Category Archives: Autistic “Behavior”

Autism and the Importance of Stabilization

As an autism consultant I am often asked how I sort out what to do when I see an autistic client who is struggling in school or in life. As an autistic person I know first hand if stabilization needs are not met, regardless of the supports in place an autistic person will struggle. Stabilization consists of three areas that interplay – internal and external regulation in the context of a positive relationship.

Internal Regulation ~ Sensory Diet
Internal regulation has many components, but for stabilization I look at the sensory system. When a person has an autism neurology we can know that the sensory system very likely does not automatically regulate as it tends to do in a person without autism. Instead we must bring intentionality to sensory system regulation. So, the first order of business is to ensure sensory regulation. This can be accomplished through use of a sensory diet as prescribed by an Occupational Therapist well versed in sensory regulation and autism.

External Regulation ~ Visual Schedule
Most autistic people are quite visual. For many of us our native language is visual. It is how we make sense of the world around us. Words become understandable only when they are represented by something we can see either in our head or in the world outside our skin. Before anyone can learn in school or participate in life, besides being internally regulated, he needs to know that a structure exists. An autistic neurology doesn’t often automatically pick out and use salient information from day to day so as to be able to predict what will happen when from day to day. Therefore, use of an interactive visual schedule is quite powerful in establishing external regulation.

Positive Relationship ~ Person-First Attitude
Use of a sensory diet and a visual schedule are necessary for basic regulation. However, for individuals to truly reach their potential the daily working out of sensory supports and use of a visual schedule must happen within the context of a positive relationship.

People matter. People matter to autistics. Because of our differences in not automatically regulating, our style of thinking and cognitive processing differences we often appear to not be attending to others around us. Over the years, those looking at us have erroneously decided that because we do not interact the same way with people as others interact that we do not want or need other people in our lives.

As a result autistics are often not even thought of as fully human. Many times people talk about us in front of us as if we cannot hear or understand what they are saying. Did you ever wonder about that predominant theme among autistics of feeling as if one were an alien? I believe much of that comes from the interplay of not being regulated, not knowing what will happen next and, most importantly, not being regarded as a fully human person by others around us.

Conclusion
If you want the scoop on internal and external regulation and all the practical ways to put that in place the information is laid out in the book Practical Solutions for Stabilizing Students With Classic Autism to Be Ready to Learn: Getting to Go. When the context of service delivery, so to speak, becomes a positive relationship with person-first attitude the stage is set for an individual to reach his potential. Here is a section from the Foreword by Brenda Smith Myles to illustrate this concept:

“This book is replete with information that will help individuals meet their potential. One of the underlying constructs here and, indeed, in everything Judy does is “person-first attitude” (Endow, personal communication, June 27, 2010). We are all familiar with the concept of “person-first language” – talking about the person before referencing her exceptionality (i.e., a “child with autism” instead of the “autistic child”). “Person-first attitude,” according to Judy, is what some of us get after using “person-first language.” Unlike “person-first language,” it cannot be mandated. “Person-first attitude” is not about how we use the power of our words to benefit people with disabilities. Instead, “person-first attitude” is a reflection of what we become while in relationship with each other. It is the elusive substance of how our hearts respond to our common humanity rather than the correctness of our language in response to their disability.” (Endow, 2011, pg.1)

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BOOKS  BY 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 Adult. Shawnee 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. (2009).  Paper Words: Discovering and Living With My Autism. Shawnee Mission, KS: AAPC Publishing.

Endow, J. (2009).  Outsmarting Explosive Behavior: A Visual System of Support and Intervention for Individuals With Autism Spectrum Disorders. Shawnee 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.

Originally written for and published by Ollibean on December 21, 2015

Sun Waves: A Sensory Aspect of My Autism

“As a child I eventually came to love being outdoors, but I didn’t always love it. In fact, I can recall the bright boldness of the sun being painful and of trying to duck away from it. By the time I was walking I knew this brightness was called the sun. Mostly I liked the sun sparkles, but some days I protested because the sun was so bright as to turn its sparkles into painful burning to my eyes. I became quite aware of which direction the pain from the bright sun came from at various times during the day (Right Sun and Left Sun). As a toddler I was tracking the sun and its amount of brightness so as to avoid the sensory impact of being hurt by this fireball as much as possible.

I noticed the sun made the air wavy (Sun Waves) right before it became too bright to tolerate. Because the wavy air was attractive to me I did not immediately put it together that this was a warning of the too bright, eye-hurting sun that would quickly follow. Thus one minute, I would be happily content sitting in the sandbox enjoying the sun waves I could see all around me while the next minute protesting and hiding in the shadows of the garage to avoid the sun. I did not have language to use to explain this.

Considerations When Working With Others

  • Sometimes children seem content one minute and then scream and tantrum the next minute. Often people are perplexed because it seems like nothing at all happened to cause the abrupt change in behavior. Even though that is your experience as a person looking on, remember your experience is rarely the experience of the autistic!
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    Atmospheric or environmental changes that seem so subtle as to not even be noticed by a neurortypical person (NT), are often experienced as a huge problem by an autistic person. Sometimes the magnitude of this difference is the difference between experiencing comfort and experiencing pain.

✔ Does your child go from appearing content to having a tantrum in no time at all?

✔ If yes, might there be a sensory component?

  • It is more helpful to acknowledge that something is wrong when a child is in distress than to say nothing is the matter only because that is your perception or experience of the situation. To tell someone who is experiencing pain or discomfort that nothing is wrong undermines the development of a trusting relationship. When I find myself in these sorts of circumstances with students I simply say, “We will figure it out.” This serves to align me with the student as a problem solver even when I do not yet understand the problem.

✔ What phrase might you use to align yourself with your child even when you do not understand the difficulty your child is experiencing?”

Note: This blog and painting are an excerpt from Painted Words: Aspects of Autism Translated (Endow, 2013, pp. 24-25).

original

Sun sparkles from the sky to me
A present to my soul
Brightness, lightness now reigned in
The girl her mastery shows! 

As a child I often tried to catch the sparkles from the sun.
I later learned as an adult that most people do not even
see these ever-present-to-me sun sparkles! Each day my
autism neurology presents me with a unique mixed bag
of blessings and challenges.

(Note: Poem and words appear on back of Sun Waves

Left Sun is the tittle of the acrylic painting by Judy Endow. To purchase greeting cards, prints or originals see art at www.judyendow.com

Right Sun is the tittle of the acrylic painting by Judy Endow. To purchase greeting cards, prints or originals see art at www.judyendow.com

Sun Waves is the acrylic painting by Judy Endow shown in this blog. To purchase greeting cards, prints or originals see art at www.judyendow.com

BOOKS  BY 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 Adult. Shawnee 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. (2009).  Paper Words: Discovering and Living With My Autism. Shawnee Mission, KS: AAPC Publishing.

Endow, J. (2009).  Outsmarting Explosive Behavior: A Visual System of Support and Intervention for Individuals With Autism Spectrum Disorders. Shawnee 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.

Autism, Differences and Murder

Ever since the not guilty verdict in the George Zimmerman trial and more recently, after a police officer shot and killed Michael Brown, I have been and continue to be very much afraid in the pit of my stomach. The not guilty verdict for George Zimmerman and the dragging on of the no fault attitude in Michael Brown’s shooting for months with a resulting “no charges to be filed” in regards to the police officer who shot and killed him underlines the fact that in our society it is perfectly ok to track down, shoot and kill someone perceived to be acting different.

We fear people who are different from us. Differences come in many forms. If you are White then someone Black is different. If you are neurotypical then someone autistic is different.

The majority is considered the norm and they hold the privilege and power. This can be in regards to race, ethnicity, sexual orientation, gender and neurology or almost any area where you can find a dividing line among people.

I am autistic and have known all my life that my neurology is considered to be “wrong” by the majority. It is easy to know this by simply looking at almost any of the therapies out there for autism where the measure of success is in terms of how neurotypical an autistic person can come to look.

I think this measure is a wrong measure and I believe it to be a huge betrayal of autistics. Today I have the new understanding that even though it is fundamentally wrong to make autistics act as if they are who they are not…well, it also may be life-saving if they should meet up with the George Zimmerman’s of the world. In fact, even having a chance encounter with a police officer could mean an autistic gets to live only if able to act neurotypical.

Many autistics look and act different because they have a different neurology. Some of us have spent a great deal of time and effort to learn to look in a way that allows us to fit in so that we might have more opportunities in this world. But even on our best days we can become easily overwhelmed as our body betrays us when sensory input, emotions and movement do not automatically regulate and serve us well.

We have learned to cope. Some of us wear hoodies and noise cancelation devices to cut down on sensory input. This makes us look different. People become afraid of us because they assume we are up to no good.

Some of us regulate by stimming. This can include, pacing, muttering a phrase repeatedly, hand flapping, rocking or a variety of other repetitive movements or phrases. This makes us look different. People back away from us because they are afraid.

Many of us do not look people in the eye because it is painful or overwhelming to us. Some of us do not have reliable use of spoken words when we are under stress and others of us never use spoken words. It is assumed we are shifty, sneaky and not to be trusted. Others become afraid of us.

All of my coping mechanisms to cut down on sensory input and to regulate my sensory system, emotions and movement are things that make me look different from the norm. My coping mechanisms can make me look scary to others, but if I don’t stay regulated I will only look scary sooner.

I have been told that I am one of the lucky ones – lucky because I have an awareness of how I am perceived as different and scary when I am overwhelmed. Many autistics do not have this awareness. There are others who are aware, but do not have the ability to inhibit their natural autistic self for several hours of the day.

The stakes are high. They always have been. An autistic under stress can look scary to the general public. I feel so bad when other people are afraid of me only because of how I look different. But now I know that the stakes are even higher than I thought.

You see, it doesn’t matter the bazillion of times I or other autistics act correctly in the eyes of society, but the one time we are not able to inhibit our own self is the time we could be killed for who we are – a human being with an autism neurology. If another person is carrying a gun and thinks we are up to no good or is afraid of us he is allowed to shoot us.

I feel horrible for even having to think this way, let alone write about it – and yet, it has become the society we live in. I have known all my life that I am different. People do not understand autism. People fear what they don’t understand. George Zimmerman’s jury came back with a “not guilty” verdict. Trayvon Martin, Michael Brown and all the others shot because they were Black will not come back to life. Being perceived as different got them shot and killed.

Today I know that society believes it is ok for anyone who is afraid of my difference to follow after me, shoot and kill me. This is why I am much afraid in the pit of my stomach.

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BOOKS  BY 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 Adult. Shawnee 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. (2009).  Paper Words: Discovering and Living With My Autism. Shawnee Mission, KS: AAPC Publishing.

Endow, J. (2009).  Outsmarting Explosive Behavior: A Visual System of Support and Intervention for Individuals With Autism Spectrum Disorders. Shawnee 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.

Originally written for and published by Ollibean on October 12, 2014

Autism and Thinking With Colors

I think in colors. My thinking colors have sound and movement. When I hear spoken words my neurology automatically goes for the match. When I was a girl, I heard the saying, “I got the world by the tail.” Immediately, the matching pictures of tail started popping up in my head. It’s like having a personal version of Google Images.

The initial picture search produced a variety of tails of animals. Then, there came the images of the ground mist I saw each morning when I went outdoors after breakfast. I assigned the world tail words I heard to this literal tail meaning that enabled me to name the pictures that had popped up in my head.

Specifically, I assigned this new tail meaning to the interaction of the sunlight and misty water particles I could see rising up from the earth’s surface whenever I was outside. For most of my life, I thought this literally was the earth’s tail.

Furthermore, I thought that people were somehow able physically to grab onto this tail and when they did so they indeed had the world by the tail! I had often tried to touch these sparkles, but now I had a new mission. I wanted to actually catch this tail so I too might have the world by its tail! I am glad this was the 1950’s because children played outdoors many hours. I was not interrupted in my efforts of trying to catch the earth tails.

Today, this would be called “a behavior” and more specifically would be labeled “stimming.” Unfortunately, today some would try to intervene and stop me from engaging in this behavior. Back then, it was just thought to be my way of playing. I used this environmental phenomenon of ground mist interacting with the sun sparkles to make sense of the progression of time across the day. It allowed me to be able to predict what would happen when (lunch, naptime, setting the table for dinner, etc.). I am glad nobody took my mechanism of sense-making away from me!

People with autism are often visual thinkers. It is not something we decide, but rather the way our brain handles information. We do not know when we are little that most other people think with words rather than with colors and pictures. This makes it difficult in school as delivery of information quickly becomes language-based as pictures drop away after the first few years. This dramatic change in materials in the United States occurs at the third-grade level when text-based instruction becomes predominant.

For me, it was hard to think about or understand ideas that were not concrete ideas. Basically, if my brain could not translate the words I heard into a concrete picture in a few seconds, as a young child I would not be able to pick up the meaning of the words being spoken. Even though I did not understand the meaning, I was able to repeat the words. For example, when prompted I could repeat the teacher’s instruction to use quiet voices even though I had no idea what the words meant at that moment because no picture popped up in my head to equal those words (Endow, 2013). I was often labeled stubborn and noncompliant based on other’s interpretation of my behavior. In reality, I was doing the best I could in the moment to participate and do what was asked of me by the adults.

Because autistics have different operating systems, we are misunderstood in many ways. Our operating system visits different, and yet often intense, experiences of aspects of the world that others never seem to notice at all! I would like to end with a poem illustrating the huge impact mismatched colors have on me.

Warring Colors
(Excerpt from Making Lemonade: Hints for Autism’s Helpers)

Colors are something her eyes can readily see

and when colors match
they tend to give back
a comfort to her eyes.

But when colors don’t match she can get distracted

and sometimes finds it harder to function
when her attention needs to be given
over to inside-her-skin physical senses.

If world-people could see what happens inside to her body

when colors are clashing outside of her skin
in the world all around her
this is what they’d observe

Her eyes start hurting as if they are burning.
Sometimes tears form and leak onto her face.

Her insides become disjointed

with inside-her-skin molecules
of her very being
trying to move away from each other

like sisters and brothers
in a family feud –

kin
not getting along,
choosing sides and
warring with one another.

This causes a physical aching.
Her muscles get sore and tired

Over the years she has learned that for her

it is not a very wise choice
to remain a long time inside of a room
where colors don’t match together.
(Endow, 2006, pp. 24-25)

original

Outside time dawns bright for me
While Misty Earth is making
A bright New Tail that rises up
Then back to me for taking.
(Endow, 2013, p.43)

Painting is EARTH-Tail Mist by Judy Endow
Note: Greeting cards and prints in three sizes are available for order at www.judyendow.com

BOOKS  BY 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 Adult. Shawnee 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. (2009).  Paper Words: Discovering and Living With My Autism. Shawnee Mission, KS: AAPC Publishing.

Endow, J. (2009).  Outsmarting Explosive Behavior: A Visual System of Support and Intervention for Individuals With Autism Spectrum Disorders. Shawnee 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.

Originally written for and published by Ollibean

Autism and Psychiatric Diagnoses

At different times during my growing up and even during my adult years autism wasn’t something people knew much about. I often came in front of mental health professionals. It is important to know that if you go to a mental health professional or take your child to a mental health professional in all probability you will walk out with a diagnosis of a mental condition as found in the DSM-5 – otherwise known as the Diagnostic and Statistical Manual of Mental Health Disorders.

In my adult life I obtained a master’s degree in social work. I did clinical work diagnosing and treating people in psychiatric settings. Eventually, I limited my practice to autism. When I worked as a clinician, to give a diagnosis, a checklist description of a particular diagnosis needed to be fulfilled by the patient in order to diagnose a patient with a particular label. Even if I didn’t know for sure if the patient met the criteria for a particular diagnosis I would need to write in a provisional or working diagnosis for the patient’s medical records. This was necessary for the clinic to be able to receive reimbursement from the medical insurance company. Therefore, when a person receives services from a mental health clinic, that person will wind up with a mental health diagnosis, whether they are told that diagnosis or not, it will be in their medical records.

Have you or your child sought out the help of a mental health professional? If so, it may be wise to find out if the particular provider you see has experience working with people who have an autism neurology. This is because what can appear to be a psychiatric symptom can sometimes be more accurately described as a function of autistic thinking. The distinction is important because it drives treatment.

Example: Hallucinations need to be treated. Thinking in pictures does not.

 When a person with autism reports their experience are you quick to negate it only because your own neurology informs you differently?  You may not be able to share the experience of an autistic because your own neurology is set up differently, but that doesn’t mean the autistic experience is any less real than your experience! It only means it is different.

 Case Example: Tywanika, a second grader, was most upset because the swing she loved to use on the playground was shooting molten space daggers into her eyes. The swing only did this during afternoon recess. The swing did not shoot these molten space daggers during morning or lunch recess.

Both her teacher and her assistant assured Tywanika that molten space daggers were not real. They were trying to be helpful, but their words did not negate Tywanika’s experience. It was more helpful to gather information from Tywanika about these molten space daggers as she was well able to answer questions. She revealed that the molten space daggers lived in the swing chains and only speared her eyes in the afternoon.

What looked like a possible psychiatric problem turned out to be something much different! The molten space daggers phenomena first started on the Monday after the springtime change where clocks are moved ahead an hour. This made Tywanika’s recess time coincide with the sun at a slightly different level in the sky. As the sun rays bounced off the metal chains of the swing Tywanika’s sensitive sensory system noticed the difference in a way to cause her experience to be that of molten space daggers being thrust into her eyes.

When Tywanika was taken out to the swings an hour earlier and an hour later in the afternoon the problem did not occur. Tywanika could then understand what was happening. It was only a few weeks until the sun had shifted enough that the bright reflection off the swing chains was no longer problematic

NOTE: The above case example is excerpted from my book Painted Words: Aspects of Autism Translated (Endow, 2013).

I take the time to explain this because while I was growing up I have received mental health diagnoses that were not accurate even though I met the criteria to receive each of the diagnoses at the time they were given. For example, when a teen. I was asked if I saw things that other people don’t see, if I saw things that really weren’t there, if I heard voices that others don’t hear, etc.  The answers to all these questions were “yes.” Because of my autism neurology, even though I hadn’t yet been diagnosed with autism, my sense of sight and sense of hearing delivered much more detailed information to me than was typically experienced by the majority of people. This was a function of my autism neurology rather than indications of schizophrenia. Thus, treatment for schizophrenia was not at all successful. (Endow, 2009)

In conclusion, an autistic person, just like any person, can have comorbid diagnoses. My point in this writing isn’t to negate that reality, but rather to caution that we need mental health diagnosticians and therapy providers who understand autism neurology so as to prevent the errors of assigning unwarranted clinical symptomology when it does not exist.

To avoid this clinicians need to understand the autistic style of thinking along with how our sensory system operates when we take in, process, store and retrieve information from the world around us. The selves we bring to interface with the world around us run on a different operating system. Thinking visually or hearing robustly in an autistic does not, in and of itself, equate to hallucinatory phenomena. We need clinicians who can tease out aspects of the autistic way of being and interfacing with the world from psychiatric symptomology. This is quite important because we can treat psychiatric symptomology such as hallucinations, but it is unnecessary and dangerous to label and to treat the autistic way of being as if it were a psychiatric symptom.

Painting below is Left Sun
Available in sets of 5 greeting cards
and acrylic prints in three sizes

in the Art Store at www.judyendow.comoriginal

Sun sparkles from the sky to me
A present to my soul
Brightness, lightness now reigned in
The girl her mastery shows!

As a child I often tried to catch the sparkles from the sun. I later learned as an adult that most people do not even see these ever-present-to-me sun sparkles! Each day my autism neurology presents me with a unique mixed bag of blessings and challenges.

BOOKS  BY 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 Adult. Shawnee 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. (2009).  Paper Words: Discovering and Living With My Autism. Shawnee Mission, KS: AAPC Publishing.

Endow, J. (2009).  Outsmarting Explosive Behavior: A Visual System of Support and Intervention for Individuals With Autism Spectrum Disorders. Shawnee 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.

Originally written for and published by Ollibean on July 1, 2014