What Autism Feels Like (in a dark room)

Presenting single stimuli
The film aims to present the auditory world of autistic patients.
The film was presented in black-and-white mode to avoid unnecessary visual interference. And the audience could concentrate on the auditory sense.

** Present different sensory stimuli
   Visual, audio and tactual for example.
   Present three stimulus in one film.
   Does this put emphasis on the chaotic world of autistic patients?


呈現單一刺激
影片主要讓觀眾體驗自閉症患者的聽覺世界
螢幕以全黑呈現避免不必要的視覺刺激干擾
讓觀眾能將注意力放在聽覺上

**先呈現各種不同感官刺激
   例如視覺聽覺觸覺
   然後再將三者刺激放同一影片中
   是否更能凸顯自閉症患者混亂的世界?

FMP Timetable

30.06 |   1. Interview A, B
              2. Research on secondary sources: films, academic articles, news

07.07 |   1. Interview C
              2. Research on secondary sources: films, academic articles, news, images
              3. Start to design some visual images, layout

14.07 |   1. Interview D
              2. Collect stories about autism and sort out the information from the interview
              3. Design some visual images, layout
              4. Make decision: book, poster, APP, e-book

21.07 |   1. Interview E
              2. Collect stories about autism and sort out the information from the interview
              3. Research on secondary sources: films, academic articles, news, images
              4. Design some visual images, layout
              5. Try to make some animation.
           
28.07 |   1. Design visual images, layout
              2. Add sounds.
              3. Try to make some animation.

04.08 |   1. Design visual images, layout
              2. Add sounds.
              3. Prepare to print the work out.

Sensory sensitivity (HD)

Categorized by different sensory
Listed challenges of different sensory.
Present 2 different extreme impairments.


以不同感官做為分類項目
一一列舉出不同感官所面臨的障礙問題
呈現出兩種不同的極端障礙

http://www.autism.org.uk/living-with-autism/understanding-behaviour/the-sensory-world-of-autism.aspx

Sensory sensitivities

Sight

Situated in the retina of the eye and activated by light, our sight helps us to define objects, people, colours, contrast and spatial boundaries. People with an ASD may experience the following differences.

Hypo (under-sensitive)

• Objects appear quite dark, or lose some of their features.
• Central vision is blurred but peripheral vision quite sharp.
• A central object is magnified but things on the periphery are blurred.
• Poor depth perception; problems with throwing and catching; clumsiness.

Hyper (over-sensitive)

• Distorted vision: objects and bright lights can appear to jump around.
• Images may fragment.
• Easier and more pleasurable to focus on a detail rather than the whole object.

She was Mrs Marek, a face upon which light danced maniacally, turning her into more of a cartoon than a human being. Welcome to Toon town…I'd like you to enter this torture chamber I call my kitchen and meet my wife who is a 3D cartoon. Gillingham, G. (1995), page 51

Sound

This is the most commonly recognised form of sensory impairment. Hearing impairments can affect someone's ability to communicate and possibly also their balance. People with an ASD may experience the following differences.

Hypo

• May only hear sounds in one ear, the other ear having only partial hearing or none at all.
• May not acknowledge particular sounds.
• Might enjoy crowded, noisy places or bang doors and objects.

Hyper

• Noise can be magnified and sounds become distorted and muddled.
• Particularly sensitive to sound and can, for example hear conversations in the distance.
• Inability to cut out sounds – notably background noise, which often leads to difficulties concentrating.

Do you hear noise in your head? It pounds and screeches. Like a train rumbling through your ears. Powell, J. (in Gillingham, G. 1995), page 41

Touch

Touch is important for social development. It helps us to assess the environment we are in (is an object hot or cold?) and react accordingly. It also allows us to feel pain. People with an ASD may experience the following differences.

Hypo

• Holds others tightly - needs to do so before there is a sensation of having applied any pressure.
• Has a high pain threshold.
• May self-harm.
• Enjoys heavy objects (eg, weighted blankets) on top of them.

Hyper

• Touch can be painful and uncomfortable; people may not like to be touched and this can affect their relationships with others.
• Dislikes having anything on hands or feet.
• Difficulties brushing and washing hair because head is sensitive.
• Only likes certain types of clothing or textures.

Every time I am touched it hurts; it feels like fire running through my body.  Gillingham, G. (1995), page 3

Taste

Chemical receptors in the tongue tell us about different tastes - sweet, sour, spicy and so on. People with an ASD may experience the following differences.

Hypo

• Likes very spicy foods.
• Eats everything - soil, grass, Play-dough. This is known aspica.

Hyper

• Finds some flavours and foods too strong and overpowering because of very sensitive taste buds. Has a restricted diet.
• Certain textures cause discomfort; some children will only eat smooth foods like mashed potatoes or ice-cream.

Smell

Chemical receptors in the nose tell us about smells in our immediate environment. Smell is the first sense we rely upon. People with an ASD may experience the following differences.

Hypo

• Some people have no sense of smell and fail to notice extreme odours (this can include their own body odour).
• Some people may lick things to get a better sense of what they are.

Hyper

• Smells can be intense and overpowering. This can causetoileting problems.
• Dislikes people with distinctive perfumes, shampoos, etc.

Smells like dogs, cats, deodorant and aftershave lotion are so strong to me I can't stand it, and perfume drives me nuts. Gillingham, G. (1995), page 60

Balance (vestibular)

Situated in the inner ear, our vestibular system helps us maintain our balance and posture, and understand where and how fast our bodies are moving. People with an ASD may experience the following differences.

Hypo

• A need to rock, swing or spin to get some sensory input.

Hyper

• Difficulties with activities like sport, where we need to control our movements. 
• Difficulties stopping quickly or during an activity.
• Car sickness.
• Difficulties with activities where the head is not upright or feet are off the ground.

Body awareness (proprioception)

Situated in the muscles and joints, our body awareness system tells us where our bodies are in space, and how different body parts are moving. People with an ASD may experience the following differences.

Hypo

• Stands too close to others, because they cannot measure their proximity to other people and judge personal space.
• Hard to navigate rooms and avoid obstructions.
• May bump into people.

Hyper

• Difficulties with fine motor skills: manipulating small objects like buttons or shoe laces.
• Moves whole body to look at something.

Synaesthesia

Synaesthesia is a rare condition which some people with an ASD experience. A sensory experience goes in through one system and out through another. So a person might hear a sound but experience it as a colour. In other words, they will 'hear' the colour blue.

Sensory Overload Simulation

1. Word description.
2. Adding special effects on existing animation.
** Visual
    Distortion and Mosaic.
**Audio
    The volume is too loud.


1.單純文字描述
2.在原先已存在的動畫上加入特效處理
**視覺
    扭曲變形及馬賽克
**聽覺
    音量過大

Examples of Autism Spectrum Behaviours

What is Autism?

Autism is a condition which affects the way a person responds to the world around them.

The label is given to people who have untypical social interactions, communication and have some restrictive and/or repetitive behaviour. It is called a spectrum condition because the symptoms can vary such a lot from person to person.

Examples of Autism Spectrum Behaviours:

Communication

• Echoing words/phrases without context
• Taking an adult to the biscuit tin rather than asking or pointing
• Taking language too literally

Social Interactions

• Preference to play alone
• Difficulty relating to other people
• Not understanding other’s thoughts and emotions

Repetitive behaviours

• Hand flapping
• Toe walking
• Spinning wheels
• Lining up cars

Restrictive behaviour

• Eating only yellow food
• Insisting on walking the same route
• Only watching Thomas the Tank Engine

Other Characteristics of Autism

People with autism may or may not have the following:

• Exceptional attention to detail
• Sensory differences, this is most noticeable when children are over-sensitive to stimuli e.g. distress at loud noises
• Trouble with co-ordination
• Unusual eating behaviour such as only eating certain foods
• Additional learning disabilities
• A very small percentage have unusual abilities for example with music or memory

Companies Find Autism Can Be a Job Skill

http://www.qqenglish.com/wsj/5413.htm

<P>Companies Find Autism Can Be a Job Skill<BR>自闭症也是工作技能</P>
	<P>Some employers increasingly are viewing autism as an asset and not a deficiency in the workplace. </P>
	<P>Germany-based software company SAP AG has been actively seeking people with autism for jobs, not because of charitable outreach but because it believes features of autism may make some individuals better at certain jobs than those without autism. </P>
	<P>It's a worthy initiative, according to disability experts, since 85% of adults with autism are estimated to be unemployed. </P>
	<P>Piloted in Germany, India and Ireland, the program is also launching in four North American offices, according to an announcement Thursday. </P>
	<P>SAP aims to have up to 1% of its workforce--about 650 people--be employees with autism by 2020, according to Jose Velasco, head of the autism initiative at SAP in the U.S.</P>
	<P>People with autism spectrum disorder--characterized by social deficits and repetitive behavior--tend to pay great attention to detail, which may make them well suited as software testers or debuggers, according to Mr. Velasco, who has two children with the condition. </P>
	<P>In addition, these people bring a different perspective to the workplace, which may help with efficiency and creativity as well, he said. </P>
	<P>'They have a very structured nature' and like nonambiguous, precise outcomes, Mr. Velasco said. 'We're looking at those strengths and looking at where those traits would be of value to the organization.' </P>
	<P>Autistic employees at SAP take on roles such as identifying software problems, and assigning customer-service queries to members of the team for troubleshooting. </P>
	<P>One employee works in 'talent marketing,' issuing communications to employees internally. The company is looking for someone to produce videos and is considering an applicant with autism who has experience in media arts. </P>
	<P>SAP is also considering other positions, such as writing manuals to give clients very precise instructions on how to install software. </P>
	<P>Individuals with autism might excel at going step by step, without skipping details that others may miss, said Mr. Velasco. The business procurement process, such as getting invoices or managing the supply chain, is another area in which an individual with autism might shine, he said. </P>
	<P>SAP isn't the only company to have such a program. In the U.S., mortgage lender Freddie Mac has offered career-track internships since 2012, including in IT, finance and research. </P>
	<P>The lender hired its first full-time employee from the program in January, according to a Freddie Mac spokeswoman. In IT, the company has found that interns often perform well in testing and data-modeling jobs that require great attention to detail and focus as well as a way of seeing things that might not have been anticipated by the developers. </P>
	<P>'Harnessing the unique skills of people on the autism spectrum has the potential to strengthen our business and make us more competitive,' according to the lender's policy. </P>
	<P>To be sure, as with any group, people with autism have a range of interests and abilities. SAP is working with a Danish autism-focused training and consultancy firm, Specialisterne, which carefully screens and interviews the candidates to find the appropriate matches before sending them to SAP to evaluate. </P>
	<P>Patrick Brophy, 29 years old, has a bachelor's degree in computer science in software systems and a master's in multimedia systems, which includes website development and editing. Mr. Brophy says he has Asperger's, a term commonly used to describe a milder form of autism spectrum disorder.</P>
	<P>He had been looking for full-tine work for a few years but said that in the handful of interviews he went to, he would sometimes stutter or misinterpret questions, which he felt reflected poorly on him in the interviews. </P>
	<P>When he arrived at SAP for the screening day, however, he had the technical qualifications and he appeared to have skills to work in a corporate setting, according to Peter Brabazon, Specialisterne program manager. Mr. Brophy was hired by the quality assurance department in July, where he identifies glitches in software prior to it being issued to clients. </P>
	<P>'Four weeks before joining, I was steadily more and more nervous,' said Mr. Brophy, who worried about his adjustment to a new environment. 'Within a month, [the work] was second nature. I had found myself.'</P>
	<P>Mr. Brophy said there have been challenges with his job, particularly when he has to revamp how he does a certain task. </P>
	<P>From a social standpoint, he found it easy to integrate into his team, said both Mr. Brophy and David Sweeney, a colleague assigned to be his mentor. </P>
	<P>About 1% of the population in the U.S.--or some three million people--is thought to have an autism-spectrum disorder. The latest figures issued Thursday by the Centers for Disease Control and Prevention show that one in 68 children have been identified with an autism-spectrum disorder.</P>
	<P>Their lifetime employment rate is extremely low even though many want to work, said disability experts. Among young adults between 21 and 25 years old, only half have ever held a paid job outside the home, according to a study published last year in the Journal of the American Academy of Child and Adolescent Psychiatry. </P>
	<P>Though many people with autism go on to higher education and are qualified for employment, they may have trouble getting in the door of a workplace because of difficulties with networking or interviews, according to Wendy Harbour, executive director of the Taishoff Center for Inclusive Higher Education, at Syracuse University. </P>
	<P>There are a number of companies and outreach efforts that aim to hire people with autism, seeking to tailor work to their abilities. </P>
	<P>But SAP and employers like Freddie Mac said their effort is specifically a business decision to take advantage of what they see as unique skill sets. </P>
	<P>SAP said that individuals being considered to work there usually have had at least some higher education. </P>
	<P>In Dublin, the candidates arrive at the company's software design center, dubbed the 'AppHaus,' which features open spaces, movable desks and whimsical furniture. They are asked to work in pairs on a task building a motorized robot. Candidates are given the instruction manual and brief instructions.</P>
	<P>Assessors from Specialisterne look to see if the candidates listen to instructions and pick up on cues, and how they react to challenges such as how the colors of the pieces to the robot look different from the instruction manual. 'I want to see how they work together and their technical skills,' said Debbie Merrigan, one of the assessors for Specialisterne. </P>
	<P>She wants them to be meticulous, she says. If they aren't it doesn't mean they aren't employable, but they may not be a good fit for working at SAP. Sometimes candidates get overwhelmed and simply leave.</P>
	<P>After Specialisterne identifies a candidate as being a good fit, SAP then conducts further interviews, as they would with any other applicant, says Kristen Doran, a program manager in human resources at SAP Dublin. At this facility, 15 candidates were screened and interviewed in order to hire the three who are currently placed as contractors. Mr. Brophy works in the quality assurance department while the other two individuals are in the troubleshooting division. </P>
	<P>The candidates are paid market rate and if they succeed on the job, they will be hired as full-time employees after a year, said Liam Ryan, managing director of SAP Labs Ireland. </P>
	<P>Difficulties with social interaction and inflexibility can sometimes pose significant problems for individuals with autism, and SAP has a mentoring system and in some cases has made changes to the work schedule to accommodate these new employees. The company also conducts a month of employee-adaptation training to increase employees' comfort level at working with the team as well as another month or more of job training. </P>
	<P>'It's hard to go into a corporate space if you prefer order to disorder, ' says Thorkil Sonne, founder of Specialisterne. 'Our biggest effort is to work with them...to define and strengthen their comfort zone,' said Mr. Sonne, who has a son with autism.</P>  一些雇主們越來越把自閉症視為工作中的財富而非劣勢。 德國軟件公司SAP AG 一直都在積極尋找自閉症患者，這並非是出於公益慈善的考慮，而是因為該公司認為自閉症的特徵使人在特定崗位表現更為出色。 疾病專家表示，這是一種有益的嘗試，因為約85患​​有自閉症的成年人都沒有被雇傭。 週四的一份聲明顯示，這項計劃率先在德國、印度和愛爾蘭實施，也即將在四個北美辦公室推廣。 SAP 美國分部自閉症計劃負責人喬斯·韋拉斯科(Jose Velasco)說， SAP 計劃在2020年時使自閉症僱員比例達到1，約650人。 韋拉斯科說，自閉症的表現為缺乏社交技巧以及動作重複，患者會非常注重細節，這令他們完美勝任程序測試員或者調試者的工作。他的兩個孩子也有相同的狀況。 另外，他補充道，這些人給工作場所帶來了不同元素，這可能有助於提升效率和創造力。 &ldquo他們的個性注重條理 " 並且喜歡明確的、精準的結果，韋拉斯科說。&ldquo我們看重的是他們的優勢，以及這些優勢如何在公司裡發揮價值。" SAP 公司裡，患有自閉症的員工的職責包括檢測軟件的問題，以及向故障排除組的成員分配客戶提出的問題。 一名員工在 " 人才營銷 " 部門工作，負責發布員工內部通訊。該公司在尋找一個會製作視頻的人，並且考慮找一個在媒體藝術方面有經驗的自閉症患者。 SAP 也在考慮其他職位，例如撰寫說明書，以便在如何安裝軟件方面給予用戶準確的指導。 韋拉斯科說，自閉症患者在履行流程方面勝於常人，並且能夠關注到其他人可能忽視的細節。他說，商業採購流程，例如獲取發票或者管理供應鏈，是又一個自閉症患者可能會大放異彩的領域。 SAP 不是唯一一個擁有此類計劃的公司。在美國，抵押貸款公司房地美(Freddie Mac)從2012年起提供職業生涯規劃實習，包含IT、金融和調研等領域。 房地美新聞發言人表示，該公司於今年一月首次通過該項目僱傭了一名全職員工。該公司發現，IT領域的實習生在測試和數據建模之類的工作中表現突出，這非常需要注重細節的能力和專注力，並且能從不同角度來發現開發者可能會忽視的問題。 該公司的策略是：" 利用自閉症患者的這些獨特技能將會強化我們的業務，並讓我們更有競爭力。" 和其他群體一樣，自閉症患者有許多興趣和技能。SAP 正在同丹麥一家聚焦自閉症的培訓及諮詢公司Specialisterne合作，這家公司會仔細篩选和面試候選人，再將他們送到SAP 進行評估。 帕特里克 布羅非(Patrick Brophy)患有亞斯伯格症，持有多媒體系統專業學位，其中涉及了網站開發。 29歲的帕特里克·布羅非(Patrick Brophy)擁有軟件系統的計算機學士學位和多媒體系統的碩士學位，其中包含網站開發和編輯。布羅非說他有亞斯伯格症，這一術語通常用來形容自閉症中程度較輕者。 他過去幾年中都在尋找一份全職工作，但是他說在參加過的幾場面試中，自己有時會結巴或者對問題理解錯誤，這讓他覺得自己在面試中表現得很差勁。 Specialisterne的項目經理彼得·布拉巴宗(Peter Brabazon)表示，然而在SAP 的選拔中，布羅非擁有技術資格，並且顯示出了在企業中工作的能力。布羅非於去年七月被品質保障部門錄用，職責是在軟件發售給客戶前檢測其中的小問題。 " 在加入前的四周裡，我變得越來越緊張 "，布羅非說，他擔心自己適應新環境的能力。 " 不出一個月，這項工作成了我的第二本能。我找到了自我。"  布羅非說工作中有許多挑戰，特別是要改進他做事的方法。 布羅非說，從社交的角度來說，他覺得融入團隊並非難事。他的同事兼導師大衛·斯威尼(David Sweeney)表達了同樣的看法。 美國約有1的人口，或者說約300萬人，患有自閉症。美國疾病控制與預防中心(Centers for Disease Control and Prevention)週四發布的最新數據顯示，每68名兒童中就有一人被確診為自閉症。 疾病專家表示，儘管這些人想要去工作，他們一生中的被雇傭率卻非常之低。《美國兒童及青少年精神病學學院期刊》​​(Journal of the American Academy of Child and Adolescent Psychiatry)去年發表的一項研究顯示，在21至25歲的年輕人中，只有半數曾有過走出家門的帶薪工作。 溫迪·哈伯(Wendy Harbour)說，即使許多自閉症患者繼續接受高等教育並獲得了任職資格，他們也會因社交障礙或在面試中的表現而被公司拒之門外。哈伯是雪城大學(Syracuse University)泰肖夫(Taishoff)中心的執行總監，該中心致力於兼容並包的高等教育。 許多公司和旨在僱傭自閉症患者的拓展機構都在嘗試按照他們的能力度身定做工作崗位。 但是SAP 和房地美這類的雇主說，他們所做的努力主要是出於業務上的考慮，為的是利用這些獨特的技能。 SAP 表示，被選中在那里工作的人通常至少接受過高等教育。 像達拉 麥克馬洪(Dara McMahon)這樣的自閉症患者在SAP 承擔著分發客戶問題的工作。 在都柏林，候選人會來到公司的軟件開發中心，也就是俗稱的 " 程序屋 " ，其特色在於開放式的環境、可移動的桌子和造型奇特的家具。他們被要求分組完成組裝機器人的任務，同時得到說明書和簡單的指導。 Specialisterne的評委著重觀察候選人是否聽從指導、按指令行動，以及他們如何應對挑戰，例如機器人部件的顏色和說明書上的不一樣。" 我想看看他們如何合作、技術水平如何 " ，Specialisterne的評委黛比·梅里根(Debbie Merrigan)說。 她說她想要那些一絲不的人。如果不夠謹慎並不代表他們不適合被雇傭，但可能不適合在SAP 工作。有時候選人覺得壓力太大就直接離開了。 SAP 都柏林分部人力資源部的項目經理克里斯滕·多蘭(Kristen Doran)說，在Specialisterne選出合適的候選人之後， SAP 會接著做進一步的面試，就像他們對所有應聘者所做的一樣。在這裡，15名候選人參與了選拔和麵試，為的是選出三人。他們三人現在都是合同工。布羅非在品質保障部門，另外兩人則在問題解決部門。 SAP 愛爾蘭實驗室總監利亞姆·瑞安(Liam Ryan)說，候選人一旦成功入選，將會按照市場平均水平獲得報酬，一年之後會成為正式全職員工。 社交障礙以及缺乏應變能力有時會給自閉症患者帶來很大的麻煩，所以SAP 建立了導師體系，有時也會調整工作日程來適應這些新員工。該公司還進行了為期一個月的員工適應性訓練來提升員工在團隊中工作的適應程度，並且再花一個月或者更長時間來進行職業培訓。 " 如果你習慣了無規律的生活就很難融入工作場所 " ， Specialisterne 創始人託基爾·索恩(Thorkil Sonne)說。 " 我們要盡最大努力來發現並拓展他們的適應能力 " ，索恩說。他的兒子也患有自閉症。

What Are the Symptoms of Autism?

http://www.autismspeaks.org/what-autism/symptoms

Autism spectrum disorders (ASD) are characterized by social-interaction difficulties, communication challenges and a tendency to engage in repetitive behaviors. However, symptoms and their severity vary widely across these three core areas. Taken together, they may result in relatively mild challenges for someone on the high functioning end of the autism spectrum. For others, symptoms may be more severe, as when repetitive behaviors and lack of spoken language interfere with everyday life.

As illustrated by the graph on the left, the basic symptoms of autism are often accompanied other medical conditions and challenges. These, too, can vary widely in severity.

While autism is usually a life-long condition, all children and adults benefit from interventions, or therapies, that can reduce symptoms and increase skills and abilities. Although it is best to begin intervention as soon as possible, the benefits of therapy can continue throughout life.

Social Challenges

Communication Difficulties

Repetitive Behaviors

Physical and Medical Issues that may Accompany Autism 

 

Social Challenges 

Typically developing infants are social by nature. They gaze at faces, turn toward voices, grasp a finger and even smile by 2 to 3 months of age. By contrast, most children who develop autism have difficulty engaging in the give-and-take of everyday human interactions. By 8 to 10 months of age, many infants who go on to develop autism are showing some symptoms such as failure to respond to their names, reduced interest in people and delayed babbling. By toddlerhood, many children with autism have difficulty playing social games, don’t imitate the actions of others and prefer to play alone. They may fail to seek comfort or respond to parents' displays of anger or affection in typical ways.

Research suggests that children with autism areattached to their parents. However the way they express this attachment can be unusual. To parents, it may seem as if their child is disconnected. Both children and adults with autism also tend to have difficulty interpreting what others are thinking and feeling. Subtle social cures such as a smile, wave or grimace may convey little meaning. To a person who misses these social cues, a statement like “Come here!” may mean the same thing, regardless of whether the speaker is smiling and extending her arms for a hug or frowning and planting her fists on her hips. Without the ability to interpret gestures and facial expressions, the social world can seem bewildering.

Many persons with autism have similar difficulty seeing things from another person's perspective. Most five year olds understand that other people have different thoughts, feelings and goals than they have. A person with autism may lack such understanding. This, in turn, can interfere with the ability to predict or understand another person’s actions.

It is common – but not universal – for those with autism to have difficulty regulating emotions. This can take the form of seemingly “immature” behavior such as crying or having outbursts in inappropriate situations. It can also lead to disruptive and physically aggressive behavior. The tendency to “lose control” may be particularly pronounced in unfamiliar, overwhelming or frustrating situations. Frustration can also result in self-injurious behaviors such as head banging, hair pulling or self-biting.

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Communication Difficulties

By age three, most children have passed predictable milestones on the path to learning language. One of the earliest is babbling. By the first birthday, most typically developing toddlers say a word or two, turn and look when they hear their names, point to objects they want or want to show to someone (not all cultures use pointing in this way). When offered something distasteful, they can make clear – by sound or expression – that the answer is “no.” 

By contrast, young children with autism tend to be delayed in babbling and speaking and learning to use gestures. Some infants who later develop autism coo and babble during the first few months of life before losing these communicative behaviors. Others experience significant language delays and don’t begin to speak until much later. With therapy, however, most people with autism do learn to use spoken language and all can learn to communicate.

Many nonverbal or nearly nonverbal children and adults learn to use communication systems such as pictures (image at left), sign language, electronic word processors or even speech-generating devices. 

When language begins to develop, the person with autism may use speech in unusual ways. Some have difficulty combining words into meaningful sentences. They may speak only single words or repeat the same phrase over and over. Some go through a stage where they repeat what they hear verbatim (echolalia).

Some mildly affected children exhibit only slight delays in language or even develop precocious language and unusually large vocabularies – yet have difficulty sustaining a conversation. Some children and adults with autism tend to carry on monologues on a favorite subject, giving others little chance to comment. In other words, the ordinary “give and take” of conversation proves difficult. Some children with ASD with superior language skills tend to speak like little professors, failing to pick up on the “kid-speak” that’s common among their peers.

Another common difficulty is the inability to understand body language, tone of voice and expressions that aren’t meant to be taken literally. For example, even an adult with autism might interpret a sarcastic “Oh, that's just great!” as meaning it really is great. 

Conversely, someone affected by autism may not exhibit typical body language. Facial expressions, movements and gestures may not match what they are saying. Their tone of voice may fail to reflect their feelings. Some use a high-pitched sing-song or a flat, robot-like voice. This can make it difficult for others know what they want and need. This failed communication, in turn, can lead to frustration and inappropriate behavior (such as screaming or grabbing) on the part of the person with autism. Fortunately, there are proven methods for helping children and adults with autism learn better ways to express their needs. As the person with autism learns to communicate what he or she wants, challenging behaviors often subside. (See section on Treatments.) 

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Repetitive Behaviors

Unusual repetitive behaviors and/or a tendency to engage in a restricted range of activities are another core symptom of autism. Common repetitive behaviors include hand-flapping, rocking, jumping and twirling, arranging and rearranging objects, and repeating sounds, words, or phrases. Sometimes the repetitive behavior is self-stimulating, such as wiggling fingers in front of the eyes.

The tendency to engage in a restricted range of activities can be seen in the way that many children with autism play with toys. Some spend hours lining up toys in a specific way instead of using them for pretend play. Similarly, some adults are preoccupied with having household or other objects in a fixed order or place. It can prove extremely upsetting if someone or something disrupts the order. Along these lines many children and adults with autism need and demand extreme consistency in their environment and daily routine. Slight changes can be extremely stressful and lead to outbursts 

Repetitive behaviors can take the form of intense preoccupations, or obsessions. These extreme interests can prove all the more unusual for their content (e.g. fans, vacuum cleaners or toilets) or depth of knowledge (e.g. knowing and repeating astonishingly detailed information about Thomas the Tank Engine or astronomy). Older children and adults with autism may develop tremendous interest in numbers, symbols, dates or science topics.

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Associated Medical Conditions

Thanks to donor support, Autism Speaks continues to fund research into the causes and treatment of the medical conditions associated with ASD. You can explore these studies here. This research is reflected in the comprehensive care model at the heart of our Autism Treatment Network(ATN) clinics. To find out if there is an ATN clinic close to you, click here. For in depth information on medical conditions, please see our website’s related pages: “Treatments for Associated Medical Conditions” and “What Treatments are Available for Speech, Language and Motor Impairments,” in addition to the information below.

Genetic Disorders 

Some children with autism have an identifiable genetic condition that affects brain development. These genetic disorders include Fragile X syndrome, Angelman syndrome, tuberous sclerosis and chromosome 15 duplication syndrome and other single-gene and chromosomal disorders. While further study is needed, single gene disorders appear to affect 15 to 20 percent of those with ASD. Some of these syndromes have characteristic features or family histories, the presence of which may prompt your doctor to refer to a geneticist or neurologist for further testing. The results can help guide treatment, awareness of associated medical issues and life planning. 

Gastrointestinal (GI) Disorders 

GI distress is common among persons with autism, and affects up to 85 percent of children with ASD. These conditions range in severity from a tendency for chronic constipation or diarrhea to inflammatory bowel disease. Pain caused by GI issues can prompt behavioral changes such as increased self soothing (rocking, head banging, etc) or outbursts of aggression or self-injury. Conversely, appropriate treatment can improve behavior and quality of life. Please see our treatment section on “Gastrointestinal Disorders.” It includes discussion of popular dietary interventions. Thanks to donor support, Autism Speaks continues to fund research into causes and treatments.

Seizure Disorders 

Seizure disorders, including epilepsy, occur in as many as 39 percent of those with autism. It is more common in people with autism who also have intellectual disability than those without. Someone with autism may experience more than one type of seizure. The easiest to recognize is the grand mal, or tonic-clonic, seizure. Others include “petit mal” seizures (when a person temporarily appears “absent”) and subclinical seizures, which may be apparent only with electroencephalogram (EEG) testing. 

Seizures associated with autism tend to start in either early childhood or adolescence. But they may occur at any time. If you are concerned that you or your child may be having seizures, it is important to raise the issue with your doctor for possible referral to a neurologist for further evaluation. 

Sleep Dysfunction

Sleep problems are common among children and adolescents with autism and may likewise affect many adults. For more information and helpful guidance, see our ATN Sleep Strategies Tool Kit (available for free download).

Sensory Processing Problems 

Many persons with autism have unusual responses to sensory input. They have difficulty processing and integrating sensory information, or stimuli, such as sights, sounds smells, tastes and/or movement. They may experience seemingly ordinary stimuli as painful, unpleasant or confusing. (Explore our donor-funded research on causes and treatmentshere.)

Some of those with autism are hypersensitive to sounds or touch, a condition also known as sensory defensiveness. Others are under-responsive, or hyposensitive. An example of hypersensitivity would be the inability to tolerate wearing clothing, being touched or being in a room with normal lighting. Hyposensitivity can include failure to respond when one’s name is called. Many sensory processing problems can be addressed with occupational therapy and/or sensory integration therapy. (More information on these therapies, here.)

Pica 

Pica is a tendency to eat things that are not food. Eating non-food items is a normal part of development between the ages of 18 and 24 months. However, some children and adults with autism and other developmental disabilities continue to eat items such as dirt, clay, chalk or paint chips. For this reason, it is important to test for elevated blood levels of lead in those who persistently mouth fingers or objects that might be contaminated with this common environmental toxin.

The ABCS of autism

http://visual.ly/abcs-autism

KIDS WITH AUTISM CAN – BOOK DESIGN

http://tracyappsdesign.com/portfolio/kids-with-autism-can-book-design/

What is Autism?

What is Autism?

世界需要不同的思考-Temple Grandin

1. Visual thinking, concentrate on images.
2. Focus on the details instead of overall entity.
3. Occupations that suit them well.
4. How to apply certain talents of autistic patients to work.


1.視覺式思考，圖像為主
2.專注於細節而非全體
3.適合的職業
4.自閉症的某些才能如何應用在工作中

OUR BLUE: charity notebook about the austim

http://bit.ly/1daEOiu

• project: charity notebook

  my work: desig concept \ layout \ illustration \ text

  this project is about the austim. to design a notebook for sell and the incomes will use to help the children who with autism. it's a charity project.

  in the major part of the design. I had made some illustrations to explain what is the autism and what is the feeling when children with the autism.

  about the illustration, I deliberately creating the children's drawing style, use the first person to tell the reader what is austim.
• work in process
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• 星星的孩子/ the children of the star

  自闭症又称为孤独症,而我们亦被喻为“星星的孩子”, 人们说我们纯稚、漂亮,却只封闭在自己的世界里,像天上的星星一样。 
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• 发病率 / the Incidence
  

  据国际普遍引用标准,自闭症儿童的发病率是1/166, 据此推算,中国自闭症儿童数约为 164 万,其中男孩的发病倾向大于女孩。所以我们并不是个别少数地存在,我们需要得到社会的更多关注。
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• 先天性 / Congenital
  

  虽然目前的医学界还未有很确切的原因去解释我们这个病的形成, 但更多的是指向先天性的基因突变、神经系统的受损等,或许我们天生就带有一点“蓝”。 
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• 社交与沟通障碍 / we don't talk to much...

  我们并不能很好地接收外界的信息,所以有时对旁人的动作、语言、表情不能作出相应的反应, 有时我们会显得沉默。
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• 孤独感 / aloneness

  我们很难和人建立正常的联系,缺乏与人交往的能力,表现得孤独离群, 我们总是被自己构建的世界包围着。
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• 做事程式化,重复性动作 / reapeating behavior

  我们对一些事物或一些行为特别感到有兴趣,从而不断专注地重复着, 即使有些事情在旁人眼中毫无意义,但有时这对我们来说是一种乐趣。
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• 被标签化 / please dont ladbel us

  大多数人并不了解自闭症和理解我们,常常给我们贴上很多误解的标签, 这让我们和我们的家人感到难过。
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• 换个角度 / change the angle, you will find that we also have our own unique and lovely side.

  如果换个角度去看我们,你会发现我们也有自己独特和可爱的地方。
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• 卓越的天赋 / Some people among us have outstanding talent, particularly in the field of art

  我们当中有一部分人有着过人的天分,特别在艺术的领域,能创造出美丽的东西, 这或许是上天给我们的一份礼物。
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• 我们都一样 / we are the same, we and you all have the same heart

  或许我们天生就有点不一样,但我们和你都有着一颗同样的心, 所以不需要带着奇异的眼光看待我们。
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• 我们的妈妈很伟大 / our mother is great.Our mother suffered all kinds of pressure.

  我们的妈妈承受着各种压力,她们忍受着旁人各种的眼光与误解。 她们一直希望更多人能了解自闭症,而我希望的是更多人能理解她们的感受, 她们是最伟大的。
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• 世界自闭症日 / the world autism awareness day

  2008年起,联合国通过决议,将每年的4月2日定为“世界自闭症日”, 这是送给我们的一个特别的日子,让人们更多去关注特别的我们。
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• “谢谢” / say "thank you" to you

  当你翻阅这本记事本,表示你希望去了解自闭症,对我们作出支持, 在这里我们向你衷心地说一声:“谢谢!”

  希望你能拥有它,记录下你生活的一点一滴,美好的事情。
• in the illustrations, I used the "blue" to run through all pages，because the project theme is the "blue day"
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  http://www.heylouislee.com/file/presentation.pdf
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• 这是一个关于壹基金的自闭症日的公益项目，设计的需求是制作一本公益记事本。自闭症是一个难理解、甚至被误解的疾病，所以设计的目的主要是让人去了解它是什么，让这个疾病能更多地让人理解，接受。所以在设计概念和手法上以第一人称的角度，以自闭症患者的身份去告诉别人自闭症是什么。以当事人的角度去叙述事情往往更能表达出当中的情感倾诉。

  在设计手法上，以简单的插图配搭文案的形式处理，插图的手法以较为粗糙的铅笔画风格处理，借此去营造儿童的绘画风格。而每一幅插图都以一点蓝色作点缀贯穿，去呼应回活动主题的蓝色行动。