1 00:00:00,000 --> 00:00:16,000 Welcome to From the Spectrum Podcast. This is a podcast about autism. It is my goal to explain what is autism. 2 00:00:16,000 --> 00:00:32,000 I plan to use a mixture of scientific literature, personal experience, and opinion. With opinion, I will explain why. I will fill the way I do and give examples. 3 00:00:32,000 --> 00:00:45,000 I will provide links to various references for each episode. For each episode, we will discuss various aspects of autism. 4 00:00:45,000 --> 00:00:49,000 Erwin Schrodinger on Canner said, 5 00:00:49,000 --> 00:00:57,000 Canner thought what nobody has yet thought about that which everybody sees. 6 00:00:57,000 --> 00:01:01,000 This quote is fascinating in several ways. 7 00:01:01,000 --> 00:01:09,000 One, it's true, autism broke away eventually from schizophrenia and Canner saw that. 8 00:01:09,000 --> 00:01:19,000 But two, Schrodinger also saw what people are currently overlooking in health and autism. 9 00:01:19,000 --> 00:01:32,000 That is, quantum theory, thermodynamics, entropy, and so forth, and cell biology, including the mitochondria. 10 00:01:32,000 --> 00:01:39,000 This connection of Canner, Schrodinger and autism is amazing to me. 11 00:01:39,000 --> 00:01:47,000 And please note, to my knowledge, was not directly involved with studying autism. 12 00:01:47,000 --> 00:02:02,000 Yet, Schrodinger's work is along the lines that autism research avoids, and modern health and medicine avoids. 13 00:02:02,000 --> 00:02:12,000 Big problems. And you know it to be big problems because everything we're doing in health and autism research, everything is kind of stuck. 14 00:02:12,000 --> 00:02:20,000 Nothing's changing. Yet, the only change is it's negative, it's worsening. 15 00:02:20,000 --> 00:02:32,000 However, the light and Earth's electromagnetic fields and cell biology sell respiration and development. 16 00:02:32,000 --> 00:02:37,000 Much of what Schrodinger studies is the missing link. 17 00:02:37,000 --> 00:02:44,000 In addition, Schrodinger called out theories on genetics early on. 18 00:02:44,000 --> 00:02:56,000 I think because he knew the environmental signals of the living organisms are superior to those genetic make-ups. 19 00:02:56,000 --> 00:03:10,000 For today's episode, we will cover Canner's case studies and the earliest autistic phenotypes from autistic disturbances of effective contact. 20 00:03:10,000 --> 00:03:14,000 Basic demographics of the case studies. 21 00:03:14,000 --> 00:03:26,000 11 children were studied, 8 male and 3 girls, so very similar representation of autism in 2024. 22 00:03:26,000 --> 00:03:40,000 Mean age, just under 5 years old, 4 years and just into the 11th month, so a couple of weeks shy of exactly 5 years old, further average. 23 00:03:40,000 --> 00:03:51,000 The youngest was John F. at 2 years and 4 months, and the oldest was Virginia S. at 11 years old. 24 00:03:51,000 --> 00:03:55,000 Here's something very fascinating to me. 25 00:03:55,000 --> 00:04:00,000 Mean age of the 3 girls is 8 years and about 9 months. 26 00:04:00,000 --> 00:04:06,000 The mean age of the 8 boys is 3 and a half years old. 27 00:04:06,000 --> 00:04:10,000 Big difference here. 28 00:04:10,000 --> 00:04:18,000 8 of the 11 had typical or a slight delay, at worst, with their ability to speak. 29 00:04:18,000 --> 00:04:21,000 There are 3 total nonverbal. 30 00:04:21,000 --> 00:04:28,000 Ecolalia, present in most speaking autistics in the study. 31 00:04:28,000 --> 00:04:39,000 Their vocabulary lacked, and it appears that it, largely based on how the children repeated words and phrases. 32 00:04:39,000 --> 00:04:42,000 Some family history. 33 00:04:42,000 --> 00:04:46,000 This is an interesting consideration. 34 00:04:46,000 --> 00:04:50,000 First, Leo Canner was at John Hopkins. 35 00:04:50,000 --> 00:04:57,000 All children came from highly intelligent and successful families. 36 00:04:57,000 --> 00:05:09,000 The fathers of the children include 4 psychiatrists, 1 lawyer, 1 chemist, that is a law school graduate as well, 37 00:05:09,000 --> 00:05:16,000 1 plant pathologist, 1 professor of forestry, 38 00:05:16,000 --> 00:05:24,000 1 advertising copywriter that has connections to 3 universities and attended law school, 39 00:05:24,000 --> 00:05:32,000 and a mining engineer, and 1 successful businessman. 40 00:05:32,000 --> 00:05:40,000 In addition, 9 of the 11 mothers were college graduates. 41 00:05:40,000 --> 00:05:45,000 The 2 without college degrees had successful jobs in their communities. 42 00:05:45,000 --> 00:05:55,000 1 mother was a freelance writer, 1 a physician, 1 a psychologist, 1 a graduate nurse, 43 00:05:55,000 --> 00:06:02,000 and 1 purchasing agent and director of a girl school and a teacher of history. 44 00:06:02,000 --> 00:06:14,000 To no surprise, the grandparents had tremendous success too, as physicians, scientists, writers, and artists. 45 00:06:14,000 --> 00:06:27,000 All but 3 of the families were featured in Husu and America, or in American Men of Science, or even both. 46 00:06:27,000 --> 00:06:31,000 I say the family history to say this. 47 00:06:31,000 --> 00:06:34,000 This is why I want to bring up this family history. 48 00:06:34,000 --> 00:06:39,000 You know my direction with artificial light as the cause of autism. 49 00:06:39,000 --> 00:06:50,000 These families had generations deep, were capable to equip their homes with plenty of electricity and modern accommodations, 50 00:06:50,000 --> 00:06:54,000 modern for that era. 51 00:06:54,000 --> 00:07:04,000 Non-native EMF, such as artificial light, must be involved with these families as early as it became available. 52 00:07:04,000 --> 00:07:19,000 We will never really know. However, we do know how human biology, how living organisms use light for life, undisputed. 53 00:07:19,000 --> 00:07:30,000 And finally, for the family history, there were various religions and birthing orders exist for these children and their families. 54 00:07:30,000 --> 00:07:39,000 Some general observations. From the start, from birth, or from the earliest recognition from the parents, 55 00:07:39,000 --> 00:07:55,000 there is an extreme autistic aloneness that, whenever possible, disregards, ignores, and shuts out anything that comes to the child from the outside. 56 00:07:55,000 --> 00:08:12,000 Common observations and descriptions from parents include, they're self-sufficient, like in a shell, happiest when left alone, acting as if people weren't there, 57 00:08:12,000 --> 00:08:22,000 perfectly oblivious to everything around them, giving the impression of silent wisdom, 58 00:08:22,000 --> 00:08:33,000 failing to develop the usual amount of social awareness, acting as if hypnotized. 59 00:08:33,000 --> 00:08:49,000 Those are lacking and even caring about adaptive responses. Something inside of us is more important, likely safer and more interesting, and so forth. 60 00:08:49,000 --> 00:09:10,000 So some sensory observations from the 11 children. Direct physical contact or motion or noise as threats to disrupt the aloneliness is either treated as if it weren't there, or, if this is no longer sufficient, 61 00:09:10,000 --> 00:09:24,000 resented painfully as distressing interference. Autistics, these children, and it's still true today, we don't like things interrupting, interfering. 62 00:09:24,000 --> 00:09:35,000 Don't interrupt or interfere with aloneness. Something called anticipatory motor adjustment. 63 00:09:35,000 --> 00:09:48,000 Okay, this isn't my thing. Can you're highlighted? It seems to be part of the medical paradigm as a developmental milestone. 64 00:09:48,000 --> 00:09:59,000 Maybe it still is. Again, this is not my area. I do know we have unique and incredible reflexes. Of course, these are innate. 65 00:09:59,000 --> 00:10:08,000 For instance, humans, when they turn their heads to the side, only the head turns. 66 00:10:08,000 --> 00:10:18,000 Let's say, turn it to the left or to the right. Your eyes turn the opposite way. 67 00:10:18,000 --> 00:10:30,000 Turn your head to the right. The eyes move to the left or vice versa. It intends to stabilize the visual inputs. 68 00:10:30,000 --> 00:10:39,000 I learned this from David Berson, who is part of the melanopsin and rabbidomeric opsin sequencing. 69 00:10:39,000 --> 00:10:52,000 This opposite movement with our heads and eyes is the same thing that pigeons do when they ambulate, when they move their head back as they move forward. 70 00:10:52,000 --> 00:10:59,000 This is what pigeons are doing. They're stabilizing their visual inputs. 71 00:10:59,000 --> 00:11:12,000 Okay, that was a side track, but valuable information and too incredible not to mention. Back to this so-called anticipatory motor adjustment. 72 00:11:12,000 --> 00:11:24,000 Autistics could not do this until ages two or three. Typical age for this, this occurs at four months. 73 00:11:24,000 --> 00:11:40,000 It is when the infant makes motor adjustments in anticipation of being picked up or while being picked up and transitioned into being held and so forth. 74 00:11:40,000 --> 00:11:46,000 And the infants make bodily adjustments while being held. 75 00:11:46,000 --> 00:11:57,000 For the autistics, this occurred about at 38 months on average. Big difference. 76 00:11:57,000 --> 00:12:06,000 Loud noises and moving objects. It is not so much the external happenings in the environment. 77 00:12:06,000 --> 00:12:17,000 The vacuum cleaner, running water, elevators, escalators. My son was terrified of escalators. 78 00:12:17,000 --> 00:12:30,000 Other examples, mechanical toys. It is though things interfering with the child's internal world and the aloneness of that internal world. 79 00:12:30,000 --> 00:12:40,000 Meaning the autistic infant or child. It's more of how are those things being entangled into the autistic's world. 80 00:12:40,000 --> 00:12:47,000 Space and time or spatial temporal is fascinating. 81 00:12:47,000 --> 00:12:56,000 With those noises and motions. More on these adaptive responses that we discuss so frequently. 82 00:12:56,000 --> 00:13:05,000 Remember the altered brain connectivity to the medial prefrontal cortex and in and out of the medial. 83 00:13:05,000 --> 00:13:16,000 And lacking that ability to adaptive respond to society as the living organism navigates their world. 84 00:13:16,000 --> 00:13:22,000 This is a big flaw. Disfunction and autism. 85 00:13:22,000 --> 00:13:32,000 Just a brief way to describe autistic phenotype is a lack of adaptive responses. 86 00:13:32,000 --> 00:13:39,000 These noises and motions are similar to our speech and language. 87 00:13:39,000 --> 00:13:44,000 And something labeled monotonously repetitions. 88 00:13:44,000 --> 00:13:52,000 A lot of limited adaptive responses lacking skills for responding. 89 00:13:52,000 --> 00:13:56,000 Everything stays the same. 90 00:13:56,000 --> 00:14:05,000 A significant part of this paper is sameness. Aloneness and sameness. 91 00:14:05,000 --> 00:14:16,000 Remember inflexibility through rules. Rules are rules. And don't limit this with deliberate rule breaking. 92 00:14:16,000 --> 00:14:28,000 But add and consider accidents or indirect or naturally occurring phenomena that catches the autistic phenotypes attention. 93 00:14:28,000 --> 00:14:39,000 Naturally occurring human nature items. For instance a child noticed a crack in an office ceiling. 94 00:14:39,000 --> 00:14:48,000 And got hitched with asking anxiously and repeatedly what happened to the ceiling. 95 00:14:48,000 --> 00:14:53,000 The child couldn't make sense of it happening. 96 00:14:53,000 --> 00:14:58,000 The drywall becoming worn and damaged. 97 00:14:58,000 --> 00:15:09,000 Canary labeled a phenomenon as limitation in the variety of spontaneous activity. 98 00:15:09,000 --> 00:15:22,000 Physical phenomena is the outside world. Must be congruent with the experience and memory stored in the autistic. 99 00:15:22,000 --> 00:15:27,000 More and more explanation of adaptive responses. 100 00:15:27,000 --> 00:15:34,000 Here canner also captures an interesting phenomena with autism. 101 00:15:34,000 --> 00:15:39,000 The conundrum of language and spelling. 102 00:15:39,000 --> 00:15:47,000 These things have unusual rules. Many autistics have this phenotype. 103 00:15:47,000 --> 00:15:53,000 Why is there a W and not a double N? 104 00:15:53,000 --> 00:16:12,000 For Donald Triplett, young Donald had excellent observations such as being disturbed with spelling light L I G H T and bite B I T. 105 00:16:12,000 --> 00:16:20,000 I remember move and movie in the third grades were very confusing to me. 106 00:16:20,000 --> 00:16:27,000 Spelling is very difficult. I confuse spell checker a lot. 107 00:16:27,000 --> 00:16:33,000 The red dotted lines will say no replacement found. 108 00:16:33,000 --> 00:16:38,000 The sameness phenomena is B2. 109 00:16:38,000 --> 00:16:43,000 My belief is B2. This is so strong. 110 00:16:43,000 --> 00:16:49,000 This anxiously obsessive desire for the maintenance of sameness. 111 00:16:49,000 --> 00:16:52,000 As canner described. 112 00:16:52,000 --> 00:17:01,000 This barricades our B3. Restricted fixated interest. 113 00:17:01,000 --> 00:17:09,000 It protects this and allows that abnormal intensity or focus. 114 00:17:09,000 --> 00:17:18,000 We very much want to be here in the world, in our world. 115 00:17:18,000 --> 00:17:26,000 The children had difficulties with unlearning incorrect language associations. 116 00:17:26,000 --> 00:17:34,000 They would learn a word by associating it with something in the environment. 117 00:17:34,000 --> 00:17:48,000 Canner described language as parrot like repetitions and described immediate and delayed echolalia. 118 00:17:48,000 --> 00:17:52,000 Personal pronoun use was difficult. 119 00:17:52,000 --> 00:17:58,000 Example, the children would often call themselves your. 120 00:17:58,000 --> 00:18:07,000 Your is what the speaker would use during conveying speech and language to the child. 121 00:18:07,000 --> 00:18:15,000 This would last until about six years old. The children would refer to themselves as you. 122 00:18:15,000 --> 00:18:20,000 Not I or me. 123 00:18:20,000 --> 00:18:25,000 Here is a big one for me. Something society confuses itself with. 124 00:18:25,000 --> 00:18:39,000 Often it took many repeats, reiterations of a question or command before the autistic child would even echo a slight response. 125 00:18:39,000 --> 00:18:48,000 Seven, seven of the eleven were considered deaf or hard of hearing. 126 00:18:48,000 --> 00:18:58,000 The verbal conveyance into the child's inner world is often considered a dreadful intrusion. 127 00:18:58,000 --> 00:19:04,000 Now, one, think ADHD in today's society. 128 00:19:04,000 --> 00:19:10,000 It's not autism and ADHD. 129 00:19:10,000 --> 00:19:13,000 It's just the autism. 130 00:19:13,000 --> 00:19:21,000 And two, I have this phenomenon and it is an intrusion. 131 00:19:21,000 --> 00:19:28,000 As far back as I could remember, this has implicated me. 132 00:19:28,000 --> 00:19:34,000 The competing factors of sensory processing, those external cues. 133 00:19:34,000 --> 00:19:41,000 The interference of those intense internal fixations, thinking in pictures. 134 00:19:41,000 --> 00:19:47,000 The clashing of the so-called default mode networks. 135 00:19:47,000 --> 00:19:50,000 The ringing of the ears. 136 00:19:50,000 --> 00:20:00,000 If you want to imagine throbbing in your ears, that's the physical phenomenon I would describe. 137 00:20:00,000 --> 00:20:08,000 It's frustrating, interfering, mostly uninteresting. 138 00:20:08,000 --> 00:20:15,000 An effort is given to avoid that, to minimize that. 139 00:20:15,000 --> 00:20:20,000 The biggest question and consideration ought to be this. 140 00:20:20,000 --> 00:20:22,000 Not. 141 00:20:22,000 --> 00:20:33,000 Not that this does not happen, but is one thing cause or implicate other behaviors. 142 00:20:33,000 --> 00:20:40,000 It is the intense fixations and we learn to stay here. 143 00:20:40,000 --> 00:20:47,000 We learn to stay in our exciting and safe inner world. 144 00:20:47,000 --> 00:20:51,000 Remember the default mode network episode? 145 00:20:51,000 --> 00:20:56,000 This is innate from birth or learned. 146 00:20:56,000 --> 00:20:59,000 Is it a connectivity problem? 147 00:20:59,000 --> 00:21:06,000 On a timeline, when do these separate phenomena occur? 148 00:21:06,000 --> 00:21:09,000 This is a prominent question of mine. 149 00:21:09,000 --> 00:21:21,000 Disruption to sameness, no matter how trivial, invite distress and even tantrums. 150 00:21:21,000 --> 00:21:29,000 Relation to objects, objects must do what they are intended to do. 151 00:21:29,000 --> 00:21:38,000 Objects are far superior as a source of attention than people. 152 00:21:38,000 --> 00:21:44,000 The relation to people is no surprise, different from objects. 153 00:21:44,000 --> 00:21:52,000 All 11 children preferred objects over human interaction. 154 00:21:52,000 --> 00:22:05,000 The adults had to repeat insistently as Kenner used and the child then participated with getting it over with. 155 00:22:05,000 --> 00:22:13,000 Just go ahead and answer and respond, participate in the social interaction to get it over with. 156 00:22:13,000 --> 00:22:25,000 The children would return and the humans and their conversations were no different than the furniture in the room. 157 00:22:25,000 --> 00:22:29,000 The children had no interest. 158 00:22:29,000 --> 00:22:44,000 For people, the autistic children show different behaviors and abilities between real people and interaction versus pictures of people. 159 00:22:44,000 --> 00:22:50,000 Meaning pictures of people could elicit interest. 160 00:22:50,000 --> 00:22:57,000 Our conversations about the differences in oxytocin could be involved here. 161 00:22:57,000 --> 00:23:09,000 Remember the differences of oxytocin, biosynthesis, the differences of magnosecular and parvocellular. 162 00:23:09,000 --> 00:23:23,000 Plus the obvious sensory and prediction, those social implications common with autism and understanding autism. 163 00:23:23,000 --> 00:23:35,000 Okay, interference and forced interaction gave a response of outbursts and frustration. 164 00:23:35,000 --> 00:23:50,000 This helps explain my words on B2 that same this and B3, the restricted fixated interest that are abnormal in intensity and focus. 165 00:23:50,000 --> 00:24:00,000 That schedule, disruption and interference cause great frustration. 166 00:24:00,000 --> 00:24:11,000 An interesting observation noted in Kenner from the parents and this is me, I share this and I've mentioned it in previous episodes. 167 00:24:11,000 --> 00:24:16,000 Children were oblivious to others in the area. 168 00:24:16,000 --> 00:24:23,000 Okay, so this is not news. This is well recognized and understood. 169 00:24:23,000 --> 00:24:38,000 The children would drift away from the group, leaving the area and navigate towards more seclusion and isolation. 170 00:24:38,000 --> 00:24:50,000 Recently, it's becoming almost more and more, it seems like, that little autistic children in 2024 are just drifting off, going missing. 171 00:24:50,000 --> 00:24:54,000 This is a very serious situation. 172 00:24:54,000 --> 00:25:04,000 Remember my comments on just leaving family gatherings or social events? I just want to go. 173 00:25:04,000 --> 00:25:16,000 Another interesting component is, despite little to no interaction or involvement and seemingly being distant to others, 174 00:25:16,000 --> 00:25:24,000 seemingly based on other people's perceptions, their thoughts of the autistic children, 175 00:25:24,000 --> 00:25:36,000 despite little interaction and social awareness, autistic children still knew names and details of others. 176 00:25:36,000 --> 00:25:45,000 A couple of hard stops here, we don't need the so-called social norms to be paying attention. 177 00:25:45,000 --> 00:25:54,000 Our attention methods are just different, perhaps even more efficient but different. 178 00:25:54,000 --> 00:26:00,000 Certainly not lacking, so know this, know that. 179 00:26:00,000 --> 00:26:10,000 Second, modern humans, adults and children, especially children, this is considered inattentive. 180 00:26:10,000 --> 00:26:17,000 ADHD or ADD, wrong, it is autism. 181 00:26:17,000 --> 00:26:26,000 Stop this madness of diagnosing smorgasbord, it is harmful and inaccurate. 182 00:26:26,000 --> 00:26:34,000 Modern humans try to make sense of things, well all humans do and this probably always happened. 183 00:26:34,000 --> 00:26:42,000 We try to make sense of something and then get hitched on it. This prevents our critical thinking. 184 00:26:42,000 --> 00:26:49,000 We see somebody not paying attention, oh so they're inattentive so they have ADHD or ADD. 185 00:26:49,000 --> 00:26:52,000 This is false. 186 00:26:52,000 --> 00:26:56,000 At times this could just be the autism. 187 00:26:56,000 --> 00:27:06,000 That is as complicated for you to understand, maybe. But critical thinking and comfort are anti-correlated. 188 00:27:06,000 --> 00:27:17,000 Just because it might offend your beliefs, just because you might need something more than somebody not paying attention in social settings 189 00:27:17,000 --> 00:27:30,000 or not paying attention to you directly, you might think or you might need to attach, oh that's ADHD for the comfort of yourself. 190 00:27:30,000 --> 00:27:34,000 Be cautious of that. 191 00:27:34,000 --> 00:27:39,000 Memories are strong for sameness. 192 00:27:39,000 --> 00:27:52,000 An example in Kanner's case studies is John, who moved and had movers involved in the process of packing up and transitioning to the new house. 193 00:27:52,000 --> 00:27:57,000 This was difficult and anxiety ridden. 194 00:27:57,000 --> 00:28:14,000 As soon as the new house was furnished and arranged similarly to John's old house, it was easy to see his comfort return as he showed affection to the previous items. 195 00:28:14,000 --> 00:28:24,000 However, more specifically, in data that shows more repetitions besides the one example of moving, 196 00:28:24,000 --> 00:28:29,000 John had great memory for the toy arrangements. 197 00:28:29,000 --> 00:28:41,000 Often immediately noticing slight nuance changes, followed by an imperative demand to return the familiar and preferred arrangement 198 00:28:41,000 --> 00:28:48,000 and organization to return to John's stored memories. 199 00:28:48,000 --> 00:28:54,000 So here, understanding play and social interactions are big. 200 00:28:54,000 --> 00:29:04,000 And if needed, my examples of childhood also remember the relationships between B3 and B2. 201 00:29:04,000 --> 00:29:16,000 It's not uncommon for you to know that autistics can capture or pick out spot some slight inaccuracies with things. 202 00:29:16,000 --> 00:29:18,000 We see patterns. 203 00:29:18,000 --> 00:29:28,000 This is a wonderful source of superpowers of something the autistic community can do. 204 00:29:28,000 --> 00:29:35,000 Can do in their life for a profession to be a professional at this. 205 00:29:35,000 --> 00:29:52,000 And as you know more and more about neuroplasticity and our memory, all humans memory, and how this is ingrained or entangled into us as we move across lifespans. 206 00:29:52,000 --> 00:30:10,000 Just understand all the harms that are kind of decapitating to the autistic phenotype living decades and all their life battling these things from the outside. 207 00:30:10,000 --> 00:30:27,000 Canner highlighted excellent rote memory and this is still true today. These are all autistic phenotypes from the 30s and 40s still true today. 208 00:30:27,000 --> 00:30:35,000 However, how it was viewed back then versus now, I believe has changed. 209 00:30:35,000 --> 00:30:41,000 Okay, so GI, this is a very interesting similarity. 210 00:30:41,000 --> 00:30:49,000 Food, GI is obviously a condition always with autism and still today. 211 00:30:49,000 --> 00:31:04,000 Remember the autism and gastrointestinal problems episode and all that biology we discussed and how light is driving this, driving this development of the enteric nervous system. 212 00:31:04,000 --> 00:31:16,000 Those enterochromathin cells, there's a lot going on here that are very critical for human development and human well being. 213 00:31:16,000 --> 00:31:24,000 One of the first so-called intrusions of the infants and the canner paper is food. 214 00:31:24,000 --> 00:31:32,000 Six had severe feeding problems their first year of life. 215 00:31:32,000 --> 00:31:48,000 Something to highlight and consider autism and this gastrointestinal problems or it dyspraxia or speech and language problems or whatever the cause. 216 00:31:48,000 --> 00:31:56,000 All of these are just downstream phenotypes of something not developing properly. 217 00:31:56,000 --> 00:32:15,000 And that brings us to something frustrating for me, something frustrating from the autistic science or this autistic research and the community that is autism and XYZ, autism and blank and blank. 218 00:32:15,000 --> 00:32:24,000 Many had autism and XYZ in the canner paper and different extremes of autism. 219 00:32:24,000 --> 00:32:35,000 The spectrum of obsessiveness and stereotypy and ecolalia represents modern autism. 220 00:32:35,000 --> 00:32:46,000 Canner acknowledges childhood schizophrenia and various dementias based on desectus and heller. 221 00:32:46,000 --> 00:32:55,000 Canner highlights the autistic children have the autistic phenotypes since birth. 222 00:32:55,000 --> 00:33:07,000 Second, the autistic children were capable of establishing and maintaining purposeful and intelligent two objects. 223 00:33:07,000 --> 00:33:16,000 These fixations and sources of accelerated learning is a benefit with autism. 224 00:33:16,000 --> 00:33:23,000 These separated the other types of conditions or disorders of the time. 225 00:33:23,000 --> 00:33:36,000 This is why canner and Asperger were able to discriminate the differences with autism or Aspergers with other conditions. 226 00:33:36,000 --> 00:33:44,000 Okay, some interesting timelines kind of captured in the canner paper. 227 00:33:44,000 --> 00:33:54,000 Ages five to six was ecolalia improves and the language more communicative is better. 228 00:33:54,000 --> 00:33:59,000 Children, they could ask questions and answers. 229 00:33:59,000 --> 00:34:08,000 They would answer questions and be able to communicate and form sentences better and food acceptance improved. 230 00:34:08,000 --> 00:34:15,000 Noises and motions are less severe, more tolerated. 231 00:34:15,000 --> 00:34:25,000 Panic and tantrums reduced some social interaction instead of completely avoiding and being disruptive. 232 00:34:25,000 --> 00:34:37,000 The children began to learn to take care of the interaction to finish it more quickly and return to their fixations or their objects. 233 00:34:37,000 --> 00:34:43,000 That is wonderful observations made in the paper and this is me as well. 234 00:34:43,000 --> 00:34:49,000 This is probably 100% of autism. 235 00:34:49,000 --> 00:35:01,000 I think this is a form of learning neuroplasticity seen and experienced on mass scales of autistics. 236 00:35:01,000 --> 00:35:06,000 This will likely never change our purpose. 237 00:35:06,000 --> 00:35:15,000 Get it over with minimize the interaction and interferences so we can carry on. 238 00:35:15,000 --> 00:35:28,000 Ages six through eight children began to play within a group but not with the group but alongside a group. 239 00:35:28,000 --> 00:35:39,000 In ages nine through 11 they still have a strong desire for aloneness and sameness. 240 00:35:39,000 --> 00:35:47,000 Those are the two big highlights of the canner paper for autistic phenotypes. 241 00:35:47,000 --> 00:35:51,000 Aloneness and sameness. 242 00:35:51,000 --> 00:36:03,000 Now you can feed those into the fixated interest that are abnormal in intensity or focus. 243 00:36:03,000 --> 00:36:11,000 If you are listening to the episode or listening to the podcast please feel free to leave a review or rating. 244 00:36:11,000 --> 00:36:20,000 In podcast reviews, ratings and downloads are huge and I very much appreciate your feedback. 245 00:36:20,000 --> 00:36:35,000 You can contact me on X at RPS 47586 or through the hop link where you have access to all the platforms and contact information. 246 00:36:35,000 --> 00:36:47,000 You can email me info.fromthespectrum.com. 247 00:36:47,000 --> 00:36:54,000 Thank you for listening to From the Spectrum Podcast.