Autism and Learned Helplessness

The rate of statistics for children identified with autism was once 1 in 10,000. That was in 1990. Then, in 2000, it was revised to 1 in 500, followed by 1 in 166 several years later. As of 2007 the latest estimate is 1 in 150 children (and 1 in 94 boys). Certain public awareness campaigns have manipulated the numbers to suggest that every 20 minutes a child is newly diagnosed with autism. While this may be debatable, one thing is certain: children grow up. Quickly. It is currently estimated that there are over 1.5 million autistic Americans but that quote has the potential to expand as the “every-20-minute” kids blossom toward adulthood. Not only is our nation ill-equipped to serve these young adults, we’re divided about the implied financial burden thought to correlate with the perpetual care of such individuals, said to be billions.

I’m a strong proponent of the principle “prevention instead of intervention.” Not only do we wish to educate, support, accept and integrate people with autism fully and as early as possible, we also need to practice “prevention instead of intervention” with parents, caregivers, educators, law enforcement and the medical community. What does this mean? In the midst of applying a maze of treatments, therapies, medications and methodologies, it is imperative that we perceive the autistic one as capable and competent. In other words, it is our conduct that shapes the future for each child with autism and how he or she perceives their place in the world. In my work as a consultant, I often observe what borders on psychological abuse in the manner by which parents, grandparents, educators, therapists, doctors and others describe the one with autism in front of them! To some, the child is a patient…a subject…a “behavior problem”…a thing.

Imagine having an intellect fully intact, having limited means to communicate such, and enduring constant put-downs and complaints about how difficult you’ve made others’ lives—simply by being who you are. It’s no wonder that so many with autism grapple with anxiety, depression, and post-traumatic stress disorder—mental health experiences we’ve created and could have avoided if only we changed our behavior.

Additionally, when we don’t presume intellect and perceive people with autism as perpetual children, we lower our expectations of them instead of raising the bar and challenging their intellect. Those who are anxious, depressed or suffering from PTSD may acquiesce and find complacency in being babied—it’s easier and takes less energy. Still others engage a game of one-upmanship with opposing neuro-typicals by creating regularly explosive drama as a divertive amusement—this is reflecting back what others project. And then there are those whose identity is so closely aligned with an overprotective parent that they become co-dependent to the point of being unable to make decisions for themselves—progress is developmentally retarded, owing to inextricable enmeshment in the parent-child relationship. By not presuming intellect, we are creating an autistic culture of learned helplessness. This will make the difference between forthcoming generations of productive, tax-paying citizens or citizens who tax the system as “burdensome.”

We may use what is considered standard achievements (a job, a place to live, a relationship) as the measuring stick of success for neuro-typicals. In autism, there are many variables that conspire to hinder what gets measured for success such as acute sensory sensitivities, delays in thought-processing and speech articulation, or challenges in motor coordination. This makes the concept of traditional higher education or viable employment inequitable.

There have been many famed individuals and creative thinkers who have made significant contributions to our culture and who have been rumored to be on the autism spectrum (likely with Asperger’s), Charles Schultz, Thomas Jefferson, Vincent Van Gogh, Alfred Hitchcock and Bill Gates among them. The argument may be that they are all indeed “high-functioning.” But in autism, the perception of “high” and “low” functioning is limited only to the physical if we presume the cerebral intact. This will require us to think in a manner that is inspired and to re-envision employment opportunities that will build upon individuals’ unique areas of expertise; focus upon interesting, detail-oriented work; identify quiet, gentle environments; not be deadine-specific; and use virtual online employment or self-employment options.

Historical job opportunities for people with disabilities tend toward those no one else wants (or jobs others will only work temporarily). It’s degrading to be thought of exclusively in terms of janitorial clean-up when innovative thoughts are begging to burst forth. Helen Keller presented outwardly as among the most severely impaired yet she was brilliant for what she gained the world. Gathering together in support, seeking communication alternatives to speech, and making compassionate accommodations for each individual with autism—regardless of what their level of functioning purports to be—is not only necessary, it’s imperative. It’s what will distinguish progressive, innovative productivity from learned helplessness.

Related posts:

1. The Real Autism Epidemic
2. Promoting Success For People With Autism By Using Their Strengths – Employment and Autism
3. Promoting Success for People with Autism by Using their Strengths – Just like Everyone Else: Obtaining Employment via a Portfolio
4. The Back Room Kids: Shame, Guilt, and the Autism Myth
5. Autism: A New Cultural Competency