It is strongly suggested that individuals and families involved with ASD profiles be mindful of the lifelong developmental issues of ASD and work as intensively and as early on as possible to utilize their strengths and talents.
Individual weaknesses and challenges should be addressed with the future in mind, and acceptance of their own unique profile, in order to find the balance of being themselves while adapting to many of the expectations that life places on everyone.
-Janet Pawlowski
Socialization
ASD is frequently referred to as a social disability. Individuals on the autism spectrum frequently experience social cues and situations differently than neurotypicals (those not on the autism spectrum). This can result in misunderstandings, hurt feelings and isolation from the social group.
Sometimes an environment that is uncomfortable due to loud noises, strange smells, or bright lights can hinder someone with ASD from focusing on the social situation and impact the individual’s ability to interact appropriately. Reading nonverbal cues are difficult for these individuals, they may not pick up on facial gestures or body nuances that show disinterest, anger, sarcasm, joking or disappointment.
This can make social situations uncomfortable and lead to some avoidance of these activities. Someone on the spectrum may find engaging in social situations that are activity-based, such as, school clubs, book club, church activity groups etc., a more comfortable experience, especially if it is centers on their special interest. Social situations that depend on small talk, such as parties, prom, happy hours may be a more difficult venue and increase anxiety.
Start early
Developing friendship/social skills needs to start in grade school. This can help with self-esteem and reduce instances of teasing/bullying which can have lifelong effects.
These skills can also lay the foundation for interacting with others, being able to work as a team, and increasing the potential for successful employment. For an individual with autism these skills do not come naturally and need to be learned and practiced.
Relational Concerns
Developing relationships outside of the nuclear family can be challenging for individuals on the Spectrum due to difficulty interpreting others intentions, nonverbal cues and limited social interactions.
Making friends in grade school, the dating scene, job interviews, interacting with coworkers can be overwhelming obstacles when social skills are lacking. Misunderstanding someone’s intent by missing the social cues can set the stage for embarrassment and feelings of rejection.
It is important to be direct and explicit in regards to what should or shouldn’t be done or said when interacting with individuals on the Spectrum. This is best done before the person is in the situation, decreasing anger, and avoiding hurt feelings and confrontations.
Navigating the social landscape
Many individuals are very blunt and straightforward and don’t anticipate that other people may have a hidden agenda. Difficulty making character judgements and identifying people who may take advantage of them can be a problem.
Frequently, individuals with ASD need assistance or support in navigating the social landscape. Support can come from a therapeutic environment or from family and friends as long as that support is caring and considerate of the person’s needs and wants.
Once clear on the parameters of the relationship and what is expected individuals with ASD can become loyal friends, dependable employees and creative problem solvers with their unique way of looking at the world.
Maturational & Developmental Delays
Autism has been historically identified as a profile in individuals beginning in childhood that exhibit pervasive delays in development. Each individual on the Autism spectrum presents with a unique blend of developmental variables and individual traits. The “spectrum” refers to how many and to what extent these variable are present.
The variables that must be present to make a diagnosis of Autism Spectrum Disorder (ASD) include delays in social language/communication and social interactions, along with restricted interests/desire for sameness, and repetitive behaviors.
Other variances that may be present include a continuum of skills involving cognitive ability, learning differences, executive functioning, sensory processing, motor skills, attention/concentration, theory of mind, and others.
Infants
Individuals are often diagnosed with ASD when their development is not consistent with expected behaviors. When infants do not interact or ‘attach’ typically to their caretakers, they are often identified early on, i.e. they do not look at faces of the caregiver, have differences in sleeping/feeding patterns, and have early infant temperamental concerns.
Toddlers & Pre-K
During the toddler years, children with ASD profiles may have difficulty with motor skill development and early language development and may be referred to Early Intervention services for screening and evaluation.
During the preschool years, individuals who may have an ASD profile might display difficulty with learning, differences in development of play and early social interactions, language and motor skill development, and often come to the attention of preschool staff or pediatricians.
Adolescence
During adolescence, social interaction challenges are most apparent during this difficult developmental stage. Individuals with ASD sense difficulty ‘fitting in’ and understanding the hidden rules and intuitive knowledge that their neurotypical peers often seem to have developed so easily.
I have heard individuals tell me that “….there is some secret that everyone knows but me, and no one will tell me what it is. How do I find this answer?"
Adulthood
Adulthood, the longest of life’s developmental stages, requires goal setting and the ability to make long term plans for life. The focus of these goals will include establishing independence in finances, relationships, family, employment, housing, and social/recreational areas.
Without a strong foundation involving the necessary social, emotional, cognitive, and regulatory skills required for adult functioning, many individuals with ASD may struggle throughout life.
It is strongly suggested that individuals and families involved with ASD profiles be mindful of the lifelong developmental issues of ASD and work as intensively and as early on as possible to utilize their strengths and talents.
Individual weaknesses and challenges should be addressed with the future in mind, and acceptance of their own unique profile, in order to find the balance of being themselves while adapting to many of the expectations that life places on everyone.
-Janet Pawlowski
