Just a Little Shaken

Nigel and Aidan felt their first earthquake yesterday! For someone with a lifelong interest in natural disasters (Nigel), it was an exciting experience. I couldn’t wait to hear Nigel’s reaction, and we had another great phone conversation.

Me: How did it feel to you?

Nigel: Very short but very shaky.

Me: Were you scared?

Nigel: 5.8 usually shakes things off the wall.

Me: I read online that it actually was a 5.4.

Nigel: The news on TV said it was a 5.8.

Me: That was the initial reading, but they revised it later. So what did you do?

Nigel: We went outside to avoid it.

Me: Were you scared?

Nigel: Um . . . I wasn’t scared, just a little shaken. You know, nerve-wracked.

Me: Earthquakes will do that to you.

Nigel: How big was the first one that you felt in your childhood?

[I then described to Nigel some of my experiences with earthquakes.]

Me: What was your first reaction when you felt the shaking?

Nigel: At first I wanted to duck and cover.

Me: What did you do after you went outside?

Nigel: We went to the beach.

Me: After the earthquake?

Nigel: Yeah. That’s what we were getting ready to do before the earthquake.

A little Shake n’ Bake, anyone? First earthquake, then beach. That’s life in LA for you. 

Surfers Healing

Writing about Nigel’s experience in the barrel reminded me of a great organization called Surfers Healing. Those I know who surf say that surfing is therapy, and at Surfers Healing, it’s therapy for autistic kids. This wonderful organization goes to both coasts to offer free surf camps for autistic kids, and the response is so positive. A recent testimonial on their site, posted by a parent, says “[Her son’s] comment on the ride home was that he wished the whole world was as comfortable as Surfers Healing events.” Since Nigel loves boogie-boarding and body surfing so much, next summer I’d love to have him participate in a Surfers Healing camp.

I think it’s the repetitive nature of the waves that makes the experience so soothing. That’s one of the things I love about going to the beach, hearing the waves breaking. But I also love being out in the water, feeling the rhythmic sensation of the tide. The ocean is dynamic, full of life and energy, and to tap into that is highly therapeutic. No wonder Nigel liked being in the barrel, the epitome of power and grace. No wonder so many hundreds (probably thousands, by now) of children have benefitted from Surfers Healing day camps. It’s therapy not just for the senses, but for the soul.

In the Barrel

Nigel: I was in the barrel today . . .

I spoke to Nigel a few days ago, and it was one of the best phone conversations I’ve ever had with him.  As I’ve written previously, phone conversations with Nigel are usually one-sided, compounded by the fact that there is often a movie or TV show on in the background that is distracting him. But this time, on his own, he took the phone outside so that he wouldn’t be distracted while talking to me. I was so impressed that he did that on his own! I guess he really wanted to talk to me! Most of the time I have to drag information out of him, but this time he volunteered stories about his exciting time at the beach, even though his voice was characteristically stoic.

Nigel: The wave was all around me.

Me: Were you boogie-boarding?

Nigel: I was body-surfing.

Me: How long were you in the barrel?

Nigel: Just a few seconds. Then the wave collapsed.

Me: Was it cool inside the barrel?

Nigel: Yeah. I liked it.

S’mores and Semantics

My sons, who have been visiting their father in LA for several weeks, will return in a week, and I plan on taking them camping soon. We’ve camped a lot over the years, as a family and with Nigel’s Scout troop, and Nigel’s favorite part of camping, like most kids’, is eating s’mores.

A few years ago we camped at Yosemite, and a month or so before the trip, I started to show Nigel pictures of Yosemite and told him that we’d be camping there that summer. At the mention of camping, he asked, “Can we have s’mores?” And I said, “That’s a great idea! You’ll have to remind me before we go to Yosemite.” Nigel, after a few seconds, got a blank look on his face and said, “But I just did.”

I forgot that his mind interprets things so literally. He wouldn’t know the implication that the reminding should take place a day or two before the trip, so that I could buy and pack the ingredients. All I had said was “remind me before we go to Yosemite,” but I didn’t say when exactly.

It makes me wonder if he just accepts that the gooey treats are called s’mores in the same way that cake is called cake and candy is called candy. That’s just what they’re all called. I think he was about ten years old when he went through a why phase, similar to preschoolers asking why the sky is blue. Only, with Nigel, he would ask why the color blue was called blue. Why is cereal called cereal? Why is that a tiger? After many of these nomenclature origin-type of questions, I would reply (slightly exasperated), “We don’t ask why; that’s just what they’re called.” I often wonder if he really wanted to know the meaning of the word, or if he wanted to know the origin of the word, or if he was just asking his “why” questions because he discovered that if he asked a question, the other person would respond to him. It was the next step on his quest to connect with people. He just didn’t know how to structure the questions. Except for “Can we have s’mores?” He mastered that question for sure.

Autism in Bloom

It is painful

To watch you struggle, but

To see you dream

Is more rewarding

Than I could have imagined

Back when we were

Just trying to get through the day

Now

Our challenges have changed

But our triumphs are just as sweet

You are a rare but tenacious plant

Striving to bloom, to thrive

In difficult conditions

Your needs are different

Than those of other plants

But so are your dreams

Reading

Most writers love to read. After all, reading was what prompted us to want to be writers – we had read something we enjoyed so much that we decided to try our hand at it. Reading can evoke deep emotion and provide a wonderful escape. One of my favorite quotes (by Virginia Woolf) concerns the love of reading:

“I have sometimes dreamt that when the day of judgment dawns . . . the Almighty will turn to Peter and will say . . . when He sees us coming with our books under our arms, ‘Look, these need no reward. We have nothing to give them. They have loved reading.'”

And so I was understandably ecstatic when my son, diagnosed with autism at age three, began reading six months later. I soon learned that it was called hyperlexia and that supposedly he did not comprehend what he read. But a lot of it he did comprehend. He started off by putting his wooden letter blocks together to form words (“w-o-l-f” when he wanted to watch Disney’s Peter and the Wolf) and “w-a-l-m-a-r-t” when a trip to Wal-Mart was mentioned). He would read the words printed on his PECS cue cards and respond accordingly. Then he progressed to reading words that his teachers, therapists, and I would write for him when PECS was not enough (“First finish work. Then play outside,” and “First dinner. Then more Lion King.”) Soon I noticed him reading Dr. Seuss and Disney books on the couch, and he was reading in his mind because I saw his eyes move across the pages. He was four. By the time he was six years old he was tested to be reading at fifth grade level, yet his speech was still largely echolalic.

I was just glad he was reading. Now, Nigel reads National Geographic issues cover to cover. (I walked into my office one night to find him with several issues spread out all over the floor and asked what he was doing. His response: “I’m just hanging out reading Nat Geos.” I love how he came up with the abbreviation himself.) He reads truckloads of books on science, history, wars, different cultures, natural disasters – many types of non-fiction. Alas, very little fiction, which is my favorite.

The only fiction Nigel will read is a book that’s been turned into a movie (like Jumanji or The Secret of NIMH). He did read The Cricket in Times Square (if there’s a movie of that, he hasn’t seen it), but it had animals in it, and he loves animals. He wishes they could talk. (And clean out their own litter boxes.)

I wrote this post because I had noticed several incoming searches for “reading and autistic teens.”  What do they like to read? The bottom line is that it depends on the teen’s cognitive level and their individual interests. Some still like to read the books they read as young children for the comfort and familiarity they offer. Many autistic teens like books about animals, fiction or non-fiction. Some, like Nigel, love history, geography, and movies. Some might be more inclined towards math and computers. Some might even like to read instruction manuals or the backs of cereal boxes. If they’re reading, it’s all good.

3 Greatest Concerns

A friend of mine recently suggested that I identify and write about the three biggest areas of concern for parents of autistic children. I quickly determined my three, and they are probably universal.

1) Safety

Our children’s safety is a huge life-long concern. We worry because they can have extreme responses to sensory issues, like darting into the street because a bug flew in their face or screaming and writhing on the floor in a public restroom because someone started the air hand-dryer. Our children are also vulnerable to being coerced into doing things that are dangerous or illegal because they are trusting and many of them want to have friends. We worry that they might be abused at some point in their lives, and worse, not be able to tell us. Some of our children have seizures, which can be deadly. We worry if our child leaves the house when unsupervised; some are runners who like to “escape.” We worry about our children injuring themselves or others when they lash out due to frustration or fear. We worry about how people out in the community will respond to them. Safety is definitely a primary concern, and parents must be vigilant.

2) Education

We parents are equally concerned about our autistic children’s ongoing education. We want to make sure that they are in cognitive-appropriate programs and that they have access to the various types of therapy that they need so that they can progress to their optimal level of development and functioning. If our children are mainstreamed, we constantly have to check in to make sure that their needs are being met, that they are not being bullied, and that they aren’t just being sent to the library to watch videos. Our children’s academic and social development greatly affects their potential, and we always want them to be happy, learning, and valued. This involves a great deal of parent advocacy.

3) Future

It may only be an occasional thought for parents of younger autistic children (mostly because we were too busy trying to deal with the present), but once our children hit adolescence, it becomes a major concern. What does the future hold for my child? How will he be in adulthood? What happens when I’m not around to care for him? These are all questions that entered my mind upon Nigel’s initial diagnosis, and infrequently in the ensuing years. About a year or so ago I started to really wonder about his future, to think about it on a regular basis. I have concerns about how independent he will be, how he will navigate the community without my intervention, how he will interact with people. Most importantly, I want him to feel fulfilled with his life, to have a job that he enjoys and people around him who appreciate him. I want him to be happy. Of course, that is what all parents want for their children. But with autism in the picture, parents so often have to orchestrate the outcome, since in many cases we are heavily involved for the rest of our lives. Our concerns about our child’s future become our champion cause.

A Secret

For years I had a secret that I was reluctant to tell, and rarely did. After Neil’s diagnosis, I thought that people wouldn’t believe it. But people here might, and so I divulge: I have always been fascinated by autism. I first read about it when I was eight years old and I used to read the twenty-five volume hardcover Encyclopaedia Britannica volume by volume. I would sit in the brown upholstered rocking chair in our living room, open up the large, heavy book in my lap, turn the crackly new pages, and smell the fresh paper-and-ink scent of a previously unread book. I’m sure I didn’t read all of them cover to cover, but I read enough to learn all sorts of things. Autism was one of them.

I became intrigued right away. I studied it throughout childhood and adolescence (although the only printed information I found was archaic), and in college I received my minor in psychology, stemming from my long-time interest in autism. Even at a young age, I wondered what caused it. In adolescence I wrote a story about a teenage girl who had autism, and she could talk, but her speech was echolalic. I didn’t know about echolalia at the time; I hadn’t even heard of the word. I just somehow knew that autistic people communicated that way. It was as if I had this innate understanding of autism. When Neil was diagnosed at age three, however, at first the idea seemed impossible to me because he was so affectionate. The old stereotypes (and the archaic descriptions I read) really got in the way of recognizing it.

Many parents whose child is diagnosed with autism will feel a need to grieve. The future of their family will be vastly different from that of most, if not all, people they know. They are fearful, not knowing what to expect, and their response is only natural. Oddly, emotional as I am, I did not cry when Neil was diagnosed. I have on many occasions since; for example, out of frustration and sadness for not being able to do things with my child that other people take for granted (going to the grocery store or a restaurant), and, in recent years, I’ve cried because it pains me to see Neil try so hard to fit in with his peers only to be laughed at and bullied. But I didn’t cry when he was first diagnosed, and I’ve often wondered if, in addition to it being a shock, maybe I subconsciously knew that I was destined to have an autistic child. Maybe all those years I spent reading about and studying autism, due to a childhood interest, was my subconscious mind prepping me, saying, “Start wrapping your mind around this.”

Is that farfetched? I’m fascinated by autism for most of my life and wind up having an autistic child? I don’t know. I remember a chill came over me when Neil’s diagnosis was uttered. I was scared, it didn’t seem logical, based on what I had read, but deep down I knew it was true. Some words etched themselves on my soul: This is my path. Somehow I have always known it.

Genes

Even though I miss my boys during the summer, I enjoy being by myself so much. I savor the quiet. I enjoy being free to spend my time at what I choose, but especially, I enjoy not having to talk. And that’s kind of the stereotypical hallmark of autism, isn’t it? Not talking? Of course, there’s a world of difference between not wanting to and not being able to. But stay with me . . .

My mother said that when I was a baby I would get on my hands and knees and bang my head into the headboard of my crib in a rhythmic, repetitive way. And I rocked. As a child I rocked myself on couches if there were no rocking chairs available. To this day I love to rock, I love the soothing element of the motion. Isn’t that a form of stimming? Rocking and banging my head repetitively?

Apparently I was also resistant to touch, to contact. I am told that I didn’t like to be held. Where have we heard this before?

This is why I believe that some people are genetically predisposed to autism. Even though I was not autistic (I talked very early and exhibited a high level of social awareness), I can see some faint characteristics in my infant and childhood self. The writing was on the wall. All it took was the combined genes of someone else who had been a bit like me, a dose of terbutaline in utero, and a whopping bombardment of thimerosol within the first few months of life and  . . . voila! Autism.

Bored of the Rings

I love the Lord of the Rings movies, and so does my younger son, Aidan. We watch all three, marathon style, about twice a year. Aidan was around six when he first started watching them with me, and at first the Orcs bothered him a little, so he would hide his eyes when they came on. But he so enjoyed the rest of each of the movies that he put up with a little ugliness. And now, being a long-time gamer, he’s grown used to the Orcs. He loves the quest storyline and the main characters, especially Gollum, whom he tries to emulate in voice and action (only at home, much to my relief). He loves the sweeping cinematography and fantasy elements. He loves the ice cream we eat together while watching the DVDs.

But Nigel, movie lover that he is, has never shown more than a passing interest in the Lord of the Rings movies. I knew the Orcs bothered him too, but it was more than that. I think the whole fantasy element of those movies bores him. He only likes fictional characters that are in realistic settings, which is why he loves superhero movies. The Lord of the Rings, even though it was filmed in the natural world, is in a fantasy setting. That’s the only explanation I can come up with.

He has put in his two cents, though. The last time Aidan and I were out in the living room watching the trilogy, Nigel walked through on his way to the kitchen, stopped briefly behind the couch and said in his deadpan voice, “I think Frodo’s searching for inner peace.” Tolkien literary analysis, in a nutshell.

Then he went to snag some leftover pizza.