Autism

Button Mashing Through Life

Back when I was just a lad—you know the expression: knee-high to a grasshopper and all that—I used to play video games. (Not so much anymore.)

There was this one fighting game I played at home or at friends’ houses. It had almost no story. Just street brawls between characters from around the world. Nobody cared about the plot—except me. But that’s not really the point of today’s post.

You’d press buttons on the controller, and your character would attack, block, jump. If you pressed the buttons in just the right order, the character might throw a fireball or do a spin kick across the screen.

I could never pull that off.

More than once, I got accused of being a button masher—just frantically hitting buttons and hoping something cool would happen. I’d try to do a special move, and my guy would just… punch the air or crouch awkwardly.

So I fell back on the basics: jump, block, basic attack. Over and over. It was apparently the wrong way to play. “Cheap shots!” they’d say. “Come on, learn the moves!” But if I didn’t do it my way, I couldn’t play at all.

Then it got worse.

They released a Turbo Edition—it had more characters, sure, but the real feature? Speed. Everything moved faster. I barely kept up before, and now I was just mashing buttons in panic.

My friends got so good that they’d put the controller on the floor and play with their toes against me. One friend even disabled special moves entirely—and still had better reflexes.

It felt like the whole world had mastered this game. Meanwhile, I was barely hanging on, mashing buttons and hoping for a lucky win. It was frustrating. Honestly, I still can’t play real-time combat games. I just don’t think that fast.

But this isn’t just about video games.


Social Button Mashing

Growing up? Socializing? Going to school?

I was button mashing there, too.

Other kids seemed to know how to play the social game. They’d banter, joke, move from game to game, conversation to conversation, like they had the manual. I didn’t. I was just doing random things and hoping they were the right ones.

People made jokes, and I’d laugh—if others did. I usually didn’t get the punchline until an hour later. People told me things, and I believed them… until I found out later that I shouldn’t have.

My older brother used to ask me, “Do you want a USA?”

He never explained what that meant. The first few times, I said yes. I eventually learned that “USA” stood for Unexpected Sack Attack. A literal kick in the crotch.

It took me a few times to understand that it was always going to be a kick in the crotch.

So if I flinch when Americans say their country’s name, now you know why. And I apologize.

I spent years trying to play the game I thought everyone else was playing. I stuck to the same safe moves—repeat, duck, cover. But that’s exhausting. And lonely.


Turn-Based Thinking

That’s why I started playing role-playing games instead. In those games, nothing moved until I was ready. I could breathe. I could think. I could pause the world and plan my next step.

RPGs were like puzzle games where emotions and decisions mattered. I loved that.

And for a while, I believed that maybe I could learn how to be “normal” from these games—how people talked, how they handled problems, how they grew. They gave me space to try on different roles.

Looking back, I wasn’t just trying to win—I was trying to keep up. Trying not to fall behind in conversations, in friendships, in growing up. I wasn’t ‘playing wrong’—I just had a different controller, and that’s an important distinction.

Eventually, I realized something even better than games though.

Books were the real key.

Books didn’t judge how fast I turned the page. They didn’t expect instant reactions. They let me live someone else’s story for a while. And somewhere in all those pages, I started figuring out my own.

Blankets

There is something amazing about a blanket. It is calming and comforting. Everyone should have a blanket.

I look back at Linus from the Peanuts comics. He was always seen with his blanket. My family used to call it a security blanket. He used to wear it as headgear or use it as a whip, but for me, that’s not realistic.

Ford Prefect from Hitchhiker’s Guide to the Galaxy always carried a towel.  In a way, it was his security blanket. But of all the uses mentioned, wrapping yourself up tightly wasn’t one of them.

I read and hear a lot about weighted blankets helping neurodivergent and autistics out. When I  was younger, I loved heavy blankets, and for years I never equated the two.

A heavy or weighted blanket puts a constant warm soft pressure on your body. That pressure helps you feel safe and calms you down when stressed.

For me, it is like a full body hug. A hug from someone who never judges you, never demands anything,  and never needs to break the hug until you are ready. I particularly enjoy snuggling in a blanket.

Unfortunately, when I got married, I didn’t have the words to explain my need for blankets.  I had always assumed everyone loved them like I do. My wife was raised without blankets. Where she was raised, in the tropics, blankets were more of a status symbol.

For the first few years of marriage,  my side of the bed had blankets at night. And even today on warm nights, she doesn’t use blankets. And heavy blankets are only for cold nights.

We have both adjusted to each other’s needs. Sometimes, with two different blankets on the bed.

But blankets are not just for beds. Our living room has a couple of thin blankets.  On stressful days, I will return home and cocoon myself on the sofa. Or half cocoon on medium stress days.

Cocooning is when you wrap the blanket tightly around yourself.  It gives the same comfort as a weighted blanket. I may lay down completely cocooned and isolated for a few hours.

On less stressful days, I will half cocoon. I wrap the blanket tightly around my legs and lower torso. Then I can drink tea or use the remote control to watch TV.

When in this mode, the TV is mostly for white noise. It doesn’t really matter what comes on. As long as it takes my mind off the day.

Tonight, I am up at a lodge for a church retreat with my family. My children and I are delighted that there are heavy blankets on all the beds. Just sitting here with it is relaxing.

Goodnight, I hope you all have amazing blankets

Routines – just how important are they?

I recently informed my whole school staff that I am Autistic. It was a terrifying experience. But what does that mean? How can I function as a teacher?

As with any part of my life, routines are very important. I can not stress this enough. Routines are so important. The less stress I can put on my brain the better.

The school I am at has a 6 day cycle. We work 5 days a week, and the days are cycled from days A through F. So each week is a different combination of letter days. It has taken me 3 1/2 years to get used to this. I am never sure what I am preparing for the next day. I want to have spelling quizzes or short review games every Friday. I can’t. I never know what time I have having class on Friday, or what subjects, or how many classes. Don’t get me wrong. I understand the original reason for this; to alleviate loss of class from special events (usually on Fridays). But it is really hard to get used to. And my Neurodivergent students have this same difficulty.

But here’s the thing, routine changes compounded upon each other make things harder. For example. If I come into class on Monday, knowing it is a Day C for example. I have to plan out my marking time, and printing time. And then we have an assembly. It changes the routine. I don’t get to do my marking or printing at my planned time. My brain starts to Itch. Then I rush to do that at my lunch. I go to eat but discover they don’t have my safe food (Penn Bolognese and Salad). That’s another two routine changes. My brain begins to go into a panic. I have a monthly meeting after school to plan for. I know about it, but since it’s monthly, the routine is not there. I start to panic, and my brain begins to feel hot and swollen. What I am supposed to do or say at the meeting? I start to feel really upset. And then I have a student innocently interrupt my lesson with something unexpected. This could be what causes me to just sit down and shut down for a moment.

I have gone silent on my class. Lately, I have begun to just sit on the floor of my class during instruction time. Not because I want the attention, but I honestly just can’t think, and worry about falling over.

I have been honest about my autism with my students since the beginning of the year. I let them know about my quirks, and loud voices, and shut downs. Some of them took it serious, others are just starting to realize that I was not joking.

But they are just 8 or 9 years old. Should they have to deal with that? I ask myself this a lot this year. I have to remind myself that its not that they are dealing with it. I am dealing with it. They are learning about how to be accepting, and open to different peoples. Or I hope they are learning that. There is no assessment for this. No score. No grade.

I have some amazing students, who guide me back. They shouldn’t have to, but they have taken on the task. They quiet the class down, as much as they can. And they ask me about the subject at hand after I have had a short sit down. Prompting me back to the topic I was teaching. This helps me refocus.

Back to my topic. Routines. I am an adult who has been doing this for 40+ years. I still have this difficulty. So, what about my students? As we get closer to the end of the school year, events increase. We experience more disruptions to routines. “Fun” activities, according to the leadership. I understand they want the kids to end the year with some “fun” memorable events. But my 8 year olds, who are still learning how to manage their emotions, have trouble with their routines. Their routine is disrupted so frequently, that we are seeing more and more sensory issues, that lead to meltdowns.

My monotropic brain freezes up when I face a decision. Do I continue teaching 17 students the lesson on grammar? Or do I go console and guide the student having a meltdown in the middle of the room? I actually freeze up. My brain wants to continue what it was doing (The lesson) because changing gears is difficult. But my heart wants to stop everything and guide them, and calm them. I know the rest of the class should learn from this. However, I get stuck. Then I get frustrated because I need to change gears and can’t.

Imagine, if you will, you are in a mine cart moving along a track. (Minecraft players will like this reference). You are going down a hill, and are enjoying the ride. But you realize that up ahead is a switch you need to hit to change directions. You then pull heavily on the breaks. You slow down your cart so that you can go at a speed slow enough to hit the switch. You can imagine how hard it is to pull that break for the entire hill. You know you need to change track. The one you are on will either hurt someone or lead to a dead end. But do you have the strength? Can you do it in time?

My brain works like that. I need to pull on the breaks heavily to change tracks. It’s so much easier to stay on one track, my routine. Change it and I have to pull that break often. Otherwise, I have to deliberately go slow all day. I often take frequent breaks to accommodate this change.

And the children have it harder, because they don’t have the strength to pull that break for long. Not yet. So what ends up happening is their mine cart crashes. They get hurt. They are not screaming and kicking things and collapsing on the ground because they want to. They are hurt, and they don’t know how to deal with it.

Routines help prevent this. Just let us stay on our tracks, or only change the tracks a very little. And always give us a lot of time to process the change in advance.