Autism1 http://www.ninds.nih.gov/disorders/autism/detail_autism.htm See a list of all NINDS Disorders Get Web page suited for printing Email this to a friend or colleague Request free mailed brochure Autismo Table of Contents (click to jump to sections) What is autism?What are some common signs of autism?How is autism diagnosed?What causes autism?What role does inheritance play?Do symptoms of autism change over time?How is autism treated?What research is being done?Where can I get more information?What is autism? Autism spectrum disorder (ASD) is a range of complex neurodevelopment disorders, characterized by social impairments, communication difficulties, and restricted, repetitive, and stereotyped patterns of behavior. Autistic disorder, sometimes called autism or classical ASD, is the most severe form of ASD, while other conditions along the spectrum include a milder form known as Asperger syndrome, the rare condition called Rett syndrome, and childhood disintegrative disorder and pervasive developmental disorder not otherwise specified (usually referred to as PDD-NOS). Although ASD varies significantly in character and severity, it occurs in all ethnic and socioeconomic groups and affects every age group. Experts estimate that three to six children out of every 1,000 will have ASD. Males are four times more likely to have ASD than females. topWhat are some common signs of autism? The hallmark feature of ASD is impaired social interaction. A child s primary caregivers are usually the first to notice signs of ASD. As early as infancy, a baby with ASD may be unresponsive to people or focus intently on one item to the exclusion of others for long periods of time. A child with ASD may appear to develop normally and then withdraw and become indifferent to social engagement. Children with ASD may fail to respond to their names and often avoid eye contact with other people. They have difficulty interpreting what others are thinking or feeling because they can t understand social cues, such as tone of voice or facial expressions, and don t watch other people s faces for clues about appropriate behavior. They lack empathy. Many children with ASD engage in repetitive movements such as rocking and twirling, or in self-abusive behavior such as biting or head-banging. They also tend to start speaking later than other children and may refer to themselves by name instead of I or me. Children with ASD don t know how to play interactively with other children. Some speak in a sing-song voice about a narrow range of favorite topics, with little regard for the interests of the person to whom they are speaking. Children with ASD appear to have a higher than normal risk for certain co-occurring conditions, including Fragile X syndrome (which causes mental retardation), tuberous sclerosis (in which tumors grow on the brain), epileptic seizures, Tourette syndrome, learning disabilities, and attention deficit disorder. About 20 to 30 percent of children with ASD develop epilepsy by the time they reach adulthood. While people with schizophrenia may show some autistic-like behavior, their symptoms usually do not appear until the late teens or early adulthood. Most people with schizophrenia also have hallucinations and delusions, which are not found in autism. topHow is autism diagnosed? ASD varies widely in severity and symptoms and may go unrecognized, especially in mildly affected children or when it is masked by more debilitating handicaps. Very early indicators that require evaluation by an expert include: no babbling or pointing by age 1 no single words by 16 months or two-word phrases by age 2 no response to name loss of language or social skills poor eye contact excessive lining up of toys or objects no smiling or social responsiveness. Later indicators include: impaired ability to make friends with peers impaired ability to initiate or sustain a conversation with others absence or impairment of imaginative and social play stereotyped, repetitive, or unusual use of language restricted patterns of interest that are abnormal in intensity or focus preoccupation with certain objects or subjects inflexible adherence to specific routines or rituals. Health care providers will often use a questionnaire or other screening instrument to gather information about a child s development and behavior. Some screening instruments rely solely on parent observations, while others rely on a combination of parent and doctor observations. If screening instruments indicate the possibility of ASD, a more comprehensive evaluation is usually indicated. A comprehensive evaluation requires a multidisciplinary team, including a psychologist, neurologist, psychiatrist, speech therapist, and other professionals who diagnose children with ASD. The team members will conduct a thorough neurological assessment and in-depth cognitive and language testing. Because hearing problems can cause behaviors that could be mistaken for ASD, children with delayed speech development should also have their hearing tested. Children with some symptoms of ASD but not enough to be diagnosed with classical autism are often diagnosed with PDD-NOS. Children with autistic behaviors but well-developed language skills are often diagnosed with Asperger syndrome. Much rarer are children who may be diagnosed with childhood disintegrative disorder, in which they develop normally and then suddenly deteriorate between the ages of 3 to 10 years and show marked autistic behaviors. Girls with autistic symptoms may have Rett syndrome, a sex-linked genetic disorder characterized by social withdrawal, regressed language skills, and hand wringing. topWhat causes autism? Scientists aren t certain about what causes ASD, but it s likely that both genetics and environment play a role. Researchers have identified a number of genes associated with the disorder. Studies of people with ASD have found irregularities in several regions of the brain. Other studies suggest that people with ASD have abnormal levels of serotonin or other neurotransmitters in the brain. These abnormalities suggest that ASD could result from the disruption of normal brain development early in fetal development caused by defects in genes that control brain growth and that regulate how brain cells communicate with each other, possibly due to the influence of environmental factors on gene function. While these findings are intriguing, they are preliminary and require further study. The theory that parental practices are responsible for ASD has long been disproved. topWhat role does inheritance play? Twin and family studies strongly suggest that some people have a genetic predisposition to autism. Identical twin studies show that if one twin is affected, there is a 90 percent chance the other twin will be affected. There are a number of studies in progress to determine the specific genetic factors associated with the development of ASD. In families with one child with ASD, the risk of having a second child with the disorder is approximately 5 percent, or one in 20. This is greater than the risk for the general population. Researchers are looking for clues about which genes contribute to this increased susceptibility. In some cases, parents and other relatives of a child with ASD show mild impairments in social and communicative skills or engage in repetitive behaviors. Evidence also suggests that some emotional disorders, such as manic depression, occur more frequently than average in the families of people with ASD. topDo symptoms of autism change over time? For many children, symptoms improve with treatment and with age. Children whose language skills regress early in life before the age of 3 appear to have a higher than normal risk of developing epilepsy or seizure-like brain activity. During adolescence, some children with ASD may become depressed or experience behavioral problems, and their treatment may need some modification as they transition to adulthood. People with ASD usually continue to need services and supports as they get older, but many are able to work successfully and live independently or within a supportive environment. topHow is autism treated? There is no cure for ASD. Therapies and behavioral interventions are designed to remedy specific symptoms and can bring about substantial improvement. The ideal treatment plan coordinates therapies and interventions that meet the specific needs of individual children. Most health care professionals agree that the earlier the intervention, the better. Educational/behavioral interventions: Therapists use highly structured and intensive skill-oriented training sessions to help children develop social and language skills, such as Applied Behavioral Analysis. Family counseling for the parents and siblings of children with ASD often helps families cope with the particular challenges of living with a child with ASD. Medications: Doctors may prescribe medications for treatment of specific ASD-related symptoms, such as anxiety, depression, or obsessive-compulsive disorder. Antipsychotic medications are used to treat severe behavioral problems. Seizures can be treated with one or more anticonvulsant drugs. Medication used to treat people with attention deficit disorder can be used effectively to help decrease impulsivity and hyperactivity. Other therapies: There are a number of controversial therapies or interventions available for people with ASD, but few, if any, are supported by scientific studies. Parents should use caution before adopting any unproven treatments. Although dietary interventions have been helpful in some children, parents should be careful that their child s nutritional status is carefully followed. topWhat research is being done? In 1997, at the request of Congress, the National Institutes of Health (NIH) formed its Autism Coordinating Committee (NIH/ACC) to enhance the quality, pace and coordination of efforts at the NIH to find a cure for autism (http://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-pervasive-developmental-disorders/nih-initiatives/nih-autism-coordinating-committee.shtml). The NIH/ACC involves the participation of seven NIH Institutes and Centers: the National Institute of Neurological Disorders and Stroke (NINDS), the Eunice Kennedy Shriver National Institute of Child Health and Human Development, the National Institute of Mental Health, the National Institute on Deafness and Other Communication Disorders, the National Institute of Environmental Health Sciences, the National Institute of Nursing Research, and the National Center on Complementary and Alternative Medicine. The NIH/ACC has been instrumental in the understanding of and advances in ASD research. The NIH/ACC also participates in the broader Federal Interagency Autism Coordinating Committee (IACC) that is composed of representatives from various component agencies of the U.S. Department of Health and Human Services, as well as the U.S. Department of Education and other government organizations. In fiscal years 2007 and 2008, NIH began funding the 11 Autism Centers of Excellence (ACE), coordinated by the NIH/ACC. The ACEs are investigating early brain development and functioning, social interactions in infants, rare genetic variants and mutations, associations between autism-related genes and physical traits, possible environmental risk factors and biomarkers, and a potential new medication treatment. top Where can I get more information?For more information on neurological disorders or research programs funded by the National Institute of Neurological Disorders and Stroke, contact the Institute's Brain Resources and Information Network (BRAIN) at: BRAIN P.O. Box 5801 Bethesda, MD 20824 (800) 352-9424http://www.ninds.nih.gov Information also is available from the following organizations: Association for Science in Autism TreatmentP.O. Box 188Crosswicks, NJ 08515-0188info@asatonline.orghttp://www.asatonline.org Autism National Committee (AUTCOM)P.O. Box 429Forest Knolls, CA 94933http://www.autcom.org Autism Network International (ANI)P.O. Box 35448Syracuse, NY 13235-5448jisincla@syr.eduhttp://www.ani.ac Autism Research Institute (ARI)4182 Adams AvenueSan Diego, CA 92116director@autism.comhttp://www.autismresearchinstitute.com Tel: 866-366-3361 Fax: 619-563-6840 Autism Society of America7910 Woodmont Ave.Suite 300Bethesda, MD 20814-3067http://www.autism-society.org Tel: 301-657-0881 800-3AUTISM (328-8476) Fax: 301-657-0869 Autism Speaks, Inc.2 Park Avenue11th FloorNew York, NY 10016contactus@autismspeaks.orghttp://www.autismspeaks.org Tel: 212-252-8584 California: 310-230-3568 Fax: 212-252-8676 Birth Defect Research for Children, Inc.800 Celebration AvenueSuite 225Celebration, FL 34747betty@birthdefects.orghttp://www.birthdefects.org Tel: 407-566-8304 Fax: 407-566-8341 MAAP Services for Autism, Asperger Syndrome, and PDDP.O. Box 524Crown Point, IN 46307info@maapservices.orghttp://www.maapservices.org Tel: 219-662-1311 Fax: 219-662-0638 National Dissemination Center for Children with DisabilitiesU.S. Dept. of Education, Office of Special Education Programs1825 Connecticut Avenue NW, Suite 700Washington, DC 20009nichcy@aed.orghttp://www.nichcy.org Tel: 800-695-0285 202-884-8200 Fax: 202-884-8441 National Institute of Child Health and Human Development (NICHD)National Institutes of Health, DHHS31 Center Drive, Rm. 2A32 MSC 2425Bethesda, MD 20892-2425http://www.nichd.nih.gov Tel: 301-496-5133 Fax: 301-496-7101 National Institute on Deafness and Other Communication Disorders Information Clearinghouse1 Communication AvenueBethesda, MD 20892-3456nidcdinfo@nidcd.nih.govhttp://www.nidcd.nih.gov Tel: 800-241-1044 800-241-1055 (TTD/TTY) National Institute of Environmental Health Sciences (NIEHS)National Institutes of Health, DHHS111 T.W. Alexander DriveResearch Triangle Park, NC 27709webcenter@niehs.nih.govhttp://www.niehs.nih.gov Tel: 919-541-3345 National Institute of Mental Health (NIMH)National Institutes of Health, DHHS6001 Executive Blvd. Rm. 8184, MSC 9663Bethesda, MD 20892-9663nimhinfo@nih.govhttp://www.nimh.nih.gov Tel: 301-443-4513/866-415-8051 301-443-8431 (TTY) Fax: 301-443-4279 top "Autism Fact Sheet," NINDS. Publication date September 2009. NIH Publication No. 09-1877 Back to Autism Information Page See a list of all NINDS Disorders Prepared by: Office of Communications and Public Liaison National Institute of Neurological Disorders and Stroke National Institutes of Health Bethesda, MD 20892 NINDS health-related material is provided for information purposes only and does not necessarily represent endorsement by or an official position of the National Institute of Neurological Disorders and Stroke or any other Federal agency. Advice on the treatment or care of an individual patient should be obtained through consultation with a physician who has examined that patient or is familiar with that patient's medical history. All NINDS-prepared information is in the public domain and may be freely copied. Credit to the NINDS or the NIH is appreciated. Last updated October 19, 2009 pointing genetic brain genetic mutations Autism depression eye contact mental retardation babbling routines National Institute of Neurological Disorders NINDS National Institute of Mental Health Autism Research Institute ARI Autism Information Page www.autism-society.org ASD National Institutes of Health MD NY Autism Speaks childhood disintegrative disorder social interaction seizures attention deficit disorder anxiety fragile x syndrome Congress NIH NIH Institutes National Institute Deafness Other Communication Disorders Bethesda NJ Autism National Committee NICHD NC NIMH (800) 352-9424 20824 92116 20892 cognitive Federal Interagency Autism Coordinating Committee Institute rett syndrome National Institute of Child Health Human Development National Institute of Environmental Health Sciences National Center IACC U.S. Department of Health and Human Services U.S. Department of Education NIEHS NIH Publication No. antipsychotic Tourette Federal Autism Network International FL CA DC MAAP Services 235-5448 35448 13235-5448 46307 Stroke Autism Fact Sheet 328-8476 www.autismspeaks.org Eunice Kennedy Shriver Autism Centers of Excellence ACE 892-3456 20892-3456 MSC 814-3067 892-9663 301-443-4513 20814-3067 20892-9663 Autism Coordinating Committee Asperger Syndrome www.maapservices.org 2007 and 2008 www.ninds.nih.gov/disorders/autism/detail_autism.htm NIH/ACC NINDS Disorders Get Web Autismo Table of Contents ASD. Centers: National Institute of Nursing Research Brain Resources and Information Network Association for Science AUTCOM ANI Adams AvenueSan Diego Tel: Fax: Autism Society of America7910 Woodmont Inc.2 Park Avenue11th FloorNew York California: Inc.800 Celebration AvenueSuite PDDP.O National Dissemination Center for Children with DisabilitiesU.S Dept. of Education Office of Special Education Connecticut Avenue NW DHHS31 Center Drive Rm Other Communication Disorders Information Clearinghouse1 Communication AvenueBethesda TTD/TTY DHHS111 T.W. Alexander DriveResearch Triangle Park DHHS6001 Executive Blvd NINDS Disorders Prepared by: Office of Communications Stroke National Institutes of Health Bethesda 515-0188 866-366-3361 619-563-6840 301-657-0881 301-657-0869 212-252-8584 310-230-3568 212-252-8676 407-566-8304 407-566-8341 219-662-1311 219-662-0638 800-695-0285 202-884-8200 202-884-8441 892-2425 301-496-5133 301-496-7101 800-241-1044 800-241-1055 919-541-3345 866-415-8051 301-443-8431 301-443-4279 08515-0188info@asatonline.orghttp 13235-5448jisincla@syr.eduhttp 92116director@autism.comhttp 10016contactus@autismspeaks.orghttp 34747betty@birthdefects.orghttp 46307info@maapservices.orghttp 20009nichcy@aed.orghttp 20892-3456nidcdinfo@nidcd.nih.govhttp 27709webcenter@niehs.nih.govhttp 20892-9663nimhinfo@nih.govhttp October 19, 2009 www.nimh.nih.gov/health/topics/autism-spectrum-disorders-pervasive-developmental-disorders/nih-initiatives/nih-autism-coordinating-committee.shtml). www.ninds.nih.gov www.asatonline.org www.autcom.org www.ani.ac www.autismresearchinstitute.com www.birthdefects.org www.nichcy.org www.nichd.nih.gov www.nidcd.nih.gov www.niehs.nih.gov www.nimh.nih.gov 08515-0188 94933 10016 34747 20009 20892-2425 27709 screening Autism10 http://www.videojug.com/interview/autism Autism What is autism ?Autism falls under the umbrella of a mental disorder. There are 5 types of autism and depending on the type that your child is diagnosed with, this will dictate the treatment that is necessary. Each one has specific criteria that is designed by psychological testing and a team approach of occupational therapy and speech therapy, that once met, are able to give you a full complement of the deficits of your child and the strengths of your child, helping to build a solid treatment plan for autism. What are the possible causes of autism in children?The possible causes of autism in children have been very study-varied, and research has emerged that has shown some genetic component and some birth trauma component. Some people believe it's vaccinations at an early age and some people think it's food. There has been no identified cause of it autism other than the fact that it is something that has to be looked at early, diagnosed, and treated in a really tight, compact way, to create the best outcome for your child. What are the warning signs that my child may be autistic?There are some social behaviors that will trigger your thought to go get an initial evaluation. Most autisms have some social component to them that is deficited in the ways of interacting with others. Oftentimes autistic children are much more inward and unable to interact with the world around them, meaning other people. They're fine one on one, but often they have a difficult time integrating themselves with their peers or into a group, so you will start to see some of that. But that's not to say your child has autism, more that there is something you want to take a look at and see what is developmentally appropriate for your child and what is not. What is the treatment and prognosis for a child with autism?Solid treatment plan for a child with autism means that the team has to be in place to address every strength and every weakness of that child. So a team may be comprised of a speech therapist, psychiatrist, psychologist, behavioralist and occupational therapist, depending on the needs of your child. genetic genetic www.videojug.com/interview/autism occupational therapy Autism100 http://www.marchofdimes.com/professionals/14332_25619.asp Autism What are the symptoms of autism? When is autism diagnosed? How is autism diagnosed? Who is at risk for autism? What causes autism? Do childhood vaccines contribute to autism? How is autism treated? For more information References Autism is a general term for a group of disorders that affect how a child functions in several areas, including speech, social skills and behavior. Children who have problems in these areas are sometimes said to have an autistic spectrum disorder because the severity and breadth of symptoms varies greatly. Autism affects about 1 in 100 children in the United States (1). That means that an estimated 673,000 children in this country have autism.(1). More children than ever are being diagnosed with autism. The rates of autism have risen dramatically since the 1980s, and in this decade, have climbed from about 1 in 150 to 1 in 91 (1). Much or all of this increase may be due to improved awareness and changes in how autism is diagnosed (1). The American Academy of Pediatrics (AAP) recommends that all children be screened for autism during well-child visits at ages 18 months and 24 months (3). Early diagnosis and treatment can greatly improve the outlook for children with autism. What are the symptoms of autism?Each child with autism is unique. Some common characteristics and behaviors include (2, 4): Does not speak (about 40 percent of children with autism do not speak at all) Repeats words Performs repetitive movements, such as hand-flapping Doesn't play ?pretend? games Is overly active Has frequent temper tantrums Avoids eye contact Has difficulty starting and maintaining conversation and making friends Does not respond to being called by name Insists on same routine Repeats actions again and again Focuses on single subject or activity Wants to be alone Is overly sensitive to the way things feel, sound, taste or smell Dislikes being held or cuddled Has sleep disturbances Lacks fear in risky situations Has some degree of mental retardation or learning disabilities (in many, but not all, affected children) Is aggressive Hurts himself Loses skills (for example, stops saying words he used to say) Children with a mild autistic spectrum disorder called Asperger syndrome have some of the features of autism. However, children with Asperger syndrome generally have normal intelligence and learn to speak at the expected age. back to top When is autism diagnosed? A child with autism usually does not look different from other children. She may appear to develop normally for the first year or so of life. But during the second year, some children with autism begin to fall behind in social skills, fail to develop speech or even lose skills that they had previously acquired. Autism is often diagnosed around age 3; however, subtle signs of the disorder may appear before 18 months (3). These signs may include (3): Not turning when the parent says the baby's name A lack of back-and-forth babbling with parents starting around 6 months of age Late smiling Does not look when a parent points and says, ?Look at ? Toddlers with these signs do not necessarily have autism, as each child develops at a different rate. However, parents should not hesitate to discuss these possible signs and other developmental concerns with their baby's health care provider. Speech delays also can be early signs of autism. The American Academy of Pediatrics recommends an immediate evaluation for autism if the child (3): Does not babble, point or use other gestures by 12 months Does not say any single words by 16 months Does not say any two-word phrases by 24 months Loses language or social skills at any age back to top How is autism diagnosed?There is no specific medical test to diagnose autism. Health care providers generally diagnose autism by observing a child's behavior and by using screening tests that measure a number of characteristics and behaviors associated with autism. If a screening test suggests a possible problem, the provider may do additional tests or recommend evaluation by a specialist. back to top Who is at risk for autism?Autism occurs in all racial, social and educational groups. Boys are about 4 times as likely as girls to be affected (2). Siblings of an affected child may be at increased risk for autism, though the risk appears fairly low: 2 to 8 percent (2, 3). Two recent studies also suggest that premature (born before 37 completed weeks of pregnancy) babies may be at increased risk of symptoms associated with autism (5, 6). back to top What causes autism?While the causes of autism are poorly understood, scientists do know that autism is not caused by poor parenting or other social factors. It is a biological disorder that appears to be associated with subtle abnormalities in specific structures or functions in the brain. Both genetic and environmental factors appear to play a role in the disorder. Scientists believe that at least a dozen genes on different chromosomes may contribute (4). A consortium of autism researchers recently found that abnormalities in a small region of chromosome 16 appear to increase a child's risk for autism by up to 100-fold (7). These abnormalities appear to cause about 1 percent of cases of autism (7). In a minority of cases, other genetic diseases, such as fragile X syndrome (mental retardation and behavioral problems) and tuberous sclerosis (non-cancerous tumors affecting the brain and other organs), also may play a role (2, 3). Certain infections that occur before birth (such as rubella and cytomegalovirus) have been associated with autism (2). back to top Do childhood vaccines contribute to autism?Childhood vaccines, including the measles/mumps/rubella (MMR) vaccine, do not cause autism. Some parents of children with autism suspect that this vaccine, given around 12 to 15 months of age, contributes to autism because children sometimes begin to display symptoms of autism around the time they are vaccinated. However, most likely, this is because symptoms of the disorder commonly begin at this time, even if a child is not vaccinated. Another reason that childhood vaccines have been suspected of playing a role in autism is that, until recently, they contained a preservative called thimerosal that contains mercury. Since 2002, all routine childhood vaccines have been free of thimerosal. The exception is the flu shot, and thimerosal-free versions are available (8). While higher doses of certain forms of mercury may affect brain development, studies suggest that thimerosal does not. In 2004, an Institute of Medicine panel concluded, after reviewing many studies, that neither the MMR vaccine nor thimerosal-containing vaccines are associated with autism (9). A 2008 study found that the rate of autism in California continued to increase after thimerosal was removed from childhood vaccines, also suggesting a lack of association between thimerosal and autism (10). back to top How is autism treated?Children often show great improvement in symptoms with intensive behavioral treatment beginning during the preschool years (2, 8). An individualized treatment program should begin as soon as the diagnosis of autism is seriously considered and should continue through the school years (11). There is no cure for autism. However, some children benefit from medications that help improve their behavioral symptoms so that they are better able to learn. Some commonly used medications include antidepressants, anti-psychotics and stimulants. One such medication is Ritalin, which is commonly prescribed for attention deficit hyperactivity disorder (ADHD). A new anti-psychotic called risperidone (Risperdal) is the only drug that is approved by the Food and Drug Administration (FDA) specifically for autistic behaviors, such as aggression, self-injury and temper tantrums (4). Some children with autism also are treated with various alternative therapies, such as dietary restrictions, vitamins and detoxification therapies (such as chelation to reduce the amounts of mercury and other metals in the body). To date, there is not enough evidence to show whether or not these treatments may be helpful or harmful (11). Parents who are interested in alternative treatments should discuss the possible risks and benefits with their child's health care provider. back to top For more informationAutism Information Center Centers for Disease Control and Prevention (CDC)National Center on Birth Defects andDevelopmental Disabilities (NCBDDD)(800) 311-3435Autism Fact Sheet National Institute of Neurological Disorders and Stroke (NINDS) Autism Spectrum Disorders National Institute of Mental HealthAutism Spectrum DisordersAmerican Academy of Pediatrics back to top References Kogan, M.A., et al. (2009). Prevalence of Parent-Reported Diagnosis of Autism Spectrum Disorder Among Children in the U.S., 2007. Pediatrics, 124. Retrieved October 5, 2009. Centers for Disease Control and Prevention (CDC). (2009). Autism Spectrum Disorders. Retrieved Octber 6, 2009. Johnson, C.P., Myers, S.M., and Council on Children with Disabilities. (2007). Identification and Evaluation of Children with Autism Spectrum Disorders. Pediatrics, 120(5), 1183-1215. National Institute of Child Health Human Development. (2005). Autism Research at the NICHD. Retrieved October 5, 2009. Limperopoulos, C., et al. (2008). Positive Screening for Autism in Ex-Preterm Infants: Prevalence and Risk Factors. Pediatrics, 121(4), 758-765. Schendel, D. and Bhasin, T.K. (2008). Birth Weight and Gestational Age Characteristics of Children with Autism, Including a Comparison with Other Developmental Disabilities. Pediatrics, 121(6), 1155-1164. Weiss, L.A., et al. (2008). Association Between Microdeletion and Microduplication at 16p11.2 and Autism. New England Journal of Medicine, 358(7), 667-675. National Institute of Mental Health. (2008) Autism Spectrum Disorders. Retrieved October 6, 2009. Institute of Medicine. (2004). Immunization Safety Review: Vaccines and Autism. National Academies Press. Schechter, R. and Grether, J. (2008). Continuing Increases in Autism Reported to California's Developmental Services System. Archives of General Psychiatry, 65(1), 19-24. Myers, S.M., Johnson, C.P., and the Council on Children with Disabilities. (2007). Management of Children with Autism Spectrum Disorders. Pediatrics, 120(5), 1162-1182. back to top October 2009 genetic brain genetic U.S. Autism Autism Spectrum Disorders eye contact mental retardation babbling NINDS National Institute of Mental Health fragile x syndrome United States MMR Institute of Medicine sleep California birth defects ADHD Food and Drug Administration FDA R. pretend tantrums attention deficit hyperactivity disorder adhd aggression ritalin National Center CDC Disabilities Stroke England Journal of Medicine Immunization Safety Review: Vaccines risperidone risperdal Johnson M.A. Centers for Disease Control and Prevention Autism Research American Academy of Pediatrics AAP Ritalin NCBDDD National Institute of Child Health Human Development National Academies Press (800) 311-3435 Other Developmental Disabilities NICHD Autism Spectrum Disorder Among Children Risk Factors October 5, 2009 183-1215 Information Center Centers for Disease Control and Prevention Fact Sheet National Institute of Neurological Disorders Autism Spectrum Disorders National Institute of Mental HealthAutism Spectrum DisordersAmerican Academy of Pediatrics Kogan C.P. Myers S.M. Ex-Preterm Infants: Schendel D. Bhasin T.K Gestational Age Characteristics of Children Weiss L.A. Association Between Microdeletion and Microduplication Schechter Grether Autism Reported Developmental Services System 155-1164 162-1182 Octber 6, 2009 October 6, 2009 www.marchofdimes.com/professionals/14332_25619.asp 14332 25619 screening Autism102 http://autismnebraska.org/ UNMC Munroe Meyer InstituteÕs Department of Pediatric PsychologyÊin Partnership with the Nebraska Respite Network Presents: Respite Provider Training Workshop:Ê Managing Challenging Behavior The Respite Provider Training Workshop is designed to educate and train new and current respite providers to successfully and confidently manageÊchallenging behavior exhibited by children with developmental disabilities.Ê Workshop will be held at ESU 10 in Kearney on Saturday, March 27thÊfrom 9:00 a.m.-3:30 p.m.Ê Lunch will be provided. Training topics will include: áÊÊÊÊÊÊÊ Nebraska Respite Network Presentation áÊÊÊÊÊÊÊ Introduction to Developmental Disabilities áÊÊÊÊÊÊÊ Proactive Strategies to Prevent Disruptive Behavior áÊÊÊÊÊÊÊ Managing Problem Behavior In order to attend, participants must register by emailing respiteptraining@gmail.comÊÊby 03/20/10.ÊÊÊDownload their flyer for more information here. Disabilities UNMC Munroe Meyer Department of Pediatric PsychologyÊin Partnership Nebraska Respite Network Presents: Respite Provider Training Workshop:Ê Managing Challenging Behavior The Respite Provider Training Workshop disabilities.Ê Workshop ESU Kearney Nebraska Respite Network Presentation Proactive Strategies Disruptive Behavior áÊÊÊÊÊÊÊ Managing Problem Behavior In respiteptraining@gmail.com 03/20/10 autismnebraska.org/ gmail.comÊÊby Autism103 http://www.helpguide.org/mental/autism_signs_symptoms.htm Understanding autism One Baby's Story Melanie is a healthy one-year-old, but her parents are worried because she s not doing many things that her older brother did at her age. When he was one, Melanie s brother loved to play peek-a-boo and mimic his mom s expressions and gestures. Melanie, on the other hand, rarely makes eye contact or responds when her parents call her name. Furthermore, she doesn t babble or make other baby noises. Her mom and dad try to engage her with toys, songs, and games, but nothing they do gets her interest, let alone a laugh or a smile. Melanie s parents have been waiting for her to catch up, but the gap between her and others her age is only getting wider. Last week, Melanie and her mom went to the zoo with some families from the neighborhood. The other babies pointed excitedly at the animals and stared in wide-eyed wonder, but Melanie didn t pay any attention to either the exotic animals or the other group members. At the end of the day, one of the kids banged his knee and started crying. The other babies looked distressed and many started crying themselves. Melanie didn t even seem to notice what was going on. Autism is a disorder that appears in early childhood, causing delays in many basic areas of development such as learning to talk and interact with others. The symptoms of autism vary widely, as does the impact of the disorder: some autistic children have only mild impairments, while others have more obstacles to overcome. But although the specific combination of symptoms and the severity of the disorder differ from person to person, kids with autism typically have problems in the following three areas: Social Skills Impaired social interaction is the hallmark sign of autism. This may appear as an apparent lack of interest in other people and the surrounding environment. Children with autism often appear to be in their own little world. They have trouble engaging in back-and-forth play, sharing emotions, making friends, and understanding what others are thinking and feeling. Communication Autism also involves problems with verbal and nonverbal communication. Spoken language is usually delayed in autistic children and may even be completely absent. Even when able to speak, children with autism usually have trouble conversing freely and easily. Other common symptoms involve odd or repetitive speech patterns, inappropriate facial expressions and gestures, and language comprehension difficulties. Repetitive behavior Autistic children often exhibit repetitive or stereotyped behaviors and narrow, restricted interests. This may show up as an extreme resistance to change, obsessive attachments to unusual objects, or inflexible routines and schedules. Repetitive body movements, or self-stimulatory behaviors, such as hand flapping and rocking are also common. There is some debate over how many people have autism and whether or not the disorder is becoming more prevalent. While more children are being diagnosed with autism than in the past, many experts believe that at least some of the increase can be explained by heightened public awareness of the disorder, as well as broader and more accurate diagnostic criteria that is catching milder cases. On the other hand, the latest research indicates that at the very least autism is more common in the U.S. than previously thought. According to a February 2007 report from the Centers for Disease Control and Prevention (CDC), 1 in 150 children has autism. While autism occurs with equal frequency across all races, ethnicities, and social classes, boys are three to four times more likely to have autism than girls. The siblings of those with the disorder are also at a higher risk. The Autism Spectrum Disorders Autism is one of a group of developmental disorders known as the autism spectrum disorders (ASDs). All of the ASDs begin in childhood and involve delays in communication and social skills. They are known as spectrum disorders because every child on the autism spectrum is affected differently, with unique challenges, symptoms, and abilities. Learn More Causes of autism The causes of autism are unknown, but most experts agree that both genetic and environmental factors are involved. One popular theory is that certain individuals are born with a genetic predisposition for autism that is then triggered by something in the environment, either while the baby is still in the womb or shortly after birth. Genetic causes of autism Research indicates that genes particularly inherited genetic glitches and spontaneous DNA mutations play a primary role in the development of autism. But no single gene is to blame. Scientists believe that at least 5 to 20 major genes are involved in autism, with many others also contributing to the risk. The bulk of the evidence for autism s hereditary component comes from twin studies. Multiple twin studies show that when one identical twin develops autism, the other twin will also develop the disorder approximately 9 times out of 10. In fraternal twins who are no more genetically similar than normal siblings the concordance rate is just 1 in 10. Large epidemiologic studies also show that older parents are at a significantly higher risk of having autistic children. The age of the father appears to be particularly important. A recent Israeli study found that children born to fathers who were 40 or older were almost six times more likely to develop autism than the children of men younger than 30. This heightened risk is likely due to genetic mutations in sperm, which are more and more common as men age. But while some specific chromosomal abnormalities and mutations appear to cause autism themselves, in the majority of cases, the interaction of multiple genes leads to a susceptibility to autism without directly causing it. Environmental causes of autism Since genes don t completely explain autism risk or the rising number of new cases, scientists are searching for environmental explanations to fill in the blanks. The idea is that toxins, chemicals, or other harmful external elements may trigger autism, either by turning on or exacerbating a genetic vulnerability or independently disturbing brain development. While considerable attention has been focused on vaccines as a possible cause of autism, a growing body of research suggests that the disorder is caused by environmental factors that occur before vaccination, and sometimes even before birth. Evidence suggests that autism can be triggered by exposure either during pregnancy or the early months of life to viral infections, pesticides, insecticides, and the prescription drugs thalidomide and valproic acid. Recent studies have also found that oxygen deprivation during delivery or fetal development can up the risk of autism. Other environmental factors being studied include air pollution, food additives, mercury in fish, flame retardants, and certain chemicals used to make plastics and other synthetic materials. These substances are particularly dangerous to young babies, whose brains are more likely to absorb toxins and less effective at clearing them out. Autism and vaccines When it comes to autism, no topic is more controversial than childhood vaccinations. At the center of this controversy is thimerosal, a mercury-containing preservative once commonly used in vaccines to prevent bacterial and fungal contamination. The concern is that exposure to thimerosal may lead to mercury poisoning and autism. Scientific research, however, does not support the theory that childhood vaccinations cause autism. Five major epidemiologic studies conducted in the U.S., the U.K., Sweden, and Denmark found that children who received vaccines containing thimerosal did not have higher rates of autism. Additionally, a major safety review by the Institute of Medicine failed to find any evidence supporting the connection. Other organizations that have concluded that vaccines are not associated with autism include the Centers for Disease Control and Prevention (CDC), the U.S. Food and Drug Administration (FDA), the American Academy of Pediatrics, and the World Health Organization. With the exception of the flu vaccine, thimerosal is no longer used in any childhood vaccines. If you remain concerned about a possible connection between autism and mercury, you can request a thimerosal-free version of the flu vaccine from your child's pediatrician. Early signs and symptoms of autism Autism symptoms are usually apparent by 18 to 36 months of age, and subtle warning signs may be evident much earlier even as early as infancy. Because early intervention makes a huge difference in minimizing the symptoms and negative impact of autism, the earlier autism is identified the better. As a parent, you re much more likely to catch the early signs and symptoms of autism if you track your child s development, watching out for developmental delays and red flags. Developmental delays as a sign of autism VIDEO Creating Secure Infant Attachment As children grow, they go through a process where fundamental skills, or developmental milestones, are learned and mastered. These milestones include: physical skills (such as sitting up, crawling, and walking), social skills (such as smiling, playing, and imitating others), and communication skills (such as gesturing and talking). Since the pace of growth varies from child to child, there are flexible windows of time where certain developmental milestones should be reached. However, if your child has not reached milestones at the expected age, this indicates a developmental delay. Autism involves a multitude of developmental delays, so keeping a close eye on when or if your child is hitting all the key social, emotional, and cognitive milestones is an effective way to spot the problem early on. While developmental delays don t automatically point to autism, they do indicate a heightened risk. Furthermore, whether the delay is caused by autism or some other factor, developmentally delayed kids are unlikely to simply grow out of the problem. In order to develop skills in an area of delay, your child needs extra help and targeted treatment. Regression of any kind should be taken seriously. According to Catherine Lord, the director of the University of Michigan Autism and Communication Disorders Center, about 25% of autistic kids appear normal as babies and then regress at some point between 12 and 24 months. For example, a child who was communicating with words such as mommy or up may stop using language entirely, or a child may stop playing social games he or she used to enjoy such as peek-a-boo, patty cake, or waving bye-bye. The following delays warrant an immediate evaluation by your child s pediatrician: By 6 months: No big smiles or other warm, joyful expressions. By 9 months: No back-and-forth sharing of sounds, smiles, or other facial expressions. By 12 months: No babbling or baby talk. By 12 months: No back-and-forth gestures, such as pointing, showing, reaching, or waving. By 16 months: No spoken words. By 24 months: No meaningful two-word phrases that don t involve imitating or repeating. At any age: Any loss of speech, babbling, or social skills. Source: First Signs Detecting autism in babies Most children are diagnosed with autism around the age of three. However, when autism is detected even earlier, treatment can take full advantage of the young brain s remarkable plasticity. If detected by 12 months of age or even earlier, intensive treatment may even be able to rewire the brain and reverse the symptoms. However, the earliest signs of autism are easy to miss because they involve the absence of normal behaviors not the presence of abnormal ones. For example, autistic babies typically don t follow moving objects with their eyes, reach out to grasp toys, or make gestures to attract attention. In some cases, the earliest symptoms of autism are even misinterpreted as signs of a good baby, since the infant is quiet and doesn t make demands. But while such a baby may be easy to deal with, these are red flags of a very serious problem, not positive qualities. Babies like all humans are social creatures. By the time they are 2 to 3 months old, babies who are developing normally will make sounds to get their parents attention, smile at the sound of a familiar voice, play with other people, and imitate certain movements and facial expressions. If your baby isn t responding to you, despite your attempts to interact and show affection, it is cause for concern. Other early signs of autism: The baby doesn t make eye contact. The baby doesn't respond to his or her name. The baby doesn t follow objects visually. The baby doesn't smile when smiled at. The baby doesn t imitate other people. The baby doesn't point or wave goodbye. The baby doesn t babble or make noises. According to Harvard Medical School, babies who are passive and inactive at 6 months, then extremely irritable or joyless at 12 months, are also at a higher risk of developing autism. The First Sign of Autism A study published in the April 2007 issue of Archives of Pediatrics and Adolescent Medicine found that the failure to turn or look in response to hearing one s name may be one of the earliest signs of autism. Autism red flags in children of all ages As children get older, the red flags for autism increase and become more diverse. There are many warning signs and symptoms, but they typically revolve around verbal and non-verbal communication difficulties, impaired social skills, and repetitive behaviors. Verbal warning signs and symptoms of autism: Slow to develop language skills. Repeats or echoes certain words or phrases. Has trouble expressing needs. Used to say a few words or babble, but doesn't anymore. Non-verbal warning signs and symptoms of autism: Avoids eye contact. Doesn t play pretend games. Reacts unusually to sights, smells, textures, and sounds. Doesn t seem to hear when others talk to him or her. Social warning signs and symptoms of autism: Appears uninterested in other people. Has trouble understanding or talking about feelings. Doesn t know how to talk to or play with others. Prefers not to be held or cuddled. Repetitive behavior warning signs and symptoms of autism: Has difficulty adapting to changes in routine. Shows unusual attachments to toys or other objects. Obsessively lines things up or arranges them in a certain order Repeats the same actions or movements over and over again. What to do if you 're worried If your young child or baby is delayed in any area or if you ve observed red flags or other warning signs for autism, schedule an immediate appointment with your pediatrician. In fact, it s a good idea to have your child screened by a doctor even if he or she is hitting the developmental milestones on schedule. The American Academy of Pediatrics recommends that all children receive routine developmental screenings, as well as specific screenings for autism at 9, 18, and 30 months of age. Autism Screening Online Screening Tools for Autism Checklist for Autism in Toddlers (CHAT) Modified Checklist for Autism in Toddlers (M-CHAT) Childhood Autism Rating Scale (CARS) Australian Scale for Asperger's Syndrome A number of specialized screening tools have been developed to identify children at risk for an autism spectrum disorder. Most of these screening tools are quick and straightforward, consisting of yes-or-no questions or a checklist of symptoms. The pediatrician should also get your feedback regarding your child s behavior. If you aren t asked about your specific concerns, don t be afraid to speak up. No one knows your child better than you. If the pediatrician sees possible signs of autism, your child should be referred to a specialist for a comprehensive diagnostic evaluation. Screening tools can t be used to make a diagnosis, which is why further assessment is needed. Getting Immediate Help for Your Child The diagnostic process for autism is tricky, and sometimes it can take awhile. But you don t have to wait for an official diagnosis before you begin to get help for your child. Ask your doctor to refer you to early intervention services. Early intervention is a federally-funded program for infants and toddlers with disabilities. Related articles Autism Spectrum Disorders Autism Spectrum Symptoms and Behavior Autism Therapy, Treatment, and Diagnosis Getting Help for Your Autistic Child More Helpguide articles: Support for Autistic Children: Autism Services, School Resources, and Treatments Bonding with Your Baby: Parenting Advice For Developing a Secure Attachment Bond Stress Management: How to Reduce, Prevent, and Cope with Stress Related links for autism General information about autism Autism Overview: What We Know (PDF) Comprehensive overview of autism s causes, symptoms, prevalence, and treatment. (National Institute of Child Health and Human Development) Autism: Enigma and Stigma Article describes what life is like for individuals with autism. Includes a history of the disorder and a description of the symptoms. (University of Alabama, Birmingham) Autism Spectrum Disorders (Pervasive Developmental Disorders) Learn the signs and symptoms of autism and other pervasive developmental disorders. Includes information about causes and treatment. (National Institute of Mental Health) Early warning signs and symptoms of autism First Signs - Non-profit organization dedicated to educating parents and pediatric professionals about the early warning signs of autism and other developmental disorders. Helpful articles include Hallmark Developmental Milestones and Early Intervention. Learn the Signs. Act Early. Government resource on child development, including important developmental milestones and warnings signs and symptoms of developmental delays. (Centers for Disease Control) Early Features of Autism Fact sheet from the Australian Child to Adult Development Study covers the early warning signs and symptoms of autism. (ACT-NOW) Autism: Recognizing the Signs in Young Children Covers early red flags for autism and the reasons why early diagnosis is so important. (The National Autistic Society) Autism screening Sharing Concerns: Parent to Physician - Features tips on how to effectively communicate with the doctor regarding your concerns about your child. (First Signs) Screening: Making Observations Overview of developmental screening and how they can identify autism and other problems early. (First Signs) Making Early Developmental Screenings Routine Article on early developmental screenings for autism and how you can be an advocate for your child. (Connect for Kids) Causes of autism Searching for Early Signs of Autism Spectrum Disorders Covers the latest research on autism s genetic and environmental causes. (Pri-Med Patient Education Center) Autism and Genes (PDF) Comprehensive look at the genetic factors involved in autism. Includes information about current research. (National Institute of Child Health and Human Development) Focus Narrows in Search for Autism's Cause Learn about evidence into autism s causes, including abnormal brain development and connectivity abnormalities. (New York Times) Time to Get a Grip (PDF) Article by a Harvard Medical School neurology professor on the role of the environment in triggering autism. (Autism Advocate) Environmental Health and Autism FAQ Browse through frequently asked questions concerning environmental health and autism. (Autism Society of America) Out of Sync? Discover how faulty brain wiring may cause some of the problems seen in autism. (Psychology Today) Study Provides Evidence That Autism Affects Functioning of Entire Brain Reviews evidence that autism involves difficulties on complex tasks where various parts of the brain have to work together. (National Institutes of Health News) Autism and vaccines What Parents Should Know About Thimerosal FAQ on thimerosal in vaccines, the dangers of mercury, and studies on the link between autism and vaccines. (American Academy of Pediatrics) On Autism's Cause, It's Parents vs. Research Learn about the heated debate over the theory that mercury-containing vaccines cause autism. (New York Times) Thimerosal and Autism This Vaccine Education Center article looks into the proposed connection between thimerosal and autism. (The Children s Hospital of Philadelphia) Thimerosal in Vaccines In-depth government fact sheet on thimerosal-containing vaccines and concerns about autism. (U.S. Food and Drug Administration) Autism prevalence rates Autism's So-Called Epidemic Article argues that the rise in incidence of autism cases could be due to better diagnostic skills. (Psychology Today) Is Autism on the Rise? Article looks at the rising prevalence rates and whether or not this indicates a true spike in cases of autism. (Association for Science in Autism Treatment) Melinda Smith, M.A. and Jeanne Segal, Ph.D. contributed to this article. Last modified in December 2007. pointing genetic brain genetic mutations U.S. Autism Spectrum Disorders dna eye contact babbling routines regression U.K. Autism Society of America social interaction Institute of Medicine repetitive behavior valproic acid cognitive FDA pretend ASDs Sweden Asperger Pervasive Developmental Disorders National Autistic Society National Institute of Child Health and Human Development CDC DNA U.S. Food and Drug Administration CARS M.A. Centers for Disease Control and Prevention School Resources PDF Australian Child Adult Development Study Melinda Smith Jeanne Segal Philadelphia gesturing American Academy of Pediatrics Autism Rating Scale World Health Organization Association for Science in Autism Treatment Cope Denmark Pediatrics University of Alabama Harvard Medical School New York Times Autism: Thimerosal Catherine Lord Melanie Social Skills Impaired Israeli VIDEO Creating Secure Infant Attachment University of Michigan Autism and Communication Disorders Center Adolescent Medicine Autism Screening Online Screening Tools Australian Scale Autism Spectrum Disorders Autism Spectrum Symptoms and Behavior Autism Therapy , Treatment Autistic Child More Autistic Children: Autism Services Baby: Parenting Advice Secure Attachment Bond Stress Management: Autism: Enigma Stigma Article Birmingham National Institute of Mental Health ) Early Non-profit Hallmark Developmental Milestones and Early Intervention Centers for Disease Control ) Early Features of Autism Fact ACT-NOW Young Children Covers Autism Spectrum Disorders Covers Pri-Med Patient Education Center Autism Advocate ) Environmental Health and Autism FAQ Browse Sync Study Provides Evidence That Autism Affects Functioning of Entire Brain Reviews National Institutes of Health News Thimerosal FAQ Vaccine Education Center www.helpguide.org/mental/autism_signs_symptoms.htm screening cars childhood autism rating scale Autism104 http://www.researchautism.net/pages/About_Us/index Print/View Whole Email A Friend About Us Helping People Key Points Our Mission Our Research People Press Office Publications Get Involved Events Fundraising Research Autism is the only UK charity exclusively dedicated to research into interventions in autism Established in 2003 as the Autism Intervention Research Trust, we carry out high quality, independent research into new and existing health, education, social and other interventions. Our goal is the improvement of quality of life and outlook for the individuals affected and those around them. We have the active support of some of the world s leading figures in autism and research. They have given freely of their time and expertise to work with us. We also work closely with our research sponsor, the Autism Research Centre at the University of Cambridge, as well as with the National Autistic Society As far as possible, we also try to work with individuals on the autism spectrum, carers, service providers and policy makers to make sure that our research addresses real issues and that it makes a significant difference to people s lives. We receive generous financial support from a range of organisations and individuals. The support we receive from them is freely given and does not influence the editorial policy of this site. Please consider Getting Involved with us and help us to continue our vital work. By acting today you can make a difference tomorrow! London Office: Research Autism, Westbourne House, 14-16 Westbourne Grove, London, W2 5RH. Tel. 020 8292 8900. Registered Office: Church House, Church Road, Filton, Bristol, BS34 7BD. Email. info@researchautism.net Registered Charity No. 1096508 Last Updated : 22/02/2010 Back to Top UK National Autistic Society Bristol London Autism Research Centre Friend About Us Helping People Key Points Research People Press Office Publications Get Involved Events Fundraising Research Autism Autism Intervention Research Trust University of Cambridge London Office: Research Autism Westbourne House Westbourne Grove Registered Office: Church House Church Road Filton BS34 Email. Registered Charity No. 020 8292 1096508 info@researchautism.net 22/02/2010 www.researchautism.net/pages/About_Us/index researchautism.net 10965 Autism105 http://www.autismmclean.org/ Why? To interview your child about his or her upcoming transition from high school to community college or university To do what? To participate in 2 interviews. The first interview will last 45-60 minutes and the second interview will last 15-20 minutes. If interested contact Stephanie DeSpain at snbaker@ilstu.edu or (815)275-7178 by January 15, 2010 Participation in this study is voluntary and you may withdraw from the study at any time with no penalty or loss of privileges. Your name and identifying information will not be mentioned in the study. Every measure possible will be taken in order to honor and protect your confidentiality. The purpose of this study is to identify how to better prepare students with disabilities for college. All information will be kept confidential. Research at Illinois State University that involves human participants is carried out under the oversight of the Institutional Review Board. Questions or problems regarding these activities should be addressed to IRB Chairperson, Research and Sponsored Programs Office, Campus Box 3040, Normal, IL 61790-3040, or phone (309) 438-8451. IL Stephanie DeSpain Illinois State University Institutional Review Board IRB Chairperson Sponsored Programs Office Campus Box (815)275-7178 790-3040 (309) 438-8451 snbaker@ilstu.edu January 15, 2010 www.autismmclean.org/ ilstu.edu 61790-3040 Autism106 http://web.me.com/lighthousestudios/Site/Homepage.html About Us The Long Island Autism Fair was founded in 2004 as a comprehensive event for parents professionals in the autism community. Our next event to be Sunday, April 18th, 2010 at Farmingdale State College from 9AM-6PM Contact Christine Heeren Conference Director 631-949-9997 christine@autismfair.com Join us on Twitter Facebook All Photos are Property of LHS The Long Island Autism Fair Farmingdale State College Christine Heeren Conference Director Twitter Facebook All Photos 631-949-9997 christine@autismfair.com April 18th, 2010 web.me.com/lighthousestudios/Site/Homepage.html autismfair.com Autism107 http://www.drugs.com/enc/autism.html Definition Autism is a developmental disorder that appears in the first 3 years of life, and affects the brain's normal development of social and communication skills. Alternative Names Pervasive developmental disorder - autism Causes Autism is a physical condition linked to abnormal biology and chemistry in the brain. The exact causes of these abnormalities remain unknown, but this is a very active area of research. There are probably a combination of factors that lead to autism. Genetic factors seem to be important. For example, identical twins are much more likely than fraternal twins or siblings to both have autism. Similarly, language abnormalities are more common in relatives of autistic children. Chromosomal abnormalities and other nervous system (neurological) problems are also more common in families with autism. A number of other possible causes have been suspected, but not proven. They involve: Diet Digestive tract changes Mercury poisoning The body's inability to properly use vitamins and minerals Vaccine sensitivity The exact number of children with autism is not known. A report released by the U.S. Centers for Disease Control and Prevention (CDC) suggests that autism and related disorders are more common than previously thought. It is unclear whether this is due to an increasing rate of the illness or an increased ability to diagnose the illness. Autism affects boys 3 - 4 times more often than girls. Family income, education, and lifestyle do not seem to affect the risk of autism. Some parents have heard that the MMR vaccine children receive may cause autism. This theory was based, in part, on two facts. First, the incidence of autism has increased steadily since around the same time the MMR vaccine was introduced. Second, children with the regressive form of autism (a type of autism that develops after a period of normal development) tend to start to show symptoms around the time the MMR vaccine is given. This is likely a coincidence due to the age of children at the time they receive this vaccine. Several major studies have found NO connection between the vaccine and autism. The American Academy of Pediatrics and the Center for Disease Control and Prevention report that there is no proven link between autism and the MMR vaccine, or any other vaccine. Some doctors believe the increased incidence in autism is due to newer definitions of autism. The term "autism" now includes a wider spectrum of children. For example, a child who is diagnosed with high-functioning autism today may have been thought to simply be odd or strange 30 years ago. Other pervasive developmental disorders include: Asperger syndrome (like autism, but with normal language development) Rett syndrome (very different from autism, and only occurs in females) Childhood disintegrative disorder (rare condition where a child learns skills, then loses them by age 10) Pervasive developmental disorder - not otherwise specified (PDD-NOS), also called atypical autism. Symptoms Most parents of autistic children suspect that something is wrong by the time the child is 18 months old and seek help by the time the child is age 2. Children with autism typically have difficulties in: Pretend play Social interactions Verbal and nonverbal communication Some children with autism appear normal before age 1 or 2 and then suddenly "regress" and lose language or social skills they had previously gained. This is called the regressive type of autism. People with autism may: Be overly sensitive in sight, hearing, touch, smell, or taste (for example, they may refuse to wear "itchy" clothes and become distressed if they are forced to wear the clothes) Have unusual distress when routines are changed Perform repeated body movements Show unusual attachments to objects The symptoms may vary from moderate to severe. Communication problems may include: Cannot start or maintain a social conversation Communicates with gestures instead of words Develops language slowly or not at all Does not adjust gaze to look at objects that others are looking at Does not refer to self correctly (for example, says "you want water" when the child means "I want water") Does not point to direct others' attention to objects (occurs in the first 14 months of life) Repeats words or memorized passages, such as commercials Uses nonsense rhyming Social interaction: Does not make friends Does not play interactive games Is withdrawn May not respond to eye contact or smiles, or may avoid eye contact May treat others as if they are objects Prefers to spend time alone, rather than with others Shows a lack of empathy Response to sensory information: Does not startle at loud noises Has heightened or low senses of sight, hearing, touch, smell, or taste May find normal noises painful and hold hands over ears May withdraw from physical contact because it is overstimulating or overwhelming Rubs surfaces, mouths or licks objects Seems to have a heightened or low response to pain Play: Doesn't imitate the actions of others Prefers solitary or ritualistic play Shows little pretend or imaginative play Behaviors: "Acts up" with intense tantrums Gets stuck on a single topic or task (perseveration) Has a short attention span Has very narrow interests Is overactive or very passive Shows aggression to others or self Shows a strong need for sameness Uses repetitive body movements Exams and Tests All children should have routine developmental exams done by their pediatrician. Further testing may be needed if the doctor or parents are concerned. This is particularly true if a child fails to meet any of the following language milestones: Babbling by 12 months Gesturing (pointing, waving bye-bye) by 12 months Saying single words by 16 months Saying two-word spontaneous phrases by 24 months (not just echoing) Losing any language or social skills at any age These children might receive a hearing evaluation, blood lead test, and screening test for autism (such as the Checklist for Autism in Toddlers [CHAT] or the Autism Screening Questionnaire). A health care provider experienced in diagnosing and treating autism is usually needed to make the actual diagnosis. Because there is no biological test for autism, the diagnosis will often be based on very specific criteria from a book called the Diagnostic and Statistical Manual IV. An evaluation of autism will often include a complete physical and nervous system (neurologic) examination. It may also include a specific screening tool, such as: Autism Diagnostic Interview - Revised (ADI-R) Autism Diagnostic Observation Schedule (ADOS) Childhood Autism rating Scale (CARS) Gilliam Autism Rating Scale Pervasive Developmental Disorders Screening Test - Stage 3 Children with known or suspected autism will often have genetic testing (looking for chromosome abnormalities) and may have metabolic testing. Autism includes a broad spectrum of symptoms. Therefore, a single, brief evaluation cannot predict a child's true abilities. Ideally, a team of different specialists will evaluate the child. They might evaluate: Communication Language Motor skills Speech Success at school Thinking abilities Sometimes people are reluctant to have a child diagnosed because of concerns about labeling the child. However, without a diagnosis the child may not get the necessary treatment and services. Treatment An early, intensive, appropriate treatment program will greatly improve the outlook for most young children with autism. Most programs will build on the interests of the child in a highly structured schedule of constructive activities. Visual aids are often helpful. Treatment is most successful when it is geared toward the child's particular needs. An experienced specialist or team should design the program for the individual child. A variety of therapies are available, including: Applied behavior analysis (ABA) Medications Occupational therapy Physical therapy Speech-language therapy Sensory integration and vision therapy are also common, but there is little research supporting their effectiveness. The best treatment plan may use a combination of techniques. APPLIED BEHAVIORAL ANALYSIS (ABA) This program is for younger children with an autism spectrum disorder. It can be effective in some cases. ABA uses a one-on-one teaching approach that reinforces the practice of various skills. The goal is to get the child close to normal developmental functioning. ABA programs are usually done in a child's home under the supervision of a behavioral psychologist. These programs can be very expensive and have not been widely adopted by school systems. Parents often must seek funding and staffing from other sources, which can be hard to find in many communities. TEACCH Another program is called the Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH). TEACCH was developed as a statewide program in North Carolina. It uses picture schedules and other visual cues that help the child work independently and organize and structure their environments. Though TEACCH tries to improve a child's adaptation and skills, it also accepts the problems associated with autism spectrum disorders. Unlike ABA programs, TEACCH programs do not expect children to achieve typical development with treatment. MEDICINE Medicines are often used to treat behavior or emotional problems that people with autism may have, including: Aggression Anxiety Attention problems Extreme compulsions that the child cannot stop Hyperactivity Impulsiveness Irritability Mood swings Outbursts Sleep difficulty Tantrums Currently, only risperidone is approved to treat children ages 5 - 16 for the irritability and aggression that can occur with autism. Other medicines that may also be used include SSRIs, divalproex sodium and other mood stabilizers, and possibly stimulants such as methylphenidate. There is no medicine that treats the underlying problem of autism. DIET Some children with autism appear to respond to a gluten-free or casein-free diet. Gluten is found in foods containing wheat, rye, and barley. Casein is found in milk, cheese, and other dairy products. Not all experts agree that dietary changes will make a difference, and not all studies of this method have shown positive results. If you are considering these or other dietary changes, talk to both a doctor who specializes in the digestive system (gastroenterologist) and a registered dietitian. You want to be sure that the child is still receiving enough calories, nutrients, and a balanced diet. OTHER APPROACHES Beware that there are widely publicized treatments for autism that do not have scientific support, and reports of "miracle cures" that do not live up to expectations. If your child has autism, it may be helpful to talk with other parents of children with autism and autism specialists. Follow the progress of research in this area, which is rapidly developing. At one time, there was enormous excitement about using secretin infusions. Now, after many studies have been conducted in many laboratories, it's possible that secretin is not effective after all. However, research continues. Support Groups For organizations that can provide additional information and help on autism, see autism resources. Outlook (Prognosis) Autism remains a challenging condition for children and their families, but the outlook today is much better than it was a generation ago. At that time, most people with autism were placed in institutions. Today, with the right therapy, many of the symptoms of autism can be improved, though most people will have some symptoms throughout their lives. Most people with autism are able to live with their families or in the community. The outlook depends on the severity of the autism and the level of therapy the person receives. Possible Complications Autism can be associated with other disorders that affect the brain, such as: Fragile X syndrome Mental retardation Tuberous sclerosis Some people with autism will develop seizures. The stresses of dealing with autism can lead to social and emotional complications for family and caregivers, as well as the person with autism. When to Contact a Medical Professional Parents usually suspect that there is a developmental problem long before a diagnosis is made. Call your health care provider with any concerns about autism or if you think that your child is not developing normally. Autism and Developmental Disabilities Monitoring Network Surveillance Year 2002 Principal Investigators; Centers for Disease Control and Prevention. Prevalence of autism spectrum disorders--autism and developmental disabilities monitoring network, 14 sites, United States, 2002. MMWR Surveill Summ. 2007 Feb 9;56(1):12-28. Johnson CP, Myers SM; American Academy of Pediatrics Council on Children with Disabilities. Identification and evaluation of children with autism spectrum disorders. Pediatrics. 2007;120:1183-1215. Dover CJ, Le Couteur A. How to diagnose autism. Arch Dis Child. 2007;92:540-545. Shah PE, Dalton R, Boris NW. Pervasive developmental disorders and childhood psychosis. In: Kliegman RM, Behrman RE, Jenson HB, Stanton BF, eds. Nelson Textbook of Pediatrics. 18th ed. Philadelphia, Pa: Saunders Elsevier; 2007: chap 29. Bertoglio K, Hendren RL. New developments in autism. Psychiatr Clin North Am. 2009;32:1-14. pointing genetic brain genetic sensitivity eye contact mental retardation babbling routines TEACCH North Carolina childhood disintegrative disorder social interaction seizures anxiety fragile x syndrome United States MMR sleep ABA ADOS pretend tantrums aggression Diagnostic rett syndrome Autistic CDC Disabilities risperidone PDD-NOS ADI-R Johnson CP atypical methylphenidate Centers for Disease Control and Prevention Philadelphia Related Communication Handicapped Children gesturing solitary Scale American Academy of Pediatrics Prognosis Autism Screening Questionnaire Statistical Manual IV Center for Disease Control and Prevention Pediatrics U.S. Centers for Disease Control and Prevention American Academy Arch Dis Child 183-1215 Diet Digestive Shows Diagnostic Interview Diagnostic Observation Gilliam Autism Rating Scale Developmental Disorders Screening Test Developmental Disabilities Monitoring Network Surveillance Year MMWR Surveill Summ Myers SM Pediatrics Council on Children Dover CJ Le Couteur A. How Shah PE Dalton R Boris NW In: Kliegman RM Behrman RE Jenson HB Stanton BF Nelson Textbook Pa: Saunders Elsevier Bertoglio K Hendren RL Psychiatr Clin North Am www.drugs.com/enc/autism.html screening applied behavior analysis aba occupational therapy autism diagnostic observation schedule ados cars childhood autism rating scale physical therapy vision therapy speech-language therapy Autism109 http://www.doctorjackson.org/health/adhd.cfm I have ADHD and Autism together because they are both personality disorders. Our personalities, our consciousness, what makes us unique as humans and individuals is a function of the structure and function of the brain cells. Our personality is physiology. To be precise, it is the physiology of the cell membranes of each cell. Every cell in our body has a double layer of mostly fat and protein called a membrane which protects the cell and is what the cell uses to communicate with the outside world(other cells, blood, lymph, etc.) The cell membrane is where nutrients are let in and wastes are let out and where messages originate as nerve transmission or hormones that are sent into the bloodstream carrying messages to other cells in the body. So when the cell membranes of our brain cells are functioning normally, our personality, our feeling of wellbeing, our feelings of happiness;our entire perception of life is able to proceed as it should. We see, we recognize, we hear, we feel, we respond. We know that under certain conditions our perception of our interaction with the outside world can be altered. The drug LSD is essentially a poison that dissolves in the fat of the cell membranes and changes the normal function or ability of the brain cells to perceive reality. There is no increase of perception as is claimed by users, but an alteration of perception. The outside is perceived as different, because the cells can no longer process information as they would normally. In other words, under certain conditions, the persons ability to interact with his/her environment is impaired. In effect, ADHD and Autism are normal brain cell physiology gone wrong. What makes the physiology go wrong? As stated above about LSD, any toxic substance(most, if not all are fat soluble they dissolve in fat and not water) gaining access to the cell membrane will dissolve in and lodge in the fat(cell membranes are 50-60% fat) and in the brain cells the synapses, or where brain cells touch and communicate messages to each other, is 80% fat. In the case of autism, it is known that many in many cases, children were immunized with vaccines containing thimersal, a mercury containing preservative. Mercury is a very toxic metal that dissolves in the cell membrane and changes the membranes ability to function normally by changing the structural properties of the fats. It is the structural characteristics of the fats that allow the fats to function in such a way as to make normal physiology possible. Change the fats and you change function. Change the fats and you change physiology. Change the fats and you change perception. Change perception and you change reaction. In other words, you have inappropriate response to a normal input because the input is perceived as different than it really is. To an outside observer, the response is labeled ADHD or Autism. In the case of ADHD there is evidence that the strep bacteria may be a primary cause in many cases. The bacteria, if present, would cause disrupted function through toxic waste products dissolving in the cell membranes. How else can the structural /functional fats in the cell membranes be changed? So-called good fats are good because they possess the characteristics necessary to be incorporated into the body s anatomy(structure) that is able to function in normal body physiology. In fact, it is these characteristics, that made human physiology possible. In other words, good fats make thinking possible! These good or essential fats have the correct length and shape and correct location of special connections(bonds) between the carbon building blocks(atoms) of the fat. Conversely, bad fats , including the trans fats , as popularized in the media, have the wrong shape they are either too long, odd shaped or have the incorrect location of bonds between the carbon atoms. Good fats can be thought of as round pegs that fit the round holes of the body. Bad fats can be thought of as square pegs that don t fit the body s round holes. Good fats must be eaten to provide the building blocks essential to normal physiology and in the case of ADHD and Autism, to normal thinking. If you eat bad fats, the body has no choice but to take the bad fats and try to fit them into the cell membranes with disastrous effects. The body can t make good fats out of bad fats. The body makes good fats out of good fat building blocks. You can t think straight without good fats!!! Also, there are vitamins and minerals like B6 and zinc and magnesium that the body requires to properly use fats. So, Proper diet and toxins are essential factors in ADHD and Autism. Toxins must be located and eliminated if present. The diet must provide the essential building blocks and avoid items that contain bad fats and deplete minerals and or vitamins. Grains and soy products deplete minerals and contain proteins that irritate the cell membranes. Eating too many carbohydrates and sugars causes hormone imbalance and leads to irritation of the cell membranes. The Applied Kinesiology techniques of Contact Reflex Analysis and Body Restoration Technique afford us impressive noninvasive ways of analyzing people for the presence of toxins and nutritional deficiencies. brain Autism ADHD adhd LSD Contact Reflex Analysis Body Restoration Technique www.doctorjackson.org/health/adhd.cfm Autism11 http://www.huffingtonpost.com/wendy-gordon/brain-drain-could-environ_b_499086.html It never occurred to me to worry about autism when I was pregnant in the '80s, but today it seems that few expectant parents haven't considered the possibility that autism might affect their child. In fact, the number of children with autism spectrum disorders (ASDs) has been rising steadily, and the Centers for Disease Control and Prevention (CDC) now estimate that ASD affects about one in 110 children in the U.S. Science journalist, Catherine Zandonella, notes in an excellent essay on NRDC Simple Steps, that "The cause of this rise in autism, which many studies have shown cannot be explained by changes in diagnosis methods, is still unknown. Although a few percent of ASD cases can be traced to inherited genes, our genes don't change dramatically over the span of just a few decades. One thing that has changed dramatically over the last several decades is human exposure to toxic chemicals and metals in the environment. Many of these chemicals and metals are known to affect the developing fetal brain. These include lead, methylmercury, polychlorinated biphenyls (PCBs), arsenic, cadmium, and manganese. The developing brain is highly sensitive during the first three months of growth. In children who are susceptible, exposure to a neurotoxic metal or chemical during this window could confer a lasting change in brain structure and function. The chemicals known to cause harm to the developing fetal and infant brain are part of a larger family of 200 chemicals known from workplace studies to cause neurological harm in humans, according to a a recent review article by Philip J. Landrigan of the Children's Environmental Health Center at the Mount Sinai School of Medicine published in Current Opinion in Pediatrics. Children are exposed to roughly 3,000 chemicals in personal care products, building materials, cleaning products and motor vehicle fuels, yet fewer than 20 percent of these chemicals have been tested thoroughly to see if they harm the developing brain. "We've created a situation where we are exposing our children and grandchildren every day to new chemicals that didn't exist [until recently]," says Landrigan. "We've never tested them, and we don't have a clue what these chemicals do to early development." Chemicals suspected of harming the developing brain include phthalates (found in personal care products), bisphenol A (BPA), (found in the linings of food cans), brominated flame retardants (found in old computers, television sets and foam padding), chlorinated solvents used in industry, the now-banned organochlorine pesticide DDT, and organophosphate pesticides. Although these chemicals have not been directly linked to ASD, the fact that they can cause learning and behavioral problems supports the idea that chemicals in the environment could cause ASD. How might environmental chemicals contribute to the risk of developing autism? One possibility is that these chemicals trigger ASD in children who inherited genes that make them susceptible to autism. These genes could be "turned on" or activated by an exposure in the womb, during childbirth, in early life, or during the toddler years. Another possibility is that chemicals in the environment cause spontaneous gene alterations, called "de novo" mutations because they arise anew rather than being inherited. Mutations are fairly common but normally our DNA-repair mechanisms keep them from causing disease. When DNA-repair mechanisms fail, these mutations can lead to diseases such as cancer. Several de novo mutations have been detected in children with ASD. Some of these mutations are in genes related to brain development. Environmental chemicals also could cause de novo mutations in the one or both of the parents. If these mutations occurred in egg or sperm cells, they could be passed on to the next generation. This could help explain why older fathers and mothers are more likely to give birth to a child with ASD. It may be that multiple factors contribute to the range of conditions we call ASD. Many researchers now view ASD as an array of related disorders with similar symptoms but potentially with different causes. More research is needed to explore the environmental aspects that contribute to the risk of developing ASD. Over a lifetime, the cost of care is estimated to reach $3.2 million per individual. Autism's costs are felt not just by the parents of children with ASD but also by society as a whole. I've excerpted here just parts of Zandonella's truly fascinating article on autism but encourage you to read it all, especially if you or someone you know is considering parenthood. It offers several very thoughtful suggestions for ways to reduce risks. brain mutations U.S. Mount Sinai School of Medicine Landrigan dna ASD CDC Centers for Disease Control and Prevention Catherine Zandonella NRDC Simple Steps Philip J. Landrigan Health Center BPA Zandonella www.huffingtonpost.com/wendy-gordon/brain-drain-could-environ_b_499086.html 49908 Autism110 http://www.edenautismservices.org/ Eden Appreciation Persons of the Week March 15, 2010 Eden Autism Services would like to honor Dan and Kolleen Casey as our March 15th, 2010 Appreciation Persons of the Week. Read more 7th Annual Eden Autism 5K March 15, 2010 Walkers, runners, and spectators - both young and young at heart -, join us Sunday, July 18th, 2010 (rain or shine) for the 7th Annual Eden Autism Services 5K Race and One Mile Fun Run. Read more 16th Annual Princeton Lecture Series March 15, 2010 Eden Autism Services Foundation presents our 16th Annual Princeton Lecture Series - Affecting the Research and Service Agenda. To be held Friday June 4th, 2010 at Reynolds Auditorium Princeton University. Read more Debunking vaccine link to autism February 15, 2010 From: Anne Holmes of Eden Autism ServicesThe retraction of the article in the British medical journal, The Lancet, linking vaccines to autism is an almost unprecedented occurrence and a major step forward for the autism community. This retraction, and the discrediting of the lead author, validates what we at Eden Autism Services have long believed:vaccines do not cause autism. Read more Eden Autism Feature Story NJN New February 15, 2010 The CDC has released a new study showing nearly 1% of all American children have an autism spectrum disorder. Read more American CDC British March 15, 2010 Lancet Read February 15, 2010 Eden Appreciation Persons Eden Autism Services Dan Kolleen Casey Appreciation Persons Eden Autism Walkers Mile Fun Run Princeton Lecture Series Eden Autism Services Foundation Research and Service Agenda Reynolds Auditorium Princeton University From: Anne Holmes Eden Autism Feature Story NJN March 15th, 2010 July 18th, 2010 June 4th, 2010 www.edenautismservices.org/ Autism111 http://www.iancommunity.org/cs/about_asds/autism Join IAN to participate in discussions and receive updates www.iancommunity.org/cs/about_asds/autism Autism112 http://www.krysalis.net/autism.htm Autism Transdermal Secretin Intravenous Feeding a Secretin Complement/Substitute? Stem Cell Treatment A Cure? David W. Gregg, Ph.D. 188 Calle La Montana Moraga, CA 94556 Phone/Fax (925) 284-5434 March 1999 to Present Health Notes Anemia | Anthrax | Antioxidants | Cancer | Chronic Fatigue Fibromyalgia DMSO | Rheumatoid Arthritis | Homosexuality | Eternal Life | Vitamin B12 Deficiency Crohn's Disease | Crohn's Disease Testimonials| Oxygen Treatment Home Page This paper is for information only. It represents the observations, views and opinions of the author, but is not a recommendation for treatment. Anyone reading it should consult his/her physician before considering treatment. The Origin of my Involvement/Interest I do not have an autistic child and do not treat autistic children. However, almost two years ago Bernie Rimland, director of the Autism Research Institute, (4182 Adams Avenue, San Diego, CA 92116) put me in contact with Victoria Beck of New Hampshire. She had recently discovered secretin was helping her autistic son, Parker. She had received two infusions of secretin for Parker at the University of Maryland, discovered a profound improvement in his autism and was refused further treatments. After an extensive search she found a doctor who would prescribe secretin for her, but could find no doctor who would infuse it. Bernie Rimland was familiar with my experience with bringing vitamins through the skin using DMSO and thought it might be helpful to Victoria. He thus put me in contact with her. This was the beginning of a delightful experience for me not only working the technical problems, but getting to know Victoria where the descriptors devoted mother, brilliant, and unselfish humanitarian can only partly and inadequately describe her. After many weeks of long frequent phone conversations with Victoria, the preliminary tests showed no toxic reaction to DMSO and finally she was successful with a transdermal application of secretin. This allowed her to continue with her secretin-autism treatment discovery. In my case, it got me fascinated with trying to understand the biochemistry of how secretin performed the task. This was also the subject of many conversations with Victoria, and I believe we made considerable progress. I am presently very pleased that at this point Victoria and her husband, Gary, are receiving the public recognition that they deserve with a review on Dateline in October 1998, and a feature article on the front pages of the NY Times and the Wall Street Journal, March, 1999. With the numerous people now gaining experience with the treatment, I am left with the memory of a delightful experience that I will always cherish. As the development of using secretin to treat autism matures, I see my role as having reached a state of completion since the next stage requires treating patients which I can not do. However, before I move on to other challenges totally, I have some additional thoughts/clarifications that I believe might be helpful for some. Transdermal Secretin I have been receiving many e-mail requests for a better understanding of how DMSO can be used for a transdermal application of secretin. I thought this information had already been provided by Victoria, but apparently not everyone can find it. I will thus try to present a brief, but adequate description here. In summary, I don't treat patients and thus can only repeat what I have been told. DMSO can transport secretin through the skin and into the blood stream efficiently enough to be effective for treating autism. The general approach is to wet the skin with DMSO (99.9% pure), apply some secretin powder, and then add more DMSO over it (using an eyedropper). It is not important what area of skin is used, but it may be desirable to vary the location to minimize the irritation to any one spot. Care must be taken to clean the skin so undesirable components are not transported into the blood stream along with the secretin. DMSO has a tendency to dehydrate the skin so some irritation may result. This can be remedied by dabbing on water or adding some water to the DMSO. I don't know if adding water to the DMSO will reduce the transfer of secretin. You will have to discover that for yourself. There is a question as to how efficient this is in terms of utilization of secretin. Experience has demonstrated that secretin is soluble enough in DMSO to be transported by it. However, there is some indications it is not highly soluble in DMSO. Thus, one suspects that the efficiency of use of secretin by this transdermal approach has room for improvement. This could be approached by simply using more DMSO, or by adding components that will increase its solubility in DMSO or going to a different transdermal carrier. Quantifying this should be a trivial exercise for a chemist familiar with transdermal transport technology and who also has a capability to perform the final test, the test as to how well it works on a patient. It is my belief that in the long run, transdermal application of secretin will prove to be far superior to infusions. Infusions inherently involve an invasive treatment and a large pulse of secretin that may give the patient problems. The transdermal approach, applying secretin more frequently in lower doses, should allow a more continual approach, resulting in less shock to the patient, and more capability to adjust the application rate in response to observed reactions. It also should result in a more efficient use of secretin. Given the attention it is now getting, I have little doubt that improved effective transdermal products will be arriving on the market in the near future. I should mention that the secretin you are using is not secretin. It is prosecretin. When hormones are synthesized in your body they are synthesized to the point of being the pro-hormone (prosecretin) and stored as such. They are thus in a position where they can dissociate, releasing the hormone rapidly, upon demand. The prosecretin is stored in the duodenum and disassociates to release secretin upon sensing the acid from the stomach. Secretin itself has a very short life in the blood stream. If secretin was used, it would not be effective because one would have to exercise an impossible level of control, applying it only when the stomach acid progresses to the duodenum. Since the secretin you are using is derived from pig duodenum, where it is was stored, it can be concluded without looking that it is prosecretin and not secretin. Thus, when it is applied it is selectively absorbed by your duodenum and stored for further use (by a wonderful, but not understood mechanism.) This brings a question to my mind: Is the synthetic secretin really secretin and not prosecretin and can that explain why it doesn't seem to be as effective? Intravenous Feeding-a Secretin Complement/Substitute? The best overall description I have found presenting a detailed overview of the biochemistry of secretin is presented in the Textbook of Medical Physiology by Guyton Hall, 1996, Published by the W.B. Sanders Company. The book presents the known effects of secretin, but does not address its recently discovered relationship to autism. Briefly, secretin is a hormone that has a multitude of effects, but the best understood effect and possibly the one that best explains its benefit to autistic children is its influence on the digestive system. Secretin stimulates the release of a bicarbonate flush from the the pancreas into the duodenum, as needed, which neutralizes the stomach acid as food makes its transit from the stomach to the intestine. However, this is more meaningful that first appears. This same bicarbonate flush also transports the digestive enzymes, synthesized in the pancreas, into the duodenum. They are necessary for digesting carbohydrates, proteins and fats. There is a similar bicarbonate flush in the bile ducts that helps to transport bile into the duodenum. The bile is necessary for emulsifying fats, making them digestible. A child lacking the ability to release secretin will have a multi-pronged attack on the digestive system. First, the unneutralized stomach acid will severely damage the intestine. Second, there will be a deficiency of digestive enzymes and bile to process food. It is no wonder that they often have stools that visually appear to contain undigested food of all types. With such a damaged digestive system, the absorption of nutrients from the intestine is severely impacted. This alone could explain the deterioration of mental function associated with autism. (There may be other effects also.) When secretin is infused, the first thing that happens is the stools turn normal, indicating a better functioning intestine. At this point the presentation of autism diminishes. There is another specially interesting point. The fact that the autism is greatly helped is also a positive statement that at least some forms of autism are reversible (in the earlier years). The mental dysfunction does not represent permanent neurological damage. The autistic children that exhibit severe dietary restrictions-willing to eat a very limited number of foods, familiar to most mothers of autistic children, are the set that should be helped by secretin. There is another set that can eat anything. These children are probably not suffering from a digestive problem, probably do not lack secretin, and are probably the ones that are not helped by secretin. An alternative or complement to secretin treatment: There is an ongoing debate as to whether the repair of the digestive system due to well known effects of secretin is sufficient to explain all of its benefits for treating autism, or if there are also some critical direct effects on the brain. It occurred to me that there is a highly developed technology called intravenous feeding that has kept people alive for months and even years. Evidently, it has been developed to the extent where it can provide a complete, sufficiently nutritional input. I propose that if the sole benefit of secretin is to remedy the digestive system and thus the nutritional input to the autistic child, then intravenous feeding should accomplish the same task and give the same results. As a scientist, I find this to be a fascinating experiment with inconvenience, but no known health risk to the child. I also believe that it could provide a reasonable alternative for some patients. It is easy to criticize this concept in its early stages due to the inconvenience of present intravenous feeding methods. However, never short change the inventors. If it is shown to be effective, I am confident that methods that improve convenience will surface. I suspect that if this intravenous treatment shows promise for treating autism, we will discover that using it in combination with secretin treatments to be more effective than using either alone. Stem Cell Treatment - A Cure? This exciting technology is very new and is proceeding to be explored with a speed similar to what happened with secretin, but is approximately a year behind. As with secretin, reports of the latest developments are discovered in news releases, not journals. During the many phone discussions that Victoria and I had, there was a time a little over a year ago when Victoria mentioned that she heard a rumor that there were two cases where the autistic children also had leukemia. When they received a bone marrow transplant as part of the treatment for Leukemia, they no longer appeared to be autistic. This was a rumor and we could not trace it. It had been discounted because no one could make sense out of it. However, it continued to bother me. It may have been true, and if so, what was going on? Then I suddenly realized what must have happened if these reports were true. The bone marrow transplant would have put an entirely new set of genetic material into the child from someone who was not autistic and this was enough to correct the disease. The rumors could make technical sense. The doctors had performed a successful genetic transplant and did not recognized it! I got back to Victoria with this, and encouraged her to make another effort to trace the rumors. She tried, but failed. This insight still bothered me because it suffered from another problem. I was unable to identify the specific biochemical mechanism by which the new genes where able to take control of and thus provide for adequate production of secretin. I let this drop temporarily because I could not see any way to take it further. However, in the past several months I have become aware of what appears to be the beginning of a medical miracle. It started with the discovery that cord blood (umbilical cord blood) from the birth of a baby, which is normally disposed of, is an exceptionally rich source of stem cells. It is also exceptionally easy to obtain, non intrusively, and plentifully. It is normally disposed of. It was also found that it could be used for bone marrow transplants. In fact, it appeared to be easier to achieve a match that would avoid immune rejection, typical of transplants, than using the marrow extracted from an adult donor. Abruptly another light turned on and I understood not just why the cord blood could be used for bone morrow transplants but how it can and does introduce new genetic material that can spread not just to the bone marrow of the recipient, but also to every organ of the body. It can then function as new cells in those organs with the new genetic material of the donor. With this insight, one would logically conclude that it was a very promising treatment method for autism and numerous other genetically carried diseases, whether the genetic malfunction was inherited or caused later by a chemical insult such as a vaccination. Some Key Developments Concepts: 1. The newly discovered availability of stem cells from cord blood: The discovery that the blood saved from the umbilical cord from the birth of a child was rich in stem cells and could be used for bone marrow transplants was the key turning point for this technology. There is already a national cell bank for bone marrow transplants, but obtaining such bone marrow is not easy on the donor. This new discovery opened up a vista of genetic diversity for the bank that is almost unlimited and totally nonintrusive on the donor. It is a thrown away waste product (or at least was so formally). 2. Stem cell differentiation: When stem cells are injected into the blood stream they are carried everywhere in the body and stick in various organs, possibly all of them, not just the bone marrow. Once they take up residence in any particular organ, they look around, identify the type of organ they should be, and go through a process called differentiation where they start forming that type of cells. This process of differentiation has been well studied and documented. Thus, they can form new cells, containing the new genetic information of the injected cells, in every organ of the body. At this point they share occupancy of the organ with the original cells in a way that is not understood and will certainly be the subject of future research. In the case of a bone marrow transplant, the original cells have been destroyed and they form new marrow cells, which is easy to detect. Their presence in other organs that are functioning is more difficult to detect. However, if the original, host cells have a genetic defect that is causing a disease, there is no reason to believe the new cells will have it (provided the donor doesn't), and the new cells thus have an opportunity to compensate for the defect by manufacturing the missing enzymes that are necessary for normal, healthy function of the organ - such as the production of secretin. Upon looking at the mechanism, it is clear that its potential, if it meets expectations, goes far beyond the treatment of autism. 3. Bone marrow destruction was found not to be necessary: I was concerned that the process carried out in a bone marrow transplant, the risky initial destruction of the host bone marrow, might be necessary to minimize the threat of rejection. However, another person watching a news program I missed said that it reported that bone marrow destruction had been found to be unnecessary for a successful treatment. 4. Transplant unusually compatible: A reason has been identified that explains the ease of use of cord blood for transplants. The stem cells are so young that they have not yet gone through the process of identifying what should be host cells and what should be foreign cells. Thus, they will not reject the new host, which is a problem with conventional bone marrow transplants. We are aware of the transplant problem of a transplanted organ being rejected by the immune system of the new host. However, it is not as commonly known that for bone marrow transplants, there is an additional risk of the new, transplanted cells forming an immune system that rejects the new host. This does not happen with stem cells from cord blood, helping greatly with the process. Beyond this, if these new cells do form an immune identification system, it will be in the host body, recognizing that body as normal. It is also possible that this adaptation will be sufficient for the existing host immune system to recognize the new cells as normal and not foreign. Much of this latter postulation needs confirmation. 5. The first test on an autistic child may have already happened: I have taken the opportunity to discuss this potential medical miracle with many people over the past few months. In one recent case the person told me he heard a report on television that stated that an autistic child had already been treated with stem cells and the results were successful and long lasting (so far). 6. The chemical complexity of the disease is no longer an issue: If one looks at the complexity of chemical processes taking place in any one cell, it is far beyond comprehension. Trying to design an approach to correct an individual process, or several of them, is truly a formidable task. However, one must remember that our genes do this on a daily basis with what appears to be the greatest of ease. So many genetically based diseases appear to involve extremely complex chemistry, only a small part of which can be identified. How can we hope to perform a correction in the middle of this morass. If we try to design it, we have an extremely difficult time indeed. However, a genetic correction with a complete complement of new, healthy genes has the potential of performing corrective tasks of almost unlimited, self directed complexity with the ease with which a healthy cell normally carries them out. Thus, even though the biochemical basis for diseases such as autism seem impossibly complex, they are not too complex for correction by genetic modification. In fact, one can easily arrive the conclusion that this approach is realistically the only possible approach for curing genetically carried diseases. If it works for inherited genetic diseases, we have no reason to believe won't work equally well for diseases caused by genetic damage occurring after birth by a chemical insult such as a vaccination. This should further illuminate why the medical research community is becoming so excited about this discovery. 7. Due to the ease of stem cell availability, the safety of experimentation, and the profound potential, stem cell research is progressing very rapidly and is probably now taking place at every medical research establishment in the world. With this in mind, many of the unanswered questions should get answered quickly along with confirmations of successful treatments and initial identification of limitations. It appears that the most recent discoveries may be reported in the news before they reach the journals. Over a year ago when I first talked to Victoria and learned of her secretin discovery, upon taking a close look at it I concluded that was so technically sound that it was truly a world class medical discovery which would eventually be validated and wrote her a letter to that effect. This has come to pass. I have a similar belief about this technology. It seems to be technically sound and about a year behind secretin in its development. We can expect that the next year will tell the story, or at least a large part of it. It will be an exciting year, and hopefully a promising one for the parents of autistic children and the children themselves. It really may be the long term or even permanent cure for autism. I would be delighted to learn if any of these concepts get tested. It may also be sensible to add a section of testimonials to this Health Note so others can learn of the results also. So, please e-mail me if you think it is appropriate. I won't post any testimonials with your name without your permission. Responses/Comments 1) 3/12/99-I received a phone call from a mother who told me: 1) She started with infusions of secretin with her son and they were helpful, but when she changed to the transdermal approach using DMSO, which allowed her to use frequent, small doses, the effectiveness of the treatment improved dramatically. 2) She found that adding some water to the DMSO improved the solubility of the secretin and improved the effectiveness of the treatment. 3) At one point in her life her father was very ill and she went through a long period where she had to feed him at home intravenously. She thought that if the intravenous feeding approach was successful in treating autism or simply helped with it, it would not be an unreasonable option. 2) 3/18/98-I received an e-mail from a lady who said that on a number of occasions she had the opportunity to observe autistic children who had been admitted to the hospital for problems other than autism and had been put on intravenous feeding. She observed that their autism seemed to improve very noticeably, and when the intravenous feeding was terminated, the autism returned to its original characteristics. This may be a promising indication that intravenous feeding may be found to be quite helpful. 3) 3/18/98-I talked to a doctor from a stem cell treatment center ( he did not want to be identified) and he believed that it would not be possible to conduct a successful stem cell treatment without first severely suppressing the immune system of the host, such as destroying the bone marrow. Otherwise, he was confident that the immune system of the host would rapidly destroy the infused stem cells. He was very interested in tracking down the rumored cases of autistic children receiving a bone marrow transplant (for cancer) and then not being so autistic. If anyone could help with that, please do. 4) 3/23/99 - Stem cell Storage: Cord blood can be stored by California Cryobank. You can learn all about them on their web site: www.cryobank.com. 5) 4/9/99 - I received an e-mail from a mother with an autistic son. She said he did not respond to treatment with secretin. However, following the concept of nutritional deficiency being the primary cause, she went though a process (with her doctor) focusing on replacing the intestinal flora. A flora consisting of healthy (good) bacteria is essential for producing many essential nutrients. When it gets taken over by bad bacteria, which often happens, it results in a severe nutritional deficiency. This is well know by all doctors, and there are procedures to correct this including using yogurt and formulations available at health food stores. When she followed this procedure, the autism symptoms were greatly reduced. 6) 4/9/99- I have a new insight concerning stem cell treatment in an attempt to achieve a cure for autism (or any other genetically carried disease). I believe the basic concept presented above is correct, except I think a bone marrow transplant, involving the initial killing of the patient's existing bone marrow and replacing it with the new (healthy) cells, will be required for not just one, but two essential reasons. 1) It is probably true that it will necessary to totally suppress the immune system (by totally killing the bone marrow) of the patient to avoid it killing the new stem cells (with new, healthy genes). 2) The new bone marrow, consisting of the new, transplanted, healthy genes will serve as a continuous, long-term, resupply of cells with healthy genes that go everywhere in the body. The red blood cells don't have a nucleus and thus don't carry the healthy genes. However, the white blood cells do. They are also taken up by every organ in the body as part of our distributed immune system. Some of them are likely to dedifferentiate into the organ cells themselves, resulting in the organs now having a component of cells with healthy genes. In time, due to the continuous resupply from the blood (bone marrow) this fraction should grow. I believe this continuous resupply mechanism will be essential for this genetic modification process to sustain itself. 7) 12/16/99 An article just appeared in the New England Journal of Medicine reporting on a study where treatment with synthetic human secretin was found to be ineffective in helping autism. I send the following e-mail response: Adrian D. Sandler, et al e-mail: adsandler@pol.net Re: Lack of Benefit of a Single Dose of Synthetic Secretin in the Treatment of Autism and Pervasive Developmental Disorder The New England Journal of Medicine, December 9, 1999, Vol. 341, No. 24 Dear Sirs, You have carried out the wrong experiment and have given the incorrect impression that treatment of autism with secretin is ineffective. Because of the broad distribution of your paper, it has the potential of causing considerable harm and suffering. Let me explain: The only form of secretin that has ever been effective has been prosecretin, not secretin. For years, the extraction of secretin from pig duodenum has been missnamed secretin when it is actually prosecretin . This makes all the difference in the world. Prosecretin can be very effective and secretin has no chance of being effective. I anticipated that this misunderstanding would eventually cause problems in the focus of those attempting to make a synthetic version and discussed it many months ago on my web page: www.krysalis-sparx.com Briefly: If you want to review the difference between a hormone and a prohormone I would suggest you read a treatment of it in Guyton Hall, Textbook of Medical Physiology ninth edition, 1996. Hormones are synthesized in the body initially as large molecules which are sequentially broken into smaller molecules which eventually leads to the prohormone. The prohormone is then stored in cells for ready use. When called upon, it makes the final transformation releasing the hormone itself. This can be done rapidly because only one simple step remains. Hormones are not stored in the tissue, prohormones are. Thus, the extraction of secretin from the tissue of the duodenum of pigs is prosecretin, not secetin. The autism community is well aware that the pig extraction works and the synthetic products don't. I am confident that this is because the wrong form of secretin has been synthesized, which is the basis of your study. Secretin: Secretin is synthesized in the duodenum where it is stored as prosecretin. When the stomach acid (in chime) contacts the duodenum, the stored prosecretin releases secretin which then stimulates the pancreas to release a bicarbonate flush into the duodenum, neutralizing the stomach acid. This flush also takes place in the bile ducts. The flush sweeps in with it the digestive enzymes as will as bile. Both are essential for digestion of food. Once the secretin is released, it is very rapidly removed from the blood, after doing its job. An injection of pure secretin will simply overstimulate the pancreas, briefly, possibly causing damage, and then vanish. Since it is not stored, it can have no lasting effect. The only release of secretin that can be beneficial is one that is timed properly with the arrival of stomach acid in the duodenum. It would be impossible to time injections usefully. When an infusion is made with prosecretin it remains in the blood long enough to allow the cells of the duodenum to recognize it and assimilate it. It is then stored in the duodenum cells for release as needed, perfectly timed with the arrival of acidic chime from the stomach. One class of autistic children are characterized by tolerating only a very limited diet. When treated with prosecretin from pig duodenum, not only is their autism improved, but also their stools change from being whitish, full of undigested food and fat, into normal looking stools. This is the common observation of many mothers. It would thus appear that a major contributing factor to one class of autism is the severe lack of nutrition entering the blood and thus getting to the brain. An injection of prosecretin corrects this, allowing greatly improved nutritional support to the brain, mitigating the autism. It does not appear to completely eliminate the autism, but I have received numerous e-mails from mothers who have found the benefits sufficiently dramatic to never want to go back to the pre prosecretin treatment world. This is brief, but leads to a hope: Your have made a start and it is now time to finish the job with at least two steps: 1. rerun your experiments with prosecretin and add stool measurements to your diagnostics. 2. Alert the company synthesizing secretin that they need to make prosecretin instead. This will change an impotent product into a potent one. I should also comment that if such a product is made it will have broader application than just autism. I know a woman who has severe irritable bowel syndrome and has similar stools (containing obviously undigested food). I suspect she is also having a secretin problem. The consequence for her is severe depression instead of autism. David Gregg, PhD krysalis@value.net; www.krysalis-sparx.com; Ph/Fax: 925-284-5434 UPDATE 1/01 Connection with Crohn's Disease Web Page: We have made what might be a very helpful connection between Crohn's Disease and Autism, resulting in a clearly identified treatment possibility. To read about it see my Crohn's Disease web page linked at the top of this web page. Go to the end for Update 1/01. Breaking the Vicious Cycle by Elaine Gottschall: As part of this, I would strongly urge everyone with an autistic child to purchase and read the book: Breaking the Vicious Cycle by Elaine Gottschall. It's primary focus is intestinal disorders as related to Crohn's Disease, but it applies directly to the class of autistic children that have associated severe intestinal problems. These are also those that are responsive to treatment with secretin. The book focuses primarily on a particular cause for the disorders, the inability to fully digest complex carbohydrates. This not only minimizes their nutritional value to the person, but the undigested carbohydrates then feed the wrong type of intestinal bacteria, which then can produce toxins that further damage not only the intestine, but can get into the blood stream and even do brain damage. The dietary limitations and responses are exactly the same as those so many parents have reported for their autistic children. It clearly explains why the children have the limitations, and why this could affect mental function. It also presents easily followed dietary approaches that have been shown to reverse the problem. It is a must for every parent of an autistic child. It may not be the total solution, but it definitely should be included as part of the solution. UPDATE 2/01 Subject: Pig Duodenum Sent: 2/15/20 3:43 PM, From: annette genovesi, cityheart@msn.com, To: krysalis@krysalis.net I can't tell you how wonderful that pig duodenum has been both for myself and my autistic son, Adam. It has totally taken away all of his gastric upsets, which were considerable. As a result , he is so much calmer and happier. He has the fragile x syndrome , which is a genetic cause of his autism and mental retardation, so he has many different problems. The pig duodenum has totally alleviated a major physical one. I am ever so grateful. I myself have always had digestive upsets and problems. Now I find the duodenum really takes away ALL of the symptoms. Considering with my son, all of the expensive and time-consuming things I have tried over the years have been no help at all, so this is truly a miracle, as it works. I thank you so much, and I thank my brother-in-law Robert Myers for introducing me to your site. Sincerely, Annette Genovesi UPDATE 3/01 Subject: Re: MSM Autism; Sent: 2/25/20 7:43 AM; From: fryedj, fryedj@msn.com To: David Gregg, krysalis@value.net Hi David, I am completely blown away after reading your article outlining the DMSO/Chron's disease connection you have posted. You have put a lot of research into this area with a lot of open minded insight. For me this is really, really exciting. My son, James, has been diagnosed as autistic spectrum disorder since 3 and is now 7. Since his neurological workup was normal but he had a neurologically based disorder we were obviously confused and saddened. However, when bringing up his the fact he has had long standing, chronic allergies (skin, sinus, anti phlactic, digestive, etc.) the team of medical pros said that allergies and autism do not have a link. He was a really well baby who deteriorated into a really ill two year old. So we went to work on his body. If anything we wanted to make him feel better - development aside. Our philosophy is that if you don't feel well, and feel really, really unwell at such a young and important age, how can typical development happen. I mean you body is working so hard on infection, disease process, inflammation, allergies, etc. how can you expect perfection? Well over the course of years (literally 6) we set about correcting all of the little problems we could. One at a time. One year of anti-fungal for candida, athletes foot, ringworm, etc. Another 4 years working on allergies - food intolerances - which is a complete joke. Once you remove foods at the rate he was becoming sensitive we had nothing left to feed him. And along the way somewhere we realized he had some sort of bowel disorder. It was sad. We had accepted James's subtle and changing bowel habits all along the way as being normal for James. He was our first child and he seemed to slowly develop symptoms along the way. Remember, he could not express himself with words since the major area of developmental delay was lack of communication. Another sad point is, he gave up ever feeling well. I am sure he had many, many miserable bouts of chron's disease or inflammatory bowel disorder and just went along without realizing what it was to feel well. Researching possible treatments for James we (of course) ran across Secretin. Well, as with any other method or protocol we had to access it if it was appropriate for James. His body is his own and we will not inflict any plan on him just because it worked for another child with the same label. Well Secretin made sense since he had so many errors in digestion. We had just completed the anti fungal and had a upper and lower GI workup (not easy to talk the doc into) and had a very rude awakening. He had extreme gastroenteritis coupled with severe constipation...very upsetting to realize this was what he was really living with. We went to our other doctor and with great cooperation found secretin (human synthetic) and had it compounded into a transdermal application. With James's history of allergies human synthetic secretin was the most responsible choice in case he wold be allergic to any of the properties of the porcine product. The compound form contains the secretin in a base of DMSO. We applied the topical secretin every other day or so for 3 months more or less. Well it was really helpful, but from time to time it was too hot . Meaning we only gave it to him if he needed the digestive support. Sometimes he developed loose stools if we gave him too much. However, physically he was feeling much, much better. We slowed down the applications to an as needed basis according to his physical need to support digestion. On another note, several months later I re-read some information exclusive to dietary intervention for autistics how a gluten/casein free diet may be helpful as a biological intervention in improving autism. . In the front of the book it mentions a metabolic disorder of the phenol sulphur transferase enzyme group in kids with developmental disorders where they do not have enough free sulphur ions in the body to detox phenolic compounds. The overload of phenolic toxins and overload causes trouble in many ways - developmentally, attention, behavior, etc. James fit the criteria for a deficiency of the detoxification pathway by many of the physical features common in the disorder. Night sweats, red ears, facial flushing etc. Well this is really, really significant since one of the most phenolic compounds available is anti-histamines. And James, unfortunately, had been taking an antihistamine EVERY day for SIX years to control his uncontrollable allergies. At the time the book was written in the early 1990's the only thing to do for this phenomenon is to remove phenolic foods from the diet to relieve the enzymes enough to do a better job. This is because in the early 1990's sulphur was not something readily available for supplementation. Parents were doing Epsom salt baths (magnesium sulphate) hoping for some transfer of the sulphur to the body. WELL, IT DAWNED ON ME IMMEDIATELY, THE DMSO USED IN THE TOPICAL SECRETIN IS SULPHUR. We may have introduced the answer for James's body to heal and not realized it! The human synthetic secretin may not have been nearly as important as the DMSO preparation for supporting James metabolic inefficiency to detoxify phenolic compounds by addding sulphur to his body system. Enter MSM. The biologically available DMSO metabolite which is 38% sulphur which is a convenient supplement free of side-effects and virtually non-allergic. I researched the benefits of MSM and it's compadability for James' condition and went ahead and made the choice to use the supplement in place of his allergy medicines. On Martin Luther King, Jr.'s birthday, January 2001, we took the jump and removed anti-histamines from James's daily routine and substituted MSM. 'Bout 3 grams a day between morning and lunch. We use crystals mixed in 7-up - he loves it. Well, only 6 weeks later it has been nothing short of a miracle. It seems that the DMSO healed his gut and daily MSM has picked up the rest of the work. I am going to make a long list of benefits we have noticed/enjoyed: Allergies are 95 - 99% relieved. That includes nasal (chronic sinusitis), eczema, plugged ears, headaches, dark circles around the eyes, nervous system involvement including hearing and vision disruptions, coughing SNORING, night sweats, and a long list of other small things, Appetite has increased.. he has grown from a size 5 youth to a size 10 youth. He has gained 17 pounds and grown 3 inches since we started DMSO/secretin and MSM over 6 months now, He has NORMAL digestion and elimination. Regular, normal bowel movements, PAIN FREE. He does not seem to have reflux or acid indigestion. HE HAS ENERGY THROUGHOUT THE DAY. He does not seem fatigued anymore and has the normal little boy rhythms that we like to see. His cheeks are pink again. Gone are the dark circles and pale complexion his blood tests showed anemia more than once over the years ) He is HAPPY and outgoing. He wants and has friends now. For his 7th birthday we had a party (first one ever) with 9 friends. He goes to play at his friends house alone and has them over to play after school. His language is improving... he suffers less and less from brain fog . Phenols are also natural in the body as by products of normal neurological and hormonal metabolism. Without the detoxification pathway for phenols operating you get alot of buildup that translates into static . This reduction of static alone accounts for most of James incredible leaps in development. He hears better, sees better and reacts to stimulus in a normal fashion. Only people familiar with autism will interpret the significance of this one, however, for James the improvement has been very, very dramatic. He has discontinued Occupational therapy at school. Actually he was discharged. In September he could not hold a pencil in his hand and is now writing at age level, using scissors like the other kids and no longer needs therapy! He is moving into his mainstream classroom more and more. He has library and PE with them and enjoys it very much! He is academically at the first grade level now. His language, especially expressive, has improved sooooo much. Remember he only had 10 or so words a year ago and now speaks sentences out loud. He still has a long way to go with articulation, but he is improving EVERY DAY!. Physically, he has lost a lot of water weight. He seemed to have an all over inflammatory condition which was not exactly only in his intestines. He has a rounded face and chubby, baby fat like arms and legs. Now, we can see (after an initial 2 week detox of lots of fluid) that his muscle tone has improved somewhat. This is important too since he had another condition called hypotonia on his upper body. His skin is gorgeous. He had allergic eczema rashes over most of his body. It is gone. Literally gone. Looking back I can see where the DMSO was critical to get his digestion healed. Looking forward I can see MSM being a supplement for the rest of his life. If there is such a thing as a sulphur deficiency and how amino acids are metabolized I can say that was what James had. He had so many sub-clinical errors in his health that wholly the only possible explanation is that he was not getting nourishment to his body. Since sulphur supports the digestive tract and the turnover of cells it would seem to reason that if the cycle of health would be adversely effected without sufficient amounts of the substance sulphur. Our next addition to the plan is pig duodenum (however you spell it) and 1 mcg. of melatonin nightly. I contacted you David after we experienced all of these benefits after a random search of the net for Autism/MSM to see if anyone else had noticed these benefits.....well imagine my surprise when I found your website about DMSO and chrone's disease. Thanks again. Just another note. While James is not cured of anything - the door now is wide open for a full recovery now that his body is well and he can benefit like never before from therapies available to him. We expect a full recovery of lost time from ill health. We never really bought into the fact that a child with a normal neurological workup could actually have a neurologically based, irreversible, incurable disorder without the world knowing the cause or offering a cure..... I never bought it for a single minute. See, James was well when he was born, he will be well and whole again. No question about it here. Take care, I will be in touch! Wendy Frye, fryedj@msn.com UPDATE 5/01 Subject: Pig Duodenum, Sent: 5/5/20 11:53 AM From: fryedj, fryedj@msn.com To: David Gregg, krysalis@krysalis.net Hello Mr. Gregg, James is doing really well. We have started slowly with the Pig Duodenum - about a tsp. every 4/5 days. He has had alot of improvements so far - better language especially! We would like to dose as needed but are at a loss as to how to determine when he needs it. His bowels get touchy sometimes, however, we don't think it is too much of a problem! Talk to you soon, Wendy Frye UPDATE 8/01 Summary update from Lynn Beebe, grandfather of the first autistic child to try dietary pig duodenum powder (which I sent to him). Subject: postable email Received: 8/30/01 6:53 AM From: Lynn Beebe, lbeebe@rochester.rr.com To: David Gregg, krysalis@value.net David, Below you will see portions of some emails that I sent previously along with some notes and the last section is new today. You may post any or all of these if you wish. Lynn Date: Saturday, June 17, 2000 Dear David, You may recall I sent two emails to you on 5/1/00 and you were kind enough to send your old sample of pig duodenum. A four year old autistic grandchild is taking about a tablespoon per meal and his parents report more solid stools. No hard science here but they seem willing to continue as the one day they skipped the dose the stools became loose. You said you could check with your supplier to see if the product was still available. Please do that and advise me. Thank you very much for your help, Lynn Beebe (Grandpa). Date: Sunday, June 18, 2000 Hi David, My wife and I saw the boy yesterday. Usually we visit him every three or four weeks. There is always progress evident due to the good amount of ABA type attention he is getting. This time I saw more social interaction, more eye contact and a definite enjoyment (smiling and laughing) as he went down the slide with his sister as opposed to his usual subtle enjoyment sliding alone. I did suggest uping the dose but his parents are cautious....Lynn. David, Over the past year our daughter managed to get four secretin infusions for her son. She stopped using the PD during that three month period. The infusions were beneficial but did not give the consistant gut function that using the PD provides. I have been searching for a test to determine if my grandson produces enough of his own secretin but no such test is available. It has finally occured to me that stool pH may be an indicator for the bicarbonate output of the pancreas and liver. I have sent some litmus paper to our daughter, range 0 to 13, and will let you know the results....Lynn. Subject: porcine duodenum and stool pH Date: Saturday, August 25, 2001 David, Our daughter was feeding her son one tablespoon of free-dried PD per meal when she started measuring stool pH. After getting pH 5 (using 0-13 litmus paper) for several days she increased his intake to 2 tablespoons per meal. The result was pH 6 to 7 the next day along with a jump in verbal activity. After a couple more days she increased to 3 tablespoons and the pH went to the 8 to 9 range. I told her to cut back and try to keep pH in the 7 range. So far it looks like the PD may be useful for controlling stool pH. I'm sure you already know that pancreatic enzyme activity is sensitive to pH and drops off rapidly with increased acidity in the duodenum. I think it would be interesting to test stool pH on your friends with Crohn's or any other GI problems to see if they might be candidates for PD. Apparently not all autistic kids have acid stools so they may not all benefit from PD......Lynn Subject: Re: porcine duodenum and stool pH Date: Sunday, August 26, 2001 3:15 PM David, Just talked to the daughter on the phone and she is still very convinced she can control the stool pH with the duodenum. I have revised my ideas for people using synthetic secretin. I now suggest they first take pH measurements on stools for a few days. If the pH is in the acid range, they should give a tiny amount of secretin transdermally (thanks to David Gregg) about 60 to 90 minutes after every meal to get the stool pH neutral or slightly alkaline so that enzymes will function properly and that the gut will left alkaline. Since a kid's secretin producing cells are triggered by acid, it is silly to leave the gut acid inbetween meals and expect it to function properly when the stomach next empties. They can then take the balance of their daily amount of secretin left over from the every meal application and use it in one more application when the child goes to bed. Lynn Date: Wednesday, August 29, 2001 David, In my notes to you I have focused on my grandson's gut function. It has been my belief that if we keep that function close to normal then his body stands the best chance of healing his mind and body. Thanks to the porcine duodenum you provided and our new found ability to judge his pancreas output using litmus paper to measure stool pH, we have a way to keep gut function normal. And while it is comforting to know that John's stomach acid is no longer trying to destroy his intestines, causing him pain, and decreasing his digestion and absorption of vital nutrients, it is also very pleasing to note his behavioral progress. He does much less stimming, has a larger vocabulary (a year ago had none, now one of his words is Granpa), is happier, plays and interacts with others, and has obviously improved eye contact. On my last visit, about two weeks ago, he approached me, took me by the hand and led me out on the back porch to play. I was really surprised when, without any prompting, he looked up into my eyes for over five seconds. We are expecting more rapid progress now that we have a way to keep his GI tract near normal. I should suggest that what we do may not be appropriate for all autistic children. Since our first objective is getting normal GI function, I think every parent should be testing stool pH to determine whether or not their child's pancreas and liver are dumping enough bicarbonate after every meal to neutralize the acid chyme coming from the stomach. If the stool pH is nearly neutral (6.8 to 7.3), then I see no reason to eat PD with meals. However, if the pH is 6 or less, supplimenting every meal with one tablespoon of the freeze-dried porcine duodenum may be a good starting point. The increase or decrease in amount of PD can be judged from the next day pH measurement. You can increase the PD until the pH is about 7. If you have any trouble finding pH paper, as I did, you can get pH strips from McMaster Carr (732)-329-3772 or www.mcmaster.com. Part number 8707T11 tests pH from 0 - 13 and costs $8.89. I ordered from their web site and they shipped the next day. Total cost was about $12.50 with shipping. Many parents are not familiar with the secretin cycle and enzyme function and the pH system. I should write a study guide to give people a basic understanding. I'll give a try later this week. While I think it would be great if everyone with GI problems, whether Crohn's or UC or whatever, would do the stool pH testing, I should mention that people with cystic fibrosis who are pancreatic insufficient should not use the PD to stimulate the pancreas because the PD may also stimulate the pancreas to excrete enzymes which won't leave the pancreas if they are totally unable to produce the bicarbonate that flushes out the enzymes. Thank you again David for all your help. I'll keep in touch, Lynn Beebe I would appreciate additional email feedback: dwgregg@krysalis.net This document is too large for me to manage as a single web page. Click here to continue reading Autism Health Note. Health Notes Anemia | Anthrax | Antioxidants | Cancer | Chronic Fatigue Fibromyalgia DMSO | Rheumatoid Arthritis | Homosexuality | Eternal Life | Vitamin B12 Deficiency Crohn's Disease | Crohn's Disease Testimonials Home Page David W. Gregg, Ph.D. 188 Calle La Montana Moraga, CA 94556 Phone/Fax (925) 284-5434 Send e-mail to David Gregg at dwgregg@krysalis.net genetic brain genetic depression Autism Pervasive Developmental Disorder eye contact mental retardation Autism Research Institute San Diego James add social interaction fragile x syndrome ABA California 92116 John Victoria David CA Ph.D New Hampshire Crohn Vicious Cycle Elaine Gottschall Medicine Adams Avenue Disease Parker Autism Transdermal Secretin Intravenous Stem Cell Treatment A Cure David W. Gregg Calle La Montana Moraga Anthrax DMSO Rheumatoid Arthritis Testimonials| Oxygen Treatment Home Page This Bernie Rimland Victoria Beck University of Maryland Victoria Gary NY Times Wall Street Journal DMSO Textbook of Medical Physiology Guyton Hall W.B. Sanders Company Cell Treatment Leukemia Developments Concepts: Storage: Cord Cryobank New England Journal Adrian D. Sandler Re: Lack Single Dose of Synthetic Secretin Secretin: Secretin David Gregg UPDATE Disease Web Page: Update Elaine Gottschall: From: Adam Robert Myers Annette Genovesi DMSO/Chron GI DMSO Epsom MSM James' Martin Luther King DMSO/secretin PE Wendy Frye Gregg Lynn Beebe Lynn Date: Saturday Dear David PD PD......Lynn Lynn Date: Wednesday Granpa McMaster Carr UC Autism Health Note Fibromyalgia DMSO (925) 284-5434 925-284-5434 (732)-329-3772 adsandler@pol.net krysalis@value.net cityheart@msn.com krysalis@krysalis.net fryedj@msn.com lbeebe@rochester.rr.com dwgregg@krysalis.net 5434 March 1999 3/12/99 3/18/98 3/23/99 4/9/99 12/16/99 December 9, 1999 2/15/20 2/25/20 5/5/20 8/30/01 June 17, 2000 5/1/00 June 18, 2000 August 25, 2001 August 26, 2001 August 29, 2001 www.krysalis.net/autism.htm www.cryobank.com. pol.net www.krysalis-sparx.com value.net; www.krysalis-sparx.com; msn.com, krysalis.net msn.com value.net rochester.rr.com www.mcmaster.com. 94556 aba occupational therapy Autism113 http://whyy.org/cms/news/health-science/behavioral-health-health-science/2010/03/14/autism-through-the-lifespan-7-adulthood/33366 As part of our continuing series on autism, Erika Beras reports on the challenges and triumphs of adulthood with autism. Part seven of a nine-part series covering autismÕs impact through the lifespan. Erika Beras, behavioral health reporter at WDUQ in Pittsburgh, reports. Audio clip: Adobe Flash Player (version 9 or above) is required to play this audio clip. Download the latest version here. You also need to have JavaScript enabled in your browser. As far as an adult with autism goes, Jeff Hudale is kinda the poster-child. HeÕs been in studies, sat on state task forces and is active in the autism community. He was in his teens, misdiagnosed with schizophrenia when doctors found that he actually had autism. He ended up graduating from The University of Pittsburgh with a degree in Civil and Environmental Engineering. He got a job at a small firm and didnÕt disclose his disability. More on autism: Visit our Autism page. Jeff: About a year after I was hired that I guess I was doing something for them one day in the office and my hands must have been flapping about something and she asked, Jeff are you autistic? And I immediately was startled, I thought, Oh No, IÕm going to get fired. He didnÕt. But a few years later, he was laid off. He spent decade looking for work in his field. He applied for jobs. Jeff: During an interview, sometimes my eyes would drift away and some people think if I wasn t looking directly at them that I wasn t being honest with them but then again a lot of people donÕt really understand thatÕs one of our little idiosyncrasies. Jeff is a higher-functioning autistic Ð book smart, great with numbers, an avid conversationalist. A few years ago he got a job at BNY Mellon Corporation. Jeff: Its great to be fully employed but I feel that my skills are not really being utilized properly. His is a common concern among high-functioning autistic adults. They can get through college. But when they get jobs they flunk coffee break. Phil: IÕve never held a job for more than about a year and a half in my life. I simply cannot maintain employment. And the problem has to do with always with social issues, every job I have had they say. Phil your good at that job. All the performance reviews say, Phil your really good at that job. And, We canÕt keep you. ThatÕs Phil Garrow. HeÕs 46 and has AspergerÕs. Phil: One of the great sadnesses in my life is that I have received all of this training, I ve gone to school. IÕm a mechanical engineer. I m a computer scientist. IÕve gone to school. And that I canÕt hold a job because of social reasons, no matter how good I am at those skills, no matter how much money, no matter how much time I ve spent in therapy and other types of training. I canÕt tell you how sad that makes me. Much of the attention focused on autism has to do with childhood. But autism is a lifelong disorder. We spend most of our lives as adults. And we spend much of our adulthood working. Caitlan Freedman is 30. SheÕs PhilÕs partner. Caitlan: Autism is a different disability than being blinded or losing the use of oneÕs limbs. It is what s called a social disability. The traits that might drive others away from them, brought the pair together. Phil: There is an understanding that we have of each otherÕs sensory and social needs. Phil says the hardest hurdle is the intolerance people display towards adults with autism. He has what he calls a blindness, he canÕt pick up on social cues. Phil: People build libraries about what works and what doesnÕt work. If you miss those clues starting at birth, then you donÕt build those libraries. Or the libraries are much harder to build. The failures in building those libraries, as one gets older, are much more dramatic. If a two-year-old misses a visual clue you say, ahh, theyÕre 2 years old. If a four-year-old misses them, again you say, ahh. If a 44-year-old misses them, you say, That guy why didn t he shoulda oh boy, you know. ThatÕs a big thing. ThatÕs a problem. ItÕs a common problem that professionals say they see. Larry Sutton manages the local Bureau of Autism Services for the Commonwealth. Larry: One individual was doing very well until they changed the bathroom cleaning schedule. He became enraged because of what had occurred. He was fired for workplace violence for yelling at the staff that was cleaning the bathroom. Trouble with work may lead some adults to self-employment in creative fields. Sheryl YaegarÕs didnÕt thrive at any of her jobs. A few years ago she discovered painting with pastels. Not only has art provided her with a livelihood, itÕs become an essential part of her identity. Sheryl: I was abused as a child and it made me feel better because it took away a lot of the pain and a lot of the hurt and sorrow that I suffered throughout my childhood years. She has been lauded for her work and done over 2,000 paintings, which she keeps in boxes in the kitchen of the apartment in a Senior Citizen high-rise where she lives. Her work has been in shows around the country. Sheryl: I do more birds and animals than anything elseÉI feel free when I do art, one with God and one with natureÉFor instance even when I see birds or nature stuff outside or whatever, I seem to relate to them better than people. I guess because they donÕt talk back or theyÕre innocent and they accept you for who you are. She has autism. Like many older adults on the spectrum, she wasnÕt diagnosed as a child. She was in her 30Õs. SheÕs 49 now. She says her life is lonely. Sheryl: I really don t have any true friends and I would really like to find autistic friends that have a lot of things in common with me. Her limitations arenÕt limited to social ones. Sheryl: Sometimes I m really angry that I have autism. I feel that way because I canÕt do things as good as other people. Like I can t, no matter how many times I try, I canÕt do computers and I canÕt put film in a camera. Sheryl says most of the support groups aimed at adults with autism are filled with younger adults, not people in middle-age like her. Phil and Caitlan belong to one such group. Caitlan: Meeting other people with autism it s kind of like looking into a mirror. Phil: With that community, with that group, the way that I talk, the way that I am, the decisions that I make, the behaviors all seem to fit, all seem normal, all seem reasonable. Outside of that room, IÕm a little weird. They are renovating a home in Oakland. For them, housing isnÕt an issue. But it is for many on the spectrum. Jeff lives in Penn Hills with his aunt and cousin. His parents are dead. He has never lived on his own. Jeff: Very clutzy and all, and not really all that organized. When it comes to intellectual things I do all right, but common sense to me, IÕm a liability. His aunt says if she were not around, Jeff would live on the street. She buys his clothes, cooks his meals and looks after him. His being social is also his pitfall. Flo: People pick on him all the time because of his condition. Several times in his lifetime, he was swindled out of quite a bit of money. One time it was to the tune of $35,000. He gets harassed. Jeff: A couple bowling friends of mine came over and said, Well Jeff, no matter what, youÕll always be Rainman to me, and I go, Please, don t you dare call me Rainman. Then a couple of other guys said, ok, Rainman. And he gets taken advantage of. Flo: They see that heÕs not quite right I think they all think, Well. Why shouldnÕt I try? There is another area where he is deficient in. Jeff and his aunt Flo. Jeff: Not only do I not have a girlfriend, IÕll take it one step further and say, IÕve never even had a date. And there have been some people who have actually even made fun of me because of it. Flo: Jeffrey does not date, he has never dated, he is 38 years old. And he would really have a rough time being out on a date with a young lady at this stage in his life because heÕs never done it. HeÕd probably be all thumbs like anyone else whose doing that for the first time. JeffÕs saving grace has been living with his aunt, although she worries what will happen when sheÕs gone. Richard Campbell is 56 years old. He has spent much of his childhood and adulthood in and out of psychiatric hospitals and personal care homes. He has dual diagnoses Ð schizophrenia and bipolar. He now lives in a group home. About 20 years ago, he was diagnosed with autism. Richard: I was stunned. I was overwhelmed. HeÕs had problems keeping jobs or staying in personal care homes. But the biggest problem, he says, has been being bullied. Richard: Some people call me retarded, stupid, IÕm not going to say anything else, but people still pick on me today sometimes. Increasingly, medical and social service Professionals are getting more calls from adults or their family members saying theyÕve heard of autism and think they fit the bill. Some have been misdiagnosed. Nina Wall Cote runs the stateÕs Bureau of Autism Services. Nina: Adults with autism are very very hard to find because they are labeled with other things, there really wasnÕt a service delivery for people with a diagnosis of autism so the only way you could get services is if you had a diagnosis of mental retardation or an intellectual disability or mental health diagnosis. Recently, Pennsylvania revealed the results of an autism census. At present there are an estimated nearly 4,000 people with autism who are over 21. Nina: We have a count of the number of adults with autism which we know is an egregious lowball and many of them are lost to us. They are at home with aging parents theyÕre homeless, theyÕre in the criminal justice system. The state has an Adult Autism Waiver that helps pay for care. Nina:We will need more in the way of resources to support the thousands and thousands of people who will be coming into the system. And we donÕt have an answer for that part. Erika Beras reports on behavioral health issues for WDUQ in Pittsburg, PA. VN:F [1.8.1_1037]Rate this story:please wait...Rating: 4.5/5 (2 votes cast)Autism through the lifespan #7- Adulthood4.552Related Stories:Autism through the lifespan #9- Life After AutismAutism through the lifespan #8 ResearchAutism through the lifespan #6: Early AdulthoodAutism through the lifespan #5: CaregivingAutism through the lifespan #4: The Teen Years Autism through the lifespan #3: Education Autism through the lifespan #2: Childhood Jeff mental retardation Pittsburgh PA God Oakland Bureau of Autism Services Pennsylvania Jeffrey Erika Beras WDUQ Adobe Flash Player Jeff Hudale The University of Pittsburgh Civil Environmental Engineering BNY Mellon Corporation Phil Phil Garrow Caitlan Freedman SheÕs PhilÕs Larry Sutton Commonwealth Sheryl YaegarÕs Sheryl: Senior Citizen SheÕs Sheryl Caitlan Penn Hills Rainman Richard Campbell Nina Wall Cote Nina: Adults Nina: We WDUQ Pittsburg Teen Years Autism 10/03/14 whyy.org/cms/news/health-science/behavioral-health-health-science/2010/03/14/autism-through-the-lifespan-7-adulthood/33366 33366 diagnoses Autism114 http://autism-pdd.net/autism-research.html Can Autism be Inheritied? Evidence against X-Linkage as a cause of Autism Seratonin and Autism Autistic Brains Improvement In Autistic Behavior Seen As Individuals Age Center for Human Genetics Autism Research Support Organizations Autism is a chronic, nonprogressive developmental disorder. Individuals with autism have a unique set of symptoms in three areas: socialization (interaction with others), communication, and behavior. Autism is a common disorder, when other diagnoses such as pervasive developmental disorder (PDD), pervasive developmental disorder (not otherwise specified - PDD-NOS), and Asperger's disorder are included in the spectrum. Autism is a complex genetic disorder thought to be caused by one or more genes, either acting alone or together with other factors. Through the Medical Genetics collaborative research study into the hereditary basis of autism, we hope to find the gene(s) that leads to autism. Finding these gene(s) will provide valuable insight into how the disorder is caused and will hopefully lead to improved diagnostic and treatment modalities. Can Autism Be Inherited? We are often asked the question, Am I at risk for having a child with autism or having another child with autism? The answer is not simple since autism has many causes. Some individuals may have a genetic form of autism. If possible, the underlying cause for the autistic-like behavior must be identified. Several inherited disorders are associated with autistic-like behavior. Some of these disorders include Fragile X Syndrome, Tuberous Sclerosis Complex (TSC), and Phenylketonuria (PKU). When a diagnosis of autistic disorder is made by a health care provider, it is important to determine whether the behavior is the result of one of these well known genetic disorders. If specific testing indicates one of these disorders is responsible for the behavior, the recurrence risk and perhaps the medical treatment will be altered. In most cases, there is no specific cause for autism in an individual. In these instances, the autism is said to be idiopathic, meaning that the behavior is secondary to an unknown cause. These non-specific answers can be frustrating for parents or family members who would like some explanation. In this research study, we include individuals and families with idiopathic autism because these are the individuals most likely to carry the gene or genes that cause autism. By finding the genetic factors that play a role in the development of autism, we will someday be able to provide accurate recurrence risks to individuals and families as well as develop better treatments. For families that have one child with idiopathic autism, there is an increased risk of having another child with autism. This recurrence risk is estimated to be about four percent which is greater than that found in families that do not have a child with autism. Spiker D., Lotspeich L., Kraemer H.C., Hallmayer J., McMahon W., Petersen P.B., Nicholas P., Pingree C., Wiese-Slater S., Chiotti C. et al. Genetics of autism from 37 multiplex families: American Journal of Medical Genetics 54:1, 27-35, 1994. Evidence Against X-linkage as a Major Cause of Autism Since it is a known fact that more males have autism than females, researchers believed that autism might be associated with a non-working gene on the X chromosome. Recent data for our group and others have shown that it is unlikely that a gene on the X chromosome causes the majority of cases of autism. How do we know this? By studying many different families in which more than one member has autism, or a variant of autism such as Asperger s syndrome or PDD, we have seen that in a number of families the "gene" is passed through the father to a male child with autism. Since a father transmits an X chromosome only to his daughters and not his sons, the "gene" cannot be on the X chromosome in these families. Cuccaro M.L., Wolpert C.M., McClintock D.E., Abramson R., Beaty L.M., Storoschuk S., Zimmerman A., Frye V., Porter N., Cook E., Stevenson R., DeLong G.R., Wright H.H., Pericak-Vance, M.A. Familial aggregation in autism: Evidence against X-linkage as a major genetic etiology. American Society of Human Genetics 1996. Hallmayer J., Spiker D., Lotspeich L., McMahon W.M., Petersen P.B., Nicholas P., Pingree C., Ciaranello R.D. Male-to male transmission in extended pedigrees with multiple cases of autism. American Journal of Medical Genetics. 67:13-18, 1996. Serotonin and Autism: What We Know So Far Serotonin is a chemical that functions as a neurotransmitter (chemical communicator) in our brains. (Specifically, serotonin is concentrated in a part of the brain stem called the raphe nucleus). Serotonin is also present in certain blood cells called platelets. It is thought to be involved in inducing sleep, sensory perception, temperature regulation, and control of mood. Serotonin is of interest to autism researchers because some individuals with autism have consistently been found to have high levels of serotonin in their blood stream platelets. However, it is unclear what a high serotonin level signifies. Dr. Cuccaro and his colleagues at W.S. Hall Psychiatric Institute/USC School of Medicine in Columbia, South Carolina may have discovered an important clue. They conducted a study that looked at the level of blood (platelet) serotonin and the verbal ability of individuals with autism and their immediate relatives. Using a well accepted IQ test (Wechsler scales), these researchers found that individuals with high serotonin platelet or blood levels, had lower verbal ability scores. However, other measurements of intellectual abilities were not changed, including visual-spatial ability or memory. Intelligence is a combination of many different abilities including verbal, visual-spatial ability, memory and other areas. What does this mean for individuals with autism and their immediate relatives? First, it provides one more biological clue about autism. While not all individuals with autism have high blood serotonin levels, many individuals do. Perhaps individuals with autism and high serotonin levels have one type of autism or perhaps high blood serotonin levels influence the signs and symptoms associated with autism. More research is needed before the relationship between serotonin levels and autism is understood. Currently, a high or low blood serotonin level does not alter in any way how individuals with autism are managed medically. Occasionally, medications called serotonin reuptake inhibitors (e.g. Fluoxetine, Sertraline and Paroxetine) are prescribed for some individuals with autism. (This type of medication is also widely used to treat depression). Serotonin reuptake inhibitors keep serotonin in the brain longer so that its function as a chemical communicator is further enhanced. Studies in different populations of autistic individuals will help establish which individuals with autism will benefit from serotonin reuptake inhibitors or other drugs that influence blood and brain serotonin levels. Cuccaro, M.L., Wright, H.H., Abramson, R.K., Marstellar, F.A., Valentine, J. Whole-blood serotonin and cognitive functioning in autistic individuals and their first-degree relatives. The Journal of Neuropsychiatry and Clinical Neurosciences. 1993; 5: 94-101. Total Brain Volume Can Be Greater In Individuals with Autism Thirty eight high-quality magnetic resonance image (MRI) scans of individuals with autism who were more than 12 years old were obtained. In addition, 38 MRIs of individuals over 12 years of age who did not have autism were also obtained. These MRIs were used as controls. Through careful measurement of the volume of the brain, Piven et al. reported that in almost half of the individuals with autism, the total brain volume was greater than in individuals without autism. These results confirm earlier MRI findings reported by the same group. These results suggest a problem in brain development (as opposed to a later injury). Unpublished data suggest that the enlargement may occur in particular regions of the brain and is not a generalized phenomenon. These results should provide important clues about the neurobiology of autism. For example, a new group of genes that are responsible for brain growth have recently been discovered. Abnormalities in these genes may underlie our findings of regional brain enlargement in autism. Also, since brain enlargement occurred in almost half (46%) of the subjects studied, brain size and shape may aid us in eventually identifying subgroups of autistic individuals with different causes for their autism. Dr. Piven and his associates are continuing to study imaging data and will be trying to obtain further funding to follow-up these results over the next year. Piven J., Arndt S., Bailey J., Havercamp S., Andreasen N.C., Palmer P. An MRI study of brain size in autism. American Journal of Psychiatry: 12: 1145-1149, 1995. Improvement In Autistic Behavior Seen As Individuals Age At the April 1995 Society for Research in Child Development Meeting, Dr. Piven and his research group presented the results of their behavioral studies. They reviewed data on the current autistic behaviors in 38 high-functioning adolescent and adult autistic individuals and compared it to their behaviors at age 5 years. These researchers found that there was clear improvement in all three domains of behavior that define autism. However, the most substantial change occurred in the social and communication behaviors. Eighty percent of the males and one hundred percent of the females improved their social and communication skills. Both males and females had fifty percent improvement in ritualistic-repetitive behaviors. Dr. Piven and his colleagues are continuing their study of the course of behavioral change in autism. Piven J., Harper J., Palmer P., and Arndt S. Course of behavioral change in autism: a retrospective study of high-IQ adolescents and adults. Journal of the American Academy of Child Adolescent Psychiatry 35:4, 523-29, 1996. Center for Human Genetics Autism Research To help us reach the goal of discovering the genetic, or inherited causes of autism, we collaborate with other researchers and medical centers. Our growing team now includes other experts in the fields of autism and genetic research. Our collaborators include Robert DeLong, MD of Duke University Medical Center, Dr.'s Ruth Abrahmson, Mike Curcarro and Harry Wright of the W.S. Hall Psychiatric Institute (Columbia, SC), Joseph Piven, MD at the University of Iowa (Iowa City, IA), Susan Folstein, MD at Tufts University (Boston, MA), Nina Sajaniemi, PhD at Helsinki University Central Hospitial (Helsinki, Finland), and their research groups. In order to find the genes for autism, we compare the genetic material (DNA) of individuals with autism to their family members without autism. We also compare genetic material between the families that have members with autism. The genetic material is obtained through blood samples. Once a family decides to join our study, we request all participating family members to give a blood sample. We also review family and medical history and conduct the Autism Diagnostic Interview (ADI) in order to confirm the diagnosis of the family member(s) with autism. However, families will not have to travel to Duke University Medical Center in order to participate. Instead, we try to visit the families personally to collect blood samples and diagnostic information. Family physicians may also collect the blood samples and mail the samples to us. The family history interview and ADI may be done as a telephone interview at any time convenient for the family. All information shared with the Center for Human Genetics is considered medical information and thus kept confidential. Since this is an ongoing research study to identify the genes associated with autism, there are no individual test results that we can report to participating families. However, we update the families participating in our study each year through our newsletter which explains our current findings and research progress. This has been a productive year for the autism genetic research study. Over the past year we have had the privilege of working with more than 125 families. Sixty of these families have more than one family member with autism. We have enjoyed meeting these families and we look forward to working with them over the next few years. Support Organizations Autism Society of America (ASA) 7910 Woodmont Avenue, Suite 650 Bethesda, MD 20814 (800) 3-AUTISM National Alliance for Autism Research (NAAR) 66 Witherspoon Street Suite 310 Princeton, NJ 08542 (888) 777-NAAR (6227) naar@naar.org Center for Human Genetics Contact autism_mail@chg.mc.duke.edu Autism References Unavailable at this time. Autism Newsletter Available through the mail. Please call (800) 283-4316 Visit these sites for more information Early Origins of Autism Ask an Expert on Autism Health Finder Talk to Autism Expert National Institutes of Mental Health Combined Health Information Database Abstracts on Autism genetic brain genetic depression dna Autism MA Autism Society of America PDD National Alliance for Autism Research MD fragile x syndrome sleep Boston Autism Diagnostic Interview ADI Bethesda cognitive MRI J. 20814 fluoxetine sertraline PKU PDD-NOS X IA NJ ASA Suite South Carolina NAAR Duke University Medical Center Woodmont Avenue Phenylketonuria Piven University of Iowa Iowa City X Syndrome Wright X-Linkage Autism Seratonin Autism Autistic Brains Improvement In Autistic Behavior Seen As Individuals Age Center for Human Genetics Autism Research Support Organizations Autism Medical Genetics Tuberous Sclerosis Complex TSC Spiker D. Lotspeich L. Kraemer H.C. Hallmayer J. McMahon W. Petersen P.B. Nicholas P. Pingree C. Wiese-Slater S. Chiotti C. American Journal of Medical Genetics X-linkage Major Cause of Autism Since Cuccaro M.L. Wolpert C.M. McClintock D.E. Abramson R. Beaty Storoschuk S. Zimmerman A. Frye V. Porter N. Cook E. Stevenson R. DeLong G.R. Wright H.H. Pericak-Vance M.A. Familial American Society of Human Genetics McMahon W.M. Ciaranello R.D. Male-to Cuccaro W.S. Hall Psychiatric Institute/USC School of Medicine Columbia Wechsler M.L. H.H. Abramson R.K. Marstellar Valentine J. Whole-blood Journal of Neuropsychiatry and Clinical Neurosciences Piven J. Arndt S. Bailey J. Havercamp S. Andreasen N.C. Palmer P. American Journal of Psychiatry: Autistic Behavior Seen As Age At Child Development Meeting Arndt S. Course American Academy of Child Adolescent Psychiatry Center for Human Genetics Autism Research To Robert DeLong Ruth Abrahmson Mike Curcarro Harry Wright W.S. Hall Psychiatric Institute SC Joseph Piven Susan Folstein Tufts University Nina Sajaniemi Helsinki University Central Hospitial Helsinki Finland Center for Human Genetics Witherspoon Street Princeton Center for Human Genetics Contact Autism References Autism Newsletter Available Autism Ask Autism Health Finder Talk Autism Expert National Institutes of Mental Health Combined Health Information Database 145-1149 (800) 283-4316 naar@naar.org autism_mail@chg.mc.duke.edu autism-pdd.net/autism-research.html naar.org chg.mc.duke.edu 08542 paroxetine diagnoses Autism115 http://www.nationalfoundationforautismresearch.com/ A HOLIDAY STORY: One Local Teacher Shares How a Student with Autism Taught Her a Valuable Lesson By Jennifer Havlat, Special Education Teacher and 2007 NFAR Autism Teachers Grant recipient As a special education teacher for the past eight years, I have had the privilege and honor to spend my time with some of the most fantastic children in the world, teaching them how to interact and communicate with the world around them. But this fall, one special student educated me. READ MORE... Peer Sensitivity and Anti-Bullying Program NFAR recently awarded a first-of-its-kind Peer Sensitivity and Anti-Bullying grant for a middle school campaign designed to teach awareness and understanding of autism among mainstream students. Noting a 1000% increase in students with autism in their school district since 2001, educators at Eastlake Middle School developed a program that will involve six general education English and two Video Production classrooms with the goal of teaching all students the value of each individual and the importance of creating a culture where bullying in any form is not tolerated. NFAR looks forward to following the school's progress and believes this grant will help create an environment of greater awareness, sensitivity and opportunity for students with autism. sensitivity English Autism Taught Her Lesson By Jennifer Havlat NFAR Autism Teachers Grant READ MORE.. Anti-Bullying Program Anti-Bullying Eastlake Middle School Video Production www.nationalfoundationforautismresearch.com/ Autism116 http://uniteautism.com/ © 2009 UniteAutism. All Rights Reserved.UniteAutism does not provide medical advice, diagnosis or treatment uniteautism.com/ Autism118 http://www.zimbio.com/Autism Autism Front Page Articles Pictures Videos more Polls Notes Links History if (navigator.platform.indexOf("Mac") != -1 && navigator.userAgent.indexOf("Safari") != -1) { try {$('sectionNav').addClassName('sectionNavMac');}catch(err){} } A community portal about Autism with blogs, videos, and photos. According to Wikipedia.org: Autism is classified as a neurodevelopmental disorder that manifests in delays of social interaction, language as used in social communication... [more] A community portal about Autism with blogs, videos, and photos. According to Wikipedia.org: Autism is classified as a neurodevelopmental disorder that manifests in delays of social interaction, language as used in social communication, or symbolic or imaginative play, with onset prior to age 3 years, according to the Diagnostic and Statistical Manual of Mental Disorders. The ICD-10 also requires symptoms to manifest before the age of three years. Autism is often not physiologically obvious, in that outward appearance may not indicate a disorder, and diagnosis typically comes from a complete physical and neurological evaluation. $('overviewFull').hide(); Add Content RSS Autism add social interaction Diagnostic Statistical Manual of Mental Disorders ICD-10 neurodevelopmental disorder Mac Autism Front Page Articles Pictures Videos Wikipedia.org: Autism www.zimbio.com/Autism Wikipedia.org: Autism119 http://treatingautism.co.uk/ WISE TRADITIONS UK FESTIVAL FOR TRADITIONAL NUTRITION Sunday, March 21st, LondonThe Weston A Price Foundation campaigns for wise traditions in food, farming and the healing arts, challenging the diet dictocrats and politically correct nutrition.Speakers: SALLY FALLON MORELL, MA, president and founder of the Weston A. Price Foundation, author of the bestselling book Nourishing Traditions. SIR JULIAN ROSE, pioneering organic farmer, and renowned countryside and raw milk campaigner. NATASHA CAMPBELL-MCBRIDE, MD, founder of the Cambridge Nutrition Clinic, and author of Gut Psychology Syndrome (GAPS),BARRY GROVES, PhD, author of Trick and Treat, the explosive book on why conventional "healthy diets" are ruining people's lives and making food manufacturers and healthcare providers rich.FOR FURTHER INFORMATION visit www.westonaprice.org/london MA MD UK Weston Price Foundation Weston A. Price Foundation JULIAN ROSE NATASHA CAMPBELL-MCBRIDE Cambridge Nutrition Clinic Gut Psychology Syndrome GAPS BARRY GROVES Trick Treat treatingautism.co.uk/ www.westonaprice.org/london Autism12 http://www.topix.com/health/autism What is Topix? Topix is the largest news community on the web. We take news from over 60,000 sources and categorize those stories to over 40,600 locations and 450,000 topics. Topix breaks the mold of traditional news sites by allowing our users to edit the news. We've built a suite of editing tools, so Topix users can make sure all the stories that matter get the attention they deserve. The best part? You can comment on everything. Every story, every poll, every user-submitted photo. Jump in, find a topic and start talking! By the way, if you're interested in learning more about Topix, visit our blog. Topix www.topix.com/health/autism Autism120 http://www.townandcountrypeds.com/test_health_autism.htm In recent years, the term autism has become commonplace in magazines, in the movies, and in discussions between parents. The following information is a brief overview on autism. It would be impossible to include every facet of this complex disorder, but the basic facts are as follows. Autism Frequently asked questions about autism. Autism 1. What is autism? 2. How common is autism? 3. What causes autism? 4. What are the symptoms of autism? 5. How is autism diagnosed? 6. Are there any tests for autism? 7. Is there a cure for autism? 8. What therapies are available? 9. Which therapy is effective? 10. What is known about alternative therapies? 11. How will I know if a therapy is working? 12. Are medication used in the treatment of autism? 13. Where can I get more information about autism? 1. What is autism? Autism is one disorder in a complex spectrum of developmental disabilities. Pervasive Developmental Disorder (PDD) is a more general term used to describe several developmental disorders, including Autistic Disorder, Asperger Syndrome, Childhood Disintegrative Disorder, and Rett Syndrome. PDD affects the normal development of the brain in the areas of social interaction and communication skills. Since it is a spectrum of disabilities, the symptoms can become evident in a variety of combinations. The disabilities can be mild to severe. For the purposes of this article, the term autism will be used and refers to any of the disorders that fall within the spectrum. 2. How common is autism? It is estimated that autism spectrum disorders occur in 2 to 6 per 1000 persons (500,000 to 1,500,000 people in the US). It is four times more prevalent in boys. It affects all races, ethnic groups, and social classes. It is one of the most common developmental disabilities. Since the disorder can take on a mild form, the public may be unaware of all of those affected by autism. 3. What causes autism? A single cause is not known despite considerable research that has been done. It is known that bad parenting or immunizations do not cause these disorders. Recent research strongly suggests a genetic basis, but a single genetic link has not been discovered. Current research in looking at the chemical, biological, and neurological differences in the brain of those affected by the disorder. 4. What are the symptoms of autism? Most children with autism appear normal in the first year or two of life. Parents often notice delays in language skills and the way a child plays or interacts with others. Children may be overly sensitive or under-responsive to stimulation of the five senses (Hearing, Touch, Smell, Taste, and Sight). Repetitive behaviors (hand flapping, rocking, echoing words) may also be seen. Behavior may be aggressive (at self or others) or very passive. In retrospect, after diagnosis, past behaviors that were thought of as normal may have been subtle symptoms. 5. How is autism diagnosed? An accurate diagnosis of autism or any of the related disorders requires multiple observations of the child's behavior, communication, and developmental skills. It is difficult to diagnose because of the variety of presentations these disorders have. Evaluation by a multidisciplinary team is thought to be the diagnostic standard. The team of specialists might include a neurologist, psychologist, developmental pediatrician, speech/language pathologist, occupational therapist, and a genetics counselor. Parental observations are also very important. 6. Are there any tests for autism? No, there are no specific medical tests that can be done to diagnose autism. Instead, tests are done to rule out other underlying problems that may be the cause of the developmental delays. Blood tests may be done to rule out lead poisoning, metabolic diseases, and genetic disorders. An electroencephalogram (EEG), a tracing of the brain's electrical activity, may also be done to rule out the possibility of a seizure disorder as the cause of a child's behavior issues. A hearing test is done to rule out a hearing deficit that may interfere with language skills. A CAT scan of the brain is usually not indicated. Newer tests that measure by-products of proteins from the diet in the urine do not have FDA approval and should not be viewed as diagnostic. Beyond the medical tests that are part of the diagnostic work-up, there are many psychiatric, developmental, and behavioral tools that are used by trained specialists. These specialists make up the multidisciplinary team that is recommended in making the diagnosis of autism. 7. Is there a cure for autism? No. Autism is a life-long disorder. However, there are many therapies available to lessen the symptoms and to develop better coping strategies for managing the symptoms of autism, but none are known to be curative. 8. What therapies are available? The answer to this question is a very complex one. There are so many therapies available that it is mind-boggling. Some therapies are traditional and time-tested, while others are just a passing fad. Unlike other disorders, there are no published treatment guidelines or protocols for autism. However, experts do agree that therapy should be started early and should target the deficits or delays that are common in children with autism communication and behavior issues. Comprehensive treatment usually includes speech therapy, occupational therapy, and behavior modification. Within each of these entities are many types of interventions. Outlined below are the more common approaches. Occupational Therapy (OT) addresses sensory-motor skills of a child with autism as well as many other disorders. The ultimate goal of traditional OT is assisting the child in participation of daily life tasks and activities as independently as possible. OT should be a major component of a treatment plan for autistic children. Sensory Integration (SI) Therapy is among the latest subspecialties of Occupational Therapy. It is based on the theory that autistic children have difficulty perceiving incoming sensory information. The goal of SI is to control sensory input during age-appropriate activities to either reduce or increase an autistic child's response to external stimuli through repeated exposure. Despite the popularity of SI, there is little to no scientific data available on its use or effectiveness. Behavioral Modification Therapy is usually started in all children with autism. There are many different behavioral therapies available, each with a different set of teaching principles. The goal of behavioral therapy is to improve a child's social development through behavior modification. Ideally, autistic children would normalize their behavior so that inclusion in a regular classroom setting would be possible. Developed by Professor Ivaar Lovaas from UCLA, Discrete Trial Training (DTT) is a very intensive therapy that teaches a child how to learn through repetition of behavioral responses. This therapy requires one-on-one sessions with specially trained teachers, 40 hours per week for 2 to 3 years. Needless to say, this therapy is expensive and not a choice for many families. This therapy has been promoted as THE treatment for autism, yet there is no comparative research to support the claim. Modifications of Dr. Lovaas' theory have evolved into other forms of behavioral therapy, Intensive Behavior Intervention (IBI) and Applied Behavior Analysis (ABA). All of these therapies are started in the preschool years in hopes of achieving kindergarten readiness with developmentally normal peers. Division TEACCH is an acronym for Treatment and Education of Autistic and related Communication-handicapped CHildren. The program was developed at the University of North Carolina in Chapel Hill. The goal of TEACCH is to provide a structured learning environment for children with autism to optimize their individual strengths and independence. The program is multidisciplinary and involves the family and community. Treatment is intensive - 5 hours a day, 5 days a week in a TEACCH classroom. This intervention is popular and is supported by years of anecdotal data on its success. Very little scientific data exist on the outcomes of TEACCH. Dr. Stanley Greenspan, MD, a well-known, highly published child psychiatrist developed Floor Time as a treatment for autism. This therapy is based on his Developmental, Individual-Difference, and Relationship-based (DIR) model. This theory posits that further learning and development can only be obtained after meeting six relationship-based milestones. The goal of Floor Time is to help the autistic child overcome sensory processing issues so these relationship-based milestones can be achieved. Therapy consists of 6 to 8 30-minute sessions of child-guided play each day. Parents are taught to do the therapy at home. Many Occupational Therapists use this model in their daily treatment plans for autism. There is no scientific evidence to support the use of this therapy. Inclusion Therapy involves putting autistic children in classrooms of developmentally normal children. It is thought that an autistic child will naturally learn from his normal peers in the academic environment. An aide is assigned to the autistic child and the curriculum is modified to address the child's strengths and weaknesses. It is thought that autistic children placed in inclusive environments have better verbal and social skills. However, this has not been proven. Carol Gray developed Social Stories (Social Scripts) in 1991. Its main goal is to clarify social expectations, teach the rules of society, and encourage self-management in social situations. The scripts that are written are individualized to a certain person and situation. The scripts are read and reread until the behavior is learned. Behavior is thought to improve with this repetition. However, there is no scientific evidence supporting this claim. Speech-Language Pathology covers a wide range of disorders. Speech disorders are defined by a difficulty in producing the sounds of language. Language disorders are defined by a difficulty in understanding language or using words in spoken communication. Autistic children often present with both issues. Therapy is aimed at improving verbal and nonverbal communication skills. PECS is an acronym for Picture Exchange Communication. This program, often seen within a TEACCH environment, goes beyond traditional speech therapy. This type of therapy helps a child attach meanings to words through pictures. It is useful in verbal and nonverbal children. The goal is to help the child with spontaneous communication. It is helpful to have two trainers available in the initial part of the program when it is most intensive. Facilitated communication (FC) involves a facilitator who assists the nonverbal child in pointing to letters or pressing keys on a keyboard to spell words for communication with others. This type of communication for autistic children is a topic of debate. It is thought that the facilitator has too much influence over the communication, and therefore, it is not the autistic child's thoughts or expressions. FC is not a recommended form of communication and is not supported by many autism experts or scientific research. 9. Which therapy is effective? Unfortunately, there is little to no scientific data to support many of these therapies. This is most likely due to the fact that creating a study with autistic children is almost impossible. There are too many variables between children, from the severity of the disorder to their home environment, not to mention the ethics involved with creating a double blind, controlled study. It would be impossible to control and any data resulting from studies that are not controlled properly may be statistically inaccurate. However, despite the lack of scientific support for therapy, developmental experts agree that early intervention dramatically improves outcomes for young children with autism. There is no single specific therapy that works for all children. Therapy needs to be tailored to the child's own needs, based on his strengths, weaknesses, and interests. Therapy should be multidisciplinary, using occupational therapy, speech therapy, and behavioral therapy, as a basis. Your child's autism specialist should be able to guide you through your choices. 10. What is known about alternative therapies? Unfortunately, for every parent searching for the cure for their child, there is an unethical person waiting with false promises for that cure. The Internet is fraught with scams that promise to cure autism. Below are some therapies that have no scientific support for the use in autistic children and should be avoided. Auditory Integration Training (AIT) Dr. Guy Berard, a French otolaryngologist, originally developed this therapy. AIT requires listening to processed music through headphones. This music is heard at various decibel levels, some which can be very loud. Treatment sessions may last 30 minutes a day for a year or more. The American Academy of Pediatrics does not support AIT and the medical device used is not approved by the Food and Drug Administration (FDA). Secretin Therapy Secretin is a natural hormone that is found in the small intestine. Extracted secretin from humans or pigs has been used as a diagnostic tool for intestinal and pancreatic disorders. Apparently, in 1998, there was a report of an autistic child who, while undergoing diagnostic tests, received secretin. Following the test, his autism symptoms dramatically improved. Since then, thousands of autistic children have received secretin despite the lack of safety and efficacy data. As recently as September 2002, Pharmacotherapy, a journal for pharmacists, published an analysis of all the studies relating secretin use and autism. The conclusion is that secretin does not improve symptoms of autism and should not be used. Visual Therapy It is thought that children with autism rely on their peripheral vision, have tunnel vision, or are hypersensitive to light. Visual therapy is intended to address these issues, however, there is no scientific data backing its effectiveness. Dietary Modification Some people theorize that food intolerance and allergies may worsen symptoms of autism. Specifically, yeast, gluten, and casein are the named culprits. There are no scientific studies that support the omission of these foods from an autistic child's diet. Vitamin/Mineral Therapy It is thought that supplemental B vitamins and magnesium reduce tantrums and other behavior issues in autistic children. Dimethlyglycine (DMG) is chemically similar to Vitamin B 15 and is available over-the-counter. Vitamin therapy has not been studied and is not recommended. Other Therapies The list of other interventions can go on for pages. A few examples that are not recommended or supported by any type of scientific research are; Delacto Method, Osteopathy/Craniosacral Therapy, Holding Therapy, The Squeeze Machine, Son-Rise Program, Higashi Therapy, and photostimulation. Be wary of therapies that make promises of a cure. There is no cure for autism. 11. How will I know if a therapy is working? With all the various types of therapy available for parents to choose, it is important to pick the one most likely to improve the symptoms of autism. However, there are no guarantees that the choice will be effective. A few general guidelines should be followed. Try one therapy at a time and continue it for about 2 months before changing to another if no improvements are seen. However, if improvements are seen in the first week or two of a therapy then another intervention can be added. Remain objective and ask others who know your child if they notice any differences in behavior. 12. Are medication used in the treatment of autism? Yes. The main groups of medications that are used to reduce the symptoms of autism are Neuroleptic Agents (Haldol, Risperidone), Anti-Depressant and Anti-Anxiety Agents (Prozac, Zoloft, Paxil), Stimulants (Ritalin, Dexedrine, Adderall), and Anti-Seizure Agents (Depakene, Neurontin, Lamictal). Not all children with autism need these powerful medications, and many can have serious side effects. 13. Where can I get more information about autism? Be careful about information obtained from Internet sites, as much of the information is biased and not proven. Avoid the following Internet sites: Autism Research Institute at www.autism.com. Bernard Rimland, Ph.D., father of an autistic child, developed this site. The site consists of many of his editorials about autism. It is not based on scientific fact. Also, the Center for the Study of Autism at www.autism.org developed by Stephen Edelson, Ph.D., references the work of Bernard Rimland. This site encourages the use of diet, supplements and the Hug Machine for the treatment of autism. Recommended Internet sites are those of the Autism Society of America at www.autism-society.org and Autism-PDD Resources Network at www.autism-pdd.net and the Autism Research Centre at www.autismresearchcenter.com. The Autism Society of America is a great starting point for information gathering. The Autism-PDD Resources Network has great links to state programs and aids in the development of an Individualized Education Plan (IEP) for use in the public schools. However, this site is not an advocate of TEACCH programs. The Autism Research Centre addresses autism from a scientific approach with research and journal publications. As always, if you would like more information or you have questions about autism, please call your child's health care provider. Our offices have a comprehensive list of local neurologists, developmental pediatricians, occupational therapists, speech therapists, geneticists, and others specialists that are qualified to help you and your child. If there is concern, your child will be referred to these specialists for a complete evaluation. They may be able to guide you through the maze of reading materials and Internet sites that are available. pointing genetic brain genetic Pervasive Developmental Disorder Autism Research Institute www.autism-society.org Autism Society of America TEACCH PDD University of North Carolina Chapel Hill Stanley Greenspan Internet Son-Rise Program Bernard Rimland www.autism.org MD childhood disintegrative disorder social interaction anxiety ABA Developmental US Food and Drug Administration FDA tantrums ritalin UCLA Auditory Integration Training IEP French rett syndrome risperidone Prozac haldol prozac zoloft Rett Syndrome American Academy of Pediatrics Autistic Disorder Applied Behavior Analysis Ritalin Carol Gray Asperger Syndrome Ph.D. IBI Autism Research Centre Center for the Study of Autism OT SI Behavioral Modification Ivaar Lovaas Discrete Trial Training DTT Intensive Behavior Intervention Floor Time Individual-Difference Relationship-based Speech-Language Pathology Picture Exchange Communication FC AIT Guy Berard Delacto Method Squeeze Machine Higashi Therapy Neuroleptic Agents Anti-Anxiety Agents Dexedrine Adderall Anti-Seizure Agents Stephen Edelson Hug Machine Autism-PDD Resources Network Individualized Education Plan www.townandcountrypeds.com/test_health_autism.htm www.autism.com. www.autism-pdd.net www.autismresearchcenter.com. paxil dexedrine adderall applied behavior analysis aba occupational therapy auditory integration training ait Autism121 http://finance.yahoo.com/news/Els-for-Autism-Charity-ProAm-bw-3685489266.html?x=0&.v=1 Press Release Source: M. Shanken Communications On Monday March 15, 2010, 6:55 pm EDT PALM BEACH GARDENS, Fla.--(BUSINESS WIRE)--The 2nd annual Els for Autism Charity Pro-Am Golf Tournament was held March 14-15 at PGA National Resort & Spa in Palm Beach Gardens, Florida. The event raised more than $800,000 for the Els for Autism Foundation, which is dedicated to finding a solution to the epidemic of autism in young children. The organization was founded by Ernie Els and his wife Liezl, in conjunction with Marvin R. Shanken, the chairman of M.Shanken Communications, and the publisher of Wine Spectator and Cigar Aficionado magazines. The Els announced to the world in March 2008 that their son, Ben, now 7, suffered from autism.PGA Tour professionals including Els, Steve Sticker, Stuart Appleby, Robert Allenby, Justin Leonard, Adam Scott, Justin Rose, Briny Baird and Rory Sabbatini played in the event. Golf legends Jack Nicklaus and Raymond Floyd also led two of the 22 teams of amateurs who took part in the event.The Els for Autism Foundation has embarked on a capital campaign to raise $30 million for a 300 student school and research facility, the Center for Excellence, to be built in Florida. The research center will be dedicated to all aspects of autism treatment and study, and will put together innovative programs for education, therapy and research for children across the autism spectrum.ÒToday, the dream is becoming a reality with the help and generosity of the people here,Ó Els said. ÒThis center is needed in the community and in the world. The families of autistic kids and the kids themselves need a lot of help, and this center will help them.Ó Els expressd deep gratitude to the people who attended the charity pro-am tournament and said, ÔWords cannot express how we feel.ÓThe eventÕs co-sponsors are M. Shanken Communications and the Richemont Group, with its chairman Johann Rupert. Corporate sponsors include Bacardi, Barnes and Noble, Brown-Forman, Callaway Golf, Diageo, Moet-Hennessey, Patron Spirits, PGA National, The Related Group, Royal Bank of Canada, Robert Talbott, Skyy Spirits, and the PGA. Contact: M. Shanken CommunicationsGordon Mott, 212-684-4224 Buzz up! if(typeof YAHOO == "undefined" || !YAHOO){var YAHOO = {};}if(typeof YAHOO.namespace == "undefined"){YAHOO.namespace=function(){var a=arguments, o=null, i, j, d;for (i=0; i<a.length; i=i+1){d=(""+a[i]).split(".");o=YAHOO;for (j=(d[0] == "YAHOO") ? 1 : 0; j<d.length; j=j+1) {o[d[j]]=o[d[j]] || {};o=o[d[j]];}}return o;};}if('undefined' == typeof YAHOO.one || 'undefined' == typeof YAHOO.one.ush){YAHOO.namespace("one.ush");}YAHOO.one.ush.global={};YAHOO.one.ush.global.deferredAssets = [];YAHOO.one.ush.global.deferredAssets.push(["http://yui.yahooapis.com/2.7.0/build/yahoo/yahoo-min.js", "YAHOO"]);YAHOO.one.ush.global.deferredAssets.push(["http://yui.yahooapis.com/2.7.0/build/dom/dom-min.js", "YAHOO.util.Dom"]);YAHOO.one.ush.global.deferredAssets.push(["http://yui.yahooapis.com/2.7.0/build/event/event-min.js", "YAHOO.util.Event"]);YAHOO.one.ush.global.deferredAssets.push(["http://yui.yahooapis.com/2.7.0/build/connection/connection-min.js", "YAHOO.util.Connect"]);YAHOO.one.ush.global.deferredAssets.push(["http://yui.yahooapis.com/2.7.0/build/container/container-min.js", "YAHOO.widget.Panel"]);YAHOO.one.ush.global.deferredAssets.push(["http://yui.yahooapis.com/2.7.0/build/datasource/datasource-min.js", "YAHOO.util.DataSourceBase"]);YAHOO.one.ush.global.deferredAssets.push(["http://yui.yahooapis.com/2.7.0/build/autocomplete/autocomplete-min.js", "YAHOO.widget.AutoComplete"]);YAHOO.one.ush.global.deferredAssets.push(["http://yui.yahooapis.com/2.7.0/build/json/json-min.js", "YAHOO.lang.JSON"]);YAHOO.one.ush.global.deferredAssets.push(["http://l.yimg.com/a/lib/ush/ac_1.0.0.js", "YAHOO.example.ACJSFunction"]);YAHOO.one.ush.global.deferredAssets.push(["http://l.yimg.com/a/lib/ush/utils_1.1.3.js", "YAHOO.one.ush.ShareWidget.prototype.init"]);(function(){var setUp = function(){YAHOO.one.ush.ShareWidget.getString = function(key){var yaladataset={"YGSH_FAILED_PREREQS":"failed loading prerequisites","YGSH_DELICIOUS":"Delicious","YGSH_DELICIOUS_URL":"http:\/\/delicious.com\/post?v=4&noui&jump=close&url=","YGSH_DELICIOUS_HREF":"http:\/\/delicious.com\/post","YGSH_DELICIOUS_TITLE":"Bookmark this on Delicious","YGSH_BOOKMARKS":"Yahoo! 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Shanken YAHOO YAHOO.one.ush.global.deferredAssets.push YAHOO.util.Dom YAHOO.util.Event YAHOO.util.Connect YAHOO.widget.Panel YAHOO.util.DataSourceBase YAHOO.widget.AutoComplete YAHOO.lang.JSON YAHOO.example.ACJSFunction YAHOO.one.ush.ShareWidget.prototype.init Bookmarks YGSH_FROM YGSH_COPY_SELF YGSH_SENDBY YGSH_EMAIL YGSH_YIM YGSH_SMS Text Messaging SMS YGSH_TO YGSH_CAPTCHA YGSH_REVIEW_FIELDS YGSH_BEBO Bebo YGSH_BEBO_URL YGSH_BEBO_HREF YGSH_BEBO_TITLE YGSH_SKYROCK Skyrock YGSH_SKYROCK_URL YGSH_SKYROCK_HREF YGSH_SKYROCK_TITLE YGSH_WIKIO Wikio YGSH_WIKIO_URL YGSH_WIKIO_HREF YGSH_WIKIO_TITLE YGSH_STUDIVZ StudiVZ YGSH_STUDIVZ_URL YGSH_STUDIVZ_HREF YGSH_STUDIVZ_TITLE YGSH_SPLINDER YGSH_SPLINDER_URL YAHOO.one.ush.ShareWidget.ygshINTL= YAHOO.one.ush.ShareWidget.spaceid= YAHOO.one.ush.ShareWidget.prop= YAHOO.one.ush.ShareWidget.ygshPrintUrl= DeliciousTwitterMyspaceDiggStumbleUponFacebook -3685489 212-684-4224 1159850001 xxx@xx.xxx yourname@example.com finance.yahoo.com/news/Els-for-Autism-Charity-ProAm-bw-3685489266.html?x=0&.v=1 yui.yahooapis.com/2.7.0/build/yahoo/yahoo-min.js", yui.yahooapis.com/2.7.0/build/dom/dom-min.js", yui.yahooapis.com/2.7.0/build/event/event-min.js", yui.yahooapis.com/2.7.0/build/connection/connection-min.js", yui.yahooapis.com/2.7.0/build/container/container-min.js", yui.yahooapis.com/2.7.0/build/datasource/datasource-min.js", yui.yahooapis.com/2.7.0/build/autocomplete/autocomplete-min.js", yui.yahooapis.com/2.7.0/build/json/json-min.js", l.yimg.com/a/lib/ush/ac_1.0.0.js", l.yimg.com/a/lib/ush/utils_1.1.3.js", delicious.com\/post?v=4&noui&jump=close&url=","YGSH_DELICIOUS_HREF":"http:\/\/delicious.com\/post","YGSH_DELICIOUS_TITLE":"Bookmark bookmarks.yahoo.com\/toolbar\/savebm?u=","YGSH_BOOKMARKS_HREF":"http:\/\/bookmarks.yahoo.com\/toolbar\/savebm","YGSH_BOOKMARKS_TITLE":"Bookmark twitter.com\/home?status=","YGSH_TWITTER_HREF":"http:\/\/twitter.com\/home?status","YGSH_TWITTER_TITLE":"Tweet www.google.com\/bookmarks\/mark?op=edit&bkmk=","YGSH_GOOGLE_HREF":"http:\/\/www.google.com\/bookmarks\/mark?op=edit","YGSH_GOOGLE_TITLE":"Bookmark www.myspace.com\/Modules\/PostTo\/Pages\/?t=&c=&l=&u=","YGSH_MYSPACE_HREF":"http:\/\/www.myspace.com\/Modules\/PostTo\/Pages\/","YGSH_MYSPACE_TITLE":"Myspace digg.com\/submit?url=","YGSH_DIGG_HREF":"http:\/\/digg.com\/submit","YGSH_DIGG_TITLE":"Digg www.stumbleupon.com\/submit?url=","YGSH_STUMBLEUPON_HREF":"http:\/\/www.stumbleupon.com\/submit","YGSH_STUMBLEUPON_TITLE":"Stumble www.facebook.com\/share.php?u=","YGSH_FACEBOOK_HREF":"http:\/\/www.facebook.com\/share.php?u=","YGSH_FACEBOOK_TITLE":"Share example.com).","YGSH_EMAIL_REQUIRED":"Enter www.bebo.com\/c\/share?Url=","YGSH_BEBO_HREF":"http:\/\/www.bebo.com\/c\/share?Url=","YGSH_BEBO_TITLE":"Bebo","YGSH_SKYROCK":"Skyrock","YGSH_SKYROCK_URL":"http:\/\/skyrock.com\/m\/blog\/share-widget.php?idp=10&text=","YGSH_SKYROCK_HREF":"http:\/\/skyrock.com\/m\/blog\/share-widget.php?idp=10&text=","YGSH_SKYROCK_TITLE":"Skyrock","YGSH_WIKIO":"Wikio","YGSH_WIKIO_URL":"http:\/\/www.wikio.fr\/vote?domain=","YGSH_WIKIO_HREF":"http:\/\/www.wikio.fr\/vote?domain=","YGSH_WIKIO_TITLE":"Wikio","YGSH_STUDIVZ":"StudiVZ","YGSH_STUDIVZ_URL":"http:\/\/www.studivz.net\/Suggest\/Selection\/?u=","YGSH_STUDIVZ_HREF":"http:\/\/www.studivz.net\/Suggest\/Selection\/?u=","YGSH_STUDIVZ_TITLE":"StudiVZ","YGSH_SPLINDER":"Splinder","YGSH_SPLINDER_URL":"http:\/\/www.splinder.com\/blogthis?url=","YGSH_SPLINDER_HREF":"http:\/\/www.splinder.com\/blogthis?url=","YGSH_SPLINDER_TITLE":"Splinder","YGSH_MENAME":"Men\u00e9ame","YGSH_MENAME_URL":"http:\/\/meneame.net\/submit.php?url=","YGSH_MENAME_HREF":"http:\/\/meneame.net\/submit.php?url=","YGSH_MENAME_TITLE":"Men\u00e9ame"};return 368548926 115985000 Autism122 http://unlockautism.com/ With autism, parents have extreme concerns about future independence, finances and isolation, compared to more common worries of parents with typically developing children (Washington, December 16, 2008) Parents of children with autism are struggling with a host of worries that impact every aspect of their lives, and are particularly fearful that their family will lack the life-long supports needed to address the significant challenges of autism, according to a new study released today by Easter Seals and made possible by MassMutual Financial Group. Easter Seals Living with Autism Study results reveal parents raising children with autism are very concerned about the future independence of their children. In fact, they re far more concerned than parents of typically developing children nearly 80 percent say they re extremely or very concerned about their children s independence as an adult, compared to only 32 percent of other parents. This is especially true when it comes to their financial independence, quality of life, social and inter-personal connections, and employment and housing opportunities and with good reason. Autism is a growing public health crisis, with millions of families desperate for solutions and resources. Easter Seals and others in the autism community are doing their best, but current systems, structures and resources to help people with autism and their families do not adequately meet the growing need, especially for adults with autism. The study quantifies what we ve heard anecdotally over the years, says Patricia Wright, Ph.D., MPH, Easter Seals national director, autism services. The one consistent message Easter Seals hears from the families we serve after the initial apprehension and anxiety of learning their child has autism is an overwhelming concern about the life-long supports their child with autism may need to be independent. Study Shows Parents Hope for Independence . . . Financial and Otherwise The nationwide study provides new insight into the ongoing challenges facing individuals and families living with autism, particularly their concerns about the future. It s unique in that it closely considers and quantifies the very real concerns of parents of children with autism in relation to parents of typically developing children. A sampling of the findings: Parents of children living with autism are very concerned about their children fitting into society, with very few feeling their children will be able to: Make his or her own life decisions (14% compared to 65% of parents with typically developing children) Have friends in the community (17% compared to 57% of typical parents) Have a spouse or life partner (9% compared to 51% of typical parents) Be valued by their community (18% compared to 50% of typical parents) Participate in recreational activities (20% compared to 50% of typical parents) Children with autism also are less likely than their typically developing peers to have bank accounts (37% vs. 55%) and use electronic products like cell phones (9% vs. 41%) or MP3 players (23% vs. 49%) all tools of mainstream society. Many parents of children with autism report they re financially drowning, with concerns for their children s financial independence seeming to far surpass the worries of typical parents. Seventy-four percent of parents of children with autism fear their children will not have enough financial support after they die, while only 18% of typical parents share this fear. They also express extreme financial strains and costs associated with caring for a child with autism, with more than half stating that the cost of caring for my child: Drains my family s current financial resources (52% compared to 13% of typical parents) Will drain my family s future finances (50% compared to 10% of typical parents) Will cause me to fall short of cash during retirement (54% compared to 13% of typical parents) Key to adult independence is employment, yet only 24% of teenagers with autism have looked for a job, compared to 77% of their typically developing peers. And 76% of parents of children with autism are concerned about their child s future employment, when only 35% of typical parents share this fear. Families living with autism face so many challenges on a daily basis, says John Chandler, senior vice president and chief marketing officer of MassMutual s U.S. Insurance Group. But this study has really brought home for us how much stress they face when it comes to their current financial situation, the future of their child with autism, their other children and their own retirement. Our hundreds of Special Care Planners across the country are in a great position to help make at least this part of their struggle easier. As an Easter Seals corporate partner and the study sponsor, MassMutual is committed to serving people living with autism and other disabilities through its exclusive SpecialCareSM program, an innovative solution that gives families with individuals with special needs access to information, specialists, and financial strategies that can help improve their quality of life. Easter Seals worked with Harris Interactive, and in cooperation with the Autism Society of America, to conduct the Living with Autism Study and survey 1,652 parents of children who have autism and 917 parents of typically developing children about daily life, relationships, independence, education, housing, employment, finances and healthcare.* Study Findings to Drive Solutions Easter Seals strives to make data-based-decisions, Wright says. With this study, the disparities that parents of typically developing children and parents of children with autism experience can now be shared via solid numbers. Easter Seals will use the study results to raise awareness of and advocate for the life-long services millions of families living with autism desperately need including school to work transitions, employment support, residential and community support, and financial planning. For parents of kids with autism, there are no simple answers, adds Wright. There is an urgent need for increased funding and services especially for adults with autism. Easter Seals wants to help change all of this and make a difference for families living with autism today. *Methodology This Easter Seals Living with Autism Study was conducted online within the United States by Harris Interactive on behalf of Easter Seals between June 16 and July 17, 2008 among 1,652 parents of children age 30 and under who have autism and 917 parents of typically developing children age 30 and under. No estimates of theoretical sampling error can be calculated; a full methodology is available. About Easter Seals Autism is a lifelong disability that affects the way a person s brain functions, involving challenges in communication, social skills, and behaviors. While there is no known cause or cure, autism is treatable and people with autism can and do lead meaningful lives. Easter Seals is the leading non-profit provider of services for individuals with autism, developmental disabilities, physical disabilities and other special needs. For nearly 90 years, we have been offering help and hope to children and adults living with disabilities, and to the families who love them. Through therapy, training, education and support services, Easter Seals creates life-changing solutions so that people with disabilities can live, learn, work and play. Visit www.easterseals.com or http://www.actforautism.org/ to learn more about autism, find services at an Easter Seals near you, or help change the lives of people living with autism by becoming a donor or volunteer. About Harris Interactive¨ Harris Interactive is a global leader in custom market research. With a long and rich history in multimodal research that is powered by our science and technology, we assist clients in achieving business results. Harris Interactive serves clients globally through our North American, European and Asian offices and a network of independent market research firms. For more information, please visit http://www.harrisinteractive.com/. About MassMutual Financial Group MassMutual is a leader in helping people with disabilities and other special needs and their families through its exclusive SpecialCareSM Program, an innovative outreach initiative that provides access to information, specialists, and financial solutions that can help improve the quality of life for people with disabilities and other special needs and their families and caregivers. For more information and resources on autism, go to www.massmutual.com/autism. MassMutual Financial Group is a marketing name for Massachusetts Mutual Life Insurance Company (MassMutual) and its affiliated companies and sales representatives. MassMutual and its subsidiaries had more than $500 billion in assets under management at year-end 2007. Assets under management include assets and certain external investment funds managed by MassMutual s subsidiaries. Founded in 1851, MassMutual is a mutually owned financial protection, accumulation and income management company headquartered in Springfield, Mass. MassMutual s major affiliates include: OppenheimerFunds, Inc.; Babson Capital Management LLC; Baring Asset Management Limited; Cornerstone Real Estate Advisers LLC; The First Mercantile Trust Company; MML Investors Services, Inc., member FINRA and SIPC (http://www.finra.org/ and http://www.sipc.org/); MassMutual International LLC and The MassMutual Trust Company, FSB. MassMutual is on the Internet at http://www.massmutual.com/. About the Autism Society of America (ASA) ASA, the nation s leading grassroots autism organization, exists to improve the lives of all affected by autism. We do this by increasing public awareness about the day-to-day issues faced by people on the spectrum, advocating for appropriate services for individuals across the lifespan, and providing the latest information regarding treatment, education, research and advocacy. For more information, visit http://www.autism-society.org/. Share It Hide Sites brain Autism Society of America Internet anxiety United States Washington Hope ASA Easter Seals European Springfield Mass Autism Study Wright MassMutual Financial Group Easter Seals Living Patricia Wright Independence John Chandler MassMutual U.S. Insurance Group Harris Interactive healthcare.* Study Findings to Drive Solutions Easter Seals Harris Interactive¨ Harris Interactive North American Asian MassMutual Financial Group MassMutual Massachusetts Mutual Life Insurance Company OppenheimerFunds Inc. Babson Capital Management LLC Baring Asset Management Limited Cornerstone Real Estate Advisers LLC The First Mercantile Trust Company MML Investors Services FINRA SIPC MassMutual International LLC The MassMutual Trust Company FSB Sites December 16, 2008 July 17, 2008 unlockautism.com/ www.easterseals.com www.actforautism.org/ www.massmutual.com/autism. www.finra.org/ www.sipc.org/); Autism123 http://www.orlandosentinel.com/health/sns-health-thimerosal-autism-link,0,118944.story Home Your Health Mercury-Autism Link Rejected The finding by the government's "vaccines court" will likely disappoint parents. function showExtras(elm, link, text){ var obj = $(elm); var link = $(link); var elmTop = (obj.getHeight() + 10) * (-1); if(obj.style.display == 'none'){ obj.style.top = elmTop + "px"; link.innerHTML = 'Hide more ' + text + ' '; new Effect.Parallel([ new Effect.Move(obj, { sync: true, x: link.getWidth(), y: (obj.getHeight() + 10) * (-1), mode: 'absolute' }), new Effect.AppearItems(obj, { sync: true, from: 0, to: 1}) ], { duration: 1 }); } else { new Effect.Parallel([ new Effect.Move(obj, { sync: true, x: link.getWidth() * (-1), y: 0, mode: 'absoulte' }), new Effect.FadeItems(obj, { sync: true, from: 1, to: 0 }) ], { duration: 1 }); link.innerHTML = 'See more ' + text + ' '; } } // These are customized methods b/c the scriptaculous ones where throwing error. These should be re-evaluated at a later date. Effect.FadeItems = function(element) { element = $(element); var oldOpacity = 0; var options = Object.extend({ from: element.getOpacity() || 1.0, to: 0.0, afterFinishInternal: function(effect) { if (effect.options.to!=0) return; effect.element.hide().setStyle({opacity: oldOpacity}); } }, arguments[1] || { }); return new Effect.Opacity(element,options); }; Effect.AppearItems = function(element) { element = $(element); var options = Object.extend({ from: (element.getStyle('display') == 'none' ? 0.0 : element.getOpacity() || 0.0), to: 1.0, // force Safari to render floated elements properly afterFinishInternal: function(effect) { if(Prototype.Browser.WebKit) { effect.element.forceRerendering(); } }, beforeSetup: function(effect) { effect.element.setOpacity(effect.options.from).show(); }}, arguments[1] || { }); return new Effect.Opacity(element,options); }; Related Sign Up Today for HK Newsletters & Alerts Find a Local Doctor FOCUS: Nutrition Month! Stories Mom's Age Linked to Child's Autism Risk Vaccine Advice vs. Autism Fear FDA Approves New Pneumonia Vaccine Topics Preventative Medicine Pharmaceuticals Los Angeles Times See more topics X Vaccines Children Autism Diseases Thomas H. Maugh II Los Angeles Times 1:57 p.m. EST, March 12, 2010 E-mail Print Text Size sns-health-thimerosal-autism-link TUGS.setInitCount('{"message":"No rating."}'); TUGS.tugsURL = "http://discussions.orlandosentinel.com/"; TUGS.init_starRating(); The government's " vaccines court" ruled Friday in three separate test cases that the mercury-containing preservative thimerosal does not cause autism, a finding that supports the broad scientific consensus on the matter but that is likely to disappoint parents who are convinced that their child's illness has been caused by vaccines. The court had ruled 13 months ago that the measles-mumps-rubella vaccine, commonly known as MMR, does not cause the disorder, and the new ruling may finally close the bulk of litigation on the matter. More than 5,000 parents had filed claims with the court, formally known as the U.S. Court of Federal Claims, seeking damages because they believed their children had developed autism as a result of vaccinations. The cases that three special masters for the court chose to include in the omnibus proceeding were considered among the strongest, so the outlook appears grim for others making the same claim. Special Master Denise K. Vowell wrote in one of the decisions that "petitioners propose effects from mercury in [vaccines] that do not resemble mercury's known effects in the brain, either behaviorally or at the cellular level. To prevail, they must show that the exquisitely small amounts of mercury in [vaccines] that reach the brain can produce devastating effects that far larger amounts experienced prenatally or postnatally from other sources do not." She also dismissed claims that some groups of children are unusually susceptible to the effects of mercury. "The only evidence that these children are unusually sensitive is the fact of their [autism] itself." The special vaccine court was established in 1986 because vaccine manufacturers were facing many liability suits that threatened their ability to continue manufacturing the valuable medicines. The court holds no-fault hearings to determine if a child has, in fact, been damaged by a vaccine. Compensation comes from a special fund based on a surcharge leveled on each dose of vaccine. The court has made many awards to parents who successfully showed that their children were damaged neurologically or otherwise by vaccination - a rare, but nonetheless real event - but has refused to accept claims that autism is caused by vaccination. textSize() Copyright 2010, The Los Angeles Times Sphere.Inline.search("", "http://www.orlandosentinel.com/health/sns-health-thimerosal-autism-link,0,118944.story"); E-mail Print function setVars(oVar, oData){ omnVar = oVar; var s=s_gi(s_account); s.linkTrackVars='events,eVar27'; s.linkTrackEvents='event11'; s.events='event11'; s.eVar27= omnVar; void(s.tl(this,'o','Social Bookmark Click')); s.events = ''; s.eVar27 = ''; s.linkTrackVars = 'None'; s.linkTrackEvents = 'None'; } //Omniture Variables var _ss01='Digg'; var _ss02='StumbleUpon'; var _ss03='Reddit'; var _ss04='Mixx'; var _ss05='Twitter'; var _ss06='Facebook'; Digg Twitter Facebook StumbleUpon Comments (0) Add comments Currently there are no comments. Be the first to comment! Discussion FAQ St. Patrick's Day is coming! Check out the top 10 drinking holidays. brain add MMR U.S. Court of Federal Claims Denise K. Vowell Effect.Parallel Effect.Move Effect.Opacity HK Newsletters & Alerts Find Local Doctor FOCUS: Nutrition Thomas H. Maugh II Los Angeles Times E-mail Print Text Size E-mail Print Bookmark Click' Digg Twitter Facebook StumbleUpon St. Patrick effect.options.to!=0) discussions.orlandosentinel.com/"; March 12, 2010 Autism Risk Vaccine Advice Autism Fear FDA Approves New Pneumonia Vaccine Topics Preventative Medicine Pharmaceuticals Los Angeles Times Vaccines Children Autism Diseases www.orlandosentinel.com/health/sns-health-thimerosal-autism-link,0,118944.story www.orlandosentinel.com/health/sns-health-thimerosal-autism-link,0,118944.story"); 11894 Autism125 http://www.medhelp.org/medical-information/show/2781/Autism An early, intensive, appropriate treatment program will greatly improve the outlook for most young children with autism. Most programs will build on the interests of the child in a highly structured schedule of constructive activities. Visual aids are often helpful.Treatment is most successful when geared toward the child's particular needs. An experienced specialist or team should design the program for the individual child. A variety of therapies are available, including:Applied behavior analysis (ABA)MedicationsOccupational therapyPhysical therapySpeech-language therapySensory integration and vision therapy are also common, but there is little research supporting their effectiveness. The best treatment plan may use a combination of techniques.APPLIED BEHAVIORAL ANALYSIS (ABA)This program is for younger children with an autism spectrum disorder. It can be effective in some cases. ABA uses a one-on-one teaching approach that reinforces the practice of various skills. The goal is to get the child close to normal developmental functioning.ABA programs are usually conducted within a child's home, under the supervision of a behavioral psychologist. Unfortunately, these programs can be very expensive and have not been widely adopted by school systems. Parents often must seek funding and staffing from other sources, which can be hard to find in many communities.TEACCHAnother program is called the Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH). TEACCH, developed as a statewide program in North Carolina, uses picture schedules and other visual cues. These help the child work independently and organize and structure their environments.Though TEACCH tries to improve a child's adaptation and skills, it also accepts the problems associated with autism spectrum disorders. Unlike ABA programs, TEACCH programs do not expect children to achieve typical development with treatment.MEDICINEMedicines are often used to treat behavior or emotional problems that people with autism may have, including:AggressionAnxietyAttention problemsExtreme compulsions that the child find impossible to stopHyperactivityImpulsivenessIrritabilityMood swingsOutburstsSleep difficultyTantrumsCurrently, only risperidone is approved for the treatment of children ages 5 - 16 with irritability and aggression associated with autism. There is no medicine that treats the underlying problem of autism.DIETSome children with autism appear to respond to a gluten-free or casein-free diet. Gluten is found in foods containing wheat, rye, and barley. Casein is found in milk, cheese, and other dairy products. Not all experts agree that dietary changes will make a difference, and not all reports studying this method have shown positive results.If you are considering these or other dietary changes, talk to both a doctor who specializes in the digestive system (gastroenterologist) and a registered dietitian. You want to be sure that the child is still receiving enough calories, nutrients, and a balanced diet.OTHER APPROACHESBeware that there are widely publicized treatments for autism that do not have scientific support, and reports of "miracle cures" that do not live up to expectations. If your child has autism, it may be helpful to talk with other parents of children with autism and autism specialists, and follow the progress of research in this area, which is rapidly developing.At one time, there was enormous excitement about using secretin infusions. Now, after many studies have been conducted in many laboratories, it's possible that secretin is not effective after all, but research is ongoing. TEACCH North Carolina ABA aggression Autistic risperidone Related Communication Handicapped Children MedicationsOccupational www.medhelp.org/medical-information/show/2781/Autism applied behavior analysis aba vision therapy Autism126 http://www.autism-mi.org/about_autism/frequently_asked_question.html About Autism About ASM Resources Get Involved Calendar Events Support ASM What is Autism Spectrum Disorder Diagnosis Consultation Interventions Supports Frequently Asked Questions Research Education Awareness Frequently Asked Questions What is autism? What are the most common characteristics of autism? What is the difference between autism and PDD? What is Asperger's Syndrome? Why is early intervention so important? What is autism? Autism is a complex developmental disability that typically appears during the first three years of life and is the result of a neurological disorder that affects the normal functioning of the brain, impacting development in the areas of social interaction and communication skills. Both children and adults with autism typically show difficulties in verbal and non-verbal communication, social interactions, and leisure or play activities. Autism is a spectrum disorder and it affects each individual differently and at varying degrees. What are the most common characteristics of autism?Every person with autism is an individual, and like all individuals, has a unique personality and combination of characteristics. Some individuals mildly affected may exhibit only slight delays in language and greater challenges with social interactions. They may have difficulty initiating and/or maintaining a conversation. Their communication is often described as talking at others instead of to them. (For example, a monologue on a favorite subject that continues despite attempts by others to interject comments). People with autism also process and respond to information in unique ways. In some cases, aggressive and/or self-injurious behavior may be present. Persons with autism may also exhibit some of the following traits: Insistence on sameness; resistance to change Difficulty in expressing needs, using gestures or pointing instead of words Repeating words or phrases in place of normal, responsive language Laughing (and/or crying) for no apparent reason; showing distress for reasons not apparent to others Preference to being alone; aloof manner Tantrums Difficulty in mixing with others Not wanting to cuddle or be cuddled Little or no eye contact Unresponsive to normal teaching methods Sustained odd play Spinning objects Obsessive attachment to objects Apparent over-sensitivity or under-sensitivity to pain No real fears of danger Noticeable physical over-activity or extreme under-activity Uneven gross/fine motor skills Non-responsive to verbal cues; acts as if deaf, although hearing tests in normal range What is the difference between autism and PDD? The term "PDD" is widely used by professionals to refer to children with autism and related disorders; however, there is a great deal of disagreement and confusion among professionals concerning the PDD label. Diagnosis of PDD, including autism or any other developmental disability, is based upon the Diagnostic and Statistical Manual of Mental Disorders - Fourth Edition (DSM-IV) (American Psychiatric Association, Washington DC, 1994), and is the main diagnostic reference of mental health professionals in the United States. According to the DSM-IV, the term "PDD" is not a specific diagnosis, but an umbrella term under which the specific diagnoses are defined. What is Asperger's Syndrome? What distinguishes Asperger's Syndrome from autism is the severity of the symptoms and the absence of language delays. Children with Asperger's may be only mildly affected and frequently have good language and cognitive skills. To the untrained observer, a child with Asperger's may seem just like a normal child behaving differently. They may be socially awkward, not understanding of conventional social rules, or show a lack of empathy. They may make limited eye contact, seem to be unengaged in a conversation, and not understand the use of gestures. One of the major differences between Asperger's Syndrome and autism is that, by definition, there is no speech delay in Asperger's. In fact, children with Asperger's frequently have good language skills; they simply use language in different ways. Speech patterns may be unusual, lack inflection, or have a rhythmic nature or it may be formal, but too loud or high pitched. Children with Asperger's may not understand the subtleties of language, such as irony and humor, or they may not recognize the give-and-take nature of a conversation. Another distinction between Asperger's Syndrome and autism concerns cognitive ability. While some individuals with autism experience mental retardation, by definition a person with Asperger's cannot possess a "clinically significant" cognitive delay, and most possess average to above-average intelligence. Why is early intervention so important? Early intervention is defined as services delivered to children from birth to age 3, and research shows that it has a dramatic impact on reducing the symptoms of autism spectrum disorders. Studies in early childhood development have shown that the youngest brains are the most flexible. In autism, we see that intensive early intervention yields a tremendous amount of progress in children by the time they enter kindergarten, often reducing the need for intensive supports. Go To... ----- Home Page Site Map What is Autism Spectrum Disorder Diagnosis Consultation Interventions Supports Frequently Asked Questions Research Education Awareness Our Mission Who We Are Art Gallery Services Job Opportunities Contact Us How To Get Help Find A Local Chapter Family Support Support For Individuals With ASD Get Help Recommended Reading Customized Presentations Ask The Expert Advocacy Newsletters Publications Join The Autism Network Legislative Advocacy Initiatives Volunteer Now Fundraising Opportunities Spread The Word Join Our Mailing List Event Calendar Upcoming Presentations News Room Ways To Support Us Donate Now Planned Giving Fundraising Opportunities Wish List Ongoing Needs Become A Member Contact Us Site Map Autism Society of Michigan 1213 Center St. Ste. B | Lansing, MI 48906 Phone: 517-882-2800 | Toll Free: 800-223-6722 | Fax: 517-882-2816 Email: info@autism-mi.org | 2007 pointing brain sensitivity eye contact mental retardation PDD social interaction United States Diagnostic Statistical Manual of Mental Disorders American Psychiatric Association cognitive tantrums DSM-IV Washington DC Asperger MI Fourth Edition Toll Free: Events Support ASM Research Education Awareness Frequently Page Site Map Research Education Awareness Our Mission Art Gallery Services Job Opportunities Contact Us How To Get Help Find A Local Chapter Family Support Support For Individuals With ASD Get Help Recommended Reading Customized Presentations Expert Advocacy Newsletters Publications Join The Autism Network Legislative Advocacy Initiatives Volunteer Now Fundraising Opportunities Spread The Word Join Our Mailing List Event Calendar Upcoming Presentations News Room Ways To Support Us Donate Now Planned Giving Fundraising Opportunities Wish List Ongoing Needs Member Contact Us Site Autism Society of Michigan Center St. Ste Lansing 517-882-2800 800-223-6722 517-882-2816 info@autism-mi.org www.autism-mi.org/about_autism/frequently_asked_question.html autism-mi.org 48906 diagnoses Autism127 http://www.medworm.com/rss/search.php?qu=autism&t=autism&r=Exact&o=d&f=tag PharmalotÉ PharmalittleÉ Good MorningEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.Welcome back, everyone. We hope your weekend was pleasant. We had a soggy time here on the Pharmalot corporate campus, where the rains overwhelmed us. Now, though, we are drying out and brewing a cup of stimulation to jumpstart the day. To help you along, we have found a few interesting items. Stay in touch FDA Delays Approval Of Lilly, Amylin Diabetes Drug (Reuters) Pet Owners Sue Over Flea Meds (The Morning Call) Abbott s TriCor Fails To Beat Placebo (Forbes) Merck Urged To Lower Isentress Price (SouthFloridaGayNews) Court Rules Against Autism Vaccine Claims (Reuters) Genetix Gets $35M For Gene Therapy Work ... Source: Pharmalot - March 15, 2010 Category: Pharma Commentators Authors: Ed Silverman Tags: Uncategorized AIDS Healthcare Foundation Amylin Pharmaceuticals Autism Diabetes Eli Lilly Fleas Genetix HIV Isentress Merck Merial Pets Sanofi Aventis Vaccines Source Type: blogs The Most Beautiful Girl in the World and Other Parental FictionsEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.(Source: Autism's Edges) Source: Autism's Edges - March 13, 2010 Category: Autism Tags: social skills adolescence autism Source Type: blogs Parent as studentEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.I have had a lot of teachers throughout my life. Some taught me because they were paid to, some because they were supposed to, and some because they wanted to. Many of the best teachers in my life, though, had no idea that they were teaching me. (Or, perhaps more accurately, that I was learning from them.) At the top of this list of unintentional teachers are kids, especially my own. When the relationship between parents and their kids is discussed, parent as teacher is a common interpretation. There is no doubt that parents need to teach their children. But if we only see ouselves as teachers, whether it i... Source: 29 Marbles - March 12, 2010 Category: Autism Authors: Brett Tags: Autism Mastery learning Life parenting Source Type: blogs What really causes autism?Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.The vaccine theory is dead. WhatÕs left?In January, after many years of inaction, British medical regulatory officials finally found Dr. Andrew Wakefield guilty of unethical behaviour in carrying out research that, he claimed, showed a connection between the measles-mumps-rubella (MMR) vaccine and autism. Soon after, The Lancet issued a full retraction of Dr. WakefieldÕs 1998 paper, turning the page on an ugly chapter in the journalÕs recent history that saw most of the coauthors disavow the autism/vaccine theory. That theory, already shown to be unsupported by the evidence in large studies, truly no longer holds wat... Source: Canadian Medicine - March 12, 2010 Category: Medical Publishers Tags: vaccines autism Source Type: blogs Robison SqueaksEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.Autistic author John Elder Robison has agreed to serve on an advisory board for Autism Speaks. Yes, the same organization that repeatedly makes videos comparing autistic children to dead or kidnapped children; that openly declares its goal to "eradicate" the autistic population; that funds causation research to develop a prenatal test; and that pays bloated executive salaries while allotting only four percent of its budget to family services.Robison says on his blog that he wants to make a difference in how Autism Speaks allocates its research funds. He plans to advocate for the organization to change its funding prioritie... Source: Whose Planet Is It Anyway? - March 10, 2010 Category: Autism Tags: Autism Speaks Source Type: blogs Three Book ReviewsEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.On Their Own, Creating and Independent Future for Your Adult Child with Learning Disabilities and ADHD by Anne Ford published by Newmarket PressSiblings the autism spectrum through our eyes edited by Jane Johnson and Anne Van Rensselaer published by Jessica Kingsley Publishers. Stand Up for Autism by Georgina J Derbyshire, published by Jessica Kingsley Publishers1. On Their Own, Creating and Independent Future for Your Adult Child with Learning Disabilities and ADHD by Anne Ford published by Newmarket Press, also author of 'Laughing Allegra.'Why would I read a book about young people with learning disabilities moving into ... Source: Whitterer on Autism - March 8, 2010 Category: Autism Tags: spectrum typical siblings Stand up for autism On their Own Source Type: blogs Aspie Supremacy can kill.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.A disclaimer: I don t believe in real distinctions between aspies, auties, LFA, and HFA. When I use these words I am discussing the beliefs of people who do believe in them. Edited to add: aspie supremacy is a shorthand and people should be aware that the prejudice contained within it can and does affect many with the AS dx. I think I am the person who coined the term autistic supremacy. At the least, I came up with it without having heard it before. It was 1999 and I came up with the term to explain certain trends to my psychologist. This, by the way, means that those people who are running around gloating about ho... Source: Ballastexistenz - March 8, 2010 Category: Autism Authors: ballastexistenz Tags: Uncategorized ableism Autism autistic supremacy Death elitism Ethics Medical Power privilege Source Type: blogs Poem That Describes AspergersEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.Here is a great poem that described Aspergers Syndrome.Ê Its called Alone and it was wrote by Edward Alan Poe.Ê I found this poem while I was watching an old episode of SeaQuest DSV. From childhoodÕs hour I have not been As others were; I have not seen As others saw; I could not bring My [...] (Source: AspieWeb.net) Source: AspieWeb.net - March 7, 2010 Category: Autism Authors: Zach Tags: Aspergers Living Autism poem Source Type: blogs The Fireworks Are InterestingEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.The closer you get to the heart of things, the more words fall apart. First they get shaky. Then they start contradicting each other or getting paradoxical. Then they just fall apart, dissolve, vanish. The way my thoughts work creates some similar problems for language. And it s not just that I haven t found the absolute best combination of words to translate my thoughts with. It s that on a fundamental level the thoughts don t translate. My thoughts, such as I am aware of, are mostly observations of the world, that I have allowed to slowly and quietly settle themselves into patterns. They are not ... Source: Ballastexistenz - March 5, 2010 Category: Autism Authors: ballastexistenz Tags: Uncategorized Autism brain Communication Language Perception thought Source Type: blogs Words, language, attitudes and actionsEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.There's a campaign to encourage people to rethink the words they choose to write and say. Today, March 3 2010, has been chosen as a day to focus on these issues.Words matter, language matters. When people decide to use as slurs and insults, words that originated as diagnostic labels for various disabilities and/or for various categories of mental illness, real and manufactured ("hysteria") then they contribute to a culture that marginalises people. Disabled people are dehumanised by these words. A society that tolerates the use of slurs like r*t*rd and sp*st*c as equivalent to stupid, useless, pathetic, hateful or annoying... Source: The Voyage - March 3, 2010 Category: Autism Tags: disablism activism bullying autism abuse Source Type: blogs Autism Is A GiftEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.Temple Grandin, a prominent animal rights activist that Kate first told me about also has autism.Ê Shes the professor of Animal Science at Colorado University.Ê Grandin talks about how if you eliminate people on the Autism Spectrum in today s world you would eliminate many of the brilliant minds in Silicon Valley, and other historically important [...] (Source: AspieWeb.net) Source: AspieWeb.net - March 1, 2010 Category: Autism Authors: Zach Tags: Aspergers Living Autism gift Source Type: blogs The Minds of AutismEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.Her mind works like Google for pictures. Nice introduction to autism in it s different forms, the autism spectrum disorder, does DSM V already have this one? Temple Grandin, diagnosed with autism as a child, talks about how her mind works sharing her ability to think in pictures, which helps her solve problems that neurotypical brains might miss. She makes the case that the world needs people on the autism spectrum: visual thinkers, pattern thinkers, verbal thinkers, and all kinds of smart geeky kids. Related posts:The 20 Microscopic Photo Competition Prizewinners All that glitters may at leas... Source: Dr Shock MD PhD - February 28, 2010 Category: Psychiatrists and Psychologists Authors: Dr Shock Tags: Psychiatry autism TED video Source Type: blogs Jenny McCarthyÕs Son Not AutisticEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.Time has come out with a great story on Jenny McCarthy which includes the possibility that her son may have never had Autism.Ê According to the Time Magazine Article: Was her son ever really autistic? Evan s symptoms Ñ heavy seizures, followed by marked improvement once the seizures were brought under control Ñ are [...] (Source: AspieWeb.net) Source: AspieWeb.net - February 27, 2010 Category: Autism Authors: Zach Tags: News Autism Jenny McCarthy Source Type: blogs Orlando Holiday: Part 1 The FlightEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.We rose early on Tuesday morning and piled cases, wheelchairs and bodies into the car bound for Dublin airport. Once parked and in the airport, we'd only a short wait to drop of our bags then through security. So far, so fantastic. Duncan used his wheelchair (occasionally recreationally- see video!) though he did jump out every so often before sprinting after whatever took his fancy. No doubt folk observing were wondering what we were about, but sure, we're used to that!We were delighted to spot my sister at the departure gate. Now we had the full crew the holiday really was on course. When the plane was ready we were allo... Source: The Voyage - February 25, 2010 Category: Autism Tags: disablism family getting away communication autism Source Type: blogs WhatÕs in a label? (take 2)Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.In my last posting, I wrote the following about the consolidation of Asperger s Disorder and PDD-NOS into a single classification for Autism Spectrum Disorder: My experience leads me to believe that many people donÕt understand the concept of a spectrum unless they can clearly see the boundaries between the different layers of the spectrum. This generated some interesting conversations that have helped me as I figure out what I think. Of course, the problem I had with combining these separate diagnoses into a single one that people would tend to see all autistics as the same also exist... Source: 29 Marbles - February 24, 2010 Category: Autism Authors: Brett Tags: Autism Asperger's Syndrome DSM Source Type: blogs WhatÕs in a label? Autism, AspergerÕs, and the DSM VEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.Several years ago, I wrote a two part article on my thoughts about whether autism should remain in the DSM. Here s what I came up with: For now, we need to keep autism in the DSM, because it serves as the way for autism parents to help their children get the services they need to succeed in the world. The current draft of the DSM V, available for review and comment, still includes autism now referred to as Autism Spectrum Disorder (instead of ÊAutistic Disorder). However, the DSM V proposal recommends that Asperger s Disorder and Pervasive Development Disorder Not Otherwise Specified (PDD-NOS) b... Source: 29 Marbles - February 19, 2010 Category: Autism Authors: Brett Tags: Autism Complexity Education Life acceptance Asperger's Syndrome awareness DSM Source Type: blogs The ÔWorstÕ Is GoneEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.Autism Blogger and hate speech spewer John Best s blog was removed from blogger this morning.Ê Could this be Google finally riding its server of this guys hate speech, or could he finally have woken up and smelled the coffee. John Best is known for attacking Amanda Baggs, Ari Ne men and other autistic self advocates, and [...] (Source: AspieWeb.net) Source: AspieWeb.net - February 18, 2010 Category: Autism Authors: Zach Tags: News Autism blogger John Best Source Type: blogs Adventures in special needs Ð A Nordic ski resortEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.At one point in my life if I felt I needed a challenge IÕd ride my bike a few thousand miles, or explore a foreign land. Now I can dwarf those experiences with a simple four day outing to a Nordic ski resort. IÕm still recovering from this challenge. It was successful, but it did push the envelope. We started a few months ago with one neurotypical child and two on the Òautism spectrumÓ (a somewhat meaningless concept, but we donÕt yet have a better classification). One child had done some snowboarding with limited success and had refused any skiing of any sort. Another had done some downhill ... Source: Be the Best You can Be - February 18, 2010 Category: Health Medicine and Bioethics Commentators Tags: Explosive Child vacation family Asperger's ADHD recreation autism Source Type: blogs Behavior motivation: text message controlsEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.One of my charges combines substantial cognitive and psychological disabilities with a profound insensitivity to common motivators. Yes, this is challenging. On the one hand, he has substantial limits. In a modern post-industrial society, he is profoundly disabled. In this he has a lot of company Ð in our emerging world many neurotypical males with an IQ below 120 have unknowingly joining the world of the effectively disabled. On the other hand, he often performs far below his maximal abilities. Sometimes thatÕs because his peak performance is very dependent on environmental factors such as medications, time of day, sl... Source: Be the Best You can Be - February 18, 2010 Category: Health Medicine and Bioethics Commentators Tags: behavioral therapy Explosive Child education technology ADHD autism treatment Source Type: blogs Wakefield and Thoughtful HouseEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.The GMC verdict on Andrew Wakefield seems to have lead to some changes at Thoughtful House. The needs of the children we serve must always come first. All of us at Thoughtful House are grateful to Dr. Wakefield for the valuable work he has done here. We fully support his decision to leave Thoughtful House in [...] (Source: Black Triangle) Source: Black Triangle - February 18, 2010 Category: Psychiatrists and Psychologists Authors: Anthony Tags: Autism Source Type: blogs Temple Grandin BBC DocumentaryEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.Lately many people have been commenting on the HBO Temple Grandin movie that was just released. I watched the movie this last week with my family. Overall, I would say that it was pretty good. I don't expect Hollywood to get many things right, but I'd say they did a pretty fair job with this treatment. Claire Danes did a much better job than I expected. I feared before seeing it that she was much too "glamorous" for the role, but she did a good job of capturing the general tone, and playing things pretty straight.Here's the trailer from the HBO movie:TrailerBuddy Boy told me several years ago that his mind was like "a vide... Source: Club 166 - February 17, 2010 Category: Autism Tags: Temple Grandin autism Source Type: blogs DSM-5 and the KidsEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.We ve been a bit behind the curve in making any comment on the recently-released draft of the DSM-5. Some very good critiques and analyses have already been posted on the blogowebs, notably by Neuroskeptic and Mindhacks. See also Abysmal Musings and Confessions of a Serial Insomniac for their thoughts on what this will mean for their respective diagnoses of bipolar disorder and borderline personality disorder. Neuroskeptic acerbically comments that, If, as everyone says, the Diagnostic and Statistical Manual is the Bible of Psychiatry, I m not sure why it gets heavily edited once every ten years or so.&#... Source: Mental Nurse - February 17, 2010 Category: Nurses Authors: zarathustra Tags: Work autism bipolar disorder diagnosis dsm-5 oppositional defiant disorder Source Type: blogs Reflections on Creativity: Interview with Daniel TammetEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.(Editor s Note: contributor Scott Barry Kaufman recently interviewed Daniel Tammet, one of the 100 known prodigious savants living at the present time. Their in-depth conversation summary and links follow Scott s reflections below provoked a powerful reaction in Scott s mind, as you are about to read). Last night I was eating dinner with my parents back in my hometown in Philadelphia. I was telling them about my interview with Daniel Tammet, and how I was working on a post about my reflections on the interview. My father, who reads everything I write (which can be awkward sometimes!), looked... Source: SharpBrains - February 15, 2010 Category: Neurologists Authors: Scott Barry Kaufman Tags: Education & Lifelong Learning Health & Wellness asperger autism autistic savants best seller brushing my teeth confident adult creativity daniel tammet electric toothbrush falling down the stairs intelligence IQ IQ-test Lette Source Type: blogs Aspificating snobbery over the DSM all over againEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.I have seen a lot of aspies whining lately about the proposed changes in the DSM. Not productive critique of the new criteria, the medicalization of autistic lives, or the fact that the things most autistic people have truly in common have been left out of the criteria while peripheral things nonautistic people want to fix are spotlighted. No, nothing that useful. Just out and out whining. I don t want to be associated with that other kind of autistic people, goes the standard whine line. You know Those Ones. The crazy drooling retarded low functioning diaper wearing ... Source: Ballastexistenz - February 14, 2010 Category: Autism Authors: ballastexistenz Tags: Uncategorized aspification Autism Autistic Community depth Disability elitism Functioning labels hierarchy Perception snobbery Source Type: blogs Rude is in the eye of the beholderEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.Quite a while back, Scott (aka @nametagscott) tweeted the following words of wisdom: It s not the traffic that stresses you out, it is your reaction to traffic that stresses you out. I d like to modify that just a bit and say: It s not rudeness of others that stresses you out, it is your reaction to what you think is rudeness that stresses you out. Are you a presenter who gets stressed out or pissed off when you see people paying more attention to their electronic gadgets than to what you are saying? ÊOlivia Mitchell provides some insight to this in her article How to Handle a Texting Aud... Source: 29 Marbles - February 12, 2010 Category: Autism Authors: Brett Tags: Autism Life Work Asperger's Syndrome Books linchpin parenting Seth Godin speaking Source Type: blogs Why does anyone care about Jenny McCarthyÕs opinion?Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.Jenny McCarthy, the former Playboy playmate and Jim Carrey s girlfriend, knows both the cause and the cure of autism. Admittedly she doesn t have any qualifications in medicine or neuroscience or psychology or education or mental health nursing or pretty much anything other than getting her vagina out for a living. Even so, she s answered questions that have eluded the finest doctors and scientists. So, what has Jenny McCarthy discovered to be the cause of autism? It s .oh, you ll never guess .vaccinations. Here we go again . But wait, haven&#821... Source: Mental Nurse - February 11, 2010 Category: Nurses Authors: zarathustra Tags: Work autism jenny mccarthy mmr Source Type: blogs A Review of the DSM-5 DraftEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.The new DSM-5 draft is out (and it appears the APA is finally dropping the silly roman numeral designations). Analysis is starting to pour in from around the country about the ramifications of the new diagnoses and proposed changes. To start with, however, I want to congratulate the American Psychiatric Association for reaching this milestone and embracing the ability for the public to comment on the proposed changes. We first called for such an option back in December of last year and it appears somebody at the APA was listening. Kudos for being willing to take the barrage of criticism that is coming your way, APA. Howev... Source: World of Psychology - February 11, 2010 Category: Psychiatrists and Psychologists Authors: John M Grohol PsyD Tags: Autism Depression Disorders Eating Disorders General Mental Health and Wellness Policy and Advocacy Psychology Research Adhd American Psychiatric Association Apa Barrage Beneficial Changes Binge Eating Disorder Bipolar Cybe Source Type: blogs On Removing Aspergers DiagnosisEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.Removing the Aspergers Diagnosis from the DSM is a controversial and hot topic in the Autism advocacy community.Ê Many people are angered by merging Aspergers with Hugh Functioning Autism. I was talking to a father of a high functioning autistic and he disagrees with the merging of the two diagnoses, his main reason being the verbal [...] (Source: AspieWeb.net) Source: AspieWeb.net - February 11, 2010 Category: Autism Authors: Zach Tags: Advocacy Aspergers diagnosis dsm high functioning autism Source Type: blogs Changes & DreamsEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.A lot of changes seem to make their entry in my life. Yesterday I said farewell to my support worker. After having shared many things, we are forced to end our business contact. It's all a matter of money. It's strange. We shared thoughts about the past two years and dreams about both our future together as we had a farewell drink yesterday. Life goes on. I have already met my new support worker. So far she seems to be a good choice. Changes however, do effect me deeply. Yes, I am an Aspie :-). I try to find rest in doing lots of other things like the bookcrossing things. I really like it and it's an adventure to prepare ... Source: The Art of Being Asperger Woman - February 11, 2010 Category: Autism Tags: help bookcrossing positive attitude autism asperger woman world. aspie adult life autism identity talents autism support worker boyfriend Source Type: blogs Hypersexual Disorder, Autism, Addiction: The New Psych ManualEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.Tomorrow s mental illnesses went online today: The American Psychiatric Association posted a draft version of the DSM-V. Read it for yourself. The DSM (full name: Diagnostic and Statistical Manual of Mental Disorders) is the book that defines mental illness in America, so it s not surprising that revising the thing is a contentious process that takes years and involves lots of debate. (The V attached to the name is Roman this will be the fifth edition, replacing the current DSM-IV.) Among the changes proposed for DSM-V: A category called substance-related disorders would inc... Source: WSJ.com: Health Blog - February 10, 2010 Category: Health Medicine and Bioethics Commentators Authors: Jacob Goldstein Tags: Autism Diagnostics Mental Health Source Type: blogs Delayed childbearing & autismEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.Independent and dependent contributions of advanced maternal and paternal ages to autism risk: Reports on autism and parental age have yielded conflicting results on whether mothers, fathers, or both, contribute to increased risk. We analyzed restricted strata of parental age in a 10-year California birth cohort to determine the independent or dependent effect from each parent. Autism cases from California Department of Developmental Services records were linked to State birth files (1990-1999). Only singleton births with complete data on parental age and education were included (n=4,947,935, cases=12,159). In multivariate... Source: Gene Expression - February 8, 2010 Category: Geneticists and Genetics Commentators Tags: Autism Source Type: blogs TWiV 69: TheyÕre all safecrackersEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.Hosts: Vincent Racaniello, Alan Dove, and Rich Condit Vincent, Alan, and Rich review recent outbreaks of mumps in the UK, US, and Israel, protection of mice against 2009 H1N1 influenza A virus by 1918-like and classical swine H1N1 vaccines, and a virus-like particle vaccine for chikungunya virus. This episode is sponsored by Data Robotics Inc. Use the promotion code VINCENT to receive $50 off a Drobo or $100 off a Drobo S. Win a free Drobo S! Contest rules here. Download TWiV #69 (59 MB .mp3, 82 minutes) Subscribe to TWiV (free) in iTunes , at the Zune Marketplace, by the RSS feed, or by email. Links for this episode: Mum... Source: virology blog - February 8, 2010 Category: Virology Authors: Vincent Racaniello Tags: This Week in Virology antigen autism Chikungunya H1N1 influenza mumps pandemic paul ewert swine flu vaccine viral virus wakefield Source Type: blogs Temple Grandin on AWN Radio TomorrowEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.Temple Grandin will be on the AWN Radio show tomorrow morning to give the Autism Women s Network her first exclusive interview following the Premiere of HBO s Original Movie which premiered a few hours ago. Radio show link is:Êhttp://www.blogtalkradio.com/autism-womens-network/2010/02/07/temple-grandin-gives-awn-first-interview-re-premie Interview time: FebÊ7th, 2010 at 9am PST 10am MST 11am CST 12pm EST (USA) Use the following link to calculate your time zone outside USA: http://www.worldtimeserver.com/meeting-planner.aspx Me and K watched part of it a little while ago and it was reall... Source: LBnuke - February 7, 2010 Category: Autism Authors: Lori Tags: Autism / Asperger's awn Source Type: blogs Temple Grandin on AWN Radio TomorrowEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.Temple Grandin will be on the AWN Radio show tomorrow morning to give the Autism Women s Network her first exclusive interview following the Premiere of HBO s Original Movie which premiered a few hours ago. Radio show link is:Êhttp://www.blogtalkradio.com/autism-womens-network/2010/02/07/temple-grandin-gives-awn-first-interview-re-premie Interview time: FebÊ7th, 2010 at 9am PST 10am MST 11am CST 12pm EST (USA) Use the following link to calculate your time zone outside USA: http://www.worldtimeserver.com/meeting-planner.aspx Me and K watched part of it a little while ago and it was reall... Source: LBnuke - February 7, 2010 Category: Autism Authors: Lori Tags: Autism / Asperger's awn Source Type: blogs Different, not less (or broken)Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.Tomorrow night HBO will premier the film Temple Grandin: Starring Claire Danes, Julia Ormond, Catherine O Hara, and David Strathairn Temple Grandin paints a picture of a young woman s perseverance and determination while struggling with the isolating challenges of autism at a time when it was still quite unknown. The film is based on two of Grandin s books about autism, Emergence: Labeled Autistic (written with Margaret Scariano) and Thinking in Pictures, Expanded Edition: My Life with Autism. Given the typical Hollywood treatment of autism (Rain Man, anyone), I had my doubts fears, maybe ... Source: 29 Marbles - February 5, 2010 Category: Autism Authors: Brett Tags: Autism Film / Movies learning Life Mastery thinking Work as Art Source Type: blogs IN THE NEWS: Newfoundland premier in US for surgeryEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.Danny Williams in US for heart surgeryDanny Williams, the multimillionaire Newfoundland and Labrador premier, has gone to the United States to have heart surgery. According to his staff, the operation he needs is not available in Newfoundland. What that operation is, however, and whether it is available elsewhere in Canada? Those are questions the premier's office has yet to answer. [Canadian Press]Mr Williams's decision to head south for healthcare, like former MP Belinda Stronach's before him, has ignited controversy on both sides of the border about the pros and cons of the Canadian and American health systems.In an edi... Source: Canadian Medicine - February 5, 2010 Category: Medical Publishers Tags: Ontario humanitarianism education cardiology private healthcare vaccines Quebec environmentalism Newfoundland and Labrador autism Source Type: blogs The sad story of the autism vaccination scamEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.Rahul Parikh, on the occasion of Lancet withdrawing the fraudulent Wakefield Autism/immunization paper, reflects on its legacy.It's a sad story. Wakefield, who ought to be in prison, prospers. Parents agonize over immunization. Misguided publicity hounds perpetuate fraud. Children suffer from preventable illnesses. Credulous advocacy groups waste time and money chasing a lie.There's no justice. It will take another decade to get this fraud behind us. (Source: Be the Best You can Be) Source: Be the Best You can Be - February 5, 2010 Category: Health Medicine and Bioethics Commentators Tags: etiology autism Source Type: blogs The Lancet Retracts Study Linking Autism to MMR VaccineEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.The Lancet, a highly respect British medical journal, has retracted a study that showed a connection between autism and the childhood MMR vaccine. However, clearing up the confusion the study has created in the public may take a long time. Richard Roth reports for CBS on the controversy the study generated. Roth says many parents took the study very seriously. Roth also says 25 other studies have shown that there is no link between the MMR vaccine and autism. Take a look: Permalink | Recent Headlines | News Feeds (Source: HealthNewsBlog.com) Source: HealthNewsBlog.com - February 3, 2010 Category: Health Medicine and Bioethics Commentators Tags: vaccines the-lancet autism Source Type: blogs The Wakefield Paper Retraction: a violation of medical ethics is always bad newsEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.Discussions are ongoing as to whether Wakefield should now lose his medical license, with good reason given the few facts we do know. If nothing else, one does not conduct medical research at a birthday party. Wakefield took advantage of a vulnerable group of parents. I hope as the dust settles they begin to see that, become incredibly angry and start to look at the true facts. Perhaps then, they ll see there really are people working hard in the autism world to help their kids and those people don t have to conduct research at birthday parties. Related posts:Good News for Vaccines, Bad News for Toys ... Source: Dr. Gwenn Is In - February 3, 2010 Category: Pediatricians Authors: Dr. Gwenn Tags: Autism Featured Immunizations Source Type: blogs The End of a Paper That Linked Autism to a VaccineEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.It s been more than a decade since the Lancet published a study that looked at 12 children and suggested a possible link between autism and the vaccine for measles, mumps and rubella. Today, the Lancet formally retracted the paper, a few days after a British panel said the lead author s conduct was irresponsible and misleading. In its retraction, the Lancet said the paper s claim that the patients had been consecutively referred to physicians was false. Instead, blood was taken from children at a birthday party, and they were paid £5 each, according to the pane... Source: WSJ.com: Health Blog - February 2, 2010 Category: Health Medicine and Bioethics Commentators Authors: Jacob Goldstein Tags: Autism Research Source Type: blogs Autism triggered by tv watchingEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article. The more children watch TV, the shorter their attention spans later in life. They expect a high level of stimulation and anything short of that is boring and abnormal to them. Extensive TV viewing in infancy and early childhood may be a trigger for the development of autism.As a medical physician for over 51 years, I strive to give you the best medical information on controversial medical subjects, and help your read betwwen the lines. You must come to your own conclusions. I have no ties to any organization, pharmaceutical, or lobby group. As an practicing medical acupuncturist since 1982, I find we... Source: Dr. Needles Medical Blogs - February 2, 2010 Category: Physicians With Health Advice Tags: AUTISM TRIGGERED BY TV WATCHING Source Type: blogs We're NOT supporting Andrew Wakefield Facebook GroupEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.I started a group on Facebook for everyone who wishes to record their opinion on the Andrew Wakefield GMC rulings. Anyone who is/is closely connected to an autistic person is especiallywelcome. Join here:Parents and autistic people supporting GMC rulings against Andrew Wakefield I want to show that we do not all support Andrew Wakefield who despite the damning verdict against him, is unrepentant and said in his recent statement "It remains for me to thank the parents whose commitment and loyalty has been extraordinary."The newspapers writing about the guilty man also refer to his support base and in some ways imply that pa... Source: The Voyage - January 30, 2010 Category: Autism Tags: disablism quackery disability science autism Source Type: blogs Doc Who Tied Vaccine To Autism Was ÔUnethicalÓEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.The doctor who first suggested a link between MMR vaccinations and autism acted unethically, the official medical regulator has found. Andrew Wakefield s 1998 study in The Lancet caused vaccination rates to plunge, resulting in a rise in measles, although the findings were later discredited, the BBC reports. The General Medical Council ruled he had acted dishonestly and irresponsibly in doing his research (back story). Afterwards, Wakefield said the claims were unfounded and unjust and that the science will continue in earnest. The GMC case did not investigate whether Wakefield&#8217... Source: Pharmalot - January 29, 2010 Category: Pharma Commentators Authors: Ed Silverman Tags: Uncategorized Andrew Wakefield Autism MMR Vaccines Source Type: blogs You should write a bookEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.Last week I had the pleasure of meeting Dan Pink when he spoke at a lunch event here in St. Louis. While we were eating lunch waiting for the main event, my friend Gene said to me, You should write a book. ÊLike many people I know, my initial reaction was along the lines of, Yeah, sure. What would I write about? And yet Over the weekend I gave the idea a bit more thought. Also like many people, I ve often thought about maybe writing a book, and Gene s suggestion got me thinking about it again. There are actually many things I could write about: parenting, autism, leadership, ... Source: 29 Marbles - January 29, 2010 Category: Autism Authors: Brett Tags: Autism Creativity Education FIRST Mastery Books DeliberatePractice learning Life Mind Maps the resistance thinking Source Type: blogs Andrew Wakefield Verdict- GuiltyEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.Guilty The General Medical Council has ruled that Andrew Wakefield, one of autism's most notorious False Prophets and quintessential brave maverick doctor is guilty of having "showed a callous disregard" for the suffering of children and has "abused his position of trust." According to The Guardian's report:Wakefield also acted dishonestly and was misleading and irresponsible in the way he described research that was later published in the Lancet medical journal, the GMC said. He had gone against the interests of children in his care, and his conduct brought the medical profession "into disrepute" after he took blood samp... Source: The Voyage - January 28, 2010 Category: Autism Tags: autism in the media quackery Source Type: blogs Dear passengers on EI121Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.So you've all booked a flight from Dublin to Orlando and luckily, you've chosen to go at the same time as me and my family. Some of you will, like us, be heading off for a bit of a holiday and hoping for sun, heat, roller coasters and perhaps some time at the home of the world's most famous rodent. It's likely that some of you will be travelling for work and others may be visiting family or returning home. Whatever the reason, I hope it's all good for you.I'm sure you understand that this route attracts many families with young children who are incredibly excited to be going on holiday to Disney World, and for whom the lon... Source: The Voyage - January 26, 2010 Category: Autism Tags: disablism disability getting away autism Source Type: blogs Social Story Video for Flying with DuncanEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.Duncan has been a bit anxious about flying to Orlando. He's been asking that we fly with Flybe and Virgin, the 2 airlines we used last time when we flew via London. He kept saying, "no Aer Lingus!" and I didn't push it. A few nights ago I was lying beside him in bed and looking at pictures on my laptop. He was looking on. I started looking at Aer Lingus aeroplanes and he asked to have a closer look. Then he wanted to watch videos about Aer Lingus so we YouTubed for a while; ended up watching a cheesy ad I remember from my childhood, showing the cabin crew as comely maidens clad all in green and the pilots as dudes of a cer... Source: The Voyage - January 26, 2010 Category: Autism Tags: family getting away communication autism Source Type: blogs Planning for Disney World with Autism: The FlightEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.We've done this before so I have a better idea of what I need to improve to make this flight across the Atlantic as painless as it can be for everyone. Last time we flew via London and Duncan was fine on the first short flight from Belfast but very distressed on the second leg of the journey. He had it in mind that once we arrived in London, Disney World would be just a taxi drive away. (This was a reasonable assumption since it's what had happened when we'd gone to Disneyland Paris.) The flight was delayed at London and we had paid to wait in a lounge (Virgin V Room) with good facilities for families. I'd hoped that as Du... Source: The Voyage - January 22, 2010 Category: Autism Tags: family disability getting away autism Source Type: blogs Adult autism strategy consultation. A summary of the submissions received in response to the online consultationEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.Title: Adult autism strategy consultation. A summary of the submissions received in response to the online consultation Skinny: Report highlighting the findings from the consultation including the importance of training, awareness raising and better diagnosis pathways. Publisher: DH Size of Publication: 248p. Published: 19/01/2010 Posted in Adults, Autism, Diagnosis, Disabilities, Education, Grey Literature, Learning Disabilities, NHS, Quality, Vulnerable People Tagged: Adults, Autism, Consultations, Diagnosis, Grey Literature, Stakeholder Engagement, Training (Source: Fade Library) Source: Fade Library - January 19, 2010 Category: Medical Librarians Authors: western4uk Tags: Adults Autism Diagnosis Disabilities Education Grey Literature Learning Disabilities NHS Quality Vulnerable People Consultations Stakeholder Engagement Training Source Type: blogs brain Autism depression Autism add Canada aspergers March 1, 2010 February 2, 2010 January 19, 2010 Autism Speaks seizures United States MMR UK Diagnostic Statistical Manual of Mental Disorders American Psychiatric Association California US Wakefield Williams gene expression cognitive ADHD adhd Temple Grandin Alan Israel Rain Man Dublin Andrew Wakefield American John Jenny McCarthy DSM-IV March 8, 2010 Reuters Diagnosis Disabilities PDD-NOS Autism Spectrum USA Asperger Philadelphia Grandin British March 15, 2010 Statistical Manual Silicon Valley Robison John Elder Robison DSM St. Louis Orlando APA March 12, 2010 LFA HFA BBC February 11, 2010 February 8, 2010 Lancet Colorado America Newfoundland Belfast Canadian Google ADHD Gene Ñ Aspergers Autism Spectrum Disorder Hollywood McCarthy Jim Carrey London Autism: Me Roman Gene Expression Evan Thoughtful House March 10, 2010 My Clippings Category: Category: March 13, 2010 CBS General Medical Council March 5, 2010 February 3, 2010 February 15, 2010 PharmalotÉ PharmalittleÉ Good MorningEmail FDA Delays Approval Of Lilly Amylin Diabetes Drug Sue Over Flea Meds The Morning Call Abbott TriCor Fails To Beat Placebo Forbes Merck Urged To Lower Isentress Price SouthFloridaGayNews Court Rules Against Autism Vaccine Claims Genetix Gene Therapy Work Category: Pharma Commentators Authors: Ed Silverman Tags: Uncategorized AIDS Healthcare Foundation Amylin Pharmaceuticals Autism Diabetes Eli Lilly Fleas HIV Isentress Merck Pets Sanofi Aventis Vaccines Most Beautiful Girl Category: Autism Category: Autism Authors: Brett Tags: Autism Mastery Category: Medical Publishers Tags: Category: Autism Tags: Autism Speaks Independent Future Your Adult Child Anne Ford Newmarket PressSiblings Jane Johnson Anne Van Rensselaer Jessica Kingsley Publishers Georgina J Derbyshire Jessica Kingsley Publishers1 Newmarket Press Category: Autism Authors: Uncategorized Ethics Medical Power Edward Alan Poe.Ê SeaQuest DSV Autism Authors: Zach Tags: Aspergers Living Autism Fireworks Are InterestingEmail Tags: Uncategorized Autism brain Communication Language Perception Category: Autism Tags: Kate Category: Autism Authors: Zach Tags: Aspergers Living Autism DSM V Microscopic Photo Competition Prizewinners All Category: Psychiatrists Psychologists Authors: Dr Shock Tags: Psychiatry TED Jenny McCarthyÕs Son Autism.Ê According Category: Autism Authors: Zach Tags: News Autism Orlando Holiday: Part FlightEmail Duncan Autism Spectrum Disorder: My Category: Autism Authors: Brett Tags: Autism Asperger DSM Source DSM VEmail ÊAutistic Disorder Pervasive Development Category: Autism Authors: Brett Tags: Autism Complexity Education Life ÔWorstÕ John Best Amanda Baggs Ari Ne Best Source Nordic Òautism Best You Category: Health Medicine and Bioethics Commentators Tags: Explosive Child Category: Health Medicine and Bioethics Commentators Tags: GMC Black Triangle Anthony Tags: HBO Claire Danes DSM-5 Neuroskeptic Abysmal Musings and Confessions Bible of Psychiatry Category: Nurses Authors: Tags: Work Creativity: Interview Daniel TammetEmail Scott Barry Kaufman Daniel Tammet Scott Lifelong Learning Health & Wellness Tags: Uncategorized Autism Autistic Community ÊOlivia Mitchell Category: Autism Authors: Brett Tags: Autism Life Work Asperger Syndrome Books Seth Godin Jenny McCarthyÕs Playboy Howev.. 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Silverman Tags: Uncategorized Dan Pink Category: Autism Authors: Brett Tags: Autism Creativity Education FIRST Mastery Books Life Mind Maps Guardian Disney World Social Story Video Flybe Virgin Aer Lingus Atlantic Disneyland Paris Virgin V Room Skinny: Report DH Size Publication: Grey Literature NHS Vulnerable People Tagged: Adults Stakeholder Engagement Source: Fade Library Category: Medical Librarians Authors: Tags: Adults Autism Diagnosis Disabilities Education Grey Literature Learning Disabilities NHS Quality Vulnerable People Consultations Stakeholder Engagement Training 990-1999 March 7, 2010 March 3 2010 March 3, 2010 February 28, 2010 February 27, 2010 February 25, 2010 February 24, 2010 February 19, 2010 February 18, 2010 February 17, 2010 February 14, 2010 February 12, 2010 February 10, 2010 10/02/07 February 7, 2010 February 5, 2010 January 30, 2010 January 29, 2010 January 28, 2010 January 26, 2010 January 22, 2010 19/01/2010 www.medworm.com/rss/search.php?qu=autism&t=autism&r=Exact&o=d&f=tag AspieWeb.net) AspieWeb.net WSJ.com: www.blogtalkradio.com/autism-womens-network/2010/02/07/temple-grandin-gives-awn-first-interview-re-premie www.worldtimeserver.com/meeting-planner.aspx HealthNewsBlog.com) HealthNewsBlog.com diagnoses Autism128 http://www.philly.com/inquirer/world_us/20100313_Court_rules_vaccines__thimerosal_not_tied_to_autism.html LOS ANGELES - A federal court ruled yesterday in three separate test cases that the preservative thimerosal does not cause autism, a finding that supports scientific consensus but that is likely to disappoint parents convinced that their child's illness has been caused by vaccines. The vaccines court had ruled 13 months ago that the measles-mumps-rubella vaccine, commonly known as MMR, does not cause the disorder. The new ruling on thimerosal, which contains mercury, may finally close the bulk of litigation on the matter. More than 5,000 parents had filed claims with the court, formally known as the U.S. Court of Federal Claims, seeking damages because they believed their children had developed autism as a result of vaccinations. The cases that three special masters for the court chose to include in the omnibus proceeding were considered among the strongest, so the outlook appears grim for others making the same claim. Special Master Denise K. Vowell wrote in one of the decisions that petitioners propose effects from mercury in [vaccines] that do not resemble mercury's known effects in the brain, either behaviorally or at the cellular level. She also dismissed assertions that some groups of children were unusually susceptible to mercury. The only evidence that these children are unusually sensitive is the fact of their [autism] itself. The new ruling was welcomed by Paul Offit of Children's Hospital of Philadelphia, who said the autism theory had already had its day in science court and failed. But the controversy has tarred vaccines, causing some parents to avoid them, he said. It's very hard to unscare people after you have scared them. A group backing the parents' theory charged that the vaccine court wanted to affirm government policy more than protect children. The deck is stacked against families in vaccine court, Rebecca Estepp of the Coalition for Vaccine Safety said in a statement. Government attorneys defend a government program, using government-funded science, before government judges. The special vaccine court was established in 1986 because vaccine-makers were facing many liability suits that threatened their ability to continue making the valuable medicines. brain MMR U.S. Court of Federal Claims Denise K. Vowell Coalition for Vaccine Safety Philadelphia Paul Offit Rebecca Estepp 2010031 20100 LOS ANGELES www.philly.com/inquirer/world_us/20100313_Court_rules_vaccines__thimerosal_not_tied_to_autism.html Autism129 http://www.damar.org/best_autismFAQ.cfm Autism FAQs What is autism? What causes autism? How is autism treated? Are there different kinds of autism? What are the signs and symptoms of autism? Can autism be cured? How can children with ASDs be taught to communicate? Is medication necessary for autism treatment? Where do I go for an evaluation? What should an autism evaluation include? How early can a diagnosis of autism be made? My child was just diagnosed with autism. Now what? Is a special diet needed? What might be some sensory needs of an individual on the autism spectrum? Does autism change with age? What is the life expectancy of a person with autism? What is autism? Autism is neuro-developmental disorder that impacts four main areas of an individual s life. Individuals with autism are typically challenged with social skill deficits, difficulties with sensory integration, communication and language deficits, and restrictive or repetitive behaviors. In more mild forms of autism, these deficits may be subtle and not obvious to the general observer. In moderate and more severe cases of autism, these areas of functioning may be severely impaired and the individual may have great difficulty functioning in their home and community environments. Individuals with moderate or severe forms of autism often have great difficulty in their daily living and in their general adaptation to the world around them. Families of children with autism often face unique and very challenging obstacles in their lives as they attempt to support their child s development and learning. It is not uncommon for parents and families to feel very frustrated and overwhelmed when faced with these issues. Families facing these challenges need specific information about autism and many will require high levels of support from family, friends, and professionals. Back to Top What causes autism? The causes of autism are still unknown. However, there is a considerable amount of research underway in an attempt to discover the causes of this growing neuro-developmental condition. While there are many hypotheses about the causes of autism, research is the only acceptable method to facilitate our understanding of the etiology of autism. Many parents have heard that childhood vaccinations and/or diet can cause autism. It is important to know that at the current time, there is not sufficient research to support a causative association between childhood vaccinations and autism. There is not sufficient evidence to link diet or vitamin/minerals to autism. More research is needed in these areas. The most promising research links autism to genetics. There is also research evaluating environmental triggers that are thought to be associated with autism. Given the pace of research in this area, it is anticipated that we will know more clearly the causes of autism in the next five years. Back to Top How is autism treated? Early intervention and Applied Behavior Analysis also known as ABA are the only treatments for autism that show clear positive results in the literature. When autism is identified early in young children, the interventions and support provided to these children tend to have stronger and longer lasting effects. When autism is identified later in childhood or adolescence, the interventions and support techniques and strategies tend to have less of an impact on an individual s functioning. Early intervention is really an important component in the treatment of autism. In addition to early intervention, research indicates that Applied Behavioral Analysis training is effective for individuals with autism. ABA training is based on the principals of behaviorism and includes direct behavioral approaches to increase specific and more adaptive behaviors in a child s repertoire. With the application of ABA principals and high levels of support, children with autism have been known to gain a significant amount of adaptive skills to their lives. The increase in adaptive and more functional behaviors has allowed many children with autism to more effectively interact with others, to communicate better with others, and to function in their homes and schools more successfully. Other common interventions for children with autism include the application of a specific behavioral support and response plan, direct training to expand verbal and nonverbal means of communication, sensory training to assist with better adaptation to touches, sights, smells, tastes, and sounds, and social skills training. We do know that children with autism that are involved in treatment tend to do better than children with autism that have not had treatment and support. Treatment is very important for these children. Back to Top Are there different kinds of autism? We refer to Autistic Disorder as being on a spectrum. One form of autism known as Asperger disorder -- is thought to be a more mild form of autism and would be on one end of the Autism spectrum. Asperger disorder includes all the same symptoms as autistic disorder but the symptoms are milder and usually have less of a severe interference in the child s life. Most often, children diagnosed with Asperger disorder use verbal language whereas many children with autistic disorder do not have functional verbal language. There are other forms of autism that fall somewhere on the spectrum based mainly on the severity and type of symptoms or the age at which the symptoms appear. Other disorders on the spectrum include Rett Disorder, Childhood Disintegrative Disorder, and Pervasive Disorder Not Otherwise Specified. Again, all of these are forms of autism with the most common being Autistic Disorder and Asperger Disorder. Back to Top What are the signs and symptoms of autism? Typically, the signs of autism can be seen early in a child s life. Early signs can include the absence of babbling and cooing as an infant and/or the absence of facial expressions and responsiveness to cuddling. In more severe cases, the infant may actually pull away from physical nurturing. As the child develops, other signs to look for include the lack of emotional expressions, lack of reciprocal social engagement, restrictive interests in pieces and parts of objects, lack of imaginative play, lack of functional play, and lack of an ability to read nonverbal social cues like gestures, tone of voice, facial expressions and others. As a toddler, children with autism may begin to repeat sounds or words also known as echolalia and may seem extremely shy or fearful in social settings. One of the hallmark signs of autism is the absence of language development. Extreme behavioral challenges often emerge in children with autism commonly sparked by tactile or auditory stimulation, change in routine, or requests to engage in simple activities. Children with autism are often very restrictive in their interests, routines, and behaviors. Almost all children with autism have difficulty learning in traditional classrooms. Thus, the educational setting is an environment where children with autism can be especially challenging. Again, individuals with autism may exhibit some or all of these symptoms to varying degrees. Back to Top Can autism be cured? Today, there is no known cure for autism. Early intervention including diagnosis and using the behavioral strategies of applied behavior analysis can lead to improvements in communication, social, life skills and behavioral functioning. Given the amount of research currently underway in the United States and other countries, advancements in our knowledge and interventions is expected over the next many years. While we have no known cure, we do know that the majority of children diagnosed with autism demonstrate improvement in functioning with appropriate identification, support, and treatment. Back to Top How can children with ASDs be taught to communicate? The lack of appropriate language development is one of the hallmark signs of autism. We now know that children who have autism can be taught to communicate through a variety of verbal and nonverbal methods. In some children with autism, verbal language can be successfully taught, obtained, and maintained by the use of behavioral strategies. In this method, verbal language is built and expanded on over time. Many children with autism can learn basic verbal language to use to meet their basic needs or to express their experiences or desires to others. It is true that children with autism even those with severe forms of the disorder -- can learn to use verbal language to communicate. It is also important to know that for many children with autism, alternatives to verbal language can be provided and are often combined with basic verbal expressions. Many children with autism can develop functional communication through picture exchange systems and sign language. Back to Top Is medication necessary for autism treatment? Depending on the symptoms and the severity of the symptoms and behaviors of concern, medication can be useful for individuals with autism. Medications have demonstrated some efficacy when focusing on the more severe symptoms of autism such as extreme hyperactivity, sleeplessness, agitation, and aggression. While medications have shown to help in many cases with symptom reduction, research indicates that behavioral interventions are necessary and essential for longer-term behavioral change and for the development of more adaptive and functional behaviors and skills. Medication can help with symptoms but it cannot teach new behaviors. Typically, children with autism are treated with a variety of interventions and medication is just one component of a treatment plan. Back to Top Where do I go for an evaluation? If you have concerns about your child and suspect autism, we suggest that you always consult with your primary care physician or pediatrician first. It is not uncommon for a primary medical condition to produce symptoms that are similar to those seen with autism. For example, a toddler with a history of severe ear infections may have great difficulty learning to talk. Extreme forms of childhood anxiety may manifest as underdeveloped socialization or the avoidance of people and play. A thorough medical evaluation is a very good first step. If your physician suspects autism, he or she is likely to refer the child for a specialized evaluation. The referral for evaluation is typically made to a behavioral pediatrician, a child psychologist, or a master s level licensed behavioral health professional that specializes in child development. Back to Top What should an autism evaluation include? When considering an evaluation to rule out autism, it is important to note that there is no specific battery of tests or set of accepted procedures used to diagnose an individual with autism. Areas that must be included in an evaluation for autism include an assessment of cognitive functioning, an assessment of expressive and receptive language, an assessment of behavioral functioning, and in some cases, an assessment of academic achievement/skills. A diagnosis of autism cannot be made without a complete and thorough developmental and family history interview. Medical conditions must be ruled out. In addition to these procedures, an appropriate evaluation for autism includes behavioral observations of the child in a variety of different settings. It is also important to get information and input from as many caregivers as possible including parents, teachers, babysitters, etc. In addition to these procedures, an evaluation for autism should include specific behavioral and developmental checklists specific to autism. Some common diagnostic checklists include: Autism Diagnostic Observation Scale (ADOS) Childhood Autism Rating Scale (CARS) Gilliam Autism Rating Scale (GARS) Autism Diagnostic Inventory Revised (ADI-R) Back to Top How early can a diagnosis of autism be made? The diagnosis of autism can be made as early as age 18 months, but is more commonly identified between ages 3 -4. Many, if not the majority of children with autism, will not be diagnosed until they enter school. This is probably because this is the time that children s skills and development are more commonly compared to peers, because learning and behavioral delays are more easily identified in the school setting, and because there are more resources available to identify children with developmental challenges when they enter school. It is important to note that early identification, diagnosis, and treatment is very important. The earlier the identification, the more likely intervention and support strategies will have the greatest impact in the long run. Back to Top My child was just diagnosed with autism. Now what? Speak with your primary care physician about services in Indiana. Call 1-800-441-STEP in order to find out about Early Intervention steps in your area. Research, research, research! But be careful of where you find your information. If you come across a program that offers great results at a high price, it is probably not valid. Go to the Autism Society of Indiana at www.autismindiana.org in order to learn about support groups in your area. Contact the Bureau of Developmental Disability Services (BDDS) at 1-800-545-7763 to inquire and apply for Waiver Services. Back to Top Is a special diet needed? In children with autism, there is no empirical evidence that supports the use of special diets as a primary intervention strategy. Research has not produced results that indicate that diet has an impact on the primary symptoms of autism. However, it is important to note that excessive amounts of any particular food or diets limited to one or two foods can create problems and symptoms in children. Indeed, excessive sugar or other foods in excess can influence a child s behavior. Like other children, a child with autism who eats a nutritious and well balanced diet will behave and function better than a child that eats nothing but French fries and pizza. Back to Top What might be some sensory needs of an individual on the autism spectrum? Individuals diagnosed with autism can experience a variety of functional and sensory differences and deficits. Heightened sensitivity and defensiveness when experiencing visual, auditory, olfactory, oral or tactile stimuli is often present with individuals diagnosed with autism. Sensory and sensory integration challenges for those with autism can present at varying levels in each individual. Some individuals may experience great sensory challenges and needs, while others exhibit very little needs in this regard. Back to Top Does autism change with age? While Autism is a pervasive and chronic neuro-developmental condition, individuals with the disorder can certainly demonstrate changes in their functional behavior, their language, and their communication skills. Depending on the services in place and how early in life that intervention is started, changes can take place over time. Individuals may become more social, communicative, and learn to identify their basic needs and even address those needs independently. Progress over time also varies from individual to individual. Some make very significant progress and gain the skills necessary to function adequately in the community. Others with autism may not demonstrate as much response to treatment and may need high levels of support and supervision for most of their life time. It is so very important that consistent evaluation of progress be an integral part of any serve plan for an individual with autism. Back to Top What is the life expectancy of a person with autism? Individuals with autism are generally expected to live just as long as those who have not been diagnosed with the disorder. It should be noted, however, that it is not uncommon for individuals with autism to also have other medical and developmental conditions that may affect their life expectancy. Atypical neurological conditions, seizure disorders, and genetic syndromes are not uncommon in individuals with autism. These additional conditions likely have a greater impact on life expectancy than the diagnosis of autism and the related symptoms. Back to Top genetic genetic sensitivity babbling routines echolalia childhood disintegrative disorder anxiety United States ABA ADOS cognitive aggression French Indiana atypical Gilliam Applied Behavior Analysis Applied Behavioral Analysis Observation Scale Scale GARS Bureau of Developmental Disability Services BDDS Waiver Services 800-545-7763 www.damar.org/best_autismFAQ.cfm www.autismindiana.org applied behavior analysis aba ados cars childhood autism rating scale Autism13 http://www.ehow.com/video_4874526_autism_.html Video Transcript "Hi! I'm Dr. David Hill and today we're going to be talking about the question, what is autism? Autism is a description of a type of behavior that was only described around 1950 or so. It came into being as a formal diagnosis in the early 1980s and become much more widespread in the diagnostic literature in the 1990s. Our basic understanding of autism is a whole spectrum of behavior but the one thing the spectrum has in common is difficulty or complete failure understanding that other people have emotions, feelings and thoughts, the same as the child whose stricken with autism. This makes it obviously very difficult for the child to understand what other people mean when they're trying to communicate with him, and I say him, because most children who have autism are male. It also makes it very difficult for that child to get his needs known and express what he wants to express. A child with autism may look at somebody's face, for example, as just another object. Which means all the new ones are just facial expressions that we used to communicate with each other are lost on that child. Likewise, he may have a very difficult time learning words because words are just random sounds as far as he's concerned. The first signs of autism are evident as early as 9 months of age, and usually show up with speech delays or odd behaviors. Autism is usually pretty easily diagnosed by 18-24 months of age, if somebody's looking carefully for the appropriate signs. In terms of the causes of autism, they're being discovered everyday. Up to 40 percent of autistic children are now known to have some sort of genetic mutation that may contribute to their autistic behavior. However, 60 percent of cases really we don't know the cause exactly. However, we are learning more and more that autism is caused by things that happen before birth, in the uterus. And it while, it's a disease with a common presentation, it's probably going to end up being dozens, if not hundreds of different underlying diseases that look the same on the surface. Talking about what is autism, I'm Dr. David Hill." genetic genetic David Hill 4874526 www.ehow.com/video_4874526_autism_.html 48745 Autism130 http://www.nichd.nih.gov/health/topics/autism_and_autism_spectrum_disorders.cfm There is no conclusive scientific evidence that any part of a vaccine or combination of vaccines causes autism, even though researchers have done many studies to answer this important question. There is also no proof that any material used to make or preserve the vaccine plays a role in causing autism. Although there have been reports of studies that relate vaccines to autism, these findings have not held up under further investigation. Currently the U.S. Centers for Disease Control and Prevention (CDC) provides the most accurate and up-to-date information about research on autism and vaccines. Its Vaccines and Autism Theory web site provides information from the federal government and from independent organizations about vaccines and autism. CDC U.S. Centers for Disease Control and Prevention Autism Theory www.nichd.nih.gov/health/topics/autism_and_autism_spectrum_disorders.cfm Autism131 http://www.chop.edu/service/vaccine-education-center/hot-topics/autism.html Hot Topics: Autism A Look at What Causes, and Doesn't Cause, Autism Recently, stories carried by the media have caused some parents to fear that the combination measles-mumps-rubella vaccine (MMR) causes autism. Below is a summary of: The Wakefield studies (studies that support the notion that MMR causes autism) Studies showing that MMR vaccine does not cause autism Other studies on the causes of autism Conclusions The Wakefield studies Two studies have been cited by those claiming that the MMR vaccine causes autism. Both studies are critically flawed. First study In 1998, Andrew Wakefield and colleagues published a paper in the journal Lancet. Wakefield's hypothesis was that the MMR vaccine caused a series of events that include intestinal inflammation, entrance into the bloodstream of proteins harmful to the brain, and consequent development of autism. In support of his hypothesis, Dr. Wakefield described 12 children with developmental delay - eight had autism. All of these children had intestinal complaints and developed autism within one month of receiving MMR. The Wakefield paper published in 1998 was flawed for two reasons: About 90 percent of children in England received MMR at the time this paper was written. Because MMR is administered at a time when many children are diagnosed with autism, it would be expected that most children with autism would have received an MMR vaccine, and that many would have received the vaccine recently. The observation that some children with autism recently received MMR is, therefore, expected. However, determination of whether MMR causes autism is best made by studying the incidence of autism in both vaccinated and unvaccinated children. This wasn't done. Although the authors claim that autism is a consequence of intestinal inflammation, intestinal symptoms were observed after, not before, symptoms of autism in all eight cases. Second study In 2002, Wakefield and coworkers published a second paper examining the relationship between measles virus and autism. The authors tested intestinal biopsy samples for the presence of measles virus from children with and without autism. Seventy-five of 91 children with autism were found to have measles virus in intestinal biopsy tissue as compared with only five of 70 patients who didn't have autism. On its surface, this was a concerning result. However, the second Wakefield paper was also critically flawed for the following reasons: Measles vaccine virus is live and attenuated. After inoculation, the vaccine virus probably replicates (or reproduces itself) about 15 to 20 times. Measles vaccine virus is likely to be taken up by specific cells responsible for virus uptake and presentation to the immune system (termed antigen-presenting cells or APCs). Because all APCs are mobile, and can travel throughout the body (including the intestine), it is plausible that a child immunized with MMR would have measles virus detected in intestinal tissues using a very sensitive assay. To determine if MMR is associated with autism, one must determine if the finding is specific for children with autism. Therefore, children with or without autism must be identical in two ways. First, children with or without autism must be matched for immunization status (i.e. receipt of the MMR vaccine). Second, children must be matched for the length of time between receipt of MMR vaccine and collection of biopsy specimens. Although this information was clearly available to the investigators and critical to their hypothesis, it was specifically omitted from the paper. Because natural measles virus is still circulating in England, it would have been important to determine whether the measles virus detected in these samples was natural measles virus or vaccine virus. Although methods are available to distinguish these two types of virus, the authors chose not to use them. The method used to detect measles virus in these studies was very sensitive. Laboratories that work with natural measles virus (such as the lab where these studies were performed) are at high risk of getting results that are incorrectly positive. No mention is made in the paper as to how this problem was avoided. As is true for all laboratory studies, the person who is performing the test should not know whether the sample is obtained from a case with autism or without autism (blinding). No statements were made in the methods section to assure that blinding occurred. BACK TO TOP Studies showing that MMR vaccine does not cause autism Ten studies have been performed that disprove the notion that MMR causes autism. In 1999, Brent Taylor and co-workers examined the relationship between receipt of MMR and development of autism in an excellent, well-controlled study. Taylor examined the records of 498 children with autism or autism-like disorder. Cases were identified by registers from the North Thames region of England before and after the MMR vaccine was introduced into the United Kingdom in 1988. Taylor then examined the incidence and age at diagnosis of autism in vaccinated and unvaccinated children. He found that: The percentage of children vaccinated was the same in children with autism as in other children in the North Thames region No difference in the age of diagnosis of autism was found in vaccinated and unvaccinated children The onset of symptoms of autism did not occur within two, four, or six months of receiving the MMR vaccine One ofÊ the best studies was performed by Madsen and colleagues in Denmark between 1991 and 1998 and reported in the New England Journal of Medicine. The study included 537,303 children representing 2,129,864 person-years of study. Approximately 82 percent of children had received the MMR vaccine. The group of children was selected from the Danish Civil Registration System, vaccination status was obtained from the Danish National Board of Health, and children with autism were identified from the Danish Central Register. The risk of autism in the group of vaccinated children was the same as that in unvaccinated children. Furthermore, there was no association between the age at the time of vaccination, the time since vaccination, or the date of vaccination and the development of autism. Subsequent studies have corroborated the findings that the MMR vaccine does not cause autism. BACK TO TOP Other studies on the causes of autism Genetics One of the best ways to determine whether a particular disease or syndrome is genetic is to examine the incidence in identical and fraternal twins. Using a strict definition of autism, approximately 60 percent of identical and 0 percent of fraternal twins have autism. Using a broader definition of autism (i.e. autistic spectrum disorder), approximately 92 percent of identical and 10 percent of fraternal twins have autism. Therefore, autism clearly has a genetic basis. Home-movie studies Clues to the causes of autism can be found in studies examining when the symptoms of autism are first evident. Perhaps the best data examining when symptoms of autism are first evident are the home-movie studies. These studies took advantage of the fact that many parents take movies of their children during their first birthday (before they have received the MMR vaccine). Home movies from children who were eventually diagnosed with autism and those who were not diagnosed with autism were coded and shown to developmental specialists. Investigators were, with a very high degree of accuracy, able to separate autistic from non-autistic children at 1 year of age. These studies found that subtle symptoms of autism were present earlier than some parents had suspected, and that receipt of the MMR vaccine did not precede the first symptoms of autism. Other investigators extended the home-movie studies of 1-year-old children to include videotapes of children taken at 2 to 3 months of age. Timing of first symptoms Using a sophisticated movement analysis, videos from children eventually diagnosed with autism or not diagnosed with autism were coded and evaluated for their capacity to predict autism. Children who were eventually diagnosed with autism were predicted from movies taken in early infancy. This study supported the hypothesis that very subtle symptoms of autism are present in early infancy and argues strongly against vaccines as a cause of autism. Structural abnormalities of the nervous system Toxic or viral insults to the fetus that cause autism, as well as certain central nervous system disorders associated with autism, support the notion that autism is likely to occur in the womb. For example, children exposed to thalidomide during the first or early second trimester were found to have an increased incidence of autism. However, autism occurred in children with ear, but not arm or leg, abnormalities. Because ears develop before 24 days gestation, and arms and legs develop after 24 days gestation, the risk period for autism following receipt of thalidomide must have been before 24 days gestation. In support of this finding, Rodier and colleagues found evidence for structural abnormalities of the nervous system in children with autism. These abnormalities could only have occurred during development of the nervous system in the womb. Natural rubella infection Similarly, children with congenital rubella syndrome are at increased risk for development of autism. Risk is associated with exposure to rubella before birth but not after birth. BACK TO TOP Conclusions The following studies all support the fact that autism occurs during development of the nervous system early in the womb: The genetics of autism The timing of the first symptoms of autism (home-movie studies) The relationship between autism and the receipt of the MMR vaccine Structural abnormalities of the nervous system of children with autism Thalidomide and natural rubella infection Unfortunately, for current and future parents of children with autism, the controversy surrounding vaccines has caused attention and resources to focus away from a number of promising leads. BACK TO TOP References Adrien JL, Faure M, Perrot A, et al. Autism and Family Home Movies: Preliminary Findings. J Autism and Developmental Disorders. 1991; 21:43-49. Adrien JL, Lenoir P, Martineau J, et al. Blind Ratings of Early Symptoms of Autism Based Upon Family Home Movies. J Am Acad Child Adolesc Psychiatry 1993; 32:617-626. Adrien JL, Perrot A, Sauvage D, et al. Early Symptoms in Autism From Family Home Movies: Evaluation and Comparison Between 1st and 2nd Year of Life Using I.B.S.E. Scale. Acta Paedopsychiatrica 1992; 55:71-75. Bailey A, LeCouteur A, Gottesman I, et al. Autism As A Strongly Genetic Disorder: Evidence From A British Twin Study. Psychol Med 1995; 25:63-77. Bauman M. Autism: Clinical Features and Neurological Observations. Tager-Flusberg H.Ê (ed.) Neurodevelopmental Disorders. Cambridge, MA: The MIT Press, 1999, pp. 383-399. Bauman M, Kemper T. Neuroanatomic Observations of the Brain in Autism. Bauman M, Kemper T (eds.), The Neurobiology of Autism. Baltimore, MD: The Johns Hopkins University Press, 1997, pp. 119-145. Chess S, Fernandez P, Korn S. Behavioral Consequences of Congenital Rubella. J Pediatr 1978; 93:699-703. Dales L, Hammer SJ, Smith NJ. Time Trends in Autism and in MMR Immunization Coverage in California. JAMA 2001; 285:1183-1185. DeStefano, R, Bhasin, TK, et. Al. Age at First Measles-Mumps-Rubella Vaccination in Children With Autism and School-Matched Control Subjects: A Population-Based Study in Metropolitan Atlanta. Pediatrics 2004:113:259-266. Deykin EY, MacMahon B. Viral exposure and autism. Am J Epidemiol 1979;109:628-638. Eriksson A, de Chateau P. Brief Report: A Girl Aged Two Years and Seven Months With Autistic Disorder Videotaped From Birth. J Autism and Developmental Disorders 1992; 22:127-129. Farrington CP, Miller E, Taylor B. MMR and Autism: Further Evidence Against A Causal Association. Vaccine 2001; 19:3632-3635. Folstein S, Rutter M. Infantile Autism: A Genetic Study of 21 Twin Pairs. J Child Psychol Psychiatry 1977; 18:297-321. Fombonne E, Chakrabarti S. No Evidence for A New Variant of Measles-Mumps-Rubella-Induced Autism. Pediatrics 2001; 108:e58. Ingram JL, Stodgell CJ, Hyman SL, et al. Discovery of Allelic Variants of HOXA1 and HOXB: Genetic Susceptibility to Autism Spectrum Disorders. Teratology 2000; 62:393-405. International Molecular Genetic Study of Autism Consortium (IMGSAC). A Genomewide Screen for Autism: Strong Evidence for Linkage to Chromosomes 2q, 7q, and 16p. Am J Hum Genet 2001; 69:570-581. Kaye JA, Melero-Montes M, Jick H. Mumps, Measles, and Rubella Vaccine and the Incidence of Autism Recorded by General Practitioners: A Time Trend Analysis. BMJ 2001; 322:460-463. Kemper TL, Bauman M. Neuropathology of Autism. J Neuropathol Exp Neurol 1998; 57:645-652. Lijam N, Paylor R, McDonald MP, et al. Social Interaction and Sensorimotor Gating Abnormalities in Mice Lacking Dvl1. Cell 1997; 90:895-905. Madsen KM, Hviid A, Vestergaard M, et al. A Population-Based Study of Measles, Mumps, and Rubella Vaccination and Autism. N Engl J Med. 2002; 347:1477-1482. Makela, A, Nuorti, JP, and Peltola, H. Neurologic Disorders After Measles-Mumps-Rubella Vaccination, Pediatrics. 2002; 110:957-963. Mars AE, Mauk JE, Dowrick PW. Symptoms of Pervasive Developmental Disorders as Observed in Prediagnostic Home Videos of Infants and Toddlers. J Pediatr 1998; 132:500-504. Peltola H, Patja, A, et. Al. No Evidence for Measles, Mumps, and Rubella Vaccine-Associated Inflammatory Bowel Disease or Autism in a 14-Year Prospective Study. Lancet 1998; 351:1327-1328. Rodier PM. The Early Origins of Autism. Scientific American, February 2000, pp.56-63. Rodier P, Ingram JL, Tisdale B, et al. Embryological Origin for Autism: Developmental Anomalies of the Cranial Nerve Motor Nuclei. J Comp Neurol 1996; 370:247-261. Stokstad E. New Hints into the Biological Basis of Autism. Science 2001; 294:34-37. Strvmland K, Nordin V, Miller M, et al. Autism in Thalidomide Embryopathy: A Population Study. Developmental Med Child Neurol 1994; 36:351-356. Taylor B, Miller E, Farrington P, et al. Autism and Measles, Mumps, and Rubella Vaccine: No Epidemiologic Evidence for A Causal Association. Lancet 1999; 353:2026-2029. Taylor B, Miller E, Lingam, et al. Measles, Mumps, and Rubella Vaccination and Bowel Problems or Developmental Regression in Children with Autism: A Population Study. BMJ 2002; 324:393-396. Teitelbaum P, Teitelbaum O, Nye J, et al. Movement Analysis in Infancy May Be Useful for Early Diagnosis of Autism. Proc Natl Acad Sci USA 1998; 95:13982-13987. Uhlmann V, Martin CM, Sheils O, et al. Potential Viral Pathogenic Mechanism for New Variant Inflammatory Bowel Disease. J Clin Pathol: Mol Pathol 2002; 55:84-90. Wakefield AJ, Murch SH, Anthony A, et al. Ileal-Lymphoid-Nodular Hyperplasia, Non-Specific Colitis, and Pervasive Developmental Disorder in Children. Lancet 1998; 351:637-641. Wassink TH, Piven J, Vieland VJ, et al. Evidence Supporting WNT2 as an Autism Susceptibility Gene. Am J Med Gen 2001; 105:406-413. BACK TO TOP Reviewed by: Paul A. Offit, MD Date: March 2008 Portions of this Web page are excerpted from Vaccines: What You Should Know, 3rd edition, by Paul A. Offit and Louis M. Bell, Wiley, 2003 You should not consider the information in this site to be specific, professional medical advice for your personal health or for your family's personal health. You should not use it to replace any relationship with a physician or other qualified healthcare professional. For medical concerns, including decisions about vaccinations, medications and other treatments, you should always consult your physician or, in serious cases, seek immediate assistance from emergency personnel. Print var addthis_config = { services_compact: 'email,favorites, buzz, delicious, digg, facebook, twitter, more', services_exclude: 'print, ballhype, amazonwishlist, diigo, kirtsy, misterwong, multiply, netvibes, netvouz, plaxo, propeller, simpy, spurl, stylehive, thisnext, tipd, yardbarker' } Share genetic brain genetic Autism Autism Spectrum Disorders Autism regression social interaction MMR Baltimore JAMA Hviid A California Wakefield United Kingdom Rodier DeStefano Pervasive Developmental Disorders Developmental Disorders Pervasive Developmental Andrew Wakefield England American A NJ Lancet Gene Autism Denmark Cambridge J Am Acad Child Adolesc Psychiatry Anthony A 982-1398 13982-1398 New England Journal of Medicine Bailey A Bauman M Teitelbaum J Pediatr J Comp Neurol Madsen Fombonne E Vestergaard M MMR Immunization Coverage APCs Brent Taylor Taylor North Thames Danish Civil Registration System Danish National Board of Health Danish Central Register Psychol Med J Child Psychol Psychiatry Proc Natl Acad Sci USA 183-1185 477-1482 026-2029 1991 and 1998 What Causes Doesn't Cause Adrien JL Faure M Perrot Family Home Movies: Preliminary Findings Lenoir P Martineau J Family Home Movies Sauvage D Family Home Movies: Evaluation Comparison Between 1st I.B.S.E. Scale Acta Paedopsychiatrica Gottesman I A Strongly Genetic Disorder: A British Twin Study Bauman M. Autism: Clinical Features Tager-Flusberg H.Ê Neurodevelopmental Disorders MIT Press Kemper T. Brain Kemper T Neurobiology of Autism MD: The Johns Hopkins University Press Chess S Fernandez P Korn S. Rubella Dales L Hammer SJ Bhasin TK Measles-Mumps-Rubella Vaccination A Population-Based Study Metropolitan Atlanta Deykin EY MacMahon B. Viral Eriksson A P. Brief Report: A J Autism Farrington CP Miller E Taylor B. MMR Autism: Further A Causal Association Folstein S Rutter M. Infantile A Genetic Study Twin Pairs Chakrabarti S. No Evidence A New Variant Ingram JL Hyman SL Allelic Variants of HOXA1 HOXB: Genetic Susceptibility Molecular Genetic Study of Autism Consortium IMGSAC A Genomewide Screen J Hum Genet Kaye JA Melero-Montes M Jick H. Mumps Measles Rubella Vaccine Autism Recorded A Time Trend Analysis Kemper TL Bauman M. Neuropathology J Neuropathol Exp Neurol Lijam N McDonald MP Sensorimotor Gating Madsen KM Measles Mumps Rubella Vaccination J Med Makela A Nuorti JP Peltola H. Neurologic Mars AE Mauk JE Dowrick PW Prediagnostic Home Videos of Infants and Toddlers Patja Rubella Vaccine-Associated Prospective Study Rodier PM Rodier P Ingram Tisdale B Autism: Developmental Anomalies Cranial Nerve Motor Nuclei New Hints Biological Basis of Autism Strvmland K Nordin V Miller M Embryopathy: A Population Study Developmental Med Child Neurol Taylor B Farrington P Rubella Vaccine: Epidemiologic Lingam Developmental Regression Autism: A Population Study Teitelbaum P Nye J Movement Analysis Infancy May Be Useful Uhlmann V Martin CM Sheils O J Clin Pathol: Mol Pathol Wakefield AJ Murch SH Ileal-Lymphoid-Nodular Hyperplasia Non-Specific Colitis Wassink TH Piven J Vieland VJ Autism Susceptibility Paul A. Offit MD Date: Vaccines: What You Should Know Louis M. Bell Wiley 632-3635 327-1328 www.chop.edu/service/vaccine-education-center/hot-topics/autism.html Autism132 http://assew.org/ If you are the parent of a small child with an autism spectrum disorder, youÕve probably noticed that your child does not play in the same ways typically developing children do. Perhaps your child obsessively spins wheels on toy cars, instead of pretending the cars are driving somewhere; perhaps he or she lines up blocks in rows, instead of building towers with them. Have you been frustrated watching your child do these things, and wished you could get your child to break their attention away from the odd play to interact with you and others? What if you could use their playtime to help your child learn to communicate? Dr. Rick Clark, Associate Clinical Professor at Wisconsin School of Professional Psychology will present ÒUsing Play to Increase Communication.Ó Besides supervising students of psychology at the University and teaching there and at Cardinal Strich, Dr. Clark been in private practice at St. Francis ChildrenÕs Center in Glendale since 1994, providing a range of mental health services to children and their families from infancy through adolescence. His primary interests are Pervasive Developmental Disorders, ADHD, Anxiety Disorders, pediatric mental health, and learning disabilities. This session will be held Saturday, March 13th, 9:30Ñ11:30a.m. at Nicolet High School in Glendale. Register by sending an email with your name and contact number to info@assew.org or by calling 414-427-9345. All Parenting Series sessions are free and open to parents, relatives, educators and professionals. Refreshments are served. Child care is not provided. anxiety University adhd Pervasive Developmental Disorders Glendale ADHD Clark Rick Clark Wisconsin School of Professional Psychology Communication.Ó Besides Cardinal Strich St. Francis ChildrenÕs Center Nicolet High School 414-427-9345 info@assew.org assew.org/ assew.org cars Autism133 http://www.ageofautism.com/2010/03/sebelius-asks-media-to-censor-autism-debate.html By Katie WrightÒThere are groups out there that insist that vaccines are responsible for a variety of problems, despite all scientific evidence to the contrary. We (the office of Secretary of Health and Human Services) have reached out to media outlets to try to get them not to give the views of these people equal weight in their reporting.Ó See Reader s Digest HERE.ThatÕs right. Kathleen Sebelius, the Secretary of HHS, has asked newspapers, magazines, television journalists, who knows who else- specifically NOT to listen to parents and scientists in the autism community, not to respect their concerns, not to take seriously the condition of chronically ill children with autism and to disregard a growing body of evidence questioning the safety of our infant and toddlers immunization schedule. If I have got anything wrong I would love to hear a tape or see a transcripts of these media Òoutreaches.ÓPretty frightening stuff. Thank you to Jake Crosby who uncovered this frank and disturbing exchange between Arthur (autism is not so bad and there is no increase anyway) Allen and Ms. Sebelius.I am taking Ms. Sebelius at her word. Ms. Sebelius has unilaterally said that she knows that every single American parent who saw their child regress post vaccination or experience a severe adverse reaction is wrong and she knows better. Ms. Sebelius has ordered, suggested, beseeched, implored (?) American journalists NOT to Ògive these people (anyone concerned with vaccine safety) equal weight in their reportingÓ because she has decided by informal governmental decree that the debate is closed? Sounds like something that would happen in a communist dictatorship, right? Was there a similar decree when Òcitizen dissidentsÓ questioned the safety of hormone replacement therapy for women? Was the media instructed to ignore those nuisances who were suspicious of a long denied link between hormone therapy and breast cancer? Did the HHS order a first amendment crackdown of those trouble-making women who had long complained that Fibromalgia was a real disease and not a psychosomatic condition. Menaces everywhere who dared to question medical authorities! They must be silenced! You have got to be kidding. American HHS Katie WrightÒThere Human Services Digest HERE.ThatÕs Kathleen Sebelius Jake Crosby Arthur Allen Ms. Sebelius.I Ms. Sebelius Fibromalgia www.ageofautism.com/2010/03/sebelius-asks-media-to-censor-autism-debate.html Autism134 http://www.autismresourcecenterofsouthflorida.com/ This entireÊSouthÊFlorida Autism website is dedicated to providingÊvaluable informationÊandÊusefulÊproducts forÊparents, families, schools, teachers, service providers and children and adults with Autism Spectrum Disorders. The left side of this website contains a number of valuable products including Autism related DVDs, Sensory Music, Behavioral Books, Teaching Tools, Delicious Gluten Free Cookies and Jewelry. Click Here to View Products. Below the products you will find a FREE Autism Blog where you may create topics or comment on others' topics. In addition, you may view and upload Autism related articles. The right side of this page contains a FREE South Florida Autism Service Provider Directory where you may find or refer all types of essential service providers for individuals with Autism Spectrum Disorders. Below the Service Provider Directory, you will find FREEÊhelpfulÊinformation about Autism Spectrum Disorders. Above you will find a FREE Employment Opportunity Database in which you may post or search job opportunities within the Autism field. We hope that you find this site helpful and refer family and friends that you believe may benefit from this site. Please contact us with any questions, comments or suggestions. We welcome your input. Autism Spectrum Disorders Autism Behavioral Books Teaching Tools Delicious Gluten Free Cookies and Jewelry Click Here View Products South Florida Autism Service Provider Directory FREE Employment Opportunity Database www.autismresourcecenterofsouthflorida.com/ Autism136 http://www.nationalautismassociation.org/psa.php Escape the Hopelessness. Autism is Treatable. Watch the PSA here OVERVIEW DEFINITIONS/SYMPTOMS HOW IS AUTISM DIAGNOSED? VARIOUS TREATMENT OPTIONS RECOMMENDED READING AUTISM OVERVIEW BY ED ARRANGA DO YOU SUSPECT AUTISM IN SOMEONE? 12 TIPS TO HELP YOU TELL A PARENT. HELPFUL WEB SITES OVERVIEW Whether it's biomedical and therapy interventions combined, or simple therapy, autism can be treated...and thousands of children have progressed because of it. When families and caregivers begin looking into the various treatment options available for autism spectrum disorders, they will be surprised to find that there are many options out there. Unfortunately, what works for some families, may not work for others. Since individuals with autism spectrum disorders are not exactly the same, treatment plans need to be made specific for each individual. One thing's for sure, autism is not a hopeless diagnosis. To become educated about therapies and providers of therapies and biomedical interventions in your area, we suggest four things: Join a local support group or local discussion forum.* Join a national discussion forum. There are many to choose from. Click here for a list of groups.* Find a DAN (Defeat Autism Now) clinician in your area. Click here for a listing. Find a Generation Rescue Angel in your Area: Click Here. Check with your child's primary care provider for referrals to private therapists such as speech pathologists, occupational therapists, ABA specialists, etc. *Check with a DAN doctor, or your child's primary care physician before initiating any biomedical intervention. DEFINITIONS/SYMPTOMS Autism is a bio-neurological developmental disability that generally appears before the age of 3. Autism impacts the normal development of the brain in the areas of social interaction, communication skills, and cognitive function. Individuals with autism typically have difficulties in verbal and non-verbal communication, social interactions, and leisure or play activities. Individuals with autism often suffer from numerous physical ailments which may include: allergies, asthma, epilepsy, digestive disorders, persistent viral infections, feeding disorders, sensory integration dysfunction, sleeping disorders, and more. Autism is diagnosed four times more often in boys than girls. Its prevalence is not affected by race, region, or socio-economic status. Since autism was first diagnosed in the U.S. the occurrence has climbed to an alarming one in 150 people across the country. Autism does not affect life expectancy. Currently there is no cure for autism, though with early intervention and treatment, the diverse symptoms related to autism can be greatly improved. According to the National Institute of Child Health and Human Development*, there are five behaviors that signal the need for a doctor** to immediately evaluate a child for autism á Does not babble or coo by 12 months of age á Does not gesture (point, wave, grasp, etc.) by 12 months of age á Does not say single words by 16 months of age á Does not say two-word phrases on his or her own (rather than just repeating what someone says to him or her) by 24 months of age á Has any loss of any language or social skill at any age. HOW IS AUTISM DIAGNOSED? Autism is diagnosed based on clinical observation and testing by a professional using one or more standardized tests. Professionals most likely to diagnose autism are psychologists, psychiatrists, developmental pediatricians, and school psychologists. Some of the screenings and tests which may be used in the diagnostic process are: CARS (Childhood Autism Rating Scale), Autism Diagnostic Checklist Form E-2, CHAT (Checklist for Autism in Toddlers), M-CHAT (Modified Checklist for Autism in Toddlers), Pervasive Developmental Disorders Screening Test -2, ADOS (Autism Diagnostic Observation Scale), and ADI-R (Autism Diagnostic Interview ? Revised). In addition, parental interview and medical history are taken into consideration. The current version of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) has specific criterion required to make a diagnosis of autism, or a Pervasive Development Disorder. There are five disorders under the PDD umbrella which include Autism, Aspergers, Rhett's Syndrome, Childhood Disintegrative Disorder, and PDD-NOS (not otherwise specified). The diagnosis of autism may be made when a specified number of characteristics listed in the DSM-IV are present. DIAGNOSTIC CRITERIA FOR 299.00 AUTISTIC DISORDER** *Source: The American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Washington D.C., American Psychiatric Association, 1994. A. A total of at least six items from (1), (2), and (3), with at least two from (1), and one each from (2) and (3): Qualitative impairment in social interaction, as manifested by at least two of the following: marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction. failure to develop peer relationships appropriate to developmental level a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g., by a lack of showing, bringing, or pointing out objects of interest) lack of social or emotional reciprocity Qualitative impairments in communication as manifested by at least one of the following: delay in, or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gesture or mime) in individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others stereotyped and repetitive use of language or idiosyncratic language lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level Restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following: encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus apparently inflexible adherence to specific, nonfunctional routines or rituals stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or complex whole body movements) persistent preoccupation with parts of objects B. Delays or abnormal functioning in at least one of the following areas, with onset prior to age 3 years: (1) social interaction, (2) language as used in social communication, or (3) symbolic or imaginative play. C. The disturbance is not better accounted for by Rett's Disorder or Childhood Disintegrative Disorder. For information on the diagnostic criterion for Aspergers, Rhett?s, Childhood Disintegrative Disorder, and PDD-NOS. If you suspect your child has a problem, go with your gut. Do not wait. Ask your child?s physician for a referral to a developmental specialist. If they refuse to give you a referral, call your local or state early intervention center and make an appointment for your child to be screened. You can find a list of state offices at www.nichcy.org/states.htm VARIOUS TREATMENT OPTIONS Early Intervention Chelation Therapy Behavior Modification Dietary Intervention Vitamins and Supplements Sensory Integration Dysfunction Occupational Therapy Physical Therapy Speech Therapy Music Therapy Vision Therapy Canine Companions Relationship Development Intervention (RDI) Hyperbaric Oxygen Therapy RECOMMENDED READING Changing the Course of Autism, Bryan Jepson, MD Louder Than Words, Jenny McCarthy A Child's Journey Out of Autism, Leeann Whiffen Children with Starving Brains, Jaqueline McCandless, MD The Out-of-Sync Child, Carol Stock Kranowitz Breaking the Vicious Cycle: Intestinal Health through Diet by Elaine Gottschall Evidence of Harm, David Kirby Unraveling The Mystery of Autism and Pervasive Developmental Disorder: A Mother's Story of Research Recovery by Karyn Seroussi Special Diets for Special Kids by Lisa Lewis PhD AUTISM OVERVIEW by Ed Arranga http://www.mothering.com/sections/experts/arranga-archive.html#to-begin My child has just been diagnosed with Autism. Where do I begin? Education is key. Parents are, and must remain, the driving force of our community, the stakes are too high and the issues too sacred to delegate to outside interests. Networking is vital. Parents need to network with more experienced parents, therapists, doctors, school officials and others who will be involved in the care of their child. Time is crucial. While a diagnosis provides entry to certain programs there is no need to wait, in some cases a year or more, before beginning various interventions. Biomedical tests, for instance, while not a diagnostic tool can identify many of a child's underlying etiologies and treatments started. Treating a child with autism is a large effort involving many professionals and non-professionals. The world of autism is dynamic. It is crucial parents continue to educate themselves and monitor, maintain, and direct the goals of the team for the benefit of their child. For many parents perhaps the greatest challenge is responsibility. Leaving the warm cocoon of established medicine to embark upon a more promising path requires faith in their own abilities and judgments and an understanding of their unique role as the final authority to help their child. Autism requires a parent's knowledge to be broad and deep. Questions and answers do not stop at the boundary of a discipline. There are no algorithmic answers. The most effective treatment plans combine a number of disciplines from the biomedical to the behavioral, each with their own range of options, each impacting the other. Parents must also deal with issues involving insurance companies, separation and divorce, state and federal regulations, and legal issues. Each child is different responding in different ways to identical treatments. Each parent is different as well. Some parents immediately recognize the benefits of and embrace treatments while others are reluctant at best or hostile at worst to even consider the most benign treatments. My expertise and job as a parent is to investigate, weigh, and implement the best options for my son, be they biomedical, behavioral, or other with an understanding of his unique talents, abilities, constitution and response to various treatments. Together the autism community moves forward replacing ignorance and fear with growing numbers of healthy children. In May of this year, my two year-old daughter was diagnosed with Autism Spectrum Disorder. She has begun a few interventions already including developmental and speech therapy. She is to start a neurohealth preschool next month. Adding Omega 3-6-9 organic formula fatty acids to her diet has greatly reduced the amount of frustration that appears to be her constant companion. Also, a vitamin and iron supplement was added. What words of advice do you have for us? What is the rate of autism in children who are unvaccinated? My heart goes out to you autism can be a devastating diagnosis. I admire you and your husband's decision to move forward. There will be difficult days ahead but more than anything else your daughter needs your grace and strength, not your grief. Your daughter is fortunate to have been diagnosed at such a tender age. Please be aware our children get better; many recover completely given the proper treatments and therapies (and by recover I mean they are indistinguishable from neurotypical children). The earlier interventions are started the better. The fact our children get better is extremely important in how you perceive the problem and how you proceed to help. Recovery is not a rumor, or a myth, or a dream, or an article of faith, it is a fact borne of tens of thousands of children who have improved dramatically, many recovered. The idea of recovering children from autism is so far removed from people's concepts it is rarely thought about or acted upon. Currently the language of autism revolves around noise words like Not Otherwise Specified and Pervasive Development Disorder which reveal more about the meaning makers than the disease. Linguist Benjamin Lee Whorf contended that language determines the nature and content of our thought. Absent a vocabulary, the vehicle of thought which carry the ideas of recovery forward it will not happen. The vocabulary of autism needs to be placed firmly in the best tradition of the scientific method; testing, empirical evidence, measurement, examination, and objectivity. Hope is real. Autism is multivariate in presentation and cure. The disease bows to the collective weight of doctors working with therapists working with educators working with researchers working with parents working to recover their children. Your daughter's team of therapists, doctors, and educators must understand your goal and work together to implement your ideas and plans. Therapy You mention your daughter is receiving developmental and speech therapy at home. At her age Applied Behavior Analysis (ABA) is generally the most effective developmental therapy. You may want to include sensory integration. Other therapies to investigate for possible inclusion at a later date or to incorporate at the present depending upon her progress are Verbal Behavior (VB) and Floortime (DIR/Floortime). Preschool You also mention your daughter's enrollment in a neurohealth preschool. While it sounds good there are a number of factors to be considered. How many hours per week does she attend? She should be receiving a combined 30 to 40 hours a week (in-house and preschool) of one-on-one therapy. Does she have an Individualized Education Program (IEP)? Working in conjunction with the preschool you should develop an IEP with goals and objectives targeting skill-sets and behaviors. Do you receive a daily written log of her activities and behavior? A log, not a summary, detailing her day is a wonderful tool to track performance, uncover potential problems, and plan proactively. It also serves as a means for you to communicate in writing with the teachers. (I discuss this in more detail below.) How experienced are the teachers/therapists working with your daughter? She needs bright, energetic individuals with a minimum of 1 to 2 years working with children with autism. It would be preferable if they have obtained or are working toward their master's degree. A supervisor with a minimum of 5 years experience should work closely with your daughter's team of teachers and therapists overseeing, coordinating efforts, and adjusting the program as necessary. Coordinate the efforts of home therapy with school therapy. Act Now - Five Steps You Should Begin Immediately 1.) Find a doctor for your daughter who has recovered children with autism. Time after time parents fall into the trap of feeling a need to educate their practitioner. It becomes a full-time job, an end in itself. Left untreated autism is a deteriorating disease. Do not waste time playing teacher. Your current doctor can be used to order tests while you locate a more qualified physician. Your daughter's doctors do not have to be located in the same city or even the same state. Technology has created a global village. She can be videotaped so the doctor may better appreciate her behaviors and condition. Online video conferencing is also becoming popular. Conference calls, emails, instant messaging, and faxes facilitate real-time communication. Work with a variety of professionals including allopathic, naturopathic, chiropractic, Ayurvedic, homeopathic and Traditional Chinese Medicine practitioners. For instance, children with autism should not take most over-the-counter medicines. Instead homeopathic remedies can be safely used to treat all the cuts, scraps, coughs, insect bites and other minor maladies our children are susceptible to. Ayurvedic and Traditional Chinese Medicine botanicals are marvelous for treating fevers, yeast, and parasites. Many chiropractors are trained in cranial sacral therapy, a form of manipulation which has been very helpful for many children with autism. Defeat Autism Now! or DAN! practitioners are listed here. By and large DAN! practitioners follow the DAN! protocol for treating autism. The protocol is available here. Yahoo autism groups are another excellent resource. Currently there are over a thousand Yahoo groups devoted to autism. They range in membership from a few dozen to several thousand. Join a number of the larger groups and post asking members for help in finding a practitioner. Most of the members are fellow parents. The gold standard in the autism community is word-of-mouth recommendation by another parent. Parents will be honest and forthright with you about their experiences with physicians. While we are on the subject of Yahoo groups they perform another invaluable service. You can post almost any question and some parent or group of parents will have answers, good answers, usually within 24 hours. The collective knowledge in the autism online networked community is without precedent. It is the promise of the Internet realized. 2.) Test for yeast and bacteria overgrowth in your daughter's gut. A form of yeast called candida albicans and other intestinal microbes are a known problem in children with autism. The Organic Acid Test (OAT) will help you determine the severity of the problem. Typically children with autism have a history of ear infections which were treated with antibiotics. Antibiotics kill the good gut bacteria which normally keeps the yeast in check. Once the delicate balance has been disrupted yeast flourishes. Some of the behaviors linked to yeast overgrowth include confusion, hyperactivity, short attention span, lethargy, irritability, and aggression. Attempting to restore intestinal balance is a constant struggle. Probiotics (meaning good bacteria) are an excellent supplement to begin replenishing the stock of natural flora. Controlling yeast may be accomplished using an anti-fungal medication like Nystatin in combination with natural yeast-fighting supplements like garlic, MCT oil (medium chain triglycerides) and activated charcoal. Be careful. Other antifungal medications, like Diflucan and Nizoral inhibit the synthesis of steroid hormones. Treatment with either should not exceed 3 to 4 weeks followed by a 3 to 4 week rest period before beginning another round. During yeast die-off symptoms and behaviors often temporarily worsen due to toxins flooding the body. Yeast die-off reactions generally begin within a week after antifungal treatments are started and last for 2 to 7 days, sometimes longer. Your daughter should drink plenty of distilled water, at least 8 ounces every 2 hours, during the die-off period. There is growing evidence to suggest that individuals who experience greater than normal yeast die-off reactions suffer from elevated heavy metal levels. In addition, yeast overgrowth may only be eliminated in the long-term by removing the heavy-metal burden from the body. (Heavy-metal toxicity is something I will discuss in more detail below.) 3.) Implement a gluten- and casein-free (GFCF) diet. Almost 70 percent of children with autism respond favorably. The diet is not as difficult as it may seem at first. Download Mary Romaniec's presentation GFCF and Do We Really Have to do this Diet from this page which provides easy to follow, step-by-step instructions. Instead of GFCF diet the phrase GFCF environment might be more appropriate. Gluten is found in toothpaste, hair shampoo, Play Dough, glue, and finger paint among other items. Gluten is also hidden in many foods you would never suspect, for instance, raisins are often dusted with flour (gluten) to keep them from clumping. To effectively implement a GFCF diet a child's exposure to gluten and casein must be completely restricted (GFCF environment). Contamination can occur by touch, taste, or smell (skin, mouth, or nose). Some children are so sensitive they will react to gluten-free labeled foods which have been cross contaminated by the tiny amounts of airborne gluten found in plants processing other foods. Call the manufacturers to ensure foods are gluten and casein free. Your daughter may not react to cross-contaminated foods. On the other hand be alert to the possibility. In addition, manufacturers often change ingredients and manufacturing operations. Food from a trusted company may suddenly become a problem. It is a good habit to constantly check food labels and keep in phone contact with companies. The first month or two is a learning experience. Within a very short period of time, however, it will become second nature. Don't forget to throw away the old toothbrush when you begin the GFCF diet and begin using GFCF toothpaste. In addition to the GFCF diet is the Specific Carbohydrate Diet (SCD). Many children who do not respond to the GFCF diet fare wonderfully on the SCD. Elaine Gottschall created the SCD and her book Breaking the Vicious Cycle is a testament that good science and clear, concise writing are not mutually exclusive. Reading Elaine's book is to know the illuminating power of science in the hands of a gifted writer. Ideas are presented not only in terms of what to do, but more importantly in terms of why. Elaine's work is a program for action steeped in something lived (Elaine saved her own daughter using a special diet). In conjunction with a special diet (GFCF or SCD) consider enzymes as part of your daughter's supplements. Enzymes will help her properly digest gluten and casein introduced inadvertently. Enzymes will also help her digest other proteins, fats, starches, carbohydrates, and fibers. 4.) Test for nutritional deficiencies. I'm happy your daughter responded well to the omega 3-6-9 fatty acids as well as the iron and vitamin supplement. Frustration is a behavior often associated with a deficiency in omega fatty acids. Care, however, must be exercised. Children with autism face unique nutritional requirements and can be particularly sensitive to the introduction of supplements. For example, omega fatty acids can have the effect of increasing sound sensitivities, tantrums, and meltdowns. B6 needs to be supplemented with magnesium. Copper and zinc ratios are usually out of balance requiring additional zinc. Iron will exasperate constipation. Binders, diluents, lubricants, artificial flavorings, and colorings found in most vitamins can cause problems. Our children are severely deficient in vitamins, minerals, enzymes, other nutrients, and fiber. A good place to start is to perform a nutritional assay. Please keep in mind each child is unique. How your daughter reacts can only be determined by carefully adding, or in some cases withdrawing, supplements and monitoring her behaviors, skin, nails, hair, stools, and urine. For the first year additional testing should be done about every 2 to 3 months to determine if she is digesting and absorbing the nutrients, and to make any necessary changes in supplements and dosage. Vitamin Diagnostics is a good lab for testing for deficiencies in vitamins, minerals, essential fatty acids, amino acids, and neurotransmitters as well as testing for heavy metals and other problems associated with autism. Vitamin Diagnostics can be reached by phone at 1.800.886.7773 or by email at vitamindiag@optonline.net. Other good labs include Doctor's Data, Immunosciences and Great Smokies. 5.) Test for heavy-metals. Over the past few years it has become more and more evident many of our children suffer from heavy-metal toxicity, particularly mercury. Mercury is in the air, water, food supply, dental amalgams (silver fillings), and it remains in many vaccines and the flu shot. It is not simply a matter of how much mercury our children are currently exposed to. Of great importance is the mother's exposure before, during pregnancy, and while breastfeeding. Studies by the CDC indicate that nearly 8 percent of childbearing-age American women currently have blood levels of mercury that exceed safe amounts. Many women received Rhogam shots during pregnancy and immediately after delivery. Rhogam, until recently, contained as much as 25 mcg of mercury. The mercury in a mother is passed to the developing fetus or nursing infant. Other sources, for example, in consumer products and fish can increase the level of mercury to the toxic tipping point. We normally excrete mercury through our hair, urine, feces, nails, and breath. Many children with autism, on the other hand, cannot effectively eliminate mercury. Their detoxification pathways are broken with mercury in the environment continually adding to burden. A hair-sample study by Amy Holmes, MD found strikingly lower levels of mercury in the hair of children with autism than neurotypical children. Dr. Holmes collected samples of baby hair, the first haircut, of 43 boys with autism and 14 neurotypical boys. The hair level of mercury in the boys with autism was barely detectable. The findings suggest children with autism cannot excrete mercury from their systems. The mercury builds to toxic levels. More information about Dr. Holmes treatment for mercury is available here. A study by Jeff Bradstreet, MD et al. corroborates Dr. Holmes' conclusion that children with autism lack the ability to eliminate mercury. The study evaluated the concentration of mercury in the urine following a three-day treatment with DMSA. DMSA (meso2,3 dimercaptosuccinic acid) is a chelating agent which binds with and pulls heavy metals out of the body. The test results showed mercury in the urine of children with autism to be six times higher than the control group. Contrary to claims by vaccine manufacturers touting mercury free vaccines an investigation by Health Advocacy in the Public Interest (HAPI) recently found mercury in all four vials tested. This despite manufacturer claims that two of the vials were completely mercury free. Boyd Haley, PhD, Chemistry Department Chair, University of Kentucky, feels that if mercury can be detected in any vaccine using standard instrumentation, the content should be disclosed in the product insert and manufacturers should not be allowed to call the product mercury free. Heavy metal testing can be done using a sample of hair (2 - 3 cm) cut from the nape of your daughter's neck and sent to Vitamin Diagnostics or one of the other laboratories mentioned above. You will need to check with each lab for their policy about ordering test kits. Some require a physician's signature. Hair tests while a good general indicator of heavy metals do not provide absolute certainty. There is a small subset of children with autism who excrete far more mercury than average. Another test called a challenge test involves the use of a chelating agent followed by collecting and testing the urine for heavy metals. The challenge typically involves multiple doses over a 3-day period. Often multiple challenges are necessary before a child begins to eliminate the mercury in their system. Many parents are currently using DMSA as the chelating agent. Although DMSA is approved by the FDA Dr. Boyd Haley considers DMSA to be a neurotoxin. Dr. Rashid Buttar is experiencing great success using transdermal (applied to the skin) DMPS (2,3 dimercaptopropane sulfonate) as the chelating agent. A presentation by Dr. Buttar is available on this page. Education Socrates when asked what is good replied knowledge. There is no greater good you can do for your daughter than becoming knowledgeable about all aspects of autism. You are the expert. You know her abilities, desires, passions, problems, obstacles, and potential as no one else ever will or could. A number of good books to read include Children With Starving Brains, Biological Treatments for Autism and PDD and Let Me Hear Your Voice. Autism is a dynamic field. Try to keep abreast of the latest developments. The Schafer Autism Report is a free daily e-newsletter which provides important and timely information about autism. Also, the Yahoo groups previously mentioned will help. Responsibility Several years ago my son started ABA therapy. Crying during the initial ABA sessions, although common, is nonetheless heart-wrenching. This particular session Jarad's cries seemed different. The therapist was physically attempting to keep Jarad in his seat, forcing him to sit. I agonized for ten minutes trying to decide if I was imagining things. Finally, I entered the room picking Jarad up to comfort him, much to the chagrin of the therapist. I could see the wheels turning in her head, overly-protective parent rushes to aid of child, disrupting session, thwarting progress. Jarad's bottom and back of his legs were dotted with punctures. Being forced to sit compressed the cushion pushing the sharp screws into Jarad. The tips were not visible, hidden by the plastic seat cover. Jarad's screams were cries of pain, not frustration. Trust your instincts. No matter the time, place, or professional involved if you feel the least bit uncomfortable remove your child from the situation. Give yourself time to reflect, collect your thoughts, weigh other options, and make an informed decision. You are the final and ultimate authority on what is best for your daughter. Do not be bullied. For some it is a terrifying thought, the idea of assuming complete responsibility, the equivalent of stepping off the edge of a cliff at night. It can be the greatest difficulty parents face on the road to helping their children - the transition from trusting to questioning from acquiescence to Cartesian doubt. Question everything. The personnel at your daughter's preschool may be well-intentioned and wonderful professionals. As harsh as this may sound they are not your friends. Cultivate clinical detachment when dealing with professionals. Attempt to put as many decisions as possible in writing. A daily log can serve as an important permanent record for communication between you and the school. Sections can be devoted to requests, decisions, daily activities, special requirements, nutritional supplements, dietary restrictions, and other categories. Experimenting is Good While experiment has a Frankenstein-ish connotation it is the bedrock of science. Many parents, unfortunately, distance themselves from the idea. You will need to experiment with your daughter. For example, she may have great difficulty with any number of nutrients. Regardless of test results indicating particular deficiencies it is often not as simple as adding them to the mix. Proceed cautiously. Should there be a problem experiment with the dosage, experiment with the time of day a nutrient is given, experiment with every other day or every third day dosing. Your daughter's unique constitution is the only barometer of a treatment's efficacy. I am not aware of any treatment that does not cause some percentage, no matter how small, of regression in children with autism. Regression is generally not permanent and reverses when the offending treatment is discontinued. Develop a Plan Develop a 3-, 6-, and 12-month biomedical plan similar to an IEP. For instance, your daughter's IEP will contain specific goals like identifying shapes along with the methods employed to reach the goal. The same type of goal-driven plan may be employed for biomedical treatments. Consider the results of a hypothetical organic acid test indicating your daughter suffers from yeast. The goal is to drastically reduce the amount of yeast in your daughter's intestine. Define quantitative measures (numbers or percentages) to use as milestones (goals to reach in 3, 6 and 12 months). Again hypothetically consider her yeast score is 100. Normal is 5. The 3-month goal could be 60, the 6-month goal 20 and the 12-month goal 8. What methods will be utilized to reach the goals? MCT oil, Nystatin, probiotics and garlic are all effective in fighting yeast. She may have a bad reaction to one. Should another supplement be substituted? Which one? There are at least a dozen others. What dosage? What are the side effects? What if in 6 months the level of yeast is elevated? Perform the exercise for every problem (e.g., sound sensitivity, short attention span) or deficiency (e.g. vitamins) you can identify paying particular attention to the holistic action among treatments. For instance, omega-6 may cause sensitivity to sound. After removing the omega-6 your daughter could begin audio integration therapy and the omega-6 reintroduced. Developing a plan uncovers scenarios and leads to a better and deeper understanding of options and constraints. The plan is not static and is best if it accurately reflects your daughter's current condition as well as the latest treatment options. Keep a Log It is very easy to forget when a supplement was added or when a behavior first appeared. You have enough on your mind without trying to remember which came first. Also the act of writing serves as an aid to memory. Vaccinated versus Non-vaccinated I am not aware of any credible studies which compare the rates of autism in vaccinated versus non-vaccinated populations. There have been some studies which after initially receiving much attention by the mainstream media were shown to be fatally flawed, for instance, the Danish studies. You may be interested in the Geier's research which found children are 27 times more likely to develop autism after exposure to three thimerosal-containing vaccines than those who receive thimerosal-free versions. Mark Geier, MD, PhD, and his son David, are the only self-funded researchers publishing in peer-reviewed journals on thimerosal and autism using CDC data. A piece of great news and another indicator of the effect of mercury-containing vaccines versus mercury-free vaccines is the recent drop in the number of cases of autism reported in California. For the first time in the 35-year history of collecting data in July, 2004 California reported a third consecutive quarter drop in the number of children with autism. The decrease in the number of children with autism is the result of the reduction of thimerosal in vaccines beginning in 2000 and 2001. Much more work remains to be done as the autism community moves forward both at the state and federal levels to eliminate a known neurotoxin from vaccines and full shots. This year Iowa became the first state to ban the use of thimerosal in childhood vaccines with many other states preparing to introduce similar legislation. At the federal level Congressman Dave Weldon, MD, and Congresswoman Carolyn Maloney introduced legislation - HR4169 - for a broader ban on the use of mercury in vaccines. Can you offer a better understanding of orthodox medicine as it applies to autism treatment? I find it helpful when attempting to understand a field, orthodox medicine in this case, to put it in terms of familiar ideas. My background is software engineering. Surprisingly, at a fundamental level software engineering has more in common with medicine than it does with many of its engineering cousins, like mechanical and aerospace engineering. Software engineering and orthodox medicine suffer from the same underlying problem. The problem which causes your Windows Operating System to crash is the same problem which prevents orthodox medicine from helping children with autism. Two types of systems: continuous and discrete The distinction between software engineering and medicine, on the one hand, and mechanical and aerospace engineering on the other has to do with two different types of systems: discrete verses continuous. Software programs that run on your PC, like Windows, are discrete systems. Aerospace, mechanical and other engineering disciplines work largely in continuous systems. Continuous systems Here is an example of a continuous system. If I throw a ball into the air I can expect the ball to reach a certain height and return. It would be astonishing if the ball stopped in midair and then began accelerating upward. In continuous systems, like throwing a ball in the air, certain laws apply. As a result continuous systems can be modeled in mathematics. In continuous systems small changes in input result in small changes in output. Variables in continuous systems are knowable and predictable. Continuous functions are used to accurately map inputs to outputs. There are no hidden surprises. Continuous systems also exhibit a separation of concerns. In large complex continuous systems, such as an airplane, systems which are not connected will not impact one another. For example, we would be very unhappy if, as a result of a passenger in seat 38E turning on an overhead light, the plane immediately executed a sharp dive. Discrete systems Discrete systems (software) are not constrained by the same limitations as continuous ones. In software small changes in input can result in drastic changes in output, for instance, click the print icon in Windows and your system crashes. The values of variables in discrete systems are not always predictable. A variable may be 5 and after the next instruction is executed it may be 20 or 900. The value cannot always be predicted until the program runs. Discrete systems are non-deterministic. In discrete systems any part of a system can potentially affect any other part of the system. In other words, discrete systems do not benefit from naturally occurring separation of concerns. Every component in discrete systems is potentially connected to every other component. In discrete systems the ball could easily continue accelerating upward and the plane could execute a shape dive. Continuous systems (throwing a ball, cars, bridges) characteristics ? Small changes in input produce correspondingly small changes in output. ? Outputs can be accurately predicted based on inputs. ? There is a separation of concerns. Every element is not interconnected (a plane?s fuel system is not connected to its landing gear). ? The laws of physics apply, there are no hidden surprises (can be modeled by continuous functions). Discrete systems (software) characteristics ? Small changes in inputs can produce drastic changes in outputs. ? Outputs cannot always be predicted based on inputs. ? There is no naturally occurring separation of concerns. Every element in the system is potentially influenced by every other element. ? The laws of physics do not apply (cannot be modeled by continuous functions). The problem domain Grady Booch states, ?Since we have neither the mathematical tools nor the intellectual capacity to model the complete behavior of large discrete systems, we must be content with acceptable levels of confidence regarding their correctness.? It?s chilling, but accurate: We have neither the mathematical tools nor the intellectual capacity to model the complete behavior of large discrete systems. Moreover, large discrete software systems pale in comparison to the complexity of the human body. A misdiagnosis Orthodox medical theory and practice misdiagnoses discrete systems as continuous. The belief that children with autism function as continuous systems has been devastating in terms of diagnosis, research, and treatment. While orthodox medicine does not use the term continuous systems its diagnostic techniques, organization, and treatment options operate under many of the same assumptions. Orthodox medicine is obsessed with germ theory and disease states. The emphasis is on outputs and algorithms, or to put it in medical terms, on diseases (symptoms) and formulistic treatments. Only at a very superficial level does orthodox medicine permit the possibility of discrete systems behavior (any input has unforeseen outputs, small inputs produce drastic outputs). The differences between continuous and discrete systems demand different mindsets, new kinds of analysis and synthesis, and a different world-view. The most important step is to acknowledge the problem domain, to grant, rather than deny, the types of characteristics exhibited by children with autism are the same as those found in discrete systems. Small changes in input and predictable outputs Esteemed biochemist Roger Williams, PhD, found a 200-fold difference in calcium requirements among different healthy human subjects. Recent research in the toxicity of mercury has revealed sensitivities to mercury vary as much as a million-fold from one individual to another. Dr. Williams stressed that inborn differences between humans are extensive, significant, and crucial to understanding and solving most human problems. Dr. Williams also found nutritional status can influence the expression of genetic characteristics. The most important consideration according to Dr. Williams is biochemical individuality. Vitamins and other nutritional substances may well be the greatest and most enduring of medical discoveries of the 20th century. Vitamin A (1912, the first vitamin to be discovered) was named retinol because, without it, a healthy retina in the eye could not be formed. With the B-vitamins came the cures for beriberi, pellagra, pernicious anemia, nerve degeneration, enlarged heart, energy production, and many others diseases and conditions. Incredibly, orthodox medical practitioners are not required to understand nutrition to be licensed to practice medicine. The biochemistry of children with autism reveal many nutritional deficiencies, including vitamins, minerals, essential fatty acids, and amino acids (small inputs). Many children given supplements improve along a number of axes (profound outputs). For instance, children with autism often rub and poke their eyes. Some must be restrained with head gear to keep from gouging their eyes. It?s due to a calcium deficiency. The red rash seen around the lips, often called clown lips, is due to a vitamin B2 deficiency. Viewing a child with autism in terms of discrete systems behavior provides a more accurate model than the current continuous systems concepts. Children from autism suffer from extreme chemical sensitivities, food allergies, delayed food allergies, hypersensitivity to sound and light (small inputs). In addition, how different children react to trace amounts of the same substances cannot be predicted (outputs ? biochemical individuality). One child may suffer anger, another constipation, a third diarrhea. Limited by continuous systems thinking orthodox medical practitioners cling to the notion that your child is the same as my child is the same as every child. Autism is a one size fits all label precluding the necessity of further individualized investigation. Separation of concerns Orthodox medicine is a house defined by separation of concerns. The two general divisions are medicine and surgery. Within medicine there is internal medicine, cardiology, gastroenterology, pediatrics, geriatrics, dermatology, immunology, epidemiology, allergy, neurology, psychiatry, radiology, and pathology. Surgery is divided into surgery, orthopedics, urology, ear, nose and throat, obstetrics and gynecology, anesthesiology, and ophthalmology. Anatomical divisions include cardiovascular, nervous, immune, reproductive, gastrointestinal, urinary, integumentary, musculoskeletal, endocrine, reticuloendothelial and hematologic systems. One technique of mastering complexity has been known since ancient times: Divide et impera (Divide and rule). Granted, many important discoveries are due to analytical techniques which by partitioning (separating) produce manageable areas of study. Partitioning, however, is not without its own effects and not all of them are good. Analysis is only part of the equation. The separation of orthodox medicine into its current specialty and anatomical divisions is not by necessity, but by convention. Divisions evolved arbitrarily over a period dating to the middle ages. Today, it stands as the defining organizational paradigm of orthodox medicine. The blood brain barrier (BBB) was and is touted as a natural partition separating the brain from the body protecting our most vital organ from all manner of potential toxins. Recently, however, a number of methods have been discovered allowing toxins to penetrate the barrier. The entire blood-brain barrier edifice was built on experiments conducted in the 1920s and 30s. It was widely held, practiced, and believed that emotions originate in the brain. The hypothalamus was considered the seat of emotions which trickled down through its neural connections to the back of the brain, or brainstem, or through the secretions of the pituitary gland to the body. It is now understood emotions can originate in the body as well the mind, the paths are two-way, not one-way streets. Only within the past twenty years have cellular communication capabilities been discovered with the detection of interleukins, now called cytokines. The list of discoveries is endless, as it should be. Yet experience, not just theory must guide our understanding. There is an old adage, ?When theory meets reality, reality always wins.? A child with autism symptoms appear to originate in the mind, but that is only to the untrained eye which avoids looking at the entire body. Every input (possibility), including food, toxins, yeast, and others must be considered when a child bangs their head on the ground and walks on their toes. In children with autism the ball will continue upward and the plane will execute a sharp dive. Sidney Baker, MD, one of the founders of DAN! says ?Anatomically the CNS (central nervous system) and immune systems are quite distinct and different. One is made up of stationary long branching permanent cells with a compact headquarters between ones ears. The other is made up of a disseminated population of short-lived mobile cells with no specific organ to call home. Pick up any textbook of anatomy, physiology, or pathology. The CNS and immune system chapters are widely separated as are the experts who wrote the chapters. From the way I see it, however, they are a functional unit.? Dr. Baker suggests a different world-view, a separation of concerns based not on anatomy, but on functionality, a more natural and richer model. Functional medicine is part of a larger holistic health care movement which seeks to integrate, not separate. Holistic practitioners follow in the footsteps of empiricist physicians in the continuing battle for medicine dating to the dawn of science. Empirics promote the practice of medicine based on observation and experience. Rationalists (today known as orthodox medicine) seek medical certainty in formal logic (mathematics). Formal logic, however, has proven to be inadequate as a means to model large discrete systems. Organizational behavior Organizational behavior theory can be used to help understand, to examine how organizations work. The survival instinct is well established as one of the basic foundations in life, but it is not just life forms which exhibit survival strategies, organizations do so as well. Sterling?s pioneering work discovered a key organizational foundation: An organization?s chief concern is the optimum allocation of its resources to ensure its own survival. The specialties and anatomical divisions in orthodox medicine are organizations that act in their own best interests regardless of stated goals. Organizational behavior also finds the structure of an organization dictates its solutions, not to change them, but to reflect them. The super-structure surrounding orthodox medicine, including fundraising, allocation of resources for research, prestige, power, reimbursement for medical care and medical education depend on the current organizational format. Internal as well as external forces dictate its continuance. As a biomedical disease autism does not fit well into the current separation of concerns. (Autism is a multisystem disease with neurological, gastrointestinal, endocrine, immune, developmental, and communicative abnormalities.) Turf warfare, politics, bureaucratic inertia, hubris, and other ?human? factors prevent orthodox medicine from applying an interdisciplinary approach to autism. Attempting to ?divide and rule? the body orthodox medicine has created walls to understanding. Orthodox medicine places a premium on analysis yet lacks an equal emphasis on synthesis. The organizational structure of orthodox medicine is an artificial separation of concerns. The tool has usurped reality as a world-view. Derivations from the model, like autism, are not addressed. Problems with orthodox medicine Do not equate orthodox medicine with medical science. Orthodox medicine is deeply flawed; its science preserved in amber-logic, existing outside of experience. Orthodox medicine has metastasized; rigidly staying within the confines of its own self-reinforcing coterie making it singularly unable to adjust, to learn, to help. Orthodox medicine?s fetish with continuous systems thinking, specialties and anatomical divisions relegates children with autism to a number of pre-determined, hugely unqualified, sub-specialists, among them pediatric neurologists and behavioral psychiatrists, where they are largely declared beyond the help of ?medical science.? To any of the countless questions parents raise when talking to orthodox medical practitioners the answers are uniquely uninformed, misleading, and often dangerous: Environmental toxins? Not a problem: Chemical sensitivities? Unlikely: Food allergies? Unproven: Vaccines? Completely safe: Increase in autism? A theory: Nutritional supplements? Baseless: Cause? Genetics: Treatment? Psychotropic drugs: The future? Consider institutionalizing. At its core orthodox medicine is antithetical to autism. A rigid reliance on deterministic disease definitions spins jabberwocky non-answers inducing Alice in Wonderland effects. After reading Jabberwocky Alice proclaimed, ?Somehow it seems to fill my head with ideas - only I don?t know exactly what they are.? Summing up All children with autism exhibit discrete systems behavior (widely divergent outputs are exhibited based on similar inputs). Key for parents is recognizing the biochemical individuality of each child, bringing biomedical treatments to bear at the most appropriate points. Much as a jeweler carefully giving a gentle tap on a diamond reveals its inner symmetry, sparkle, brilliance and fire parents can bring the inner beauty of their children to the world by biomedical ?tapping? at the ?right? points. Our children are diamonds; each is unique, infinitely more precious. Contrary to the widely held orthodox medical opinion, our children get better; many fully recover (please see my previous column). Following Alice down the rabbit hole will never reveal the inner brilliance and happiness of our children, addressing their biochemical individuality and needs will. For more information please visit http://www.autismone.org Do You Suspect Autism in a Grandchild, Niece, Nephew, Neighbor, Etc? Telling a parent that you suspect their child has autism can be a scary process. Yet, it?s best for the child to not wait. Here are some tips that may help. 1. Make Sure ? Autism is a combination of serious symptoms. Be sure you are fully aware of the symptoms and have observed the child enough to know if the symptoms are present. Educate yourself thoroughly before causing false panic. 2. Gather the Literature ? Whether you get it from a reliable book, accredited web site, or other proven source, make sure you have gathered literature that outlines the signs of autism, how it is diagnosed, and where to find help. It may be helpful to mark the signs you see in the child on the literature itself. Be sure to make two copies if it is a two-parent home, and have an extra copy on-hand for yourself. Also, make sure the literature is simple and easy-to-read, and store it in a bag or briefcase until you meet with the parents. 3. Call ? Let the parents know you would like to sit down and speak with them. If they ask what it?s about, you can explain you are conflicted about something and would like to get their feedback. That way, you?re not lying, but at the same time, you aren?t blurting out ?There may be something wrong with your child.? 4. Don?t Wait ? Absolutely do not hold off telling them because you fear they?ll be mad at you. It?s easy to get caught up in not wanting to upset them too much or make them angry, but don?t. Their reaction will likely be less than favorable. Remember, you?re doing this for the child. The sooner you tell them, the better. 5. Do Not Tell One Parent ? If it is a two-parent home, make sure both parents are present when you voice your concerns. Call before you leave for the meeting to confirm both parents will be there. If one is unable to attend, ask to come at a time when both may be present. 6. Explain Your Reasoning ? Once you have sat down with the parents, explain you are there out of caring for them and their child. Speak about your observations. Because early intervention is so important, be sure they understand that, although you?re sorry to bring this concern to their attention, you feel as though you are doing the right thing. If you?ve had any hands-on experience with autistic children, be sure to remind them of this. 7. Present the Literature - Once you?ve explained your intentions, allow them to look at the literature you?ve prepared without interruption. The pages that outline the symptoms should be the first thing they see. 8. Don?t Be a Know-It-All - Do not overwhelm them with statistics, facts, or your vast knowledge of autism. In fact, once they review the literature, encourage them to get an opinion other than yours. Be sure you portray yourself as a messenger of information more than an authority on the subject. Chances are, if the child?s doctor hasn?t picked up on anything, they will automatically consider you wrong in your assessment. Ask them to please take the information to the doctor and request a referral to an early intervention center. Help them to understand in a delicate way that it will not hurt the child to be evaluated and may only be a precautionary measure. The less you push, the more receptive they will be. 9. Do Not Argue Back ? In the event that one or both parents becomes angry with you and wants to ?shoot the messenger,? or even attempts to argue the points you?ve presented, be sure to remain calm and compassionate. Do not argue. If it becomes too tense, leave the literature with them in a very kind way and follow-up later. There?s also a chance you will be asked to leave, or that one parent will leave the discussion. Do not argue do not follow the parent who has left. Simply leave the literature and be on your way. 10. Understand - Go into the situation understanding that everyone handles devastating news differently. Do not assume you will receive a ?thank you? or be looked at as a hero. You most likely will not. Parents do not want to hear their child is sick. Having to know in order to fix the problem is much different than wanting to know. Don?t assume you?re doing them a favor even though you?re technically an angel in disguise. In time, they will thank you, but for now they will feel the way they feel and react accordingly. Accept and understand. 11. Offer Support ? Chances are you are also devastated. If it is your grandchild or other family member who may have autism, you may need time for yourself to cope and grieve. During the meeting, be sure to focus on their sorrow and not your own. They are hearing the news for the first time, and their lives have just been turned upside-down. They need support now more than ever. If they are angry at you, choose to be strong for them by offering support. By doing this, you are quickening the healing process as well as helping the child. 12. Give It Time ? Do not call an hour later asking if they?re okay. Wait a day or two to call as a gesture of support. Do not make the conversation about their reaction, or your reaction to their reaction. Simply offer support. If they do not wish to speak with, don?t take it personally. Remember, they?re grieving for their child and, in some cases, are still trying to grapple what they?ve heard. Make sure to communicate with them on their terms and not your own. HELPFUL WEBSITES: WWW.NATIONALAUTISM.ORG WWW.SAFEMINDS.ORG WWW.AUTISMONE.ORG WWW.GENERATIONRESCUE.ORG WWW.TACANOW.COM Disclaimer: The National Autism Association does not endorse individual programs, therapies, treatments, schools or facilities, or the theories or practices of any one individual. The website content regarding these subjects are for informational purposes only and should not be interpreted as endorsements or recommendations. pointing genetic brain genetic U.S. sensitivity Autism Diet gastrointestinal routines regression PDD Internet aspergers MD childhood disintegrative disorder social interaction ABA Diagnostic Statistical Manual of Mental Disorders American Psychiatric Association Danish eye gaze California ADOS Autism Diagnostic Interview Williams Geier cognitive tantrums aggression IEP Hope Pervasive Developmental neural DSM-IV American Jenny McCarthy GFCF Autism Spectrum Disorder CDC Individualized Education Program Iowa PDD-NOS David Pervasive Development Disorder ADI-R Rett Washington D.C. Chinese Autism Rating Scale Yahoo Fourth Edition Applied Behavior Analysis DAN Vicious Cycle Elaine Gottschall Vicious Cycle: Intestinal Health SCD Nystatin Mark Geier RDI Harm David Kirby B. Delays National Autism Association Rhett American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders DMSA CNS Alice Wonderland Amy Holmes Lisa Lewis Holmes Boyd Haley University of Kentucky PSA Generation Rescue Angel National Institute of Child Health and Human Development* Autism Diagnostic Checklist Form E-2 Toddlers Pervasive Developmental Disorders Screening Test Autism Diagnostic Observation Scale DIAGNOSTIC CRITERIA Chelation Therapy Behavior Modification Dietary Intervention Vitamins Supplements Sensory Integration Dysfunction Occupational Therapy Physical Therapy Speech Therapy Music Therapy Vision Therapy Canine Companions Relationship Development Intervention Hyperbaric Oxygen Therapy RECOMMENDED READING Changing the Course Bryan Jepson Leeann Whiffen Children Jaqueline McCandless Out-of-Sync Child Carol Stock Kranowitz Breaking Elaine Gottschall Evidence Research Recovery Karyn Seroussi Special Diets for Special Kids Ed Arranga Benjamin Lee Whorf Verbal Behavior VB Begin Immediately 1 Ayurvedic Organic Acid Test Diflucan Download Mary Romaniec Elaine Vitamin Diagnostics Great Smokies Rhogam Jeff Bradstreet Holmes' Health Advocacy HAPI Chemistry Department Chair Rashid Buttar Buttar Me Hear Your Voice Schafer Autism Report Jarad Cartesian Frankenstein-ish Plan Develop Dave Weldon Carolyn Maloney Windows Operating System PC Grady Booch Roger Williams Dr. Williams B-vitamins Sidney Baker Baker Unlikely: Food Unproven: Vaccines Baseless: Cause Genetics: Treatment Jabberwocky Alice HELPFUL WEBSITES: WWW.NATIONALAUTISM.ORG WWW.SAFEMINDS.ORG WWW.AUTISMONE.ORG WWW.GENERATIONRESCUE.ORG WWW.TACANOW.COM 800.886.7773 vitamindiag@optonline.net 2000 and 2001 www.nationalautismassociation.org/psa.php www.nichcy.org/states.htm www.mothering.com/sections/experts/arranga-archive.html#to-begin optonline.net. www.autismone.org screening applied behavior analysis aba occupational therapy ados cars childhood autism rating scale physical therapy vision therapy music therapy Autism137 http://www.dailyherald.com/special/2010/autism/ .headline {font-size:24px;line-height:140%;} .caption {display:block;padding:4px;background:#f7f7f7;margin:0;border-top:1px dotted #cccccc;border-bottom:1px dotted #cccccc;} .byline {display:block;border-top:3px solid #efefef;padding:6px 0;color:#575757;font-size:12px;} .subhead {display:block;font-size:15px;font-weight:bold;padding:8px 0 0 0;color:#484646;} .infoBox {border:1px solid #efefef;margin:24px 0 0 0;} .infoBox h4 {margin:5px;padding:5px 5px 2px 5px;border-bottom:1px dotted #cccccc;} .infoBox p {margin:5px;padding:5px;font-size:14px;} CDC reports autism prevalence on the rise By Janice Youngwith The December 2009 release of a long-awaiting Centers for Disease Control and Prevention report citing increased autism prevalence rates came as no surprise to Arlington Heights resident Karen McDonough, executive director of the Autism Society of Illinois. Karen Mcdonough, executive director of the Autism Society of Illinois. Jenny McCarthy to deliver keynote address at Autism conference AutismOne and Generation Rescue announce a comprehensive autism conference, Autism Redefined, Monday, May 24-Sunday, May 31, at the Westin O'Hare Hotel, Chicago. This year's conference features more than 150 speakers, seven days of information, six tracks of education, four think tanks and a number of exciting new programs, including the Student Scholars for Autism as well as the Prediction and Prevention and Autism Advocacy Tracks. AutismOne was built by parents for parents to provide immediate answers to pressing questions - answers that educate and empower parents and that can be immediately implemented. Training for professionals is also a hallmark of the conference, benefiting everyone from doctors to lawyers to teachers to speech and behavioral therapists. This year AutismOne and Generation Rescue, Jenny McCarthy's and Jim Carrey's autism organization, will work together to help more children and families. They say that given the proper treatments and therapies children get better, many recover. In addition, they note that autism is treatable and they look forward to helping attendees become effective advocates and healers. Don't miss the inaugural American Human Rights Rally Wednesday, May 26, in Grant Park, planned as part of the conference. For more information, visit AutismOne.org, e-mail info@autismone.org or call (714) 680-0692. The report, which confirms the prevalence of autism spectrum disorders in the United States is one percent of the population, or one in 110 of children 8 years of age in 2006, ignited a firestorm of media attention. "But for all of us working to enhance the lives of those with autism, the numbers really weren't a surprise," McDonough says. The report simply confirms what she's been seeing for years and the critical importance of early identification and interventions. "It was the first time we've actually heard our government acknowledge the real increase in autism and the tremendous impact it can have on individuals, families and their communities." The report was conducted by the CDC's Autism and Developmental Disabilities Monitoring Network in 11 sites in 2006 and tracks prevalence in children eight years of age. Among report details is an important finding that while better diagnosis accounts for some of the prevalence, a true increase isn't ruled out. "These findings can't be solely random or attributed to better diagnosis," McDonough says. "Surely there must be an environmental component." Ongoing delays persist The report also cites the fact that ongoing delays in identification persist. Children diagnosed in 2006 were being diagnosed on average only five months earlier than in 2002. Other findings cite significant increases in prevalence among minority populations, with a 91 percent increase among Hispanic children, a 41 percent increase among Black children and a 55 percent increase among white non-Hispanic children. Prevalence was found to be 4.5 percent higher in males than females - citing one in 70 boys and one in 315 girls with autism. McDonough cites the recent explosion in treatment offerings, therapies, services and supports for those with autism and their families. Along with the increase in prevalence, she notes, comes an increase in need for lifelong adult programs, interventions and services. "While the causes of autism are unclear, the good news is autism is treatable," she says. "Millions of families are desperate for solutions and resources and we're here to provide support, information, networking and referral all along the way." While medical research continues to provide a greater understanding of the biological basis of autism, today's families have much more information on this disease and its roots as a neurobiological disorder. Autism Society Board of Directors Executive Director Karen Mcdonough President Kym Bills Vice President Dean Myles Treasurer Julie Goodman Secretary Michael Gallivan Past President Eric Smith Directors Joan Drummond Teresa Fox Laura Wald Sherry Laten Becky Moore Early diagnosis and intervention are critical, McDonough says. So is the need for expanded adult services including access to ongoing therapies, vocational training, augmentive communication, residential opportunities and more. "The sooner people with autism and their families seek help and support, the better the outcomes," she adds. What is autism? According to the Autism Society of America, autism spectrum disorder or autism is a developmental disability considered the result of a neurological condition affecting normal brain function, development and social interactions. It affects more than 1.5 million Americans and their families. Children or adults with autism often find it difficult or impossible to relate to others in a meaningful way and may show restrictive patterns of behavior or body movements. Five developmental disorders fall under the Autism Spectrum Disorder Diagnosis: Classic Autism occurs in males three times more than females and involves moderate to severe impairment in communication, socialization and behavior. Asperger's Syndrome is sometimes considered a milder form of autism and often diagnosed later in life. Those with Asperger's usually function in the average to above average intelligence range but struggle with social skills and restrictive/repetitive behavior. Rett Syndrome is diagnosed in baby girls who seem to develop normally until five to 30 months of age when motor skills and abilities begin to regress. A key indicator is the appearance of repetitive, meaningless movement. Childhood Disintegrative Disorder involves a significant regression in previous acquired skills and deficits in communication, socialization and repetitive behavior. Pervasive Developmental Disorder, Not Otherwise Specified (PDD-NOS) includes other children not fully meeting criteria for another diagnosis and those not having the degree of impairment. For support, information and resources, call the Autism Society of Illinois, Lombard, at (630) 691-1270 or e-mail info@autismillinois.org. Previous story Top of page Section front Next story brain Americans Autism Pervasive Developmental Disorder regression Autism Society of America childhood disintegrative disorder United States repetitive behavior Asperger Jenny McCarthy Generation Rescue rett syndrome CDC PDD-NOS Centers for Disease Control and Prevention Chicago Jim Carrey Autism and Developmental Disabilities Monitoring Network Janice Youngwith Arlington Heights Karen McDonough Autism Society of Illinois Karen Mcdonough Autism Redefined Westin O'Hare Hotel Prediction and Prevention Autism Advocacy Tracks American Human Rights Rally Grant Park McDonough Hispanic Autism Society Board of Directors Executive Karen Mcdonough President Kym Bills Vice President Dean Myles Treasurer Julie Goodman Secretary Michael Gallivan Past President Eric Smith Directors Joan Drummond Teresa Fox Laura Wald Sherry Laten Becky Moore Early Autism Spectrum Disorder Diagnosis: Classic Autism Lombard (714) 680-0692 (630) 691-1270 info@autismone.org info@autismillinois.org www.dailyherald.com/special/2010/autism/ AutismOne.org, autismone.org autismillinois.org. 57575 48464 Autism138 http://www.aactionautism.org/ AACTION Mission AACTION is a 501(c)3 humanitarian organization dedicated to developing worldwide awareness, support and acceptance of autism through education and training. Vision Our dedicated volunteer team of autism professionals provides free medical, educational, and diagnostic training to parents, professionals, and educators seeking information across the globe. All of our work is done on a volunteer basis. Our training teams take vacation time from their jobs to travel and conduct trainings which allows over 90% of donations to go directly towards our mission. Our organization was founded in response to a global autism crisis. Misunderstanding and misinformation continue to have dramatic consequences for children with autism. In many cases, children with autism go undiagnosed and fail to receive proper medical and educational treatments. In places around the globe children with autism are punished for behavior over which they have no control. Parents are stigmatized by the disability of their child and hide their children from the public. Children with autism are socially isolated and have no way to make their voices heard. AACTIONÕs training and education will lead to better understanding and help people with autism realize their full hope for the future. AACTIONÕs hope is that someday all individuals with autism across the globe will be accepted and lead independent, productive, and happy lives. AACTION Mission AACTION www.aactionautism.org/ Autism139 http://web.me.com/myasmar/AutismZeitgeist/Welcome.html HANDS The family Help Network AUTISM IBI ZEITGEIST: Practical Information about the IBI Program in Ontario (Preschool Autism Program) This site is intended for those families and people who live in Ontario, CANADA in order to help provide information on some of the complexities within an IBI program and the standards that apply to the ministry funded ABA program across all regions in Ontario. Please navigate using the main menu above. Inside this website you will find some of the information you need to understand what an IBI program looks like logistically, with a brief introduction to the program and including example ISP documents and downloadable files like the Ministry of Children Youth Services IBI Provincial Guidelines and DFO Guidebooks. The site also includes information on the Clinical Continuation Criteria and Benchmarks as well as Senior Therapists.Ê There is also a brief (terribly edited) video example of my son I showcasing some of his mastered skills gained thru the principles of an ABA/IBI/VB home program as well as other documents contributed by professionals in the field. Please note that this information is based on professional and parent contributions, my research and observation only.Ê This is not a ministry nor regional provider sanctioned website. Good luck with your childÕs program(s) and all your endeavors and please contact me if you wish to share your IBI experience or advice with other families through this site at autism.zeitgeist@me.com.Ê DonÕt forget you can navigate using the main menu above. ABA IBI Ontario IBI Program Preschool Autism Program CANADA Ministry of Children Youth Services IBI Provincial Guidelines DFO Guidebooks Clinical Continuation Criteria ABA/IBI/VB autism.zeitgeist@me.com web.me.com/myasmar/AutismZeitgeist/Welcome.html me.com.Ê aba Autism14 http://www.bbcenters.org/ The Boston Globe reports on Sensory Processing Disorder the in the following article, A touchy situation. ÊClothes feel scratchy, hugs are shrugged off coping with sensations can be a problem, but is it a disease? : Ana can sit on the couch for only about five minutes before itÕs time to move. First she rides her bright blue unicycle a few times around the dining room table. Then she gets on a swing hung from the doorway and pumps until her feet can touch the ceiling. A few minutes later sheÕs doing laps around the table on her RipStik a skateboard-like balance board. Then she runs outside and climbs the back fence (more fun than going through the gate), to jump on a trampoline. After mastering a flip, she manages to climb back into the house through an open window. Life with Ana, who turns 11 this month, is action-packed. The fifth-grader has sensory processing disorder her brain doesnÕt process information from her five senses in a typical way leaving her unable to sit still (her muscles just have toÊmove), wear socks (theyÕre too irritating), concentrate in a busy classroom (so much to look at and hear), or be in the same room with a hot pizza (the aroma is overpowering). ÒYou know when you wake up in the morning, if you donÕt have your coffee and your car doesnÕt work and you get to the office and someoneÕs given you a new project thatÕs due today instead of tomorrow thatÕs what itÕs like for these kids every day,ÕÕ her mother, Pauline Pimlott, said. Getting help for such kids can be tough. Insurance often wonÕt pick up the tab, because sensory processing disorder isnÕt officially recognized by the American Psychiatric Association, which writes the definitive manual on disabilities such as autism, dyslexia, and attention-deficit hyperactivity disorder. Ana has received specialized occupational therapy on and off for years, but at $175 an hour, itÕs too expensive to do often, her mother says. Now, a group of researchers, families, and occupational therapists is aggressively lobbying to get sensory processing disorder included in the next edition of the associationÕs Diagnostic and Statistical Manual of Mental Disorders, which is currently being drafted. Eleven other conditions are being considered for inclusion as well. Read More on The Boston Globe website. Share and Enjoy: { 0 comments } brain Diagnostic Statistical Manual of Mental Disorders American Psychiatric Association Boston Globe Sensory Processing Disorder Ana ÕÕ Pauline Pimlott Read More www.bbcenters.org/ occupational therapy Autism140 http://www.msnbc.msn.com/id/35872281/ns/health-mental_health/wid/%2011915773/ updated 9:47 a.m. ET March 15, 2010 function UpdateTimeStamp(pdt) { var n = document.getElementById("udtD"); if(pdt != '' && n && window.DateTime) { var dt = new DateTime(); pdt = dt.T2D(pdt); if(dt.GetTZ(pdt)) {n.innerHTML = dt.D2S(pdt,((''.toLowerCase()=='false')?false:true));} } } UpdateTimeStamp('634042576647270000');CHICAGO - U.S. researchers looking for genetic changes linked to autism reported Monday an advanced gene test that searches for deleted or extra DNA in chromosomes worked three times better than standard tests.They said the test, known as a chromosomal microarray analysis or CMA, should be used in the first round of testing done to look for a genetic cause for a child's autism.Autism is a mysterious condition that affects as many as one in 110 U.S. children. The so-called spectrum ranges from mild Asperger's syndrome to severe mental retardation and social disability, and there is no cure or widely accepted good treatment.Story continues below ?advertisement | your ad heredap('&PG=NBCMSH&AP=1089','300','250');Standard genetic tests to look for chromosomal abnormalities and testing for Fragile X, the single largest known genetic cause of autism, often fail to detect anything, even though genes are responsible for up to 15 percent of autism cases.The newer chromosomal microarray analysis test is far more sensitive. It searches the whole genome for places where chromosomes have been added, are missing or are in the wrong place. But because it is not recommended for the first round of testing, some insurance companies do not cover it."What we're hoping is to provide evidence to make it harder for insurance companies to say we don't want to pay for this," Dr. David Miller of Children's Hospital Boston, who worked on the study published in the journal Pediatrics, said in a telephone interview.getCSS("3088867")VideoÊÊStudy: Parent interaction key to autistic kidsMarch 15: A study by the University of Miami finds parent interaction integral in an autistic childÕs development. WTVJÕs Diana Gomez reports. NBC News ChannelMiller, a geneticist, said the hospital has been offering all three tests as part of a standard genetic work-up for autism since 2006.For the study, they compared the performance of the tests done on more than 900 patients with a clinical diagnosis of autism spectrum disorder who got clinical genetic testing in 2006, 2007 and 2008.They found that the standard test spotted genetic abnormalities in 2.23 percent of patients. Fragile X tests were abnormal in 0.46 percent of patients, while results of the CMA test turned up abnormalities in 7.3 percent of patients."What we showed here is what happens when you order all three of these tests up front. You end up getting more information from ordering the microarray test than from both of the two other tests combined," Miller said.Based on the findings, the CMA test should be considered a part of the routine diagnostic evaluation for people with autism spectrum disorders, said Bai-Lin Wu, director of Children's DNA Diagnostic Lab, who led the team.They estimated that without the CMA test, they would have missed a genetic diagnosis of autism in at least 5 percent of cases.Miller said genetic testing helps families that already have one child diagnosed with autism assess their risk of having another child with autism. And it can help parents get early intervention for a younger sibling that might be too young for an autism diagnosis. Also in msnbc.com HealthShelter turned into Ôhouse of horrorsÕFDA wants to replace misleading food labelsDiabetes heart drugs may be harmfulWomen guilty of feeling too guiltyIs new Atkins diet bad for you?Copyright 2010 Reuters. Click for restrictions.Discuss Story On Newsvine Rate Story:ViewÊpopularLowHighWriteRatings();EmailInstant MessagePrintgetCSS("3053751")ÊÊMORE FROM MENTAL HEALTHÊÊÊÊMental health Section FrontÊÊPossible suicides have Cornell on edgeAdvanced gene test better at spotting autismCourt rules again against vaccine-autism claimsBrain scans help researchers read mindsAnimal suicide sheds light on human behaviorObesity and depression are a two-way streetTeen girlsÕ suicide pact stuns Pa. townInsomnia may shrink your brain, scans showÔLoveÕ hormone may help autism symptomsAutism diagnosis changes anger ÔAspiesÕMental health Section FrontÊAdd Mental health headlines to your news reader:ÊMSNBC.RSS.showBtns("3034565","","3000001");nextStory("/id/35902704/ns/us_news-life/wid/ 11915773/^Possible suicides have Cornell on edge|/id/35872281/ns/health-mental_health/wid/ 11915773/^Advanced gene test better at spotting autism|/id/35840976/ns/health-mental_health/wid/ 11915773/^Court rules again against vaccine-autism claims|/id/35822377/ns/health-mental_health/wid/ 11915773/^Brain scans help researchers read minds|/id/35798594/ns/technology_and_science-science/wid/ 11915773/^Animal suicide sheds light on human behavior|/id/35715297/ns/health-diet_and_nutrition/wid/ 11915773/^Obesity and depression are a two-way street|/id/35713764/ns/health-mental_health/wid/ 11915773/^Teen girlsÕ suicide pact stuns Pa. town|/id/35422929/ns/health-mental_health/wid/ 11915773/^Insomnia may shrink your brain, scans show|/id/35409868/ns/health-mental_health/wid/ 11915773/^ÔLoveÕ hormone may help autism symptoms|/id/35348917/ns/health-mental_health/wid/ 11915773/^Autism diagnosis changes anger ÔAspiesÕ|");getCSS("3182775")ÊÊTop msnbc.com storiesPakistan charges five Americans with terrorismÔMade in U.S.A.Õ makes Cozy Coupe a rarityNYT: StatesÕ rights is cry of resistanceObama's health care plan gains supportFargo area at 'major flood' stagegetCSS("3182775")ÊÊMSN highlightsEverything you love, plus moreLocal information around the clockA new, simplified look &amp; feelAccess to Facebook &amp; TwitterBing at your fingertips genetic brain genetic U.S. Americans depression dna Facebook CMA David Miller Hospital Boston Miller Bai-Lin Wu mental retardation Reuters msnbc.com Standard March 15, 2010 Pediatrics CHICAGO 2007 and 2008 UpdateTimeStamp VideoÊÊStudy: Parent University of Miami Diana Gomez NBC News ChannelMiller Atkins Story On Newsvine Rate Story:ViewÊpopularLowHighWriteRatings Section FrontÊÊPossible Cornell Pa. Section FrontÊAdd Cozy Coupe ÊÊMSN 3587228 2011915773 6340425766 4727000 3088867 3053751 3034565 3000001 3590270 1191577 3584097 3582237 3579859 3571529 3571376 3542292 3540986 3534891 3182775 wid/ 11915 www.msnbc.msn.com/id/35872281/ns/health-mental_health/wid/%2011915773/ 35872 201191577 634042576 47270 30888 30537 30345 30000 35902 11915 35840 35822 35798 35715 35713 35422 35409 35348 31827 Autism141 http://rethinkautism.eventbrite.com/ Free 2010 Webinar Series Date: Tuesday, Feb 23, 2010 Time: 2:00 pm ET / 11:00 am PTDuration: One hour (15 mins for Q&A) Leading researchers and autism education providers agree that children with autism need increased access to evidence-based interventions, including Applied Behavior Analysis (ABA). Endorsed by the U.S. Surgeon General and the American Academy of Pediatrics, ABA is the only treatment for autism that has been consistently validated by independent scientific research. School districts are confronted by the ever-increasing needs of a growing population affected by autism spectrum disorders. Indeed, the recent CDC Study, estimating that approximately 673,000 children aged 3-21 have been diagnosed with autism nationwide, implies a huge gap between the number of children who need autism intervention and the availability of evidence-based autism services. In fact, it is estimated that less than 5,000 people worldwide are certified in ABA, making it difficult for school districts to develop and staff ABA-based program for students with autism. Participants in this webinar will learn to: Assess the needs of their district's autism program Identify key components to an effective district-wide autism program Leverage technology to deliver scalable and cost-effective solutions Implement systems of progress monitoring and teacher accountability for students with autism Ê Sponsored by: Ê Powered by: Ê Ê Ê U.S. ABA American Academy of Pediatrics Applied Behavior Analysis ABA-based Q&A CDC Study Feb 23, 2010 rethinkautism.eventbrite.com/ applied behavior analysis aba Autism142 http://webhealth.com/wiki/Autism From WebHealth Jump to: navigation, search [edit] Autism Introduction: Autism is the most commonly known neurodevelopment disorder among the pervasive developmental disorders (PPD). These are also known as autism spectrum disorders (ASD). They are abnormalities in the neurological and/or psychological development resulting in difficulties communicating and interacting socially. They also have repetitive and stereotyped behavior patterns. Some of these patients have significantly lower IQÕs to the point of mental retardation, see bestessay.com for more information about Autism. The Spectrum of Pervasive Developmental Disorders (PPD) PPD subtype: Explanatory remarks: Asperger's syndrome Cognitive function and language skills are better than in autism, but they are perceived as eccentric with odd behaviors. They are clumsy, have repetitive behavior patterns and are socially isolated. Hypersenitive to noises, smells or tastes. One-sided interests; have difficulties recognizing jokes. Autism (autistic disorder) Onset at age 2 or 3 years; impaired language skills, social interaction, communication skills. Stereotyped, repetitive behaviors; some have mental retardation; some have seizures. Needs early diagnosis and aggressive comprehensive treatment program that focuses on child's deficiencies and helps to overcome these weaknesses. This may lead to independent living in adulthood in 50% of the cases (used to be only 10 to 15%). Childhood disintegrative disorder Initially there is a normal development unti the age of 2 years when suddenly a marked regression in development occurs. At least two of the following four functions are deteriorating: bladder and bowel control; language skills; social interaction; motor skills. It can become so severe that the symptoms are worse than in autism. Some of the behaviors may mimic autism or schizophrenia. Rett syndrome Affects mainly girls and is inherited by a mutation in the MECP2 gene on the X chromosome (Xq28 location). Following normal development for 6 months the head growth slows down and severe mental retardation sets in. A severe neurodevelopmental disorder with ataxic gait, seizures, loss of speech, loss of hand control and impaired social interaction ensues. Autism has been estimated to occur with a frequency of 10 to 12 cases in 10,000 live birth. When all PPD cases are included, the frequency of occurrence is about 20 cases per 10,000 live births (Ref.2). Autism is challenging to diagnose accurately as there is a spectrum of severity with regard to symptom expression. There are, however, a number of autism testing procedures available as discussed further below. They are best used in combination by a team specializing in autism. It appears that autism can have various causes likely accounting for the various degrees of severity of symptoms. In addition there is a genetic component as well. It has been determined that most autism cases are unrelated to diseases of the brain, but certain conditions like rubella or cytomegaly virus infections during the pregnancy as well as the genetic enzyme defect phenylketonuria have been described to cause autism. There is a strong genetic component for autism as parents who have one child with autism (or PPD) have a 75-fold higher probability of getting another child with the same neurodevelopmental disorder. This has been further confirmed in twin studies where there is a high probability that a monozygotic twin will also have autism when the other twin has been diagnosed with this condition. Several genetic loci have been located on chromosomes 2, 3, 7, 15, 19 and X. Here is a reference that mentions these genes regarding autism in more detail. Some patients have structural abnormalities in the brain, which lead to a higher risk of seizure disorders in addition to autism. In the last few years evidence has been accumulating that indicates that heavy metal poisoning from the environment likely plays an important role in triggering symptoms of autism. Individuals who are more susceptible to heavy metals like mercury or lead may accumulate these metals in their brains causing the above mentioned problems. It may well be that patients with autism are the ones that may lack some of the enzymes in their system necessary to eliminate the heavy metals the way the normal metabolism is usually working. In other words, some people may genetically more vulnerable to pollution or contamination of the environment than others (see YouTube presentation by lead researcher Dr. Boyd Haley). Concerns about this have been voiced in the public for many years with regard to mercury compounds that has been used as a preservative in vaccines (thimerosal). Manufacturers in the US have already reacted to this type of information and quietly lowered or eliminated thimerosal from vaccines, but in other countries it is still used. Two observations are important in this context. First, when autism patients are treated with hyperbaric oxygen (HBOT), some remarkable cures have been observed. Here is a link regarding hyperbaric oxygen treatment (HBOT). Secondly, when this is combined with chelation treatments to remove mercury and lead from the system, cure rates for autism are even higher. This link explains the mercury connection in more detail. There is also some evidence that autism can develop in patients who have been infected at a very young age with herpes simplex virus. This can cause an encephalitis, which in turn can produce symptoms of autism. Symptoms: The symptoms of autism usually become apparent in the first year of life by not reaching some of the developmental milestones in time such as sitting, walking, making eye contact and talking. By the age of 3 all of the autistic signs and symptoms are present. The main symptom is that the child has difficulties interacting with key persons such as parents, siblings, friends and peers. The autistic person has a problem forming mutual relationships likely due to an inability of imagining how the other person might be thinking when behaving a certain way or as a reaction to saying something in particular. One of the hallmark symptoms in a 1 year-old child with autism is that the child is unable to point at an object communicatively. Poorly coordinated gait or stereotyped motions are also common. Most cases have some degree of mental retardation and when the intelligence quotient is less than 50 there is also a 25 to 35% chance of a seizure disorder. Some of the more severe cases (about 25%) experience a regression of previously acquired language skills and social skills between 18 and 24 months. Patients with autism resist change; they are attached to familiar objects and engage in rituals. They tend to have a marked difference with regard to intellectual performance in the sense that one part of the intellectual functioning is very limited, but other areas may be highly developed. The 1988 movie ÒRain ManÓ popularized the condition of autism and displayed many of the symptoms mentioned above. Diagnosis: The diagnosis is made clinically by examining the patient, looking for symptoms and by doing a number of tests that have been specifically developed to diagnose autism. Some of the medical screening tests are tests to rule out phenylketonuria (PKU) and chromosomal analysis to rule out fragile X syndrome. IQ tests help to determine how severe autism is as the more severe forms have a minimized IQ. In the case of seizure disorders EEG studies are done. CT or MRI scans are done to rule out tuberous sclerosis. In terms of psychological tests the Childhood Autism Rating Scale (CARS) is a widely used test (Ref.1). This is a good test for initial screening. Autism Diagnostic Interview-Revised (ADI-R) is a comprehensive test that will use life time skills and is done in an interview setting (Ref. 4); this is a test that can be used from age 18 months to adulthood. It also provides the exact diagnosis according to the DSM-IV manual and the ICD-10 criteria. The Autism Diagnostic Observation Schedule-Generic (ADOS-G) test complements the ADI-R test, but requires comprehensive training to apply. There are several modules for different age groups and for different levels of sophistication. This tests communicative skills, social behaviors and play behavior. Together all of these tests will help to establish the diagnosis and also help to prepare the treatment planning process. Treatment: The following points regarding treatment of autism (ASD) or pervasive developmental disorders (PPD) are noteworthy. 1. Autism and PPD are lifelong chronic disabilities. To the lay person it may be difficult to see why the patient would be disabled as it is a combination of physical, behavioral and mental signs. 2. In children treatment should start from the day that the condition is diagnosed as early intervention has been shown to be very successful. This may make the difference between being able to lead a relatively independent life as an adult versus a case of autism of PPD diagnosed in a delayed fashion. For the toddler and the preschool child treatment consists of focusing on language development, imitation skills, recognition skills, responding in a social manner and learning appropriate behavior. 3. School aged children need a highly structured supportive teaching environment. The emphasis is on early intervention, tailored to the needs of the person, intensive and stimulating all areas of need as previously identified through the testing methods. The progress should be monitored as the program goes on and typically should show improvements in all of the targeted areas. Children with autism need more input than children with less severe PPD or AspergerÕs syndrome. Autistic children would need a combination of a classroom program tailored to their needs as well private individualized instructions. This needs to be well structured, consistent and needs to contain a lot of repetition of what is taught. 4. Adolescents and adults need to be taught different social, behavioral and communicative skills. The complex life demands have to be addressed in the curriculum. This can be addressed by social skills groups, groups that engage in recreational activities, vocational coaching and individualized psychotherapy. The purpose is to integrate the affected person as much as possible into society and teach them how to lead a full adult life. 5. A lot depends on family support. Hopefully the healthy members of a family will find the most appropriate educational and psychological professionals with experience in autism and/or PPD. Speech and language therapy are also very important as they are necessary to be able to approach any interventional program effectively. There often are areas of strength, which should be particularly developed as this will be respected and valued by peers and could be useful in future job training. 6. Special techniques in treating autism are: cognitive and behavioral therapy; speech and language programs; concrete pragmatic approaches with an individualized comprehensive intervention plan; develop communicative skills to the fullest potential; occupational and physical therapy to overcome physical limitations and prevent work accidents; look after the mental well being of the family and the patient alike. 7. Refrain from popularized miracle cures for autism. Many of them are one-sided and have no proven benefit on the long term. On the other hand it appears that the combination of HBOT (hyperbaric oxygen treatment) with chelation therapy may be quite effective in Asperger's syndrome and mild to moderate cases of autism. However, these alternative treatments are not inexpensive. 8. Treatment providers would include a treatment team with a physician, psychologist, social worker and the supportive services mentioned. 9. Medication: The reason medication is mentioned towards the end of treatment is that medication is not a substitute for the other treatment steps, but should only be used in conjunction with the above described comprehensive treatment program. Antidepressants (particularly selective serotonin reuptake inhibitors) can be used to help suppress ritualized behaviors and preoccupations, which often accompany autism. Stimulants that are normally used in ADHD children have sometimes also been used in autistic children, but critical reviews showed effectiveness only when there was an element of hyperactivity and lack of attention span present. Antipsychotic medication (most research done with haloperidol) has been used to treat the target symptoms of hyperactivity, agitation, aggression, stereotypic behaviors, and mood lability. There are significant side-effects with conventional antipsychotics and lately the newer atypical antipsychotic medications have been used as a substitute with some degree of success. Anticonvulsant medications has been found not only useful for treatment of concomitant seizures, but was also found to be useful in treating aggressive autistic patients and when there are episodes of behavioral outbursts, particularly in those patients who have seizures at the same time. Prognosis: Autism has a better prognosis when the child has adequate language skills by the age of 5 years and the IQ is 70% or higher. The better the cognitive functions are (language, emotional interaction, memory, reasoning), the better the long-term outcome. Studies have shown that about 15% of autistic children turn into independently functioning adults. Modern more intensive and comprehensive treatment protocols as described above likely have a higher success rate (perhaps 40 to 60% functionality). Home page Mental Health Organizer References: 1. Schopler E, Reichler RJ, Renner BR: The Childhood Autism Rating Scale (CARS), Los Angeles, Western Psychological Services, 1988. 2. Jacobson: Psychiatric Secrets, 2nd ed. Copyright © 2001 Hanley and Belfus Section Seven Ð DIAGNOSIS AND TREATMENT OF PSYCHIATRIC DISORDERS IN CHILDHOOD AND ADOLESCENCE ; Chapter 55 Ð AUTISM SPECTRUM DISORDERS 3. The Merck Manual, 18th edition, Merck Research Laboratories, © 2006. Chapter 299: Learning and developmental disorders. 4. Lord C, Rutter M, LeCouteur A: Autism Diagnostic InterviewÑRevised: A revised version of a diagnostic interview for caregivers of individuals with possible pervasive developmental disorders. J Autism Dev Disord 1994; 24:659-685. 5. Lord C, Rutter M, Di Lavore PC: Autism Diagnostic Observation ScheduleÑGeneric, Chicago, University of Chicago Department of Psychiatry, 1998. Retrieved from "http://webhealth.com/wiki/Autism" genetic brain genetic Autism eye contact mental retardation regression childhood disintegrative disorder social interaction seizures fragile x syndrome repetitive behavior US cognitive adhd aggression Los Angeles haloperidol PKU DSM-IV rett syndrome antipsychotic CARS ADI-R atypical ADOS-G Rutter M imitation Chicago Autism Diagnostic Interview-Revised Autism Rating Scale ICD-10 neurodevelopmental disorder Lord C PPD Autism Introduction: Autism Spectrum of Pervasive Developmental Disorders MECP2 X. Here YouTube Dr. Boyd Haley HBOT ÒRain ManÓ Autism Diagnostic Observation Schedule-Generic Mental Health Organizer References: Schopler E Reichler RJ Renner BR: The Childhood Autism Rating Scale Western Psychological Services Jacobson: Psychiatric Secrets Hanley Belfus Section Merck Manual Merck Research Laboratories A: Autism Diagnostic InterviewÑRevised: Di Lavore Autism Diagnostic Observation ScheduleÑGeneric University of Chicago Department of Psychiatry webhealth.com/wiki/Autism bestessay.com webhealth.com/wiki/Autism" screening autism diagnostic observation schedule ados cars childhood autism rating scale physical therapy Autism143 http://autism.emedtv.com/autism/autism.html Types of Autism Autism Causes Early Signs of Autism Autism Symptoms Diagnosing Autism Treatment for Autism Autism Medications Autism Speech Language Therapy Autism Education Child Autism Language Development in Autistic Children Autism in Adults Autism and MMR Vaccine Autism Research Autism Autism Autism Causes Early Signs of Autism Autism Symptoms Diagnosing Autism Treatment Autism Medications Autism Speech Language Therapy Autism Education Child Autism Language Development Autistic Children Autism MMR Vaccine Autism Research autism.emedtv.com/autism/autism.html Autism144 http://psychcentral.com/disorders/autism.htm Facilitated Communication, which assumes that by supporting a nonverbal child's arms and fingers so that he can type on a keyboard, the child will be able to type out his inner thoughts. Several scientific studies have shown that the typed messages actually reflect the thoughts of the person providing the support. Holding Therapy, in which the parent hugs the child for long periods of time, even if the child resists. Those who use this technique contend that it forges a bond between the parent and child. Some claim that it helps stimulate parts of the brain as the child senses the boundaries of her own body. There is no scientific evidence, however, to support these claims. Auditory Integration Training, in which the child listens to a variety of sounds with the goal of improving language comprehension. Advocates of this method suggest that it helps people with autism receive more balanced sensory input from their environment. When tested using scientific procedures, the method was shown to be no more effective than listening to music. Dolman/Delcato Method, in which people are made to crawl and move as they did at each stage of early development, in an attempt to learn missing skills. Again, no scientific studies support the effectiveness of the method. It is critical that parents obtain reliable, objective information before enrolling their child in any treatment program. Programs that are not based on sound principles and tested through solid research can do more harm than good. They may frustrate the child and cause the family to lose money, time, and hope. Selecting a treatment program Parents are often disappointed to learn that there is no single best treatment for all children with autism; possibly not even for a specific child. Even after a child has been thoroughly tested and formally diagnosed, there is no clear right course of action. The diagnostic team may suggest treatment methods and service providers, but ultimately it is up to the parents to consider their child's unique needs, research the various options, and decide. Above all, parents should consider their own sense of what will work for their child. Keeping in mind that autism takes many forms, parents need to consider whether a specific program has helped children like their own. At the back of this pamphlet is a list of books and associations that provide more detailed information about each form of therapy and other resources. Exploring Treatment Options Parents may find these questions helpful as they consider various treatment programs: How successful has the program been for other children? How many children have gone on to placement in a regular school and how have they performed? Do staff members have training and experience in working with children and adolescents with autism? How are activities planned and organized? Are there predictable daily schedules and routines? How much individual attention will my child receive? How is progress measured? Will my child's behavior be closely observed and recorded? Will my child be given tasks and rewards that are personally motivating? Is the environment designed to minimize distractions? Will the program prepare me to continue the therapy at home? What is the cost, time commitment, and location of the program? Top What Medications are Available? No medication can correct the brain structures or impaired nerve connections that seem to underlie autism. Scientists have found, however, that drugs developed to treat other disorders with similar symptoms are sometimes effective in treating the symptoms and behaviors that make it hard for people with autism to function at home, school, or work. It is important to note that none of the medications described in this section has been approved for autism by the Food and Drug Administration (FDA). The FDA is the Federal agency that authorizes the use of drugs for specific disorders. Medications used to treat anxiety and depression are being explored as a way to relieve certain symptoms of autism. These drugs include fluoxetine (Prozac ), fluvoxamine (Luvox ), sertraline (Zoloft ), and clomipramine (Anafranil ). Some scientists believe that autism and these disorders may share a problem in the functioning of the neurotransmitter serotonin, which these medications apparently help. One study found that about 60 percent of patients with autism who used fluoxetine became less distraught and aggressive. They became calmer and better able to handle changes in their routine or environment. However, fenfluramine, another medication that affects serotonin levels, has not proven to be helpful. People with an anxiety disorder called obsessive-compulsive disorder (OCD), like people with autism, are plagued by repetitive actions they can't control. Based on the premise that the two disorders may be related, one NIMH research study found that clomipramine, a medication used to treat OCD, does appear to be effective in reducing obsessive, repetitive behavior in some people with autism. Children with autism who were given the medication also seemed less withdrawn, angry, and anxious. But more research needs to be done to see if the findings of this study can be repeated. Some children with autism experience hyperactivity, the frenzied activity that is seen in people with attention deficit hyperactivity disorder (ADHD). Since stimulant drugs like Ritalin are helpful in treating many people with ADHD, doctors have tried them to reduce the hyperactivity sometimes seen in autism. The drugs seem to be most effective when given to higher-functioning children with autism who do not have seizures or other neurological problems. Because many children with autism have sensory disturbances and often seem impervious to pain, scientists are also looking for medications that increase or decrease the transmission of physical sensations. Endorphins are natural painkillers produced by the body. But in certain people with autism, the endorphins seem to go too far in suppressing feeling. Scientists are exploring substances that block the effects of endorphins, to see if they can bring the sense of touch to a more normal range. Such drugs may be helpful to children who experience too little sensation. And once they can sense pain, such children could be less likely to bite themselves, bang their heads, or hurt themselves in other ways. Chlorpromazine, theoridazine, and haloperidol have also been used. Although these powerful drugs are typically used to treat adults with severe psychiatric disorders, they are sometimes given to people with autism to temporarily reduce agitation, aggression, and repetitive behaviors. However, since major tranquilizers are powerful medications that can produce serious and sometimes permanent side effects, they should be prescribed and used with extreme caution. Vitamin B6, taken with magnesium, is also being explored as a way to stimulate brain activity. Because vitamin B6 plays an important role in creating enzymes needed by the brain, some experts predict that large doses might foster greater brain activity in people with autism. However, clinical studies of the vitamin have been inconclusive and further study is needed. Like drugs, vitamins change the balance of chemicals in the body and may cause unwanted side effects. For this reason, large doses of vitamins should only be given under the supervision of a doctor. This is true of all vitamins and medications. Top What are the Educational Options? The Individuals with Disabilities Education Act of 1990 assures a free and appropriate public education to children with diagnosed learning deficits. The 1991 version of the law extended services to preschoolers who are developmentally delayed. As a result, public schools must provide services to handicapped children including those age 3 to 5. Because of the importance of early intervention, many states also offer special services to children from birth to age 3. The school may also be responsible for providing whatever services are needed to enable the child to attend school and learn. Such services might include transportation, speech therapy, occupational therapy, and any special equipment. Federally funded Parent Training Information Centers and Protection and Advocacy Agencies in each state can provide information on the rights of the family and child. By law, public schools are also required to prepare and carry out a set of specific instructional goals for every child in a special education program. The goals are stated as specific skills that the child will be taught to perform. The list of skills make up what is known as an IEP -the child's Individualized Educational Program. The IEP serves as an agreement between the school and the family on the educational goals. Because parents know their child best, they play an important role in creating this plan. They work closely with the school staff to identify which skills the child needs most. In planning the IEP, it's important to focus on what skills are critical to the child's well-being and future development. For each skill, parents and teachers should consider these questions: Is this an important life skill? What will happen if the child isn't trained to do this for herself? Such questions free parents and teachers to consider alternatives to training. After several years of valiant effort to teach Alan to tie his shoelaces, his parents and teachers decided that Alan could simply wear sneakers with Velcro fasteners, and dropped the skill from Alan's IEP. After Alan struggled in vain to memorize the multiplication table, they decided to teach him to use a calculator. A child's success in school should not be measured against standards like mastering algebra or completing high school. Rather, progress should be measured against his or her unique potential for self-care and self-sufficiency as an adult. Adolescence For all children, adolescence is a time of stress and confusion. No less so for teenagers with autism. Like all children, they need help in dealing with their budding sexuality. While some behaviors improve in the teenage years, some get worse. Increased autistic or aggressive behavior may be one way some teens express their newfound tension and confusion. The teenage years are also a time when children become more socially sensitive and aware. At the age that most teenagers are concerned with acne, popularity, grades, and dates, teens with autism may become painfully aware that they are different from their peers. They may notice that they lack friends. And unlike their schoolmates, they aren't dating or planning for a career. For some, the sadness that comes with such realization urges them to learn new behaviors. Sean Barron, who wrote about his autism in the book, There's a Boy in Here, describes how the pain of feeling different motivated him to acquire more normal social skills. Top Can Autism be Outgrown? At present, there is no cure for autism. Nor do children outgrow it. But the capacity to learn and develop new skills is within every child. With time, children with autism mature and new strengths emerge. Many children with autism seem to go through developmental spurts between ages 5 and 13. Some spontaneously begin to talk-even if repetitively-around age 5 or later. Some, like Paul, become more sociable, or like Alan, more ready to learn. Over time, and with help, children may learn to play with toys appropriately, function socially, and tolerate mild changes in routine. Some children in treatment programs lose enough of their most disabling symptoms to function reasonably well in a regular classroom. Some children with autism make truly dramatic strides. Of course, those with normal or near-normal intelligence and those who develop language tend to have the best outcomes. But even children who start off poorly may make impressive progress. For example, one boy, after 9 years in a program that involved parents as co-therapists, advanced from an IQ of 70 to an IQ of 100 and began to get average grades at a regular school. While it is natural for parents to hope that their child will become normal, they should take pride in whatever strides their child does make. Many parents, looking back over the years, find their child has progressed far beyond their initial expectations. Can Adults with Autism Live Independent Lives? The majority of adults with autism need lifelong training, ongoing supervision, and reinforcement of skills. The public schools' responsibility for providing these services ends when the person is past school age. As the child becomes a young adult, the family is faced with the challenge of creating a home-based plan or selecting a program or facility that can offer such services. In some cases, adults with autism can continue to live at home, provided someone is there to supervise at all times. A variety of residential facilities also provide round-the-clock care. Unlike many of the institutions years ago, today's facilities view residents as people with human needs, and offer opportunities for recreation and simple, but meaningful work. Still, some facilities are isolated from the community, separating people with autism from the rest of the world. Today, a few cities are exploring new ways to help people with autism hold meaningful jobs and live and work within the wider community. Innovative, supportive programs enable adults with autism to live and work in mainstream society, rather than in a segregated environment. By teaching and reinforcing good work skills and positive social behaviors, such programs help people live up to their potential. Work is meaningful and based on each person's strengths and abilities. For example, people with autism with good hand-eye coordination who do complex, repetitive actions are often especially good at assembly and manufacturing tasks. A worker with a low IQ and few language skills might be trained to work in a restaurant sorting silverware and folding napkins. Adults with higher-level skills have been trained to assemble electronic equipment or do office work. Based on their skills and interests, participants in such programs fill positions in printing, retail, clerical, manufacturing, and other companies. Once they are carefully trained in a task, they are put to work alongside the regular staff. Like other employees, they are paid for their labor, receive employee benefits, and are included in staff events like company picnics and retirement parties. Companies that hire people through such programs find that these workers make loyal, reliable employees. Employers find that the autistic behaviors, limited social skills, and even occasional tantrums or aggression, do not greatly affect the worker's ability to work efficiently or complete tasks. Like any other worker, program participants live in houses and apartments within the community. Under the direction of a residence coach, each resident shares as much as possible in tasks like meal-planning, shopping, cooking, and cleanup. For recreation, they go to movies, have picnics, and eat in restaurants. As they are ready, they are taught skills that make them more personally independent. Some take pride in having learned to take a bus on their own, or handling money they've earned themselves. Job and residence coaches, who serve as a link between the program participants and the community, are the key to such programs. There may be as few as two adults with autism assigned to each coach. The job coach demonstrates the steps of a job to the worker, observes behavior, and regularly acknowledges good performance. The job coach also serves as a bridge between the workers with autism and their co-workers. For example, the coach steps in if a worker loses self-control or presents any problems on the job. The coach also provides training in specific social skills, such as waving or saying hello to fellow workers. At home, the residence coach reinforces social and self-help behaviors, and finds ways to help people manage their time and responsibilities. At present, about a third of all people with autism can live and work in the community with some degree of independence. As scientific research points the way to more effective therapies and as communities establish programs that provide proper support, expectations are that this number will grow. Top How Do Families Learn to Cope? The task of rearing a child with autism is among the most demanding and stressful that a family faces. The child's screaming fits and tantrums can put everyone on edge. Because the child needs almost constant attention, brothers and sisters often feel ignored or jealous. Younger children may need to be reassured that they will not catch autism or grow to become like their sibling. Older children may be concerned about the prospect of having a child with autism themselves. The tensions can strain a marriage. While friends and family may try to be supportive, they can't understand the difficulties in raising a child with autism. They may criticize the parents for letting their child get away with certain behaviors and announce how they would handle the child. Some parents of children with autism feel envious of their friends' children. This may cause them to grow distant from people who once gave them support. Families may also be uncomfortable taking their child to public places. Children who throw tantrums, walk on their toes, flail their arms, or climb under restaurant tables to play with strangers' socks, can be very embarrassing. Janie's mother found that once she became willing to explain to strangers that her child has autism, people were more accepting. Paul's mother has learned to remind herself, This is a public place. We have a right to be here. Many parents feel deeply disappointed that their child may never engage in normal activities or attain some of life's milestones. Parents may mourn that their child may never learn to play baseball, drive, get a diploma, marry, or have children. However, most parents come to accept these feelings and focus on helping their children achieve what they can. Parents begin to find joy and pleasure in their child despite the limitations. Support groups Many parents find that others who face the same concerns are their strongest allies. Parents of children with autism tend to form communities of mutual caring and support. Parents gain not only encouragement and inspiration from other families' stories, but also practical advice, information on the latest research, and referrals to community services and qualified professionals. By talking with other people who have similar experiences, families dealing with autism learn they are not alone. The Autism Society of America, listed at the close of this pamphlet, has spawned parent support groups in communities across the country. In such groups, parents share emotional support, affirmation, and suggestions for solving problems. Its newsletter, the Advocate, is filled with up-to-date medical and practical information. Coping Strategies The following suggestions are based on the experiences of families in dealing with autism, and on NIMH-sponsored studies of effective strategies for dealing with stress. Work as a family. In times of stress, family members tend to take their frustrations out on each other when they most need mutual support. Despite the difficulties in finding child care, couples find that taking breaks without their children helps renew their bonds. The other children also need attention, and need to have a voice in expressing and solving problems. Keep a sense of humor. Parents find that the ability to laugh and say, You won't believe what our child has done now! helps them maintain a healthy sense of perspective. Notice progress. When it seems that all the help, love, and support is going nowhere, it's important to remember that over time, real progress is being made. Families are better able to maintain their hope if they celebrate the small signs of growth and change they see. Take action. Many parents gain strength working with others on behalf of all children with autism. Working to win additional resources, community programs, or school services helps parents see themselves as important contributors to the well-being of others as well as their own child. Plan ahead. Naturally, most parents want to know that when they die, their offspring will be safe and cared for. Having a plan in place helps relieve some of the worry. Some parents form a contract with a professional guardian, who agrees to look after the interests of the person with autism, such as observing birthdays and arranging for care. Top What Hope Does Research Offer? Research continues to reveal how the brain-the control center for thought, language, feelings, and behavior-carries out its functions. The National Institute of Mental Health (NIMH) funds scientists at centers across the Nation who are exploring how the brain develops, transmits its signals, integrates input from the senses, and translates all this into thoughts and behavior. In recognition of growing scientific gains in brain research, the President and Congress have officially designated the 1990s as the Decade of the Brain. There are new research initiatives at NIH sponsored by NIMH, NICHD, NINDS, and NIDCD. As a result, today as never before, investigators from various scientific disciplines are joining forces to unlock the mysteries of the brain. Perspective gained from research into the genetic, biochemical, physiological, and psychological aspects of autism may provide a more complete view of the disorder. Every day, NIH-sponsored researchers are learning more about how the brain develops normally and what can go wrong in the process. Already, for example, scientists have discovered evidence suggesting that in autism, brain development slows at some point before week 30 of pregnancy. Scientists now also have tools and techniques that allow them to examine the brain in ways that were unthought of just a few years ago. New imaging techniques that show the living brain in action permit scientists to observe with surprising clarity how the brain changes as an individual performs mental tasks, moves, or speaks. Such techniques open windows to the brain, allowing scientists to learn which brain regions are engaged in particular tasks. In addition, recent scientific advances are permitting scientists to break new ground in researching the role of heredity in autism. Using sophisticated statistical methods along with gene splicing-a technique that enables scientists to manipulate the microscopic bits of genetic code-investigators sponsored by NIH and other institutions are searching for abnormal genes that may be involved in autism. The ability to identify irregular genes-or the factors that make a gene unstable-may lead to earlier diagnoses. Meanwhile, scientists are working to determine if there is a genetic link between autism and other brain disorders commonly associated with it, such as Tourette Disorder and Tuberous Sclerosis. New insights into the genetic transmission of these disorders, along with newly gained knowledge of normal and abnormal brain development should provide important clues to the causes of autism. A key to developing our understanding of the human brain is research involving animals. Like humans, other primates, such as chimpanzees, apes, and monkeys, have emotions, form attachments, and develop higher-level thought processes. For this reason, studies of their brain functions and behavior shed light on human development. Animal studies have proven invaluable in learning how disruptions to the developing brain affect behavior, sensory perceptions, and mental development and have led to a better understanding of autism. Ultimately, the results of NIMH's extensive research program may translate into better lives for people with autism. As we get closer to understanding the brain, we approach a day when we may be able to diagnose very young children and provide effective treatment earlier in the child's development. As data accumulate on the brain chemicals involved in autism, we get closer to developing medications that reduce or reverse imbalances. Someday, we may even have the ability to prevent the disorder. Perhaps researchers will learn to identify children at risk for autism at birth, allowing doctors and other health care professionals to provide preventive therapy before symptoms ever develop. Or, as scientists learn more about the genetic transmission of autism, they may be able to replace any defective genes before the infant is even born. Top What are Sources of Information and Support? Parents often find that books and movies about autism that have happy endings cheer them, but raise false hopes. In such stories, a parent's novel approach suddenly works or the child simply outgrows the autistic behaviors. But there really are no cures for autism and growth takes time and patience. Parents should seek practical, realistic sources of information, particularly those based on careful research. Similarly, certain sources of information are more reliable than others. Some popular magazines and newspapers are quick to report new miracle cures before they have been thoroughly researched. Scientific and professional materials, such as those published by the Autism Society of America and other organizations that take the time to thoroughly evaluate such claims, provide current information based on well-documented data and carefully controlled clinical research. Resources The following resources provide a good starting point for gaining insight, practical information, and support. Further information on autism can be found at libraries, book stores, and local chapters of the Autism Society of America. Books for parents Baron-Cohen, S., and Bolton, B. Autism: The Facts. New York: Oxford University Press, 1993. Harris, S., and Handelman, J. eds. Preschool Programs for Children with Autism. Austin, TX: PRO-ED, 1993. Hart, C. A Parent's Guide to Autism, New York: Simon Schuster, Pocket Books, 1993. Lovaas, O. Teaching Developmentally Disabled Children: The ME Book. Austin, TX: PRO-ED, 1981. May, J. Circles of Care and Understanding: Support Groups for Fathers of Children with Special Needs. Bethesda, MD: Association for the Care of Children's Health, 1993. Powers, M. Children with Autism: A Parents' Guide. Rockville, MD: Woodbine House, 1989. Sacks, O. An Anthropologist on Mars. New York: Knopf, 1995. Advocacy Manual: A Parent's How-to Guide for Special Education Services. Pittsburgh: Learning Disabilities Association of America, 1992. Directory for Exceptional Children: A Listing of Educational and Training Facilities. Boston: Porter Sargent Publications, 1994. Pocket Guide to Federal Help for Individuals with Disabilities. Pueblo, CO: U. S. Government Printing Office, Consumer Information Center. Books for children Amenta, C. Russell is Extra Special. New York: Magination Press, 1992. Gold, P. Please Don't Say Hello. New York: Human Sciences Press/Plenum Publications, 1986. Katz, I., and Ritvo, E. Joey and Sam. Northridge, CA: Real Life Storybooks, 1993. Books for teachers and other interested professionals Aarons, M., and Gittens, T. The Handbook of Autism. A Guide for Parents and Professionals. New York: Tavistock/Routledge, 1992. American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition. Washington, D.C.: American Psychiatric Association, 1994. Groden, G., and Baron, M., eds. Autism: Strategies for Change. New York: Gardner Press, 1988. Simmons, J. The Hidden Child. Rockville, MD: Woodbine House, 1987. Simpson, R., and Zionts, P. Autism : Information and Resources for Parents, Families, and Professionals. Austin, TX: PRO-ED, 1992. Smith, M. Autism and Life in the Community: Successful Interventions for Behavioral Challenges. Baltimore: Paul H. Brookes Publishing Co., 1990. Smith, M., Belcher, R., and Juhrs, P. A Guide to Successful Employment for Individuals with Autism. Baltimore: Paul H. Brookes Publishing Co., 1995. Autobiographies of people dealing with autism Barron, J., and Barron, S. There's a Boy in Here, New York: Simon and Schuster, 1992. Grandin, T. Thinking In Pictures and Other Reports From My Life with Autism. New York: Doubleday, 1995. Grandin, T. Emergence: Labeled Autistic. Novato, CA: Arena Press, 1986. Hart, C. Without Reason: A Family Copes with Two Generations of Autism. New York: Harper Row, 1989. Maurice, C. Let Me Hear Your Voice.: A Family's Triumph over Autism. New York: Knopf, 1993. Miedzianik, D. I Hope Some Lass Will Want Me After Reading All This. Nottingham England: Nottingham University, 1986. Park, C. The Siege. New York: Harcourt, Brace, World, 1967. Williams, D. Somebody Somewhere. New York: Times Books, 1994. Agencies and associations American Association of University Affiliated Programs for Persons with Developmental Disabilities (AAUAP) 8630 Fenton Street Suite 410 Silver Spring, MD 20910 (301) 588-8252 Prepares professionals for careers in the field of developmental disabilities. Also provides technical assistance and training, and disseminates information to service providers to support the independence, productivity, integration, and inclusion into the community of persons with developmental disabilities and their families. American Speech-Language-Hearing Association 10801 Rockville Pike Rockville, MD 20852 (800) 638-8255 Provides information on speech, language, and hearing disorders, as well as referrals to certified speech-language pathologists and audiologists. The Association of Persons with Severe Handicaps (TASH) 29 West Susquehanna Avenue Suite 210 Baltimore, MD 21204 (410) 828-8274 An advocacy group that works toward school and community inclusion of children and adults with disabilities. Provides information and referrals to services. Publishes a newsletter and journal. The Autism National Committee 635 Ardmore Avenue Ardmore, PA 19003 (610)649-9139 Publishes The Communicator, provides referrals, and sponsors an annual conference. Autism Research Institute 4182 Adams Ave. San Diego, CA 92116 (619) 281-7165 Publishes the quarterly journal, Autism Research Review International. Provides up to date information on current research. Autism Society of America, Inc. 7910 Woodmont Avenue Suite 650 Bethesda, MD 20814 (301) 657-0881 or (800)-3-AUTISM Provides a wide range of services and information to families and educators. Organizes a national conference. Publishes The Advocate, with articles by parents and autism experts. Local chapters make referrals to regional programs and services, and sponsor parent support groups. Offers information on educating children with autism, including a bibliography of instructional materials for and about children with special needs. The Beach Center on Families and Disability 3111 Haworth Hall University of Kansas Lawrence, KA 66045 (913) 864-7600 Provides professional and emotional support, as well as education and training materials to families with members who have disabilities. Collaborates with professionals and policy makers to influence national policy toward people with developmental disabilities. Council for Exceptional Children 11920 Association Drive Reston, VA 20191-1589 (703) 620-3660 or (800) 641-7824 Provides publications for educators. Can also provide referral to ERIC Clearinghouse for Handicapped and Gifted Children. Cure Autism Now (CAN) 5225 Wilshire Boulevard Suite 503 Los Angeles, CA 90036 (213) 549-0500 Serves as an information exchange for families affected by autism. Founded by parents dedicated to finding effective biological treatments for autism. Sponsors talks, conferences, and research. Department of Education Office of Special Education Programs 330 C Street, SW Mail Stop 2651 Washington, DC 20202 (202) 205-9058, (202) 205-8824 Federal agency providing information on educational rights under the law, as well as referrals to the Parent Training Information Center and Protection and Advocacy Agency in each state. Division TEACCH Campus Box 7180 University of North Carolina Chapel Hill, NC 27599-7180 (919) 966-2173 Publishes the Journal of Autism and Developmental Disorders. Also offers workshops for parents and professionals. Federation of Families for Children's Mental Health 1021 Prince Street Alexandria, VA 22314 (703) 684-7710 Provides information, support, and referrals through local chapters throughout the country. This national parent-run organization focuses on the needs of families of children and youth with emotional, behavioral, or mental disorders. Indiana Resource Center on Autism Institute for the Study of Developmental Disabilities Indiana University 2853 East Tenth Street Bloomington, IN 47408-2601 (812) 855-6508 Offers publications, films and videocassettes on a range oftopics related to autism. National Alliance for Autism Research 414 Wall Street, Research Park Princeton, NJ 08540 (888)-777-NAAR; (609) 430-9160 Dedicated to advancing biomedical research into the causes, prevention, and treatment of the autism spectrum disorders. Sponsors research and conferences. National Information Center for Children and Youth with Disabilities (NICHCY) P.O. Box 1492 Washington, DC 20013-1492 (800) 695-0285 Publishes information for the public and professionals in helping youth become participating members of the home and the community. University of California at Los Angeles (UCLA) Department of Psychology 1282-A Franz Hall P.O. Box 951563 Los Angeles, CA 90095-1563 (310) 825-2319 Provides information on Lovaas treatment methods and behavior modification approaches. Other National Institutes of Health agencies that sponsor research on autism and related disorders National Institute of Child Health and Human Development P.O. Box 29111 Washington, D.C. 20040 (301) 496-5133 National Institute on Deafness and Other Communication Disorders 31 Center Drive MSC 2320; Room 3C35 Bethesda, MD 20892 (800) 241-1044, (301) 496-7243 National Institute of Neurological Disorders and Stroke P.O. Box 5801 Bethesda, MD 20824 (800) 352-9424, (301) 496-5751 All material in this publication is free of copyright restrictions and may be copied, reproduced, or duplicated without permission from NIMH; citation of the source is appreciated. This booklet was written by Sharyn Neuwirth, M.Ed., an education writer and instructional designer. An earlier draft was written by Julius Segal, Ph.D. Scientific information and review was provided by NIMH staff members Rebecca Del Carmen, Ph.D., and Peter S. Jensen, M.D. Also providing review and assistance were Marie Bristol, Ph.D., National Institute of Child Health and Human Development; Temple Grandin, Ph.D., University of Arizona; Pat Juhrs, Director of Community Services for Autistic Adults and Children, Rockville, MD; Catherine Lord, Ph.D., University of Chicago; Gary Mesibov of Division TEACCH, University of North Carolina; Laura Schreibman, Ph.D., University of California, San Diego; Giovanna Spinella, M.D., National Institute of Neurological Disorders and Stroke; Luke Y. Tsai, M.D., University of Michigan Medical Center; and Veronica Zyst, Autism Society of America, Inc. Editorial direction was provided by Lynn J. Cave, NIMH. With grateful appreciation to the parents who freely shared their personal stories, practical suggestions, and spirit of hope. NIH Publication No. 97-4023 Printed 1997 Last reviewed: By John M. Grohol, Psy.D. on 20 Dec 2009 Ordinary riches can be stolen; real riches cannot. In your soul are infinitely precious things that cannot be taken from you. -- Oscar Wilde genetic brain genetic depression Autism ocd routines National Institute of Neurological Disorders NINDS National Institute of Mental Health Autism Research Institute Autism Society of America San Diego National Alliance for Autism Research University of North Carolina CA M.D. National Institutes of Health MD seizures anxiety PA Statistical Manual of Mental Disorders Washington American Psychiatric Association Baltimore Vitamin B6 stimulant repetitive behavior Harris Ritvo Congress NIH National Institute Deafness Other Communication Disorders Bethesda NJ Autism National Committee NICHD NC NIMH (800) 352-9424 20824 92116 20892 ADHD Food and Drug Administration FDA R. tantrums attention deficit hyperactivity disorder adhd aggression ritalin J. 20814 fluoxetine sertraline UCLA Auditory Integration Training IEP Temple Grandin Alan Developmental Disorders Los Angeles haloperidol Facilitated Communication Dolman/Delcato Method OCD NIMH B6 Disabilities Education Act Parent Training Information Centers and Protection and Advocacy Agencies Velcro Sean Barron Paul Janie NIMH-sponsored NIDCD NIH-sponsored Tourette Disorder Tuberous Sclerosis Baron-Cohen S. Bolton B. Autism: York: Oxford University Press Handelman Preschool Programs for Children Austin TX: PRO-ED Hart C. A Parent York: Simon Schuster Pocket Books O. Teaching ME Book J. Circles Care MD: Association M. Children Rockville MD: Woodbine House Sacks O. An York: Knopf M. Groden G. Baron York: Gardner Press Simmons Hidden Child Simpson P. Autism M. Autism Community: Successful Interventions Behavioral Challenges Paul H. Brookes Publishing Co. Belcher Juhrs P. A American Association of University Affiliated Programs for Persons Developmental Disabilities AAUAP Fenton Street Suite American Speech-Language-Hearing Association Association of Persons Severe Handicaps West Susquehanna Avenue Suite Ardmore Avenue Ardmore Adams Ave Autism Research Review International Woodmont Avenue Suite Beach Center on Families and Disability Haworth Hall University of Kansas Lawrence KA VA ERIC Clearinghouse Gifted Children Cure Autism Now Wilshire Boulevard Suite Education Office of Special Education Programs C Street SW Mail Stop DC Division TEACCH Campus Box University of North Carolina Chapel Hill Journal of Autism Federation of Families for Children 's Mental Health Prince Street Alexandria Indiana Resource Center Autism Institute Study of Developmental Disabilities Indiana University East Tenth Street Bloomington Wall Street Research Park Princeton National Information Center for Children and Youth Disabilities NICHCY P.O. Box University of California Franz Hall P.O. Box National Institute of Child Health and Human Development P.O. Box D.C. Center Drive MSC Stroke P.O. Box (301) 588-8252 (800) 638-8255 (410) 828-8274 (610)649-9139 (619) 281-7165 (301) 657-0881 (913) 864-7600 191-1589 (703) 620-3660 (800) 641-7824 (213) 549-0500 (202) 205-9058 (202) 205-8824 599-7180 (919) 966-2173 (703) 684-7710 408-2601 (812) 855-6508 (609) 430-9160 013-1492 (800) 695-0285 095-1563 (310) 825-2319 (301) 496-5133 (800) 241-1044 (301) 496-7243 (301) 496-5751 Children 11920 20910 10801 20852 21204 19003 66045 11920 20191-1589 90036 20202 27599-7180 22314 47408-2601 08540 20013-1492 95156 90095-1563 29111 20040 fluvoxamine clomipramine National Institute of Child Health Human Development NIH Publication No. Disabilities Prozac prozac zoloft luvox anafranil Fourth Edition CAN Cope Individualized Educational Program Hope Does Research Offer J. eds Autism: A Parents' Guide Pittsburgh: Learning Disabilities Association of America Educational Boston: Porter Sargent Publications Pocket Guide Pueblo U. S. Government Printing Office Consumer Information Center C. Russell Extra Special York: Magination Press P. Please York: Human Sciences Press/Plenum Publications Katz I. E. Joey Sam Northridge CA: Real Life Storybooks Gittens Handbook of Autism York: Tavistock/Routledge D.C.: American Psychiatric Association Autism: Strategies for Change Zionts Life Barron S. There New York: Simon and Schuster Grandin T. Thinking Reports From My Life York: Doubleday T. Emergence: Novato CA: Arena Press C. Without York: Harper Row Maurice C. Let Voice.: A Family Miedzianik D. I Hope Lass Will Want Me After Reading All This Nottingham England: Nottingham University Park C New York: Harcourt Williams D. Somebody Somewhere New York: Times Books Training Information Center and Protection and Advocacy Agency Ritalin Ph.D Stroke Lovaas Catherine Lord Siege Communicator Autism Society of America , Inc Association Drive Reston Sharyn Neuwirth M.Ed. Julius Segal Rebecca Del Carmen Ph.D. Peter S. Jensen M.D Marie Bristol University of Arizona Pat Juhrs Community Services Autistic Adults and Children University of Chicago Gary Mesibov Division TEACCH Laura Schreibman Giovanna Spinella Luke Y. Tsai University of Michigan Medical Center Veronica Zyst Lynn J. Cave John M. Grohol Oscar Wilde 4023 Printed 1997 20 Dec 2009 psychcentral.com/disorders/autism.htm diagnoses occupational therapy auditory integration training Autism145 http://www.foodallergytest.com/autism.html Autism and its relationship to Immune Complex I have had a very long professional and personal interest in food sensitivities and immune complex and their relationship to developmentally disabled children and physical disease. My approach to research indicates foods can contribute significantly or play an important role in autism or Autism Spectrum Disorder (ASD), which is usually very serious and permanent. In the early 1970s, I received a research grant from NIMH to study autism and its relationship to food. The reviewers of the grant found the results to be too good to be believed and declined to publish the findings. The results showed that autism is curable by diet alone if caught early enough. As you have seen in your own experience, the medical community can be extremely close-minded when it comes to the treatment of autism. I have found that delayed food sensitivities in an autistic child are unique to each one as well as their dietary habits. With milk and wheat being among the most common problems, their limitation leads to success in a large number of cases. Those children who do not respond to the milk and wheat-free (GF/GC) diet probably have other foods contributing to ASD symptoms. Through very specialized testing (the Sage Complement Antigen Test) I have been able to accurately pinpoint other common foods that effect autism, ADHD, and hyperactivity in children. Early diagnosis of autism is extremely important if diet manipulation is to manage this problem. Since the medical community is extremely resistant to the concept that simple foods cause chronic diseases, pediatricians are reluctant to make an early diagnosis of any chronic disease. I just recently participated in the treatment of a young boy from Philadelphia whose mother knew he was autistic but his pediatrician refused to make a diagnosis until the child was three and a half years old. This particular child has made remarkable progress according to his mother in just six short months. Five years ago, I started working with the doctors at the Southwest Autism Research Center (SARC) in Phoenix, Arizona. One of the SARC founders (Dr. Cindy Schneider now at The Center for Autism Research and Education - CARE) confirmed that early diagnosis and elimination of all harmful foods works. One of her early patients, who had been diagnosed in another clinic and was reconfirmed as autistic by the UCLA Medical Center Pediatric Department, in now entirely normal after having been tested and treated under the Sage program. In addition, she said today no one would diagnose this boy as being autistic. Presently, he is in a regular first grade classroom and is doing exceptionally well. In 2001, I had the pleasure of meeting with a mother of a formerly autistic boy (now 18 years old) that we successfully treated by elimination of harmful foods 16 years ago. The doctors at the University of Pittsburgh Medical Center had diagnosed her son as being autistic and offered her absolutely no hope. She heard about my research and believed that foods were hindering her son's development. After two months of the removal of specific foods from his diet, she reintroduced each food and then recorded his behavioral and bodily changes. The permanent elimination of those foods having an adverse effect on her son brought about great improvement in her son's behavior and bodily functions. Afterwards he went to a special center for rehabilitation at the DT Watson Center where they were successfully able to rectify his developmental deficiencies. He entered into a public school kindergarten class and has been in regular public schools ever since. He is now graduated from a small western Pennsylvania high school having a normal teenage life (played in the band and run cross-country) as a growing and very active teenager. He graduated in 2005 and now attends Pennsylvania State University. He didn't obtain his PA drivers license until age 18. Before he got the drivers license he stated to his mother, "When I am willing to take on the responsibility of being a driver, I will get my drivers license." I cannot stress enough the importance of the early diagnosis of autism, the significance of testing for harmful foods, and the complete elimination of these foods from a child's diet. This early intervention will be the most critical intervention you will do for your autistic child, especially if the child is under the age of three years or before full brain maturation. Daniel C. Dantini M.D. Autism - Questions and Answers It is using diet and nutrition as therapeutic tools. Chat about Autism and its relationship to food sensitivities I never thought about my top in three biomedical interventions. Links to Physicians working with Autism or ASD Children Center for Autism Research and Education International Child Development Resource Center Food Allergy Autism Show on Autism One Radio Thoughtful House Dr. Sears Get Tested Food Sensitivities Illnesses Sage Test and Program Symptoms Get Tested Blog Technology Testimonials Questions / Answers Form Archive About Us Contact Us Links to Us Privacy Site Map Home Updated: March 05, 2010 Copyright Sage Medical Laboratory since 1994 This website is created with valid XHTML and valid CSS by S. Ann Meadows Partner Websites: Sage Lab , Alternative Chef brain Autism ASD adhd Philadelphia Phoenix Arizona PA Pennsylvania Physicians GF/GC Sage Complement Antigen Test Southwest Autism Research Center SARC Cindy Schneider Center for Autism Research and Education CARE UCLA Medical Center Pediatric Department Sage University of Pittsburgh Medical Center DT Watson Center Pennsylvania State University Daniel C. Dantini M.D ASD Children Center Autism Research and Education International Child Development Resource Center Food Allergy Autism Show Autism One Radio Thoughtful Sears Get Tested Food Sensitivities Illnesses Sage Test and Program Symptoms Get Tested Blog Technology Testimonials Questions / Answers Form Archive About Us Contact Us Links Us Privacy Site Map Home Updated: Copyright Sage Medical Laboratory XHTML S. Ann Meadows Partner Websites: Sage Lab March 05, 2010 www.foodallergytest.com/autism.html Autism146 http://www.crosscreekcounseling.com/autism.html Autism Understanding the Problem What is autism? How is autism diagnosed? What causes autism? Are there accompanying disorders? Finding Help and Hope Is there reason for hope? Can social skills and behavior be improved? What medications are available? What medications are available? What are the educational options? Can autism be outgrown? Can adults with autism live independent lives? How do families learn to cope? What hope does reasearch offer? Autism Isolated in worlds of their own, people with autism appear indifferent and remote and are unable to form emotional bonds with others. Although people with this baffling brain disorder can display a wide range of symptoms and disability, many are incapable of understanding other people's thoughts, feelings, and needs. Often, language and intelligence fail to develop fully, making communication and social relationships difficult. Many people with autism engage in repetitive activities, like rocking or banging their heads, or rigidly following familiar patterns in their everyday routines. Some are painfully sensitive to sound, touch, sight, or smell. Children with autism do not follow the typical patterns of child development. In some children, hints of future problems may be apparent from birth. In most cases, the problems become more noticeable as the child slips farther behind other children the same age. Other children start off well enough. But between 18 and 36 months old, they suddenly reject people, act strangely, and lose language and social skills they had already acquired. As a parent, teacher, or caregiver you may know the frustration of trying to communicate and connect with children or adults who have autism. You may feel ignored as they engage in endlessly repetitive behaviors. You may despair at the bizarre ways they express their inner needs. And you may feel sorrow that your hopes and dreams for them may never materialize. But there is help-and hope. Gone are the days when people with autism were isolated, typically sent away to institutions. Today, many youngsters can be helped to attend school with other children. Methods are available to help improve their social, language, and academic skills. Even though more than 60 percent of adults with autism continue to need care throughout their lives, some programs are beginning to demonstrate that with appropriate support, many people with autism can be trained to do meaningful work and participate in the life of the community. Autism is found in every country and region of the world, and in families of all racial, ethnic, religious, and economic backgrounds. Emerging in childhood, it affects about 1 or 2 people in every thousand and is three to four times more common in boys than girls. Girls with the disorder, however, tend to have more severe symptoms and lower intelligence. In addition to loss of personal potential, the cost of health and educational services to those affected exceeds $3 billion each year. So, at some level, autism affects us all. This article is written by the National Institute of Mental Health (NIMH), the Federal agency that conducts and supports research on mental and brain disorders, including autism. NIMH is part of the National Institutes of Health (NIH), which is the Federal Government's primary agency for biomedical and behavioral research. Research on autism and related disorders is also sponsored by the National Institute of Child Health and Human Development (NICHD), National Institute on Deafness and Other Communication Disorders (NIDCD), and National Institute of Neurological Disorders and Stroke (NINDS). NIMH scientists are dedicated to understanding the workings and interrelationships of the various regions of the brain, and to developing preventive measures and new treatments for disorders like autism that handicap people in school, work, and social relationships. Up-to-date information on autism and the role of NIMH in identifying underlying causes and effective treatments are included in this pamphlet. Also described are symptoms and diagnostic procedures, treatment options, strategies for coping, and sources of information and support. The individuals referred to in this brochure are not real, but their stories are based on interviews with parents who have children with autism. Understanding the Problem Paul Paul has always been obsessed with order. As a child, he lined up blocks, straightened chairs, kept his toothbrush in the exact same spot on the sink, and threw a tantrum when anything was moved. Paul could also become aggressive. Sometimes, when upset or anxious, he would suddenly explode, throwing a nearby object or smashing a window. When overwhelmed by noise and confusion, he bit himself or picked at his nails until they bled. At school, where his schedule and environment could be carefully structured, his behavior was more normal. But at home, amid the unpredictable, noisy hubbub of a large family, he was often out of control. His behavior made it harder and harder for his parents to care for him at home and also meet their other children's needs. At that time-more than 10 years ago-much less was known about the disorder and few therapeutic options were available. So, at age 9, his parents placed him in a residential program where he could receive 24-hour supervision and care. Alan As an infant, Alan was playful and affectionate. At 6 months old, he could sit up and crawl. He began to walk and say words at 10 months and could count by 13 months. One day, in his 18th month, his mother found him sitting alone in the kitchen, repeatedly spinning the wheels of her vacuum cleaner with such persistence and concentration, he didn't respond when she called. From that day on, she recalls, It was as if someone had pulled a shade over him. He stopped talking and relating to others. He often tore around the house like a demon. He became fixated on electric lights, running around the house turning them on and off. When made to stop, he threw a tantrum, kicking and biting anyone within reach. Janie From the day she was born, Janie seemed different from other infants. At an age when most infants enjoy interacting with people and exploring their environment, Janie sat motionless in her crib and didn't respond to rattles or other toys. She didn't seem to develop in the normal sequence, either. She stood up before she crawled, and when she began to walk, it was on her toes. By 30 months old, she still wasn't talking. Instead, she grabbed things or screamed to get what she wanted. She also seemed to have immense powers of concentration, sitting for hours looking at a toy in her hand. When Janie was brought to a special clinic for evaluation, she spent an entire testing session pulling tufts of wool from the psychologist's sweater. What is Autism? Autism is a brain disorder that typically affects a person's ability to communicate, form relationships with others, and respond appropriately to the environment. Some people with autism are relatively high-functioning, with speech and intelligence intact. Others are mentally retarded, mute, or have serious language delays. For some, autism makes them seem closed off and shut down; others seem locked into repetitive behaviors and rigid patterns of thinking. Although people with autism do not have exactly the same symptoms and deficits, they tend to share certain social, communication, motor, and sensory problems that affect their behavior in predictable ways. Difference in the Behaviors of Infants With and Without Autism Infants with Autism Normal Infants Communication Avoid eye contact Seem deaf Start developing language, then abruptly stop talking altogether Study mother's face Easily stimulated by sounds Keep adding to vocabulary and expanding grammatical usage Social relationships Act as if unaware of the coming and going of others Physically attack and injure others without provocation Inaccessible, as if in a shell Cry when mother leaves the room and are anxious with strangers Get upset when hungry or frustrated Recognize familiar faces and smile Exploration of environment Remain fixated on a single item or activity Practice strange actions like rocking or hand-flapping Sniff or lick toys Show no sensitivity to burns or bruises, and engage in self-mutilation, such as eye gouging Move from one engrossing object or activity to another Use body purposefully to reach or acquire objects Explore and play with toys Seek pleasure and avoid pain NOTE: This list is not intended to be used to assess whether a particular child has autism. Diagnosis should only be done by a specialist using highly detailed background information and behavioral observations. Social symptoms From the start, most infants are social beings. Early in life, they gaze at people, turn toward voices, endearingly grasp a finger, and even smile. In contrast, most children with autism seem to have tremendous difficulty learning to engage in the give-and-take of everyday human interaction. Even in the first few months of life, many do not interact and they avoid eye contact. They seem to prefer being alone. They may resist attention and affection or passively accept hugs and cuddling. Later, they seldom seek comfort or respond to anger or affection. Unlike other children, they rarely become upset when the parent leaves or show pleasure when the parent returns. Parents who looked forward to the joys of cuddling, teaching, and playing with their child may feel crushed by this lack of response. Children with autism also take longer to learn to interpret what others are thinking and feeling. Subtle social cues-whether a smile, a wink, or a grimace-may have little meaning. To a child who misses these cues, Come here, always means the same thing, whether the speaker is smiling and extending her arms for a hug or squinting and planting her fists on her hips. Without the ability to interpret gestures and facial expressions, the social world may seem bewildering. To compound the problem, people with autism have problems seeing things from another person's perspective. Most 5-year-olds understand that other people have different information, feelings, and goals than they have. A person with autism may lack such understanding. This inability leaves them unable to predict or understand other people's actions. Some people with autism also tend to be physically aggressive at times, making social relationships still more difficult. Some lose control, particularly when they're in a strange or overwhelming environment, or when angry and frustrated. They are capable at times of breaking things, attacking others, or harming themselves. Alan, for example, may fall into a rage, biting and kicking when he is frustrated or angry. Paul, when tense or overwhelmed, may break a window or throw things. Others are self-destructive, banging their heads, pulling their hair, or biting their arms. Language difficulties By age 3, most children have passed several predictable milestones on the path to learning language. One of the earliest is babbling. By the first birthday, a typical toddler says words, turns when he hears his name, points when he wants a toy, and when offered something distasteful, makes it very clear that his answer is no. By age 2, most children begin to put together sentences like See doggie, or More cookie, and can follow simple directions. Research shows that about half of the children diagnosed with autism remain mute throughout their lives. Some infants who later show signs of autism do coo and babble during the first 6 months of life. But they soon stop. Although they may learn to communicate using sign language or special electronic equipment, they may never speak. Others may be delayed, developing language as late as age 5 to 8. Those who do speak often use language in unusual ways. Some seem unable to combine words into meaningful sentences. Some speak only single words. Others repeat the same phrase no matter what the situation. Some children with autism are only able to parrot what they hear, a condition called echolalia. Without persistent training, echoing other people's phrases may be the only language that people with autism ever acquire. What they repeat might be a question they were just asked, or an advertisement on television. Or out of the blue, a child may shout, Stay on your own side of the road! -something he heard his father say weeks before. Although children without autism go through a stage where they repeat what they hear, it normally passes by the time they are 3. People with autism also tend to confuse pronouns. They fail to grasp that words like my, I, and you, change meaning depending on who is speaking. When Alan's teacher asks, What is my name? he answers, My name is Alan. Some children say the same phrase in a variety of different situations. One child, for example, says Get in the car, at random times throughout the day. While on the surface, her statement seems bizarre, there may be a meaningful pattern in what the child says. The child may be saying, Get in the car, whenever she wants to go outdoors. In her own mind, she's associated Get in the car, with leaving the house. Another child, who says Milk and cookies whenever he is pleased, may be associating his good feelings around this treat with other things that give him pleasure. It can be equally difficult to understand the body language of a person with autism. Most of us smile when we talk about things we enjoy, or shrug when we can't answer a question. But for children with autism, facial expressions, movements, and gestures rarely match what they are saying. Their tone of voice also fails to reflect their feelings. A high-pitched, sing-song, or flat, robot-like voice is common. Without meaningful gestures or the language to ask for things, people with autism are at a loss to let others know what they need. As a result, children with autism may simply scream or grab what they want. Temple Grandin, an exceptional woman with autism who has written two books about her disorder, admits, Not being able to speak was utter frustration. Screaming was the only way I could communicate. Often she would logically think to herself, I am going to scream now because I want to tell somebody I don't want to do something. Until they are taught better means of expressing their needs, people with autism do whatever they can to get through to others. The Story of Temple Grandin Temple Grandin, despite a lifelong struggle with autism, earned a doctoral degree in animal science. Today, she invents equipment for managing livestock and teaches at a major university. A woman of extraordinary accomplishments, she has also written several books on animal science, autism, and her own life. Yet at 6 months old, Temple had many of the full-blown signs of autism. When held, she would stiffen and struggle to be put down. By age 2, it was clear that she was hypersensitive to taste, sound, smell, and touch. Sounds were excruciating. Wearing clothes was torture: the feel of certain fabrics was like sandpaper grating her skin. Constantly buffeted by overpowering sensations, she screamed, raged, and threw things. At other times, she found that by focusing intently and exclusively on one item-her own hand, an apple, a spinning coin, or sand sifting through her fingers-she could withdraw into a temporary haven of order and predictability. As was customary at the time, a doctor advised that Temple be institutionalized. Her mother refused and placed her in a therapeutic program for children who were speech impaired. The classes were small and highly structured. Even though the program was not designed to treat autism, the methods worked for Temple. By age 4, she began to speak and by age 5 she was able to attend kindergarten in a regular school. Temple attributes her success to several key people in her life: her mother, who persisted in finding help; her therapist, who kept her from withdrawing into an inner world; and a high school teacher who helped transform her interest in animals into a career in animal science. Temple's insights into the needs of animals, a strongly developed ability to think visually in pictures, and an awareness of her own special needs led her to invent equipment that has helped both livestock and, remarkably, herself. After seeing a device used to calm cattle, she created a squeeze machine. The machine provides self- controlled pressure that helps her relax. She finds that after using the squeeze machine, she feels less aggressive and less hypersensitive. With her love of animals and her personal sensitivity as a guide, Temple has also designed humane equipment and facilities for managing cattle that are used all over the world. Her unusually strong visual sense allows her to plan and design these complex projects in her head. She can precisely envision new, complex facilities and how various pieces of equipment fit together before she draws a blueprint. Temple Grandin's story is a powerful affirmation that autism need not keep people from realizing their potential. Repetitive behaviors and obsessions Although children with autism usually appear physically normal and have good muscle control, odd repetitive motions may set them off from other children. A child might spend hours repeatedly flicking or flapping her fingers or rocking back and forth. Many flail their arms or walk on their toes. Some suddenly freeze in position. Experts call such behaviors stereotypies or self-stimulation. Some people with autism also tend to repeat certain actions over and over. A child might spend hours lining up pretzel sticks. Or, like Alan, run from room to room turning lights on and off. Some children with autism develop troublesome fixations with specific objects, which can lead to unhealthy or dangerous behaviors. For example, one child insists on carrying feces from the bathroom into her classroom. Other behaviors are simply startling, humorous, or embarrassing to those around them. One girl, obsessed with digital watches, grabs the arms of strangers to look at their wrists. For unexplained reasons, people with autism demand consistency in their environment. Many insist on eating the same foods, at the same time, sitting at precisely the same place at the table every day. They may get furious if a picture is tilted on the wall, or wildly upset if their toothbrush has been moved even slightly. A minor change in their routine, like taking a different route to school, may be tremendously upsetting. Scientists are exploring several possible explanations for such repetitive, obsessive behavior. Perhaps the order and sameness lends some stability in a world of sensory confusion. Perhaps focused behaviors help them to block out painful stimuli. Yet another theory is that these behaviors are linked to the senses that work well or poorly. A child who sniffs everything in sight may be using a stable sense of smell to explore his environment. Or perhaps the reverse is true: he may be trying to stimulate a sense that is dim. Imaginative play, too, is limited by these repetitive behaviors and obsessions. Most children, as early as age 2, use their imagination to pretend. They create new uses for an object, perhaps using a bowl for a hat. Or they pretend to be someone else, like a mother cooking dinner for her family of dolls. In contrast, children with autism rarely pretend. Rather than rocking a doll or rolling a toy car, they may simply hold it, smell it, or spin it for hours on end. Sensory symptoms When children's perceptions are accurate, they can learn from what they see, feel, or hear. On the other hand, if sensory information is faulty or if the input from the various senses fails to merge into a coherent picture, the child's experiences of the world can be confusing. People with autism seem to have one or both of these problems. There may be problems in the sensory signals that reach the brain or in the integration of the sensory signals-and quite possibly, both. Apparently, as a result of a brain malfunction, many children with autism are highly attuned or even painfully sensitive to certain sounds, textures, tastes, and smells. Some children find the feel of clothes touching their skin so disturbing that they can't focus on anything else. For others, a gentle hug may be overwhelming. Some children cover their ears and scream at the sound of a vacuum cleaner, a distant airplane, a telephone ring, or even the wind. Temple Grandin says, It was like having a hearing aid that picks up everything, with the volume control stuck on super loud. Because any noise was so painful, she often chose to withdraw and tuned out sounds to the point of seeming deaf. In autism, the brain also seems unable to balance the senses appropriately. Some children with autism seem oblivious to extreme cold or pain, but react hysterically to things that wouldn't bother other children. A child with autism may break her arm in a fall and never cry. Another child might bash his head on the wall without a wince. On the other hand, a light touch may make the child scream with alarm. In some people, the senses are even scrambled. One child gags when she feels a certain texture. A man with autism hears a sound when someone touches a point on his chin. Another experiences certain sounds as colors. Unusual abilities Some people with autism display remarkable abilities. A few demonstrate skills far out of the ordinary. At a young age, when other children are drawing straight lines and scribbling, some children with autism are able to draw detailed, realistic pictures in three-dimensional perspective. Some toddlers who are autistic are so visually skilled that they can put complex jigsaw puzzles together. Many begin to read exceptionally early-sometimes even before they begin to speak. Some who have a keenly developed sense of hearing can play musical instruments they have never been taught, play a song accurately after hearing it once, or name any note they hear. Like the person played by Dustin Hoffman in the movie Rain Man, some people with autism can memorize entire television shows, pages of the phone book, or the scores of every major league baseball game for the past 20 years. However, such skills, known as islets of intelligence or savant skills are rare. How is Autism Diagnosed? Parents are usually the first to notice unusual behaviors in their child. In many cases, their baby seemed different from birth-being unresponsive to people and toys, or focusing intently on one item for long periods of time. The first signs of autism may also appear in children who had been developing normally. When an affectionate, babbling toddler suddenly becomes silent, withdrawn, violent, or self-abusive, something is wrong. Even so, years may go by before the family seeks a diagnosis. Well-meaning friends and relatives sometimes help parents ignore the problems with reassurances that Every child is different, or Janie can talk-she just doesn't want to! Unfortunately, this only delays getting appropriate assessment and treatment for the child. Insert Table Here Diagnostic procedures To date, there are no medical tests like x-rays or blood tests that detect autism. And no two children with the disorder behave the same way. In addition, several conditions can cause symptoms that resemble those of autism. So parents and the child's pediatrician need to rule out other disorders, including hearing loss, speech problems, mental retardation, and neurological problems. But once these possibilities have been eliminated, a visit to a professional who specializes in autism is necessary. Such specialists include people with the professional titles of child psychiatrist, child psychologist, developmental pediatrician, or pediatric neurologist. Autism specialists use a variety of methods to identify the disorder. Using a standardized rating scale, the specialist closely observes and evaluates the child's language and social behavior. A structured interview is also used to elicit information from parents about the child's behavior and early development. Reviewing family videotapes, photos, and baby albums may help parents recall when each behavior first occurred and when the child reached certain developmental milestones. The specialists may also test for certain genetic and neurological problems. Specialists may also consider other conditions that produce many of the same behaviors and symptoms as autism, such as Rett's Disorder or Asperger's Disorder. Rett's Disorder is a progressive brain disease that only affects girls but, like autism, produces repetitive hand movements and leads to loss of language and social skills. Children with Asperger's Disorder are very like high-functioning children with autism. Although they have repetitive behaviors, severe social problems, and clumsy movements, their language and intelligence are usually intact. Unlike autism, the symptoms of Asperger's Disorder typically appear later in childhood. Diagnostic criteria After assessing observations and test results, the specialist makes a diagnosis of autism only if there is clear evidence of: poor or limited social relationships underdeveloped communication skills repetitive behaviors, interests, and activities. People with autism generally have some impairment within each category, although the severity of each symptom may vary. The diagnostic criteria also require that these symptoms appear by age 3. However, some specialists are reluctant to give a diagnosis of autism. They fear that it will cause parents to lose hope. As a result, they may apply a more general term that simply describes the child's behaviors or sensory deficits. Severe communication disorder with autism-like behaviors, multi-sensory system disorder, and sensory integration dysfunction are some of the terms that are used. Children with milder or fewer symptoms are often diagnosed as having Pervasive Developmental Disorder (PDD). Although terms like Asperger's Disorder and PDD do not significantly change treatment options, they may keep the child from receiving the full range of specialized educational services available to children diagnosed with autism. They may also give parents false hope that their child's problems are only temporary. What Causes Autism? It is generally accepted that autism is caused by abnormalities in brain structures or functions. Using a variety of new research tools to study human and animal brain growth, scientists are discovering more about normal development and how abnormalities occur. The brain of a fetus develops throughout pregnancy. Starting out with a few cells, the cells grow and divide until the brain contains billions of specialized cells, called neurons. Research sponsored by NIMH and other components at the National Institutes of Health is playing a key role in showing how cells find their way to a specific area of the brain and take on special functions. Once in place, each neuron sends out long fibers that connect with other neurons. In this way, lines of communication are established between various areas of the brain and between the brain and the rest of the body. As each neuron receives a signal it releases chemicals called neurotransmitters, which pass the signal to the next neuron. By birth, the brain has evolved into a complex organ with several distinct regions and subregions, each with a precise set of functions and responsibilities. Different parts of the brain have different functions: The hippocampus makes it possible to recall recent experience and new information The amygdala directs our emotional responses The frontal lobes of the cerebrum allow us to solve problems, plan ahead, understand the behavior of others, and restrain our impulses The parietal areas control hearing, speech, and language The cerebellum regulates balance, body movements, coordination, and the muscles used in speaking The corpus callossum passes information from one side of the brain to the other But brain development does not stop at birth. The brain continues to change during the first few years of life, as new neurotransmitters become activated and additional lines of communication are established. Neural networks are forming and creating a foundation for processing language, emotions, and thought. However, scientists now know that a number of problems may interfere with normal brain development. Cells may migrate to the wrong place in the brain. Or, due to problems with the neural pathways or the neurotransmitters, some parts of the communication network may fail to perform. A problem with the communication network may interfere with the overall task of coordinating sensory information, thoughts, feelings, and actions. Researchers supported by NIMH and other NIH Institutes are scrutinizing the structures and functions of the brain for clues as to how a brain with autism differs from the normal brain. In one line of study, researchers are investigating potential defects that occur during initial brain development. Other researchers are looking for defects in the brains of people already known to have autism. Scientists are also looking for abnormalities in the brain structures that make up the limbic system. Inside the limbic system, an area called the amygdala is known to help regulate aspects of social and emotional behavior. One study of high-functioning children with autism found that the amygdala was indeed impaired but that another area of the brain, the hippocampus, was not. In another study, scientists followed the development of monkeys whose amygdala was disrupted at birth. Like children with autism, as the monkeys grew, they became increasingly withdrawn and avoided social contact. Differences in neurotransmitters, the chemical messengers of the nervous system, are also being explored. For example, high levels of the neurotransmitter serotonin have been found in a number of people with autism. Since neurotransmitters are responsible for passing nerve impulses in the brain and nervous system, it is possible that they are involved in the distortion of sensations that accompanies autism. NIMH grantees are also exploring differences in overall brain function, using a technology called magnetic resonance imaging (MRI) to identify which parts of the brain are energized during specific mental tasks. In a study of adolescent boys, NIMH researchers observed that during problem-solving and language tasks, teenagers with autism were not only less successful than peers without autism, but the MRI images of their brains showed less activity. In a study of younger children, researcers observed low levels of activity in the parietal areas and the corpus callosum. Such research may help scientists determine whether autism reflects a problem with specific areas of the brain or with the transmission of signals from one part of the brain to another. Each of these differences has been seen in some but not all the people with autism who were tested. What could this mean? Perhaps the term autism actually covers several different disorders, each caused by a different problem in the brain. Or perhaps the various brain differences are themselves caused by a single underlying disorder that scientists have not yet identified. Discovering the physical basis of autism should someday allow us to better identify, treat, and possibly prevent it. Factors affecting brain development But what causes normal brain development to go awry? Some NIMH researchers are investigating genetic causes-the role that heredity and genes play in passing the disorder from one generation to the next. Others are looking at medical problems related to pregnancy and other factors. Heredity. Several studies of twins suggest that autism- or at least a higher likelihood of some brain dysfunction-can be inherited. For example, identical twins are far more likely than fraternal twins to both have autism. Unlike fraternal twins, which develop from two separate eggs, identical twins develop from a single egg and have the same genetic makeup. It appears that parents who have one child with autism are at slightly increased risk for having more than one child with autism. This also suggests a genetic link. However, autism does not appear to be due to one particular gene. If autism, like eye color, were passed along by a single gene, more family members would inherit the disorder. NIMH grantees, using state-of-the-art gene splicing techniques, are searching for irregular segments of genetic code that the autistic members of a family may have inherited. Some scientists believe that what is inherited is an irregular segment of genetic code or a small cluster of three to six unstable genes. In most people, the faulty code may cause only minor problems. But under certain conditions, the unstable genes may interact and seriously interfere with the brain development of the unborn child. A body of NIMH-sponsored research is testing this theory. One study is exploring whether parents and siblings who do not have autism show minor symptoms, such as mild social, language, or reading problems. If so, such findings would suggest that several members of a family can inherit the irregular or unstable genes, but that other as yet unidentified conditions must be present for the full-blown disorder to develop. Pregnancy and other problems. Throughout pregnancy, the fetal brain is growing larger and more complex, as new cells, specialized regions, and communication networks form. During this time, anything that disrupts normal brain development may have lifelong effects on the child's sensory, language, social, and mental functioning. For this reason, researchers are exploring whether certain conditions, like the mother's health during pregnancy, problems during delivery, or other environmental factors may interfere with normal brain development. Viral infections like rubella (also called German measles), particularly in the first three months of pregnancy, may lead to a variety of problems, possibly including autism and retardation. Lack of oxygen to the baby and other complications of delivery may also increase the risk of autism. However, there is no clear link. Such problems occur in the delivery of many infants who are not autistic, and most children with autism are born without such factors. Are There Accompanying Disorders? Several disorders commonly accompany autism. To some extent, these may be caused by a common underlying problem in brain functioning. Mental retardation Of the problems that can occur with autism, mental retardation is the most widespread. Seventy-five to 80 percent of people with autism are mentally retarded to some extent. Fifteen to 20 percent are considered severely retarded, with IQs below 35. (A score of 100 represents average intelligence.) But autism does not necessarily correspond with mental impairment. More than 10 percent of people with autism have an average or above average IQ. A few show exceptional intelligence. Interpreting IQ scores is difficult, however, because most intelligence tests are not designed for people with autism. People with autism do not perceive or relate to their environment in typical ways. When tested, some areas of ability are normal or even above average, and some areas may be especially weak. For example, a child with autism may do extremely well on the parts of the test that measure visual skills but earn low scores on the language subtests. Seizures About one-third of the children with autism develop seizures, starting either in early childhood or adolescence. Researchers are trying to learn if there is any significance to the time of onset, since the seizures often first appear when certain neurotransmitters become active. Since seizures range from brief blackouts to full-blown body convulsions, an electroencephalogram (EEG) can help confirm their presence. Fortunately, in most cases, seizures can be controlled with medication. Fragile X One disorder, Fragile X syndrome, has been found in about 10 percent of people with autism, mostly males. This inherited disorder is named for a defective piece of the X-chromosome that appears pinched and fragile when seen under a microscope. People who inherit this faulty bit of genetic code are more likely to have mental retardation and many of the same symptoms as autism along with unusual physical features that are not typical of autism. Tuberous Sclerosis There is also some relationship between autism and Tuberous Sclerosis, a genetic condition that causes abnormal tissue growth in the brain and problems in other organs. Although Tuberous Sclerosis is a rare disorder, occurring less than once in 10,000 births, about a fourth of those affected are also autistic. Scientists are exploring genetic conditions such as Fragile X and Tuberous Sclerosis to see why they so often coincide with autism. Understanding exactly how these conditions disrupt normal brain development may provide insights to the biological and genetic mechanisms of autism. Finding Help and Hope Paul Adolescence was a good time for Paul. He seemed to relax and become more social. He became more affectionate. When approached, he would converse with people. For several months, drugs were used to help him control his aggression, but they were stopped because they caused unwanted side effects. Even so, he now rarely throws or breaks things. Two years ago, Paul's parents were able to take advantage of new scientific understanding about autism, and they enrolled him in an innovative program that provides full-time support, enabling him to live and work within the community. Today, at age 20, he has a closely supervised job assembling booklets for a publishing company. He lives in an attractive apartment with another man who has autism and a residence supervisor. Paul loves picnics and outings to the library to check out books and cassettes. He also enjoys going home each week to visit his family. But he still demands familiarity and order. As soon as he arrives home, he moves every piece of furniture back to the location that is familiar to him. Alan The summer Alan was 6, after years with no apparent progress, his language began to flow. Although he reversed the meaning of pronouns, he began talking in sentences that other people could understand. Now age 13, Alan has lost his constant obsession with lights, returning to it only when he feels stressed. He often burrows under a heavy pile of pillows, which seems to relax and comfort him. His fits of anger occur less often, but because he is bigger, he reacts with more force. Every now and then, he goes out of control, kicking, hitting, and biting. Once, at a shopping mall, he threw a tantrum so severe that his mother had to hold him down to control him. At the same time, he has successfully made the transition to middle school and he is learning more quickly than before. He seems more aware of his surroundings and remembers people. He still doesn't play with other children, but often sits watching them from a window. It's as if he has become aware that he is different. He also seems more aware of his own emotions and at times he says quietly, You sad. Janie Today, at age 4, Janie is enrolled in an intensive program in which she is trained at home by her mother and several specialists. She is beginning to show real progress. She now makes eye contact and has begun to talk. She can ask for things. As a result, she seems happier, less frustrated, and better able to form connections with others. She's also begun to show some remarkable skills. She can stack blocks and match objects far beyond her years. And her memory is amazing. Although her speech is often unclear, she can recite and act out entire television programs. Her parents' dream is that she will progress enough to enter a regular kindergarten next year. Is There Reason for Hope? When parents learn that their child is autistic, most wish they could magically make the problem go away. They looked forward to having a baby and watching their child learn and grow. Instead, they must face the fact that they have a child who may not live up to their dreams and will daily challenge their patience. Some families deny the problem or fantasize about an instant cure. They may take the child from one specialist to another, hoping for a different diagnosis. It is important for the family to eventually overcome their pain and deal with the problem, while still cherishing hopes for their child's future. Most families realize that their lives can move on. Today, more than ever before, people with autism can be helped. A combination of early intervention, special education, family support, and in some cases, medication, is helping increasing numbers of children with autism to live more normal lives. Special interventions and education programs can expand their capacity to learn, communicate, and relate to others, while reducing the severity and frequency of disruptive behaviors. Medications can be used to help alleviate certain symptoms. Older children and adults like Paul may also benefit from the treatments that are available today. So, while no cure is in sight, it is possible to greatly improve the day-to-day life of children and adults with autism. Today, a child who receives effective therapy and education has every hope of using his or her unique capacity to learn. Even some who are seriously mentally retarded can often master many self-help skills like cooking, dressing, doing laundry, and handling money. For such children, greater independence and self-care may be the primary training goals. Other youngsters may go on to learn basic academic skills, like reading, writing, and simple math. Many complete high school. Some, like Temple Grandin, may even earn college degrees. Like anyone else, their personal interests provide strong incentives to learn. Clearly, an important factor in developing a child's long-term potential for independence and success is early intervention. The sooner a child begins to receive help, the more opportunity for learning. Furthermore, because a young child's brain is still forming, scientists believe that early intervention gives children the best chance of developing their full potential. Even so, no matter when the child is diagnosed, it's never too late to begin treatment. Can Social Skills and Behavior Be Improved? A number of treatment approaches have evolved in the decades since autism was first identified. Some therapeutic programs focus on developing skills and replacing dysfunctional behaviors with more appropriate ones. Others focus on creating a stimulating learning environment tailored to the unique needs of children with autism. Researchers have begun to identify factors that make certain treatment programs more effective in reducing- or reversing-the limitations imposed by autism. Treatment programs that build on the child's interests, offer a predictable schedule, teach tasks as a series of simple steps, actively engage the child's attention in highly structured activities, and provide regular reinforcement of behavior, seem to produce the greatest gains. Parent involvement has also emerged as a major factor in treatment success. Parents work with teachers and therapists to identify the behaviors to be changed and the skills to be taught. Recognizing that parents are the child's earliest teachers, more programs are beginning to train parents to continue the therapy at home. Research is beginning to suggest that mothers and fathers who are trained to work with their child can be as effective as professional teachers and therapists. Developmental approaches Professionals have found that many children with autism learn best in an environment that builds on their skills and interests while accommodating their special needs. Programs employing a developmental approach provide consistency and structure along with appropriate levels of stimulation. For example, a predictable schedule of activities each day helps children with autism plan and organize their experiences. Using a certain area of the classroom for each activity helps students know what they are expected to do. For those with sensory problems, activities that sensitize or desensitize the child to certain kinds of stimulation may be especially helpful. In one developmental preschool classroom, a typical session starts with a physical activity to help develop balance, coordination, and body awareness. Children string beads, piece puzzles together, paint and participate in other structured activities. At snack time, the teacher encourages social interaction and models how to use language to ask for more juice. Later, the teacher stimulates creative play by prompting the children to pretend being a train. As in any classroom, the children learn by doing. Although higher-functioning children may be able to handle academic work, they too need help to organize the task and avoid distractions. A student with autism might be assigned the same addition problems as her classmates. But instead of assigning several pages in the textbook, the teacher might give her one page at a time or make a list of specific tasks to be checked off as each is done. Behaviorist approaches When people are rewarded for a certain behavior, they are more likely to repeat or continue that behavior. Behaviorist training approaches are based on this principle. When children with autism are rewarded each time they attempt or perform a new skill, they are likely to perform it more often. With enough practice, they eventually acquire the skill. For example, a child who is rewarded whenever she looks at the therapist may gradually learn to make eye contact on her own. Dr. O. Ivar Lovaas pioneered the use of behaviorist methods for children with autism more than 25 years ago. His methods involve time-intensive, highly structured, repetitive sequences in which a child is given a command and rewarded each time he responds correctly. For example, in teaching a young boy to sit still, a therapist might place him in front of chair and tell him to sit. If the child doesn't respond, the therapist nudges him into the chair. Once seated, the child is immediately rewarded in some way. A reward might be a bit of chocolate, a sip of juice, a hug, or applause-whatever the child enjoys. The process is repeated many times over a period of up to two hours. Eventually, the child begins to respond without being nudged and sits for longer periods of time. Learning to sit still and follow directions then provides a foundation for learning more complex behaviors. Using this approach for up to 40 hours a week, some children may be brought to the point of near-normal behavior. Others are much less responsive to the treatment. However, some researchers and therapists believe that less intensive treatments, particularly those begun early in a child's life, may be more efficient and just as effective. So, over the years, researchers sponsored by NIMH and other agencies have continued to study and modify the behaviorist approach. Today, some of these behaviorist treatment programs are more individualized and built around the child's own interests and capabilities. Many programs also involve parents or other non-autistic children in teaching the child. Instruction is no longer limited to a controlled environment, but takes place in natural, everyday settings. Thus, a trip to the supermarket may be an opportunity to practice using words for size and shape. Although rewarding desired behavior is still a key element, the rewards are varied and appropriate to the situation. A child who makes eye contact may be rewarded with a smile, rather than candy. NIMH is funding several types of behaviorist treatment approaches to help determine the best time for treatment to start, the optimum treatment intensity and duration, and the most effective methods to reach both high- and low-functioning children. Nonstandard approaches In trying to do everything possible to help their children, many parents are quick to try new treatments. Some treatments are developed by reputable therapists or by parents of a child with autism, yet when tested scientifically, cannot be proven to help. Before spending time and money and possibly slowing their child's progress, the family should talk with experts and evaluate the findings of objective reviewers. Following are some of the approaches that have not been shown to be effective in treating the majority of children with autism: Facilitated Communication, which assumes that by supporting a nonverbal child's arms and fingers so that he can type on a keyboard, the child will be able to type out his inner thoughts. Several scientific studies have shown that the typed messages actually reflect the thoughts of the person providing the support. Holding Therapy, in which the parent hugs the child for long periods of time, even if the child resists. Those who use this technique contend that it forges a bond between the parent and child. Some claim that it helps stimulate parts of the brain as the child senses the boundaries of her own body. There is no scientific evidence, however, to support these claims. Auditory Integration Training, in which the child listens to a variety of sounds with the goal of improving language comprehension. Advocates of this method suggest that it helps people with autism receive more balanced sensory input from their environment. When tested using scientific procedures, the method was shown to be no more effective than listening to music. Dolman/Delcato Method, in which people are made to crawl and move as they did at each stage of early development, in an attempt to learn missing skills. Again, no scientific studies support the effectiveness of the method. It is critical that parents obtain reliable, objective information before enrolling their child in any treatment program. Programs that are not based on sound principles and tested through solid research can do more harm than good. They may frustrate the child and cause the family to lose money, time, and hope. Selecting a treatment program Parents are often disappointed to learn that there is no single best treatment for all children with autism; possibly not even for a specific child. Even after a child has been thoroughly tested and formally diagnosed, there is no clear right course of action. The diagnostic team may suggest treatment methods and service providers, but ultimately it is up to the parents to consider their child's unique needs, research the various options, and decide. Above all, parents should consider their own sense of what will work for their child. Keeping in mind that autism takes many forms, parents need to consider whether a specific program has helped children like their own. At the back of this pamphlet is a list of books and associations that provide more detailed information about each form of therapy and other resources. Exploring Treatment Options Parents may find these questions helpful as they consider various treatment programs: How successful has the program been for other children? How many children have gone on to placement in a regular school and how have they performed? Do staff members have training and experience in working with children and adolescents with autism? How are activities planned and organized? Are there predictable daily schedules and routines? How much individual attention will my child receive? How is progress measured? Will my child's behavior be closely observed and recorded? Will my child be given tasks and rewards that are personally motivating? Is the environment designed to minimize distractions? Will the program prepare me to continue the therapy at home? What is the cost, time commitment, and location of the program? What Medications are Available? No medication can correct the brain structures or impaired nerve connections that seem to underlie autism. Scientists have found, however, that drugs developed to treat other disorders with similar symptoms are sometimes effective in treating the symptoms and behaviors that make it hard for people with autism to function at home, school, or work. It is important to note that none of the medications described in this section has been approved for autism by the Food and Drug Administration (FDA). The FDA is the Federal agency that authorizes the use of drugs for specific disorders. Medications used to treat anxiety and depression are being explored as a way to relieve certain symptoms of autism. These drugs include fluoxetine (Prozac ), fluvoxamine (Luvox ), sertraline (Zoloft ), and clomipramine (Anafranil ). Some scientists believe that autism and these disorders may share a problem in the functioning of the neurotransmitter serotonin, which these medications apparently help. One study found that about 60 percent of patients with autism who used fluoxetine became less distraught and aggressive. They became calmer and better able to handle changes in their routine or environment. However, fenfluramine, another medication that affects serotonin levels, has not proven to be helpful. People with an anxiety disorder called obsessive-compulsive disorder (OCD), like people with autism, are plagued by repetitive actions they can't control. Based on the premise that the two disorders may be related, one NIMH research study found that clomipramine, a medication used to treat OCD, does appear to be effective in reducing obsessive, repetitive behavior in some people with autism. Children with autism who were given the medication also seemed less withdrawn, angry, and anxious. But more research needs to be done to see if the findings of this study can be repeated. Some children with autism experience hyperactivity, the frenzied activity that is seen in people with attention deficit hyperactivity disorder (ADHD). Since stimulant drugs like Ritalin are helpful in treating many people with ADHD, doctors have tried them to reduce the hyperactivity sometimes seen in autism. The drugs seem to be most effective when given to higher-functioning children with autism who do not have seizures or other neurological problems. Because many children with autism have sensory disturbances and often seem impervious to pain, scientists are also looking for medications that increase or decrease the transmission of physical sensations. Endorphins are natural painkillers produced by the body. But in certain people with autism, the endorphins seem to go too far in suppressing feeling. Scientists are exploring substances that block the effects of endorphins, to see if they can bring the sense of touch to a more normal range. Such drugs may be helpful to children who experience too little sensation. And once they can sense pain, such children could be less likely to bite themselves, bang their heads, or hurt themselves in other ways. Chlorpromazine, theoridazine, and haloperidol have also been used. Although these powerful drugs are typically used to treat adults with severe psychiatric disorders, they are sometimes given to people with autism to temporarily reduce agitation, aggression, and repetitive behaviors. However, since major tranquilizers are powerful medications that can produce serious and sometimes permanent side effects, they should be prescribed and used with extreme caution. Vitamin B6, taken with magnesium, is also being explored as a way to stimulate brain activity. Because vitamin B6 plays an important role in creating enzymes needed by the brain, some experts predict that large doses might foster greater brain activity in people with autism. However, clinical studies of the vitamin have been inconclusive and further study is needed. Like drugs, vitamins change the balance of chemicals in the body and may cause unwanted side effects. For this reason, large doses of vitamins should only be given under the supervision of a doctor. This is true of all vitamins and medications. What are the Educational Options? The Individuals with Disabilities Education Act of 1990 assures a free and appropriate public education to children with diagnosed learning deficits. The 1991 version of the law extended services to preschoolers who are developmentally delayed. As a result, public schools must provide services to handicapped children including those age 3 to 5. Because of the importance of early intervention, many states also offer special services to children from birth to age 3. The school may also be responsible for providing whatever services are needed to enable the child to attend school and learn. Such services might include transportation, speech therapy, occupational therapy, and any special equipment. Federally funded Parent Training Information Centers and Protection and Advocacy Agencies in each state can provide information on the rights of the family and child. By law, public schools are also required to prepare and carry out a set of specific instructional goals for every child in a special education program. The goals are stated as specific skills that the child will be taught to perform. The list of skills make up what is known as an IEP -the child's Individualized Educational Program. The IEP serves as an agreement between the school and the family on the educational goals. Because parents know their child best, they play an important role in creating this plan. They work closely with the school staff to identify which skills the child needs most. In planning the IEP, it's important to focus on what skills are critical to the child's well-being and future development. For each skill, parents and teachers should consider these questions: Is this an important life skill? What will happen if the child isn't trained to do this for herself? Such questions free parents and teachers to consider alternatives to training. After several years of valiant effort to teach Alan to tie his shoelaces, his parents and teachers decided that Alan could simply wear sneakers with Velcro fasteners, and dropped the skill from Alan's IEP. After Alan struggled in vain to memorize the multiplication table, they decided to teach him to use a calculator. A child's success in school should not be measured against standards like mastering algebra or completing high school. Rather, progress should be measured against his or her unique potential for self-care and self-sufficiency as an adult. Adolescence For all children, adolescence is a time of stress and confusion. No less so for teenagers with autism. Like all children, they need help in dealing with their budding sexuality. While some behaviors improve in the teenage years, some get worse. Increased autistic or aggressive behavior may be one way some teens express their newfound tension and confusion. The teenage years are also a time when children become more socially sensitive and aware. At the age that most teenagers are concerned with acne, popularity, grades, and dates, teens with autism may become painfully aware that they are different from their peers. They may notice that they lack friends. And unlike their schoolmates, they aren't dating or planning for a career. For some, the sadness that comes with such realization urges them to learn new behaviors. Sean Barron, who wrote about his autism in the book, There's a Boy in Here, describes how the pain of feeling different motivated him to acquire more normal social skills. Can Autism be Outgrown? At present, there is no cure for autism. Nor do children outgrow it. But the capacity to learn and develop new skills is within every child. With time, children with autism mature and new strengths emerge. Many children with autism seem to go through developmental spurts between ages 5 and 13. Some spontaneously begin to talk-even if repetitively-around age 5 or later. Some, like Paul, become more sociable, or like Alan, more ready to learn. Over time, and with help, children may learn to play with toys appropriately, function socially, and tolerate mild changes in routine. Some children in treatment programs lose enough of their most disabling symptoms to function reasonably well in a regular classroom. Some children with autism make truly dramatic strides. Of course, those with normal or near-normal intelligence and those who develop language tend to have the best outcomes. But even children who start off poorly may make impressive progress. For example, one boy, after 9 years in a program that involved parents as co-therapists, advanced from an IQ of 70 to an IQ of 100 and began to get average grades at a regular school. While it is natural for parents to hope that their child will become normal, they should take pride in whatever strides their child does make. Many parents, looking back over the years, find their child has progressed far beyond their initial expectations. Can Adults with Autism Live Independent Lives? The majority of adults with autism need lifelong training, ongoing supervision, and reinforcement of skills. The public schools' responsibility for providing these services ends when the person is past school age. As the child becomes a young adult, the family is faced with the challenge of creating a home-based plan or selecting a program or facility that can offer such services. In some cases, adults with autism can continue to live at home, provided someone is there to supervise at all times. A variety of residential facilities also provide round-the-clock care. Unlike many of the institutions years ago, today's facilities view residents as people with human needs, and offer opportunities for recreation and simple, but meaningful work. Still, some facilities are isolated from the community, separating people with autism from the rest of the world. Today, a few cities are exploring new ways to help people with autism hold meaningful jobs and live and work within the wider community. Innovative, supportive programs enable adults with autism to live and work in mainstream society, rather than in a segregated environment. By teaching and reinforcing good work skills and positive social behaviors, such programs help people live up to their potential. Work is meaningful and based on each person's strengths and abilities. For example, people with autism with good hand-eye coordination who do complex, repetitive actions are often especially good at assembly and manufacturing tasks. A worker with a low IQ and few language skills might be trained to work in a restaurant sorting silverware and folding napkins. Adults with higher-level skills have been trained to assemble electronic equipment or do office work. Based on their skills and interests, participants in such programs fill positions in printing, retail, clerical, manufacturing, and other companies. Once they are carefully trained in a task, they are put to work alongside the regular staff. Like other employees, they are paid for their labor, receive employee benefits, and are included in staff events like company picnics and retirement parties. Companies that hire people through such programs find that these workers make loyal, reliable employees. Employers find that the autistic behaviors, limited social skills, and even occasional tantrums or aggression, do not greatly affect the worker's ability to work efficiently or complete tasks. Like any other worker, program participants live in houses and apartments within the community. Under the direction of a residence coach, each resident shares as much as possible in tasks like meal-planning, shopping, cooking, and cleanup. For recreation, they go to movies, have picnics, and eat in restaurants. As they are ready, they are taught skills that make them more personally independent. Some take pride in having learned to take a bus on their own, or handling money they've earned themselves. Job and residence coaches, who serve as a link between the program participants and the community, are the key to such programs. There may be as few as two adults with autism assigned to each coach. The job coach demonstrates the steps of a job to the worker, observes behavior, and regularly acknowledges good performance. The job coach also serves as a bridge between the workers with autism and their co-workers. For example, the coach steps in if a worker loses self-control or presents any problems on the job. The coach also provides training in specific social skills, such as waving or saying hello to fellow workers. At home, the residence coach reinforces social and self-help behaviors, and finds ways to help people manage their time and responsibilities. At present, about a third of all people with autism can live and work in the community with some degree of independence. As scientific research points the way to more effective therapies and as communities establish programs that provide proper support, expectations are that this number will grow. How Do Families Learn to Cope? The task of rearing a child with autism is among the most demanding and stressful that a family faces. The child's screaming fits and tantrums can put everyone on edge. Because the child needs almost constant attention, brothers and sisters often feel ignored or jealous. Younger children may need to be reassured that they will not catch autism or grow to become like their sibling. Older children may be concerned about the prospect of having a child with autism themselves. The tensions can strain a marriage. While friends and family may try to be supportive, they can't understand the difficulties in raising a child with autism. They may criticize the parents for letting their child get away with certain behaviors and announce how they would handle the child. Some parents of children with autism feel envious of their friends' children. This may cause them to grow distant from people who once gave them support. Families may also be uncomfortable taking their child to public places. Children who throw tantrums, walk on their toes, flail their arms, or climb under restaurant tables to play with strangers' socks, can be very embarrassing. Janie's mother found that once she became willing to explain to strangers that her child has autism, people were more accepting. Paul's mother has learned to remind herself, This is a public place. We have a right to be here. Many parents feel deeply disappointed that their child may never engage in normal activities or attain some of life's milestones. Parents may mourn that their child may never learn to play baseball, drive, get a diploma, marry, or have children. However, most parents come to accept these feelings and focus on helping their children achieve what they can. Parents begin to find joy and pleasure in their child despite the limitations. Support groups Many parents find that others who face the same concerns are their strongest allies. Parents of children with autism tend to form communities of mutual caring and support. Parents gain not only encouragement and inspiration from other families' stories, but also practical advice, information on the latest research, and referrals to community services and qualified professionals. By talking with other people who have similar experiences, families dealing with autism learn they are not alone. The Autism Society of America, listed at the close of this article, has spawned parent support groups in communities across the country. In such groups, parents share emotional support, affirmation, and suggestions for solving problems. Its newsletter, the Advocate, is filled with up-to-date medical and practical information. Coping Strategies The following suggestions are based on the experiences of families in dealing with autism, and on NIMH-sponsored studies of effective strategies for dealing with stress. Work as a family. In times of stress, family members tend to take their frustrations out on each other when they most need mutual support. Despite the difficulties in finding child care, couples find that taking breaks without their children helps renew their bonds. The other children also need attention, and need to have a voice in expressing and solving problems. Keep a sense of humor. Parents find that the ability to laugh and say, You won't believe what our child has done now! helps them maintain a healthy sense of perspective. Notice progress. When it seems that all the help, love, and support is going nowhere, it's important to remember that over time, real progress is being made. Families are better able to maintain their hope if they celebrate the small signs of growth and change they see. Take action. Many parents gain strength working with others on behalf of all children with autism. Working to win additional resources, community programs, or school services helps parents see themselves as important contributors to the well-being of others as well as their own child. Plan ahead. Naturally, most parents want to know that when they die, their offspring will be safe and cared for. Having a plan in place helps relieve some of the worry. Some parents form a contract with a professional guardian, who agrees to look after the interests of the person with autism, such as observing birthdays and arranging for care. What Hope Does Research Offer? Research continues to reveal how the brain-the control center for thought, language, feelings, and behavior-carries out its functions. The National Institute of Mental Health (NIMH) funds scientists at centers across the Nation who are exploring how the brain develops, transmits its signals, integrates input from the senses, and translates all this into thoughts and behavior. In recognition of growing scientific gains in brain research, the President and Congress have officially designated the 1990s as the Decade of the Brain. There are new research initiatives at NIH sponsored by NIMH, NICHD, NINDS, and NIDCD. As a result, today as never before, investigators from various scientific disciplines are joining forces to unlock the mysteries of the brain. Perspective gained from research into the genetic, biochemical, physiological, and psychological aspects of autism may provide a more complete view of the disorder. Every day, NIH-sponsored researchers are learning more about how the brain develops normally and what can go wrong in the process. Already, for example, scientists have discovered evidence suggesting that in autism, brain development slows at some point before week 30 of pregnancy. Scientists now also have tools and techniques that allow them to examine the brain in ways that were unthought of just a few years ago. New imaging techniques that show the living brain in action permit scientists to observe with surprising clarity how the brain changes as an individual performs mental tasks, moves, or speaks. Such techniques open windows to the brain, allowing scientists to learn which brain regions are engaged in particular tasks. In addition, recent scientific advances are permitting scientists to break new ground in researching the role of heredity in autism. Using sophisticated statistical methods along with gene splicing-a technique that enables scientists to manipulate the microscopic bits of genetic code-investigators sponsored by NIH and other institutions are searching for abnormal genes that may be involved in autism. The ability to identify irregular genes-or the factors that make a gene unstable-may lead to earlier diagnoses. Meanwhile, scientists are working to determine if there is a genetic link between autism and other brain disorders commonly associated with it, such as Tourette Disorder and Tuberous Sclerosis. New insights into the genetic transmission of these disorders, along with newly gained knowledge of normal and abnormal brain development should provide important clues to the causes of autism. A key to developing our understanding of the human brain is research involving animals. Like humans, other primates, such as chimpanzees, apes, and monkeys, have emotions, form attachments, and develop higher-level thought processes. For this reason, studies of their brain functions and behavior shed light on human development. Animal studies have proven invaluable in learning how disruptions to the developing brain affect behavior, sensory perceptions, and mental development and have led to a better understanding of autism. Ultimately, the results of NIMH's extensive research program may translate into better lives for people with autism. As we get closer to understanding the brain, we approach a day when we may be able to diagnose very young children and provide effective treatment earlier in the child's development. As data accumulate on the brain chemicals involved in autism, we get closer to developing medications that reduce or reverse imbalances. Someday, we may even have the ability to prevent the disorder. Perhaps researchers will learn to identify children at risk for autism at birth, allowing doctors and other health care professionals to provide preventive therapy before symptoms ever develop. Or, as scientists learn more about the genetic transmission of autism, they may be able to replace any defective genes before the infant is even born. What are Sources of Information and Support? Parents often find that books and movies about autism that have happy endings cheer them, but raise false hopes. In such stories, a parent's novel approach suddenly works or the child simply outgrows the autistic behaviors. But there really are no cures for autism and growth takes time and patience. Parents should seek practical, realistic sources of information, particularly those based on careful research. Similarly, certain sources of information are more reliable than others. Some popular magazines and newspapers are quick to report new miracle cures before they have been thoroughly researched. Scientific and professional materials, such as those published by the Autism Society of America and other organizations that take the time to thoroughly evaluate such claims, provide current information based on well-documented data and carefully controlled clinical research. Resources The following resources provide a good starting point for gaining insight, practical information, and support. Further information on autism can be found at libraries, book stores, and local chapters of the Autism Society of America. Books for parents Baron-Cohen, S., and Bolton, B. Autism: The Facts. New York: Oxford University Press, 1993. Harris, S., and Handelman, J. eds. Preschool Programs for Children with Autism. Austin, TX: PRO-ED, 1993. Hart, C. A Parent's Guide to Autism, New York: Simon Schuster, Pocket Books, 1993. Lovaas, O. Teaching Developmentally Disabled Children: The ME Book. Austin, TX: PRO-ED, 1981. May, J. Circles of Care and Understanding: Support Groups for Fathers of Children with Special Needs. Bethesda, MD: Association for the Care of Children's Health, 1993. Powers, M. Children with Autism: A Parents' Guide. Rockville, MD: Woodbine House, 1989. Sacks, O. An Anthropologist on Mars. New York: Knopf, 1995. Advocacy Manual: A Parent's How-to Guide for Special Education Services. Pittsburgh: Learning Disabilities Association of America, 1992. Directory for Exceptional Children: A Listing of Educational and Training Facilities. Boston: Porter Sargent Publications, 1994. Pocket Guide to Federal Help for Individuals with Disabilities. Pueblo, CO: U. S. Government Printing Office, Consumer Information Center. Books for children Amenta, C. Russell is Extra Special. New York: Magination Press, 1992. Gold, P. Please Don't Say Hello. New York: Human Sciences Press/Plenum Publications, 1986. Katz, I., and Ritvo, E. Joey and Sam. Northridge, CA: Real Life Storybooks, 1993. Books for teachers and other interested professionals Aarons, M., and Gittens, T. The Handbook of Autism. A Guide for Parents and Professionals. New York: Tavistock/Routledge, 1992. American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition. Washington, D.C.: American Psychiatric Association, 1994. Groden, G., and Baron, M., eds. Autism: Strategies for Change. New York: Gardner Press, 1988. Simmons, J. The Hidden Child. Rockville, MD: Woodbine House, 1987. Simpson, R., and Zionts, P. Autism : Information and Resources for Parents, Families, and Professionals. Austin, TX: PRO-ED, 1992. Smith, M. Autism and Life in the Community: Successful Interventions for Behavioral Challenges. Baltimore: Paul H. Brookes Publishing Co., 1990. Smith, M., Belcher, R., and Juhrs, P. A Guide to Successful Employment for Individuals with Autism. Baltimore: Paul H. Brookes Publishing Co., 1995. Autobiographies of people dealing with autism Barron, J., and Barron, S. There's a Boy in Here, New York: Simon and Schuster, 1992. Grandin, T. Thinking In Pictures and Other Reports From My Life with Autism. New York: Doubleday, 1995. Grandin, T. Emergence: Labeled Autistic. Novato, CA: Arena Press, 1986. Hart, C. Without Reason: A Family Copes with Two Generations of Autism. New York: Harper Row, 1989. Maurice, C. Let Me Hear Your Voice.: A Family's Triumph over Autism. New York: Knopf, 1993. Miedzianik, D. I Hope Some Lass Will Want Me After Reading All This. Nottingham England: Nottingham University, 1986. Park, C. The Siege. New York: Harcourt, Brace, World, 1967. Williams, D. Somebody Somewhere. New York: Times Books, 1994. Agencies and associations American Association of University Affiliated Programs for Persons with Developmental Disabilities (AAUAP) 8630 Fenton Street Suite 410 Silver Spring, MD 20910 (301) 588-8252 Prepares professionals for careers in the field of developmental disabilities. Also provides technical assistance and training, and disseminates information to service providers to support the independence, productivity, integration, and inclusion into the community of persons with developmental disabilities and their families. American Speech-Language-Hearing Association 10801 Rockville Pike Rockville, MD 20852 (800) 638-8255 Provides information on speech, language, and hearing disorders, as well as referrals to certified speech-language pathologists and audiologists. The Association of Persons with Severe Handicaps (TASH) 29 West Susquehanna Avenue Suite 210 Baltimore, MD 21204 (410) 828-8274 An advocacy group that works toward school and community inclusion of children and adults with disabilities. Provides information and referrals to services. Publishes a newsletter and journal. The Autism National Committee 635 Ardmore Avenue Ardmore, PA 19003 (610)649-9139 Publishes The Communicator, provides referrals, and sponsors an annual conference. Autism Research Institute 4182 Adams Ave. San Diego, CA 92116 (619) 281-7165 Publishes the quarterly journal, Autism Research Review International. Provides up to date information on current research. Autism Society of America, Inc. 7910 Woodmont Avenue Suite 650 Bethesda, MD 20814 (301) 657-0881 or (800)-3-AUTISM Provides a wide range of services and information to families and educators. Organizes a national conference. Publishes The Advocate, with articles by parents and autism experts. Local chapters make referrals to regional programs and services, and sponsor parent support groups. Offers information on educating children with autism, including a bibliography of instructional materials for and about children with special needs. The Beach Center on Families and Disability 3111 Haworth Hall University of Kansas Lawrence, KA 66045 (913) 864-7600 Provides professional and emotional support, as well as education and training materials to families with members who have disabilities. Collaborates with professionals and policy makers to influence national policy toward people with developmental disabilities. Council for Exceptional Children 11920 Association Drive Reston, VA 20191-1589 (703) 620-3660 or (800) 641-7824 Provides publications for educators. Can also provide referral to ERIC Clearinghouse for Handicapped and Gifted Children. Cure Autism Now (CAN) 5225 Wilshire Boulevard Suite 503 Los Angeles, CA 90036 (213) 549-0500 Serves as an information exchange for families affected by autism. Founded by parents dedicated to finding effective biological treatments for autism. Sponsors talks, conferences, and research. Department of Education Office of Special Education Programs 330 C Street, SW Mail Stop 2651 Washington, DC 20202 (202) 205-9058, (202) 205-8824 Federal agency providing information on educational rights under the law, as well as referrals to the Parent Training Information Center and Protection and Advocacy Agency in each state. Division TEACCH Campus Box 7180 University of North Carolina Chapel Hill, NC 27599-7180 (919) 966-2173 Publishes the Journal of Autism and Developmental Disorders. Also offers workshops for parents and professionals. Federation of Families for Children's Mental Health 1021 Prince Street Alexandria, VA 22314 (703) 684-7710 Provides information, support, and referrals through local chapters throughout the country. This national parent-run organization focuses on the needs of families of children and youth with emotional, behavioral, or mental disorders. Indiana Resource Center on Autism Institute for the Study of Developmental Disabilities Indiana University 2853 East Tenth Street Bloomington, IN 47408-2601 (812) 855-6508 Offers publications, films and videocassettes on a range oftopics related to autism. National Alliance for Autism Research 414 Wall Street, Research Park Princeton, NJ 08540 (888)-777-NAAR; (609) 430-9160 Dedicated to advancing biomedical research into the causes, prevention, and treatment of the autism spectrum disorders. Sponsors research and conferences. National Information Center for Children and Youth with Disabilities (NICHCY) P.O. Box 1492 Washington, DC 20013-1492 (800) 695-0285 Publishes information for the public and professionals in helping youth become participating members of the home and the community. University of California at Los Angeles (UCLA) Department of Psychology 1282-A Franz Hall P.O. Box 951563 Los Angeles, CA 90095-1563 (310) 825-2319 Provides information on Lovaas treatment methods and behavior modification approaches. Other National Institutes of Health agencies that sponsor research on autism and related disorders National Institute of Child Health and Human Development P.O. Box 29111 Washington, D.C. 20040 (301) 496-5133 National Institute on Deafness and Other Communication Disorders 31 Center Drive MSC 2320; Room 3C35 Bethesda, MD 20892 (800) 241-1044, (301) 496-7243 National Institute of Neurological Disorders and Stroke P.O. Box 5801 Bethesda, MD 20824 (800) 352-9424, (301) 496-5751 All material in this publication is free of copyright restrictions and may be copied, reproduced, or duplicated without permission from NIMH; citation of the source is appreciated. This booklet was written by Sharyn Neuwirth, M.Ed., an education writer and instructional designer. An earlier draft was written by Julius Segal, Ph.D. Scientific information and review was provided by NIMH staff members Rebecca Del Carmen, Ph.D., and Peter S. Jensen, M.D. Also providing review and assistance were Marie Bristol, Ph.D., National Institute of Child Health and Human Development; Temple Grandin, Ph.D., University of Arizona; Pat Juhrs, Director of Community Services for Autistic Adults and Children, Rockville, MD; Catherine Lord, Ph.D., University of Chicago; Gary Mesibov of Division TEACCH, University of North Carolina; Laura Schreibman, Ph.D., University of California, San Diego; Giovanna Spinella, M.D., National Institute of Neurological Disorders and Stroke; Luke Y. Tsai, M.D., University of Michigan Medical Center; and Veronica Zyst, Autism Society of America, Inc. Editorial direction was provided by Lynn J. Cave, NIMH. With grateful appreciation to the parents who freely shared their personal stories, practical suggestions, and spirit of hope. genetic brain genetic depression sensitivity Autism ocd eye contact mental retardation babbling routines echolalia National Institute of Neurological Disorders NINDS National Institute of Mental Health Autism Research Institute Autism Society of America San Diego PDD National Alliance for Autism Research University of North Carolina CA M.D. National Institutes of Health MD social interaction seizures anxiety fragile x syndrome PA Statistical Manual of Mental Disorders Washington American Psychiatric Association Baltimore Vitamin B6 stimulant repetitive behavior Harris Ritvo German Congress NIH NIH Institutes National Institute Deafness Other Communication Disorders Bethesda NJ Autism National Committee NICHD NC NIMH (800) 352-9424 20824 92116 20892 ADHD Food and Drug Administration FDA R. pretend tantrums attention deficit hyperactivity disorder adhd aggression ritalin MRI J. 20814 fluoxetine sertraline UCLA Auditory Integration Training IEP Hope Temple Grandin Alan Rain Man Developmental Disorders Pervasive Developmental neural Los Angeles haloperidol Facilitated Communication Dolman/Delcato Method OCD NIMH B6 Disabilities Education Act Parent Training Information Centers and Protection and Advocacy Agencies Velcro Sean Barron Paul Janie NIMH-sponsored NIDCD NIH-sponsored Tourette Disorder Tuberous Sclerosis Baron-Cohen S. Bolton B. Autism: York: Oxford University Press Handelman Preschool Programs for Children Austin TX: PRO-ED Hart C. A Parent York: Simon Schuster Pocket Books O. Teaching ME Book J. Circles Care MD: Association M. Children Rockville MD: Woodbine House Sacks O. An York: Knopf M. Groden G. Baron York: Gardner Press Simmons Hidden Child Simpson P. Autism M. Autism Community: Successful Interventions Behavioral Challenges Paul H. Brookes Publishing Co. Belcher Juhrs P. A American Association of University Affiliated Programs for Persons Developmental Disabilities AAUAP Fenton Street Suite American Speech-Language-Hearing Association Association of Persons Severe Handicaps Ardmore Avenue Ardmore Adams Ave Autism Research Review International Woodmont Avenue Suite Beach Center on Families and Disability Haworth Hall University of Kansas Lawrence KA VA ERIC Clearinghouse Gifted Children Cure Autism Now Wilshire Boulevard Suite Education Office of Special Education Programs C Street SW Mail Stop DC Division TEACCH Campus Box University of North Carolina Chapel Hill Journal of Autism Federation of Families for Children 's Mental Health Prince Street Alexandria Indiana Resource Center Autism Institute Study of Developmental Disabilities Indiana University East Tenth Street Bloomington Wall Street Research Park Princeton National Information Center for Children and Youth Disabilities NICHCY P.O. Box University of California Franz Hall P.O. Box National Institute of Child Health and Human Development P.O. Box D.C. Center Drive MSC Stroke P.O. Box (301) 588-8252 (800) 638-8255 (410) 828-8274 (610)649-9139 (619) 281-7165 (301) 657-0881 (913) 864-7600 191-1589 (703) 620-3660 (800) 641-7824 (213) 549-0500 (202) 205-9058 (202) 205-8824 599-7180 (919) 966-2173 (703) 684-7710 408-2601 (812) 855-6508 (609) 430-9160 013-1492 (800) 695-0285 095-1563 (310) 825-2319 (301) 496-5133 (800) 241-1044 (301) 496-7243 (301) 496-5751 Children 11920 20910 10801 20852 21204 19003 66045 11920 20191-1589 90036 20202 27599-7180 22314 47408-2601 08540 20013-1492 95156 90095-1563 29111 20040 fluvoxamine clomipramine Explore Dustin Hoffman X-chromosome O. Ivar Lovaas National Institute of Child Health and Human Development Disabilities Stroke Prozac prozac zoloft luvox anafranil Fourth Edition Cope Individualized Educational Program Hope Does Research Offer J. eds Autism: A Parents' Guide Pittsburgh: Learning Disabilities Association of America Educational Boston: Porter Sargent Publications Pocket Guide Pueblo U. S. Government Printing Office Consumer Information Center C. Russell Extra Special York: Magination Press P. Please York: Human Sciences Press/Plenum Publications Katz I. E. Joey Sam Northridge CA: Real Life Storybooks Gittens Handbook of Autism York: Tavistock/Routledge D.C.: American Psychiatric Association Autism: Strategies for Change Zionts Life Barron S. There New York: Simon and Schuster Grandin T. Thinking Reports From My Life York: Doubleday T. Emergence: Novato CA: Arena Press C. Without York: Harper Row Maurice C. Let Voice.: A Family Miedzianik D. I Hope Lass Will Want Me After Reading All This Nottingham England: Nottingham University Park C New York: Harcourt Williams D. Somebody Somewhere New York: Times Books Training Information Center and Protection and Advocacy Agency Problem What Hope Is Problem Paul Paul Temple Grandin Temple Grandin Temple Hope Paul Alan The Social Skills and Behavior Be Improved Ritalin Ph.D Stroke Federal Government Lovaas Catherine Lord Siege Communicator Autism Society of America , Inc Association Drive Reston Sharyn Neuwirth M.Ed. Julius Segal Rebecca Del Carmen Ph.D. Peter S. Jensen M.D Marie Bristol University of Arizona Pat Juhrs Community Services Autistic Adults and Children University of Chicago Gary Mesibov Division TEACCH Laura Schreibman Giovanna Spinella Luke Y. Tsai University of Michigan Medical Center Veronica Zyst Lynn J. Cave Federal agency West Susquehanna Avenue Suite www.crosscreekcounseling.com/autism.html diagnoses occupational therapy auditory integration training Autism147 http://www.immunize.org/catg.d/p2065.htm Recently, stories carried by the media have caused some parents to fear that the combination measles-mumps-rubella vaccine (MMR) causes autism. This article provides a summary of the studies used to support the hypothesis that MMR causes autism, the studies that refute this hypothesis, and other investigations into the causes of autism. The Wakefield Studies: Studies Hypothesizing That MMR Causes Autism Two studies have been cited by those claiming that the MMR vaccine causes autism. This section summarizes those studies and lists their critical flaws. The first Wakefield paper In 1998, Andrew Wakefield and colleagues published a paper in The Lancet titled Ileal-lymphoid-nodular hyperplasia, non-specific colitis, and pervasive developmental disorder in children. (1) Wakefield's hypothesis was that the MMR vaccine causes a series of events that include intestinal inflammation, loss of intestinal barrier function, entrance into the bloodstream of encephalopathic proteins, and consequent development of autism. In support of his hypothesis, Dr. Wakefield described 12 children with neurodevelopmental delay (8 with autism). All of these children had gastrointestinal complaints and developed autism within 1 month of receiving MMR.Critical flaws About 90% of children in England received MMR at the time this paper was written. Because MMR is administered at a time when many children are diagnosed with autism, it would be expected that most children with autism would have received an MMR vaccine, and that many would have received the vaccine recently. The observation that some children with autism recently received MMR is, therefore, expected. However, determination of whether MMR causes autism is best made by studying the incidence of autism in both vaccinated and unvaccinated children. This wasn't done. Although the authors claim that autism is a consequence of gastrointestinal inflammation, gastrointestinal symptoms were observed after, not before, symptoms of autism in all eight cases. The second Wakefield paper In 2002, Wakefield and coworkers published a second paper examining the relationship between measles virus and autism.(2)The authors tested intestinal biopsy samples for the presence of measles virus genome from children with and without autism. Measles virus genome was detected by reverse-transcriptase polymerase chain reaction (RT-PCR) and in situ hybridization. Seventy-five of 90 children with autism were found to have measles virus genome in intestinal biopsy tissue as compared with only 5 of 70 control patients. On its surface, this was a concerning result. However, this paper was also critically flawed. Critical flaws Measles vaccine virus is live and attenuated. After inoculation, the vaccine virus probably replicates 15-20 times. Measles vaccine virus is likely to be taken up by specific cells responsible for virus uptake and presentation to the immune system (termed antigen-presenting cells or APCs). Macrophages, B cells, and dendritic cells (DC) are different types of APCs. Because all APCs are mobile, and can travel throughout the body (including the intestine), it is plausible that a child immunized with MMR would have measles virus genome detected in intestinal tissues using a very sensitive assay (such as RT-PCR). To determine if MMR is associated with autism one must determine if the finding is specific for children with autism. Therefore, children with or without autism must be identical in two ways. First, children with or without autism must be matched for immunization status (i.e., receipt of the MMR vaccine). Second, children must be matched for the length of time between receipt of MMR vaccine and collection of the biopsy specimen. Although this information was clearly available to the investigators and critical to their hypothesis, it was specifically omitted from the paper. Because natural measles virus is still circulating in England, it would have been important to determine whether the measles virus genome detected in these samples was natural measles virus or vaccine virus. Although primers are available to distinguish these two types of virus, the authors chose not to use them. RT-PCR is a very sensitive assay. Laboratories that work with natural measles virus (such as the lab where these studies were performed) are at high risk of getting false positive results. No mention is made in the paper as to how this problem was avoided. As is true for all laboratory studies, the person who is performing the test should not know whether the sample is obtained from a case or a control (blinding). Because no statement is made in the method section, it is unclear that blinding of samples occurred. Studies Showing That MMR Vaccine Does Not Cause Autism Five major studies have been performed to refute a causal association between receipt of MMR and autism. 1. The first Taylor paper In 1999, Brent Taylor and coworkers examined the relationship between receipt of MMR and development of autism in an excellent, well-controlled study.(3) Taylor examined the records of 498 children with autism or autism-like disorder. Cases were identified by registers from the North Thames region of England before and after the MMR vaccine was introduced into the United Kingdom in 1988. Taylor then examined the incidence and age at diagnosis of autism in vaccinated and unvaccinated children. He found the following: 1) the percentage of children vaccinated was the same in children with autism as in other children in the North Thames region; 2) no difference in the age of diagnosis of autism was found in vaccinated and unvaccinated children; and 3) the onset of &quot;regressive&quot; symptoms of autism did not occur within 2, 4, or 6 months of receiving the MMR vaccine.2. The JAMA paper In 2001, Natalie Smith and coworkers examined the relationship between the increase in the number of cases of autism in California and receipt of the MMR vaccine.(4) The percentage of children immunized with MMR vaccine between 1980 and 1994 was compared with the incidence of autism during the same period. Although a dramatic increase in the incidence of children with autism was reported, the percentage of children that received MMR vaccine remained the same. 3. The British Medical Journal paper In a study that supported the findings in the JAMA paper, Hershel Jick and coworkers examined the incidence of autism in England between 1988 and 1993 and compared this with MMR immunization rates.(5) Although the incidence of autism increased, MMR immunization rates remained the same.4. The second Taylor paper A second study by Brent Taylor and coworkers examined the relationship between MMR vaccine and new variant autism (Wakefield's claim that autism is associated with inflammation of the small intestine).(6) Children with autism diagnosed between 1979 and 1998 were examined. The authors compared the number of children with autism and intestinal symptoms before 1988 and after 1988 (MMR was introduced into England in 1988). There was no difference. They concluded that there was, therefore, no evidence for new variant autism and provided further evidence that MMR vaccine was not associated with autism. 5. The Madsen paper Perhaps the best study was that performed by Madsen and colleagues in Demark between 1991 and 1998 and reported in the New England Journal of Medicine.(7) The study included 537,303 children representing 2,129,864 person-years of study. Approximately 82 percent of children had received the MMR vaccine. The group of children was selected from the Danish Civil Registration System, vaccination status was obtained from the Danish National Board of Health, and children with autism were identified from the Danish Central Register. The risk of autism in the group of vaccinated children was the same as that in unvaccinated children. Furthermore, there was no association between the age at the time of vaccination, the time since vaccination, or the date of vaccination and the development of autism.Studies On The Causes of Autism Studies have focused on the genetics of autism and the timing of the first symptoms of autism. Genetics of autism One of the best ways to determine whether a particular disease or syndrome is genetic is to examine the incidence in identical (monozygotic) and fraternal (dizygotic) twins. Using a strict definition of autism, when one twin has autism, 60% of identical and 0% of fraternal twins have autism. Using a broader definition of autism (i.e., autistic spectrum disorder), when one twin has autism, approximately 92% of identical and 10% of fraternal twins have autism. (8,9) Therefore, autism clearly has a genetic basis. Timing of development of autism Autism symptoms are present before 1 year of age Perhaps the best data examining when symptoms of autism are first evident are the home-movie studies. These studies took advantage of the fact that many parents take movies of their children during their first birthday (before they have received the MMR vaccine). Home movies from children who were eventually diagnosed with autism and those who were not diagnosed with autism were shown to blinded neurodevelopmental specialists. Investigators were, with a very high degree of accuracy, able to separate autistic from non-autistic children at 1 year of age.(10-14) These studies found that subtle symptoms of autism are present earlier than some parents had suspected, and that receipt of the MMR vaccine did not precede the first symptoms of autism. Autism symptoms are present before 4 months of age Other investigators extended the home-movie studies of 1-year-old children to include videotapes of children taken at 2-3 months of age. Using a sophisticated movement analysis, videos from children eventually diagnosed with autism or not diagnosed with autism were coded and evaluated for their capacity to predict autism. Children who were eventually diagnosed with autism were predicted from movies taken in early infancy.(15) This study supported the hypothesis that very subtle symptoms of autism are present in early infancy and argue strongly against vaccines as a cause of autism. Evidence that autism occurs in utero Toxic or viral insults in utero as well as certain central nervous system disorders are associated with an increase in the incidence of autism. For example, children exposed to thalidomide during the first or early second trimester were found to have an increased incidence of autism.(16) However, autism occurred in children with ear, but not arm or leg, abnormalities. Because arms and legs develop after 24 days gestation, the risk period for autism following receipt of thalidomide must be before 24 days gestation. In support of this finding, Rodier and colleagues(17) found evidence for structural brainstem abnormalities in children with autism. These abnormalities could only have occurred during brainstem development in utero. Similarly, children with congenital rubella syndrome are at increased risk for development of autism.(18-24) Risk is associated with exposure to rubella prenatally, but not postnatally. Finally, children with fragile X syndrome or tuberous sclerosis are also at increased risk of developing autism. Taken together, these findings indicate that autism is likely due to abnormalities of the central nervous system that occur in utero. Summing UpStudies of 1) the genetics of autism, 2) the timing of the first symptoms of autism (home-movie studies), 3) the relationship between autism and the receipt of the MMR vaccine, 4) the histopathology of the central nervous system of children with autism, and 5) thalidomide, natural rubella infection, fragile X syndrome, and tuberous sclerosis all support the fact that autism occurs during development of the central nervous system early in utero.Unfortunately, for current and future parents of children with autism, the controversy surrounding vaccines has diverted attention and resources away from a number of promising leads. References 1. Wakefield, A.J., et al. Ileal-lymphoid-nodular hyperplasia, non-specific colitis, and pervasive developmental disorder in children. Lancet 351: 637-641, 1998. Click here.2. Uhlmann, V., et al. Potential viral pathogenic mechanism for new variant inflammatory bowel disease. Journal of Clinical Pathology: Molecular Pathology 55:1-6, 2002. http://mp.bmjjournals.com/cgi/content/full/54/6/DC1?eaf 3. Taylor, B., et al. Autism and measles, mumps, and rubella vaccine: no epidemiological evidence for a causal association. Lancet 353:2026-2029, 1999. Click here.4. Dales, L., et al. Time trends in autism and in MMR immunization coverage in California. JAMA 285:1183-1185,2001. Click here.5. Kaye, J.A., et al. Mumps, measles, and rubella vaccine and the incidence of autism recorded by general practitioners: a time trend analysis. Brit Med J 322:460-463, 2001. Click here.6. Taylor, B., et al. Abstract. Measles, mumps, and rubella vaccination and bowel problems or developmental regression in children with autism: population study. Brit Med J 324:393-396,2002. Click here.7. Madsen K, et al. A population-based study of measles, mumps, and rubella vaccination and autism. NEJM 347:1477-1482, 2002. http://content.nejm.org/cgi/content/abstract/347/19/14778. Bailey, A., et al. Autism as a strongly genetic disorder: evidence from a British twin study. Psychol Med 25:63-77, 1995. Click here.9. Folstein, S., et al. Infantile autism: a genetic study of 21 twin pairs. J Child Psychol Psychiatry 18:297-321, 1977.10. Adrien, J., et al. Blind ratings of early symptoms of autism based upon family home movies. J Am Acad Child Adolesc Psychiatry 32:617-626, 1993. Click here.11. Adrien, J., et al. Early symptoms in autism from family home movies: evaluation and comparison between 1st and 2nd year of life using I.B.S.E. scale. Acta Paedopsychiatrica 55:71-75, 1992. Click here.12. Adrien, J., et al. Autism and family home movies: preliminary findings. J Autism Devel Disorders 21:43-49,1991. Click here.13. Osterling, J., et al. Early recognition of children with autism: a study of first birthday home videotapes. J Autism Devel Disorders 24:247-257, 1994. Click here.14. Mars, A.E., et al. Symptoms of pervasive developmental disorders as observed in prediagnostic home videos of infants and toddlers. J Pediatr 132:500-504, 1998. Click here.15. Teitelbaum, P., et al. Movement analysis in infancy may be useful for the early diagnosis of autism. Proc Natl Acad Sci USA 95:13982-13987, 1998. Click here.16. Stromland, K., et al. Autism in thalidomide embropathy: a population study. In Devel Med Child Neurol 36:351-356, 1994. Click here. 17. Rodier P., et al. Embryological origin for autism: developmental anomalies of the cranial nerve motor nuclei. J Comp Neurol 370:247-261, 1996. Click here.18. Feldman, R.B., R. Lajoie, J. Mendelson, and L. Pinsky. Congenital rubella and language disorders. Lancet 2:978, 1971.19. Feldman, R.B., L. Pinsky, J. Mendelson, and R. Lajoie. Can language disorder not due to peripheral deafness be an isolated expression of prenatal rubella? Pediatrics 52:296-299, 1973.20. Swisher, C.N., and L. Swisher. Congenital rubella and autistic behavior. N Engl J Med 293:198, 1975.21. Lubinsky, M. Behavioral consequences of congenital rubella. J Pediatr 94:678-679, 1979.22. Deykin, E.Y., and B. MacMahon. Viral exposure and autism. Am J Epidemiol 109:628-638, 1979.23. Chess, S., P. Fernandez, and S. Korn. Behavioral consequences of congenital rubella. J Pediatr 93:699-703, 1978. Click here. 24. Chess, S. Autism in children with congenital rubella. J Autism Child Schizo 1:33-47, 1971. genetic genetic gastrointestinal regression fragile x syndrome MMR JAMA California Wakefield United Kingdom Rodier Bailey J. S. DC Andrew Wakefield England British Lancet Mars New England Journal of Medicine A.J. L. J Am Acad Child Adolesc Psychiatry 982-1398 13982-1398 Engl J Med Teitelbaum British Medical Journal Dales Feldman J Pediatr J Comp Neurol Madsen APCs Brent Taylor Taylor North Thames Danish Civil Registration System Danish National Board of Health Danish Central Register Psychol Med J Child Psychol Psychiatry Proc Natl Acad Sci USA 183-1185 477-1482 026-2029 1991 and 1998 Wakefield Studies: Studies Ileal-lymphoid-nodular RT-PCR MMR Vaccine Does Not Cause Autism Five Natalie Smith Hershel Jick Causes of Autism Studies Uhlmann V. Clinical Pathology: Molecular Pathology B. Kaye J.A. Brit Med J Madsen K NEJM A. Folstein Adrien I.B.S.E. Acta Paedopsychiatrica J Autism Devel Disorders A.E. P. Stromland K. Devel Med Child Neurol Rodier P. R.B. R. Lajoie J. Mendelson L. Pinsky Swisher C.N. L. Swisher Lubinsky M. Behavioral Deykin E.Y. B. MacMahon P. Fernandez S. Korn S. Autism J Autism Child Schizo 1980 and 1994 1988 and 1993 1979 and 1998 47/19/1477 www.immunize.org/catg.d/p2065.htm mp.bmjjournals.com/cgi/content/full/54/6/DC1?eaf content.nejm.org/cgi/content/abstract/347/19/14778. 14778 Autism148 http://www.mychildwithoutlimits.org/?page=autism What Is Autism?Reviewed by: My Child Without Limits Advisory Committee September 2009Autism is a severe developmental disability that generally begins at birth or within the first three years of life. It is the result of a neurological disorder that changes the way the brain functions -- causing delays or problems in many different skills from infancy to adulthood. For example, both children and adults with autism usually exhibit difficulties in social interaction as well as in verbal and non-verbal communication. They also tend to be interested in odd, repetitive, or restricted activities. While the majority of autistic children look completely normal, they differ from other children by engaging in perplexing and distressing behaviors. Why is Autism Called a Spectrum Disorder?Autism belongs to a collection of developmental disorders known as the autism spectrum disorders (ASDs). A spectrum disorder is a group of disorders with similar features. While one person may have mild symptoms, another might have more severe ones. There also are differences in the nature of the symptoms themselves and when they are likely to first appear.The three different types of autism spectrum disorders are:Autistic disorder (also known as classic autism). This is the most common condition among the ASDs. It is marked by major delays in language, difficulties with social interactions, and unusual behaviors. Some people with autistic disorder also have impaired intellectual abilities.Asperger syndrome. People with this syndrome display some of the milder symptoms of autistic disorder -- such as social challenges and unusual behaviors. They generally do not have any delays in language or impaired intellectual abilities.Pervasive Developmental Disorder - Not Otherwise Specified (PPD-NOS, also referred to as atypical autism ). Individuals may be diagnosed with PPD-NOS if they meet some of the criteria for either autistic disorder or Asperger syndrome but not all. They typically have milder and fewer symptoms than those with autistic disorder. Symptoms may be limited to problems with language and social interaction.Next:Who Gets Autism? Download the Introduction to Autism. Print Page E-mail Page Back To Top Larger Font Smaller Font brain social interaction ASDs Advisory Committee atypical PPD-NOS Page E-mail Page www.mychildwithoutlimits.org/?page=autism Autism149 http://everything2.com/title/autism The Epidemic? The number of children diagnosed with autism has increased consistently over the last twenty years. In fact, in the last six years, a study showed a 250% increase. In April, 2002, the U.S. Congress declared that autism was a national health emergency, and vowed to "exponentially" increase funding for research on preventing and treating autism. Is autism an epidemic that will explode if we don't find the source? And if so, what is that source? Viewed from an impassionate, statistical stance, it's still frightening. Autism diagnosis in the United States has increased by roughly 23% annually, for the past ten years. State-side, it is estimated that 1 in 110 children under the age of eleven has autism. This isn't restricted to the US, either. The Medical Research Council just recently reported that 1 in 166 children in the UK are autistic. These children have to be cared for by society, and the estimated cost to care for an autistic child for life is around four million dollars. Even ignoring the pain of a family coping with an autistic child, it's a terrifying result. Mercury Mercury poisoning has been shown by the CDC to affect neuro-development in children. Of course, nobody exposes their child to mercury, right? A few years ago, the FDA outlawed the use of Thimerosal in children's vaccines. You see, it was used as a preservative in multi-dose infant vaccines. Thimerosal is a derivative of mercury. In fact, nearly 50% of the weight of many of these vaccines was composed of ethyl mercury. Statistics over the last twelve years show that there is a perceived correlation between the rates in autism and the amount of mercury children are exposed to in vaccinations. Autoimmune System MMR vaccination is among the most common vaccines used in the world. It stands for Measles, Mumps, and Rubella. It is a vaccine that is given in multiple stages, over the growth of a child. Researchers at Utah State University analyzed the blood of 125 autistic children and 92 children without autism. They exposed the blood samples to the vaccine, and studied the results. 75 of the children with autism had "unusual" anti-measles reactions. None of the normal children had these reactions. Antibodies found to attack the brain of some autistic children, by damaging the glial cells which make up the myelin sheath of the neurons in the brain, were found in 90% of the 75 unusual reactions. "Stemming from this evidence, we suggest that an inappropriate antibody response to MMR, specifically the measles component thereof, might be related to pathogenesis of autism." - Journal of Biomedical Science Regressive Autism Autism can start to develop in a seemingly normal child. This is often referred to as regressive autism. One of the more commonly talked about pieces of "evidence" linking autism and vaccination is that autism regression seems to spike at the times of the MMR vaccinations, including the one for five year old children. I have been unable to find any real data to validate or disprove this assertion. Exaggerated Epidemic? The statistics behind the increase in autism are interesting, if examined closely. The rates of increase vary by extreme amounts, from state to state, as well as over time. It is certain that some of the increase in diagnosis comes from better education and testing. How much of the increase it accounts for is hotly debated. There are also dramatically different autism rates reported in the different states. Very dramatically different. All of this lends a lack of credibility to the statistics about autism. CDC's Report on Autism In 1999, the CDC issued a report on autism, discussing the known causes, how it affects children, and very specifically, a discussion on the possibilities of the connection of autism with MMR and other vaccines. The CDC claims that the only real proof given by proponents of this connection can be traced to one study published in Lancet in 1998, and that the study is suspect. In fact, apparently there was an article within the very same issue questioning the validity of the results. They also cited studies showing that early vaccination does not cause earlier expression of autism. They also claim that statistical coincidences are easily explainable in that parents tend to round measuring the lifespan of their infants in terms of months, and 18 months is a very easy number to approximate to, which could account for the statistical abnormality around that region. Both the British government and the CDC recommend MMR vaccination with very little apparent reserve. And it is worth noting the millions of lives that have been saved by the vaccinations. In fact, Oolong points out that there has been a definite correlation between measles and autism for a couple of decades now, so it has probably prevented more cases of autism than it has caused, even if the vaccine does trigger it. The debate is really more strongly centered around the question, "if MMR does sometimes cause autism, why haven't we improved or replaced the vaccine yet?" As more parents refuse their children vaccination, the risk of an outbreak of one of these diseases grows. More Statistics, and Mudslinging... There are several reports conducted by other researchers which also search for connections between MMR vaccination and autism. Thus far, the bulk of them, particularly the ones cited most frequently by the government organizations, do not suggest a correlation between MMR immunization and an increase in autism. However, the camp promoting the MMR link claims that researchers with data that showed a correlation refused to hand over their data. Is this all misinformation, poorly collected information, or outright lies? And on which side? A parent unsure about whether to vaccinate can find enough "data" to support their decision right now, which ever way they decide they want to go. All is not hopeless, though. The removal of Thimerosal from children's vaccines is certainly encouraging. Hopefully the increase in government spending on autism will help to prove or disprove these correlations. Until then, it becomes a matter of faith. Sources http://www.mercola.com/2000/jul/23/vaccination_debate.htm - The vaccination debate goes mainstream http://www.autismautoimmunityproject.org/ - Autism Autoimmunity Project http://my.webmd.com/content/article/1680.51490 - CDC's discussion of autism and the lack of real links with MMR vaccination http://www.waisman.wisc.edu/~shattuck/AUCD2001.PDF - National Trends in the Identification of Autism Among Children in Public Schools http://jama.ama-assn.org/issues/v285n9/abs/jbr00284.html - Time Trends in Autism and in MMR Immunization Coverage in California http://unisci.com/stories/20011/0307013.htm - No Link Found Between MMR Immunization and Autism http://www.marshall.edu/coe/atc/prevalence.html - Autism Spectrum Disorder Prevalence Estimates http://www.safeminds.org/vactime/vactime.html - US Autism and Vaccination Time Trends http://www.hhs.gov/asl/testify/t000406b.html - Testimony on "The Challenges of Autism - Why the Increased Rates?" by Deborah G. Hirtz, M.D. http://www.autism-society.org/news/epidemic_hearing2.html - Hearing Declares Autism National Health Emergency brain Autism regression M.D. United States MMR UK California US FDA CDC British Lancet Rubella Autism Autoimmunity Project MMR Immunization Coverage U.S. Congress Medical Research Council Autoimmune System MMR Utah State University Journal of Biomedical Science Regressive Autism Autism Mudslinging.. National Trends Autism Among Children in Public Schools Time Trends Link Found Between MMR Autism Spectrum Disorder Prevalence Estimates Vaccination Time Trends Deborah G. Hirtz Autism National Health Emergency 680.5149 0307013 everything2.com/title/autism www.mercola.com/2000/jul/23/vaccination_debate.htm www.autismautoimmunityproject.org/ my.webmd.com/content/article/1680.51490 www.waisman.wisc.edu/~shattuck/AUCD2001.PDF jama.ama-assn.org/issues/v285n9/abs/jbr00284.html unisci.com/stories/20011/0307013.htm www.marshall.edu/coe/atc/prevalence.html www.safeminds.org/vactime/vactime.html www.hhs.gov/asl/testify/t000406b.html www.autism-society.org/news/epidemic_hearing2.html 51490 00284 20011 03070 00040 Autism15 http://www.shirleys-wellness-cafe.com/autism.htm October 5, 2009 - Government finds higher autism figure: 1 in 100 - A new U.S. government study just released this week says that autism rates in U.S. children have risen 200% over the last six years. U.S. Government Concedes That Mercury Causes Autism Evidence of Harm: Mercury in Vaccines and the Autism Epidemic: A Medical Controversy The law states that schools must accept your children under 1 of 3 possible exemptions, depending on your state Dawbarns Law Firm of England has published a paper in which they report on over 600 instances of side effects following the MMR and MR vaccines, which were introduced in England in 1988.3 These include 202 cases of autism, 97 of epilepsy, 40 with hearing and vision problems, and 41 with 100 behavioral and learning problems, the latter in older children. Although British health officials deny a relationship of these conditions with the vaccines, Dawbarns has accounts of over 200 parents who believe that their children were normal before they were vaccinated, and who can point to nothing (other than the vaccine) which could account for the deterioration in their children's conditions." Dr. Michael E Dym "Directly from human medical research, we have definitive proof of a linkage between polyvalent viral vaccines and inflammatory bowel disease, in particular the combination MMR vaccine and Crohn's disease and/or ulcerative colitis (the same thing?) in susceptible children. In his masterful research Andrew Wakefield, MD, a prominent British gastroenterologist, documented measles virus infection in the intestinal walls of nearly %100 of the autistic children he scoped and biopsied, who developed their disease within a short time after MMR vaccination. All of the normally developing children did not have any evidence of measles virus infection or histopathologic evidence of Crohn's or ulcerative colitis. I believe that he did actually document that the measles virus found in the intestinal walls of these autistic children who developed the disease was vaccine measles virus strain, which he showed via DNA analysis. According to his work, Dr. Wakefield theorizes that the measles virus infection and subsequent pathology in the gut walls leads to a leaky-gut like syndrome causing absorption of encephelopathic toxins which directly affects the developing brains of susceptible children leading to autistic like symptoms." Bernard Rimland, Ph.D. - "The US Autism Epidemic is Out of Control - Over 100,000 children will be newly diagnosed with autism this year in the US. This is an increase of over 500%. There is an increasing amount of research being conducted into the possible link between autism and vaccination. Readers of the Autism Research Review International (ARRI) are well aware of the autism-vaccine controversy, but until now the mass media have been kept largely in the dark. In Britain, where there has been an epidemic of autism, with hundreds of families registering for projected class-action law suits, some newspapers have been devoting half-page or larger articles to the controversy." February 9, 2004 - The Institute of Medicine held a meeting to review research that has been found, which links thimerosal, a mercury-based preservative in vaccines, and neurodevelopmental disorders such as autism. The panel used data from the Centers for Disease Control and Prevention?s (CDC) Vaccine Datalink, which concluded that children who are given three thimerosal-containing vaccines are 27 times more likely to develop autism than children who receive thimerosol-free vaccines. Impossible Cure: The Promise of Homeopathy provides an in-depth and exciting account of the history, philosophy, and experience of homeopathic medicine. At the core of Impossible Cure is the amazing story of how the author's son was cured of autism with homeopathy. It also includes dozens of other testimonials of homeopathic cure, for a variety of physical, mental, and emotional conditions. Oct 1, 2003 Congressman Dan Burton - "Madam speaker, as we approach the flu season, many of my colleagues will visit the doctor's office here on Capitol Hill and receive a flu shot. Before they go, I think all of my colleagues ought to know tat the flu shot contains mercury, which is a substance that's toxic to the human brain. Now, that's not to say that you shouldn't get your flu shot if you want to, but there are a lot of neurological disorders that have been caused by mercury and I think everybody ought to know that there is mercury in that vaccine. Now, that's not the only vaccine that contains thimerosal. From anthrax to hepatitis to dtap, which is given to infants to protect them, numerous vaccines exist that contain mercury, a harmful preservative. Parents around this country I am sure would be very upset if they knew that. Scientific evidence continues to accumulate regarding the biologically plausible connection between mercury and thimerosal, autism and other neurological, developmental disorders. We have one in 10,000 children 10 years ago that were autistic. Now it's one in 150 and scientists before my committee say it's because in large part of the mercury in the vaccines". Congressman Dan Burton Toxic Mercury and Autism Texas researchers have found a possible link between autism and mercury in the air and water. Studying individual school districts in Texas, the epidemiologists found that those districts with the highest levels of mercury in the environment also had the highest rates of special education students and autism diagnoses. "Mercury is a known neurotoxin," said Dr. Isaac Pessah of UC Davis' MIND Institute, who was not involved in the study. "It's rather intriguing that the correlation is so positive," meaning that there was a strong, direct relationship between mercury and autism levels. Glutathione Level and Autism Symptoms A study investigated the relationship of children's autism symptoms with their toxic metal body burden and red blood cell (RBC) glutathione levels. In children ages 3-8 years, the severity of autism was assessed using four tools: ADOS, PDD-BI, ATEC, and SAS. Toxic metal body burden was assessed by measuring urinary excretion of toxic metals, both before and after oral dimercaptosuccinic acid (DMSA). Multiple positive correlations were found between the severity of autism and the urinary excretion of toxic metals. Variations in the severity of autism measurements could be explained, in part, by regression analyses of urinary excretion of toxic metals before and after DMSA and the level of RBC glutathione (adjusted R2 of 0.22-0.45, p 0.005 in all cases). This study demonstrates a significant positive association between the severity of autism and the relative body burden of toxic metals. PDF file: Severity of Autism Is Associated With Toxic Metal Body Burden and Red Blood Cell Glutathione Levels Dr. Jimmy Gutman, MD - "Clinical evidence links low glutathione levels to the most common illnesses of our time as well as newly emerging diseases. Glutathione levels diminish as we age and many diseases normally associated with aging have been linked to glutathione deficiency." Glutathione is a master antioxidant, an important line of defense against diseases, toxins, viruses, pollutants, radiation and oxidative stress. Low glutathione levels are linked to diseases such as Cancer, Multiple Sclerosis, AIDS, Alzheimer?s, Parkinson?s, Atherosclerosis, pregnancy complications, male infertility and Cataracts. A Glutathione deficiency can cause a lack of coordination, mental disorders, tremors, and difficulty maintaining balance. Glutathione is continuously defending our body against attacks from disease, toxins, poisons, viruses, pollutants, radiation and oxidative stress. Without Glutathione our liver would soon become overwhelmed with the accumulation of toxins, resulting in organ failure and death. click here to learn more.... Robert O. Young D.Sc., Ph.D - "In the last ten years, over 25,000 medical articles about this substance have been published, and the scientific understanding of glutathione is gradually becoming common knowledge. Each and every cell in the body is responsible for its own supply of glutathione and must have the necessary raw materals in order to produce it. Glutathione is always in great demand and is rapidly consumed when we experience any sort of emotional or physical stress, fatigue and even moderate exercise." October 2007 New England Journal of Medicine - Vaccine Damage: Parents receive $2B compensation pay-outs - Vaccine manufacturers have paid out nearly $2B in damages to parents in America whose children were harmed by one of the childhood jabs such as the MMR (measles-mumps-rubella) or DPT (diphtheria-pertussis-tetanus). In all, around 2,000 families have received compensation payments that have averaged $850,000 each. There are a further 700 claims that are going through the pipeline. None of the claims is for autism as medical researchers say they have failed to find a link between the disease and the MMR vaccine, despite the initial findings made by Dr Andrew Wakefield. Instead they are for a wide spectrum of physical and mental conditions that are likely to have been caused by one of the vaccinations. Around 7,000 parents have filed a claim of an adverse reaction with America's Vaccine Injury Compensation Program (VICP). To win an award, the claimant must prove a causal link to a vaccine. As the medical establishment has refused to recognise any link to autism, the VICP has so far rejected 300 claims for this outright. (Source: New England Journal of Medicine, 2007; 357: 1275-9). Hepatitis B Vaccine Triples the Risk of Autism in Infant Boys Using datasets from 1997 to 2002, this latest study found that newborn boys more than tripled their risk of developing an autism spectrum disorder after receiving the Hepatitis B vaccine. The increased use of the Hepatitis B vaccine also coincides with the original rise in autism. How Safe Is Universal Hepatitis B Vaccination? by Dr. Burton A. Waisbren, Sr., M.D Vaccine used in children causing brain damage? Click here to watch the video Autism and Vaccinations By Mary Megson, MD I have practiced pediatrics for twenty-two years, the last fifteen years seeing only children with developmental disabilities, which include learning disabilities, attention deficit hyperactivity disorder, cerebral palsy, mental retardation and autism. In 1978, I learned as a resident at Boston Floating Hospital that the incidence of autism was one in 10,000 children. Over the last ten years I have watched the incidence of autism skyrocket to 1/300-1/600 children. Over the last nine months, I have treated over 1,200 children in my office. Ninety percent of these children are autistic and from the Richmond area alone. Yet the State Department of Education reports that there are only 1,522 autistic students in the entire state of Virginia. more Russell L. Blaylock MD Neurosurgeon - "Most have at least heard about the controversy surrounding possible harmful effects of some of the vaccines. What is less well known is that even greater dangers exist than are being conveyed to the general public. Much of this information is buried in highly technical scientific journals beyond the reach and understanding of the average person. Of special concern is the relationship between vaccine policy, autism and the Gulf War Syndrome. I shall use the Gulf War Syndrome as an example of a vaccine policy gone berserk, while including discussions of other dangers as well." Vaccines, Autism and Gulf War Syndrome Court to determine if vaccines cause autism Federal panel deciding whether 4,800 families deserve compensation For years, parents of autistic children have claimed mercury in vaccines is at fault. Now it?s time to prove it. ederal panel deciding whether 4,800 families deserve compensation. The government and industry keep coming up with studies showing "there is no evidence". Many say that this is a conspiracy to suppress the truth. The study was published in a medical journal stacked full of ads from the very same drug companies that manufacture and market vaccines. More on this website and this website ?Tolerance Lost? a 3 DVD series by Dr. Andrew Moulden BA, MA, MD, PhD, proves that ALL vaccinations cause immediate and delayed, acute and chronic, permanent and transient, disease and disorders that cut across all organ systems.Tissue damages are a result of impaired blood flow and blood 'sludging" in the microscopic vessels throughout the circulatory system. Autism, ADHD, Sudden infant death, Gardasil, Gulf war syndrome, specific learning disabilities, seizures and more. Watch the video... June 12th, 2007 - Hearings Provide Vaccine-Injured Children Opportunity for Justice - Compromised epidemiology no match for science indicating vaccine injury, says NAA - Washington, DC - Today?s start of the Autism Omnibus Proceeding in the U.S Federal Claims Court has already evoked concerns over the handling and whitewashing of the Centers for Disease Control?s Vaccine Safety Datalink (VSD). The VSD houses vaccine safety information to which government lawyers were allowed access, while attorneys representing families were barred. Children With Autism Get Day in Court The parents of 12-year-old Michelle Cedillo asked a federal court Monday to find that their child's autism was caused by common childhood vaccines, a precedent-setting case that could pave the way for thousands of autistic children to receive compensation from a government fund set up to help people injured by the shots. U.S. Government Concedes That Mercury Causes Autism Vaccine-Autism Question Divides Parents, Scientists Thimerosal, a mercury-based preservative in vaccines A study released today by an environmental organization offers support to the theory that a vaccine preservative called thimerosal may contribute to the cause of autism. The study has found a genetic flaw that sheds further light on how autistic children are metabolically different from healthy children. This may explain why autistic children may not be able to excrete mercury and other heavy metals. Mercury is a potent neurotoxin. Injecting it into a child, whose nervous system is rapidly developing, could have terrible consequences. So, before you decide to vaccinate your children, do them a favor and look into the many risks and side effects associated with common childhood vaccines. Doing so could mean the difference between life and death. Thimerosal has been gradually removed from vaccines since 1999, however it is still present in some vaccinations, including virtually all flu shots. During the review, medical experts discussed the results from a study that showed urinary mercury concentrations were six times higher in children with autism, as opposed to normal-age/vaccine matched controls. They also said that they found evidence that suggested the link between thimerosal-containing vaccines and autism had a higher risk than that between lung cancer and smoking cigarettes. U.S. Government Concedes That Mercury Causes Autism Facts about thimerosal and mercury - Congressional Hearing: Thimerosal in Vaccines - This is an eye opener! (It may take a couple of minutes for the video to download) Law Suit Against Pharmaceutical Companies Citing Vaccines Contained Poisonous Mercury: "On July 7, 1999, the American Academy of Pediatrics (AAP) issued with the US Public Health Service (USPHS) a joint statement alerting clinicians and the public of concern about thimerosal, a mercury-containing preservative used in some vaccines. Mercury - What is its role in Autism and Alzheimer's Disease? Dr. Boyd Haley, Ph.D., a biochemist at the University of Kentucky, is probably one of the world's top experts on mercury toxicity. Hear this fascinating review of the irrefutable evidence that links mercury toxicity to Autism and Alzheimer's disease. The video is from a presentation in March of 2003. The slides are courtesy of Dr. Haley. (1 hour 27 seconds video (only palys on IE ) How mercury causes brain neuron degeneration - Video from the University of Calgary dept of physiology and biophysics faculty medicine. Autism and Mercury Amalgam Fillings Mothers-Reversing-Autism.Com Do you have a question or need guidance? Mindy Harris volunteers her time to provide guidance and support in your quest to find relevant information. She can be reached at 479-273-1706 (USA) If you prefer you can click here to contact Shirley . Law Suit Against Pharmaceutical Companies Citing Vaccines Contained Poisonous Mercury "On July 7, 1999, the American Academy of Pediatrics (AAP) issued with the US Public Health Service (USPHS) a joint statement alerting clinicians and the public of concern about thimerosal, a mercury-containing preservative used in some vaccines.The reason for the warning is that himerosal contains a related mercury compound called ethyl mercury. Mercury is a toxic metal that can cause immune, sensory, neurological, motor, and behavioral dysfunctions. The Food and Drug Administration suggested that some infants, depending on which vaccines they receive and the timing of those vaccines, may be exposed to levels of ethyl mercury that could build up to exceed one of the federal guidelines established for the intake of methyl mercury. Symptoms of mercury toxicity in young children are extremely similar to those of autism. This can explain the recent increase in the numbers of children diagnosed with autism since the early 1990's. The numerous amount of children diagnosed with autism seems to directly correlate with the recommendation of both the hepatitis B and HIB vaccine to infants in the early 1990s." Parents of now grown vaccine injured children, who warned pediatricians and Centers for Disease Control (CDC) officials in the 1980?s that their once healthy, bright children regressed mentally, emotionally and physically after reacting to DPT vaccine with fever, high pitched screaming (encephalitic cry), collapse/shock, and seizures, are grieving with a new generation of parents whose healthy, bright children suddenly regress after DPT/DTaP, MMR, hepatitis B, polio, Hib and chicken pox vaccinations. The refusal two decades ago by vaccine manufacturers, government health agencies and medical organizations to seriously investigate reports of vaccine-associated brain injury and immune system dysfunction, including autistic behaviors, is reaping tragic consequences today. U.S. Government Concedes That Mercury Causes Autism Autism and Vaccines: A New Look At An Old Story Deadly Immunity By Robert F. Kennedy Jr. Thursday 16 June 2005 - When a study revealed that mercury in childhood vaccines may have caused autism in thousands of kids, the government rushed to conceal the data - and to prevent parents from suing drug companies for their role in the epidemic. more Evidence of Harm: Mercury in Vaccines and the Autism Epidemic: A Medical Controversy The pharmaceutical industry, the CDC, the FDA, and a host of other people do NOT want you to read this book - because they are afraid of it. And they should be. The CDC has already issued a statement on the book, fearing that it will lower vaccination rates. David Kirby is an independent journalist, not the parent of an autistic child, nor a biased observer from the medical, regulatory, public health, or pharmaceutical communities - trying to cover their a**es from lawsuits that could make the tobacco settlements look like pocket change. David Kirby's new explosive book, "Evidence of Harm" will no doubt be used for years to come as a historical account of the greatest iatrogenic (medically induced) epidemic in this nations history. David Kirby reveals in his book, the "Toxic Truth" that has been repeatedly covered up by the CDC, NIH, FDA,AAP and greedy politicians whose pockets are constantly lined by the pharmaceudical industry. "Evidence of Harm" is an accurate account of how the parents of autistic children realized their kids had received bolus doses of mercury in excess of 100 times over EPA safe limits through their vaccines. Once tests revealed the possibly of mercury toxicity, these parents of great courage and tenacity take their fight to Washington DC and take on government officials within the CDC. Documents and e-mails that where gathered through the Freedom of Information Act confirm their suspicions, there was indeed, evidence of harm! Tthis book is a factual account of the great lengths many have have taken in high places to cover-up the truth, and the lengths the parents will go, to reveal the truth, to help their damaged children, and to prevent further damage. This book confirms what we have been reading in the papers lately about the FDA, CDC and their ties to pharmaceutical companies! F Yazbak MD - "This report describes six mothers who received live virus vaccines and one who received a Hepatitis B vaccine during pregnancy after having received an MMR booster five months prior to conception. All the children who resulted from these pregnancies have had developmental problems, six out seven (85%) were diagnosed with autism, and the seventh seems to exhibit symptoms often associated with autistic spectrum disorders." read comments from other medical doctors The Natural Medicine Guide to Autism Autism is now an epidemic in the United States and in much of the world, rising by as much as 1000% in some areas. The Healthy Mind Guide: Reversing Autism explores why and offers effective treatment options and the possibility of a positive outcome via natural medicine therapies that can ameliorate or reverse the disorder in many cases. Part I of the book covers the basics of autism?what it is and what causes it. The book includes discussion of the following factors that are often involved in the disorder: vaccines, heavy metal toxicity, nutritional deficiencies/imbalances, food allergies, digestive problems and fungal overgrowth, viruses or viral overload, immune dysfunction, problems in the birthing process, and energetic legacies from unresolved family issues in previous generations. Testimony of Bernard Rimland, Ph.D. Before House Committee on Government Reform April 6, 2000 "During the past few years the Autism Research Institute has been flooded with an upsurge in pleas for help from parents throughout the world ? from wherever the World Health Organization vaccine guidelines are followed. The majority of these parents say their children were normal until getting the MMR ? another triple vaccine. Let me dispel several myths promoted by those who deny the autism-vaccine connection: 1. They claim the vaccines are safe, but physicians are indoctrinated to disbelieve claims of harm and are not trained to recognize nor required to report any adverse reactions. From 90% to 99% of the adverse reactions reported to doctors are never reported by those doctors to the government?s extremely lax Vaccine Adverse Event Reporting System, known as the VAERS. " Learn more about adverse reaction to vaccines "Autism is not the only severe chronic illness which has reached epidemic proportions as the number of (profitable) vaccines has rapidly increased. Children now receive 33 vaccines before they enter school ? a huge increase. The vaccines contain not only live viruses but also very significant amounts of highly toxic substances such as mercury, aluminum and formaldehyde. Could this be the reason for the upsurge in autism, ADHD, asthma, arthritis, Crohn?s disease, lupus and other chronic disorders?"Learn more...read the rest of the testimony Bernard Rimland. is a research psychologist (Ph.D.). and am Director Of the Autism Research Institute based in San Diego, CA. He is also the founder of the Autism Society of America (1965), and the editor of the Autism Research Review International and father of a 44-year-old Autistic Son VISIT THE LIBRARY - Books and Journals Application of Transfer Factor in Pediatrics: Autism In a landmark study, Dr. H. Hugh Fudenberg, M.D. found that of 22 Autistic children, 21 improved significantly and 10 were considered to be recovered and mainstreamed in their schools following Transfer Factor treatment. After the treatment was discontinued, some showed regression, but none returned to their prior baseline levels. Dr. Fudenberg used the lymphocyte based Transfer Factor in his treatment, and while these results have been replicated using that treatment protocol, they have not been replicated using the colostrum based treatment. more Learn about Dr. Bock numerous anecdotal reports on the use of transfer factor in children with autistic spectrum disorders and improvement in their clinical behaviors. more Dr. Will Falconer - "Transfer Factor should be given before and immediately after vaccination for at least a few weeks to help ameliorate the immune system confusion (when someone is faced with a mandatory vaccination, or has decided they want to give one). By priming the immune system with Transfer Factor, the immune intelligence should be less confused." There are over 3,000 published papers, 50 years of research, and thousands of case reports on the effectiveness of Transfer Factor in modulating the immune system. Homeopathy is also noted for its success to antidote or remove the toxic effects of vaccines and to re-establish balance in the organism and restore health. Certain homeopathic remedies taken after vaccination can minimize vaccine damage. A professional homeopath should be consulted for more information. Holistic doctors and pediatricians are also using Homeopathy and Transfer Factor to successfully prevent and treat the diseases of smallpox, measles, whooping cough, chickenpox, anthrax and other ailments. Do you have a question or need guidance? Mindy Harris volunteers her time to provide guidance and support in your quest to find relevant information. She can be reached at 479-273-1706 (USA) If you prefer you can click here to contact Shirley . Nancy Hallaway, RN, and author of the book Turning Lead into Gold - How Heavy Metal Poisoning Can Affect Your Child and How to Prevent and Treat It, found this out the hard way. Her twin boys were diagnosed as hyperactive with Attention Deficit Disorder and severe autistic tendencies. Her doctor found unacceptable levels of lead, arsenic, aluminum and cadmium in their bodies, and his treatments led to immediate and spectacular improvement in both children. These children were prescribed Ritalin, then Anafril, and then Clonidine at age three. Since their first treatment to remove the heavy metals, they have not needed any medications at all for their previously diagnosed disorders. According to Nancy Hallaway, their eye contact is great, their unusual agitation and anxieties have disappeared, and though Nancy was told that the twins might never talk, not only are they both talking now, but they attend regular classes in school. All this resulted from removing toxic metals from their body tissues. Whether the link to heavy metals, chemicals and vaccination toxins is causal or not, there is no question among many doctors, scientists and parents alike that children have regressed developmentally and/or shown signs of autistic spectrum disorders and ADD upon receiving the basic childhood vaccinations, such as MMR and DPT. more In addition, mercury and other heavy metals can accumulate in the body of the fetus, as these metals can and do cross over from the mother into the unborn baby via the placenta. Particularly implicated are iron, lead, mercury and copper. This may explain why some children who were not immunized nevertheless have autism or show autistic tendencies. The fact that heavy metals can and do build up in the body of unborn children echoes the findings of doctors Walsh and Usman: If these children are missing an enzyme to break down heavy metals, these metals that cross over from the placenta will accumulate in the tissues of the body and cause damage to the brain and immune system, even in unborn children. Dylan's Story: Overcoming Autism, A Childhood Epidemic Dylan?s Story is the account of one family?s journey to recover their son from Autism through extensive research, nutrition, and the elimination of chemicals. Readers will find that Dylan?s Story is not limited to individuals affected by Autism. Information in this book can benefit anyone who suffers from allergies, chronic health problems or neurological disease. Dylan?s Story details contributing factors which were the underlying cause of Dylan?s Autism. The book contains extensive research on sources of common food allergens, chemicals and toxins and their effect on the digestive system, central nervous system, brain, and immune system. The indepth Resource Guide lists common chemicals and toxins, food additives, GMO?s, preservatives, heavy metals, vaccinations, refined foods, GF/CF diet and much, much more. The book is the result of the research that enabled two parents to acquire the knowledge necessary to make changes in their son?s diet and environment to overcome his Autism. Home Detoxification Programs - Herbal and Nutritional formulas to Cleanse and Purify Specially formulated tea, clay bath, and other natural treatement can help improve or even reverse symptoms by removing toxic metals and chemicals from the body. learn more The Unavoidable Hidden Factor that Greatly Contributes to Autism Measles-Mumps-Rubella (MMR) Vaccine as a Potential Cause of Encephalitis (Brain Inflammation) in Children Harold E. Buttram, MD In 1993 Vijendra Singh, PhD University of Illinois, published a study in which they found antibodies to myelin basic protein in 50 to 60% of autistic children tested.4 Recently at a public meeting Dr. Singh presented information on an unpublished, preliminary study of 27 autistic children in which he found nearly 50% correlation between MMR antibodies and antibodies to myelin basic protein in serum drawn from the children.7 Dr. Singh emphasized that this study was very preliminary and that no conclusions could be drawn from it. However, it does raise a higher index of suspicion that the MMR vaccine may result in encephalitis and its various complications on a fairly large scale. Once again, this leads us to question whether or not many vaccine reactions are passing unrecognized and therefore unreported by the US medical community. Reasons for under-reporting of adverse vaccine reactions in the USA As reported in the Journal of the American Medical Association in 1990, there is a general malaise among American physicians in reporting adverse drug (and vaccine) reactions;.8 ,9 Based on this report, the present voluntary reporting system appears to have resulted in very low levels of adverse reaction reports. more This mercury calculator will help you determine how much mercury a child received at previous vaccination visits or could receive in an upcoming visit. The products are listed by brand name and manufacturer. Some vaccines have two company names because over the past several decades there have been many company mergers. From the Autism Research Unit, School of Health Sciences, University of Sunderland's web site: Autism and Vaccination "There is an increasing amount of research being conducted into the possible link between autism and vaccination. Along with many other groups throughout the world, the Autism Research Unit is committed to examining the nature of this association through scientific research. Due to the nature of our work conducted at the Unit and the strong contact established with parents of people with autism, we at theUnit, have become increasingly aware of the elevated incidence of parents claiming that their child's autism was the result of, or compounded by, vaccination. Many times each week, we are contacted by parents who talk about the effect they saw when their child was vaccinated, often describing harrowing scenes of extremely rapid regression, from perfectly ordinary children to children who exhibit very severe behavioural and physiological problems." more (more on the danger of vaccines) When Your Doctor is Wrong: Hepatitis B and AutismWere your child's developmental issues triggered by hepatitis B vaccine? Is a booster safe? For children with signs of autism and multiple gastrointestinal issues from birth, this shot may have been the first insult. Throughout the 1990s it was given at birth, often without parental consent or awareness. It is still given to infants and children today. Learn about this vaccine?s development, safety record, its inappropriateness for infants and children, and what the CDC and FDA know about it. Your doctor may have been misinformed about this shot ? read what he or she should know, before recommending it for one more child. Does your child need hepatitis B vaccine? How safe is it? When Your Doctor Is Wrong scrutinizes reportable data on the virus and the vaccine as it follows one child through the terrible maze of adversely reacting to this shot. Los Angeles Times, April 26, 2000 Do Children's Shots Invite Autism? by Bernard Rimland Ph.D. First, do no harm. If the multibillion-dollar vaccine industry had heeded Hippocrates' ancient dictum and concentrated on making vaccines safe, the 300% to 500% nationwide increase in autism probably would not have occurred. Concern for vaccine safety might have prevented the simultaneous sharp rise in other chronic and debilitating diseases such as asthma, allergies, attention deficit/hyperactivity disorder, learning disabilities, arthritis and Crohn's disease. Vaccinations: The Overlooked Factors by Bernard Rimland, Ph.D director of the Autism Research Institute The routine administration of a live virus vaccine booster, during the postpartum period, to previously vaccinated women who have remained rubella-susceptible, should be reconsidered. It is likely that continued rubella susceptibility in these women, is not due to a problem with the vaccine, but with the woman herself, and therefore it seems reasonable not to attempt to correct it by the administration of more boosters. Some re-vaccinated mothers are developing unusual problems, and many remain rubella-susceptible. Their children also appear to have an inordinate number of difficulties of their own. Twenty out of twenty five families (80%) in this study have children with autism. more David Ayoub, M.D. goes through the relations of Mercury to Autism and other disease Do you have a question or need guidance? Mindy Harris volunteers her time to provide guidance and support in your quest to find relevant information. She can be reached at 479-273-1706 (USA) If you prefer you can click here to contact Shirley . Children With Starving Brains: A Medical Treatment Guide for Autism Spectrum by Jaquelyn McCandless, MD One of the best resources on autism that I have ever seen. If you want to know the most effective and up-to-date biomedical approaches for autistic spectrum disorders, then get this book. It provides a wealth of useful and easily understood information, and is recommended by the Director of the Autism Research Institute and the Founder of the Autism Society of America, Dr. Bernard Rimland, PhD. In the midst of a worldwide epidemic of autism, ADD, and ADHD, this book is a message of hope to parents embarking on the challenging journey of finding proper medical care for their Autism Spectrum Disorder children. Genetic susceptibility activated by "triggers" such as pesticides and heavy metals in vaccines can lead to immune system impairment, gut dysfunction, and pathogen invasion such as yeast and viruses in many children. This is the first book written by an experienced clinician that gives a step-by-step treatment guide for parents and doctors based on the understanding that ASD is a complex biomedical illness resulting in significant brain malnutrition. Dr. McCandless, whose grandchild with autism has inspired her "broad spectrum approach," describes important diagnostic tools needed to select appropriate treatment programs. Her book explains major therapies newly available and identifies safe and effective options for parents and physicians working together to improve the health of these special children. Autism Recover - Testimonials Autism: Our Son's Amazing Improvement with Glyconutrients (saccharides) and Transfer Factor Nutritionals Our son Nason was born in November 2002 happy, healthy and beautiful. He developed normally and reached all of his milestones. After Nason received his 1st year immunizations, he completely withdrew from us and the rest of the world, spending the majority of his time staring at his fingers, spinning, or gazing into space. His preferred companion was a pen or any other vertical object he could find. He lost his ability to walk up and down the stairs, feed himself and began to self-select foods leaving him with a total of 2 foods in his diet. Nason also broke out with severe eczema all over his body and became irritable anytime we tried to cuddle with him. Auto-Immunity, Vaccines and Autism more Dr. Jennifer Reid, N.D. - "As a naturopathic physician, I have been working with autistic children since 1997. I was introduced to these nutrients three years ago and was very skeptical even though the science looked good. I decided to try glyconutrients with five of my most extreme cases. One of these five patients was a severely autistic child. With this child, I saw what appears to be a recovery of all previous symptoms. I have worked with over 150 autistic children. All children are unique, but in general, what I am seeing is that within the first month, the child's verbal communication increases, their "stimming" decreases, and their color improves. As health continues to improve, behavior problems will diminish. The need for many additional supplements will also decrease after starting glyconutrients. Glyconutrients give the body the nutrients to naturally chelate itself of many toxic substances. Families using glyconutrients with their children are having amazing results with autistic characteristics. The results and improvements are definitely undeniable." Former Seattle Seahawks footall player find helps with Glyconutritionals for autistic twin boys How Jim Carrey and Jenny McCarthy's Son Recovered From Autism Carrey and McCarthy?s son, Evan, has been healed thanks to breakthroughs that may not be scientifically proven, but have definitely helped, such as a gluten-free, casein-free diet, vitamin supplementation, detox of metals, and anti-fungals for the yeast overgrowths that plagued his intestines. Once his neurological function was recovered through these medical treatments, speech therapy and applied behavior analysis helped him learn the skills he could not learn while he was frozen in autism. Chia Seeds, the No-Gluten Omega-3 Food with Healing Power. The chia seeds were the power food of the ancient Aztecs. According to Spanish manuscripts, the Aztecs ate the Chia seeds to improve their endurance - they called it their "running food" because messengers could purportedly run all day on just a handful. learn more We Cured Our Son's Autism When the doctors said our son would be severely disabled for life, we set out to prove them wrong. The word autism, which once meant so little to me, has changed my life profoundly. It came to my house like a monstrous, uninvited guest but eventually brought its own gifts. I've felt twice blessed -- once by the amazing good fortune of reclaiming my child and again by being able to help other autistic children who had been written off by their doctors and mourned by their parents. Learn how Karyn Seroussi cured her autistic son. Why Don't the Amish Have Autistic Children? Since they have been cut off for hundreds of years from American culture and scientific progress, the Amish may have had less exposure to some new factor triggering autism in the rest of population. The likely culprit: vaccines. A child with unusual behavior gets help from homeopathy May/June 2004 (Reaction to an MMR vaccine) Excerpts from Homeopathy Today magazine May/June 04 issue) I invite you to subscribe to read the entire story. As a subscriber, you will have access to the information online. "One possible source of Paolo?s developmental and social delay was a severe reaction to the MMR vaccine at 27 months old, just after he was adopted. Paolo?s mother reported that within 24 hours of the vaccination, he developed an inflamed lump at the site of the shot on his buttocks, and he limped around irritably for days. Paolo also appeared to be unhappy, screaming inconsolably. This shrieking continued with frequency, almost every day throughout his toddlerhood. Paolo lost nearly two years of language development?he could no longer speak Spanish at all (and he had not yet learned English). His motor skills and balance declined as well. He seemed to have lost his ability to play and, if given toys, didn?t seem to know what to do with them. Prior to the immunization, despite his having been raised in an orphanage, the boy?s development seemed normal. Actually, Paolo had been the darling of the orphanage!" You can read the entire article in the Homeopathy Today magazine May/June 04 issue. As a subscriber, you will have access to the information online. Each child is different - Whatever may be the diagnosis or symptoms, each child is, of course, unique, and each child may need any one of the more than 2000 medicines in our homeopathic materia medica. It is only through an extensive understanding of each youngster through the process of homeopathic case-taking, that a homeopath can arrive at the indicated medicine. This process can be even more challenging with children on the autistic spectrum, especially when they cannot readily communicate; in these cases, the precise words of the child can be fascinating pointers to the correct medicine. Fortunately, there are other indicators as well to guide a homeopath to an effective prescription. It is important to seek the care of a qualified homeopathic practitioner, preferably one experienced in the treatment of children with psychiatric and behavioral problems Learn How Homeopathy Cured a Boy of Autism Interview With the Author of "Impossible Cure: The Promise of Homeopathy" Homeopathy Today includes inspiring articles and testimonials from veterinarians and others who have improved their animal's health or saved their lives with homeopathy. If you're interested in homeopathy, this is one magazine to get. Homeopathic remedies may be bought over the counter in all countries, and are being used to treat both human beings and animals. Each month it features articles and information from todays leading homeopaths. I wait for mine to arrive each month and then read it cover-to-cover! Published six times a year, each issue features articles by some of the world's best homeopaths on self-treatment for common ailments (e.g., hay fever, ear infections, and the flu); on the homeopathic treatment process and the philosophical underpinnings of homeopathy; and on specific remedies or diseases. Readers are kept up to date on the latest topics in homeopathic education, legislation that impacts homeopathic practice, conferences and workshops, reviews of new books, and much more. And each issue also contains at least one or two cure stories -- contributed by both practtioners and patients -- of their successful experiences with homeopathic treatment. In sum, there is material in each issue of Homeopathy Today that will interest everyone -- from patients to experienced practitioners. Highly recommended for laypeople, students, and professionals alike. more The Homeopathic Treatment of Autism by Nick Ferrin Registered Homeopath HOMEOPATHS DON?T TREAT AUTISM, THEY TREAT THE INDIVIDUAL; EACH CASE MUST BE TAKEN ON ITS MERITS. Disease labels are generally unhelpful in homeopathy, what is important is the characteristic symptoms the individual is exhibiting, the unique picture that person is presenting. HOMEOPATHY IS RENOWNED FOR ITS ABILITY TO REDUCE OR REPAIR THE DAMAGE CAUSED BY VACCINES LIKE NOTHING ELSE CAN Homeopathy is noted for its success to antidote or remove the toxic effects of vaccines and to re-establish balance in the organism and restore health. Certain homeopathic remedies taken after vaccination can minimize vaccine damage. A professional homeopath should be consulted for more information. "Once the diagnosis of The Post-Vaccination Syndrome (PVS) is considered a simple and efficient treatment can restore health by giving the vaccinations that caused the disease in homeopathic potencies. Even severe damage as paralysis, epilepsy, general decline, etc. can partially or completely be restored." Dr. Smits MD Many families are now using homeopathy as an alternative to vaccines Excerpts from Dr. Mercola's website Autism and Mercury by Tim O'Shea,DC Inquiry into vaccine safety is exploding like never before, even in the popular press. Research coming from dozens of mainstream medical studies can no longer be easily suppressed, as it has been in the past, especially with the prevalence of online information exchange. Last September, some 2,000 people, mostly MDs, assembled at the Town and Country resort in San Diego to hear the latest research on autism. Following the April 2000 Congressional hearings on autism and vaccines, this epidemic can no longer be ignored. The figure of one autistic infant for every 150 is now widely documented. Dr. Stephanie Cave presented enlightening data on mercury toxicity, drawn largely from the brilliant work of Sallie Bernard. Dr. Cave explained how: By age two, American children have received 237 micrograms of mercury through vaccines alone, which far exceeds current EPA "safe" levels of .1 mcg/kg. per day. That's one-tenth of a microgram, not one microgram. A few years ago, Bernard and her associates began to notice a striking similarity between the symptoms of autism and the symptoms of mercury poisoning. The more research she did, the more it seemed that these two diseases were virtually identical. Autism and mercury poisoning damage the: brain/nerve cells; eyes; immune system; gastrointestinal system; muscle control; and the speech center. Soaking up the Mercury In the San Diego conference on autism, Dr. Amy Holmes gave perhaps the only lucid presentation about treatment. She explained how chelating drugs alone, which go through the blood like Pac Man munching up mercury, don't do much good for autism. That's because most mercury clears from the blood very soon. Mercury in thimerosal is stored in the gut, liver and brain, and as previously mentioned, becomes very tightly bound to the cells. Once inside those cells, or inside the blood-brain barrier, the mercury is reconverted back to its inorganic form. Locked into these cells, the mercury can then do either immediate cell damage or become latent and cause the onset of autism, brain disorders, or digestive chaos years later. Dr. Holmes reported success using alphalipoic acid as an agent to cross the blood-brain barrier to soak up mercury. Once the mercury is brought back into the bloodstream, standard chelators like DMSA can then take it out. Dr. Holmes has used her protocol on about 300 autistics so far, and shows consistent increases in IQ scores. read the rest of this fascinating article Dr. Andrew Wakefield: The Origins of the Autism Epidemic F Yazbak MD - "This report describes six mothers who received live virus vaccines and one who received a Hepatitis B vaccine during pregnancy after having received an MMR booster five months prior to conception. All the children who resulted from these pregnancies have had developmental problems, six out seven (85%) were diagnosed with autism, and the seventh seems to exhibit symptoms often associated with autistic spectrum disorders." Mary N. Megson, M.D. - "Autism may be a disorder linked to the disruption of the G-alpha protein, affecting retinoid receptors in the brain. A study of sixty autistic children suggests that autism may be caused by inserting a G-alpha protein defect, the pertussis toxin found in the D.P.T. vaccine, into genetically at-risk children." Rebecca Carley, M.D. - "Although the symptoms of mercury poisoning are identical to the symptoms of autism, it should be noted that most children who descend into the hellish state known as autism do so after the MMR vaccine. The MMR vaccine is one of the few vaccines that do not contain mercury. Thus, it is self-evident that the removal of mercury will not make vaccines "safe". (This is why the mercury is the only thing being addressed at all; because when the people reading this paper realize that the very mechanism by which vaccines corrupt the immune system means that NO vaccine is safe and effective; there will be an evolution of consciousness where the structure of lies telling us vaccines are safe and effective disintegrates.) In the autistic community, this will l genetic brain genetic U.S. dna Autism MA gastrointestinal eye contact mental retardation regression Autism Research Institute Autism Society of America San Diego add Bernard Rimland CA M.D. MD seizures attention deficit disorder United States MMR Institute of Medicine Washington University Vaccines ADOS US Wakefield Centers for Disease Control EPA Singh conception NIH Food and Drug Administration FDA attention deficit hyperactivity disorder adhd ritalin Autism Research Review International Andrew Wakefield England American Washington DC Jenny McCarthy Capitol Hill Vaccine Injury Compensation Program VICP VAERS Autism Spectrum Disorder malnutrition CDC England Journal of Medicine English USA Centers for Disease Control and Prevention Dylan Texas British American Academy of Pediatrics AAP AIDS Los Angeles Times Richmond University of Illinois World Health Organization Dan Burton Ph.D America ADHD DC Crohn Jaquelyn McCandless Spanish Ritalin McCarthy Jim Carrey David Kirby Isaac Pessah Parkinson Gulf War Syndrome Amish Haley Autism Epidemic: A Medical Freedom of Information Act DMSA Congressional US Public Health Service HIB Fudenberg Multiple Sclerosis Evan Amy Holmes Mary Megson Alzheimer 's Disease Vijendra Singh American Medical Association Autism Research Unit Britain Karyn Seroussi Stephanie Cave Sallie Bernard Cave Bernard October 5, 2009 Holmes Boyd Haley University of Kentucky Mercury Causes Autism Evidence of Harm: Mercury Dawbarns Law Firm of England Dawbarns Michael E Dym US Autism Epidemic Control ARRI Dan Burton Toxic Mercury Autism Texas UC Davis' MIND Institute RBC PDD-BI ATEC SAS Multiple Associated With Toxic Metal Body Red Blood Cell Glutathione Jimmy Gutman Robert O. Young D.Sc. Hepatitis Infant Boys Using Safe Is Universal Burton A. Waisbren Boston Floating Hospital State Department of Education Virginia. Russell L. Blaylock Gulf War Syndrome Court DVD Andrew Moulden BA Gardasil Gulf Vaccine-Injured Children Opportunity Autism Omnibus Proceeding U.S Federal Claims Court VSD Autism Get Day Court Michelle Cedillo U.S. Government Concedes That Mercury Causes Autism Vaccine-Autism Question Divides Parents U.S. Government Concedes That Mercury Causes Autism Facts Suit Against Pharmaceutical Companies Citing Vaccines Contained Poisonous Mercury: USPHS Alzheimer Calgary Amalgam Fillings Mindy Harris Shirley Suit Against Pharmaceutical Companies Citing Vaccines Contained Poisonous Mercury U.S. Government Concedes That Mercury Causes Autism Autism Vaccines: A New Look At An Old Story Robert F. Kennedy Jr Harm: Mercury in Vaccines Harm Toxic Truth Natural Medicine Guide Healthy Mind Guide: Reversing Autism House Committee Government Reform Bernard Rimland. Autistic Son Journals Application of Transfer Factor Pediatrics: Autism H. Hugh Fudenberg Transfer Factor Bock Will Falconer Nancy Hallaway Heavy Metal Poisoning Can Affect Your Child Treat It Nancy Walsh Usman: GMO Unavoidable Hidden Factor Potential Cause Encephalitis ( Brain Inflammation Harold E. Buttram School of Health Sciences Sunderland Unit Bernard Rimland Ph.D Overlooked Factors Ph.D David Ayoub McCandless Autism Recover Son Nason Jennifer Reid Seattle Seahawks Son Recovered Autism Carrey Chia Seeds No-Gluten Omega-3 Food with Healing Power Aztecs Chia Homeopathy Paolo Autism Interview With the Author of " Impossible Cure: The Promise of Homeopathy Nick Ferrin Registered Homeopath HOMEOPATHS DON Post-Vaccination Syndrome PVS Smits MD Mercola Tim O'Shea DC Inquiry Town Country Pac Man Andrew Wakefield: Origins of the Autism Yazbak MD Mary N. Megson G-alpha D.P.T. Rebecca Carley 479-273-1706 February 9, 2004 Oct 1, 2003 1997 to 2002 June 12th, 2007 July 7, 1999 16 June 2005 April 6, 2000 April 26, 2000 www.shirleys-wellness-cafe.com/autism.htm applied behavior analysis diagnoses ados Autism150 http://www.dreddyclinic.com/findinformation/aa/autism.htm Autism is a complex brain disorder that causes a range of developmental problems, most notably in the ability to communicate and socialize with other people. The first signs of this disorder typically appear by age 3 and continue through life. The cause of this disorder isn't clear, and there's no cure. But autism is a treatable condition. Children with autism benefit from early individualized, intensive interventions. Causes of autism still puzzle experts The scariest thing about autism is the uncertainties over the cause of the disorder. Even after almost 60 years since Dr. Leo Kanner a psychiatrist at John Hopkins University had defined the word in 1943, doctors and scientists have still failed to pinpoint the cause of autism. The symptoms of autism itself vary from case to case, of which impairments in social interaction, verbal and non-verbal communication, and imagination, are most prominent. Although there is no known unique cause of autism, there is growing evidence that autism can be caused by a variety of problems. According to Stephen M. Edelson of the Center for the Study of Autism in Salem, Oregon, there is some indication of a genetic influence in autism, and that the genetic link to autism may be a weakened or compromised immune system. Other research shown that depression and or dyslexia were quite common in one or both sides of the family when autism was present, he said in his overview of autism found on the Internet. Depression Psychologist Adriana S. Ginanjar, however, downplayed genetic factors as the number of people affected by autism was growing each year. In the U.S. it is estimated that there were one in every 200 children with autism, while previously there had been one in every 1000 children. Autism is three times more likely to affect males than females, Edelson said, however this gender difference was not unique to autism since many developmental disabilities had a greater male to female ratio. In Indonesia, the number of children affected by Pervasive Development Disorder (PDD), including autism, had also been rising in the last few years by about 10,000 to 12,000 cases annually, accounting for between 0.15 percent to 0.2 percent of the total number of births annually, according to the Ministry of Health. Genes do not cause an outbreak, there's been a report from England that autism there is growing fast, and that couldn't be just because of genes,'' Adriana said in a one-day workshop on increasing communication abilities in autistic children here. She said that autism was more likely caused by the change in the environment, pollution, wider use of artificial fertilizers, and higher consumption of fast foods. As an example, Edelson cited the high prevalence of autism in the small town of Leomenster, Massachusetts, where a factory manufacturing sunglasses was once located. Interestingly, the highest proportion of autism cases were found in the homes down-wind from the factory smokestacks. There was also evidence that a virus can cause autism, and that there was an increased risk in having an autistic child after exposure to rubella during the first trimester of the pregnancy. Additionally, there were growing concerns that viruses associated with vaccinations, such as the measles component of the MMR (Measles, Mumps, and Rubella) vaccine and the pertussis component of the DTP (Diphtheria, Tetanus, Pertussis) shot, may cause autism. This is why many doctors now prefer to delay giving these shots to children under three years old,'' Adriana said. Diphtheria pertussis Tetanus Many autistic children also seemed to have an impairment in one or more of their senses, which could involve the auditory, visual, tactile, taste, vestibular, olfactory (smell), and proprioceptive senses. These senses may be hypersensitive, hyposensitive, or may result in the person experiencing interference, such as a persistent ringing or buzzing sound in the ears. As a result, it may be difficult for them to process incoming sensory information properly. Edelson said that about 10 percent of autistic individuals had savant skills, or remarkable abilities. These skills were often spatial in nature, such as a special talent in music and art, and mathematical abilities in which some can multiply large numbers in their head within a short period of time. Others could determine the day of the week when given a specific date in history, or memorize a complete airline schedule. Over the years, families have tried various types of traditional and non-traditional treatments to reduce autistic behaviors and to increase appropriate behaviors. Food intolerances and food sensitivities were receiving much attention as possible contributors to autistic behaviors, and many families had observed rather dramatic changes after removing certain food items from their children's diet. Edelson said that researchers had detected the presence of abnormal peptides in the urine of autistic individuals. It is thought that these peptides may be due to the body's inability to breakdown certain proteins into amino acids. These proteins were gluten such as wheat, barley, and oats; and casein found in human and cow's milk. Many parents had removed these substances from their children's diets and had, in many cases, observed dramatic, positive changes in health and behavior. genetic brain genetic U.S. depression PDD Internet Oregon social interaction MMR Leo Kanner England Pervasive Development Disorder Massachusetts Rubella Stephen M. Edelson Edelson Salem DTP John Hopkins University Center for the Study of Autism Adriana S. Ginanjar Indonesia Ministry of Health Adriana Leomenster www.dreddyclinic.com/findinformation/aa/autism.htm Autism151 http://www.newscientist.com/article/dn18664-vaccines-win-victory-in-autism-court.html?DCMP=OTC-rss&nsref=online-news The US government won't dole out cash to parents who claim that a preservative in vaccines triggered autism in their children. Several large-scale studies have failed to find a link between vaccines and autism. But that didn't stop parents from 5000 families who believe there is a link from seeking compensation under the National Vaccine Injury Compensation Program, created to help the small number of children who have severe allergic reactions to vaccines. On 12 March, the judges overseeing the scheme declared there was no proof that the children's autism was caused by thimerosal (thiomersal outside the US), a mercury-containing preservative used in some vaccines. The same court had already thrown out claims that thimerosal plus the measles-mumps-rubella vaccine causes autism. "The ruling supported the science," says Paul Offit of the Children's Hospital of Philadelphia in Pennsylvania. The families can appeal the decision, but it is unlikely to be reversed. This may not be the end of the anti-vaccine campaign, however. Campaigners have already started blaming the sheer number of vaccines a child receives, rather than a particular one or combination, for autism. "They keep moving the goalposts," says Offit. "It's the hallmark of pseudoscience." Like what you've just read? Don't miss out on the latest content from New Scientist. Get New Scientist magazine delivered to your door, plus unlimited access to the entire content of New Scientist online. Subscribe now and save If you would like to reuse any content from New Scientist, either in print or online, please contact the syndication department first for permission. New Scientist does not own rights to photos, but there are a variety of licensing options available for use of articles and graphics we own the copyright to. Have your say Comment title Your name Email Website Comment document.write("<div id='prvwBtn'>"); document.write("<input type='submit' class='invertbutton floatright' value='preview' id='compreview' onclick='commentpreview(); return false;'/>"); document.write(""); US National Vaccine Injury Compensation Program Philadelphia Paul Offit Pennsylvania Offit New Scientist www.newscientist.com/article/dn18664-vaccines-win-victory-in-autism-court.html?DCMP=OTC-rss&nsref=online-news 18664 Autism152 http://www.autismsocietycanada.ca/asd_research/research_news/index_e.html Overview Research News Prevalence Research into Causes Treatment Research Resources and Links Study Participants Needed Canadian Autism Intervention Research Network (CAIRN): Up-to-date summaries of autism research and literature reviews from around the world. Includes literature on research into various treatments and interventions. [ENG] [FRE] Researchers at McMaster University Release New Data on Autism Therapy. Behavioral Health Centre: New research, 'Prenatal exposure to valproic acid leads to reduced expression of synaptic adhesion molecule neuroligin 3 in mice,' is the subject of a report. Top Ten Autism Research Achievements of 2009. Autism Speaks Science Staff, Autism Speaks. Study that Linked Autism and Vaccinations Retracted. Carly Weeks, Globe and Mail, February 3, 2010: The decision by prestigious British journal The Lancet to publish a flawed study that sparked worldwide fears childhood vaccines could cause autism was the result of a collective failure that should never be repeated, according to the journal's editor. The Autism Research Training (ART) Program: The ART Program recruits and trains outstanding researchers in the field of autism in disciplines such as genetics, brain imaging, epidemiology, neurology, psychology and other disciplines. The program provides fellowship funding, as well as intensive training opportunities, to graduate students and post-doctoral fellows. The ART Program is currently accepting applications to the 2010 ART Program. The deadline to apply is March 12, 2010. For more information, and to download the application form, please visit our website, www.traininautism.com. If you have any questions, contact Annie Coulter, Program Coordinator. Brain Imaging as a Tool to Diagnose Autism. Jihan, BiomedME, January 10, 2010: Researchers at The Children s Hospital of Philadelphia...have found that children with autism spectrum disorders (ASDs) show a fraction of a second delay in processing sound and language compared with their non-ASD counterparts. Autism Spectrum Disorders. What should you know? Centre for Disease Control and Prevention, United States. New data show 1 in 110 children have an autism spectrum disorder (ASD). Centre for Disease Control and Prevention, United States, 2006. Prevalence of Autism Spectrum Disorders --- Autism and Developmental Disabilities Monitoring Network, United States, 2006. Pediatrics Gastrointestinal Consensus Statement Recommendations Provide First Step Toward Needed Guidelines for Children with Autism. Autism Speaks, January 4, 2010: Autism Speaks applauds the consensus statement and recommendations for the evaluation, diagnosis... [View Report] International Society for Autism Research 2010 Awards. Autism and Schizophrenia Could be Genetic Opposites. Bob Holmes, New Scientist, December 2, 2009: Autism and schizophrenia may be two sides of the same coin, suggests a review of genetic data associated with the conditions. Funds to Fuel Study into Child Brain Disorders. CBC News, December 1, 2009: A Canada-wide research network aimed at finding treatments for children with developmental brain disorders was one of three funding announcements made by the federal government on Tuesday. Researcher's Labour of Love Leads to MS Breakthrough. Andr Picard and Avis Favaro, Globe and Mail, November 20, 2009: Elena Ravalli was a seemingly healthy 37-year-old when she began to experience strange attacks of vertigo, numbness, temporary vision loss and crushing fatigue... IX International Congress Autism Europe A Future for Autism, Ocober 8 10, 2010: Call for Papers Now Open. Prevalence of Parent-Reported Diagnosis of Autism Spectrum Disorder Among Children in the US [abstract]. Michael D. Kogan et al, Pediatrics: Official Journal of the American Academy of Pediatrics, 2007: The weighted current ASD point-prevalence was 110 per 10,000. We estimate that 673,000 US children have ASD. Genome Map Unlocks Keys to Medical Research. TheStar.com, October 7, 2009: To an untrained eye, it looks like a database filled with random numbers, letters and colourful bars - meant to represent the placement of certain genes within DNA. Autism Associated With Single-letter Change In Genetic Code. Broad Institute of MIT and Harvard, Science Daily, October 7, 2009: In one of the first studies of its kind, an international team of researchers has uncovered a single-letter change in the genetic code that is associated with autism. Autism's Genetic Roots Examined in New Government Funded Study. Melissa Healy, LA Times blog, Booster Shots, September 30, 2009: Researchers at Harvard University and Children's Hospital Boston will sequence the genomes of at least 85 people diagnosed with autism... New Canada Research Chairs Study Cancer Detection, Social Cognition and Nervous Disorders. Exchange Magazine, September 25, 2009: A University of Waterloo professor will study how to improve cancer therapy and another will explore social cognition and nervous system disorders with support from two new Canada research chairs awarded yesterday by the federal government. Evidence of Direct Link Between Mutated Gene and Autism, York U study finds. Exchange Magazine, September 17, 2009: A gene mutation found in some people with autism appears to disrupt very early stages of brain development and contribute to the nervous system deficits that are the hallmarks of autism disorder, a York University study has found. New Subcontracts Awarded for AIR-P Network Pilot Projects on Treatment Research Affecting Autism. Autism Speaks, September 11, 2009: As part of an effort to accelerate the pace of research directed at improving the physical health and wellbeing of children and adolescents with ASD, four research subcontracts have been awarded... Fragile Period Of Childhood Brain Development Could Underlie Epilepsy. ScienceDaily, August 24, 2009: A form of partial epilepsy associated with auditory and other sensory hallucinations has been linked to the disruption of brain development during early childhood... Trent Participating in Autism and Bullying Research. The Peterborough Examiner, August 14, 2009: A Trent University professor will share a $115,891 grant to research bullying in special education students. Social Reasoning And Brain Development Are Linked In Preschoolers. ScienceDaily, July 18, 2009: New research at Queen's University shows that the way preschool children understand false beliefs can be linked to particular aspects of brain development. Parts Of Brain Involved In Social Cognition May Be In Place By Age Six. ScienceDaily, July 16, 2009: Social cognition the ability to think about the minds and mental states of others is essential for human beings. In the last decade, a group of regions has been discovered in the human brain that are specifically used for social cognition. Lack of Efficacy of Citalopram in Children With Autism Spectrum Disorders and High Levels of Repetitive Behavior. Bryan H. King, MD, et al. Arch Gen Psychiatry. 2009;66(6):583-590: Results of this trial do not support the use of citalopram for the treatment of repetitive behavior in children and adolescents with autism spectrum disorders. Call for Papers: 9th International Congress Autism-Europe: Building on the success of previous editions, Autism-Europe is calling for original papers characterized by their scientific content and significance, social value, originality, and impact on the quality of life of persons with ASD and their families. Celexa Discredited as an Autism Drug. Examiner.com, June 23, 2009. iCARE Studies Prevalence and Risk Factors of Autism Around the World. Autism Speaks, June 12, 2009: The International Collaboration for Autism Registry Epidemiology, known as iCARE, represents a one-of-a-kind research endeavor to study the prevalence and risk factors of autism spectrum disorders (ASD) around the world... Parents Key in New Measure to Evaluate Language in Children with Autism. David Coulomble, Canadian Institutes for Health Research, June 10, 2009: A new parent questionnaire, developed at the University of Waterloo, will help health practitioners to more accurately gauge the acquisition of language skills in children with autism. Autism Centers of Excellence and Autism Speaks Announce the Most Comprehensive Study of Early Risk Factors for Autism. Autism Speaks, June 9, 2009: A network of leading autism researchers from three regions across the country has launched one of the largest research studies of its kind to investigate early risk factors for autism spectrum disorders. NIDCD Panel Proposes New Benchmarks for Gauging Language Development in Children with Autism. Inside NIDCD Newsletter, National Institute on Deafness and Other Communication Disorders, Spring 2009: A more standardized approach is needed to evaluate the language skills of young children with autism spectrum disorders... Neurological Health Charities Canada: Health Charities Applaud Government of Canada's Research Investment in Neurological Conditions. Marketwire, June 5, 2009: Canadians with neurological conditions, caregivers and representatives from Neurological Health Charities Canada celebrate the announcement of $15 million in research funding, made today by The Honourable Leona Aglukkaq, Canada's Minister of Health. Antidepressant Failed to Help Autistic Children, Caused Side-Effects: Study. The Associated Press, June 1, 2009: An antidepressant that is among the most popular kinds of medicine used for treating autism didn't work for most kids and caused nightmares and other side-effects, new research found. Autism Tissue Program Update IMFAR 2009. Autism Speaks, May 15, 2009: A growing number of researchers contributed to sessions devoted to the study of the brain at this year's International Meeting for Autism Research (IMFAR). Progress in All Areas of Autism Research on Display at IMFAR 2009. Autism Speaks, May 15, 2009: The eighth annual International Meeting for Autism Research (IMFAR) recently concluded in Chicago, after three days of more than 900 presentations. Toddler Brain Difference Linked to Autism. Danielle Dellorto, CNNHealth, May 4, 2009: The size of a specific part of the brain may help experts pinpoint when autism could first develop, University of North Carolina researchers report. Autism Genes Discovered; Help Shape Connections Among Brain Cells. Autism Speaks, April 28, 2009: A research team has connected more of the intricate pieces of the autism puzzle, with two studies that identify genes with important contributions to the disorder. Autism Speaks Environmental Innovator Award Recipient Publishes New Data. Autism Speaks, April 28, 2009: In a series of manuscripts currently being published, Isaac Pessah, Ph.D. from UC Davis and recipient of the Autism Speaks Environmental Innovator award in 2006, reports the potential effects of low dose polychlorinated biphenyls (PCBs) on brain development. Newly Found Genetic Variation Linked to Autism. CBC News, April 28, 2009: A newly identified genetic variant could account for up to 15 per cent of autism cases, say researchers who studied genes that are important in connecting brain cells. New Theories of Autism, Asperger Syndrome. Psych Central News Editor, Psych Central News, April 2, 2009: Two separate new theories have been proposed that may explain the development of autism, and the milder form of autism known as Asperger Syndrome. Asperger Syndrome Tied to Low Cortisol Levels. HealthDay News, US Dept. of Health, April 2, 2009: Low levels of a stress hormone may be responsible for the obsession with routine and dislike for new experiences common in children with a certain type of autism. Near-term Babies Risk Developmental Delays: Study. Tralee Pearce, Globe and Mail, March 31, 2009: Infants born as late as 34 to 36 weeks were more likely to have behavioural problems and repeat kindergarten Autistic Toddlers Live in a Synchronised World. Aria Pearson, New Scientist, March 31, 2009: Even at the tender age of two, kids with autism observe the world in a fundamentally different way to their non-autistic peers. Instead of being drawn to the movements of living creatures, they are transfixed by motion that is synchronised with sound. Medical Journals Need Clear Language, Urges Editorial. Angela Mulholland, CTV.ca, March 30, 2009: The time has come for scientific journals to dump the academic jargon and replace it with clear language the general population can understand, contends an editorial in the Canadian Medical Association Journal. Archived News Top Study Participants Needed The Autism Spectrum Disorders Canadian-American Research Consortium (ASD-CARC), headed by Dr. Jeanette Holden from Queen's University in Kingston, Ontario, is a group of more than 60 researchers and clinicians who are working with thousands of families in order to identify and understand the genes and environmental factors that contribute to causing ASDs and related conditions. Simons Simplex Collection (SSC) study: 13 sites across the United States and Canada need your help to establish a permanent repository of genetic samples from 2000 families. Through rigorous phenotyping, we hope this search will lead to a better understanding of autism and to new effective therapies. For more information, contact Cara Schwartz, project coordinator at 514.412.4400 x23325 | Cara.Schwartz@muhc.mcgill.ca | More info available at https://sfari.org/simons-simplex-collection Melis Aday and Dr. David Hamilton from the School of Psychology at Deakin University are conducting an online study looking at special interests in adults with Asperger syndrome/ high functioning autism. They are interested in finding out about the types of special interests you might have, and the circumstances under which you tend to pursue them. You are invited to participate in this study even if you do not have a special interest. For further information and to access the survey please click here | View complete call [PDF] Researchers from York University are conducting a nation wide study to investigate bullying experiences among children and youth diagnosed with an Autism Spectrum Disorder (ASD). This study will identify factors that increase or decrease the likelihood of bullying and investigate the impact of bullying on the mental health of children with ASD. Parents of children and youth with ASD are being asked to complete a 30 minute survey, which will ask about their child s experiences with bullying, school situation, and diagnosis and symptoms of Asperger syndrome or Autism. Parents will also be asked their own perspective on their child s health and behaviour and how this makes them feel. Knowledge gained through this study will contribute to the development of future bullying prevention and intervention programs across Canada. All survey participants will be entered into a draw for $300. To learn more about the survey or to participate, please click here: http://www.surveymonkey.com/s.aspx?sm=bZg3nLA_2bQWdW_2bI_2fz_2bbXchw_3d_3d McGill Autism Study: McGill's Resilience, Paediatric Psychology, and Neurogenetic Connections research team is looking for families with children diagnosed with autism disorder (3-8 years of age). Our goal is to help understand the nature of language development in children with autism. Participation can be completed from the comfort of your own home. Parents receive compensation and kids receive prizes!!! Please email for further information: language.mcgill@gmail.com [View Poster PDF] A Survey of Feeding and Digestive Problems in Children with Asperger syndrome: Comparison with non-ASD siblings. Vahe Badalyan, MD, a resident physician at the Inova Fairfax Hospital for Children, requests parents of children with Aspergers Syndrome to participate in this ongoing survey. The purpose of the survey is to: 1) provide better understanding of the prevalence of feeding problems among children with ASD between the ages of 3 and 12, and to compare them to age-matched siblings; 2) estimate the prevalence of organic and functional gastrointestinal problems among children with ASD and their siblings. Autism Spectrum Disorder Research Survey. Canadian Autism Intervention Research Network invites you to participate in a survey to re-examine research priorities in Autism Spectrum Disorder (ASD). All stakeholder groups individuals with ASD, their parents and other family members, practitioners/ educators, researchers, and policy makers are invited to provide feedback through this survey. Are You the Parent of a Child who has been Diagnosed with Autism? Ashley MacIntosh, a Psychology student at the Cape Breton University, is currently conducting a survey to explore the unique challenges parents face when raising a child who has been diagnosed with ASD. For further information and to participate in the survey, please contact: Ashley MacIntosh (902) 563-1440 | New_Constellations@hotmail.com Victoria University of Wellington (New Zealand) project seeks participants for survey. The purpose of the survey is to identify the types of treatment priorities that parents have for their children with developmental disabilities and whether these priorities differ for different types of children and families. Access Survey. genetic brain genetic Autism Autism Spectrum Disorders dna Autism gastrointestinal Asperger Syndrome Asperger University of North Carolina Canada aspergers ASD MD Autism Speaks United States Boston University antidepressant repetitive behavior valproic acid US National Institute Deafness Other Communication Disorders Autism Spectrum Disorder DNA Autism Research UC Davis British Chicago Aspergers Syndrome March 12, 2010 Lancet Gene Program Coordinator Associated Press gmail.com hotmail.com American Academy Isaac Pessah Autism Centers of Excellence IMFAR Autism Therapy February 3, 2010 Autism Spectrum Disorder Among Children Risk Factors Ontario New Scientist Overview Research News Prevalence Research Causes Treatment Research Resources and Links Study Participants Needed Canadian Autism Intervention Research Network CAIRN McMaster University Release New Data Behavioral Health Centre: New Autism Research Achievements of 2009 Autism Speaks Science Staff Vaccinations Retracted Carly Weeks Globe Autism Research Training ART ART Program Annie Coulter Brain Imaging Jihan Philadelphia...have Disease Control and Prevention Developmental Disabilities Monitoring Network Pediatrics Gastrointestinal Consensus Statement Recommendations Provide First Step Toward Needed Guidelines for Children View Report ] International Society Autism Research 2010 Awards Bob Holmes Fuel Study into Child Brain Disorders CBC News Canada-wide Labour of Love Leads Andr Picard Avis Favaro Elena Ravalli IX International Congress Autism Europe A Future Ocober Papers Now Open Parent-Reported Michael D. Kogan Pediatrics: Official Journal Genome Map Unlocks Keys Medical Research TheStar.com Autism Associated With Single-letter Change In Genetic Code Broad Institute of MIT and Harvard Science Daily New Government Funded Study Melissa Healy LA Times Booster Shots Harvard University and Children New Canada Research Chairs Study Cancer Detection Exchange Magazine Waterloo York U York University AIR-P Network Pilot Projects Treatment Research Affecting Autism Childhood Brain Development Underlie Epilepsy ScienceDaily Trent Participating Bullying Research Peterborough Examiner Trent University Brain Development Are Linked Queen 's University Place By Age Six Repetitive Behavior Bryan H. King Arch Gen Psychiatry Papers: International Congress Autism-Europe: Building Celexa Discredited Autism Drug Autism Around the World International Collaboration for Autism Registry Epidemiology Evaluate Language in Children David Coulomble Canadian Institutes for Health Research Most Comprehensive Study of Early Risk Factors NIDCD Panel Proposes New Benchmarks Gauging Language Development in Children NIDCD Newsletter Neurological Health Charities Canada: Health Charities Applaud Government of Canada Research Investment in Neurological Conditions Marketwire Canadians Neurological Health Charities Canada Honourable Leona Aglukkaq Minister of Health Autistic Children Side-Effects: Study Autism Tissue Program Update IMFAR International Meeting Autism Research on Display Danielle Dellorto Autism Genes Discovered Autism Speaks Environmental Innovator Award Recipient Publishes New Data Autism Speaks Environmental Innovator PCBs HealthDay News US Dept. of Health Developmental Delays: Study Tralee Pearce Globe and Mail Autistic Toddlers Live Aria Pearson Clear Language Urges Editorial Angela Mulholland CTV.ca Canadian Medical Association Journal Study Participants Needed The Autism Spectrum Disorders Canadian-American Research Consortium ASD-CARC Jeanette Holden Kingston Simons Simplex Collection SSC Cara Schwartz Melis Aday David Hamilton Deakin University McGill Autism Study: McGill Neurogenetic Digestive Problems in Children Vahe Badalyan Inova Fairfax Hospital Autism Spectrum Disorder Research Survey Canadian Autism Intervention Research Network Ashley MacIntosh Cape Breton University Victoria University Wellington New Zealand Access Survey 514.412.4400 x23325 (902) 563-1440 Cara.Schwartz@muhc.mcgill.ca language.mcgill@gmail.com New_Constellations@hotmail.com January 10, 2010 January 4, 2010 December 2, 2009 December 1, 2009 November 20, 2009 8 10, 2010 October 7, 2009 September 30, 2009 September 25, 2009 September 17, 2009 September 11, 2009 August 24, 2009 August 14, 2009 July 18, 2009 July 16, 2009 June 23, 2009 June 12, 2009 June 10, 2009 June 9, 2009 June 5, 2009 June 1, 2009 May 15, 2009 May 4, 2009 April 28, 2009 April 2, 2009 March 31, 2009 March 30, 2009 www.autismsocietycanada.ca/asd_research/research_news/index_e.html www.traininautism.com. TheStar.com, Examiner.com, CTV.ca, muhc.mcgill.ca sfari.org/simons-simplex-collection www.surveymonkey.com/s.aspx?sm=bZg3nLA_2bQWdW_2bI_2fz_2bbXchw_3d_3d 23325 Autism153 http://www.autismfunding.org/ ExploreAutism Consulting offers autism consulting, behavior therapy, and treatment plans for autism-related disorders in the Central Texas -- Austin, Round Rock, Pflugerville, Cedar Park, and Leander -- area. Please see the services section for more information. ExploreAutism is also designed to help educate parents and professionals on autism spectrum disorders including PDD, PDD-NOS and Asperger's and on treating challenging behaviors using Applied Behavior Analysis and Verbal Behavior. For more information on insurance, medical coverage, and treatment payment options, please visit Autism Insurance - insurance, medical coverage, and payment options for autism spectrum disorders ustim, Autims, Autis Quick Links: Autism and PDD | Asperger's Syndrome | Consulting | Treatment | ABA Autism and Pervasive Developmental Disorder Autism is a complex neurobiological disorder that presents itself in children before 3 years of age and persists throughout adulthood. Autism is one of the five disorders listed under the umbrella of Pervasive Developmental Disorder. Individuals with Autism have deficits in communication, both verbal and nonverbal, social interactions and pragmatics, lack of play skills, lack of flexibility in everyday routines and transitions and have a preoccupation with repetitive behaviors, such as spinning and lining up objects. Read more Asperger's Syndrome Asperger's Syndrome is a neurobiological disorder on the autism spectrum which manifests in children as normal to high intelligence and typical language development. Other characteristics include delayed social skills, difficulty with transitions, preoccupation with sameness and routines and heightened sensory awareness. Read more Consulting As an autism spectrum consultant in the Central Texas area, I provide the following services for institutions (private and public) and families: Assessments using the Assessment of Basic Language and Learning Skills (ABLLS) including initial assessments and quarterly updates Development and management of ABA programs for institutions and home programs for families Individualized treatment plans Read more Treatment It is important to note that children with Autism Spectrum Disorders, PDD, PDD-NOS or Asperger's Syndrome are best served with a multidisciplinary treatment approach. Options for treatment include: Read more Applied Behavior Analysis Behavior Analysis is the science that studies environmental events that change behavior. Behavior Analysis is different from the psychological sciences in that the behavior itself and its interactions in the immediate environment is the primary interest as opposed to the mental aspects of the behavior. Variations in behavior, defined as changes in the frequency or form of what we do or what we say, are understood in terms of relations with real-world events. Behavior analysts' main goal is to solve human problems by modifying environments in relation to behavior that causes difficulties. Behavior Analysis looks at a three-step contingency when studying behavior; A-B-C Contingency standing for Antecedent, Behavior and Consequence. Antecedents occur right before a behavior; Behaviors are the target behaviors being observed and Consequences occur immediately after the behavior. Learn more about ABA in the Resources section. Advertisement: Looking to relocate to the Austin area? Please consider SKS Real Estate. Autism Spectrum Disorders Autism routines PDD ABA Asperger Pervasive Developmental Austin PDD-NOS Applied Behavior Analysis Verbal Behavior Central Texas Round Rock Pflugerville Cedar Park Leander Autism Insurance Autis Quick Links: Autism Read Assessment of Basic Language and Learning Skills ABLLS Applied Behavior Analysis Behavior Analysis A-B-C Contingency SKS Real Estate www.autismfunding.org/ applied behavior analysis aba behavior therapy Autism154 http://topics.edition.cnn.com/topics/autism document.write(cnnRenderMTTimeStamp(1229967720000)); Autism rates up despite removal of mercury from vaccines A new study published in the January 2008 issue of Archives of General Psychiatry found the prevalence of autism cases in California children continued to rise after most vaccine manufacturers started to remove the mercury-based preservative thimerosal in 1999, suggesting that the chemical was not a primary cause of the disorder. Researchers from the State Public Health Department found that the autism rates in children rose continuously during the study period from 1995 to 2007. The preservative, thimerosal, has not been used in childhood vaccines since 2001, except for some flu shots. The latest findings failed to convince some parents and advocacy groups, who have long blamed mercury, a neurotoxin, for the disorder. California Archives of General Psychiatry State Public Health Department (1229967720 1995 to 2007 topics.edition.cnn.com/topics/autism 122996772 Autism155 http://www.coastalbendautismadvocacy.org/ SITE NAVIGATION RESOURCES EVENTS ABOUT US LINKS CONTACT US JOIN NOW GALLERY ADVOCACY ORGANIZATIONS Hannah's Hope TAA Partners TX Autism.Speaks Focus Initiative ASA The Arc of Texas GRASP Texas Autism Advocacy Coastal Bend Council for Independent Living (CBCIL) Texas Parent to Parent Hannah Hope TAA Partners TX Autism.Speaks Focus Initiative The Arc of Texas GRASP Texas Autism Advocacy Coastal Bend Council for Independent Living CBCIL Texas Parent www.coastalbendautismadvocacy.org/ Autism156 http://www.wsbtv.com/health/22825130/detail.html WASHINGTON -- The vaccine additive thimerosal is not to blame for autism, a special federal court ruled Friday in a long-running battle by parents convinced there is a connection. While expressing sympathy for the parents involved in the emotionally charged cases, the court concluded they had failed to show a connection between the mercury-containing preservative and autism. "Such families must cope every day with tremendous challenges in caring for their autistic children, and all are deserving of sympathy and admiration," special master George Hastings Jr. wrote. But, he added, Congress designed the victim compensation program only for families whose injuries or deaths can be shown to be linked to a vaccine and that has not been done in this case. The ruling came in the so-called vaccine court, a special branch of the U.S. Court of Federal Claims established to handle claims of injury from vaccines. It can be appealed in federal court. The parents presented expert witnesses who argued mercury can have a variety of effects on the brain, but the ruling said none of them offered opinions on the cause of autism in the three specific cases argued. They testified that mercury can affect a number of biological processes, including abnormal metabolism in children. Special master Denise K. Vowell noted that in order to succeed in their action, the parents would have to show "the exquisitely small amounts of mercury" that reach the brain from vaccines can produce devastating effects that far larger amounts ... from other sources do not. The ruling said the parents were arguing that the effects from mercury in vaccines differ from mercury's known effects on the brain. Vowell concluded that the parents had failed to establish that their child's condition was caused or aggravated by mercury from vaccines. Friday's decision that autism is not caused by thimerosal alone follows a parallel ruling in 2009 that autism is not caused by the combination of vaccines with thimerosal and other vaccines. The cases had been divided into three theories about a vaccine-autism relationship for the court to consider. The 2009 ruling rejected a theory that thimerasol can cause autism when combined with the measles-mumps-rubella vaccine. After that, a theory that certain vaccines alone cause autism was dropped. Friday's decision covers the last of the three theories, that thimerosal-containing vaccines alone can cause autism. The ruling doesn't necessarily mean an end to the dispute, however, with appeals to other courts available. The new ruling was welcomed by Dr. Paul Offit of Children's Hospital of Philadelphia, who said the autism theory had "already had its day in science court and failed to hold up." But the controversy has cast a pall over vaccines, causing some parents to avoid them, he noted, "it's very hard to unscare people after you have scared them." On the other side of the issue, a group backing the parents' theory charged that the vaccine court was more interested in government policy than protecting children. "The deck is stacked against families in vaccine court. Government attorneys defend a government program, using government-funded science, before government judges," Rebecca Estepp, of the Coalition for Vaccine Safety said in a statement. SafeMinds, another group supporting the parents, expressed disappointment at the new ruling. "The denial of reasonable compensation to families was based on inadequate vaccine safety science and poorly designed and highly controversial epidemiology," the goup said. The advocacy group Autism Speaks said "the proven benefits of vaccinating a child to protect them against serious diseases far outweigh the hypothesized risk that vaccinations might cause autism. Thus, we strongly encourage parents to vaccinate their children to protect them from serious childhood diseases." However, while research has found no overall connection between autism and vaccines, the group said it would back research to determine if some individuals might be at increased risk because of genetic or medical conditions. Meanwhile, in reaction to the concerns of parents, thimerosal has been removed from most vaccines in the United States. In Friday's action the court ruled in three different cases, each concluding that the preservative has no connection to autism. The trio of rulings can offer reassurance to parents scared about vaccinating their babies because of a small but vocal anti-vaccine movement. Some vaccine-preventable diseases, including measles, are on the rise. The U.S. Court of Claims is different from many other courts: The families involved didn't have to prove the inoculations definitely caused the complex neurological disorder, just that they probably did. More than 5,500 claims have been filed by families seeking compensation through the government's Vaccine Injury Compensation Program, and the rulings dealt with test cases to settle which if any claims had merit. Autism is best known for impairing a child's ability to communicate and interact. Recent data suggest a 10-fold increase in autism rates over the past decade, although it's unclear how much of the surge reflects better diagnosis. Worry about a vaccine link first arose in 1998 when a British physician, Dr. Andrew Wakefield, published a medical journal article linking a particular type of autism and bowel disease to the measles vaccine. The study was later discredited. Copyright 2010 by The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed. genetic brain genetic Autism Speaks United States Congress Andrew Wakefield Vaccine Injury Compensation Program U.S. Court of Federal Claims Denise K. Vowell WASHINGTON George Hastings Jr. Coalition for Vaccine Safety Philadelphia Paul Offit Rebecca Estepp SafeMinds British U.S. Court of Claims Vowell Associated Press 2282513 22825 www.wsbtv.com/health/22825130/detail.html Autism157 http://ukautismnews.blog.co.uk/ An autism campaigner and author from Staffordshire is looking for a film director who can help turn his autobiography into a feature film. Kevin Healey, who has Asperger?s syndrome, decided to write a book based on his experiences and those of his identical twin brother Shaun, who has autism. The book, Twin Brothers Worlds Apart, was published 15 months ago with proceeds being split between the charity Kevin founded, Staffordshire Adults Autistic Society (SAAS) and the Autism Research Centre in Cambridge. Kevin, 35, said: ?As a person with autism, I feel that autism has never been portrayed correctly. ?All the autism films show adults on the high functioning end of the spectrum, and adults with genius savant abilities, like Dustin Hoffman in the film the Rain Man. ?My twin can?t communicate ? he is locked in a world of his own, he can?t even tell you if he feels ill, or if he is in pain. ?On one occasion we nearly lost my twin with double pneumonia because the health bodies thought and assumed he was OK. ?There have been other instances where people have not accepted my twin because of his condition, maybe because they don?t understand him. ?Even though I love my twin so dearly, I have never been able to communicate with him because he does not understand, and for a twin that is incredibly hard. ?Most twins grow up playing together and enjoy the social aspects of life such as going out, and we have not been able to do this. ?I didn?t get diagnosed until my late 20s and if it was not for Professor Baron-Cohen and his team at the Autism Research Centre, Cambridge, I wouldn?t be writing this today. ?At 26 I was contemplating suicide, because I was not understood or accepted in today?s society. ?People?s attitudes have moved forward slightly in the autism field, but more educating and understanding of the condition needs to be addressed. ?Hopefully this can be achieved with the film.? Kevin hopes to obtain funding for the film and find actors will play the roles. All the proceeds from the film would go to SAAS. SAAS aims to provide support to people with autism and Asperger in Staffordshire. It arranges activities and outings for adults the conditions. For more information visit www.saas.uk.com. Any director interested in making the film should contact the charity on 01782 617088 or email infosaas@ntlworld.com. Baron-Cohen Dustin Hoffman Cambridge Autism Research Centre Staffordshire Kevin Healey Shaun Twin Brothers Worlds Apart Kevin Staffordshire Adults Autistic Society SAAS Autism Research Centre in Cambridge Rain Man. OK. 782 6170 infosaas@ntlworld.com ukautismnews.blog.co.uk/ www.saas.uk.com. ntlworld.com. 01782 61708 Autism158 http://www.drugs.com/cg/autism.html Autism GENERAL INFORMATION: What is it? Autism (aw-tis-um) is a very serious brain disorder that affects how children communicate. Autism makes it hard for children to think, feel, play, or talk like other children. Autism effects every child differently. Some children are autistic from birth. Other children begin to show signs of autism by 3 years of age. Many autistic children are also mentally slow. Autism is seen about 4 times more often in boys than in girls. Your child may have signs of autism for the rest of his life. Some autistic children learn skills as they get older that help them work and live in their community. Other autistic children need to have someone care for them forever. Medicine and other treatments may be used to treat autism. Causes: It is not clearly known what causes autism. Scientists are beginning to understand that problems with how a baby's brain develops before and after birth may cause it. Autistic children have brains that look and work in a different way than normal children. Autism may run in families. Signs and Symptoms: Autistic children have many different signs and symptoms. Your child may have some or many of the following. Avoids looking at you or other people. Cannot sit still for any amount of time and moves quickly from one activity to the next. Cries all the time, or cried all the time when he was a baby. Does not like being touched. Does not understand or hear when you talk to him. Does the same thing over and over like head banging, body rocking, or hand twisting. Gets upset if his routine is changed, like changing what he usually eats or drinks. Has a bad temper tantrum because a change upsets him. Has problems talking and seems to have a language of his own. He may say the same words over and over in a high sounding voice. Seems not to know you from other people and strangers. Seems not to have fun when playing, and does not have normal friendships like other children. Seizures (convulsions). Sniffs or licks toys. Stiffens up when you pick him up. Tries to hurt himself or others by biting, hitting, or kicking. Very anxious (nervous) or changes moods quickly. Very quiet as a baby or did not want to be cuddled or held. Will not come to you to be comforted when he is ill, hurt, or tired. Or, does not seem to feel his injuries or pain at all. Care: Your child may need to be put in the hospital for tests and treatment. Caregivers may need to do many tests like blood tests, hearing tests, visual tests, a MRI or PET scan. There is no cure for autism, but treatment may help your child live a more normal life. Treatment is different for every autistic child. What treatment works for one child may not work for your child. It is best if treatment for your child's autism is started early. Caregivers may suggest one or more of the following treatments. Behavior (b-hav-yer) Modification (mah-duh-fuh-k-shun) Therapy. Counseling. Medicine. Occupational (ok-u-pa-shun-ull) therapy. Physical (fizz-ih-kull) therapy. Speech therapy. Coping: Your family may feel scared, confused, and anxious because of your child's autism. As parents you may blame yourself and think you have done something wrong. These feelings are normal. Talk about them with your child's caregiver or someone close to you. Ask your child's caregiver about support groups for children with autism. Such a group can give your child and the family support and information. You may want to write or call the following support groups. Autism Society of America 7910 Woodmont Avenue, Suite 300 Bethesda, MD 20814-3067 Phone: 1-800-328-8476 Web Address: http://www.autism-society.org Autism Research Institute 4182 Adams Avenue San Diego, CA 92166 Web Address: http://www.autism.com/ari Center for the Study of Autism P.O. Box 4538 Salem, OR 97302 Web Address: http://www.autism.org National Institute of Mental Health (NIMH), Public Information Communication Branch 6001 Executive Boulevard, Room 8184, MSC 9663 Bethesda, MD 20892-9663 Phone: 1-301-443-4513 Phone: 1-866-615-6464 Web Address: http://www.nimh.nih.gov/ CARE AGREEMENT: You have the right to help plan your child's care. To help with this plan, you must learn about your child's health condition and how it may be treated. You can then discuss treatment options with your child's caregivers. Work with them to decide what care may be used to treat your child. Copyright 2008 Thomson Healthcare Inc. All rights reserved. Information is for End User's use only and may not be sold, redistributed or otherwise used for commercial purposes. The above information is an educational aid only. It is not intended as medical advice for individual conditions or treatments. Talk to your doctor, nurse or pharmacist before following any medical regimen to see if it is safe and effective for you. Printable Version | Email | Save or Share brain National Institute of Mental Health Autism Research Institute www.autism-society.org Autism Society of America San Diego CA www.autism.com/ari www.autism.org MD seizures Bethesda NIMH MSC 814-3067 892-9663 301-443-4513 20814-3067 20892-9663 Adams Avenue Woodmont Avenue Salem Autism GENERAL INFORMATION: Suite Study of Autism P.O. Box Public Information Communication Branch Thomson Healthcare Inc 800-328-8476 866-615-6464 www.drugs.com/cg/autism.html www.nimh.nih.gov/ 92166 97302 Autism159 http://www.umm.edu/altmed/articles/autism-000874.htm Supporting ResearchAbbey D. Helping families find the best evidence: CAM therapies for autism spectrum disorders and Asperger's Disorder. J Spec Pediatr Nurs. 2009 Jul;14(3):200-2.Angley M, Semple S, Hewton C, Paterson F. Children and autism - management with complementary medicines and dietary interventions. Aust Fam Physician. 2007 Oct;36(10):827-30.Cullen L, Barlow J. Kiss, cuddle, squeeze: the experiences and meaning of touch among parents of children with autism attending a Touch Therapy Programme. J Child Health Care. 2002;6(3):171-181.Smeeth L, Cook C, Fombonne E, et al. MMR vaccination and pervasive developmental disorders: a case-control study. Lancet. 2004;364: 963Ð969.Cullen-Powell LA, Barlow JH, Cushway D. Exploring a massage intervention for parents and their children with autism: the implications for bonding and attachment. J Child Health Care. 2005;9(4):245-55.Cullen LA, Barlow JH, Cushway D. Positive touch, the implications for parents and their children with autism: an exploratory study. Complement Ther Clin Pract. 2005;11(3):182-9.Elder JH, Shankar M, Shuster J, Theriaque D, Burns S, Sherrill L. The gluten-free, casein-free diet in autism: results of a preliminary double blind clinical trial. J Autism Dev Disord. 2006 Apr;36(3):413-20.Gillberg C, Cederlund M. Asperger syndrome: familiar and pre- and perinatal factors. J Autism Dev Disord. 2005;35(2):159-166.Kim J, Wigram T, Gold C. Emotional, motivational and interpersonal responsiveness of children with autism in improvisational music therapy. Autism. 2009 Jul;13(4):389-409.Larsson HJ, Eaton WW, Madsen, KM, Vestergaard M, Olsen AV, Agerbo E, Schendel D, Thorsen P, Mortensen PB. Risk factors for autism: perinatal factors, parental psychiatric history and socioeconomic status. Am. J Epidemiol. 2005;161(10):916-925.Malone RP, Gratz SS, Delaney MA, Hyman SB. Advances in drug treatments for children and adolescents with autism and other pervasive developmental disorders. CNS Drugs. 2005;19(11):923-34.McGinnis WR. Oxidative stress in autism. Altern Ther Health Med. 2004;10(6):22-36.Myers SM. The status of pharmacotherapy for autism spectrum disorders. Expert Opin Pharmacother. 2007 Aug;8(11):1579-603.Nye C, Brice A, Nye C. Combined vitamin B6-magnesium treatment in autism spectrum disorder. Cochrane Database Syst Rev. 2005;(4):CD003497.Potts M, Bellows B. Autism and diet. J Epidemiol Community Health. 2006 May;60(5):375.Rossignol DA. Novel and emerging treatments for autism spectrum disorders: a systematic review. Ann Clin Psychiatry. 2009 Oct-Dec;21(4):213-36.Schuchardt JP, Huss M, Stauss-Grabo M, Hahn A. Significance of long-chain polyunsaturated fatty acids (PUFAs) for the development and behaviour of children. Eur J Pediatr. 2009 Aug 12. [Epub ahead of print]Silva LM, Cignolini A. A medical qigong methodology for early intervention in autism spectrum disorder: a case series. Am J Chin Med. 2005;33(2):315-27.Silva LM, Cignolini A, Warren R, Budden S, Skowron-Gooch A. Improvement in sensory impairment and social interaction in young children with autism following treatment with an original Qigong massage methodology. Am J Chin Med. 2007;35(3):393-406.Silva LM, Schalock M, Ayres R, Bunse C, Budden S. Qigong massage treatment for sensory and self-regulation problems in young children with autism: a randomized controlled trial. Am J Occup Ther. 2009 Jul-Aug;63(4):423-32.Volkmar FR, Wiesner LA, Westphal A. Healthcare issues for children on the autism spectrum. Curr Opin Psychiatry. 2006 Jul;19(4):361-6.Wills S, Cabanlit M, Bennett J, Ashwood P, Amaral D, Van de Water J. Autoantibodies in autism spectrum disorders (ASD). Ann N Y Acad Sci. 2007 Jun;1107:79-91.Whipple J. Music intervention for children and adolescents with autism: a meta-analysis. J Music Ther. 2004;41(2):90-106. social interaction J Autism Dev Disord LA Lancet Ashwood P M Mortensen J Pediatr J Madsen Fombonne E Vestergaard M J Spec Pediatr Nurs Semple S Paterson F. Children Aust Fam Physician Barlow J. Kiss Touch Therapy Programme J Child Health Care Cook Barlow JH Clin Pract JH Shankar M Shuster J Burns S Sherrill Cederlund M. Wigram T C. Emotional Eaton WW KM Olsen AV Agerbo E Thorsen P J Epidemiol Gratz SS Delaney MA Hyman SB CNS Drugs Altern Ther Health Med SM Expert Opin Pharmacother Brice A C. Combined B6-magnesium Cochrane Database Syst Rev. B. Autism J Epidemiol Community Health DA Ann Clin Psychiatry Huss M Stauss-Grabo M Hahn A. Significance Silva LM Cignolini A. J Chin Med LM Cignolini A Warren R Budden S Skowron-Gooch A. Improvement Schalock M Ayres R Budden S. J Occup Ther Wiesner LA Westphal A. Healthcare Curr Opin Psychiatry Cabanlit M Bennett J Van de Water J. Autoantibodies Ann N Y Acad Sci J. Music J Music Ther www.umm.edu/altmed/articles/autism-000874.htm 00087 00349 music therapy Autism16 http://www.icare4autism.org/ Today, the International Center for Autism Research and Education, Inc. (Icare4autism) has confirmed a very, very special host for the Icare4autism 2010: Cocktail Gala. The highly anticipated gala will take over the Florida Aquarium in Tampa, Florida on the evening of Thursday April 15th, 2010. Approximately, 3,000 people are expected to show up Full Article Florida Inc Tampa International Center for Autism Research and Education Icare4autism Florida Aquarium April 15th, 2010 www.icare4autism.org/ Autism160 http://www.ccmentalhealth.org/more_information/autism.htm AUTISM What is autism? Autism (sometimes called Òclassical autismÓ) is the most common condition in a group of developmental disorders known as the autism spectrum disorders (ASDs). Autism is characterized by impaired social interaction, problems with verbal and nonverbal communication, and unusual, repetitive, or severely limited activities and interests. Other ASDs include Asperger syndrome, Rett syndrome, childhood disintegrative disorder, and pervasive developmental disorder not otherwise specified (usually referred to as PDD-NOS). Experts estimate that three to six children out of every 1,000 will have autism. Males are four times more likely to have autism than females. What are some common signs of autism? There are three distinctive behaviors that characterize autism. Autistic children have difficulties with social interaction, problems with verbal and nonverbal communication, and repetitive behaviors or narrow, obsessive interests. These behaviors can range in impact from mild to disabling. The hallmark feature of autism is impaired social interaction. Parents are usually the first to notice symptoms of autism in their child. As early as infancy, a baby with autism may be unresponsive to people or focus intently on one item to the exclusion of others for long periods of time. A child with autism may appear to develop normally and then withdraw and become indifferent to social engagement. Children with autism may fail to respond to their name and often avoid eye contact with other people. They have difficulty interpreting what others are thinking or feeling because they canÕt understand social cues, such as tone of voice or facial expressions, and donÕt watch other peopleÕs faces for clues about appropriate behavior. They lack empathy. Many children with autism engage in repetitive movements such as rocking and twirling, or in self-abusive behavior such as biting or head-banging. They also tend to start speaking later than other children and may refer to themselves by name instead of ÒIÓ or Òme.Ó Children with autism donÕt know how to play interactively with other children. Some speak in a sing-song voice about a narrow range of favorite topics, with little regard for the interests of the person to whom they are speaking. Many children with autism have a reduced sensitivity to pain, but are abnormally sensitive to sound, touch, or other sensory stimulation. These unusual reactions may contribute to behavioral symptoms such as a resistance to being cuddled or hugged. Children with autism appear to have a higher than normal risk for certain co-existing conditions, including fragile X syndrome (which causes mental retardation), tuberous sclerosis (in which tumors grow on the brain), epileptic seizures, Tourette syndrome, learning disabilities, and attention deficit disorder. For reasons that are still unclear, about 20 to 30 percent of children with autism develop epilepsy by the time they reach adulthood. While people with schizophrenia may show some autistic-like behavior, their symptoms usually do not appear until the late teens or early adulthood. Most people with schizophrenia also have hallucinations and delusions, which are not found in autism. How is autism diagnosed? Autism varies widely in its severity and symptoms and may go unrecognized, especially in mildly affected children or when it is masked by more debilitating handicaps. Doctors rely on a core group of behaviors to alert them to the possibility of a diagnosis of autism. These behaviors are: impaired ability to make friends with peers impaired ability to initiate or sustain a conversation with others absence or impairment of imaginative and social play stereotyped, repetitive, or unusual use of language restricted patterns of interest that are abnormal in intensity or focus preoccupation with certain objects or subjects inflexible adherence to specific routines or rituals Doctors will often use a questionnaire or other screening instrument to gather information about a childÕs development and behavior. Some screening instruments rely solely on parent observations; others rely on a combination of parent and doctor observations. If screening instruments indicate the possibility of autism, doctors will ask for a more comprehensive evaluation. Autism is a complex disorder. A comprehensive evaluation requires a multidisciplinary team including a psychologist, neurologist, psychiatrist, speech therapist, and other professionals who diagnose children with ASDs. The team members will conduct a thorough neurological assessment and in-depth cognitive and language testing. Because hearing problems can cause behaviors that could be mistaken for autism, children with delayed speech development should also have their hearing tested. After a thorough evaluation, the team usually meets with parents to explain the results of the evaluation and present the diagnosis. Children with some symptoms of autism, but not enough to be diagnosed with classical autism, are often diagnosed with PDD-NOS. Children with autistic behaviors but well-developed language skills are often diagnosed with Asperger syndrome. Children who develop normally and then suddenly deteriorate between the ages of 3 to 10 years and show marked autistic behaviors may be diagnosed with childhood disintegrative disorder. Girls with autistic symptoms may be suffering from Rett syndrome, a sex-linked genetic disorder characterized by social withdrawal, regressed language skills, and hand wringing. What causes autism? Scientists arenÕt certain what causes autism, but itÕs likely that both genetics and environment play a role. Researchers have identified a number of genes associated with the disorder. Studies of people with autism have found irregularities in several regions of the brain. Other studies suggest that people with autism have abnormal levels of serotonin or other neurotransmitters in the brain. These abnormalities suggest that autism could result from the disruption of normal brain development early in fetal development caused by defects in genes that control brain growth and that regulate how neurons communicate with each other. While these findings are intriguing, they are preliminary and require further study. The theory that parental practices are responsible for autism has now been disproved. What role does inheritance play? Recent studies strongly suggest that some people have a genetic predisposition to autism. In families with one autistic child, the risk of having a second child with the disorder is approximately 5 percent, or one in 20. This is greater than the risk for the general population. Researchers are looking for clues about which genes contribute to this increased susceptibility. In some cases, parents and other relatives of an autistic child show mild impairments in social and communicative skills or engage in repetitive behaviors. Evidence also suggests that some emotional disorders, such as manic depression, occur more frequently than average in the families of people with autism. Do symptoms of autism change over time? For many children, autism symptoms improve with treatment and with age. Some children with autism grow up to lead normal or near-normal lives. Children whose language skills regress early in life, usually before the age of 3, appear to be at risk of developing epilepsy or seizure-like brain activity. During adolescence, some children with autism may become depressed or experience behavioral problems. Parents of these children should be ready to adjust treatment for their child as needed. How is autism treated? There is no cure for autism. Therapies and behavioral interventions are designed to remedy specific symptoms and can bring about substantial improvement. The ideal treatment plan coordinates therapies and interventions that target the core symptoms of autism: impaired social interaction, problems with verbal and nonverbal communication, and obsessive or repetitive routines and interests. Most professionals agree that the earlier the intervention, the better. Educational/behavioral interventions: Therapists use highly structured and intensive skill-oriented training sessions to help children develop social and language skills. Family counseling for the parents and siblings of children with autism often helps families cope with the particular challenges of living with an autistic child. Medications: Doctors often prescribe an antidepressant medication to handle symptoms of anxiety, depression, or obsessive-compulsive disorder. Anti-psychotic medications are used to treat severe behavioral problems. Seizures can be treated with one or more of the anticonvulsant drugs. Stimulant drugs, such as those used for children with attention deficit disorder (ADD), are sometimes used effectively to help decrease impulsivity and hyperactivity. Other therapies: There are a number of controversial therapies or interventions available for autistic children, but few, if any, are supported by scientific studies. Parents should use caution before adopting any of these treatments. genetic brain genetic depression sensitivity eye contact mental retardation routines add childhood disintegrative disorder social interaction seizures attention deficit disorder anxiety fragile x syndrome stimulant antidepressant cognitive rett syndrome Tourette ÒIÓ www.ccmentalhealth.org/more_information/autism.htm screening Autism161 http://www.edgarcayce.org/health/database/health_resources/autism.asp The Cayce Health Database - Printer friendly version of this article AUTISM The information contained in the Edgar Cayce Health database should not be regarded as a guide to self-diagnosis or self-treatment. The cooperation of a qualified health care professional is essential if one wishes to apply the principles and techniques described in this database. Autism is not a disease, but a developmental disorder of brain function. People with classical autism show three types of symptoms: impaired social interaction, problems with verbal and nonverbal communication and imagination, and unusual or severely limited activities and interests. Symptoms of autism usually appear during the first three years of childhood and continue throughout life. Although there is no cure, appropriate management may foster relatively normal development and reduce undesirable behaviors. People with autism have a normal life expectancy. Autism affects an estimated two to 10 of every 10,000 people, depending on the diagnostic criteria used. Most estimates that include people with similar disorders are two to three times greater. Autism strikes males about four times as often as females, and has been found throughout the world in people of all racial and social backgrounds. Autism varies a great deal in severity. The most severe cases are marked by extremely repetitive, unusual, self-injurious, and aggressive behavior. This behavior may persist over time and prove very difficult to change, posing a tremendous challenge to those who must live with, treat, and teach these individuals. The mildest forms of autism resemble a personality disorder associated with a perceived learning disability. The hallmark feature of autism is impaired social interaction. Children with autism may fail to respond to their names and often avoid looking at other people. Such children often have difficulty interpreting tone of voice or facial expressions and do not respond to others' emotions or watch other people's faces for cues about appropriate behavior. They appear unaware of others' feelings toward them and of the negative impact of their behavior on other people. Many children with autism engage in repetitive movements such as rocking and hair twirling, or in self-injurious behavior such as biting or head-banging. They also tend to start speaking later than other children and may refer to themselves by name instead of "I" or "me." Some speak in a sing-song voice about a narrow range of favorite topics, with little regard for the interests of the person to whom they are speaking. People with autism often have abnormal responses to sounds, touch, or other sensory stimulation. Many show reduced sensitivity to pain. They also may be extraordinarily sensitive to other sensations. These unusual sensitivities may contribute to behavioral symptoms such as resistance to being cuddled. Autism is classified as one of the pervasive developmental disorders. Some doctors also use terms such as "emotionally disturbed" to describe people with autism. Because it varies widely in its severity and symptoms, autism may go unrecognized, especially in mildly affected individuals or in those with multiple handicaps. Researchers and therapists have developed several sets of diagnostic criteria for autism. Some frequently used criteria include: Absence or impairment of imaginative and social play Impaired ability to make friends with peers Impaired ability to initiate or sustain a conversation with others Stereotyped, repetitive, or unusual use of language Restricted patterns of interests that are abnormal in intensity or focus Apparently inflexible adherence to specific routines or rituals Preoccupation with parts of objects Since hearing problems can be confused with autism, children with delayed speech development should always have their hearing checked. Children sometimes have impaired hearing in addition to autism. Autism has no single cause. Researchers believe several genes, as well as environmental factors such as viruses or chemicals, contribute to the disorder. Symptoms in many children with autism improve with intervention or as the children mature. Some people with autism eventually lead normal or near-normal lives. However, reports from parents of children with autism indicate that some children's language skills regress early in life, usually before age three. This regression often seems linked to epilepsy or seizure-like brain activity. Adolescence also worsens behavior problems in some children with autism, who may become depressed or increasingly unmanageable. Parents should be ready to adjust treatment for their child's changing needs. From a standard medical perspective, there is no cure for autism at present. Therapies, or interventions, are designed to remedy specific symptoms in each individual. The best-studied therapies include educational/behavioral and medical interventions. Although these interventions do not cure autism, they often bring about substantial improvement. (Note: The above information comes from National Institutes of Health Publication No. 96-1877) THE EDGAR CAYCE PERSPECTIVE OF AUTISM Edgar Cayce gave several readings for individuals exhibiting autistic features. Because Edgar Cayce was more interested in the uniqueness of each individual than in diagnostic labels, we cannot be certain as to whether these cases are representative of autism. The word autism was never used in any reading or correspondence. However, descriptions of behaviors and functioning do suggest that certain persons who received readings may have suffered from autism. Notably, three readings given for an eight-year-old girl (2253), are indicative of autism. (Q) Why does she not talk? (A) This reaction, or refractory reaction in system, prevents the contraction in the muscular forces that have to do with the plexus from the secondary cardiac to the central nerve system. This is directly to the vocal box. In the corrections in the 3rd and 4th dorsal, and the 2nd and 3rd cervical, this will be stimulated, see? as will necessary later to stimulate along the eustachian tube for the reaction there, see? This NOT in the beginning. The manipulations we would make at least three times each week, and ONE of the treatments and ADJUSTMENT treatment - the other the drainages set up and the muscular forces and tendons so relaxed as to make for the feeding out or building up of nerve impulses as between the sympathetic and cerebro-spinal system. (Q) Why does she wring her hands? (A) Nervous reaction. When these come, there is some form of expression - and in the attempt to find an outlet for that INNATELY felt, the lack of knowing WHAT to do - see? (Q) Will she ever be able to understand and carry out a spoken suggestion? (A) She will, if these [treatments] are carried out as has been outlined. (Q) Where will the first improvement be noticed? (A) The gradual relaxation, and NOT so nervous. (Q) Is her brain alright, or just dormant? (A) Just dormant. (2253-1) Edgar Cayce traced the cause of the condition to pressures along the spine where nerve plexus coordinate the functioning of the system. Nervous system incoordination resulted producing a disturbance to the "imaginative nerve forces of the body" causing the child to be "over sensitive." The pressures, as we find, exist principally in those of the sacral, the lower dorsal, and the WHOLE of the cervical areas. These are especially seen in the 4th LUMBAR plexus, that prevents coordination in the sympathetic and cerebro-spinal impulses; while those of the central or lower dorsal, sympathetically with the upper or 4th and 5th dorsal, prevent those impulses to the central nerve force as to cause any reaction in this direction, and little or no response is seen in that of a refractory reaction, save as comes through impulses in the imaginative nerve forces of the body. Hence those tendencies of the body to be over sensitive to certain vibrations that may be set up, without the proper coordinating even to BRAIN impulses as to WHAT the reaction SHOULD be. Hence often the body responds in a manner as apparently directly opposite from that as would be, or should be, expected from voluntary or involuntary refractory, or refraction. (2253-1) Osteopathic manipulations to relieve the pressure were recommended. A mild, natural herbal formula (containing mayblossom and ginseng) was suggested to calm and sedate the child. An energy medicine device (Radial Appliance) was prescribed to assist in coordinating the system. Hypnotic suggestion was consistently recommended in such cases. Edgar Cayce sometimes used the expression "suggestive therapeutics" to describe a simple, natural form of suggestion to be used. Suggestion was recommended to address the habitual, involuntary hand wringing and lack of normal development: ...as the body sinks to sleep - the talk, the quieting effect, the improvements through the psychopathic effect that may be created by suggestion as the body goes to sleep. Something as this, though it may be altered according to that one giving same. Do not make same as rote, or as just something to be said, but with that intense desire to be a channel of aid and help TO the individual: AS YOU (calling the child by ITS OWN name, that it responds to even by any FORM of suggestion) AS YOU SINK INTO A QUIET RESTFUL SLEEP, THE ORGANS OF THE BODY WILL SO FUNCTION THAT THE VERY BEST WILL BE BUILDED IN THE PHYSICAL AND MENTAL BEING, GIVING THAT RESPONSE THAT WILL BE A NORMAL ACTIVITY FOR THE ORGANS OF THE SENSORY SYSTEM. (2253-2) (Q) Is there anything we can do to get her to stop wringing her hands? (A) Only applying those things that will alter the present nervous reactions in the system will change same. THIS body, would be well for the suggestions to be made under the influence of hypnosis, or auto-suggestion to the body as it sleeps. This must be made by someone in sympathy with the activities of the body, and THIS would relieve such stress on the general system. (2253-3) Although we have no long-term documentation in this case, a letter from Mrs. Pope of the Rosehill School (where the child was staying) noted, "I think she has improved noticeably and more so since she has had the battery although it has been used such a short time." Four readings were given for a nineteen year old male [2014] who had been "abnormal about eleven years" and who was exhibiting repetitious, involuntary movements and antisocial behaviors: (Q) What is the reason for, and what can be done for the habit reaction he has; such as the spitting, drawing of the mouth down, and waving of the fingers before his nose and mouth? (A) These, as indicated, are reflexes through the sensory nerve system; lack of coordination between impulses and the guided or directed forces in the mental reactions of same. Keep up the applications indicated for corrections, making the suggestions - and not attempting to control by violent means! (2014-3) (Q) Would you advise scolding or hitting him, when he is so uncontrollable? or what method would you advise? (A) Patience, kindness, gentleness, ever; not in that of scolding or tormenting at all. But in cajoling, and in kindness and in patience, these are the manners. Remember, these conditions are for purposes. While they become very trying to the individuals who attempt to administer to the needs of the body, know that these are purposeful in thine own experience also. (Q) Is this stubborn, fresh and disobedient attitude due to his ailment? (A) Due to the ailment; else there would be other measures indicated. And in the building up of the body, there must be the response to kindness and gentleness and love, - more than to force, power, might, hate or scolding. (2014-2) Again, this series of readings described nervous system incoordination involving the sensory nervous system. Pressures along the spine and in the abdominal nerve plexus associated with the digestive system were noted. Abdominal castor oil packs and spinal manipulations were suggested to relieve the pressures and coordinate the nervous systems. The Radial Appliance was also recommended to assist with the coordination. A mild laxative tea was prescribed to improve eliminations through the colon as chronic constipation was a problem. For the behavioral problems and general pathological conditions, suggestive therapeutics was recommended: (Q) What type of suggestion would you recommend? (A) As just indicated, the type that is to be given continually; of the creative forces or God, - love manifesting through the activities of the body. These as helpful forces will bring the bettered conditions for this body. (2014-3) The minimal follow-up correspondence does not indicate whether the recommendations were applied consistently or the eventual outcome in this case. A series of twelve readings were given for a young girl (1179) who was seven years old when she received her first reading. Her readings and follow up correspondence suggest possible mild autism. Her readings described a "supersenstive" system with psychic or imaginative tendencies: These conditions are rather of the unusual nature; or the body physically and mentally is supersensitive and the psychic forces are developing much faster than the bodily functionings. Or the body functionings are of such a nature that the sensitiveness of same precludes some activities through the nominal physical developments. (1179-1) There are periods when there are unusual activities in the psychic forces of the body. The imaginative reactions to the sensory and the external forces in the experience of the body at times find physical expression in moods. (1179-7) The child was somewhat withdrawn and difficult. Her mother's comment immediately following 1179-1: "Now I know better how to cope with this child, who reacts so differently from my other children - she is so unusual in so many ways." The mother's difficulty in dealing with the child's antisocial behaviors was noted: DO NOT make it an issue with the body! Advise with, but do not rave at nor scold nor make the entity conscious of same by constant nagging, or insistency! And this will be better, it will be found, in ALL the ways of IMPRESSING the body in ANY manner for any activity. As has been indicated, the body is supersensitive, and is made aware of self's shortcomings or self's virtues by a continual impressing on same. Listen to the entity's arguments, always. Never tell her to shut up or stop, but hear it out! Then, parallel same by counsel as respecting what MIGHT be better if paralleled in THAT direction. (1179-6) Social withdrawal and interpersonal deficits were cited in the correspondence. The child also apparently had some difficulty with reading. Edgar Cayce described problems with the digestive system which were contributing to the difficult psychosocial development of this child. Various digestive aids and nutritional supplements were recommended, including Ventriculin, a dietary supplement made from the gastric tissue of hogs. As with the other cases cited above, the Radial Active appliance was suggested to assist with nervous system coordination. Spinal manipulations were recommended. A basic diet, focusing on body building foods, was emphasized. In one reading, when asked about substituting other grains for wheat, Edgar Cayce responded: (Q) Should the body discontinue the use of wheat products, substituting RYE BREAK, WHITE RICE, OATMEAL CEREAL, BUCKWHEAT AND CORNMEAL PANCAKES? (A) It would be well to discontinue the greater portion of the wheat products, if these others are used - and they are all very well to be used. (1179-5) Although suggestive therapeutics was not directly mentioned, the readings did insist on the importance of providing spiritual guidance to the child through Bible stories. According to correspondence from her mother, Ms. 1179 became a school teacher at age twenty-two and married thirteen years later. Although the above cases vary greatly with regard to symptoms and severity, some common themes are worth noting. In all these cases Edgar Cayce focused on nervous system incoordination involving the sensory nervous system. All these individuals were described as over sensitive (even "super-sensitive"). Nerve pressures were cited as causative factors. Spinal manipulation was consistently recommended, as was the use of the Radial Appliance to assist with balancing and coordinating the system. Problems with the digestive system and intestinal tract was significant in two of these cases (1179 and 2014). Therapies such as abdominal castor oil packs, diet, and dietary supplements were suggested. The mental and spiritual aspects of healing were prominent in all three cases. Suggestive therapeutics was usually recommended. The spiritual focus of the family and caregivers was strongly emphasized. Thus a blending of treatments into a well integrated treatment plan was often recommended by Edgar Cayce for the treatment of autism. Here is a summary of some of the most common treatment recommendations. TREATMENT RECOMMENDATIONS Conceptually, the Cayce approach to autism focuses on assisting the body in healing itself by the application of a variety of therapies intended to address the underlying causes of the condition. The mental and spiritual aspects of healing are strongly emphasized. Here are some general therapeutic recommendations intended to address the underlying causes of autism: MANUAL THERAPY (SPINAL MANIPULATION): Cayce often recommended spinal manipulations to correct specific problems which may be a primary cause of autism. It is difficult to obtain the osteopathic adjustments specified by Cayce. However, a chiropractor may be of help. The frequency of the adjustments will depend on the recommendations of the individual chiropractor or osteopath. The use of an electric vibrator may also be helpful for individuals unable to obtain regular spinal adjustments. ELECTROTHERAPY: Regular use of the Radial Appliance to coordinate nerve functioning and circulation is recommended. INTERNAL CLEANSING: Because autistic symptoms were sometimes linked to problems with the alimentary canal resulting in poor eliminations, hydrotherapy is recommended to improve eliminations through the colon. Hydrotherapy includes drinking six to eight glasses of pure water daily and obtaining colonic irrigations to cleanse the bowel. Following the diet should also assist with internal cleansing. Hot castor oil packs applied over the abdomen are recommended to improve circulation (especially lymphatic) and eliminations through the alimentary canal. DIET: The Basic Cayce Diet is intended to improve assimilation and elimination. The diet focuses heavily on keeping a proper alkaline/acid balance while avoiding foods which produce toxicity and drain the system. Essentially, the diet consists mainly of fruits and vegetables while avoiding fried foods and refined carbohydrates ("junk food"). Certain food combinations are emphasized. SUGGESTIVE THERAPEUTICS: The use positive suggestions during the presleep period and during therapy sessions (such as massage and the Radial Appliance) is recommended to awaken the inner healing response. The spiritual attunement of the caregiver is essential. MEDICATION: The use of a mild natural sedative (such as Passion Flower fusion) may be helpful for excitable children. Laxatives and dietary supplements may be helpful, particularly for individuals with significant gastrointestinal symptoms. Although Ventriculin is no longer available, similar products such as Secretin (made from hog gastric tissue and available only by physician's prescription) have proven helpful for some persons suffering from autism. Note: The above information is not intended for self-diagnosis or self-treatment. Please consult a qualified health care professional for assistance in applying the information contained in the Cayce Health Database. brain sensitivity gastrointestinal routines regression social interaction sleep God Cayce Health Database Edgar Cayce Health National Institutes of Health Publication No. EDGAR CAYCE Edgar Cayce Radial Appliance Rosehill School Ventriculin Radial Active RYE BREAK Cayce MANUAL THERAPY 1179 and 2014 www.edgarcayce.org/health/database/health_resources/autism.asp ...as Autism162 http://www.nydailynews.com/topics/Autism Articles from the Daily News About This Topic AutismFrom WikipediaAutism is a disorder of neural development characterized by impaired social interaction and communication, and by restricted and repetitive behavior. These signs all begin before a child is three years old. Autism affects information processing in the brain by altering how nerve cells and their synapses connect and organize; how this occurs is not well understood. The two other autism spectrum disorders are Asperger syndrome, which lacks delays in cognitive development and language, and PDD-NOS, diagnosed when full criteria for the other two disorders are not met.Researchers identify autism genesPosted on 2009-04-29 13:10:46Autistic children have variations on genes that help neurons route themselves in the brain of a developing fetus, according to a new set of studies that provide evidence how the autistic minds structure may go awry. Swine flu spreading in NYC: 2nd school closin NYC? Possible new cases probed at second Queens schoolPosted on 2009-04-28 15:38:36A second Queens school was closed today after dozens of autistic students came down with suspected swine flu.150 strollers show autism oddsPosted on 2009-04-03 10:22:33It looked like a gigantic play date, but the 150 baby strollers lined up in Central Park Thursday were there for a far more serious reason.Autism answers still elude researchersPosted on 2009-04-02 17:07:47As World Autism Awareness Day winds down, the spotlight is on why the disorder is on the increase, why the causes still elude researchers, and why early diagnosis is so important.Are Facebook, MySpace and Twitter eroding attention spans?Posted on 2009-02-25 13:27:47Too much social networking could be damaging your brain. An Oxford University scientist has warned that sites like Facebook, MySpace and Twitter shorten attention spans, encourage instant gratification and make young people more self-centered. brain Facebook social interaction repetitive behavior cognitive neural PDD-NOS MySpace Queens Daily News About This Topic AutismFrom NYC: NYC Central Park Twitter Oxford University www.nydailynews.com/topics/Autism Autism163 http://www.scribd.com/doc/16747881/Functional-Underconnectivity-in-Autism The brain activation of a group of high-functioning autistic participants was measuredusing fMRI during the performance of a Tower of London task, in comparison to a control groupmatched with respect to IQ, age, and gender. The two groups generally activated the same corticalareas to similar degrees. However, there were three indications of underconnectivity in the groupwith autism. First, the degree of synchronization (i.e. the functional connectivity, or the correlationof the time series of the activation) between the frontal and parietal areas of activation was lowerfor the autistic than the control participants. Second, relevant parts of the corpus callosum, throughwhich many of the bilaterally activated cortical areas communicate, were smaller in cross-sectionalarea in the autistic participants. Third, within the autism group but not within the control group, thesize of the genu of the corpus callosum was correlated with frontal-parietal functional connectivity.These findings suggest that the neural basis of altered cognition in autism entails a lower degree ofintegration of information across certain cortical areas resulting from reduced intra-corticalconnectivity. The results add support to a new theory of cortical underconnectivity in autism,which posits a deficit in integration of information at the neural and cognitive levels. brain add cognitive neural Tower of London 1674788 www.scribd.com/doc/16747881/Functional-Underconnectivity-in-Autism 16747 Autism164 http://counsellingresource.com/distress/autistic/autism-research-1.html Home Mental Disorders and Psychological Distress Autistic Spectrum Disorders Autism Spectrum Disorders Research at the National Institute of Mental Health - Part 1 <!-- google_ad_client = "pub-3862246084592963"; google_ad_slot = "9643592781"; google_ad_width = 728; google_ad_height = 90; //--> By National Institute of Mental Health (NIMH) This overview summarizes research into the causes, diagnosis, prevention, and treatment of autism spectrum disorders. <!-- google_ad_client = "pub-3862246084592963"; /* 300x250, created 4/14/08 */ google_ad_slot = "1135880537"; google_ad_width = 300; google_ad_height = 250; //--> Article Contents ...Part One Autism Spectrum Disorders Research at the National Institute of Mental Health Implementing the Children's Health Act of 2000 Public Input Brain Tissue and Genetics Resources Diagnosis, Training, and Early Identification Brain Imaging Animal Models Clinical Genetics ...Part Two Developmental Neurobiology Neuropsychology Co-occurring Disorders Treatment Services NIH Collaboration The Broad NIMH Research Program Key Areas of NIMH Research For More Information References Autism Spectrum Disorders Research at the National Institute of Mental Health Autism spectrum disorders (ASD), a broad continuum of brain illnesses that includes Asperger's syndrome, share common genetic roots and essential clinical and behavioral features, although they differ in severity and age of onset. Autism, the most severe of these pervasive developmental disorders, typically begins in early childhood and impairs thinking, feeling, language, and the ability to relate to others. From one to six in 1,000 Americans suffer from ASDs,1,2 with some recent studies citing dramatic apparent increases in prevalence in certain locales. Boys with the disorders outnumber girls three or four to one. Within the first few years of life, children with ASDs fail to develop normal social interaction and communication and show restricted, repetitive, or stereotyped behaviors and interests. Families coping with ASDs are searching for answers about causes, diagnosis, prevention, and treatment. The National Institute of Mental Health's (NIMH) investment in autism-related science has quadrupled over the past 7 years from $9.4 million in FY 1997 to $36.2 million in FY 2002. The research is supported through grants and contracts with investigators at university medical centers and in the Institute's own laboratories in Bethesda, MD. In addition, new Institute initiatives aimed at advancing basic knowledge of brain development and genetics hold promise for understanding complex behavioral disorders like autism. NIMH's autism-related research ranges from efforts to improve awareness, diagnosis and treatment, to studies involving brain imaging, tissue banks, animal models, genetics, developmental neurobiology, and neuropsychology. Implementing the Children's Health Act of 2000 As part of the Children's Health Act of 2000,3 Congress designated the NIMH to take the lead in expanding, intensifying and coordinating NIH's expanding autism research effort, which totaled nearly $74 million in 2002. NIMH has implemented this landmark legislation, in collaboration with the four other Institutes represented on the NIH Autism Coordinating Committee (NIH/ACC): National Institute of Child Health and Human Development (NICHD), National Institute of Neurological Disorders and Stroke (NINDS), National Institute on Deafness and Other Communication Disorders (NIDCD), and National Institute of Environmental Health Sciences (NIEHS).4 NIMH, on behalf of the Department of Health and Human Services (DHHS), also convenes the Interagency Autism Coordinating Committee (IACC), which serves as a forum where Federal agencies and public members can share information about their autism-related activities. In addition to the NIH/ACC members, this panel includes representatives from several DHHS agencies and the Department of Education. The IACC also includes four public members, family members or guardians of people with autism or spectrum disorders.5 Studies to Advance Autism Research and Treatment (STAART) Network Foremost among the Children's Health Act's provisions is a collaborative effort to support development of several broadly based Centers of Excellence in Autism Research. In response, the five NIH/ACC Institutes have jointly established the Studies to Advance Autism Research and Treatment (STAART) Network. This project is building new infrastructure for autism research by bringing together critical masses of expertise and resources at eight dedicated research centers across the country. The Centers are conducting basic and clinical research, including investigations into causes, diagnosis, early detection, prevention, and treatment. They include research in the fields of developmental neurobiology, genetics, clinical developmental psychology, and psychopharmacology. Interdisciplinary collaborations, including the recruitment of outstanding investigators who had previously not worked in the autism field, are being funded in stages over the next several years. Grants totaling $65 million over five years were funded in Fall 2002 and Spring 2003 to support STAART Centers at the following sites:6,7 University of North Carolina, Chapel Hill Yale University University of Washington University of California, Los Angeles Mount Sinai Medical School Kennedy Krieger Institute, Baltimore Boston University University of Rochester, New York Each center is pursuing its own particular mix of studies. For example, at the Kennedy Krieger Institute and four collaborating area institutions, a team of 27 researchers psychiatrists, neuropsychologists, psychologists, speech-language pathologists, developmental pediatricians and neuroscientists are examining motor and communication impairments in autism, to find out what goes wrong in the developing brain, with an eye to early identification and intervention. Spurred by evidence of a serotonin abnormality in autism, investigators are studying animals deficient in the chemical messenger to discover its role in establishing connections between neurons. Among other STAART Center studies currently underway, researchers at Yale University are examining eye tracking in children with autism age 5-12, as well in toddlers. They are studying how a child sees a social situation, relative to his or her level of social competence. Investigators there are also using functional brain imaging to assess the effectiveness of a computer-assisted intervention to improve facial identification and facial expression in autism. A study of relatives of individuals with autism and Down syndrome at the University of North Carolina is looking for patterns of thinking about social situations and executive functioning (planning, impulse control and reasoning) that might provide clues to psychological characteristics shared in common among families with these highly heritable disorders. A brain imaging study seeks to discover the neural roots of social and emotional processes as well as executive functioning and ritualistic-repetitive behaviors in adults and very young children with autism.8 Public Input The Children's Health Act of 2000 mandates that the NIH make available information about its autism activities and facilitate public feedback to the NIH. Communications Directors, Public Liaison Officers, and other staff from the NIH/ACC regularly engage with representatives of autism advocacy groups to exchange information and stay in touch via an internet web site and a list-serve. Members of the autism advocacy community also serve as public participants on NIMH scientific review committees. A searchable information clearinghouse for all NIH autism-related activities is posted on the National Library of Medicine's MedlinePlus Web site. This links to several resources within the DHHS, including NIMH's autism Web page. Brain Tissue and Genetics Resources The Children's Health Act of 2000 also calls on NIMH to take the lead in expanding a program under which samples of tissues and genetic materials are donated, collected, preserved, and made available for autism research. Post-mortem brain tissue, which has been very scarce for the study of autism, offers a unique, high-resolution window into the inner workings of brain cells. For example, by using radioactive tracers on thinly sliced sections of brain tissue, scientists can detect and pinpoint abnormal activity of genes within cells. Only with access to brain tissue can the underlying neuropathology of autism be uncovered. To take advantage of emerging opportunities for discovery in post-mortem tissue made possible by the new molecular methodologies, NIMH, in collaboration with the autism community and other NIH Institutes, is stepping up efforts to establish brain bank collections to study autism. For example, NIMH, NINDS and NIDCD are mounting a joint effort to develop a National Autism Brain Bank at the Harvard Brain Tissue Resource Center, which is primarily funded by NIMH and NINDS. It will store and disseminate postmortem human brain specimens for the study of autism.9 Diagnosis, Training, and Early Identification People with ASDs show a broad range of impairment, with great variability in clinical symptoms and levels of functioning. For example, some people with autism have normal intelligence and develop good basic language skills, while others lag intellectually and develop little or no language. A common diagnostic scheme for assessing the complex social and communication deficits that constitute key features of the disorder has been a critical prerequisite to scientific progress. NIMH has supported research that has raised the quality and standardization of screening and diagnosis in autism. Standard diagnostic interviews and observational methods developed through this research have become a national and international gold standard, ensuring that what is diagnosed in one research center is comparable to that diagnosed in another. The Institute funds a series of annual workshops for training researchers in the use of these tools, and is funding further investigation of measurement tools.10,11 NIMH also supports research aimed at improving early diagnosis of autism. Institute-supported studies have demonstrated that a reliable diagnosis of autism spectrum can be made at age 2.12 Yet, the age of onset remains elusive. Some children seem to develop normally for a couple of years and then regress; for example, they may lose language skills after developing a small vocabulary. Others may be affected from birth, but in such subtle ways that diagnosis is delayed. Earlier identification of children destined to develop symptoms could hold clues to the underlying neuropathology and would also facilitate early intervention. NIMH is funding studies that focus on young children at heightened risk for the disorder, such as younger siblings of children with autism.13,14,15 Brain Imaging Non-invasive brain imaging techniques, such as MRI (magnetic resonance imaging), offer great potential for advancing understanding of the neural basis of emotional and intellectual deficits in autism and other childhood neuropsychiatric disorders. However, scientists currently have little data on normal brain function and development to compare with data from individuals with autism. Such norms have been lacking for brain imaging studies, leading to non-comparable findings and excessive duplication in scanning control subjects. Therefore, NIMH is co-sponsoring, with NICHD, NIDA and NINDS, a $28 million initiative that is using aMRI (anatomic magnetic resonance imaging), DTI (diffusion tensor imaging), and MRS (magnetic resonance spectroscopy) to create the world's first such large-scale database on normal brain development in children.16 The NIH MRI Study of Normal Brain Development is cataloging the structural development of the brain, by age and sex, with seven major research centers scanning more than 500 infants, children, and adolescents. Children age five and older are being followed up with additional scans and clinical and behavioral reassessments at 2-year intervals. Younger children are being re-scanned at more frequent intervals 3-12 months to capture more rapid brain maturational changes occurring at these ages. This study will permit the normal growth curves of brain structures to be charted, revealing the development of circuitry for language, thinking, and other functions. Individual brains differ enough that only broad generalizations can be made from comparisons of different individuals at different ages. But following the same brains as they mature allows scientists a much more detailed view of developmental changes. By comparing scans of children with neuropsychiatric disorders with this normative data, researchers will be able to determine the timing and developmental course of brain structural changes in childhood disorders. These databases, being developed by an NIMH-funded data analysis center, will ultimately facilitate early diagnosis and differentiation of various forms of autism. It will also speed the development of targeted treatments and evaluations of their effects. The promise of such a normative brain database for turning up clues about childhood brain disorders was recently illustrated in a similar, but smaller-scale, NIMH intramural study.17 In this first longitudinal structural MRI study to track individual children's developing brains, the researchers were surprised to discover a second wave of overproduction of gray matter (neurons) just prior to puberty. Possibly related to the influence of surging sex hormones, this thickening peaks at around age 11 in girls, 12 in boys, after which the gray matter actually thins some. Prior to this study, scientists had thought that the brain overproduced gray matter for a brief period in early development (in the womb and for about the first 18 months of life) and then underwent just one bout of pruning. The gray matter growth spurt predominates in the frontal lobe, the seat of executive functions. This type of normative data will help researchers contrast typical growth with that in autism spectrum disorders. A wave of abnormal brain enlargement seen in MRI studies of young children with autism follows a back-to-front pattern, similar to a wave of abnormal gray matter loss seen in childhood onset schizophrenia. This may suggest a process in which the timing and trajectory of various abnormalities parallels clinical outcome.18,38 In other brain imaging studies, researchers using MRI and MRS are searching for brain anatomical and biochemical abnormalities that may underlie impaired social communication in children with autism. One fMRI study is looking for malfunctioning brain circuits associated with impaired thinking about human relationships, a problem seen in autism. While in the scanner, subjects view animated cartoons designed to challenge their ability to understand a social situation. High-functioning individuals with autism are being scanned to sort out the neural circuitry of social versus mechanical knowledge.19,20 Yet another series of MRI studies is pinpointing brain structural abnormalities associated with the severity of attention deficits in people with autism.21 For example, the researchers have shown that decreased volume in an area of the brain's parietal lobe correlates with the degree of behavioral impairment in detecting stimuli located outside a principal focus of visual attention. A project at the University of North Carolina has been assessing the relation between brain anatomy and autism through MRI scans of very young children with autism.22 The aim is to get a better picture of the development and timing of the brain enlargement that occurs in autism between 18 and 35 months. To relate these findings to another developmental disorder of known origin, the researchers have joined forces with colleagues at Stanford University to similarly follow the brain development of children with Fragile X syndrome.23,24 These studies will illuminate genetic and environmental factors that influence normal and abnormal brain development and may help to clarify subtypes of autism. Animal Models Studies in monkeys hold great potential for understanding autism, since their brains resemble those of humans thus offering valuable clues. For example, NIMH-funded investigators are continuing to examine monkeys in which early injury to the brain's limbic system, or emotional hub, interfered with the establishment of social and emotional bonds.25 Experiments in monkeys by NIMH intramural scientists found that loss in infancy of two key limbic structures, the amygdala and hippocampus, results in social and emotional abnormalities strikingly similar to autism, in both nature and time course, by 6 months of age. The monkeys with brain lesions, like some autistic children, showed an absence of social interactions, lack of normal facial expressions and body language, and stereotyped behaviors. Also as in autism, the problems emerged only after early infancy and remained permanent. Other monkeys in which a lower part of the temporal lobe was removed developed milder symptoms that substantially abated as they grew older. This study, combined with clinical findings, point to the limbic system structures as likely sites of damage in autism.26 Such behavioral and neuroanatomical research may help to pinpoint brain circuit abnormalities in autism and ultimately lead to intervention strategies. Findings relevant to autism may also emerge from planned studies of proteins in the animal brain. Assuming there is a developmental abnormality in autism, due to a gene defect or gene/ environment interaction, some genes are likely to turn on too much or too little or in the wrong place. This may interfere with the migration and wiring of embryonic brain cells during early development, or with the way cells function. In collaboration with other NIH Institutes and the private sector, NIMH is mounting efforts to expand the set of available tools for discovering such molecular mistakes. For example, studies in mice are identifying the neural basis of complex behaviors. The mouse has become a critical model in studying human disease because scientists have access to many specially bred strains each expressing distinctive physiological and behavioral characteristics and know an enormous amount about mouse genetics. Rapidly-evolving technologies now make it possible to insert, knock out, or mutate mouse genes, quickly breed a generation that expresses the change, and then see how it affects behavior. When autism-linked genes are discovered, they will be inserted and expressed in mice to find out what they do at the molecular, cellular, and behavioral levels. Researchers will be able to track a wiring abnormality, a cell migration abnormality, or other anomaly that may lead to symptoms in humans. Clinical Genetics While it is known that heredity plays a major role in complex behavioral disorders like autism, the identification of specific genes that confer vulnerability to such disorders has proven extremely difficult. Detecting multiple genes, each contributing only a small effect, requires large sample sizes and powerful technologies that can associate genetic variations with disease and pinpoint candidate genes. And even after human disease vulnerability genes are found, sophisticated techniques will be needed to find out what turns them on, what brain components they code for, and how they affect behavior. Although by no means assured, the prospect of acquiring such molecular knowledge holds great hope for the engineering of new therapies. Evidence suggests that some family members of people with autism may share with them milder, but qualitatively similar, behavioral characteristics of autism.27 For example, they may have mild social, language or reading problems. A multi-site team of NIMH-supported investigators has been studying such families to characterize these behavioral traits in hopes of discovering sites in the genome associated with them. In the latest phase of these studies, neuropsychological characteristics of relatives of individuals with autism and autism spectrum will be compared with those of people with injuries to brain areas implicated in autism, such as the amygdala and frontal cortex. Patterns of co-occurrence of the characteristics will be examined in individuals and families.28 Four previously undetected chromosomal sites strongly linked to autism have been discovered by the largest and methodologically most sophisticated genome-wide screens to date, funded, in part, by NIMH. Two studies, led by investigators at Columbia University and the University of Oxford, add regions on chromosomes 2, 5, 8, and 17 to a growing list of areas likely harboring autism-predisposing genes. They also add to previous evidence implicating areas on chromosomes 7, 16 and 19.29,30 Although one chromosomal region, 7q, had turned up consistently in such screens, no specific candidate gene there had yet been pinpointed until NIMH-funded researchers, led by a team at the University of Iowa, discovered that variants of a particular gene in the 7q region, expressed in human thalamus, may be associated with autism susceptibility.31 It is a member of a family of genes that influences brain development. To increase the likelihood of finding genes for autism, researchers are increasing the statistical power of human data sets. One genome-wide screen of autism vulnerability genes in 110 families showed suggestive evidence for linkage to ASD on several chromosomes. In a follow-up analysis, the researchers increased the sample size threefold while holding the study design constant, so that 345 families (each with at least two siblings affected with autism or ASD), were included. The most significant findings were on chromosome 17q conspicuously near the gene that codes for the serotonin transporter and on 5p. Analyses from this largest data set studied to date implicate brain serotonin systems in autism. This finding is congruent with those from other studies which show evidence of elevated blood serotonin levels both in patients with autism and in their unaffected first-degree relatives. Studies also show that drugs that selectively target 5-HTT can ameliorate some autism-related symptoms. Serotonin-related neural circuits may thus provide targets for new drug development.32 Continued progress in molecular genetic studies of autism will require very large sample sizes, and the pooling of ever larger numbers of families. In addition, future studies likely will require the identification and characterization of autism-related traits correlated with liability to produce disease. NIMH is supporting efforts to reach out to families to build a library of DNA samples and clinical data that can be broadly distributed to researchers through the NIMH Human Genetics Initiative. For example, in March of 2002 NIMH announced the awarding of a grant totaling more than $6 million, over five years, to researchers at the University of California, Los Angeles, for a major expansion of the Autism Genetic Resource Exchange (AGRE) gene bank, a collaborative effort with the citizens group Cure Autism Now (CAN). The goal is to add 300 more families to this resource, which conducts 2-hour in-home screenings of families that have more than one member diagnosed with autism, PDD or Asperger's syndrome.33 A similarly ambitious $5 million public/private collaboration between the National Alliance for Autism Research (NAAR) and NIMH, NICHD, NINDS, NIDCD was recently announced. The NAAR Autism Genome Project is also focused on finding genes associated with the autism spectrum disorders. Using the AGRE data set, researchers at Rutgers University recently discovered a strong association between a gene in the 7q region and autism. Among 167 affected families, children with autism were twice as likely as unaffected children to have inherited a particular variant of a gene called ENGRAILED 2. The team is now attempting to replicate the finding in a much larger sample, using NIMH-funded data sets funded in part by NIMH.34 Continue to Part Two... NIH Publication No. 04-4508 Tell a FriendPrint Related Articles at CounsellingResource.com The Research Library includes many additional articles which may be of use. Recent questions from Ask the Psychologist : Seven Years of Treatment for Panic Attacks and Still No ResultsAfter Other Losses, Loss of Grandmother s Love too Much to BearHow to Get Rid of Crazy, Intrusive ThoughtsAt a Loss For WordsHow Do I Escape This Manipulative Trap?Confronting My Covert-Aggressive FatherTrying to Repair Relationships with Five Lost Friends This page was last reviewed by Dr Greg Mulhauser, Sunday, 31 January 2010. The URL of this page is:http://counsellingresource.com/distress/autistic/autism-research-1.html genetic brain genetic Americans New York dna DNA National Institute of Neurological Disorders NINDS National Institute of Mental Health add National Alliance for Autism Research University of North Carolina ASD MD social interaction fragile x syndrome Rochester Kennedy Krieger Institute Columbia University NIH NIH Institutes National Institute Deafness Other Communication Disorders Bethesda NICHD MRI neural Los Angeles NIMH NIDCD Cure Autism Now University of California down syndrome Institute National Institute of Child Health and Human Development National Institute of Environmental Health Sciences IACC NIEHS NIH Publication No. Autism Spectrum Disorders Research Department of Health and Human Services Interagency Autism Coordinating Committee Advance Autism Research and Treatment STAART Autism Genetic Resource Exchange Yale University FriendPrint Related Articles CounsellingResource.com The Research Library Greg Mulhauser -3862246 0845929 9643592781 1135880537 4/14/08 31 January 2010 CounsellingResource.com 386224608 45929 964359278 113588053 Autism Research Stanford University NAAR ASDs WordsHow Do I Escape This Repair Relationships Panic Attacks and Still No ResultsAfter Other Losses ENGRAILED Stroke National Institute of AGRE University of Iowa NIH/ACC NICHD Mental Disorders and Psychological Distress Autistic Spectrum Disorders Autism Spectrum Disorders Research Children 's Health Act Public Input Brain Tissue and Genetics Resources Diagnosis Early Identification Brain Imaging Animal Models Clinical Genetics Developmental Neurobiology Neuropsychology Co-occurring Disorders Treatment Services NIH Broad NIMH Research Program Key Areas of NIMH Research Information References Autism Spectrum Disorders Research Mental Health Autism Institute Children 's Health Act of 2000,3 Congress Institutes NIH Autism Coordinating Committee DHHS Department of Education Centers of Excellence NIH/ACC Institutes Centers STAART Centers Chapel Hill Yale University University Washington University of California Sinai Medical School Kennedy Krieger Institute Baltimore Boston University University STAART Center National Library of Medicine Genetics Resources The Children Health Act of National Autism Brain Bank Harvard Brain Tissue Resource Center Early Identification People NIDA DTI MRS Normal Brain Development Models Studies University of Oxford NIMH Human Genetics Initiative NINDS NIDCD Rutgers University NIMH.34 Continue counsellingresource.com/distress/autistic/autism-research-1.html screening Autism165 http://www.zimbio.com/Autism+Resources Autism Resources Front Page Articles Pictures Videos more Polls Notes Links History if (navigator.platform.indexOf("Mac") != -1 && navigator.userAgent.indexOf("Safari") != -1) { try {$('sectionNav').addClassName('sectionNavMac');}catch(err){} } There is a ton of information out there about the subject of autism. Much of it is misleading and often irrelevant for individuals. Most parents have told me that although they might have found helpful sites they just aren t sure what to... [more] There is a ton of information out there about the subject of autism. Much of it is misleading and often irrelevant for individuals. Most parents have told me that although they might have found helpful sites they just aren t sure what to try for their own child or what to believe as appropriate therapy for their specific needs. They just don t have time or the background to know how to properly synthesize the overwhelming accumulation of information available. This wikizine is dedicated to providing professionally and clinically informed information in a format that will help the reader to synthesize the information. In addition, alternative courses of treatment that hold merit will also be available as they are carefully researched and scrutinized as viable alternatives. It is the goal of this wikizine to help the reader take the impact of autism in smaller steps and stages. The ultimate intent is that it will help lead others to a plan of action and an unfolding map of the future for their individual loved one with autism. $('overviewFull').hide(); Add Content RSS add Mac Autism Resources Front Page Articles Pictures Videos www.zimbio.com/Autism+Resources Autism166 http://www.autismnt.com.au/ Welcome to our new website A little about Us Autism NT was founded by a group of parents and professionals and was formally recognised as an Association in April 2002. In 2005 Autism NT was kindly offered a shopfront office at Nightcliff Shopping Centre by Mr Tony Milhinhos. With the addition of an Autism Advisor position as part of the Helping Children with Autism package a second office was opened in 2009 in Winnellie. (This office is open by appointment. Please contact 0889474800). What is Autism? Autism is a life-long developmental disability that affects the individuals understanding of what he/she sees, hears and senses. This results in problems of social relationships, communication and behaviour. It is generally accepted that autism is an organic brain disorder. What causes Autism? The cause or causes of autism are, as yet, unknown. No factors in the child's psychological or family environment cause autism. The degree of severity of characteristics differs from person to person, but usually include disturbances in the following (including, but not limited to): delay or absence of language development. difficulties understanding speech. difficulties using language. difficulties understanding and using gesture. Come in to the Nightcliff Office Autism NT welcomes new members and anyone who wishes to call in and have a look at our library. The Nightcliff office is located at Shop 19, Nightcliff Shopping Centre, Dick Ward Drive Coconut Grove. Phone 0889484424 brain Autism Autism Advisor Nightcliff Shopping Centre Tony Milhinhos Nightcliff Office Nightcliff Dick Ward Drive Coconut Grove 0889474 0889484 www.autismnt.com.au/ 088947480 088948442 Autism167 http://www.autismsocietyofct.org/index.htm /* Annual Occasions Count Down script- By JavaScript Kit For this and over 400+ free scripts, visit http://www.javascriptkit.com This notice must stay intact */ var today=new Date() //Enter the occasion's MONTH (1-12) and DAY (1-31): var theoccasion=new Date(today.getFullYear(), 3, 06) //Customize text to show before and on occasion. Follow grammer below: var beforeOccasionText="until Puzzlethon 2010" var onOccasiontext="Today is PUZZLETHON!" var monthtext=new Array("Jan","Feb","March","April","May","June","July","Aug","Sep","Oct","Nov","Dec") theoccasion.setMonth(theoccasion.getMonth()-1) //change to 0-11 month format var showdate="("+monthtext[theoccasion.getMonth()]+" "+theoccasion.getDate()+")" //show date of occasion var one_day=1000*60*60*24 var calculatediff="" calculatediff=Math.ceil((theoccasion.getTime()-today.getTime())/(one_day)) if (calculatediff<0){ //if bday already passed var nextyeartoday=new Date() nextyeartoday.setFullYear(today.getFullYear()+1) calculatediff=Math.ceil((nextyeartoday.getTime()-today.getTime())/(one_day)+calculatediff) } //Display message accordingly var pluraldayornot=(calculatediff==1)? "day" : "days" if (calculatediff>0) document.write("<b>"+calculatediff+" "+pluraldayornot+" "+beforeOccasionText+" "+showdate+"!") else if (calculatediff==0) document.write(""+onOccasiontext+" "+showdate+"!") Puzzlethon? returns for a fourth year on Saturday, March 6, 2010. This year is bigger and better as we have eight sites all around Connecticut for an afternoon of puzzling fun, food and social interaction! Locations and directions. Start practicing now! Ask your friends and family to join your Puzzlethon? fundraising team! Prizes for the biggest fundraisers! Think about inviting your family, friends, classroom, girl or boy scout troop, youth group or community service group to get involved. It?s a fun way to support the work of ASCONN as we help families here in Connecticut navigate the daily journey of a life with autism. Easy online fundraising at www.puzzlethon.org or click here for downloadable forms and further information. Questions? Contact Melissa Dumont, Puzzlethon? chair at MDumont312@cox.net or e-mail us or call 888-453-4975. See you there! Puzzlethon PRIZES, PRIZES, PRIZES 2010 ASCONN Mini-Grant Program. ASCONN is pleased to announce that the 2010 ?Help Now? mini-grant program is now open! Grants for up to $1000 per family are available for safety and security equipment, services and supplies. Information and application forms here Newsflash! As of January 1, 2010, ASCONN will no longer have separate membership dues. You do not have to be a member of our organization to participate in any of our programs, events, groups or activities. Add your name to our e-mail newsletter to make sure you get information on our activities and programs. Consider making a donation to support our work! 2009 ASCONN ? Mini-Grant Program: ASCONN is pleased to announce the grant recipients for the 2009 ASCONN Mini-Grant Program. For the fifth year, ASCONN has been able to provide financial assistance to families to help them purchase safety and security items for their loved ones living with autism. This year we were able to help 24 families with money for fencing, window guards, child locator and ID systems, gates and locks. Read more here. Sensory Friendly Movies: ASCONN, ASA and AMC Entertainment¨ have teamed up to bring families affected by autism a special opportunity to enjoy their favorite films in a safe and accepting environment on a monthly basis. With Sensory Friendly Films, the movie auditoriums will have their lights brought up and the sound turned down. The two AMC theatres in CT are located in Plainville and Danbury. Sign up for our e-mail list in the column to the left to receive monthly information. Read more here. Donations: We?d like to that everyone who supports us and invite you to read about the energetic and thoughtful ideas and events that support ASCONN. Read about these ingenious ideas (and maybe get inspired yourself!) All of the programs, services, events and activities of ASCONN are funded by donations. All funds stay right here in Connecticut helping our families. Learn more about how you can help us serve our Connecticut autism community. New Resources: Looking for a good read? Looking for a particular book about autism? Look no further than the Connecticut State Library System. Read more here or find a particular book here. ASCONN is thrilled to announce a new scholarship program just for girls on the spectrum: A fund to support the creation of social skills groups for girls and to provide scholarships for girls to attend these programs. Details Give a Teacher a Pat on the Back: Families - are you looking for a way to say thanks to a teacher, therapist, respite care provider, family member or staff person? Check out ASCONN's new Pat on the Back program. Volunteers: ASCONN could not provide services, programs and supports without the dedicated help of volunteers. If you have some time and the inclination we?d love to hear from you. Check out our Volunteering page for more information or e-mail us your ideas. AutismSource? a 24/7 searchable database and instant resource listing is up and running. Read about AutismSource or search AutismSource? now! add social interaction CT ASA Connecticut Sensory Friendly Films March 6, 2010 Read Count Down ASCONN Melissa Dumont ASCONN Mini-Grant Program Sensory Friendly Movies: ASCONN AMC Plainville Danbury Donations: We Connecticut State Library System Pat Back: Families 888-453-4975 MDumont312@cox.net January 1, 2010 www.autismsocietyofct.org/index.htm www.javascriptkit.com www.puzzlethon.org cox.net Autism168 http://www.healthieryou.com/autism.html | Home | Article Database | Resources | Tools & Just for Fun | Search HY | var addtoLayout=0; // addtoLayout: 0=Horizontal 1 row, 1=Horizontal 2 rows, 2=Vertical with icons, 3=Vertical no icons var addtoMethod=0; // addtoMethod: 0=direct link, 1=popup var AddURL = document.location.href; // could be set dynamically to your blog post's permalink var AddTitle = escape(document.title); // same here, this could be set dymaically instead of the page's current title Autism What is autism? Autism is not a disease, but a developmental disorder of brain function. People with classical autism show three types of symptoms: impaired social interaction, problems with verbal and nonverbal communication and imagination, and unusual or severely limited activities and interests. Symptoms of autism usually appear during the first three years of childhood and continue throughout life. Although there is no cure, appropriate management may foster relatively normal development and reduce undesirable behaviors. People with autism have a normal life expectancy. Autism affects an estimated two to 10 of every 10,000 people, depending on the diagnostic criteria used. Most estimates that include people with similar disorders are two to three times greater. Autism strikes males about four times as often as females, and has been found throughout the world in people of all racial and social backgrounds. Autism varies a great deal in severity. The most severe cases are marked by extremely repetitive, unusual, self-injurious, and aggressive behavior. This behavior may persist over time and prove very difficult to change, posing a tremendous challenge to those who must live with, treat, and teach these individuals. The mildest forms of autism resemble a personality disorder associated with a perceived learning disability. What are some common signs of autism? The hallmark feature of autism is impaired social interaction. Children with autism may fail to respond to their names and often avoid looking at other people. Such children often have difficulty interpreting tone of voice or facial expressions and do not respond to others' emotions or watch other people's faces for cues about appropriate behavior. They appear unaware of others' feelings toward them and of the negative impact of their behavior on other people. Many children with autism engage in repetitive movements such as rocking and hair twirling, or in self-injurious behavior such as biting or head-banging. They also tend to start speaking later than other children and may refer to themselves by name instead of "I" or "me." Some speak in a sing-song voice about a narrow range of favorite topics, with little regard for the interests of the person to whom they are speaking. People with autism often have abnormal responses to sounds, touch, or other sensory stimulation. Many show reduced sensitivity to pain. They also may be extraordinarily sensitive to other sensations. These unusual sensitivities may contribute to behavioral symptoms such as resistance to being cuddled. How is autism diagnosed? Autism is classified as one of the pervasive developmental disorders. Some doctors also use terms such as "emotionally disturbed" to describe people with autism. Because it varies widely in its severity and symptoms, autism may go unrecognized, especially in mildly affected individuals or in those with multiple handicaps. Researchers and therapists have developed several sets of diagnostic criteria for autism. Some frequently used criteria include:1 Absence or impairment of imaginative and social play Impaired ability to make friends with peers Impaired ability to initiate or sustain a conversation with others Stereotyped, repetitive, or unusual use of language Restricted patterns of interests that are abnormal in intensity or focus Apparently inflexible adherence to specific routines or rituals Preoccupation with parts of objects Children with some symptoms of autism, but not enough to be diagnosed with the classical form of the disorder, are often diagnosed with pervasive developmental disorder - not otherwise specified (PDD - NOS). The term Asperger syndrome is sometimes used to describe people with autistic behavior but well-developed language skills. Children who appear normal in their first several years, then lose skills and begin showing autistic behavior, may be diagnosed with childhood disintegrative disorder (CDD). Girls with Rett's syndrome, a sex-linked genetic disorder characterized by inadequate brain growth, seizures, and other neurological problems, also may show autistic behavior. PDD - NOS, Asperger syndrome, CDD, and Rett's syndrome are sometimes referred to as autism spectrum disorders. Since hearing problems can be confused with autism, children with delayed speech development should always have their hearing checked. Children sometimes have impaired hearing in addition to autism. About half of people with autism score below 50 on IQ tests, 20 percent score between 50 and 70, and 30 percent score higher than 70. However, estimating IQ in young children with autism is often difficult because problems with language and behavior can interfere with testing. A small percentage of people with autism are savants. These people have limited but extraordinary skills in areas like music, mathematics, drawing, or visualization. What causes autism? Autism has no single cause. Researchers believe several genes, as well as environmental factors such as viruses or chemicals, contribute to the disorder. Studies of people with autism have found abnormalities in several regions of the brain, including the cerebellum, amygdala, hippocampus, septum, and mamillary bodies. Neurons in these regions appear smaller than normal and have stunted nerve fibers, which may interfere with nerve signaling. These abnormalities suggest that autism results from disruption of normal brain development early in fetal development. Other studies suggest that people with autism have abnormalities of serotonin or other signaling molecules in the brain. While these findings are intriguing, they are preliminary and require further study. The early belief that parental practices are responsible for autism has now been disproved. In a minority of cases, disorders such as fragile X syndrome, tuberous sclerosis, untreated phenylketonuria (PKU), and congenital rubella cause autistic behavior. Other disorders, including Tourette syndrome, learning disabilities, and attention deficit disorder, often occur with autism but do not cause it. For reasons that are still unclear, about 20 to 30 percent of people with autism also develop epilepsy by the time they reach adulthood. While people with schizophrenia may show some autistic-like behavior, their symptoms usually do not appear until the late teens or early adulthood. Most people with schizophrenia also have hallucinations and delusions, which are not found in autism. What role does genetics play? Recent studies strongly suggest that some people have a genetic predisposition to autism. Scientists estimate that, in families with one autistic child, the risk of having a second child with the disorder is approximately five percent, or one in 20, which is greater than the risk for the general population (see "What is autism?"). Researchers are looking for clues about which genes contribute to this increased susceptibility. In some cases, parents and other relatives of an autistic person show mild social, communicative, or repetitive behaviors that allow them to function normally but appear linked to autism. Evidence also suggests that some affective, or emotional, disorders, such as manic depression, occur more frequently than average in families of people with autism. Do symptoms of autism change over time? Symptoms in many children with autism improve with intervention or as the children mature. Some people with autism eventually lead normal or near-normal lives. However, reports from parents of children with autism indicate that some children's language skills regress early in life, usually before age three. This regression often seems linked to epilepsy or seizure-like brain activity. Adolescence also worsens behavior problems in some children with autism, who may become depressed or increasingly unmanageable. Parents should be ready to adjust treatment for their child's changing needs. How can autism be treated? There is no cure for autism at present. Therapies, or interventions, are designed to remedy specific symptoms in each individual. The best-studied therapies include educational/behavioral and medical interventions. Although these interventions do not cure autism, they often bring about substantial improvement. Educational/behavioral interventions: These strategies emphasize highly structured and often intensive skill-oriented training that is tailored to the individual child. Therapists work with children to help them develop social and language skills. Because children learn most effectively and rapidly when very young, this type of therapy should begin as early as possible. Recent evidence suggests that early intervention has a good chance of favorably influencing brain development. Medication: Doctors may prescribe a variety of drugs to reduce self-injurious behavior or other troublesome symptoms of autism, as well as associated conditions such as epilepsy and attention disorders. Most of these drugs affect levels of serotonin or other signaling chemicals in the brain. Many other interventions are available, but few, if any, scientific studies support their use. These therapies remain controversial and may or may not reduce a specific person's symptoms. Parents should use caution before subscribing to any particular treatment. Counseling for the families of people with autism also may assist them in coping with the disorder. What aspects of autism are being studied? The NINDS is the Federal Government's leading supporter of biomedical research on brain and nervous system disorders, including autism. The NINDS conducts research in its laboratories at the National Institutes of Health, in Bethesda, Maryland, and supports research at other institutions through grants. NINDS-supported research includes studies aimed at identifying the underlying brain abnormalities of autism through new methods of brain imaging and other innovative techniques. Some scientists hope to identify genes that increase the risk of autism. Others are studying specific aspects of behavior, information processing, and other characteristics to learn precisely how children with autism differ from other people and how these characteristics change over time. The findings may lead to improved strategies for early diagnosis and intervention. Related studies are examining how the cerebellum develops and processes information, how different brain regions function in relation to each other, and how alterations in this relationship during development may result in the signs and symptoms of autism. Researchers hope this research will provide new clues about how autism develops and how brain abnormalities affect behavior. Where can I get more information? For more information on autism, you may wish to contact: National Institute of Mental Health 5600 Fishers Lane, Room 7C-02 Rockville, Maryland 20857 (301) 443-4513 National Institute of Child Health and Human Development Building 31, Room 2A32 Bethesda, Maryland 20892-2350 (301) 496-5133 Autism Society of America 7910 Woodmont Avenue, Suite #650 Bethesda, Maryland 20814 (301) 657-0881 (800) 3AUTISM Autism Research Institute 4182 Adams Avenue San Diego, California 92116 (619) 281-7165 The New Jersey Center for Outreach and Services for the Autism Community, Inc. (COSAC) 1450 Parkside Avenue, Suite 22 Ewing, New Jersey 08638 (609) 883-8100 (800) 4-AUTISM (-288476) National Autism Hotline C/O Autism Services Center P.O. Box 507 605 Ninth Street Prichard Building Huntington, West Virginia 25710-0507 (304) 525-8014 National Organization for Rare Disorders, Inc. (NORD) P.O. Box 8923 New Fairfield, Connecticut 06812-8923 (203) 746-6518 (800) 999-6673 For more information on the NINDS and its research programs, contact: National Institute of Neurological Disorders and Stroke Office of Scientific and Health Reports P.O. Box 5801 Bethesda, Maryland 20824 (301) 496-5751 (800) 352-9424 1Adapted from the Diagnostic and Statistical Manual of Mental Disorders IV and the International Classification of Diseases - 10 Prepared by Office of Scientific and Health Reports National Institute of Neurological Disorders and Stroke genetic brain genetic depression sensitivity routines regression National Institute of Neurological Disorders NINDS National Institute of Mental Health Autism Research Institute Autism Society of America San Diego National Institutes of Health childhood disintegrative disorder social interaction seizures attention deficit disorder fragile x syndrome Diagnostic Rockville New Jersey Center Outreach and Services Autism Community California Bethesda (800) 352-9424 20824 92116 20814 P.O. Box (619) 281-7165 (301) 657-0881 (301) 496-5133 (301) 496-5751 Inc PKU CDD New Jersey Rett Connecticut West Virginia Maryland Tourette Stroke Federal Government Adams Avenue Woodmont Avenue Statistical Manual of Mental Disorders IV Fishers Lane Room National Institute of Child Health and Human Development Building Suite COSAC Parkside Avenue Ewing National Autism Hotline C/O Autism Services Center P.O. Box Ninth Street Prichard Building Huntington National Organization for Rare Disorders , Inc NORD New Fairfield Stroke Office of Scientific and Health Reports P.O. Box International Classification of Diseases Office of Scientific and Health Reports National Institute of Neurological Disorders (301) 443-4513 892-2350 (609) 883-8100 710-0507 (304) 525-8014 812-8923 (203) 746-6518 (800) 999-6673 www.healthieryou.com/autism.html 20857 20892-2350 08638 28847 25710-0507 06812-8923 Autism169 http://www.msdh.state.ms.us/msdhsite/_static/41,0,170,244.html Have Your Child Tested Our First Steps program provides evaluation and services for children up to three years old who may have developmental delays. Contact your local health department to find out more. Find the county health department near you Autism Disorder Autism, also known as classical autism is the most common condition in a group of developmental disorders known as the autism spectrum disorders (ASDs). Experts estimate that three to six children out of every 1,000 will have autism. What to Look For: Signs of Autism There are three distinctive signs (behaviors) that parents should be aware of: Difficulties with social interaction Problems with verbal and nonverbal communication Repetitive behaviors or narrow, obsessive interests Signs of autism can appear as early as infancy. The most common sign is unresponsiveness to people or focusing intently on one item for long periods of time. Parents are usually the first to notice signs of autism in their child. Children with autism may appear to develop normally, but they later withdraw and become indifferent to social engagement. Many children suffering from autism have reduced sensitivity to pain. However, they are abnormally sensitive to sensations such as sound and touch, and these sensitivities can contribute to behavioral symptoms such as resistance to being cuddled or hugged. Read more about symptoms Treatment Currently, there is no cure for autism. Treatment for autism includes therapy and behavioral interventions that are designed to remedy specific symptoms, and medications which handle symptoms of anxiety, depression, or obsessive-compulsive disorder (OCD). depression sensitivity ocd social interaction anxiety www.msdh.state.ms.us/msdhsite/_static/41,0,170,244.html Autism17 http://cadef.org/ The Childhood Autism Foundation is an organization whose primary function is to fund programs which benefit individuals and families affected by autism. The Foundation does not directly operate the assistance programs, but has taken responsibility for providing funds to various organizations, like the Emory Autism Resource Center and the Walden School, whose programs have proven beneficial to children with autism and their families. Student Greeting Cards are now available for purchase. You can view the slide show and buy the cards in packs of eight. To learn more about CADEF, watch our Lifetime of Service video. Emory Autism Resource Center Foundation Childhood Autism Foundation Walden School CADEF cadef.org/ Autism170 http://www.mentalhelp.net/poc/view_doc.php?type=news&id=126676&cn=20 Resources email page print pageBasic InformationIntroduction to AutismCommunication and Language DeficitsSocial and Behavioral DeficitsPhysical DeficitsDevelopmental DeficitsSpecial Autistic Abilities (Savant Behavior)What Autism is NotHistorical and Contemporary Understanding of AutismHistorical/Contemporary Theories of Cause and Genetic ContributionsEnvironmental ContributionsDysfuctional Metabolism, Gastrointestinal and Autoimmune IssuesA Biologically Based DiseaseMirror NeuronsSymptoms of AutismSymptoms of Asperger's DisorderSymptoms of Rett's DisorderSymptoms of Childhood Disintegrative DisorderSymptoms of Pervasive Developmental Disorder, Not Otherwise SpecifiedProcess of Identifying and Diagnosing Autism Spectrum DisordersFormal Screening ToolsSpecialized TestsTreatmentBehavioral and Communication ApproachesPicture Exchange Communication System (PECS)Applied Behavior AnalysisDiscrete TrialFluencySensory IntegrationFloortimeMedicationDiet and VitaminsComplementary ApproachesTherapeutic Animals, Chelation and Facilitated CommunicationHelping Families CopeAdvisory Board on Autism and Related Disorders and Support GroupsWraparound ServicesAutism and Mainstream Public EducationAutism in AdulthoodConclusionResourcesMore InformationUnraveling AutismWise Counsel Interview Transcript: An Interview with Timothy Kowalski, MA on Asperger s DisorderLatest NewsSiblings of Kids With Autism May Be Prone to HyperactivityNewer Genetic Test for Autism More EffectiveOlder Maternal Age Found to Up Risk of Autism in OffspringGene Mutation in Mice Sheds Light on AutismHormone Oxytocin Offers Possible Autism TreatmentTrue Signs of Autism May Not Appear Until 1st Birthday'Bonding' Hormone Might Help Some With AutismAnother Study Refutes Vaccination-Autism LinkAutism-Related Hypersensitivity Better UnderstoodOlder Moms More Apt to Have Autistic ChildClinical Trials Update: Feb. 8, 2010The Lancet Retracts Study Linking MMR Vaccine, AutismMealtime a Challenge for Some With AutismControversial Autism Study Retracted by Medical JournalCompulsive Dogs Yield Clues to Human OCD, AutismImaging May Help Identify a Biomarker of AutismMisconnections in Developing Brain May Cause AutismHealth Tip: Symptoms That May Indicate an Autistic DisorderAutism May Cluster Among Highly EducatedNo Proof Yet That Special Diets Ease AutismAutism Spectrum Disorder Prevalence IncreasesOne in 110 U.S. Children Has AutismBrain Imaging Sheds Light on Social Woes Related to AutismBehavioral, Drug Therapies Can Benefit Autistic ChildrenWorking Intensely Early on May Help Autistic KidsHandwriting Skills May Lag in Kids With AutismLess Sensitivity to Hormone May Play Role in AutismFactors Contributing to Autism in Preterm Children AssessedMercury Levels Not Abnormal in Autistic ChildrenPotential Pieces of Autism Puzzle RevealedAutism Spectrum Disorder May Affect 673,000 Children in U.S.Autism May Be More Common Than ThoughtAutism May Hinder Ability to Read Body LanguageWith Autism, Diet Restrictions May Do More Harm Than GoodParents of Children With Autism Report High Stress LevelsStandard IQ Test May Undervalue People With AutismResearchers Identify Novel Autism Candidate GeneGene Gives Clues to Why Autism More Common in BoysBrain Anatomy Could Point to AutismResearch Highlights Genetic Risk for AutismQuestions and AnswersDetached: I Feel Guilty, But I Can't Help it.Working with a socially inept young adultI have OCD. Will this increase my child's chance of developing Autism?Blog EntriesAre artificial intelligence and robots the future of mental health? Autism-Vaccine Link?An Interview with Timothy Kowalski on Asperger s DisorderLinks[10] Associations[1] Community[1] Government[16] Information[2] Journals[1] Services[3] Personal Experiences[2] BlogsBook ReviewsA Guide to Asperger SyndromeA Parent's Guide to Asperger Syndrome and High-Functioning AutismA User Guide to the GF/CF Diet for Autism, Asperger Syndrome and AD/HDAn Exact MindAsperger Syndrome and Your ChildAsperger Syndrome, Adolescence, and IdentityAutism - The Eighth Colour of the RainbowAutistic Spectrum DisordersCan't Eat, Won't EatCaring for a Child with AutismChildren with Emerald EyesDemystifying the Autistic ExperienceEating an ArtichokeEducating Children With AutismElijah's CupExiting NirvanaEye ContactFreaks, Geeks and Asperger SyndromeIncorporating Social Goals in the ClassroomIntegrated YogaLearning and Behavior Problems in Asperger SyndromeLook Me in the EyeMaverick MindMysterious CreaturesOur Journey Through High Functioning Autism and Asperger SyndromeRain ManReweaving the Autistic TapestrySnapshots of AutismSongs of the Gorilla NationTargeting AutismThe Boy Who Loved WindowsThe Curious Incident of the Dog in the Night-TimeThe Dragons of AutismThe Flight of a DoveThe OASIS Guide to Asperger SyndromeThe Ride TogetherThe Speed of DarkThrough the Glass WallWeather Reports from the Autism FrontCommunityTalk about this issue in our mental health support communityTherapist SearchFind a Therapist: (USA/CAN only)Use our Advanced Search to locate a therapist outside of North America.Related TopicsChildhood Mental Disorders and IllnessesParentingMental DisordersAutismADHDAlcohol & Substance AbuseAnxiety DisordersBipolar DisorderConversion DisordersDepression (Unipolar)Depression PrimerDisorders of ChildhoodEating DisordersDissociative DisordersImpulse Control DisordersInternet AddictionObsessive Compulsive DisorderPersonality DisordersPost-Traumatic Stress DisorderSchizophreniaSexual DisordersSuicide & Self-HarmTourettes and other Tic DisordersMedical DisordersAlzheimers And Other DementiasCancerChronic Obstructive Pulmonary DiseaseColds and FluCrohns Disease / Irritable BowelDiabetesEpilepsyHeart DiseaseHigh Blood PressureMemory ProblemsMen's HealthMultiple SclerosisSexually Transmitted DiseasesSleep DisordersStrokeWomen's HealthWellnessAnger ManagementEmotional ResilienceExerciseSmokingStress ReductionWeight LossLife IssuesAbuseAdoptionChild CareDatingDisabilitiesDisastersDivorceDomestic Violence and RapeElder CareFamily & Relationship IssuesGrief & Bereavement IssuesPain ManagementParentingParentingChild & Adolescent Development OverviewChild Development and Parenting: InfantsChild Development and Parenting: Early ChildhoodPregnancyInfertilityChild CareRelationship ProblemsSelf EsteemSexuality & Sexual ProblemsSpeech ProblemsTerrorism & WarHealthcareHealth InsuranceHealth Policy & AdvocacyHealth SciencesMental Health ProfessionsTreatments & InterventionsAlternative MedicineAssessmentMedicationsPsychotherapyLifespan DevelopmentPregnancyChild & Adolescent Development OverviewChild Development and Parenting: InfantsChild Development and Parenting: Early ChildhoodSexuality & Sexual ProblemsHomosexuality & BisexualityAging & GeriatricsDeath & DyingSiblings of Kids With Autism May Be Prone to Hyperactivityby -- Robert PreidtUpdated: Mar 15th 2010MONDAY, March 15 (HealthDay News) -- Older brothers and sisters of preschool children with autism may be at increased risk of developing hyperactivity, a new study finds. It also found that mothers of young autistic children suffer more depression and stress than mothers without an autistic child. The study included 20 families with a preschooler (ages 2 to 5) diagnosed with autism and a typically developing older sibling (ages 6 to 10). It also included a control group of 23 families that did not have an autistic child. "Contrary to what has been found by many researchers, we found that older siblings [of children with autism] were pretty well-adjusted, with no significant differences in parent-reported or teacher-reported social skills. These are all typically developing kids," Laura Lee McIntyre, director of the school psychology program at the University of Oregon, said in a news release. advertisement But teachers did report that older siblings of children with autism had slightly more fidgeting, movement and attention problems than older siblings in the control group. "Children with siblings with autism may be experiencing some sub-clinical symptoms of hyperactivity or attention problems," McIntyre said. "Parents didn't report seeing such things at home. Teachers see these children in a more structured environment. Siblings of children with autism may be at heightened risk for developing problems, especially over time." These children should be monitored and offered appropriate support. "Our findings are rather positive overall, but these kids should be on our radar screens," McIntyre said. "These kids may start school OK, at least those from healthy families, but they may demonstrate difficulties over time. However, it has been shown that around 30 percent of siblings of autistic children have some associated difficulties in behavior, learning or development." The findings that mothers of autistic children experience higher rates of stress and depression was no surprise because it's been well- documented, McIntyre said. The study appears in the March issue of the journal Focus on Autism and Other Developmental Disabilities. More information The Autism Society of America has more about sibling issues. This article: Copyright 2010 HealthDay. All rights reserved.Share: Link: (Here's how to do it ... )To link to this article:Copy the HTML link code shown in the box just below.Paste this HTML code into your blog or web page, into a forum post or a blog comment you make, into your Facebook feed, etc. a href= http://www.mentalhelp.net/poc/view_doc.php?type=news id=126676 cn=20 Siblings of Kids With Autism May Be Prone to Hyperactivity /a Thank you!Related Articles:Ambidextrous Children at Higher Risk for Learning ProblemsAdult ADHD and the HolidaysSeparation Anxiety Disorder Assessment and TreatmentMisdiagnosed and Lied ToDiabetics Less Prone Now to End-Stage Kidney Disease genetic brain genetic Autism depression sensitivity Autism Pervasive Developmental Disorder MA Facebook Diet gastrointestinal ocd Asperger Behavioral DeficitsPhysical DeficitsDevelopmental DeficitsSpecial Autistic Abilities Savant Behavior Contemporary Understanding of AutismHistorical/Contemporary Theories of Cause Genetic ContributionsEnvironmental 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InterventionsAlternative MedicineAssessmentMedicationsPsychotherapyLifespan DevelopmentPregnancyChild & Adolescent Development OverviewChild Development Feb. 8, 2010 Mar 15th 2010 www.mentalhelp.net/poc/view_doc.php?type=news 12667 Autism Society of America anxiety adhd OK Laura Lee McIntyre University of Oregon McIntyre Communication ApproachesPicture Exchange Communication System EducatedNo Proof Yet That Special Diets Ease AutismAutism Spectrum Disorder Preterm Children AutismResearch Highlights Genetic Risk ArtichokeEducating Children Advanced Search FluCrohns Disease / Irritable BowelDiabetesEpilepsyHeart DiseaseHigh Blood PressureMemory ProblemsMen Parenting: Early ChildhoodSexuality & Sexual ProblemsHomosexuality & BisexualityAging & GeriatricsDeath & DyingSiblings of Kids With Autism Robert PreidtUpdated: Focus HolidaysSeparation Anxiety Disorder Assessment TreatmentMisdiagnosed Lied ToDiabetics End-Stage Kidney Disease www.mentalhelp.net/poc/view_doc.php?type=news&id=126676&cn=20 screening Autism171 http://www.autism-india.org/afa_autisminindia.html See links at bottom of page... Many people have written to ask us: what is autism in India like ? Does it look the same as autism in other places? What kind of services are available? What do families do? Is the prevalence the same? These are all very intriguing and important questions. Some of these we can answer from our experience working with hundreds of families-- for example, we have a good idea of what the experience of autism is like for Indian families. However, without empirical research, there are many questions about autism in India (and other places in the world) that must remain unanswered. Recent estimates have placed the prevalence of autism in the U.S. at approximately 1 in 150 people. At India s current population, this means there are more than 2 million autistic persons in the country. Of course, this estimate assumes that there are no significant variations in this rate worldwide, which is a question that has not yet been addressed by epidemiologists outside the West. While the disorder is not rare, the majority of autistic people in India have not been diagnosed and do not receive the services they need. This problem occurs in many countries, but is especially true in India where there is a tremendous lack of awareness and misunderstanding about autism among the medical professionals, who may either misdiagnose or under diagnose the condition. One of the major difficulties faced by parents of children with autism in India is obtaining an accurate diagnosis. A parent may take their child to a paediatrician only to be reassured that their child is just slow. Unsatisfied, they may visit a psychologist, to be told their child is mentally subnormal. Convinced that their child does not fit the typical picture of mental retardation, they may visit a psychiatrist, to be told that their child has attention deficit disorder, and must be put on medication to control hyperactivity. After months of sedation and unsatisfactory progress, they may again begin a cycle of searching for the correct name for their child s problem.Some doctors may feel that nothing can be gained by a diagnosis of autism if the services are not there; yet, as more children are diagnosed as autistic and more awareness of the disorder spreads, there will be a demand for services. Schools will be forced to educate themselves if they find that more of the population they serve is autistic. U.S. mental retardation attention deficit disorder Indian India West www.autism-india.org/afa_autisminindia.html Autism174 http://www.autism-counselor.com/ Autism Confusion Is the Most Common Problem Affecting Parents Who Have a Child with Autism I m afraid the diagnosis for your child is autism, said the doctor. Do you remember how those words took your breath away, made your heart break? You d seen the symptoms for a while, but now, there was no doubt. What s the cure for it, were the next words you uttered after the bad news. There is no cure, said the doctor. The doctor is right about there being no cure, at least not by modern medicine. I d argue that this condition arises largely as a result of the actions of modern medicine and the effects of environmental toxins. These, in my view, are the primary culprits in causing autism and PDD, ADD, and ADHD. There are Thousands of Treatment Options, but You Should Know that Modern Medicine Contributes in Creating This Condition If this is the case, Modern Medicine can only give you more of the same and that won t help. After the diagnosis, the family works mostly with their physician, but many go out into the web and here they find thousands of treatment options. How can one make a choice? There is a ton of mainstream and alternative information for dealing with developmental delays. Most of the large support groups are committed to the model of health care provided by Modern Medicine. Drugs become the primary therapy. If you re dissatisfied with that option, where can you turn to get sound advice about alternative methods? It s important to understand that most children diagnosed with these conditions don t receive the diagnosis before they re 12 months old. Many children, in fact, were developing normally previous to the diagnosis. Many Parents Observed that Their Child Showed Signs of the Condition after an Anti-biotic Treatment or a Vaccination Many parents noticed a gradual breakdown after repeated vaccinations. The medical community rigorously denies any connection to vaccines. No matter, many parents just cannot accept the idea that this condition is incurable and they begin an arduous journey using various treatment strategies. These include those offered by Modern Medicine, few as they are. Others venture outside the mainstream into the world of alternative theories. They struggle to cope. In the alternative arena, the options and opinions are unlimited and parents with no training or background in these subjects start gathering information about what to do. They have no reliable guidance and confusion becomes the order of the day. Most often they turn to other parents that they find on the Internet who are struggling just as they are. There s Only One Solution: Restore Normal Function to Wipe Out Autism My work is all about strengthening people and ending the confusion. Throughout my own life, I ve worked with most alternative treatments, such as vitamins: you name it I ve done it. I found out early in my life that Modern Medicine has few options for the chronic diseases of our times. Sure, they re great in emergency care, but relatively useless for conditions such as autism. My forty-five year search has turned up some extraordinarily powerful methods to strengthen and increase healing power in people who become diseased. Because of my vast experience, I act as a guide for parents. I save people from wasting time going down the wrong road. You don t have one second to waste in fighting against autism. Autism add Internet ADHD adhd Autism Confusion Is the Most Common Problem Affecting Parents Treatment Options Modern Medicine Contributes in Creating This Condition Modern Medicine Solution: Restore Normal Function Wipe Out Autism www.autism-counselor.com/ Autism175 http://autism-ascc.org/ Autism Society of Collin County PO Box 261209 Plano, TX 75026-1209 email: ascc@autism-ascc.org phone: 214-925-2722 fax: 972-379-3787 TX Autism Society Collin County PO Box Plano 026-1209 214-925-2722 972-379-3787 ascc@autism-ascc.org autism-ascc.org/ autism-ascc.org 26120 75026-1209 Autism176 http://fundautismnow.com/ Fund Autism now was started because we as parents of a 5 year old Autistic boy have had enough of all the broken promises and lack of concern the Governments of Ontario Canada have shown toward children/Adults who have Autism. Help Us Make a Difference Please make a Donation: Welcome to the Fund Autism Now website. Your contribution will help send Joshua get his IBI treatment we now have to look at private IBI since the IBI discharged him in September 2009, it seems this is going on so much Joshua got approved for his IBI treatment after waiting over 2 years. After only 3 months in the program they informed us that he would be discharded on the grounds he would not benifet from the program any further. I have come to learn that this is happening a lot and has got to stop as the children are the ones who are suffering. Your help will help us send him, to further his IBI along with raise awareness about autism and help direct other families in the right path to get the help they need and so deserve. With your support, we will be able to shed heartbreak and continue to put a smile on his face. Currently no province has funding available for autism treatment that is covered under our health plan. This is not acceptable and I urge you to contact your local MP and urge them to take a stand with you. OUR CHILDREN are worth standing up for and our members of parliament need to stand with us and FUND AUTISM TREATMENT NOW.. Q. How many children are affected by autism? A. The latest research suggests that up to 1 in 150 children will be affected by one of the disorders associated with autism. More children are affected by autism than by MS, Down's syndrome or childhood cancer combined and is the least funded..... Return to top Q. What does autism do to a child? A. It starts early on, as parents realize that their children aren't developing normal communication and interaction skills. Communication can become impossible. Some children with autism injure themselves. It takes special treatments, and special people, to make the world a brighter place for the children with autism and their families. Return to top What is autism? Autism is a brain disorder that affects development. People who have autism have trouble communicating and interacting with other people. A child who has autism may seem very withdrawn, may not make eye contact with people, may not talk or play the way other children do or may repeat certain motions and behaviors over and over again. Signs of autism can vary from person to person. They can also be worse in some people than in others. People can be said to have low-functioning autism or high-functioning autism, depending upon the severity of their symptoms and the results of an IQ (intelligence) test. High-functioning autism describes autism with less severe symptoms, while low-functioning autism describes autism with more severe symptoms. Some of the more common signs are listed in the box below. Return to top Common Signs of Autism - Avoids cuddling or making eye contact. - Does not respond to voices or other sounds. - Does not respond to his or her name. - Does not talk or does not use language properly. - Rocks back and forth, spins or bangs his or her head. - Stares at parts of an object, such as the wheels of a toy car. - Does not understand hand gestures or body language. - Does not pretend or play make-believe games. - Is very concerned with order, routine or ritual and becomes upset if routine is disturbed or changed. - Has a flat facial expression or uses a monotone voice. - Injures himself or herself or is unafraid of danger. Return to top What causes autism? Doctors aren't sure what causes autism. Some studies have shown that the cause is genetic (runs in families). Certain medical problems or something in your child's surroundings may also play a role. In many cases, the cause of a child's autism is never known. Boys are more likely than girls to have autism. As doctors continue to study autism, they may learn more about what causes it. Return to top Did you know - 1 in 150 children is diagnosed with autism. - 1 in 94 boys is on the autism spectrum. - 67 children are diagnosed per day. - A new case is diagnosed almost every 20 minutes. - More children will be diagnosed with autism this year than with AIDS, diabetes cancer combined. - Autism is the fastest-growing serious developmental disability in the U.S. - Autism costs the nation over $35 billion per year, a figure expected to significantly increase in the next decade. - Autism receives less than 5% of the research funding of many less prevalent childhood diseases. - Boys are four times more likely than girls to have autism. - There is no medical detection or cure for autism. Return to top How is autism diagnosed? There is no lab test that can detect autism. Autism is often diagnosed when a baby or toddler doesn't behave as expected for his or her age. If your doctor thinks your child has autism, he or she will probably suggest that your child see a child psychiatrist or other specialist. The specialist will probably test your child to see if he or she shows signs of autism. Return to top If my child has autism, does it mean that he or she is mentally retarded? Many children with autism are also mentally retarded, but others are not. It can be hard to test autistic children because they do not respond to questions in the same way other children do. An autism expert can give your child special tests that will tell you more about his or her condition. Some autistic children have special skills, such as the ability to do complex math problems in their heads. However, abilities like these are very rare. Return to top My baby seemed fine. Why does he or she seem to have autism now? We don't know why this happens, but approximately 20% of children with autism seem to develop normally for the first 1 to 2 years. Then, these babies experience what doctors call a regression. This means that they lose abilities that they had before, such as the ability to talk. Are there more cases of autism now than there used to be? More children are being diagnosed with autism. However, we're not sure if this really means that more children have autism. It may mean that parents, teachers and doctors are becoming better at recognizing the signs of autism Return to top How is autism treated? Several treatments for autism are available. Research has shown that very intense behavior and language therapy may help some children. There is no medicine that treats autism itself, but medicine may help with some of the symptoms of autism, such as aggressive behavior or sleeplessness. Talk to your doctor about what kind of treatment is best for your child. Children don't outgrow autism, and it cannot be cured. With therapy, some children may improve as they mature. The individual child's language skills and overall intellectual level may help predict what will happen with his of her case of autism. Return to top My baby seemed fine. Why does he or she seem to have autism now? We don't know why this happens, but approximately 20% of children with autism seem to develop normally for the first 1 to 2 years. Then, these babies experience what doctors call a regression. This means that they lose abilities that they had before, such as the ability to talk. Return to top Here are some interesting funding facts: Fundraising by the Government: Leukemia: Affects 1 in 25,000 / Funding: $310 million. Muscular Dystrophy: Affects 1 in 20,000 / Funding: $175 million. Pediatric AIDS: Affects 1 in 8,000 / Funding: $394 million. Juvenile Diabetes: Affects 1 in 500 / Funding: $130 million. Autism: Affects 1 in 150 / Funding: $15 million I thank God for the funding provided to all the above groups but 1/150 and only $15million????? Please consider making a donation as it costs money to run this site, send out information, etc... Thank you in advance and together let's let our voice be heard. Please note we cannot give tax receipts for donations! Return to top genetic brain genetic U.S. eye contact regression pretend MS Autistic God AIDS IBI Ontario Canada Donation: Welcome Joshua MP Q. How Q. What A. It Common Government: Leukemia: Affects Funding: Muscular Dystrophy: Affects Pediatric AIDS: Affects Juvenile Diabetes: Affects Autism: Affects fundautismnow.com/ Autism177 http://www.supernutrient.com/Autism/index.php Home >> Autism >> Fatty Acid Metabolism >> Health Maintenance Packages Protein Deficiency and Autism Dr. Brice E. Vickery 2007 SuperNutrient Corporation Autistic children have been identified with high toxic metal levels, low levels of metallothionein (MT), metallothionein (MT) systems that don t work, low levels of glutathione and zinc, low levels of sulfur and malfunctioning digestive systems (including leaky gut and food allergies). Various different theories for the cause of these malfunctions are proposed: genetic predisposition, nutritional deficiencies in pregnancy or the toxic effects of infant immunizations. However this condition came about, the challenge remains to somehow enable these impaired systems to function normally. Many recent studies have confirmed that all types of autism involve a malfunction in the part of the body s system that deals with metal regulation. Certain metals such as iron, zinc and copper, are essential to the body, others such as cadmium, mercury, aluminum and lead are toxic. Too much or too little of any metal in the body will have a disrupting effect on the system. Not everything is understood about metal metabolism, but more studies are being done all the time that show the body s use of certain metals to have significant effects on the health of the entire system. Recent autism studies have focused on a certain metal binding protein, metallothionein, (MT) which occurs in critically low levels in autistic children. MT has been shown to be heavily involved in the metal regulation of zinc and copper as well as the chelation of toxic metals such as cadmuim, mercury and lead. MT proteins also assist in immune function, neuronal development, heart protective functions, brain cell protective functions, liver cell proliferation and the breakdown of casein and gluten in the small intestine. A huge component of the MT metal regulating system is the essential amino acid, cysteine. The entire MT is composed of sulfur and protein. One of the problems identified with autism is a digestive system that cannot fully break down all protein into its basic components, the amino acids; in turn, many necessary amino acids are unavailable to make systemic proteins such as MT. Remember also that essential amino acids cannot be made by the body, but must be obtained in the diet. MT manufacture requires sufficient amounts of: cysteine, serine, lysine, argenine, alanine, lysine, valine, aspartic acid, asparagine, glutamic acid, glutamine, proline, threonine, and methionine (also a sulfur containing amino acid). Exactly half of these are essential amino acids, and one third of the total number of amino acids is made up of the sulfur rich cysteine. Both glutathione and MT contain large amounts of sulfur. Sulfur is an essential mineral (meaning that it must be acquired through diet) that is necessary for many systemic functions. Sulfur is necessary for many enzyme reactions as well as modulation of the nervous system, maintenance and protection of the connective tissues, and support of liver detoxification. In order for the MT system to work optimally, glutathione (a sulfur rich tripeptide) must be present in both a reduced (GSH) and oxidized (GSSG) state. A well balanced redox ratio is important. For instance, in the case of the body being under high levels of oxidative stress, as is suspected in many autism cases, the GSSG levels rise causing a condition where too much zinc is released from the MT. The effect is the over inhibition of certain processes such as cellular respiration and the inhibition of certain enzymes in energy metabolism. Studies have shown that patients with depression, bipolar disorder, Parkinson s disease, Alzheimers, and autism are severely deficient in zinc. In a healthy system, zinc is the primary metal that is bound and released by MT. In a system challenged by too much copper, cadmium, mercury or lead, these metals will compete for the MT binding sites. Many of the current therapies for autistic children involve amino acid and glutathione supplementation. The amino acid supplementation is usually protein specific; the 14 different amino acids in MT along with GSH are given orally to the children. The problem with oral GSH supplementation is that reduced glutathione (GSH) has a very high redox potential; somewhere between the mouth and the specific site in the body where GSH is needed, it will oxidize leaving GSSG which is not helpful unless it is in proper ratio to GSH. Alpha lipoic acid is a more effective way to get the body to produce glutathione but it tends to cause an overgrowth of unfriendly bacteria in the gut. Glutathione and MT are systemic proteins and the best way to get the body to manufacture these is to enable it to fully digest its food, then it will create the proteins it needs, where it needs them, when it needs them. Autistic people also show low levels of secretin and one of the current popular theories is that orally administering this hormone could clear up the poor digestion issues that are characteristic of autism. The digestive system is supposed to secrete this hormone when the stomach empties. It helps the stomach to produce digestive enzyme (pepsin), the pancreas to produce alkaline digestive fluids, and the liver to produce bile. However, there has only been one very small study (three children) demonstrating the successful use of this hormone with autism and it is unknown whether supplementation of this hormone over long periods of time would be harmful to the body. Could it not be possible that the main problem in autism is a critical deficiency of systemic protein and sulfur in general? Secretin is a systemic protein. It is a polypeptide consisting of 27 amino acids. MT is a low molecular weight protein consisting of 61 amino acids, glutathione is a tripeptide of three amino acids, and sulfur is an essential mineral. In order for the proper components to be available for systemic proteins such as MT, glutathione and secretin, dietary protein must be completely broken down into amino acids. If this does not happen, the partially broken down proteins will simply irritate the system resulting in conditions such as diarrhea and allergic responses such as rashes, inflammation, and mood disorders. Partially broken down protein is not the same as amino acids and the body will not use it to make systemic protein. A body that cannot properly break down food will become protein deficient. If this protein deficiency continues then systemic malfunction will eventually occur. If food can be fully broken down then the systemic proteins will be available to create and support systemic proteins of all sorts. If the body is not digesting its dietary protein it is because the pancreas is not producing the necessary digestive enzymes Dr. Brice Vickery addressed this problem in the early 1980 s when he found that all his patients with degenerative disk disease were also deficient in systemic protein and sulfur. Years of testing produced a blend of essential amino acids that actually enable the pancreas to produce the enzymes to break dietary protein into amino acids. These amino acids then recombine into systemic proteins that not only rebuild damaged spinal disks, but when used along with the Vickery Protocol have proven to allow the body to fix many other problems as well, such as metal toxicity. Vickery added extra organic sulfur and molybdenum to his blend to support phase II liver detox pathways, helping the body to flush toxins such as heavy metals out of the system. At http://www.supernutrient.com , posted charts show how quickly Platinum Plus Essential Amino Acids enable the system to completely flush mercury, lead, and aluminum from the body. Use of the Vickery Protocol along with Platinum Plus will cause GSH levels to rise dramatically and all sorts of systemic proteins will become available to the system, including immune system proteins like MT and hormones like secretin. genetic brain genetic depression Parkinson GSH Brice E. Vickery SuperNutrient Corporation MT MT. Remember GSSG MT. Alpha Brice Vickery Vickery Protocol Vickery Platinum Plus Essential Amino Acids Platinum Plus www.supernutrient.com/Autism/index.php www.supernutrient.com Autism178 http://www.viaschool.org/AutismFAQ.aspx What is autism? Autism is a lifelong, pervasive developmental disorder that affects the functioning of the brain. It is actually not one disorder, but a group of disorders, known as the autism spectrum, that affect a childÕs social interaction, communication, and behavior. Children with autism also may exhibit hypo- or hyper-sensitivity to sensory stimuli and/or problems with fine and gross motor skills. What is the autism spectrum? The autism spectrum is a group of five disorders: á Autistic Disorder á PDD-NOS á Childhood Disintegrative Disorder á RettÕs Disorder á AspergerÕs Disorder For more information on the individual disorders on the spectrum, visit http://www.cdc.gov/ncbddd/autism/overview_diagnostic_criteria.htm#Childhood What deficits in social interaction occur in autism? Deficits in social interaction may include: á Poor eye contact á Difficulty using and recognizing facial expressions, gestures, nonverbal cues á Difficulty establishing or maintaining peer relationships á Lack of spontaneous sharing of enjoyment or interest with another person á Preference to be alone What deficits in communication occur in autism? Deficits in communication may include: á Limited, delayed, or absent speech á Problems with personal pronouns á Stereotypic/repetitive use of language (e.g. echolalia) or idiosyncratic language á Poor conversational skills á Literal interpretation of language á Lack of imaginative or imitative play What behavioral characteristics are common in autism? Behavioral characteristics range widely and may include: á persistent preoccupation with or attachment to unusual objects or topics of interest á preoccupation with parts of objects á repetitive motor movements, such as body rocking, spinning, hand flapping or finger flicking á inflexible adherence to routines or rituals á difficulties with transition á hyperactivity and/or impulsivity á aggression, self-injury, and/or tantrums Are there any physical characteristics associated with autism? No. There is no was to tell by a personÕs physical appearance that he or she may have an autism spectrum disorder. Do people with autism have normal life expectancies? Yes. With the exception of RettÕs disorder, which is sometimes associated with premature death, life expectancy for individuals with autism spectrum disorder is normal. What causes autism? The cause of autism is not currently known. Genetic factors have been identified as playing a role, but cannot account for all cases. Some environmental factors likely contribute as well. Because autism is diagnosed clinically, and not through a medical test, it is likely that multiple causes exist. For more information on current research, click here. How prevalent is autism? The CDC estimates that autism occurs in 1 of every 150 individuals. Is autism more common in specific groups? Autism is approximately four times more common in boys than in girls. There are no known differences in prevalence between racial, ethnic, or socioeconomic groups. ABA FAQ's Early Identification FAQ's genetic brain genetic sensitivity eye contact routines echolalia childhood disintegrative disorder social interaction ABA tantrums aggression CDC www.viaschool.org/AutismFAQ.aspx www.cdc.gov/ncbddd/autism/overview_diagnostic_criteria.htm#Childhood aba Autism18 http://www.jhsph.edu/cadde/Facts/autism.html Questions:What are Autism Spectrum Disorders?What specific diagnoses are considered Autism Spectrum Disorders?What are the symptoms of Autism Spectrum Disorders?What is the difference between Asperger Syndrome and PDD-NOS?Who is affected by Autism Spectrum Disorders?How common are Autism Spectrum Disorders?Is the prevalence of Autism Spectrum Disorders increasing?What causes Autism Spectrum Disorders?Do vaccines cause Autism Spectrum Disorders?How long have Autism Spectrum Disorders existed?Is there a cure for Autism Spectrum Disorders?What are Autism Spectrum Disorders?Autism Spectrum Disorders (ASD) are developmental disabilities characterized by difficulties with social interactions, impairment in verbal and/or nonverbal communication, and the development of repetitive, unusual, or highly-specialized interests. The pathology underlying the condition is based in the brain, although the precise disease mechanism behind ASD has yet to be described. ASDs are typically diagnosed in early childhood with functional impairment persisting throughout life. What specific diagnoses are considered Autism Spectrum Disorders? ASDs include a number of specific diagnoses. Autistic Disorder (AD) is the best-described and most severe of these. Others include Asperger Syndrome, Pervasive Developmental Disability Ð Not Otherwise Specified (PDD-NOS), RettÕs Syndrome, and Childhood Disintegrative Disorder. The general term ÒautismÓ is often used either specifically to refer to AD or more generally to refer to ASD. Another term that is often used synonomously with ASD is Pervasive Developmental Disorders (PDD). This term is the diagnostic category heading under which the five specific diagnoses mentioned above are listed. We prefer ASD over PDD because it emphasizes the common Òautism-likeÓ features of all of these specific diagnoses and, at the same time reflects the wide variation in the manner and severity that individuals are affected. What are the symptoms of Autism Spectrum Disorders?The main symptoms of ASD are particular social and language problems. Often, but not always, children with ASDs will have delays developing spoken language. Some individuals with ASD remain non-verbal throughout their life. Currently, language delays are the symptom that most commonly captures the attention of parents or pediatricians and, consequently, children are infrequently diagnosed before the age of 3 or 4 years. However, problems in other social and communication behaviors, such as imitation and use of gestures, may hold the key to being able to recognize the behavioral signs of ASD at earlier ages. The specialized interests that develop in persons with ASD can be quite varied. In young children this can first appear as constant lining up of, rather than playing with, toys or obsessive watching and re-watching of segments of a particular video/DVD. Older, verbal children with ASD may show a strong tendency to talk, regardless of the setting or context, about particular topics of interest. There are no definitive biologic signs or symptoms of ASD and it is diagnosed only based on careful observation/assessment of behavior and knowledge of the individualÕs developmental history. There is no medical test that can diagnose ASD. Children with ASD often have other associated problems that can include, sensory impairment, gastrointestinal problems, sleep disturbances, and seizure disorders, as well as often appearing to have cognitive impairment. At the same time, they may also show special skills in certain areas like drawing, math, music, or memory. It is unclear to what extent these problems or skills are caused by the same process that leads to ASD.What is the difference between Asperger Syndrome and PDD-NOS? There is still much confusion about the difference between Asperger Syndrome and PDD NOS. Individuals with both of these diagnoses are similar in that they do not have sufficient or severe enough impairment in each of the characteristic ASD areas (social, communication, specialized interests) to warrant an autistic disorder diagnosis. Children with Asperger Syndrome, however, typically do not have language delays and might read precociously or have extraordinarily rich vocabularies for their age. However, these children still struggle with the social aspects of language and nonverbal communication and can have all the other attendent problems of ASD. Children with Asperger Syndrome have normal or above normal IQ Ð but so too do many children with PDD NOS (although these children have typically had some language delay). Children with ASD who have normal to above normal IQ (which includes those with Asperger Syndrome, many with PDD NOS, and some with autistic disorder) and whose behaviors are less of an impediment in their daily activities are often referred to as having ÒHigh Functioning Autism.Ó While much time and effort can be spent sorting through the criteria for these different labels, it is still not clear to what extent these distinctions reflect important differences in the causes behind, or the interventions best suited for, the underlying disorder.Who is affected by Autism Spectrum Disorders? ASD affects persons of any race, socioeconomic status, and gender, although it is more prevalent in boys than in girls Ð for example, there are 4 boys for every 1 girl with autistic disorder.How common are Autism Spectrum Disorders?Better data are available on the prevalence of autistic disorder than other ASDs, or ASDs overall. That said, there are still many challenges to accurately measuring the prevalence of autistic disorder in populations. Most of the autistic disorder prevalence estimates coming from recent studies (those completed in the mid-to-late 1990s) fall between 15 and 30 per 10,000. Recent estimates for all ASDs combined tend to fall between 20 and 80 per 10,000. Most of these studies were more likely to be affected by challenges that would lead to under-, rather than over-estimation, of prevalence. The Centers for Disease Control and Prevention includes on its autism resource page, a prevalence estimate of 3-7 cases of ASDs per 1,000 children.Is the prevalence of Autism Spectrum Disorders increasing? Unquestionably, there are more children being diagnosed with ASD today than ever before. This, in and of itself, presents a major public health challenge. It is, however, very difficult to determine why this is occurring. We know that there have been changes in diagnostic criteria and the manner and frequency with which criteria are applied. Consequently, there is no way of accurately determining how much of the increase in ASD prevalence seen over the last decade is attributable to diagnostic issues and how much is attributable to a real increase in risk.What causes Autism Spectrum Disorders?At present, we do not know exactly what causes ASD. It is certain that genetics plays a large role. However, we do not know what proportion of ASD cases have some inherited susceptibility nor do we know how large a proportion of autism cases are entirely caused by inherited genetic factors. Further, while genetic risk factors are important, this does not rule out a potential major role for non-heritable risk factors. That said, there is little conclusive evidence supporting a prominent role for any particular non-genetic risk factor. However, part of the reason why no other risk factors have been identified may be that genetic and non-genetic factors need to be studied together in order to get a clear picture. In other words, only when studying ASD cases with a certain genetic background may we be able to see that a particular non-genetic trigger was important. Studies like this are only just now getting underway.Do vaccines cause Autism Spectrum Disorders? There has been much recent discussion over a potential link between vaccines and ASD. Concern has been expressed over the MMR (measles/mumps/rubella) vaccine and vaccines that contain a preservative, thimerosal (which contains a form of mercury.) A number of epidemiologic studies of MMR vaccination and ASD have now been completed with none finding evidence of a link between MMR vaccination and ASD.Epidemiologic data has recently become available on the potential association between thimerosal and autism. These data do not support an association. While it appears that there is no link between thimerosal exposure and autism risk at the population level, there may still be small groups of individuals susceptible to neurodevelopmental effects of low-dose mercury. Research is underway exploring the possible mechanisms.In sum, the available epidemiologic data suggest no link between childhood vaccination and autism - these data offer no reason why immunization should be avoided or postponed.How long have Autism Spectrum Disorders existed? Dr. Leo Kanner, a physician at Johns Hopkins Hospital, published the first paper describing autism in 1943. At virtually the same time, an Austrian psychologist, Hans Asperger, described a similar group of patients. Although ASD has been recognized as a medical condition only in modern times, there are many historical accounts pointing to the existence of autism well before the 20th century.Is there a cure for Autism Spectrum Disorders? There is no known cure for autism. However, early behavioral-based interventions can help children to better develop the communication and social skills needed to improve their functional abilities. Although a number of different specific behavioral and educational techniques are currently used as part of interventions for individual children with autism, these techniques are grounded in a vast body of research based on a common set of behavioral and learning principles. Early intervention programs generally emphasize attending to social stimuli, imitation skills, language comprehension and usage, appropriate play skills, and social interaction. For certain subgroups of children with ASD, drug therapy may be available that reduce problematic behaviors. However, of the numerous other interventions that have been proposed over the years, none have been proven effective. pointing genetic brain genetic Autism Spectrum Disorders gastrointestinal Asperger Syndrome PDD ASD childhood disintegrative disorder social interaction MMR sleep Leo Kanner cognitive ASDs Pervasive Developmental Disorders Hans Asperger imitation Johns Hopkins Hospital Centers for Disease Control and Prevention PDD-NOS IQ Austrian ASDs RettÕs Syndrome AD Pervasive Developmental Disability Ð Not Otherwise Specified Òautism-likeÓ ÒHigh Functioning Autism.Ó www.jhsph.edu/cadde/Facts/autism.html diagnoses Autism180 http://www.generationrescue.org/autism-facts-statistics.html 1 in 91 children (formally 1 in 150 up until 2009 and 1 in 10,000 in the early 1990s) 4:1 ratio of boys to girls 1 in 58 boys Fastest growing developmental disability More than 100 billion in estimated annual costs In ten years the annual costs are projected at 200-400 billion. Cost of lifelong care can be reduced by 2/3rds with early intervention A family with a child with autism will fund 3 to 5 million dollars of services throughout the lifetime of the child. More children will be diagnosed with autism this year than cancer, diabetes, Downs Syndrome and AIDS combined. Autism receives less than 5% of the research funding of most of the more prevalent childhood disorders. Approximately 1 million individuals in the US have autism Incidence vs. Private Funding (2007) Condition Incidence Private Funding Pediatric AIDS 1 in 8,000 394 Million Leukemia 1 in 25,000 310 Million Muscular Dystrophy 1 in 20,000 175 Million Juvenile Diabetes 1 in 500 130 Million Autism 1 in 150 42 Million Studies have shown that environmental toxins like mercury and pesticides can trigger autism. There has been no study that has directly linked a pure genetics basis for autism. The fastest growing genetic disorders increase at anapproximate rate of 1% per 100 years. Autism is growing at a much greater rate. Generation Rescue has helped to recover thousands of children from autism and continues to prove that Autism is Reversible. genetic genetic US Generation Rescue AIDS Downs Syndrome Million Leukemia Million Muscular Dystrophy Million Juvenile Diabetes Million Autism Million Studies www.generationrescue.org/autism-facts-statistics.html Autism181 http://wik.ed.uiuc.edu/index.php/Autism From WikEd Jump to: navigation, search Autism is a developmental disability that affects an individualÕs ability to communicate and socialize. Individuals with autism also have repetitive behaviors and may have poor sensory integration. Autism affects one in 150 kids according to the Centers for Disease Control (Kalb 2008). According to statistics from the U.S. Department of Education and other governmental agencies (ASA, 2006), autism is growing at a startling rate of 10-17 percent per year. At this rate, ASA estimates that the prevalence of autism could reach 4 million Americans in the next decade. Autism falls under the umbrella of Autistic Spectrum Disorder (ASD) synonymous with Pervasive Developmental Disorders (PDD). Other disorders categorized under ASD or PDD are AspergerÕs Syndrome, Childhood Disintegrative Disorder (CDD), Rett's Disorder and Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS). Autism is a spectrum disorder because no two people with autism are alike. The symptoms and characteristics of individualÕs with autism can occur in any combination and vary widely from mild to severe (Autism Society of America, 2005). Contents 1 Characteristics of Individuals with Autism 2 Causes of Autism 3 Application in classrooms and similar settings 3.1 Strategies used to teach children with autism 4 Critics and their rationale 5 Diversity considerations 6 Signed "life experiences", testimonies and stories 7 References and other links of interest if (window.showTocToggle) { var tocShowText = "show"; var tocHideText = "hide"; showTocToggle(); } Characteristics of Individuals with Autism (adapted from NIMH, 2005) Social Interaction Lack of eye contact Prefers to be alone Has trouble making friends Has trouble interpreting facial cues or body language Difficulty seeing the perspective of others Difficulty regulating emotions Does not engage in appropriate social play with others Communication Delayed or no speech development Unusual speech patterns (e.g. speaking only in single words, repeating the same phrase over and over and echoing what they heard (echolalia)) Difficulty sustaining a conversation Have large vocabularies and speak like a little adult Facial gestures, movements and body language do not match what they are saying Unusual voice pitch (e.g. always high-pitched and sing song or monotone and robot like) Unable to understand sarcasm Repetitive Behaviors Odd repetitive motions such as flapping hands Does not engage in pretend play (e.g. with blocks does not build a tower but focuses on arranging the blocks in a certain way) Likes routine Persistent, intense preoccupation (e.g. being obsessed with and learning all about ancient Egypt). Sensory Integration Overly sensitive to certain sensor stimuli (e.g. covering ears and screaming when they hear thunder) Seemingly oblivious to some sensory input (e.g. does not notice if they are too hot or too cold) Poor fine and gross-motor skills. Not all individuals diagnosed with autism will display each characteristic. Additionally, the severity of each characteristic will vary from individual to individual The characteristics for diagnosis of autism are found in the Diagnostic Statistical Manual for Mental Disorder (DSM ÐIV). Causes of Autism It was once held that autism was a psychological disorder caused by traumatic experiences that forced a child to retreat into a world of fantasy (Encarta, 2005). They believed it was an emotional illness caused by "refrigerator mothers" or emotionally unattached parents. This belief is credited to Bruno Bethleheim (Dyches, et. al., 2001). In 1964, Bernard Rimland, a psychologist and father of a son with autism, wrote the book Infantile Autism: The Syndrome and Its Implication for a Neural Theory of Behavior. In the book he made the case that autism is not an emotional illness but a biological disorder. The book is credited with changing the way autism was perceived (Cure Autism Now, 2005). Today it is widely believed that autism is the result of "abnormalities in brain structure or function" (Autism Society of America, 2005). Researchers may have narrowed this down to the amygdala - a part of the brain involved in emotional control.[[1]] What is not know is the underlying cause(s) of the abnormalities. There are several theories regarding the causes from genetics to environmental factors such as exposure to certain chemicals. Research in the area of genetics, developmental neurobiology, neuropsychology and brain imaging are investigating the causes as well as the development of individuals with autism and much is still being learned about the disorder (NIMH, 2005). Another theory is that the cause of autism is related to a mercury compound used as a preservative in some childhood vaccines. Some people refuse to believe the vaccines have anything to do with the increased rate of autism. Thimersal has now been banned by most states. If it was a cause we should start to see a decline in the number of cases. Recently a major study linking autism to vaccines was was retracted by the British medical publication The Lancet. While stopping short of refuting the link between vaccines and autism, the methodology of the study was found to be seriously flawed. Application in classrooms and similar settings Children with autism fall under the mandates of Individuals with Disabilities Education Act (IDEA), which stipulates public schools must provide children a free, appropriate education to children with disabilities. The education must also meet their unique needs. It further requires that children with disabilities be placed in the Òleast restrictive environment? meaning that children with disabilities be placed in the regular classroom setting to the extent that it is possible. This impact of IDEA is that schools must provide instruction and curriculum suited to the special communicative, social, sensory and behavior needs of students with autism. This will most likely require a coordination of services among several individuals for example a special education teacher, speech and language therapist, social worker or school counselor, occupational and/or physical therapist and regular classroom teacher. Strategies used to teach children with autism Many therapies and teaching strategies have been designed to meet the unique learning needs of children with autism. Most of the strategies described below have been research. However, the research is sometimes limited to a few studies and the number of children in each study is fairly small, usually less than 10 children. Additionally, because autism varies from child to child, a strategy that works for some children with autism might not work for all children with autism. Researchers also recommend considering several factors before implementing any strategy (Terpstra, et al., 2002, p. 3). Developmental level of the child Language abilities of the child Motivational techniques The type of setting The skills to be taught Pictorial or textual cues- These have been used to help children with autism communicate but also to keep children on a schedule, to provide instructions on how to complete an activity and to prompt appropriate behaviors. For example a picture cue with the text quiet voice may prompt a child to work quietly. In most instances picture cues are taught and reinforced (Bakken Brock, 2001). Augmented and Alternative Communication - This is a communication system for individuals who have little or not speech. Speech is replaced or augmented with such methods as sign language, gestures and body language, electronic voice output machine (VOCA), photographs or picture books (PECS), line drawings on a communication board, handwriting or miniature objects that denotes the real object (Mirenda, 2001). Computer assisted instruction (CAI) - A skill is reinforced or taught with a computer program (Coleman-Martin, et al., 2005). Social Stories- This technique was developed by Carol Gray and involves creating a story that describes the Òindividual steps of a social situation? in order to teach the appropriate social skills and behaviors. For example, a social story may describe how to walk in a line in the hallway (The Gray Center, 2005). Applied Behavior Analysis (ABA) - ÒApplied Behavior Analysis is the use of behavioral methods to measure behavior, teach functional skills, and evaluate progress? (Autistic Spectrum Therapies, 2005). Pivotal Response Training (PRT) - This is technique incorporates principles of ABA. It targets motivation because it seems to be pivotal and lots of behaviors can be modified at a time. The intervention is also used in a natural setting . (Autistic Spectrum Therapies, 2005). Critics and their rationale The medical definition of autism is a deficit model because autism is diagnosed as an impairment in social skills and communication. Also there is a notion that the symptoms of autism need to be cured. However, there is an alternative view that autism is not disorder but merely a different way of experiencing the world. Jane Meyerding, an individual with AspergerÕs, describes it as being Òdifferent brained? (Meyerding, 2005) It has been noted that individuals with autism have various strengths such as good rote memory skills, remembers information for a long time, good at rule governed abstract thought (such as math, engineering and computer science), visual thinkers, take in chunks of information quickly, and concentrate on narrow topics of interest (Autism Association of NSW, 2005). Individuals with autism advocate Òautistic people have characteristically autistic styles of relating to others, which should be respected and appreciated rather than modified to make them "fit in? (Autism Network International, 2005). Diversity considerations When Leo Kanner first described autism in 1943 he originally believed there might be a link between parental characteristics and children with autism. He had observed that all the parents were intelligent, professionals with high levels of education. Today it is commonly held that autism occurs across racial, ethnic, economic and social boundaries (Dyches, et al., 2001). Though some researchers challenge this notion and have reported Òlow incidence of autism in many Latin American countries and in several developing countries such as Kenya, India, and Hungary (Dyches, et al, 2001, p. 154). There is very little research on multicultural issues and autism. It is important though that teachers consider multicultural issues when teaching students with autism for several reasons Possibility of misclassification because cultural behaviors are misinterpreted Cultural differences in the appraisal of autism (e.g. a Native American family may focus on what the child with autism is able to do rather than what the child is unable to do) Being able to honor the childÕs culture while teaching the child how to function in the dominant culture (Dyches, et al, 2001). Signed "life experiences", testimonies and stories I work at a school for students that have a primary disability of Mental Retardation but many of them also have secondary disability of autism. I feel that some of my students truly have autism which in turn brings their IQ score into the level of mental retardation because of their inability to express themselves or recall information needed to test their IQ. Many of my students, given different means of communication and allowed to use different strategies are able to function closer to their age equivalent peers. My goal is to use my graduate program based in technology to help me obtain the best from my students with disabilities, especially autism. -J. Melhouse (December 2008) This fall will be my first true experience with teaching students with autism. As of right now, I have two incoming Kindergarteners with autism. Though I am nervous and hope that I will serve their needs and teach them in a manner that is sensitive to those needs, I am quite excited about having them in my class. Most exciting is the fact that having these two students in my class is allowing me for summer writing and professional development opportunities with which I would not normally have been privilege. Right now, I am in the process of meeting with the special education teacher who also serves as their IEP case manager. These meetings have been extremely helpful in allowing me to delve into the subject of autism and the types of instructional strategies that work best with these two children. I have been able to meet with past teachers to discuss learning and behavior goals and strategies; to review the progress that has been made in terms of their IEP goals and where to go next; as well as given literature and video on such topics as using visual schedules and PECS to condition behaviors and learning. What is quite sad is that I would not have had these learning opportunities and collaboration meetings had I not been assigned these two students. I feel that all teachers would benefit from these learning opportunities and wonder why all classroom teachers are not given the opportunity to participate. -D. Jacob (June 2006). I have taught quite a few students with autism or some sort of autistic spectrum disorder. Most of these students have been challenging, but very rewarding. Being a music teacher, I get to see them in ways that not all teachers get to experience. Most autistic children love music and you can get them to interact in ways that traditional class room tactics can not. They also love to discuss specific topics and can become obsessive if not watched. The best way to handle this is to have a code word that only you two know what it means. One boy that I had was obsessed with 80's rock bands and so I would give him the opportunity to "lecture" the class on a specific band, but when he would start to go over board, I would quietly say "nice job" which was our code word for that is enough. It was our way of helping him to understand boundaries, which are not very evident to people with autism. A. Dorough I have taught a student with autism and try to keep the class as predictable as possible. I know that the student really doesnÕt like change so I keep everything a routine as possible. When he gets over stressed, he like to flip through pages of a book and I let him to that when he needs to get himself calmed down. P Graham I teach a student with AspergerÕs syndrome (which from what I understand is a form of Autism). At any rate, many of the items you say here I can totally sympathize with. This young man scared all of the teachers when he came to be with us. He would have run roughshod over us if we had used traditional methods of discipline with him. However, using some alternative strategies and having a great deal of patience, we had a very successful year with him. The thing I found most helpful was that the other students were aware of his condition and were helpful in our dealing with him. As opposed to what we thought going into the year, they (the other students) did not question our discipline methods when he (the student with AspergerÕs) was given extra latitude that they were not privy to. Nick Chatterton As stated above, autistic students have difficulty interpreting facial cues or body language. This can be especially difficult when viewing a film in class, during which a student with autism may be unable to determine significant character development or emotional reactions, whereas he/she may have picked up on these cues if reading these in text. Giving a written summary of the scenes to these students may help them to properly interpret the movie. Daniel Kuglich I have had two experiences with students who have either had autism or Asperger's. These experiences have taught me that these children need consistency and predictability in the classroom routines. When the routines change without warning, it can possibly present great amounts of stress for the child. For example, one of my students would get very anxious and worried about fire and tornado drills. One of the things that frightened this child was the alarms that went off. Even though I would warn the child when we might have a drill, the sudden noise would cause him great distress. Prior to the drill and after it, we would talk about what we would do/did and how everything ended up to be fine. However, it was the suddenness of the situation and the quick response that he could not emotionally deal with. -Tricia Pearl This past school year I had the privilege of teaching a student who was labeled high functioning autistic. Now I was not informed of this until a couple of days before the school year started. His parents brought him in to meet me while I was decorating bulleting boards, and he made quite an impression on me in the first five minutes. I was often frustrated with my inability to read this students supposedly obvious autistic cues throughout the year, but his sense of humor kept all of us going and hoping to understand him more. The interesting thing about this student is that he could go through the entire list of behaviors in one afternoon, so there was no doubt that the diagnosis fit. I have learned quite a bit about inclusion and autism this school year and I hope to continue learning more. -Candace Hatchett I haven't had much experience with students with autism, but I've noticed so far, that all 3 have turned out to be brass players. When recruiting beginning band students, every student gets an opportunity to explore and play 3 instruments: one brass, one woodwind, and another of their choosing. Each student has had no interest in percussion and have not liked reed instruments due to texture. This was quite interesting to me, and I wonder if other students with autism will have a tendency towards brass...or if this was merely coincidental. -S.Scott This year I have had the oppotunity to work with an autistic student in my physical education class. I am always amazed at how stressed the child gets regarding change. He is very concerned about the color gymsuit he gets to wear and the team he is playing on. When he is forced to changed something about his routine, he asks many questions and repeats over and over the new directions he is given. I have been lucky tha the has adapted to the change so well. I have really enjoyed working with him this year. - Amy Neighbors As a principal of a catholic school, I have a parent who has 2 children in my school and her third child is autistic and wants to come to school with his brothers. I have spent a great deal of time with this family working on ways to get him to be able to come to my school. The biggest hurdle we have now is trying to the school district to fund a part time aide for him. He is a very smart child and he can hold conversations and he is very advanced on the computer and the computer programs we have he can understand and work on. I know in the next year or two I will have him at my school and between now and then I am going to continue my research on how to best prepare the teachers,students, and parents in the best way to work with this young man. Sue Whisson This year I have had the opportunity to have a student with autism in my class. This student enjoys his daily routines and can be upset when the class deviates from that routine. When he is in his routine he produces quality work and participates in class. His peers enjoy his company and when he is absent(which doesn't happen frequently)they are concerned about him. -R. Folkens I am teaching an 8th grade autism student who I have had for three years now. I started working with him in 6th grade. He has always been very quiet, but he has always been an extreme pleasure to work with in class. He is extremely bright and intelligent. I have watched him grow so much through these three years. In 6th grade, he would barely talk to anyone and you would never see him make any physical contact with anyone. When he came out on the playground, he would immediately go over to the wall of the school and be by himself. I had a hard time with this because he was such a great kid. I wanted everyone to experience the kindness from this boy, but I let him do as he pleased. I would always go and talk to him. He knew that I cared. During his seventh grade year, he didn't change much other than his height. He still stayed to himself and didn't talk to many people. However, this year there has been a total change in this young man. I see him playing on the playground with other students. He seems to really enjoy himself with other students now. Another great change is that he now comes up to me to give me a hug, give me a handshake, or tell me a joke. I just love it because he just doesn't seem to close himself off as much as he used to. His parents have told me for three years that I have been a major positive influence in his life. I truly hope this young man will someday come back to keep me up to date on what is going on in his life. Thanks to this young man for making a difference in my life. (R. Hayes, 2008) I am currently a PPCD (preschool program for children with disabilities) teacher with one class of four-year old students and one class with three-year old children. I have three autistic students in my morning (4's) class, one being severe. I've read about autism, I've watched movies.. and nothing prepares you for actually being in the classroom and working daily with these children. My heart has been completely stolen by these babies! One little girl who doesn't talk, doesn't want to play with other children and is generally very much by herself went outside to play with the rest of the class last week and, while running around, came up to me and kissed me on the cheek, smiled and ran away to play some more. Amazing. (M. Hooper-Mortensen, 2010) References and other links of interest [Asperger Disorder Homepage] A guide to a form of Autism that often goes undiagnosed. "Autism," Microsoft¨ Encarta¨ Online Encyclopedia 2005 http://encarta.msn.com © 1997-2005 Microsoft Corporation. All Rights Reserved. Autism Association of NSW, Thinking and Learning in Autism retrieved on July 28, 2005 http://www.aspect.org.au/publications/Thinking%20and%20Learning%20in%20Autism.pdf Autism Network International, Introducing ANI retrieved on July 26, 2005 from http://ani.autistics.org/intro.html Autism Society of America (ASA), Causes for Autism retrieved on July 28, 2005 from http://www.autism-society.org/site/PageServer?page name=autismcauses Autistic Spectrum Therapies What is ABA? retrieved July 28, 2005 from http://autismtherapies.com/aba.htm Bakken, J., Brock, S. (2001). Developing Appropriate Curriculum for Students with Autism Spectrum Disorders in Wahlberg, T., et al. (Eds) Advances in Special Education Volume 14 - Autistic Spectrum Disorders, Educational and Clinical Interventions Advances. Kidlingotn, Oxford, UK: Elsevier Science. Childs, D., Cox, L. "Lancet Retracts Controversial Autism Paper." retrieved February 3, 2010 from http://abcnews.go.com/Health/AutismNews/lancet-retracts-controversial-autism-paper/story?id=9730805. Coleman-Martin M., et al., (2005). Using Computer Assisted Instruction and the Nonverbal Reading Approach to teach word identification. Focus on Autism and Other Developmental Disabilities. 20 (1) 80-91. Cure Autism Now, A brief history of Autism retrieved July 28, 2005 from http://www.cureautismnow.org/kb/subcat/3207.jsp Dahle, K. (2003). Services to Include Young Children with Autism in the General Classroom. Early Childhood Special Education. 31(1) 65-70. Dyches, T., et al., (2001). Autism Ð Multicultural perspectives in Wahlberg, T., et al. (Eds) Advances in Special Education Volume 14 - Autistic Spectrum Disorders, Educational and Clinical Interventions Advances. Kidlingotn, Oxford, UK: Elsevier Science. Gladwell, Malcolm (2005). Blink: The Power of Thinking Without Thinking, Boston: Little, Brown. The Gray Center for Social Learning and Understanding, Social Stories retrieved July 28, 2005 from http://www.thegraycenter.org/Social_Stories.htm Kalb, C. (2008, March 24). Mysteries and Complications. Newsweek, pp. 64-65. Meyerding, J. Thoughts on finding myself differently brained retrieved July 28, 2005 from http://ani.autistics.org/jane.html Mirenda, P. (2001). Autism, Augmented Communication, and Assistive Technology Ð What do we really know? Focus on Autism and Other Developmental Disabilities. 16(3) 141-162. NIHM (National Institute of Health) Autism Spectrum Disorders retrieved on July 27, 2005 from http://www.nimh.nih.gov/publicat/autism.cfm NINDS http://www.ninds.nih.gov/disorders/autism/detail_autism.htm Sissexporn, K. (2005) "The Autism Source Book; Everything You Need to Know About Diagnosis, Treatment, Coping and Healing". Harper Collins Publishers. Terpstra, et al., (2002). Can I play? Clasroom-based interventions for teaching playskills to children with autism. Focus on Autism and Other Developmental Disabilities. 17(2) 119-128. http://www.semissourian.com/story/160265.html Retrieved from "http://wik.ed.uiuc.edu/index.php/Autism" brain Americans Autism Autism Spectrum Disorders Autism PECS eye contact mental retardation routines echolalia NINDS Autism Society of America PDD Bernard Rimland AspergerÕs Syndrome www.nimh.nih.gov/publicat/autism.cfm ASD childhood disintegrative disorder social interaction ABA Leo Kanner Centers for Disease Control pretend Pervasive Developmental Disorders J. IEP neural Disabilities Education Act U.S. Department of Education CDD IDEA Mental Retardation PDD-NOS ASA British Autism Network International Pervasive Developmental Disorder-Not Otherwise Specified Rett D. DSM Autistic Spectrum Disorders Social Stories Lancet Applied Behavior Analysis Jane Meyerding T. C Cure Autism Carol Gray Autistic Spectrum Disorder Computer Assisted Instruction Other Developmental Disabilities Poor Young Children Kenya www.ninds.nih.gov/disorders/autism/detail_autism.htm February 3, 2010 India Egypt Diagnostic Statistical Manual for Mental Disorder Encarta Bruno Bethleheim Infantile Autism: The Syndrome Neural Theory of Behavior Terpstra Bakken Brock VOCA Mirenda Coleman-Martin Gray Center ÒApplied Behavior Analysis Autistic Spectrum Therapies Pivotal Response Training PRT AspergerÕs Meyerding Autism Association of NSW Dyches Òlow Latin American Hungary Native American Jacob A. Dorough Graham I Nick Chatterton Daniel Kuglich Amy Neighbors Sue Whisson R. Hayes M. Hooper-Mortensen Microsoft¨ Encarta¨ Online Encyclopedia Microsoft Corporation Autistic Spectrum Therapies What Bakken Brock Appropriate Curriculum for Students Wahlberg Educational Clinical Interventions Kidlingotn Oxford UK: Elsevier Science Childs Cox Retracts Controversial Autism Paper Coleman-Martin M. Nonverbal Reading Approach Dahle Gladwell Malcolm The Power of Thinking Without Thinking Boston: Little Brown Gray Center for Social Learning and Understanding Kalb J. Thoughts Mirenda Augmented Communication Assistive Technology Ð What National Institute of Health ) Autism Spectrum Disorders Autism Source Book ; Everything Know About Diagnosis Harper Collins Publishers 997-2005 9730805 July 28, 2005 July 26, 2005 July 27, 2005 wik.ed.uiuc.edu/index.php/Autism encarta.msn.com www.aspect.org.au/publications/Thinking%20and%20Learning%20in%20Autism.pdf ani.autistics.org/intro.html www.autism-society.org/site/PageServer?page autismtherapies.com/aba.htm abcnews.go.com/Health/AutismNews/lancet-retracts-controversial-autism-paper/story?id=9730805. www.cureautismnow.org/kb/subcat/3207.jsp www.thegraycenter.org/Social_Stories.htm ani.autistics.org/jane.html www.semissourian.com/story/160265.html wik.ed.uiuc.edu/index.php/Autism" 97308 16026 applied behavior analysis aba Autism182 http://live.psu.edu/tag/autism Regional partnership formed to improve autism treatment and research Thursday, April 23, 2009 Families, individuals, providers, and communities dealing with autism spectrum disorders (ASD) now have a central resource called Autism Central PA. Formed through an Autism Services, Education, Research, and Training (ASERT) grant from the Pennsylvania Department of Public Welfare s Bureau of Autism Services, Autism Central PA is a partnership of Penn State College of Medicine, Philhaven, and The Vista Foundation. (more) ASD Bureau of Autism Services Autism Services PA Autism Central ASERT Pennsylvania Department of Public Welfare Penn State College of Medicine Philhaven The Vista Foundation April 23, 2009 live.psu.edu/tag/autism Autism183 http://www.startribune.com/nation/87531992.html?elr=KArks:DCiUMEaPc:UiacyKUzyaP37D_MDua_eyD5PcOiUr PHILADELPHIA - A Danish scientist involved in two major studies that debunked any linkage of vaccines to autism is suspected of misappropriating $2 million in U.S. grants at his university in Denmark. Poul Thorsen, a medical doctor and Ph.D., was an adjunct professor at the Drexel University School of Public Health for several months before resigning Tuesday. On Jan. 22, Aarhus University said that it had uncovered a considerable shortfall in grant money from the U.S. Centers for Disease Control and Prevention for a research program that Thorsen had directed. Police are investigating. Thorsen could not be reached for comment. Anti-vaccine groups seized on the allegations to contend that studies disproving the vaccine link to autism are wrong. Those groups have long argued that thimerosal, a preservative in some vaccines, can cause autism, as can the MMR vaccine for measles, mumps, and rubella. I think it is quite significant, said Dan Olmsted of the Age of Autism. I think someone allegedly capable of ripping off his own university by forging documents from the CDC is capable of pulling off anything. The CDC and coauthors of the two studies published in major U.S. medical journals maintain the studies remain valid. CDC is aware of the allegations, agency spokesman Tom Skinner said. Federal authorities also are investigating. Skinner noted that Thorsen was one of many coauthors on peer-reviewed studies looking at autism, cerebral palsy, Down syndrome, and alcohol use in pregnancy. We have no reason to suspect that there are any issues related to the integrity of the science, he said. Paul Offit, director of the Vaccine Education Center at Children's Hospital of Philadelphia, pointed out that a dozen major studies show no link between MMR and autism. U.S. MMR Danish down syndrome CDC Philadelphia Paul Offit PHILADELPHIA Denmark U.S. Centers for Disease Control and Prevention Poul Thorsen Dan Olmsted Drexel University School of Public Health Aarhus University Thorsen Tom Skinner Skinner Vaccine Education Center at Children 's Hospital 8753199 www.startribune.com/nation/87531992.html?elr=KArks:DCiUMEaPc:UiacyKUzyaP37D_MDua_eyD5PcOiUr 87531 Autism184 http://www.thedailybeast.com/blogs-and-stories/2010-03-13/final-word-vaccines-dont-cause-autism/ Enter your email address: Enter the recipients' email addresses, separated by commas: Message: Your email has been sent. Thanks for recommending The Daily Beast! X Close It's official: Vaccines don't cause autism, rules a special U.S. court. But will it put an end to parents dangerous fear of inoculating or only make them more skeptical? On Friday a special vaccine court charged with adjudicating claims against vaccine makers ruled that there was no causal connection between childhood vaccines and autism. The court formally known as the Office of Special Masters of the U.S. Court of Federal Claims was created by Congress in the 1980s to centralize lawsuits brought for injuries resulting from vaccination. The court labored in obscurity until recently, when it began to hear cases involving autistic children whose condition, their parents alleged, was triggered by vaccines that contained thimerosal, a preservative that once was common many vaccines. In yesterday s ruling, the court definitively declared that there is no merit to the notion that thimerosal causes autism. As one of the court s Special Masters wrote, the parents claims were speculative and unpersuasive. To conclude that vaccines caused autism, the Special Master wrote, an objective observer would have to emulate Lewis Carroll s White Queen and be able to believe six impossible (or at least highly improbable) things before breakfast. One of the remarkable aspects of this story is how much ordinary people distrust the major medical associations and health organizations whose sole objective is to watch out for those people s health. For years parents have worried that vaccinating their children could lead to autism. The fear was sparked by a 1998 study by a British doctor named Andrew Wakefield. Wakefield s study, which was published in The Lancet, a British medical journal, suggested that children who received the MMR vaccine had higher rates of autism. Although Wakefield s study only involved a dozen children, it caused a major uproar. In country after country, parents stopped vaccinating their children. In England, inoculation rates dropped from 92% to 80%. Immediately, in the United States fingers began to be pointed at thimerosal, which was used in some vaccines administered to children. One of the ingredients in thimerosal is mercury, a known toxin. There were several major problems with Wakefield s study. The first was that it couldn t be replicated. Numerous researchers were inspired by the controversy to conduct their own studies on the effect of the MMR vaccine and of thimerosal. None found any statistically significant link. In fact, several of the studies found that children who received vaccines with thimerosal were less likely to develop autism. The second problem with Wakefield s study came when the vaccine makers stopped using thimerosal. Thimerosal was dropped as a preservative in MMR vaccines in 1999, but since then autism rates have skyrocketed. In 1999, the autism rate in the United States was just over one case per 1,000 children. Today, with no thimerosal used in vaccines, the autism rate is over five cases per 1,000 children. Clearly, something other than thimerosal is to blame for this troubling trend. This was enough for all the major medical and health associations to announce that thimerosal had no connection to autism. The American Medical Association, the American Academy of Pediatrics, the American College of Medical Toxicology, the National Academy of Sciences, the U.S. Food and Drug Administration, the Center for Disease Control and Prevention, and the World Health Organization all came out against the purported link between autism and vaccines. But the evidence was not enough to convince parents of autistic children. One of the remarkable aspects of this story is how much ordinary people distrust the major medical associations and health organizations whose sole objective is to watch out for those people s health. Many people feel these groups are beholden to pharmaceutical and other major corporations, promoting their interests over those of the common person. This is a worrisome phenomenon, especially as major health threats like avian and swine flu grow in importance. Ironically, it was Dr. Wakefield that people shouldn t have trusted. It turns out that Wakefield s study was financed by lawyers interested in bringing lawsuits on behalf of parents who were sure that vaccines caused their children s autism. The law firm involved paid Wakefield approximately $1 million to undertake his study, a conflict of interest that Wakefield failed to disclose. Investigators also found that Wakefield s study misrepresented the data upon which he based his findings. In 2004, ten of the doctors who co-authored Wakefield s paper issued a statement disassociating themselves from Wakefield and the conclusions reached in his study. The Lancet issued a formal retraction of the study soon after. U.S. United States MMR Wakefield National Academy of Sciences Congress Andrew Wakefield England U.S. Court of Federal Claims U.S. Food and Drug Administration British American Academy of Pediatrics World Health Organization Lancet Center for Disease Control and Prevention Office of Special Masters American Medical Association Daily Beast Lewis Carroll White Queen American College of Medical Toxicology www.thedailybeast.com/blogs-and-stories/2010-03-13/final-word-vaccines-dont-cause-autism/ Autism185 http://www.asaga.com/web/index.php?option=com_frontpage&Itemid=1 Sunday, January 17th, 3:30-5:30 -- 1630 Pleasant Hill Rd., #110, Duluth, GA Only $5.00 per child BounceU reached out to the Autism Society because they have seen a growing number of children with Autism visiting their facility and recognized how much our kids seem to enjoy this sensory experience. They have blocked time just for children with autism and their families on Sunday, January 17th, from 3:30-5:30. The kids can run, jump, play and most of all just have FUN (adults are allowed on the inflatables as well). So mark your calendar and bring your socks. It s going to be a BLAST. HEROES for AutismIn honor of Autism Awareness Month, the Autism Society of America - Greater Georgia Chapter recieved nominations recognizing individuals throughout the state of Georgia that are making a positive impact in the Autism Community. The nominations include therapists, educators, doctors, friends, parents and others that have made a difference in the life of someone with autism. Click here to view the list of ASA-GGC HEROES for Autism. Autism Autism Society of America Autism Community Georgia Autism Awareness Month Autism Society Pleasant Hill Duluth GA Only BounceU ASA-GGC www.asaga.com/web/index.php?option=com_frontpage&Itemid=1 Autism186 http://www.redorbit.com/news/science/1833266/study_examines_autisms_impact_on_older_siblings/index.html Study Examines Autism's Impact on Older Siblings Posted on: Monday, 8 March 2010, 14:55 CST Controlled study finds a possible early warning signs for autism spectrum disorders within familiesA new study suggests a trend toward developing hyperactivity among typically developing elementary-school-aged siblings of autistic preschoolers and supports the notion that mothers of young, autistic children experience more depression and stress than mothers with typically developing children.While the impact on older siblings was not statistically significant, the trend may indicate the presence of symptoms associated with broader observable autism characteristics seen in previous studies, says Laura Lee McIntyre, a professor and director of the University of Oregon's school psychology program. The study was published in the March issue of the journal Focus on Autism and Other Developmental Disabilities.Previous research projects have netted mixed findings, but many suggest that families dealing with autism -- especially brothers and sisters of an autistic child -- also experience symptoms similar to autism: widespread abnormalities of social interactions, communication and behavior.The new study gives a fresh look at autism's early effects on families by comparing control and experimental groups whose ages, education and socioeconomic situations were virtually identical. Twenty families had a preschooler (ages 2-5 years old) diagnosed with autism and a typically developing older elementary school sibling (6-10); the control group of 23 families did not have an autistic child. Older children with diagnosed learning or mental disabilities were excluded. GA_googleFillSlot("News_Science_300x250"); We know there are risk factors, but we don't know if they result from having a child with autism, or if there are genetic predispositions as part of the broader autism picture, McIntyre said. Are these difficulties the result of child-rearing challenges, or are they negatively impacted because of shared genetic risks? Our sample was very clean, and that's good for science but not necessarily as good for generalizing our findings, but I'm confident with the results we found in this particular sample. McIntyre, while a professor at Syracuse University, and her doctoral student Nicole Quintero studied families chosen in New York. They looked closely at sibling adjustments, involving social, behavioral and academic performance as recorded by both parents and teachers, and at the well- being of the mothers, whose average age was 36 and 94-95 percent of whom were married. The median age of older siblings was seven and most were first- or second-graders. Contrary to what has been found by many researchers, we found that older siblings were pretty well adjusted, with no significant differences in parent-reported or teacher-reported social skills, said McIntyre, who joined the UO's department of special education and clinical sciences in 2009. These are all typically developing kids. Teachers, however, reported slightly more behavioral problems for the siblings of children with autism than control siblings. There was a trend toward significance, she said.The problems resembled hyperactivity but not at levels generally attributed to attention-deficit hyperactive disorder (ADHD). Teacher reports noted that these children exhibited slightly more fidgeting, movement and attention problems. Children with siblings with autism may be experiencing some sub-clinical symptoms of hyperactivity or attention problems, noted McIntyre, an affiliate of the UO's Center for Excellence and Developmental Disabilities, Education, Research and Service. Parents didn't report seeing such things at home. Teachers see these children in a more structured environment. Siblings of children with autism may be at heightened risk for developing problems, potentially over time. Siblings of children with autism probably should be watched with appropriate academic supports in place, she said. Our findings are rather positive overall, but these kids should be on our radar screens. These kids may start school OK, at least those from healthy families, but they may demonstrate difficulties over time. However, it has been shown that around 30 percent of siblings of autistic children have some associated difficulties in behavior, learning or development. The finding that moms with children with autism were more stressed and depressed in comparison to moms of typically developing preschool children was not surprising at all, McIntyre said. That finding is robust in existing literature, so even though this sample involves highly organized, motivated and willing mothers, in comparison to other moms with two or more children, they are reporting more stress and more depression. Mothers of autistic children, she added, need assistance for day-to-day child-rearing activities to give them some time to be individuals. As part of her research and clinical work at UO's nationally recognized Child and Family Center, she is looking at interventions that support parents and help kids with their daily living skills and behavior management.---On the Net:University of Oregon More News in this Category genetic genetic New York depression Oregon ADHD adhd OK News_Science_300x250 Laura Lee McIntyre University of Oregon McIntyre Developmental Disabilities.Previous Syracuse University Nicole Quintero UO Center for Excellence and Developmental Disabilities Research and Service Family Center 1833266 8 March 2010 www.redorbit.com/news/science/1833266/study_examines_autisms_impact_on_older_siblings/index.html 18332 Autism187 http://www.mhnews-autism.org/ In the Winter 2010 Issue: Advances in Autism Science Lead Stories An Interagency Autism Coordinating Committee (IACC) Update An Autism Spectrum News Interview with Margaret L. Bauman, MD, Director Lurie Family Autism Center - LADDERS The Importance of Motor Dysfunction in ASDs Potential New Treatments for Fragile X Syndrome and Autism The Very Early Identification of AutismAn Indispensable Goal View the Current Issue MD fragile x syndrome IACC X Syndrome Autism Science Lead Stories An Interagency Autism Coordinating Committee Update An Autism Spectrum News Interview Margaret L. Bauman Lurie Family Autism Center LADDERS The Importance of Motor Dysfunction ASDs Potential New Treatments Autism The Very Early Identification of AutismAn Indispensable Goal View Current Issue www.mhnews-autism.org/ Autism188 http://www.dads.state.tx.us/autism/ News Read previous news items DARS Strategic Plan/Legislative Appropriation Request Public Meeting Scheduled (Texas Department of Assistive and Rehabilitative Services, March 10, 2010) The Texas Department of Assistive and Rehabilitative Services will hold a meeting to seek stakeholder input for the agency's 2012-13 strategic plan and legislative appropriations request. The meeting is scheduled for 4 Ð 7 p.m., April 8, 2010, at the Criss Cole Rehabilitation Center Auditorium, 4800 N. Lamar, Austin, TX 78756. Ê|ÊMore about DARS Public Meeting. Autism service provider links on the Council website (Texas Council on Autism, March 9, 2010) The council does not maintain listings for every autism-related service provider. We recommend that you enter your information at these searchable service directories: Directory of Community Resources In Texas Autism Source 2-1-1 Texas Links to these databases are included on the Council website on the Autism Services page, so visitors to our site will be able to find you. 2010-2014 Texas State Plan for Individuals with Autism Spectrum Disorders (Texas Council on Autism, March 5, 2010) The 2010-2014 Texas State Plan for Individuals with Autism Spectrum Disorders is now available on the Texas Council on Autism website. For more information, please contact Ron Ayer. Burns Associates Inc. Selected to Conduct HB 1574 Adult Services Study (Texas Council on Autism, March 5, 2010) In response to HB 1574, The Texas Department of Aging and Disability Services has selected Burns Associates Inc. to study the costs and benefits of initiating a pilot project to provide services to adults with autism and other related disabilities with similar support needs. For more information, please contact Katy Bourgeois. Autism Help Videos (March 5, 2010) Mi-Stories are videos that can be viewed on an iPod or DVD, designed to help individuals with ASD. The videos, offered for a fee by KenCrest Services, present models of behavior and language skills that are appropriate in specific situations, and provide opportunities to imitate, review, revise, and relax to facilitate appropriate social behavior. Proposed Draft Revisions to DSM Disorders and Criteria related to PDD, Asperger's, and Autism (Texas Autism Council, Feb. 11, 2010) You are invited to share your opinion until April 20, 2010 on the proposed changes that will become the DSM-V.Ê The proposed definition of autistic disorder is here. Both Parents' Ages Linked to Autism Risk (New York Times, Feb. 8, 2010) Older mothers are more likely than younger ones to have a child with autism, and older fathers significantly contribute to the risk of the disorder when their partners are under 30, researchers are reporting.Ê A study published online on Monday in the journal Autism Research analyzed almost five million births ...ÊÊ Ê| continue this story Council's 2009 annual report published (Texas Council on Autism, Feb. 8, 2009) (Austin, Texas) the Texas Council on Autism has published its 2009 Annual Report. The report recaps autism-related highlights of the 81st Texas Legislature, and looks ahead to 2010. | Read the full report in PDF format. Retraction Ileal-lymphoid-nodular hyperplasia, non-specific colitis, and pervasive developmental disorder in children (The Lancet, Feb. 2, 2010) (London) Following the judgment of the United Kingdom's General Medical Council's Fitness to Practise Panel on Jan. 28, 2010, it has become clear that several elements of the 1998 paper by Wakefield, et al., are incorrect, contrary to the findings of an earlier investigation. In particular, the claims in the original paper that children were consecutively referred and that investigations were approved by the local ethics committee have been proven to be false. Therefore we fully retract this paper.Ê I Full article available to Lancet subscribers. CDC report highlights increased prevalence (Texas Council on Autism, Dec. 18, 2009) (Bethesda, MD) The U.S. Centers for Disease Control and Prevention (CDC) released their national autism prevalence report today, confirming that the prevalence of autism spectrum disorders in the United States is 1 percent of the population, or one in 110 of children 8 years of age in 2006. I Read the full report. Read previous news items Autism Autism Spectrum Disorders Feb. 8, 2010 PDD ASD MD United States TX United Kingdom Bethesda Austin CDC Autism Research Texas Autism Services Wakefield U.S. Centers for Disease Control and Prevention New York Times London March 10, 2010 General Medical Council March 5, 2010 DARS Strategic Plan/Legislative Appropriation Request Public Meeting Scheduled Texas Department of Assistive and Rehabilitative Services The Texas Department of Assistive and Rehabilitative Services Criss Cole Rehabilitation Center Auditorium N. Lamar DARS Public Meeting Council Texas Council Community Resources Texas Autism Source Texas Links Texas State Plan Ron Ayer Burns Associates Inc HB Adult Services Study The Texas Department of Aging and Disability Services Burns Associates Inc. Katy Bourgeois Autism Help Videos KenCrest Services DSM Disorders and Criteria Texas Autism Council DSM-V.Ê The Parents' Ages Linked Autism Risk Texas Legislature PDF Lancet Fitness 010-2014 April 8, 2010 March 9, 2010 Feb. 11, 2010 April 20, 2010 Feb. 8, 2009 Feb. 2, 2010 Jan. 28, 2010 Dec. 18, 2009 www.dads.state.tx.us/autism/ 78756 Autism189 http://www.kirotv.com/health/22825130/detail.html WASHINGTON -- The vaccine additive thimerosal is not to blame for autism, a special federal court ruled Friday in a long-running battle by parents convinced there is a connection. While expressing sympathy for the parents involved in the emotionally charged cases, the court concluded they had failed to show a connection between the mercury-containing preservative and autism. "Such families must cope every day with tremendous challenges in caring for their autistic children, and all are deserving of sympathy and admiration," special master George Hastings Jr. wrote. But, he added, Congress designed the victim compensation program only for families whose injuries or deaths can be shown to be linked to a vaccine and that has not been done in this case. The ruling came in the so-called vaccine court, a special branch of the U.S. Court of Federal Claims established to handle claims of injury from vaccines. It can be appealed in federal court. The parents presented expert witnesses who argued mercury can have a variety of effects on the brain, but the ruling said none of them offered opinions on the cause of autism in the three specific cases argued. They testified that mercury can affect a number of biological processes, including abnormal metabolism in children. Special master Denise K. Vowell noted that in order to succeed in their action, the parents would have to show "the exquisitely small amounts of mercury" that reach the brain from vaccines can produce devastating effects that far larger amounts ... from other sources do not. The ruling said the parents were arguing that the effects from mercury in vaccines differ from mercury's known effects on the brain. Vowell concluded that the parents had failed to establish that their child's condition was caused or aggravated by mercury from vaccines. Friday's decision that autism is not caused by thimerosal alone follows a parallel ruling in 2009 that autism is not caused by the combination of vaccines with thimerosal and other vaccines. The cases had been divided into three theories about a vaccine-autism relationship for the court to consider. The 2009 ruling rejected a theory that thimerasol can cause autism when combined with the measles-mumps-rubella vaccine. After that, a theory that certain vaccines alone cause autism was dropped. Friday's decision covers the last of the three theories, that thimerosal-containing vaccines alone can cause autism. The ruling doesn't necessarily mean an end to the dispute, however, with appeals to other courts available. The new ruling was welcomed by Dr. Paul Offit of Children's Hospital of Philadelphia, who said the autism theory had "already had its day in science court and failed to hold up." But the controversy has cast a pall over vaccines, causing some parents to avoid them, he noted, "it's very hard to unscare people after you have scared them." On the other side of the issue, a group backing the parents' theory charged that the vaccine court was more interested in government policy than protecting children. "The deck is stacked against families in vaccine court. Government attorneys defend a government program, using government-funded science, before government judges," Rebecca Estepp, of the Coalition for Vaccine Safety said in a statement. SafeMinds, another group supporting the parents, expressed disappointment at the new ruling. "The denial of reasonable compensation to families was based on inadequate vaccine safety science and poorly designed and highly controversial epidemiology," the goup said. The advocacy group Autism Speaks said "the proven benefits of vaccinating a child to protect them against serious diseases far outweigh the hypothesized risk that vaccinations might cause autism. Thus, we strongly encourage parents to vaccinate their children to protect them from serious childhood diseases." However, while research has found no overall connection between autism and vaccines, the group said it would back research to determine if some individuals might be at increased risk because of genetic or medical conditions. Meanwhile, in reaction to the concerns of parents, thimerosal has been removed from most vaccines in the United States. In Friday's action the court ruled in three different cases, each concluding that the preservative has no connection to autism. The trio of rulings can offer reassurance to parents scared about vaccinating their babies because of a small but vocal anti-vaccine movement. Some vaccine-preventable diseases, including measles, are on the rise. The U.S. Court of Claims is different from many other courts: The families involved didn't have to prove the inoculations definitely caused the complex neurological disorder, just that they probably did. More than 5,500 claims have been filed by families seeking compensation through the government's Vaccine Injury Compensation Program, and the rulings dealt with test cases to settle which if any claims had merit. Autism is best known for impairing a child's ability to communicate and interact. Recent data suggest a 10-fold increase in autism rates over the past decade, although it's unclear how much of the surge reflects better diagnosis. Worry about a vaccine link first arose in 1998 when a British physician, Dr. Andrew Wakefield, published a medical journal article linking a particular type of autism and bowel disease to the measles vaccine. The study was later discredited. Copyright 2010 by The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed. genetic brain genetic Autism Speaks United States Congress Andrew Wakefield Vaccine Injury Compensation Program U.S. Court of Federal Claims Denise K. Vowell WASHINGTON George Hastings Jr. Coalition for Vaccine Safety Philadelphia Paul Offit Rebecca Estepp SafeMinds British U.S. Court of Claims Vowell Associated Press 2282513 22825 www.kirotv.com/health/22825130/detail.html Autism19 http://curezone.com/dis/1.asp?C0=49 Autism - Prevention About Autism Mercury Detox Autism ProtocolPart 1 of 3 (Part 2, Part 3)DR. MERCOLA'S COMMENT:This is such a long article I wanted to put my comment at the beginning so my newsletter subscribers can view my perspective prior to reading the document. First of all the professionals who put this protocol together are to be strongly congratulated. They did a tremendous effort in getting together and developing a consensus statement among some of the top clinicians treating this problem in the country. This is exactly what is required if we are going to advance natural medicine in this country and I am grateful to these professionals for their dedication, commitment and hard work in developing this document. I was part of the Great Lakes Chelation Panel on mercury toxicity, and have co-authored one of the leading papers in clinical mercury detoxification, and have worked with hundreds of patients with mercury detoxification issues, so I have some experience in this area.In general, the panel's review of this subject is thorough and I would strongly recommend reading it if you have an interest in this area.However, I cannot endorse a number of the panel's recommendations and I will provide my objections to the protocol at the beginning.The major objection to the recommendation is the use of DMSA for mercury detoxification. My affinity for the use of DMPS is likely one of the reasons I was not invited to participate in this panel. However, one needs to know that in the overall treatment of this problem our approaches are very similar. The KEY strategy to improve children with brain injury is to optimize their gut flora and diet and this is something the panel makes very clear.Mercury detox with DMSA or DMPS is not a huge magic bullet, it is just one of many strategies that can be implemented to help these children. If one uses either of these chemicals without first properly preparing the child, there can be great harm and damage.The panel refuses to support the DMPS recommendation, despite the fact that it is, as they admit, a clearly more effective agent, due to DMPS's history of complications in adults and its lack of FDA approval in children.The issue of DMPS, and for that matter DMSA, toxicity, is not related to the direct toxicity of the drugs, but to the drug's ability to take the heavy metals out of the body. It is actually the heavy metals that cause the side effects. If one does not properly prepare the body to address these heavy metals then one will have complications from the chealting agent.DMPS was, and still is, frequently improperly used in many adults. Primarily by well-intentioned physicians who provide DMPS when the person still has amalgam fillings in their mouth. Because DMPS is so effective at removing mercury, it will actually pull the mercury right out of the fillings and cause huge problems in some patients.It is has been my and Dr. Klinghardt's combined thirty year experience that DMPS when used properly is far safer then DMSA. The other issue the panel raises of FDA approval is really moot as DMSA, although approved for lead chelation, clearly is not approved for removing mercury.Additionally, please pay special attention to the huge list of complications of DMSA that are listed in this protocol. They require that the child have regular blood draws for a chemistry profile and a CBC to monitor for these complications.This is not necessary for DMPS, which is another reason I prefer it. Through my use of IV secretin I have become very proficient in drawing blood from children. But after doing that for several years I realized that I was inflicting emotional trauma and scaring that was worsening their problem overall. For this reason, at this time I cannot endorse any protocol that requires regular blood draws on children below the age of 6.Other areas of disagreement are in the negative recommendation for chlorella. Their information on chlorella is seriously flawed. It is based on a small study done by Doctor's Data. They never demonstrated increased absorption of mercury from the chlorella, only that mercury was present in the chlorella. Since hundreds of tons of mercury are deposited into the oceans every year, this is not surprising. However, what the investigators failed to account for was that the binding coefficient of chlorella to mercury is far in excess of its potential to release mercury into the body. It only ABSORBS mercury, it does NOT release it into the body.The other issue of potential for contamination with toxic dinoflagellates is only true for blue green algae and NOT for chlorella since chlorella is a cultured product and is NOT contaminated with it.Mineral replacement is a critical element of mercury detoxification when using chelating agents. Monitoring the child's mineral status prior to and during chelation is essential.The panel recommends the use of the more expensive blood tests for monitoring mineral status. As I wrote in my letter in JAMA, I believe that hair analysis from specific labs is far less expensive, more clinically valid and clearly less traumatic on the child then the blood tests. With those objections aside, I invite you to review the Panel's outstanding compilation of an effective Autism Protocol.--------------------------------------------------------------------------------Autism Panel ReportAn enormous, alarming, and unexplained increase in the prevalence of autism is being reported, on an almost daily basis, in the U.S., the U.K., and elsewhere. California maintains what is probably the world's best and most systematic database on autism and other developmental disabilities. In California the reported increase in the prevalence of autism over a 20-year period is over one thousand percent. Similar enormous increases have been reported from studies in New Jersey and elsewhere in the US, in the UK, in the Middle East, and in Asia. While the reality of the increase is beyond doubt, there is great controversy over the cause. Many experts believe the primary cause is the increase in the number of vaccines given to children from birth to age two, which has risen from 8 in 1980 to 22 in the year 2001. The increased number of vaccines has brought with it an increased exposure of young infants to mercury intoxication. The preservative thimerosal, which is used in many vaccines, consists of approximately 50% mercury. In 1998 the Food and Drug Administration requested the vaccine manufacturers to begin the process of removing thimerosal from the vaccines. Thimerosal containing vaccines are still being used in 2001. Mercury is highly toxic in even very small doses, and some individuals are exquisitely sensitive to mercury. Some infants have been given, in one day, as much as 100 times the maximum dosage of mercury permitted by the Environmental Protection Agency's standards, based on the weight of an adult. An infant's system is much less capable of dealing with toxins than an adult's. In early 2000, parent Sallie Bernard and several other concerned and inquisitive parents began looking into the mercury issue. They learned that thimerosal was used in most vaccines at levels that greatly exceeded the upper limits decreed safe by the US Environmental Protection Agency (EPA). The scientific paper by Bernard et al. may be found on the website of the Autism Research Institute (www.autismresearchinstitute.com). In her testi