Dedicated to those who want to reach a greater ... Center Noe/Readers... · Dedicated to those who...
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Transcript of Dedicated to those who want to reach a greater ... Center Noe/Readers... · Dedicated to those who...
Dedicated to those who want to reach a greater understanding of autism
and its effect on the world by reading the adventures of Christopher Boone.
Biographies
Lindsey Farmer is a senior who loves to play soccer and read. Her favorite quote from The
Curious Incident of the Dog in the Night-Time is “I think prime numbers are like life. They are
very logical but you could never work out the rules, even if you spent all your time thinking
about them.”
Leanna Rowlette is a senior who loves photography, meeting new people, and has a deep passion
for teaching others about Christ. Her favorite quote from the novel is “Perhaps it was a letter to
another person called Christopher from that Christopher‟s mother.”
Jordan Slagle is a senior and loves to be involved with her church, and spend time with her
friends and family. Her favorite quote from The Curious Incident of the Dog in the Night-Time is
“All the other children at my school are stupid.”
Kayla Harned is a senior and her passion is art, particularly painting. Her favorite quote from the
novel is “„the world is full of obvious things which nobody by any chance ever observes‟ –
Holmes. But he notices them, like I do.”
Kaitlyn Tompkins is a junior, and reading is one of her hobbies. Her favorite quote is “It sounds
like white noise everywhere, which is like silence but not empty.”
Kayla Newland is a junior who likes to act and sing. Her favorite quote is “Lots of things are
mysteries. But that doesn't mean there isn't an answer to them. It's just that scientists haven't
found the answer yet.”
Matt Howard is a junior, and loves playing football for his school. His favorite quote is “lots of
things are mysteries.”
Shaina Spires is a senior who loves being a part of her church and creating art. Her favorite quote
is “. . . I wrote a book and that means I can do anything.”
Bridgit Barger is a junior, and enjoys reading and running. Her favorite quote from the novel is
“I think prime numbers are like life. They are very logical but you could never work out the
rules, even if you spent all your time thinking about them.”
Sierra Lainhart is a senior and loves photography and being in the school band. Her favorite
quote is “People believe in God because the world is very complicated and they think it is very
unlikely that anything as complicated as a flying squirrel or the human eye or a brain could
happen by chance.”
Will Muncy is a senior and his hobbies are hunting, fishing, and playing the guitar. His favorite
quote is “I think prime numbers are like life. They are very logical but you could never work out
the rules, even if you spent all your time thinking about them.”
Will Walker is a senior who enjoys playing music and working on cars. His favorite quote from
the novel is, “And I know that I can do this because I went to London on my own, solved the
mystery of who killed Wellington and I found my mother and I was brave and I wrote a book
and that means I can do anything.”
Lauren Dolen is a senior who enjoys acting, singing, and going to church. Her favorite quote
from the book is, “I do not tell lies.”
Jesse Melhuish is a senior who enjoys doing „maths‟ and working with computers. His favorite
quote from the book is “I said that I liked things to be in a nice order. And one way of things
being in a nice order was to be logical.”
Table of Contents
Haddon‟s Insight into Autistic Coping Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
An Invitation to Understanding the World through a New View . . . . . . . . . . . . . . . . . . . . 8
The World of an Autistic Child . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Characteristics of Autism: Real and Fictional . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Life Logic: Christopher Boone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
The Stresses of Raising an Autistic Child . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Autism‟s Effects on Parents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
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Haddon‟s Insight into Autistic Coping Strategies
By Lauren Dolen and Leanna Rowlette
According to the 2012 Central Intelligence Agency‟s World Fact Book, approximately 362,880
children are born in the world each day (“The World Fact Book”). While most children are growing and
developing as expected, an estimated 5% of children have some sort of physical, mental, social, or
behavioral disability (qtd. in Brown). Out of these children, an estimated 1 in 110 have a disorder known
as autism, a potentially debilitating developmental condition that affects behavior, language, and social
interaction (“Facts about Autism”, Baker et al.). Using a series of criteria established by the American
Psychiatric Association, medical professionals rate the number and severity of symptoms in order to
identify a child as having an autistic spectrum disorder (“How is Autism diagnosed”; Filipek et al.).
Because the condition ranges in severity, diagnosis is extremely difficult and complex to pinpoint.
Since scientists have not discovered a cure parents, caregivers, and even educators diligently seek
strategies that help autistic children cope and live in society. They research strategies such as applied
behavior analysis and sensory-integration therapy. Some adults even turn to books such as Rainwater by
Sandra Brown, House Rules by Jodi Picoult, and A Girl Called Barney by Christopher Stevens to gain an
insight into coping and living with autism. Because it is written from the viewpoint of an autistic child,
many people may also turn to Mark Haddon‟s book, The Curious Incident of the Dog in the Night-Time to
gain ideas of techniques caregivers can use to help autistic children manage characteristics of this
disorder.
One of the most vital components necessary in dealing with autism is proper training on the part
of the autistic individual‟s caregivers. Before a child is of schooling age, interventions occur in the home
guided by the parents or in psychological therapy sessions led by a professional therapist. When the
autistic individual turns five, schooling must be decided. In the Curious Incident, readers find that the
main character, an autistic boy named Christopher Boone attended a school that catered to the education
of special-needs children (Haddon 43). It is not clear whether this school was like the New England
Center for Children in Southborough, Massachusetts or the Virginia Institute of Autism in Charlottesville,
Virginia, both specializing in the treatment and education of autistic children (“New England Center for
Children”, “Virginia Institute of Autism”); however, Christopher‟s school in Swindon, England had well-
trained staff, knowledgeable in dealing with autistic symptoms. Using various strategies, Christopher‟s
teacher, Siobhan, frequently demonstrated techniques to help diminish his social awkwardness, improve
cognitive abilities, and decrease behavioral outbursts.
Since autistic individuals struggle with processing abstract concepts, the instructional technique
of visualization is very useful. According to Mathematics Interventions for Students with High
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Functioning Autism, teachers find concrete representation extremely helpful when teaching math concepts
such as fractions or word problems (Donaldson & Zager). In Curious Incident, Christopher‟s teacher
found this strategy beneficial for demonstrating facial expressions and how they relate to a person‟s mood
(Haddon 2-3). Even though this was difficult for Christopher, he seemed to understand and embrace this
technique, keeping a pictorial guide in his shirt pocket (Haddon 3). Throughout the book, Christopher
uses this visualization strategy to explain scientific and mathematical concepts also. Using pictures, he
describes the Milky Way galaxy and the solution to the Monty Hall Problem (Haddon 8, 65). In the
autistic world, pictures are often used to indicate the directions and steps to complex tasks (Friedlander).
Visualization is used with young children to help them adapt to change by easing them into unfamiliar
situations. This technique allows an autistic individual the opportunity to function independently in
society.
Visualization has not only been found beneficial for learning and comprehension, but it has been
reported to be extremely effective as a calming tool for the autistic child (Mills et al). Sometimes, a child
will picture running streams or flowery fields when scared and frightened, while other times they will
think of cuddling animals or a fun activity to soothe their nerves. Christopher found the visualization of
math and flow charts calming, stating that they “calmed his head” or made him “feel safe” (Haddon 146,
130). At one point he imagined a flow chart containing possible places to go to flee from his father and
another time he visualized the Conway Soldier Problem to deal with the chaos of the train station
(Haddon 146). To feel safe in new surroundings, autistic children often visualize a room‟s layout
(“Reaching and Teaching Children”). Christopher did this when he walked around his mother‟s flat
making a map in his head to feel safe and when he created a map of the zoo to become comfortable with
his surroundings (Haddon 87, 192). Security will help an autistic child to have the courage to attempt
new things, build their confidence, and expose them to real world scenarios that they must face.
Another calming strategy revealed in Curious Incident is the use of objects that bring tranquility
to an autistic child. These simple but beneficial objects, often known as security blankets or comfort
objects, encourage relief. In the book, Christopher often relies on his pocket knife and pet rat, Toby, for
security in confusing situations. Numerous times, he felt in his pocket and touched his Swiss Army knife
to make him feel safe (Haddon 127, 137, 170). The one item he made sure he took with him when fleeing
his father was Toby. The rat made him feel like a friend was with him in his unfamiliar surroundings
(Haddon 127, 180-82). Without comforting objects and supporting caregivers, many autistic children fall
apart and become non-functional in stressful situations.
Consistency is also an integral part of an autistic individual‟s life because they need order and
routine to control anxieties. Common rituals and rigid schedules reduce sensory overload caused by chaos
and unexpected change. Christopher demonstrates an autistic child‟s need for regularity when he
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exclaims that he likes for things to be in a nice order and when he reveals “... [he] likes timetables
because [he] likes to know when everything is going to happen”(Haddon 155). For this reason,
Christopher continually showed a great obsession with clocks and the precise time (Haddon 105).
Realizing Christopher‟s love for structure and how change unnerves him, Siobhan assures him he can still
take his A Level Math exam (Haddon 212). Just like Christopher, many autistic children use consistency
to keep chaos out of their lives.
Another useful technique in reducing confusion and increasing cognitive awareness is the use of
verbal clarity (Friedlander). Christopher claims, “Siobhan understands. When she tells me not to do
something she tells me exactly what it is that I am not allowed to do. And I like this” (Haddon 29).
Teachers, parents, and others associated with autistic children often practice clarity by repeating
directions or outlining a task in a systematic way. This technique is first encountered in the Curious
Incident when a policeman patiently explains the meaning of caution to Christopher. The officer repeats
his definition twice, only being satisfied when Christopher verbally indicates he understands (Haddon
18). Siobhan also realized the usefulness of this method when she told him specifically what to do and
not to do. “You must never punch Sarah or hit her in any way. Even if she hits you first. If she does hit
you again, move away from her and stand still and count from 1 to 50, then come and tell me what she
has done, or tell one of the members of the staff” (Haddon 29). As the publication, “Reaching and
Teaching Children with Autistic Spectrum Disorders” shows, verbal clarity is shown to be especially
useful when students had to perform multi-step tasks (“Reaching and Teaching Children”). By breaking
the complex task into manageable steps, the autistic child is less likely to become frustrated or
discouraged when completing daily tasks.
Throughout the novel, Christopher reveals how he and other autistic children often cope with
sensory overload. On multiple occasions, he is found hiding or enclosing his body into a tight ball,
moaning and groaning to block out disturbances (Haddon 4, 7, 176). This noise makes him feel safe
because he can not hear anything else (Haddon 8). A tight ball or closed-in space likewise gives him the
illusion of protection (Haddon 50, 124). To reduce the negative attention drawn by these odd behaviors,
it is suggested in an article entitled “Including Students with Autism in Your Classroom” that the autistic
individual be given a fidget toy or other stress reliever to use instead of relying on this instinctive reaction
as a calming mechanism (Friedlander). Finding ways to make the autistic child‟s behavior less noticeable
to an outsider will help them build self esteem and confidence in social situations.
Finally, to teach autistic children to cope with change, unfamiliar situations, or difficult tasks, a
technique known as applied behavior analysis, or ABA, can be effective (Smith). Used by teachers,
parents, and other professionals to instruct children not suffering from autism, this technique has been
shown to be extremely beneficial to children with learning disabilities in the form of: modeling
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(demonstrating a task or skill), chaining (step by step teaching of tasks), prompting (oral guidance), and
shaping (positive reinforcement), encouraging the understanding of targeted tasks and skills (Morris).
Since it is primarily used with younger children, a reader can only speculate that Christopher‟s teacher
used the ABA method when teaching life skills such as using money and traveling on public
transportation; this strategy decreased Christopher‟s opportunity for confusion. Siobhan‟s guidance and
encouragement in writing the book was likewise a great example of using prompting and shaping to
proper communicate.
In conclusion, while literary works such as The Curious Incident of the Dog in the Night-Time
give ideas and advice on how to deal with autistic symptoms, one fact must be remembered; every child is
unique and strategies must be developed that meet the individual needs and ability levels of each child
before an intervention is beneficial. For this reason, teachers and caregivers should encourage the autistic
child to excel in his or her strongest area (Grandlin). Because of the coping strategies taught to him by
Siobhan, Christopher had high hopes for the future. He dreamed of going to a university, living in a flat
with a garden, and becoming a scientist (Haddon 220-21). Autistic children have the potential of doing
great things if shown appropriate coping strategies.
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Works Cited
Baker, Pamela Hudson, Murray, Mary, Mary-Slutsky, and Carolyn Paris, Betty. “Faces of Autism.”
Educational Leadership 68.2 (2010): 40. MasterFILE Premier. Web. 18 Mar. 2012.
Brown, David. “Report: 15 percent of world population has a disability – The Washington Post.”
Washington Post:Breaking News, World, US, DC News & Analysis. N.p., 9 June 2011. Web. 5
Mar. 2012.
Donaldson, Jeffrey B., and Dianne Zager. "Mathematics Interventions For Students With High
Functioning Autism/Asperger's Syndrome." TEACHING Exceptional Children 42.6 (2010): 40-
46. ERIC. Web. 9 Mar. 2012.
“Facts about Autism –Autism Speaks.” Autism Speaks. Autism Speaks Inc., n.d. Web. 5 Mar. 2012.
Filipek, P.A, P.J Accardo, and S. Ashwal. "Practice parameter: Screening and diagnosis of autism ."
Neurology . Version 55. American Academy of Neurology, 22 Aug. 2000. Web. 24 Mar. 2012.
Friedlander, Diana. “Sam Comes to School: Including Students With Autism In Your Classroom.”
Clearing House: A Journal Of Educational Strategies, Issues And Ideas 82.3 (2009): 141-144.
ERIC. Web. 18 Mar. 2012.
Grandin, Temple. "An Inside View of Autism : Autism Research Institute." Autism is Treatable : Autism
Research Institute. N.p., n.d. Web. 24 Mar. 2012.
Haddon, Mark. The Curious Incident of the Dog in the Night-time. New York: Random House, 2004.
Print.
"How is Autism Diagnosed?." National Autism Association is here to offer information and support to
everyone affected by Autism Spectrum Disorders. Autism informational education and advocacy..
Version 55. American Academy of Neurology, 22 Aug. 2000. Web. 24 Mar. 2012.
Mills Ph.D, Harry , Natalie Reiss Ph.D, and Mark Dombeck Ph.D. "Visualization and Guided Imagery
Techniques for Stress Reduction - Dealing with Stress and Anxiety Management - Coping
Mechanisms from MentalHelp.net." Mental Health, Depression, Anxiety, Wellness, Family &
Relationship Issues, Sexual Disorders & ADHD Medications. N.p., 28 June 2008. Web. 24 Mar.
2012.
Morris, Barry K.. "Autism, PDD-NOS & Asperger's fact sheets | Introduction to Applied Behavior
Analysis (ABA) as an autism intervention therapy." Autism, Asperger's syndrome, PDD-NOS and
related disorders: fact sheets to help parents. N.p., 28 June 2008. Web. 24 Mar. 2012.
“New England Center for Children." New England Center for Children. N.p., n.d. Web. 10 Apr. 2012.
“Reaching and Teaching Children with Autism Spectrum Disorders: A Best Practices Guide.” Autism
Guide. Department of Defense Education Activity, n.d. Web. 18 Mar. 2012.
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Smith, Fran. "Educators Deal with the Growing Problem of Autism | Edutopia." K-12 Education &
Learning Innovations with Proven Strategies that Work | Edutopia. The George Lucas Education
Foundation, 19 Mar. 2008. Web. 6 Mar. 2012.
“The World Fact Book.” CIA-The World Factbook. Central Intelligence Agency, 20 Jan. 2012. Web. 5
March. 2012.
"VIA | Virginia Institute of Autism, Charlottesville, Virginia." VIA | Virginia Institute of Autism,
Charlottesville, Virginia. N.p., n.d. Web. 10 Apr. 2012.
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An Invitation to Understanding the World through a New View
By Kayla Harned and Jesse Melhuish
Every story has multiple layers within it, each detail serving a key purpose. The idea of searching
below the surface was explored after reading the novel The Curious Incident of the Dog in the Night-
Time. In the novel, we were introduced to Christopher Boone, a fifteen-year-old boy growing up in
England who goes on an adventure of self-discovery, as well as exploring the complexities of life. More
importantly however, Christopher sees the world from a different angle, as if his vision of understanding
was an obscured vex trying to adjust and understand reality. Simple life scenarios prove to be challenging
scenes which often lead to physical and mental outbursts. Although Mark Haddon never bluntly states
that Christopher struggles with autism, the reader quickly realizes this through Christopher‟s self-
narration. He invites the reader into his world and how he sees emotion, relationships, and life. While it is
obvious that life is challenging to Christopher, he appreciates the obstacles he is offered.
The novel starts out as a series of events but overlaps into Christopher‟s “project” that his teacher
Siobhan suggests he begin. Although the novel appears to be, and can be read as, a simple murder
mystery, we invite you to discover a deeper grasp and understanding of Haddon‟s purpose. While
Christopher is trying to find out who killed Wellington, the neighbor‟s black poodle, he is more
importantly learning about himself; a concept that can be applied to any audience. Haddon accurately
depicts autism throughout the novel, but asks the audience to look deeper into his novel and apply the
lessons learned by an autistic child to your own experiences. By exploring a fictional character such as
Christopher one can not only learn more about themselves, but understand autism on a deeper level and
how they see the world as well.
“The National Institute of Neurological Disorders and Stroke (NINDS), part of the National
Institute of Health, defines Asperger Syndrome as:
“A developmental disorder that is characterized by:
repetitive routines or rituals
peculiarities in speech and language, such as speaking in an overly formal manner or in a
monotone, or taking figures of speech literally
socially and emotionally inappropriate behavior and the inability to interact successfully with
peers
problems with non-verbal communication, including the restricted use of gestures, limited or
inappropriate facial expressions or a peculiar, stiff gaze
clumsiness and uncoordinated motor movements” (“Autism Speaks”).
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All of these characteristics are touched upon in the novel, accurately depicting a child who
struggles with autism. Christopher‟s life is centered around routine and the slightest change will destroy
his day. He does not understand metaphors or figures of speech, which he questions when adults use
them. He looks down upon his peers at his “special school” and refers to them as special yet does not
view himself the same way. His teacher Siobhan specifically works with him on facial expressions by
using a card that depicts emotion with pictures. All of these details tell the audience about autism in a
subtle way. While the details are part of Christopher‟s character development, they are more so directed
to the audience to enhance a better understanding of a prevalent issue in society. With a better
understanding of autism, society can appreciate what all people have to offer.
Throughout the novel Christopher is forced to encounter people – some of them he already
knows, while others are strangers. During these sections of the novel Christopher gives us insight into the
mind of a child with autism by demonstrating how he reacts to numerous simple social queues. The most
important, and basic, social queue to nearly all non-autistic minds is the recognition of emotion.
Christopher struggles with them during each encounter that he has. Christopher often finds himself
wondering if someone who is obviously angry, is upset with him, such as when his father becomes angry
with him. We can see from the reasoning that he makes obvious to us that he simply does not understand
emotion, and that it is something that he is forced to reason through using logic. Emotions, however, are
not always very logical, nor are they easy to understand on a purely analytical standpoint, and Christopher
is often left in the middle of a conversation confused and unable to correctly respond.
Christopher refers multiple times to having a purely “logical” view on life and compares his
outlook to others who make choices centered around “intuition.” “And this shows that intuition can
sometimes get things wrong. And intuition is what people use in life to make decisions. But logic can
help you work out the right answer” (Haddon 65). Christopher has logically reached a conclusion about
the nature of intuition, a natural human response that is widely known among scientists as a complication
(Intuition and Reasoning: A Dual-Process Perspective). Life through the eyes of a child with autism is
very different than a child who is taught to make decisions with their heart and conscience rather than
their head. Christopher instead uses logic: “I said that I liked things to be in a nice order. And one way of
things being in a nice order was to be logical” (Haddon 24). Christopher uses order and logic in his life
and gains a sense of control which is the main thing his life with autism lacks. Christopher‟s mind has a
difficult time comprehending the idea of religion, emotion, and relationships. Religion requires faith,
which is not something tangible; therefore, Christopher‟s logic questions its validity. Haddon touches on
religion to subtly ask the audience their basis for believing in a higher being, asking if they live a life of
logic or intuition. Religion is often a highly divisive subject, but when proposed through a child,
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especially one with autism, the audience is more receptive to the idea of questioning. Haddon does not
deny religion, but directly invites the audience to question their faith and values, just as Christopher does.
Christopher also takes the time to relate aspects of life to math and computers. Christopher makes
the point that no matter how difficult the math problem, there is always a solution, though he makes some
pseudo-exceptions when he explains that “prime numbers are like life. They are very logical but you
could never work out all the rules, even if you spent all your time thinking about them” (Haddon 12). To a
lot of people, life is nothing like prime numbers, but this is one of the ways Christopher makes sense of
the world and life. However, as the novel progresses and Christopher is introduced to many new ideas, he
discovered that “maths wasn‟t like life because in life there are no straightforward answers in the end”
(Haddon 62). Mathematical talent is typical for someone with autism (Mathematical Talent is Linked to
Autism), and it is therefore unsurprising that Christopher leans so heavily upon it. Christopher learns
many lessons about life throughout the novel, and they change his outlook, and force him to question his
surroundings. Numerous times all of the changes caused him mental turmoil and he was forced to stop
and sit until he could focus. To cope with the confusion he feels from life pressing in around him,
Christopher retreats into a „safe haven‟ of sorts, which is calming to him. This is the quietness of his own
head or a difficult math problem to Christopher, but all people have something that they resort to calm
them down when stressed. Regardless of what method a person has, this is one of the similarities between
Christopher and the rest of the world that is easiest to understand because of the shared need for inner
peace.
Christopher often needs his safe place due to the number of situations that he is in that are
stressful for him. As with everything else that he faces, Christopher does not understand the bounds that
are placed on something such as a novel. When told to attempt to create an image in the reader‟s head,
which is the typical way of describing the objective of sensory details, Christopher suggests simply taking
pictures. This type of answer is expected from a child, but he answers not because he is a child, but
because that is the simplest and most logical method of creating an image for someone. Christopher
converses with his teacher on the subject:
“My memory is like a film. Siobhan said that when you are writing a book you have to include
descriptions of things. I said that I could take photographs and put them in a book. But she said
the idea of writing a book was to describe things using words so that people could read them and
make a picture in their head” (Haddon 76).
Obviously, Christopher eventually understands the point, but more important than his understanding is his
misunderstanding. Christopher does not trust intuition, and therefore logically reasons a better way to
describe a situation than with words. Siobhan is likely surprised by Christopher's initial suggestion, just as
most everyone in the novel is surprised by his ability to remember small details. When the general
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population looks at a scene, each individual takes in some details, but then moves to generalizations about
the scene. Christopher is not so easily swayed from his task of observation, similarly to how most people
with autism would observe according to research (Enhanced Perceptual Functioning in Autism: An
Update, and Eight Principles of Autistic Perception). Christopher observes his entire world in detail,
failing to see any reason to start generalizing, and because he fails to make any generalizations, he is not
comfortable making the intuitive decisions that the general population sees as logic.
When faced with scenarios that would typically evoke emotion, Christopher reveals to the
audience his way of seeing life. He discovers a dog stabbed to death, and rather than cry or become
frightened, he presents himself with the challenge of discovering how it happened, rather than why it
happened. In addition he takes the news of his mother‟s death with no emotion, and instead supplies a
logic analysis of the situation. An autistic mind accepts scenarios rather than coping through emotional
reactions, not troubling himself or wasting time trying to reason through something with emotion that he
already understands. However, Christopher accepts that not everything in life can be explained. “And she
said that was like life, and not all murders were solved and not all murderers were caught” (Haddon 67).
Rather than questioning why things happen, Christopher looks to the future, and starts to process the next
piece of information that comes to him, regardless of its nature. Haddon used Christopher to convey his
message that can be applied to any audience. Events occur in life that can be challenging and undesirable,
but rather than wondering why it happened, one should look on to a new day.
Just as a person who has been blinded their entire life has trouble understanding how someone
that can see interprets the world, typical minds have difficulty understanding the mind of an autistic
person. Haddon breaches the barrier between these two types of minds through the novel. Haddon wants
the world to understand his message: the world can be appreciated at a different angle. Through this, he
also wants lessons learned by Christopher to be applied to life in general. Haddon concludes the novel on
a positive note: “And I know I can do this because I went to London on my own, and because I solved the
mystery Who Killed Wellington? And I found my mother and I was brave and I wrote a book and that
means I can do anything” (Haddon 268). Christopher achieved his goal of self-discovery, leaving the
audience with a message of hope. Christopher teaches readers to appreciate his outlook on life, leaving
them questioning their own view as well.
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Works Cited
Haddon, Mark. The curious incident of the dog in the night-time. New York: Doubleday, 2003. Print.
"Home | Autism Speaks." Home | Autism Speaks. N.p., n.d. Web. 30 Mar. 2012.
<http://www.autismspeaks.org>.
Jake Burack, et al. "Enhanced Perceptual Functioning In Autism: An Update, And Eight Principles Of
Autistic Perception." Journal Of Autism & Developmental Disorders 36.1 (2006): 27-43.
Academic Search Premier. Web. 30 Mar. 2012.
Esther Hobson, et al. "Mathematical Talent Is Linked To Autism." Human Nature 18.2 (2007): 125-131.
Academic Search Premier. Web. 30 Mar. 2012.
Evans, Jonathan St. B. T. "Intuition And Reasoning: A Dual-Process Perspective." Psychological Inquiry
21.4 (2010): 313-326. Academic Search Premier. Web. 30 Mar. 2012
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The World of an Autistic Child
By Kaitlyn Tompkins and Kayla Newland
Mark Haddon‟s novel The Curious Incident of the Dog in the Night-Time tells the story of a 15-
year-old boy, Christopher Boone, who struggles daily to cope with the effects of autism. Christopher
often dreams of becoming an astronaut. His haven is a place in which he can be alone. He dreams about
a world in which only people like him exist because they understand him. Christopher‟s fight to be
understood by everyone else is twisted throughout the plot of the story. He struggles to read human
emotion and communicate with not only strangers, but also those who are close to him. He seems to find
comfort in the companionship he can only find from his pet rat, Toby. It is clear from the beginning of
the novel that Christopher is different than most people. However, Haddon uses Christopher‟s struggle to
provide a fresh perspective of the world and to accurately portray the lives of others like Christopher.
Many who struggle with autism face the same challenges as Christopher. The way autistic children, such
as Christopher, interpret the world challenges their ability to form meaningful relationships.
Autistic children like Christopher have trouble in social interactions. They have difficulty using
and decoding nonverbal cues of communication. These cues include facial expressions and body
language. Christopher‟s teacher, Siobhan, drew pictures of facial expressions that people often have in an
attempt to help him communicate, but Christopher still finds it to be difficult to interpret human emotions
because “people‟s faces move very quickly” (Haddon 3). Christopher also finds the cues to be baffling
because some can mean multiple things. He says, “I find people confusing…people do a lot of talking
without using any words. Siobhan says that if you raise one eyebrow it can mean lots of different things.
It can mean, „I want to do sex with you‟ and it can also mean „I think that what you just said was very
stupid‟” (Haddon 14-5). Christopher‟s autism causes a lot of difficulty for him. People who do not suffer
from autism find conversation to be simple, but to Christopher it does not make sense. Christopher also
states that “body language is too complicated to work out in a few seconds” (Haddon 15). Evangila
Lambidoni, author of “Life Viewed Through The Eyes of a Child With Autism” remarks, “The subtleties
of body language form a barrier between Christopher and the rest of the world, as do the nuances of
verbal communication” (Lambidoni 2). Because of these nuances, Christopher does not always
understand others‟ intentions. Most people feel uneasy when they are not sure of other‟s intentions and
Christopher is no different in that aspect; the difference is that Christopher allows his uncertainty to
hinder his social skills.
Without a logical explanation for the events in his life, Christopher cannot find comfort; however,
some incidents cannot be explained with logic. An example of something Christopher struggles with is
communication; people rarely say exactly what they mean and with Christopher‟s logical mindset their
14
words can be difficult for him to interpret. In the novel, Christopher also states that people speak
metaphorically and he does not understand metaphors because they are lies about things that are not true
(Haddon 15). Christopher finds exaggerated forms of communication to be confusing, so he avoids
confrontation as often as possible. The barrier in communication causes a lot of frustration between
Christopher and the person he is trying to convey his message to. According to the article, “What are the
Key Components for a Successful Relationship?,” in any type of relationship communication is the key to
success. Christopher‟s struggle to communicate effectively challenges his ability to form any kind of
lasting relationship.
In the real world people do not always go about making decisions logically; everyone has their
own way of thinking through a conflict. So, to some it is illogical to hate something simply because it is a
particular color. But to people like Christopher, it makes perfect sense. Christopher tries to explain his
logic on multiple occasions in the novel. He does not like the color yellow because he gets hay fever
from yellow flowers and yellow fever is a disease from Africa (Haddon 84). According to Christopher
that is no different than, “people who [work] in an office [coming] out of their house in the morning and
[seeing] that the sun [is] shining and it [makes] them feel happy, or they [see] that it [is] raining and it
[makes] them feel sad” (Haddon 24). Christopher attempts to be understood by explaining his differences
in a way that most people can grasp. The way he reasons may not be what everyone would define as
logical, but to Christopher they are legitimate reasons because they help him find stability in his chaotic
world.
British journalist Kamran Nazeer, who has autism, says, “Striking up conversations with
strangers is an autistic kid‟s version of an extreme sport.” In fact, it is not uncommon for autistic
individuals to struggle with initiating and holding conversations. For example, at a retreat for people with
autism spectrum disorders, people wore different colored tags indicating how comfortable they were with
impromptu conversation. “Red meant don‟t approach, yellow meant talk if we‟ve already met, green
indicated I‟d love to talk, but I‟m not good at initiating” (Wallace 4). Like other autistic individuals,
Christopher finds conversation with strangers difficult as well. In Curious Incident, when Christopher
talks to Mrs. Alexander, who is a stranger to him at first, he finds it almost impossible to talk to her.
When she tried to initiate conversation, Christopher did not reply because Mrs. Alexander was just
chatting and she was saying things that did not relate, and her questions and answers were not connected
(Haddon 40). If Christopher is forced into conversation, he likes question and answer conversation
because the words are all connected, making it easier for him to follow the conversation. When he can
connect the pieces of a conversation he can be sure of that person‟s intentions. However, he still prefers
the simplicity that he can only find in animals.
15
It has been found that many autistic children benefit from interaction with an animal. Studies
have shown that the presence of an animal greatly increases the probability that an autistic child will
communicate with another human. In the article, “Guinea Pigs – The „Small Great‟ Therapist for Autistic
Children, Or: Do Guinea Pigs Have Positive Effects on Autistic Child Social Behavior?,” Lucia Kršková,
Alžbeta Talarovičová, and Lucia Olexová state that the children involved in the experiment benefitted
from the interaction of a guinea pig. In one case specifically, the presence of the guinea pig resulted in
increased conversation and contact between an autistic boy and girl (Kršková, Talarovičová, Olexová ).
Christopher seeks the companionship that he cannot find in the human world in his pet rat, Toby.
Christopher feels as if he cannot trust his parents and who can blame him? He believed that his mother
was dead and knows that his father is a dog killer. However, he is quick to risk his life for Toby in the
train station. When Christopher finds Toby on the train tracks he does not hesitate to climb onto the
tracks and rescue him (Haddon 182-3). To most people it would seem odd that a 15-year-old boy has no
friendly relationships other than the one he shares with his pet rat. To Christopher though, Toby is the
only one he can trust. He knows that Toby will always be there for him. He cannot say the same about
the people in his life. Toby serves as a security blanket. He makes Christopher feel safe and secure when
the rest of his world is spinning out of control. Toby cannot lie to Christopher because he cannot talk.
When Christopher finds that his father is responsible for the death of Wellington (his neighbor‟s poodle),
his mind becomes a whirlwind of thought, but he stops often to check on Toby (Haddon 124-30). Toby is
calming to Christopher because he is not a complex creature like humans.
Animals not only promote interaction between autistic children and other people, but they are
also easier for autistic children to understand. Humans have complex social structures and people with
autism have trouble understanding these structures, explaining why autistic children connect well with
animals. In The Curious Incident, Christopher says, “I like dogs. You always know what a dog is
thinking. It has four moods. Happy, sad, cross, and concentrating” (Haddon 3-4). Animals are not
complex beings, which makes them easier for autistic people, like Christopher, to understand. However,
when the complexity of humanity is involved Christopher struggles to understand.
A prime example of Christopher‟s logic and struggle to understand people is in the beginning of
Curious Incident, when Christopher‟s mother is believed to be dead. When Christopher speaks of her
death in the novel, he makes the statement, “…when Mother died she didn‟t go to heaven because heaven
doesn‟t exist” (Haddon 32). It can be seen very quickly that Christopher is an atheist. Atheism is not
uncommon in people with Autism Spectrum Disorders. In fact, in a controversial new study from the
University of Boston, it was found that the majority of people with high-functioning autism, like
Christopher, are atheists. The study supposes that the cause of atheism in people with ASD is their
tendency to think logically (“Controversial New Study Points”). Christopher is very much a logical
16
thinker. He even writes, “People believe in God because the world is very complicated…but they should
think logically…” (Haddon 164). He believes that life, such as life on Earth, “just happens” (Haddon
165). The belief in God or a higher being also cannot be explained by logic. One must have faith that
what others tell them about their religion is true. In The Curious Incident, Christopher relies solely on
Reverend Peters to tell him about God (Haddon 32). Reverend Peters attempts to explain the concept of
God to Christopher by telling him that when he says heaven is outside of the universe it is really just a
figure of speech. To which Christopher replies, “But where is God?” (Haddon 33). Christopher‟s logical
and autistic mind does not allow him to grasp the concept of the possibility of something he cannot see.
The logical mindset that can be found in many autistic children does not allow them to form a belief in
God.
Children who suffer from autism can have a blurred view of reality. Dealing with an autistic
individual can be frustrating because most do not communicate well and they try to find a logical
explanation for everything. Christopher represents these autistic characteristics and many others. While
Christopher is different than most, all of his differences allow him to see the world in his own way.
Haddon accurately portrays the life of an autistic person in an attempt to help others understand. If others
could gain an understanding of autism through the eyes of Christopher then the world would be less
chaotic.
17
Works Cited
"Autism's Social Struggles Due to Disrupted Communication Networks in Brain." Science News,
Technology, Physics, Nanotechnology, Space Science, Earth Science, Medicine. 23 July 2008.
Web. 15 Apr. 2012. <http://phys.org/news136028367.html>.
"Controversial New Study Points." Web. 15 Apr. 2012. <http://www.dailymail.co.uk/sciencetech/article-
2039690/Atheism-autism- Controversial-new-study-points-link-two.html>.
Fredericks, Carrie. Autism. Detroit: Thomson Gale, 2008. Print.
Haddon, Mark. The Curious Incident of the Dog in the Night-time. New York: Vintage, 2003. Print.
"Guinea Pigs-The "Small Great" Therapist for Autistic Children, Or: Do Guinea Pigs Have Positive
Effects on Autistic Child Social Behavior?" (2010): 139-52. Web.
Lambidoni, Evangila. "Life Viewed through the Eyes of a Child with Autism." The Journal of
Education (2007): 93-107. Web.
Wallace, Claudia. "Inside the Autistic Mind." 07 May 2006. Web. 15 Apr. 2012.
"What Are the Key Components for a Successful Relationship?" What Are the Key Components for a
Successful Relationship? Web. 15 Apr. 2012. <http://senior-
living.yoexpert.com/relationships/what-are-the-key-components-for-a-successful-relat-
31764.html>.
18
Characteristics of Autism: Real and Fictional
By Jordan Slagle and Shaina Spires
Many people view life as a challenge. In some cases, these challenges allow people to discover
their abilities. For some people it may be a physical ability that they excel in, for others it may be their
level of intelligence, or it could be something as simple as having the ability to carry on a meaningful
conversation. All of the things that we, as humans, are capable of doing are made possible by the way our
brains function. Unfortunately not all human brains are developed properly. These deficiencies in the
brain‟s functions may be classified as being on a spectrum, more specifically known as Autism Spectrum
Disorder (ASD). Autism Spectrum Disorder contains a wide range of symptoms along with different
levels of severity. There are three main areas that include an array of symptoms: the ability to understand
and communicate verbally and non-verbally with others, the ability to be social by the use of emotions,
along with forms of communication, and the need to have routine and perform repetitive behaviors
(“Encyclopedia of Mental Disorders”). As of 2008, approximately one in eighty-eight people are affected
by autism (“Centers for Disease Control and Prevention”); this has led to the appearance of many
different resources about autism, including real and accurate depictions of autism in fictional resources.
The purpose of this essay is to show how Christopher, in Mark Haddon‟s novel The Curious
Incident of the Dog in the Night-Time, can be accurately depicted as an autistic child by being compared
with real-life examples. Haddon‟s novel has an extraordinary plot that strongly focuses on the condition
of the main character. Christopher Boone is a fifteen-year-old boy with autism who struggles to express
his feelings, similar to non-fictional adolescents living with the same disorder. Christopher, as a fictional
character, is accurately depicted as an autistic individual based on the behaviors of real-life people
diagnosed with ASD.
People diagnosed with ASD often have trouble expressing their empathy in a situation, mostly
because they are not able to understand how they are supposed to express the feelings they are having
(“Seattle Community Network”). Miranda, a girl with autism, experienced difficulties when dealing with
the death of a loved one. Miranda gives her personal stories on having ASD through a blog on “From
Inside the Heart.” One of her pieces focuses on her lack of expressing empathy after her grandmother‟s
death, and her reasoning behind it. Miranda possesses empathy but does not feel that she has the
capability to show it in a way pleasing to others. Referring to all autistic people, Miranda says, “It‟s not
that they don‟t have empathy; it‟s just that they don‟t know how to show it” (“From Inside the Heart”).
Though Christopher may have felt grief for the loss of his mother, he, similarly to Miranda, does not
know how to show it.
19
From the beginning of Christopher‟s story, readers learn that he is one of the many people that
can relate to death when he reveals that his mother is deceased. Later in the book, readers learn that she
died of a heart attack (Haddon 27). Christopher, instead of having an emotional reaction, wonders what
type of heart attack she may have had. He never deals with his mother‟s death until he realizes that she is,
in fact, not dead. Most people would cope with their mother‟s death by going through the common stages
of grief: denial, anger, acceptance, etc. This makes Christopher‟s reaction seem inappropriate, but it can
be a normal reaction for a person with autism.
Christopher‟s brain is unique in that he cannot process details such as emotions and complicated
situations like someone unaffected by autism. Autism hinders Christopher‟s ability to process a
monstrosity of information explaining why he reacts in an extreme way when he finds his mother‟s
letters, discovering that she is indeed alive, and that his father has lied to him. “I rolled onto the bed and
curled up in a ball. My stomach hurt. I don‟t know what happened then because there is a gap in my
memory, like a bit of the tape had been erased” (Haddon 113). Christopher responds this way because the
information overwhelmed him to the point of shutting down, resulting in groaning, curling up in a ball,
and just laying there. He reacts similarly when he is in the train station trying to make his way to his
mother. The confusion of directional signs, people talking, standing too close together, and being in a
strange area force Christopher to shut down (Haddon 170-76), once again due to an information overload.
Readers of The Curious Incident of the Dog in the Night-Time may not look into Christopher‟s
behavior as anything more than being fictitious. However, real adolescents with autism also function like
Christopher and have similar actions. In a blog, “Through Different Eyes: How People with Autism
Experience the World,” Tito Mukhopadhyay, a 14 year old boy from India with severe autism shares the
same type of experiences as Christopher. Tito and Christopher have similar coping techniques for
overwhelming situations; Tito describes his personal technique in a passage of the blog stating, "I am
calming myself. My senses are so disconnected, I lose my body. So I flap [my hands]. If I don't do this, I
feel scattered and anxious...I hardly realized that I had a body...I needed constant movement, which made
me get the feeling of my body". Although it is not necessarily the same form of shutting down that
Christopher experienced, both were trying to get a grip on their reality. Tito‟s example can help readers
interpret that Christopher is like a real autistic individual. Since autism effects the emotions of people,
autistic individuals may have to form their own means of coping, such as Tito and Christopher developed
their own safe zones.
Not only does Christopher react to situations in a distinct way, but he also has a strict way of
perceiving the people around him, specifically the children at school. Therefore, he does not see a
problem with referring to those children as stupid. According to Margeaux Walker‟s presentation,
Perception of Emotion in Autism, children with autism often perceive other children as thinking the same
20
way they do. “Autistic children lack the ability to appreciate that other people‟s beliefs might differ from
their own” (Walker). He has a preconceived idea that the special needs children at his school are stupid:
“All the other children at my school are stupid. I‟m not meant to call them stupid, even though that is
what they are. I‟m meant to say that they have learning difficulties or that they have special needs”
(Haddon 44). Siobhan, Christopher‟s teacher, tells him that he has to call the children special needs and
not “stupid” because the other children are much like Christopher in how they think, he just does not
realize it. However there is not anyone that can change his mind, because infinite explanations could not
make him understand that it is not acceptable to refer to other children in that way. Christopher‟s autism
is at fault for why he labels other special needs children that way. Even though Siobhan tells him that the
other children are special needs, Christopher‟s mind cannot see past his own thinking. Christopher is not
intentionally being mean to the others, he is just expressing what he thinks.
A mind without autism has the ability to accept things that cannot be explained. However, an
autistic mind cannot, because an answer is always necessary. After a study of a young boy with autism, it
was discovered that the child only based actions on logic. After a mother called her son‟s name about six
times with no response, she asked if he could hear her. He replied, "Of course I can hear you Mummy. I'm
not deaf. I'm just ignoring you because I don't want to speak to you" (“An Autistic‟s Logic”). This child is
using logic by acknowledging that his mother is speaking to him, but because he does not wish to speak
to her, he remains silent. People with autism are so literal that to them, not responding to someone is not
rude, but logically the right thing to do because they do not wish to speak. Christopher applies the same
logic to religion.
Christopher is only able to believe in what the eyes can see because he can only believe what is
proven. Anything Christopher believes is solely based on logic because anything that is logically analyzed
has a solution, and Christopher‟s mind cannot fathom unanswered questions, such as religion.
Christopher‟s idea of religion is the only logical explanation he can come up with. “And there is life on
earth because of an accident” (Haddon 164). To Christopher, since God cannot be seen, God cannot be
real. Christopher‟s autism forces him to think this way because he has to have an answer to every
question, and since religion is something based upon faith, Christopher cannot find truth in it.
As we know, for any person to have a relationship with another, trust is required. With an autistic
character like Christopher, trust is one of the most important aspects of having any relationship. The
biggest factor in Christopher‟s decision to trust someone is truth. This characteristic is especially required
in his closest relationships including his relationship with his father. Christopher had a strong relationship
with his father because he relied on Father for care giving and positive attention. After Father admits to
killing the neighbor‟s dog, Christopher realizes that he will not be able to trust Father again. Christopher
comes to realize this stating, “...he could murder me, because I couldn‟t trust him, even though he had
21
said `Trust me,‟ because he had to a lie about a big thing” (Haddon 122). To Christopher, this action is
one that is unforgivable. Throughout the rest of the novel, it is clearly seen how Father‟s lies, originally
meant to protect Christopher, ruin the relationship between the two.
In an online forum for people with autism, we find another individual who can relate to the trust
issues Christopher faces. This member shares personal experiences with his own lack of trust due to
autism. His username is QuantumMechanic and he states that, “[He has] found that [he] has significant
trust issues” (“Building Trust and Having AS”). He goes on to discuss that he feels his trust issues come
from the dishonesty of others, much like Christopher‟s thoughts. Readers eventually see how Christopher
is never fully able to trust his father like he once did. When considering the logic of QuantumMechanic,
who says, “And [when] someone has betrayed my trust once, it is almost impossible to get it back‟
(“Building Trust and Having AS”), another one of Christopher‟s thought patterns parallels with that of
real-world person with autism.
After researching characteristics of autism, any reader can see that Mark Haddon did not
completely fictionalize Christopher‟s character. It is clear that Haddon created a fictitious character, but
based him on true characteristics of autism. By leisurely reading the novel, a reader may not look into the
realities of Christopher, but after reading this critical analysis, it can be seen that he is accurately depicted
as an autistic child.
22
Works Cited
"An Autistic's Logic | autisable." Autisable - Real Blogs from People Tackling the Puzzle of Autism. N.p.,
n.d. Web. 27 Mar. 2012.
"Autism - children, causes, DSM, functioning, effects, adults, drug, people." Encyclopedia of Mental
Disorders. N.p., n.d. Web. 11 Apr. 2012.
"Building Trust and Having AS - General Autism Discussion." Wrong Planet – Autism Community. N.p.,
n.d. Web. 29 Mar. 2012.
"CDC - Data and Statistics, Autism Spectrum Disorders - NCBDDD." Centers for Disease Control and
Prevention. N.p., n.d. Web. 11 Apr. 2012.
"From Inside the Heart." From Inside the Heart. N.p., n.d. Web. 27 Mar. 2012.
Haddon, Mark. The curious incident of the dog in the night-time. New York: Doubleday, 2003. Print.
NTs, hearing the stories. As is the case with, and autistics have empathy. "Autism and Empathy." Seattle
Community Network. N.p., n.d. Web. 27 Mar. 2012.
"Possessing But Not Expressing | Autism and Empathy." Autism and Empathy. N.p., n.d. Web. 27 Mar.
2012.
"Through Different Eyes: How People with Autism Experience the World | Serendip's
Exchange." Serendip Home | Serendip's Exchange. N.p., n.d. Web. 27 Mar. 2012.
23
Life Logic: Christopher Boone
By Bridgit Barger and Will Muncy
Being logical during times of stress is a key quality for everyone to possess in order to cope with
life. Practicality aids us in making intelligent decisions when we face difficulties. When an individual
suffers from a mental deficiency, however, “normal” outlooks can transform in that person‟s mind.
Someone with Asperger‟s Syndrome uses various thought processes in a way that is fitting for them, not
for the situation at hand.
Christopher Boone, the main character in Mark Haddon‟s The Curious Incident of the Dog in the
Night-Time, is a fifteen-year-old English boy with Asperger‟s Syndrome, a variation of autism.
Throughout the novel, Christopher describes instances in which he is faced with difficult decisions and
situations. His ideas and philosophies derive from a long battle with challenging situations; they help
Christopher to interpret the world in a way that is useful for him. Christopher utilizes logic to help him
cope with various situations, effecting how he reacts when faced with adversity.
Before discussing Christopher's train of thought, the reader may desire a quick overview of
Asperger's Syndrome. Many individuals believe that Asperger‟s is the same as autism. Although there
are definite similarities between the two (it is, after all, in the autism spectrum), those with Asperger‟s are
typically of normal or high intelligence and can function better than autistic individuals (WebMD).
However, that is not to say that those with Asperger‟s Syndrome are well-adjusted socially.
Individuals with Asperger‟s have difficulties comprehending emotions, which is a reoccurring
theme throughout Haddon‟s Curious Incident. Those with Asperger‟s also have peculiar coping strategies
when faced with a situation in which they have no control of or in situations they do not like, because
"autistic individuals lack mental flexibility, which causes them difficulty in ... coping with unexpected
changes..." (Lambidoni). An important part of the novel is Christopher‟s logic. For instance, Haddon
describes Christopher's unusual thought processes when Christopher discusses how he determines his
outlook for the day.
Everyone has good days and bad days; however, what people base their moods on varies.
Although not very practical, some may decide their day will be horrendous because it is drab and dreary
outside; whereas if it is sunny and bright, their day will be great. Christopher does not believe this
mindset is particularly logical; Christopher venerates logic, even if this thought process is unusual to
other people.
Christopher recognizes that how he determines his mood for the day (the color of the passing
cars) is not very practical; however, it is perceived to be rational to him because he likes things to be in a
“nice order” (Haddon 24). If certain circumstances are not in a nice order, Christopher‟s “Behavioral
24
Problems” (Haddon 46) become apparent. He knows that this thought process may not be rational to
others, but basing one‟s mood on the daily forecast is not rational to Christopher. The emergence of his
“Behavioral Problems” further illustrates Christopher‟s issues with fitting into societal norms.
Christopher‟s variation of logic is also carried over to how he functions with his “Behavioral Problems”.
Christopher acknowledges that he has some behavioral problems, which he lists at one point in
the book. Three of these particular issues stand out: screaming when he is angry or confused, not liking
being in really small places with other people, and smashing things when he is angry or confused
(Haddon 46-7). The reader will notice that two of these have a major similarity: the first and third
problems occur when he is angry or confused. Christopher explained earlier in the book that he did not
comprehend human emotion; therefore, he does not cope with it well either. The reader should notice
how Christopher‟s behavior further depicts how frustrated he can get when situations do not go according
to his plan. These issues create a barrier between Christopher and those who attempt to have a
conversation with him.
Christopher's social logic is greatly affected by his Asperger's Syndrome. Like many other
individuals with the disorder, Christopher is socially unrefined. His behavior is eccentric and therefore
makes it difficult to form relationships, whether casual or personal. He acknowledges that there are other
people around him and he does make some effort to interact; however, his confusion with human
expressions and emotions makes it highly difficult. His teacher, Siobhan, even has to draw Christopher
pictures of sample expressions so he can interpret basic human emotions, such as anger and sadness
(Haddon 2-3). Siobhan‟s help is noteworthy: those without a mental deficiency would not need such
assistance. Christopher, on the other hand, requires extra guidance with seemingly simple social cues.
Again, this creates adversity for Christopher when he attempts to pursue a conversation.
Because of Asperger‟s effect on Christopher, his behavior, though well intended, is occasionally
socially inappropriate. His attempt at a logical conversation really throws those without a mental
deficiency off balance. During one particularly interesting scene in Curious Incident, Christopher
ventures down his street to question his neighbors about the mystery of a murdered poodle, Wellington, in
the community. It should be noted that it is surprising Christopher would even partake in such an activity
at all as he states, "I do not like strangers because I do not like people I have never met before" (Haddon
34). His attitude towards creating even simple, short relationships creates a hindrance: he cannot truly
investigate the murder of Wellington without at least attempting to chat with strangers. Christopher does,
of course, overcome this obstacle because it is necessary; this further depicts how much he sympathizes
with animals, rather than people.
Those with autism or Asperger‟s Syndrome have difficulties comprehending real-life tragedies,
such as the death of a loved one. A “person with autism may seem apparently unconcerned, even by the
25
death of someone very close… [they may focus on] seemingly callous issues…” (Howlin). After being
informed of his mother‟s “death,” Christopher proceeds to tell the audience scientifically what a heart
attack is. Granted, there are various ways to grieve after hearing such terrible news; however, most
people would not react in the manner that Christopher did. This shows the reader that Christopher‟s logic
is not actually logical at all – at least not by societal standards. As a result, it could be surmised that
Christopher is socially harmed by his unusual thought processes.
Siobhan tells him that it is okay to talk out his feelings regarding his mother‟s passing with
someone who cares. He does not think so because he does not feel sad about it: “So I would be feeling
sad about something that isn‟t real and doesn‟t exist. And that would be stupid” (Haddon 75). This
mindset may be shocking to some: who would behave in such a nonchalant way about something so
serious? Christopher‟s thought process is that it is “stupid” to feel bad about his mother‟s death because
she simply fails to exist. This further illustrates just how complex Christopher‟s thought patterns are. It
could be considerably difficult for the reader to grasp his logic. Haddon invites the readers to open their
minds and try to understand Christopher in a deeper way with examples such as his reaction to his
mother‟s death.
Christopher's favorite subject is maths, explaining why he enjoys imagining diagrams and charts.
In his words, "[You can] cross out all the [choices] which you are not going to do because then your
decision is final and you can't change your mind” (Haddon 130). His version of logic assists in
Christopher's mood and attitude because then his "Behavioral Problems" (Haddon 46-7) will not become
apparent. Christopher even thought of a philosophy to go along with this viewpoint: “I think prime
numbers are like life. They are very logical but you could never work out the rules, even if you spent all
your time thinking about them” (Haddon 12). Christopher‟s experiences and conditions have molded his
mind into thinking in this particular way. Haddon uses Christopher as a way to connect with the audience
with these philosophies and unique thought patterns.
The chart in Christopher‟s head aids him to believe that living with his mother and Mr. Shears in
London, instead of with his father, is the best, most logical choice. Although he is terrified of being in a
crowded area, he ventures to the train station to begin his journey. Christopher‟s mind is in a visual
overload; there is a dizzying array of signs, fellow travelers, and smells. Haddon uses the descriptions
Christopher gives to provide the reader with a sense of familiarity with Christopher. Most people have
experienced the feeling of being overwhelmed, just like Christopher.
In a crowded place, there are going to be people touching you – it is only natural. Christopher
does not like being touched. His logic was quite simple: people need to stay away and get out of his
personal space. The large crowd at the train station literally makes Christopher nauseous: "I felt sick and
I started groaning really loudly ... And I felt like when I had flu and I had to stay in bed all day ..."
26
(Haddon 176). Christopher copes with the situation in a rather strange way: by groaning and retreating
into his mind for large portions of time. He sits on the same bench at the station "for approximately 5
hours..." (Haddon 180). Granted, most people get frustrated while in tight, crowded places, but they can
usually get through it unscathed. For Christopher, it is physically and mentally exhausting to deal with so
many people. The complexity of Christopher‟s thought patterns and behaviors shows the reader how
frightening it can be as an autistic individual. Christopher utilizes his logic in yet another aspect: how to
handle religious beliefs.
During times of stress, many individuals take comfort in praying to or worshiping a higher power.
Faith is a way for some to relieve life's burdens. However, for many autistic people, it is difficult to grasp
the concept of religion. According to a study performed by the University of Boston, the reason for this
trend is due in part to an autistic person's "preference for logical beliefs." Christopher also disregards
religion because it does not fit into his version of logic.
An important aspect of religion is, of course, unfailing faith. Even though people cannot
physically see their god, they still believe he is there. Christopher does not think this is the case. If he
cannot see God, He does not exist. Christopher believes that "people believe in heaven because they want
to carry on living..." (Haddon 33). He likes to think about hard-to-grasp topics such as these from a
scientific standpoint: when people die, "your brain stops working and your body rots..." (Haddon 33). He
completely disregards any belief in an afterlife. His logic implies that if science has yet to find evidence
of heaven and a higher power, these things do not exist. After reading this section of the book, the reader
may be left questioning their own faith, or at least wanting to better understand this complex character.
Christopher‟s rational thought process has been showcased through the aforementioned religious views.
Those with Asperger‟s Syndrome have a preoccupation with being practical, and, as we have
seen, Christopher Boone is no exception. Mark Haddon has created a character that enjoys using thought
processes that are fitting for him, not the situation. For Christopher, this logic is therapeutic and is a safe
haven for him to go in his mind. Whether he is investigating the murder of a neighbor‟s dog or
determining his outlook for the day; dealing with the “death” of his mother or heading through a crowded
train station; Christopher enjoys visualizing diagrams and using his version of logic to get through any
mishap that comes his way.
27
Works Cited
Haddon, Mark. Curious Incident of the Dog in the Night-time. New York: Doubleday,
2003. Print
Koe, Dang. “Explaining death to children with autism.” www.mb.com N.p., 1 Aug
2010. Web. 19 Mar 2012
Lambidoni, Evangelia. “Life Viewed through the Eyes of a Child with Autism.” EBSCO Publishing
Service Selection Page. N.p., n.d. Web. 27 Mar 2012.
“What is Asperger‟s Syndrome? Symptoms, tests, causes, treatments.” WebMD – Better information.
Better health. N.p., n.d. Web. 27 Mar 2012.
28
The Stresses of Raising an Autistic Child
By Lindsey Farmer and Sierra Lainhart
Christopher Boone is “15 years, 3 months, and 2 days old” (Haddon 6). He is specific in what he
does and how he does it. He has an elaborate daily schedule because he likes to know when everything is
going to happen. If something happens that is not on his schedule, it makes him feel nervous and
uncomfortable. Christopher predicts whether he will have a good day or a bad day by the cars he sees on
the way to school. He hates the color yellow but loves the color red. Five red cars in a row make a Super
Good Day and four yellow cars in a row make a Black Day (Haddon 53). Christopher often wishes he is
the only person on earth and dreams about everyone being dead except for the people like him. He says,
“And I can go anywhere in the world and I know that no one is going to talk to me or touch me or ask me
a question” (Haddon 199). Christopher imagines himself being able to live like this and it makes him
happy. Christopher Boone also has autism.
Being a child with autism can be overwhelming and complicated, but having to raise the child can
be complicated and stressful also. Our purpose in writing this article is to illustrate how the parents of
autistic children are affected by, and cope with, raising a child with certain needs and expectations. Our
models for explaining our theories are Ed and Judy Boone, Mark Haddon‟s fictional characters in his
novel The Curious Incident of the Dog in the Night-Time. Ed and Judy are the parents of Christopher
Boone, Haddon‟s narrator in the novel who has Asperger‟s Syndrome, a type of high-functioning autism.
Ed and Judy Boone face the difficulties of raising their son, Christopher, throughout the novel. Both of
Christopher‟s parents are affected by the stresses of raising an autistic child and each struggle to cope
with the actions of the child.
In a research analysis conducted by Hiie Allik, Jan-Olov Larsson, and Hans Smedje, a poll
showed mothers of children with disabilities (Autism, Asperger‟s Syndrome, A.D.D., Down‟s Syndrome,
etc.) “spend more time caring for their child[ren] than the fathers” (2) which resulted in greater stress
levels of the mothers tested. Through Christopher‟s anecdotes we can infer that before Judy left she cared
for Christopher most of the time. Judy raced drinking milkshakes with Christopher when he did not want
to eat, not Ed (Haddon 46). Judy had to take Christopher shopping because Ed was not home to watch
Christopher while she was gone (Haddon 106). Spending more time with Christopher caused Judy to
develop a higher level of stress and frustration as depicted in how Christopher describes his mother and as
explained by Judy herself in letters she wrote to Christopher. In these letters we experience the difficulties
Judy has to overcome when raising Christopher, glimpses of the stress from time spent caring for her son,
and she also depicts how a child‟s lack of expression can make it difficult for mothers to have a healthy
relationship with their autistic child.
29
Judy‟s frustrations and stress originated in not accepting her son‟s weaknesses. Judy‟s rejection of
Christopher‟s difficulties can be seen by her placing him in situations in which he would be
uncomfortable. In one letter to Christopher she writes a recollection of the time when she mistakenly took
Christopher with her Christmas shopping (Haddon 106). Christopher‟s autism made the simple task of
going shopping a challenge because, as explained by Espein, Saltzman-Benaiah, O‟Hare, Goll, and Tuck,
a busy and crowded environment can lead to “overloaded sensory systems in 30 minutes and ultimately
lead to a „meltdown‟ requiring the child to be removed from the environment” (504). In continuing the
letter, we see that Christopher does in fact have a „meltdown‟ due to the environment that his mother has
placed him in, the crowded, noisy department store. The „meltdown‟ involved Christopher crouching
down in the floor of the store, groaning, placing his hands over his ears, and later shouting and knocking
items over causing a loud crash (Haddon 106). Christopher explains “I make this noise (groaning) when
there is too much information coming into my head from the outside world” (Haddon 7). The groaning,
along with curling up into a ball, comforts Christopher, relaxing him in what is a hectic situation for him.
Evangelia Lambidoni says in her article “Life Viewed through the Eyes of a Child with Autism,”
“Because it is difficult for [Judy] to view her son‟s needs realistically and accept them, she finds herself
continuously being frustrated by the boy‟s behavior” (99). Christopher‟s mother demonstrates her
frustrations towards her son in the same incident of Christmas shopping. She stated in her recollection
several times the fact that she was “cross” with Christopher overreacting the way he did and cried after
they got home because Christopher‟s „meltdown‟ embarrassed her (Haddon 106-107). The frustrations
Christopher inflicted in his mother‟s life over simple matters made her continuously say to Ed that she
“couldn‟t take it anymore” (Haddon 106-107). She couldn‟t take raising her son. After their shopping
incident, Judy begins to contemplate a life without Christopher or Ed.
Christopher was unable to show personal emotion as well as interpreting the emotions of others‟.
He explains at the beginning of the novel that understanding facial expressions and emotions is difficult
for him. He carried a piece of paper with different expressions and their meaning in his pocket, until told
by his teacher Siobhan that it made people feel uncomfortable and threw the paper away. As a result, he
either asks the person he is talking with what they mean, or simply walks away (Haddon 3). Along with
the stress development of spending more time with Christopher, Judy developed “a reduced ability to
engage in explicit emotional processing” (Allik, Larsson, Smedje 6); or in other words, Judy was not able
to understand or express her own emotions clearly. Communicating with Christopher was a two-way
struggle for both Judy and Christopher because of his autism. Christopher could neither read his mother‟s
emotions nor understand them, and Judy could not communicate to Christopher about how he made her
feel because Christopher would not understand what she meant. There is no mention of Christopher
asking his mother what she meant, leading to the assumption that Judy never attempted to tell Christopher
30
her feelings. Judy also could not talk to Ed about her frustrations and stresses due to Christopher because
when she mentioned that she “couldn‟t take it anymore” (Haddon 106-107), Ed replied she was being
stupid and needed to pull herself together. Ed did not allow for Judy to express the emotions that needed
to be released in order to relieve some stress caused by Christopher. Judy claimed from there the dialogue
between the two always turned into an “argumant [sic]” when she mentioned not being able to “take it”
(Haddon 107). Emotionally degraded and lonely in her own home, Judy would look to somewhere else to
seek the love and comfort she was not given by Ed or Christopher.
Judy‟s solution to becoming a victim of “a reduced ability to engage in explicit emotional
processing” (Allik, Larsson, Smedje 6) because of Christopher‟s autism was to turn to Roger, the
neighbor, to have someone to converse with. Judy wrote, “He was the only person I could really talk to.
And when I was with him I didn‟t feel lonely anymore” (Haddon 107). Roger made Judy feel loved, a
feeling that Christopher was unable to give his mother and a feeling that Ed neglected to give his wife.
While leaving Christopher and Ed “broke [her] heart,” she “decided it would be better for all of [them] if
[she] went” (Haddon 109) to live with Roger because Ed was better with Christopher. Seeing how Ed and
Christopher interacted so well “made [Judy] so sad because it was like [they] didn‟t really need [her] at
all” (Haddon 109). Ed could work with Christopher more effectively, making Christopher calmer than
when he was with his mother (Haddon 108-109). Seeing that she was not needed in the home for the
family to function proved to Judy that leaving would be the best option for everyone; she would not feel
lonely, she and Ed would not fight anymore, and Christopher and Ed could live happily together.
Judy‟s ways of coping with the stresses of Christopher‟s Asperger Syndrome was seeking
someone who was easy to talk to and made her feel less lonely; however, after Judy left, the stress that
overwhelmed her was then placed on Ed, along with his own existing parental stresses of raising an
autistic child.
In a research study on fathers with autistic children, it was said that “fathers of young children
with ASDs (Autism Spectrum Disorders) have been shown to report higher levels of stress than fathers of
children with other disabilities” (Hartley, Seltzer, Head, Abbeduto). Ed Boone is one of those fathers that
got to experience the stresses of raising an autistic child alone, taking on both the fatherly stress and
motherly stresses of raising a child with a disability. Being alone in raising Christopher proved to be a
challenge for Ed.
The challenges Ed faced in taking on the parental stresses alone can be seen in his personality
change after Judy left. She mentions in one of her letters to Christopher that Ed “is a much more pacient
[sic] person” (Haddon 106); however, Christopher and his father had a lot of arguments throughout the
novel. One of their arguments led to Ed grabbing Christopher in a way that made him feel scared, “Father
had never grabbed hold of [him] like that before” (Haddon 82). All the stress and frustration placed on Ed
31
showed through physical anger towards Christopher, the opposite of the patient Ed Boone that Judy
described. These actions demonstrate that it was difficult for Ed to be patient towards Christopher and his
autism when he was the only one raising the child.
Judy never got to see how Ed reacted during her absence so she never experienced the other side
of him that Christopher saw. Continuing in her letter, Judy says “And I remember looking at the two of
you and seeing you together and thinking how you were really differant [sic] with him. Much calmer.
And you didn‟t shout at one another” (Haddon 109). Judy viewed Ed as a calm person while they were
together, but when she left, his reactions to different situations changed showing that when both of the
parents are there to take care of their child, they get to experience the stress together and distribute it more
evenly, although not completely equal.
Since Christopher‟s mother was not there to take care of him, Ed had to take over the typical
“motherly roles.” He was there to cook for Christopher, he made sure he was at school, and he provided
him with a safe home; each being tasks that Judy performed while still present at home. Ed had to be
there for Christopher because no one else was and served as both the mother and father to Christopher.
When Ed appeared at Judy‟s flat because Christopher left to go find his mother, he exclaimed “I cooked
his meals. I cleaned his clothes. I looked after him every weekend. I looked after him when he was ill. I
took him to the doctor. I worried myself sick every time he wandered off somewhere at night. I went to
school every time he got into a fight” (Haddon 196-197). We can assume that Ed‟s life was hectic and not
easy for him with Judy‟s absence. Raising a child with autism poses a challenge for parents as a couple,
but raising the child alone is even more stressful.
Along with taking care of Christopher, Ed also had to cope with the struggles Christopher faced
with autism. Christopher‟s father “is able to handle the frustration and come to terms with his son‟s
idiosyncratic needs and behaviors” (Lambidoni 101). We can only imagine how Ed felt when he figured
out Judy was leaving and he was going to be the only one to watch over his son.
Ed and Judy Boone both show signs of stressful lives because of having to raise a child with
Asperger‟s Syndrome; however, each deals with the stresses differently. Judy decides the stress is too
overwhelming for her and finds that life with another man is more relaxing and calm. After Judy leaves
Ed and Christopher, Ed assumes a motherly position as well as its stress. Even though Ed was a “more
pacient person [sic] person” (Haddon 106), it is shown that he had a difficult time being patient with
Christopher because of his challenging characteristics. Being a child with autism is difficult, but being the
parents of a child with autism is stress-filled and complicated, as shown by the fictional lives of Ed and
Judy Boone.
32
Works Cited
Allik, Hiie , Jan-Olov Larsson, and Hans Smedje. "Health-related quality of life in parents of school-age
children with Asperger Syndrome or high-functioning autism." Health and Quality of Life
Outcomes 4.1 (2006): 2, 8. Print.
Gulsrud, Amanda , Laudan Jahromi, and Connie Kasari. "The Co-Regulation of Emotions Between
Mothers and their Children with Autism." (2009): 228-236. Print.
Haddon, Mark. The Curious Incident of the Dog in the Night-Time. New York: Doubleday, 2003. Print.
Hartley, Sigan , Marsha Seltzer, Lara Head, and Leonard Abbeduto. "Psychological Well-being in Fathers
of Adolescents and Young Adults With Down Syndrome, Fragile X Syndrome, and Autism."
Print.
Lambidoni, Evangelia. "Life Viewed through the Eyes of a Child with Autism." The Journal of Education
188.1 (2007): 93-107. Print.
33
Autism‟s Effects on Parents
By Matt Howard and Will Walker
In any household, the children tend to drive the parents‟ stress levels too high. Although this may
seem constant in all households, stress levels seem to be at an unimaginable level in a household with an
autistic child. Parents with autistic children struggle, yet learn, as The Curious Incident of the Dog in the
Night-Time exhibits realistically through the scenarios Christopher‟s parents‟ face. This is partly because
autistic children tend to put a lot of responsibility on their parents‟ shoulders in caring for and dealing
with the everyday problems that autism brings. As seen in The Curious Incident, the main character, who
has a form of autism, causes very high stress levels for his parents. This leads to him pushing his mother‟s
stress so far that she packs up and leaves, and pushes his dad‟s stress far enough to where he becomes
violent towards Christopher.
Mark Haddon‟s theory about why this happens is that children with autism do not seem to make
the attachments that even other children with disabilities do early in life. Their disability hinders their
emotional reactions to their parents‟ attention, which causes the child to appear to be uncaring towards
them. As they often appear to have no emotional reaction to others at all, appearing either uninterested or
unaware of what‟s going on around them, with the exception of emotional outbursts which may happen
suddenly for any number of reasons. Emotional incidents can set the mood for the entire day or disappear
almost as quickly as they appeared. They are also often resistant to being touched or held. Autistic
children can appear to be “tuned out” when being reprimanded. These emotional issues can be very
stressful on the parents. Christopher has a strange relationship with his parents much like other autistic
children. Instead of forming a relationship with his parents he tends to accept the fact that they are there to
help him and be his caregivers. An action that shows this inability to form relationships is when
Christopher‟s dad tries to calm him down by giving him a hug, which Christopher refuses. He prefers to
be slightly touched on the hand. This further illustrates Christopher‟s inability to form a trustful bond with
his dad leading us back to the inability to form relationships with even the closest people.
There are the unusual behaviors that seem to come and go on a whim. There is the constant need
for things to be the same, or to be fixed quickly if something changes, along with the preference for
routines. Those with autism can have behaviors that are almost obsessive, like rocking, humming,
tapping, and rubbing their clothes. They can have difficulty both with changing activities and staying on
task in an activity until it is completed (autismspeaks.org). Never knowing how your child is going to
react in a situation, and knowing that just because he or she handled a situation fine one day does not
mean this behavior will continue, can add significantly to a parent‟s stress levels. Christopher‟s inability
to overcome change is an issue that affects his parents. Autism brings about the need for repetitiveness
34
(autismspeaks.org). The way Christoper reacts to these non rituals situations is that he tends to ball up and
moan. This problem is what drove his mother out of the house “because I often thought I couldn‟t take
any more” (107).
Another problem that gives parents a high stress level is the problem of accepting the disorder
that the child has. In many cases the parents have lower self esteem and confidence due the appearance
and intelligence that their child‟s disorder has given them (autismspeaks.org) . Some parents seem to
think that the appearances and intelligence of their child has an impact on the way people in society view
them as a whole. This relates to Christopher because many times his mother states that he embarrassed
her in public which she found to be very hard to live with. This can be found in the letter that
Christopher‟s mom sent him that explains why she left (106-110).
Once parents come to understand their child‟s disorder; they need to cope with the child and
reduce the stress put upon them. The important thing for parents to remember, when learning how to
handle the ups and downs of their autistic child‟s life, is that this disability is not their fault. While denial
followed by guilt is often an initial response, autism cannot be linked to anything done or not done by the
parents. As soon as parents can get past these initial feelings, the day-to-day lessons in raising an autistic
child can begin. Parents need to learn all that they can about autism and any treatments/therapies that
work. They should make sure that they find support groups, people who are going through the same
types of problems, from simple empathy to sharing ideas on what works and what doesn‟t. Realizing
what an autistic child needs and providing it goes a long way toward a more stress-free life. They should
know what strategies their child‟s teachers and therapists are using with them, and use those same
methods at home. As parents face new situations about their child, they must be willing to learn from
them. Also, home should be their child‟s safety zone. He or she should feel safe and free to be
themselves, and not feel like they have to conform to outside rules.
When trying to handle behaviors, positive reinforcement goes a long way with any child,
especially those with autism. Regularly using rewards that are meaningful to a child for appropriate
behaviors will cause those rewarded behaviors to occur more often. Realizing that there is a reason
behind the tantrum and trying to identify it can help parents better handle situations when tantrums occur.
This is a coping strategy that Christopher‟s parents didn‟t do, but could have used for Christopher's
benefit and for their own society. This strategy might have fixed some of the minor tantrums that
Christopher preformed which in the long run would have helped lessen the severity of the major tantrums.
Since tantrums were one of the actions that Christopher‟s parents found to be stressful, they could have
preformed this minor but important coping strategy to lessen the stress put upon them.
Christopher is a living stress builder, and the worst part is that it‟s not his fault. His form of
autism forces him to have things in a logical, if slightly irrational, order. This confuses and, to a degree,
35
angers his parents because of how this forces them to change their tastes and lifestyles. It is preferred that
nothing yellow or brown should come into the house; however red is acceptable. Moving the furniture is
not permitted unless it is immediately replaced. Any misstep is likely to cause a melt down and touching
Christopher to calm him only makes meltdowns worse. Imagine yourself as a parent trying to deal with
this. First you get up in the morning and feed Christopher red food for breakfast; then you put him on the
bus. Following this, you have to work or clean the house while he‟s away and put everything back before
he gets home. Then you get a call that has behaved badly and you have to go talk to the principal. Then
you get home and Christopher either watches a movie or closes himself in his room till bedtime. The
stress involved here is exponential.
A final issue that parents of autistic children face is a lack of time for themselves: time to be
adults rather than caregivers. Parents need to go on dates, go out with friends,and live their adult lives as
often as they can so that they can relieve some of their stress. They need to have time to spend with adult
friends or other children in the home. This will help lessen the stress levels by allowing them time to take
a break and relax. This is something that Christopher‟s parents seemed to find unmanageable.
Christopher‟s dad didn‟t seem to understand that although it is important to care for his child, he also
needed to find time or create time for himself. Although this does seem mean or uncaring, it is something
that is much needed in order to keep the parents.
This book exemplifies the many reasons for the stress put upon parents with an autistic child. The
realistic problems that Christopher‟s parents face are a hint to the real life problems that many parents
face with autistic children. The actions, emotions, and appearances that Christopher upholds help link
autism to the real world from a fiction world. Along with the stress put upon parents comes the ability to
cope with the disorder at hand. A key component to a healthy and great relationship between parents and
an autistic child is the ability to understand and accept the actions, emotions, and appearances that comes
with autism. This ability was not fully met in The Curious Incident of the Dog in the Night-time and it
showed how the inability to cope with an autistic child can rip a family apart.
36
Works Cited
Mori, Kyoko; Ujiie, Takeshi; Smith, Anna; Howlin, Patricia. “Parental stress associated with caring for
children with Asperger‟s syndrome or autism.” Pediatrics International, Jun2009, Vol. 51 Issue
3, p364-370. web 14 March, 2012
Lin, Ching-Rong; Tsai, Yun-Fang; Chang, Hsueh-Ling. “Coping mechanisms of parents of children
recently diagnosed with autism in Taiwan: a qualitative study.” Journal of Clinical Nursing,
Oct2008, Vol. 17 Issue 20, p2733-2740. web 10 March, 2012 Autismspeaks.org. Autism Speaks
Inc. 2005-2012 web 16 March, 2012.
