July 2, 2025 • 24 mins
What does it really mean to be on the autism spectrum? Beyond stereotypes and misconceptions, autism spectrum disorder (ASD) represents a fascinating variation in how human brains develop and function.
We dive deep into understanding autism as a neurodevelopmental condition that affects how people interact, communicate, and experience the world around them. The spectrum nature of autism means presentations range widely - from individuals with subtle social differences to those facing significant challenges in daily functioning. You'll learn why many autistic people find comfort in routine and predictability, how sensory sensitivities can impact everyday experiences, and the unique cognitive strengths many autistic individuals possess.
The episode explores practical support strategies that make a real difference, from clear communication techniques to sensory-friendly environmental adjustments. We break down effective educational approaches for autistic students, including structured classroom environments, visual supports, and strength-based learning that leverages special interests. Understanding proper diagnosis processes helps identify the specific support each person needs to thrive.
Our conversation emphasizes that autism represents a different - not lesser - way of experiencing and interacting with the world. By promoting acceptance, education, and appropriate supports, we can create environments where autistic individuals flourish on their own terms. Join us on this journey toward greater understanding and share your thoughts on our Facebook page about autism or other disability topics you'd like us to cover in future episodes.
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Kevin (00:00):
Welcome to our podcast.
When Life Gives you Limits, I'mKevin.
Palmi (00:06):
And I'm Palmi.
We consider ourselvesdisability advocates and intend
to spotlight some disabilityissues and things we find
interesting that we frequentlyencounter when we're out and
about.
Also some history on disabilitythat we find interesting.
History on disability that wefind interesting.
Kevin (00:24):
Well, hello folks, we're here for another episode of what
Life Gives you Lemons, thepodcast.
Palmi (00:32):
Welcome, welcome, welcome .
Kevin (00:34):
So, Palmi, what are we talking about today?
Palmi (00:47):
Our topic is autism and or autism spectrum disorder, asd
.
Kevin (00:50):
Do you know anything about it?
The only thing I know about itis I know there are varying
degrees of autism, from veryaffected to pretty much what you
would deem as normal.
Just they don't display thedisorder, if you will, yeah.
Palmi (01:15):
Autism.
Kevin (01:16):
But they display it.
Palmi (01:17):
Isn't that called being on the spectrum?
Kevin (01:20):
Yeah, that's why they call it spectrum, versus, like
with cancer, diagnosis stage one, stage two, stage three.
Palmi (01:31):
I think we're going to talk a lot about what the how it
, the side effects and how it'sthe behavior is, but they really
don't know a lot about itscientifically.
Kevin (01:42):
They don't really know a lot about it and, as we just
mentioned, it's to varyingdegrees.
Some people are very affectedby autism.
Some have autism but aresupposedly frail, but they're
(02:05):
supposedly for all appearances.
You just did not give you thefeedback.
They're going through extrasteps in their mind.
Palmi (02:14):
Okay, so let's get right to it.
Um, autism or autism spectrums,uh, disorder A, s, d is a
neurodevelopmental conditionthat affects people, affects how
people interact, communicateand experience the world.
It's called a spectrum becauseit presents in wide ranges of
(02:35):
ways, from subtle socialdifferences to significant
challenges in daily life.
Kevin (02:42):
There you go.
That's what I was trying to say.
Go to the information.
People with autism may oftenstruggle with understanding
(03:07):
social cues, maintainingconversations or expressing
emotions.
These are often expressed innon-typical ways or even in
typical ways Non-typical ways oreven a typical ways, again,
depending where on the spectrumyou are but you know it's often
(03:32):
running through their minds ifthey're not seeing it or
displaying it.
Palmi (03:37):
Another key aspect is repetitive behavior or routines.
Many autistic individuals findcomfort in routine and may
engage in repetitive movementsor intensive focus on specific
interests.
Kevin (03:50):
Sensitivities Some experience heightened or reduced
sensitivity to sounds, lights,textures or other sensory inputs
.
Palmi (04:03):
Lights- textures or other sensory inputs, decisive
strength or challenges.
Autism is not just aboutdifficulties.
Many autistic individuals haveunique talents in areas of
memory, problem solving andcreativity.
Kevin (04:22):
Autism is lifelong meaning it doesn't go away with
any sort of treatment or withage.
Support and understanding canhelp autistic individuals thrive
.
Oftentimes an autisticindividual.
(04:43):
If they're able to cope withthe sensitivity to stimuli and
actually don't diverge,neurologically speaking, with
the ways to learn or overcomeany difficulties in learning or
(05:05):
communication, they cannot leadnormal-seeming lives.
Palmi (05:13):
And early intervention and tailored support makes a
significant difference in thedevelopment and quality of life.
I know when Rose was bornpremature and they worked on
sensitivity sensory sensitivitythey would make her put her
hands in.
Premature children have thattype of stuff too.
(05:35):
They'd make her put her handsin sand and water and soap all
different kinds of sensorythings that would get her used
to, so her brain would connectto that, and I think that's
probably a lot of what they dotoo.
You know I know our family hasquite a few premature children,
very premature all the way to.
(05:57):
You know not.
Our daughter was the leastpremature, at six months,
believe it or not, and she wasthree pounds.
The rest of them were like lessthan a pound in some cases and
they all went through thatsensory sensitivity program in
order to develop their brain.
Supporting individuals withautism involves understanding
(06:20):
their unique needs and strengths, and here are some effective
strategies.
Kevin (06:27):
Yeah, when it comes to communication, you want to use
clear and concise language,obviously not.
Don't put the guy up there thatspeaks abnormally Is what that
boils down to in my case.
Palmi (06:46):
Well, no, they just need direct communications without
ambiguity.
Is that the word Ambiguity?
Kevin (06:55):
Ambiguity yeah.
Palmi (06:57):
So that they know exactly what they're supposed to do.
Kevin (06:59):
so that they know exactly what they're supposed to do.
Oftentimes I've found out thatpeople do not understand what
I'm saying.
They only get certain words.
So when I say do not do this,all they hear is this If we're
(07:21):
in the kind of well, you said,do this.
No, I said do not do this?
Palmi (07:24):
Visual supports tools like social stories, schedules
and picture-based communicationscan be incredibly helpful, so
can alternative communications?
Kevin (07:40):
Some autistic university individuals use AAC,
augmentative and alternativecommunication devices or apps to
express themselves.
Palmi (07:55):
Is that like on the computer?
Kevin (07:58):
It can be, can be, it can be, uh like, yeah, I'm sure you
may have seen eitherdocumentaries sitcoms or
whatever with stephen hogging,oh yeah and uh.
He's basically a computer to uh.
Oh, like we are looking intothe size of voice, right?
Palmi (08:18):
like we are looking for into you, so you could use it,
right, yeah?
Kevin (08:23):
And they also.
Of course, you can use a highgenerator if you use the
internet to generate a voice, aslong as you have text input to
it.
Palmi (08:36):
Yeah, we're talking about children at this age.
They might not have thatknowledge.
Kevin (08:42):
Yeah, I'm going to guess it would.
In a couple years Somebody willbe able to come up with apps
that are pretty much tied tothose IEIs and they can just use
their phone to form a text andthen have that voice speak for
(09:03):
them if needed.
Palmi (09:04):
Yeah, makes sense.
Establish predictable routines.
Consistency helps reduceanxiety and increases comfort in
the daily life.
Prepare for changes, giveadvance notice and use visual
schedules to ease transitions.
I use that on you, okay.
Kevin (09:30):
Strength-based support encourages passions and
interests.
Many autistic individuals excelin areas they're interested in
and other areas they kind ofunderproduce because they're not
that interested in it.
Palmi (09:52):
Okay, we skipped sensory considerations.
So adjust environments,minimize sensory overloads,
reduce the bright lights.
Loud, loud noises help autisticindividuals feel more
comfortable.
Provide sensory-friendly toolslike noise-canceling headphones.
Weighted blankets and fidgettoys can offer comfort.
Kevin (10:17):
Yeah, I've seen a couple autistic individuals who blog on
the internet.
They always have some sort ofdevice to keep their hands
fitted yeah, basically one gal Iwas watching has like a it
looks like a twizzler from adistance, you know, just a red
(10:42):
kind of thick piece of rope.
I guess.
She just twirls it around.
Palmi (10:48):
It's a comfort toy.
Kevin (10:49):
yeah, yeah it just gives her hands and fingers something
to do, while her, you know, itmakes her feel more secure in
her environment.
Palmi (11:02):
Well, that leads right into the.
Promote the self-advocation,promote autistic individuals
into understanding and expresstheir needs is empowering.
And then the next one is thesocial.
You want to start that one.
Kevin (11:17):
Social inclusion, acceptance, foster inclusive
environments, whether it beschool, work or social settings.
Embracing neurodiversity leadsto better support.
We also have educating others.
(11:38):
I have educating others.
You have to raise awareness andunderstanding about the
individual.
It helps create a moreaccepting community.
Palmi (11:50):
That's kind of what we're doing here.
Support autistic students inschool requires structured and
inclusive and individualapproaches.
There's many effectivestrategies.
We're going to list a few ofthe classroom environments.
Kevin (12:10):
Help students focus and understand expectations.
Visual supports, picture,schedules and labels.
Reinforce their independence intask competition.
(12:32):
Sensory-friendly adjustmentsadjustments reducing bright
lights, loud noises andproviding quiet zones that can
help manage sensorysensitivities.
Palmi (12:49):
And, as we talked before, routine and predictability.
Structured schedules usingvisuals, schedules with symbols
or picture cards help studentsanticipate transitions and
reduce anxiety.
Calm down areas.
Designated spots with sensortools allow students to
(13:10):
self-regulate when overwhelmed.
Kevin (13:22):
Behavioral and Learning Support.
Applied Behavior Analysis, orABA, is a structural approach
that reinforces positivebehaviors and helps educators
tailor interventions.
Prompting and reinforcingtechniques encouraged desired
(13:46):
behaviors and learningcollaboration between teachers,
aides and specialists, and areadapted to individual needs.
Palmi (14:01):
And, as we stated before, every autistic child or
individual is different, sothese have to be wide-ranging
and used based on the individualneeds Right.
So inclusive classroomstrategies is to visually
(14:22):
support and structured teachingSchools that have successfully
implemented visual schedules,social stories and structured
teaching methods likeT-E-A-C-C-H to help autistic
students navigate their day.
(14:43):
Strength-based learning.
Some schools focus onleveraging students' interests
to enhance engagement.
For example, a studentpassionate about maps might use
GPS-based activities to developmath and geographic skills
Activities to Develop Math andGeographic Skills, and I'm going
(15:08):
to put a story in here foreverybody.
Kevin (15:09):
I was actually.
Once I was going through theseresearch notes I was thinking,
oh, this would be a great timeto get one of our special ed
teachers and do an interviewabout what sort of things they
typically see in students inthis area, Uh-huh, and how they
(15:31):
cope with overcoming theproblems they got.
But hey, it's summer.
No school.
It's hard to find a teacher.
Palmi (15:41):
They disappear, don't they?
Yeah, so we're on social andbehavioral support.
So peer mentoring programs.
Students have introduced peerbuddy systems where neurotypical
students support autisticclassmates in social
interactions and groupactivities, fostering inclusion.
No, I'm saying that wrongSensory-friendly classrooms
(16:06):
Adjust like quiet zones,noise-canceling headphones and
flexible seating can helpstudents regulate sensory input
and focus better.
Kevin (16:16):
Yeah, I'm going to have to take out all those centrals.
You say so.
People don't think we're tryingto teach kids the wrong thing.
Palmi (16:26):
This is rated PG right.
Kevin (16:28):
Yes, Specialized support services, speech and
occupational therapy integrationschools that integrate their
speech therapy with theiroccupational therapy and
behavioral interventions developroutines that cause
(16:52):
improvements in communicationand self-regulation.
Social skills are programs thatteach functional communication
and social interaction throughstructured activities that have
helped autistic students buildconfidence and relationships.
Palmi (17:18):
So testing for autism typically involves a multi-step
evaluation process that combinesbehavioral observation,
developmental history andstandardized assessment.
Here's how it usually works.
They do a developmentalscanning.
This is often the first step,especially for children scanning
(17:45):
this is often the first step,especially for children.
Pediatricians usually may usebrief questionnaires during
routine checkups to flag anysign of the developmental delays
.
Kevin (17:53):
Comprehensive diagnosis, diagnostic evaluation.
If concerns arise, a morein-depth assessment is done by
specialists such asdevelopmental pediatricians,
child psychologists orneurologists.
(18:15):
This includes interviews withcaretakers.
It's like the autism diagnosticinterview revised, or ADI, that
we spoke of before, but with adash R for revised Direct
(18:39):
observation of behaviorcommunication, again such as the
ADI, but in this time they callit an ADOS for Autism
Diagnostic Observation Schedule.
(19:00):
And of course they have to havestandardized tests.
Every category of education hasstandardized tests.
Those are to assess cognitive,language and motor skills and
motor skills.
Palmi (19:20):
So the DSM-5 criteria is.
Clinicians use the criteria forthe Diagnostic and Mental
Statistical Manual of Disorder,so that is the DSM-5 to
determine if someone meets thediagnostic threshold for autism
(19:43):
spectrum disorder.
This includes persistentchallenges in social
communications and restrictedrepetitive behaviors.
Kevin (19:54):
Additional testing is necessary in some cases.
We're talking genetic testing,neurological exams or sensory
processing assessments.
Those can be recommended to alot of other conditions or have
(20:15):
a better understanding of theindividual's needs at the
individual's needs.
Palmi (20:23):
ASD typically appears in early childhood, often before
age three, and includes whatwere once considered separate
conditions like Asperger'ssyndrome and childhood disorder.
Common traits includedifficulty with social
interaction and communications,repetitive behaviors and intense
(20:45):
focus on specific interests.
Sensory sensitivity, ie tosound, light and textures.
So that gives us a little moreunderstanding of what autism is.
That will lead us into our nextepisode, which we have one of
(21:07):
our friends, our neighbor, herson is autistic, and that she'd
be able to go into more detailof specifically what has helped
him in the past and what hisschooling has been All right.
Kevin (21:27):
So before we send off, we have a few housekeeping items
to talk about.
Number one we're going to endthis season in November.
I'll get you that date duringthe next episode, please.
(21:48):
You can support us easily byjust word of mouth, telling
somebody about this program.
We'd like to hear some feedbackfrom people on our facebook
(22:11):
page or via email or via fanmail.
It's all up to you.
We've given you several ways todiscuss items with us.
We'd like to hear you, but asfar as topics you'd like to hear
, we've only had one, so onerequest like that this year that
we'll get into on laterepisodes for the rusty slackers.
(22:36):
Let us know what it is you wantto hear about.
Palmi (22:41):
Hey you, you really increased your Facebook page.
I saw there's quite a fewmembers now.
Kevin (22:46):
Yeah, I've been trying these past couple weeks to
really work to develop thataspect and hopefully get a
couple conversations going.
What I'm going to do is, if youread the description for this
episode off the websitewwwwhenlifegivesyoulovingsnet,
(23:15):
it will give you a direct linkto that Facebook page.
That way you don't have to gothrough my page to get to it.
Palmi (23:25):
And I saw on there that Maria, one of our past
interviewers, was on there.
She raced in the Corn de Tour,de Tour, de Corn, de Tour de
Corn or whatever that is.
Did you see her pictures onthere?
I did, yeah, I picked it upthere yesterday, whatever that
is.
Um, they did you see that?
Kevin (23:43):
her pictures on there.
I did yeah, I'm very proud ofher yesterday, but I didn't have
a whole lot of details so Ididn't have a whole lot of
contact.
Yeah, but her pictures up thereyay, maria.
Palmi (24:00):
and now maria started a new Facebook page, so please
join her Facebook page too.
She talks about disabilityissues also.
Kevin (24:10):
Okay, folks, that's about all we have for this week.
Palmi (24:14):
Let's get going before we get blown away by the leaf
blower.
Kevin (24:21):
Yes, the guy out in our yard.
I have no idea who this guy isor why, but he's blowing our
lawn apparently tried to justblow everything away like a
tornado all right, bye for nowsee you later.
Folks, till next episode, takethose lemons and make your own
love and date.
Welcome to our podcast.
When Life Gives you Limits, I'mKevin.
Palmi (00:06):
And I'm Palmi.
We consider ourselvesdisability advocates and intend
to spotlight some disabilityissues and things we find
interesting that we frequentlyencounter when we're out and
about.
Also some history on disabilitythat we find interesting.
History on disability that wefind interesting.
Kevin (00:24):
Well, hello folks, we're here for another episode of what
Life Gives you Lemons, thepodcast.
Palmi (00:32):
Welcome, welcome, welcome .
Kevin (00:34):
So, Palmi, what are we talking about today?
Palmi (00:47):
Our topic is autism and or autism spectrum disorder, asd
.
Kevin (00:50):
Do you know anything about it?
The only thing I know about itis I know there are varying
degrees of autism, from veryaffected to pretty much what you
would deem as normal.
Just they don't display thedisorder, if you will, yeah.
Palmi (01:15):
Autism.
Kevin (01:16):
But they display it.
Palmi (01:17):
Isn't that called being on the spectrum?
Kevin (01:20):
Yeah, that's why they call it spectrum, versus, like
with cancer, diagnosis stage one, stage two, stage three.
Palmi (01:31):
I think we're going to talk a lot about what the how it
, the side effects and how it'sthe behavior is, but they really
don't know a lot about itscientifically.
Kevin (01:42):
They don't really know a lot about it and, as we just
mentioned, it's to varyingdegrees.
Some people are very affectedby autism.
Some have autism but aresupposedly frail, but they're
(02:05):
supposedly for all appearances.
You just did not give you thefeedback.
They're going through extrasteps in their mind.
Palmi (02:14):
Okay, so let's get right to it.
Um, autism or autism spectrums,uh, disorder A, s, d is a
neurodevelopmental conditionthat affects people, affects how
people interact, communicateand experience the world.
It's called a spectrum becauseit presents in wide ranges of
(02:35):
ways, from subtle socialdifferences to significant
challenges in daily life.
Kevin (02:42):
There you go.
That's what I was trying to say.
Go to the information.
People with autism may oftenstruggle with understanding
(03:07):
social cues, maintainingconversations or expressing
emotions.
These are often expressed innon-typical ways or even in
typical ways Non-typical ways oreven a typical ways, again,
depending where on the spectrumyou are but you know it's often
(03:32):
running through their minds ifthey're not seeing it or
displaying it.
Palmi (03:37):
Another key aspect is repetitive behavior or routines.
Many autistic individuals findcomfort in routine and may
engage in repetitive movementsor intensive focus on specific
interests.
Kevin (03:50):
Sensitivities Some experience heightened or reduced
sensitivity to sounds, lights,textures or other sensory inputs
.
Palmi (04:03):
Lights- textures or other sensory inputs, decisive
strength or challenges.
Autism is not just aboutdifficulties.
Many autistic individuals haveunique talents in areas of
memory, problem solving andcreativity.
Kevin (04:22):
Autism is lifelong meaning it doesn't go away with
any sort of treatment or withage.
Support and understanding canhelp autistic individuals thrive
.
Oftentimes an autisticindividual.
(04:43):
If they're able to cope withthe sensitivity to stimuli and
actually don't diverge,neurologically speaking, with
the ways to learn or overcomeany difficulties in learning or
(05:05):
communication, they cannot leadnormal-seeming lives.
Palmi (05:13):
And early intervention and tailored support makes a
significant difference in thedevelopment and quality of life.
I know when Rose was bornpremature and they worked on
sensitivity sensory sensitivitythey would make her put her
hands in.
Premature children have thattype of stuff too.
(05:35):
They'd make her put her handsin sand and water and soap all
different kinds of sensorythings that would get her used
to, so her brain would connectto that, and I think that's
probably a lot of what they dotoo.
You know I know our family hasquite a few premature children,
very premature all the way to.
(05:57):
You know not.
Our daughter was the leastpremature, at six months,
believe it or not, and she wasthree pounds.
The rest of them were like lessthan a pound in some cases and
they all went through thatsensory sensitivity program in
order to develop their brain.
Supporting individuals withautism involves understanding
(06:20):
their unique needs and strengths, and here are some effective
strategies.
Kevin (06:27):
Yeah, when it comes to communication, you want to use
clear and concise language,obviously not.
Don't put the guy up there thatspeaks abnormally Is what that
boils down to in my case.
Palmi (06:46):
Well, no, they just need direct communications without
ambiguity.
Is that the word Ambiguity?
Kevin (06:55):
Ambiguity yeah.
Palmi (06:57):
So that they know exactly what they're supposed to do.
Kevin (06:59):
so that they know exactly what they're supposed to do.
Oftentimes I've found out thatpeople do not understand what
I'm saying.
They only get certain words.
So when I say do not do this,all they hear is this If we're
(07:21):
in the kind of well, you said,do this.
No, I said do not do this?
Palmi (07:24):
Visual supports tools like social stories, schedules
and picture-based communicationscan be incredibly helpful, so
can alternative communications?
Kevin (07:40):
Some autistic university individuals use AAC,
augmentative and alternativecommunication devices or apps to
express themselves.
Palmi (07:55):
Is that like on the computer?
Kevin (07:58):
It can be, can be, it can be, uh like, yeah, I'm sure you
may have seen eitherdocumentaries sitcoms or
whatever with stephen hogging,oh yeah and uh.
He's basically a computer to uh.
Oh, like we are looking intothe size of voice, right?
Palmi (08:18):
like we are looking for into you, so you could use it,
right, yeah?
Kevin (08:23):
And they also.
Of course, you can use a highgenerator if you use the
internet to generate a voice, aslong as you have text input to
it.
Palmi (08:36):
Yeah, we're talking about children at this age.
They might not have thatknowledge.
Kevin (08:42):
Yeah, I'm going to guess it would.
In a couple years Somebody willbe able to come up with apps
that are pretty much tied tothose IEIs and they can just use
their phone to form a text andthen have that voice speak for
(09:03):
them if needed.
Palmi (09:04):
Yeah, makes sense.
Establish predictable routines.
Consistency helps reduceanxiety and increases comfort in
the daily life.
Prepare for changes, giveadvance notice and use visual
schedules to ease transitions.
I use that on you, okay.
Kevin (09:30):
Strength-based support encourages passions and
interests.
Many autistic individuals excelin areas they're interested in
and other areas they kind ofunderproduce because they're not
that interested in it.
Palmi (09:52):
Okay, we skipped sensory considerations.
So adjust environments,minimize sensory overloads,
reduce the bright lights.
Loud, loud noises help autisticindividuals feel more
comfortable.
Provide sensory-friendly toolslike noise-canceling headphones.
Weighted blankets and fidgettoys can offer comfort.
Kevin (10:17):
Yeah, I've seen a couple autistic individuals who blog on
the internet.
They always have some sort ofdevice to keep their hands
fitted yeah, basically one gal Iwas watching has like a it
looks like a twizzler from adistance, you know, just a red
(10:42):
kind of thick piece of rope.
I guess.
She just twirls it around.
Palmi (10:48):
It's a comfort toy.
Kevin (10:49):
yeah, yeah it just gives her hands and fingers something
to do, while her, you know, itmakes her feel more secure in
her environment.
Palmi (11:02):
Well, that leads right into the.
Promote the self-advocation,promote autistic individuals
into understanding and expresstheir needs is empowering.
And then the next one is thesocial.
You want to start that one.
Kevin (11:17):
Social inclusion, acceptance, foster inclusive
environments, whether it beschool, work or social settings.
Embracing neurodiversity leadsto better support.
We also have educating others.
(11:38):
I have educating others.
You have to raise awareness andunderstanding about the
individual.
It helps create a moreaccepting community.
Palmi (11:50):
That's kind of what we're doing here.
Support autistic students inschool requires structured and
inclusive and individualapproaches.
There's many effectivestrategies.
We're going to list a few ofthe classroom environments.
Kevin (12:10):
Help students focus and understand expectations.
Visual supports, picture,schedules and labels.
Reinforce their independence intask competition.
(12:32):
Sensory-friendly adjustmentsadjustments reducing bright
lights, loud noises andproviding quiet zones that can
help manage sensorysensitivities.
Palmi (12:49):
And, as we talked before, routine and predictability.
Structured schedules usingvisuals, schedules with symbols
or picture cards help studentsanticipate transitions and
reduce anxiety.
Calm down areas.
Designated spots with sensortools allow students to
(13:10):
self-regulate when overwhelmed.
Kevin (13:22):
Behavioral and Learning Support.
Applied Behavior Analysis, orABA, is a structural approach
that reinforces positivebehaviors and helps educators
tailor interventions.
Prompting and reinforcingtechniques encouraged desired
(13:46):
behaviors and learningcollaboration between teachers,
aides and specialists, and areadapted to individual needs.
Palmi (14:01):
And, as we stated before, every autistic child or
individual is different, sothese have to be wide-ranging
and used based on the individualneeds Right.
So inclusive classroomstrategies is to visually
(14:22):
support and structured teachingSchools that have successfully
implemented visual schedules,social stories and structured
teaching methods likeT-E-A-C-C-H to help autistic
students navigate their day.
(14:43):
Strength-based learning.
Some schools focus onleveraging students' interests
to enhance engagement.
For example, a studentpassionate about maps might use
GPS-based activities to developmath and geographic skills
Activities to Develop Math andGeographic Skills, and I'm going
(15:08):
to put a story in here foreverybody.
Kevin (15:09):
I was actually.
Once I was going through theseresearch notes I was thinking,
oh, this would be a great timeto get one of our special ed
teachers and do an interviewabout what sort of things they
typically see in students inthis area, Uh-huh, and how they
(15:31):
cope with overcoming theproblems they got.
But hey, it's summer.
No school.
It's hard to find a teacher.
Palmi (15:41):
They disappear, don't they?
Yeah, so we're on social andbehavioral support.
So peer mentoring programs.
Students have introduced peerbuddy systems where neurotypical
students support autisticclassmates in social
interactions and groupactivities, fostering inclusion.
No, I'm saying that wrongSensory-friendly classrooms
(16:06):
Adjust like quiet zones,noise-canceling headphones and
flexible seating can helpstudents regulate sensory input
and focus better.
Kevin (16:16):
Yeah, I'm going to have to take out all those centrals.
You say so.
People don't think we're tryingto teach kids the wrong thing.
Palmi (16:26):
This is rated PG right.
Kevin (16:28):
Yes, Specialized support services, speech and
occupational therapy integrationschools that integrate their
speech therapy with theiroccupational therapy and
behavioral interventions developroutines that cause
(16:52):
improvements in communicationand self-regulation.
Social skills are programs thatteach functional communication
and social interaction throughstructured activities that have
helped autistic students buildconfidence and relationships.
Palmi (17:18):
So testing for autism typically involves a multi-step
evaluation process that combinesbehavioral observation,
developmental history andstandardized assessment.
Here's how it usually works.
They do a developmentalscanning.
This is often the first step,especially for children scanning
(17:45):
this is often the first step,especially for children.
Pediatricians usually may usebrief questionnaires during
routine checkups to flag anysign of the developmental delays
.
Kevin (17:53):
Comprehensive diagnosis, diagnostic evaluation.
If concerns arise, a morein-depth assessment is done by
specialists such asdevelopmental pediatricians,
child psychologists orneurologists.
(18:15):
This includes interviews withcaretakers.
It's like the autism diagnosticinterview revised, or ADI, that
we spoke of before, but with adash R for revised Direct
(18:39):
observation of behaviorcommunication, again such as the
ADI, but in this time they callit an ADOS for Autism
Diagnostic Observation Schedule.
(19:00):
And of course they have to havestandardized tests.
Every category of education hasstandardized tests.
Those are to assess cognitive,language and motor skills and
motor skills.
Palmi (19:20):
So the DSM-5 criteria is.
Clinicians use the criteria forthe Diagnostic and Mental
Statistical Manual of Disorder,so that is the DSM-5 to
determine if someone meets thediagnostic threshold for autism
(19:43):
spectrum disorder.
This includes persistentchallenges in social
communications and restrictedrepetitive behaviors.
Kevin (19:54):
Additional testing is necessary in some cases.
We're talking genetic testing,neurological exams or sensory
processing assessments.
Those can be recommended to alot of other conditions or have
(20:15):
a better understanding of theindividual's needs at the
individual's needs.
Palmi (20:23):
ASD typically appears in early childhood, often before
age three, and includes whatwere once considered separate
conditions like Asperger'ssyndrome and childhood disorder.
Common traits includedifficulty with social
interaction and communications,repetitive behaviors and intense
(20:45):
focus on specific interests.
Sensory sensitivity, ie tosound, light and textures.
So that gives us a little moreunderstanding of what autism is.
That will lead us into our nextepisode, which we have one of
(21:07):
our friends, our neighbor, herson is autistic, and that she'd
be able to go into more detailof specifically what has helped
him in the past and what hisschooling has been All right.
Kevin (21:27):
So before we send off, we have a few housekeeping items
to talk about.
Number one we're going to endthis season in November.
I'll get you that date duringthe next episode, please.
(21:48):
You can support us easily byjust word of mouth, telling
somebody about this program.
We'd like to hear some feedbackfrom people on our facebook
(22:11):
page or via email or via fanmail.
It's all up to you.
We've given you several ways todiscuss items with us.
We'd like to hear you, but asfar as topics you'd like to hear
, we've only had one, so onerequest like that this year that
we'll get into on laterepisodes for the rusty slackers.
(22:36):
Let us know what it is you wantto hear about.
Palmi (22:41):
Hey you, you really increased your Facebook page.
I saw there's quite a fewmembers now.
Kevin (22:46):
Yeah, I've been trying these past couple weeks to
really work to develop thataspect and hopefully get a
couple conversations going.
What I'm going to do is, if youread the description for this
episode off the websitewwwwhenlifegivesyoulovingsnet,
(23:15):
it will give you a direct linkto that Facebook page.
That way you don't have to gothrough my page to get to it.
Palmi (23:25):
And I saw on there that Maria, one of our past
interviewers, was on there.
She raced in the Corn de Tour,de Tour, de Corn, de Tour de
Corn or whatever that is.
Did you see her pictures onthere?
I did, yeah, I picked it upthere yesterday, whatever that
is.
Um, they did you see that?
Kevin (23:43):
her pictures on there.
I did yeah, I'm very proud ofher yesterday, but I didn't have
a whole lot of details so Ididn't have a whole lot of
contact.
Yeah, but her pictures up thereyay, maria.
Palmi (24:00):
and now maria started a new Facebook page, so please
join her Facebook page too.
She talks about disabilityissues also.
Kevin (24:10):
Okay, folks, that's about all we have for this week.
Palmi (24:14):
Let's get going before we get blown away by the leaf
blower.
Kevin (24:21):
Yes, the guy out in our yard.
I have no idea who this guy isor why, but he's blowing our
lawn apparently tried to justblow everything away like a
tornado all right, bye for nowsee you later.
Folks, till next episode, takethose lemons and make your own
love and date.
Host
Jetheswaran Gunasekaran
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