Atypical Reactions to Stimuli Found in Mothers of Children With Autism

Close to 90% of individuals in the Autism Spectrum have atypical responses and obsessions/ fixations with sensory stimuli. For example, some may enjoy looking at bright lights while some may actively avoid the sound of people scratching their skin. Previous studies have observed these patterns of responses  in neurotypical siblings of individuals with Autism, but not in their parents- until recently.

In a research published in Molecular Autism on 3 April 2014, Uljarevic et al. set out to investigate whether parents (specifically, the mothers) of children and adolescents in the Autism Spectrum have unusual reactions to sensory stimuli. The researchers asked fifty mothers to complete the Adolescent and Adult Sensory Profile (AASP) which is a measure of people’s hypo-sensitivity, hyper-sensitivity, sensation-seeking and sensory-avoiding tendencies.

The study’s findings are as follows:

1. 31 out of 50 participants (62%) recognize stimuli slower or weaker than the average population
2. 22 (44%) were found to be hyper-sensitive but were able to tolerate unpleasant stimuli
3. 24 (48%) actively avoid unbearable stimuli
4. Only 2% of the mothers scored within the ‘average-range‘, i.e. showed ‘normal’ responses to stimuli

Treat these findings with caution

As with every scientific finding, it is important not to get carried away with these findings. They need to be interpreted with caution. Despite having similar patterns of responses to their children with Autism, the participants’ atypical sensory reactions could be due to anxiety. In addition, since this is the first study to investigate the subject in this population with such a small sample size (very few participants), more studies need to be conducted to fully support the findings. Lastly, genetic studies are needed to investigate whether or not genes play a role in atypical sensory reactions in Autism.

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Autism Hangout: Employment and Autism

On the ninth episode of the Autism Hangout, we discussed Autism and Employment. SOME people with special educational needs and/ or disablities often struggle with finding and maintaining work, particularly those with Autism. Due to their rigidity of thoughts, preferences for routines and familiar places and the different ways in which they communicate and socialize may not be understood by employers. This could then lead to a conflict between the employers and employees.

There are however, several steps that could be taken in order to avoid such conflicts from arising. Here are some of them:

1. Train and educate employers and recruiters about Autism and its effects on individuals. Negativity towards people with Autism usually comes from people’s ignorance of Autism. Stereotypes are not always true- particulary the negative ones. By training employers and recruiters about Autism, understanding and acceptance could be increased.
2. Train and educate people with Autism about job application process, particularly interviews both at home and in schools. Filling out application forms and writing CVs are hard enough even for people without any learning difficulties. Be  even more patient and teach those with Autism and other learning difficulties. Provide mock interviews way before young adults leave school to allow them to practise body language, appropriate responses and dress codes.
3. Companies should allow candidates to visit the job sites prior to applying for any post. In this way, any prospective applicant could  observe and experience the work environment, talk to current employees, have a real sense of the job’s requirements (physical, mental and emotional). Also, carers and/ or family members should be allowed to accompany those who require assistance.
4. Prospective job applicants should be aware of the Equality Act 2010 which should be adhered to by all companies.

Companies should also take the following advice into consideration:

1. When placing an advertisement for any jobs, companies should explicitly emphasise specific needs for social and communication skills. This will help individuals with Autism tease-out the jobs that they could do. In addition, it avoids an unwelcomed surprise on an individual’s first day.
2. When it comes to the interview stage, interviewers should be made aware of individuals’ diagnoses and the interviewer should also be someone who has experience with communicating with people with Autism.
3. Interviewers should ask ‘closed’ questions (those that can be answered with a ‘Yes’ or a ‘No’), and should avoid asking hypothetical questions as this may be difficult for people with Autism (particularly who are on the severe end of the spectrum) to answer. It should be noted that one of the characteristics of people with Autism is their limited (or atypical) imagination. Some find it difficult to imagine a hypothetical situation, and prefer only to think of concrete examples that have actually happened to them.
4. Interviewers should also be aware that some people wth Autism may exhibit body language that may seem unusual. Interviewers are encouraged to look past these body language and focus on what the individual’s skills as a potential employee.
5. It is also important to give the potential employee a lot of support before and during their employment. Give them time to think about your question (during an interview), give them specific and clear instructions, avoid metaphors, give them direct but sensitive feedback and give them a timetable.
6. Most importantly, give them a chance to prove that they can actually do the job in question. Look past the Autism and I promise you, you will be amazed!

 

https://www.youtube.com/watch?v=eDLU1VkRj9w&feature=share

 

For more information and support regarding Autism and employment, visit the National Autistic Society’s website: www.autism.org.uk