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>> PLEASE JOIN ME IN WELCOMING DR. TEMPLE GRANDIN.
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[ APPLAUSE ]
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>> WELL IT'S GOOD TO BE HERE TODAY.
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ONCE I PRESS THIS BUTTON AND MY SLIDES COME ON.
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IF THEY WORK, THAT'S GOOD.
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ONE OF THE THINGS CAN'T EMPHASIZE ENOUGH
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WITH THE YOUNG AUTISTIC CHILDREN IS EARLY
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EDUCATIONAL INTERVENTION.
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THAT'S JUST ABSOLUTELY SUPER IMPORTANT.
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I WAS 60 JUST THIS SUMMER AND BY THE TIME I WAS TWO
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AND A HALF YEARS OLD, I WAS IN A VERY GOOD PROGRAM.
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I'M-- MOTHER TOOK ME INTO A, YOU KNOW, THE CHILDREN'S HOSPITAL
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IN BOSTON AND A DOCTOR NAMED BRONSON CROTHERS REFERRED HER
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TO A SPEECH-- TO SPEECH THERAPIST THAT WORKED
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OUT OF THEIR HOME AND THEY WERE JUST THOSE A LITTLE EXPERIENCED
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TEACHERS THAT KNEW HOW TO WORK WITH KIDS.
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AND THEN MY MOTHER HIRED A NANNY WHO SPENT HOURS AND HOURS
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AND HOURS DOING TURN TAKING GAMES WITH ME AND MY SISTER.
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WE'VE GOT TO BE TEACHING THESE KIDS TURN TAKING.
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SEE ONE OF THE THINGS ABOUT BEING A CHILD
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IN THE '50S IS IT TURNED--
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EVERYTHING YOU DID WITH ANOTHER KID
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THAT WAS FUN INVOLVED TURN TAKING.
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TURN TAKING IS REALLY IMPORTANT.
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WE GOT TO TEACH THAT REALLY, REALLY EARLY.
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AS A TEACHER, I'M KIND OF GRABBING THE KID'S CHIN.
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MY TEACHER DID THAT WITH ME.
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SHE SAID, COME ON, JUST PAY ATTENTION.
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SOME AUTISTIC KIDS YOU CAN KIND OF PULL THEM OUT OF IT
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BUT THERE'S OTHERS WHERE IF YOU DO THIS, YOU'RE GOING
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TO DRIVE THEM INTO SENSORY OVERLOAD.
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AND ONE OF THE BIGGEST MOST NEGLECTED AREAS IS THE
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SENSORY PROBLEMS.
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WHEN A LOUD-- SCHOOL BELL WENT OFF, IT HURT MY EARS.
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THIS IS A PICTURE OF A YOUNG MAN SENT TO ME IT'S ACTUALLY
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FROM A BOOK CALLED LITTLE RAINMAN.
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IT'S-- A YOUNG AUTISTIC BOY DREW THIS
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AND SHOWING HOW LOUD SOUNDS HURT HIS EARS.
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NOW THE THING IS, IS THESE SENSORY PROBLEMS ARE
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VERY VARIABLE.
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ONE KID MIGHT LIKE THE SOUND OF RUNNING WATER,
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ANOTHER KID IS GOING TO--
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WILL GET AWAY FROM THE SOUND OF RUNNING WATER.
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NOW, HIGH-PITCHED INTERMITTENT SOUNDS,
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THINGS LIKE SMOKE ALARMS, THOSE TEND TO BE THE WORST THINGS
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BUT THESE ARE REALLY REAL PROBLEMS.
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YOU KNOW, IF YOU HAVE A CHILD AND YOU TAKE THEM
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IN AT A BIG SUPERMARKET OR A WALMART OR SOME PLACE LIKE THAT,
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HE JUST HAS A MELTDOWN AND START SCREAMING,
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THAT IS SENSORY OVERLOAD.
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SO YOU KIND OF WANT TO FIGURE OUT, YOU KNOW,
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IF YOUR CHILD GOT A LOT OF SENSORY PROBLEMS, WHAT HAPPENS
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AT WALMART OR THE BIG SUPERMARKETS
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OR THE SHOPPING MALL.
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AND IF EVERY ONE OF THOSE TRIPS ARE SCREAMING FIT YOU'VE GOT
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REALLY BIG SENSORY PROBLEMS
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BECAUSE SOME KIDS CAN SEE THE FLUORESCENT LIGHTS FLICKER ON
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AND OFF LIKE BEING IN A DISCOTHEQUE.
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IT JUST DRIVES THEM CRAZY.
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OR THEY GO DOWN THE DETERGENT AISLE AND THEY JUST WANT TO GAG
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BECAUSE IT'S JUST TOO MUCH SMELLS.
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TOO MUCH IS OVERWHELMING STIMULATION.
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NOW THE THING IS, ONE OF THE THINGS THEY WANT
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TO TEST ME BEFORE IS TO MAKE SURE THAT I WASN'T DEAF.
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SO I GOT A HEARING TEST AND I WASN'T DEAF.
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BUT THE PROBLEM IS AUDITORY THRESHOLD TELLS YOU NOTHING
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ABOUT AUDITORY DETAIL.
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AUDITORY DETAIL IS THE ABILITY TO HEAR HARD CONSONANT SOUNDS.
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LIKE IF I SAID CAT OR WAS IT RAT OR BAT, YOU KNOW,
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DIFFERENTIATING BETWEEN CAT, RAT AND BAT,
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AND MY SPEECH TEACHER WOULD ENUNCIATE THOSE SOUNDS.
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SHE'LL HOLD UP A CUP AND SAY, CUP.
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IN FACT, SHE USED A LOT OF KIND OF ABA TYPE OF THINGS.
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AND THE THING THAT'S MOST IMPORTANT THAT I'M GOING
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TO BE ADAMANT ABOUT IS THAT REAL LITTLE KIDS THE TWO,
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THREE AND FOUR YEAR OLDS, THEY NEED 20 HOURS OF ONE-TO-ONE
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WITH A REALLY GREAT TEACHER.
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YOU KNOW, AND WHO THAT GOOD TEACHER IS?
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THAT'S THE MOST IMPORTANT THING.
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NOW, THIS IS WORK DONE BY AMI KLIN AND HE HAD WITH ASPERGERS
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AND PEOPLE WITH, YOU KNOW,
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HIGH-FUNCTIONING AUTISM WATCH WHO'S AFRAID OF VIRGINIA WOOLF?
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WELL, I HAVE TO SAY THAT'S A BORING SOCIAL MOVIE
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AND I WOULDN'T BE THAT INTERESTED IN.
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I DON'T EVEN THINK I COULD KEEP THE HEADPHONES ON A PLANE,
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YOU KNOW, FOR THIS ONE.
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AND LOOK AT HOW MANY TIMES A NORMAL PERSON LOOKS AT THE EYES.
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I DIDN'T EVEN KNOW THAT PEOPLE HAD ALL THESE SECRET EYE SIGNALS
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UNTIL I READ A BOOK ABOUT IT WHEN I WAS 50 YEARS OLD.
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BUT THE OTHER THING IS MOST PEOPLE EXPLAIN THIS PICTURE JUST
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FROM A SOCIAL STANDPOINT.
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THERE'S ALSO A BIG PROBLEM WITH ATTENTION SHIFTING.
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LOOK AT HOW MANY TIMES THE NORMAL PERSON LOOKS BACK
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AND FORTH, HOW QUICKLY THEY CAN SHIFT ATTENTION BACK
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AND FORTH COMPARED TO THE RED LINE
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WHICH IS THE AUTISTIC PERSON.
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AND THE AUTISTIC PERSON IS LOOKING AT THE MOUTH
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BECAUSE YOU GOT TO REMEMBER,
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THEY DO NOT HEAR AUDITORY DETAIL VERY WELL.
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SOME OF THESE KIDS ARE LIKE A REALLY BAD CELLPHONE CONNECTION
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AND WHEN THEY GET TIRED, IT'S GOING TO GET WORSE.
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YOU KNOW, HOW YOU YELL ON THE PHONE, YOU'RE GOING, OH,
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IT'S BREAKING UP, IT'S BREAKING UP.
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THAT'S THE WAY SOME OF THESE KIDS' HEARING IS.
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YOU KNOW, IT'S LIKE-- AND IT'S GOING TO VARY AS TO HOW MUCH
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OF THE SIGNAL GET THROUGH.
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ONE OF THE PLACES WHERE THERE NEEDS TO BE A LOT
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OF RESEARCH DONE IS IN THE SENSORY PROBLEMS.
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I'M KIND OF REALLY [INAUDIBLE] SICK OF ALL THE THEORY
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OF MIND RESEARCH BECAUSE THESE SENSORY PROBLEMS CAN BE
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SO DEBILITATING.
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HOW CAN YOU SOCIALIZE
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IF YOU CAN'T EVEN STAND BEING IN A RESTAURANT.
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YOU CAN STAND BEING AT A SORTING--
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SPORTING EVENT OR OTHER PLACES,
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A NOISY RESTAURANT, PLACES LIKE THAT.
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NOW, SOME PEOPLE HAVE VISUAL PROBLEMS.
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I DIDN'T HAVE THEM.
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YOU KNOW, WHERE THE IMAGE WILL BREAK UP LIKE A MOSAIC.
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DONNA WILLIAMS DESCRIBED THIS IN SOME OF HER BOOKS.
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AND OFTENTIMES PEOPLE WILL HAVE THESE PROBLEMS--
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THEY'LL HAVE PROBLEMS WITH DEPTH PERCEPTION.
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OK. HOW CAN YOU TELL THE KID'S GOT VISUAL PROCESSING PROBLEMS?
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OBVIOUSLY, IF HE'S GOT SOUND SENSITIVITY,
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HE'S GOING TO COVER HIS EARS.
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THEY DO A LOT OF FLICKING AROUND THE EYES.
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THAT'S A TIP-OFF.
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THEY'LL TEND TO TILT THEIR HEAD BECAUSE THEY CAN SEE BETTER
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IF THEY LOOK OUT THE CORNER OF THEIR EYE.
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OFTENTIMES, THEY HATE ESCALATORS BECAUSE THEY CAN'T TELL
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WHEN TO GET ON AND OFF THE ESCALATOR.
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FLUORESCENT LIGHTS CAN BE A BIG PROBLEM.
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IN FACT, WHEN THEY LOOK AT THINGS, THEY MAY HAVE
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TO MAKE ACCOMMODATIONS FOR IN COLLEGE GETTING AWAY
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FROM FLUORESCENT LIGHTS IS PROBABLY BIG NUMBER ONE.
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PROBLEMS WITH CATCHING A BALL AND YOU GO IN
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AND YOU DO EYE EXAMS AND THEY'RE GOING TO BE NORMAL.
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THEIR PROBLEM IS INSIDE THE BRAIN.
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DON'T GET HUNG UP ON DIAGNOSTIC CATEGORIES.
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THESE DIAGNOSTIC CATEGORIES ARE NOT PRECISE.
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THEY ARE LABELS, JUST LIKE PROFILING A HIJACKER.
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IT'S ONLY SORT OF ACCURATE.
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IT'S-- AND I'M SAYING THIS REALLY, REALLY SERIOUSLY.
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IT'S NOT ACCURATE LIKE TUBERCULOSIS IS ACCURATE.
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I MEAN WHAT OTHER KINDS OF SYNDROMES DO PEOPLE SIT
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AROUND A HOTEL ROOM AND DECIDE HAVE DIAGNOSING.
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I MEAN, THAT'S THE SAME WAY BUILDING CODES ARE FIGURED
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OUT AND, YOU KNOW, ENGINEERS SIT AROUND HOTEL CONFERENCE ROOMS
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AND DECIDE, YOU KNOW, HOW TO CHANGE BUILDING CODE.
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THEY'VE NOT DONE THAT IN ANIMAL WELFARE CODES.
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NOW THE THING IS IF THE PROFILE IS USED CORRECTLY,
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THERE'S A HIGH CORRELATION WITH BRAIN SCAN DATA.
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BUT I FIND ONCE YOU GET OUT OF THE WAY
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FROM THE BIG MEDICAL CENTERS, PROFILES ARE NOT USED CORRECTLY.
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OK. WHAT'S THE DIFFERENCE BETWEEN ASPERGER AND AUTISM?
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WELL RIGHT NOW, UNTIL THEY CHANGE IT, REAL SIMPLE.
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AUTISM HAS TO BE ONSET BEFORE AGE 3.
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THERE'S OBVIOUS SPEECH DELAY ALONG
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WITH THE OTHER AUTISTIC SYMPTOMS.
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ASPERGER'S, THERE'S NO OBVIOUS SPEECH DELAY.
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SO TO PUT IT VERY, VERY SIMPLY, WHEN THE KID'S 3,
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NOBODY'S RUNNING OFF TO THE DOCTOR.
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SO WHAT'S PDD?
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IT'S EARLY ONSET BUT NOT QUITE ENOUGH SYMPTOMS
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TO CALL IT AUTISM.
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NOW, A LOT OF THESE SENSORY PROBLEMS I'VE BEEN
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TALKING ABOUT.
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DYSLEXICS CAN HAVE THEM.
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ADHD CAN HAVE THEM.
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LOTS AND LOTS AND LOTS OF THE DIFFERENT LABELS CAN HAVE THEM.
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AND I CAN TELL YOU, I CAN'T WAIT
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UNTIL THEY CAN GET HIGH SPEED BRAIN SCANNING
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AND THAT COULD BE USED TO DIAGNOSE THE BRAIN SYSTEMS
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WHERE WE HAVE PROBLEMS.
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NOW SOME KIDS REALLY GOOD TO READ SOME AUTISTIC KIDS,
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NOT EVERYBODY THESE SENSORY THINGS ARE VERY, VERY VARIABLE.
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I DIDN'T HAVE THESE VISUAL PROBLEMS.
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THEY GO TO READ WHITE-- THE WHITE PAPER WITH BLACK PRINT
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ON IT AND THE WRITING WILL KIND OF JIGGLE ON THE PAGE
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BECAUSE THERE'S PROBLEMS WITH THE CIRCUITS OF PROCESS MOTION
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IN THE BRAIN AND THEY'RE SEEING MOTION
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WHEN THEY SHOULDN'T BE SEEING MOTION.
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OK. HERE ARE SOME SIMPLE, SIMPLE THINGS YOU CAN DO
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FOR VISUAL PROCESSING PROBLEMS, THINGS YOU CAN DO YOURSELF.
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WHY DON'T YOU GET AN INCANDESCENT LAMP
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OR AN OLD-FASHIONED ENERGY WASTER BULB,
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PUT IT NEXT TO THE KID'S DESK.
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THOSE TWIRLY KIND OF FLUORESCENT LIGHT BULBS,
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SOME OF THOSE ARE TERRIBLE.
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I NORMALLY DO NOT SEE FLICKER ON FLUORESCENT LIGHTS BUT I STAYED
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AT A HOTEL WHERE I SAW FLICKER ON A LAMP THAT HAD THOSE KIND
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OF BULBS AND I COULD NOT READ WITH IT.
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BLOCK FLUORESCENT LIGHTS WITH A HAT, SIT OVER BY THE WINDOW.
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NOW LAPTOP COMPUTER IS THE ONLY COMPUTER
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THAT ABSOLUTELY DOESN'T FLICKER.
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I KNOW A LOT OF PEOPLE WHERE A LAPTOP JUST SAVED THEM.
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THE TVS FLICKER, THE TV TAGS FLICKER
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AND THE BIG DESKTOP PANELS, A LOT OF THOSE FLICKER
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BECAUSE THERE'S A FLUORESCENT LIGHT INSIDE IT.
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ONLY SCREEN THAT DOESN'T FLICKER ARE REAL SKINNY ONE,
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THEY'RE SO SKINNY LIKE ON A LAPTOP,
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YOU CAN'T GET A FLUORESCENT LIGHT IN THERE.
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TRY PUTTING A WORK ON GRAY, TAN,
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OR PASTEL PAPER TO REDUCE CONTRAST.
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SOME PEOPLE ARE REALLY HELPED WITH THE IRLEN COLORED LENSES
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WHERE YOU TRY ON DIFFERENT COLORED GLASSES
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UNTIL YOU FIND THE SHADE WHERE IT WORKS.
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OK. I GET OUT IN THE LOW INCOME AREAS, I GO, OK, PEOPLE,
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LET'S JUST GO DOWN TO WALMART AND WE'RE GOING TO TRY ON ALL
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OF THE PALE COLORED SUNGLASSES.
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AND THEN I TALKED TO ONE MOM AND HER KID COULDN'T TOLERATE--
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HER 10-YEAR-OLD COULDN'T TOLERATE FIVE MINUTES
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OF WALMART.
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AND THEY TRIED ON SOME LITTLE PINK CHILDREN'S GLASSES
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AND SHE CAN DO AN HOUR OF SHOPPING NOW
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THAT SHE WAS NOT ABLE TO DO BEFORE.
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BALANCING GAMES, YOU KNOW, A LOT OF THE OT THINGS,
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A LOT OF THINGS THE OTS DO WITH PRESSURE AND SWINGING
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AND BALANCING LIKE SITTING ON A BALL.
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SOMEONE'S HELP TO STABILIZE PROCESSING,
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THEY MAKE THAT BAD CELLPHONE CONNECTION WORK BETTER.
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IF I'VE TAKEN THAT PHONE OVER BY THE--
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GET IT RIGHT UP AGAINST THE WINDOW,
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MAYBE IT'LL WORK ON THIS BUILDING.
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AND THEN SOME PEOPLE CAN BE HELPED WITH PRISM GLASSES
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BUT THOSE HAVE TO BE DONE BY A PROFESSIONAL.
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BUT THE OTHER THINGS ON HERE ARE JUST SIMPLE THINGS YOU CAN TRY.
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I HAD A DYSLEXIC STUDENT THAT WOULD HAVE FLUNKED OUT OF SCHOOL
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WITHOUT IRLEN LENSES AND A LAPTOP COMPUTER.
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NOW, THE PROBLEM WITH THAT IS AUTISM IS VERY, VERY VARIABLE.
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SO IF YOU'VE GOT 20 PEOPLE WITH AUTISM,
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IRLEN LENSES MAY ONLY WORK ON TWO OF THEM
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BUT THEY REALLY WORK ON THOSE TWO.
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THEY'RE NOT GOING TO DO ANYTHING FOR ME, I DON'T NEED THEM.
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SCIENTISTS HAVE LEARNED A LOT ABOUT THE BRAIN.
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I GET REALLY FED UP WHEN PEOPLE SAY, WELL,
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THEY DON'T KNOW ANYTHING ABOUT IT, THAT'S A LOT OF RUBBISH.
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ACTUALLY SCIENTISTS KNOW A WHOLE LOT ABOUT THE BRAIN.
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IT'S A VERY STRONG GENETIC BASIS IN AUTISM.
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THE EMOTION CIRCUITS ARE ABNORMAL
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AND IMMATURELY DEVELOPED.
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ONE OF THE BIG THINGS ABOUT THE AUTISTIC BRAIN IS THESE PROBLEMS
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WITH THE INTERCONNECTEDNESS
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BETWEEN DIFFERENT BRAIN DEPARTMENTS.
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I LIKE TO VISUALIZE THE BRAIN
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AS THIS GREAT BIG CORPORATE OFFICE TOWER.
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AND UP AT THE TOP, YOU GOT THE CHIEF EXECUTIVE OFFICER
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AND THEN YOU GOT THE, YOU KNOW, THE MATH DEPARTMENT
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AND YOU GOT THE ADVERTISING DEPARTMENT
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WITH THE GRAPHIC DESIGNERS.