That’s not autism: It’s simply a brainy, introverted boy

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This kid sounds a lot like me, and also sounds very much like he has Autism. To me, it seems like the guy who wrote this article really doesn't understand the Autism spectrum, and doesn't understand the fact that people with Autism can be very charming, imaginative, and eager to engage with others on subjects they're interested. Although, I didn't read the whole thing, because it was so long.

--forum glitch--

Last edited by XFilesGeek on 29 Sep 2013, 10:47 am, edited 1 time in total.

Wow.

As if I needed yet another reason to continue to ignore your posts.

I guess complaining about not being able to get laid and lecturing women about what it's REALLY like being female isn't doing it for you anymore, eh?

**ejects from septic thread**

oh,oh! AGREED!! !! /stands and pounds podium

you know what though i DO agree that neither William nor the significantly less brilliant *I* need to be "prodded" to be more sociable or forced to take socialization classes... but a unique school program where any of us might be validated for our strengths instead of constantly forced to operate from our least developed assets might*encourage* any of us to be a little more socially open, or at least a little less alienated.

Did I say anyone was an idiot? Do you equate disagreement with calling a person an idiot?

I disagree with Temple Grandin as well.



Citation needed. I've seen one guy who worked on the DSM-IV complain bitterly about how AS is supposedly overdiagnosed. He also was involved in the rather flawed research that supposedly demonstrated that so many people diagnosed with AS would lose their diagnosis. Apparently, both of these things are a problem for him, which seems a bit odd.

Anyway, what you're saying never once appeared in the actual rationale posted to the actual DSM-5 website by the actual DSM-5 developmental disorders workgroup. So, you're going to have to find something to prove your contention here.



That is a curious thing to say when you're reciting hearsay and I recited facts. I mean, the information I just gave you was posted on the DSM-5 site. I do not consider the DSM-IV guy's claims to necessarily be credible, and I do not consider Temple Grandin to be an expert on autism.

I just want you to know that this IS happening for some kids on the spectrum today. Progress has been made, and I am hopeful that one day it will become the norm instead of something some lucky parent and kid on the spectrum stumbled upon.

My daughter is in a fully-mainstreamed class. She is bright--not genius level, but certainly bright, I imagine her IQ probably falls in the superior range--and shows signs of being gifted artistically. She still has impairing social deficits, however. The school district has always been careful to place her in the classroom of a teacher with experience with working with kids on the spectrum. She gets enriched math and ELA work. She participates fully in class. But the school psychologist, who has worked with her 1:1 enough to understand her needs, is available at any time should a social situation "erupt." There is also a management plan used by the teacher that identifies my daughter's specific social deficits (for example, she has a hard time identifying other people's intentions and often perceives negative intentions where none exist), along with suggestions for how to remedy the issue before it erupts. A large portion of this plan has been taken directly from my feedback on how to handle the situation.

My daughter is thriving. Her autism is recognized, as is her brilliance and her talent. I'd say her brilliance and talent are recognized first, followed by finding ways to help her where she is impaired. What is the most amazing thing to me is that my daughter is not classified by the district. She is not on an IEP and so far has not needed 504 accommodations. All if this is done as a part of their "Response to Intervention" (RTI) program that is designed to keep at-risk kids on grade level without "special education". This program has been phenomenonally successful with both of my kids. My son receives small group/1:1 instruction every other day in the place of study hall (although he can use the time for his homework if he doesn't need more help). The teacher is well-versed in each of his subjects and has regular contact with his teachers to understand where he is struggling so she can either reteach the material or try an alternative teaching method. While some kids have a behavioral component, he does not. He does, however, get organizational coaching through the RTI program. Without this kind of support, he is a D student. With it, he gets A's and B's. On standard curriculum.

There is hope. We just need to find away to get society as a whole to understand what my kids' school district understands.

i am really, really delighted to hear about your daughter and her progress. This situation is an excellent example of what i am talking about. i'm very happy for her and your son both.

if more autistic kids got supported in this way, more of us would grow into pro-social, contributing adults.

i was a lot like your daughter. i hope by recognizing my own AS and figuring out what might work for me, i can get back to a lifestyle that allows me to participate in our society and economy *in a way that works for me and everyone else both* instead of strictly on NT terms.

Thank you. It's nice to have people who relate to you.