Tag Archives: mental health and autism

Autistic Thinking in Layers ~ Part Two: Changing or Replacing a Layered Picture With One Take and Make Visual Example

This is the second part of a blog series with this outline

Part One: Creating Pictures in Layers With Two Take and Make Visual Examples 
Part Two: Changing or Replacing a Layered Picture With One Take and Make Visual
 Example
Part Three: Creating, Changing and Replacing Pictures Conclusion

The two stories in Part One of this blog actually happened with a mom and her three children. In the morning the children went to day care at the university where their mom was taking a morning class. When they left the house in the morning the sun was shining, the sky was blue and they were intending to go to the beach for a swim in the afternoon. Most days this worked well. Some days it didn’t because it rained in the afternoon.

For most children, seeing the rain would inform them that they would not be able to go to the beach. The understanding that the beach is closed and that swimming doesn’t occur when it is raining is part of the hidden curriculum – the unspoken social information that neuromajority brains automatically pick up. For individuals with autistic neurology the brain does not always support this automatic understanding of hidden curriculum. Instead, it must be directly taught. When a person is a visual thinker it is no problem at all to simply add raindrops to the picture in their head and consequently see one’s self swimming at the beach in the rain! Thinking in layers allows for the underlying explanation to be made visual, and thus, in an autistic neurologically friendly way to receive and understand the information.

When this mom announced, “We can’t go to the beach because it is raining,” two of her children, though they were unhappy, understood the situation automatically even though nobody had ever told them that people don’t usually go swimming when it is raining or that swimming pools and beaches close when it rains. The third child, having autistic neurology that did not support the synthesis of new information (It is raining) along with the social understanding the beach closes when it rains, reacted to this change of plans. He promptly started screaming, sobbing and was unable to be consoled as he thrashed about in his car seat all the way home while his brothers implicitly understood that even though they would rather go to the beach, they would need to play indoors that afternoon.

I have made and used the two stories  from Part One of this blog series and have found them helpful to show autistics of all ages the way the system of thinking in layers works. Some need no further instruction. Once they see the system they can start thinking that way. Most need more practice with the system by using clear overheads to draw out the layers of their visual thinking.

The way I work with this is to first get the story from my client by drawing stick figures and using words. I like to do this using sticky notes. Many of my clients are not able to tell their stories in chronological order. Using sticky notes allows for rearranging the time line of events as needed. Once the sticky note story is in order the drawing it out on overhead projector sheets is easily accomplished.

I usually make explicit the one to one correlation, picking up the first sticky note and drawing that layer on the first overhead projector sheet. Then, placing the second overhead projector sheet on top of the first one and picking up the second sticky note, the second element of the story is drawn. This continues on until all elements of the story are completed. Then, you can identify the one layer that changed, remove it, place a new overhead projector sheet on the top of the story and draw in the new element.

For some the ability to transfer the visual system of thinking in layers to their own internal thoughts happens automatically during the process of working with the external visuals. For others, more explicit support is needed to get the system internalized. With these clients I sometimes prompt each step of the way saying, “Can you see this layer in your head?” or, if needing to be more direct, “Put this layer in your head. Tell me when it is there.” Others don’t need the explicit step by step prompts, but instead I will talk about how this system can work both on the outside by drawing on the overhead projector sheets and on the inside by visually thinking of and stacking up the layers.

Clients have reported a variety of ways this has coalesced for them. For example, one client reported that whenever she felt like everything changed she immediately “layered it up.” This meant the entire visual picture in her head was layered simply by her thinking to layer it up. This allowed her to go through each layer looking for the one layer that had changed. Rather than throwing out her entire picture, she removed the one element, inserting the one new element of change.

Changing a Picture or Replacing a Layered Picture

After some practice I came up with an effective protocol to use with clients for changing a picture. This has worked well with clients of all ages and across settings. Below are the steps to the protocol with the example of the Going to the Beach story (introduced in Part One of this blog series) that is in the mind of the autistic and then, when it is actually time to go to the beach it is raining outdoors, meaning that going to the beach will no longer be able to happen that afternoon.

Changing or Replacing a Picture Protocol

1. Construct initial picture in layers (example: Going to the Beach story)

2. Unexpected event occurs (example: It is now raining.)

3. Find out what the picture looks like. You might say things like,

“Tell me our plans” followed by

“What else is in your picture?”

(Example: In this case the little boy had not added anything to the original story. It is important to find out because if building a sandcastle had been added to the story then it can be included going forward when repeating the Going to the Beach story.)

4. Tell the story of the current picture. 

Include the important parts

(Example: If building a sandcastle had been added to the original story it is now important and needs to be added in the telling of the story. If no additions occurred then you would tell the original Going to the Beach story.)

  Include the changed parts

(Example: If the child had added stopping at the treat hut for a slushy on the way from the beach to the car then this changed item would be added into the original Going to the Beach story. If no changes have been made then the original story stands.)

You will tell this story so that you are both sharing the same story. Once that is the case you will move along to the next step.

5. Accommodate the unexpected event with a transition story.

(Example: Because the autistic brain does not automatically synthesize information that may impact the original Going to the Beach story you will need to support this. Here is an example of how to support making changes to the original picture by using the information that it is now raining. Use the layered picture from the Going to the Beach story as the base. Add these elements layer by layer on top of the original overhead stacked story in this order:

      • A raincloud blocked the sun. (Place on top of Going to the Beach layers.)
      • The sky got dark. Now it is raining. (Place on top of previous layer.)
      • All the swimmers left the beach. (Pull out the layer showing the swimmers.)
      • Lifeguards put out the sign that says, “Beach Closed.” (Place on top of previous layer.)

You will want to ascertain this story of the unexpected event is in place. You can tell part of the story and prompt the child, “Tell me what’s next.” Repeating this in a rote manner several times is helpful. Once he knows the whole story you can take turns telling it.

6. Tell a story about the changed picture to reinforce the changed picture and then tell the story some more to help the child bring closure to the original story of Going to the Beach.

Example: In this case “the beach is closed” is the salient line. Simply saying that you are not going to the beach would likely not be concrete enough. Tie in a concrete feature of the unexpected event.

          Story 3
Transition Story

            1. The lifeguards left.
              Nobody is at the beach. 
              The beach is closed.
            2. We won’t go to the beach today. 
              The beach is closed. 
            3. We won’t go swimming.
            4. The beach is closed

The transition story will need to be repeated until the child is tired of the it and ready to transition to something different. Only then is the child ready for the new activity able to be introduced. Talking about the new activity too soon will hit the neurology as a surprise and may precipitate a meltdown.

7. Introduce new activity
(Example: Playing Indoors story (introduced in Part One of this blog series.)

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

If you are a clinician and interested in learning more about therapy with the autistic client please join me along with two of my colleagues in an online course.
CLICK HERE for additional information about  Mental Health Therapy with the Autistic Client. 

Note: The author is a mental health therapist and is also autistic. She iintentionally uses identity-first language (rather than person-first language), and invites the reader, if interested, to do further research on the preference of most autistic adults to refer to themselves using identity-first language.

This blog series is based on Chapter 9 from Autistically Thriving:Reading Comprehension, Conversational Engagement, and Living a Self-Determined Life Based on Autistic Neurology, pg. 126-133.

BY JUDY ENDOW

Endow, J. (2021). Executive Function Assessment. McFarland, WI: Judy Endow.

Endow, J. (2019).  Autistically Thriving: Reading Comprehension, Conversational Engagement, and Living a Self-Determined Life Based on Autistic Neurology. Lancaster, PA: Judy Endow.

Endow, J. (2012). Learning the Hidden Curriculum: The Odyssey of One Autistic AdultShawnee Mission, KS: AAPC Publishing.

Endow, J. (2006).  Making Lemonade: Hints for Autism’s Helpers. Cambridge, WI: CBR Press.

Endow, J. (2013).  Painted Words: Aspects of Autism Translated. Cambridge, WI: CBR Press.

Endow, J. (2009b).  Paper Words: Discovering and Living With My Autism. Shawnee Mission, KS: AAPC Publishing.

Endow, J. (2009a).  Outsmarting Explosive Behavior: A Visual System of Support and Intervention for Individuals With Autism Spectrum DisordersShawnee Mission, KS: AAPC Publishing.

Endow, J. (2010).  Practical Solutions for Stabilizing Students With Classic Autism to Be Ready to Learn: Getting to Go. Shawnee Mission, KS: AAPC Publishing.

Myles, B. S., Endow, J., & Mayfield, M. (2013).  The Hidden Curriculum of Getting and Keeping a Job: Navigating the Social Landscape of Employment. Shawnee Mission, KS: AAPC Publishing.

A Snapshot of Autistic Neurology ~ Part 5: Conclusion

This is the fifth part of a five-part blog series with this outline

Part One: Personal Background Information (Release Date: 3-16-22)
Part Two: Information Storage – Bridge Pieces (Release Date: 3-30-22)
Part Three: Information Processing – The Gaps (Release Date: 4-13-22)
Part Four: Information Retrieval – Canoe Transportation (Release Date: 4-27-22)
Part Five: Conclusion (Release Date: 5-11-22)

Just like I have done in Parts 2, 3, and 4 of this blog series, many autistics when given the chance can speak to their own inner workings. Some are able to draw maps or pictures depicting how it looks to them internally when they

      • take in information,
      • process information,
      • store information and
      • retrieve information.

Others are able to speak, write, draw or use technology to show aspects of their own system. There are many common themes amongst autistics, but each system is idiosyncratically different from the system of others.

I have worked with autistics for some years now, pulling out this information and working with them developing and using neurologically matched solutions to dilemmas in their lives.

Regardless of the topic or the problem, the success of a solution requires me to discover some aspect of how my clients or students brains handle information. I have found this to be the key that unlocks my discovery of how comprehension of written and spoken words might better work for them. Sharing this information with others is the reason for the writing the book Autistically Thriving (Endow, 2013).

Selection from Autistically Thriving: Reading Comprehension, Conversational Engagement, and Living a Self-Determined Life Based on Autistic Neurology, pg. 112-113.

The first photo is an afghan I crocheted to match the acrylic I painted some years earlier.

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Note: The author is a mental health therapist and is also autistic. She intentionally uses identity-first language (rather than person-first language), and invites the reader, if interested, to do further research on the preference of most autistic adults to refer to themselves using identity-first language.

BOOKS BY JUDY ENDOW

Endow, J. (2021). Executive Function Assessment. McFarland, WI: Judy Endow.

Endow, J. (2019).  Autistically Thriving: Reading Comprehension, Conversational Engagement, and Living a Self-Determined Life Based on Autistic Neurology. Lancaster, PA: Judy Endow.

Endow, J. (2012). Learning the Hidden Curriculum: The Odyssey of One Autistic AdultShawnee Mission, KS: AAPC Publishing.

Endow, J. (2006).  Making Lemonade: Hints for Autism’s Helpers. Cambridge, WI: CBR Press.

Endow, J. (2013).  Painted Words: Aspects of Autism Translated. Cambridge, WI: CBR Press.

Endow, J. (2009b).  Paper Words: Discovering and Living With My Autism. Shawnee Mission, KS: AAPC Publishing.

Endow, J. (2009a).  Outsmarting Explosive Behavior: A Visual System of Support and Intervention for Individuals With Autism Spectrum DisordersShawnee Mission, KS: AAPC Publishing.

Endow, J. (2010).  Practical Solutions for Stabilizing Students With Classic Autism to Be Ready to Learn: Getting to Go. Shawnee Mission, KS: AAPC Publishing.

Myles, B. S., Endow, J., & Mayfield, M. (2013).  The Hidden Curriculum of Getting and Keeping a Job: Navigating the Social Landscape of Employment. Shawnee Mission, KS: AAPC Publishing.

A Snapshot of Autistic Neurology ~ Part 4: Information Retrieval – Canoe Transportation

This is the fourth part of a five-part blog series with this outline

Part One: Personal Background Information (Release Date: 3-16-22)
Part Two: Information Storage – Bridge Pieces (Release Date: 3-30-22)
Part Three: Information Processing – The Gaps (Release Date: 4-13-22)
Part Four: Information Retrieval – Canoe Transportation (Release Date: 4-27-22)
Part Five: Conclusion (Release Date: 5-11-22)

Hard stone islands of information solidified
with little bridge pieces jutting off their sides
suspended inside
the gray-matter space
of her mind.

Islands of information each unto themselves
not able to share their information
one island with another
because the little bridge pieces

jutting off their sides
never did grow to form any bridges
as they were originally meant to.

When she needed info from more than one island
it became very difficult to gather
with no bridges to span the gaps
in that gray-matter space
between her bazillion
inside-her-mind stone islands.

Slowly, over time she constructed a boat
so that she might float about
in that gray-matter space of her mind
to gather up info,
stone island by island.

The boat took ever so long to construct
because there were no raw materials,
nothing to use to build a boat with
in that inside-her-mind space filled up with stone islands.

She started to watch outside of her skin
to see what she could find to build a stone island boat with.
It was tricky because she couldn’t use any boards or nails
that were outside of skin in the world
to drag into that gray-matter space
of her inside-her-mind world of stone islands.

And yet, she needed materials she could use to build a boat
that she could then climb inside of and float in
from island to island
gathering bits and pieces of world-info needed
when she needed to assimilate all of the relevant data
pertinent to some current, given, relative now,
in-front-of-her-face everyday commonplace
world conversation.

Over time she discovered that if she could live in
an outside her skin world of specific order, not left to chance,
it gave her a chance
to be able to travel
between her stone islands.

What worked best was to stick to a schedule –
the same schedule ever day –
so she always would know ahead of time
just exactly what to expect.

And the more she could keep things the same
in the world outside of her skin,
the better the chance that her boat would float
rather than sinking down
in the gray-matter space
of the inside-her-mind place
of that stone island world inside her.

Her boat began to look like a canoe with two sides
and a seat in the middle.

One side of her canoe
was her daily schedule
that she tried to keep the same each day
as much as she was humanly able.

The other side of her canoe was constructed
as a result her scavenger hunting
in places outside of her skin
where world-people walk and talk
and seem comfortable living in.

She made a habit of listening in on the world-people space
that was all over the place
just over the line on the other side
of the outside side of her skin.

She became a scavenger on the lookout for bits and clues
that might show her just what to expect
ahead of time – before it would actually happen –
in that world-people world right outside her.

The more bits and clues that she could pick up and use,
the stronger that side of her boat became
until it matched in the strength with the other side
that was built with her daily schedule.

Then she found that for her to sit down in this boat of two sides
she needed a seat upon which to sit
because if she stood up the boat would flip
dumping her out into the gaps of gray-matter space
making her flail about desperately
going nowhere except sinking down
drowning inside of herself.

One day she discovered quite by accident that in her boat she sat
On a seat that had constructed itself out of her matching habits.

It very much surprised her
when she looked at the boat
and saw her morning activities
spread between boat sides,
building the boat seat in the middle
right before her very own eyes!

She had:
matched the socks in her sock drawer
and folded all her pants the same.

Her clean sheets and pillowcase were a set,
and the colors of her clothes matched each other.

In the cafeteria she noticed all the plates were the same
and the silverware matched together.

All the cups were green.
All the trays were brown
and all the kids sat down
at exactly
the same kind
of little square tables.

After studying the boat seat she was able to discover
just how it had been made.

When everything matched and looked the same
in the outside-her-skin world-people world
she could sit back and relax
in a comfortable way
on the inside side of her skin.

Sitting like this in her boat she could float
in gray-matter space between islands,
finding islands containing that info she needed
right in each moment of time…
her previously stored, cast in stone,
forever preserved, encapsulated
world-people information

of what-to-do-when
and
how-to-act-if
and
when-to-say-what,

Because of this two-sided boat
with its seat in the middle
stone island info
was now retrievable.

Selection from Autistically Thriving: Reading Comprehension, Conversational Engagement, and Living a Self-Determined Life Based on Autistic Neurology, pgs. 109-112.

The first photo shows an afghan I crocheted to match an acrylic I painted some years earlier.

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Note: The author is a mental health therapist and is also autistic. She intentionally uses identity-first language (rather than person-first language), and invites the reader, if interested, to do further research on the preference of most autistic adults to refer to themselves using identity-first language.

BOOKS BY JUDY ENDOW

Endow, J. (2021). Executive Function Assessment. McFarland, WI: Judy Endow.

Endow, J. (2019).  Autistically Thriving: Reading Comprehension, Conversational Engagement, and Living a Self-Determined Life Based on Autistic Neurology. Lancaster, PA: Judy Endow.

Endow, J. (2012). Learning the Hidden Curriculum: The Odyssey of One Autistic AdultShawnee Mission, KS: AAPC Publishing.

Endow, J. (2006).  Making Lemonade: Hints for Autism’s Helpers. Cambridge, WI: CBR Press.

Endow, J. (2013).  Painted Words: Aspects of Autism Translated. Cambridge, WI: CBR Press.

Endow, J. (2009b).  Paper Words: Discovering and Living With My Autism. Shawnee Mission, KS: AAPC Publishing.

Endow, J. (2009a).  Outsmarting Explosive Behavior: A Visual System of Support and Intervention for Individuals With Autism Spectrum DisordersShawnee Mission, KS: AAPC Publishing.

Endow, J. (2010).  Practical Solutions for Stabilizing Students With Classic Autism to Be Ready to Learn: Getting to Go. Shawnee Mission, KS: AAPC Publishing.

Myles, B. S., Endow, J., & Mayfield, M. (2013).  The Hidden Curriculum of Getting and Keeping a Job: Navigating the Social Landscape of Employment. Shawnee Mission, KS: AAPC Publishing.

A Snapshot of Autistic Neurology ~ Part 3: Information Processing – The Gaps

This is the third part of a five-part blog series with this outline

Part One: Personal Background Information (Release Date: 3-16-22)
Part Two: Information Storage – Bridge Pieces (Release Date: 3-30-22)
Part Three: Information Processing – The Gaps (Release Date: 4-13-22)
Part Four: Information Retrieval – Canoe Transportation (Release Date: 4-27-22)
Part Five: Conclusion (Release Date: 5-11-22)

The Gaps: Information Processing

When the gaps are what she’s getting
after searching through her stone islands of information
she experiences a huge frustration,

but tries hard not to let anyone know it
by trying to insure that her behaviors won’t show it
so nobody will know that she’s coming up empty,
not able to supply whatever it is they are after,
whatever it is they want her to know
(and she probably does, but can’t tell what it is just then).

Most of the time she wants to join in
to take her place (or any place!) in the world,
but she’s “drawing a blank,”
as that expression goes,
because the gaps are so empty.
She doesn’t want empty. She’d rather be friendly.
She tries to join in. She may laugh or smile,
but in a short while
all the world-people are mad again.

And that is how it is most of the time
when she tries to take part and act like they want her to act.
She can for awhile, but then “draws a blank”
when the gaps come up
where there should be bridges.

Selection from Autistically Thriving: Reading Comprehension, Conversational Engagement, and Living a Self-Determined Life Based on Autistic Neurology, pg. 109.

The first photo is an afghan I crocheted to match an acrylic I painted some years earlier.

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Note: The author is a mental health therapist and is also autistic. She intentionally uses identity-first language (rather than person-first language), and invites the reader, if interested, to do further research on the preference of most autistic adults to refer to themselves using identity-first language.

BOOKS BY JUDY ENDOW

Endow, J. (2021). Executive Function Assessment. McFarland, WI: Judy Endow.

Endow, J. (2019).  Autistically Thriving: Reading Comprehension, Conversational Engagement, and Living a Self-Determined Life Based on Autistic Neurology. Lancaster, PA: Judy Endow.

Endow, J. (2012). Learning the Hidden Curriculum: The Odyssey of One Autistic AdultShawnee Mission, KS: AAPC Publishing.

Endow, J. (2006).  Making Lemonade: Hints for Autism’s Helpers. Cambridge, WI: CBR Press.

Endow, J. (2013).  Painted Words: Aspects of Autism Translated. Cambridge, WI: CBR Press.

Endow, J. (2009b).  Paper Words: Discovering and Living With My Autism. Shawnee Mission, KS: AAPC Publishing.

Endow, J. (2009a).  Outsmarting Explosive Behavior: A Visual System of Support and Intervention for Individuals With Autism Spectrum DisordersShawnee Mission, KS: AAPC Publishing.

Endow, J. (2010).  Practical Solutions for Stabilizing Students With Classic Autism to Be Ready to Learn: Getting to Go. Shawnee Mission, KS: AAPC Publishing.

Myles, B. S., Endow, J., & Mayfield, M. (2013).  The Hidden Curriculum of Getting and Keeping a Job: Navigating the Social Landscape of Employment. Shawnee Mission, KS: AAPC Publishing.

A Snapshot of Autistic Neurology ~ Part Two: Information Storage – Bridge Pieces

This is the second part of a five-part blog series with this outline

Part One: Personal Background Information (Release Date: 3-16-22)
Part Two: Information Storage – Bridge Pieces (Release Date: 3-30-22)
Part Three: Information Processing – The Gaps (Release Date: 4-13-22)
Part Four: Information Retrieval – Canoe Transportation (Release Date: 4-27-22)
Part Five: Conclusion (Release Date: 5-11-22)

Bridge Pieces: Information Storage

The stone island stones
in that inside-my-mind space
have little bridge pieces jutting off them
in varying places
from their surface of stone.

Pieces of bridges, but never a whole bridge,
connecting any two surfaces of different islands

each one containing its very own specific information
set in stone
for one and only one
specific eventuality
learned from life previously
recorded historically
immovable, unchangeable
set as set can be
in stone island cemented reality
encapsulated, preserved for all time
forever, eternally
with no bridges connecting –
no way of sharing
one island’s info
with any other.

That’s why there are gaps
in that gray-matter space of her mind’s place

where she knows bridges should be
but are not there to connect
this info with that
and therefore no way
to extrapolate
info from one specific,
circumstantial island of stone
and apply it to something
a little bit slightly different
that might be occurring
just now in her life.

Sometimes she becomes quite frustrated
when she finds herself in a new situation

and isn’t able to gather together, sift and apply
bits of info from several stone islands
already in existence,
bobbing around, each one minding its own business –
never connecting
each their own info
one with another
because they can’t
having only bridge pieces – no whole bridges
anywhere to be found between islands
to span all the gaps.

If only world-people could see into that gray-matter space of her mind
a suspension of matter that matters

because it supports her many islands of stone
each one with their purpose of holding
pertinent, specific world-information

of what-to-do-when
and
how-to-act-if
and
when-to-say-what

solid information
cast in stone
solidified in place
in that gray-matter space
of her
mind.

Then world-people might see the little bridge pieces
stuck onto the sides of all these stone islands.

Bridge pieces just hanging there serving no purpose
(other than to underline the fact
that a bridge was meant to be there, but isn’t)
little bridge pieces going nowhere
with gray-matter gaps
where thee bridges
should be.

Perhaps then the world-people might come to understand
that even though she may know

all the info that’s needed to answer their question
or to produce a reciprocal response
to keep up with her part of their conversation,
sometimes it takes a lot of her time
to jump in a boat and float around
in that gray-matter space of her mind
floating in the gaps trying to find
all the right islands of stone
that might hold any relevant data
pertinent to the subject
at hand.
Sometimes it’s a cumbersome task
to access information in this manner
and other times
it is downright impossible.

It’s at these times when she knows that she knows all of the relevant data
and desperately tries to locate it and can’t

she knows that she knows it, but can’t tell you right now
at this very minute
exactly what it is
(and she may not even know it an hour from now)
because what she needs
can’t be fit together
to make any logical sense.
Please try to remember
she’s dealing with gaps
because there simply are
no bridges.

And at these particular times she tends to look very directly
at the person who is talking to her

(as if she might find what she’s looking for
by staring intensely right into that person’s eyes).
Sometimes she gets a goofy little half-grin
(or so she’s been told,
but as for herself never notices this).
During this time she’s marking time
waiting for the info she needs to come in
hoping to be able to fill in the gaps
with the info she knows that she knows,
but try as hard as she might,
she right now can’t find.

Invariably an exasperated, superior world-person will declare with finality,
“YOU KNOW EXACTLY WHAT YOU ARE DOING!”

and disgustedly walk away.
But if he doesn’t leave too fast he might hear her agree
because after all she already knows that she knows,
but just doesn’t know what it is
(or if she is told the info she is lacking
she can and may even repeat it back,
but to her, even the right info
supplied as it may be by frustrated world-people
has no present meaning to her
and therefore cannot be applied right now
to this particular situation in today’s reality).

She tries very hard to be acceptable.
She may even be able to say the right words,

repeating what someone
outside her supplied.
But her understanding
is blank just then.
She really can’t help it,
She has gaps, not bridges.

Selection from Autistically Thriving: Reading Comprehension, Conversational Engagement, and Living a Self-Determined Life Based on Autistic Neurology, pgs. 105-108.

The first photo is an afghan I crocheted to match the acrylic painting shown in the second photo.

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Note: The author is a mental health therapist and is also autistic. She intentionally uses identity-first language (rather than person-first language), and invites the reader, if interested, to do further research on the preference of most autistic adults to refer to themselves using identity-first language.

BOOKS BY JUDY ENDOW

Endow, J. (2021). Executive Function Assessment. McFarland, WI: Judy Endow.

Endow, J. (2019).  Autistically Thriving: Reading Comprehension, Conversational Engagement, and Living a Self-Determined Life Based on Autistic Neurology. Lancaster, PA: Judy Endow.

Endow, J. (2012). Learning the Hidden Curriculum: The Odyssey of One Autistic AdultShawnee Mission, KS: AAPC Publishing.

Endow, J. (2006).  Making Lemonade: Hints for Autism’s Helpers. Cambridge, WI: CBR Press.

Endow, J. (2013).  Painted Words: Aspects of Autism Translated. Cambridge, WI: CBR Press.

Endow, J. (2009b).  Paper Words: Discovering and Living With My Autism. Shawnee Mission, KS: AAPC Publishing.

Endow, J. (2009a).  Outsmarting Explosive Behavior: A Visual System of Support and Intervention for Individuals With Autism Spectrum DisordersShawnee Mission, KS: AAPC Publishing.

Endow, J. (2010).  Practical Solutions for Stabilizing Students With Classic Autism to Be Ready to Learn: Getting to Go. Shawnee Mission, KS: AAPC Publishing.

Myles, B. S., Endow, J., & Mayfield, M. (2013).  The Hidden Curriculum of Getting and Keeping a Job: Navigating the Social Landscape of Employment. Shawnee Mission, KS: AAPC Publishing.