I'm a 26 year old autistic adult. "Perseverating" has always been my strongest autistic trait. It's always been an advantage than something that held me back. My parents tried to limit when I could talk about them and all that did was cause me to resent my parents and feel as if I could no longer trust them and that I had to "earn" their love. In short, it did nothing but make my childhood a living hell.
As far as "social cognition", it is not that a child diagnosed with ASD might know what to say given "X" situation but not always do it (@17.21). Rather it is quite the opposite, that is knowing/having any, for example, "given situation as a"contextual option" rather than an a priori determinate (i.e., "I am self-consciously compelled/been mechanically taught to say 'X' when presented with Y''"). Thus, it is the ability to internally recognize and co-coordinate ( infer/confer cultural contextual situations) multitudes of different social contexts rather than to act accordingly on presentation or cue. It is knowing/recognizing internally options, which is the hallmark of cascading executive functioning or what we define as "more typical behavior" rather than reacting and linearly matching to the situation (or " I do/say ' X' to 'Y' because that is what I've been trained/taught to do"). It is not the overt rules but the convert or intuitive inference and thus choosing to comply or not to comply that represents genuine or spontaneous integration.
With respect to nonverbal or affective co-regulated dyadic communication is not half of communication it is more like 90%.of communication. It embodies the ability to both simultaneously or co-concurrently organize comprehend and manipulate symbolic/ language systems, both the semantic and syntactical patterns
Now, as a Developmental therapist in 0-3 population. So as far as "joint attention" piece it is NOT how frequently does the child look up and you(as an adult) can sustain his/her interest (either with example, given bubbles or whatever that might hold some fascination) but rather how much you dear adult can follow and join-in and around and with his/her natural intent or affect - regardless of what that may be. The ability to meaningfully engage the affective nuances of the child's interest (however perserverative or scattered moment to moment that may be) is what in fact engenders MEANINGFUL affective reciprocal co-joint regulation thus creating the foundation for spontaneous reciprocal co-narrative meaning making. Simply, what I am saying is that from a meaningful comprehensive Developmental perspective it should never be the goal or getting the "attention of the child on the adult's terms" (we do this, therapist, parent do this so presumptively or unconsciously) but rather as a rule learning how to intuitively listen and go to and engage the child in his/her world in order to create the foundations of meaningful and more sustainable joint co-affective engagement. This then lays the foundation for ideation (or the separation of held ideas apart from previously dedicated subcortical access, Amygdala ALL or NOTHING responses) and then (in a cascading effect) allows for the emergence of language proper.
I'm a 26 year old autistic adult. "Perseverating" has always been my strongest autistic trait. It's always been an advantage than something that held me back. My parents tried to limit when I could talk about them and all that did was cause me to resent my parents and feel as if I could no longer trust them and that I had to "earn" their love. In short, it did nothing but make my childhood a living hell.
As far as "social cognition", it is not that a child diagnosed with ASD might know what to say given "X" situation but not always do it (@17.21). Rather it is quite the opposite, that is knowing/having any, for example, "given situation as a"contextual option" rather than an a priori determinate (i.e., "I am self-consciously compelled/been mechanically taught to say 'X' when presented with Y''"). Thus, it is the ability to internally recognize and co-coordinate ( infer/confer cultural contextual situations) multitudes of different social contexts rather than to act accordingly on presentation or cue. It is knowing/recognizing internally options, which is the hallmark of cascading executive functioning or what we define as "more typical behavior" rather than reacting and linearly matching to the situation (or " I do/say ' X' to 'Y' because that is what I've been trained/taught to do"). It is not the overt rules but the convert or intuitive inference and thus choosing to comply or not to comply that represents genuine or spontaneous integration.
With respect to nonverbal or affective co-regulated dyadic communication is not half of communication it is more like 90%.of communication. It embodies the ability to both simultaneously or co-concurrently organize comprehend and manipulate symbolic/ language systems, both the semantic and syntactical patterns
Now, as a Developmental therapist in 0-3 population. So as far as "joint attention" piece it is NOT how frequently does the child look up and you(as an adult) can sustain his/her interest (either with example, given bubbles or whatever that might hold some fascination) but rather how much you dear adult can follow and join-in and around and with his/her natural intent or affect - regardless of what that may be. The ability to meaningfully engage the affective nuances of the child's interest (however perserverative or scattered moment to moment that may be) is what in fact engenders MEANINGFUL affective reciprocal co-joint regulation thus creating the foundation for spontaneous reciprocal co-narrative meaning making. Simply, what I am saying is that from a meaningful comprehensive Developmental perspective it should never be the goal or getting the "attention of the child on the adult's terms" (we do this, therapist, parent do this so presumptively or unconsciously) but rather as a rule learning how to intuitively listen and go to and engage the child in his/her world in order to create the foundations of meaningful and more sustainable joint co-affective engagement. This then lays the foundation for ideation (or the separation of held ideas apart from previously dedicated subcortical access, Amygdala ALL or NOTHING responses) and then (in a cascading effect) allows for the emergence of language proper.