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nepenthendline · 4 years ago

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A Characterisation/Writing Guide - Autism and ADHD

Hi everyone! This post is going to be a guide on how to accurately write characters with Autism and ADHD. I have been so many works where Autism and ADHD have been terribly written - using so many stereotypes and just nonsense that has nothing to do with neurodivergences, so I hope this helps educate writers and give them more confidence to write such characters.

For reference, I have Autism and ADHD, as well as many friends with either, therefore this information is coming directly from a neurodivergent.

This guide will be split into three parts: characterisation in both Autism and ADHD, Autism chracterisation and ADHD characterisation. This being because Autism and ADHD, while two different disorders, do have some overlaps.

TERMS:

Neurodivergent - describes those differing in mental or neurological function from what is considered typical or normal

Neurotypical - describes those who are considered normal and do not differ in mental or neurological function

NOTE - Not everyone is the same. Everyone is different and will act and feel in different ways, this is simply an overview of how Autism and ADHD typically can be characterised

MUTUAL CHARACTERISATION OF AUTISM AND ADHD:

As mentioned before, both Autism and ADHD do have overlapping traits that can make them look similar at times, although it is important to remember they are two very different disorders.

Autism and ADHD are NOT mental illnesses or learning disabilities. They are neurological disorders that people are born with, and cannot be treated or cured. Neurodivergents can learn techniques to help manage their difficulties, however. It is important to note that while these are not mental illnesses, it is very common for neurodivergents to have mental illnesses (particularly anxiety or depression) or struggle with learning as a result of their difficulties.

MASKING:

Masking is a technique that neurodivergents develop in order to act or speak in a way that is ‘socially acceptable’ or neurotypical by observing and replicating neurotypicals in different situations. This includes subjects such as not stimming/keeping still, not saying particular things, following social cues, speaking with specific tones at specific times and so on.

Not every neurodivergent will mask but most do. Everyone does this to a different extent; some mask 24/7 to the point where you would barely be able to recognise any ‘abnormal’ traits, whereas others only mask in more serious or professional situations and let loose around friends or family. It is up to you as the writer to decide how your character will mask, however there tend to be some trends. For example, those with high-function Autism (especially girls) are much better maskers than low-functioning Autism (especially boys).

Masking is exhausting; it takes a lot of effort to, essentially, act as a completely different person for the entire day. This does not mean that neurodivergents are two-faced in any aspect however. Neurodivergents simply tweak their existing personalities to ‘fit in’ with the people or situation.

Masking in writing:

It is quite difficult to write masking as the person is essentially just acting like ‘normal’. However, there are some things you can include that help demonstrate masking:

Adapted stims* that are much smaller and undetectable than a person’s usual stims, such as fiddling with their fingers or edge of their sleeve, looking around often or slight movements such as swaying or playing with jewellery they are wearing

Speaking more or less than usual and with much more changes in their pitch and tone

Slight cracks in a character’s masking, such as stimming when others aren’t looking, not holding eye-contact when speaking, face or tone falling flat at points

*Stims will be explained in the next section

STIMMING:

Stimming refers to self-stimulating, repetitive behaviours that are done to often calm a person down when in stress, or to show high levels of emotion such as happiness. Both neurodivergents and neurotypicals stim, however there are some difference.

The most common examples of stims are bouncing your leg when sitting in a chair, clicking your pen repeatedly or tapping on a table, which are things that most people have done at some point. The difference is that neurodivergents have a lot less control over their stims, and they tend to be much ‘bigger’, louder, distracting or harmful. It is also much more difficult for a neurodivergent to stop or ‘hold in’ their stims, causing more stress and agitation. Some people have small stims like fiddling with their hands, others have much bigger stims like waving their arms around, and some have harmful stims such as scratching or banging their head against a wall.

Stimming in writing:

If you are ever asked to write about how a character would help someone else/a reader with their stimming, please never ever write about the character stopping the other person/reader. This is extremely harmful for the stimming character and projects a view that stimming is bad or ‘naughty’, and many people have faced trauma over being forced to stopped stimming as it is seen as disrespectful or distracting. Stimming is often one of the only ways neurodivergents can clearly express their emotions. If you stop a stim, the person will simply stim in another way. Instead, try these ways:

Stim toys that the character can use, these are often small and discrete, and can allow the character to stim without harmful, loud or large movements

Distracting the character with something else, possibly an activity, something to hold, or audio/visual distractions

Reassure the character that these stims are ok and they are safe to do around other characters

Take notice of the situation the character is in, why are they stimming? Are they anxious? Are they excited? It is better to prevent the situation in the case of stress rather than try and stop the person from stimming, and allow the character to stim when feeling happy

In romantic situations, allowing the character to stim with their partner shows high levels of trust and acceptance, and it is also comforting for the stimming character to often use aspects of their partner to stim, such as playing with their partner’s fingers or hair

Exercise is a great way of helping those who stim often to release pent up energy

Stimmers can trigger other stimmers, so if you have two stimmers in a room together, chances are they will stim together, getting louder and bigger than usual

SENSORY SENSITIVTY:

Both those with Autism and/or ADHD tend to struggle with sensory sensitivity. This describes how people are easily affected by sensory input (sight, sound, taste, touch and smell). Most cases of sensory sensitivity end in distress, fear, panic and overload, however there are some people who feel comforted by high levels of sensory input. When people deal with too much sensory input, they often go into a ‘meltdown’. This is different for everyone, but often includes irritability, panic, shutting themselves off from others, extreme stimming and a feeling of being severely overwhelmed. Some people cannot speak at all during these episodes. while others may shout or make noises. They are often mistaken for tantrums, bad behaviour or just being grumpy. Young people tend to have much more active meltdowns, such as shouting, stimming, running off etc, however older people (especially girls) then to be more quiet, shut off and unable to continue speaking or doing tasks. That being said, everyone is different and anyone can have a different meltdown.

Sensory sensitivity in writing:

The best way to describe sensory sensitivity in writing is relating it to pain or panic. Often those with low tolerance to sensory input describe loud noises, for example, as physical pain in their head, or certain materials as making them feel faint or nauseous.

Sensory sensitivity relates to any sense, so some people may be terrified of certain noises, feel panicked by certain smells or feelings or feel sick/vomit from certain tastes - please understand the severity of this for some people

Neurodivergents often find techniques to help them with this, such as wearing noise cancelling headphones or playing music or audio to distract them

The best way to help someone during a meltdown is to help them out of the situation and leave them to decompress. This might include letting them sit in a dark room for a while, laying in silence or touching an item/smelling something that brings them comfort

Describing a meltdown for a character can often be similarly written like a panic attack, and often meltdowns can lead to panic attacks for some people, such as an increased heart rate, sweating, crying, hyperventilating/heavy breathing etc.

Struggling to write sensory overload? Try and think how you would feel if you had 30 different voices screaming at you at once, with bright lights and super itchy clothing. Really panicked, scared and overwhelmed right?

Those who are sensitive to sensory input often hear/feel/smell/see things much louder/easier/more extreme than others, so while something may be quiet to one person, it seems really loud to another

HABITS AND COMPLUSIONS

Neurodivergences come with a lot of habits and compulsions, somewhat similar to traits of OCD. These are things such as having to have particular routines, having to carry certain items with them at all times (mine are my BTS water bottle and earphones lol). Without fulfilling these habits, compulsions and comfort items, a person can become extremely stressed, panicked and overloaded.

Habits and compulsions in writing:

Writing these can go from very subtle to extreme, it could be that someone has to get ready in the morning in a particular order, eat their food in a certain way/order or follow a particular route to get somewhere

The odd thing is that neurodivergents are actually pretty bad at developing habits, a neurodivergent could do the same thing over and over every single day, but completely forget to do it one day and never do it again

When writing for characters, some characters may be able to mask their distress when their habits/compulsions are not fulfilled, however others can not do so at all, but either way this sends the character into feeling of panic and distress

A character may develop certain habits/compulsions for different reasons, it could be from experiences, completely random, comforting senses or familiarity and fear

For example when walking into my nearest town I have to walk a very specific route on a specific side of the road or I freak out, this is because it’s what I’m used to and I struggle to deal with change

Speaking of change, a character can be written as anxious or irritated when plans are changed

SPECIAL INTERESTS/HYPER-FIXATIONS:

Probably my favourite topic - neurodivergents often develop special interests and hyper-fixations. These relate to specific subjects or activities that a person will learn about or engage in with extreme focus and dedication. Some common examples are trains and butterflies, where a person will learn and memorise every type of train, or every type of butterfly to exist, and how different trains work or the life cycles of butterflies. This can be of any topic though, as a child my personal special interest was Ancient Egypt and I spent all of my free time learning about the history. As I’ve gotten older, this has changed and my hyper-fixations have been mostly BTS and Haikyuu (with some short ones in between).

Special interests/hyper-fixations in writing:

Info-dumping! Characters with special interests can often be written with moments of info-dumping, where they will talk about their special interest for a long period of time to someone else. They are often very excited, talk quickly and possibly even seem a little frantic when trying to explain their interest - this is something they have little control over and tend to talk for too long or at inappropriate times

Stereotypes are often written in special interests, particularly the example I gave about trains - not every neurodivergent likes trains, please be creative when thinking about what special interest your character may have, if they have one at all

A character may have one long-standing special interest that they’ve been learning about for many years, or they can flutter between multiple hyper-fixations in the span of a few days

Hyper-fiaxtions can affect a character in ways such as forgetting to eat or sleep, forgetting to do other commitments or becoming extremely upset, stressed or unmotivated when that interest is no longer doable (such as if a TV series ends)

Some characters may be embarrassed about their interests, whereas others will happily info-dump with no concerns

FRIENDSHIPS AND RELATIONSHIPS

Both Autism and ADHD can cause difficulties in making and keeping friendships or relationships. This is often due to struggles in communication, forgetting to speak to people, getting bored of social interaction, getting overwhelmed and feeling too ‘different’ from everyone else. Some people, however, can make friends every easily, particularly more extroverted and confident types. Autistics in particular tend to have small groups of friends that they feel truly comfortable with, and may struggle to understand why a person needs other friends/ a large group. This can lead to feelings of ejectment or jealously. A neurodivergent will often struggle to know how a person feels about them without being directly told, and will need frequent reassurance that this feeling is continuous.

AUTISM CHARACTERISATIONS

Talking too much or very little - about 40% of people with Autism are mute, meaning they cannot speak. Characters could also be selectively mute, meaning they can only speak in situations they are comfortable with, or certain people

Autism is a communication disorder, majorly affecting a person’s ability to communicate and understand socialisation. Here is how to characterise Autism:

NOTE - I have used functioning labels here as, personally, I prefer to use them and is more often used where I am from, however some people prefer not to, please keep this in mind

Speaking out of turn - this is either because they do not understand the social cue of waiting until someone else has finished to talk, or because they will forget what is on their mind if they don’t say it immediately

Taking jokes or words literally - this can cause character’s to become distressed when they do not understand a joke, or end up doing a task that was not meant to happen because they took a conversation literally. This also include having difficulty understanding figures of speech such as ‘it’s raining cats and dogs’

Having difficulty understanding the rules of social interactions - this covers a range of things, from struggling to know what to say when speaking to a cashier at a store, to not knowing what to say in certain situations. An example of this is if someone said ‘hi, my name is ....”, the social cue is to respond with ‘hello, it’s nice to meet you, my name is ...”, however those with Autism tend not to understand this and may reply with something else. In my experiences, I often panic and say ‘thank you’ instead, despite this not being the ‘correct’ reply

Expressing the wrong emotions - Autism makes it very difficult to understand emotions, either from others or expressing them yourself. While others immediately know a smile means someone is happy, this is not something that is easy to understand in Autism. An autistic person may laugh or smile during negative situations, or look upset or mad in happy situations as they are either unaware of how they are carrying their body language, or simply do not know what body language fits with what emotion

Difficulty understanding emotion of others - whether it be verbal or non-verbal, it can be very difficult for those with Autism to understand what others are feeling and can often jump to the wrong conclusions

Using the wrong tone of voice or having a ‘robotic’ tone - For the same reason as the last point, those with Autism tend to either sound robotic at times, or use the wrong tone in the wrong situations, such as sounding angry when they are not, however they are often unaware of this when it happens. This also means they tend to be more blunt and literal in their own speech

Not understanding hints - those with Autism often need to be spoken to very directly as they struggle to understand hints or ‘read between the lines’. This could be anywhere from not understanding hints of romantic feelings, to someone mentioning that the trash is getting too full (as a hint that it needs to be taken out)

Difficulty with focus and following lists - this is an overlap with ADHD however the reasoning is often different, autistic people are often perfectionists, so if you give them a list of things to remember, they will focus so hard on remembering the first thing correctly that they forget the rest. Difficulty to focus is often due to a lack of interest in the topic

Attention to detail and ‘all or nothing’ - Autistic people are great at paying attention to small details and often focus on that more than the big picture. They are also very ‘all or nothing’ with how they delegate their focus, if they are interested in something they will put their entire energy and focus into it until its perfect, if they aren’t interested? They probably wont do it at all, this often means that some Autistic people struggle academically because they don’t feel interested in the topics, and therefore have no motivation to do the work

Great at following rules and instructions - despite being bad at lists, Autistic people tend to be good at following rules, this is because they are often black and white, literal and easy to understand, they like structure!

Increased skills and abilities - those with autism are often more creative and intelligent in a wide variety of skills that neurotypicals, in fact to be diagnosed with high-functioning autism, you must have a higher-than-average IQ. Unfortunately the stereotype is that Autistics are dumb or stupid - this is not the case at all

Boys vs girls - everyone is different, however boys and girls tend to act very differently. Boys tend to be more extroverted and loud and particularly struggle with understanding emotions or talking in turn. Girls tend to be more introverted, quiet and can mask much better, but struggle more when knowing if it is acceptable to speak

No empathy? - this is what people often relate to Autism, however this is inaccurate. People with Autism can and do feel empathy, however it tends to be slightly different. For example, if a neurotypical told another neurotypical about a bad situation they went through, the other person would often reply with ‘I’m sorry that happened to you, I hope you feel better soon”. A neurodivergent, however, would often reply like this, “something similar happened to me once.....”. This often comes across rude to neurotypicals, however it is much easier for a neurodivergent to relate the person’s feeling to their own experiences, and share comfort by letting the person know they are not alone

Difficulty with eye contact - good body language often explains that eye contact is key, however this is extremely difficulty for neurodivergents

Forgetfulness - to be honest I don’t know why this is, autistics are just really forgetful. You need to repeatedly tell them to do something or they wont do it

Planning - autistics often need and enjoy planning their schedule. They find comfort in knowing exactly when, where and how things are happening and with who

Shyness and introverted? - many autistics will be shy, introverted and struggle with social anxiety, but this is not the case for everyone. A person can be autistic and be super confident, loud and extroverted - it is a stereotype that being autistic makes you shy and quiet

REMEMBER - AUTISM IS A SPECTRUM DISORDER MEANING PEOPLE CAN RANGE FROM MILD TO SEVERE TRAITS, NOT EVERYONE WILL HAVE EVERY SINGLE TRAIT

AUTISM STEREOTYPES:

Everyone likes trains

They are rude and blunt

They are stupid/unintelligent

They cannot understand rules

They cannot feel empathy

They are quiet and shy

They are disruptive

AD(H)D CHARACTERISATION

ADHD is a condition that affects the focus and attention of a person. Here’s how to characterise someone with ADHD:

Not everyone is hyperactive - firstly, the ‘hyperactive’ part of ADHD doesn’t often mean physically hyperactive, but a person can have ADD where they do not show hyperactive traits

Difficulty focusing - this is much more than just not being able to focus, there are many reasons as to why this is, including getting distracted easily (by external sources or their own thoughts). finding it difficult to understand social interactions, feeling overwhelmed

Hyperfocusing - on the flip side, ADHD can cause people to hyperfocus on certain things, where it takes all their time and energy and they forget to do other things such as eat or sleep

Difficulty with eye contact - good body language often explains that eye contact is key, however this is extremely difficulty for neurodivergents

Difficulties controlling emotions and mood swings - this is often comes out in anger and frustration. This can be for various reasons: they are frustrated that they cannot focus like others, a lack of motivation, get easily stressed and insecurity

Restlessness - this is often seen as being always ‘on the go’, they need to be busy at all times doing different activities. In writing this can be shown as excessive talking, fidgeting, getting bored easily or taking risks

Rejection Sensitive Dysphoria - this is an emotional response to rejection or criticism which often looks like insecurity and anxiety. This could be real rejection, or perceived rejection, for example someone saying they are too busy to hang out may trigger an emotional response of rejection, low mood and anxiety in someone with ADHD. This can also lead to anger or panic, and causes people to become ‘people pleasers’ or not try at all

Poor organisation - the opposite of Autism where those with ADHD struggle with planning, organising, misplacing items and keeping things tidy. It is difficult to understand priorities, separate relevant and irrelevant information and time management. Those with ADHD often begin tasks and do not finish them due to restlessness, distractions or feeling overwhelmed by the task

Difficulties starting tasks - ADHD can make it very difficult to begin tasks as they feel too overwhelming, difficult or take too much focus. Breaking down tasks into smaller sections can help this a lot

Forgetfullness - out of sight, out of mind is often the case with ADHD, and so things like post-it notes and reminders can help people remember things they need to do

Multiple thoughts at once - neurotypicals tend to only have one thought/idea in their head at a time, however those with ADHD often juggle multiple thoughts which can lead to distraction and frustration

‘All or nothing’ - Those with ADHD tend to be ‘all or nothing’ with how they delegate their focus, if they are interested in something they will put their entire energy and focus into it until its perfect, if they aren’t interested? They probably wont do it at all, this often means that those with ADHD may struggle academically because they don’t feel interested in the topics. Unlike Autism, they tend not to focus well with repetitive tasks as this lacks simulation

Medication - unlike Autism, ADHD can be helped with stimulant medication that allows them to focus a bit better. This is not a cure as ADHD cannot be cured, however it can be beneficial to some to help manage their struggles

Acting without thinking and being impulsive - to find some stimulation, those with ADHD may act without thinking of their consequences, or can engage in risky behaviour as other avenues may seem boring, please note this is not the case for everyone, and these ‘risks’ may be very mild like trying a new flavour of ice cream. They can act impulsively too and struggle to wait their turn

Communication difficulties - while ADHD is not a communication disorder, it can have affects on communication such as talking out of turn, starting conversations at the wrong times, being insensitive to particular topics or getting too distracted to focus on the conversation

Need reminders to take care of themselves - due to a mix of hyperfocusing and not focusing well, those with ADHD may often forget to do things such as eat, drink, sleep or shower

Quite easy to get their attention - when someone with ADHD is daydreaming, getting distracted or not focusing, it can be as simple as giving them a tap or a smile to bring their attention back to the matter at hand, even if these needs to be done multiple times

Rewarding behaviour - this technique works well as rewarding good behaviour releases dopamine, which is the hormone often lacked in those with ADHD, this allows people to connect activities and behaviours with positive feelings and are more likely to do it again in the future

ADHD STEROTYPES:

ADHD is ‘diet’ Autism

Those with ADHD cannot sit still

They are disruptive

Everyone with ADHD is hyperactive, loud and extroverted

#autism #asd #adhd #writing #neurodivergent #haikyuu #haikyuu!!#haikyuu headcanons #haikyuu imagine #haikyū!!#haikyuu fanfiction #haikyuu drabbles #haikyuu scenarios #haikyuu x reader #haikyuu fluff #Fanfiction

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asdcriminalminds · 7 years ago

Note

3, 6, 9, 11, 12 for Garcia (and Reid, if that's not too many)?

Garcia

3. how do they feel about touch?

Touch is good, and one of Garcia’s favourite ways of showing affection. She’s a huge hugger. Also, touch is one of her biggest stim things- her office is full of tactile stim toys and good textures, and she’s almost always fidgeting with something while working/thinking.

6. how do they feel about music?

She’s… somewhat lacking in musical ability, to put it diplomatically. She enjoys music, though, and has made various (unsuccessful) attempts over the years to pick up an instrument. As for listening to music, she usually does it to relax or distract herself. It’s too much input when she’s working, and she’s more of a white noise sort of person when she needs to concentrate. The many ambient sounds of computers in use is her personal favourite, and she can find it hard to concentrate when there aren’t fans running in the background.

9. if you hc them as self diagnosed how did that impact their life?

Garcia kind of had a vague notion that she might be autistic, but it wasn’t until she joined the BAU and talked to Hotch about it that she took the possibility seriously. Since then, she’s gotten pretty heavily involved in the online autistic community, and also just in general has gotten more comfortable with her own quirks and more forgiving of herself when she has difficulties with things.

11. how do they prefer to communicate? are they non verbal/have periods of being non verbal? do they use sign language? do they talk? do they prefer text, etc?

Garcia is pretty verbal, but she prefers talking to people over the phone because there’s less additional input. All the information comes from words and tone of voice, rather than also having to read and communicate through body language. Plus, she doesn’t have to worry about making too much eye contact. (Eye contact doesn’t make her uncomfortable and she doesn’t understand the rules of it too well, so she tends to overcompensate and stare at people.) Also in general she just prefers communicating from the other side of her screens, and when she’s emotionally overwhelmed that preference gets even stronger. (Although she also gets tactile when upset, so it’s a balancing act between needing her space and needing proper human contact.)

12. Is there any senses they struggle with particularly? (hearing, taste, etc)

She doesn’t exactly struggle with it, but nothing ruins Garcia’s day faster than a Bad Texture. Whether that’s something she touched or something in her food, she always has to spin around in circles and wave her hands and go “ick ick ick” or “gross gross gross” before she feels better. If it was something she touched, she always goes in search of better textures, and that can mean (among other things) stroking the fabric of her clothes or playing with one of the stim toys on her desk.

Reid

3. how do they feel about touch?

He’s Not A Fan of touch from strangers. He hates shaking hands (both for touch averse and germophobic reasons) and random contact with people in crowds and the like is The Worst.

That said, he’s really huggy when it comes to his friends. It takes him a while to get there, but there’s a point at which he becomes comfortable with a person, after which he’ll happily attach himself to them and not let go. Generally he relies on other people initiating things like hugs, though, because he’s still a bit unclear on the rules. (Although there’s this one time when he just straight up launches himself at Hotch- who is equally touch averse and awkward about hugging- and it’s the only time they ever hug on screen and it still makes me emotional.)

6. how do they feel about music?

Music with words is distracting. If he’s going to listen to music at all, he prefers classical music (and occasionally movie soundtracks), because his thought process is very verbal and easily sidetracked by external verbal input. He can get really into instrumental stuff, though, and is prone to waving his hands around in conductor-like motions while listening.

9. if you hc them as self diagnosed how did that impact their life?

This is a complicated one to answer, because I don’t have a definitive headcanon for Reid re: diagnosis? Because it’s obvious in canon that he’s not even considered it, but I refuse to believe that he could work alongside profilers for years and not have someone point out that he’s Obviously Autistic. So I like to think that either Gideon or Hotch or both of them nudged him into getting a proper diagnosis (either an official one, or just going through the DSM or whatever with one of them) not long after he joined the team.

As for how it would impact his like, I think a diagnosis would help him deal with a lot of the stress he gets from not really trusting his own brain. Like, he’d actually recognise sensory overload for what it was and not automatically assume his headaches have to be connected to potentially inherited schizophrenia. (Me? Bitter about Reid not being diagnosed in canon so the writers can milk the ‘Reid is scared of his brain’ subplot for all the angst it’s worth? Never…)

Also, I like the idea of him finding a comfortable place in the autistic community (although his general reluctance to use the internet for communication means his version of the ‘autistic community’ would probably consist of himself, Garcia, Hotch, Gideon and eventually Blake) and getting into autism acceptance activism now that he’s got a name for his own weirdness.

11. how do they prefer to communicate? are they non verbal/have periods of being non verbal? do they use sign language? do they talk? do they prefer text, etc?

Already answered [here]

12. Is there any senses they struggle with particularly? (hearing, taste, etc)

It’s faster to name the senses he doesn’t struggle with, to be honest. (Which is a very short list consisting pretty much of just taste.) Bright lights and loud sounds are Painful, touch is uncomfortable, and he doesn’t often have trouble with smells, but sometimes they can be the thing that tips him over the edge into overload if he’s already feeling overwhelmed.

#jessicajcnes #thanks for asking!#reid #garcia #headcanon #sensory issues #stimming

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loudenoughtohear · 8 years ago

Text

My Autism Traits Bolded w/ Some Explanation

I copied this from mlmscout so that I could bold the traits that pertained to me. Here is a link to the original post

School/Learning/Thinking/Executive Functioning:

○ Average to high intelligence, may have high grades

○ May have low grades due to executive dysfunction

Explanation: There are times when my grades are excellent because I am able to maintain a consistent routine and there are times when things like depression, as well as family matters throw me off balance and my executive dysfuction takes over and my grades start to dip.

○ Difficulty with executive functioning, i.e. remembering chores/assignments, beginning or finishing tasks, trouble multitasking or switching between two tasks, etc.

○ Has symptoms of AD(H)D such as forgetfulness, restlessness, impulsivity, and trouble focusing

○ Has symptoms of OCD such as anxiety, paranoia, delusions, and odd habits or routines that stem from anxiety (compulsions)

○ Has been (correctly or incorrectly) diagnosed with co-morbid disorders such as depression, anxiety, AD(H)D and OCD

I have been diagnosed with major depressive disorder and generalized anxiety disorder. I was incorrectly diagnosed with ADHD in elementary school.

○ A “teacher’s pet” and tells on students for breaking rules, may be a “tattler”

○ Seen as odd, shy, eccentric, and/or annoying by peers and classmates

○ Uses “formal” or “pedantic” language rather than casual/conversational language

○ Exceptional vocabulary since childhood

○ Skills tend to be far above or far below those of peers

○ Considered “gifted” or a “savant” in areas such as math, physics, science, vocabulary, reading comprehension, art, and/or music

For me it is was reading and being hyperlexic. But I never did well on the exams given in school, so they put me in remedial english in elementary school, but I would come home from school and read my mother’s college textbooks.

○ Superior skills in mathematics or physics

○ Poor understanding of mathematics

○ Has or has symptoms of dyscalculia, a learning disorder characterized by:

○ Difficulty with mathematics (including basic concepts such as addition and subtraction)

○ Difficulty identifying patterns

○ Difficulty telling left from right

○ Poor navigational skills and sense of direction

○ Difficulty remembering long sequences of numbers such as phone numbers

○ Difficulty reading clocks and telling time

○ Difficulty with applying math concepts to real-life situations

○ Difficulty with measurements

○ Difficulty applying previously-learned skills to new concepts in math

○ Difficulty finding different approaches to the same problem

○ Difficulty reading charts and graphs

○ Poor spatial awareness, difficulty estimating distances and have poor depth perception

○ Has or has symptoms of dyslexia, a learning disorder characterized by:

○ Difficulty recognized letters

○ Difficulty matching letters and words to sounds (i.e. pronunciation errors, not knowing what sound a “B” or an “H” makes)

○ Limited vocabulary

○ Difficulty with word sequences such as counting or the days of the week

○ Confuses the order of letters, makes frequent mistakes in spelling and grammar

○ Difficulty remembering facts

○ Difficulty understanding the rules of grammar

○ Difficulty learning and retaining information, relies on memorization without complete understanding of concept

○ Difficulty with word problems in math

○ Difficulty following a sequence of directions

○ Difficulty understanding jokes, idioms, metaphors, and figures of speech

○ Difficulty learning a foreign language

○ Obsessions with particular topics, known as “special interests” in the autistic community

○ Talking about a special interest brings comfort and happiness, conversation is limited to or focused on a special interest

○ Not interested in talking about topics besides a special interest

○ Spends long periods of time researching a special interest and categorizing information on a special interest

○ Has a “comfort item” such as a toy, blanket, or stone, may take item everywhere and refuse to part with it, doing so causes anxiety, sadness, and/or a meltdown

○ Superior long-term memory

○ Weaker short-term memory

○ Prefers to be self-taught and direct learning

○ Intense interest in literature and writing, may have taught self how to read before formal education, may be hyperlexic

○ Prolific writer

○ Deep thinker, curious

○ Drawn to philosophy, may have shown interest and curiosity in subjects such as death and the meaning of life since childhood

○ Prefers visual and kinetic learning, needs to get hands-on to understand topics

○ Highly creative and imaginative, drawn to art and writing

○ Art and writing relieve anxiety

○ Enjoys music, may be interested in songs and lyrics

○ Tasks with several steps can be troublesome

○ Difficulty remembering and following verbal instructions, needs written instructions to complete a task

○ Difficulty locating objects

○ The thought of having to leave the house for an event causes anxiety, may avoid leaving the house, talking to people, or confronting people

○ Upcoming events cause a feeling of dread of anxiety

○ Easily irritated and/or frustrated, avoids and/or gives up on tasks that are not easily overcome or mastered

○ Difficulty lying, may appear to be naïve, gullible, trusting, or a “pushover”

○ Tendency to be logical and see things at “face value” and take figures of speech, jokes, sarcasm, metaphors, etc. literally

○ Odd combination of strengths and weaknesses in regards to memory, executive functioning, motor skills, academics, intelligence, and interests

Motor Skills/Physical/Sensory/Routine:

○ Poor motor skills, may be clumsy or cumbersome, difficulty holding a pencil, kicking a ball, writing/drawing by hand, etc.

○ Auditory processing difficulties, may take a moment to process and interpret words, speech, and noises, may have auditory processing disorder (APD)

○ Odd gait or posture, may walk on toes or drag/shuffle feet, may sit in a crouching or perching position

○ Learning to ride a bike or drive a car can be difficult due to a lack of necessary skills

○ Becomes non- or semi-verbal when stressed, overwhelmed, or tired (i.e. being unable to speak, speaking takes a lot of effort and is tiring/exhausting, words feel “stuck”)

○ Experiences meltdowns/shutdowns when stressed, overwhelmed, or tired, may cry, scream, become snappy/irritated/impatient, or become withdrawn (may appear to be a “temper tantrum”)

○ Thumb-sucking lasts past childhood into adolescence

○ Bed-wetting lasts past childhood into adolescence

○ Experiences insomnia

○ Not a “morning person”

○ Has a co-morbid chronic illness, such as IBS, gluten intolerance, allergies, asthma, fibromyalgia, seizures, epilepsy, etc.

○ Resistance to and/or inability to cope with change, which causes anxiety

○ Adheres to a daily routine, straying from routine causes anxiety

○ Likes to sit in the same seat in the car or at meals, wear the same outfit, or eat the same food

○ Sensory issues, sensitive to textures, touch, sound, taste, smells, light, etc.

○ Avoids loud or harsh noises, bright light, certain tastes/textures/smells

○ Experiences “sensory overload,” may experience a meltdown or shutdown if sensory input is too much to handle

○ Dislikes physical contact with people, resists hugs/kissing

○ Engages in self-stimulating behavior to soothe, cope with sensory input, and/or express emotion, known as “stimming” by autistic community

○ Visual stimming includes watching moving objects such as water, leaves, or cars, and waving or fluttering fingers in front of eyes

○ Physical stimming includes spinning, jumping, waving arms, flapping hands, swinging, waving or fluttering fingers, flicking or rubbing fingernails, rubbing hands against a surface or texture, bouncing legs, rocking, chewing or sucking on objects, fidgeting with toys, and petting/stroking/twirling hair

○ Vocal stimming includes shrieking, laughing, singing, humming, repeating sounds or words (echolalia), and clicking tongue

○ Auditory stimming includes listening to music, blocking out noise, and listening to sounds

○ Prefers comfortable clothes over stylish clothes, may have a favorite shirt or outfit, may cut tags off of clothes due to sensory issues

○ Has or has symptoms of sensory processing disorder (SPD)

○ Has a “sixth sense,” notices the presence of people, may dislike standing close to people or standing in front of people

○ Has an odd tone of voice, may speak with an odd inflection, in a monotone voice, with an accent, or too loudly/softly for a situation

Social/Behavioral

○ Difficulty understanding “social rules,” may be unaware of boundaries and personal space

○ Difficulty understanding the “social hierarchy” and roles within a family or classroom, may act as a teacher to their peers

○ Shy and quiet in social situations, may be an introvert

○ Loud and aggressive in social situations, may cross boundaries

○ Clings to one or two friends, prefers to have a small friend group

○ No interest in socializing or making friends

○ Prefers to interact with people who are younger or older, little interest in peers of the same age

○ Has trouble keeping up a conversation, whether face-to-face or online, may abandon conversations due to anxiety or boredom

○ As a child, preferred to talk to teachers than peers, may view peers as “boring” or “stupid”

○ Dislikes and avoids eye contact, eyes may wander during conversation

○ Appears rude due to lack of understanding of “social rules,” not making eye contact or using “appropriate” body language, or dominating discussion/reverting discussion back to self

○ Dislikes “small talk,” prefers to have “intelligent” discussion, talk about self, or talk about a special interest

○ Difficulty understanding social cues such as body language, gestures, tone of voice, and facial expressions, may not be able to read emotion

○ Taught self how to act “properly” in social situations and/or read emotion, may mimic people in real life or on television

○ Conversation and socializing is anxiety-inducing and exhausting, may need a lot of rest and “de-stressing” after socializing

○ Tendency to be bullied, shunned, mocked, teased, or ostracized by peers

○ Tendency to over-share

○ Difficulty understanding what is and isn’t considered “socially acceptable,” may be blunt and considered “offensive” or “rude”

○ Difficulty knowing when to speak, may interrupt

○ Considered annoying by peers, “unable to take a hint”

○ Sense of humor is “quirky” or “odd,” may not understand typical humor used by peers

○ Excess apologizing

○ Difficulty knowing when a mistake has been made, may not apologize

Imagination/Empathy:

○ Escapes through imagination, may have maladaptive daydreaming disorder (MDD)

○ Intense, overwhelming emotions

○ Hyper- or hypoempathetic

○ Highly imaginative and creative

○ May have had imaginary friends as a child

○ Easily distracted, gets “lost in thoughts”

○ Fantasy brings comfort and relief

○ May not be interested in fantasy

○ Prefers to play with toys in an “unusual” manner, may spend time setting up scenes with toys without acting out a scene, may line up or organize toys, etc.

○ Prefers fantasy over reality

#autism #autism resources

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bucketxfsunshine · 8 years ago

Text

From this ASD checklist, a list of autistic traits (not symptoms, that’s another post) that Charlie has/displays. It’s pretty long, but I feel it’s an important read since many of these affect her day-to-day life. Italics are things she occasionally displays, regular text are things she displays consistently, and crossed out are things she doesn’t display

Tagging the people who are around her most and thus would see these most often: @astrohistoria @captainnextweek @big-d-little-i-big-n-little-ozzo @jrlixutxnant @gunslinger-kennex @stcrbcund @irascibledoctor @galaxyfightcr @iamthecargopilot

School/Learning/Thinking/Executive Functioning:

○ Average to high intelligence, may have high grades

○ Difficulty with executive functioning, i.e. remembering chores/assignments, beginning or finishing tasks, trouble multitasking or switching between two tasks, etc.

○ Has symptoms of AD(H)D such as forgetfulness, restlessness, impulsivity, and trouble focusing

○ Has symptoms of OCD such as anxiety, paranoia, delusions, and odd habits or routines that stem from anxiety (compulsions)

○ Seen as odd, shy, eccentric, and/or annoying by peers and classmates

○ Uses “formal” or “pedantic” language rather than casual/conversational language

○ Exceptional vocabulary since childhood

○ Skills tend to be far above or far below those of peers

○ Considered “gifted” or a “savant” in areas such as math, physics, science, vocabulary, reading comprehension, art, and/or music

○ Poor understanding of mathematics

○ Has or has symptoms of dyscalculia, a learning disorder characterized by:

○ Difficulty with mathematics (including basic concepts such as addition and subtraction)

○ Difficulty identifying patterns (depends on the kind of pattern)

○ Poor navigational skills and sense of direction

○ Difficulty remembering long sequences of numbers such as phone numbers

○ Difficulty reading clocks and telling time

○ Difficulty with applying math concepts to real-life situations

○ Difficulty with measurements

○ Difficulty applying previously-learned skills to new concepts in math

○ Difficulty finding different approaches to the same problem

○ Difficulty reading charts and graphs

○ Poor spatial awareness, difficulty estimating distances and have poor depth perception

○ Has or has symptoms of dyslexia, a learning disorder characterized by:

○ Difficulty recognizing letters

○ Confuses the order of letters, makes frequent mistakes in spelling and grammar

○ Difficulty with word problems in math

○ Difficulty following a sequence of directions

○ Difficulty understanding jokes, idioms, metaphors, and figures of speech

○ Obsessions with particular topics, known as “special interests” in the autistic community

○ Talking about a special interest brings comfort and happiness, conversation is limited to or focused on a special interest

○ Not interested in talking about topics besides a special interest

○ Spends long periods of time researching a special interest and categorizing information on a special interest

○ Has a “comfort item” such as a toy, blanket, or stone, may take item everywhere and refuse to part with it, doing so causes anxiety, sadness, and/or a meltdown

○ Superior long-term memory

○ Weaker short-term memory

○ Prefers to be self-taught and direct learning

○ Intense interest in literature and writing, may have taught self how to read before formal education, may be hyperlexic

○ Prolific writer (she writes a daily diary, and it can get quite long, but not a lot more than that)

○ Deep thinker, curious

○ Drawn to philosophy, may have shown interest and curiosity in subjects such as death and the meaning of life since childhood

○ Prefers visual and kinetic learning, needs to get hands-on to understand topics

○ Highly creative and imaginative, drawn to art and writing [Fashion in Charlie’s case, possibly drawing, Not sure on that headcanon yet]