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Autism Spectrum Disorder (ASD) Essay

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Introduction

Biological and genetic aspects of autism spectrum disorders, asd etiology, prevalence of asd, diagnosis of asd, treatment of asd.

Autism is a serious disorder that has the potential to disrupt the success of people living with it. This report shall set out to explore various aspects regarding this disorder. To this end, an overview of the symptoms, causes, diagnosis and treatment shall be offered. This shall aim at expanding our understanding regarding this disorder so as to enable us to be better prepared to handle it whenever the need arises.

Autism has been noted to be among the most prevalent childhood psychiatric disorder. Kuder (2003) denotes that in the USA, an estimated 2.1% of the population aged between 8 and 17 is affected by autism in its various forms.

Autism is manifested by varied behavior but it is chiefly characterized by inability to communicate, lingual deficits, lack of a sustained attention, low level of activity, temper tantrums, sleep disturbance, aggression inadequate motor control and other non-compliant behavior. These behaviors are detrimental to the social and educational endeavors of the people involved.

Autism spectrum is a medical term that is used to describe children and adults who experience difficulties in motor coordination, socializing, communicating (verbal and non-verbal) and language acquisition (Tager-Flusberg, Paul and Lord, 2005). The authors describe autism as a neurological disorder that stems from the brain’s inability to carryout some functions normally.

The causes of Autism as well as the reasons why it affects lingual and communication skills are not entirely known though there is a close linkage between Autism and genetics.

Studies indicate that Autism Spectrum Disorder (ASD) is inherited between family members. A study conducted by the American Psychiatric Association (2000) indicated that there is a 3-6% chance of getting autism amongst siblings.

However, Korvatska et al (2002) state that the difficulty experienced by scientists in pinpointing the genetic aspects of autism emanates from the lack of extended family histories. In most cases, autistic individual become more detached socially that they rarely marry or have children. As such, finding a family that has detailed genetic information regarding autism is difficult.

On a brighter note, twins have been used to explore the genetics behind autism (Beaudet, 2007). One study indicated an 82% likelihood of an autistic identical twin having the same disorder. This is in contrast to the 10% likelihood indicated by results from fraternal twins. More sophisticated studies have in the recent past concluded that 90% of autism related behavioral phenotypes are as a result of inherited genes (Happé & Ronald, 2008). This shows that there is a strong relationship between autism and genes.

Biologically, the root cause of autism has been difficult due to relative inability to access and study the brain systematically. However, technological innovations and advancements such as MRIs, CT scans and SPECT have made it possible to study the structure and functionality of the brain.

As a result, specialists have been able to deduce that majority of the brain’s structures play a pivotal role in the development of ASD. According to NIMH (2009, p. 1) they include but are not limited to “the cerebellum, cerebral cortex, limbic system, corpus callosum, basal ganglia, and brain stem”.

Similarly, other studies indicate that various neurotransmitters such as serotonin and epinephrine have a strong link to autism. The diagram below shows the biological basis of Autism Spectrum Disorder. It shows various structures of the brain and explains the functions that each play. Various symptoms of ASD are as a result of the structures’ inability to carry out their normal function.

A diagram showing brain structures linked to ASD

As mentioned earlier, the causes of ASD are not well known. However, researches conducted in this regard indicate that genetic, nutritional and environmental factors play a pivotal role in the development of the disorders. Results from numerous studies indicate that genetic factors predominate.

Others indicate that certain foods, infectious diseases, plastic and metallic extracts could cause autism. Similarly, smoking, alcohol, illicit drugs and some (mercury-based) childhood vaccines have also been attributed to causing autism. However, none of these causes are conclusive and more research needs to be conducted. This is to mean that the theory of causation regarding autism is not complete as yet.

The most recent survey conducted by center of disease control (CDC) indicated that autism rates have increased significantly over the past three decades. In most cases, studies indicate that autism is most prevalent among children. According to Rutter (2005), boys are four times more likely to be autistic than their female counterparts.

In addition, the author states that the symptoms of autism exhibit themselves from childbirth until three years of age. Parents are the most likely to discover these symptoms. As a result, they should ensure that they have their children checked at the onset of various abnormal behaviors.

Rutter (2005) asserts that the prevalence of autism disorder has been facilitated by ignorance and assumptions made by caretakers. In some cases, parents assume that their children are ‘slow and that they will develop as they grow up. However, this approach has proven to be costly since autism can best be handled as soon as it is detected.

Delaying makes it difficult to come up with remedies and coping mechanisms for both parents and the individuals having autism disorders. The main symptoms of this disorder include communication (verbal and non-verbal) difficulties, inability to develop and maintain relations with other people, abnormal lingual patterns and repetitive behaviors. Whenever any of these symptoms are discovered, it is highly recommended that medical or psychiatric assistance be sought.

An early diagnosis of ASD is important since it enables the people involved to come up with effective interventions before its too late. Recent studies show that intensive interventions administered in a control environment for a minimum of two years during preschool leads to behavioral and social improvements among children with ASD.

Clinicians base their diagnosis depending on the behavioral traits exhibited by a child. For a diagnosis to be made, NIMH (2009) asserts that at least one of the symptoms associated with ASD must be present. This means that a patient must have abnormal patterns of communication, socialization and restrictive behaviors.

In most cases, the diagnosis is made through a two-stage process. The first stage is “a developmental screening normally conducted during the routine childhood check-ups, while the second one involves a more comprehensive behavioral analysis by a team of experts (NIMH, 2009, p. 1).” Below are the stages that are followed to diagnose ASD.

The American Psychiatric Association (2000) recommends that every parent should ensure that a developmental screening test is carried out for his/her child during the “well child” check-up. The author contends that screening plays a pivotal role in the early identification of ASD symptoms.

Due to its importance, there are various screening instruments that have been developed to facilitate the diagnosis process. They include but are not limited to Checklist of Autism in Toddlers (CHAT) and its modified version; M-CHAT. Similarly, the Screening Tool for Autism in Two-Year-Olds (STAT) as well as the Social Communication Questionnaire (SCQ) have proven to be effective in diagnosing ASD in children aged between two years old and above four years old respectively.

According to Tadevosyan-Leyfer et al (2003), questionnaires given to parents provide important information during the diagnosis process. As such, some instruments rely on such responses while others depend on these responses as well as observations made by the caregiver. However, these screening instruments are not as effective as they should be when it comes to identifying mild ASD or Asperger syndrome. As a result, other screening instruments such as the Autism Spectrum Screening Questionnaire (ASSQ) and the Childhood Asperger Syndrome Test (CAST) among others have been developed so as to diagnose these forms of ASD (NIMH, 2009).

Comprehensive Diagnostic Evaluation

This is the second stage of diagnosis and it relies on the skills of a team of different experts such as psychologists, psychiatrists, neurologists, and therapists among others. This evaluation entails a comprehensive analysis of neural, genetic, cognitive and language testing in order to conclude whether a patient is suffering from autism or other behavioral disorders.

Some of the instruments used at this stage include: Autism Diagnosis Interview-Revised (ADI-R), which is a structured interview designed to test a child’s “communication, social interaction, restrictive behaviors and age-of-onset symptoms, and the Autism Diagnosis Observation Scheduling (ADOS-G), which is designed to identify abnormal, missing or delayed communication and social behaviors (NIMH, 2009, p. 1).”

The teams of experts that conduct this diagnosis determine the strengths and weaknesses of the child and recommend various treatment options that should be undertaken.

According to Freitag (2007) there is no one-shoe-fits-all approach to treating ASD. However, specialists in this area seem to agree on the fact that early interventions are of great importance. Arguably, the best treatment is one that considers the interests of the patient, allows the patient to learn in accordance to his/her ability and causes no harm to the overall well being of the patient. With this in mind, there are specialized programs and treatments that have proven to be effective against ASD symptoms.

For starters, Applied Behavioral Analysis (ABA) is among the most used intervention in treating ASD (SAMHSA, 2011). Similarly, there are dietary and medical interventions that help suppress unwanted behaviors among autistic children (NIMH, 2009). In regard to learning, there are specialized educational programs that seek to enhance the socio-communicative, cognitive and language skills of autistic students.

It can be articulated from this report that Autism is a problem that needs to be focused on. With proper understanding as to what the condition entails, parents and practitioners are better armed to assist patients overcome the weaknesses brought about by the condition and therefore achieve successful lives.

From this study, it can be authoritatively stated that early diagnosis and treatment of Autism spectrum is necessary to increase the chances of success in learning for the child suffering from this disease. Whereas Autism is not curable, it can be managed so as to ensure that it is not disruptive to the life of the individual during his/her future endeavors.

American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders: DSM-IV-TR (fourth edition, text revision). Washington DC: American Psychiatric Association.

Beaudet, A. L. (2007). Autism: highly heritable but not inherited. Nat Med, 13(5): 534–6.

Freitag, C. M. (2007). The genetics of autistic disorders and its clinical relevance: a review of the literature. Mol Psychiatry. 12(1): 2–22.

Happé, F., & Ronald, A. (2008). The ‘fractionable autism triad’: a review of evidence from behavioral, genetic, cognitive and neural research. Neuropsychol Rev, 18(4): 287–304.

Korvatska, E et al. (2002). Genetic and immunologic considerations in autism. Neurobiology of Disease , 9: 107-125.

Kuder, S. (2003). Teaching Students with Language and Communication Disabilities. USA: Allyn and Bacon.

NIMH. (2009) Autism Spectrum Disorders (Pervasive Developmental Disorders) . Web.

Rutter, M. (2005). Incidence of autism spectrum disorders: changes over time and their meaning. Acta Paediatr. 94(1): 2–15.

SAMHSA. (2011). Autism Spectrum Disorders . Web.

Tadevosyan-Leyfer, O et al. (2003). A principal components analysis of the autism diagnostic interview-revised. Journal of the American Academy of Child and Adolescent Psychiatry, 42(7): 864-872.

Tager-Flusberg, H., & Lord, C. (2005). Language and Communication in Autism. Web.

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Comprehensive sexual education is fundamental for health of individual. Sexual education for autistic students in high school is essential. This group of students is often ignored as they are seen unable to have sexual pleasures due to their disability. These students often have poor social interactions and behave inappropriate in public due to lack of sexual education. The paper discuses the rationale for provision of education for this group, the educational benefits accrued and the development of a successful training session to address education for autistic students.

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mother has less command of the English language. Christopher is on the Autistic Spectrum and he has been having Speech Therapy to help him develop his language.

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How Autism Changed My Life by Lakshmi

Lakshmiof Richmond's entry into Varsity Tutor's October 2013 scholarship contest

How Autism Changed My Life by Lakshmi - October 2013 Scholarship Essay

Sudden wailing rose from the bed next to me, waking me up for what seemed like the millionth time that night. It was the night before a crucial exam in my academic career, the IB Middle-Years Program Entrance Test. The next day I entered the testing center with dark circles under my eyes and resentment towards my two-year-old brother who had been waking me up for the past couple of months. Two months later, our family received some life-changing news that threw my life onto a completely different path with totally different choices. My little brother was diagnosed with autism. When I was 10, I remember feeling neglected when my parents were busy taking care of my brother. However, as I watched my brother struggle to learn basic tasks such as brushing his teeth or combing his hair, I realized he works thrice as hard as his peers to learn even basic concepts. My brother has influenced me profoundly; as I’ve grown to become the person I am today. Living with Autism, opened my eyes to the world around me, and I began to understand that different people in different situations have various problems and even more diverse strengths. Through my brother, I have learned to cherish diversity, and I have learned to treat everyone with acceptance, compassion and empathy. My brother inspired me to spread acceptance and appreciation of diversity. He motivated me to get involved in the community, leading me to start a worldwide STEM outreach project, “Growing Up in a FIRST World”, to create vocabulary videos for children with Autism and to volunteer at a Biochemistry lab to help with research involving various illnesses. Spending time with my brother has also led me to my interest in medicine; I hope I can make a difference in the lives of others, as therapists and doctors have in my brother’s life. Our house environment was very unpredictable when Pranav was first diagnosed, so I needed to develop a lot of inner control to deal with the emotions and uncertainty that came along with autism. I grew up to be a leader in this emotional turmoil and found new ways to unlock my brother’s potential. Understanding my brother’s passion for the arts, especially music, I taught my brother a few songs from “The Sound of Music,” a feat which is impressive even for a neuro-typical eight-year-old; he was only five. One thing my brother taught me very early on about leadership was the importance of seeing differences in methodology and thought processes and how accepting and cherishing these differences can deliver superior results. That ability to stay calm and be a leader in high-stress situations, along with my appreciation for creative methodologies has helped me lead our Robotics team to four awards at the Virginia Regional FIRST Competition and to two World Championships over the past three years. As I have witnessed my brother grow up struggling with the isolation and frustration that comes with autism, I’ve realized that some of the problems in my everyday life that used to seem so serious were really just simple annoyances. This realization gave me a much more balanced perspective about the gravity and lasting effects of problems in my life, allowing me to evaluate my options and choices without getting too emotional or irrational. My balanced perspective has helped me as I juggle my biochemistry research, FIRST Robotics team, IB coursework, Varsity Tennis Team, numerous other extracurricular and my family life; It has allowed me to immerse myself in all of these activities without becoming overwhelmed. During the first decade of my life, my academic focus was limited to science and math, however, my brother’s need to learn language and his passion for the arts has resulted in my multi-faceted interests in music, science, math and dance. Living with autism, has fed and cultivated my right-brain functions, allowing me to flourish as an individual and leader with both analytic and creative skills.

Home — Application Essay — Liberal Arts Schools — My Experience with Autism: Connecting with Luke

My Experience with Autism: Connecting with Luke

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Published: Jul 18, 2018

Words: 513 | Pages: 1 | 3 min read

"English, math, chemistry…" I was panicked over all the work I needed to finish, which had become increasingly difficult after doubling my hours at the barn. Overwhelmed, I just wanted to get home. Then, after I finally mastered my barrel pattern, my trainer, Denise, came and asked if I would volunteer for a program involving autistic children. She said most others were frightened away, but she had confidence in me. My cousin Nicholas had just been diagnosed with autism, so I felt some sort of obligation mixed with unease. Though it would have been easier to claim I was too busy, I relented.

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On the first day, eighteen-year-old Michael threw his enormous frame on the ground, injuring himself and the horse he was riding. I felt vulnerable around these children, when I was supposed to feel helpful. I looked forward to finishing the program.

Ironically, however, I began to find myself at the barn daily. In October, two brothers, Luke and Adam, joined the program. When we met, Luke stared blankly. I bent and introduced myself. He gazed at me but returned only indecipherable noises. Instead of sensing accomplishment for reaching out, I felt what must have been his horror. Thoughts and words wanted to emerge, but he lacked the capacity to communicate them -- or at least communicate "normally". I imagined the terror of having something to say but lacking the capacity to do so.

I did not feel I knew much about autism, but I quickly learned the importance of routine. One day, I watched Luke cling to his mother’s arm. An instructor grabbed his hand. Luke began screaming and crying. I wanted to make the instructor stop, to take Luke and comfort him. Luke felt me near and wrapped his arms around me. We walked off together. For the next month, our new routine consisted of my holding Luke on every trail. I would talk. Luke would respond with gurgling and humming. Occasionally, I made out words, but they did not translate into much. Because our director had repeatedly told us to "make sure they hold the reigns," I kept placing them in Luke’s hands, only for him to drop them. One day, though, he gripped the reigns and never let go.

Before our next session, I spotted Luke petting a horse. He began singing "C is for cookie…that’s good enough for me." I smiled and starting singing with him. He laughed, the first such sound I heard from him in our months together. He repeated that line from Sesame Street continuously for the hours we spent together. At the end of our session, we hugged.

The next week, Luke’s mother asked bewilderedly about the previous session. For the first time, Luke had not fought her about getting dressed or going in the car. I described our last meeting, then knelt down and asked Luke about his day. He responded "C is for cookie!"

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As we walked off together, I realized, autistic or not, we all are speaking the same language. Some people just use different words.

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Strategies for Navigating College for Students with Autism

• By: Denise Gackenheimer Verzella, Esq., MA Manes & Weinberg, LLC, Special Needs Lawyers
• July 5th, 2023
• accessibility , accommodations , college , disability services , disclosure , family support , IDEA , self-advocacy , students , Summer 2023 Issue , transition programs
• 1321    0

College is a transformative period in a young adult’s life, offering a platform for growth, self-discovery, and academic achievement. However, for students on the autism spectrum, navigating the challenges of […]

College is a transformative period in a young adult’s life, offering a platform for growth, self-discovery, and academic achievement. However, for students on the autism spectrum, navigating the challenges of college life can be particularly overwhelming. College students with autism spectrum disorder (ASD) have a lower likelihood of completing their degree than either students with other disabilities or students in the general population (Jackson, 2018). Studies have shown that only 34.7% of young adults with ASD attend college (Shattuck, 2012). Of the group of students with ASD who attend college, only 38.8% will graduate (Cox, 2017). However, there are several steps students with ASD, their families, and schools can take to increase the likelihood of completing their degree.

Legal Overview

Local school districts often provide students with ASD an Individualized Education Program (IEP) to provide special education and related services. The Individuals with Disabilities in Education Act (IDEA) provides for these supports from age 3 through 21, or until the student graduates from high school. However, IDEA does not apply to post-secondary institutions. Instead, students are provided with accommodations through a 504 Plan under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act (504). Unlike the IDEA, there is no mandatory process schools must undertake to identify students with disabilities and provide the appropriate services. Instead, the student must seek out and obtain the supports they may require to be successful in school. However, colleges that accept federal financial assistance are required to provide equal access for students with disabilities provided the requested accommodations are reasonable, do not provide an undue administrative or financial burden on the institution, and do not alter the essential nature of the education (ADA & 504).

Applying to Schools

The transition to college starts while students are still in high school. The college application process can be long and difficult. Students with ASD have the added decision of whether they should disclose their disability during the application process. While colleges are prohibited by the ADA and 504 from discriminating against a student due to a disability, college admissions are competitive, and it is understandable that students are concerned that the disclosure of a disability could negatively impact their application. Nonetheless, disclosing a disability may help an admissions officer understand an unusual pattern of grades or discrepancy in grades versus standardized test scores. Whatever decision a student makes is personal to that student, and there is no right or wrong approach.

Schools with Formal Programs for Students with Disabilities

Transition Programs – When researching schools, one option available to students with ASD are schools offering formal transition programs. These types of programs are designed to assist students with disabilities develop the requisite skills necessary for successful completion of college, including support with executive functioning, independent living and self-advocacy. One such program is College Steps , which offers academic, social, and vocational support for students. Although College Steps does not offer a traditional college degree, it provides a transition for students who may require more support prior to enrolling in a degree-granting program. Many of these programs often include a residential component, as well as academic support and counseling, such as The College of New Jersey’s Career and Community Studies program .

Degree Granting Programs – Other schools offer formal support programs within their traditional degree-granting programs. Websites such as MyAutism.org and HereOnTheSpectrum.com provide information about a variety of colleges that have robust programs geared toward students with ASD. The exact components vary by institution, but they often include academic support, counseling, peer mentoring, specialized housing, and social activities. Some of these programs do have an additional cost associated with them.

Disability Services Departments

In addition to specific programs for students with ASD, almost every college has a disabilities services office. Students with ASD should obtain information about the types of disability accommodations available to students, and how they can access them. Some schools require students to register with the disabilities services office prior to starting classes, and each subsequent semester or academic year. They may also require updated medical or educational documentation.

Students should make an appointment with the disabilities services office to discuss their needs soon after receiving an acceptance, and prior to accepting an admission offer. Students should be prepared to ask questions about the services provided, how to obtain them, and if any additional documentation is required. Questions can include:

• What accommodations do you offer?
• How do you qualify for them?
• What assistive technology devices do you provide?
• Is there a transition summer or program that is available to students with disabilities?
• Is there a cost for any of the services provided by your office?
• What is the four-year graduation rate for students with disabilities? How does it compare to the general student population?
• Does the office provide assistance if a professor does not comply with a student’s accommodation plan?

In addition to direct questions, a lot can be learned about an institution’s attitude toward students with disabilities, including ASD, by general observation. Is the disability services office appropriately staffed? Is the office in an area accessible to students? Is the office pleasant and well-maintained? There is a significant difference between a school that is simply providing the minimum legal requirements versus one that is supportive and welcoming of all types of students, including those with ASD.

Accommodations

While the specific accommodations available may vary by institution and student, these are some of the most common that are available to students with disabilities.

Extended Time for Exams – The availability of extra time on exams allows the student time to process what the questions are asking and respond in a way that permits them to provide complete answers that showcase their knowledge. In addition, the extended time may also help alleviate stress and anxiety often experienced by students with ASD during exams. This can be combined with an alternative testing site to allow students to take tests in low distraction environments.

Note-Taking Assistance – Providing professor notes, outlines from lectures, or having another student take notes allows students to focus on the material being taught in class instead of struggling to take notes.

Preferential Seating – Allowing a student with ASD to select a seat that minimizes distractions and sensory overload permits them to better focus on the material presented in class.

Counseling Services – Most colleges offer some form of counseling services to their students. Counseling focused on the stressors associated with college and navigating interpersonal relationships can be particularly beneficial.

Housing/Residential Life – Whether it is a single room or a room in a quiet dorm, the selection of housing cannot be overlooked as a key aspect of success in college. Having a space that is quiet and private can allow students who need to decompress and regroup with the privacy required.

When considering what accommodations a student may want to request, a good starting point is reviewing their IEP accommodations section from high school. This section will contain a list of the accommodations provided by the local school district which may be useful in determining what accommodations they want to request.

Family Support

The most important part of any support system for students with disabilities is their family. In addition to providing financial and emotional support, there are several practical steps parents can take to assist their child. First, the student can provide a Federal Education Rights and Privacy Act (FERPA) waiver for the parents. This will allow the parents to communicate with administrators, staff, and faculty on behalf of their child so they can assist if there are any issues with things like financial aid, registration, housing etc. Next, the student may execute a power of attorney permitting their parents to take action on their behalf with banks, insurance companies, landlords, etc. Neither the FERPA waiver nor the power of attorney take away any rights or responsibilities of the student. They simply add another person who can act on their behalf.

Attending college is pivotal for many young adults. For students with ASD, this step may be more difficult than for a nondisabled student. However, there are academic programs that can support students who seek to attend, and complete, their college education. The level of assistance provided may vary by school, so it is important that students and their families research prospective schools and make an informed decision.

Denise Gackenheimer Verzella, Esq., MA, is a Senior Associate at the law firm Manes & Weinberg, LLC, Special Needs Lawyers . She focuses her practice on special education and education law. Throughout her career she has worked at several institutions of higher education including as the Director of Student Services for a New York area law school where she was responsible for providing accommodations for law students with documented disabilities.

Americans with Disabilities Act of 1990, 42 U.S.C. § 12101 (1990). https://www.ada.gov/pubs/adastatute08.htm . (n.d.).

Cox, B. E., Thompson, K., Anderson, A., Mintz, A., Locks, T. Morgan, L., Edelstein, J., & Wolz, A. (2017). College experiences for students with Autism Spectrum Disorder (ASD): Personal identity, public disclosure, and institutional support. Journal of College Student Development, 58(1), 71-87.

Jackson, Hart, and Volkmar. (2018). Preface:Special Issue – College Experiences for Students with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 639-642.

Shattuck, P. T. (2012). Postsecondary Education and Employment Among Youth With an Autism Spectrum Disorder. Pediatrics, 1042-1049.

United States. Department of Health, Education, and Welfare. Office for Civil Rights. (1978). Section 504 of the Rehabilitation act of 1973 : fact sheet : handicapped persons rights under Federal law. Washington :Dept. of Health, Education, and Welfare, Office of the Secretary, Office for Civil Rights, 1978

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College Essay: Finding purpose through my sister

“Your sister has autism.”

I have learned that life is not all about me. I realized that I need to focus on others, especially those who are most in need, like my sister.

Those four words changed my life.

In the fall of 2015, my parents, my two sisters and I gathered around our kitchen table. My sisters looked perplexed. My mother’s lips were trembling. She struggled to say the words. After, there was silence. Salty drops were running down my cheeks. The words that my mother spoke went through me like a bullet. I still hear those words every day. Now, though, they give me purpose, whereas before they left me devastated.

During the last 18 months, my love for my 12-year-old sister Magdaleny has grown stronger and stronger. I have learned that life is not all about me. I realized that I need to focus on others, especially those who are most in need, like my sister. I knew that it was not going to be an easy task, but I was determined to support her.

Opportunity found me quickly. One day, in a public library in Bloomington, the librarian finished asking me for the personal information needed to get a library card. Then he asked my sister for the same basic information. She stayed quiet when the librarian asked her date of birth. She didn’t say a word; she panicked. That’s when I knew that I had to step in and say, “June 22, 2004.”

The librarian said, “Thank you,” and gave me a confused smile. When I looked at Magdaleny, she seemed to be embarrassed, staring at her hands and not making eye contact with the librarian or me. My heart dropped. My sister did not know what she had or how her disability affected her, but I was there to help her with her communication skills and behavior.

I’m still helping her today.

I work with her interests and talents, focusing on what she can do rather than what she can’t. Her behavior at home can be hard to handle. She often acts like a toddler, demanding to be in control. During these times, I help her understand that “no” is an OK answer, and that there is no need to be frustrated. It’s tough, but I won’t give up. I believe God meant my autistic sister to be a way for me to learn my purpose in life. I know God allowed me to open my heart and understand that my mission is to serve others.

Importantly, that mission includes the poor. When I was growing up in Mexico, there wasn’t enough money for food and housing, and certainly not enough for the medical care my sisters and I needed. My father had to leave the family and go to the United States to earn money for our care. That’s when I realized that there’s no health care if you’re poor.

These two life experiences, my sister’s autism and growing up poor, have inspired me to become a pediatrician. I want to support families, especially those with infants and those who can’t afford medical care. I want to bring hope to families in developing countries. My dreams will bring challenges, and it won’t be easy. But courage, faith and knowledge are the values that will keep me going. I have Magdaleny to thank for that.

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What I Learned from my Autistic Brother

When I was young, I knew my brother was different. It didn’t seem important to me until some of my friends asked, “What’s wrong with him?” At first I didn’t understand what they meant because I didn’t think there was something “wrong” with him. I asked my parents, and they told me that my brother had autism and cerebral palsy. When I went to kindergarten, my brother had already been at the same school for several years in the special education program. When he saw me in the halls, he always wanted to hug me, and I was incredibly embarrassed. I didn’t want to feel this way because I loved my brother, but I thought others would laugh at me for displaying any connection. If I saw him, I would try to hide behind friends, or walk down a different hallway. I felt ashamed of my behavior, but I couldn’t help it. Sometimes I wished I had a normal brother, but I never told anyone. I felt regret when I found myself thinking this way. Eventually, we parted ways when I went to middle school. We weren’t enrolled in the same facility again until my junior year at high school. Since the school didn’t want to pay for a special education bus to bring Gabriel to school, I was responsible to get him on and off the bus and bring him to his classroom in the morning. My past selfish thoughts resurfaced when I had to chaperone him onto the bus. My first thoughts were “I don’t want to do this; I’m not responsible for him.” But reluctantly, I said yes because I don’t like arguing with my parents. However, after the first couple of bus rides, I realized I enjoyed taking Gabriel off the bus and bringing him to his class. It was a game for both of us. I spent the first six weeks teaching him how to simply get to his classroom; telling him which direction we were heading and when we should make a left or right turn. Later, I asked him directional questions and he would answer them. Sometimes he would get them wrong, but I would gently correct him and tell him the proper direction. By the third month he had two routes memorized. I would still get him off the bus to make sure he was taking one of the two correct routes. Later in the year, I didn’t have to watch him anymore, because I knew that he knew his way. Eventually I started finding my own way. I saw myself emulating the same patterns of persistence that my brother portrayed in the hallway. With my school work, I’d ask myself more questions and work harder in order to achieve the results I wanted. These experiences made me become more compassionate and encompassing of people who are different than I am. I can see myself taking on more challenges in college. Now I am less fearful about trying something new. I thank my brother Gabriel for teaching me these lessons.

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July 30, 2012

College essay: a sister's love for her brother with autism.

4 comments:

this is SO beautiful and so encouraging to me! thanks for sharing. lovely children, merrill! xo

Thanks, Hannah!

Just met you from your leaving me a comment on FB (we both have Justin's with Autism) and now I am pouring over your blog and came to this post. My Justin has 3 siblings, but for a long time it was just he and my daughter (22 months younger) and everything your daughter stated rings so true with my daughter. People will say to me, "Poor little miss, I bet her life is so hard with Justin." And it baffles my mind because all the challenges have shaped her into one of the most compassionate 7 year olds I have ever met!! She's always had a special touch with Justin and your daughters words about learning patience and advocacy are precisely what I've seen as a blessing for my daughter--I've just never seen it written so beautifully before!! Thank you for sharing her letter. My daughter will love reading this someday--I'm going to print it off and save it for her:) Shannon@SewSweetCottage

Thank you, Shannon. I hope that your daughter grows up to feel the same way about her brother. It isn't easy, but it sure is rewarding. ♥

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Asperger's Syndrome

A sample scholarship essay from someone with asperger's syndrome.

As you deliberate your way through mounds of scholarship essays, searching for the individual most deserving of your award, my essay may serve as an atypical, perhaps eye-opening, application: I am not the most well-rounded individual. Please don’t discount me until I’ve had a chance to explain.

I have Asperger’s syndrome. Predominately, for me, this means I am hyper-focused on one aspect of learning and give little care to other things. My friends play soccer, volunteer once a week, and play an instrument flawlessly. Me? I study medicine. I read a copious volume of medical literature, from personal memoirs to the Medical Encyclopedia, to the Drug Guide and everything in between.

I am the least coordinated gym student, most musically illiterate band student, but I excel in my area of passion for which I’m coming to your university to study.

One night a few weeks ago, as I exited a convenience store, I noticed a man “sleeping” on a chair outside a coffee shop. My brain instantly thought, “His chest isn’t rising and falling.” Most people would not be in tune to noticing if a supposedly sleeping man’s chest was rising and falling. I knew what to do. My extensive first aid training and medical knowledge kicked in. I sent someone to get an AED. I checked for pupil dilation, pulse, signs of respiration, and levels of consciousness. The paramedics were 20 minutes away, and I had to keep the man alive, which I did successfully because of my knowledge in handling emergencies. My Asperger’s may have saved a life.

I live each day to help others. I volunteer in the emergency department sitting with lonely people; I raise money for the local children’s hospital, The Parkinson’s Society, and the local homeless shelter. My passion is to see people thrive, and I desire to be a doctor so I can be a catalyst in helping others achieve wellness.

I also have chronic anxiety and clinical depression. These lifelong battles have made me an empath, able to resonate with others on a deep level. I believe this trait makes me an asset to your institution. Who better to care for the sick than the person who knows what it’s like, not just from medical jargon in a textbook but on an actual personal level?

My soul craves human connections and real relationships, both of which are harder for me to accomplish because of my social disconnect. I don’t need easy, I need possible. I don’t allow my diagnoses to define me or limit me. Know that every morning I wake up fighting for deep, meaningful relations with those around me. Know that I fight through cracks, crevices, and disconnects in my brain’s neurons to pursue life. I will likely be your school’s strongest mental health advocate, disability warrior, and social justice fighter because those issues are where my whole heart lies.

So maybe I’m not the best-rounded applicant you have. Maybe I haven’t tapped into every opportunity that’s ever been in my reach, mainly because it didn’t interest me. Maybe I don’t have flowery reference letters from 100 different faculties.

Passion, sometimes, isn’t scriptable on a transcript or a resume.

Honestly, I won’t involve myself in every society and club your campus offers. I don’t waste my time pursuing opportunities that bore me just to say “I did it.” Know that what I do involve myself in, I will invest my whole heart in, including my studies.

My name is Lola, and I have Asperger’s syndrome.

My name is Lola, and I will be the most passionate medical student you’ve seen in a long time.

And that is why I believe I am deserving of your scholarship.

We want to hear your story. Become a Mighty contributor  here .

Thinkstock photo by PongsakornJun

POTS / living my best life / advocate

The Enduring Impact of Steve Jobs’ Stanford Commencement Address

This essay is about the enduring impact of Steve Jobs’ 2005 Stanford commencement address. It discusses how Jobs shared three personal stories that conveyed key life lessons on trusting one’s path, learning from setbacks, and living with purpose. His insights into connecting seemingly random life events, overcoming professional challenges, and embracing mortality have inspired countless individuals. The essay highlights how Jobs’ speech has influenced both personal lives and the entrepreneurial community, emphasizing innovation, resilience, and personal fulfillment. Jobs’ ability to communicate profound messages with clarity and passion makes his address a timeless guide for living a meaningful and impactful life.

How it works

Steve Jobs’ 2005 commencement address at Stanford University is one of the most memorable and impactful speeches in recent history. Delivered by the co-founder of Apple Inc., the speech offers profound insights into life, career, and the pursuit of passion. Jobs’ message resonated deeply with the graduates and has continued to inspire countless individuals around the world.

In his speech, Jobs shared three personal stories that shaped his philosophy and approach to life. The first story, “connecting the dots,” highlighted the importance of trusting one’s intuition and having faith that seemingly random events will eventually coalesce into a meaningful path.

Jobs recounted how dropping out of Reed College allowed him to drop in on calligraphy classes, which later influenced the design of the Macintosh computer. This experience underscores the value of following one’s curiosity and interests, even when their immediate utility is not apparent.

The second story centered on love and loss, detailing Jobs’ experience with being fired from Apple, the company he co-founded. This setback, however, led to one of the most creative periods of his life. He founded NeXT and Pixar, both of which achieved great success. His eventual return to Apple revitalized the company and led to groundbreaking innovations such as the iMac, iPod, and iPhone. This narrative emphasizes resilience and the idea that setbacks can be opportunities for growth and reinvention. Jobs’ ability to bounce back and achieve even greater success is a testament to the power of perseverance and passion.

Jobs’ third story dealt with mortality, inspired by his diagnosis with a rare form of pancreatic cancer. This experience brought into sharp focus the fragility of life and the importance of living with purpose. Jobs encouraged the graduates to live each day as if it were their last, a philosophy that motivated him to take bold risks and pursue his dreams without hesitation. He advised the audience to avoid the trap of living someone else’s life and to follow their hearts and intuition. This message serves as a powerful reminder to prioritize personal fulfillment and authenticity over societal expectations.

The themes of Jobs’ speech—trusting in one’s path, learning from adversity, and embracing mortality—are universally relevant. His ability to distill these profound lessons from his personal experiences and communicate them with clarity and passion made the address particularly impactful. Jobs’ candidness about his failures and vulnerabilities added a human dimension to his larger-than-life persona, making his success story more relatable and inspiring.

Moreover, Jobs’ speech at Stanford has had a lasting influence on both individuals and the broader entrepreneurial community. It has become a touchstone for those seeking guidance and inspiration in their careers and personal lives. The speech is often quoted and referenced in discussions about innovation, leadership, and personal development. Its enduring popularity is a testament to the timelessness of its messages and the unique ability of Jobs to connect with his audience on a deeply personal level.

In the years since the speech, many of Jobs’ insights have been reflected in the evolving landscape of technology and business. His emphasis on design and user experience, for example, has become a cornerstone of modern product development. The principles of innovation and resilience that he championed continue to inspire new generations of entrepreneurs and innovators. Jobs’ vision of technology as a tool to empower individuals and enhance creativity remains a driving force in the industry.

Steve Jobs’ Stanford commencement address is more than just a speech; it is a manifesto for living a meaningful and impactful life. His stories of connecting the dots, overcoming setbacks, and living with purpose resonate across different contexts and cultures. The speech encapsulates the essence of Jobs’ philosophy and serves as a guide for anyone striving to make a difference in the world. By sharing his personal journey, Jobs offered a blueprint for success that goes beyond professional achievements to encompass personal growth and fulfillment.

In conclusion, Steve Jobs’ Stanford address continues to inspire and guide people around the globe. Its messages about intuition, resilience, and purpose are as relevant today as they were in 2005. Jobs’ legacy is not only reflected in the products he created but also in the lives he touched through his words and actions. As we navigate our own paths, the lessons from Jobs’ speech can serve as a beacon, reminding us to trust in our journey, learn from our challenges, and live with intent and passion.

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What Does It Mean to Have Empathy?

How can we cultivate empathy in children.

Posted May 27, 2024 | Reviewed by Monica Vilhauer

• The Importance of Empathy
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• Empathy is the ability to understand and share someone else’s feelings and respond in a compassionate way.
• People who demonstrate empathy tend to be more resilient and draw others to them.
• We demonstrate greater empathy towards those with whom we believe we share similarities, even small ones.

As another school year ends, many parents wonder how to make the best use of the summer months. Sometimes, parents choose tutoring or targeted work addressing an area with room for improvement. Maybe a student is below his peers in math, or perhaps he needs to solidify a critical skill area. I have known decent writers in high school who seek out a writing course to finesse their essay writing skills so work in college won’t feel so demanding. Summer can also be a period to focus on softer skills that take children time to develop and that may be difficult to focus on during the school year, when so much is going on.

Empathy is one of these soft skills. It draws others to us and contributes to our resilience , making us better able to recover in the face of adversity. Social support keeps us from falling as far, so that we have less to bounce back from. To be empathic, one needs to read and feel other people's feelings (affective empathy) and to understand other people's perspectives (cognitive empathy).

Emotional Empathy

The capacity for emotional or affective empathy partly comes from our experiences. It's hard to imagine anyone's distress if we have never suffered distress of our own. This is not to say that we must have had the exact same experiences as others; we can recognize the emotion of sadness even when it is caused by events we have never endured. For example, a person who has lost a grandparent can recognize the pain of a peer whose best friend moves far away.

Cognitive Empathy

Another aspect of empathy involves understanding the other person's perspective—how they see the situation that led to their particular feelings. Often, in order to be cognitively empathetic , we need to know something about another person’s historical experiences to understand how an event is likely to be felt by that person.

The Importance of Experience

Recently, I had a classroom of third-grade students play Kahoot (an animated classroom quizzing game) as an end-of-year review exercise. No grades were offered in this game, and since they each were randomly assigned invented screen names, their identities were anonymous, and each individual student knew only where he or she herself ranked in the group. Even so, one student was in tears at the end of the game because, as she told her teacher, she had never come in lower than second place when playing Kahoot.

By her own account, this student had never experienced this kind of loss before and could not use coping strategies to put her situation into perspective. As it was difficult for her to process her own disappointment, it would also be unlikely that she would know how to help a friend feel better about a similar experience.

The Importance of Coping

Those well equipped to support a suffering peer are also able to cope with unpleasant feelings of their own. If we are not good at dealing with our own disappointment or sadness, it is less likely we will be inclined to tolerate someone else's reactions to misfortune. Most of us don't have practice being in unpleasant states for long or frequent periods, so our skills for enduring them may not be as developed as others. Some people are more likely to pull away from another sufferer if there is no obvious solution for changing the situation. Distress that we feel we have no capacity to change or resolve can feel especially threatening, even if it is experienced by another person.

Not surprisingly, children whose parents have helped them learn to deal with their unpleasant emotions are more likely to recognize such emotions in their friends and are less likely to shy away from those displaying emotional distress. They are actually more likely to approach this person and offer consolation, in part because the other person's emotion is not threatening to them. They have learned that it is not something that is impossible to change – that their emotions are not permanently debilitating. They recognize a circumstance that can be coped with and modified, and they are met with extreme gratitude from the person receiving their support.

Children who can cope with their difficult emotions are likely able to do so because some adult has coached them along the way by recognizing or reading their emotions and by acknowledging that how they feel is reasonable, given their perspective. If these parents also remind their children that their emotion is not a permanent state and explain how they might temper it, the unpleasantness can seem less intolerable. Those children who can look at situations with less anxiety and prediction of doom are not surprisingly those who are also more likely to take healthy risks. They have more confidence that they can survive or cope with possible unpleasant outcomes. Children without these coping skills, on the other hand, will refrain from engaging in anything involving risk, because if the result is less than desirable, they will feel unable to cope with its resulting unpleasantness.

How to Cultivate Coping

You can teach your children to cope by coaching them and having conversations about feelings, highlighting how our feelings are interconnected with our perspectives about situations, and how past experiences can drive our perspectives. You can also soften the impact of negative feelings by sharing examples of how you have coped with your own unpleasant feelings, giving your children more tools with which to deal with their own unpleasant feelings.

How to Cultivate Affective Empathy

When you see your children attempt to soothe someone else's feelings, praise their social awareness as well as their effort to make the other person feel better. Do this over and over again, because that's how important lessons are learned. You can also point out to them the receptivity of those they help, highlighting how much your children’s efforts to help soothe others were appreciated, even if all they did was sit with them in their moment of disappointment or discomfort.

One more way to foster empathy involves inviting your children to imagine how another person is likely to feel, especially as a consequence of your children’s behavior. It should not be surprising that it is easier for people to be mean to those with whom they feel little connection. If we can create connection by highlighting similarities — even small ones — children, as well as adults, are less likely to engage in hurtful behavior towards another person.

How to Cultivate Cognitive Empathy

We can coach perspective-taking by simply asking children to consider how another person may feel in a given situation. An easy example is asking them to read the faces of characters in books or shows they are watching and to explain why they think this. You can foster their flexibility of thought by imagining alternate situations, so your children can realize how our different experiences can change how we feel and think. You can also do this in conversations discussing one of your own friends or co-workers.

Similarity breeds empathy, not contempt, and this is partly why diversity and inclusion work can be so helpful. Highlighting for children the commonalities they share with others makes them much less likely to engage in biased, discriminatory, or hurtful behavior. This kind of work is essential because there are added influences of in-group bias , as well as the stereotypes children are often exposed to in social media . We know from research that even brief coaching in empathy can produce visible improvements, and that these improvements in handling frustration can be lasting.

Pamela D. Brown, Ph.D., is a licensed psychologist, certified school psychologist, and licensed professional counselor with over 20 years of professional experience.

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Is Fluoridated Drinking Water Safe for Pregnant Women?

New research suggests a link between prenatal fluoride levels and behavioral issues in children. Experts are divided on the study’s significance.

By Alice Callahan and Christina Caron

A small study published Monday suggested that higher levels of fluoride consumed during the third trimester of pregnancy were associated with a greater risk of behavioral problems in the mothers’ children at 3 years old. The authors of the study, which was funded in part by the National Institutes of Health and the Environmental Protection Agency and published in the journal JAMA Network Open, believe it is the first to examine links between prenatal fluoride exposure and child development among families living in the United States, where fluoride is often added to community water supplies to prevent dental cavities.

The study’s authors and some outside researchers said that the findings should prompt policymakers to evaluate the safety of fluoride consumption during pregnancy.

“I think it’s a warning sign,” said Dr. Beate Ritz, an environmental epidemiologist at the U.C.L.A. Fielding School of Public Health.

But other experts cautioned that the study had several important limitations that made it difficult to assess the potential effects of fluoride consumption during pregnancy.

“There is nothing about this study that alarms me or would make me recommend that pregnant women stop drinking tap water,” said Dr. Patricia Braun, a professor of pediatrics at the University of Colorado School of Medicine and a spokesperson for the American Academy of Pediatrics.

The Background

Fluoride strengthens tooth enamel, and research suggests that drinking water with added fluoride can reduce cavities by up to 25 percent . Many communities in the United States have added fluoride to their water for this reason since the 1940s, a practice widely celebrated as a major public health achievement . In 2020, 63 percent of people in the United States lived in areas with at least 0.7 milligrams per liter of fluoride in the water — considered optimal for cavity prevention — though some areas have levels that are higher , in part because of naturally high fluoride in the groundwater.

In the last few years, several studies from Mexico and Canada have suggested that fluoride exposure during pregnancy is linked to slightly lower scores on intelligence tests and other measures of cognitive function in children.

But recent studies from Spain and Denmark have found no such link.

There is a “contentious debate” about water fluoridation, acknowledged Ashley Malin, an assistant professor of epidemiology in the College of Public Health and Health Professions at the University of Florida and the lead author of the new study. The issue is currently the subject of a lawsuit filed by the nonprofit Food and Water Watch and other groups against the Environmental Protection Agency. The nonprofit claims that water fluoridation poses a risk to children’s health.

The Research

The study looked at a group of 229 predominantly low-income Hispanic pregnant women in Los Angeles who were already being followed in other research. Most of the women lived in areas with fluoridated water. The researchers measured the fluoride levels in their urine in a single test during the third trimester. Then, when their children were 3 years old, the mothers filled out the Preschool Child Behavior Checklist , a measure used to detect emotional, behavioral and social problems.

Overall, 14 percent of the children had a total score in the “borderline clinical” or “clinical” range, meaning that a doctor may want to watch or evaluate them, or provide additional support, Dr. Malin said. And on average, higher fluoride levels in the mothers’ urine were correlated with a greater risk of behavioral problems in the children. The researchers found that women with urine fluoride levels at the 75th percentile were 83 percent more likely to have children with borderline or clinically significant behavioral problems than women with levels at the 25th percentile.

The main problems reported by the mothers were emotional reactivity, which is the tendency to overreact; somatic complaints, such as headaches and stomachaches; anxiety; and symptoms linked to autism (though those symptoms alone would not be enough for an autism diagnosis).

The researchers did not find an association with other behavioral symptoms like aggression or issues with concentration.

The findings are important and add to evidence suggesting prenatal fluoride consumption may affect the developing brain, said Joseph Braun, a professor of epidemiology and the director of the Center for Children’s Environmental Health at Brown University, who was not involved in the research. That said, the increases in behavioral scores were relatively small — about two points on a scale from 28 to 100 for overall behavioral problems. It’s hard to say whether such a difference might be noticeable in an individual child, he said.

But given how widespread water fluoridation is, he added, even minor behavioral changes in individual children could have a meaningful impact on the overall population.

The Limitations

The study was relatively small and didn’t include a diverse group of women. It didn’t account for many factors that can affect child development, including genetics , maternal nutrition, home environment and community support, several experts not involved in the study said.

The data would also have been stronger if the researchers had measured fluoride in urine samples from several points of time during pregnancy and collected information on tap water, bottled water and tea consumption to better understand how each contributed to the women’s fluoride levels, experts said. Black and green teas can contain high levels of fluoride.

The Preschool Child Behavior Checklist that was used to evaluate the 3-year-olds is considered a reliable measure of child behavior. But it did not take into account the fact that symptoms can change in frequency and intensity during early childhood, said Catherine Lord, an expert on autism and related disorders at the University of California, Los Angeles medical school.

Dr. Lord, who was not involved in the fluoride research, added that the checklist is not considered a reliable way to diagnose autism.

It would also be helpful to follow the children to see if the problematic behaviors persisted beyond age 3, said Melissa Melough, an assistant professor of nutrition sciences at the University of Delaware, who was not involved in the research.

What’s Next

While the experts agreed that more robust research was needed to untangle the potential effects of prenatal fluoride exposure, they had differing opinions about the study’s bottom line.

Dr. Malin said that, based on her findings and the evidence from previous studies, it might be a good idea for women to limit fluoride intake during pregnancy, a view that was echoed by Dr. Ritz and others.

“For me, the takeaway is: Protect pregnancy,” said Marcela Tamayo-Ortiz, an environmental epidemiologist at the Columbia University Mailman School of Public Health who has studied prenatal exposures for more than two decades.

But the American Dental Association said in a statement that the organization stands by its recommendation to “brush twice a day with fluoride toothpaste and drink optimally fluoridated water.”

And Dr. Nathaniel DeNicola, an OB-GYN and environmental health expert in Orange County, Calif., said he wouldn’t advise his pregnant patients to avoid fluoridated water based on the study, because “it’s not conclusive.”

Dr. Melough said she didn’t think women should be alarmed by the findings. But, she added, while it’s clear that fluoride helps to reduce cavities, it’s possible that adding it to the water “could have some unintended consequences,” and policymakers should continually evaluate the practice as new science emerges.

You can find out what the fluoride levels are in your local water by contacting your water utility or checking the C.D.C.’s My Water’s Fluoride website . If you want to reduce your fluoride consumption, experts said, limit how much black or green tea you drink. You can also purchase certain water filters that remove some fluoride. There’s no reason to stop brushing your teeth with fluoride toothpaste — just don’t swallow it.

Alice Callahan is a Times reporter covering nutrition and health. She has a Ph.D. in nutrition from the University of California, Davis. More about Alice Callahan

Christina Caron is a Times reporter covering mental health. More about Christina Caron