Content

• Steps
• Method 1 of 5: Understanding the Question
• Method 2 of 5: Social Differences
• Method 3 of 5: Differences in Communication
• Method 4 of 5: Physical Activities
• Method 5 of 5: Teaching Your Child About Autism
• Tips
• Warnings

If one of your close people or you yourself suffer from autism, then from time to time it may be necessary to explain to people the essence of the problem. The question should be studied as best as possible in order to correctly explain the nature of the disorder. Learn how autism affects behavior, social skills, and empathy.

Steps

Method 1 of 5: Understanding the Question

1. 1 Learn the general definition of autism. Autism is a developmental disorder in which there are usually differences in communication and social skills. These neurological differences can be challenging but have their benefits.
2. 2 Find out what people with autism have to say about autism. Individuals with autism deal with these differences and needs on a daily basis, so they can greatly expand your understanding of autism. Their gaze will provide first-hand information compared to that of parent organizations.
   • Do not use information from various dubious organizations.
3. 3 Every person with autism is unique. These people are incredibly different, so two people with autism can be completely different from each other.One may have significant sensory problems but have developed communication and self-organization skills, while the other will have no sensory difficulties but poor social interaction skills. You don't need to make generalized assumptions.
   • Keep this fact in mind when explaining the disorder. It is important to convey to the person that not all people with autism behave the same way as normal people without the disorder.
   • Distinctive features include unique needs, strengths and differences.
4. 4 Differences in communication. Some people with autism find it difficult to communicate with others. So, some difficulties are easy to notice, but sometimes they are not so obvious. Examples:
   • monotonous and expressionless voice, unusual rhythms and fluctuations in the height of speech;
   • the need to repeat questions or phrases (echolalia);
   • Difficulty trying to express your needs and desires
   • the need to think over oral speech longer, a long reaction to instructions, confusion with a large number of words and quick speech of the interlocutor.
   • literal perception of words (inability to distinguish between sarcasm, irony and figures of speech).
5. 5 Differences when interacting with the outside world. When talking to a person with autism, you may feel that he is not paying attention to you or he does not care about what you say. No need to worry. Remember:
   • Sometimes it seems that a person is lost in his own world when he is busy with his thoughts.
   • People with autism may listen differently. It is perfectly normal for them to avoid eye contact and fidget. It helps them focus. External inattention is actually needed in order to adapt and listen carefully.
   • When talking, a person can quickly get tired and look confused. Perhaps he is simply distracted or the conversation is happening too quickly. Offer to move to a quieter place and break your phrases to give him time to think.
   • Children with autism often find it difficult to play with others due to complex social rules and exhausting sensory experiences. It is often easier for them to be alone.
6. 6 Most people with autism love order. They are able to create highly organized routines for the day. It is easy for a person with autism to be alarmed by unknown stimuli, and the precise ordering gives them a sense of comfort. People with autism:
   • follow a strict routine;
   • are worried about unforeseen changes (for example, the situation at school);
   • use special items to deal with stress;
   • put things in a strict order (for example, arrange toys by color and size).
   • To explain your child's autism to a friend, talk about how they usually get ready for school. There is a rough order: have breakfast, brush your teeth, get dressed and fold your backpack. The set of actions is always the same, but the order of execution can change. Thus, a neurotypical child can dress without problems before breakfast, which does not correspond to the accepted procedure. For a child with autism, these changes are very confusing. If he is used to a clear order, then it is better to strictly follow the sequence.

Method 2 of 5: Social Differences

1. 1 People with autism can behave a little differentlywhich is perfectly normal. They deal with obstacles and stressors that are unfamiliar to neurotypical people, so their behavior may seem unusual or bizarre. It all depends on personal needs and characteristics.
   • Individuals with advanced communication skills simply appear slightly awkward and timid. It is often difficult for them to understand what is expected of them. This is the reason for the unexpected actions for the interlocutor.
   • Some people with autism have incredible communication difficulties and are unable to maintain normal conversation.
2. 2 People with autism often dislike eye contact. Eye contact is incredibly scary and tiring, so they can't look and listen at the same time.Explain that people with autism do not look away because they are inattentive.
   • Do not force the person to look you in the eye to avoid scaring or embarrassing them, or their ability to speak will weaken and sensory overload may occur.
   • Some people with autism can make eye contact or mimic eye contact without being overly embarrassed. It all depends on the person and their comfort zone.
3. 3 People with autism are just different, but not necessarily indifferent. Explain that a person with autism sometimes needs to fidget or move away from eye contact in order to focus. Such a person may look at the mouth, arms, legs of the interlocutor, or even to the side. Try not to get angry, otherwise he will just avoid you.
   • It is not uncommon for people with autism to focus on the conversation due to differences in sensory perception and attention patterns. Most likely, they are trying to get involved in the conversation, and do not ignore the interlocutor at all.
   • Explain to the person that you need to be clear about your intentions to engage in the conversation. It is necessary to approach the interlocutor, call the person with autism by name and preferably be on the line of sight. If there is no reaction when contacting, then try again, as he might not notice you.
4. 4 Explain that some people with autism do not speak. They can communicate through gestures, pictures, writing, body language, or actions. If a person does not speak, this does not mean at all that he does not understand speech or that he has nothing to say.
   • Sometimes people talk about a silent person with autism as if they are not in the room, but they will almost certainly listen to you and remember what they hear.
   • Remind you that it is not nice to talk downwardly about others. Treat non-speaking people with autism like everyone else in the same age group.
   • Introduce the person to the famous works of silent people like Amy Sequenzia, Ido Kedar, and Emma Zurcher-Long.
5. 5 Emphasize that people with autism may not be able to distinguish between sarcasm, humor, and tone of speech. It is quite difficult for them to grasp the tone of speech, especially when the facial expressions of the interlocutor go against the words.
   • Compare this with the use of emoticons in the text. If a person writes to you “This is wonderful”, then such words can be considered sincere, but if you add a smiley face :-P (protruding tongue) to the text, then the phrase will get a touch of sarcasm.
   • People with autism can learn to understand speech patterns. Some of them are quite good at distinguishing between sarcasm and humor.

Method 3 of 5: Differences in Communication

1. 1 Help the person understand that people with autism may express empathy in a different way. This does not mean that they lack sympathy or goodwill. Usually, people with autism are very caring, but find it difficult to guess the thoughts of others. Explain that they often express empathy in a different way, which can make them appear indifferent when in reality they simply cannot understand your emotions.
   • Explain that it is best to express your feelings directly. For example, a person with autism may not understand why you lowered your gaze, but if you say that you are sad because of a fight with your father, then he will understand better what needs to be answered.
2. 2 Tell us about the strong enthusiasm of people with autism. Many of them are very passionate about a number of topics and are able to spend hours discussing the subject of their hobby.
   • Talking about the interests of the person with autism will help you find common ground.
   • This may seem rude to some, but people with autism find it difficult to predict other people's thoughts, so they may not understand that the person is bored.
   • Some people with autism are afraid to talk about their interests so as not to seem rude and intrusive. In this case, you should reassure that it is quite normal to talk about your interests from time to time, especially when the interlocutor questions counter.
3. 3 Explain that people with autism do not always notice a lack of interest in the other person. If you want to change the subject or end the conversation, the person may not be taking your hints.Better to put it bluntly.
   • It's perfectly okay to say, “I'm tired of talking about weather patterns. Let's better discuss ____ "or" I have to leave. See you later!"
   • If the person is persistent, try giving a clear reason for leaving, such as “I need to leave so that I don't miss the bus,” or “I'm tired and want to rest” (many people with autism will understand this).
4. 4 Help the person understand that people with autism have familiar feelings. It should be understood that people with autism are capable of love, joy and pain. Periodic outward detachment does not mean that they are devoid of feelings. In fact, many people with autism experience deep emotions.
   • If unexpected or bad news is difficult for the person to understand, try to communicate it gently and then comfort him in an appropriate way.

Method 4 of 5: Physical Activities

1. 1 Some people with autism don't like being touched. It is also caused by sensory problems. Each has a different level of sensitivity. It is best to always ask, so as not to upset the person.
   • Some of them enjoy physical touch. They gladly hug close friends and family.
   • When in doubt, always ask. Ask "May I hug you?" or always move slowly so that the person with autism can see you and be able to stop the unwanted action. Never approach from behind, otherwise you can provoke panic.
   • Don't assume that their feelings remain the same. For example, in a good mood, your friend will happily hug, but dislike being touched when busy or tired. Ask.
2. 2 Many people with autism suffer from intense sensory sensitivities that can even be painful. Bright light can trigger headaches. A person may suddenly start jumping and crying if a plate falls to the floor. It is important to always remember about sensitivity so as not to cause pain.
   • Explain that the person with autism needs to be asked about their needs in order to be able to adjust. For example: “Is it too noisy here? Maybe go to another room? "
   • Never no need to tease a sensitive person (for example, loudly slamming doors to make them jump). This behavior provokes severe pain, fear, or even anxiety attacks and is considered bullying.
   SPECIALIST'S ADVICE

   

   Luna rose

   
   
   Community Specialist Luna Rose is a community member, autistic, specializing in writing and autism. She has a degree in computer science and has performed at college events to raise awareness about disability. Leads the wikiHow autism project.

   Luna rose
   Community Specialist

   It can be difficult to understand what is beyond your perception. Luna Rose, a member of the autistic community, shares: “People do not realize how differently the human brain works and how everyone experiences the same events differently. For example, my mom hears loud noises and is not worried about it, but I feel like I was hit - it really is the same pain. So I run away when she starts unloading the dishwasher as it physically hurts. The same applies to being around motorcycles and sports cars - they are so noisy that they hurt. "

   
   
3. 3 Explain that it is easier for a person with autism to deal with an irritant when warned about it. As a rule, people with autism are better able to cope with the situation if it is sufficiently predictable, therefore it is better to warn them about their actions that can cause fear.
   • For example: “Now I will close the door to the garage. You can move away or close your ears. "
4. 4 People with autism can fuss and do strange things. This behavior is called self-stimulation and can help you calm down, focus, communicate, or avoid a nervous breakdown. Examples:
   • swing back and forth;
   • repeat words or sounds (echolalia);
   • to wave hands;
   • snap your fingers;
   • jump and clap excitedly;
   • sing or hum to yourself.
   SPECIALIST'S ADVICE

   

   Luna rose

   
   
   Community Specialist Luna Rose is a community member, autistic, specializing in writing and autism. She has a degree in computer science and has performed at college events to raise awareness about disability. Leads the wikiHow autism project.

   Luna rose
   Community Specialist

   Match self-stimulation with your usual fidgeting or twirling habit. Community expert Luna Rose adds: “Neurotypical people should remember that self-stimulation isn't really that uncommon. Everyone fidgets a little or fidgets about something. Neurotypical people usually do it less and need it less, but thinking of self-stimulation as something similar to your own behavior can help you understand it if you have difficulty with it.

5. 5 Self-stimulation helps a person with autism feel better. Like precise ordering, self-stimulation creates a sense of security and predictability. For example, a person can repeatedly jump to the same point, play the same song over and over again, or draw the same drawing. Repetitive actions create a sense of comfort.
   • You should never shame a person with autism for self-stimulation or force them to stop doing so.
   • If self-stimulation can be harmful (for example, the person bangs their head or bites themselves), then try to gently offer them safer actions.

Method 5 of 5: Teaching Your Child About Autism

1. 1 Make sure he is ready to talk. It is important to speak frankly with your child, especially if they have autism or want to better understand a friend with autism. It is equally important to make sure that he is old enough to understand you and not be confused. Each child is different, so it's up to you to decide at what age he will be ready to talk.
   • If your child has autism, then it is better not to postpone the conversation. It is very difficult to feel different and not understand the reasons. To a small child, you might say something as simple as, “Your disorder is called autism. Your brain works differently, so you need to go to appointments with a doctor to help you. "
2. 2 Explain to your child that this does not need to be upset. Tell your child that autism is a disorder, not a disease or a burden, so there is no need to be sad. An older child can be taught about different neurotypes and movements for the rights of people with disabilities.
   • Motivate your child to notice the best qualities of other children with autism. For example: “Sometimes it is difficult for Katya to speak and to cope with strong emotions. I noticed that she is very kind and good at drawing. What other talents do you think Katya has? "
   • Help your child with autism understand that differences make them special and unique. You should explain the benefits of autism: strong logic and morality, compassion, extraordinary enthusiasm, focus, dedication and willingness to help (social responsibility).
   SPECIALIST'S ADVICE

   

   Luna rose

   Community Specialist Luna Rose is a community member, autistic, specializing in writing and autism. She has a degree in computer science and has performed at college events to raise awareness about disability. Leads the wikiHow autism project.

   Luna rose
   Community Specialist

   Use metaphors to explain differences and uniqueness. Luna Rose, a member of the autistic community, says: “For example, in Dungeons & Dragons, you have a certain amount of points to give your character intelligence, charisma and other skills. I like to imagine that with autism, all the glasses go to a few things that you are really good at. Then you get fewer points in other areas, such as household chores.So some of these other things are going to be really difficult, but when you can do those special things that you like, you have a lot of fun. "

3. 3 Support your child. Encourage your child and tell them that people with autism are just different, not worse than others. The child may well feel comfortable at school and at home, as well as live a happy life.
4. 4 Show your love for your child with autism. Always tell your children how much you love and wish them well. All people need support, especially when they find themselves in difficult situations. With your help, your child will be able to lead a happy and fulfilling life.

Tips

• Don't be discouraged if the person doesn't understand your explanation. Stay calm and answer questions to better convey the essence and characteristics of autism.
• Invite the person to familiarize themselves with profile sites. There are several links at the end of the article.

Warnings

• Never forbid a person with autism to self-stimulate.
• Be careful with advice. Some organizations (especially those founded by parents) may vilify autism and place a high emphasis on martyrdom rather than respect and inclusion. Others use pseudoscientific information and false facts to earn money or credibility. Give preference to positive organizations run by people with autism in whole or in part.
  • Look for sites that talk about neurodiversity, use identifying notation first, encourage acceptance, and consider ways to adapt rather than cure the person.