Latest Blog Post – Autism Connection of Pennsylvania

Interview with Ayana Singh: Science, Empathy and Innovation

Autism Connection of Pennsylvania is thrilled to be chatting with Ayana Singh, a high school freshman who’s already making an impressive impact in the world of science and advocacy. In 2024, she created a well-being and sensory journal for caregivers and people with autism spectrum disorder (ASD) to track progress and day-to-day life online. This year, she created a machine learning model that uses functional magnetic resonance imaging (fMRI) scans to predict autism severity.

Both projects were presented at the Carnegie Science Center as part of the Pittsburgh Regional Science and Engineering Fair (PRSEF), winning notable awards from the U.S. Naval Research Office, Pittsburgh Intellectual Property Law Association, and more.

Inspired by her close family ties to autism, she’s passionate about using technology to make a real difference. We’re excited to hear about her journey, what drives her, and what’s next on her incredible path.

Ayana standing next to her science fair project

Background and Inspiration

What first inspired you to begin researching autism and sensory well-being at such a young age?

What first inspired me to begin researching autism and sensory well-being at such a young age was a deeply personal experience within my own family. My sister and my cousin are the same age, and when they were around 2.5 years old, we began noticing clear differences in their development—differences that raised questions none of us had answers to at the time. Eventually, my cousin was diagnosed with autism in India, but even after the diagnosis, my family struggled to access consistent therapy and support.

Witnessing this made me realize how much of a gap there is in autism awareness, diagnosis, and sensory support systems in many parts of the world, especially compared to the research and resources available in the U.S. That contrast motivated me to dig deeper, and to explore how I could use science, data, and innovation to help families like mine better understand autism and support neurodivergent individuals more effectively. It became more than research, and a personal mission.

How have your personal experiences with family members on the autism spectrum influenced your research?

My personal experiences with family members on the autism spectrum have been the foundation of my interest in this field. Last summer, I had the opportunity to teach piano to a young girl on the spectrum who was the same age as my sister and cousin. That experience was eye-opening. I saw firsthand how deeply she connected with music, how it calmed her and how she seemed to process it in a completely unique way. It made me realize that there are so many dimensions to autism that are still not fully understood. That moment really deepened my curiosity and inspired me to explore different aspects and potential markers of ASD through research.

What drew you to the intersection of neuroscience and machine learning for your project?

What drew me to the intersection of neuroscience and machine learning was a gradual but deeply personal journey. My first project related to autism focused on developing a software program that tracked sensory well-being. It was my personal response to the challenges my family faced in trying to understand and support the unique sensory needs of my cousin, who is on the autism spectrum.

As I learned more, my curiosity expanded to the possibility of early detection—how powerful it could be for families to receive timely support. That led to my second project, which explored how technology, particularly machine learning, could be used to identify early markers of ASD in a way that’s accessible and scalable across different regions, including countries like India where resources are limited. This naturally brought me to neuroscience and neuroimaging data, where machine learning can help uncover patterns that might otherwise go unnoticed. It felt like the perfect intersection of science, empathy, and innovation.

Research and Development

Could you walk us through your project — how does your machine learning model use fMRI scans to predict autism severity?

My project focuses on using fMRI data and machine learning to predict autism severity, offering a neurobiological alternative to current tools like ADOS and ADI-R, which don’t reflect brain-based changes over time. EEG and eye-tracking studies have tried to address this gap, but they can be uncomfortable for autistic individuals. I aimed to build a non-invasive, adaptable model grounded in brain function.

I used data from ABIDE II, the most recent publicly available ASD dataset. After preprocessing the fMRI scans in Python [programming language], applying brain masks and extracting BOLD signals, I segmented each participant’s brain into clusters using K-Means, grouping brain voxels [three-dimensional representation of brain tissue] based on signal similarity. This helped me analyze whether certain brain regions contribute to autism traits.

Next, I selected key clinical and imaging features such as age, IQ, and BOLD-based brain clusters, and input them into a Random Forest model, chosen for its ability to handle complex data and prevent overfitting. I optimized the model and used feature importance analysis to evaluate which inputs best predicted the ADOS-2 total severity score. My model achieved 87% accuracy (R²), which is high compared to existing studies. In the long term, this model could allow updated, scan-based severity assessments across the lifespan, addressing how autism manifests differently over time, while staying non-invasive and clinically useful.

What were some of the biggest challenges you faced while developing your model?

The biggest challenge which I experienced was preprocessing the fMRI scans which means removing excess noise and clutter from the scans. I had difficulty because I had never done it before, and there were few easy-to-understand resources online. To overcome it, I tried various methods such as employing different python tools and researching implementation.

How did you learn the technical skills necessary to work with machine learning and fMRI data while still in middle school?

I have been learning how to code ever since I was in fifth grade. My first introduction to programming was from mentors at the nonprofit Steel City Codes, which I am now a part of and have decided to give back as a mentor myself.

Was there a specific moment during your research when you realized you were onto something exciting?

The first moment of amazement was definitely seeing the fMRI scans. Afterwards, when I was visualizing the results of the model in scatter plots and different types of charts, I felt hope that the project was moving in the right direction and progress was being made.

An fMRI scan from Ayana’s project

Recognition and Impact

How did it feel to have your work recognized by the Carnegie Science Center?

Since I am still a high schooler, one of the places I can bring my project and get people’s attention on this topic is the Carnegie Science Center. I really am thankful to the PRSEF who gives us this platform to share and talk to experts, judges, and sponsors with similar experiences and research.

What does it mean to you to have your work shared with organizations like the Autism Connection of Pennsylvania?

It means a lot to have my work shared with organizations like the Autism Connection of Pennsylvania. It inspires me to engage with organizations and nonprofits that share a common goal of improving the lives of people with ASD. Knowing that my research aligns with their mission gives me hope that, together, we can create a future where people with autism have access to better support, understanding, and resources.

How do you hope your research will contribute to better treatment planning for autistic people?

I hope my research will lead to more personalized and up-to-date treatment plans by providing a non-invasive, brain-based way to assess autism severity, helping clinicians track changes over time and tailor therapies more effectively.

Leveraging fMRI and Machine Learning to Analyze Gender Disparities in ASD Severity Prediction

Personal Insights

Many students your age are just beginning to explore science. What advice would you give to young researchers who want to take on ambitious projects?

My advice is to start with a question or topic that genuinely means something to you, even if it feels big. Break it into smaller steps, be curious, and don’t be afraid to learn things as you go. Ask for help, learn, and don’t give up on your project(s).

How do you balance your academic work with your independent research projects?

My weekends are devoted to research and any other extracurriculars. Whenever I have time on the weekdays, I am excited to work on researching and learning more.

What has been the most rewarding part of your research journey so far?

The most rewarding part of my research journey has been seeing everything come together, the model actually working, the data making sense, and the results matching what I hoped to find. But even more than that, sharing it with others whether in presentations or papers, and seeing people understand and care about the impact has been incredibly fulfilling.

Future Plans

Are there any next steps or new ideas you’re excited to explore based on your current project?

I want to finish writing my research paper and eventually turn my model into a publicly accessible tool. My goal is to make it available in under-resourced regions, including countries like India, where support for people with autism is often more limited compared to places like the United States.

Looking ahead, do you envision a career combining technology, medicine, and advocacy for neurodivergent people?

In the future, I aspire to become a neurologist, where I can combine research with clinical work. I hope to focus on developing innovative technologies that improve the diagnosis and treatment of neurodivergent people, while also advocating for better support and awareness in underrepresented communities.

Reflection

What is one lesson you’ve learned through this experience that you will carry with you in your future work?

One lesson I’ve learned is the importance of persistence as research doesn’t always go as planned, and being adaptable is crucial. Many aspects of my project didn’t go as expected, and I found myself stuck at certain steps or facing unexpected issues. There
were times when I wanted to quit due to these challenges, but if I hadn’t pushed through, I wouldn’t have reached my end product or successfully completed the project.

How has this research experience changed how you view science, medicine, or advocacy?

My research experience has shown me that science is more than just experimenting in my school chemistry lab. If I did not explore the world of science more, I would not have stumbled upon fMRI and discovered how it connects with ASD. As for advocacy in medicine, I have learnt how important it is to ensure that people, especially those in underserved communities, have access to the tools, support, and treatments they need.

2025 Pittsburgh Marathon Run for a Reason

Autism Connection of Pennsylvania is a charitable partner for the 2025 Dick’s Sporting Goods Pittsburgh Marathon, Run for a Reason!

There are 10 different events during Marathon weekend, and we hope you’ll choose Autism Connection of Pennsylvania as your charity!

How it Works in 5 Steps:

Step 1: Choose Your Event
Select one of 10 events, including the marathon, half marathon, marathon relay, 4-mile fitness challenge, 5K, champions mile, kids marathon, toddler trot, or pet walk.

Step 2: Fuel Your Participation with Purpose
As you register for your event, opt to join the Run for a Reason Charity Program and choose Autism Connection of Pennsylvania in the drop-down. This marks the start of your journey as a champion for change. With every step, you’ll be raising funds to support adults and families affected by autism.

Step 3: Rally Support
Share your commitment with friends, family, and colleagues. Harness the power of your network to amplify your impact. Autism Connection of Pennsylvania can provide stories of impact to inspire those around you to support your participation in this life-changing cause.

Step 4: Raise Funds, Ignite Impact
Every dollar you raise is a testament to your dedication and a catalyst for change. Empower your movement with the knowledge that your participation directly supports autism resources, education, support, and advocacy.

Step 5: Rewarding Your Dedication
If you hit your fundraising minimum (determined by event), your registration fee will be refunded—a tangible token that your commitment truly matters.

Fundraising Minimums:

Marathon: $500
Half Marathon: $400
Back Half Marathon: $1,000
Relay Team: $1,000
4-mile Fitness Challenge: $200
5K: $150
Champions Mile: $50
Kids Marathon: $50
Toddler Trot: $50
Pet Walk: $50

The Run for a Reason Charity Program is more than just finishing an event—it’s about moving with purpose, becoming an agent of change, and making a lasting, positive effect in the autism community.

Join us and run for autism awareness, support, and inclusion!

Not a Runner? Not a Problem!

There are many ways to support Autism Connection of Pennsylvania in the 2025 Dick’s Sporting Goods Pittsburgh Marathon Run for a Reason even if you’re not running. Here are some great ways to get involved:

1. Fundraising and Donations

Sponsor a Runner: Contribute to a participant’s fundraising goal.
Share a story: Do you know a runner with a great story? Email tammi@autismofpa.org to share.

2. Volunteer to Cheer at the US Steel Champions Mile

Join Autism Connection of PA’s Cheer Station: Encourage runners along the course while representing Autism Connection of PA.
Share on Social Media: Post about Autism Connection’s involvement and encourage others to donate.

4. Corporate and Community Partnerships

Corporate Matching Gifts: Encourage your employer to match donations.
Sponsorships: Connect Autism Connection of PA with potential business sponsors.
Team Participation: Organize a group from your workplace or community to fundraise together.

Even if you’re not running, your support can make a big difference in helping Autism Connection of Pennsylvania continue our vital work. Every effort counts!

two heads with word bubbles. One word bubble says meaning and the other says words

Autistic Language Processing: What Words Mean Versus What People Mean

Autism Connection of PA hosts the Late Diagnosis of Autism virtual support group the second Wednesday of every month, and topics cover everything from masking to finding out how to get an adult autism evaluation. On December 11th 2024, the group explored Autism and Communication.

The Late Diagnosis of Autism Support Group Meeting was held online with an option to leave cameras off, and/or use the chat feature instead of speaking. The topics people brought up during this meeting included:

Communication difficulties
Difficulties with small talk
Offending people inadvertently
Positive aspects of communication differences
Ask questions to cope when they feel overwhelmed
To end conversation “thank” them
Sent boundaries by setting time limit
Texting communication differences lack of body language
Using AI to help with tone in emails
To help with conversation exhaustion, run to the bathroom and have concealed fidget items

Social communication has been a concern for, well, my entire experience interacting with people, before and after I knew I was autistic. Interactions with peers in elementary school were baffling, and I often was at a loss when it came to words and meaning. This differs from understanding written communication, and it primarily settles on literal meaning versus social meaning: the difference between what words literally mean and what people mean when they use words, along with the complexity of reading body language, facial expressions, and tone of voice, not to mention the unspoken rules of social discourse that I can’t help but break because they are situational and ever-changing. There are a lot of things going on and I tend to focus on one thing at a time, like many autistic people do.

Balancing between the complex rules of grammar and the even more complex rules of social interaction is very taxing on the brain. During social exchanges, we “read” expressions, gestures, tone, and try to put everything in context. The challenge is that I tend to focus on one thing at a time, and I miss out on important details.

For example, if someone says, “I didn’t expect to see you here,” I know what the words mean, but I don’t know what the meaning of the sentence is. This is because it can mean a number of different things, and if I don’t catch the facial expression or tone, I circle back through all of the possible interpretations, and then I miss whatever follows in the exchange. This can make me a poor conversationalist because my mind tendrils out into thoughts that can’t be controlled, and are set into motion by words.

When I’m trying to make sense of what a person means, my gut instinct is to rephrase their spoken words aloud to help things make the most sense, which can come off as constantly correcting people, and is usually off-putting. So while I am always striving for best understanding, and I think I am improving the interaction, I may actually be misunderstood in the process.

Person: “He convinced me to vote.”

Me making sense of the statement: “He persuaded you to vote,” seems like correcting, but it’s interpreting.

Decoding: It’s Just Like Riding a Bicycle

Some of us have to work hard to decode what people actually mean, which takes a lot of time and energy. It’s like how riding a bike comes naturally to many, but for others, it is a lot of work to think about coordinating: push left foot down, then right foot, keep eyes on the horizon, don’t look down, grip the handle bars but not too hard, don’t let the wheel shake or wobble, keep balance but lean to one side while twisting the handle bars and pedaling at the same time to make a turn. Whew! This is how hard interpreting language can be for autistic people who often do things best, one thing at a time.

Yes. It is just like riding a bicycle.

When I was a child, I had a stutter, and my speech therapist suggested, “Don’t think about what you are trying to say, think about the words you are using.” I have a clear understanding that there is a language of thought and a language of words, and they don’t always gel. If you’ve ever said, “How should I put it?” you may be able to relate. It – the idea that is in the language of thought – has not been formed into words yet. It just hangs there, and you may not find the words to communicate it at all. For me, words, dictionaries, thesauruses, and etymology have become areas of intense focus, and it’s magnificently complicated.

The following may appear to be nit-picking about correctness and grammar. I don’t mean to be prescriptive as a general rule, or imply everyone should use standard written English in conversation. To me, it is more important to consider how words create social meaning, than to dictate how they should be used based on grammatical rules that date back to the 1500s, and honestly seem arbitrary (for example, Sir Thomas Smith’s De Recta et Emendata Linguae Anglicae Scriptione [1568] that bases English grammar on Latin, and yes, it’s written in Latin).

(Dictionaries are either traditionally prescriptive and or descriptive, and they’re at odds. The first descriptive dictionary that I’m aware of is Webster’s Third New International Dictionary of the English Language, Unabridged (1961). My favorite is Bryan Garner’s A Dictionary of Modern American Usage (1998). This type of information is probably why people may navigate away from me at parties – I’m a bit of a word nerd, so I’ll stop here with the dictionary usage wars.)

Literal Meaning and Social Meaning Confusion

A social exchange that can interfere with interpreting meaning may go as follows:

Person: “I’m nauseous.”

Me: “You’re not nauseous. I assure you. I feel fine and everyone else seems perfectly okay.”

Why might I, as a literally-minded person, say that? She’s saying she feels sick, and I’m misinterpreting that as her saying she worries she is making others feel sick. I figure that I am doing the person a kindness in assuring her that she is indeed not nauseous since no one appears to be sick in her presence since nauseous literally means “causing nausea or disgust.” Over time, the meaning has changed to “feeling nauseated” in a social context, and in descriptivist dictionary entries.

When it comes to social language – how spoken words are actually used – in this type of exchange, I will most likely be wrong. She may wonder why I would suggest that I know exactly how she feels, and why on earth would I mention that others don’t feel sick?

“Language Nerd Masking © Autism Connection of PA, 2024 is camouflaging knowledge of correct language by trying to blend in by allowing the rules to be bent.” With enough practice, you can even break the rules yourself!

There’s an exhaustive list of words that take up my brain energy and require a lot of effort for me to decode in conversations, because they no longer hold their literal meaning. Two examples:

Impact – is a noun currently used as a verb – maybe because affect doesn’t have as much punch. You wouldn’t say “I was impacted by the car” because it simply doesn’t make sense. Wisdom teeth are impacted. But you would say, “This event impacted my life.” In my mind, I have to rephrase the sentence as “This event made an impact on my life” for it to make sense to me. Also, I have no idea whether the impact was positive or negative. This all takes time for me to process, and if the conversation is moving forward, I miss a beat, or I may get completely lost.

Myriad – is like numerous but it’s now being used as a noun “a myriad of reasons” that strikes me as odd as someone saying “a numerous of reasons” but it’s how people use the word, and usage prevails.

These and myriad other examples impact my social interactions because I have to take extra time to figure out what people mean – and that extra time takes my attention away from other words exchanged while I am sorting this all out. The conversation moves forward, and I’m a step behind and can’t catch up.

Words Drive Meaning, Meaning Drives Relationships

Consider the back-and-forth dynamic in conversations, and think about a time when you have asked a “yes or no” question. Did the person simply say “Yes” or “No” leaving something awkward hanging in the air? They may be aware of the awkwardness, but may not be aware of the social rule requiring further information.

When you’re in the presence of an autistic person, remember that the onus is always on them to sort through meaning. Exchanges that come naturally to non-autistic people take a considerable amount of energy for an autistic person to process, interpret, and respond. And it’s exhausting.

The writer David Foster Wallace explores struggling with peer social interactions as a child in Consider the Lobster and Other Essays. He excelled in standard written English, but he was “actually deficient in Language Arts…[had] only one dialect…[could not] alter his vocabulary, usage, or grammar, [could not] use slang or vulgarity; and it’s these abilities that are really required for ‘peer rapport,’ which is just a fancy academic term for being accepted by the second-most-important Group in the little kid’s life.”

Many of us continue to struggle to feel accepted by the “Group,” as adults. Taking all of this into account, revisit the bulleted list from the Late Diagnosis of Autism Support Group meeting. What would you add to the list for yourself?

Richard Tambwe Shares His Vision of Hope and Autism

Welcome to Pennsylvania. What brings you to Pittsburgh?

I have been living in Pittsburgh since 2021 (in the midst of Covid-19 pandemic). I am a PhD student at Duquesne University and I am already finishing my program in the Theology Department. Not only does my Christian faith in God encourage me to serve others, but also my area of studies sharpens my social awareness and inspires me to practice my faith by “creating beauty” for social justice. Indeed, there is an intrinsic link between beauty, love, justice, and peace that can be explored ad infinitum.

Why is autism an important topic for you?

Autism is an important topic for me because I am the father to a soon seven-year-old boy who was diagnosed with ASD a few years ago. I am still gradually learning about it and slowly seeing things differently in the line of Rick Guidotti’s “change how you see, and see how you change” (Positive Exposure). For example, when I started seeing my child’s ASD (oftentimes emphasized through the aspect of “disorder”) as a “disability for him,” that is, a limiting condition for him, not a “burden for me or for his mother or the wider society,” I started focusing on him and only him, than on anyone or anything else. This helped me avoid many noises and allowed me to see many other things, including the beauty of the mosaic of life and humanity, in which each one of us has their role to play. As a believer, I am convinced there is a reason why God sent my son with the ASD condition and it is my duty to help him lead a full and happy life, and fulfill all his potential.

You have a vision about hope, learning and resources. Can you share that vision with us?

Here is what I have in mind:

Perception of Disability

The perception of disability, be it physical or mental, is perhaps not the same between the Democratic Republic of the Congo (DRC), the country where I come from, and here in the USA: is there a way to help Congolese refugees arriving here not to feel embarrassed if they have a disability or know of a family member who needs help in this sense? The aim would then be to reassure them and show them that each individual is a gift that adds to the mosaic of the whole human community (every difference deserves to be celebrated, not stifled or annihilated or stigmatized).

Taking Perspective from the Disability Community

As is the case all over the world and perhaps even more so in DRC, where culture sometimes leads people to believe that the origin of any disability is witchcraft or curse, isn’t it important to educate people to approach disability from the point of view of disabled people themselves and for them, rather than from the point of view of society and its general standards? The aim here is to see the people concerned as having a “disability,” not being one themselves, i.e. they suffer from a limiting condition (physical or mental); they are not the ones inflicting suffering on society. They are the ones to be put at the center, considering everything from their point of view (movements, senses, activities, and so forth) and not from society’s great number.

Changing the Narrative

The disabled person is perceived as “different,” not as abnormal or as a stumbling block, a gene, and an embarrassment from the point of view of the majority. They have “difficulties in forming and maintaining social relationships, by impairment of the ability to communicate verbally or nonverbally, and by repetitive behavior patterns and restricted interests and activities” (Merriam-Webster), and not the other way around, where the majority would see them as incapable, lazy, incomplete, lesser, abnormal, etc., as if they were responsible for the limitation they suffer from… They are the ones experiencing “social isolation;” perhaps they are the ones who are disturbed by our inquisitive gaze and not the other way around description as “lack of eye contact.” Educating people with such an awareness is irreplaceable.

Learning from People with Lived Experience

In the case of autism, for example, many parents and relatives are often at a loss, and many of their questions (often unformulated) remain unanswered. Shouldn’t we be a step ahead of them, considering the experience of others who have gone through the same thing, while recognizing that every case is unique, and pointing out resources for certain answers that are already known?

Hope and Encouragement

Wouldn’t there be more impact and positive results if all this were done in a relaxed way, emphasizing aspects of hope rather than despair or fear, joy rather than sadness, possibilities rather than limitations, and so forth? The aim is to reassure the family members of the person living with autism that their child is a person with enormous potential, just like any other child, provided they get an education appropriate to their condition.

Much of what you talk about requires people to change the way they perceive autistic people. Part of that requires empathy and new patterns of thought. What are some ways we can achieve this?

A practical way of doing this could be sharing videos, TikTok posts, art products or production (photos, paintings, music, etc.), Internet links, resources, and so forth, all in an informal, relaxed and pleasant way, while also providing useful information. For example, if I had to recommend the American comedy-drama series “Monk”[1] On Netflix, assuming that the “obsessive-compulsive disorder” of the main character qualifies as ASD, I would have pointed out that Adrian Monk (Tony Shalhoub) is a good example of a successful integration of an individual with disability in the smooth running of a city. But this does not prevent us from grasping the different challenges facing Monk and his entourage throughout the episodes.

Here are just a few examples:

Monk’s apparent lack of empathy
his phobia of germs
his obsession with the idealized image of his late wife Trudy Elliot Monk

Is Monk’s “absence of empathy” or “germ phobia” a problem for him or for the larger society? Isn’t it true that, once Monk is known as such, something else is expected of him (namely, solving homicide’s mysteries with the help of his assistants and colleagues) and not his sympathy or sociability?

Everybody loves Monk’s efficiency, while abhorring his sociability. Nevertheless, whether it is Sharona Fleming (Britty Schram) or Natalie Teeger (Traylor Howard), Adrian Monk’s assistants and fellow cops, they all manage to discover his qualities, understand him and, frankly, love him, all the while keeping him involved in the running of the San Francisco Police Department’s task force dealing with homicides. Besides, Monk’s unconditional love for Trudy (even after she dies) is a model of a lifetime engagement of love.

Inspired by this tragicomic series and the way it is perceived by the audience watching it, and placing Monk at the center, I wonder if it can serve as an example for thinking about policy and advocacy for people living with the disability of autism in the US. It is not a question of charity, which should be left to the religious sphere, but of justice and common sense of give-and-take that govern interactions in a civilized society.

[1] Andy Breckman (Creator), Monk [Comedy Drama Series] (2002-2009), Mandeville Films, Touchstone Television, and Universal Cable Productions.

Autism Connection of Pennsylvania thanks Richard for sharing his vision. A simplified version of the interview is below.

Gia sitting on a chair instructing a class

IGIA Movement for Health Visits Autism Connection of PA

IGIA Movement for Health is well known in Pittsburgh, Pennsylvania for its innovative approach that incorporates various somatic practices like yoga, meditation, Hanna Somatics®, and dance to tap into the power of internal movement, stimulate new neural pathways, and improve the mind’s regulation of posture and emotions.

For the autism community, sensory overload and difficulty with interoception can interfere with the ability to recognize and manage emotions, so Autism Connection of PA was ecstatic to be invited to host IGIA Movement for Health for three pilot movement workshops. Three Rivers Community Care is also hosting a class on August 12th.

Care practitioner and IGIA Co-founder, Gia Cacalano, leads the Master Classes, taking cues from attendees to form her approach. IGIA movement practices can be done both seated and standing, they’re accessible, and no two classes are exactly alike. Co-founder and CEO, Harris Farris quietly participated in the first pilot class along with a small group. One autistic participant shares her experience with the class, and encourages others to attend.

Experiencing IGIA for Movement Master Class

I honestly didn’t know exactly what to expect, which can be a great source of anxiety. It was hot outside, and even though it was only 10:15 in the morning, I was already feeling overwhelmed with sensory overload. At least I think that’s what it was. Sometimes it can be difficult to identify what is going on with me, both physically and emotionally. I also realized that I had lost track of time and was running late.

The room was open and large with soft lighting. The instructor, Gia, was welcoming, the number of people in the class was small, and I had a great sense that I could just be myself. Gia explained that there is no wrong way to do the movements, and described how each movement affects the body.

Relaxes the nervous system
Spatial awareness in the environment
Internal spatial awareness – how I moved and how those movements related to how I was feeling
Observational rather than judgmental – no worries about being right or wrong, just noticing
Feeling less self-conscious – less resistance to trying something new
Sense of calm

Video: Harris Ferris demonstrates some simple movements

I recognized some of the movements and I thought, “Hey! These stem from stims!” Self stimulatory behaviors (or self-regulating behaviors) often serve a purpose, and I was perfectly happy to do some hand flapping that transformed into more delicate movements. It turns out that flapping and jumping ignites the lymphatic system, and can improve the immune system.

Visual stims were also weaved into the movements. We worked on eye tracking along with slow, intentional head movements that seemed to broaden my peripheral sight. I was able to take in the entire room visually rather than focusing on specific elements.

“Rocking is a controlled fall,” the instructor said. This statement stuck with me because I usually fight the urge to rock back and forth to calm myself. The slow, intentional rocking movements were among my favorites, and it was especially helpful to know that we were working on balance along with body awareness.

Time passed quickly in the movement class, and even though there was no rigid structure, the instructor came full circle and this helped me recognize that the session was coming to a close soon. We began and ended with foot movements, gradually rocking to a standing position.

I felt grounded and calm after the session, and I continued to notice when my muscles (especially in the shoulders) were getting tight throughout the rest of the day. I can see how practices from the movement class could help me regulate emotions after sensory overload, or when I struggle with interoception (during times when I feel disconnected from what I’m feeling, whether an emotion or hunger, fatigue or thirst).

This was the first of three sessions, and they are off to a great start.

Gia notes that “even simply being present in the room–just observing and breathing–changes the dynamic. Even if someone showed up and just focused on breathing, that would be a complete session.”

If you want to learn more about IGIA for Movement Master Class, please visit IGIA Movement for Health.

To participate in upcoming classes August 10th and 12th register here.

Goodwill Hose Company Ambulance parked on a sunny day

Disability is Not a Crime Training in Lock Haven Pennsylvania

We were thrilled to visit and teach new friends from the first responder community in and around Lock Haven, PA this past week. We listened to our audience’s experiences and training goals, learned how tremendously professional and caring they are in their work, then launched into delivering “Disability is Not a Crime” content.

Everyone in the room had autism or an autistic relative, and one learner manages two autistic employees, so engagement was high. The conversation was so fantastic we stayed well past the end time of 9:00pm, thinking of creative ways to support autistic people in emergency situations.

Blending an autistic presenter (who is an EMT) and a non-autistic trainer seems to help people feel comfortable asking questions no matter their personal experience. We left feeling a little sad that we don’t live closer to experience their beautiful area and work together more to support folks with disabilities in the region.

Huge thanks to Goodwill Hose Company Ambulance Association for hosting us! And thank you to the attendees for sharing stories of finding missing persons who wander (some multiple times), supporting autistic people in car accident responses, and for telling us a few rattlesnake stories we don’t often get to hear!

Since we were at an EMS base for the training, we had the opportunity to take some photos of equipment. We will be using the images to help people understand what to expect in emergency situations in an ambulance. People may be safer if they know a little more about what to expect when they are sick or injured. Believe it or not, it is not uncommon for people to be arrested and charged for fear-based behaviors they may have during emergency situations, when they are injured or sick on the scene, or in an emergency room.

This project is funded by the Pennsylvania Developmental Disabilities Council.

Child Health Association of Sewickley Grant: Spelling

We are glad to share that Autism Connection of Pennsylvania has been granted the opportunity to further our mission of being a lifeline and hub for families and adults in the autism community. With heartfelt gratitude, we announce that we have been awarded a grant of $10,000 by the Child Health Association of Sewickley.

We believe in leaving no member of our community behind. Our organization is disability-led, with a passionate team that includes three autistic board members, and 33% of our staff is autistic. We serve people and families from infancy through older adulthood, with a goal that
everyone receives the support, information, and advocacy they deserve.

This grant is a testament to our commitment to inclusivity and accessibility. With these funds, we will embark on a project aimed at supporting people who are nonspeaking or minimally verbal, hoping to help them communicate their needs and wants—often for the first time.

Here’s a glimpse of what this project entails.

Project Goals

Link families who have had success with spelling to access academic, social, and healthcare needs
Engage families in dialogue with newcomers for whom traditional speech and language services are not sufficient
Emphasize the concept of presuming understanding on the part of nonspeaking autistic young people and promote literacy from a young age
Educate caregivers about autism brain differences that affect spoken communication
Encourage families to explore new communication methods with support from experienced practitioners

Measurement of Success:

Number of new families introduced to spelling for accessing various needs
Number of families using spelling with some success
Engagement of professionals in training sessions
Distribution of spelling boards at no cost
Involvement of families, teachers, and therapists in implementing spelling

This project aligns with our core values of inclusivity, accessibility, and support. We are dedicated to making a tangible difference in the lives of nonspeaking autistic people and their families, ensuring that communication barriers do not hinder their access to healthcare, education, and social engagement. Together, we can break down barriers and create a more inclusive world for people with autism who need access to communication.

Thank you for being a part of our journey.