Category Archives: language

Finding Ways to Connect With Other Human Beings

I have a relatively new friend.  We’ve been talking a few times a week.  She makes me really happy because she’s funny, smart and kind.  You know that magical feeling when you connect with another human being?  Someone who is special?  It’s a deeper bonding than with most people, you can’t explain why that is, you just feel it and it’s mutual.  I feel safe enough to confide in her.  I’m pretty sure she feels the same.   When we aren’t talking I think about her.  I wonder how she’s doing, is she okay.  And then one of us reaches out to the other and we start talking.  Only with my friend we don’t talk in the conventional sense, we type back and forth in real-time.  My friend reads very quickly, she’s hyperlexic; if I mention something that she hasn’t read, she’ll zip off and do a little research while I’m still typing out a sentence.  Then she’ll reply with the knowledge of someone who knows, but didn’t in the previous sentence.  It makes for an interesting conversation.

As a teen she had alexithymia.  Meaning it was difficult for her to use words to describe the emotions she was having, as well as understand other people’s emotions, which combined with her literalism, caused a great many problems.  So yesterday she was telling me about how she used echolalia and physical actions as a way to connect, but it didn’t always work out so well.  People misunderstood her.  And I thought of Emma.  Because Emma doesn’t have the language to describe her more complicated feelings.  So when she wants to connect, she’ll hit or she’ll say, “No, you cannot pull Mommy’s hair.”  Which means that she’d like to, but she knows she shouldn’t.  At her school she pulled her friend’s hair and was punished.  Emma knows this is something that while she enjoys doing it, the recipients often do not.  That must be very confusing to her.  Emma will say things like, “No you cannot pinch Mommy.”  Then she’ll look at me with a mischievous look and will wiggle her fingers at me as though she were about to pinch me.

“No Emmy!  Don’t pinch Mommy!”  I tell her.

Emma thinks this is the height of hilarity and will say again, “No.  You cannot pinch Mommy!  Pinch Mommy!” and then as though the feeling is too powerful for her to control, she will.

“Ouch!”  I will say.  And Emma will double over in laughter.

Last night we went out to dinner in town.  It’s very warm here, so we sat outside.  One of Emma’s favorite games is to pretend to give me a shot.  She “washes” my upper arm by rubbing it with her hand and then pinches me.   “Swish, swish,” Emma said, while pretending to put a band-aid on my arm.   “Now you do it,” she said, covering her eyes with one hand, while offering me her arm.  We play this game often.  It is also her way, I think, of working through her fear of having a shot or the finger prick they sometimes do at the doctor’s office.

Yesterday as my friend and I were talking I realized something else.  Emma is doing these things, punching, pulling hair, pinching, because she wants to connect, she wants to get a response, she wants to interact.  It’s not just a one-sided gesture.  She is trying, in the only way she knows, to make contact.  Sadly her gestures are often ignored or she is told no, she cannot do that, so she is then further limited.  She doesn’t have the words, she cannot always make sense of what she’s feeling, but she really wants to interact, to develop a method of “talking” with another person.  She’s doing the best she can with the limited tools she has at the moment.

I realized I needed to help her find physical ways to connect that will not be perceived as “harmful” by the other person, but that are also meaningful to her.  I will have to speak with my friend about this, because she will undoubtedly have some good ideas, besides I haven’t spoken to her in at least 16 hours and I already miss her.

Last night at the restaurant, Emma wearing Richard’s hat

This morning – sunrise on the ranch

Is There A Future for Emma in the Theatre?

Yesterday, as we were leaving Nic and Emma’s gymnastics class, Emma found a stray balloon.  No doubt left by one of the children who attended a birthday party there earlier, Emma looked at me with a sly grin, then grabbed the balloon and said, “Look!  It’s a birthday party balloon.  Take it home?”

Emma loves nothing more than birthday parties, balloons and singing Happy Birthday.  ”Sure Em.  But remember to hold on to it, because if you let go, it’ll fly away,” I said.

Emma nodded her head gravely and said, “You have to hold it.  If you let go, the balloon goes up in the air.  Oh no!  Don’t go away balloon.  You have to hold it.  But listen, if you let go, there will be no more balloon!”

Emma’s way of coping with anxiety is to repeat a script of sorts.  These are things she’s heard from a variety of sources.  She pulls together threads and combines them to make a dialogue that she then repeats.  Many Autistics script.  Some people feel scripting is to be ignored and even discouraged, but I find Emma’s scripts are informative and useful.  It is the way she is attempting to communicate.  I don’t believe they are nonsense or meaningless.  I believe she uses them in situations when she cannot come up with words of her own.

Emma managed to get through the next four hours without losing the balloon.  This was no small accomplishment as those four hours were packed with activities, ranging from shopping for shorts and an awesome camouflage swim cap for Nic, bathing suits for Em, swim goggles for me, ear plugs for all of us, slices of pizza for everyone, before meeting Richard at the local Y to swim.  Emma attempted to jam the balloon inside our locker, (we ended up letting it float outside the locker, with the string inside the locker ensuring it wouldn’t float away.)  After swimming we went to a room where they’d set up an obstacle course and bouncy castle.  Meanwhile Emma’s balloon, which she’d secured inside my swim bag, stayed put.

Once outside as we headed home Emma suddenly gasped.  All of us watched with dread as her beloved balloon sailed out of reach.  In the past, losing her balloon would have induced a meltdown of epic proportions.  ”Oh no, my balloon!” Emma said, her tone and inflection sounded vaguely familiar.  Emma stomped her foot and said again, “Oh no, my balloon!  Can you tell how Katy feels about losing her balloon?  Yes, Katy is mad she lost her balloon.  We can tell she’s mad because she’s raising her fist and stomping her foot.”

I looked at Emma in shock. Emma was repeating the dialogue from an app Marc Zimmerman, CEO of the app The Social Express Lite sent me more than six months ago.  At the time I showed it to Emma who liked it and watched the five different lessons a couple dozen times and so a few months later, I bought the long version of the Social Express, but other things took precedence, so it was soon forgotten.

“Emma lost her balloon,” Emma said looking at me as I awaited the meltdown I was sure would come.  Instead, Emma stood still, gazed up at the balloon floating farther and farther away and said, “Emma’s mad she lost her balloon.”  Emma stared at me for a moment and began to laugh.

I was amazed.  This was NOT the reaction I expected.  ”Katy’s mad.  Emma’s mad,” Emma laughed.  She gave me her pretend “mad” face –  frowning, mouth set in a silent scream – and dissolved into peals of laughter.

I was reminded of a conversation I had with a friend of mine (who’s autistic), just two days ago.  She told me how going into a theatre program changed her life.  She told me how theatre taught her a range of things, including an increased desire to read because there was a reason to,  she learned how others thought and what motivated them.  She said, “In theater, everyone is honest, they have to be.  If they are not, the director says, No, be honest.”

“I am determined to find a theatre program for Emma,” I said to Richard.  ”I think it is the thing that could change everything for her.”

“I’m with you,” Richard said.

When we got home Emma and I watched the Social Express together.  When the story with Katy losing her balloon came on, Emma pointed to the screen.  ”Oh no! Katy lost her balloon too!”

And she began laughing.

Emma demonstrating her angry face

“Come Dance With Me!”

Those were Emma’s exact words.  She beckoned to me, then to her brother, Nic and then to her dad.  ”Come on.  Come dance with me!”

This sort of utterance is something we have waited for, helped Emma with, hoping that one day, some day she would say something like – “Come dance with me.”   For those of you who know all about the issues of pronoun reversal, the difficulties in initiating and maintaining interactions, the challenges of expressive language and the importance of Emma’s words, skip down to the last paragraph, but for the rest of you, stay with me as I try to explain.

A defining characteristic of autism is pronoun “confusion/reversal.”  I have problems with the “confusion” assertion, as it seems pretty clear to me that when Emma says “Do you want pancakes?” she knows I don’t want pancakes, but is expressing her desire to have pancakes.  Either these are the words she would like me to say to her or these are the words she can locate to express her desire to have pancakes.  I don’t think Emma is “confused” about who loves pancakes.  I don’t for a second believe that when she asks such a question it is her intention to invite me to eat pancakes, while she foregoes eating them herself.  So no, I think that part of the whole “confusion” piece is actually incorrect.  However, I do think the idea that when speaking English, she is “me” when referring to herself and I am “you” when she is speaking, but that that is reversed when the other person speaks, is confusing.  And if you aren’t confused yet, try explaining all of that to someone whose first language isn’t a spoken language.  And after you’ve tackled that, move on to possessive pronouns.   Good luck to you, good luck.

One of my favorite quotes from someone I know who is Autistic is:  ”My first language is written, my second is music, my third is math and a distant fourth is spoken.”  It perfectly describes that person’s loves, challenges and neurology.

Emma voiced her desire to have us dance with her, not simply asked that we watch her perform (something she also loves to do) but wanted to dance together, is also worth mentioning.   All of us love to dance.  When I was single and in my twenties, I used to go to Studio 54 with my girlfriends.  Our preferred night was Sunday as it was designated “gay night” with the best music and we knew we could dance all night without worrying about guys hitting on us.   Let’s just say –  the apple doesn’t fall far from the tree.  Still, dancing by yourself is one thing, it’s quite another to invite a group to join you.  For Emma, it was even more significant as parallel play is the norm for her, though recently we’ve seen an increase in her desire for interaction and playing games.  Interacting requires much more expressive language and an ability to tolerate a lessening of control over any given situation.

So last night we danced.  First to Gwen Stefani, then Michael Jackson, back to Gwen Stefani and Emma, ever the dancing DJ, even threw in some Lady Gaga.  It was a great night.

*I have been trying to figure out a way to work into this post the photograph below.  No opportunity presented itself, so I’m just going to post it, completely off topic, but it was too good to pass up.  Emma is terrified of dogs.  Even this dog.  He was adorable.  ”Emma don’t you want to pet him?  Look how cute he is.  Don’t you think he’s cute?”

“No.”

But he really was cute, don’t you think?

Read My Fear Toolkit published in the Huffington Post

“Six and Three and Zero”

We are working with Emma on time.  For the last few weeks she has been waking at 5:30AM.  I’m just grateful she isn’t also waking us at 2:00AM.  It’s all relative.  She has an analog clock in her room and we’ve discussed how she isn’t to wake us until 6:30AM.  Two nights ago she appeared at exactly 6:30AM.  ”It says six and three and zero,” Emma announced before claiming her place next to me in our bed.

This morning however she appeared at 5:30AM and when I said, “Hey Em.  It’s too early. Look at the clock. Do you see what it says?” she didn’t answer.  ”Look Em.  It says five thirty.”  I sat up and pointed.  ”You have to go back to your room.  You can come back when it says six thirty.”

“Six and three and zero,” Emma confirmed.

“That’s right Em.”

Moving very slowly, she wandered back to her room, or more accurately, out of ours.  When Emma reappeared later she said, “Make cereal and toast?”  Then she corrected herself, “Dadddy?  I’d like to make cereal and toast, please.  May I have some cereal and toast?”

After breakfast she ran back to find me.  ”Mommy!” she said bouncing up and down.

“Hi Emma.  I’m coming out.  I just had to take a shower.”

“Mommy!  I miss you,” she said, leaning her head into me.

“Oh Emmy!  I miss you too.  Whenever I’m not with you, I miss you!”  I told her.

She beamed at me.  ”I miss Mommy.”  Then she pointed at me and said, “Mommy and me,” she pointed to herself, “go into the living room together.”

“Yes.  I’m coming.  Do you want to wait for me?  I’m just getting my shoes on.”

“I’m waiting,” Emma said.

I live for conversations like this.  I take for granted so many things, little quick conversations I have hundreds of times throughout a day, and yet, this one with Emma will carry me through the day like nothing else could or would.

Waiting for her school bus.

For my latest piece in the Huffington Post, click ‘here‘
Anyone can contribute! To be a part of the change, contribute to the Autism Positivity Blog click ‘here‘

On Autism, Honesty and the Art of Not Yelling

Be honest.  This is what Richard reminds me when I feel stuck.  Whether its regarding my writing or when we are discussing something that is difficult or when I simply feel confused.

Be honest.

Sometimes it’s easy, like when I feel sad and a little frightened that Richard threw his back out again and is in so much pain he can barely walk or I’m annoyed because while waiting for the subway this morning a woman cut me off and sat in the only vacant seat, forcing me to stand or how happy I felt last night when Nic asked me to watch an episode of ‘Chopped’ with him and then pulled a blanket up around us both and said, “I love this, Mommy.  We’re having a son and mom moment.”  Or the sadness that tempered that joy because my next thought was – Emma cannot say that, does not say that, has never said that and then scolded myself for having had that thought because Emma can and does talk, while so many other kids cannot speak, let alone express more complex thinking.

Be honest.

Sometimes I just want to yell and say exactly what comes to mind, because, after all, wouldn’t THAT be more honest?  I already know the answer.    Not yelling is highly underrated, it seems to me.

Be honest.

I want people to love Emma exactly as she is.  I want people to understand when they meet her that in her short life she has already known more pain and discomfort than any young child should have to feel.  I want people to speak to her as they would any ten year old and not like she’s an animal.

I want people to be nicer to each other, which means I have to do my part.  A recent study came out saying autism may be due to older male sperm.  That evening I said to Richard, “Well that gets me off the hook.  It turns out all of Emma’s suffering is your fault.  It’s a huge relief.”  Luckily Richard loves me anyway, even when I say things like that and replied, “I’m so glad I could help you out with that, honey.”

And he did and does.

I’ll end with the conversation I had with Emma last night, showcasing her negotiating skills, inherited from her amazing dad.

“Mommy?”

“Yes Emma?”

In a sing-songy voice, she said, “Mommy takes me to the zoo tomorrow?” (It’s from a picture book entitled Going to the Zoo, from the Peter Paul and Mary song of the same name.)

“Not tomorrow, Emmy.  I can’t take you tomorrow, but you and Joe could go.”

“No!  Just Mommy,” she pointed to me and then pointing to herself, she added, “and me.  Go to the zoo together.  Maybe this weekend?”

“Yes.  We can go this weekend.”

“Just Mommy.”

“Yes.”

“Together.”

“Yes.”

“Time to read a story now.”

“Okay, Em.  I love you.”

“So much.”

(As my mother pointed out after I posted this, this conversation was a perfect demonstration of Emma expressing her desire for a – Mommy and daughter moment!)

To read my most recent Huffington Post, click ‘here.’

To read my guest post on Special Needs.com, click ‘here

Soap Suds, Jokes, Literalism and Autism – Stir

A couple months ago as I was standing outside the shower coaching Emma who was inside the shower, I said, “Okay, good, Emma.  Now wash the soap off.”

Dutifully Emma took the bar of soap in her hand and held it under the shower spray.

That action is pure Emma.  And it is also pure autism.  It’s both and they are inextricably bound together and enmeshed.  So when people say – I love my child, but I hate their autism – I know what they mean, I know they love their child completely, I know they are expressing their frustration and sadness that their child suffers in a variety of ways because of their various sensory issues and difficulties with language causing them to be self-injurious, tantrum and feel untold frustration.  I know what they are trying to say, but I don’t believe we get to pick out the “autism” piece and remove it.  Autism is like an ingredient added to a recipe.  Thinking that we can find that one ingredient mixed in with everything else will be a painful and ultimately destructive pursuit.  The ingredients are all stirred together and together they are what makes Emma, Emma.

It helps me to clarify in my mind what I want to help Emma with, by being specific.  Such as – help her learn how to cope better when she is overloaded sensorially, help her with transitions, push her to work on her reading, writing, typing skills, math.  Help her understand the concept of time and money (these are future goals, we are certainly not there yet.)  Help her with comprehension and grammar.  Help her find alternate ways to cope with her frustrations.  Help her when she feels the need to hit herself or bite herself. All of these things are what I try to help her with.

That literalism, (something I share, by the way) is as much a part of Emma as anything else.

The other day Nic and Richard were laughing over some joke.  ”What’s so funny?” I asked.

Nic looked at his dad and gave him a look.  A look that said –  Should we tell her?  Should we bother, cause this could take some time.

Richard smiled at me and told me the joke.  When I didn’t respond immediately Nic began to try and explain.  ”Get it?”  he ended.

“Um.  Okay.  But I still don’t get why that’s funny.”

Again Nic tried to explain, until I interrupted him, “No I understand what the words mean, I just don’t get why that’s funny.”

“Oh poor Mommy,” Nic said giggling and rolling his eyes at his dad.  Then he patted me on the head!

My inability to understand all but the most obvious jokes has become, in and of itself, a running joke.  I rarely tell jokes because I can’t remember them.  I can’t remember them because most of the time I don’t understand why people think they’re funny.  I just don’t get it.  So when Emma thrust the bar of soap under the spray of water, I got it and I was filled with admiration.  No, I’m not kidding.  I really was.  We say all kinds of things that “literally” don’t mean what we mean.  As Emma did as she was told, I amended my comment, “Hey Emmy.  Wash the soap suds off of your body.”

And so she did.

To read my most recent Huffington Post, click ‘here.’

 

“Minus One Equals Zero”

Emma reached for the last bag of Pirate’s Booty yesterday and said, “Minus one equals zero.”  Then she grabbed the bag and ate it’s contents.

I am constantly impressed with Emma’s mind and creative use of words.  I often think when I listen to her that there’s a kind of poetry in the way she phrases things, the way she will use seemingly unrelated words to describe something, such as “motorcycle bubbles” for the fireworks we see over the fourth of July.  It conjures up the noise, which she finds frightening, but also the visual image of bubbles, which I think she likes.  I don’t know if this is what she thinks of when she uses those words, but to me, it’s beautifully descriptive in a nuanced and personal way.  It’s very “Emma.”

When Emma and I did some literacy work yesterday, she was having a terrible time with a story we read and that she had to summarize.  I mentioned to Joe that we had a tough session, so when he worked with her later he used no verbal language and she was able to fly through the work.  During my session with her I was reminded of a post I read recently, written by an autistic adult who described how one day conversing and finding the correct words came relatively easily, but the following day, or even that afternoon, she found it almost impossible to express herself verbally.

I have become much more aware of Emma’s sensory issues in the past few weeks from reading other blogs written by autistic adults.  I have certainly been aware that Emma had to deal with a sensory overload, but how that manifested itself, what that actually meant to her was something I had trouble understanding.  But reading what it’s like for some other autistic people has been enlightening.  This is one of my favorite posts on the subject of language and words.  It is written by E. who has a blog – The Third Glance.  The post is entitled – Words.

Another post - Squawk? by Square 8 is another wonderful description of how talking can be akin to walking through a minefield for many on the spectrum.  Sadly this blog’s last entry was in November 2010.

Minus one equals…

For more on Emma’s journey through a childhood of autism, go to:  Emma’s Hope Book

Buffalo H & Buffalo J

When we are in Aspen we stay on our ranch.  It is no longer a working ranch, but my mother and her sister built houses on it, separated by a stretch of dirt road.  You can’t actually see either house when inside one or the other, which is wonderful as each have views of the mountains, but they are close enough that you can walk from one house to the other.  Or as is the case with the children, they run.  Except in the summertime when one of us will yell after them, “Remember if you see a bear, don’t run!”   This comment usually elicits a dramatic display of bravado with the children demonstrating how they would raise their arms while yelling loudly until the bear wandered off.  We are hoping the bears are still hibernating, though it’s been so warm they may be out and about, it’s hard to say.  Yesterday afternoon, Emma and Nic went over to their cousin’s house and spent many blissful hours playing.

At one point Emma stopped, looked up at the enormous buffalo head situated in her cousin’s living room and said, “Buffalo head!”  Joe, who was standing nearby confirmed that it was in fact a buffalo head.  To which Emma replied, “Two buffalo heads.”

“No, Em.  Not two.  Just one.”  Joe pointed to the buffalo’s head.

“Two,” Emma said matter-of-factly.  Then she pointed to the house that was once owned by my sister, just up the road and said, “Buffalo H and,” she pointed back to the buffalo above her, “Buffalo J.”

I realize this story requires some explanation – my cousin’s name is Jennifer and the last name of the people who bought my sister’s house is Hunt.  When my sister moved out, she left the buffalo head hanging above the fireplace and when the Hunts moved in they decided to leave it there.  As we are good friends with the Hunts, who also happen to have two boys Emma and Nic’s age, we have been over to their house many, many times.  Hence Emma’s designating their buffalo as “Buffalo H.”

Excuse me while I bask in the glow of my child’s brilliant mind.

Neurotypicals =  The art of small talk, Kim Kardashian and Snooki.

Autistics = Einstein, Mozart, Nietzsche and Isaac Newton.

‘Nuf said.

Buffalo J.

For more on Emma’s journey through a childhood of autism, go to:   Emma’s Hope Book

Greeting Granma

Friday we arrived safely in Aspen, or as Emma described it, “We have to take two planes, then get to see Granma!”  Despite my reservations about not having any seats together, people were kind and accommodating, several happily moved for us and we ended up all together.  I didn’t have to plead with anyone, or explain; I think this was a first!

Upon our arrival Nic and Emma ran ahead, first Nic flinging his entire body against my aging mother with all his might, so happy was he to see her and then Emma, more timidly perhaps, but with no less excitement wrapped her arms around her granma and hugged her.  We have been through this routine dozens and dozens of times, taking two airplanes, arriving in Aspen, my mother always there at the airport to greet us and never has Emma greeted her granma like this without at least some prompting.  My mother looked up at me with her beautiful smile and said nothing.  She didn’t need to.  Emma was now holding one of her arthritic hands and exclaiming, “Oh, Granma hurt her fingers!”  But instead of then racing off or letting go, she continued to hold her granma’s hand, tenderly examining her arthritic fingers, the same misshapen fingers my grandmother had, that as a child, I too had found so fascinating.

Later as Richard was unpacking and I was setting my computer up in the adjoining bedroom, Emma came in and said, “Going to go outside.  We can go outside and talk. Talk with Mommy.”  She then opened the door to the porch directly outside our bedroom and sat in one of the chairs.  ”Mommy sit here,” she said, pointing to the other chair.

Obediently I did as she directed and we talked.  Emma talked about how high it was from where we were sitting to the ground downstairs where she could see the dogs playing.  She talked about how I was sitting with her in the chair next to her.  She walked the length of the porch and talked about how she couldn’t reach the dogs, nor could she reach the ground downstairs.  We discussed distance and the difference between being inside and outside and then she stood in front of me and said, “Now I’m going to sit on Mommy’s lap.”

Which she then did.  And I wrapped my arms around her, while we looked out at the Rocky Mountains, jagged and covered in snow and breathed in the crisp mountain air together.

The next morning, outside with the dogs, who were behind me looking at Emma.

For more on Emma’s journey through a childhood of autism, go to:  Emma’s Hope Book

The Trouble With Puppy

I have been working on word concepts with Emma.  This weekend we tackled “puppy”.  To most of you, the word – puppy – conjures up an image of an adorable little dog, pudgy with rolls of skin, big paws and sharp little teeth.  However explaining or showing pictures of a puppy to a child who takes things literally can be a veritable minefield of conflicting and confusing messages.  For example, showing a photo of a puppy and saying things like, “a puppy is a little dog” is not going to help the child understand what makes one dog a puppy and another, simply a small dog.  It will also not be helpful to say, while pointing to a puppy, “is this a dog?” because of course, it is a dog, it’s just a very young dog.  In addition there are many breeds of small dogs, often with puppy-like features, who are not puppies, but are small.

The things we say to dogs, calling a grown dog a “puppy” or “pup” even though they are not literally a puppy, but as a term of affection, adds to the confusion.  You also cannot show a picture of a puppy and a grown dog and expect a child with autism to automatically know what the difference is, or at least it was not immediately apparent to my child on the spectrum.  The only thing that really made sense was to say, pointing to the photograph of a grown dog, “This is a dog.”  Then pointing to a photograph of a puppy, while saying, “This is a baby dog.  It is a puppy.”

Emma has, only within the last year and as a direct result of Dr. Marion Blank’s guidance and help, begun to use the correct words in distinguishing a boy from a girl.  Up until then she used “him”, “her”, “his”, “hers”, “boy” and “girl” interchangeably.  A kind of pick a word and hope for the best approach.  However with work, Emma has shown that she does and can make the connection.   I will continue to work on “puppy” with Emma and with time I know she will get it, but it is yet another example of how teaching children on the spectrum can be challenging and filled with pitfalls.

For more on Emma’s journey through a childhood of autism, go to:   Emma’s Hope Book

Emma watching traffic from the High Line