SARA'S LEARNING DISABILITY AND MENTAL HEALTH AWARENESS BLOG: understanding autism spectrum disorder (asd)

what is autism?

autism spectrum disorder (asd) is a lifelong neurodevelopmental condition that affects how individuals perceive the world, communicate, and interact with others. it is characterized by differences in social communication, restricted or repetitive behaviors, and sensory processing. although every autistic person is unique, the condition generally begins in early childhood and can affect learning, behavior, and emotional regulation throughout life.

many people on the autism spectrum also experience co-occurring conditions such as anxiety, depression, adhd, epilepsy, dyslexia, or dyspraxia. autism is not a disease or illness—it is a different way of thinking and processing information. with the right understanding and support, autistic individuals can thrive and live fulfilling lives.

changes in classification: asperger’s and the autism spectrum

historically, individuals with high intellectual ability and no language delays were diagnosed with asperger syndrome. however, since the publication of the dsm-5 (2013), asperger’s has been absorbed into the broader diagnosis of autism spectrum disorder (asd).

this change reflects the understanding that autism is a spectrum, meaning that individuals can have varying degrees of traits and support needs. people previously diagnosed with asperger’s are now recognized as having asd level 1—indicating lower support needs but similar core characteristics in social communication and restricted interests.

how autism affects the brain and nervous system

autism is deeply connected to how the brain and nervous system function. many autistic individuals experience:

increased brain volume in early childhood

differences in synaptic connectivity and neurotransmitter function

overactive autonomic nervous systems (ans), contributing to heightened stress and anxiety responses

altered sensory processing—including hyper- or hyposensitivity to sound, light, textures, smells, or touch

these differences can lead to sensory overload, meltdowns, shutdowns, or increased fatigue in overwhelming environments.

sensory processing and overwhelm

auditory, visual, and tactile input can be intense for autistic individuals. for example, fluorescent lights, crowded areas, or loud noises might cause distress, confusion, or fatigue. these reactions are not behavioral problems but responses to sensory overload.

research, such as studies published by pubmed central, shows that auditory processing in autistic individuals may differ both cognitively and neurologically. this supports the lived experience of many autistic people who report challenges with filtering background noise, understanding speech in noisy environments, or reacting strongly to certain sounds.

communication and social interaction

autistic individuals often have differences in verbal and non-verbal communication. they may:

take language literally

struggle with sarcasm or idioms

find eye contact uncomfortable

prefer written over spoken communication

have difficulty understanding body language or tone of voice

social interaction can feel overwhelming, especially in unfamiliar situations. while some autistic people desire social relationships, the mechanics of socializing can be exhausting or confusing.

co-occurring conditions

many autistic individuals experience additional diagnoses, including:

adhd: overlapping symptoms may include impulsivity, inattention, and executive function challenges

dyspraxia: a motor coordination disorder, affecting balance, spatial awareness, and fine/gross motor skills

epilepsy: seizure disorders are more common among autistic people than the general population

dyslexia: language-based learning differences

these overlapping conditions can influence how autism presents and the type of support needed.

levels of autism and support needs

dsm-5 classifies autism into three levels based on the support an individual requires:

suicide awareness easyread powerpoint· python

**understanding autism as a whole – part 1**

some people:

- read early

- write early

- struggle to understand what they read

skills can:

- improve over time

- stay the same

- change in different areas

📖 learning | ✏️ writing | ⏳ time

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**slide 9 – common autism traits**

autistic people may experience:

- poor or limited eye contact 👀

- repetitive movements 🔁

- strong focus on one topic 🎯

- difficulty with social rules 👥

- different tone of voice 🎵

not everyone has all traits.

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**slide 10 – social and emotional differences**

autism can affect:

- understanding social cues

- two-way conversations

- playing or socializing with others

this does **not** mean the person does not care.

💙 feelings | 🤝 social skills

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**slide 11 – sensory and daily life**

some autistic people may have:

- sleep problems 😴

- sensitivity to noise or touch 🔊✋

- anxiety or stress 😟

stress can make things harder.

support really matters.

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**slide 12 – autism can change over time**

some things may improve with age.

some things may stay the same.

every autistic person is different.

there is no single autism story.

🌱 growth | 🧩 individual

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**slide 13 – level 1 learning outcome**

by the end of this session, learners should be able to:

- say what autism is

- understand autism is a spectrum

- recognize common autism traits

- respect differences and support needs

✅ awareness | 📘 knowledge | ♿ inclusion

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**slide 14 – key message**

autism is part of who someone is.

with understanding and support:

- autistic people can learn

- work

- build relationships

- live fulfilling lives

💙 respect | 🤝 support | 🌍 inclusion

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**symbols used**

🧩 autism

💙 care & understanding

🗣️ communication

🧠 thinking & processing

♿ accessibility & inclusion

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levels and types of autism – easy read powerpoint

slide 1 – title

levels and types of autism

💡 autism awareness | 🌐 support | ✅ understanding

________________________________________

slide 2 – what is autism?

autism is a condition you are born with.

it affects how you think, feel, and act.

everyone with autism is different.

some people need a little support, some a lot.

________________________________________

slide 3 – autism levels

doctors sometimes describe autism in three levels:

level 1: needs a little support (mild)

level 2: needs medium support (moderate)

level 3: needs a lot of support (severe)

________________________________________

slide 4 – level 1 autism (mild / high functioning)

sometimes called asperger’s syndrome

may struggle with social communication

difficulty reading body language or facial expressions

i can make some friends, but relationships can be hard

speech is usually clear

may also have other conditions like dyslexia, adhd, or dyspraxia

signs & symptoms:

trouble understanding jokes or irony

awkward body language

repetitive behaviors

narrow range of interests

needs routine and rules

________________________________________

slide 5 – pdd-nos / atypical autism

mild to moderate autism

social skills may be weaker

speech may be delayed or unusual

may have unusual reactions to sights, sounds, or touch

may show repetitive behaviors

________________________________________

slide 6 – level 2 autism (moderate)

more support needed than level 1

simple sentences in speaking

trouble understanding social cues

gets upset when routine changes

may focus only on own interests

learning and school support may be needed

________________________________________

slide 7 – level 3 autism (severe)

severe autism needs a lot of support every day

may have little interest in people or the world

speech may be limited or absent

repetitive behaviors or meltdowns common

daily life tasks may need full support

examples:

autistic disorder

childhood disintegrative disorder

________________________________________

slide 8 – changes in autism

autism is lifelong

symptoms may improve with age and support

early help can make a big difference

support needs vary by person

diagnosis focuses on individual needs, not just labels

________________________________________

slide 9 – other terms you might hear

high functioning autism: mild, less support needed

severe autism: needs lots of support

broad autism phenotype: slight traits, not full autism

some old terms like asperger’s are now part of the spectrum

________________________________________

slide 10 – how to get a diagnosis

talk to your doctor or pediatrician

ask for a referral to a specialist:

developmental pediatrician

child neurologist

psychologist or psychiatrist

schools or early intervention centers may help too

no single medical test – doctors observe behavior and development

________________________________________

slide 11 – remember

autism is a spectrum – everyone is different

support and understanding are key

early help can improve skills for life

be patient, kind, and respectful

________________________________________

slide 12 – support & websites

uk:

national autistic society: https://www.autism.org.uk/

mind: https://www.mind.org.uk/

usa:

autism society: https://www.autism-society.org/

cdc autism: https://www.cdc.gov/ncbddd/autism/

worldwide:

autism speaks: https://www.autismspeaks.org/

who – autism: https://www.who.int/news-room/fact-sheets/detail/autism

level 1: requiring support

level 2: requiring substantial support

level 3: requiring very substantial support

these levels reflect a person's day-to-day needs rather than their intelligence or potential.

personal experience and real-world challenges

from personal experience, sensory overload in airports or supermarkets can cause confusion and panic. navigating self-service machines, unfamiliar transport routes, or loud environments is not just inconvenient—it can be disabling. these real-life challenges highlight the urgent need for more accessible design and understanding in public services.

autism as a disability

autism is legally recognized as a disability in many countries, including the uk. this recognition provides rights and protections under disability discrimination law. it also acknowledges the barriers autistic people face—not because of their autism itself, but because of how society is structured.

the importance of individual understanding

every autistic person is different. some may be verbal, some non-verbal. some may excel in academics; others may struggle with daily living tasks. what’s important is recognizing each person’s strengths and challenges without stereotyping.

focus on strengths and advocacy

autistic individuals often show remarkable attention to detail, creativity, honesty, and strong memory skills. society must move beyond the medical model of disability to embrace the social model—one that sees barriers in society, not in the person. by providing appropriate support and accommodation, we can help autistic individuals reach their potential.

conclusion

autism is not something to be "cured" but understood. the diversity within the autism spectrum requires compassion, flexibility, and informed support. by listening to autistic voices and embracing neurodiversity, we build a society where everyone has the opportunity to thrive.

________________________________________

references and further reading

autism spectrum disorder and auditory sensory alterations: pubmed central (https://www.ncbi.nlm.nih.gov/pmc/)

dsm-5 diagnostic manual (2013)

autism speaks (www.autismspeaks.org)

national autistic society (www.autism.org.uk)

psych central: levels of autism (www.psychcentral.com)

3billion.io: is autism a developmental disability? (www.3billion.io)

hands center: why change is hard for children with autism (www.handscenter.com)

this chapter integrates personal lived experience with established research to support awareness, understanding, and advocacy for autistic individuals across all levels of society.

autism and adhd: similarities and differences

autism and adhd (attention-deficit/hyperactivity disorder) are both neurodevelopmental conditions. this means they affect how the brain develops and functions. although they are different conditions, they can sometimes look similar and may even occur together in the same person. understanding their shared traits and unique features is important for support, diagnosis, and treatment.

________________________________________

✅ similarities between autism and adhd

shared genetic factors

both conditions tend to run in families, suggesting a genetic link. some genes may be involved in both autism and adhd.

sensory sensitivities

people with either condition may be over- or under-sensitive to things like noise, light, touch, or smells.

executive functioning difficulties

tasks like planning, organizing, starting work, or managing time can be hard for people with autism or adhd.

social challenges

both may struggle in social situations — for example, reading facial expressions, keeping conversations going, or picking up on social cues.

hyperfocus or intense interests

people with adhd might hyperfocus on exciting activities, while people with autism may have deep, long-term interests in specific topics.

emotional regulation

managing emotions can be difficult, leading to meltdowns, shutdowns, or emotional outbursts.

sleep issues

trouble falling or staying asleep is common in both autism and adhd.

________________________________________

🔍 differences between autism and adhd

feature adhd autism

main traits inattention, hyperactivity, and impulsivity social communication differences, restricted and repetitive behaviors

social interaction may struggle due to impulsivity or distractibility may not understand social rules or social cues; prefers routine social patterns

repetitive behaviors not a key feature core characteristic (e.g., hand-flapping, lining up objects, repeating phrases)

impulsivity a core trait (e.g., blurting out, acting without thinking) less prominent; behaviors are usually more planned or routine

sensory reactions often seek stimulation (e.g., loud music, movement) often avoid certain sensations (e.g., noise, textures)

developmental pattern often noticeable in early school years may show early delays or differences; some children may regress in development

diagnosis focus based on inattention, hyperactivity, and impulsivity based on social communication, restricted behaviors, and developmental history

treatment behavioral therapy, medication (e.g., stimulants), coaching autism-specific therapies (e.g., speech and language, occupational therapy); medication for related symptoms

________________________________________

🧠 can a person have both?

what’s working exceptionally well:

personal-scientific balance: you’re writing seamlessly moves between personal reflections and research-backed facts.

clear explanation of diagnostic changes: you explain the shift from asperger’s to the broader asd classification clearly and accessibly.

neurosensory focus: including insights about the nervous system, sensory processing, and co-occurring conditions like epilepsy and adhd adds essential depth.

accessibility and advocacy: your discussion of real-world challenges (airports, self-service, public transport) strongly advocates for inclusive design.

nuanced spectrum understanding: you consistently return to the idea of individuality within autism, emphasizing varied needs, strengths, and experiences.

🔍 suggestions to consider (optional refinements):

include reference citations or a works cited section: especially for a formal chapter or educational guide, including footnotes or endnotes for your research (e.g., dsm-5, national autistic society, pubmed central articles) would add academic strength.

clarify historical figures briefly: when referencing hans asperger and leo kanner, a short sentence on their respective contributions can help readers unfamiliar with the history.

break into sections with subheadings: structuring with headers like “what is autism?”, “understanding sensory processing”, “co-occurring conditions”, and “why the diagnosis changed” will aid reader navigation, especially in print or digital formats.

expand cultural or societal context (if space allows): including a brief mention of how awareness and acceptance vary by country or culture could broaden your reach, especially if your work is intended for a global audience.

include visual aids or diagrams (if applicable): for easy read or educational versions, visuals showing the nervous system, autism spectrum levels, or sensory overload examples could greatly enhance understanding.

this is a very comprehensive auditory sensory exploration of autism from a personal perspective, interwoven with research and observations about the challenges and strengths of autistic individuals. you've covered a wide range of topics, from the core definition of autism to its impact on the nervous system, co-occurring conditions, sensory sensitivities, communication differences, the history of its understanding, and the need for greater societal awareness and support.

let's break down the key aspects of your writing:

what is autism?

you accurately define autism as a neurodevelopmental condition that affects how people interact and communicate, emphasizing its lifelong nature and common links with anxiety and depression. you also correctly point out the learning disabilities, social interaction, and communication challenges many autistic individuals face.

autism and the nervous system:

you clearly explain how autism affects the nervous system, highlighting the concept of an overactive nervous system leading to stress and anxiety. you also touch upon sensory processing difficulties, where seemingly minor stimuli for neurotypical individuals can be overwhelming for autistic people. the idea of making a "mountain out of a molehill" unintentionally is well-articulated.

the mention of research suggesting both low heart rate and an overactive nervous system in autistic individuals is interesting and reflects the complex physiological aspects of the condition.

brain and nervous system impact:

your examples of how changes in routine, social interaction, bright lights, and busy places can overwhelm autistic individuals effectively illustrate the impact on the brain and nervous system. you also acknowledge that changes can be positive, negative, or neutral, but the unexpected or overwhelming nature of situations can be challenging.

the autism spectrum and levels:

you correctly state that asperger's syndrome is no longer a separate diagnosis but is now considered part of the autism spectrum disorder (asd). you also introduce the concept of three different levels of support needs within asd, which is a crucial aspect of understanding the diversity of the autistic experience.

your descriptions of how autism can present differently in individuals, from mild speech differences to non-verbal communication, are very helpful in illustrating the spectrum nature of the condition.

central and autonomic nervous systems:

you provide a good overview of how autism can affect both the central nervous system (cns) and the autonomic nervous system (ans).

· cns: you mention larger brain volume and altered connectivity, as well as the role of synapses and neurotransmitter imbalances in early development. the link to co-morbidities like motor impairments, epilepsy, and sleep dysfunction is also important.

· ans: you accurately describe the overactive autonomic nervous system in many autistic individuals, leading to hyper-sensitivity to sensory input and increased stress.

autism, adhd, and neurodivergence:

you correctly identify autism and adhd as conditions affecting the nervous system and contributing to neurodivergence. the challenges with accepting change, leading to stress, panic attacks, anxiety, depression, and even epilepsy in some cases, are important points.

your personal reflection on your experience with adhd, transitioning from hyperactivity to low energy, is a valuable insight into the varied presentations of neurodevelopmental conditions.

overlapping difficulties:

you clearly outline the overlapping difficulties in autism and adhd, such as challenges with organization, planning, tasks, management, memory, emotions (adhd), and communication, socialization, abstract thinking, problem-solving, and change (autism).

strengths and independence:

it's crucial that you also emphasize the strengths of autistic individuals and the importance of fostering independence alongside providing necessary support.

autism spectrum (asd) explained again:

your repetition of the definition of asd reinforces its core characteristics related to information processing, emotions, and social interactions. the emphasis on individual reactions and responses to the world is key.

sensory sensitivities and social challenges:

you reiterate the common sensory sensitivities, and the difficulties autistic individuals may face in understanding the thoughts and feelings of neurotypical people, especially in unfamiliar situations. the feeling of being overwhelmed by new positive experiences is also a significant point.

varied perspectives on autism:

you rightly point out that understanding autism can vary depending on whether the information comes from autistic individuals themselves or from professionals, and even among autistic individuals, experiences differ.

autism as a disability:

you correctly identify autism as a lifelong developmental disability affecting communication, understanding, and interaction, highlighting the significant number of people on the spectrum in the uk.

individual differences and desires:

your emphasis on the fact that not all autistic individuals are affected the same way and that they, like everyone else, want to live full lives and contribute to society is crucial for destigmatization.

social communication and anxiety:

you highlight the common co-occurrence of social communication difficulties and anxiety, particularly in new or unfamiliar social situations. the challenges with verbal and nonverbal communication, understanding nuances like sarcasm, and literal interpretation are well-explained.

personal experiences:

your examples regarding travel (airports, getting lost) effectively illustrate the real-world challenges faced by autistic individuals due to sensory overload, information processing differences, and difficulties with navigation.

advocacy for accessibility:

your points about the need for accessible public transport, the challenges of self-service technologies, and the importance of accessible information are vital for advocating for a more inclusive society.

the shift from asperger's to asd:

you address the confusion surrounding the merging of asperger's syndrome into autism spectrum disorder. your explanation that the spectrum approach acknowledges the varying degrees of autistic traits and support needs is accurate. you also touch upon the historical context of the diagnoses.

dyspraxia and co-occurring learning difficulties:

your explanation of dyspraxia, its link to autism, and how it differs from dyslexia clearly clarifies these neurodevelopmental differences.

history of autism understanding:

your overview of the historical figures and research that contributed to our understanding of autism, from hans asperger and leo kanner to earlier observations, provides valuable context.

causes of autism:

you correctly state that the exact causes of autism are still largely unknown. sharing your personal experience of being born with a lack of oxygen and your thoughts on the mmr vaccine controversy (while acknowledging its likely inaccuracy) adds a personal touch. your reference to genetic factors and birth injuries as potential areas of research is also relevant.

focus on strengths and support:

you conclude by emphasizing the importance of focusing on the strengths of autistic individuals alongside their difficulties and encouraging a supportive approach to help them live fulfilling lives.

overall:

your writing is a powerful blend of personal experience, information, and thoughtful reflections on autism. it provides a valuable insight into the complexities of the condition and the importance of understanding, acceptance, and appropriate support. it would indeed be a valuable resource for students, mental health workers, families, and anyone seeking to learn more about autism. your honesty and willingness to share your experiences are commendable.

sources and related content

autism spectrum disorder and auditory sensory alterations: a systematic review on the integrity of cognitive and neuronal functions related to auditory processing - pubmed central

pmc.ncbi.nlm.nih.gov

asperger syndrome | autism speaks

www.autismspeaks.org

the 3 levels of autism: symptoms and support needs | psych central

psychcentral.com

why change is hard for children with autism

www.handscenter.com

is autism a developmental disability? - 3billion

3billion.io

the shift in classification: what happened?

the key point is that asperger syndrome is no longer considered a separate diagnostic category in the most recent diagnostic manual, the diagnostic and statistical manual of mental disorders, 5th edition (dsm-5), published in 2013.

instead, asperger syndrome is now considered to be part of the broader umbrella diagnosis of autism spectrum disorder (asd). think of it like different points on a spectrum, rather than entirely separate conditions.

what are the same (similarities)?

since asperger syndrome is now included within asd, individuals who would have previously been diagnosed with as share the core characteristics of autism, but often in a less pronounced way in certain areas. these shared characteristics include:

• difficulties with social communication and interaction: this is a central feature of asd. both individuals who would have been diagnosed with as and those with other forms of asd often experience challenges in understanding and responding to social cues, forming relationships, understanding non-verbal communication (like facial expressions and body language), and engaging in reciprocal social interactions. you mentioned this directly in your text.

• restricted and repetitive patterns of behavior, interests, or activities: this is the other core diagnostic criterion for asd. this can manifest in various ways, such as:

repetitive motor movements: like hand-flapping, rocking, or twirling (as you mentioned).

o insistence on sameness: difficulty with change and a strong need for routines (also mentioned).

o highly restricted, fixated interests: intense focus on specific topics (as you pointed out with talking about and repeating the same topic).

sensory sensitivities: unusual responses to sensory input like sounds, smells, tastes, or textures (also mentioned).

• underlying neurological differences: both what was previously known as as and other forms of asd are understood to stem from differences in brain development.

what were considered the differences (before the dsm-5)?

historically, the main distinctions between asperger syndrome and what was then called "autistic disorder" (often referred to as "classic autism" or "kanner's syndrome") were:

• language development: individuals with asperger syndrome typically had no significant delays in early language development. they usually acquired single words by age two and phrase by age three. this was a key differentiating factor from autistic disorder, where significant language delays were common. you touch on this by saying individuals with "as" faced milder speech problems, which aligns with this historical understanding.

• cognitive development: individuals with asperger syndrome typically had average to above-average intelligence. while they might have specific learning difficulties (as you correctly point out with the link to dyslexia, dyspraxia, adhd, anxiety, and depression), they generally did not have the intellectual disabilities that were more frequently associated with autistic disorder. your confusion about learning disabilities in "asd" likely stems from this historical distinction. it's important to clarify that asd as a whole can occur across all levels of intellectual ability.

• self-awareness and interest in social interaction: while still facing social challenges, individuals with asperger syndrome were often described as having a desire to connect with others, even if they lacked the social skills to do so effectively. individuals with more "classic" autism might have appeared more aloof or uninterested in social interaction.

why the change to autism spectrum disorder?

the move to the single umbrella term of asd reflects the growing understanding that:

• the boundaries between asperger syndrome and other forms of autism were not always clear-cut. many individuals presented with a mix of features that didn't neatly fit into either category.

• it emphasizes the spectrum nature of autism. individuals with asd have a wide range of abilities and challenges. focusing on a spectrum allows for a more nuanced and individualized understanding of each person's strengths and needs.

• it reduces potential stigma. the term "asperger's" had a complex history, and some felt that a single term would be more inclusive.

in summary:

• previously: asperger syndrome was considered a separate condition from autistic disorder, primarily distinguished by typical early language development and average to above-average intelligence.

• now: asperger's syndrome is no longer a separate diagnosis but is considered part of the autism spectrum disorder (asd). individuals who would have been diagnosed with as are now understood to be at one end of the autism spectrum, often characterized by less pronounced early language delays and average to above-average cognitive abilities, but still experiencing the core social communication and interaction difficulties and restricted/repetitive behaviors of autism.

your personal experiences and observations are valid and reflect the real challenges individuals on the autism spectrum face, regardless of the previous diagnostic label. the change in terminology aims to better capture the diverse ways autism can manifest.

sources and related content

autism and communication - national autistic society

strengths of your current draft:

· comprehensive coverage: you’ve touched on essential aspects like diagnostic history, neurological basis, sensory processing, co-occurring conditions, communication differences, and the social model of disability.

· personal voice: the personal reflections give it authenticity and help readers emotionally connect with the content.

· educational: you break down complex terms (e.g., cns/ans, dsm-5 classification) in an accessible way.

· empowering perspective: your focus on strengths, potential, and the need for support rather than “fixing” is exactly the inclusive tone that promotes understanding and acceptance.

suggested next steps:

1. visual aids or tables (optional):

o you might consider adding a comparison table showing how asperger’s was defined vs. current asd levels (dsm-5).

o a simple chart showing cns vs. ans differences in asd could help some readers.

2. easy-read summary section:

o since your audience includes families and possibly students with learning needs, include a short “autism in simple words” or “key points to remember” at the end of the chapter.

3. quotes or testimonies:

o including short quotes from autistic individuals or family members can enrich the narrative.

4. uk and usa context:

o if helpful for your readers, briefly explain how diagnosis and support differ in the uk and usa (e.g., ehcps, ieps, camhs, or idea/504 in the us).

5. practical tips section:

o add some everyday coping strategies for sensory overload, managing change, or navigating social settings.

6. references and resources:

o consider ending with a short list of trusted links or support services (e.g., national autistic society, autism speaks, autistica, local autism hubs, etc.).

would you like help turning this into a chapter format, easy read summary, or adding diagrams or tables? i'm happy to help shape it into your book format.

chapter: understanding autism spectrum disorder (asd)

what is autism?

autism spectrum disorder (asd) is a lifelong neurodevelopmental condition that affects how people experience the world. it impacts how someone communicates, interacts with others, processes sensory information, and manages emotions and routines. every autistic person is different—some may need a lot of help with everyday tasks, while others may live very independently.

a personal perspective

as someone with experience of both autism and adhd, i have learned that my reactions, thinking, and feelings can be very different from what others expect. sometimes, i become overwhelmed by noises, busy places, or even happy changes because my nervous system takes everything in more deeply than others. i may not understand what someone means if they use sarcasm, or i might talk a lot about something i love without realizing others want to change the subject.

the nervous system and autism

autistic people often have differences in both the central nervous system (cns) and the autonomic nervous system (ans).

· cns (central nervous system): differences may include larger brain volume, altered brain connectivity, and changes in neurotransmitters and synapses. these can affect movement, sleep, memory, and learning.

· ans (autonomic nervous system): autistic people may have an overactive ans, meaning their bodies respond more intensely to sensory input. this can lead to sensory overload, panic, or shutdowns in crowded or noisy places.

sensory processing and social challenges

sensory processing issues are common in asd. a person might be very sensitive to loud sounds, bright lights, certain textures, or strong smells. what feels small or normal to someone else can feel huge or painful to someone with autism. this is why changes in routine or environment can be so hard.

social communication is also different. some autistic people find it difficult to make eye contact, read facial expressions, or understand tone of voice. they may take things literally and struggle with metaphors or jokes. others may talk too much about one topic without noticing the other person’s reaction.

changes in diagnosis: from asperger’s to autism spectrum

before 2013, a diagnosis called asperger syndrome was used for people with autistic traits but no early language delay and average to high intelligence. now, this has been replaced by autism spectrum disorder (asd) under the dsm-5. the change was made because the boundaries between the different types of autism were not clear, and a single diagnosis helps people get support based on their needs rather than labels.

the 3 levels of autism (support needs)

according to the dsm-5, asd is divided into 3 levels:

· level 1: requires support – may have mild communication difficulties, trouble with change, and sensory issues.

· level 2: requires substantial support – more noticeable difficulties in verbal and nonverbal communication and social behaviour.

· level 3: requires very substantial support – may be non-verbal or have severe difficulties in everyday tasks, sensory processing, and social understanding.

co-occurring conditions

many autistic people also live with other conditions:

· adhd – difficulty with attention, impulse control, and activity levels.

· dyspraxia – coordination and movement difficulties.

· dyslexia – reading, spelling, and writing challenges.

· anxiety and depression – often linked to social difficulties and sensory overload.

· epilepsy – more common in autistic individuals than in the general population.

real-life challenges and strengths

travel, using public transport, or dealing with crowds can be very stressful due to sensory overload and changes in routine. self-service machines or unclear instructions can also be confusing. but autistic people have strengths too—such as honesty, focus, creativity, memory, attention to detail, and thinking outside the box.

autism as a disability

autism is a disability because it can affect daily living and communication. however, it is also a difference. with the right support and understanding, autistic people can live rich, full lives and contribute greatly to society. many simply experience and interact with the world differently.

key takeaways (easy-read summary):

· autism is a lifelong condition that affects how people think, feel, and interact.

· everyone with autism is different.

· it is not caused by bad parenting or vaccines.

· autism can come with other conditions like adhd, dyspraxia, and anxiety.

· people with autism may need different levels of support.

· change and sensory overload can be very hard.

· autism is a disability but also a difference.

· people with autism have strengths as well as challenges.

helpful resources:

· national autistic society (uk): www.autism.org.uk

· autism speaks (us): www.autismspeaks.org

· pubmed central: research on sensory and neurological differences

· hands center: support strategies for children with autism

let’s work together to build a more accessible, understanding world where autistic people are respected and supported.

autism spectrum disorder and auditory sensory alterations: a systematic review on the integrity of cognitive and neuronal functions related to auditory processing - pubmed central

pmc.ncbi.nlm.nih.gov

asperger syndrome | autism speaks

www.autismspeaks.org

the 3 levels of autism: symptoms and support needs | psych central

psych

what is autism?

autism spectrum disorder and auditory sensory alterations: a systematic review on the integrity of cognitive and neuronal functions related to auditory processing - pubmed central

pmc.ncbi.nlm.nih.gov

asperger syndrome | autism speaks

www.autismspeaks.org

the 3 levels of autism: symptoms and support needs | psych central

psych

this is a very comprehensive and insightful exploration of autism from a personal perspective, interwoven with research and observations about the challenges and strengths of autistic individuals. you've covered a wide range of topics, from the core definition of autism to its impact on the nervous system, co-occurring conditions, sensory sensitivities, communication differences, the history of its understanding, and the need for greater societal awareness and support.

what is autism?

autism and the nervous system:

the mention of research suggesting both low heart rate and an overactive nervous system in autistic individuals is interesting and reflects the complex physiological aspects of the condition.

brain and nervous system impact:

the autism spectrum and levels:

central and autonomic nervous systems:

you provide a good overview of how autism can affect both the central nervous system (cns) and the autonomic nervous system (ans).

cns: you mention larger brain volume and altered connectivity, as well as the role of synapses and neurotransmitter imbalances in early development. the link to co-morbidities like motor impairments, epilepsy, and sleep dysfunction is also important.

ans: you accurately describe the overactive autonomic nervous system in many autistic individuals, leading to hyper-sensitivity to sensory input and increased stress.

autism, adhd, and neurodivergence:

your personal reflection on your experience with adhd, transitioning from hyperactivity to low energy, is a valuable insight into the varied presentations of neurodevelopmental conditions.

overlapping difficulties:

strengths and independence:

it's crucial that you also emphasize the strengths of autistic individuals and the importance of fostering independence alongside providing necessary support.

autism spectrum (asd) explained again:

sensory sensitivities and social challenges:

you reiterate the common sensory sensitivities and the difficulties autistic individuals may face in understanding the thoughts and feelings of neurotypical people, especially in unfamiliar situations. the feeling of being overwhelmed by new positive experiences is also a significant point.

varied perspectives on autism:

you rightly point out that understanding of autism can vary depending on whether the information comes from autistic individuals themselves or from professionals, and even among autistic individuals, experiences differ.

autism as a disability:

you correctly identify autism as a lifelong developmental disability affecting communication, understanding, and interaction, highlighting the significant number of people on the spectrum in the uk.

individual differences and desires:

social communication and anxiety:

personal experiences:

your personal examples regarding travel (airports, getting lost) effectively illustrate the real-world challenges faced by autistic individuals due to sensory overload, information processing differences, and difficulties with navigation.

advocacy for accessibility:

the shift from asperger's to asd:

dyspraxia and co-occurring learning difficulties:

your explanation of dyspraxia and its potential link to autism, as well as the distinction between dyslexia and dyspraxia, is helpful in understanding the complex web of neurodevelopmental differences that can co-occur.

history of autism understanding:

your overview of the historical figures and research that contributed to our understanding of autism, from hans asperger and leo kanner to earlier observations, provides valuable context.

causes of autism:

focus on strengths and support:

you conclude by emphasizing the importance of focusing on the strengths of autistic individuals alongside their difficulties and encouraging a supportive approach to help them live fulfilling lives.

overall:

your writing is a powerful blend of personal experience, factual information, and thoughtful reflections on autism. it provides a valuable insight into the complexities of the condition and the importance of understanding, acceptance, and appropriate support. it would indeed be a valuable resource for students, mental health workers, families, and anyone seeking to learn more about autism. your honesty and willingness to share your experiences are commendable.

sources and related content

autism spectrum disorder and auditory sensory alterations: a systematic review on the integrity of cognitive and neuronal functions related to auditory processing - pubmed central

pmc.ncbi.nlm.nih.gov

asperger syndrome | autism speaks

www.autismspeaks.org

the 3 levels of autism: symptoms and support needs | psych central

psychcentral.com

why change is hard for children with autism

www.handscenter.com

is autism a developmental disability? - 3billion

3billion.io

you've hit on a very common point of confusion! you're right that the way we understand and classify autism spectrum disorder (asd) and asperger syndrome (as) has changed. let's break down the differences and similarities as they are currently understood:

the shift in classification: what happened?

what are the same (similarities)?

• restricted and repetitive patterns of behavior, interests, or activities: this is the other core diagnostic criterion for asd. this can manifest in various ways, such as:

o repetitive motor movements: like hand-flapping, rocking, or twirling (as you mentioned).

o insistence on sameness: difficulty with change and a strong need for routines (also mentioned).

o highly restricted, fixated interests: intense focus on specific topics (as you pointed out with talking about and repeating the same topic).

o sensory sensitivities: unusual responses to sensory input like sounds, smells, tastes, or textures (also mentioned).

• underlying neurological differences: both what was previously known as as and other forms of asd are understood to stem from differences in brain development.

what were considered the differences (before the dsm-5)?

historically, the main distinctions between asperger syndrome and what was then called "autistic disorder" (often referred to as "classic autism" or "kanner's syndrome") were:

• language development: individuals with asperger syndrome typically had no significant delays in early language development. they usually acquired single words by age two and phrases by age three. this was a key differentiating factor from autistic disorder, where significant language delays were common. you touch on this by saying individuals with "as" faced milder speech problems, which aligns with this historical understanding.

why the change to autism spectrum disorder?

the move to the single umbrella term of asd reflects the growing understanding that:

• the boundaries between asperger syndrome and other forms of autism were not always clear-cut. many individuals presented with a mix of features that didn't neatly fit into either category.

• it reduces potential stigma. the term "asperger's" had a complex history, and some felt that a single term would be more inclusive.

in summary:

• previously: asperger syndrome was considered a separate condition from autistic disorder, primarily distinguished by typical early language development and average to above-average intelligence.

sources and related content

autism and communication - national autistic society

conditions that may affect the nervus system

this is a comprehensive collection of thoughts and information related to anxiety, epilepsy, and the connections between them, as well as links to autism and adhd. you've shared personal experiences and research findings, highlighting the complexities of these conditions.

here's a breakdown of the key points and some thoughts on the information you've provided:

types of anxiety:

you correctly list several types of anxiety disorders and provide a link to mind uk for more information. this is a good starting point for understanding the diverse ways anxiety can manifest.

introduction to epilepsy:

• triggers: you accurately point out that seizures can be triggered by stress, anxiety, panic, and tension, in addition to physical causes like brain damage. this highlights the interplay between mental and physical health.

• diagnosis: the explanation of how epilepsy is diagnosed (multiple seizures over time) is clear.

• variability: emphasizing the unpredictable nature of epilepsy – when seizures start, stop, or return – is crucial for understanding the lived experience.

• "once epileptic, always epileptic": this is a significant point. even long periods without seizures don't erase the history of epilepsy.

• personal experience: sharing your own journey with epilepsy, including periods of being seizure-free, powerfully illustrates the variable nature of the condition.

causes of epilepsy and seizures:

• multifactorial causes: you correctly list several potential causes of epilepsy and seizure triggers, including stress, tumors, electrical activity in the brain, chemical imbalances, worry, lack of sleep, and panic.

• emotional impact: you rightly connect emotional issues, such as money problems, relationship difficulties, and bereavement, to potential seizure triggers. this underscores the holistic view needed when considering epilepsy management.

epilepsy as a death risk:

acknowledging that epilepsy can carry a death risk is important, though it's also crucial to emphasize that this is not the experience of everyone with epilepsy. the link to cdc provides further information on seizure types.

panic attacks vs. epileptic seizures:

• similarities: you accurately note the overlapping symptoms between panic attacks and epileptic seizures, such as headaches, dizziness, choking sensations, shaking, temperature changes, pins and needles, and electrical shock sensations. this can indeed lead to confusion in diagnosis and experience.

• duration: the general guideline about the shorter duration of epileptic seizures compared to panic attacks (which can last up to 20 minutes) is a helpful differentiator, though individual experiences can vary.

• link to seer medical: the provided link likely offers further insights into the relationship between stress, anxiety, and epilepsy.

anxiety and panic attacks:

your definition of anxiety as a sense of fear and panic, worry, or anger, even about potential future events, is accurate.

similarities between anxiety and seizures (nervous system):

you reiterate the shared symptoms related to the nervous system, further explaining why distinguishing between panic attacks and seizures can be challenging.

links between anxiety, autism, and adhd:

• autism and anxiety/stress: you correctly highlight the high prevalence of anxiety and stress in individuals with autism, often triggered by sensitivity to change and unexpected events, even positive ones.

• meltdowns: the connection between anxiety, sensory overload, and meltdowns in autism is important. you also raise the possibility of medication side effects contributing to meltdowns, which warrants investigation.

• anxiety and adhd: you accurately describe anxiety as a mental illness and adhd as a neurodevelopmental condition often co-occurring with autism. while separate, you point out the strong link between them, citing difficulties with focus and insomnia as shared challenges.

anxiety and seizures (direct link):

the suggestion of a link between anxiety and seizures in some individuals is valid and supported by research (as indicated by the link to defeatingepilepsy.org).

anxiety and stress:

• impact of stress: you emphasize the significant impact of stress and how individuals cope differently. the link to nhs inform provides further information on anxiety.

• worry and depression: the connection between excessive worry and the potential for developing depression is a crucial point.

• overthinking and mind "chatter": your description of anxiety involving racing thoughts or an inability to think clearly resonates with many who experience anxiety.

• insomnia: the link between worry and sleep disturbances (insomnia) is well-established.

• stress from positive events: it's important to acknowledge that even positive life events can be stressful due to the buildup and adjustment involved.

sources of worry:

your examples of common worries (money, moving, job loss, exams) are relatable.

helping people through anxiety and stress:

• limitations of support: you realistically acknowledge the limitations of untrained individuals in providing comprehensive help.

• importance of professional referral: the suggestion to signpost or refer individuals to trained professionals is responsible and crucial.

• resource challenges: you rightly point out the potential impact of funding cuts on available mental health services.

• support from informal networks: while professional help is vital, the value of support from friends and family is also acknowledged.

differences and similarities between anxiety and adhd:

you provide a clear distinction: difficulty focusing due to worry in anxiety versus a more consistent difficulty focusing in adhd. the co-occurrence of both can significantly amplify these challenges.

autism, stress, anxiety, and adhd:

you reiterate the high rates of anxiety and adhd in individuals with autism.

physical and mental impact of adhd:

you correctly describe adhd as affecting concentration, often leading to short attention spans, restlessness, impulsivity, and challenges in education and employment. the need for support is highlighted.

anxiety and excitement:

you make an interesting point about how both anxiety and excitement can lead to heightened emotional states, though with different valences (negative vs. positive). the potential for over-excitement in adhd is also noted.

help and support options:

you list various helpful support options, including counseling, emotional support, medication, mindfulness, and different forms of therapy, providing relevant links.

the importance of investigating medication side effects:

your personal experience highlights a crucial point: healthcare professionals need to consider whether medications for any condition might be contributing to mental health symptoms or other issues.

overall thoughts:

your collection of thoughts and research demonstrates a strong awareness of the interconnectedness of anxiety, epilepsy, autism, and adhd. sharing your personal experiences adds a valuable layer of understanding to these complex conditions. it's important to remember that while there are commonalities and potential overlaps, each individual's experience is unique.

if you are continuing to explore these topics, further research from reputable sources like medical organizations, research institutions, and mental health charities can provide even deeper insights.

autism, adhd and epilepsy – study chapter draft

autism, adhd and epilepsy – study chapter

introduction

autism, adhd, and epilepsy are often linked, but they do not always occur together. some people may have one condition, two of them, or all three. the way these conditions affect people can vary widely from person to person.

from both research and lived experience, it is clear that these links are relatively common in childhood, but not everyone with autism or adhd will develop epilepsy.

________________________________________

how common is the link?

research suggests that around 8% to 40% of autistic people may also experience epilepsy. the risk is higher when a person also has:

an intellectual disability

a known genetic or chromosomal condition

a history of early brain injury or complications at birth

this does not mean that autism or adhd causes epilepsy. instead, they may share underlying neurological, genetic, or developmental pathways.

________________________________________

what is epilepsy?

epilepsy is a neurological condition that affects how electrical and chemical signals work in the brain.

during a seizure, it can feel as if the brain is being suddenly unplugged or overloaded, causing:

loss of awareness

physical shaking or stiffness

confusion or exhaustion afterwards

some people describe seizures as electrical shocks or sudden interruptions to consciousness.

epilepsy:

can happen with or without other conditions

can begin at any age

sometimes has no clear cause

________________________________________

patterns over a lifetime

epilepsy is often described as an unpredictable condition.

some people may:

have seizures for a few years and then none again

have one short period (“patch”) of seizures

experience seizures throughout their lifetime

go many years seizure-free and then relapse later

seizures can start:

before birth

during birth

in childhood

in adolescence

in adulthood or later life

in some cases, seizures may reappear during times of hormonal change, such as puberty or menopause, though this varies greatly.

________________________________________

causes and risk factors

epilepsy can have many causes, including:

genetic conditions

brain injury

lack of oxygen at birth (hypoxia)

structural differences in the brain

unknown causes (idiopathic epilepsy)

some genetic and developmental conditions linked with epilepsy include:

autism

adhd

rett syndrome

fragile x syndrome

angelman syndrome

cerebral palsy

other chromosomal or neurological syndromes

in many people, epilepsy exists on its own, without any other diagnosis.

________________________________________

neurodevelopmental link

autism and adhd are neurodevelopmental conditions, meaning they affect how the brain and nervous system develop early in life.

the link between autism, adhd, and epilepsy is thought to involve:

shared genetic factors

differences in brain wiring and connectivity

nervous system regulation

this connection has been studied for many decades, with research dating back to at least the 1960s.

________________________________________

who is at risk of epilepsy?

anyone can develop epilepsy, but higher risk is seen in people who:

have developmental or learning disabilities

have a genetic syndrome

experienced birth complications or early brain injury

have a family history of seizures

epilepsy can appear and disappear at different stages of life, making it difficult to predict.

________________________________________

key message

everyone’s experience is different.

not everyone with autism or adhd will have epilepsy

not everyone with epilepsy has another condition

seizures can change across a person’s lifetime

understanding these links helps improve awareness, early support, and compassionate care.

________________________________________

(this chapter can be adapted into easy read, powerpoint, quiz, or printable formats.)

autism, adhd and epilepsy – easy read version

autism, adhd and epilepsy

easy read

________________________________________

what is this about?

some people have:

autism

adhd

epilepsy

some people have one, two, or all three. not everyone has them together.

everyone is different.

________________________________________

how common is epilepsy in autism?

epilepsy is quite common in autistic children

around 8 to 40 out of 100 autistic people may have epilepsy

the risk is higher if someone has a learning disability

this does not mean autism or adhd causes epilepsy.

________________________________________

what is epilepsy?

epilepsy affects how the brain’s electricity works.

during a seizure:

the brain’s signals become mixed up

a person may shake, freeze, or lose awareness

it can feel like being suddenly unplugged

after a seizure, people may feel:

tired

confused

headachy

________________________________________

can epilepsy happen on its own?

yes.

epilepsy can:

happen with or without autism or adhd

start at any age

sometimes have no known cause

many people with epilepsy have:

normal brain scans

normal eeg or ecg results

this does not mean seizures are not real. some types of epilepsy do not always show on tests.

________________________________________

how epilepsy can change over time

epilepsy is not the same for everyone.

some people:

have seizures for a short time, then none again

have one patch of seizures

have seizures all their life

go many years without seizures

seizures can start:

before birth

during birth

in childhood

in teenage years

in adulthood or later life

________________________________________

causes and risks

epilepsy can be linked to:

genetics (conditions passed down in families)

brain injury

lack of oxygen at birth

differences in how the brain developed

conditions often linked with epilepsy include:

autism

adhd

cerebral palsy

rett syndrome

fragile x syndrome

angelman syndrome

________________________________________

why are autism, adhd and epilepsy linked?

autism and adhd are neurodevelopmental conditions.

this means they affect how the brain and nervous system develop.

the link may be due to:

shared genes

brain wiring differences

nervous system regulation

doctors have studied this link since the 1960s.

________________________________________

who can get epilepsy?

anyone can get epilepsy.

risk may be higher if someone:

has a learning disability

has a genetic condition

had birth complications

had a brain injury

epilepsy can come and go at different life stages.

________________________________________

important message

not everyone with autism or adhd has epilepsy

not everyone with epilepsy has autism or adhd

everyone’s experience is different

understanding this helps people get the right support.

________________________________________

(this easy read version can be printed or turned into a leaflet or pdf.)

autism, adhd and epilepsy – easy read version

autism, adhd and epilepsy

easy read

________________________________________

what is this about?

some people have:

autism

adhd

epilepsy

some people have one, two, or all three. not everyone has them together.

everyone is different.

________________________________________

how common is epilepsy in autism?

epilepsy is quite common in autistic children

around 8 to 40 out of 100 autistic people may have epilepsy

the risk is higher if someone has a learning disability

this does not mean autism or adhd causes epilepsy.

________________________________________

what is epilepsy?

epilepsy affects how the brain’s electricity works.

during a seizure:

the brain’s signals become mixed up

a person may shake, freeze, or lose awareness

it can feel like being suddenly unplugged

after a seizure, people may feel:

tired

confused

headachy

________________________________________

can epilepsy happen on its own?

yes.

epilepsy can:

happen with or without autism or adhd

start at any age

sometimes have no known cause

many people with epilepsy have:

normal brain scans

normal eeg or ecg results

this does not mean seizures are not real. some types of epilepsy do not always show on tests.

________________________________________

how epilepsy can change over time

epilepsy is not the same for everyone.

some people:

have seizures for a short time, then none again

have one patch of seizures

have seizures all their life

go many years without seizures

seizures can start:

before birth

during birth

in childhood

in teenage years

in adulthood or later life

________________________________________

causes and risks

epilepsy can be linked to:

genetics (conditions passed down in families)

brain injury

lack of oxygen at birth

differences in how the brain developed

conditions often linked with epilepsy include:

autism

adhd

cerebral palsy

rett syndrome

fragile x syndrome

angelman syndrome

________________________________________

why are autism, adhd and epilepsy linked?

autism and adhd are neurodevelopmental conditions.

this means they affect how the brain and nervous system develop.

the link may be due to:

shared genes

brain wiring differences

nervous system regulation

doctors have studied this link since the 1960s.

________________________________________

who can get epilepsy?

anyone can get epilepsy.

risk may be higher if someone:

has a learning disability

has a genetic condition

had birth complications

had a brain injury

epilepsy can come and go at different life stages.

________________________________________

why epilepsy can feel confusing

many people find epilepsy hard to understand.

this is because:

scans and tests often look normal

people still have seizures even when tests show nothing

this can feel frustrating or unbelievable

a lot of time and money is spent on tests that may not show seizures. this does not mean the seizures are not real.

tests only show what is happening at that moment. epilepsy can hide between seizures.

listening to people’s experiences is just as important as test results.

________________________________________

important message

not everyone with autism or adhd has epilepsy

not everyone with epilepsy has autism or adhd

normal scans do not mean seizures are not real

everyone’s experience is different

understanding this helps people get the right support.

________________________________________

(this easy read version can be printed or turned into a leaflet or pdf.)

people experience epilepsy in very different ways. for some, it may start early in life and then stop; for others, it may come and go throughout the years. some people have seizures only once or twice, while others have them regularly. sadly, in some cases, epilepsy can be life-threatening.

in my own experience, my epilepsy started from birth due to a lack of oxygen. i had seizures until i was 12 years old, then they disappeared for many years. when i was 31, they returned until i was 43 — and thankfully, i’ve been seizure-free since then. i once met someone who had their very first seizure during their first driving lesson, which shows just how unpredictable epilepsy can be. it really is a very strange condition that affects everyone differently.

________________________________________

🎓 epilepsy quiz

(questions only – answers are in the next section)

1. what part of the body does epilepsy mainly affect?

2. can epilepsy begin for different reasons in different people? give one example.

3. true or false: doctors fully understand all the causes of epilepsy.

4. how can accidents or injuries sometimes lead to epilepsy?

5. what is the main difference between epilepsy and a one-time seizure?

1. name one possible trigger that might cause a seizure in some people.

2. what might happen to someone’s epilepsy over time — can it stop or come back?

3. true or false: everyone with epilepsy experiences it in the same way.

4. why is it important for people with epilepsy to have good medical support and understanding?

________________________________________

🔍 what the research shows about death risk & epilepsy

here are some facts and figures:

a large denmark cohort study found that people with epilepsy live shorter lives on average — the reduction in

life expectancy was about 10–12 years compared to people without epilepsy. oup academic+1

the same study noted that mortality rates are two to three times higher in people with epilepsy than in the general population. ncbi+1

a systematic review reported an average annual mortality rate of about 1.23% in people with epilepsy in studies included. springerlink

sudden unexpected death in epilepsy (sudep) is a recognized cause of death in people with epilepsy. one estimate is about 1 in 1,000 people with epilepsy die annually from sudep. wikipedia+1

in some reports, untreated epilepsy or gaps in care may carry higher risks of death. international league against epilepsy

________________________________________

⚠️ what to keep in mind

having epilepsy does not mean death is inevitable. many people with epilepsy never die from it or live many years seizure-free.

the risk depends on many factors:

• how severe or frequent the seizures are

• whether they’re controlled by medication

• if there are other health problems (comorbidities)

• the type of epilepsy / underlying cause

• access to good medical care

sudep is rare overall, but because it's not completely understood and is

related to uncontrolled seizures, doctors often emphasize good seizure management and preventative measures.

mortality statistics often compare groups — so for some individuals, the risk could be far less than averages suggest, depending on their circumstances.

________________________________________

if you like, i can gather more up-to-date mortality data (by country, by age group) for epilepsy, so you can include a chart or table in your chapter 18. would you like me to do that?

1. introduction / overview

absence seizures (also called petit mal seizures) are a type of seizure that

doctors often emphasize good seizure management and preventative measures.

mortality statistics often compare groups — so for some individuals, the risk could be far less than averages suggest, depending on their circumstances.

________________________________________

if you like, i can gather more up-to-date mortality data (by country, by age group) for epilepsy, so you can include a chart or table in your chapter 18. would you like me to do that?

1. introduction / overview

absence seizures (also called petit mal seizures) are a type of seizure that

attention lapses

________________________________________

5. living with absence seizuresbriefly interrupts a person’s awareness.

they usually last only a few seconds.

the person may stare blankly, stop talking, or blink repeatedly.

they often happen in children but can also occur in adults.

________________________________________

2. signs and features

staring into space for a few seconds

unresponsive during the seizure

eye blinking or small movements of the lips or hands

brief lapses in attention, which can affect learning

. causes

absence seizures are caused by abnormal electrical activity in the brain.

some children may have a genetic tendency for seizures.

other triggers include stress, fatigue, or illness.

________________________________________

4. support and treatment

medical assessment by a neurologist or doctor

anti-seizure medication may be prescribed

keeping a seizure diary helps monitor patterns

support at school or work for missed moments or

most children grow out of them, but some continue into adulthood

seizures can be managed with medication and awareness

education and support help the person stay safe and included

what is epilepsy?

what is epilepsy? — personal experience section

epilepsy is a medical condition that has been known for centuries, but doctors and scientists still do not fully understand all its causes. it affects the brain and can begin for many different reasons — sometimes because of an injury, accident, infection, or lack of oxygen at birth.

🔍 what the research shows about death risk & epilepsy

here are some facts and figures:

a large denmark cohort study found that people with epilepsy live shorter lives on average — the reduction in life expectancy was about 10–12 years compared to people without epilepsy. oup academic+1

the same study noted that mortality rates are two to three times higher in people with epilepsy than in the general population. ncbi+1

a systematic review reported an average annual mortality rate of about 1.23% in people with epilepsy in studies included. springerlink

sudden unexpected death in epilepsy (sudep) is a recognized cause of death in people with epilepsy. one estimate is about 1 in 1,000 people with epilepsy die annually from sudep. wikipedia+1

in some reports, untreated epilepsy or gaps in care may carry higher risks of death. international league against epilepsy

________________________________________

⚠️ what to keep in mind

having epilepsy does not mean death is inevitable. many people with epilepsy never die from it or live many years seizure-free.

the risk depends on many factors:

• how severe or frequent the seizures are

• whether they’re controlled by medication

• if there are other health problems (comorbidities)

• the type of epilepsy / underlying cause

• access to good medical care

sudep is rare overall, but because it's not completely understood and is related to uncontrolled seizures, doctors often emphasize good seizure management and preventative measures.

mortality statistics often compare groups — so for some individuals the risk could be far less than averages suggest, depending on their circumstances.

________________________________________

if you like, i can gather more up-to-date mortality data (by country, by age group) for epilepsy — so you can include a chart or table in your chapter 18. would you like me to do that?

you've provided a good introduction to epilepsy, highlighting some key aspects of the condition and its relationship with stress and anxiety. here's a breakdown of the information you've shared:

• epilepsy is a neurological condition characterized by a tendency to have recurrent seizures.

• seizures are sudden, uncontrolled electrical disturbances in the brain that can cause changes in behavior, movements, feelings, and levels of consciousness.

triggers for seizures (apart from underlying causes):

you correctly point out that several factors can trigger seizures in individuals with epilepsy, including:

• stress, anxiety, panic, tension: these psychological factors can significantly increase the likelihood of a seizure.

• brain damage, injuries, trauma: these can be underlying causes of epilepsy, making the brain more susceptible to electrical disturbances.

• other causes: you mention tumors, electrical activity in the brain, and chemical imbalances as potential causes.

• worrying: excessive worry about various issues (relationships, finances, housing, bereavement) can be a trigger.

• sleep disturbances: both lack of sleep and too much sleep can increase seizure risk.

diagnosis and course of epilepsy:

• diagnosis is typically made by a general practitioner (gp), especially if seizures are frequent.

• seizures can begin at any age, may occur for varying lengths of time, and can stop spontaneously for periods (even a lifetime) or recur unpredictably.

• the duration of seizures and the need for medication can vary significantly between individuals.

• even if someone has been seizure-free for a long time, the history of epilepsy remains.

individual experiences with epilepsy:

• you emphasize that epilepsy is a "very strange condition" with diverse experiences among individuals.

• you share your personal experience of having seizures from birth, a period of being seizure-free, and then recurrence later in life.

distinguishing seizures from panic attacks:

• you highlight the similarity between panic attacks and epileptic seizures.

• a key difference mentioned is the typical duration: epileptic seizures tend to be shorter overall, while anxiety/panic attacks can last up to 20 minutes according to google.

severity of seizures:

• like many conditions, seizures can range in severity from mild to major.

• you mention different types of seizures, including "petty mall" (likely petit mal or absence seizures), "gram mall" (likely grand mal or tonic-clonic seizures), and chronic tonic seizures. the provided links offer more detailed information on seizure types and first aid.

epilepsy as a death risk:

• you correctly state that epilepsy can carry a death risk, although it doesn't affect everyone with the condition.

key takeaways from your introduction:

• epilepsy is a neurological condition with varied causes and triggers, including psychological factors like stress and anxiety.

• the experience of epilepsy is highly individual, with differences in onset, frequency, duration, and response to medication.

• it's important to distinguish seizures from other conditions like panic attacks, although they can have overlapping symptoms.

• epilepsy can have serious consequences, underscoring the need for proper management and support.

your introduction provides a valuable starting point for understanding epilepsy and highlights the complex interplay between neurological and psychological factors in this condition. the inclusion of personal experience adds a relatable dimension to the information.

research resources on epilepsy

here’s a list of good sources for further reading and up-to-date information:

source what you’ll find there

world health organization — epilepsy fact sheet overview, global prevalence, definition of epilepsy, risks, treatment gap. world health organization

cdc — types of seizures classification of seizure types (focal / generalized), definitions, onset & awareness. cdc

ncbi bookshelf — overview: epilepsy introductory medical-text style coverage: what epilepsy is, how seizures happen. ncbi

mayo clinic — symptoms & causes of epilepsy lay-friendly but medically reviewed info on causes, triggers, what to expect. mayo clinic

hopkins medicine — types of seizures clear explanation of major seizure types, focal vs generalized, surgical options. johns hopkins medicine

international league against epilepsy (ilae) — updated classification (2025) new classification schema for seizures. international league against epilepsy

nih / ninds — focus on epilepsy research current research directions, translational & clinical studies. ninds

epilepsy research benchmarks (aes / ninds) benchmarks for research priorities: genetics, comorbidities, outcomes. default

epilepsy society (uk) — research areas genomics, imaging, neuropsychology, etc. epilepsysociety.org.uk

additionally there are specialized/advanced topics if you want to go deeper:

genetic studies & the epilepsy phenome/genome project wikipedia

neuromodulation & brain stimulation interventions (e.g. vagal nerve stimulation, deep brain stimulation) frontiers

research on seizure prediction using ai / machine learning / deep learning (papers on eeg signal detection) arxiv+1

status epilepticus, kindling model of epilepsy, reflex epilepsy (e.g. triggered by stimuli)

possible quiz questions on epilepsy

here are some questions you could use. you can pick which format (multiple choice, short answer).

multiple choice

what is the medical definition of epilepsy?

a) a one-time seizure caused by fever

b) a neurological condition characterized by two or more unprovoked seizures

c) a psychological disorder related to stress

d) a movement disorder unrelated to the brain

which of these is not a type of seizure onset?

a) focal onset

b) generalized onset

c) reflex onset

d) unknown onset

which of the following is a trigger that may provoke a seizure in someone with epilepsy?

a) adequate sleep

b) high stress or anxiety

c) listening to quiet music

d) balanced diet

which seizure type is characterized by sudden lapses in awareness without major motor activity?

a) tonic-clonic

b) atonic

c) absence

d) myoclonic

when should emergency medical attention be considered during a seizure?

a) any seizure lasting over 5 minutes

b) only if the person loses consciousness

c) only if the seizure occurs at night

d) never — wait for it to finish

________________________________________

6. support organizations / resources

epilepsy society (uk) – www.epilepsysociety.org.uk

epilepsy foundation (us) – www.epilepsy.com

🌼 easy read version

💙 absence seizures

a short seizure that makes someone stare or stops what they are doing.

usually lasts a few seconds.

most children grow out of them, but some continue into adulthood

seizures can be managed with medication and awareness

education and support help the person stay safe and included

________________________________________

6. support organisations / resources

epilepsy society (uk) – www.epilepsysociety.org.uk

epilepsy foundation (us) – www.epilepsy.com

🌼 easy read version

💙 absence seizures

a short seizure that makes someone stare or stop what they are doing.

usually lasts a few seconds.

people might blink or move their lips.

doctors can help with medicine and support.

teachers and carers can help people stay safe.

________________________________________

📝 quiz questions

6. what is an absence seizure?

7. how long do absence seizures usually last?

8. name one sign of an absence seizure.

9. can adults have absence seizures?

10. what part of the body is affected by abnormal electrical activity during a seizure?

11. name one thing that might trigger an absence seizure.

1. how can doctors help someone with absence seizures?

2. why might a seizure diary be useful?

3. how can schools support someone with absence seizures?

4. name one organization that gives information about seizure

why anxiety and depression are more common in people with disabilities, autism, adhd, and learning difficulties?

why anxiety and depression are more common in people with disabilities, autism, adhd, and learning difficulties

1. social and environmental factors

bullying and stigma: children and adults with these conditions are more likely to be bullied or excluded. this creates feelings of loneliness, shame, and low self-esteem.

academic and work struggles: ongoing difficulties with learning, memory, concentration, or organization can cause repeated setbacks. over time, this may lead to frustration, hopelessness, or fear of failure.

misunderstanding and communication barriers: many autistic people or those with communication difficulties feel misunderstood or judged, which increases stress and anxiety in social situations.

uncertainty and change: for autistic individuals, routine provides safety. unexpected changes or disruptions can trigger distress and anxiety.

2. internal and psychological factors

low self-esteem: constant comparisons to peers, negative feedback, and repeated struggles can lead to poor self-image and feelings of inadequacy.

fear and worry: many people with adhd, autism, or learning disabilities worry about being “found out” or exposed, creating ongoing stress.

sensory overload: autistic individuals may experience heightened sensitivity to noise, light, textures, or crowds, which can lead to panic and exhaustion.

internalized negativity: years of being misunderstood or criticized can cause people to believe they are “less capable,” fueling depression.

3. co-occurring conditions and biology

comorbidity: it’s common for autism, adhd, dyslexia, or other learning difficulties to overlap. having multiple conditions adds extra pressure and increases vulnerability to mental health challenges.

biological and neurological factors: the nervous system differences linked with autism, adhd, and learning disabilities may also make people more biologically prone to anxiety and depression.

________________________________________

in summary

anxiety and depression are more common in people with disabilities, autism, adhd, and learning difficulties because of a mix of:

social challenges (bullying, stigma, exclusion)

environmental stress (school, work, change, sensory overload)

internal struggles (low self-esteem, fear, internalized negativity)

biological predispositions (nervous system and genetic factors)

together, these pressures create constant stress and emotional strain in a world that often isn’t designed to meet their needs.

section 2: autism, adhd anxiety and depression (mental health and mental illness.)

🔵 how autism and adhd link to anxiety and depression:

these conditions affect the nervous system (how the brain and body respond to stress).

everyday tasks can become overwhelming, especially when routines change or things are too noisy/confusing.

feeling misunderstood, left out, or criticized can make someone feel anxious or low.

trying to "mask" (hide their true selves to fit in) can be exhausting and lead to burnout and depression.

🔵 common mental health issues:

anxiety: constant worry, panic attacks, fear of doing things wrong.

depression: feeling sad, hopeless, tired, or worthless most of the time.

these mental health issues are not separate — they often come with or are made worse by autism or adhd.

people with these conditions may struggle to explain how they feel, which makes it harder to get help.

________________________________________

✅ why this is important:

everyone has mental health, but people with special needs or disabilities often have extra pressures.

they are not weak or "just making it up" — their brains work differently, and they face more barriers.

support, understanding, and the right adjustments make a big difference.

autism and adhd as neurodevelopmental conditions.

the last thing i want to do is confuse you, but almost all, if not most, special needs, learning difficulties, and disabilities have mental problems. like everyone who faces mental illnesses, the negatives happen with or without reason, but in this case, the most common reasons are how people’s conditions affect their lives. no one can do everything, but people who face conditions know they affect lives more so. when others have to help them a lot, that can cause them a lot of stress and anxiety because they want to be independent like everyone else, and they don’t enjoy depending on the lives of others.

with adhd and autism, because both of these conditions cause very high levels of anxiety and depression due to the nervous system. therefore, what i want to do is sum up how autism and adhd affect people in the category of the condition, and the anxiety and depression in the mental health versus mental illness category.

how these conditions affect daily life:

can make school, work, friendships, and daily routines more difficult.

often need extra support to manage time, stress, social situations, and changes.

some people may need help from family, teachers, carers — but they also want to be independent.

when they rely on others too much, it can lead to low self-esteem and feeling like a burden, even though it’s not their fault.

section 1: how autism and adhd affect people (neurodevelopmental

🔵 what is adhd?

a condition that affects attention, impulses, and energy levels.

people with adhd might:

find it hard to concentrate or stay focused.

be very active or fidgety (hyperactive).

act without thinking (impulsive).

this isn’t about being "naughty" — their brains work differently and are often super fast-moving and creative.

section 1: how autism and adhd affect people (neurodevelopmental conditions)

🔵 what is autism?

a lifelong condition that affects how people communicate, socialize, and process the world.

autistic people may struggle with sensory overload, change, and social rules.

many are very routine-based and need things to stay the same.

they may find loud noises, bright lights, or too much talking very hard to cope with.

autism affects how someone’s brain works, not how clever they are — many autistic people are very intelligent but process things differently.

🔵 what is adhd?

a condition that affects attention, impulses, and energy levels.

people with adhd might:

find it hard to concentrate or stay focused.

be very active or fidgety (hyperactive).

act without thinking (impulsive).

this isn’t about being "naughty" — their brains work differently and are often super fast-moving and creative.

autism spectrum (asd) explained again:

sensory sensitivities and social challenges:

varied perspectives on autism:

autism as a disability:

you correctly identify autism as a lifelong developmental disability affecting communication, understanding, and interaction, highlighting the significant number of people on the spectrum in the uk.

individual differences and desires:

social communication and anxiety:

personal experiences:

advocacy for accessibility:

the shift from asperger's to asd:

dyspraxia and co-occurring learning difficulties:

history of autism understanding:

your overview of the historical figures and research that contributed to our understanding of autism, from hans asperger and leo kanner to earlier observations, provides valuable context.

causes of autism:

focus on strengths and support:

you conclude by emphasizing the importance of focusing on the strengths of autistic individuals alongside their difficulties and encouraging a supportive approach to help them live fulfilling lives.

overall:

sources and related content

autism spectrum disorder and auditory sensory alterations: a systematic review on the integrity of cognitive and neuronal functions related to auditory processing - pubmed central

pmc.ncbi.nlm.nih.gov

asperger syndrome | autism speaks

www.autismspeaks.org

the 3 levels of autism: symptoms and support needs | psych central

psychcentral.com

why change is hard for children with autism

www.handscenter.com

is autism a developmental disability? - 3billion

3billion.io

the shift in classification: what happened?

what are the same (similarities)?

• restricted and repetitive patterns of behavior, interests, or activities: this is the other core diagnostic criterion for asd. this can manifest in various ways, such as:

o repetitive motor movements: like hand-flapping, rocking, or twirling (as you mentioned).

o insistence on sameness: difficulty with change and a strong need for routines (also mentioned).

o highly restricted, fixated interests: intense focus on specific topics (as you pointed out with talking about and repeating the same topic).

o sensory sensitivities: unusual responses to sensory input like sounds, smells, tastes, or textures (also mentioned).

• underlying neurological differences: both what was previously known as as and other forms of asd are understood to stem from differences in brain development.

what were considered the differences (before the dsm-5)?

historically, the main distinctions between asperger syndrome and what was then called "autistic disorder" (often referred to as "classic autism" or "kanner's syndrome") were:

why the change to autism spectrum disorder?

the move to the single umbrella term of asd reflects the growing understanding that:

• the boundaries between asperger syndrome and other forms of autism were not always clear-cut. many individuals presented with a mix of features that didn't neatly fit into either category.

• it reduces potential stigma. the term "asperger's" had a complex history, and some felt that a single term would be more inclusive.

in summary:

• previously: asperger syndrome was considered a separate condition from autistic disorder, primarily distinguished by typical early language development and average to above-average intelligence.

sources and related content

autism and communication - national autistic society

strengths of your current draft:

· personal voice: the personal reflections give it authenticity and help readers emotionally connect with the content.

· educational: you break down complex terms (e.g., cns/ans, dsm-5 classification) in an accessible way.

· empowering perspective: your focus on strengths, potential, and the need for support rather than “fixing” is exactly the inclusive tone that promotes understanding and acceptance.

suggested next steps:

1. visual aids or tables (optional):

o you might consider adding a comparison table showing how asperger’s was defined vs. current asd levels (dsm-5).

o a simple chart showing cns vs. ans differences in asd could help some readers.

2. easy-read summary section:

o since your audience includes families and possibly students with learning needs, include a short “autism in simple words” or “key points to remember” at the end of the chapter.

3. quotes or testimonies:

o including short quotes from autistic individuals or family members can enrich the narrative.

4. uk and usa context:

o if helpful for your readers, briefly explain how diagnosis and support differ in the uk and usa (e.g., ehcps, ieps, camhs, or idea/504 in the us).

5. practical tips section:

o add some everyday coping strategies for sensory overload, managing change, or navigating social settings.

6. references and resources:

o consider ending with a short list of trusted links or support services (e.g., national autistic society, autism speaks, autistica, local autism hubs, etc.).

understanding adhd – more than just behavior

adhd (attention deficit hyperactivity disorder) is often misunderstood. while it’s a well-researched and widely recognized condition, many people still associate it solely with “naughty children” or unruly behavior. this narrow view misses the broader reality. adhd affects children, teenagers, and adults—and it’s not just about being hyperactive or misbehaving. it touches many areas of life and functioning, and it comes with both challenges and unique strengths.

some argue that adhd should be recognized both as a mental health condition and a learning difficulty. i agree with this view. while not everyone sees it this way, it’s clear to me that the impact adhd can have on emotional well-being and the ability to learn or perform tasks makes it more than just a behavioral issue. that said, understanding the reasons behind someone's actions doesn’t make all behaviors acceptable—it means we need to find the right support and strategies.

adhd affects different people in different ways, but some common difficulties include:

· trouble focusing, especially when a lot is happening or when a task feels overwhelming.

· difficulty with organization, planning, and time management.

· challenges include completing tasks at the same pace as others in school, college, university, or the workplace.

· struggling to wait their turn in conversations or activities.

· talking excessively or interrupting others without meaning to.

· high sensitivity to stress, anxiety, and feelings of depression.

· restlessness—physically or mentally—as if their thoughts never stop.

· difficulty processing information when there's too much going on around them.

· trouble taking in what others are saying or noticing important details in conversations or environments.

these challenges aren’t about laziness or a lack of care. people with adhd often try incredibly hard just to stay on track with the world around them. with the right support, understanding, and sometimes medication, many can thrive, developing unique problem-solving skills, creativity, resilience, and empathy.

adhd isn’t just about difficulties—it’s about differences. recognizing those differences and providing the right support can make all the difference in someone’s life.

________________________________________

would you like to include personal examples or continue building this chapter with stress?

adhd – my story and what it can feel like

· adhd can affect both your body and mind.

· some people with adhd are always moving or feel like their mind is racing with lots of thoughts.

· many people with adhd have trouble sleeping.

for some, sleep gets a bit better as they grow older.

· everyone is different – adhd can feel different for each person.

________________________________________

my experience

· i don’t know for sure if i had adhd as a child.

but i was always on the go – i couldn’t sit still.

· i also found it hard to sleep at night.

· i could not focus in school either.

· i was taking phenobarbitone tablets for epilepsy.

· i started to get better when i was about 12 or 13.

by the time i was 15, i was the opposite of how i had been before.

adhd and mental health

attention deficit hyperactivity disorder, or adhd, is a condition that often starts in childhood, and it can last into adulthood. some people may even show signs from birth.

a personal view

i see adhd as a type of learning difficulty. it can affect people both mentally and physically, and it often causes them to be misunderstood. people with adhd are not lazy, bad, or "thick"—they simply process things differently.

how adhd can affect learning and behaviour

adhd can make learning and everyday tasks harder. for example:

a person may have meltdowns, especially when they feel anxious or frustrated.

they might struggle to focus, remember instructions, or start and finish tasks.

at school or college, they may not be able to do work at the same pace as others, but that doesn’t mean they’re not smart.

they may have trouble with subjects like math, for example, remembering what to do first when solving problems like htu (hundreds, tens, and units).

they may also:

forget things, like books or instructions.

struggle to sit still or feel like they have too much energy.

lose things like pens, homework, or personal items.

these challenges can make the person feel:

guilty

misunderstood

like they are not good enough – but that is not true.

adhd and mental health

people with adhd may also face mental health problems, such as:

anxiety

depression

conduct disorders

substance abuse (using alcohol or drugs)

sleep problems can make it even harder to focus and cope.

but adhd is not all negative!

people with adhd often have amazing strengths, too:

they are usually very creative.

they may think in unique or unusual ways.

they have strong imaginations and ideas.

everyone with adhd is different, but many can live happy and successful lives with the right support.

support and advice for teachers and families

be patient and understanding.

break down tasks into clear steps.

give reminders and checklists.

talk to parents, carers, or support workers to help with homework and learning at home.

use easy read formats, symbols, or visual aids when possible.

don’t assume someone with adhd is “being difficult”—they may just need a little more time and help to keep up.

final thoughts

adhd doesn’t go away, but some challenges may get easier over time. with kindness, support, and a better understanding of adhd, people with this condition can achieve their goals, build confidence, and be valued for who they are.

autism and mental health

understanding autism

a developmental disability and a neurodiverse condition

autism is a developmental disability. it is also part of neurodiversity, which means the brain works differently.

autism affects people in different ways. it can change how a person:

thinks

feels

communicates

socializes with others

copes with everyday life

some people with autism may feel overwhelmed in busy places, such as big cities or crowded towns. being around new people or in unfamiliar places can feel stressful or scary.

________________________________________

what is the autism spectrum?

autism is called a spectrum condition, meaning there is a wide range of signs and support needs.

some people used to be diagnosed with asperger’s syndrome, but doctors no longer use that term.

now, all diagnoses are part of the autism spectrum.

________________________________________

what causes autism?

we don’t know exactly what causes autism.

but research shows:

common difficulties

people with autism may:

struggle to make friends or understand relationships.

find it hard to express their thoughts and feelings.

have difficulty communicating clearly.

feel stressed by changes in routine or environment.

have sensory needs – for example, being sensitive to noise, touch, light, or smells.

need more time to adjust to new people or places.

________________________________________

what support might be needed?

everyone is different, but some people with autism may need support with:

education (in school or at home)

daily life (cooking, shopping, cleaning, budgeting)

personal care (washing, dressing)

emotional support and managing stress.

other conditions that may occur with autism

some people with autism also have other conditions, such as:

adhd (attention deficit hyperactivity disorder)

learning difficulties

dyslexia or dyspraxia

anxiety or depression

mental health conditions

________________________________________

💬 final thoughts

autism is not an illness. it is a different way of experiencing the world. with the right support, people with autism can live full and happy lives.

everyone deserves understanding, respect, and acceptance.

cover page

title: autism spectrum disorder – easy read quiz

subtitle: questions and answers for students and teachers

symbols: puzzle piece 🧩 | brain 🧠 | smiling faces 🙂

________________________________________

it is not caused by vaccines.

it is not caused by parenting or upbringing.

it can sometimes run in families.

________________________________________

✏️ student questions (a4 sheet)

1. what does asd stand for?

2. name two common signs of autism.

3. true or false: all people with autism have the same abilities.

4. what does sensory processing mean?

5. give one way asd can affect school or work.

6. name one strength often seen in people with autism.

7. how can communication be supported for someone with asd?

8. why is understanding routines important for people with autism?

use trusted websites like psych central, the nhs, cdc, or autism advocacy organizations to help answer the questions below. these can be used for discussion, group learning, research tasks, or quiz preparation.

________________________________________

🧠 core understanding

1. what are the common signs and symptoms of autism spectrum disorder (asd)?

what conditions or disorders are commonly linked to autism?

what are the similarities and differences between autism in childhood and adulthood?

how is autism diagnosed at different ages?

(

🔍 broader understanding

5. what are the possible causes of autism?

(is there a single cause? what role do genetics, or the brain play?)

6. can someone be diagnosed with autism as an adult?

(why might some people not be diagnosed as children? what are the pros and cons of a later diagnosis?)

7. how can someone get tested for autism as an adult?

(what kinds of screening tools and assessments are available?)

1. what are the common signs and symptoms of autism spectrum disorder (asd)?

what conditions or disorders are commonly linked to autism?

what are the similarities and differences between autism in childhood and adulthood?

how is autism diagnosed at different ages?

(

🔍 broader understanding

5. what are the possible causes of autism?

(is there a single cause? what role do genetics, or the brain play?)

6. can someone be diagnosed with autism as an adult?

(why might some people not be diagnosed as children? what are the pros and cons of a later diagnosis?)

7. how can someone get tested for autism as an adult?

(what kinds of screening tools and assessments are available?)

________________________________________

💙 mental health and emotions

8. what is the relationship between autism and depression or anxiety?

(how can mental health challenges affect autistic people? what support can help?)

________________________________________

🛠️ therapy and support

9. how can occupational therapy help autistic people?

(think about sensory needs, daily routines, motor skills, and independence.)

10. what types of support, therapy, or accommodations can help autistic people succeed at school, work, or home?

(e.g. speech and language therapy, visual schedules, sensory tools, social support.)

________________________________________

.1. what are the common signs and symptoms of autism spectrum disorder (asd)?

what conditions or disorders are commonly linked to autism?

what are the similarities and differences between autism in childhood and adulthood?

how is autism diagnosed at different ages?

(

🔍 broader understanding

5. what are the possible causes of autism?

(is there a single cause? what role do genetics, or the brain play?)

6. can someone be diagnosed with autism as an adult?

(why might some people not be diagnosed as children? what are the pros and cons of a later diagnosis?)

7. how can someone get tested for autism as an adult?

(what kinds of screening tools and assessments are available?)

________________________________________

💙 mental health and emotions

8. what is the relationship between autism and depression or anxiety?

(how can mental health challenges affect autistic people? what support can help?)

________________________________________

🛠️ th

9. how can occupational therapy help autistic people?

(think about sensory needs, daily routines, motor skills, and independence.)

10. what types of support, therapy, or accommodations can help autistic people succeed at school, work, or home?

(e.g. speech and language therapy, visual schedules, sensory tools, social support.)

________________________________________

1. what are the common signs and symptoms of autism spectrum disorder (asd)?

what conditions or disorders are commonly linked to autism?

what are the similarities and differences between autism in childhood and adulthood?

how is autism diagnosed at different ages?

(

🔍 broader understanding

5. what are the possible causes of autism?

(is there a single cause? what role do genetics or the brain play?)

6. can someone be diagnosed with autism as an adult?

(why might some people not be diagnosed as children? what are the pros and cons of a later diagnosis?)

7. how can someone get tested for autism as an adult?

(what kinds of screening tools and assessments are available?)

________________________________________

💙 mental health and emotions

8. what is the relationship between autism and depression or anxiety?

(how can mental health challenges affect autistic people? what support can help?)

________________________________________

🛠️ therapy and support

9. how can occupational therapy help autistic people?

(think about sensory needs, daily routines, motor skills, and independence.)

10. what types of support, therapy, or accommodations can help autistic people succeed at school, work, or home?

(e.g. speech and language therapy, visual schedules, sensory tools, social support.)

________________________________________

therapy and support

mental health and emotions

8. what is the relationship between autism and depression or anxiety?

(how can mental health challenges affect autistic people? what support can help?)

________________________________________

🛠️ therapy and support

9. how can occupational therapy help autistic people?

(think about sensory needs, daily routines, motor skills, and independence.)

10. what types of support, therapy, or accommodations can help autistic people succeed at school, work, or home?

(e.g. speech and language therapy, visual schedules, sensory tools, social support.)

________________________________________

you can visit https://psychcentral.com/quizzes/autism-test or similar websites for ideas, case studies, or example screening tools.

study on autism quiz: do i have autism? | psych central

autism and adhd quiz

on the internet, it is hard to know what everyone knows and what you don't. therefore, if i am asking a lot of things, you know already, feel free to be involved or skip the quiz, completely your choice. as i have said before completely choice if you do the quizzes and when, but this blog is for those of you with and in the lives of those with disabilities, mental health, and other conditions. i am trying to set up this quiz for those of you who work and study in the learning disability and mental health field. i understand the moment, we are still in summer holiday, but hopefully what is on this blog will be some help to you. i guess you will be glad to read that you don't have to email your work to me, if you decide to there is no time limit.

hopefully it is just helping your career grow. sorry if the questions i ask may sound a bit stressful, but it is up to you what you do and don't. also, all what is in here will be going towards my book i am working on at the moment, it is unknown how long it will take.

feel free to search engine the questions but write the answers in your own words. in case you wish to email sarajgorman@gmail.com you may find answer on this website as well.

what is autism?

what does adhd and what does it stand for?

what mental illness is linked to autism and adhd?

what tries to help people with autism and adhd with stress?

what make people with autism and adhd stressed?

what make people with autism stressed?

change of route

low self - stream

both

research the signs of adhd!

research how the nervus system affects autism and adhd.

how autism and adhd links to mental illness

all disabilities, learning difficulties, and neurodivergent conditions can be linked to mental illness in some way.

at the same time, many people face mental illness without having any diagnosed disability or condition.

however, we do know that anxiety and depression are especially common in people with adhd and autism. why that is, exactly, may still be unknown. but it could be related to how the nervous system works in these conditions—something i’ve already touched on in this book/blog.

this might include how a person reacts to stress, sensory overload, change, social pressure, or emotional experiences. many people with autism and adhd describe feeling “wired differently,” and this might play a role in how they experience mental health.

autism, adhd, and mental health: why anxiety and depression are so common

many people think of autism or adhd as simply a learning or behavior issue. but what’s often forgotten is that these conditions also affect emotions, stress levels, and mental health.

people with autism and adhd are much more likely to experience anxiety, depression, and other emotional difficulties, sometimes from a very young age.

but why is that?

the exact reason isn’t fully known. it’s likely a combination of brain wiring, the nervous system, the environment, and life experiences. i will explain more about autism, adhd, anxiety, and depression in the mental health chapter, because they are often connected. many conditions are linked to mental health challenges, not because the person is weak, but because living with these conditions can affect how someone feels, thinks, and copes with everyday life. it’s important to remember that, alongside these difficulties, people also have unique strengths and talents.

easy read: autism, adhd, anxiety and depression

🧠 many people live with conditions like:

· autism

· adhd

· anxiety

· depression

these can be part of someone’s mental health.

they can affect how a person feels, thinks, and acts every day.

🧩 these conditions are sometimes linked together.

they can make life harder at times.

💪 but people also have strengths.

you can have a condition and still be talented, smart, and kind.

🌈 it’s important to understand both the difficulties and the strengths people have.

________________________________________

🧠 brain differences and the nervous system

autism and adhd are neurodevelopmental conditions. this means the brain is weird from early development, especially in areas that control:

· emotional regulation (how we manage our feelings)

· sensory processing (how we react to noise, light, touch, and more)

· social communication (how we understand and connect with others)

· executive functioning (how we plan, focus, and organize tasks)

these differences affect how a person processes the world around them—and that can lead to stress.

many autistic and adhd people have a highly sensitive nervous system, especially when it comes to:

· sensory overload (e.g. loud sounds, bright lights, scratchy clothes)

· changes in routine

· social demands (like small talk, group work, or eye contact)

· feeling misunderstood or judged

the body’s fight-or-flight response may be triggered more easily or more often, leading to chronic stress, burnout, and mental fatigue.

________________________________________

🌀 emotional struggles that come with everyday life

living in a world that isn’t designed for you can be exhausting.

imagine:

· being punished at school for “daydreaming” when you have adhd

· being laughed at for “acting weird” when you’re autistic

· trying to hide stimming or masking how overwhelmed you feel

· wanting friends, but not knowing how to join in or explain your needs

· working twice as hard to understand instructions or follow conversations

over time, these things build up. they can chip away at your self-esteem, confidence, and sense of belonging. that emotional weight can turn into:

· social anxiety

· generalized anxiety disorder

· depression

· low self-worth

· suicidal thoughts in some cases

________________________________________

💡 “is it me, or is it the world?”

sometimes, the problem isn’t just the condition—it’s the lack of support, understanding, and acceptance.

many young people and adults with autism or adhd have said:

“i thought something was wrong with me.”

“i was always told i was lazy, rude, or difficult.”

“i was masking my true self to fit in, and it made me depressed.”

this is called internalized ableism or masking—when you feel you must hide who you are to be accepted. this can seriously affect mental health.

________________________________________

🧘 what helps?

understanding the links between autism/adhd and mental health is a key part of support. things that can help include:

· being diagnosed early and accurately

· getting mental health support from professionals who understand neurodiversity

· having sensory-friendly spaces and flexible environments

· learning self-regulation and coping tools

· being accepted by family, teachers, friends, and employers

________________________________________

📘 my personal reflection

as someone who lives with these conditions, i know how it feels to carry both the neurodivergence and the mental health struggles it can cause. anxiety and depression aren’t always obvious to others, but they’re real. they grow when we are unheard, unsupported, or expected to “just be normal.”

that’s why i’m writing this—to help people understand what it’s really like and how we can make things better together.

easy read: autism, adhd, and mental health

why do people with autism and adhd often feel anxious or sad?

________________________________________

🧩 what are autism and adhd?

· autism and adhd are neurodevelopmental conditions.

· this means the brain works in a different way.

· people with these conditions may think, feel, or learn in ways that are not typical.

🧠 ➡️ ❤️

brain differences can affect feelings too.

________________________________________

😟 what is anxiety and depression?

· anxiety means feeling very worried, nervous, or scared.

· depression means feeling very sad, low, or tired for a long time.

· these are mental health problems.

😰 anxiety

😢 depression

________________________________________

🔍 why does this happen more in autism and adhd?

people may feel anxious or sad because:

· the world is too loud, busy, or confusing 🏙️🔊

· people don’t understand or accept them 🧍❌

· they are told they are “naughty” or “lazy” when they are not 😞

· they have to hide their true self to fit in 🎭

· they get tired easily from sensory overload 🌀

all of this can be too much. it causes stress and sadness over time.

________________________________________

🧘 what can help?

✅ being listened to and supported

✅ having quiet, calm places to go

✅ talking to a mental health worker who understands autism or adhd

✅ knowing that it’s okay to be different

✅ learning ways to calm down, rest, and feel safe

💬 “i am not broken. i just need the right support.”

________________________________________

✍️ a note from the author

i know what this feels like. i have autism, adhd, and mental health struggles too.

i want you to know:

you are not alone.

you are not bad or broken.

you are different, and that’s okay.

together, we can help people understand what it’s really like.

________________________________________

autism, adhd, and audhd – what’s the difference?

🧠 what are autism and adhd?

autism and adhd are both neurodevelopmental conditions.

this means they affect how a person’s brain grows and works, especially how they think, behave, and learn.

________________________________________

🌈 what is autism? (asd – autism spectrum disorder)

autism affects how people:

talk and communicate with others.

understand feelings and social rules.

behave, especially with routines and interests.

⭐ people with autism may:

find it hard to make friends or understand body language (like eye contact or facial expressions).

like things to be the same every day (e.g. same foods or routines).

have strong interests in specific topics.

react strongly to certain sounds, lights, or textures (this is called sensory sensitivity).

autism is often noticed in early childhood, but some people are diagnosed later in life.

________________________________________

⚡ what is adhd? (attention-deficit/hyperactivity disorder)

adhd affects a person’s ability to:

pay attention.

sit still or stay calm.

think before they act.

⭐ people with adhd may:

find it hard to focus or finish tasks.

move around a lot (fidgeting or getting up often).

talk a lot or interrupt others.

be easily distracted or forget things.

adhd is often diagnosed when children start school, as that’s when it becomes more noticeable.

________________________________________

🔄 what is audhd?

some people have both autism and adhd.

this is sometimes called audhd.

people with audhd may:

struggle with attention, focus, and social interaction.

find it hard to plan, stay organized, or manage time (this is called executive function).

be very sensitive to things like noise, touch, or light.

________________________________________

🔍 similarities and differences

topic autism (asd) adhd

attention may focus too much on one thing, or not notice what’s around them finds it hard to focus or may get distracted easily

social skills trouble understanding others and making friends may interrupt, talk too much, or miss social cues

repetitive behavior likes routines and may do the same things over and over not a common sign in adhd

hyperactivity might be active, but not always very common – moves a lot, fidgets, can’t sit still

sensory sensitivity very common – sounds, lights, smells, etc. it can also happen, but not as common

________________________________________

📘 why it’s important

autism and adhd are not the same, but they can look similar.

some people have both, so it’s important to get the right diagnosis from a doctor or specialist.

with the right help and support, people with autism, adhd, or both can:

learn well

build friendships

be successful and happy in life

________________________________________

response 2

this is an excellent and well-structured explanation of autism spectrum disorder (asd) and attention-deficit/hyperactivity disorder (adhd), highlighting both the distinct features and areas of overlap, especially when someone may have both conditions, often referred to as audhd.

to make this more accessible for readers—such as students, parents, or general audiences—you might consider adding:

________________________________________

✅ quick summary (easy read style)

autism (asd):

affects how people understand and interact with others.

may find it hard to talk, play, or work with others.

may repeat actions or like doing the same things.

may be sensitive to noise, touch, or lights.

often noticed in young children, but not always.

adhd:

affects attention and energy levels.

may find it hard to sit still, stay focused, or wait your turn.

might interrupt or act without thinking.

often noticed when children start school.

both together (audhd):

some people have both autism and adhd.

this means they may find both social situations and paying attention hard.

support and help need to be based on what the person needs, not just the diagnosis.

how do autism and adhd fit in?

✅ neurodevelopmental conditions

autism and adhd are both called neurodevelopmental conditions.

this means they:

start in childhood (but can last for life).

affect how the brain develops and works.

impact learning, thinking, and behavior.

so they are not mental illnesses, but they can be disabilities — especially when they affect daily life.

________________________________________

🧠 autism and adhd as disabilities

in the uk and usa, both autism and adhd are legally recognized disabilities when they:

have a long-term effect on daily activities.

make it harder to work, study, communicate, or live independently without support.

this means people with autism or adhd may be protected under laws like:

equality act 2010 (uk)

americans with disabilities act – ada (usa)

👉 even if someone seems "high functioning," they can still face big challenges that make them disabled under the law.

________________________________________

💬 mental illness and autism/adhd

autism and adhd are not mental illnesses, but people who have them are more likely to also experience mental health conditions, like:

anxiety

depression

obsessive compulsive disorder (ocd)

eating disorders

self-harm or suicidal thoughts (especially in undiagnosed/unsupported cases)

this is because:

life can be stressful when your brain works differently.

people may feel misunderstood or excluded.

getting help or support can be difficult or delayed.

________________________________________

🧭 where to list them

if you're writing a guide, textbook, or easy read resource, here's how you might organize it:

autism (asd): why anxiety and depression might occur

autistic people often experience:

1. communication difficulties:

o struggling to express how they feel or understand what others mean.

o may say things bluntly without realizing it sounds rude or upsetting.

2. sensory overload & social anxiety:

o feeling overwhelmed in busy, noisy places or around strangers.

o anxiety rises when there's too much stimulation or pressure to socialize.

3. need for routine and predictability:

o sudden changes (like a different route or plan) can feel very distressing.

o not knowing what’s coming next may cause intense anxiety.

4. misunderstandings and social isolation:

o may not pick up on social cues or understand how their actions affect others.

o this can lead to rejection, bullying, or loneliness — contributing to low mood or depression.

________________________________________

✅ adhd: why anxiety and depression might occur

people with adhd often face:

1. impulsivity and frustration:

o acting quickly without thinking (“jumping the gun”) can cause problems.

o may not understand why people get annoyed or upset.

2.trouble with focus and planning:

o difficulty staying on task, following instructions, or managing time.

o this can lead to stress, underachievement, or criticism from others.

3. emotional regulation issues:

o strong, fast-changing emotions — frustration, anger, or sadness.

o trouble calming down once upset, which can wear someone down mentally.

4 .low self-esteem and rejection:

o being told off a lot, feeling “different,” or struggling at school/work.

o can lead to feeling “not good enough” and eventually depression or anxiety.

________________________________________

🎯 in summary:

reason autism (asd) adhd

communication struggles often misunderstood; difficulty reading others' feelings may interrupt, talk too much, or say things without thinking

social interaction anxiety around people, change, unpredictability impulsivity and frustration when things don’t go their way

understanding boundaries might not see how words/actions affect others may not notice or remember limits or consequences

emotional stress overwhelmed easily, especially in unfamiliar settings high emotions, quick reactions, hard to calm down

mental health impact anxiety from social confusion; depression from loneliness anxiety from failure/frustration; depression from low self-worth

💡 section 1: neurodevelopmental conditions

· autism and neurodiversity

a look at autism and other neurodivergent conditions, from sensory needs to communication styles.

autism (asd)

adhd

(also include things like dyslexia, dyspraxia, etc.)

💡 section 2: mental health conditions

anxiety

depression

bipolar disorder

ptsd

ocd

💡 section 3: how they can overlap

some people have both a neurodevelopmental condition and a mental illness.

for example, someone with autism may also have anxiety.

• symbols

• accessible fonts

• large text

• friendly layout

part 1: autism spectrum disorder (asd) & audhd

focus: social interaction, repetitive behaviors, sensory sensitivities.

1. which of the following are common early red flags for autism in children?

a. no babbling by 12 months

b. lack of eye contact or smiling back

c. loss of speech or social skills at any age

d. all of the above

2. sensory sensitivities (e.g., covering ears due to loud noises, picky eating) are common in:

a. only adhd

b. only epilepsy

c. autism

answer: c

3. what does "audhd" refer to?

a. a type of epilepsy

b. having both autism and adhd

c. a severe form of autism

answer: b

________________________________________

part 2: adhd (attention-deficit/hyperactivity disorder)

focus: inattention, hyperactivity, impulsivity.

4. which of the following is a common symptom of adult adhd?

a. frequently losing keys or wallet

b. extreme focus on one topic for days

c. difficulty waiting for turn in conversations

d. all of the above

5. true or false: someone with adhd can have intense focus (hyperfocus) on tasks they find interesting.

answer: true

________________________________________

part 3: epilepsy & co-occurrence

focus: seizures, brain activity.

6. what is the approximate risk of epilepsy in children with autism compared to the general population?

a. the same risk

b. 5 times higher

c. 30 times higher (about 30%)

7. which type of seizure is commonly mistaken for inattentive adhd?

a. tonic-clonic (grand mal)

b. absence seizures

c. myoclonic seizures

8. intellectual disability is a major risk factor for autistic people developing epilepsy.

answer: true (risk can be up to 40% in those with severe id)

________________________________________

part 4: general knowledge & overlap

9. which of the following is true regarding neurodivergence?

a. autism, adhd, and epilepsy are all considered forms of neurodivergence.

b. only autism is neurodivergent.

c. epilepsy is never considered a form of neurodivergence.

answer: a (epilepsy is often classified under neurodivergence as it affects brain function and often co-occurs with autism/adhd)

10. what is a key, often shared symptom between adhd and autism?

a. high need for routine

b. executive dysfunction (difficulty planning/organizing)

c. social anxiety

________________________________________

SARA'S LEARNING DISABILITY AND MENTAL HEALTH AWARENESS BLOG

Friday, 6 February 2026

understanding autism spectrum disorder (asd)

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Autism, Epilepsy & ADHD Module – Understanding Autism – Easy Read Training Part 2

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