GRSJ224/Discrimination and Misconceptions of Autism

From UBC Wiki

Misconceptions of Autism Results in Challenges for ASD Individuals Transitioning to Adulthood

Autism Spectrum Disorder (ASD) is the fastest growing, most commonly diagnosed neurological disorder in Canada and arguably the world. Despite this, it is widely misunderstood by the general population as a learning disability when it is, in fact, a communication disability. ASD individuals struggle with social interactions and navigating new environments (Ben-Avie, 2018). Currently, there are programs to help them interact with society when they’re young and in grade school, but these typically cut off by the time they graduate (Ben-Avie, 2018). Lack of support results in a bleak outlook for young adults with autism because, without the necessary transition services, they are unable to successfully develop independence.

This page will outline a brief description of the Autism diagnosis, why it is so challenging for these individuals to transition to adult operations, and current relevant statistics. I will conclude with suggestions to consider for future support programs.

One important thing to note is that the majority of research and literature on autism comes from developed, westernized regions. While there is currently limited support available to those in school systems, there is almost no support available to those outside school systems and outside developed countries. Autism services are also very expensive, therefore limited to those that can afford them. There are many autistic people around the globe not accounted for, some of which could go their whole life without a diagnosis. It is crucial to be aware of this when generalizing to the entire population and the ultimate goal should be to establish universal autism support.


What is Autism?

Many people have heard this term but cannot confidently explain it. Autism spectrum disorder (ASD) is a complex developmental disability that usually appears in early childhood. Common behaviours of ASD individuals include delayed learning of language, difficulty making eye-contact or holding conversation, difficulty with executive function relating to reasoning and planning; narrow, intense interests; poor motor skills, and sensory sensitivities. Autism however, functions on a spectrum and any ASD individual could follow many of these behaviours, a select few, or many different ones entirely. There is no known single cause for autism, currently the research shows a mix of environmental factors and genetic disposition are responsible (Lai et. al., 2014). Unfortunately, ASD is a lifelong condition with no cure or preventative medication (Daily Nation, 2018).


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Barriers for those with Autism

Autism Spectrum Disorder affects an individual’s ability to communicate and interact with others. Specifically, ASD individuals struggle with rapid comprehension for spoken communication which is especially problematic when verbal information is complex or lengthy (Ben-Avie, 2018). When entering new or unfamiliar social and physical environments, ASD individuals often experience a high level of anxiety which can result in inappropriate behavioural manifestations. Examples of these could be tantrums, crying, and social withdrawal (Ben-Avie, 2018).

Autism is a hidden disability; you cannot always tell if someone is autistic. This is problematic because their behaviours go unexplained, so they’re often perceived as ‘odd’ or ‘strange.’ ASD individuals cannot express themselves the same way most others do, making it difficult to connect with their peers in social situations. Human society functions on communication with one another and our ability to do this is easily taken for granted. Imagine feeling sad, upset, or scared and not being able to communicate your feelings. It’s harder for ASD individuals to pick up on subliminal conversation elements, such as sarcasm, and they struggle to identify body language. Social interactions with someone who’s autistic can feel awkward for these reasons, so they are often left isolated.

Transitioning to Adult Operations

The underlying deficits in ASD hinder developmental, cognitive, communicative, academic, social, behavioural and functional outcomes for ASD students (Ben-Avie, 2014). It is common practice for ASD children to be placed in general educational settings with their peers, but modifications and adaptations are needed to optimize their learning. Even if these individuals manage to graduate high school it is difficult to find a full-time job (Ben-Avie, 2018). It is challenging for teenagers with ASD to transition to adult operations after graduation because they no longer receive the same level of care and support, even though their needs have not changed (Essex, 2018). It is expected that adults will become more independent, but these changes can disrupt a familiar routine, and ASD individuals need additional support to help them adjust (Banda et. al., 2010).


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How can we work to support ASD individuals?

Research has consistently shown that those with ASD have superior visio-spatial skills. They learn easier and faster with visual materials (Ben-Avie, 2014). Visual aids can be created in a variety of formats for a variety of different purposes. These could include an analysis of a complex task, a label showing where to find and place materials required to complete a task or offer a schedule to show an individual where to go or what to do next (Ben-Avie, 2014). Visual supports can compensate for the problems ASD individuals encounter due to the preponderance of information and provide a static reminder of expectations (Ben-Avie, 2014).

Currently there are primary services intended to help young adults with autism. These so-called shelter programs start an individual in a segregated work environment, with the hope that they will be employed with a regular company down the road (Ben-Avie, 2018). Unfortunately, these programs rarely achieve their goal since they are narrowly focused and don’t usually include training in social cognition.

Proper training in social cognition is crucial for ASD individuals. What many of us take for granted, such as navigating interviews with potential employers and following verbal instructions, is extremely challenging for people with ASD. Their way of learning is different from most people and they need to be in an environment that accommodates for that.

Summary

Autism is a diagnosis, not an identity (Bishop, 2011). The main reason ASD individuals struggle is because they are misunderstood. It is challenging for them to live in a world where they cannot express themselves and the rest of us should take the time to understand their perspective. Autistic people are often confused by the reactions they receive for their behaviours, but this doesn’t mean they are “strange” (Bishop, 2011). Identifying successful social skills interventions may enhance adaptive behaviour, social acceptance, or independence in ASD adults (Banda et. al., 2010). This is crucial for them to enjoy their lives, have genuine friendships, and make significant contributions. If we only see people as ‘autistic’ then we can miss the joy of seeing them as valuable friends, role models, and employees.


References

  • Banda, D. R., Hart, S. L., & Liu-Gitz, L. (2010). Impact of training peers and children with autism on social skills during center time activities in inclusive classrooms. Research in Autism Spectrum Disorders,4(4), 619-625. doi:10.1016/j.rasd.2009.12.005
  • Ben-Avie, Michael. (2014). Using Handheld Applications to Improve the Transitions of Students with Autism Spectrum Disorders. 105-124. 10.4018/978-1-4666-5792-2.ch007.
  • Lai, M., Dr, Lombardo, M. V., PhD, & Baron-Cohen, S., Prof. (2014). autism. Lancet, the, 383(9920), 896-910. 10.1016/S0140-6736(13)61539-1
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