Month: July 2023

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Beyond Eye Contact: The Importance of Eye Contact in Autism

Beyond Eye Contact: Reevaluating the obsession of Therapists, caregivers and counsellors with eye contact of an Autistic Individual


In the realm of autism therapy, one concept seems to hold undue fascination for therapists and caregivers alike is :- “eye contact“. The act of making direct eye contact is often perceived as a critical indicator of interest, connection, focus and attentiveness in social interactions. However, this narrow fixation on eye contact may be both misguided and detrimental to understanding and supporting autistic individuals effectively.

In this blog, we will delve into the importance of eye contact for individuals with autism; we will debunk the misconceptions and create understanding; we will explore the complexities surrounding eye contact; the reasons behind their challenges in making eye contact, and whether it should be considered a sole parameter for assessing and questioning autism; how to better support the individuals with Autism in Social Communication. And, most importantly, why it is essential to reevaluate its significance as the sole basis for evaluating focus, social engagement, being receptive and having a good bond and overall connection.

Debunking Misconceptions and Understanding Its True Value

Autism Spectrum Disorder (ASD) is a complex neurodevelopmental condition that affects communication, behaviors, and social interaction. One of the hallmark traits often associated with autism is the difficulty in establishing and maintaining eye contact. However, the significance of eye contact in autism has been a topic of considerable debate within both the scientific community and society at large.

While some individuals on the autism spectrum may engage in lesser eye contact or probably negligible eye contact, hence it is essential to avoid hasty conclusions about their intentions or level of interest. Associating a lack of eye contact solely with avoidance or disinterest can perpetuate stereotypes and stigmatization of autistic individuals, inadvertently undermining the possibility of genuine connections.

Understanding the Challenges of Eye Contact in Autism

Many people with autism find it challenging to engage in typical social interactions, including making eye contact. This difficulty stems from a combination of factors related to the nature of autism itself. Individuals with autism often experience sensory sensitivity, which means that direct eye contact can be overwhelming and uncomfortable for them. Additionally, they may have difficulties with social cognition, making it hard for them to interpret non-verbal cues, including eye contact, like neurotypical individuals do.

Therapists, pediatricians, child psychologists and caregivers must acknowledge that eye contact is just one aspect of nonverbal communication. It may be challenging for autistic individuals to maintain eye contact due to sensory sensitivities, social anxiety, or an inability to process multiple stimuli simultaneously. In such cases, forcing eye contact, looking at your face may cause unnecessary distress and lead to a breakdown in communication, chain of thoughts, hindering any potential for meaningful interaction.

Importance of Eye Contact in Communication

Eye contact plays a crucial role in social communication for neurotypical individuals. It fosters a sense of connection and understanding between people, and it is an integral part of non-verbal communication. When we make eye contact with someone, it signals that we are attentive and engaged in the conversation. It also helps in gauging emotional states and intentions, making interactions smoother and more intuitive.

Building a connection with an autistic child or individual goes beyond the pursuit of eye contact. It requires sensitivity, empathy, and an understanding of their unique communication preferences. It is crucial to recognize and respect the diverse ways in which autistic individuals express interest and focus, as these may differ from neurotypical norms.

Instead of fixating on eye contact, therapists and caregivers should prioritize creating a safe and supportive environment that fosters open communication. This includes offering alternative communication methods, such as using visual aids, sign language, or assistive technology, to help bridge the gap between autistic individuals and their neurotypical counterparts.

Additionally, actively listening to what an autistic person is saying or conveying is far more indicative of their attentiveness and interest than whether they are maintaining eye contact. Listening involves understanding their verbal and nonverbal cues, validating their feelings, and responding appropriately. By doing so, we can build trust and demonstrate respect, leading to more meaningful connections.

It is essential to recognize that not all autistic individuals have the same communication preferences or needs. Some may be comfortable with limited eye contact, while others may find it more accessible at certain times or with specific individuals they trust. The key lies in creating a flexible and accommodating environment that respects these differences, rather than forcing conformity to neurotypical norms.

Eye Contact as a Diagnostic Criterion

In the past, professionals diagnosing autism often relied on the absence or minimal eye contact as one of the diagnostic criteria. However, the field of autism research and understanding has evolved significantly, and it is now recognized that using eye contact as a sole parameter for diagnosis can be misleading and problematic.

Challenges with Using Eye Contact as a Diagnostic Criterion



1. Cultural Variation: Eye contact norms vary across cultures. In some cultures, direct eye contact is considered disrespectful or inappropriate, while in others, it is a sign of attentiveness. Using eye contact as a strict diagnostic criterion may lead to misdiagnosis or overdiagnosis based on cultural differences.

2. Variability in Autism Presentation: Autism is a spectrum disorder, and its manifestation can vary significantly from one individual to another. While some individuals with autism may have challenges with eye contact, others may not exhibit such difficulties at all. Relying solely on eye contact as a diagnostic criterion can overlook the diverse ways autism can manifest.

3. Developmental Changes: Some individuals with autism may improve their eye contact over time, especially with appropriate interventions and support. Using eye contact as a rigid diagnostic parameter may overlook the potential for progress and improvement.

The True Significance of Eye Contact in Autism

Rather than viewing eye contact as a definitive indicator of autism, it is essential to understand that it is just one aspect of a more complex communication profile. Professionals and caregivers should focus on a comprehensive evaluation of an individual’s communication and social interaction skills. Emphasizing the significance of eye contact might overshadow other essential areas of development and prevent individuals from receiving appropriate support and interventions.



Supporting Individuals with Autism in Social Communication



i.) Individualized Approach: Instead of pressuring individuals with autism to make eye contact, it is more effective to adopt an individualized approach to communication. Some may benefit from alternative communication methods, such as using visual aids or focusing on verbal interactions.

ii.) Social Skills Training: Social skills training can be immensely beneficial for individuals with autism. These programs help teach social cues and non-verbal communication in a structured and supportive environment.

iii.) Sensory Support: For those with sensory sensitivity, providing appropriate sensory support can make social interactions less overwhelming. This may involve creating a calm and safe environment, using sensory tools, or allowing breaks when needed.



So concluding my today’s blog with these facts:- 

●the fascination with eye contact as the primary gauge of interest and engagement in autistic individuals needs to be reevaluated.
●While eye contact can be a meaningful aspect of communication for some, it holds significant value in neurotypical social communication, it should not be overemphasized or used as a sole parameter of a person’s focus or interest in others or a determinant for assessing and questioning autism.
●Therapists and caregivers must embrace a more holistic approach to understanding and supporting autistic individuals, one that celebrates their unique communication styles and fosters genuine connections based on trust, empathy, and mutual understanding. ●By doing so, we can move beyond the limitations of eye contact and create a more understanding and compassionate society for everyone.

Individuals with autism may experience challenges with eye contact due to various factors, such as sensory sensitivity and difficulties with social cognition. Understanding the unique communication profiles of people with autism and providing tailored support and interventions will empower them to navigate social interactions successfully. The focus should be on embracing neurodiversity and fostering inclusive communication environments that respect the diverse ways individuals with autism interact with the world.

Author Shilpi Mayank Awasthi
Founder SpecialSaathi

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Resources

Language development: Teach recalling, building understanding in Autistic kids.

A video blog by Pinki Kumar on Language development: Teach recalling, building understanding in Autistic kids.

Author Pinki Kumar

Pinki is a special educator, play therapist and a mother of a neurodivergent kid. She has a YouTube channel Play and learn to teach different methods and strategies. These videos are a great resource for the parents to help their child learn various skills.

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changemakersaathi

Dr.Anila Khan: Empowering Autism Communities Worldwide

Global Leaders and Changemakers

Dr. Anila Khan: Empowering Autism Communities Worldwide



Introduction:
In today’s fast-paced world, true changemakers are those who dedicate their lives to making a positive impact in the lives of others. Dr. Anila Khan, an extraordinary individual, exemplifies this spirit of compassion and dedication. As a globally recognized clinical psychologist, speech and language therapist, psychotherapist, and trainer, Dr. Khan has made significant contributions to the field of autism advocacy, mental health, and human rights. Her tireless efforts in bridging gaps, raising awareness, and providing support to individuals with autism have earned her numerous accolades and nominations, positioning her as a trailblazer in her field.

Autism Advocacy and Expertise:
Dr. Anila Khan’s journey as an autism expert began with her personal experiences as an individual on the autism spectrum. Combining her lived experiences with her professional expertise, she has been able to provide a unique and invaluable perspective in her work. Her role as the Global-International Director for Sound of Autism and Director of International Development in Pakistan at Sounds of Autism Inc., Arizona, has allowed her to influence policy, research, and intervention strategies for individuals with autism on a global scale.

A Multifaceted Approach:
Dr. Khan’s commitment to empowering individuals with autism goes beyond traditional roles. As the founder of the Center for Research, Prevention, and Rehabilitation (CRPR), she has created a platform for interdisciplinary collaboration, bringing together experts from various fields to drive innovative research and holistic interventions for children and adults on the autism spectrum.

Furthermore, Dr. Khan’s establishment of the Global Alliance for Persons with Different, Additional, and Special Needs (GAPDAS) showcases her dedication to inclusivity and advocacy for diverse communities. By championing the rights of individuals with different abilities, she actively works towards creating a society that embraces and celebrates neurodiversity.

Addressing Trauma and Promoting Mental Health:
Recognizing the importance of mental health and the impact of trauma on individuals with autism, Dr. Anila Khan has also taken on the role of a social worker and human rights defender. Through her initiative, “Recovering from Childhood Trauma,” she provides support and therapeutic interventions to victims of neglect, bullying, domestic violence, abuse, and trauma. Her compassionate approach has helped countless individuals overcome their past traumas and regain their confidence, ultimately leading to positive transformations in their lives.



Global Perspective and Inclusivity:
Dr. Khan’s work extends beyond national boundaries, as she actively engages in promoting a global perspective on autism, particularly within diverse racial communities. Through her involvement in international collaborations and research projects, she aims to bridge the gaps in understanding and support for autistic individuals belonging to black, brown, and white racial communities worldwide. By raising awareness of cultural nuances and addressing the specific needs of these communities, Dr. Khan ensures that no one is left behind in the quest for inclusivity and acceptance.

Recognition and Awards:
Dr. Anila Khan’s remarkable contributions have not gone unnoticed. She has been nominated for the Autism Hero Award 2023, International Inspiration Women Award 2023, Mental Health America Conference Award 2023, and National Diversity Awards – Positive Role Model 2023. These nominations are a testament to her dedication, passion, and the positive impact she has had on the lives of countless individuals.


Dr. Anila Khan’s journey as a changemaker is awe-inspiring. Her diverse range of expertise, unwavering commitment to autism advocacy, trauma recovery, mental health, and inclusivity have transformed lives and continue to make a lasting impact. Through her work, she has brought hope, support, and empowerment to individuals on the autism spectrum and those who have experienced trauma. Dr. Khan’s dedication serves as an inspiration for others.

Let’s find out more on Anila’s journey in her own words in a candid conversation.

Author Shilpi Mayank Awasthi
Founder SpecialSaathi

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BloggerSaathi

How Ananth and I Use Visual and Tactile Tools for Storytelling

How Ananth and I Use Visual and Tactile Tools for Storytelling


Over 15 years ago, I learned about Dr. Cabrera’s work on the Distinction, Systems, Relationships, Perspectives (DSRP) method. According to Dr. Cabrera, DSRP are four universal patterns of thinking that support systems thinking, critical thinking, and other forms of thinking.


Using Thinkblocks


Ananth and I started exploring DSRP and Thinkblocks when he was in Elementary School. While we stopped using Thinkblocks after a few years, we continued using DSRP and other DSRP tools (e.g., Plectica). DSRP guides our use of all visual and tactile tools and gives us a systematic and consistent way of thinking about ideas.


Enki Approach to Homeschooling


In the meantime, we had started using the Enki approach for homeschooling. Enki is based on Waldorf and other approaches. Ananth also attended a Waldorf school for two years. We used many Waldorf materials in our homeschool. We used colorful scarves, wooden figures etc. Slowly, we started combining Thinkblocks and scarves for storytelling. We would use scarves to visually demarcate different settings. For example, Ananth used to love The Magic Treehouse books. We would use one scarf for Jack and Annie’s home and a different one for the place they visited in that story. We would also use treeblocks to build the treehouse.
While we narrated stories with Thinkblocks regularly, we did not record videos. Now that Ananth is older and developing interest in storytelling, we have an opportunity to share our storytelling ideas and experiences with parents and others.


Watch Ananth’s narration of Cow Lakshmi’s Daily Visits using Thinkblocks. After his narration, I have explained our journey and provided tips for using tools such as Thinkblocks for storytelling. If you don’t have Thinkblocks, use household objects or other blocks! 3-D objects have a different feel than pictures.


Now, Ananth is able to process such stories without visual support. He is also able to narrate without visual aids. In fact, he had prepared this narration (over 500 words) without visual aids when I suddenly thought that we can use this opportunity to demonstrating Thinkblocks. We will use such visual aids with more planning in future videos!

Theater Arts for Holistic Development (TAHD)
Ananth also weaves in TAHD tools (movement and dance, music and rhythm, storytelling, drama, and arts and crafts) in his presentations. We are enjoying integrating Thinkblocks and TAHD! Our goal is to explore the use of visual and tactile tools as well as TAHD tools for thinking, learning, and communication.


Watch the video and join the discussion in our whatsapp group here:
https://chat.whatsapp.com/CjT447ehx9QC5RMN9V6cQt

Dr. Dasaratha Rama is a certified leader in systems thinking, mapping, and leadership under a program developed by Cabrera Research Lab. She is also doing a certificate in Theater Arts for Holistic Development (TAHD) from RASA (Ramana Sunritya Aalaya).

Creative representation for this blog is done by our extremely talented CreativeSaathi associate Morpheus Nag

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BloggerSaathi

SOCIAL SKILLS
(Acceptance and Inclusion- 3 )

SOCIAL SKILLS
(Acceptance and Inclusion- 3 )- by Jaya Sudhakar and Siddhanth Palaparti


Growing up in Mumbai, ‘the melting point of cultures’, Siddhanth was naturally exposed to varied languages, religions, customs and traditions both in our neighbourhood and in his school, therapy centres and sports club. The rich Indian tradition of celebrating festivals contributed immensely to enhancing his social skills and giving him a happy childhood.


Siddhanth was a part of all our building festivities and celebrations along with his friends, be it Holi, Satyanarayan Pooja or the New Year Celebrations. Holi was marked by worshipping the Holika Dahan in the adjoining areas and celebrating with a riot of colours the next day. Right from 8 am in the morning, Siddhanth’s bunch of friends would come to call him. The pichkaris, colours and balloons would always excite the kids. Later on it became a tradition in the building to celebrate the entire day of Holi. Breakfast, lunch and dinner orders were given to caterers. They would be elaborate buffet meals in the courtyard on the ground floor. As all the residents would gather down for breakfast, it used to be lovely to see the glowing faces of many of the senior citizens whose movements were otherwise restrained. They would wholeheartedly bless the children in their warm affectionate ways. Many grownups would join the kids in the fun and frolic with colours and water, indulging the child in them. The evening celebrations would be the best with games like musical chairs, Housie and dumb charades.


Similarly, the annual Satyanarayan Pooja also provided a lovely opportunity for Siddhanth to bond with our neighbours. We would go down and sit for the Pooja and watch with gratitude as Siddhanth’s sitting tolerance increased with advancing age. He loved wearing traditional clothes, listening to the sacred chants and the community dinner that followed. In his teenage years, the dinner gathering in the courtyard of both the Holi festival and the Satyanarayan Pooja provided opportunities for him to regale his audience with Hindi film songs which he played on his Casio. He would enjoy belting out one favourite song after another as the evening progressed.


As these were regular annual celebrations, we observed that over the years, Siddhanth became better accustomed to the social norms and looked forward to them. We did keep in mind his limited attention span in his early years and his sensory challenges. His comfort was of utmost importance to us. We kept gradually increasing the time duration of his participation and we ensured that his skin was well moisturized with coconut oil before playing with colours during Holi festival. We understood and respected his feelings whenever he had reservations about stretching his palm to receive prasad which was sticky in nature.


This blog cannot end without recounting one Holi incident when Siddhanth was in his late teens. It amused my husband and me when Siddhanth asked his father with a big smile if he could borrow the latter’s old T – shirt for playing with colours. We weren’t surprised, Siddhanth’s love for clothes is legendary in our family circles – it was the manner in which he asked for it – very sweetly to circumvent messing any of his own T-shirts, that truly melted our hearts.

Author Jaya Sudhakar

Jaya Sudhakar has done her Masters in Physics and was employed as an Asst.Manager in a PSU. Her son’s diagnosis urged her to seek voluntary retirement from service . She is actively involved with Forum for Autism, Nayi Disha and The Spectrum Autism. Friends,tending to plants, reading, writing, music, movies, travelling and a little bit of spirituality are her perennial energy boosters.

Typing of story in Word and Creative graphics done by CreativeSaathi Siddhanth Palaparti, Jaya’s son

Siddhanth is a budding graphic designer, coder and music lover. He has graduated in computer applications and completed several certificate courses. His work trajectory includes internships, freelancing and voluntary work for social causes. He derives immense happiness from remembering birthdays and wishing everyone for it. Swimming, travelling and playing music on the keyboard are his other passions.