Boarding Pass for autism

“I hear the flowers, I see the wind”

This is how one adolescent with Autism Spectrum Disorder (ASD) described the world in which he lives—a world he is now ‘inviting’ his fellow passengers to explore with him.

Autism Spectrum Disorder is an umbrella diagnosis for individuals who can be very different from one another. Some may be highly intelligent but face social and emotional difficulties. Others may display problems in behavior, learning, communication and language use, and may find it hard to adjust to social conventions, process sensory information and manage their anxiety.

While it is possible to spot specific ASD characteristics in some people immediately, this is not always the case. Even when such characteristics are not obvious to outside observers, they still pose a significant burden on the person experiencing them. When the difficulties escalate and the environment is not enabling for individuals with ASD, they may manifest extreme reactions including anger outbursts and self-harm.

The diagnosis of individuals with Autism Spectrum Disorder has risen at an epidemic rate in recent years. We do not know what lies behind the increase, but it is estimated that 1 in 68 people in the general population are currently diagnosed as being on the autism spectrum.

Fortunately, a number of children with ASD have responded extremely positively to timely and intensive interventions by appropriately trained specialists. However, the majority of these children will still require support—some even continued support into adulthood—through all the stages of their development.

Lastly, it’s worth remembering that one of the core factors leading to compromised development in children with ASD is their genetic inheritance (severe organic impairment). A lack of adequate educational and therapeutic services for children with a disorder as serious as autism can only make this burden heavier still.

Our senses play a vital role in how we perceive and learn about our surroundings. In turn, our perceptions impact on our emotions, our behavior and the way we communicate with others.

Many individuals with ASD experience sensory sensitivities in one or all of their senses (sight, sound, touch, smell, taste, balance, body awareness). An individual with ASD may, for example, be under-sensitive and/or over-sensitive to stimuli at different times resulting in distress, anxiety and even physical pain.

With its multitude of simultaneous sensory stimuli (bright lights, people rushing around, announcements etc.), an airport can be a particularly complex and demanding environment for a person with ASD. If they have not been adequately prepared for an environment of this sort, a person with ASD may become anxious and insecure as they strive to avoid aggravations by remaining in a state of constant hypervigilance. It is likely that their behavior will become unsettled.

The inability to communicate their needs or to decipher what is happening around them can also be a source of intense anxiety for people with ASD. Having to participate in social situations and cope with changes in routine, unpredictability and a lack of control over what’s happening around them can all stimulate anxiety; needless to say, these are all conditions frequently encountered in airports, on flights and journeys, and in unfamiliar destinations.

Anxiety goes hand in hand with physical symptoms (such as sweating, stomach cramps and heart palpitations) which are associated with negative thoughts (“What will happen if they open my suitcase?”, “What will the body search be like?”). Since many individuals with ASD are unable to communicate their anxiety verbally, their stress will manifest itself through their behavior (e.g. in an anger outburst). It is therefore important for us to be understanding and to help individuals with ASD train themselves to manage their anxiety.

• Complex concepts. People who talk a lot or too quickly.
• People who shout or quarrel.
• Surprises, unexpected situations and changes to program.
• Understanding others’ thoughts and feelings.
• Certain tastes and smells.
• Understanding metaphors and humor; they understand things literally.
• Explaining in words what’s bothering them or what they need. That’s why they can sometimes start to shout or perform repetitive actions.
• Being pressured into responding quickly (they need more time to understand what is required of them).
• Commotion, crowd, loud noises, loudspeakers. Lights and being touched; their senses work differently from yours.

• Not being asked to maintain eye contact when they speak to you.
• Being spoken to quietly with simple phrases and easy words.
• Knowing in advance what is going to happen and what they need to do.
• Being told how you feel, what you like and what you don’t like in simple words.
• Being asked what they want to eat.
• Being told simply and specifically what you would like them to do. Being shown pictures that back up what you’re telling them.
• People showing understanding; they cannot communicate like you.
• Patience.
• A quiet space. Dim lighting.

If it helps and you can do so, give up your place in the queue or agree to change seats on the plane.

If the individual with ASD is doing something you find irritating, tell them or their carer politely.

If you can see they are having difficulties expressing themselves, keep calm, avoid persistent eye contact with the individual and/or their carer, and avoid giving advice or making suggestions and comments to the individual with ASD and/or their carer.

If you want to help, approach the individual calmly and from the side of the carer, if possible. Tactfully ask if they need any assistance.

Don’t take any action without the carer’s approval.

If you don’t know what to do or how to react, ask a member of the airport staff for information on what to do.

Be patient and supportive in any way you can.

The parents of people with ASD are doing everything they can to help. They are not to blame for any difficulties. Try to be supportive and discreet.

Remember that there’s a difference between “I don’t want to do something” and “I can’t do something.”