A complete Chapter I was published 6/26/2021. That meant ALL 10 chapters (Pre-A through I) were initially posted in this blog by that date. However, before Chapter I of the Adventures of Aspie Mouse can be considered fully ready for formal publication, it needs some changes, based on the new direction the totally revised preface (Ch. Pre-A) went — focusing on the positive side of 27 common characteristics associated with Autism.

With this edit of 5/16/2022, Chapter I’s panels are now complete. The questions and notes, however, still need to be redone since they were last revised in November, 2021. Chapter I has become the featured chapter again, even while its notes & questions are updated again.

Major changes in the panels between 6/26/21 and 5/16/2022:

** One page was added, so Ch. I is now 34 pages, still second longest (to Ch. G’s 36 pp.).

** As noted in the revised Ch. Pre-A: added to all chapters as appropriate are thoughts that Aspie Mouse and other Autistic characters first have in response to a an anxiety-creating situation. Thus readers see how useful it is when those with Autism pause before acting on their first impulse, allowing them time to consider taking a more positive action leading to better results. But when instead the Autistic character acts on that initial impulse — ignoring possible bad results, such as in Chapters A and H, when Aspie Mouse is determined to “party” with Spike — things don’t turn out so well.

** The two male zookeepers are given more prominent roles and more nuanced personality differences. The zookeeper with Latino ancestors has been renamed Jesse Perez and is Neurotypical. The zookeeper with Southeast Asian family roots has been renamed Danh Pham and is Autistic — with speech challenges not evident in other Autistic characters in this work. Their misunderstanding/ misreading of each other is meant to mimic real-life Neurotypical/ Neurodiverse interactions. Neither is all-good nor all-bad. Within the limits of their brief appearances in this chapter, both are shown to be reasonably true to themselves.

Set during the early months of the Covid-19 coronavirus pandemic, Ch. I’s main focus is on Aspie Mouse’s interaction with a variety of the zoo animals he meets while accompanying his sister E-flat. At the end of this last chapter of this graphic novel — as these two gray mouse siblings walk home — E-flat’s “oh by the way” revelations: (a) offer hints as to how some loose ends from prior chapters may get resolved; and (b) open up new possibilities intended to be explored in a sequel, Further Adventures of Aspie Mouse.

Aspie Mouse’s sister E-flat — the other major character besides Aspie Mouse in this chapter — is first introduced briefly in Ch. B; she’s then the last of the “visitors” in Ch. G, and makes a cameo in Ch. H in preparation for her key role in this chapter. Her character — meant to show someone (or some-un as the mice say) not as strongly impacted by Autism as most others in this work, but still on the “spectrum” — will be given more prominence in the sequel, Further Adventures …, as will Aspie Mouse’s MIT buddy Hashtag. The author wants to give females readers “heroes” (heroines?) they can root for, but also to show how often females with Autism are overlooked/ misdiagnosed, because they often “present” differently due to different socialization practices.

Chapter I Notes & Questions — Notes:

Set during the early months of the Covid-19 coronavirus pandemic, Ch. I’s main focus is on Aspie Mouse’s interaction with a variety of the zoo animals he meets while accompanying his sister E-flat. E-flat is volunteering to help feed other small animals now that humans are suddenly scarce after the zoo was shut down due to the pandemic.

Chapter I begins with Aspie Mouse learning about the pandemic from his sister E-flat. The time is likely mid-late April of 2020, a good five months after Chapter H ends (a week before Veteran’s Day): this “gap” may raise questions from observant Aspies. The author tries to cover that long time gap in the first panel. As an inconsistency that bothers the author, may it also bother some other Aspie readers? Is any explanation necessary?

Aspie Mouse’s sister E-flat — the other major character in this chapter — is first introduced briefly at the beginning of Ch. B; she’s then the last of the “visitors” in Ch. G; then she makes a cameo in Ch. H, before her key role in this chapter. She is someone (or some-un as the mice say) who is likely on the “spectrum, or at worst sympathetic to those more obviously so, yet not as clearly Autistic as most other Autistic characters in these chapters. E-flat will be given more prominence in the intended sequel, Further Adventures of Aspie Mouse, as will Aspie Mouse’s classmate from the mouse MIT, Hashtag. In addition to giving females readers “heroes” (heroines?) they can root for, the author intends to broaden their roles in the sequel to show how often females with Autism are overlooked/ misdiagnosed, because they often “present” more Neurotypically, probably due to girls having different socialization expectations growing up vs. boys.

Chapter I begins with Aspie Mouse learning about the pandemic from his sister E-flat. The time is likely mid-April of 2020, a good five months after Chapter H ends –a week before Veteran’s Day: this “gap” may raise questions from observant Aspies. The author tries to cover that long time gap in the first panel. As an inconsistency that bothers the author, may it also bother some other Aspie readers? Should an explanation be necessary?

Question set 1 is basically the same as for every chapter A-H in referencing 27 characteristics of Autism, offering readers an opportunity to see: how these traits play out in Aspie Mouse and other characters (Autistic and not); how some traits often seen as negative can have positive aspects; and how many traits exhibited by Aspie Mouse and other characters reflect their own behaviors. Question I-1d is broader than in other chapters, asking the reader to look at their own Autistic traits throughout all the chapters, not just this one.

Question set 2 is about the pandemic, and may need further revision as the book is reprinted. That’s because the longer after March 2020 this book is read, the less likely readers will remember how different the world was during the first few months of COVID-19 vs. how it became later: masks were just beginning to be worn (other than by medical personnel); schools were all-remote the entire spring; outdoor venues like zoos were shuttered as well as indoor facilities; people were afraid of catching the virus from touching doorknobs; and there would be no vaccines for almost another year.

AM is eager to join E-flat to the zoo when the opportunity to play with a variety of cats is proposed — for too long, he hasn’t been able to at his new home. But first he sees pandemonium (and no social distancing or mask wearing) at a feeding site for non-zoo animals suddenly deprived of their usual food source: zoo visitors!

So then Aspie Mouse “wanders off” to visit other parts of the zoo. This is the first of several times during this chapter that a common Autistic trait appears: leaving someone else, whether for a few hours or even years — in this instance his sister, E-flat — with no ceremony or even a goodbye. It comes up again with the bats, with the Flat-headed Cat, with mice Aspie Mouse rescues, and at the very end, with E-flat again — only this last time she blows up about it!

The main thrust of this chapter concerns the social interactions Aspie Mouse has with various animal species, including fellow rodents. As in real life, the other animals having very different experiences and perspectives vs. what he brings, results in major misunderstandings.

Aspie Mouse first comes across bats — fellow rodents, but with completely different powers and problems. Question set 3 explores how this goes, especially in how little Aspie Mouse seems to understand the “humor” they’re using at his expense. Their banter reminds him too much of the squabbles he had with his siblings growing up, so he leaves eagerly to find the promised cats.

But first he decides to take a shortcut through Monkey Island. Turns out while it IS a shortcut, Monkey Island is not without its own risks. Aspie Mouse learns that animals playing together with their own species may play very differently with other species, even if that doesn’t quite translate to his own relationships with cats not named KK. Question set 4 explores the paradox that the monkeys are as eager to play as he is, yet Aspie Mouse is horrified at the way they use him as their toy.

The heart of the chapter comes next: Aspie Mouse’s journey through the four buildings in the cat quadrangle. He gets more than he bargained for, especially in the first three buildings, devoted to large, medium-large and medium-small wild cats. Question set I-5 asks quite a bit about the cats Aspie Mouse meets. The last question about cat gender is answered by knowing something obvious about large yellow cats (which gender has a mane and which doesn’t); then how a small-medium cat gets addressed by another; and then how Aspie Mouse gets involved with the first small “house cat-sized” cat he meets and finally what that small wild cat’s next-door neighbor tells AM.

Aspie Mouse’s “misreading” of the signs, especially in this feline quadrangle, may be worth pointing out or explaining to poor readers so they get the jokes, in mistaking: ocelot for oscillate, bats for cats, leopards for lepers, linux (a programming language) for lynx; and he doesn’t realize “felines” are cats. As soon as he leaves the “feline” quadrangle, he mis-reads the sign for the next place as well: he thinks “Birds of Prey” has something to do with birds praying! For the canines, Aspie Mouse calls the hyenas “heinies.” Later, he mistakes the first initial “R” in reptiles for the word “rodents!”

If this work is used in a class or other learning setting, you may want to ask your students to do additional research about one or more of the different feline species introduced here; that’s what Question Set I-6 offers. The author took some time to research the various animals introduced in the feline, canine, reptile and rodent buildings as he wrote Chapter I.

While anxiety is mentioned in several chapters in this graphic novel — given how universal it is as an issue for those with Autism, and how many without Autism it also affects — depression is only really mentioned once, in this chapter, thanks to Aspie Mouse’s interactions with the Flat-headed Cat. Thus, this is the only chapter with a Question set (I-8) addressing both. Anxiety & depression are closely tied in with low self-esteem, negative self-talk and lack of trust of both self and others. Also, anxiety and depression are treated with the same medications, as the body’s response to anti-depressants is essentially the same for anxiety. Anxiety continues to be a major part of his next stop also.

Aspie Mouse gets a chance to be a hero at that next stop: the Birds of Prey outdoor exhibition, yet his first intention for the problem he solves — how a mouse can get into the exhibit — changes into how to get them out, when he learns why his fellow mice are part of the exhibit — as food for the raptors! So he first helps one mouse — then others — get out. Solving this “problem” also helps him cope with his paralyzing anxiety in seeing fellow mice being killed and eaten to the point of throwing up — a way Autistic folks often show anxiety and/ or depression (the author got queasy during a rough 3-1/2 month period as an adult, and the author’s son often lost his breakfast if he was pushed too hard to get out in time to catch the bus to school).

This is one of very few times in these Adventures when Aspie Mouse essentially “freezes” with anxiety. If he previously experienced one of his own species being hunted and eaten, it likely left a “PTSD” impression, though if he did, it didn’t carry over to freezing in the presence of cats! Freeze is a well-known reaction to anxiety for almost everyone who has Autism. While it’s usually safer than acting out of arrogance (representing another possible response to fear/ anxiety – fight), and often easier than flight (running away physically), the cost of doing nothing and staying frozen is high. Thus this may be a good place to zero in on what causes readers’ own “freeze” response to anxiety-creating situations — is it due to a gummed up executive function? Then what — if anything — can get them to “unfreeze?” For Aspie Mouse, it’s shifting into problem-solving/ pattern-seeking mode, which allows him to experience the “excitement” response to anxiety (like before going on stage), rather than a shut-down panic mode.

The Birds of Prey exhibit presents Aspie Mouse with another opportunity to interact with “Neurotypicals” of his own species. While the usual misunderstandings occur, Aspie Mouse and the other mouse work together to make more holes in the net and free more mice. In other words, they are able to collaborate, to work together. Question sets I-7 asks about Aspie Mouse as a hero; I-8 anxiety & depression as noted; I-9 covers his interactions with his mouse peers..

However, another pair of characters — human ones — are introduced at the Birds of Prey exhibit and then come back twice more later in the chapter: two male zookeepers. One is Latino and Neurotypical, Jesse Perez. The other has Southeast Asian family roots, Danh Pham, who is Autistic — with speech challenges not shown for other Autistic characters in this work. Neither is all-good nor all-bad, but they do see their “same job” very differently. Within the limits of their three relatively brief appearances in this chapter, both are shown to be reasonably true to themselves, putting them in conflict with each other. Their misunderstanding/ misreading of each other is meant to mimic real-life Neurotypical/ Neurodiverse interactions. The “lesson” is to be careful not to judge someone else too quickly based on initial impressions — each of them has good reasons for the stances they take. Question set I-10 relates to these two.

Realizing it’s time to find his sister, Aspie Mouse is nevertheless distracted by hearing barking, howls and strange laughing sounds coming from the Canine Carousel down the hill. AM decides to see if these other dog-like creatures are like Emma in Chapter E — loving to chase sticks. But no, hyenas, dingoes and foxes aren’t as interested in chasing sticks as they are at chasing Aspie Mouse — with AM even able to read the clever foxes’ thoughts of wanting to eat him! So he leaves there without visiting wolves, jackals, etc. and finds a tree to climb to look for his sister (whose name he still can’t remember), but finds instead it’s a set-up by zookeepers putting out leaves on high branches to feed giraffes (prompting Question I-9.3), and in sliding down the giraffe’s back, begins a series of being passed from animal to animal — from the giraffe to a kangaroo, then to a two-humped camel and finally to an elephant, who sends AM to the reptile house.

Because he first mistakes the reptile house for a rodent house, he eagerly enters when two zoo guards open the door. When the guards take a break before feeding their mice to snakes and other reptiles, AM frees the mice, and gets some help finding the real rodent building, where he indeed meets up with his sister. As to the question Jose asks Tran while they’re feeding the reptiles — which house has the most species? — the answer should be rodents, hands-down: their 15,000 species account for about HALF of all mammals! And yes, there are a lot of reptiles, particularly at this zoo.

The “Rodents Rule” building is second only to the cat quadrangle in terms of focus for this chapter. And since it’s the only place in the entire graphic novel with actual music, and the only building AM visits featuring interplay between AM and his sister, for many it could be the highlight of the chapter. To learn the names of the other rodents, E-flat sings them a question, and they sing back. Just as the author did research on the animals to make them realistic and prompt science questions, in “Rodents Rule” all the music provided can actually be played — it was all created for this purpose (except for one “satirical” riff on a popular tune), so musically inclined students now have their own way to get more deeply involved. If you only have time to create one melody to use, try the Guinea Pigs’ song, because the same melody is used for 2-1/2 verses starting at the bottom of the large top panel on page 29 and continuing to the backwards L-shaped panel at the top of page 31.

Singing can be an effective way of recalling names or even ideas, especially if you put new words to familiar tunes and these words replace the original words as primary in your memory. For example, people with dementia who have trouble recalling events, facts or even who people they’ve known all their lives standing in front of them, can often recall the words to familiar songs, sometimes even multiple stanzas. Turns out it’s because remembering music uses a different part of the brain than remembering spoken words, names, etc. As for which rodents are mis-matched, the clue is that predatory (carnivore) rodents might eat a grain/ plant-eating rodent; another clue is that minks are related to ferrets.

The two zookeepers named — Jose and Tran (there’s also a female zookeeper feeding the small wild cats, but she’s not named) — are inserted to give some human Neurotypical perspectives and to further AM’s role as “hero.” While their names are Spanish and Southeast Asian, no cultural stereotypes were consciously used. The question asking if any Autistic traits are observed in either is in a sense a trick question: none are purposely put in, but readers might find some. If they do, it demonstrates a useful truth: many of the traits common to people on the Autism Spectrum can be found in non-Autistics (Neurotypicals and those with other types of differences or disorders), particularly traits such as anxiety, sensory sensitivity (maybe in one mode), and having a strong “special interest.” That’s especially true for those with ADHD — while 3/4 of those on the Autism Spectrum also have ADD or ADHD, ADHD is far more often diagnosed, so there are a lot of non-Aspie’s out there with overlapping traits that both “claim.” However, those on the Autism Spectrum tend to share several of these Spectrum traits, not just one or two.

The conversations Aspie Mouse and his sister E-flat have, especially at the end of the chapter, are particularly rich for discussions around how others characterize common Autistic behaviors — and are these behaviors rude, just quirks, or done with ignorance rather than intentional? Also — given that E-flat makes it clear (in Ch. G as well as Ch. I) she is drawn to him over any of their other siblings — is it possible she has Aspie traits herself and so when she sees traits in others that are close to traits she doesn’t like in herself, that she makes a bigger deal out of it than she would otherwise? Given AM’s “confusion” in the last panel, doesn’t that seem likely?

At the end of this last chapter — as the two gray mouse siblings walk home — E-flat’s “oh by the way” revelations: (a) offer hints as to how some loose ends from prior chapters may get resolved; and (b) open up new possibilities intended to be explored in the previously noted sequel, Further Adventures of Aspie Mouse.

The list of 27 Common Autism Characteristics condensed from Chapter Pre-A, P. 8:

1. No eye contact
2. Sensory sensitivity: noise, certain lights, smells, touch/ textures, foods, hunger/ bathroom needs; physical space (stand too close/ far from others; need escape); creative, passionate re art, music, touch
3. Self-Regulation: Speech: voice volume, repetition & variability; amount (see #6)
4. Self-Regulation: Stimming – flapping, swaying, repetitive body/ hand movements/ head banging; use “fidgets”
5. Anxiety (fear) & Overwhelm. Executive Function closes up > Meltdown: fight, flight or freeze. #1 barrier to ASD good mental health. Key: lower anxiety — yoga, meditation, count to 10, positive self-talk.
6. All-or-None Thinking & Behavior: Say too much/ ask too many questions or say/ ask nothing; flat affect or too dramatic; not show or over-express feelings (see #7); avoid people or obsessed w/ some; loves/ overuses puns or humorless; substance abuser or teetotaler — extremes, no gray. Learn to sit in discomfort, seek middle.
7. Difficulty identifying feelings; then not show or over-express them. Mistake not showing for not feeling & over-showing for “acting/ exaggerating.” Learn core feelings (mad, glad, sad, scared) & “not about me”
8. Lack of Social Understanding, of others’ expectations (unaware). Ask for rules, put in writing and study as if taking school test. The core trait that drives the Adventures of Aspie Mouse: why his choices makes one laugh.
9. Pattern-seeking/ solving problems in unique ways: why they’re inventors, good at “detail oriented” jobs; creative, intuitive.
10. Special Interest(s) can pay off having unique expertise for work/ hobby. Great for self-esteem, relaxing, lowering anxiety.
11. Independent thinkers/ most inventors; no/ weak peer influence/ expectations.
12. Work well independently once focused, trained, boss “gets”/ in right environment
13. Self-entertaining: If access to special interests, never bored; need no playmate.
14. Rule follower: conscientious once buys in; then help enforce, offer improvements.
15. Honesty, innocence, naivete: unusually truthful, will even tell on oneself. Positive side of “lack of social understanding” (see #8).
16. Love routine/ dislike change and transitions: helps in self-regulation; holds on; loyal, slow to adjust, won’t jump ship.
17. Unaware of impact of actions on others (adds to friction from #8): so invite feedback, don’t explain yourself.
18. More logical than emotional: Makes for discomfort – Aspie of feelings; others for Aspie not expressing them.
19. Emotionally delayed: emotional age 2/3-3/4 of chronological. Catch up slowly. Good to delay intimacy (honor your own clock).
20. Low self-esteem: Stop self-blame! Give counter-messages: your unique strengths & you’re not at fault.
21. Lack of trust, all feels unsafe: others’ trust/ safety priorities puzzling, why is my “feels right” labeled “unacceptable?” No! Unexpected! Choose your own safety priorities or those of others in household.
22. Over-sensitivity > what’s said/ happens: over-reacts or no visible reaction (cares, can’t show it). Don’t take personally, let it go, Laugh about it vs. taking too seriously.
23. Can’t remember names (even faces), read body language – not priority, can be by choice.
24. Disconnected from body, including health, personal hygiene, need to eat/ sleep/ use bathroom, place in “space,” prone to self-injury (intentional & not).
25. Extreme thoughts swirl inside mind, unrestrained by social norms; if spoken often leads to trouble, even if you’d never act upon the more scary thoughts. Challenge negative self-talk with positives and dismissal.
26. Depression, suicidal thoughts, acts: anxiety & depression treated w/ same meds (body can’t tell difference); from low self-esteem, bad self-talk, sense of hopelessness. Get help, especially Cognitive Behavior Therapy.
27. Hard to get & keep friends, jobs & relationships: to overcome, must work to lessen own & others’ discomfort. Listen! Show interest in others’ lives, passions & get feedback on your impact on them (see #17).

Ch. I Questions for Thought or Discussion:

I-1. Matching the above 27 common Autistic traits to actions and thoughts of Aspie Mouse and other characters in these Adventures’ chapters can be done to different levels of depth, per Question #1 for prior chapters. It depends on how much detailed analysis you want.

a. At the simplest level, just check off which of the 27 traits you believe Aspie Mouse shows in this chapter. To add a little more work, do the same for other characters in this chapter: selecting just certain characters, or those you identify as Autistic, or all characters identified by name. To add a little more insight, use a plus sign when the character(s) shows the trait as a positive, and a minus sign when negative or neutral.

b. Using the Excel Spreadsheet shown for this question in Chapter A, you can track how these traits show up for those characters you choose to follow in all nine chapters, either via an “X” or as positive or negative. Though some characters only appear in one or two chapters, you’re still likely to observe (i) which characters seem clearly to be on the Autism Spectrum; (ii) how Autism affects folks differs widely (why Autism is viewed as a Spectrum!); (iii) that most characters, including those who are not Autistic, have traits also common in Autism; (iv) while some traits (such as anxiety) affect many personality types, others are pretty much limited to those with Autism.

c. Which of these traits shown by a character in this chapter can you identify with? If you’re tracking these traits shown with a spreadsheet, you may want to mark down when one of these traits applies to you — either just checking them off OR again, noting it as positive or negative/ neutral for you.

d. Follow up from I-1c: After reading all nine action chapters (A-I), for those Autistic traits you have, what POSITIVE aspects of each can you find in yourself — even for those of your traits you and others have previously disliked/ beat yourself up over? Then, for “negative” Autistic traits in others that bother you, where are you now able to find a positive side for them?

I 2: Aspie Mouse finds out about the pandemic when his sister E-flat visits him.

a. How did you react when you first heard about the pandemic? How did you react when everything got shut down in March of 2020? How did your world change with that shutdown? How long did you believe the changes would last? Who in your family or life has been badly affected by getting COVID-19? What fears do you have for yourself and others you know? b. Have you worn a mask faithfully throughout once they became recommended beyond front-line workers? If not, just indoors? Until your family was vaccinated? What’s been the impact of masks on your social interaction with others your age? c. Have you “gone back to normal” mostly, or not? What’s changed in your life, and are those changes likely permanent? d. How does Aspie Mouse react to the pandemic? How much is his concern for others? How did AM’s sister E-flat respond to the pandemic? How did that differ from AM’s response? Why was AM so upset at the response of other rodents and birds where E-flat was volunteering?

I 3: Aspie Mouse first visits bats — fellow rodents.

1. As in Chapter H, Aspie Mouse’s visit with the bats is like talking to peers. What about the bats make AM uncomfortable? What about AM makes the bats uncomfortable? What does the interaction remind you about in your own life?
2. What did AM not seem to understand about how they spoke to each other and to him? Do you have situations where others laugh AT you (at your expense) because you don’t understand the underlying meaning of idioms (expressions that mean more than the words)?
3. Do you understand why Aspie Mouse was confused as to what the bats meant by certain expressions? What’s the difference between how the bats meant the phrases and how AM heard them?
4. A possible research project: why did one bat say “White Nose Syndrome” is their “Kryptonite?”
5. Why was AM glad to get out of the bat house? What did it remind him of?

I 4: Aspie Mouse’s next interaction was with monkeys.

1. How did AM’s decision to try a “shortcut” work out in the end?
2. What did AM appreciate about the monkeys?
3. What did AM not appreciate about the monkeys?
4. Is your experience with play especially, but also with friendships in general, more like AM (more 1-to-1) or more like the monkeys (more often “part of a group”)?
5. Does AM’s interaction with the monkeys remind you of any interactions with other people in your life? In your experience, do you identify more with the monkeys or more with Aspie Mouse?

I 5: Aspie Mouse’s whole reason for joining E-flat going to the zoo was to “play with the cats.” So he gets to the cat quadrangle and has a variety of experiences.

1. What happens with the large cats that makes AM decide that when it comes to playing with cats, bigger isn’t necessarily better? In what situations in your life have “bigger” or “getting more” not worked out? When have they worked out?
2. If you have a problem getting jokes that “play on words” (double meanings, puns, etc.), see if you can discover the “double meaning” of the phrase “… playing with me” that AM complains about when he visits the ocelot on Page I-11.
3. Why does the Pallas’s Cat in Building 4 not mind at first when Aspie Mouse pretends to be a fellow cat?
4. Assuming the Flathead cat does have Autism, what traits of Autism are shared by both AM and the Flathead? Which traits are “opposites” (it’s common for those with Autism to be “opposite” in many traits)?
5. When AM tells the Flatheaded Cat that Autism is a condition of “opposites” — that two individuals may both have Autism and yet have “opposite” traits (one reads way above grade level, another struggles with reading), does that ring true for you? Which traits do you have for which you know another Autistic person who has the opposite trait(s)? If you don’t have Autism, how have you observed these “opposite” characteristics in those you know with Autism?
6. Continuing from I 4.5, Are some such traits more often associated with Autism by society than its opposite? What may be the consequences of having more under-appreciated “opposite” traits — good and bad?
7. How many of the cats Aspie Mouse meets in the Cat (Feline) Quadrangle can be identified by gender/ sex? Which one(s), which gender(s) — male, female, maybe even trans — and how do you know?

I 6: A useful science research project might be:

1. Look up the various cats identified on the signs for the four different buildings in the Feline Quadrangle, and notice which of their unique characteristics are noted for the cats actually introduced in the chapter.
2. Explain why other cats of the same size as ones listed for each building might not have been at this zoo: for example, there are nine known wild “small” cats (smaller than house cats!), but only eight are listed on the sign at the entrance to Building #4; why isn’t the ninth listed there too?
3. What determines which cats are more likely to “roar” vs. more likely to “meow”?
4. Similarly, animals in subsequent buildings also could be worth researching. See below.

I 7: Sometimes when Aspie Mouse acts as a “hero,” he seems to be doing it for someone else, not himself.

1. However, when he rescues the mouse from the “Birds of Prey” outdoor net, he also has a selfish reason for doing so. What is it?
2. What self-serving reasons may exist for AM’s other good deeds — freeing the mice from the snake house and finding treats for the Guinea pigs?
3. How can someone be seen as caring for others while also doing something for oneself?
4. Is this something you do — care for others while also serving yourself? Or do you have trouble being seen as caring for others vs. being labeled “selfish”?
5. Those with autism are often anxious (a continual form of fear), as has been mentioned in many chapters. What are different ways characters in this book show anxiety? Are there ways you show anxiety that aren’t shown in this book?

I 8: While anxiety is mentioned in the panels and questions for other chapters, Aspie Mouse’s discussion about depression with the Flatheaded Cat (in Building 4 of Feline Quadrangle) is unique in this chapter.

1. While depression and anxiety feel and look different, they’re usually treated with the same medications, because the body seems to respond as if depression is a more severe form of anxiety. Why do you believe this may be true? Why might it not be entirely (or generally) true?
2. Are the symptoms the Flatheaded Cat describes when he gets “depressed” familiar to you? How do those symptoms differ from those for anxiety?
3. Have you experienced depression? Is it something you have experienced that’s directly tied to a specific situation, or does it seem to be present a lot of the time? If you haven’t, are you familiar with the symptoms the Flatheaded Cat describes in someone else you know?
4. What non-medical treatments are you aware of for treating the symptoms of depression? Are they the same as for anxiety (meditation, talk therapy, breath work, slowing things down) — or different?
5. Suicidal thoughts are most often associated with depression (not so much anxiety). What should you do if you have suicidal thoughts or learn that someone you know admits to having them?
6. When AM leaves, both he and the Flatheaded cat wonder if they should have made more of a big deal about his leaving after having a good dialog. How are “no big deal” departures related to autism? (Note: related questions are asked in prior chapters and when AM & E-flat separate at the end of this chapter.)

I 9: At the Birds of Prey net, Aspie Mouse interacts with Neurotypical brown mice rather than the birds.

1. What was the “selfish” reason Aspie Mouse gave for finding a way to rescue a fellow mouse? Can you think of a time when you did something to calm yourself down that also had good results for someone else?
2. How did AM show he was nervous when the birds swooped down to grab mice to eat? Is this a response you are familiar with, either personally or observing others with this response? How did he get past this initial anxiety (which AM shows less often than most Aspies)? Are there other ways you or others may display anxiety that may be mis-read as something other than anxiety (stomach bug, anger, aggression)?
3. Why was AM relieved when Q731 called him “wonderful”? Do you have trouble accepting praise from others for doing something that just feels like an ordinary thing you’d do anyway?
4. If I tell you that Jose has been working at the zoo for one year, which of the two zookeepers feeding mice to predatory animals, Jose or Tran, would you promote to supervisor based on what transpires in the chapter? Why? Is that the same as how you’d expect the zoo management to act? Why or why not?
5. Is anything in your own work or school or job interview experience like either of their (Jose/ Tran) attitudes? What would tend to get you in trouble in a job interview or work or committee situation?

I-10: Which of the two zookeepers — Jose or Tran — do you identify with more? Do either of them behave as you do at times? Which? How? Do either of them show Autistic traits you can identify?

I 11: After the Birds of Prey and before the Reptile House, Aspie Mouse visits Canine Carousel and then gets a series of “rides” from several large exotic animals.

1. Why was Aspie Mouse’s visit to Canine Carousel relatively short? What had he hoped to do there?
2. What domestic animals do you get along with best? Dogs? Cats? Another pet? Are you usually better understanding and getting along with animals … or people?
3. This chapter takes place rather early in the spring (mid-to-late April), yet the giraffes are eating from trees full of leaves. How is this possible?
4. Are you curious to learn why and when a kangaroo really uses her tongue to clean out her pouch?
5. Are you learning new information about elephants and camels based on what’s posted on the signs in this section of the chapter? Are you interested in learning more?
6. Is the elephant AM interacts with Asian or African? Is the camel AM interacts with Asian or African? Why do you think most camels you’ve seen — either live or in pictures — have one hump instead of two?
7. When you visit the zoo, which animals do you most enjoy seeing? What animal do you think you most resemble?

I 12: The last building Aspie Mouse explores before reuniting with his sister E-flat is “Reptiles Reposing.”

1. Why is Aspie Mouse eager to go in this building? Is he particularly interested in playing with snakes or other reptiles?
2. Why does AM agree to rescue the mice in the Reptile building? What is the unexpected reward he gets for doing so? In your own life, do you believe it’s better to help other people you don’t know when given the chance … or would you not get involved? Why either way? Or are there situations where you would and others where you would not?
3. When one of the captive brown mice (P-105) calls AM “Einstein,” is the term being used as praise or an insult? Have you been called “Einstein” or “genius”? When has it been meant as praise and when as an insult? Why is P-103 angry with her brother P-105 for calling AM “dense”?
4. If the zoo has as many examples of reptiles as it does of cats, dogs and birds of prey, which of these four animal categories is likely to have the largest number of different species represented? Why?
5. Are all reptiles amphibians? Are all amphibians reptiles? Which familiar animals are classified as amphibians? This information is not in the chapter; it requires outside research.
6. Also requiring outside research: how are crocodiles and alligators the same and how are they different? How are toads and frogs the same and how are they different?
7. When AM asks brown mouse P-80 how P-80 knows things he never witnessed, what emotion does P-80 show when his face turns red? Why do you think P-80 reacts this way to AM’s question? Why do you think P-76 thinks AM asked a good question?
8. Continuing from I-11-8, have you ever been asked the question “How do you know … ?” What answer do you give? How about if you’re not sure where you got the information? How do you feel when someone doesn’t believe your answer, whether you’re sure where you got it or not?
9. Do you have a special interest or two where you really do know an awful lot? How easy or hard is it for you only to mention it to the degree someone else is really interested in hearing it? How easy or hard is it for you to listen to someone else’s special interest that isn’t one of yours when they go on and on?

I 13: Aspie Mouse and his sister E-flat reunite outside the exhibit “Rodents Rule” and then go in.

1. Is AM’s difficulty remembering his sister’s name, even though it’s scratched in mouse letters on her belly, familiar to you? Do you have trouble either recognizing other people by face or remembering their name or both? If you do — or know someone who does — what are the social consequences that result? In your experiences, are problems with facial recognition and/ or body language related to lack of trust/ a judgment the world is not fair and may be out to get me?
2. If you have trouble remembering names — or other things — does the “mnemonic” P-80 suggests AM use work for you? What other strategies do you use to remember people’s names (or even faces)?
3. Why do you think P-80, a brown mouse, says she “… almost wishes I were a gray mouse”?
4. When E-flat suggests using songs to tell and hear the names of other species, why might it be more effective than just speaking them? Do you remember words better in music or when spoken?
5. In the top panel on page I-27 (the first “singing” panel), two of the rodents placed together shouldn’t be together. Why? Which other cage or box on that same page would be better for each of the mis-placed rodents to be put in with (leaving their box empty)?
6. No explanation is given for why the Guinea Pigs speak (Rodent) French, instead of the Spanish of their native Andes (South America: check an Atlas to see which countries border the Andes mountains). Use your knowledge and imagination to come up with at least two possible reasons why.
7. What do you think of AM’s comment in the bottom right panel of p. 29, “I like to help others when I can”? Is that true for you? Have you had situations when you’ve tried to be helpful and it wasn’t appreciated?
8. Have you had situations where you were helpful on your own (without being asked) and it was praised? Was your reaction positive? Were you embarrassed (As AM seems to be)? Did the response (positive or negative) make you want to be more helpful or less going forward?

I 14: At the end of Ch. I, on their way home, interactions between Aspie Mouse and his sister E-flat address two “complaints” those without Autism often say about those who are Autistic: (1) that Aspie’s when they speak don’t adjust their voice volume appropriately — they’re either too loud (such as AM) or too soft; (2) that “Aspie’s” don’t have good manners, such as doing what’s “expected” in greeting people and saying goodbye to them (also see end of Ch. B & Ch. G and above question I-7-6).

a. Do you think it’s right for E-flat to bring either of these issues up with Aspie Mouse as her brother? What if she were a friend or parent? Has anyone complained about either of these issues with you? Have you brought either up with anyone else? What’s your reaction when/ if a sibling or friend complains/ would complain about an Autism-related trait you have? Do you welcome the observation? Do you resent the observation? How about if it comes from a parent? A teacher?

b. What do you think of AM’s reply as to why he believes he might talk too loud? His explanation is what the author of this graphic novel thought was true about himself, until he realized he had Autism! If this is a problem that has been pointed out to you (either too loud or too soft), what might you do about it?

c. E-flat says AM doesn’t reply “appropriately” when they split because he is absorbed in his thoughts — already on to the next thing before finishing goodbye rituals (as noted, also in Ch’s B, G & Q. I-7-6). Does she have a point? Do you or someone you know immediately switch to thinking about/ doing other things when someone’s ready to leave? If you agree this is something that separates you from others in some of your interpersonal relationships, what techniques might you use to maintain your connection better? Why do you think it upsets most of those without Autism and doesn’t upset most of those with Autism?

d. What do you think of AM’s “confusion” in the very last panel — as to how E-flat could complain that AM lacks manners/ is too self-absorbed in his thoughts when they are departing, yet she claims to have been so busy with her volunteering that she “forgot” to give him crucial information that could completely change his life from that point on? Is this “… the pot calling the kettle black”?

I 15: The “rumors” E-flat reveals to AM on the last page create new possibilities for him if true.

1. What reasons AM had for changing where he lived between Ch’s. G & H Chapter H may no longer be valid, given what happened at his new (current) home (Yessika Gonzalez’s) at the end of Ch. H? What reasons may no longer be valid at his prior home (the Coppola’s), given what E-flat tells him at the end of Ch. I?
2. What are reasons, if any, for AM to remain in his new home despite what’s now rumored to have happened? What do you think Aspie Mouse will do based on E-flat’s new information?
3. (When) have you made a decision that seemed to be a good one, but then information you got later made you question that decision? Were you able to “go back”? Do you still regret the decision made or have you moved on — treating it as a useful learning experience, and even seeing benefits for how it turned out?
4. Do you find making decisions easy, a bit of a challenge, or quite difficult? Once you make a decision, do you let things go as to how they turn out or do you second-guess yourself a lot?
5. Are you better at making decisions or solving problems? What are the differences in these two thought processes for you? Do you think (other) people with Autism are likely to answer this question in a similar way, or would they vary the same way people differ from each other in random ways?

Chapter I Notes:

Chapter I begins with Aspie Mouse learning about the pandemic from his sister E-flat. The time is likely mid-April of 2020, a good five months after Chapter H ends (a week before Veteran’s Day): this “gap” may raise questions from observant Aspie’s. The author tries to cover that long time gap in the first panel, but it’s an inconsistency that bothers the author, so it may bother readers as well. Ideas on how better to treat that gap would be welcomed!

Social interactions between Aspie Mouse and various animal species (including fellow rodents) is the main thrust of this chapter — and the misunderstandings that result from how different the experiences and perspectives of these other animals are from his.

AM becomes eager to join E-flat to the zoo when the opportunity to play with a variety of cats is proposed — for too long, he hasn’t been able to. But first he sees pandemonium (and no social distancing or mask wearing) at a feeding site for non-zoo animals suddenly deprived of their usual food source: zoo visitors! Then AM goes off on his own, first coming across bats — fellow rodents, but with completely different powers and problems. Their banter reminds him of the squabbles he had with his siblings growing up, so he leaves eagerly to find the promised cats. But first he decides to take a shortcut through Monkey Island. Turns out while it IS a shortcut, Monkey Island is not without its risks. And he learns that animals playing together with their own species play very differently with other species, something he still doesn’t quite understand with cats not named KK.

The heart of the chapter is AM’s journey through the four buildings in the cat quadrangle. He gets more than he bargained for, especially in the first three buildings, devoted to large, medium-large and medium-small wild cats. If this work is used in a class or other learning setting, you may want to ask your students what they learn about different species during these feline interactions, as well as what if anything AM seems to learn. The last part of Question Set I-5 about cat gender is answered by knowing something obvious about large yellow cats; then how a small-medium cat is addressed by another, how Aspie Mouse gets treated by the first small “house cat-sized” cat he meets, and what that small wild cat’s next-door neighbor tells AM.

The author took some time to research the various animals introduced in the feline, canine, reptile and rodent buildings as he wrote Chapter I, so having students do further research into the various cats, dogs, etc. mentioned while AM is in, for example, the feline quadrangle (Question I-6) — both those he interacts with and those he skips — might make for interesting science research projects. The question set about anxiety and depression (I-7), while only appearing in this chapter in conjunction with AM’s interactions with the Flatheaded Cat, could launch a course unto itself. Anxiety & depression are closely tied in with low self-esteem, negative self-talk and lack of trust of others and self. None of these is exclusive to those with Autism, but each of these negative behaviors is found much more often in those with Autism (nearly 100% for Anxiety).

Aspie Mouse gets a chance to be a hero at his next stop: the Birds of Prey outdoor exhibition, yet his first intention for the problem he solves — how a mouse can get into the exhibit — changes as he learns why fellow mice are part of the exhibit; instead, he helps first one mouse, then others, get out. Solving this “problem” also helps him cope with his anxiety at seeing fellow mice being killed and eaten. The word play — play vs. pray; and are pray and prey just the same word with different spellings as gray and grey are — will be quickly grasped by some Aspies and perhaps totally confusing to others. this section presents another opportunity for AM to interact with a “Neuro-typical” of his own species, with the usual misunderstandings resulting. Together, AM and the other mouse make more holes in the net and free some more mice.

Realizing it’s time to find his sister, Aspie Mouse is nevertheless distracted by hearing barking, howls and strange laughing sounds coming from the Canine Carousel down the hill. AM decides to see if these other dog-like creatures are like Emma in Chapter E — loving to chase sticks. But no, hyenas, dingoes and foxes aren’t as interested in chasing sticks as they are at chasing Aspie Mouse — with AM even able to read the clever foxes’ thoughts of wanting to eat him! So he leaves there without visiting wolves, jackals, etc. and finds a tree to climb to look for his sister (whose name he still can’t remember), but finds instead it’s a set-up by zookeepers putting out leaves on high branches to feed giraffes (prompting Question I-9.3), and in sliding down the giraffe’s back, begins a series of being passed from animal to animal — from the giraffe to a kangaroo, then to a two-humped camel and finally to an elephant, who sends AM to the reptile house.

Because he first mistakes the reptile house for a rodent house, he eagerly enters when two zoo guards open the door. When the guards take a break before feeding their mice to snakes and other reptiles, AM frees the mice, and gets some help finding the real rodent building, where he indeed meets up with his sister. As to the question Jose asks Tran while they’re feeding the reptiles — which house has the most species? — the answer should be rodents, hands-down: their 15,000 species account for about HALF of all mammals! And yes, there are a lot of reptiles, particularly at this zoo.

The “Rodents Rule” building is second only to the cat quadrangle in terms of focus for this chapter. And since it’s the only place in the entire graphic novel with actual music, and the only building AM visits featuring interplay between AM and his sister, for many it could be the highlight of the chapter. To learn the names of the other rodents, E-flat sings them a question, and they sing back. Just as the author did research on the animals to make them realistic and prompt science questions, in “Rodents Rule” all the music provided can actually be played — it was all created for this purpose (except for one “satirical” riff on a popular tune), so musically inclined students now have their own way to get more deeply involved. If you only have time to create one melody to use, try the Guinea Pigs’ song, because the same melody is used for 2-1/2 verses starting at the bottom of the large top panel on page 29 and continuing to the backwards L-shaped panel at the top of page 31.

Singing can be an effective way of recalling names or even ideas, especially if you put new words to familiar tunes and these words replace the original words as primary in your memory. For example, people with dementia who have trouble recalling events, facts or even who people they’ve known all their lives standing in front of them, can often recall the words to familiar songs, sometimes even multiple stanzas. Turns out it’s because remembering music uses a different part of the brain than remembering spoken words, names, etc. As for which rodents are mis-matched, the clue is that predatory (carnivore) rodents might eat a grain/ plant-eating rodent; another clue is that minks are related to ferrets.

The two zookeepers named — Jose and Tran (there’s also a female zookeeper feeding the small wild cats, but she’s not named) — are inserted to give some human Neurotypical perspectives and to further AM’s role as “hero.” While their names are Spanish and Southeast Asian, no cultural stereotypes were consciously used. The question asking if any Autistic traits are observed in either is in a sense a trick question: none are purposely put in, but readers might find some. If they do, it demonstrates a useful truth: many of the traits common to people on the Autism Spectrum can be found in non-Autistics (Neurotypicals and those with other types of differences or disorders), particularly traits such as anxiety, sensory sensitivity (maybe in one mode), and having a strong “special interest.” That’s especially true for those with ADHD — while 3/4 of those on the Autism Spectrum also have ADD or ADHD, ADHD is far more often diagnosed, so there are a lot of non-Aspie’s out there with overlapping traits that both “claim.” However, those on the Autism Spectrum tend to share several of these Spectrum traits, not just one or two.

The conversations Aspie Mouse and his sister E-flat have, especially at the end of the chapter, are particularly rich for discussions around how others characterize common Autistic behaviors — and are these behaviors rude, just quirks, or done with ignorance rather than intentional? Also — given that E-flat makes it clear (in Ch. G as well as Ch. I) she is drawn to him over any of their other siblings — is it possible she has Aspie traits herself and so when she sees traits in others that are close to traits she doesn’t like in herself, that she makes a bigger deal out of it than she would otherwise? Given AM’s “confusion” in the last panel, doesn’t that seem likely?