Autism Spectrum Disorder (ASD) is an incredibly complex condition that affects each individual differently, primarily depending on what point of the spectrum they reside. Despite the differences, there are some overarching themes that can be discussed to better understand how ASD affects an individual’s life. By understanding topics ranging from social life and bisexuality to behavioral intervention and comorbidities, we can become better advocates and supporters of individuals living with ASD.
Beginning early behavioral intervention shortly after a diagnosis can be incredibly effective in strengthening positive living habits, provided that implementation is consistent and rigorous. The Early Start Denver Model (ESDM) uses operant conditioning …show more content…
Most prominently observed within individuals with ASD are cognitive patterns that suggest “a gender-defiant gender role,” (Bejerot and Erikkson, 2014, p. 6) specifically meaning that their expression and thought process portrays a nonconforming take on the gender binary. The females surveyed especially veered from traditional feminine ideals, overall reporting a stronger “masculinized adult gender identity” (Bejerot & Erikkson, 2014, p. 6) than the neurotypical women surveyed. Additionally, individuals with ASD reported a greater identification with bisexuality. Bejerot and Eriksson assert this phenomenon as growing from a desire to “reflect independence towards social norms,” (Bejerot & Erikkson, 2014, p. 6) or from a concept called “gender blindness,” where individuals “[appraise] potential partner’s qualities rather than [their] gender” (Bejerot & Erikkson, 2014, p. 6). Regardless of the cause, the individuals with ASD show an admirable level of acceptance that should be mimicked across all …show more content…
As exemplified in a study by Factor, Ryan, Farley, Ollendick, and Scarpa, the effects of having symptoms of anxiety with ASD are most dramatically expressed through “low social motivation,” (Factor et al., 2017, p. 2). Neurologically, this lack of motivation is thought to be the result of “atypical activation of the reward circuitry in the brain,” (Factor et al., 2017, p. 2) where individuals with ASD feel rewarded when interacting with stimuli without social pressure, such as watching TV or playing video games independently. Behaviorally, it is thought that anxiety may arise from unpleasant social situations such as “peer rejection, bullying, [and] fewer friendships” (Factor et al., 2017, p. 2) across individuals functioning at all levels of ASD. After numerous unpleasant interactions, individuals may internalize the discomfort and condition themselves to avoid socializing. The results from four out of the five major scales tested (Social Cognition, Communication, Motivation, Restricted Interests, and Repetitive Behavior) differed significantly with the presence of anxiety, which “underscores the notion that anxiety symptoms may worsen social deficits in children with ASD” (Factor et al., 2017, p. 8). Therefore, action must be taken to break the bond between anxiety and ASD in order to treat each