We’re coming up on the end of Autism Awareness Month! Each week we’ve shared a series of blog posts on books by, for, and about From Anxiety to Meltdown: How Individuals on the Autism Spectrum Deal with Anxiety, Experience Meltdowns, Manifest Tantrums, and How You Can Intervene Effectivelyadults. This week, we’ve pulled an extract from Deborah Lipsky’s thoughtful book,
Drawing on her own experience and using examples to explain how autistic people think, the author distinguishes between meltdowns and tantrums, showing how each begins, and most importantly, how to identify triggers and prevent outbursts from happening in the first place.
“To fully comprehend why we have such strong negative reactions to seemingly minor daily disruptions one must understand how the autistic population perceives the world. We will look at the core ‘issues’ of autism from the perspective of someone who lives it daily. Actually I don’t like using the term ‘core issues’ because it seems to have a negative overtone. Let’s instead view them as ‘core character traits.’ It is paramount that you the reader should not misunderstand the word ‘autism’ to truly appreciate the insights this book will offer. On the television and in the media autism mostly carries a negative connotation. It is a ‘disease,’ ‘disorder,’ ‘lifelong burden,’ and, my favorite, an ‘epidemic.’ Many people have a stereotypical view of an autistic individual as a non verbal child who rocks incessantly, huddles in a corner flapping their hands, and seems to wail when asked to do something. Society has not fully accepted the higher functioning person with autism and Asperger’s as an individual who despite looking physically ‘normal’ does have limitations and special needs. I find this especially true in the school system. So many parents have lamented to me that, despite a diagnosis of autism, their child is not seen as ‘autistic’ because they are doing well academically and therefore isn’t offered the reasonable accommodations necessary to provide a safe learning environment for them. When I am called in for consultations due to ‘behavioral issues’ by the school, most often these behaviors are the direct result of a lack of understanding of the child’s particular needs as well as an incorrect understanding of what autism truly is…”
To read the full chapter, CLICK HERE.