Being a Snob

Posted on by Astrid

Hi everyone. Today, Sadje’s Sunday Poser is all about snobbery. I’ve always thought of being a snob as something negative, but being proud of your culture or an aspect of it can be a good thing too. So am I a snob?

In the positive sense, no, not at all. I don’t have a fine taste in art or food whatsoever. I actually love going to all-you-can-eat restaurants and hardly notice that the food isn’t good quality.

With respect to art or literature, my bestie and I have this inside joke about people not having read “Multituli”. We got the joke after a semi-famous Dutch writer having said that people outside of Amsterdam never read “Multituli” and are as such quite backwards. The actual pen name of the author is “Multatuli” and I actually did read his work, Max Havelaar back in high school, but other than a few random quotes, I hardly remember the story.

This brings me to my attitude and, yes, I can be a bit snobbish about my intelligence. I remember at one point talking to my assigned staff, the one who is still a student. She told me she was learning about attachment theory in school and, even though my comment wasn’t meant as bragging at all, it did come across as such to her. I told her I probably knew more about this topic than her. I probably do and this isn’t an advantage at all, hence my not having meant it as bragging. In fact, the fact that I know more about emotional development, attachment styles etc. than most of my staff, is quite a problem for me, as I cannot apply it to my actual life.

As a teen, I was quite a horrible snob, taking pride in my intelligence and my education. Now I realize I’m truthfully quite average. In other words, mediocre. This realization does often lead me to making self-deprecating comments. Yesterday, when my bestie and I were discussing Meta AI, I said that of course I’d objected to my data being used. My bestie commented that it makes sense that I don’t want AI to steal my pictures of my polymer clay. I immediately thought this was sarcasm and explained that, while most of my works are indeed based on tutorials and not all that good, that doesn’t mean I want AI to use them. It was only later that I realized my bestie may’ve been sincere.

IQ Tests and Final Exams and Psychological Assessments, Oh My!

Posted on by Astrid

Hi all! Today, Esther’s weekly writing prompt is “tests”. Oh my! This made me think of so many things. IQ tests: I’ve had half a dozen or more during my life. Final exams: so glad they’re over with and it’s been twenty years since I graduated high school. Psychological assessments: I still have a love-hate relationship with those. And that goes for tests in general, I guess.

After all, as a child, I didn’t mind taking IQ tests. When I was twelve, I got the infamous Wechsler IQ test, well, the verbal part of it, since I’m blind and the performance part isn’t accessible. I got a score of 154, which, according to the psychologist, indicated giftedness. I’m pretty sure there were all sorts of things wrong with that assessment though.

When I was 30, I got another IQ test, Wechsler again but the adult version and now they removed the clear distinction between verbal and performance IQ so the report just said I got “parts” of the test. My overall IQ score had dropped to 119 I believe. That’s still above-average and I’m pretty sure that’s correct. However, I wish there were a performance IQ test for blind people, because I am pretty sure that’d show where my real limits are. Not that I’m proud of being disabled, but I am and if it could be proven on a test, that’d be much better than an ever-changing psychiatric diagnosis.

Final exams. Like I said, I’m glad it’s been twenty years since I graduated high school. My final exams were quite frustrating, as not only was I horribly nervous, but my computer crashed once in the middle of the test. I graduated from what in the UK is called grammar school and honestly I have no clue how I did it. I mean, well, I know, sort of: the same way I “passed” my IQ tests, ie. being a pretty above-average memorizer. Too bad that a good memory and decent academic skills don’t get me far in life. It takes more than test-taking abilities to be successful, after all.

The Downside of Praise

Posted on by Astrid

As a child, I was often praised excessively for my achievements. I remember one day, when I did calendar calculation at a family get-together, calculating what day of the week May 3, 1327 (for example), was, my mother exclaimed: “She’s sublime, she’s a genius!” For those who don’t know, many autistic or otherwise developmentally disabled people, including those with lower measured IQs, have this skill as what is stereotypically called a “splinter skill”. Now don’t get me started on the ableism of the term “splinter skill” when applied to people with lower measured IQs, but calendar calculation alone definitely doesn’t make someone, anyone, a genius.

And just so you know, it’s incredibly counterproductive to praise a person for who they are rather than what they do. It is usually better to praise someone for their achievements by naming those achievements as well done rather than praising the person themself. Moreover, any excessive praise, even if you say “you did an awesome job calendar calculating”, can be taken the wrong way.

Besides, many people feel they are praised for something that doesn’t reflect their personal values. For example, when I am praised for completing a personal care task, all I see is pressure to be able to do it independently the next time too. When, however, I am praised for creating something nice out of polymer clay, for my writing or the like, I feel like I’m valued for my contribution to the world.

There is, or so I’ve read, some school of thought that says any praise, whether person-centered or accomplishment-based, should be avoided by parents or carers. This doesn’t mean parents or carers should completely ignore their child’s achievements. Rather, simply pointing them out and engaging with the child about their achievements, will, according to these people, help the child develop a healthy sense of self. Honestly, I am inclined to agree with this.

I Am (Not!) 154

Posted on by Astrid

Hi all. Today’s topic for Friday Faithfuls is IQ testing. This topic is very dear to my heart, as IQ tests have often been used and even more often misused to determine my entire life path.

When I was twelve, I had an IQ test administered to me. It was the verbal half of the Wechsler intelligence scale for children (the performance half can’t be administered to me because of my blindness). On this verbal IQ test, I got an overall score of 154. According to the educational psychologist writing the report, this is a sign of giftedness.

There were several problems with this assigned IQ score. For one thing, like I said, it’s just a verbal IQ score. The year prior, another ed psych had tried an intelligence test for visually impaired children which utilizes non-verbal components, but had given up on the test midway through because I got too frustrated. This ed psych had also administered the verbal half of the Wechsler scale, but her report doesn’t give an IQ number.

Another thing, which you might figure out from my previous paragraph, is the possibility of a retest effect, since I took the exact same test twice in a year. The ed psych that labeled me with an IQ of 154 did try to find out whether this had actually happened. He asked me whether I had been told when taking the test the last time which answers were correct and which weren’t. I had, in fact, with some, and besides, my father had given me extensive advice on how to answer some questions even more cleverly than I had done. However, I knew the purpose of this assessment: to get the green light for me to go into mainstream, high level secondary education rather than special ed for the blind. I wasn’t at the time really sure whether that’s what I wanted, but my parents did and I, being twelve, didn’t question their authority. So I said “no” and the ed psych concluded there was no retest effect.

I don’t doubt that I have an above-average verbal IQ. But 154, in my opinion, is probably too high. Besides, verbal intelligence is what you need to succeed in traditional schoolwork. What you need to succeed in life, is more related to performance IQ, if you ask me.

Even now though, nearly a quarter of a century later, the number 154 pops up here and there and everywhere with regards to me. Professionals keep assigning new dates to the original IQ score, calling it a total rather than verbal IQ, and making more nonsense out of these ever-intriguing three digits.

I have tried to talk to the behavior specialist about this. What I really want is to be re-evaluated. Not just with respect to (verbal) IQ, but with respect to other things too. She for now only agreed to write a note by the IQ score of 154 saying that it dates back 25 years.

You’d assume that, in intellectual disability services, it wouldn’t matter whether your IQ is 100 or 150, since it means no intellectual disability regardless. However, several of my current staff have admitted being wowed at my IQ score before they got to know me. I hate that the most, being reduced to being 154.

IQ As It Relates to Intellectual and Developmental Disabilities #AtoZChallenge

Posted on by Astrid

Hi everyone and welcome to my letter I post in the #AtoZChallenge. Today, I want to write about IQ. IQ, a measure of intelligence, is one of the determining criteria for intellectual disability. So how is it measured in the general population and in people with an intellectual or developmental disability?

The concept of IQ dates back to the 19th century, when early psychologists first started developing tests for measuring intelligence. These were based on the idea that intelligence increases as a child grows up, so they were based on skill sets a child of a certain age should be able to master. IQ was then decided to be intellectual age divided by chronological age multiplied by 100 (to get the idea that a normal IQ is 100). For example, if a child aged five masters the skills of a three-year-old, their IQ was 3 / 5 * 100 = 60.

This is problematic, because among other things it does not allow for testing of adults and does not allow for variation on different skill levels. It was therefore abandoned in favor of a norm-based IQ testing system. Both the Wechsler scales (most commonly used in Europe) and the Stanford-Binet test (which is used more often in the U.S.), are norm-based, with an IQ of 100 being average and standard deviations of 15 (Wechsler) or 16 (Stanford-Binet) determining differences such as intellectual disability and giftedness.

I am familiar only with the Wechsler scales. There is a preschooler, a children’s and an adult version of these. The children’s and adult versions at least contain non-verbal as well as verbal tasks. Until some years ago, these were divided into categories of verbal and performance IQ. I, for one, can only have my verbal IQ tested. This refers to skills such as math, vocabulary, working memory, information (general knowledge questions), etc. The performance/non-verbal tasks include patterns, object recognition (where you see an object with part of it missing and need to identify it), etc. I am pretty sure that, if my performance IQ could ever be tested, it’d be significantly lower than my verbal IQ, as is commonly the case with verbally capable autistics.

On the other hand, nonspeaking or partly verbal autistics often find their intelligence being underestimated because they struggle on verbal IQ tests or cannot take them at all. For this reason, for nonspeaking autistics, a non-verbal IQ test may be more appropriate.

I did honestly find that the adult Wechsler scale was quite difficult even for me, a person with a high level high school and some college education. I honestly doubt those with a moderate intellectual disability will even be able to answer the simplest of questions on it. For example, the first math question was something like: “John had six apples, Peter had two apples, how many apples did the two of them have combined?” Interestingly, the first vocab question was to define “apple”. And no, in Dutch, there is no ambiguity (in case people are thinking “the brand that makes iPhones”). However, the correct answer was “fruit”, which I struggled to come up with, as that’s not a definition, more like a categorization.

Functioning Levels, Support Needs and Other Ways of Classifying Intellectual and Developmental Disabilities #AtoZChallenge

Posted on by Astrid

Hi everyone. For my letter F post, I am going to talk about functioning levels and related ways of classifying the severity of intellectual and developmental disabilities. Most of these are highly controversial within the developmentally disabled community itself.

First are functioning levels. These can be described in several ways. With respect to autism, there is of course high-functioning and low-functioning. The distinction between these is not at all clear: does high-functioning mean an at least average IQ, the ability to speak or the presence of relatively few autism symptoms? In any case, these are often very confusing.

An alternative approach suggested by some autistics is to speak of high, moderate or low support needs. I, according to this classification, would be considered as having high support needs even though I’m considered “high-functioning” in at least two of the aforementioned ways (speech and IQ).

Some people have proposed yet another classification, not based on support needs or apparent functioning, which are after all based on a (presumably neurotypical) professional’s assessment, but on masking. Masking is the ability to hide one’s disability-related symptoms from the public. In this sense, “high-functioning” individuals are considered high-masking.

In intellectual disability without co-occurring autism or other neurodivergencies, functioning levels are slightly more useful than in autism, in that they are based on IQ and level of adaptive functioning. In this classification system, someone with an IQ between 50 and 70 (or 85 in some countries, such as the Netherlands) is considered mildly intellectually disabled. Someone with an IQ between 35 and 50 is considered moderately intellectually disabled. An IQ between 20 and 35 puts someone in the severely intellectually disabled range, and an IQ below 20 puts someone in the profoundly intellectually disabled range. That being said, having had my IQ tested many times, I wonder how well IQs below like 50 can be measured on standard intelligence tests. I guess for more severely disabled people for this reason, professionals prefer the term mental age. Like I said yesterday, this is considered discriminatory.

Re(dis)covering My Creative Self

Posted on by Astrid

Today I crafted a dachshund out of polymer clay. I haven’t put it into the oven yet, as I still want to create other things before baking them all together. I sometimes feel a rush to create, create, create as who knows when this will end? In two weeks’ time, my support coordinator will be back and may decide to put my old day schedule back in place, in which I had only one tiny moment when I could possibly choose to work with clay, inbetween my morning coffee, a long walk and my lunch.

I am taking baby steps towards becoming my creative self again. This blog post is part of the process, as writing too is part of creativity. I notice my writing suffered significantly due to the chaos that was (and may become again) my support at my current care home. I know I’ll still have lots of time to write if my support coordinator puts my old day schedule back in place, but time isn’t the only factor. Inspiration is, too. And when all I do is try to survive from moment to moment – the staff’s terminology for the times they step in to support me -, I am not able to be creative at all.

I am really trying to look at these few weeks as an opportunity to re(dis)cover myself as a creative person, not just as a disturbed, manipulative yet oh so intelligent person, like most of the staff see me. My hope is that the staff who see me as primarily oh so intelligent yet disturbed and manipulative, will soon realize that, with the right support, not only will those “disturbed” behaviors lessen, but I will be able to show them my artistic side. If not, I am hoping that, soon enough, the staff who do get me will be able to convince my support coordinator and those who agree with her that this is not the right place for me. They have seen a glimpse into what I can be like when I am properly supported and I am cautiously optimistic that they can help me maintain this sense of myself, regardless of what happens when the support coordinator returns from her time off.

Mutism or Manipulation?

Posted on by Astrid

When I was a teen, I’d often go mute whenever certain personal topics of discussion came up. My mental health was such a topic. Much as I wanted to speak, my mouth wouldn’t form the words I wanted to tell my teachers or other people who intended to help me.

Even though I felt intensely anxious, my silence was commonly viewed as an act of rebellion. A way of manipulating those around me into, well, I honestly don’t know what.

When my parents and high school tutor had finally agreed that I needed professional counseling – or rather, my tutor had convinced my parents of the need, I assume -, my tutor informed me that the counselor had to meet certain very specific requirements. He or she needed to know blindness, because, well, I’m blind. The second requirement, I can’t remember, but the third was that he or she had to be exceptionally intelligent. The reason for that one was the fact that I, too, was supposedly extremely intelligent. If the counselor wasn’t smart enough, my tutor explained up front, I’d outsmart them with my manipulation. By this, he meant my so-called refusal to speak.

To this day, I am still unsure as to what made him think my silence was an act of willful defiance. Of course, everyone manipulates others at times, but I am pretty sure my mutism wasn’t – still isn’t – part of it.

This post was written for today’s Word of the Day Challenge, for which the prompt is “silence”, as well as E.M.’s RWP, which is “rebellion”.

Precious Memories of My Father

Posted on by Astrid

Hi everyone. Today in her Sunday Poser, Sadje asks us to share our most precious memory of our father or the father figure in our life.

My father was a homemaker and my and my sister’s primary caretaker when we were children. As such, he, rather than my mother, was the one I’d see when I came home from school.

As a child, I took very much after my father, but now I have very mixed feelings about our relationship. My father is intelligent and he knows it. He also knows that I am intelligent and he feels that this somehow negates all my problems. In his opinion, all people who disagree with him, particularly those in the helping professions, are stupid.

Because my father and I are both intelligent, my father did encourage my cognitive development from an early age. This is evident in my different response to my parents when prompting me, for example. There’s this Dutch nursery rhyme that goes: “One, two, three, four, paper hat, paper hat.” Whenever my mother chanted: “One, two, three, four…”, I’d reply with “paper hat”. When my father chanted the same though, I’d reply with “five!”.

this is not a direct memory I have of my father though, as I was too young to form actual, verbal memories when this happened. I do remember, however, my father teaching me math when I was about seven. He would show me square calculation by using computer chips that were square-shaped. He’d lay them in a row of, say, three, then lay them in a square of three by three and explain that this is a square calculation. (The Dutch word for the square calculation and the shape isn’t the same, so I had to follow an extra step.) Similarly, he’d explain squareroots by doing the reverse.

We would also spend long evenings looking at his world atlas to see where different countries and other geographic areas were located. I still had enough vision to, with some difficulty, follow his finger along the maps.

When I got older, I had to catch up on reading, as this was one of my weaker subjects, mostly because I didn’t like the fact that I had to read Braille. My father encouraged me, well more like forced me, to do extra reading at home. One memory I have is of me reading Alice’s Adventures in Wonderland in Dutch when I was about eleven. To show me that he, too, was taking up a challenge, he read the book in its original English. I am currently listening to the audiobook in English on Apple Books.

In short, my father nurtured my intellectual side. Currently, I much more value my creative side, which my mother nurtured (a little). Still, my memories of doing academics with my father are mostly good.

#WeekendCoffeeShare (April 2, 2022)

Posted on by Astrid

Hi everyone on this cold Saturday evening. I am joining #WeekendCoffeeShare today. I’m afraid I just have water or maybe the staff has put some soft drinks in the fridge by now. My favorite soft drink, Dubbelfrisss, wasn’t cold when I had my evening drink about an hour ago. Anyway, let’s have a chat.

If we were having coffee, I’d tell you that I finally have been crafting again today after a week of just watching crafty videos and doing nothing creative at all. That is, I’ve been blogging, which counts too, of course, but I haven’t touched my polymer clay or jewelry-making supplies or macrame cords or anything.

Today, I finally did a couple of pieces for the mobile for the baby my sister is expecting. I also finished the polymer clay hedgehog I’d started on about a month ago. At first, I was disappointed, because I’d used up all of a particular color for its body and now it was nowhere to be found, so I couldn’t do the ears in the same color. Turns out real hedgehogs also have slightly differently colored ears than their bodies. Besides, I never really meant to be doing a fully realistic sculpture anyway (I can’t).

If we were having coffee, I’d share that the rest of the week was quite meh. I’ve been having tons of plans in my head, but no ability to actually put them into action. Today, I also experienced a ton of flashbacks and internal chaos. Seriously, the discrepancy between my intellectual ability and my emotional immaturity is really getting at me. I find that I can intellectually think of a lot of things that emotionally I cannot handle at all. I’m not sure if this makes sense.

If we were having coffee, I’d tell you that I may want to research an autism support method by Colette de Bruin. My assigned home support staff pointed it out to me and said she’s pretty much using the method on me already, but I may benefit from learning about it myself.

If we were having coffee, I’d share that I am very happy with the latest iOS update. I finally was able to do some reading again on my iPhone yesterday, since the update fixed a bug that caused my Braille display to become pretty unresponsive. I usually read with just my Braille display, as I don’t like VoiceOver’s synthetic speech for that.

If we were having coffee, lastly I’d tell you that I have a quiet weekend, because my husband isn’t coming over and I have no other plans. Next week though is going to be busy, especially the weekend. I am going to the nationwide cerebral palsy day with my mother-in-law. I will be attending a workshop on aging with CP in the morning, which I am really looking forward to. In the afternoon, I’ll be attending a yoga class. I may not be able to write a coffee share post then, especially since I’m also supposed to stay up-to-date with the #AtoZChallenge. I’ll be certain to write about it though.

How have you been?