How does Autism affect people?

Summary

Podcast Summary: "How does Autism affect people?"

Podcast: Who Smarted?
Date: June 8, 2026
Host: Who Smarted? Team (Trusty Narrator, Trish, Brandon, Abby)
Intended Audience: Kids, families, educators

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Overview

This episode of Who Smarted? explores what autism is, how it affects people’s lives, and ways friends, family, and classmates can support someone with autism. Through a friendly playground conversation between Trusty Narrator, Trish (a special needs teacher and parent to an autistic child), and children Brandon and Abby, the episode breaks down complex concepts with humor, storytelling, and relatable examples. Designed to spark empathy and understanding, especially among kids and families, the episode also answers frequently asked questions and dispels common misconceptions about autism.

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Key Discussion Points & Insights

1. Introduction at the Playground (00:47–04:01)

• Setting: The episode opens with Trusty Narrator meeting Trish and her son Brandon at the playground, joined by Brandon’s friend Abby.
• Memorable Detail: Abby is supportive of Brandon, understanding that he is autistic like her younger brother.
• Trusty asks Trish to answer listener questions about autism, given her experience as both a special needs teacher and a parent.

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2. What is Autism? (05:00–06:22)

• Definition:
  • Trish: “Autism Spectrum Disorder, or ASD, or simply autism, is a developmental disability caused by differences that occur in the brain. People who are autistic tend to process things differently.” (05:06)
  • The brain in autistic people processes sensory information differently, affecting perception, behavior, and communication.
• Example of Differences in Expression:
  • Non-autistic kids might sweat, blush, or chew nails when uncomfortable.
  • Trish: “But an autistic person may not have the capacity to express themselves in the same manner. They might yell or stomp their feet, or they might have what appears to be no response at all.” (06:04)
• Such behaviors are frequently misunderstood by others.

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3. What Causes Autism? (06:41–08:03)

• Brain and Genetics:
  • It’s related to both differences in the brain and sometimes to genetic factors (instructions passed through genes).
  • Trish: “Sometimes there are changes that will increase the risk that a child will develop autism… sometimes it isn’t related to your genes at all, but rather external factors.” (07:13)
• External Risk Factors:
  • Include advanced parental age, complications during pregnancy, or low birth weight.
• Important Note:
  • Trish: “All of these… aren’t causes for autism, but rather what are considered increased risk factors. The truth is, most people who experience these things will not have autism.” (07:49)

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4. How Common is Autism? (08:03–08:52)

• Statistics:
  • Autism is more common than many think.
  • Trish: “If you said a 1 in 36 kids, you're right.” (08:28)
  • For adults, the ratio is roughly 1 in 44 (08:30).
• Many listeners likely know someone who is autistic — or may be autistic themselves.

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5. Is All Autism the Same? (13:13–14:46)

• Spectrum Concept:
  • Autism is a spectrum disorder, meaning there is a wide variety in how it appears and impacts people.
  • Trish: “There's actually a wide range of autism… Autism is known as a spectrum disorder.” (13:34, 13:53)
• High Functioning End (Asperger Syndrome):
  • Avoids direct eye contact, difficulty socializing, preference for routines, deeply focused interests (often fact-based).
  • Brandon’s special focus is baseball statistics.
  • Trish: “Brandon is like the internet when it comes to baseball stats.” (14:37)
• Other End of the Spectrum:
  • Kids may have severe learning issues and need more support, often through inclusion classrooms where all kids learn together.
• Inclusion Classroom:
  • Trish: “I think it's important kids see that not everyone is alike and that there are kids who are different and have their own unique way of doing things.” (15:02)

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6. Challenges & Communication for Autistic Kids (15:11–16:36)

• Response Time & Expression:
  • Autistic kids may need more time to respond, can be misinterpreted as uncaring, or may show emotions differently.
• Advice for Non-Autistic Kids:
  • “Have patience, try to build up their confidence, and be open to different means of communication. Those are all helpful ways of establishing friendship with an autistic person.” (15:32)
• Support Strategies (from Trish’s perspective):
  • Meeting with teachers and school staff before each school year to discuss Brandon’s needs.
  • Trish: “Transitions and changes in routine have a tendency to throw him off… That’s why I always give him a 5 minute and 2 minute verbal reminder when it's time to wrap up.” (16:05, 16:21)

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7. Why is it called Autism? (16:36–17:03)

• Trish: “Autism comes from the Greek word auto, meaning self. It was first used by a psychiatrist named Eugene Bleuler in 1908 to describe a patient who seemed to be withdrawn into his own world.” (16:40)
• Trusty: “And ism in the medical sense means a condition. So Auto is ism became autism.” (17:03)

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8. Relatable Anecdotes & Uplifting Moments

• Brandon’s Perseverance:
  • He tries the balance beam 28 times before succeeding.
  • Brandon: “28 tries is a lot, but Aaron Judge struck out 42 times in his rookie season, so at least I did better than that, right Trusty?” (17:23)
  • Trusty: “Right, buddy? High five.” (17:32)
• Listener Shout-Out:
  • Dedication to Maddie, a listener who has autism and asked for this episode to help others understand—with thanks to her brother and dad for listening as a family. (17:32–end)

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Notable Quotes & Timestamps

• On autistic responses:
  “But an autistic person may not have the capacity to express themselves in the same manner. They might yell or stomp their feet, or they might have what appears to be no response at all.” — Trish (06:04)

• On genetics and risk:
  “All of these things I just mentioned aren’t causes for autism, but rather what are considered increased risk factors. The truth is, most people who experience these things will not have autism.” — Trish (07:49)

• On prevalence:
  “If you said a 1 in 36 kids, you're right.” — Trish (08:28)

• On the nature of autism:
  "There's actually a wide range of autism… Autism is known as a spectrum disorder." — Trish (13:34, 13:53)

• On inclusion:
  "I think it's important kids see that not everyone is alike and that there are kids who are different and have their own unique way of doing things." — Trish (15:02)

• Advice for friends:
  "Have patience, try to build up their confidence, and be open to different means of communication." — Trish (15:32)

• Etymology:
  "Autism comes from the Greek word auto, meaning self...So Auto is ism became autism." — Trish & Trusty (16:40, 17:03)

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Segment Timestamps

• Introduction & Meet at Playground: 00:47–04:01
• What is Autism/Brain Differences: 05:00–06:22
• Causes & Genetics: 06:41–08:03
• Prevalence Stats: 08:03–08:52
• Spectrum Nature: 13:13–14:46
• Challenges & Communication: 15:11–16:36
• Why "Autism"? 16:36–17:03
• Listener Shout-Out & Conclusion: 17:32–end

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Episode Tone

Warm, supportive, and educational—delivering science with kindness and humor. The language is friendly, direct, and accessible for kids, while modeling empathy and respect for autistic individuals throughout the episode.

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Summary

This accessible, kid-friendly episode demystifies autism by blending factual, age-appropriate explanations with heartfelt real-life examples. Listeners learn what autism is (a spectrum of brain differences), how it manifests differently for each person, and are given practical, positive ways to be supportive friends and allies. The ultimate message: everyone’s brain is unique, and understanding and patience go a long way in making the world a kinder, more inclusive place.

Transcript

[A]

Who's that walking through the woods?

[B]

Wyatt's Yoshi.

[A]

Here to explore a world of curious creatures with you. Discovered a creature you haven't seen before. Why don't you get Yoshi to see what it tastes like?

[C]

Hmm.

[A]

Soapy. No wonder this creature blows giant bubbles so big they can carry you. You can even jump from one bubble to another and reach new areas. There are plenty more surprises to disc. Junior, what are you doing out here? You can jump into adventure with Yoshi and the mysterious book. Available now only on Nintendo Switch 2. Game rated E for everyone.

[D]

And now it's time for who's Smarted?

[E]

Psst.

[D]

Hey, smartypants. Trusty narrator here. In case the sound of kids playing swing swinging, slide sliding and teeters tottering didn't give it away, let me just come out and tell you that right now I am at a playground. And while I absolutely loved playgrounds as a kid, I am too big to fit in the swing these days. And the jungle gym isn't really for me. But I did try the curvy slide once. Once. But the truth is, I'm not here to play. I'm here to meet my good friend Trish and her son Brandon. This is their local playground and they come here every day. The weather is nice.

[E]

Oh.

[D]

In fact, there they are now. Hey, guys. Over here.

[B]

Trusty.

[E]

Hi.

[B]

It's so good to see you.

[D]

You too. How are you?

[B]

We're good.

[E]

Hey, Trusty.

[D]

Hey, Brandon. Good to see you, buddy. It's been a while. I missed you two.

[B]

I know. Our schedule's been jam packed lately. Between baseball practices and games, bass lessons and school, it's a lot.

[D]

I hear ya. Brandon, what position do you play on your baseball team?

[E]

Mostly right field. Just like Aaron Judge on the New York Yankees. He's my favorite player in the whole world. Did you know he played in five All Star games, has hit over 250 home runs, and was the American League Rookie of the year 2017?

[D]

No, I mean, I know he's certainly one of the best baseball players in the game, but I don't have all his stats memorized like you do.

[E]

Too bad he got hurt last year. I think he would have broken his own record for home runs and RBIs.

[D]

I think you're right. The only thing he broke was his toe running into that outfield wall.

[E]

You're funny, Trusty.

[B]

Oh, hi, Abby. I didn't see you here.

[C]

Hi, Mrs. Browning. Hey, Brandon.

[B]

Abby, this is our friend Trusty. He's the narrator for the who Smarted podcast. That you and Brandon listen to on

[C]

the way to school.

[F]

Who Smarted?

[B]

No way.

[D]

Way. It's me. Nice to meet you, Abby. I'm glad you like smarting with me and all your friends. On who's Smarted.

[E]

I love it.

[C]

Um, Mrs. Browning, can Brandon come play with me on the balance beam? I learned a new game I want to show him. Um, don't worry. We'll use the lowest beam. It's only three inches above the sand. Brandon can even hold my hand if he wants. Can I, Mom?

[B]

Okay, sure, honey. Just be careful. I'll be right on this bench if you need me. Yes.

[C]

Thanks, Mrs. Browning. Come on, Brandon, I'll race you.

[E]

Okay. On your marks, get set, go.

[D]

Wow, Abby seems like a great friend for Brandon.

[B]

Absolutely. She's a few years older and she has a younger brother, Ethan, who, like Brandon, is also autistic.

[D]

Ah, I see.

[B]

For a 12 year old, she's quite up on the support Brandon needs.

[D]

That's wonderful. I gotta say, I'd be willing to bet a lot of the smarty pants listening have questions about autism. And as a special needs teacher and the mother of an autistic child, I can't think of anyone better than you to answer them.

[B]

Oh, wow. I'd be honored to share what I know with your listeners. Hi, smarty pants. So what do you think they'd want to know?

[D]

Well, for starters, what exactly is autism? How common is it, and what are some of the typical ways people with autism express themselves? And what are some things friends and family members can do to help support someone with autism?

[B]

All great questions. When do we start?

[D]

Right after this theme song. Get ready for another whiff of science

[F]

and history on who's smarted, who's smarted? Who's smart? Is it you? Is it me? Is it science or history? Listen up, everyone. We make smarting lots of fun. On who's smart? And

[B]

are you hungry, trusty? I brought some snacks. Brandon loves snacks and so does his mother.

[D]

I'm good for now. So let's start with the most basic question. What exactly is autism?

[B]

Autism Spectrum Disorder, or asd, or simply autism, is a developmental disability caused by differences that occur in the brain. People who are autistic tend to process things differently.

[D]

And by process things, you mean the

[B]

way your brain handles information. As you know, your brain is the place for processing all the things that your senses are detecting. In people with asd, the connections between neurons in the brain are different than people without asd. And when those connections become disrupted in one way or another, it Changes the way you perceive things. This can affect behavior and communication.

[D]

Can you give me an example?

[B]

For instance, a non autistic person who finds themselves in an uncomfortable situation might sweat, blush, or chew their nails.

[D]

Or if you're me, all three.

[B]

But an autistic person may not have the capacity to express themselves in the same manner. They might yell or stomp their feet, or they might have what appears to be no response at all. Either way, these responses are often misunderstood by people who don't understand what's happening.

[D]

I see.

[B]

Abby recognized this a few years ago when Brandon got super frustrated and threw himself on the ground during recess at school.

[C]

Come on, Brandon, two more steps. You can do it.

[B]

Whoa.

[E]

Whoa.

[B]

Whoops.

[E]

I didn't make it.

[C]

That's okay. We'll try again.

[D]

It's so great he has her as a friend. So, does autism all take place in the brain?

[B]

Actually, research shows that sometimes there are changes that happen in your genes.

[D]

Smarty pants, do you know what your genes are? No, not your blue jeans. Your genes are like instructions inside your cells that help determine who you are. Part of the DNA that gets passed down from previous generations, like eye color, hair color, and how tall or short you'll be is in your genes.

[B]

Exactly. Well, sometimes there are changes that occur that will increase the risk that a child will develop autism. But the parents themselves don't have to be autistic to pass on this gene. Oh, and sometimes it isn't related to your genes at all, but rather external factors.

[D]

Smartypants, do you know what external means in this case? We're talking about factors outside the body.

[B]

For example, one or both parents being an advanced age, complications during a mom's pregnancy, or having a low birth weight, to name a few.

[D]

Gotcha.

[B]

It's important to remember that all of these things I just mentioned aren't causes for autism, but rather what are considered increased risk factors. The truth is, most people who experience these things will not have autism.

[D]

Okay, so how common is it? Before you answer, Trish, let's see what the smarty pants think. Smarty pants, how common do you think autism is among kids in the United states? Is it a 1 in 36 kids, b 1 in 3600 kids, or c 1 in 36,000 kids?

[B]

The answer might surprise you. But if you said a 1 in 36 kids, you're right.

[D]

Oh, wow. That's a lot more than I thought.

[B]

And the latest figures estimate the ratio is 1 in 44 adults.

[D]

Again, that's a lot more common than I would have thought. I'm sure most of the smarty pants listening know someone who is autistic. In fact, I know some of our smarty pants listening right now are autistic. And I hope they're enjoying this episode so far.

[E]

Hey Mom, I almost got halfway across the balance beam.

[B]

That's great, Bran. Let me know when you want a snack.

[E]

I will. Come on, Abby, let's try again.

[D]

Actually, I could use a snack if the offer still stands, of course.

[B]

Trustee.

[D]

Okay, as we just learned, a lot of people are autistic. But is all autism the same?

[B]

Great question, trusty. The answer is coming up right after

[D]

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[B]

No worries, trusty. I always bring extra. He gets very upset if there isn't enough.

[D]

Anyway, you were about to tell me if all autism is the same. Smartypants, what do you think? Yes or no?

[B]

The answer is no. Whoa. There's actually a wide range of autism.

[D]

Smarty pants. Do you know the word that's used to describe this wide range of autism? We actually mentioned it earlier. Is it A spectrum, B fluctuation or C syndrome?

[B]

The answer is a spectrum, which means range or variety. Autism is known as a spectrum disorder. On one end of the spectrum there's high functioning autism, also known as Asperger Syndrome. That's where Brandon is.

[D]

Yes, I've heard of Asperger syndrome. How does that present itself?

[B]

Many people with Asperger tend to avoid direct eye Contact, have difficulty socializing with others, are set in their routines, and have very specific areas of interest that they're highly focused on. Typically subjects that utilize facts and figures.

[D]

Ooh, smarty pants. Do you remember what Brandon was focused on? Did you say baseball?

[B]

Yep, that's it. Brandon is like the Internet when it comes to baseball stats.

[D]

Amazing. And on the other side of the spectrum.

[B]

On the other side of the spectrum are kids with more severe learning issues who often require additional support systems to assist them at school. Brandon is in what's called an inclusion classroom, where students with and without learning differences can all learn together.

[D]

That's great.

[B]

It truly is. I think it's important kids see that not everyone is alike and that there are kids who are different and have their own unique way of doing things.

[D]

I imagine that can be difficult for some kids to understand.

[B]

It can be, especially for autistic children who often require more time to respond. They can't figure out the right words to express themselves or are misunderstood by appearing not to care.

[D]

What would you recommend kids without ASD do to help support someone with autism?

[B]

Have patience, try to build up their confidence, and be open to different means of communication. Those are all helpful ways of establishing friendship with an autistic person.

[D]

Those are some great suggestions. As the parent of an autistic child, what are some things that you do to help support your son?

[B]

Each year, before the school term begins, I meet with Brandon's new teacher, her assistants, and the principal to discuss the various issues affecting him specifically. Like many other kids with autism, transitions and changes in routine have a tendency to throw him off.

[D]

Like what?

[B]

Like a fire drill or a new person working in the cafeteria. In fact, I try to meet with everyone from cafeteria and custodial staff to security personnel and anyone who might have contact with Brandon during the school day.

[D]

Smart idea.

[B]

He's pretty set in his routines and any sudden change can upset him. That's why I always give him a 5 minute and 2 minute verbal reminder when it's time to wrap up doing a project or practicing bass or watching baseball.

[D]

Makes sense. I have one other question. Why is it called autism?

[B]

Great question. Autism comes from the Greek word auto, meaning self. It was first used by a psychiatrist named Eugene Bleuler in 1908 to describe a patient who seemed to be withdrawn into his own world. Like I said, some autistic kids tend to have little to no reaction to things, so it appears as if they are removed or not quite there.

[D]

Ah. And ism in the medical sense means a condition. So Auto is ism became autism.

[B]

Hey, you two. How'd it go on the balance beam?

[E]

I'm not gonna lie, it was hard at first, but after 28 tries, I made it across without falling.

[C]

And I didn't even have to hold his hand.

[B]

Way to go, honey.

[E]

Yeah, I know 28 tries is a lot, but Aaron Judge struck out 42 times in his rookie season, so at least I did better than that. Right, trusty?

[D]

Right, buddy? High five. A special shout out to Maddie for writing to us and requesting this episode topic. Maddie wrote that she has autism and wanted to further understand it and spread awareness to help others like her. Well, thank you and hopefully we did just that. Oh, and of course, I can't forget her brother Josh and dad John. Thank you all so much for smarting with us and being part of our smarty family this episode. Autism was written by Dave Davis and voiced by Dexter Mayo, Jenna Hoban, Gia Davis and Jerry Colbert. Technical direction and sound design by Josh Hahn, who Smarted is recorded and mixed at the Relic Room studios. Our associate producer is Max Kamasky. The theme song is by Brian Suarez with lyrics written and performed by Adam Tex Davis, who Smarted was created and produced by Adam Tex Davis and Jerry Colbert. This has been an Atomic Entertainment production.