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CHAPTER I

INTRODUCTION

Our brains, which govern every aspect of our existence, are the foundation of who

we are. When a neurological condition develops, it can have a significant effect on a

person's identity, interpersonal interactions, and day-to-day activities. Neurological

problems can be physically and emotionally taxing, ranging from mobility impairments

that make ordinary tasks difficult to memory disorders that have an impact on

interpersonal interactions. It is essential to comprehend the intricate interactions between

the brain and behavior to create appropriate therapies and services for those suffering

from neurological diseases.

In today's world, there is a growing awareness and understanding of autism

spectrum disorder (ASD). Autism Spectrum Disorder (ASD) is a condition that is

becoming more widely known and understood in the modern world. While the incidence

of autism varies considerably between geographical areas, it is believed that 1 in 160 kids

worldwide has ASD. The number of ASD diagnoses has significantly increased in recent

years, most likely because of better screening procedures and increased awareness (World

Health Organization, 2021).

Autism Spectrum Disorder (ASD) is a complicated neurological disorder that

impacts social interaction and communication. Social communication and interaction

problems are among the most defining characteristics of autism spectrum disorder (ASD)

and can have a substantial impact on what a person does every day. The nature of these

challenges, as well as probable underlying causes and successful solutions, have been
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clarified by research during the previous ten years (Swanson et al., 2017; Fusar-Poli et

al., 2019).

One area of study has been on the particular social communication and interaction

skills that are impacted in people with ASD. The capacity to share attention with someone

else on an identical object or event was less common in those with ASD. Compared to

people who are usually developing, people with ASD display less activity in the medial

prefrontal cortex and other brain areas related to social cognition. Studies have revealed

that people with ASD have difficulties switching their focus between different tasks or

ideas, which is a sign of cognitive flexibility. Because of this, it may be challenging for

someone with ASD to adjust to changes in their environment or to switch their focus

between various social cues when interacting with others (Demetriou et al., 2017;

Swanson et al., 2017; Fusar-Poli et al., 2019).

Individuals with ASD frequently struggle with executive functioning. Planning,

organization, working memory, cognitive flexibility, and inhibition are just a few of the

cognitive processes known as executive functioning that are required for goal-directed

action. Executive functioning issues are a frequent symptom of autism spectrum disorder

(ASD), which can make it difficult for affected individuals to manage social interactions

and academic activities. Additionally, people with ASD may struggle to plan and stay

organized, which might hinder their capacity to finish work and reach objectives. They

may struggle to plan and start projects, as well as to divide larger tasks into smaller ones

(Executive Functioning in Children with ASD + ADHD and ASD + ID: A Systematic

Review, 2021).
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Moreover, repetitive behaviors can be seen in infants as young as 12 months old

and are frequently among the first symptoms of autism spectrum disorder (ASD). These

actions can be repetitive vocalizations like echolalia or repeated sentences, as well as

repetitive hand gestures like flapping or twisting. Although repetitive behaviors are not

exclusive to ASD, they can be a sign of the illness due to their persistence and severity, as

well as the presence of other ASD symptoms (Zwaigenbaum et al., 2015; Wetherby et al.,

2019). A study by Chevallier and colleagues (2015) found that the degree of repetitive

activities in people with ASD was more closely related to executive functioning

deficiencies.

Furthermore, having trouble processing sensory information is a common

problem for people with autism spectrum disorder (ASD). These issues may involve an

extreme sensitivity to or intolerance to specific textures, loud noises, or bright lights. A

lack of awareness or responsiveness to specific sensory information might result from

them, as might hyposensitivity or under-responsiveness to sensory inputs. It may be

difficult for a person to carry out daily tasks or negotiate social situations because of

these sensory processing issues (Ben-Sasson et al., 2019; Lane et al., 2019).

The brain processes that underlie sensory processing can be used as a lens to

investigate sensory processing issues in people with ASD. People with ASD may

interpret sensory data differently in their brains, especially when it comes to integrating

data from several modalities. A study by Marco and colleagues (2013) found that,

compared to children who were typically developing, children with ASD had less

functional connectivity between the brain areas involved in sensory processing.

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In addition, autism spectrum disorder (ASD) patients frequently experience

anxiety and other mental health issues. Research conducted by Vasa and Mazurek (n.d),

revealed that there is a wide range of data on the prevalence of anxiety in people with

ASD, from 22 to 84%. According to a recent meta-analysis, 39.6% of kids with ASD had

at least one anxiety problem. The most prevalent categories were specific phobias

(29.8%), obsessive-compulsive disorder (OCD) (17.4%), and social anxiety disorder

(16.6%). The two anxiety disorders with the highest prevalence were social phobia

(41.7%) and generalized anxiety disorder (25.9%) in recent research of 108 high-

functioning children with ASD who were engaged in treatment trials for anxiety. Nearly

all (91.6%) satisfied criteria for two or more anxiety disorders.

These symptoms can have a significant negative influence on a person's life,

making it difficult for them to establish and maintain relationships, communicate clearly,

and engage in normal activities. It can be difficult for people with ASD to navigate social

situations because they may struggle with social cues and sensory processing issues that

result in hypersensitivity to or aversion to specific sensory stimuli. Individuals with ASD

can learn techniques to manage their symptoms and reach their full potential,

nevertheless, with early intervention and continued support (Swanson et al., 2017;

Esposito et al., 2019; Russell et al., 2018).

However, individuals with autism spectrum disorder (ASD) have special talents

that set them apart from others. These aptitudes, usually referred to as special interests,

are areas of strong focus and enthusiasm displayed by people with ASD. Studies have

indicated that having unique interests increases socializing, improves communication,

and raises levels of pleasure and well-being in people with ASD (Kenny et al., 2015).
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Special abilities often fit into a small number of categories. According to a recent

study, memory (52% of the sample), visual-spatial skills (32%), calculation, drawing, or

music (approximately 17% for each subject) were among the distinctive, isolated skills

that more than 70% of autistic children and adults possessed (Happé, 2018).

One of the best-known instances of an ASD person having a special talent is their

prowess in subjects like math, music, and the arts. According to studies, people with ASD

are more adept at recognizing patterns and using their visual-spatial skills. This can be

seen in the case of British artist Stephen Wiltshire, who has ASD and possesses a

remarkable photographic recall for landscapes and urban settings (Stephen Wiltshire,

1974– UK Disability History Month, 2017). Individuals with ASD may also have

extraordinary memory capabilities, especially in areas of their unique interests, in

addition to their artistic and intellectual abilities.

Additionally, people with ASD may have a special aptitude for processing data in

a precise and analytical way, which can be useful in industries like science and

technology (Baron-Cohen et al., n.d.). This talent is demonstrated by Temple Grandin, a

well-known animal behaviorist with ASD who has significantly influenced the cattle

sector with her creative ideas for animal handling facilities (Grandin, T., & Panek, R.

2013).

Numerous treatments could be suggested to raise awareness of and support for

people with autism spectrum disorder (ASD). Early screening and diagnosis are crucial

interventions since they can significantly improve results for people with ASD.

Furthermore, lowering stigma and facilitating greater access to resources and support for

people with ASD and their families are both benefits of raising public understanding and
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awareness of ASD. To ensure that people with ASD have equal access to educational

opportunities and career possibilities, schools and employers can also incorporate

accommodations and supports for them. The lives of people with ASD and their families

can be improved through ongoing research into effective ASD therapies and treatments.

By putting these solutions into practice, we may enhance the lives of people with ASD

and advance a more accepting and encouraging society.

The main goal of this study is to gain a comprehensive understanding of the

experiences that individuals diagnosed with autism spectrum disorder (ASD) encounter in

their daily lives and to delve into the intricate details of their day-to-day activities, social

interactions, communication, coping mechanisms, emotions, stress management, and

experiences in navigating different environments. This study aims to achieve the

following objectives:

1. How does autism spectrum disorder (ASD) affect the life of the individual

diagnosed with this illness in terms of:

a. Mental aspect

b. Emotional aspect

c. Social aspect and.

d. Intellectual aspect

2. How should people who are around someone with autism spectrum

disorder interact with them?

3. What IEC can be proposed based on the findings of the study?

Researching people with autism spectrum disorder (ASD) and their daily

experiences allows for a greater understanding of the challenges that individuals with
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ASD face on a regular basis. It provides valuable insight into how they perceive the

world and how they can be effectively supported. By gaining more knowledge and

acceptance of people with ASD, society can reduce the stigma and harmful

preconceptions associated with the disorder.

Studying the real-world experiences of people with ASD can lead to

improvements in the effectiveness of interventions and support services provided to them.

By gaining an understanding of the unique challenges and needs of individuals with ASD,

interventions and support services can be tailored to better meet those needs. This can

result in improved outcomes for individuals with ASD, such as enhanced social and

communication skills, increased independence, and an overall better sense of wellbeing.

The study will primarily benefit individuals with ASD. Studying the lived

experiences of individuals with autism can provide numerous benefits to those

individuals. It can help them develop a deeper understanding of their own condition, a

sense of belonging and connectedness with others, and advocacy and self-advocacy

skills. By learning about the experiences of others with autism, individuals can better

understand themselves, feel more connected with others, and advocate for their own

rights and needs.

Secondly, it can assist relatives and caregivers of people with autism to better

understand and support their loved ones by giving them insights into their experiences.

By becoming aware of the difficulties faced by those with autism, families and caregivers

can devise plans for offering the necessary assistance and modifications, which can

enhance the quality of life for both the autistic person and their loved ones.
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Thirdly, it can help those who work with autistic people in education and

healthcare. Education and healthcare workers can better assist and meet the demands of

their students' and patients' needs by learning about the experiences of those with autism.

This may contribute to raising the standard of education and care given to people with

autism and ultimately assisting them in realizing their full potential.

Lastly, the promotion of increased autism understanding, and awareness can also

benefit society. People may foster more empathy and understanding for those with the

condition and seek to promote greater inclusion and acceptance in all spheres of society

by learning about the experiences of those with autism.

To better discuss the content of this research, the following terms are defined as to

how they are used in the study.

Executive Functioning- Executive Functioning are brain processes that help us to

organize, pay attention, recall information, and efficiently juggle several tasks.

Cognitive Flexibility- Cognitive Flexibility is the capacity of the brain to change or

adapt to new or unexpected circumstances.

Medial Prefrontal Cortex- Medial Prefrontal Cortex is one of the brain regions that

plays a crucial regulatory role in a variety of cognitive processes, including as working,

spatial, or long-term memory; attention; inhibitory control; habit development; and

inhibition.

Sensory Processing- Sensory Processing is a term that refers to the process through

which the brain converts instructions from sensory receptors into the proper motor and

behavioral responses.
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Photographic Recall- Photographic Recall, also known as photographic memory, is the

capacity to recall details of information or visuals.

CHAPTER II

METHODOLOGY

In this chapter, the followed research methods to gather and collect data with

regards to the studying of the real-world experiences of people bearing autism spectrum

disorder (ASD) is appended. The research approach, research design, sources of data,

population of the study, sampling technique, instrumentation and data collection tools are

also presented in this chapter. Following that, there will be a discussion about the data

gathering procedure, data analysis procedure and ethical considerations made by the

researchers.

According to Brannan et al. (2022), qualitative research is a type of research that

explores and provides deeper insights into real-world problems. Instead of collecting

numerical data points to intervene or introduce treatments just like in quantitative

research, qualitative research helps generate hypotheses as well as further investigate and

understand qualitative data.

Qualitative research gathers participants' experiences, perceptions, and behavior.

It answers the hows and whys instead of how many or how much. It could be structured

as a stand-alone study, purely relying on qualitative data (Brannan et al., 2022). This

review introduces the readers to some basic concepts, definitions, terminology, and

application of qualitative research.

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Although qualitative research is frequently used in other disciplines, it continues

to appear relatively underrepresented in health services research (Bussetto et al.,

2020). Research problems that can be approached particularly well using qualitative

methods include assessing complex multi-component interventions or systems (of

change), addressing questions beyond “what works”, towards “what works for whom,

when, how and why”, and focusing on intervention improvement rather than

accreditation.

Using qualitative methods can also help shed light on the “softer” side of medical

treatment. For example, while quantitative trials can measure the costs and benefits of

neuro-oncological treatment in terms of survival rates or adverse effects, qualitative

research can help provide a better understanding of patient or caregiver stress, visibility

of illness or out-of-pocket expenses (Bussetto et al., 2020). The methods of qualitative

data collection most commonly used in health research are document study, observations,

semi-structured interviews and focus groups.

The function of a research design is to guarantee that the evidence obtained would

enable the researchers to effectively address the research problem as unambiguously as

possible. Finding evidence relevant to the research problem generally entails specifying

the type of evidence needed to test a theory or to accurately describe a phenomenon.

With a well-planned research design, it would ensure that the methods match the

research aims, that the researchers would collect high-quality data, and that the

researchers could use the right kind of analysis to answer the questions, utilizing credible

sources. This then allows the researchers to draw valid and trustworthy conclusions.
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Qualitative case study is a research methodology that undertakes the exploration

through variety of lenses in order to reveal multiple facets of phenomenon (Waseem et

al., 2019). With the several types of research designs, this study used a case study design

to explore the lived experiences of individuals who suffer from the consequences and

effects of bearing autism spectrum disorder (ASD). ASD is a complex developmental

condition, using case study design will then allow the researchers to narrow down a very

broad field of research into one or a few researchable examples. This case study that is

conducted by the researchers is bound to broaden knowledge and strengthen what has

already been discovered through prior research.

In the form of narrative scripts, much qualitative data is frequently collected from

sources such as interviews, survey questions, journals, recorded observations, existing

documents or other documents. These sources may be primary, secondary, or tertiary in

form. In order to acquire useful data for this study, primary data collection through

conducting a one-on-one interview with each of the ASD bearers’ guardians and a focus

group discussion with their teachers was implemented by the researchers.

A research population is typically an extensive population of individuals or

objects that is the main focus of a scientific query. It is for the benefit of the population

that research is done. However, due to the large sizes of populations, researchers often

cannot test every individual in the population because it is too expensive and time-

consuming. This is the reason why researchers rely on sampling techniques.

Purposive sampling is particularly useful if the researchers need to find

information-rich cases or make the most out of limited resources. To obtain a rational and
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scientific result that could be used to present the said population, the method of purposive

sampling technique is incorporated within the data gathering process.

Research locale on the other hand is a term that refers to a specified area or

subject.

that is being studied in a research project. The subjects in this research were selected

from the differently abled students of Central East#2, Bangar, La Union, specifically,

three individuals who bear the autism spectrum disorder.

This study had a total of five respondents and this study was conducted at Bangar

Central School exactly located in Central East#2, Bangar, La Union from April to May

2023.

Many misinterpret the concept and idea between instrument and instrumentation.

To help distinguish between instrument and instrumentation, consider that the instrument

is the device alone and instrumentation is the course of action, the process of developing,

testing, and using the device. In research, specialized tools are developed to make

observations for different variables, this includes the primary data being gathered,

recorded, evaluated, and interpreted. As mentioned, these tools are referred to as

instruments and the systematic procedure for the selection and development of these tools

is known as instrumentation (Pangaro and Shea, 2015).

Interview is a type of research instrument which is an interaction where verbal

questions are posed by the researcher to elicit verbal responses from the respondent. This

instrument will assist the researchers in elucidating, comprehending, and exploring the

beliefs, actions, experiences, and phenomena of the respondents. There are three distinct
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interview kinds, and each has a unique question format. The types of interviews are

structured interviews, semi-structured interviews, and unstructured interviews.

Case study interviews differ from the traditional "question and answer"

interviews, as case study interviews involve working through a business problem or

scenario with the respondent to reach a logical conclusion. With the case study design

utilized by this study, a semi-structured interview would best fit in obtaining data from the

respondents for they are able to clarify, elaborate, or rephrase their responses if needed.

This type of interview would ensure convenience to both party of the researchers and the

respondents.

Before going through what is data collection, it is essential to ask the question,

“What is data?”. The abridged answer is data are various kinds of information formatted

in a particular way. Therefore, data collection is the process of acquiring and analyzing

information on relevant variables in a predetermined, methodical way so that one can

respond to specified research questions, test hypotheses, and assess results. All academic

disciplines share the process of gathering data for research.

In gathering data, a face-to-face interview was conducted by the researchers using

the generated semi-structured interview questions to the chosen respondents from Bangar

Central School. The data had been collected over a period of two months (April-May

2023). To be more precise, the researchers formally requested for a consent and

authorization coming from the head of the said educational infrastructure to conduct one-

on-one interview with the selected sample of the target population to contribute and befit

as the research study’s respondents.

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As the institutional authority permitted the conduction of the interview, the chosen

respondents were given a consent to inform them about their rights to participate and

decline at any time without penalty. They were also informed about the purpose of the

study, the procedures that the study will be following during the data gathering procedure

with the assurance of zero to no potential harm, risk or financial cost involved.

Semi-structured in-depth interviews are commonly used in qualitative research

and are the most frequent qualitative data source in health services research. This method

typically consists of a conversation between researcher and respondent, guided by a

flexible interview protocol and supplemented by follow-up questions, probes and

comments. This method allows the researchers to collect open-ended data, to explore

participant thoughts, feelings, and beliefs about a particular topic and to delve deeply into

personal and sometimes sensitive issues. A semi-structured interview method would best

suit this study for it provides an open-ended data to further explore the participants’

sustained experiences, thoughts, and feelings through a deductive approach.

The researchers prepared a semi-structured questions as a data collection

instrument. These questions were asked to the guardians of the three different individuals

bearing autism spectrum disorder throughout the same day but with different setting and

time preferred by the respondents. During the interview, the researchers held a pen and

paper to take notes of the respondents’ responses. And to ensure the gathered data’s

accuracy, the entire interview was recorded with audio equipment.

Interview as a data gathering tool were decided upon because firstly, it ensures

that the data gathered were intensive and valid. Secondly, it allows in-depth questioning
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and follow-up questions. And third, it gives researchers the chance to collect information

on rare or unusual cases.

The one-one-one physically conducted interview consisted of semi-structured

questions mainly because it allows the subjects to respond to the asked questions in their

preferred language, word and prosody which allows them to provide more details with

ease. The interview questions were carefully dictated in English, Filipino and Iloko to

enable the respondents to comprehend and fully penetrate the asked questions so they

could answer it in an unfeigned, frank, genuine and truthful manner.

Aside from the one-on-one interview, a focus group discussion with three of the

other respondents was also conducted in this study. Focus group discussion on the other

hand are primarily considered a confirmatory research technique. In other words, their

discussion-heavy setting is most useful for confirming or refuting preexisting beliefs. For

this reason, they are great for conducting explanatory research, where you explore why

something occurs when limited information is available.

An addition of focus group discussion as a data gathering tool were decided upon

because it gives unfiltered responses on a given topic or in the dynamics of a discussion

between participants. Also, the constructed semi-structured questions are rooted

in feelings or perceptions and cannot easily be answered with “yes” or “no”. The

researchers are seeking directional information that will help the study uncover new

questions, which focus group discussion aided.

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Validity  is the extent to which an instrument measures what it is supposed to

measure and performs as it is designed to perform. As a process, validation involves

collecting and analyzing data to assess the accuracy of an instrument.

Prior to conducting the interviews, the researchers underwent a validation process

for their research instrument and interview questions. This involved submitting their

documents for validation to experts in research who were selected for the study. To carry

out the validation process, the researchers have chosen three science teachers as

validators.

The validity of the interview questions as the research tool for this study was

interpreted using the five-point Likert- Scale. The scale is as follows:

Table 1: Data Categorization for the Validity Test Result

Point Value Statistical Range Descriptive Equivalent Rating

5 4.51-5.00 Very High Validity (VHV)
4 3.51-4.50 High Validity (HV)
3 2.51-3.50 Moderate Validity (MV)
2 1.51-2.50 Poor Validity (PV)
1 1.00-1.50 Very Poor Validity (VPV)

A minimum average rating score of 2.51 will be required for the interview

questions to be adequate for obtaining data that is aligned with the study’s purpose. 

Based on the data collected from the validators, three teachers gave a point value of 4.00,

yielding an average point value of 4.00. According to the table, the value of 4.00 falls

within a statistical range of 3.51-4.50, indicating that the interview questions have a high

validity grade.
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As qualitative research becomes increasingly recognized and valued, it is

imperative that it is conducted in a rigorous and methodical manner to yield meaningful

and useful results. To be accepted as trustworthy, qualitative researchers must

demonstrate that data analysis has been conducted in a precise, consistent, and exhaustive

manner through recording, systematizing, and disclosing the methods of analysis with

enough detail to enable the reader to determine whether the process is credible.

The most critical phase of any research is the data analysis. Data analysis

condenses gathered information. It entails the analysis of acquired data using logical and

analytical reasoning to spot trends, correlations, or patterns. A technique for assessing

qualitative data called thematic analysis entails reading over a collection of data and

looking for themes by identifying patterns in the meaning of the data (Villegas, 2022).

In organizing and analyzing the data gathered from the one-on-one interviews, the

researchers used a thematic analysis method. This method will serve as the framework to

help and facilitate analysis of the gathered and collected data. This doesn’t only give the

researchers the flexibility in handling the data but also in obtaining a deeper

understanding and comprehension of the participants’ perceptions.

To conduct responsible research, the researchers have to deliberate over the

ethics. It is critical for researchers to uphold ethical standards when conducting the study.

Firstly, the American Psychological Association (APA) writing style should be used to

acknowledge the author and properly cite their work in order to avoid accusations of

plagiarism. Secondly, any harsh or unfair language is prohibited. Because subjective

interpretations could diminish the credibility of the researcher and their study, researchers

must work to ensure impartiality and correctness in the presentation of their findings.
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Last but most important of all is that these ethical considerations exist to protect

participants’ rights and their well-being as they ensure your findings are valid and

reliable. The research participants' and the organizations participating in the study's

privacy must be safeguarded. The study publication should also strictly identify all

relationships, funding, and potential conflicts of interest.

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CHAPTER III Figure 1. Stages in the Research Process

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FINDINGS AND DISCUSSION

The purpose of this chapter is to answer the research questions and discuss the

implications of the findings relative to the existing literature. It provides a thorough

analysis and interpretation of the data, highlighting major themes, patterns, and findings

from the study.

Autism is a lifelong developmental disorder that can impair a person's capacity to

communicate, socialize, and adapt to his surroundings. One in every 100 Filipinos is on

the autistic spectrum, which equates to approximately 1.2 million Filipinos living with

autism today. Individuals with ASD and their families rely on awareness to ensure timely

diagnosis, intervention, and support. ASD awareness has grown in the Philippines over

the years, yet there are still substantial gaps and issues that must be addressed (From

Awareness to Action, n.d.).

Sixteen themes emerged from the answers of the respondents entitled,

“Unforgettable Insights,” “Emotion in Motion,” “Unraveling the Aggression Enigma,”

“Timelines Rewritten,” “Echoes of Connection,” “Accelerating Brilliance,” “The

Focused Frontier,” “Pursuit of Perfection,” “A Gush of Hlud and the Unceasing

Exasperation,” “Shattering the Stigma,” “Simulating Support,” “Guiding the Way,”

“Visual Voyagers,” “Balancing Boundaries,” “Stepping into Their World,” and “Bridging

Connections.”

Shards of a Memory Disk

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This section, entitled "Shards of a Memory Disk," explores the effects of having a

keen memory on the intellectual well-being of individuals with autism spectrum disorder.

Autism spectrum disorder (ASD) is a developmental disorder that affects

behavior, social interaction, and communication. People with ASD can have special

talents and skills, such as having a good memory. It is important to remember that not all

people with ASD have great memory abilities, but some people with ASD may have

extraordinary memory in particular fields or interests. This is known as "savant

syndrome" or "autistic savantism".

During the interview a respondent said, “kahit ganito siya natatandaan niya mga

gamit niya, kahit gamit sa bahay ung common na nakikita” (Even though he is autistic,

he can remember his belongings, even the common ones found at home.) Another said

that, “Hindi— hindi nanonood sa TV ng iba, balita, balita ang pinapanood niya.

Kabisado niya ‘yong mga reporter do’n.” ("She does not watch other shows on TV but

news, specifically news programs. She knows all the reporters there.")

According to Boucher et al. (n.d.), people with autism spectrum disorder (ASD)

may have excellent memory abilities in certain areas. Included in these improved

memory skills are rote memory, factual recall, and visual-spatial memory. The

researchers contend that people with ASD may benefit from this improved memory

function in specific academic or occupational contexts.

Moreover, according to Happé and Frith (2006), individuals with autism spectrum

disorder (ASD) often exhibit a detail-focused cognitive style. This cognitive style is

characterized by a tendency to focus on specific details rather than grasping the overall
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context. The researchers propose the "Weak Coherence Account" as an explanation for

this phenomenon, suggesting that individuals with ASD have difficulties integrating and

synthesizing information, leading to a preference for processing and remembering

specific details. This detail-oriented cognitive style may contribute to more detailed and

accurate memory recall in specific situations for individuals with ASD.

These findings imply that individuals with ASD may have unique memory

abilities and cognitive styles that can both benefit and pose challenges in different

contexts. While their enhanced memory skills can be advantageous in specific areas, their

detail-focused cognitive style may impact their ability to comprehend the bigger picture

or see the broader context. Understanding these characteristics can help tailor educational

and occupational environments to leverage their strengths and provide necessary support

in areas where they may face challenges.

Emotion in Motion

This section, entitled "Emotion in Motion," explores the effects of expressing

emotions through actions on the holistic well-being of individuals with autism spectrum

disorder.

Expressing emotions can be difficult for those who do not have autism, and this

issue is exacerbated in the autistic community. Individuals with Autism Spectrum

Disorder (ASD) frequently struggle to communicate and express their feelings

appropriately. This issue comes because of ASD's distinct social and communication

deficits.
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During the interview a respondent said, “Hindi siya nakakapagsalita nang

maayos pero through his actions.” (He can’t talk properly but through his actions.) The

respondent also added, “Naghahanap na siya ng parang ung sa opposite sex, syempre

lahat naman tayo dumadaan sa ganun diba ung parang gusto niya kumbaga sana parang

satin nagccrush parang ganon pero di niya naeexpress kasi nonverbal nga siya, so the

way na pagtaas niya ng pants parang un ung satisfaction na nakukuha niya.” (He is

looking for someone with opposite sex, of course we all go through that, don't we? It's

like what he wants is a crush, but he can't express it because he's nonverbal, so the way

he pulls up someone’s pants is like satisfaction that he gets.)

Action-based expression of emotion, such as through creative outlets like art,

music, or drama therapy, can provide individuals with autism spectrum disorder (ASD)

alternative ways to communicate and express themselves, leading to reduced frustration

and enhanced emotional well-being. These creative therapies allow for non-verbal

expression and provide individuals with ASD an avenue to showcase their emotions and

thoughts. Engaging in such activities can promote self-confidence, self-expression, and a

sense of personal fulfillment. By embracing and supporting these alternative modes of

communication, individuals with ASD can experience improved emotional well-being

and overall quality of life (Betancourt and Lopez n.d.).

The inference is that people with ASD can gain by using non-verbal

communication since it enables them to convey their feelings and ideas in a way that

verbal communication might not fully do. People with ASD can learn to connect with

others emotionally through art, music, or theater therapy, which encourages self-

assurance, self-expression, and personal fulfillment.

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Unravelling the Aggression Enigma

This section, entitled "Unravelling the Aggression Enigma," explores how the

aggressive behavior of individuals with autism spectrum disorder impacts their well-

being.

Aggression in Autism Spectrum Disorder (ASD) can manifest in different ways

and can be triggered by various factors. Physical aggression involves physically harmful

actions such as hitting, biting, scratching, kicking, or throwing objects. Verbal aggression

includes shouting, screaming, using offensive or threatening language, or making

derogatory remarks. Self-injurious behavior involves head-banging, biting oneself,

scratching, or hitting oneself. Property destruction involves damaging or destroying

objects, furniture, or belongings. Aggression in ASD can manifest in different ways and

can be triggered by various factors (Aggressive Behaviour: Autistic Children and

Teenagers, n.d.).

During the interview a respondent said, “Pag ginalaw mo ‘yong mga gamit niya...

pinagalaw, nagwawala ‘pag pinagalaw at pinakealaman mo. Nagwawala siya.” (If you

touch his belongings, move them around, or meddle with them, he goes berserk and

freaks out. He becomes uncontrollable.) Another respondent answered, “Si Moses ano,

uhmm parang wala siyang pinipili, aggressive.” (Moses is aggressive towards anyone he

encounters.).

According to De Boer et al. (2013), aggressive behavior in individuals with

autism spectrum disorder (ASD) can have a negative impact on their overall well-being,
 25

including emotional, social, and physical health. This behavior can result in increased

stress, problems forming and sustaining relationships, and difficulties in daily

functioning.

In addition, according to Fombonne (n.d.), aggressive behavior in individuals with

autism spectrum disorder (ASD) can lead to a decreased quality of life for both the

individual with ASD and their families. It can result in increased stress for caregivers and

hinder their ability to engage in social activities and integrate into the community.

The information suggests that aggressive conduct in people with autism spectrum

disorder (ASD) has serious negative effects on their quality of life and overall well-being.

Aggressive conduct can have a severe impact on the emotional, social, and physical well-

being of people with ASD. This can result in elevated stress levels, difficulties

establishing and sustaining relationships, and difficulties carrying out everyday tasks.

This directly affects not just the person with ASD but also the family members, which

raises caregiver stress levels. A person's overall quality of life may also be negatively

impacted by violent conduct if it prevents them from participating in social activities and

preventing them from integrating into the community.

Sloth Like Growth

This section, entitled "Sloth Like Growth," explores the development delay

among people who suffer from autism spectrum condition and how it impacts their

wellness.

Developmental delay refers to a significant lag or slower pace in a child's progress

across multiple areas of development, including cognitive, physical, emotional, and social
 26

skills, compared to what is considered typical for their age group. It is a broad term that

encompasses a range of delays and can be caused by various factors. While

developmental delay and ASD are distinct, they can be related in some cases. However,

not all individuals with developmental delays have ASD, and not all individuals with

ASD have developmental delays.

Research suggests that developmental delays in individuals with autism spectrum

disorder (ASD) have a substantial impact on their overall holistic well-being. Delays in

crucial areas, including language acquisition, social skills, and adaptive functioning, can

create significant challenges in their daily lives and impede their ability to effectively

engage with others. These delays not only affect their cognitive and communication

abilities but also hinder their social interactions and ability to adapt to various situations.

Understanding and addressing these delays is crucial for healthcare professionals, as early

intervention and targeted therapies can greatly improve the overall well-being and quality

of life for individuals with ASD (Autism Spectrum Disorder, 2023).

While developmental delays can pose challenges for individuals with autism

spectrum disorder (ASD), it is essential to recognize that not all individuals with ASD

experience delays in their development. Some individuals with ASD may demonstrate

age-appropriate development in specific areas while still exhibiting difficulties in social

interactions and communication. This highlights the heterogeneity within the ASD

population, emphasizing the importance of considering individual differences and

strengths when assessing and supporting individuals with ASD. The Diagnostic and

Statistical Manual of Mental Disorders (DSM-5) recognizes that the core features of ASD

involve persistent deficits in social communication and interaction, with the

 27

understanding that developmental delays may or may not accompany these difficulties.

Therefore, a comprehensive and individualized approach is necessary to address the

diverse needs and strengths of individuals with ASD (Autism Spectrum Disorder, 2023).

The implication is that to address the various needs and strengths of people with

ASD, a thorough and tailored approach is required. Delays in development should be

recognized and addressed by healthcare experts because early intervention and focused

therapy can greatly enhance the general wellbeing and quality of life for people with

ASD. However, it is equally important to acknowledge that people with ASD might have

distinctive personalities and skills, necessitating specialized care and therapies that go

beyond addressing developmental impairments alone.

A Mirror of Brimful Mimics

The theme, entitled "A Mirror of Brimful Mimics", discusses how imitation

impacts individuals with autism spectrum disorder.

Imitation refers to the act of copying or replicating the actions, behaviors, or

characteristics of others. Imitation is a natural part of human behavior and learning, and

individuals with ASD may engage in imitation for various reasons.

In the interview, a respondent answered, “Ang sinusulat niya palagi pangalan ng

kuya niya, siguro dahil nakikita ‘yong mga gamit ni kuya na may pangalan niya. Kaya

ang ginawa ko rin nilagyan ko ng pangalan niya ‘yong mga gamit niya para makita

niyang sakanya ‘yon. Pero ngayon sinusulat niya pangalan ng kuya niya, eh hindi ko

naman tinuro.” (He always writes his brother's name, maybe because he sees his

brother's things with his name on them. So, what I did was put his name on his things so
 28

he could see that they belonged to him. But now he's writing his older brother's name,

without me teaching him.) Another respondent also answered, “And then ni ******,

nalaka nga ag-imitate.” (****** can imitate someone easily.)

According to Trevarthen and Delafield-Butt (2013), imitation deficiencies in kids

with autism spectrum disorder (ASD) are substantially linked to more severe social

communication impairments, decreased social engagement, and poorer overall adaptive

functioning. The results imply that imitation problems have a major effect on an

individual with ASD's overall wellbeing. Deficits in this area might impede social

engagement and adaptive functioning because imitation skills are directly related to

social interaction and communication. These findings highlight the significance of

treating imitation deficiencies in ASD children's interventions and therapies, as doing so

may improve the children's general social and adaptive functioning.

The implication is that difficulties in imitation skills can hinder social interaction

and communication, leading to challenges in engaging with others and adapting to

various situations. As imitation skills play a crucial role in social interaction, addressing

these deficiencies becomes important in interventions and therapies for children with

ASD. By targeting and improving imitation abilities, there is a potential to positively

impact the general social and adaptive functioning of individuals with ASD. Therefore,

recognizing and addressing imitation deficits can be a valuable component of

comprehensive support for individuals with ASD, aiming to improve their overall well-

being and quality of life.

Unfathomable Potential and Accelerating Brilliance

 29

This section, entitled "Unfathomable Potential and Accelerating Brilliance",

discusses the fast-learning abilities of autistic children and their impact on their

intellectual well-being.

Individuals with Autism Spectrum Disorder (ASD) can have a wide range of

abilities and learning styles. While some individuals with ASD may face challenges in

certain areas of learning and development, they can also possess unique strengths and

abilities.

During the interview, a respondent answered, “Mabilis siyang matuto, tapos ‘di

ba ‘yong nagpapatugtog ka ganyan, nagpapatugtog ka. Kinantahan namin noong isang

araw, kasi ‘yong “Ikaw”, kasi ‘yong kapatid ko nagpapatugtog ‘yan ng USB, tapos ulit

ulit ‘yong kanta na ‘yon. Noong isang araw kinakanta niya ‘yong “Ikaw~ ang pag-ibig

na~” hahaha kinakanta niya ‘yon. Kabisado niya.” (He learns fast. The other day my

brother played the song “Ikaw” in his USB and played it repeatedly. Then yesterday, he

started singing it, he even memorized it.)

Research conducted by Mottron et al. (n.d.) suggests that individuals with autism

spectrum disorder (ASD) can exhibit fast learning abilities that have positive effects on

their intellectual well-being. Some individuals with ASD demonstrate exceptional skills

in specific areas such as memory, attention to detail, and pattern recognition. These

cognitive strengths contribute to their intellectual capabilities and provide a unique

perspective on autistic perception. The findings indicate that enhanced perceptual

functioning in individuals with ASD can be harnessed as a valuable asset. Understanding

and recognizing these strengths can help create a more comprehensive understanding of

autism and provide opportunities for nurturing and supporting the intellectual potential of
 30

individuals with ASD. By focusing on these areas of exceptional ability, interventions and

educational approaches can be tailored to capitalize on the intellectual strengths of

individuals with ASD, fostering their overall cognitive well-being and optimizing their

educational experiences.

While fast learning abilities can be observed in certain individuals with autism

spectrum disorder (ASD), it is crucial to acknowledge that not all individuals with ASD

demonstrate accelerated learning in specific areas. ASD is a highly heterogeneous

disorder characterized by diverse learning profiles that can vary significantly among

individuals. The Diagnostic and Statistical Manual of Mental Disorders (DSM-5)

recognizes the wide range of abilities and challenges within the ASD population.

Therefore, it is important to avoid generalizations and assumptions about learning

abilities in individuals with ASD. Instead, a comprehensive and individualized approach

is necessary when assessing and supporting individuals with ASD, taking into account

their unique learning profiles and needs. By recognizing and addressing the specific

strengths and challenges of each individual, interventions and educational strategies can

be tailored to optimize their learning experiences and promote their overall well-being

(American Psychiatric Association. (2013).

Interventions and educational approaches should focus on recognizing and

addressing the specific strengths and challenges of each individual with ASD to foster

their overall cognitive well-being and optimize their educational experiences. This

individualized approach acknowledges the unique learning profiles and needs of

individuals with ASD and provides support tailored to their specific abilities and

challenges.
 31

The Focused Frontier

This section entitled, “The Focused Frontier,” explores how hyperfocus affects

individuals with autism spectrum disorder.

Hyperfocus is a phenomenon that describes a person's total immersion in a task to

the point where they appear to disregard or 'tune out' everything else. It is a well-known

occurrence in the autism world, with multiple studies and clinical findings supporting it.

According to a respondent, “Kung ano ‘yong ginagawa niya, doon lang siya.”

(He is completely focused on whatever he is doing.) Similarly, another respondent said

that “Si naman *** dedma, dedma aloof isuna, lalo nu nakafocus ijay araramiden na ken

nu han na ka am-ammo.” (*** tends to ignore everyone, especially when he is really

focused on what he's doing and when he sees unfamiliar faces.)

Rojas et al. (2014) investigated the cognitive profiles of people with ASD and

discovered that hyperfocus was correlated with improved performance in various

cognitive activities. The authors hypothesized that hyperfocus could contribute to the

strengths found in ASD individuals in specific domains. Furthermore, Corbett et al.

(2016) discovered that children with ASD had more intense focus on specific tasks than

typically developing children in an inquiry on attentional focus and its impact on

cognitive performance in children with ASD. Hyperfocus was linked with better

performance on those activities, but it was also associated with difficulty shifting

attention.
 32

However, Mazefsky et al. (2013) investigated attentional control in people with

ASD and discovered no variations in attentional focus when compared to people without

ASD. Individuals with ASD, on the other hand, demonstrated more variability in

attentional focus, implying that hyperfocus may not be consistent across all individuals

with ASD. Also, Sikora et al. (n.d.) investigated focused aptitude in children with ASD

and discovered no indication of increased attention or hyperfocus when compared to

typically developing children. The authors concluded that hyperfocus is not a universal

feature of ASD.

This implies that hyperfocus is not a universal trait of autism spectrum disorder

(ASD). While some research has discovered evidence of hyperfocus among individuals

with ASD and its possible favorable impact on cognitive function, other studies have

found no significant changes in attentional focus or have observed variability in

attentional focus among individuals with ASD. When evaluating the function of

hyperfocus in ASD, it is necessary to examine individual differences and diversity in

attentional patterns. More research is needed to better understand the nature and variety

of hyperfocus, as well as its impact on people with ASD.

Pursuit of Perfection

The theme entitled "Pursuit of Perfection" delves into the impact of perfectionism

on individuals with autism spectrum disorder (ASD).

Perfectionism in people with autism spectrum disorder (ASD) refers to a great

desire to attain flawless performance and an overwhelming dread of making mistakes. It

is distinguished by high standards, careful behavior, and a strong need for order and
 33

precision. Individuals with autism spectrum disorder (ASD) frequently demonstrate

perfectionistic inclinations. However, the prevalence and appearance of perfectionism in

people with ASD might differ.

During an interview a respondents answered, “No adda tuladen da nga picture

hmm dajay ti kayat da nga maaramid, dapat dajay met lang ti maaramid da, ta nu once

ngay nga adda ti mistake niya agsakit, agtantrums dan.” (If they are given an activity

that requires them to imitate the pictured action, they want to do the same because if not,

they will throw tantrums. Likewise, another respondent said, “Pero kwa perfectionist da,

nu dagijay ipapaaramid mi nga activity kailangan… perfect jay pannakaaramid da, nu

adda ti mistake ngay ket agsangit dan.” (They are perfectionists. When we assign them

activities, they must complete them perfectly, because if not, they will really cry.)

According to Maddox et al. (2019), perfectionism has an impact on the

psychological health of adults and adolescents with ASD. The findings revealed that

higher levels of perfectionism were associated with higher levels of anxiety, despair, and

stress, all of which had an impact on overall wellbeing. Furthermore, Hiraishi et al.

(2014) discovered that having higher levels of perfectionism was associated with lower

life satisfaction, particularly in the areas of relationships, self-esteem, and mental health.

On the other hand, McCreery et al. (2019) investigated perfectionism and

psychological well-being in individuals with ASD. It discovered no conclusive

connection between perfectionism and well-being, implying that other characteristics

may be more important in influencing psychological well-being.

 34

These findings imply that perfectionism can have a negative impact on the

psychological well-being of people with ASD, but other personal and environmental

factors can also influence overall happiness. Understanding these intricacies is essential

for establishing therapies and support techniques to promote overall well-being.

A Gush of Hlud and the Unceasing Exasperation

The theme entitled " A Gush of Hlud and the Unceasing Exasperation" delves into

the impact of hyperacusis on individuals with autism spectrum disorder (ASD).

Hyperacusis is a condition characterized by an increased sensitivity to everyday

sounds, which is common among individuals with autism spectrum disorder (ASD). It

can lead to significant challenges in daily life, such as difficulty tolerating common

environmental sounds. This heightened sensitivity can trigger stress, anxiety, or sensory

overload, leading to behavioral responses like covering the ears, becoming agitated, or

trying to escape from the source of the sound (Reynolds and Lane n.d.)

During an interview a respondent said, “Pag may mga classmates sila na

maiingay… nadidistract din sila… yung isang autistic namin ‘pag maingay, ayaw niya.”

(When their classmates are noisy, they get distracted. One of our autistic students doesn't

like it when it's noisy.) One of the respondents also said, “Ni Gab idi ket kwa han na

kayat ti naingay.” (Gab really doesn't like it when it's noisy.)

The wellbeing of people with ASD may be negatively impacted by hyperacusis,

according to research investigations and clinical findings. Their capacity to operate and

efficiently engage in daily activities may be hampered by the increased stress, anxiety,

and sensory overload brought on by their heightened sensitivity to sound. As people try to
 35

deal with or avoid overwhelming auditory stimuli, it could also contribute to behavioral

difficulties like agitation, meltdowns, or withdrawal (Lane et al. n.d.).

Although hyperacusis can be disruptive for people with ASD, it's crucial to

remember that not everyone with ASD has it or suffers from severe impairments from

sound sensitivity. The sensory experiences that people with ASD have can vary greatly,

and some people may be more sensitive to touch, taste, or visual stimuli than they are to

auditory stimuli (Tavassoli et al. 2016.)

This implies that hyperacusis can significantly impact the well-being and daily

functioning of individuals with ASD who experience it. It can lead to increased stress,

anxiety, and sensory overload, which can negatively affect their ability to engage in

activities and cope with their environment. It is important to recognize and address the

impact of hyperacusis on individuals with ASD, providing appropriate support and

interventions tailored to their specific sensory needs. However, not all individuals with

ASD have hyperacusis or experience severe impairments related to sound sensitivity, so a

comprehensive understanding of an individual's sensory profile is necessary to provide

personalized support and intervention strategies.

Shattering the Stigma

This section, entitled "Shattering the Stigma," discusses stigmatization among

individuals with autism spectrum disorder and how it affects their well-being.

Stigmatization is the act of naming, categorizing, and discriminating against

individuals based on particular qualities or attributes. Individuals with autism spectrum

 36

disorder (ASD) are sometimes stigmatized because of cultural misconceptions and a lack

of awareness about the illness.

In the interview a respondent answered, “Syempre ang hirap kasi mga

nakapaligid sa kaniya hindi siya matanggap kasi base na lang sa experience ko ngayon

sa amin so sino pa tatanggap sa kaniya kung hindi ako na kasama niya… Kasi sa totoo

lang ung lolo niya na kasama naming hindi rin siya maintindihan kasi talagang

mahirap.” (Of course, it's challenging because the people around us can't fully accept

him, based on my current experience with them. So, who else would accept him if not

me? Because honestly, even his grandfather, who is with us, can't understand him

because it's difficult.)

Zablotsky et al. (2015) investigated the relationship between perceived stigma and

the social well-being of individuals with ASD. It was discovered that higher levels of

perceived stigma were connected with worse social well-being, including difficulty

initiating and sustaining social interactions. Also, Crane et al. (2015) explored the effect

of stigma on the social participation of adults with ASD. Stigma was discovered to be a

considerable obstacle to social inclusion and participation, resulting in feelings of

isolation and limited social chances.

Conversely, Reed et al. (2019) explored the effect of stigma on the social

experiences of people with ASD. Stigmatization events were found to have no substantial

impact on social well-being, implying that other factors may be more relevant. As well as

in the investigation conducted by Dowdney et al. (2017), which showed that stigma was

not connected with social interactions or general well-being in this demographic.

 37

The findings imply that stigma is not the only determinant of social well-being for

people with ASD and that comprehensive approaches to social inclusion and well-being,

including stigma reduction and the promotion of understanding and acceptance, are

required.

Guiding the Way

This section, entitled "Guiding the Way," demonstrates how individuals with

autism spectrum conditions are affected by verbal-physical prompting, channeling, and

modeling as teaching strategies used by people around them.

In order to assist people with ASD in learning and performing tasks, techniques

such as verbal-physical prompting, modeling, and channeling are used. Verbal-physical

prompting combines verbal instructions and physical guidance to help individuals with

ASD learn and do tasks. Modeling provides a visual and behavioral example for

individuals with ASD to learn from and imitate through live demonstrations, video

modeling, or pictorial representations. While channeling helps individuals with ASD

focus and engage by directing attention to relevant information or activities, it also helps

them process relevant cues or instructions.

During the interview, a respondent said, “Kailangan mo lang uunti-untihin na

ano, i-distract para ma... ma-i-transition mo ‘yong ginagawa niya. Hindi mo basta-

basta, “Akin na ‘yan ta gagawa tayo ng...”, “Hindi.” ("You just need to gradually, you

know, distract them to... transition them from what they are doing. You can't just abruptly
 38

say, 'Give it to me, let's do...' and expect them to comply. No."). Another said, “Bannogen

mi pay, tapno agkalma dan ton. Nu agkalma dan ton, nalaklakan ton.” (We will let them

tire first to calm down, so it will be easier to teach them afterwards.) Similarly, another

respondent said that “Modelling… wen modelling ngay ket ipakita mi pay kanyada sa da

kami tuladen.” (We also use modeling. We show them what to do, and then they imitate

it.) Someone also said that, “Tapos uhh,anya dijayen… physical prompting, iassist mi jay

ima da nu adda ti ipasurat mi nu han da pay ammo, aglalo dagijay babattit. Pero ni kuya

Moses, ti strategy mi,verbal prompting laengen, minimal assistance. Ibagam lang

kanyana, ammo na met. “Kuya *****, ayan na ditoy jay…wen kusina,” ayanti pictures

kuma anya, ammo na. Ammo na nga iidentify, verbal prompting dijay. Ngem dagijay

babattit, physical.” (We also use physical prompting, where we assist their hand when

they need to write. However, for *****, we rely on verbal prompting because he already

knows how to do it. We mainly use physical prompting for the younger ones.

The impact of crucial response therapy, which includes modeling and prompting,

on the social and communication abilities of kids with ASD was investigated by Koegel

et al. in 2014. The outcomes showed advancements in social skills and communication

abilities. Moreover, Delano (2013) evaluated the impact of prompt delay and prompt

fading approaches, which involve verbal and physical prompting, on skill development in

individuals with ASD. The data revealed that these prompting strategies were successful

in boosting skill acquisition.

However, Macoun et al. (2018) compared the impact of several prompting tactics,

including verbal and physical prompting, on skill development in ASD individuals. The
 39

findings revealed that various prompting tactics, rather than verbal and physical

prompting alone, may benefit some people more.

Overall, these findings emphasize the significance of customized methods and

flexibility in selecting and changing teaching tactics for individuals with ASD, taking into

account potential differences in their responses to different prompting strategies.

Visual Voyagers

This section, entitled "Visual Voyagers," explains how visual aids as a learning

tool, utilized by people around individuals with autism spectrum disorder as a potential

intervention, influence them.

Individuals with Autism Spectrum Disorder (ASD) might benefit greatly from

visual assistance. People with ASD frequently have visual processing skills and can learn

and understand information more efficiently through visual cues.

When asked about the strategies they use in teaching, a respondent answered that,

“Through vision… nu agisuro kami gamin adda ti visual aids...” (In teaching, we use

visual aids.) Another respondent said, “Ni ******* ti learning style na, nu numbers

kuma niya, kayat na jay adda ti mabuybuya na, adda makitkita na. Pa… agpa…jay ngay

adda ipabpabuya na, ABCD, numbers… Awan pay one-week naa…natutunan nan jay

ABCD, namemorize nan jay ABCD.” (For ******, her preferred learning style is visual.
 40

She enjoys watching things, such as in the case of ABCD, where she prefers watching the

letters in motion. Within less than a week, she has already memorized it.)

According to the investigation conducted by Dettmer et al. (2013) on the use of

visual supports to promote communication and social skills in students with autism

spectrum disorder, visual supports were effective in achieving several positive outcomes,

such as improving communication skills, reducing problem behaviors, and increasing

social interactions. Visual aids provided a visual representation or cue that facilitated their

understanding and expression of thoughts, needs, and desires. Additionally, the use of

visual support resulted in a reduction in problem behaviors exhibited by the students.

Finally, the implementation of visual support also led to an increase in social interactions

among the students, promoting social inclusion and participation.

Though, according to Dardanou and Papadopoulos (2020), Visual aid alone may

not be sufficient to improve learning outcomes in students with ASD. This conclusion is

based on a comprehensive review of existing studies and may not apply to everyone. To

promote academic performance and inclusion in inclusive educational environments, it is

critical to adopt a holistic approach that incorporates multiple interventions, techniques,

and supports customized to the unique needs of children with ASD.

The findings show that visual aids are important tools for improving

communication, lowering problem behaviors, and boosting social connections in students

with ASD. However, addressing the different needs of children with ASD and promoting

their academic success and inclusion in inclusive educational environments requires a

comprehensive approach that includes numerous interventions and tailored assistance.

 41

Balancing Boundaries

The theme, entitled "Balancing Boundaries", presents strategies and techniques

used by others when interacting with individuals with autism spectrum disorder,

especially when they throw tantrums.

Tantrums are a common behavior in people with autism spectrum disorder (ASD).

Tantrums can occur in both children and adults with ASD, and their intensity and

duration can vary. When dealing with tantrums in people with ASD, it is critical to handle

the problem patiently and understandingly.

In the interview, the first respondent answered, “At that time kasi kung the more

na paluin mo siya magiging mas aggressive siya, kaya ang ginagawa ko kung halimbawa

mag iikot ikot siya jan kung hindi niya makuha mga gusto ganon, pinapabayaan ko lang

siya hanggang sa tumigil siya.” (At that time, the more you beat him, the more that he

will become aggressive, that’s why I just let him do what he wants until he stops.) The

other respondent answered, “Ano... pinapaano lang namin... pinapaalis ko mga pinsan

niya, mga kapatid niya.” (I just tell his cousins and siblings to go away from him.)

Research by Durand and Carr (2015) examined behavioral interventions for

individuals with ASD, including those aimed at managing tantrums. The study

emphasized the importance of utilizing interventions that teach appropriate replacement

behaviors rather than allowing unrestricted access to whatever the individual desires

during tantrums. In addition, a study by Lerman et al. (2015) investigated the effects of a

behavior-analytic intervention for tantrum behavior in children with developmental

disabilities, including ASD. The intervention involved teaching alternative

 42

communication and appropriate behavioral skills, rather than allowing the child to engage

in whatever they desired during tantrums. The results showed significant improvements

in reducing tantrum behavior.

The implication is that behavior-analytic therapies that focus on teaching

replacement behaviors can help individuals with ASD manage tantrums and improve

their general conduct and well-being. These therapies empower individuals to express

themselves more effectively and lessen dependency on disruptive or demanding

behaviors such as tantrums by teaching alternative communication skills and appropriate

behavioral responses.

Plunging into their Domain of Spires

This section, titled "Plunging into their Domain of Spires," points out the

importance of taking a step into their world to help people with autism spectrum disorder.

Stepping into the world of individuals with autism spectrum disorder (ASD)

involves delving into a rich and diverse realm of experiences, challenges, and strengths.

Autism is a neurodevelopmental condition that affects individuals across various ages,

genders, and backgrounds, and it manifests differently in each person. By exploring this

world, we can foster empathy, appreciation, and support for individuals with ASD

(Activities for Daily Living, n.d.).

During an interview a respondent said, “Inaano ko, kunware... nakikipaglaro ako

sakanya, “Ano to?” ginaganon ko, tinatanong ko siya.” (I approach, pretending... I play
 43

with him, saying, 'What's this?' I mimic it, I ask him.). One of the respondents also said,

“Jay ngay pumasok ka muna sa mundo nila.” (You need to first enter their world.)

According to Grandin n.d., understanding and taking steps into the world of

individuals with autism spectrum disorder (ASD) is essential for promoting inclusivity

and providing effective support. To achieve this, it is important to educate yourself, listen

to Autistic Voices, develop empathy and acceptance, communicate effectively, embrace

sensory awareness, foster inclusion, promote social interactions, and provide support for

building meaningful relationships. Educating yourself and listening to Autistic Voices can

provide insights into the characteristics, challenges, and strengths of individuals with

ASD. Listening to Autistic Voices can offer valuable insights and guidance on

understanding their needs and preferences. Empathy and acceptance can be developed by

putting yourself in their shoes and recognizing the unique ways in which they experience

the world.

Communicating effectively can be done through clear, concise language, visual

supports, or alternative communication methods. Embracing sensory awareness can be

done by creating sensory-friendly environments. Fostering inclusion can be done by

encouraging inclusive practices in schools, workplaces, and community settings to ensure

that individuals with ASD have equal opportunities for participation and engagement.

This suggests that becoming aware of the reality of people with autism spectrum

disorder (ASD) and trying to understand it can help advance inclusivity, offer useful

support, and build a more tolerant and tolerant society. For offering suitable assistance

and interventions, it is crucial to educate oneself and pay attention to autistic voices. For

meaningful connections and comprehension, effective communication tactics are crucial.

 44

Adopting sensory awareness helps people feel comfortable and relaxed. To foster

inclusion, barriers must be taken down and social connections must be encouraged.

Webs of Hobnob

This section, titled "Webs of Hobnob," points out the importance socialization to

help people with autism spectrum disorder.

Individuals with Autism Spectrum Disorder (ASD) have unique challenges and

strengths when it comes to social interactions. Social communication and understanding

social cues can present challenges, but they also have their own strengths and

preferences. Understanding and supporting the social life of individuals with ASD

requires a person-centered approach that acknowledges their individual differences and

needs (Bauminger n.d.)

During an interview a respondent said, “Socialization gamin, every Friday tapno

ngay mas umasideg da kanyami, gamin once ngay nga aloof dagijay ubbing, awan, han

min ngay kaya nga pakisamahan, pakibagayan. Han da ngay nga maibagay jay bagbagi

da.” (We conduct socialization activities every Friday to foster a closer bond between the

students and us. This is because if they remain aloof, they won't be able to fully integrate

themselves with us).

Socialization plays a vital role in the lives of individuals with autism spectrum

disorder (ASD) as it offers various benefits to their overall well-being and development.

Socialization provides opportunities for individuals with ASD to learn and practice

essential social skills such as turn-taking, sharing, greetings, and cooperative play. It also

allows individuals with ASD to experience and manage a range of emotions, promote
 45

peer interactions, improve flexibility and adaptability, and build a sense of belonging and

inclusion. Regular social interactions can enhance their ability to understand social cues,

improve communication, and develop meaningful relationships. Engaging in social

activities allows individuals with ASD to experience and manage a range of emotions,

leading to improved emotional well-being and coping strategies. Socialization enables

individuals with ASD to interact with peers, foster the development of friendships and

social connections, improve flexibility and adaptability, and build a sense of belonging

and inclusion (Koegel et al. 2014).

This implies that, socialization provides opportunities for individuals with ASD to

develop social skills, emotional well-being, peer connections, flexibility and adaptability,

and communication improvement. It also promotes learning, self-expression, and

meaningful connections with others. Socialization plays a crucial role in the holistic

development of individuals with ASD.

Ripples of Simulating Support

This section, titled "Ripples of Simulating Support," illustrates how social support

from others impacts people with autism spectrum disorder.

Social support from people around individuals with autism spectrum disorder

(ASD) plays a pivotal role in promoting their well-being, development, and overall

quality of life. It enhances social interaction opportunities, facilitates increased

engagement, and leads to improved social integration and a sense of belonging. It also

contributes to skill development and advocacy for the needs, rights, and inclusion of

individuals with ASD.

 46

According to a respondent, “Kagaya no’ng pag— kasi may baboy ako ano...

kailangan hintayin ko siyang magpakain kasi, ayaw niya eh. ‘Yong gusto niya, tutulong

siya, gano’n.” (Just like before, because I have a pig, I need to wait for Avrylle to come

and feed it because that's what she wants, like that.) “At that time kasi kung the more na

paluin mo siya magiging mas aggressive siya, kaya ang ginagawa ko kung halimbawa

mag iikot ikot siya jan kung hindi niya makuha mga gusto ganon, pinapabayaan ko lang

siya hanggang sa tumigil siya.” (At that time, because the more you hit him, the more

aggressive he becomes, so what I do is if, for example, he goes around there and can't get

what he wants, I just let him be until he stops.)

Brookman-Frazee et al. (2019) said that higher levels of social support were

linked to less parenting stress and better psychological well-being. Parents who reported

more social support from family, friends, and professionals involved in their kid's care, in

particular, reported less stress associated with parenting their child with ASD.

Furthermore, higher levels of social support have been associated with improved mental

health outcomes, such as decreased symptoms of despair and anxiety. These findings

imply that social support is critical to reducing stress and increasing the well-being of

parents of children with ASD who are getting mental health care.

However, the study of Bishop-Fitzpatrick et al. (2018) suggests that while social

support does not directly affect the well-being outcomes of individuals with autism

spectrum disorder (ASD), it does play an important role in modulating the link between

stress and well-being. In other words, social support can help mitigate the detrimental

impacts of stress on the well-being of people with ASD.

 47

These findings emphasize the significance of social support in the lives of people with

ASD and their families. It emphasizes the importance of a robust support network as well

as access to resources and specialists who may offer aid and guidance. Social support can

assist individuals with ASD and their families cope with stress, enhance mental health

outcomes, and contribute to their overall well-being.

 48

CHAPTER IV

Figure 2. Dissemination Information Infographics

 49

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter will outline the qualitative data collection methods used, describe the

analytic techniques employed as well as presenting the findings from this phase of the

research study and recommendation of the system as a basis of the next researchers.

Summary

Autism spectrum disorder (ASD) is a developmental disability caused by

differences in the brain. Some people with ASD have a known difference, such as a

genetic condition. Other causes are not yet known. Scientists believe there are multiple

causes of ASD that act together to change the most common ways people develop. We

still have much to learn about these causes and how they impact people with ASD.

People with ASD may behave, communicate, interact, and learn in ways that are

different from most other people. There is often nothing about how they look that sets

them apart from other people. The abilities of people with ASD can vary significantly.

For example, some people with ASD may have advanced conversation skills whereas

others may be nonverbal. Some people with ASD need a lot of help in their daily lives;

others can work and live with little to no support.

As children with ASD become adolescents and young adults, they may have

difficulties developing and maintaining friendships, communicating with peers and

adults, or understanding what behaviors are expected in school or on the job. They may

come to the attention of healthcare providers because they also have conditions such as
 50

anxiety, depression, or attention-deficit/hyperactivity disorder, which occur more often in

people with ASD than in people without ASD.

The present study was conducted in the municipality of Bangar, province of La

Union with a total of eight (8) participants, the three (3) being the students with an autism

spectrum disorder (ASD) from Bangar Central School’s Special Education, three (3)

other participants being the parents/guardians of the said students and the other two being

the teachers from Bangar Central School’s Special Education.

The conducted observation for the three (3) students with ASD, one-on-one

interview with the parents/guardians and a focus group discussion with the teachers

showed findings that emphasize the significance of social support in the lives of people

with ASD and their families. That the importance of a robust support network as well as

access to resources and specialists who may offer aid and guidance is important. With

social support, the individuals with ASD and their families can be assisted to cope with

stress, enhance mental health outcomes, and contribute to their overall well-being.

Conclusion

After extensively studying the lived experiences of children with autism spectrum

disorder (ASD), it becomes evident that their journey is marked by unique challenges and

distinctive perspectives. ASD is a neurodevelopmental disorder characterized by

impairments in social interaction, communication difficulties, and restricted and

repetitive patterns of behavior. By delving into the day-to-day lives of these children,

several key observations can be drawn.

 51

First and foremost, it is clear that the experiences of children with ASD vary

greatly, highlighting the broad-spectrum nature of the disorder. Each child possesses a

distinct set of strengths and weaknesses, which manifest in diverse ways. While some

children may struggle with verbal communication and exhibit repetitive behaviors, others

may excel in specific areas, such as mathematics or visual arts. Recognizing and

embracing this individuality is crucial in providing tailored support and interventions.

Additionally, social interactions pose significant challenges for children with

ASD. Difficulties in understanding and interpreting nonverbal cues, such as facial

expressions and body language, often lead to miscommunication and a sense of isolation.

Many children with ASD face obstacles in forming and maintaining friendships, often

feeling excluded or misunderstood by their peers. However, it is important to note that

social skills can be developed and improved through targeted interventions, allowing

children with ASD to engage more effectively with others and enhance their overall well-

being.

Furthermore, the sensory experiences of children with ASD greatly impact their

day-to-day lives. Heightened sensitivity to certain stimuli, such as loud noises, bright

lights, or specific textures, can trigger anxiety and distress. Conversely, some children

may seek out sensory stimulation to self-soothe. Creating environments that

accommodate these sensory differences, providing sensory breaks, and incorporating

sensory activities into daily routines can greatly alleviate the challenges faced by these

children.

It is worth emphasizing that the experiences of children with ASD are not limited

to the challenges they encounter. Despite the difficulties they may face, they exhibit
 52

remarkable resilience, unique perspectives, and talents that should be acknowledged and

celebrated. Many children with ASD demonstrate exceptional attention to detail, intense

focus, and creative problem-solving abilities. By nurturing their strengths and providing

appropriate support, society can empower these children to reach their full potential.

Recommendations

It is essential for ASD patients to recognize and embrace their individuality. Each

child with ASD has a unique set of strengths and weaknesses that manifest in diverse

ways. Tailored support and interventions should be provided to address their specific

needs and help them thrive. Social interactions can be particularly challenging, so

targeted interventions to develop social skills can significantly improve their ability to

engage effectively with others, enhancing their overall well-being. Moreover,

acknowledging and accommodating their sensory differences by creating sensory-

friendly environments, providing sensory breaks, and incorporating sensory activities into

daily routines can greatly alleviate their challenges. For people living with individuals

with ASD, understanding and acceptance are crucial. Recognizing the broad-spectrum

nature of ASD and the unique experiences each child faces can foster empathy and create

a supportive environment. Educating oneself about the disorder and its challenges can

lead to better communication, more inclusive interactions, and meaningful relationships

with individuals with ASD. For society at large, it is important to celebrate the strengths

and talents of individuals with ASD. Despite the difficulties they may encounter, they

often possess remarkable resilience, intense focus, and exceptional problem-solving

abilities. By nurturing their strengths, providing appropriate support, and creating

inclusive spaces, society can empower children with ASD to reach their full potential.
 53

This includes promoting inclusive education, employment opportunities, and community

engagement that values and accommodates the diverse needs and perspectives of

individuals with ASD.

In disseminating information about Autism Spectrum Disorder (ASD), a

comprehensive approach involving various strategies can be highly effective. One

recommended approach is to utilize infographics, host symposiums, and establish

foundations dedicated to ASD awareness and support.

These infographics can be shared on social media platforms, websites, or even

printed and distributed in relevant community spaces. The concise and visually

stimulating nature of infographics can effectively convey important information about

ASD and increase public understanding.

Symposiums provide a platform for experts, researchers, caregivers, and

individuals with ASD to share knowledge, experiences, and advancements in the field.

These events can be organized at universities, community centers, or online platforms,

allowing professionals and the public to engage in meaningful discussions and learn from

each other. Symposiums can cover a wide range of topics related to ASD, including

diagnosis, treatment options, therapies, and strategies for supporting individuals on the

spectrum. By fostering collaboration and networking, symposiums can contribute to

ongoing research and advancements in the field of ASD.

Foundations dedicated to ASD play a crucial role in raising awareness, supporting

affected individuals and families, and advocating for better resources and services. These

foundations can initiate campaigns to promote public understanding and acceptance of

ASD, provide financial aid for therapy and educational resources, and offer support
 54

groups for individuals and families affected by ASD. By establishing partnerships with

healthcare professionals, educators, and policymakers, these foundations can drive

positive change and create a more inclusive society for individuals with ASD.
 55

REFERENCES

What is sensory processing? - Best Practice: Sensory. (n.d.). Best Practice: Sensory.

What Is Cognitive Flexibility, and Why Does It Matter? (2021, June 15). What Is

Cognitive Flexibility, and Why Does It Matter?

Executive Function & Self-Regulation. (n.d.). Center on the Developing Child at Harvard

University.

Vasa, R. A., & Mazurek, M. O. (n.d.). An update on anxiety in youth with autism

spectrum disorders. PubMed Central (PMC).

Happé, F. (2018, September 7). Why are savant skills and special talents associated with

autism? PubMed Central (PMC).

Executive functioning in children with ASD + ADHD and ASD + ID: A systematic

review. (2021, June 14). Executive Functioning in Children With ASD + ADHD

and ASD + ID: A Systematic Review - ScienceDirect.

Demetriou, E. A., Lampit, A., Quintana, D. S., Naismith, S. L., Song, Y. J. C., Pye, J. E.,

Hickie, I., & Guastella, A. J. (2017, April 25). Autism spectrum disorders: a meta-

analysis of executive function. Molecular Psychiatry, 23(5), 1198–1204.

Temple Grandin | Cold Spring Harbor Laboratory. (n.d.). Cold Spring Harbor Laboratory.

Baron-Cohen, S., Ashwin, E., Ashwin, C., Tavassoli, T., & Chakrabarti, B. (n.d.). Talent

in autism: hyper-systemizing, hyper-attention to detail and sensory

hypersensitivity. PubMed Central (PMC).

 56

Stephen Wiltshire, 1974– – UK Disability History Month. (2017, September 22). Stephen

Wiltshire, 1974– – UK Disability History Month

Kenny, L., Hattersley, C., Molins, B., Buckley, C., Povey, C., & Pellicano, E. (2015, July

1). Which terms should be used to describe autism? Perspectives from the UK

autism community. Autism, 20(4), 442–462.

DeFilippis, M., & Wagner, K. D. (n.d.). Treatment of Autism Spectrum Disorder in

Children and Adolescents. PubMed Central (PMC).

Aggressive behaviour: autistic children and teenagers. (n.d.). Raising Children Network.

Activities for daily living. (n.d.). The Spectrum.

Autism Spectrum Disorder. (2023, April 5). Autism Spectrum Disorder.

Examining executive functioning in children with autism spectrum disorder, attention

deficit hyperactivity disorder and typical development - PubMed. (2009, April

30). PubMed.

Auditory sensory processing in autism: a magnetoencephalographic study - PubMed.

(2013, September 15). PubMed.

Psychiatric Comorbidity in Children with Autism Spectrum Disorders: A Comparison

with Children with ADHD - PubMed. (2013, April 1). PubMed.

Young, R. (n.d.). Police-Citizen Interactions, Theory of Mind, and ASD. (PDF) Police-

Citizen Interactions, Theory of Mind, and ASD | Robyn Young - Academia.edu.

 57

Lecavalier et al. (2016) - "Psychopathology in Children with Autism Spectrum Disorders

and Attention-Deficit/Hyperactivity Disorder: Associations with Language

Problems" - Journal of Autism and Developmental Disorders:

Dunlap et al. (2011) - "Preventing and Addressing Challenging Behavior: Common

Questions and Practical Strategies" - Journal of Early Intervention:

Fombonne (2013) - "Epidemiological Surveys of Autism and Other Pervasive

Developmental Disorders: An Update" - Journal of Autism and Developmental

Sofronoff et al. (2021) - "The Stress and Adjustment Inventory for Parents (PAIRS) -

Fourth Edition" - Queensland Centre for Intellectual and Developmental

Disability:

De Boer et al. (2013) - "Psychiatric Comorbidity in Autism Spectrum Disorders and

Hyperkinetic Disorder: A Review" - Journal of Child Psychology and Psychiatry:

Happé and Frith (2016) - "The Weak Coherence Account: Detail-Focused Cognitive Style

in Autism Spectrum Disorders" - Journal of Autism and Developmental

Disorders:

Soulieres et al. (2013) - "Enhanced Visual Processing Contributes to Matrix Reasoning in

Autism" - PLoS ONE:

 58

APPENDICES

Appendix A

Validation Tool for Interview Questions

Region I
La Union Schools Division Office
REGIONAL SCIENCE HIGH SCHOOL FOR REGION I

RESEARCH INSTRUMENT
VALIDITY TESTING TOOL

Research Title: Beyond Labels: Uncovering the Unique Lived Experiences of

Individuals with Autism Spectrum Disorder
Proponents: ANITA MARGELIA O. BARRIENTOS
CHESEDH G. CALIXTO
JOANA ABEGAIL O. TABERNERO
Research Problem Research Problem:
with Specifics: The main goal of this study is to gain a comprehensive
understanding of the experiences that individuals diagnosed with
autism spectrum disorder (ASD) encounter in their daily lives and
to delve into the intricate details of their day-to-day activities,
social interactions, communication, coping mechanisms,
emotions, stress management, and their experiences in navigating
different environments.
Specific Questions:
1. How does ASD affect the life of the individual diagnosed
with this illness in terms of:
a. Mental aspect
b. Emotional aspect
c. Social aspect and,
d. Intellectual aspect
2. What typical challenges do patients with ASD face daily?
3. What interventions can be proposed based on the results?

Rate the Research Interview Questions according to its Content Validity. Put a check (√ )
mark as your rating for the instrument.
Criteria 5 4 3 2 1
 59

Very
Highly Somewhat Not
highly Valid
Valid Valid Valid
valid
The test fully
Content
represents what it
Validity
aims to gather.

Comments & Suggestions:

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________.

Validator:

ROWEL P. LUCINA ______________________

Signature over printed name Date Validated

Interview Questions:

1. What are some common behavioral challenges they experienced as individuals

with ASD?

2. How does their disorder affect their intellectual skills?

3. How does their disorder impact their ability to learn and process information?

4. What are some common emotional challenges they experienced as individuals

with ASD?

5. How does their disorder impact their experience of anxiety or depression?

6. How does their disorder impact the development of their social skills?

7. As individuals diagnosed with ASD, what challenges do they face in building or

maintaining relationships?
 60

8. Can you describe any strategies or techniques you have developed in managing

their tantrums?

Region I
La Union Schools Division Office
REGIONAL SCIENCE HIGH SCHOOL FOR REGION I

RESEARCH INSTRUMENT
VALIDITY TESTING TOOL

Research Title: Beyond Labels: Uncovering the Unique Lived Experiences of

Individuals with Autism Spectrum Disorder
Proponents: ANITA MARGELIA O. BARRIENTOS
CHESEDH G. CALIXTO
JOANA ABEGAIL O. TABERNERO
Research Problem Research Problem:
with Specifics: The main goal of this study is to gain a comprehensive
understanding of the experiences that individuals diagnosed with
autism spectrum disorder (ASD) encounter in their daily lives and
to delve into the intricate details of their day-to-day activities,
social interactions, communication, coping mechanisms,
emotions, stress management, and their experiences in navigating
different environments.
Specific Questions:
1. How does ASD affect the life of the individual diagnosed
with this illness in terms of:
e. Mental aspect
a. Emotional aspect
b. Social aspect and,
c. Intellectual aspect
2. What typical challenges do patients with ASD face daily?
3. What interventions can be proposed based on the results?

Rate the Research Interview Questions according to its Content Validity. Put a check (√ )
mark as your rating for the instrument.

5 4 3 2 1
Very
Criteria Highly Somewhat Not
highly Valid
Valid Valid Valid
valid
Content The test fully
 61

represents what it
Validity
aims to gather.

Comments & Suggestions:

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________.

Validator:

LEONARD LEVI SUGUITAN ______________________

Signature over printed name Date Validated

Interview Questions:

1. What are some common behavioral challenges they experienced as individuals

with ASD?

2. How does their disorder affect their intellectual skills?

3. How does their disorder impact their ability to learn and process information?

4. What are some common emotional challenges they experienced as individuals

with ASD?

5. How does their disorder impact their experience of anxiety or depression?

6. How does their disorder impact the development of their social skills?

7. As individuals diagnosed with ASD, what challenges do they face in building or

maintaining relationships?

8. Can you describe any strategies or techniques you have developed in managing

their tantrums?
 62

Region I
La Union Schools Division Office
REGIONAL SCIENCE HIGH SCHOOL FOR REGION I

RESEARCH INSTRUMENT
VALIDITY TESTING TOOL

Research Title: Beyond Labels: Uncovering the Unique Lived Experiences of

Individuals with Autism Spectrum Disorder
Proponents: ANITA MARGELIA O. BARRIENTOS
CHESEDH G. CALIXTO
JOANA ABEGAIL O. TABERNERO
Research Problem Research Problem:
with Specifics: The main goal of this study is to gain a comprehensive
understanding of the experiences that individuals diagnosed with
autism spectrum disorder (ASD) encounter in their daily lives and
to delve into the intricate details of their day-to-day activities,
social interactions, communication, coping mechanisms,
emotions, stress management, and their experiences in navigating
different environments.
Specific Questions:
1. How does ASD affect the life of the individual diagnosed
with this illness in terms of:
a. Mental aspect
b. Emotional aspect
c. Social aspect and,
d. Intellectual aspect
2. What typical challenges do patients with ASD face daily?
3. What interventions can be proposed based on the results?

Rate the Research Interview Questions according to its Content Validity. Put a check (√ )
mark as your rating for the instrument.

5 4 3 2 1
Very
Criteria Highly Somewhat Not
highly Valid
Valid Valid Valid
valid
The test fully
Content
represents what it
Validity
aims to gather.
 63

Comments & Suggestions:

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________.

Validator:

AURELIA S. GARCIA ______________________

Signature over printed name Date Validated

Interview Questions:

1. What are some common behavioral challenges they experienced as individuals

with ASD?

2. How does their disorder affect their intellectual skills?

3. How does their disorder impact their ability to learn and process information?

4. What are some common emotional challenges they experienced as individuals

with ASD?

5. How does their disorder impact their experience of anxiety or depression?

6. How does their disorder impact the development of their social skills?

7. As individuals diagnosed with ASD, what challenges do they face in building or

maintaining relationships?

8. Can you describe any strategies or techniques you have developed in managing

their tantrums?
 64

Appendix B

Validated Interview Questions

Region I
La Union Schools Division Office
REGIONAL SCIENCE HIGH SCHOOL FOR REGION I

RESEARCH INSTRUMENT
VALIDITY TESTING TOOL

Research Title: Beyond Labels: Uncovering the Unique Lived Experiences of

Individuals with Autism Spectrum Disorder
Proponents: ANITA MARGELIA O. BARRIENTOS
CHESEDH G. CALIXTO
JOANA ABEGAIL O. TABERNERO
Research Problem Research Problem:
with Specifics: The main goal of this study is to gain a comprehensive
understanding of the experiences that individuals diagnosed with
autism spectrum disorder (ASD) encounter in their daily lives and
to delve into the intricate details of their day-to-day activities,
social interactions, communication, coping mechanisms,
emotions, stress management, and their experiences in navigating
different environments.
Specific Questions:
1. How does ASD affect the life of the individual diagnosed
with this illness in terms of:
a. Mental aspect
b. Emotional aspect
c. Social aspect and,
d. Intellectual aspect
2. What typical challenges do patients with ASD face daily?
3. What interventions can be proposed based on the results?
 65

Interview Questions:

1. What are some common behavioral challenges they experienced as individuals

with ASD?

2. How does their disorder affect their intellectual skills?

3. How does their disorder impact their ability to learn and process information?

4. What are some common emotional challenges they experienced as individuals

with ASD?

5. How does their disorder impact their experience of anxiety or depression?

6. How does their disorder impact the development of their social skills?

7. As individuals diagnosed with ASD, what challenges do they face in building or

maintaining relationships?

8. Can you describe any strategies or techniques you have developed in managing

their tantrums?
 66

Appendix C

Level of Validity of Interview Questions

Point Value Statistical Range Descriptive Equivalent Rating

5 4.51-5.00 Very High Validity (VHV)
4 3.51-4.50 High Validity (HV)
3 2.51-3.50 Moderate Validity (MV)
2 1.51-2.50 Poor Validity (PV)
1 1.00-1.50 Very Poor Validity (VPV)

Validator 1 score: 4

Validator 2 score: 4

Validator 3 score: 4

Average Validity Score: 4

 67

Appendix D

REGIONAL SCIENCE HIGH SCHOOL FOR REGION I

Ma. Christina East, Bangar, La Union

May 4, 2023

FERNANDO M. APOLINAR
Office of the School Principal
Bangar Central School
Central East #2, Bangar, La Union

Sir:
Greetings!
We, the undersigned students, are from the Regional Science High School for Region I (RSHS). As part of
our subject, Practical Research I, we are currently doing a research project entitled, Beyond Labels:
Uncovering the Unique Lived Experiences of an Individual with Autism Spectrum Disorder (ASD).

As part of the study, we will conduct one-on-one interviews using validated semi-structured interview
questions with Bangar Central School students who suffer from ASD for our data gathering. We will ensure
that the research is conducted in an ethical and professional manner and that the personal data collected will
be kept confidential.

We would appreciate it if you could grant us permission to gather data at your school. We look forward to
a favorable response regarding this humble request in the name of noble cause of research.

Thank you and may the Lord bless you with thousand folds.

Very truly yours,

ANITA MARGELIA O. BARRIENTOS

CHESEDH G. CALIXTO

JOANA ABEGAIL O. TABERNERO

Grade 11 Researchers

Noted:

ANTONIETTE G. PADUA, MAEd-Math

Research Adviser
 68

Appendix E

Invitation Letter for the Respondents

REGIONAL SCIENCE HIGH SCHOOL FOR REGION I

Ma. Christina East, Bangar, La Union

INFORMED CONSENT

This informed consent form is for the parents or guardians of the participants of the study who are
being invited to take part in this research entitled BEYOND LABELS: UNCOVERING THE UNIQUE
LIVED EXPERIENCES OF AN INDIVIDUAL WITH AUTISM SPECTRUM DISORDER (ASD).

The purpose of this study is to explore the unique lived experiences of an individual with autism
spectrum disorder (ASD). Your child’s participation is entirely voluntary, and you may choose to withdraw
your child at any time without consequence.

As part of the study, we will be collecting data through semi-structured interviews. If you confirm
your child’s participation in this study, you agree that your child will respond to questions the researchers
have developed for a one-on-one interview, as well as any potential follow-up questions related to the
research topic. As long as your child feels safe and has the option to stop the procedure whenever it puts
him or her in a difficult situation, he or she is urged to freely share your ideas with the researchers.

To ensure confidentiality, we will not disclose your child’s name. The data that we collect will be
used only for the purpose of this study.

I have read the foregoing information, or it has been read to me. I have had the opportunity to ask
questions about it. I consent to my child's voluntary participation in this study.

Signature of the Participant Over Printed Name

Date:
 69

REGIONAL SCIENCE HIGH SCHOOL FOR REGION I

Ma. Christina East, Bangar, La Union

INFORMED CONSENT

This informed consent form is for the teachers of the participants of the study who are being invited
to take part in this research entitled BEYOND LABELS: UNCOVERING THE UNIQUE LIVED
EXPERIENCES OF AN INDIVIDUAL WITH AUTISM SPECTRUM DISORDER (ASD).

The purpose of this study is to explore the unique lived experiences of an individual with autism
spectrum disorder (ASD). Your participation is entirely voluntary, and you may choose to withdraw at any
time without consequence.

As part of the study, we will be collecting data through semi-structured interviews. If you confirm
your participation in this study, you agree that you will respond to questions the researchers have developed
for a one-on-one interview, as well as any potential follow-up questions related to the research topic. As
long as you feel safe and has the option to stop the procedure whenever it you in a difficult situation, you
are urged to freely share your ideas with the researchers.

To ensure confidentiality, we will not disclose your name. The data that we collect will be used only
for the purpose of this study.

I have read the foregoing information, or it has been read to me. I have had the opportunity to ask
questions about it. I consent voluntary participation in this study.

Signature of the Participant Over Printed Name

Date:
 70

Appendix F

Interview Proper
71
72
73
 74

Appendix G

Repertory Grid
How does ASD affect the life of the individual Codes
diagnosed with this illness in terms of:
a. Mental Aspect
b. Emotional Aspect
c. Social Aspect
d. Intellectual Aspect
R1  Mostly sa bahay, hindi hindi niya talaga  Satisfaction
dapat pag meron siyang kailangan ung  Action-based
mga parang basic needs niya expression of
masasatisfied siya, vicks, rexona tsaka feelings
nailcutter niya kapag wala mga un,  Hygienic
nagwawala siya, nagttrantrums siya.  Keen memory
 Lahat ng masisira niyang gamit,  Asociality
electrical man o nonelectrical, gusto  Aggression
niya agada gad napapalitan, un ang ano  Stigmatization
niya, dapat maayos agad.
 hindi siya nakakapagsalita nang maayos
pero through his actions syempre sa
tagal naming pagsasama since birth
kasi two years pa lang siya ganito na
siya, gamulado ko na ung ano galaw
niya.
 Naghahanap na siya ng parang ung sa
opposite sex, syempre lahat naman tayo
dumadaan sa ganun diba ung parang
gusto niya kumbaga sana parang satin
nagccrush parang ganon pero di niya
naeexpress kasi nonverbal nga siya, so
the way na pagtaas niya ng pants
parang un ung satisfaction na nakukuha
niya pero after that wala na, hindi
naman siya ung nananakit na
bubugbugin ka, hindi naman, basta ung
kung hindi mo lang maibigay mga gusto
 75

niya.
 Tapos sa activities sa daily living niya
from wake up sa lahat lahat, kaya
niyang gawin independently, lahat ng
gagawin niya sa bahay halimbawa mag
toothbrush.
 Tapos ano siya sa fixing of bed, parang
maano nga siya sa housekeeping eh,
kung madevelop lang siya ng TESDA,
tapos sa hygiene sobra malinis siya.
 kahit ganito siya natatandaan niya mga
gamit niya, kahit gamit sa bahay ung
common na nakikita niya halimbawa sa
kitchen utensils halimbawa kung wala
ung palayok ganon kung nasira dapat
palitan kahit ganito siya matandain siya
sa gamit, halimbawa itong mga kulay
kapag kulang wala hahanap at
hahanapin niya yan.
 Ay ayun na nga, bagsak siya doon kasi
hindi namin pinapayagan kasi ayaw
naming na may hindi naman siya
nananakit kaso nga lang prevention na
lang para di niya masaktan mga kalaro
niya ganun. Kasi sa totoo lang ung lolo
niya na kasama naming hindi rin siya
maintindihan kasi talagang mahirap
pero sabi ko nga sana bigyan ako ng
lakas ng Panginoon na harapin ang
lahat ng ito. Sinubok ako ng Panginoon
sa kalusugan ko tapos ganyan din ang
sitwasyon niya kaya talagang
mahirap…
 Mahirap na ano lalo na siguro dahil
mag-isa siya kaya un siguro ang naging
epekto sa kaniya syempre iba naman
ung ako lang nakakasalamuha niya, iba
rin kapag kaedaran niya makasalamuha
sana niya pero dahil nga sa ganiyan
siya, un nga iniiwasan na lang naming
na makihalubilo siya para wala siyang
masaktan, un ang number one na
dahilan kung bakit ayaw naming iano
siya sa ibang tao na playmate sana niya
ganon.
 76

 Hindi niya maexpress na malungkot siya

or happy siya ganon. Malalaman ko na
gusto niya ung isang bagay through his
actions. Makitak met suna nga agsmile
ngem hanmet nga gapu iti maysa nga
banag ket nag smilen.
R2  Okay lang sa kanya kumbaga parang  Developmental
wala lang. Parang natural lang sakanya Delay
 Ayon lang… kapag halimbawa  Imitation
pinapagalitan ko naluluha siya agad.  Keen memory
Ganoon din kasi ang attitude ng mama  Sensitive
niya eh. ‘Yong kaunting galit mo lang—  Fast learner
‘di siya iimik pero parang aping-api ba  Apathetic
— ganun
 Ang problema ko lang talaga sakanya
‘yong pananalita niya talagang... yung...
wala... aah... huli sa edad
 Napapansin ko pati ‘yong pagsasalita
niya, marami na rin siyang
naiintindihan, marami na siyang alam,
‘yon nga lang... ‘yong ano... ‘yong late.
Late talaga siya.
 ‘pag diyan naman sa mga kalaro niya,
okay siya
 Sa totoo lang hindi siya iyakin ba na
ano, kagaya ng ibang bata. Kahit na
maliit pa ‘yong sa- ‘yong sabihin mo na
iyak ng iyak na, kuna dagitay babbaket
nga neeyy maatsanan diyay baybay—
hindi, hindi ganon si __. Siya ‘yong
magtatampo, siya pa ang yayakap
saakin, “kiss, kiss, kiss”. ‘Pag
pinapagalitan kong gano’n, “Hoy
tumigil ka nga diyan!”. Mamaya lalapit
saakin, yayakap. “Muwah, muwah,
muwah”, ginaganon ako. Hindi ako
‘yong mag-aamo sakanya, siya ang
aamo saakin.”
 noong una, hindi ‘yan nakikisali sa
ano... sabihin mo mang hindi makisali
‘yong sa activities nila dito, pagdating
sa bahay ‘yong mga ginagawa nila dito,
inaano niya sa bahay. Kabisado niya
nga ‘yong mga panalangin. ‘Yong mga...
basta ‘yong mga ginagawa nila dito...”
 77

 Hindi— hindi nanonood sa TV ng iba,

balita, balita ang pinapanood niya.
Kabisado niya ‘yong mga reporter do’n.
Bulol nga lang siya magsalita, oo, At
tsaka alam niya ‘yong oras. ‘Pag
magpapabukas ng TV, “Oyy TV 5, balita
na”, naggaganon ‘yan. Kahit na bulol-
bulol lang siya.”
R3  Pag ginalaw mo ‘yong mga gamit niya...  Aggression
pinagalaw, nagwawala ‘pag pinagalaw  Hyperfocus
at pinakealaman mo. Nagwawala siya.”  Developmental
 Kung ano ‘yong ginagawa niya, doon Delay
lang siya.”  Unresponsive
 Hindi mo siya makakausap ng—  Imitation
marunong siya magsalita, alam niya  Territorial
nga magbilang one to one hundred,  Fast learner
abcd, alphabet, alam niya.  Apathetic
 Kaya pag tinanong mo, bihira ‘yan
sumagot. ‘Pag ‘yan sumagot, siguro
after mga ilang Segundo Hindi... hindi
agad nagsisink in sa utak niya, parang
ang tagal ng processing niya.
 Ang sinusulat niya palagi pangalan ng
kuya niya, siguro dahil nakikita ‘yong
mga gamit ni kuya na may pangalan
niya. Kaya ang ginawa ko rin nilagyan
ko ng pangalan niya ‘yong mga gamit
niya para makita niyang sakanya ‘yon.
Pero ngayon sinusulat niya pangalan ng
kuya niya, eh hindi ko naman tinuro.”
 Wala. Minsan nakikipaglaro siya sa
kapatid niya pero ‘yong bunso...
inaaway niya ‘yong bunso.”
 Minsan paparating palang ‘yong
kapatid niya tinutulak niya na. Parang
territorial lang siya sa ano… tsaka may
sariling mundo.”
 Minsan nagpapakarga, may time na
nagpapalambing may time naman na
aggressive siya.
 Pag hindi niya naeexpress ‘yong ano...
‘pag nag-iyak iyak na ‘yan na
nagtatalon-talon, may something na
hindi niya masabi.
 78

 Ayon... marunong kumanta. Marunong

magkwan ng mga ano... mga alphabet.
Madali siyang matuto. Tapos masipag
siya, naglilinis yan.
 Mabilis siyang matuto, tapos ‘di ba
‘yong nagpapatugtog ka ganyan,
nagpapatugtog ka. Kinantahan namin
noong isang araw, kasi ‘yong “Ikaw”,
kasi ‘yong kapatid ko nagpapatugtog
‘yan ng USB, tapos ulit ulit ‘yong kanta
na ‘yon. Noong isang araw kinakanta
niya ‘yong “Ikaw~ ang pag-ibig na~”
hahaha kinakanta niya ‘yon. Kabisado
niya. Akala mo hindi ‘yan nakikinig pero
nakikinig din pala.”
 Hindi naman yan marunong magtampo.
Parang pagpinalo mo nga yang batang
‘yan, wala lang. Parang walang
nangyari. Hindi naman yan, pero
malambing yan. “Mama kiss” gaganon
yan
R4  “Pag may mga classmates sila na  Easily distracted.
maiingay… nadidistract din sila.”  Perfectionism
 “Yung isang autistic namin ‘pag  Aggression
maingay, ayaw niya. Si Moses  Apathetic
nadidistract siya sa mga gadgets.”  Hyperfocus
 “May pagkaiba-iba silang distraction…  Imitation
dahil sa ano, sa lugar o sa classroom…  Hyperacusis
depende rin sa mga classmates nila.”
 “No adda tuladen da nga picture hmm
dajay ti kayat da nga maaramid, dapat
dajay met lang ti maaramid da, ta nu
once ngay nga adda ti mistake niya
agsakit, agtantrums dan.”
 “Si Moses ano, uhmm parang wala
siyang pinipili, aggressive, pero si Gab
dedma, dedma aloof isuna, lalo nu
nakafocus ijay araramiden na ken nu
han na ka am-ammo.”
 “Si Avrylle naman…ganon din playful
pa rin… adda sarili na ngqa mundo.”
 “Ngem manipod di adda tumtumaren
na, ta adda inted dagijay doctor na,
nagbehave isuna, kimmalma, nalessen
jay hyperactive na. Tapos…
 79

dengdenggen na kamin, kaso nga lang

ulit uliten na jay ibagbaga mi, kasjay ti
ugali na, “anong pangalan mo, anong
pangalan mo,” imbes nga sungbatan na
kuma niya nu damagek, uliten na ngay
jay inbaga mi nga “anong pangalan
mo?”
 “Kapag parehas sila ng hilig… yun lang
yung pinapansin niya.”
R5  “Ni Gab idi ket kwa han na kayat ti  Hyperacusis
naingay.”  Perfectionism
 “And then ni Avrylle, nalaka nga ag-  Imitation
imitate.”
 “Pero kwa perfectionist da, nu dagijay
ipapaaramid mi nga activity
kailangan… perfect jay pannakaaramid
da, nu adda ti mistake ngay ket agsangit
dan.”

Themes: Unforgettable Insights, Emotion in Motion, Unravelling the Aggression

Enigma, Timelines Rewritten, Echoes of Connection, Accelerating Brilliance, The
Focused Frontier, Pursuit of Perfection, A gush of hlud and the unceasing exasperation
Themes: Nurturing the Uniqueness, Spiritual Resilience, Shattering the Stigma
Q2 How should people who are around someone Codes
with autism spectrum disorder interact with
them?
R1  At that time kasi kung the more na  Disregarding
paluin mo siya magiging mas aggressive
siya, kaya ang ginagawa ko kung
halimbawa mag iikot ikot siya jan kung
hindi niya makuha mga gusto ganon,
pinapabayaan ko lang siya hanggang sa
tumigil siya
R2  kung ano ‘yong nakikita niyang  Assistance
ginagawa ko— trabaho ko, nakikialam
siya. Kagaya no’ng pag— kasi may
baboy ako ano... kailangan hintayin ko
siyang magpakain kasi, ayaw niya eh.
‘Yong gusto niya, tutulong siya, gano’n.
Inuulit ko nalang nga kapag gano’ng
tulog pa siya, nagpapakain na ako.
Paggising niya nagwawala ‘yan, parang
gano’n ba. O di kaya’y pagka ano, oras
naman. Alam niya ‘yong oras. “Mama,
 80

ligo baboy...”, sabi niya. Siya

nagpapaalala saakin kung ano gagawin
namin. Pati ‘yong pagtetake niya no’ng
vitamins, gamot niya, alam niya, oo.
“Mama vitamins!”, pagkatapos niyang
kumain.”
R3  Inaano ko, kunware... nakikipaglaro ako  Learning through
sakanya, “Ano to?” ginaganon ko, simulation
tinatanong ko siya.  Channeling
 Kailangan mo lang uunti-untihin na
ano, i-distract para ma... ma-i-transition
mo ‘yong ginagawa niya. Hindi mo
basta-basta, “Akin na ‘yan ta gagawa
tayo ng...”, “Hindi.”
R4  “Ni Gab met ammo na agbasa diretson,  One-and-done
ammo nan to aramiden nan, tapos,
ngem adda latta kwa nya sir han ngay
ngaaa nabayag dapat apag biit lang, nu
naawatan nan han mo nga ulit ulitenen
ta talaga nga han na ka denggenen
kasjay.”
R5  “Jay ngay pumasok ka muna sa mundo  Diving into their
nila.” realm
 “Bannogen mi pay, tapno agkalma dan  Channeling
ton. Nu agkalma dan ton, nalaklakan
ton.”

Themes: Simulating Support, Guiding the Way,

Q3 What interventions can be proposed based on Codes
the results?
R1  Dapat namamasahe siya kasi dun siya  Verbal Prompting
kakalma kapag ganyan.
 dapat isabi mo sa kaniya magbbrush na
siya kasi paggising niya magwiwi siya
alam naman niyang mag ano sa cr.
Lahat independently kaya niya
kailangan lang sabihan
R2  Wala siya kalaro talaga. TV. cellphone...  To discipline
kaya noong pinaano ko sa doctor ‘yan
sabi kaagad saakin, “Sinanay mo ‘yang
apo mo sa cellphone, alisin mo ‘yan
 81

kahit maglupasay,” ginanon ako agad

kaya ayon okay na. Mula noong
tinanggal ko ‘yong cellphone, talagang
may pagbabago.”
R3  Ano... pinapaano lang namin...  Isolation
pinapaalis ko mga pinsan niya, mga
kapatid niya.
R4  “Mas kaykayat na sir iti adda  Using visual aids in
buybuyaen na kaysa ngay dagijay han teaching
nga agkutkuti, kaykayat nan gay dagijay  Socialization
ABCD nga agkutkuti. Ngem nu ngay
kastoy nga picture, han na unay kayat.”
 “Tapos dapat ngay pay ket, ibusen mi
pay dijay ngay excess ngay nga energy
da, ta nu once nga full of energy da,
dakami met ti bannogen da kakaasi
met.”
 “Socialization gamin, every Friday
tapno ngay mas umasideg da kanyami,
gamin once ngay nga aloof dagijay
ubbing, awan, han min ngay kaya nga
pakisamahan, pakibagayan. Han da
ngay nga maibagay jay bagbagi da.”
R5  “Through vision… nu agisuro kami  Using visual aids in
gamin adda ti visual aids mi ken aside teaching
from dijay manipulatives met icondition  Modelling
mi pay, kunwari jay panagsuratan, han  Physical prompting
da nga pagan-ano nga iggaman ti lapis  Verbal prompting
or kwa no han da pay nga ready jay fine
motor na.”
 “Ni Avrylle ti learning style na, nu
numbers kuma niya, kayat na jay adda ti
mabuybuya na, adda makitkita na. Pa…
agpa…jay ngay adda ipabpabuya na,
ABCD, numbers… Awan pay one-week
naa…natutunan nan jay ABCD,
namemorize nan jay ABCD.”
 “Modelling… wen modelling ngay ket
ipakita mi pay kanyada sa da kami
tuladen.”
 “Tapos uhh,anya dijayen… physical
prompting, iassist mi jay ima da nu adda
ti ipasurat mi nu han da pay ammo,
aglalo dagijay babattit. Pero ni kuya
 82

Moses, ti strategy mi,verbal prompting

laengen, minimal assistance. Ibagam
lang kanyana, ammo na met. “Kuya
Moses, ayan na ditoy jay…wen kusina,”
ayanti pictures kuma anya, ammo na.
Ammo na nga iidentify, verbal
prompting dijay. Ngem dagijay babattit,
physical.”
Themes: Visual Voyagers, Balancing Boundaries, Stepping into Their World, Bridging
Connections

CURRICULUM VITAE
 83

PERSONAL INFORMATION

Name: Anita Margelia O. Barrientos

Age: 16 years old

Gender: Female

Date of Birth: December 02, 2006

Place of Birth: Quintarong, Bangar, La Union

Current Address: Quintarong, Bangar, La Union

Nationality: Filipino

EDUCATIONAL ATTAINMENT

Elementary: Caggao Elemantary School

Secondary JHS: Regional Science High School for

Region 1

SHS: Regional Science High School for

Region 1
 84

PERSONAL INFORMATION

Name: Chesedh G. Calixto

Age: 17 years old

Gender: Female

Date of Birth: March 02, 2006

Place of Birth: Bessang Pass Memorial Hospital

Current Address: Castro, Sudipen, La Union

Nationality: Filipino

EDUCATIONAL ATTAINMENT

Elementary: Castro Elemantary School

Secondary JHS: Regional Science High School for

Region 1

SHS: Regional Science High School for

Region 1
 85

PERSONAL INFORMATION

Name: Joana Abegail O. Tabernero

Age: 17 years old

Gender: Female

Date of Birth: February 28, 2006

Place of Birth: Benguet General Hospital

La Trinidad, Benguet

Current Address: Poblacion, Santol, La Union

Nationality: Filipino

EDUCATIONAL ATTAINMENT

Elementary: Santol Central School

Secondary JHS: Santol Vocational High School

SHS: Regional Science High School for

Region 1