The Autism Society Event and Education Recordings Archive

ASD is defined by a checklist of impairments, often leading to approaches focused on reducing “autistic behaviors". Based on research and first-person accounts, a new and compelling paradigm will be presented that explains many patterns as "human behavior" - strategies to communicate and cope resulting in different approaches to education/treatment. ASD is defined by a checklist of impairments:  deficits in social communication and social interaction, sensory challenges, and irrelevant and repetitive speech. This perspective leads to treatments that often focus on reducing or eliminating “autistic” symptoms. In this presentation a new and paradigm-shifting position will be offered.  Instead of classifying meaningful and purposeful behavior as deviant and pathological, in this presentation, we will examine it as part of human development and human behavior— a range of strategies to communicate and to cope with a world that feels confusing, overwhelming and frightening. Informed by published research (by the author, and other researchers), four decades of working intimately with people with autism and their families, and first person accounts of people with ASD, the experience of people with autism is addressed in a manner that provides greater insight into behavioral patterns leading to more respectful and developmentally appropriate approaches. 

The specific patterns of behavior that will be addressed include:

Unconventional Verbal Behavior (echolalia and scripting, "incessant" questioning, perseverative speech) – Research has demonstrated that both immediate and delayed echolalia serve important communicative, emotional regulatory, and developmental functions for persons with autism.  Furthermore, research has indicated that patterns such as “incessant” questioning and perseverative speech are often due to language comprehension and formulation difficulties, and are often attempts to initiate interaction with others, or to acquire information that is needed to stay well regulated.

Patterns of behavior related to emotional dysregulation (refusals, protests, "non-compliant" behavior) – Problematic or challenging behavior may occur for various reasons, however, such patterns are often reduced to specific terms such as “non-compliant” behavior, or “self-stimulatory” behavior, providing little further insight into supporting individuals when they demonstrate such patterns.  However, research clearly indicates that such patterns are the result of a person experiencing various degrees of emotional dysregulation, related to stress, anxiety, confusion, and sensory overload.  By understanding these patterns of behavior as resulting from underlying emotional dysregulation, more supportive and respectful approaches can be developed and implemented.

"Insistence on sameness" and the need for control – The behavior of many individuals with autism is often described as inflexible and controlling.  However, a common coping strategy of all human beings when feeling emotionally challenged is to seek greater control as a means to support a well-regulated emotional state.  This perspective leads to different approaches to help individuals have a greater sense of control rather than simply reducing behavior that is viewed as controlling.

The presentation will conclude with a summary of evidence that leads us to a compelling new way of understanding and living with autism, by recognizing the purposes underlying these patterns of behavior, and by honoring the uniqueness of each individual, and by building on interests and strengths.  Specific educational/treatment implication will be presented, that challenges approaches

Information presented is based, in part, on the author’s forthcoming book, Uniquely Human:  A Different Way of Seeing Autism, to be published in August, 2015 by Simon & Schuster.

Learning Objectives: