Category Archives: autism treatments

From 2012, my Speech, “Imagine Having Autism”

Posted on September 14, 2021 | 1 comment

Here is an eleven year old post that I wrote when I was fourteen years old.

From My Speech, "Imagine Having Autism"

*A happy  footnote is that I now know of three of my former classmates from elementary school who are now fluently typing to communicate. I hope there are even more.

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Posted in augmentative communication, autism, autism education, autism symptoms, autism theories, autism treatments, communication with a person with autism, disability, Ido Kedar, intelligence, language processing, non-verbal autism, nonspeaking autism, sensory processing

History Repeats Itself

Posted on December 3, 2019 | 8 comments

In the olden days, Deaf Education tried to make the deaf look hearing. Deaf children had to learn lip reading and speech. The use of sign language was prohibited in schools. In those days many deaf people were born hearing so they knew what speech sounded like and what it felt like to talk before they were deafened by illness. Those children did pretty well speaking and lip reading as a result, and phenomenally better when compared to born deaf people who had never had the sound of speech to guide them. The schools touted their successful speakers as proof of their methods, and the so-called failures, un-touted, had to be stuck without sign language, the ability to speak clearly or the ability to read silent lips.

There is an obvious parallel to autism now. The successes of ABA have typically been children like the character, Peter, in my novel, In Two Worlds. For those unfamiliar with the story, the novel’s protagonist, Anthony has nonspeaking autism and is considered by professionals to be “low-functioning.” Peter, a boy his same age, is talking verbally and is considered to be “high-functioning.” But they are actually lumped as identical in terms of diagnosis. Moreover, they receive identical therapies. Peter is successful because of the methods, they say. Anthony is a failure because his autism is too severe, they also say.

Though the born hearing child and the born deaf child were both not able to hear, their situations simply were not the same. One had a distinct advantage with the educational methods provided because of those years having heard and having produced speech. So too, Peter is not the same as Anthony. His motor system performs more reliably. He is able to show many more skills. Their differing responses to the discrete trials does not take into account how different their symptoms are nor how one child may thrive with a treatment that fails another.

Anthony is bright but is severely trapped behind an uncooperative motor system that makes him appear foolish. He might get drills and flashcards to his dying day but it won’t give him the ability to show his intelligence. To do that he must be able to communicate in an accessible modality, by pointing to letters, and not by speech. When the deaf community insisted that they needed sign language in order to live fully and to not miss out on real communication, educational change happened. The deaf finally got a say in how deaf people were educated. I believe change in autism education and treatment will finally come when limited and nonspeaking autistic people demand a say in their education and mode of communication too.

Below is an excerpt from In Two Worlds from the chapter in which you meet Peter.

From Chapter 11: Peter, Autistic Superstar

Peter was the same age as Anthony. He had the same diagnosis. He also worked with Natasha, Nina, Charlotte and Alyssa in the ABA program, and Anthony and Peter also shared the same speech therapist. In fact, Peter was her star pupil. Their lives were practically parallel, but in every professional comparison with Peter, Anthony came out looking bad. Peter learned his drills faster. He learned to follow instructions quickly. He spoke with clear articulation and he looked fairly normal. He occasionally had temper tantrums, but otherwise Peter was the dream student.
To Anthony, Peter seemed to be the luckiest autistic guy in the universe. On the journey they shared, Peter was nearing the finish line and Anthony was barely out of the gates. The ABA data showed Peter learning new words rapidly, so rapidly he was doing the most advanced drills out there. Dr. Hagerty loved to remind people that he helped make some autistic kids lose their diagnosis. They may have been born impaired, but hard work, dogged perseverance and a little luck made a boy like Peter succeed. A case like Peter was the reason Dr. Hagerty had his reputation. He had many such cases, proof of the efficacy of his methods. Peter was an autism success story.
A stubborn case like Anthony confounded Hagerty, and everyone else. After years of intensive ABA, Anthony had progressed in his drills, but in no way was he looking even remotely close to normal. He had reached the point that many professionals believed to be virtually hopeless. They might help mitigate his symptoms but he would never “recover,” in the jargon of the trade. So, Anthony knew he was an autistic failure. He could not prove his intelligence, like lucky Peter. He knew that, because Nina and Natasha and everyone else also worked with Peter, they could not help but compare the boys. Anthony prayed inside to be like Peter. If only he could make his body obey him he could perform perfectly on his discrete trials too. But instead he was one of those frustrating kids who made Natasha and his team carry on with false optimism.

(I hope you enjoyed this excerpt from In Two Worlds. If you did, please consider reading the whole thing!)
(Also available as an ebook on Smashwords as well as kindle)

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Posted in autism, autism education, autism theories, autism treatments, Deaf Education, self advocacy, Self determination

Tagged

The Anniversary of “In Two Worlds”

Posted on July 8, 2019 | 7 comments

It is the anniversary of the publication of my greatest achievement, my novel, In Two Worlds. Why do I say my greatest achievement? After all, my first book, Ido in Autismland, is better known. The answer covers many things.

I know many typers with autism who have written books. They are all nonfiction memoirs or essays, as is Ido in Autismland. To my knowledge, In Two Worlds is the first, and only, novel of fiction, narrative and dialogue ever written by a nonspeaking autistic person about the autistic experience.

It is for this reason that I brag a bit. I understand autism. I understand my inner world and I understand the inner experience of In Two Worlds’ wonderful hero, Anthony. You, the reader, experience autism through his eyes. You experience the visual sensory kaleidoscope that overwhelms him time and again. You experience his anguish at being motor trapped in his body unable to show anyone he understands.

That is, anyone except you, the reader, because you hear his thoughts. Only Anthony and the reader are privy to his mind. Everyone else in his life misses his interior because his exterior is so compromised.

In Two Worlds, a BookLife Prize quarterfinalist in fiction, has been compared by readers to important past works of fiction that shed light on other mistreated or misunderstood peoples, and whose plight once depicted in these novels inspired societal change for the better.

And who is more misunderstood by others than a person who can’t speak or communicate thoughts? Who is more misunderstood than a person who cannot show he is intelligent and is physically controlled by motor compulsions that appear nonsensical?

The first part of the novel is devoted to Anthony’s life before he can communicate. He is frustrated, lonely, and underestimated by everybody, family and professionals, and bored of baby talk and baby lessons. He lives his life waiting, hoping, stimming, and finally he gives up because year after year nothing changes for him. Until one day he finally meets his liberator, Marina, who teaches him at 16 how to type to communicate and from this his entire life changes.

The world of autism, as anyone familiar with my blog knows, is filled with powerful opinionated educators, specialists and dolts. They do not take challenges to their theories lightly. Anthony is liberated by being able to communicate, but many new struggles are just beginning for him as he now must fight for his right to an education and to be recognized as a sentient being. It is not an easy journey.

I invite you to read In Two Worlds if you haven’t already. I invite you to review In Two Worlds and would be grateful if you did. It is a book for everyone. Not just for those of us inundated by Autismland. I did not write the book for us. I wrote it for the world to understand us. I wrote it for book clubs, libraries, and teenagers, to give to friends, to open eyes, to open minds, and to open hearts.

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Posted in assistive technology, autism, autism treatments, bookLife Award, books by authors with autism, Communication, Ido in Autismland, Ido Kedar, In Two Worlds, typers, Uncategorized

An Anecdotal Survey

Posted on November 3, 2018 | 24 comments

ABA is the first treatment recommended by pediatricians when a baby is diagnosed with autism. It is often paid for by insurance, school districts and other sources.
It covers lots of hours.
It gives parents a break.
Who benefits from all this effort? And how much does it actually help?
I have observed that it is big business, to the tune of billions of dollars a year.
I have seen young practitioners open agencies of their own with only a few years of experience.
The demand is high.

So I want to do an informal, anecdotal survey. My personal experience tells me that ABA has been a source of suffering for a lot of nonspeakers- though perhaps others with different symptoms may be helped by the flashcards, the baby talk, and the “touch your nose,” BS. But for me, I get PTSD flashbacks just hearing the phrases, “High Five!” or “Good Job!” Thankfully, no one gives me a so-called neutral no anymore.

I know so many people now, and there are more all the time, who had years of DTT and ABA –to great expense and parental commitment– who once they reach the age of no return are just written off into “dummy-land.” In other words, too “low,” too “severe,” to be “cured.” Because, after all, “recovery” is the promised land and the parents of the kid that fails to recover during that “window of opportunity,” is then told that the kid just isn’t sufficiently cognitively with it. Sorry for the inconvenience. It only took a decade to figure out.

But lots of these kids type now and they have a different POV. They are highly cognitively with it. But motor “without it.”

So, I’m curious, what was your, or possibly your kid’s, experience with ABA?
How much did it help?
Did it drive you nuts, like it did me, or did you not mind it?
Please specify if the person who received the ABA is speaking or nonspeaking. I’d like to compare the difference in service satisfaction.

I’d love to hear your stories.

24 Comments

Posted in ABA, autism, autism treatments, nonspeaking autism, Uncategorized

Not Talking is Not the Same as Not Thinking

Posted on September 23, 2018 | 11 comments

Welcome to WSJ readers! I am honored you took the time to check out my blog.
Here is a link to my opinion piece in Monday’s Wall Street Journal. (Apologies- it is behind a paywall).

Not talking is not the same as not thinking.
The converse is also true.

The American Speech Language Hearing Association, or ASHA, insists that the true voice of nonspeaking autistic people is best left to pictogram systems and garbled speech.
Here is their brief video statement.

Here are films of people with autism who have broken free by learning the methods ASHA disdains. Please note, there are motor challenges in autism, as evident in the films.

Here is a link to an organization of professionals, autistic people, families and others who dispute this harsh judgment and believe the communication of these individuals is their “true voice.” Take a look at the different films and decide for yourselves which seems more logical- a mistaken autistic person not understanding his own disability, or a potentially mistaken professional.

To gain an insider’s POV into autism, please consider reading my books, In Two Worlds and Ido in Autismland.
Thank you for visiting my blog.
Ido

11 Comments

Posted in advocacy, American Speech Language Hearing Association, ASHA, autism education, autism theories, autism treatments, barriers, Communication, speech therapy, typers, Wall Street Journal

Learning to Communicate Changes Lives

Posted on August 15, 2017 | 4 comments

Here is proof that learning to communicate changes lives. I get thrilled every time I hear how my book has helped others move to communication. Life misunderstood, isolated and silent is not an adequate result for  years of therapy and a parade of specialists who marched through this family’s house.

There are stubborn people who have to listen to us, but they won’t, I’m afraid. But there are open people who have listened.

Things are improving, little by little. Here is one family’s story.

4 Comments

Posted in autism, autism treatments, family support, non-verbal autism, Parisa Khosravi, Rapid Prompting Method, RPM, ted talk, typing, Uncategorized

Autism in France

Posted on December 29, 2016 | 1 comment

The post you will read by guest bloggers, Laurence Le Blet and Karen Hatungimana, and a linked essay by Nicolas Joncour, are about the situation for nonverbal autistic people in France currently. I was unpleasantly surprised to learn how behind France is in educating people who have autism or in supporting children and families. I have many complaints about the system here in my own community but I know that I have been very lucky too. While an unwelcoming school or an incompetent aide has been part of my experience and has negatively impacted me, it has not been my entire experience. The opportunities I have been given to get a normal education, to have a trained aide with me in school, to have the chance to get a college degree and even to become an advocate for people with autism has been a blessing I cannot take for granted. It is time to change the paradigm about autism in France.

“The Right to an Education”, Article Typed by Non-Verbal Autistic Piano Student with Dyspraxia


Guest Post

by Laurence Le Blet and Karen Hatungimana

The situation in France for autistic people has progressed very little for many years. The professional orientation of case-managing organizations, medical-social institutions and specialist doctors is still largely psychoanalytic. The National Health Authority, (HAS), does not recommend psychoanalysis, and specifically condemns the “ le packing” treatment (in which a patient, wearing only underclothes, or naked in the case of small children, is wrapped in towels and soaked in cold water for the stated goal of enabling the child to rid himself of “pathological defense mechanisms.”

Image result for le packing autism

Despite these recommendations, these treatments remain widely present and the national institutions have not caught up with new recommendations for autism treatment. These archaic and outmoded approaches are found in all institutions: justice, health, schools and in society in general. In fact, societal ignorance regarding autism is so pervasive that reports made on parents and subsequent social placements are many; children are always at risk of being removed from their parents custody.

Although autism has been officially recognized as a disability since 1996, the training of nurses and special educators is still mostly based on psychoanalysis and autism is widely seen as a psychosis. Consequently, children with autism are not encouraged to attend regular schools with their same age peers. Despite the legislative Act of 11 February 2005 on Equal Rights and Opportunities, Participation and Citizenship of Persons with Disabilities, the educational situation for autistic children has barely changed. Only 20% of autistic people are enrolled in regular schools, mostly not full time, and parents have to fight for their children to be and remain in ordinary primary school. Most autistic kids are referred to medical educational institutes or day care hospitals at a very early age (from kindergarten), where the right to schooling and the ability to participate in society is limited. Medical-educational institutes and day hospitals are supervised by the Ministry of Social Affairs and the Ministry of Health )

Another factor negatively affecting the ability of autistic children to attend regular school is due to the fact that many children do not have the necessary trained support. Children may wait a long time to obtain a personal assistant and until then, must remain at home. However, many assistants are not adequately trained nor do they have a good understanding about autism. Additionally, most schoolteachers believe that students with autism suffer when they attend a regular school and they believe the child should be removed from the school and referred to specialized institutions. When parents are not well informed of their child’s potential to learn, as well as their basic rights, (and most of the parents are not), they are pressured to enroll their kids in medical-social institutes. Those parents who believe in their kid’s potential and capabilities are accused of making their child suffer in a regular school, or are told that his presence in a regular school makes the teacher and other students suffer. Thus inclusion is strongly discouraged. There have been a few lawsuits by parents, however this is rare.

There is a lack of understanding of integration and inclusion concepts. Parents of children with autism who strive for inclusion have to overcome innumerable obstacles including: delayed or obsolete diagnosis, absence of proper care advice, fighting for financial support, and most significantly, the permanent anxiety of the psychiatric hospitalization of their children after their death because nobody would be there anymore to fight for them.

The Committee on the Rights of the Child (UNO) has issued its conclusions on the implementation of the Convention on the Rights of the Child.

Here is an excerpt:

“The Committee urges the State party to take immediate steps to ensure that the rights of children with autism, , And that these programs are in conformity with the recommendations of the High Authority are authorized and reimbursed. The State party should also ensure that children with autism are not subjected to forced institutionalization or administrative placement and that the parents are no longer subjected to reprisals when refusing the institutionalization of their children. “

In France, despite there being laws and recommendations for good autism treatment, most are not widely known and they are not consistently implemented throughout society. Money that is designated to medical-social institutions would be better applied to education. Inclusion should be effective throughout the entire life of a person with autism.

France ‘s motto « liberté , egalité , fraternité »  should be for all.

Image result for france

 

 

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Posted in attitude, autism, autism education, autism society, autism treatments, barriers, civil rights, France, institutions, le packing, Uncategorized

Exercise as an Early Intervention

Posted on October 27, 2015 | 5 comments

I believe exercise is one of the most important early interventions for autism. In so many cases I see people with autism who barely walk ten feet and have no muscle tone, yet no one works on fitness with them. In a mind/body communication disconnect, early exercise programs can help forge a better communication network between body and brain. I’m sure the kid gym classes I took as a toddler and a young boy helped me be more coordinated, though I wish I had had more intensive help in several areas I will discuss. If I had received that support when I was younger I would have an easier time now in fitness.

In no particular order I recommend early intervention in:

1. stretching,

2. coordination–especially bilateral movements

3. cardio work, such as hiking and running

4. strength training.

My biggest motor obstacle today is that I have tight muscles and tendons. It is a problem affecting my physical comfort and will take a lot of time and effort to improve. I feel that it should have been noticed by adaptive PE teachers, or occupational therapists, or other professionals working with me physically, but they never said a word. Physical assessments looking at  the areas I mentioned should be standard because catching problems early makes them easier to fix.

Since professionals may miss things, parents should be vigilant and try to work on stretching, cardio, strength and coordination with their kids starting when they are young and making it part of their lifestyle. Going for brisk walks, doing simple stretches, picking up light weights, or touching alternate toes,  are all things young children can do daily and can help make movement and exercise comfortable and can help the body learn to listen better to the brain.

 

5 Comments

Posted in autism, autism treatments, exercise

Theories that Bind Us

Posted on July 17, 2015 | 15 comments

As a person with a severe movement and mind body connection disorder, coupled with a variety of sensory processing issues that affect my ability to take in normative auditory or visual input at times, I look and act like I have autism. The reason I look and act like I have autism is because this is what autism is. These issues affect my movements and lock me into motor pathways that may become embedded and intrusive and affect my presentation of myself to the world. I may write more in the future about what I have learned about autism and sensory processing and how it affects us, but today I want to address theories.

The obvious treatment for a sensory and movement disorder affecting all motor issues like handwriting, facial expressions, gesture, speaking, ability to sit for long periods, feel your own body, make eye contact, get out of perseverative motor patterns called stims, initiate, visually scan for items, and  be able to show our innate intelligence, would be to focus on movement and to address sensory challenges. Few professionals do this, but some do, like Soma, as well as movement and exercise specialists.

Theories about autism by people who have degrees, titles and prestige but little understanding of autism have been the norm. I have recently learned that in France where I can eat a baguette and enjoy a café aux lait in the shade of the Eiffel Tower, I would also be treated with psychoanalysis for my “mental illness” because in France my symptoms are due to my emotions, not my neurological disorder. In psychoanalysis I would lie on a sofa mute, because I can’t talk, but my silence would be blamed not on my motor/mind communication, but on my parents, specifically my mother. They will say she created my autism by coldness and rejection of me, despite all evidence to the contrary. Moreover, treatment will include “Le packing,” wrapping me tightly in cold, wet sheets for some bizarre reason. I may only be a person with autism, and not a brilliant French psychoanalyst, but I would like to try this treatment on you, you arrogant know-nothing.

Here in ABA-land, theories are equally misguided, but less cruel. Still, 40 hours a week of touching flashcards won’t help a toddler who may have an inability to focus visually, or hear speech distinctly in a sea of sounds, or be able to move the way he wants, to gain the sensory control or muscle control he needs to be able to communicate or show his intelligence. That’s because ABA believes autism is a severe learning disability that is treated by drills, rewards and baby talk. This makes recognition of the motor challenges nearly impossible because all the  data from the child’s success in performing the drills is interpreted as a measure of how much the child understands speech, and not of whether the child can get his body to move correctly. Therefore if a child is told to jump and he doesn’t jump because he can’t get his body to move at that moment in that way, his failure is chalked up to a lack of understanding the word ‘jump’ even if he damn-well understands the word ‘jump’ and everything else. To interpret data solely based on the  belief that a person’s actions are an accurate reflection of their comprehension of speech, leaves out the possibility of helping this motor trapped person address his real needs.

Did I mention it’s 40 hours a week?

Autism treatment is big business, here or there. Change therefore will be slow.

15 Comments

Posted in autism theories, autism treatments, France

Living in the Past

Posted on July 13, 2015 | 10 comments

I hear from many people from different countries regarding autism. As bad as I feel about our understanding of autism here in the US and how hard it remains for so many people, I now understand how much worse it is in other countries. My life has been liberated by communication. I have many challenges, but also opportunities. Most significantly, my school district allowed me to be educated in regular classes once I proved my intelligence by typing on a letter board. Now my improved skills in handwriting and typing on an iPad are making my life easier still, but I have a long way to go.

Many times I feel down and I realize how hard it is to overcome my body, but I also know I am improving and I practice motor issues daily to work on my mind body connection. But the letters I receive  tell me how it is in other countries where autism treatment is stuck in the 1950s where belief in “refrigerator mothers” causing autism and treatment by psychotherapy still rule. This is in developed countries, mind you.

How do they treat polio? Do they still use iron lungs or do they immunize? It’s inhumane. If you live in France, or other countries treating autism this way or in other outmoded ways, please share your experiences with me.

But I also know that some countries are stuck even further in the past, in the 19th century, Victorian asylum mode. I need to help change things. How do you think we can do it?

10 Comments

Posted in autism education, autism theories, autism treatments, Bettelheim, France