How to Support Your Working Memory: Strategies for Autistic Adults
Understanding the influence of autism on working memory is pivotal for Autistic adults who strive to effectively tackle everyday challenges. From recognizing challenges in working memory to finding customized strategies, the process of reinforcing your working memory can be empowering.
Working Memory
Working memory is a personal workspace in your mind, a space where information is held on a temporary basis. For Autistic individuals, grasping the nuances of working memory is vital for enhancing daily activities (Baddeley, 2012). Core to many thinking tasks, this includes participating in dialogues, finding solutions to problems, and making plans. Autistic individuals may find it tough to multitask or hold onto directions, which hints at how autism uniquely influences thinking processes (Habib et al., 2019). Acknowledging such challenges is the first step in recognizing cognitive patterns and developing personalized techniques to bolster working memory.
Autism's Unique Effect on Working Memory
Autism shapes working memory in distinct ways, impacting complex task performance and the ease of shifting attention swiftly (Gardiner & Iarocci, 2020). Such dynamics are central to everyday undertakings like following multi-step directions or adapting to plan changes, and they play a part in how Autistic adults learn, work, and socialize (Palmer & Wehmeyer, 2003). Understanding this interaction is essential for devising effective strategies to manage these cognitive features.
Sensory Overload and Its Impact on Working Memory
In the context of Autism, the effects of sensory overload on working memory can be profound and disruptive.
Decoding Sensory Overload
Sensory overload occurs when one or more of the body's senses experience over-stimulation from the environment, including sights, sounds, touch, etc. For Autistic individuals, their heightened sensitivity can often lead to sensory overload, resulting in overwhelming stress or discomfort (Robertson and Simmons, 2013).
Sensory Overload and Working Memory
When an individual experiences sensory overload, their working memory, or the capability to hold and manipulate information, can be significantly compromised. This is because the brain is preoccupied with processing the influx of sensory information. As a consequence, the ability to perform tasks requiring working memory, such as problem-solving or following directions, can become considerably more challenging (Au et al., 2017).
Mitigating the Effects
Autistic individuals can adopt strategies to manage sensory overload, thereby reducing its impact on working memory. These strategies might include utilizing sensory aids such as noise-cancelling headphones, creating calming routines, or leveraging mindfulness techniques to ground oneself in a moment of sensory overwhelm (Grandin, 2006; Fleming, 2016). Further research into and understanding of one’s personal sensory responses can help in customizing these coping strategies effectively.
Strategies to Amplify Your Working Memory
Proven Techniques to Enhance Memory
Autistic adults can employ several tactics to strengthen memory function, including visualizing concepts, chunking information into smaller pieces, and practicing repetition to bolster memory (Dawson & Guare, 2018). Association, which links new data to familiar concepts, can also create potent memory triggers (Robson, 2019). Integrating these practices into daily life can simplify tasks that were once challenging.
Personalizing Memory Strategies
It's important to align memory strategies with the varied experiences of Autistic adults. Experimenting with an array of approaches, from tech apps to classic tactics like making lists, is crucial in pinpointing what works best on a personal level (Fleming, 2016). Recognizing which environments are most conducive to focus—be it quiet areas or those with some ambient noise—and establishing consistent patterns can reduce mental workload (Barkley, 2012). Such customizations can significantly influence working memory and daily performance.
Seeking Support: You're Not Alone
The Strength in Asking for Assistance
Asking for help when navigating working memory challenges is commendable. Expressing your needs clearly to those around you ensures they understand and can offer more targeted support—this includes friends, relatives, and professionals (Happe & Frith, 2006). Requesting help invites others to share in your experiences and can greatly contribute to memory improvement.
Building a Community of Support
Creating a support network with others who live with the Autistic experience is valuable. Forming bonds via support groups, social media, or neurodiversity-focused gatherings brings emotional support along with actionable tips to manage working memory (Silberman, 2015). These bonds foster a sense of belonging and shared encouragement.
Implementing Systems: Creating Support Structures
Tools for Organizational Support
Employing tools such as digital calendars or task management apps can substantially reduce the effort needed to remember details (Rabiee et al., 2020). Also, tactile aides like planners or sticky notes act as visual reminders, and developing habits can streamline daily responsibilities, thus preserving working memory for additional tasks.
Consistency in Routines Aids Memory
Putting a stable routine in place provides a reliable framework for everyday life, diminishing the cognitive demands of decision-making and reinforcing working memory. Steady habits related to the sequence and timing of tasks can make these actions second nature, simplifying everyday life and freeing mental space for more complex or unplanned tasks (Grandin, 2006). Regular self-reviews help ensure these routines remain fitting for an individual’s requirements.
Embracing Your Autistic Identity: A Powerful Viewpoint
Celebrating What Makes You Different
Valuing neurodiversity involves acknowledging the unique skills and perspectives of Autistic people, including heightened focus and creative approaches to problem-solving (American Psychiatric Association, 2013). Accepting your neurodivergent self means recognizing the value of these capabilities and their contribution to enriching society and inspiring innovation.
Paving Your Road to Achievement
Viewing the neurodivergent journey as a path toward success includes setting goals, exploring various support methods, and identifying environments that align with your strengths (Silberman, 2015). Establishing connections with fellow Autistic adults offers additional backing and aids in personal growth, turning your neurodivergent traits into a valued asset in reaching your unique goals of success.
References
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing.
Au, J., Sheehan, E., Tsai, N., Duncan, G.J., Buschkuehl, M., & Jaeggi, S.M. (2017). Improving fluid intelligence with training on working memory: a meta-analysis. Psychonomic Bulletin & Review, 22(2), 366–377.
Baddeley, A. (2012). Working memory: Theories, models, and controversies. Annual Review of Psychology, 63, 1-29.
Barkley, R. A. (2012). Executive functions: What they are, how they work, and why they evolved. Guilford Press.
Dawson, P., & Guare, R. (2018). Executive skills in children and adolescents: A practical guide to assessment and intervention. Guilford Press.
Fleming, M. (2016). Memory matters: A special needs guide to living successfully. Jessica Kingsley Publishers.
Gardiner, E., & Iarocci, G. (2020). Everyday executive function and adaptive routines in boys with autism spectrum disorder: An initial study. Journal of Autism and Developmental Disorders, 50(2), 625-636.
Grandin, T. (2006). Thinking in pictures, expanded edition: My life with autism. Vintage.
Habib, A., Harris, L., Pollick, F., & Melville, C. (2019). A meta-analysis of working memory in individuals with autism spectrum disorders. PLOS ONE, 14(4), e0216198.
Happe, F., & Frith, U. (2006). The weak coherence account: Detail-focused cognitive style in autism spectrum disorders. Journal of Autism and Developmental Disorders, 36, 5-25.
Palmer, S. B., & Wehmeyer, M. L. (2003). Promoting access to the general curriculum by teaching self-determination skills. Exceptional Children, 69(4), 427-439.
Rabiee, B., Masoumi, S., & Hosseini, F. (2020). Effect of calendar reminder application on adherence to medication regimen in patients with hypertension. Journal of Education and Health Promotion, 9, 309.
Robertson, C. E., & Simmons, D. R. (2013). The relationship between sensory sensitivity and autistic traits in the general population. Journal of Autism and Developmental Disorders, 43(4), 775-784.
Robson, J. (2019). Memory booster: Boost your memory for adults. Joseph Robson.
Silberman, S. (2015). Neurotribes: The legacy of autism and the future of neurodiversity. Avery Publishing.
Interested in working with us?
