Donalds where everyone would surely have fun.

March 12, 2010
Mc Donalds, SM Baguio

Joking

Jan 28, 2010
Miggy: "Mommy, say give-me-a-kiss."
Mom: Give me a kiss.
He hugged me and laughed hard. That's a hug, I said.
Miggy: "Mommy, say give-me-a-hug."
Mom: Give me a hug.
He kissed me and laughed even harder. That's a kiss, I said.

Miggy: "Miggy is joking."

* Autistics are literal. Every word to its literal meaning. They do not know how to make jokes. Luckily, Miggy now knows how to make jokes. With autistics, everything has to be taught, including facial expressions and emotions. They do not learn things naturally. They do not learn on their own. Everything has to be mechanically fed to their brains. No input, no output.

* My strategy (Being very animated is a must and a plus!)
- I show exaggerated facial expressions, such as reactions when someone is happy, sad, excited, surprised and scared.
- I repeatedly play jokes on him and afterwards I tell him: That's a joke. Mommy is joking.
- When we watch cartoons (Tom and Gerry Show), I explain to him: Tom is playing jokes (tricks) on Gerry. Tom is joking. or Gerry is joking.

Friends at New Sinai Educational System

Warm greetings to Mrs. Lilia del Barrio and her students at New Sinai Educational System in Santa Rosa, Laguna, Philippines, particularly the graduating class of Practical Nursing 2 and students of Caregiver Course.

I have 65 posts here. If you can't find everything you need here, please feel free to ask. You can find my mobile number and email address at the left side bar.

Thank you very much.

Useful Books

Photo 1: Search books, such as Look and Find, Where Are They and Find Waldo, increase Miggy's attention span, at the same time, improve his "pointing".

Photo 2: Sticker books; Coloring books; Spelling, Math, Science, English, & Writing Books. These are just a few of the books that challenge Miggy's intellect. He can do most academic activities that any regular student can perform.

* One hallmark of some children with autism: They do not know how to point (with their fingers) and share their interests with others. (I am not even sure if Miggy had any interest in anything at all when he was just a baby because he never shared it with me and he never looked at me, or if he did, it was only accidental. I may have only gotten in the way of his passing glance.)