speedo
05-29-06, 06:38 PM
comment: I found this on the net and thought it was interesting, and relevant to ADDers with hypersensitivities and not just to autistics, so I posted it here.
I am no sure that I totally accept what the author is saying, but it is sure interesting...
ME :D
Anne Pemberton
Irlen Scotopic Sensitivity: The Link to Autism
Paper
Introduction
Scotopic sensitivity (Irlen Syndrome) is a visual processing deficit caused by a
sensitivity to light. It is estimated to affect around 20% of the general
population, resulting in under achievement in school and at work (Riley 1999)
and underlies the serious sensory overload experienced in autism (Irlen 1997).
This sensitivity slows down the timing by which the brain receives and processes
visual information, resulting in varying degrees of dyslexia, attention deficit and
autism depending on the individual. Although the individual may have any one
of the three diagnoses there may be times when he does not really fit the
clinical picture. Physical effects of Scotopic sensitivity include photophobia
(especially under bright light and fluorescent lighting), eyestrain, headaches,
photosensitive epilepsy, stress and fatigue. Reading difficulties result from
visual distortions of the printed page caused by high contrast (black print on
white paper). The high functioning child often reads well, thereby masking the
SS, but may be hyperlexic. 81% of individuals with autism report these visual
distortions of their whole environment (Geneva Centre 1999). In many their
visual field of focus is as small as 10cm meaning their eyes have to flit all over
to take in a whole scene. This results in blurred, fragmented and multiple vision
and extreme stress.
Sensory system
In humans 70% of information coming into the brain is visual, making vision the
dominant sense. Blind individuals are known to rely more on auditory and tactile
processing. However, in scotopic sensitivity individuals are unaware of their
visual difficulties until corrected. The stress of this visual perceptual difficulty
creates hypersensitivity and lack of integration of other senses as they attempt
to compensate for poor visual perception. This may result in monotropism
(Williams 1996b), or the inability to use more than one sense at a time.
Behaviours characteristic of this are flinching in response to sudden movement,
hypersensitivity to sudden unexpected noise, stereotypic behaviour around the
eyes (finger poking, rubbing). The touch, taste, smell and hearing of individuals
with over aroused nervous systems provide graphic detail of the difficulties
encountered. Although the sensory problems of autism are well documented
(Williams 1998, Carlton 1993, Sacks 1995, Grandin 1996) they are often
overlooked (Grandin1996). Bettleheim ( 1969) and Timbergen (1983) identified
stress and anxiety as a major component in autistic spectrum disorders. This is
verified in autobiographic writings of individuals with autism.
Links with psychological theory
Baron-Cohen (1995) identified individuals with autism as having an impaired
theory of mind. He relates his theory to eye contact and the language of the
eyes. He states that part of decoding the language of the eyes is in detecting
the contrast between the white of the sclera and the dark of the iris and pupil.
The first hallmark of Scotopic sensitivity is a difficulty with contrast. This would
make eye contact painful, avoidance and limitation of eye contact are portrayed
well in autism.
Leslie (1987) highlighted difficulties in making mental representation or
symbolising. For instance the child who cannot improvise a banana for a
telephone. The second hallmark of Scotopic sensitivity is inability to see the
whole picture. Linking Scotopic sensitivity to Leslie's theory one cannot build a
mental representation without a visual representation as a starting point.
Hobson (1989, 1993) looks at autism from an emotional perspective. He states
that the child learns emotions directly from the mother's facial expression. With
Scotopic sensitivity in mind It may be that the child may be able to process
concrete emotions such as happy and sad with the help of motherease. As
emotions become more complex body language also comes into play and the
child cannot make up the whole picture.
Ozonoff et al (1991) identified a lack of executive functioning. Executive
functioning enables planning, sequencing, organising and is also responsible
for impulsiveness. Visual disturbances are known to accompany migraine,
epilepsy and systemic shock. Disturbance results in disorientation and loss of
executive functioning. Stress ensues and the two fall into a spiral, one
precipitating the other.
Study
A single subject behavioural study on a 12yr old male (DJ) was combined with
the diary of a 30 yr old female (MJ). Both have a diagnosis of Asperger
syndrome. Observations were recorded before and after correction with Irlen
lenses.
DJ before Irlen:
Extremely anxious, particularly in social situations. Extreme emotional
sensitivity resulting in violence and aggression at school. Much quieter
at home.
Stance very rigid. More so under stress, becoming very "Bull like".
Visual field of 17" (45cm). Could see faces at a distance of 60-67.5cm.
Outside this range he reports seeing "picasso" style.
Travel - never looked out of the window. Always "focused" inside a
book. Car radio always on loud to "drown out white noise".
Giddy, loud and boisterous in busy areas. Reluctant to go outside,
clung to care's arm constantly. Lots of "touching". Hitting out in the
playground and cloakroom - resistant to behaviour modification.
Continually tripping and bumping. Major physical co-ordination
difficulties.
Complaints of over sensitive sensory system, i.e. Loud noises, scratchy
fabrics, painful touch, poor temperature control, difficulties with smell,
texture and taste. Carbohydrate binger.
DJ after Irlen:
Immediate effect of calmness. Obvious expression of happiness. At the
time they were first fitted DJ was quickly becoming agitated after being
unavoidably place under fluorescent lights.
More relaxed stance generally.
Visual field opened up to 12'6" (375cm). Could see the author's whole
face. Picked up an unknown book and read with enthusiasm.
Looked out of the car window for the first time. Now enjoys the
scenery. Reports previously feeling very car sick.
Much more relaxed in social situations. No more "grounding / touching"
behaviour.
Coordination much improved.
No further "hitting" in the cloakroom. Much less affected by noise and
movement.
Visual problems eradicated. Some sounds still painful but no longer
make DJ jump. Smells, fabrics and foods tolerated much better.
MJ before Irlen:
Extreme stress.
Visually - print moves about, can only see one letter at a time. Unable
to see whole faces as the picture breaks up. Flat 2D vision. Visual field
4" (11cm).
Difficulty with speed and distance. Traffic jumps out from junctions.
Difficulty tracking moving objects. Poor balance and coordination.
Motion sickness when walking about, driving.
Social situations unbearable. Cannot make sense of environmental
movement. Jumpy. Bothered by noise. View of the world painfully
intolerable.
MJ after Irlen:
Effect is immediate. Marked reduction in stress.
All print stable, can read without effort. Visual field opened up to 15'.
Aware for the first time how "picasso" like vision is.
Traffic glides now. Driving much less stressful.
Complete eradication of motion sickness.
Less stressed in busy situations. Now aware of previous blocking-out /
daydreaming to reduce visual overload.
Conclusion
DJ has been assessed as high functioning - verbal IQ 140, Full scale IQ 132,
performance IQ 110. Despite his ability he has been unable to continually
access mainstream curriculum, due to refusal to work and challenging behaviour
(violence towards others). His communication prior to the application of Irlen
lenses had deteriorated to one word answers and electronic jargon. He was
head banging, self abusing, spinning and rocking almost continually. He
developed stress asthma, psoriasis, athletes foot, excema and frequent mouth
ulcers, all indicative of a stressed auto immune system. The observation of his
behaviour under fluorescent lights highlighted immediately why DJ found school
intolerable.
According to Morris (1999) stress stimulates the sympathetic nervous system.
The pupils let in more light and the acoustic nerves are stimulated to give acute
hearing ready for fight or flight. Continuous stress results in increased brain
endorphins (causing aches, pains and exhaustion), abnormal thyroid activity
(poor temperature regulation), physical skin discomfort (crawling), increased
white cell activity (destruction of normal cells) and lactic acid build up (muscle
pain). All of which are seen in autism.
Explanations for autistic behaviours
Obsessions
DJ has always been interested in electronics, which are logical and predictable
with a scientific approach. Electronic reading is ariel type font and schematic
diagrams making it easier to follow. His high ability in the subject along with
other's lack of ability meant that perhaps his ability would never come into
question. However, he often over inflates his ability which is indicative of his low
self esteem. He is also apt to complete an electronics project which then fails to
work because he has missed a vital piece of instruction. This may account for
his patchy learning in general.
Rhythmic behaviour
DJ has always displayed rhythmic behaviour despite many professional
attempts to eradicate these. Under stress (both positive and negative) he rocks
on his bottom or his feet. He also spins around the coffee table, and has been
noted to be confused at this time. Both DJ and MJ report rocking as a focus to
"tune out" sensory bombardment, or aiding concentration in a visually
stimulating environment.
Self abuse
Biting and head banging have been a common occurrence for DJ since birth.
He reports biting as stopping his skin crawling. He reports head banging as
making his eyes work or emptying his head. He is also notorious for facial
grimacing which was an attempt to cut down light intensity. Self abuse, which
was always evident under stress, has discontinued since the application of Irlen
lenses.
Fantasy / Reality distinction
DJ has often been identified as having difficulty distinguishing fiction from
reality. The author would like to offer an alternative to this view with a personal
anecdote to demonstrate reasoning.
DJ caused an uproar in the staff room of his primary school when he wrote a
story in which he said
"On Wednesdays dad baths us and dries us with a blowlamp".
If this sentence is viewed in the context of Leslie's metarepresentational theory
the following applies. Without a visual representation there would be no mental
representation as already stated. Without a mental representation one cannot
build a concept of "is like". Lack of the concept prevents appropriate
communication of experience. It is possible that DJ's experience of being dried
by his dad was a burning sensation in line with sensory hypersensitivity. He
would not have the "is like" concept to communicate this.
DJ and MJ are highly sensing individuals who have developed what might be
described as a sixth sense in relation to animals and like minded people. They
are amazingly empathetic and animated towards people who are themselves of
a calm, quiet and patient disposition. Perhaps these individuals are no threat to
their sensory systems and ultimately no threat to their emotions.
Implications of Scotopic sensitivity on the learning environment
Reading
Difficulties with reading and contrast as previously discussed might result in the
following:
Slow choppy reading.
Loss of words, lines, sentences preventing the construction of
meaning.
Chunk reading - the individual might give the impression of skim
reading by actually homing in on relevant facts, reading o few
sentences and moving to the next fact. In this manner the body of the
text is missed resulting in loss of the plot. In DJ's case the inability to
read Times new Roman text has reduced his access to fiction. This has
been compounded by his light sensitivities being within the primary
colour range. He therefore was unable to watch cartoons. He refers to
fiction and cartoons as "non- sensical rubbish".
Memory
According to Middleton (1999) individuals retain 10% of information heard, 50%
if heard and seen and 90% if heard, seen and done. If DJ is concentrating to
keep visual information in focus he has to tune out white noise, which explains
why he was often perceived to be deaf. Tuning out may mean he loses
valuable auditory information. He learns better from practical situations where
he can relate his learning to real life. In a school science situation pre Irlen he
was extremely egocentric. This too has diminished since his success to learning
has been improved.
Computers can also aid learning for individuals with scotopic sensitivity. They
provide easier access to empty the contents of memory onto paper. They are
also a tremendous aid to storing factual information. As the background
contrast and text can be manipulated to aid reading they are tremendously
important to a child with Scotopic sensitivity. Many high functioning individuals
with autism are understood to be obsessed with computers. Perhaps they are
used by the child inadvertently to compensate for their own difficulties. DJ and
MJ support this view.
Communication
The previously discussed difficulties also have implications within
communication. Many stumble and stutter over words, forget everyday
vocabulary, many often have difficulty phrasing statements (Blackburn 1999).
With Scotopic sensitivity in mind, perhaps they speak as they read. DJ and MJ
report an inability to phrase what they wish to say because their head are full,
information therefore tumbles out in hap-hazard fashion. As a fellow
communicator the author supports their views.
The way forward
DJ and MJ have been wearing Irlen lenses for three and four months
respectively. Both are seeing subtle differences in relation to sensory
experience. Both are less jumpy, less impulsive, less emotionally charged,
better able to read think and communicate. Both have seen a marked reduction
in rigid, obsessive and ritualistic behaviour. Their confidence is increasing as
others report their own observation. Both report a marked reduction in
hypersensitivity both sensory and emotionally. Both report eating a more varied
diet. Both report better sleeping habits and the ability to actually get off to
sleep. Both report a marked increase in the ability to concentrate. To date 45
others are following the Irlen experience and the research continues.
I am not suggesting that Irlen lenses are a cure for autism. The suggestion is
that Irlen lenses cut down sensory overload significantly to enable valuable
learning to take place. The suggestion is also that Scotopic sensitivity may be
the primary deficit in autistic spectrum disorders. The only word of caution to
make if you wish to follow this method is avoid high street optician tints. Irlen
use a medical model to precision tint which is not offered anywhere else.
Precision tinting is vital.
Irlen information can be obtained from the book: 'Reading By The Colors' by
Helen Irlen, Avery publishing, New York, USA. Color treatment with Irlen color
filters helps dyslexia. 85 Irlen Centres worldwide. References included in Irlen's
book, Website: www.irlen.com (http://www.irlen.com), or write:
Irlen Institiute,
5380 Village Road,
Long Beach,
CA 90808, USA.
Tel: 001 562-496-2550
Fax: 001 562-429-8699
Email: Irlen Institute@irlen.com
The full study (9000 words) can be obtained directly from the author.
References:
1. Baron-Cohen, S. (1995) Mindblindness: An essay on autism and theory of
mind. U.S.A MIT press.
2. Bettleheim, B. (1969) The empty fortress: Infantile autism and the birth of
self. New York: The free press.
3. Blackburn, J. (1999) An insider's view of autism.
http://planet.com/users//blackjar/ autism.html.
4. Carlton, S. (1993) The other side of autism: A positive approach. Worcester:
Self publishing association.
5. Geneva center for autism (1999) Autism, Schizophrenia and the Irlen
method. Leeds Handout from Irlen seminar at Beckett Park.
6. Grandin, T. (1996) Experiences with visual thinking, sensory problems and
communication difficulties. Colorado state university.
7. Hobson, R. P. (1989) Beyond cognition: A theory of autism. In G. Dawson
(ed.) Autism: Nature, diagnosis and treatment, pp.-48. New York: Guilford.
8. Hobson, R. P. (1993) Autism and the development of mind. Hove: Lawrence
Erlbaum.
9. Irlen, H. (1997) The world of misperception. Irlen coloured filters. Latitudes, 2,
5, pp.-17. California.
10. Leslie, A. (1987) Pretence and Representation: The origins of "Theory of
mind". Psychological review, 94: pp. 412-26.
11. Middleton, C. (1999). Personal communication.- ENB 998 course. University
of Huddersfield.
12. Morris, B. (1999) Why stress could be good for your body: Good health
research. Daily Mail Tuesday May 25 p45.
13. Ozonoff, S. (1995) Executive functions in autism. In Schopler, E. Mesibov,
G. B. (Eds) Learning and cognition in autism. New York: Pleneum.
14. Riley, D. (1999) Irlen centre web page Kent Irlen centre U.K. email:
101567.2412@compuserve.com.
15. Sacks, O. (1995) An anthropologist on Mars, London: Picador.
16. Tinbergen, A.N. E. (1983) Autistic children - new hope for a cure. George
allen and Unwin.
17. Williams, D. (1996b) Autism: An inside-out approach. London: Jessica
Kingsley.
18. Williams, D. (1998) Autism and Sensing: The unlost instinct. London:
Jessica Kingsley.j
I am no sure that I totally accept what the author is saying, but it is sure interesting...
ME :D
Anne Pemberton
Irlen Scotopic Sensitivity: The Link to Autism
Paper
Introduction
Scotopic sensitivity (Irlen Syndrome) is a visual processing deficit caused by a
sensitivity to light. It is estimated to affect around 20% of the general
population, resulting in under achievement in school and at work (Riley 1999)
and underlies the serious sensory overload experienced in autism (Irlen 1997).
This sensitivity slows down the timing by which the brain receives and processes
visual information, resulting in varying degrees of dyslexia, attention deficit and
autism depending on the individual. Although the individual may have any one
of the three diagnoses there may be times when he does not really fit the
clinical picture. Physical effects of Scotopic sensitivity include photophobia
(especially under bright light and fluorescent lighting), eyestrain, headaches,
photosensitive epilepsy, stress and fatigue. Reading difficulties result from
visual distortions of the printed page caused by high contrast (black print on
white paper). The high functioning child often reads well, thereby masking the
SS, but may be hyperlexic. 81% of individuals with autism report these visual
distortions of their whole environment (Geneva Centre 1999). In many their
visual field of focus is as small as 10cm meaning their eyes have to flit all over
to take in a whole scene. This results in blurred, fragmented and multiple vision
and extreme stress.
Sensory system
In humans 70% of information coming into the brain is visual, making vision the
dominant sense. Blind individuals are known to rely more on auditory and tactile
processing. However, in scotopic sensitivity individuals are unaware of their
visual difficulties until corrected. The stress of this visual perceptual difficulty
creates hypersensitivity and lack of integration of other senses as they attempt
to compensate for poor visual perception. This may result in monotropism
(Williams 1996b), or the inability to use more than one sense at a time.
Behaviours characteristic of this are flinching in response to sudden movement,
hypersensitivity to sudden unexpected noise, stereotypic behaviour around the
eyes (finger poking, rubbing). The touch, taste, smell and hearing of individuals
with over aroused nervous systems provide graphic detail of the difficulties
encountered. Although the sensory problems of autism are well documented
(Williams 1998, Carlton 1993, Sacks 1995, Grandin 1996) they are often
overlooked (Grandin1996). Bettleheim ( 1969) and Timbergen (1983) identified
stress and anxiety as a major component in autistic spectrum disorders. This is
verified in autobiographic writings of individuals with autism.
Links with psychological theory
Baron-Cohen (1995) identified individuals with autism as having an impaired
theory of mind. He relates his theory to eye contact and the language of the
eyes. He states that part of decoding the language of the eyes is in detecting
the contrast between the white of the sclera and the dark of the iris and pupil.
The first hallmark of Scotopic sensitivity is a difficulty with contrast. This would
make eye contact painful, avoidance and limitation of eye contact are portrayed
well in autism.
Leslie (1987) highlighted difficulties in making mental representation or
symbolising. For instance the child who cannot improvise a banana for a
telephone. The second hallmark of Scotopic sensitivity is inability to see the
whole picture. Linking Scotopic sensitivity to Leslie's theory one cannot build a
mental representation without a visual representation as a starting point.
Hobson (1989, 1993) looks at autism from an emotional perspective. He states
that the child learns emotions directly from the mother's facial expression. With
Scotopic sensitivity in mind It may be that the child may be able to process
concrete emotions such as happy and sad with the help of motherease. As
emotions become more complex body language also comes into play and the
child cannot make up the whole picture.
Ozonoff et al (1991) identified a lack of executive functioning. Executive
functioning enables planning, sequencing, organising and is also responsible
for impulsiveness. Visual disturbances are known to accompany migraine,
epilepsy and systemic shock. Disturbance results in disorientation and loss of
executive functioning. Stress ensues and the two fall into a spiral, one
precipitating the other.
Study
A single subject behavioural study on a 12yr old male (DJ) was combined with
the diary of a 30 yr old female (MJ). Both have a diagnosis of Asperger
syndrome. Observations were recorded before and after correction with Irlen
lenses.
DJ before Irlen:
Extremely anxious, particularly in social situations. Extreme emotional
sensitivity resulting in violence and aggression at school. Much quieter
at home.
Stance very rigid. More so under stress, becoming very "Bull like".
Visual field of 17" (45cm). Could see faces at a distance of 60-67.5cm.
Outside this range he reports seeing "picasso" style.
Travel - never looked out of the window. Always "focused" inside a
book. Car radio always on loud to "drown out white noise".
Giddy, loud and boisterous in busy areas. Reluctant to go outside,
clung to care's arm constantly. Lots of "touching". Hitting out in the
playground and cloakroom - resistant to behaviour modification.
Continually tripping and bumping. Major physical co-ordination
difficulties.
Complaints of over sensitive sensory system, i.e. Loud noises, scratchy
fabrics, painful touch, poor temperature control, difficulties with smell,
texture and taste. Carbohydrate binger.
DJ after Irlen:
Immediate effect of calmness. Obvious expression of happiness. At the
time they were first fitted DJ was quickly becoming agitated after being
unavoidably place under fluorescent lights.
More relaxed stance generally.
Visual field opened up to 12'6" (375cm). Could see the author's whole
face. Picked up an unknown book and read with enthusiasm.
Looked out of the car window for the first time. Now enjoys the
scenery. Reports previously feeling very car sick.
Much more relaxed in social situations. No more "grounding / touching"
behaviour.
Coordination much improved.
No further "hitting" in the cloakroom. Much less affected by noise and
movement.
Visual problems eradicated. Some sounds still painful but no longer
make DJ jump. Smells, fabrics and foods tolerated much better.
MJ before Irlen:
Extreme stress.
Visually - print moves about, can only see one letter at a time. Unable
to see whole faces as the picture breaks up. Flat 2D vision. Visual field
4" (11cm).
Difficulty with speed and distance. Traffic jumps out from junctions.
Difficulty tracking moving objects. Poor balance and coordination.
Motion sickness when walking about, driving.
Social situations unbearable. Cannot make sense of environmental
movement. Jumpy. Bothered by noise. View of the world painfully
intolerable.
MJ after Irlen:
Effect is immediate. Marked reduction in stress.
All print stable, can read without effort. Visual field opened up to 15'.
Aware for the first time how "picasso" like vision is.
Traffic glides now. Driving much less stressful.
Complete eradication of motion sickness.
Less stressed in busy situations. Now aware of previous blocking-out /
daydreaming to reduce visual overload.
Conclusion
DJ has been assessed as high functioning - verbal IQ 140, Full scale IQ 132,
performance IQ 110. Despite his ability he has been unable to continually
access mainstream curriculum, due to refusal to work and challenging behaviour
(violence towards others). His communication prior to the application of Irlen
lenses had deteriorated to one word answers and electronic jargon. He was
head banging, self abusing, spinning and rocking almost continually. He
developed stress asthma, psoriasis, athletes foot, excema and frequent mouth
ulcers, all indicative of a stressed auto immune system. The observation of his
behaviour under fluorescent lights highlighted immediately why DJ found school
intolerable.
According to Morris (1999) stress stimulates the sympathetic nervous system.
The pupils let in more light and the acoustic nerves are stimulated to give acute
hearing ready for fight or flight. Continuous stress results in increased brain
endorphins (causing aches, pains and exhaustion), abnormal thyroid activity
(poor temperature regulation), physical skin discomfort (crawling), increased
white cell activity (destruction of normal cells) and lactic acid build up (muscle
pain). All of which are seen in autism.
Explanations for autistic behaviours
Obsessions
DJ has always been interested in electronics, which are logical and predictable
with a scientific approach. Electronic reading is ariel type font and schematic
diagrams making it easier to follow. His high ability in the subject along with
other's lack of ability meant that perhaps his ability would never come into
question. However, he often over inflates his ability which is indicative of his low
self esteem. He is also apt to complete an electronics project which then fails to
work because he has missed a vital piece of instruction. This may account for
his patchy learning in general.
Rhythmic behaviour
DJ has always displayed rhythmic behaviour despite many professional
attempts to eradicate these. Under stress (both positive and negative) he rocks
on his bottom or his feet. He also spins around the coffee table, and has been
noted to be confused at this time. Both DJ and MJ report rocking as a focus to
"tune out" sensory bombardment, or aiding concentration in a visually
stimulating environment.
Self abuse
Biting and head banging have been a common occurrence for DJ since birth.
He reports biting as stopping his skin crawling. He reports head banging as
making his eyes work or emptying his head. He is also notorious for facial
grimacing which was an attempt to cut down light intensity. Self abuse, which
was always evident under stress, has discontinued since the application of Irlen
lenses.
Fantasy / Reality distinction
DJ has often been identified as having difficulty distinguishing fiction from
reality. The author would like to offer an alternative to this view with a personal
anecdote to demonstrate reasoning.
DJ caused an uproar in the staff room of his primary school when he wrote a
story in which he said
"On Wednesdays dad baths us and dries us with a blowlamp".
If this sentence is viewed in the context of Leslie's metarepresentational theory
the following applies. Without a visual representation there would be no mental
representation as already stated. Without a mental representation one cannot
build a concept of "is like". Lack of the concept prevents appropriate
communication of experience. It is possible that DJ's experience of being dried
by his dad was a burning sensation in line with sensory hypersensitivity. He
would not have the "is like" concept to communicate this.
DJ and MJ are highly sensing individuals who have developed what might be
described as a sixth sense in relation to animals and like minded people. They
are amazingly empathetic and animated towards people who are themselves of
a calm, quiet and patient disposition. Perhaps these individuals are no threat to
their sensory systems and ultimately no threat to their emotions.
Implications of Scotopic sensitivity on the learning environment
Reading
Difficulties with reading and contrast as previously discussed might result in the
following:
Slow choppy reading.
Loss of words, lines, sentences preventing the construction of
meaning.
Chunk reading - the individual might give the impression of skim
reading by actually homing in on relevant facts, reading o few
sentences and moving to the next fact. In this manner the body of the
text is missed resulting in loss of the plot. In DJ's case the inability to
read Times new Roman text has reduced his access to fiction. This has
been compounded by his light sensitivities being within the primary
colour range. He therefore was unable to watch cartoons. He refers to
fiction and cartoons as "non- sensical rubbish".
Memory
According to Middleton (1999) individuals retain 10% of information heard, 50%
if heard and seen and 90% if heard, seen and done. If DJ is concentrating to
keep visual information in focus he has to tune out white noise, which explains
why he was often perceived to be deaf. Tuning out may mean he loses
valuable auditory information. He learns better from practical situations where
he can relate his learning to real life. In a school science situation pre Irlen he
was extremely egocentric. This too has diminished since his success to learning
has been improved.
Computers can also aid learning for individuals with scotopic sensitivity. They
provide easier access to empty the contents of memory onto paper. They are
also a tremendous aid to storing factual information. As the background
contrast and text can be manipulated to aid reading they are tremendously
important to a child with Scotopic sensitivity. Many high functioning individuals
with autism are understood to be obsessed with computers. Perhaps they are
used by the child inadvertently to compensate for their own difficulties. DJ and
MJ support this view.
Communication
The previously discussed difficulties also have implications within
communication. Many stumble and stutter over words, forget everyday
vocabulary, many often have difficulty phrasing statements (Blackburn 1999).
With Scotopic sensitivity in mind, perhaps they speak as they read. DJ and MJ
report an inability to phrase what they wish to say because their head are full,
information therefore tumbles out in hap-hazard fashion. As a fellow
communicator the author supports their views.
The way forward
DJ and MJ have been wearing Irlen lenses for three and four months
respectively. Both are seeing subtle differences in relation to sensory
experience. Both are less jumpy, less impulsive, less emotionally charged,
better able to read think and communicate. Both have seen a marked reduction
in rigid, obsessive and ritualistic behaviour. Their confidence is increasing as
others report their own observation. Both report a marked reduction in
hypersensitivity both sensory and emotionally. Both report eating a more varied
diet. Both report better sleeping habits and the ability to actually get off to
sleep. Both report a marked increase in the ability to concentrate. To date 45
others are following the Irlen experience and the research continues.
I am not suggesting that Irlen lenses are a cure for autism. The suggestion is
that Irlen lenses cut down sensory overload significantly to enable valuable
learning to take place. The suggestion is also that Scotopic sensitivity may be
the primary deficit in autistic spectrum disorders. The only word of caution to
make if you wish to follow this method is avoid high street optician tints. Irlen
use a medical model to precision tint which is not offered anywhere else.
Precision tinting is vital.
Irlen information can be obtained from the book: 'Reading By The Colors' by
Helen Irlen, Avery publishing, New York, USA. Color treatment with Irlen color
filters helps dyslexia. 85 Irlen Centres worldwide. References included in Irlen's
book, Website: www.irlen.com (http://www.irlen.com), or write:
Irlen Institiute,
5380 Village Road,
Long Beach,
CA 90808, USA.
Tel: 001 562-496-2550
Fax: 001 562-429-8699
Email: Irlen Institute@irlen.com
The full study (9000 words) can be obtained directly from the author.
References:
1. Baron-Cohen, S. (1995) Mindblindness: An essay on autism and theory of
mind. U.S.A MIT press.
2. Bettleheim, B. (1969) The empty fortress: Infantile autism and the birth of
self. New York: The free press.
3. Blackburn, J. (1999) An insider's view of autism.
http://planet.com/users//blackjar/ autism.html.
4. Carlton, S. (1993) The other side of autism: A positive approach. Worcester:
Self publishing association.
5. Geneva center for autism (1999) Autism, Schizophrenia and the Irlen
method. Leeds Handout from Irlen seminar at Beckett Park.
6. Grandin, T. (1996) Experiences with visual thinking, sensory problems and
communication difficulties. Colorado state university.
7. Hobson, R. P. (1989) Beyond cognition: A theory of autism. In G. Dawson
(ed.) Autism: Nature, diagnosis and treatment, pp.-48. New York: Guilford.
8. Hobson, R. P. (1993) Autism and the development of mind. Hove: Lawrence
Erlbaum.
9. Irlen, H. (1997) The world of misperception. Irlen coloured filters. Latitudes, 2,
5, pp.-17. California.
10. Leslie, A. (1987) Pretence and Representation: The origins of "Theory of
mind". Psychological review, 94: pp. 412-26.
11. Middleton, C. (1999). Personal communication.- ENB 998 course. University
of Huddersfield.
12. Morris, B. (1999) Why stress could be good for your body: Good health
research. Daily Mail Tuesday May 25 p45.
13. Ozonoff, S. (1995) Executive functions in autism. In Schopler, E. Mesibov,
G. B. (Eds) Learning and cognition in autism. New York: Pleneum.
14. Riley, D. (1999) Irlen centre web page Kent Irlen centre U.K. email:
101567.2412@compuserve.com.
15. Sacks, O. (1995) An anthropologist on Mars, London: Picador.
16. Tinbergen, A.N. E. (1983) Autistic children - new hope for a cure. George
allen and Unwin.
17. Williams, D. (1996b) Autism: An inside-out approach. London: Jessica
Kingsley.
18. Williams, D. (1998) Autism and Sensing: The unlost instinct. London:
Jessica Kingsley.j