Autism Spectrum Disorders - Autism Research Institute https://autism.org/category/autism-spectrum-disorders/ Advancing Autism Research and Education Wed, 17 Apr 2024 22:37:25 +0000 en-US hourly 1 https://wordpress.org/?v=6.5.3 Autism and Sleep – Research Updates https://autism.org/autism-and-sleep-research-updates/ Tue, 16 Apr 2024 22:23:33 +0000 https://last-drum.flywheelsites.com/?p=17016 Learn research updates on co-occurring sleep disturbances and autism. To participate in the study mentioned in the presentation, see: Participate in our Research - Sleep, Cognition and Neuropsychiatry (SCAN) Lab The speaker: Dara S. Manoach, PhD, Paul B. and Sandra M. Edgerley MGH Research

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Learn research updates on co-occurring sleep disturbances and autism.

To participate in the study mentioned in the presentation, see: Participate in our Research – Sleep, Cognition and Neuropsychiatry (SCAN) Lab

The speaker:

Dara S. Manoach, PhD, Paul B. and Sandra M. Edgerley MGH Research Scholar 2019-2024 is a Professor of Psychology in the Department of Psychiatry at Harvard Medical School. She is a neuropsychologist who received her Ph.D. in psychology from Harvard University. She completed a clinical psychology internship at McLean Hospital and a fellowship in clinical neuropsychology at the Behavioral Neurology Unit of Beth Israel Hospital. She is in the Department of Psychiatry at Massachusetts General Hospital and is a Faculty Associate at the Lurie Center for Autism. She is based at the Athinoula A. Martinos Center for Biomedical Imaging where she directs the Sleep, Cognition, and Neuropsychiatry (SCAN) Lab.

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  • pans/pots nutrition, autism related disorder

Food and Sleep

March 1st, 2022|Nutrition, Sleep, Ways to Help, Webinar|

Vicki Kobliner, RDN, CD-N, describes nutritional and lifestyle strategies for improving sleep and overall health for autistic people. She discusses circadian rhythm and balancing cortisol and melatonin cycles throughout the day.

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Autism & Aging – Cognition and Well-being https://autism.org/aging-cognition-wellbeing/ Tue, 09 Apr 2024 18:53:35 +0000 https://autism.org/?p=17829 When we become older, we all hope to become wiser and happier, but we also know that someday we will decline. This decline is apparent in both cognition and health. This is true for everyone, although large individual differences exist in when and how fast one declines. Whether or

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When we become older, we all hope to become wiser and happier, but we also know that someday we will decline. This decline is apparent in both cognition and health. This is true for everyone, although large individual differences exist in when and how fast one declines. Whether or not being autistic impacts the when and how of this decline is the central question that will be addressed in the current talk. You will learn that the findings are mixed and the literature is still scarce. However, in general the future outlook seems highly similar for autistic and non-autistic people even though autistic people do seem to have an increased risk for specific health related conditions. I will touch upon topics such as menopause, camouflaging, and feelings of being in control as these are all relevant factors for one’s well-being.

This is a joint presentation by ARI and The World Autism Organisation.

The speaker:

Hilde Geurts, Ph.D., is currently a professor in clinical neuropsychology and head of the section Brain & Cogntion at the Department of Psychology of the University of Amsterdam. Dr. Geurts studies autism and ADHD. Her starting point is the neurodiversity perspective, and she focuses on cognition (especially cognitive control/executive functioning), inter & intra individual variability, quality of life as well as interventions across the life span.

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Biomarkers start telling us a story: Autism pathophysiology revisited https://autism.org/biomarkers-and-pathophysiology/ Tue, 26 Mar 2024 23:38:45 +0000 https://autism.org/?p=17868 Learn about emerging research on biomarkers and autism from a recent ARI Research Grant recipient. This is a joint presentation with the World Autism Organisation. The presentation by Dr. Persico starts at approximately 7 minutes into the video. The speaker: Antonio Persico, MD, studied

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Learn about emerging research on biomarkers and autism from a recent ARI Research Grant recipient.

This is a joint presentation with the World Autism Organisation. The presentation by Dr. Persico starts at approximately 7 minutes into the video.

The speaker:

Antonio Persico, MD, studied Psychiatry at the Catholic University of the Sacred Heart (Rome, Italy) in 1990 and worked as Visiting Foreign Fellow at the Natl. Inst. on Drug Abuse (Baltimore, MD) between 1991 and 1994, with a focus on the genetics of drug addiction. Starting in 1995, at University “Campus Bio-Medico” (Rome, Italy), Dr. Persico began exploring the role of serotonin in neurodevelopment and the genetics of autism. Since then, autism and neurodevelopmental disorders have been his primary focus. In 2010, he started the clinical Unit of Child & Adolescent Neuropsychiatry at UCBM, then becoming in 2015 Full Professor of Child and Adolescent Neuropsychiatry at the University of Messina (Italy). Here he directed the Interdepartmental Program “Autism 0-90” at the “G. Martino” University Hospital. Dr. Persico’s overarching target is to “link clinical phenomena to their genetic, epigenetic and neurobiological underpinnings in neurodevelopmental disorders.” His specific research interests are thus primarily translational: clustering autistic patients in biologically meaningful ways, identifying biomarkers for early diagnosis and to predict response/non-response to specific forms of therapies, developing novel evidence-based pharmacological, behavioral and occupational interventions. Dr. Persico’s goal is to “improve as much as possible the long-term trajectory and the quality of life of autistic individuals and their families at all ages.” Currently, Dr. Persico is at Università di Modena e Reggio Emilia.

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Free webinar at 3 p.m. Eastern time (US), Wednesday, March 27, 2024

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How Games Foster Social Connection https://autism.org/how-games-can-help-teach-social-skills/ Thu, 21 Mar 2024 04:33:48 +0000 https://last-drum.flywheelsites.com/?p=16610 Learn about research that suggests that fostering game skills may serve as a lifelong bridge to engaging with peers. Handouts are online HERE The speakers: Gray Atherton, PhD, has a BSc in Child Development from Vanderbilt University, a Master’s in Counselling from University of Houston,

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Learn about research that suggests that fostering game skills may serve as a lifelong bridge to engaging with peers.

Handouts are online HERE

The speakers:
Gray Atherton, PhD, has a BSc in Child Development from Vanderbilt University, a Master’s in Counselling from University of Houston, and a Ph.D. in Educational Psychology and Individual Differences from University of Houston. She has previously lectured at University of Houston and the University of Wolverhampton. Prior to entering academia, Gray was a counselor for adolescents with neurodevelopmental conditions. “I am interested in understanding how people with autism spectrum condition see the social world. Specifically, I explore individual differences in social processing and how these differences often found in people with autism also exist in the general population. I also investigate anthropomorphism, or seeing the human in the non-human, and how this relates to social processing in autism. To investigate this, I am developing virtual reality techniques that allow for anthropomorphic experiences. My other research interest lies more broadly in embodied social processing. I am particularly interested in how movement can affect the way we see ourselves and our social partners, and how this can be used to understand special populations.”

Dr. Liam Cross “I have a BSc in Psychology from Lancaster University and a PhD in Psychology from Leeds Beckett University. My PhD focused on how and why engaging in Coordinated Rhythmic Movement affects interpersonal relations and group processes and relations. Basically how moving in coordinated ways (dancing, singing or even walking) fosters greater affiliation, cooperation & conformity towards our co-actors & changes in our social identity.” Dr. Cross’s research interests include whether the theory of mind deficits in those with ASD can be alleviated by changing the object of evaluation in these measures from human to cartoon and animal stimulus, and, most recently the overlap between tabletop games and autism.

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The Gut, Autism, and Mental Health https://autism.org/gut-autism/ Tue, 05 Mar 2024 14:39:01 +0000 https://last-drum.flywheelsites.com/?p=16995 Learn about the relationship between the gut-brain axis, mental health, and autism. The speaker: Calliope Holingue, MPH, PhD is a research faculty member at the Center for Autism and Related Disorders at Kennedy Krieger Institute. A psychiatric epidemiologist by training, she also has a joint academic appointment as

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Learn about the relationship between the gut-brain axis, mental health, and autism.

The speaker:

Calliope Holingue, MPH, PhD is a research faculty member at the Center for Autism and Related Disorders at Kennedy Krieger Institute. A psychiatric epidemiologist by training, she also has a joint academic appointment as an assistant professor from the Department of Mental Health at Johns Hopkins Bloomberg School of Public Health.

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  • autism comorbidities

Co-Occurring Conditions and Autism

January 10th, 2022|News, Uncategorized|

Research suggests that individuals with autism experience some conditions―including underlying medical issues, neurodevelopmental differences, and mental health issues―more frequently than the general population. Learning about these potential medical needs can help you

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The Low-Hanging Fruit: Exploring Monogenic Syndromes with Elevated Rates of Autism https://autism.org/molecular-and-celluar-mechanisms/ Wed, 21 Feb 2024 18:49:08 +0000 https://last-drum.flywheelsites.com/?p=16972 Learn research updates on how genes associated with autism are functioning in the brain and how changes in these genes are linked to characteristics of autism and other conditions. Handouts are online HERE The speaker: Dr. Daniel Vogt, PhD, is an Assistant Professor in

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Learn research updates on how genes associated with autism are functioning in the brain and how changes in these genes are linked to characteristics of autism and other conditions.

Handouts are online HERE

The speaker:

Dr. Daniel Vogt, PhD, is an Assistant Professor in the College of Human Medicine’s Department of Pediatrics and Human Development. Dr. Vogt’s lab is investigating the molecular and cellular mechanisms underlying autism. The lab is particularly interested in understanding how genes implicated in autism are functioning in the brain and how mutations in these genes lead to symptoms of autism and related conditions. One hypothesis is that some characteristics of autism are caused by an imbalance in neuronal excitation and inhibition. To this end, Dr. Vogt’s lab is focusing on understanding how inhibitory neurons develop and function. In addition, the lab seeks to understand how mutations discovered in autism genes alter their function.

Dr. Vogt’s research has elucidated how key developmental genes influence inhibitory neuron development. In particular, his research was important in uncovering how the gene, Lhx6, a transcription factor required for inhibitory neuron development, controls the cell fate of inhibitory neurons derived from the median ganglionic eminence (MGE) (Neuron, 2014). Dr. Vogt also developed an in vivo approach to assess the impact that human mutations discovered in autism patients have on gene function. This approach was tested with the autism candidate gene, PTEN, and demonstrated that mutations in PTEN resulted in defects in inhibitory neuron development (Cell Reports. 2015). The lab’s goal is to continue to screen mutations in genes implicated in autism to uncover both common and unique symptoms that are caused by genes. Finally, the lab seeks to combine the knowledge gained from the screening of mutations and the knowledge from studying individual genes to uncover new insights into inhibitory neuron development.

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Gender and Autism https://autism.org/gender-and-autism/ Tue, 06 Feb 2024 04:04:41 +0000 https://last-drum.flywheelsites.com/?p=16605 Gray Atherton, Ph.D., details the socialization of the female gender experience and how that plays into autism gender biases. The speaker discusses the experiences of autistic women, highlighting that gender is a critical barrier to diagnosis and care. Atherton details recent investigations into implicit gender biases in autism and their impact on

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Gray Atherton, Ph.D., details the socialization of the female gender experience and how that plays into autism gender biases. The speaker discusses the experiences of autistic women, highlighting that gender is a critical barrier to diagnosis and care. Atherton details recent investigations into implicit gender biases in autism and their impact on medical care and autism understanding. She evidences contemporary shifts in the zeitgeist of gender and autism and provides suggestions for future research. The presenter offers sources and acknowledgments before the Q&A, where she discusses masking, minorities and misdiagnosis, videogaming and autism, and much more. 

In this webinar:

1:00 – Agenda and introduction
4:40 – Gendered development & autism descriptions
8:00 – Female protective effect
10:00 – Male brain theory
12:35 – Gender and autism
16:20 – Masking
18:50 – Study 1: Age of diagnosis and quality of life
26:10 – Effects of late diagnosis
30:00 – Gender biases and a new ratio
35:12 – Study 2: Implicit gender biases against female autism
40:11 – Findings
42:40 – Study 3: The zeitgeist of gender and autism
44:50 – Summary and future research
48:08 – Q&A

Female gender experiences

Atherton discusses the construction and socialization of the female gender experience, underscoring observed differences in toys, colors, expectations, and language used with female versus male children (2:15). She explains that females show more relational aggression (indirect) compared to males by age four (4:40) and tend to consider hierarchies and reputation in social interactions and communication from a very young age (6:15). These differences, the speaker continues, result, in part, from contrasting developmental pressures and environments between females and males. 

Gender and autism

Historical descriptions of autism are skewed toward the male presentation due to classic gender biases (6:40). Atherton outlines two prominent hypotheses that aim to explain observed gender differences in autism: the Female Protective Effect (8:00) and the Male Brain Theory (10:10). While these theories have been widely investigated, contemporary understandings of gender and autism reveal them to be limited in scope and understanding. 

Atherton cites research showing higher rates of gender diversity in autism, where transgender and gender-diverse people are three to four times more likely to be autistic than cisgender people (12:35). She discusses masking (16:20), or the process of copying other people and learning how to socialize, and how repetitive behaviors and other signs of autism can be easily mistaken for the expected “nice” “quiet” or “organized” qualities of girls and women (13:35)

Age of diagnosis and quality of life

The speaker details a recent investigation into the effect that age at autism diagnosis has on an individual’s quality of life (QoL) (18:50). The study found that women are significantly more likely to be diagnosed in adulthood compared to men and that women actually reported higher thresholds of autistic traits, but were still missed by practitioners (21:13). QoL scores were negatively associated with age of diagnosis and masking. In a subsequent interpretive phenomenological analysis of lived autistic experiences, participants reported that their gender kept them from receiving a diagnosis – that they would have received a diagnosis much younger if they were male (22:16). These findings suggest that women do have autism at least as frequently as men and that women are primarily underdiagnosed in adolescence, which leads to lower overall QoL (25:05).

A study by Rodgaard et al., 2021 found that women who received a late diagnosis were misdiagnosed at least once with depression, anxiety, sleep issues, etc. (28:35). Atherton underscores that without early diagnosis and proper medical care, individuals are more likely to develop co-occurring conditions. In fact, 26% of late-diagnosed women have co-occurring conditions compared to 13% of late-diagnosed males and 3% of the general population (26:10)

Implicit gender biases

The presenter outlines a study by Burrow et al., 2022 where researchers conducted direct assessments of autism symptoms at six to nine (6-9), twelve to fifteen (12-15), twenty-four (24), and thirty-six to sixty months (36-60) (30:00). Data revealed a 1:1 gender ratio of male/female children with “high concern” for autism – a stark contrast to the historically accepted 4:1 ratio. Clinician notes often referenced ‘monitoring’ girls over time but not needing a diagnosis in the same way as the boys did (33:00). These findings, Atherton asserts, suggest that although there is no biological bias, there seems to be different symptoms in females, perhaps as a result of female socialization, and subsequent bias in autism understandings and diagnosis.

 To determine whether there are implicit biases held against female autism, Atherton and her team paired vignettes of autistic descriptors with male and female names and asked participants to say how autistic each vignette seemed (35:12). She explains that implicit biases may never be cognizantly acted upon, but that they still affect the way we understand and respond to information (38:15). Results from the study showed that participants were slower to respond and made more mistakes when autistic descriptors were paired with female names compared to male names. Item-by-item differences were also recorded, where words that were explicitly autistic were viewed as male, and those that were the opposite of autistic were considered female (40:11). The speaker asserts these findings show implicit biases associated with females being autistic. 

Conceptualizing autism

To properly care for autistic individuals, it is critical to understand the zeitgeist or cultural climate around autism and gender. To test this, the speaker collected photos that represented autism from 163 people. Many participants sent pictures of females and wrote about the struggles that autistic women face. Many participants also noted that we need to reimagine autism in accordance with gender (42:40)

The speaker summarizes her presentation, highlighting the difficulties in diagnosis and care faced by autistic females, that women have the same amount or more autistic traits compared to men, that there are implicit biases against autism as a female experience, and that the cultural zeitgeist of autism and gender is changing according to the unique struggles and voices of autistic females (44:50). Atherton provides signup information for individuals interested in participating in future research projects about female autism trait presentation, gender diversity in autism, and adult experiences of neurodiverse people, specific to improving QoL (45:50). She provides references and thanks before the Q&A session (48:08)

The speaker:
Gray Atherton, PhD, has a BSc in Child Development from Vanderbilt University, a Master’s in Counselling from University of Houston, and a Ph.D. in Educational Psychology and Individual Differences from University of Houston. She has previously lectured at University of Houston and the University of Wolverhampton. Prior to entering academia, Gray was a counselor for adolescents with neurodevelopmental conditions. “I am interested in understanding how people with autism spectrum condition see the social world. Specifically, I explore individual differences in social processing and how these differences often found in people with autism also exist in the general population. I also investigate anthropomorphism, or seeing the human in the non-human, and how this relates to social processing in autism. To investigate this I am developing virtual reality techniques that allow for anthropomorphic experiences. My other research interest lies more broadly in embodied social processing. I am particularly interested in how movement can affect the way we see ourselves and our social partners, and how this can be used to understand special populations.”

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Gender Discomfort and Autism

June 16th, 2023|News|

"I think society has an expectation where you have to be male or female, or you can be somewhere in between [...]. But they don't get that, actually, there are many genders and

  • gender dysphoria

Gender Dysphoria and ASD

January 6th, 2019|Adults on the Spectrum, Webinar|

Wenn Lawson, Ph.D., discusses gender dysphoria (GD) and how it shapes the lives of many individuals with autism. He outlines a single-minded focus concerning social and cultural constructs of gender identity and constantly reiterates

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Effective Coping Strategies for Sensory Differences and Executive Function https://autism.org/compensation-skills/ Tue, 30 Jan 2024 17:15:40 +0000 https://last-drum.flywheelsites.com/?p=16895 Drs. Greg Wallace and Goldie McQuaid share their research on strategies autistic adults develop to compensate for non-social challenges they experience, including sensory sensitivities and executive function differences. Handouts are online HERE (printable PDF) The speakers: Greg Wallace, Ph.D., is an Associate Professor in the

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Drs. Greg Wallace and Goldie McQuaid share their research on strategies autistic adults develop to compensate for non-social challenges they experience, including sensory sensitivities and executive function differences.

Handouts are online HERE (printable PDF)

The speakers:

Greg Wallace, Ph.D., is an Associate Professor in the Department of Speech, Language, and Hearing Sciences at The George Washington University. His research focuses on neuropsychological and structural brain development in autism spectrum disorder and other neurodevelopmental disorders across the lifespan and their impacts on real-world outcomes. He is also particularly interested in eating-related behaviors and their cognitive and neural correlates in typical and atypical (e.g., autism spectrum disorder) development. Dr. Wallace has published extensively and presented his work widely on these and related topics.

Goldie McQuaid, Ph.D., is research faculty in the George Mason University Department of Psychology. Before joining the JackLab, she received her Ph.D. in Theoretical Linguistics from Georgetown University, followed by post-doctoral training in developmental neuroimaging at Georgetown University Medical Center and the Autism & Neurodevelopmental Disorders Institute at George Washington University. She is a 2020-2022 Fellow in the Society for Neuroscience Neuroscience Scholars Program. Her research focuses on sex, gender, and the transition to adulthood in autism, with a particular focus on how alexithymia and camouflage impact well-being in autistic adults. Currently, she holds a National Institutes of Health K01 award that will allow her to conduct research related to emotion processing, gender identity, and risk for anxiety and depression in autistic adults.

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Sensory Considerations for Social Communication https://autism.org/sensory-considerations-for-social-communication/ Tue, 23 Jan 2024 18:52:48 +0000 https://last-drum.flywheelsites.com/?p=16913 Printable handouts are online HERE Presented by: Vanessa Rentschler, Au.D., CCC-A, C.A.S. is a clinical audiologist and owner of Audball Paradigm, LLC (private practice) who also facilitates a bi-weekly friendship group for autistic youth (Autism Society of Oregon). She is the parent of an autistic

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Printable handouts are online HERE

Presented by:

Vanessa Rentschler, Au.D., CCC-A, C.A.S. is a clinical audiologist and owner of Audball Paradigm, LLC (private practice) who also facilitates a bi-weekly friendship group for autistic youth (Autism Society of Oregon). She is the parent of an autistic child, is active in her local autism, community and identifies as neurodivergent, herself (ADHD). Dr. Rentschler offers neurodiversity-affirming assessment and treatment for auditory processing difficulties, provided in a sensory-friendly environment. Therapeutic techniques also helpful for those who wear hearing aids and cochlear implants.

 

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From Special to H.A.P.P.Y. https://autism.org/from-special-to-happy/ Tue, 12 Dec 2023 12:01:07 +0000 https://kaput-rooftop.flywheelsites.com/?p=17118 Peter Vermeulen, Ph.D., considers a positive approach to psychoeducation for autistic individuals. He draws on over 25 years of experience to illustrate contemporary changes in autism intervention focus and discourse. The speaker outlines critical characteristics of autism psychoeducation and underscores the need to create measurements and questionnaires based on well-being and happiness.

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Peter Vermeulen, Ph.D., considers a positive approach to psychoeducation for autistic individuals. He draws on over 25 years of experience to illustrate contemporary changes in autism intervention focus and discourse. The speaker outlines critical characteristics of autism psychoeducation and underscores the need to create measurements and questionnaires based on well-being and happiness. He outlines a new psychoeducation program for autism, focusing on skill development, self-understanding, and quality of life. Vermeulen outlines critical understandings to inform positive psychoeducation before the Q&A session. 

Printable handouts (.pdf) are online HERE

This is a joint presentation by ARI and the World Autism Organisation.

In this webinar

0:00 – 6:20 – Introductions
6:40 – Psychoeducation and autism
9:27 – Self-knowledge in autism
12:00 – Shifting the focus of psychoeducation
14:50 – Pychoeducation must be meaningful and functional
18:15 – Pychoeducation must be positive
20:15 – Psychoeducation must be fun and interactive
23:28 – Pschoeducation must put autism into context
28:25 – Psychoeducation must focus on wellbeing
35:30 – Four pillars of psychoeducation for autism
39:00 – H.A.P.P.Y.
41:50 – Q&A

Introduction

Vermeulen defines psychoeducation as the “practice of explaining a diagnosis to people who have the diagnosis” and notes that this is a relatively new area of study within autism (6:40). He draws on past experiences to illustrate how the focus of psychoeducation has shifted over the last quarter century, highlighting that it is autistic people themselves who are entitled to learn about autism first (7:35). The speaker cites a study which found that autistic children “know” they are different and have some notion of what their differences and difficulties are. However, he continues, many have difficulty understanding and developing a nuanced and coherent concept of self (10:34). Vermeulen emphasizes the empowering potential of well-constructed psychoeducation. 

Characteristics of psychoeducation

The presenter describes his first published interactive psychoeducation program for autism, entitled, I Am Special (12:00). In the 25 years since its publication, Vermeulen continues, he realized that the focus of autism psychoeducation needed to shift from a clinical explanation and deficit-centered language to include information that autistic people actually need in a way that is easy for them to understand and empowers them to know themselves (13:55). He discusses four critical aspects of successful autism psychoeducation: 

Make it meaningful and functional

The word functional, in this sense, means that a given program is administered in a way that participants can relate to the information and, therefore, apply it to their lives almost immediately (14:50). He underscores that abstract and general information does not teach coping skills and that we must use language that reinforces self-understanding and builds navigating/coping skills (16:00). He provides this example: 

Instead of: You have difficulty with these kinds of situations.

We say: These kinds of situations can be difficult for you because of the sensory environment and… These are some things you can try that may help with …”

Make it positive

Vermeulen asserts the need to do away with the deficit perspective/discourse and focus on the positive aspects of autism. Individuals need to understand the benefits of their differences and their strengths. There are several positive autistic role models in the media. However, he continues, referring to things an individual can realistically achieve is also essential. Most people aren’t geniuses, so personal goals should be attainable – make it positive, but be honest (18:15)

Make it fun and interactive

The presenter states that activities in autism psychoeducation programs should be interactive and encourage participants to do something. In his first publication, I Am Special, the activities were simple worksheets like those children receive in school, which can be boring and tedious (20:15). Vermeulen asserts the benefits of including activities that involve the surrounding environments. For example, he continues, have someone trace their body on a large piece of paper and then measure the lengths of each part (22:14).

Put autism into context

Vermeulen reminds viewers that autism is not the only title autistic people wear; it is not their sole defining characteristic. He urges families and practitioners not to make autism bigger than it is. This diagnosis is only part of each person, and psychoeducation programs must be sure to put this in context (23:28). The speaker recounts an interaction with someone who hated the I Am Special course because he didn’t want to be special; he wanted to be just like everyone else (25:00)

Focus on wellbeing

He touches on the concept of neuroharmony and the need to focus on our commonalities instead of our differences (26:15). Maslow’s Hierarchy of Needs says that we all have physiological needs and safety needs, we all want to belong, have self-esteem, and be fulfilled (30:00). Vermeulen asserts that in terms of behavior, mind, and necessities, no one person is so different from the next. 

A recent study on autism intervention goals found that most investigations used DSM-5 criteria or other behavioral characteristics as success measurements. Such measurements have no correlation with quality of life (QoL), age, IQ, or symptom severity (32:00). Another study found that parents and autistic children would like intervention goals to include things like happiness, self-esteem, and mental health management (33:00). The presenter asserts the need to develop questionnaires and intervention goals based on what makes autistic people happy, not about their difficulties or differences (34:30). He urges families and practitioners to shift focus from being “less autistic” to being “autistically happy.”

H.A.P.P.Y.

Vermeulen describes his most recent psychoeducation program as an autism-friendly plan for well-being. It encompasses the aspects outlined above and has adapted evidence-based well-being strategies for autistic individuals (35:30). Vermeulen has created four pillars to inform programs for happiness and well-being for autistic people (37:40):

  1. Happiness is within reach of all people with autism, regardless of the nature and profile of their autism, their intellectual abilities, and their age
  2. Evidence-based scientific findings should underpin a program for happiness and well-being
  3. A program for happiness and well-being should make evidence-based well-being interventions autism friendly
  4. A program should be individualized and should be what works for you

His new program, H.A.P.P.Y., uses ten evidence-based well-being strategies, including accepting and loving yourself, Good Feeling toolbox, flow activities, physical exercise, problem-focused and emotion-focused coping strategies, positive thinking, gratitude, kindness, and personal projects (learning something new) (39:00). Versions (online and physical) for children and young adults are available for individuals or groups. There is no fixed number of sessions. The speaker provides concrete examples for a Good Feeling Box and flow activities. He reiterates the need for psychoeducation programs to be more than a list of all the things an individual must do or learn (40:00). Vermeulen summarizes his presentation, underscoring the five critical aspects of psychoeducation (41:15) before the Q&A where he discusses how H.A.P.P.Y. could work for individuals with intellectual disabilities and seniors, how to find what autistic people prefer, and much more (41:50)

The speaker:

Peter Vermeulen, PhD, in Psychology and Clinical Educational Sciences, has more than 35 years of experience in the field of autism. Founder of “Autism in Context”, where autism is understood in context. Peter is an internationally respected lecturer/trainer and he presents all over the world. Peter wrote more than 15 books and several articles on autism, some of them translated into more than 10 languages. For his +30 years of work in the field of autism, he received in 2019 a Lifetime Achievement Award.

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  • autism toys

Choosing Toys for a Child with Autism

October 12th, 2020|News|

If you find yourself shopping for a child with autism spectrum disorder, you might wonder about if there are certain toys and gifts are better than others. When choosing a gift for

  • capacity building adult services, autism, volunteering, adult services

Capacity-Building in Adult Services

May 31st, 2019|News|

Linda Walder Fiddle, founder of The Daniel Jordan Fiddle Foundation, possesses singular optimism and vision when it comes to advancing the quality of life and citizenship for adults with autism spectrum disorders.

Employment and Autism Tips

May 24th, 2019|News|

Temple Grandin, PhD during a 2015 interview with ARI The autism spectrum is extremely variable ranging from a person who remains non-verbal to a brilliant scientist. In my work as

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