Always Answer With Love

Reblog with the reasons an autistic character would be awesome! Like, besides the obvious bit of representation. I mean, Hearthstone’s deafness has saved the group repeatedly. ADHD and dyslexia are basically requirements for a Greek demigod.

-Special interests can change over time but a lot of us retain the info, right? So extremely specific knowledge that could be over the top of what anyone else would know.

-Who notices the giant footsteps first? The kid with sensory issues, that’s who!

-STIMMING. We all know Magnus would want to try out that spinning fidget. And the fidget cube. And any knife they started spinning. Basically anything.

-Excessive knowledge of social rituals and sticking to a script and then being real confused when Magnus, being Magnus, deviates from it

-flatly refusing to wear armor because Sensory Hell is just Too Much For Today until Blitzen helps them pick some

-Choosing to sign with Hearth instead of speaking when they’re about to be overwhelmed

“Just because he won’t talk doesn’t mean he can’t hear. Your nonverbal autistic child can her what you say about them. Be kind.”

And then there’s the movie’s autistic character, the Blue Ranger aka Billy Cranston, which is a big part of why I’m so happy right now. The inclusion of an autistic character in a big superhero movie like this had me so excited to see this and I have to say it absolutely did not disappoint. Billy was so well done and really good representation. There’s this wonderful scene at the start where Billy is sitting at a desk in detention arranging all of his pencils in order when an ableist bully knocks all of his pencils down, purposefully breaks one of his pencils and calls him a freak. The Red Ranger, Jason, walks up, tells the bully to knock it off and then slaps him. Then later Billy and Jason are at an excavation site and Billy tells Jason that he is on the spectrum. And he explains that his brain works kind of differently and he has trouble recognizing sarcasm or when someone is joking and this scene was at the beginning of the film. There were just so many moments where I’m just like, that’s so me, and that’s not something I usually see in films. Like at the start there’s a scene where Jason out of nowhere hugs Billy and Billy says “can you stop touching me now?” And as someone who has sensory issues with touch and is not really all that comfortable with hugs I could really relate. Also I noticed whenever Billy was excited about something he’d like stim by clapping his hands a couple of times. And he was just as important and capable on the team as everyone else, where as I imagine in a lesser movie they might have made him be a detriment to the team.

It goes deeper than not having any autistic board members. Many of the allistics running the organization promote the horrific notion that you’re better off dead than autistic, and their influence and “activism” only supports the ideology resulting in the continued murder of autistic children and adults by their parents and caregivers.

Former Autism Speaks board member Harry Slatkin, whose wife, Laura, continues to serve on the Board of Directors, stated in an interview with Town and Country while still a board member that sometimes he hoped their autistic son David would drown in the backyard pond rather than “suffer like this all his life.” Evidencing a pattern of similarly violent rhetoric, Autism Speaks is also responsible for the 2006 PSA “Autism Every Day“ in which their then Vice President states on camera that she considered putting her autistic daughter in the car and driving off a bridge, and that the only reason she refrained from doing so was because her other, non-autistic daughter would have been waiting for her at home—her autistic daughter was in the room as she made these statements. Furthermore, the producer of this PSA explicitly admitted that the film was intentionally staged to portray negative images of autistic people and their families. Only four days following the release of “Autism Every Day,” pathologist Karen McCarron smothered her autistic daughter with a garbage bag. McCarron stated that she murdered Katie because her “autism had not been improving,” had thought about killing Katie, that made an earlier brief attempt at suffocation, wanted to cure Katie, thought killing Katie would make her “complete” in heaven, and wanted to live without autism and thus had to kill Katie. Investigators found that McCarron was obsessed with different treatments for Katie. (See People v. FRANK-McCARRON, 934 NE 2d 76 - Ill: Appellate Court, 3rd Dist. 2010.) Though it is not presently possible to draw a direct connection between Autism Speaks’ PSA and Katie’s murder, this crime and dozens like it only underscore how the kind of rhetoric that Autism Speaks favors only serves to recklessly endanger the lives of autistic people.

(source article)

Autism Speaks also publicly supports the Judge Rotenberg Center, a group home for autistic and neurodivergent students that uses “treatments” like food and sleep deprivation and electric shock to try and train the residents into acting neurotypical. The center has changed states three times in an attempt to bypass regulation against abusive treatment, and their practices have resulted in the deaths of more than one student.

So, I’ve been researching ASD for nearly two and a half years for self-diagnosis purposes, and I’ve decided to make a checklist for ASD traits. I included as much as I could find from several different sources, including “atypical” and lesser-known traits. 

These are traits, not symptoms, but they are associated with autism when enough of them are present. If you find that you display a lot of these traits, it’s likely that you are on the autism spectrum. I grouped them into categories for easier reading. 

I hope this helps people who are suspecting they are on the autism spectrum or are in the journey of self-diagnosis. 

School/Learning/Thinking/Executive Functioning:

○ Average to high intelligence, may have high grades

○ May have low grades due to executive dysfunction

○ 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

○ 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

○ 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

Sources:

Warning for gendering, mild ableism/stereotyping, and mentions of functioning labels/Asperger’s.

https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/dyslexia/understanding-dyslexia

https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/dyscalculia/understanding-dyscalculia

https://taniaannmarshall.wordpress.com/2013/06/22/first-signs-of-asperger-syndrome-in-young-girls-pre-school/

http://help4aspergers.com/pb/wp_a58d4f6a/wp_a58d4f6a.html

https://everydayaspergers.com/2012/03/31/day-62-females-with-aspergers-syndrome-nonofficial-checklist/

http://www.myaspergerschild.com/2013/04/list-of-symptoms-for-high-functioning.html

Not everyone knows that they fall under the same diagnosis now. That’s a newer development. Until the words are commonly known to mean the same thing I’ll keep it on the description. Thanks for trying to clarify!

“High functioning” is a term used solely for the purpose os trying to say that someone is somehow closer to being allistic than other autistic people. It’s the same thing when people try to say “mild autism”.

Neither of the two actually make any sort of sense, since autism is a spectrum (hence the name Autism Spectrum Disorder), and there is no high-to-low sort of scale of it. You’re either autistic or allistic, and trying to say “high functioning” or “mild” is seen as very offensive to many autistic people as it seems like someone’s trying to invalidate them being autistic. I know that I, personally, have heard the term used towards me as an attempt to practically brush off the fact that I’m autistic, and that’s not okay.