Understanding Autism: Why Someone Can’t Be “A Little Autistic”
When discussing autism, it’s important to know that it’s not a matter of being “a little autistic” or “very autistic.” This idea can be confusing and doesn’t explain autism well.
Here’s why this misunderstanding exists and what employers need to know to better support autistic individuals in the workplace.
The Misconception of “A Little Autistic”
Some researchers have used the term “a little autistic” to describe individuals who display some traits associated with autism but do not meet the criteria for a formal diagnosis. However, this phrase stems from a misunderstanding of what autism actually is.
Misunderstanding of the term “autistic traits”.
Researchers Chown and Leatherland pointed out that the view that someone can be a little autistic appears to be based on a fundamental misunderstanding of the term “autistic traits”.
Briefly, they argued that so-called autistic traits are a cluster of human traits used by clinicians to identify autism so it would be a surprise if many neurotypical people did not share some of these traits.
For example, someone might prefer routines or have intense interests, which are traits associated with autism, but this doesn’t necessarily make them autistic.
‘You’re either autistic or not autistic’
Autism specialist Luke Beardon simply states that a person is either autistic or not; there’s no such thing as being “more” or “less” autistic. He has written the following about the so-called ‘severity’ of autism:
“For me, what is of essential importance is the impact that being autistic has on a person at any given time. This can range from horrifically negative right through to sublimely positive – and sometimes both can be found in the same individual. So, if this dramatic difference can be seen at different times in the same person – what ‘grade’ is that person? Clearly, this is where the whole notion of ‘autism severity’ crumbles.” (Beardon, 2017, p. 10, author’s italics)
Impact and Environment
What truly matters is considering how the environment impacts on how disabling or challenging aspects of autism are in particular situations. This can range from extremely challenging to highly positive, and these experiences can vary even within the same person. Beardon illustrates this with his “Golden Equation”:
AUTISM + ENVIRONMENT = OUTCOME
This means that the environment plays a crucial role in how an autistic person experiences the world. For instance, consider someone with strong visual sensory sensitivities. In an office with flickering strip lights, this person might experience significant discomfort and anxiety. However, if the flickering lights are replaced with steady lights, the discomfort disappears.
In the first scenario:
AUTISM + UNFRIENDLY ENVIRONMENT = ANXIETY
In the second scenario:
AUTISM + FRIENDLY ENVIRONMENT = NO PROBLEM
This demonstrates that the severity of the experience isn’t caused by autism by itself but by the combination of autism and an inaccesible environment.
What Employers Can Do
Understanding this can help employers create a more inclusive and supportive workplace for autistic apprentices and employees. Here are some practical steps:
- Adjust the Environment: Small changes in the work environment can significantly improve the comfort and productivity of autistic employees. For example, providing noise-canceling headphones, adjusting lighting, and allowing flexible work arrangements can make a big difference.
- Provide Clear Instructions: Autistic individuals often benefit from clear, structured communication. Ensure that instructions are easy to digest and written down whenever possible.
- Offer Flexibility: Allow flexibility in how work is done. This could include flexible working hours or the option to work from home, which can help reduce stress and improve performance.
- Promote Understanding: Educate staff about autism to foster a supportive and understanding work culture. This can help prevent misunderstandings and create a more inclusive environment.
- Tailored Support: Recognise that each autistic person is unique. What works for one individual may not work for another. Tailor support to meet individual needs rather than applying a one-size-fits-all approach. Learn how Optimum Support supports partners with employers and training providers to bridge the gap in their current support frameworks, offering bespoke, continuous support to apprentices *hyperlink
Conclusion
In conclusion, the idea that someone can be “a little autistic” is based on a misunderstanding of autism. You are either autistic or non-autistic, and our environments heavily influence how autistic individuals experience the world.
By focusing on creating autism-friendly environments, employers can help autistic individuals thrive and contribute effectively to the workplace. Understanding and accommodating the diverse needs of autistic apprentices and employees isn’t just beneficial for them—it’s beneficial for the entire organisation.
Attention Deficit Hyperactivity Disorder (ADHD)
ADHD is characterised by a predominance of either inattentive or hyperactive-impulsive symptoms, or a combination of both. The condition involves challenges in managing attention, with considerable variability in how individuals focus on tasks based on their relevance. ADHD individuals often seek sensory stimulation and may have a strong need for movement, which can aid in concentration, anxiety regulation, or serve as a form of release. Organisational tasks can be particularly challenging, and there may be difficulties in retaining information in working memory. Written instructions or note-taking can be beneficial. Support in breaking down tasks and managing organisation is often needed.
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Neurodiversity
Neurodiversity acknowledges the natural variations in human brain function and behavioural traits as integral to human diversity, viewing conditions like autism, ADHD, dyslexia, dyspraxia, and dyscalculia not as disorders but as different aspects of neurocognitive functioning. It advocates for societal shifts towards greater acceptance, rights, and accommodations for those with neurological differences, emphasizing inclusion and support. The concept of a "spiky profile" integrates with this view, illustrating how individuals may exhibit significant strengths in certain areas while facing challenges in others, further highlighting the diverse spectrum of human abilities and the need for tailored support.
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Dyspraxia
Dyspraxia affects both fine and gross motor skills, significantly impacting writing, typing, and self-care activities. Dyspraxic individuals may also face challenges with memory, attention, perception, and processing, leading to difficulties in planning, organisation, executing actions, or following instructions in the correct order.
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Dyscalculia
Individuals with dyscalculia struggle with mastering arithmetic skills, calculations, number sense, and mathematical reasoning. Challenges often extend to understanding quantities, time, and abstract numerical concepts. Dyscalculia is frequently accompanied by working memory difficulties. Approximately 50% of individuals with dyscalculia also face reading challenges, and many experience significant maths anxiety.
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Dyslexia
Dyslexia is a learning difficulty that affects the ability to develop automatic and fluent word reading and spelling skills. It is often associated with challenges in phonological awareness, which involves understanding and manipulating the sounds in words, and may also impact orthographic processing—the recognition of whole words, letter strings, or spelling patterns. Dyslexic individuals might be self-conscious about reading aloud, which can also hinder comprehension, and may avoid using complex vocabulary in writing to prevent spelling errors. Though not officially part of the diagnostic criteria, dyslexic individuals often struggle with organisation, sequencing, and may have low academic self-esteem. A notable discrepancy exists between their confidence in verbal tasks versus written tasks.
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Autism
According to current diagnostic criteria, autistic individuals face challenges primarily in social communication and exhibit restricted, repetitive patterns of behaviour. The severity of these challenges can vary significantly. Many autistic individuals have sensory sensitivities that are particularly challenging in new and unfamiliar environments. Furthermore, they often prefer structured and predictable settings, benefiting from ample time to process information and adapt to changes. Social anxiety can pose a significant challenge in unstructured and unpredictable social situations. While the challenges of autism might be less visible in certain settings, they can still have a profound, cumulative effect on mental health, well-being, and may lead to burnout.
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