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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
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Autism Speaks
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Bethesda
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National Institute of Environmental Health Sciences
National Center
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U.S. Department of Education
NIEHS
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Autism Network International
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DC
MAAP Services
235-5448
35448
13235-5448
46307
Stroke
Autism Fact Sheet
328-8476
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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
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2007 and 2008
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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.
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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
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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.
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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).
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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).
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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).
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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.
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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
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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.
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Myers
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Ex-Preterm Infants:
Schendel
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T.K
Gestational Age Characteristics of Children
Weiss
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Association Between Microdeletion and Microduplication
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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
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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!
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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
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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
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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.
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Philadelphia
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American Academy of Pediatrics
Prognosis
Autism Screening Questionnaire
Statistical Manual IV
Center for Disease Control and Prevention
Pediatrics
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Arch Dis Child
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Shows
Diagnostic Interview
Diagnostic Observation
Gilliam Autism Rating Scale
Developmental Disorders Screening Test
Developmental Disabilities Monitoring Network Surveillance Year
MMWR Surveill Summ
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Pediatrics Council on Children
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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
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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
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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.
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Kolleen Casey
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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
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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
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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.
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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.
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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.
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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)
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National Alliance for Autism Research (NAAR)
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(888) 777-NAAR (6227)
naar@naar.org
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Pingree C.
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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
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Mike Curcarro
Harry Wright
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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
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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...
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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.
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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
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JULIAN ROSE
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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.
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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!
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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/.
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Mercury-Autism Link Rejected
The finding by the government's "vaccines court" will likely disappoint parents.
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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.
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Autism Fear FDA Approves New Pneumonia Vaccine Topics Preventative Medicine Pharmaceuticals Los Angeles Times
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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.
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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
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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.
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PharmalotÉ PharmalittleÉ Good MorningEmail this article to a colleague.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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, haven̵...
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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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’...
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.
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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.
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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.
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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.
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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.
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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.
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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
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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)
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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J Am Acad Child Adolesc Psychiatry
Anthony A
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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
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North Thames
Danish Civil Registration System
Danish National Board of Health
Danish Central Register
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J Child Psychol Psychiatry
Proc Natl Acad Sci USA
183-1185
477-1482
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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
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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.
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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
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Vitamin Diagnostics
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Jeff Bradstreet
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Health Advocacy
HAPI
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Rashid Buttar
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Me Hear Your Voice
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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
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aba
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ados
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physical therapy
vision therapy
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Autism137
http://www.dailyherald.com/special/2010/autism/
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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.
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Lombard
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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
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autism.zeitgeist@me.com
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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.
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updated 9:47 a.m. ET March 15, 2010
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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
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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 & feelAccess to Facebook & TwitterBing at your fingertips
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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
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[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).
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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.
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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?
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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.
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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.
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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.
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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.
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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
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Government Printing Office
Consumer Information Center
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Extra Special
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P. Please
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E. Joey
Sam
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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
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Siege
Communicator
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M.D
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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.
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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.
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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
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Harris
Ritvo
German
Congress
NIH
NIH Institutes
National Institute
Deafness
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Bethesda
NJ
Autism National Committee
NICHD
NC
NIMH
(800) 352-9424
20824
92116
20892
ADHD
Food and Drug Administration
FDA
R.
pretend
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attention deficit hyperactivity disorder
adhd
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ritalin
MRI
J.
20814
fluoxetine
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UCLA
Auditory Integration Training
IEP
Hope
Temple Grandin
Alan
Rain Man
Developmental Disorders
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neural
Los Angeles
haloperidol
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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
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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 "regressive"
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.
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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."
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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.
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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.
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PCBs
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Globe and Mail
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Clear Language
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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
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preoccupation with repetitive behaviors, such as spinning and lining up
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Asperger's Syndrome
Asperger's Syndrome is a
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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.
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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.
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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
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Shaun
Twin Brothers Worlds Apart
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Autism Research Centre in Cambridge
Rain Man.
OK.
782 6170
infosaas@ntlworld.com
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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.
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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
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97302
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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
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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
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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 -
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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.
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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.
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1674788
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Home Mental Disorders and Psychological Distress Autistic Spectrum Disorders
Autism Spectrum Disorders Research at the National Institute of Mental Health - Part 1
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By National Institute of Mental Health (NIMH)
This overview summarizes research into the causes, diagnosis, prevention, and treatment of autism spectrum disorders.
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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...
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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.
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Autism166
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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
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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!
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Plainville
Danbury
Donations: We
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Pat
Back: Families
888-453-4975
MDumont312@cox.net
January 1, 2010
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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.
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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
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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.....
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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
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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!
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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
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SuperNutrient Corporation
MT
MT. Remember
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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
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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
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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
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Educational
Clinical Interventions
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UK: Elsevier Science
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Autism Paper
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Nonverbal Reading Approach
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The Power of Thinking Without Thinking
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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
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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)
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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.
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http://www.thedailybeast.com/blogs-and-stories/2010-03-13/final-word-vaccines-dont-cause-autism/
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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.
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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.
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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.
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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
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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
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Update An Autism Spectrum News Interview
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ASDs Potential New Treatments
Autism The Very Early Identification of AutismAn Indispensable Goal View
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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.
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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.
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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 testimony before the US House of Representatives in July, 2000, Sallie, the primary author of the report, testified: "The symptoms which are diagnostic of or strongly associated with autism itself are found to arise from mercury exposure, as described in available literature on past cases of mercury poisoning." "These similarities," she testified, "include the defining characteristics of autism - and they include traits strongly associated with autism and found in nearly all cases of the disorder - sensory disturbances such as numbness in the extremities and mouth, aversion to touch, and unusual response to noise; movement disorders like toe-walking, hand flapping, clumsiness, and choreiform movements; and cognitive impairments in specific domains like short-term, verbal and auditory memory and in understanding abstract ideas." In addition, she noted, mercury poisoning can cause many of the same biological abnormalities as are seen in autism, including immune system dysfunction and anomalies in the cerebellum, amygdala, and hippocampus. Bernard noted that the growing prevalence rate of autism closely matches the introduction and spread of thimerosal-containing vaccines and that autistic symptoms generally emerge at the time the child is given these vaccines. She added "Our group has also documented a number of cases of autistic children with toxic levels of mercury in hair, urine and blood." In addition, she noted, mercury is more toxic to males than to females, and the male-to-female ratio in autism is 4 to 1. Noting that low doses of mercury tend to harm genetically susceptible individuals, Bernard pointed out that "autism has been recognized as one of the most heritable of all neurological disorders and is strongly associated with familial autoimmune disorders." Bernard and her colleagues called for an immediate ban on thimerosal-containing childhood vaccines in October 2000. The meeting was attended by a number of physicians and scientists. One of the physicians, Dr. Stephanie Cave of Baton Rouge, Louisiana, told the group that in her experience over a number of years in treating over 400 autistic children with various modalities, she had found no modality which was more effective in a great many autistic children than mercury detoxification. Other physicians who also had experience with mercury detoxification in autistic children, including several who were themselves parents of autistic children, strongly supported Dr. Cave's remarks. The Autism Research Institute convened a weekend Consensus Conference on the Detoxification of Autistic Children in Dallas, Texas in February, 2001. The attendees were 25 carefully selected physicians and scientists knowledgeable about mercury and mercury detoxification. The 15 physicians present included 7 who were parents of autistic children and who had detoxified their own children with good results. The physician attendees present had treated well over 3,000 patients for heavy metal poisoning, about 1,500 of them being autistic children. The chemists, toxicologists and other scientists present had a combined total of almost 90 years of experience in research on the toxicology of mercury. The purpose of the meeting was to arrive at a consensus document that would delineate the safest and most effective methods of detoxifying autistic children. Nine candidate detoxification protocols, including five submitted by non-attendees, were considered in detail by the conferees. James R. Laidler, M.D. The DAN! mercury detoxification consensus group met in Dallas, Texas on February 9 - 11, 2001 to gather some of the top scientists and practitioners in the field to develop a protocol for mercury detoxification in the autistic child. Rationale Many of the features of autism bear striking similarity to certain features of mercury poisoning, especially the immune dysfunctions1,2, visual disturbances3,4, and motor/coordination defects5 seen in a growing number of autistic children. Treating autistic children with agents to remove mercury and/or other heavy metals has brought about significant improvement in many of them, sometimes dramatic improvement. This improvement is coincident with increased excretion of mercury and/or other metals in most but not all patients. Some have theorized that those who improve without increased mercury excretion are suffering from some other metal toxicity. Another possibility, which also explains those patients who improve without significant heavy metal excretion, is that the chelating agents are working in some other fashion and that the heavy metal excretion is coincidental to this other effect. For example, there are clinical studies showing that autistic children with significant allergy problems have elevated cysteine/sulfate ratios in their blood, and there are other indications of disordered sulfur amino-acid chemistry. Sulfhydrylbearing agents, such as DMSA and others, remove cysteine6 and thereby improve some sulfur amino acid imbalances. Yet another possibility under investigation is the anti-oxidant effect of the drugs and supplements used and their ability to compensate for deficiencies in the native anti-oxidant systems. Quite a few autistic children have laboratory evidence of anti-oxidant deficiency; low intracellular glutathione is commonly found in these children. What may be happening in these children is that the DMSA7 and other agents "put out the fire" of intracellular oxidation and help restore the 7 normal anti-oxidant functions. Whatever the action may be, DMSA therapy has been shown to help a large number of autistic children. It is important to remember that autism is a syndrome, not a disease. The "diagnosis" of autism covers a wide spectrum of children, many as different from each other as they are different from "typical" children. No one causative factor has been identified for autism and the possibility exists that autism is not a single disease but several individual diseases that share a similar presentation. With that in mind, it is not surprising that no single treatment has been found that works for all children with autism. Preparatory treatment Many, if not most, autistic children suffer from some degree of intestinal dysbiosis, abnormal intestinal permeability and nutritional derangements which must all be corrected as much as possible prior to any attempt at detoxification. Without this preparatory treatment, the adverse side effects of therapy may be magnified. Without the correction of their intestinal dysfunctions, any improvement from the treatment may be hard to detect. Many of the drugs and supplements used for mercury detoxification are rich sources of nutrition for bacteria and fungi. If treatment is started while the child is suffering from overgrowth of abnormal or pathogenic organisms, they will experience explosive growth of these organisms with subsequent worsening of their symptoms. This monograph is but a part of the DAN! treatment protocol for autistic children, so this is not the place for a detailed discussion of how to correct their intestinal problems. However, a brief outline of the process is included (Appendix B) to help practitioners who are not familiar with the process. Inclusion testing Urine, blood and hair mercury are typically normal or negative unless the mercury exposure has been fairly recent. On occasion, urinary mercury will be elevated if the child is in a catabolic state due to growth or malnutrition. In these situations, the mercury stored in tissues may be released as those cells are broken down. Provoked excretion of mercury and heavy metals is the only accurate way to estimate the total body burden of heavy metals. This is performed by administering a chelating agent prior to collection of urine for heavy metal analysis. The usual provoking agents are 2,3-dimercaptosuccinic acid (DMSA) and 2,3-dimercapto-propane-sulfonate (DMPS). Of these two, DMSA is safer, but DMPS is somewhat more effective8,9. The usual way to gather a provoked urine specimen is to administer the chelating agent and then to collect the next six to twelve hours of urine produced. The usual DMSA dose for a single-dose provocation is 10 mg/kg. No reference ranges exist for provoked urinary heavy metal excretion, so the interpretation of the results is problematic. Given that the problem in autistic children may be excessive sensitivity to mercury or other heavy metals, any level over the reference range for unprovoked urine heavy metals may be sufficient indication for a trial of therapy. In addition to mercury, lead, cadmium, arsenic, antimony and many other metals are extracted by DMSA10, so the urine metal analysis may show a number of toxic metals. 8 Other than looking for the heavy metals directly, one can look for evidence of their effects. Mercury and other heavy metals suppress the effect of a number of enzymes, some of which can be easily tested. The most commonly available of these is glucose-6 phosphodiesterase (G-6PD); a quantitative G-6PD activity may reveal levels intermediate between normal and deficient in heavy metal poisoning11. Of note, there has been one report of hemolysis in a patient with absolute G-6PD-deficiency12, but DMSA has been used extensively in populations with a high incidence of G-6PD deficiency and sickle cell disease without problems. Less commonly available is glutathione reductase, which is also reduced in heavy metal poisoning13. Low glutathione levels in the red cells are not specific for heavy metal toxicity, but may be supporting evidence. Another commonly available test is blood or urine pyruvic acid. Pyruvic acid can be elevated for a number of reasons, but mercury is notorious for interfering with the mitochondrial pyruvate dehydrogenase complex, where it binds to and deactivates the lipoic acid coenzyme, resulting in elevated pyruvic acid. Mercury and other heavy metals interfere with heme synthesis, leading to urinary excretion of uroporphyrin and coproporphyrin. Mercury also causes production of pre-coproporphyrin, which may be considered a specific marker for mercury poisoning14,15. Analysis of uroporphyrin and coproporphyrin can be done at most clinical laboratories; pre-coproporphyrin analysis can also be done, but most laboratories do not routinely have that test available. Mercury and other heavy metals (such as lead) can cause progressive myelin degeneration with the development of antibodies to myelin basic protein (MBP) and glial fibrillary acidic protein (GFAP)16,17. While these changes are not diagnostic of mercury intoxication, they point to ongoing degeneration in the central nervous system. Depletion or deficiency of the cellular antioxidant systems is seen in a number of autistic children. A common finding in autistic children is an abnormally low erythrocyte glutathione level. The potential causes for this deficiency in cellular antioxidant substances are myriad, ranging from congenital deficiency to toxins; heavy metals are well-documented causes of intracellular antioxidant depletion. Whether the cause is too little production, rapid consumption or a combination of the two, many of these children can benefit from exogenous antioxidant support. Since DMSA and many of the other supplements used to treat mercury and heavy metal intoxication are powerful antioxidants, this may be mechanism of action in some children who improve, especially those who show little excretion of toxic metals. Since it is possible that neither removal of metals nor supplementing cellular antioxidants are the mechanism of action, an empiric trial of DMSA therapy may be warranted. This trial should be done for a limited time and without changing any other therapy, including physical therapy, occupational therapy, speech therapy, etc. If no definitive results are seen in four to six weeks, discontinue therapy and look again for any changes. Pre-treatment testing DMSA can cause bone marrow suppression and is potentially hepatotoxic18. There have been no reports yet of permanent bone marrow suppression or liver damage, but the literature has many case reports of significant neutropenia and thrombocytopenia during therapy with DMSA. Prior to starting therapy, it is important that a complete blood count (CBC) with platelet count be 9 checked, both to provide a baseline as well as to detect any pre-existing abnormalities. Blood levels of liver transaminases (ALT and AST) are also important for the same reasons. DMSA is primarily excreted in the urine19, so kidney dysfunction will cause it to accumulate in the blood. To prevent serious toxicity, it is important to detect any decreased renal function prior to starting therapy. In the absence of any signs or symptoms of renal insufficiency, blood urea nitrogen (BUN) and creatinine levels should be adequate to document normal renal function. If there are any reasons to suspect renal insufficiency, creatinine clearance should be measured. Periodic checks of blood urea nitrogen and creatinine should also be performed when other blood studies are done. Several investigators have found that autistic children are typically low in blood zinc and high in blood copper. Many other minerals, such as selenium and magnesium, are often low as well. The body stores of these minerals can be estimated by measuring the red blood cell mineral content. Serum copper and plasma zinc levels are considered to be the most accurate reflections of total body content of these two minerals, but not many laboratories can perform this assay consistently. Other options are platelet and erythrocyte copper and zinc levels. Practitioners who decide to use copper and zinc levels routinely are advised to closely monitor their analytical laboratory and to perform periodic quality-control checks with known samples. Detoxification Of the chelating agents available at present, DMSA (succimer, Chemet¨) provides the optimal combination of safety and efficacy. DMSA has been used extensively for nearly fifty years and is approved by the USFDA to treat lead poisoning in children; its safety record is exemplary20. There is far less experience using DMPS, especially in children, and the adult experience with it has shown that it is significantly more toxic than DMSA. DMPS is currently not approved for any use by the USFDA. Several animal studies have shown that DMSA is capable of removing a portion of the mercury bound in the brain21,22. Some of these studies have also shown that, months after exposure, mercury still moves between the blood and brain in both directions23. It should be noted that, to date, no studies have definitively shown any chelating agent capable of removing mercury from the human brain, no doubt due to the reluctance of human subjects to have their brains removed for analysis. One autopsy study has demonstrated that, despite urine and blood mercury levels in the normal range, mercury will persist in the brain and other organs for many years without adequate chelation therapy24. DMSA should be given in doses of no more than 10 mg/kg/dose and no more than 30 mg/kg/day with a maximum dose of 500 mg (1500 mg/day maximum). Exceeding these limits has been associated with a significantly higher incidence of side effects and toxicity. The dosing interval can be any convenient period, as long as the dose limits are not exceeded. There is no convincing evidence to suggest that dosing intervals shorter than eight hours provide any inherent benefit, although a lower dose given more frequently may help to reduce troublesome side effects. In addition, the subset of children who experience improvement only while receiving DMSA may benefit from more frequent dosing. Clinical experience supporting 3- or 4-hour dosing intervals is matched by equally good results with 8-hour dosing. As always, the dosing interval should be based on the clinical response of the individual patient. 10 DMSA is usually given orally but it can, if necessary, be given intravenously. There is also some experience with rectal administration via suppository. Despite the sulfurous smell, most children will take it if it is mixed with a suitable masking liquid, such as orange juice or other sweet beverage. One study has shown that mercury-intoxicated rats prefer water containing DMSA to pure water, while the control animals would shun the water with DMSA25; this phenomenon has been seen in some children as well. Acidic or neutral liquids are best to maintain the activity of the DMSA while in solution. DMSA will retain approximately 80% of its activity after 24 hours in solution, but prolonged storage in solution may result in significant degradation and loss of effectiveness26. If the child will swallow capsules, the whole issue of taste and smell can be neatly bypassed. The treatment period can last from three to five days with a "rest period" of at least as long as the treatment period. A treatment of three days followed by a rest period of eleven days provides adequate time for bone marrow suppression to resolve and yet is short enough for rapid removal of tissue mercury. A three-day treatment period allows the drug to be administered over the weekend (Friday evening through Monday morning), which can be a tremendous convenience. Common side effects of DMSA are nausea, diarrhea, anorexia, flatulence and fatigue. If these become serious enough, reducing the dose will usually make the symptoms tolerable. Occasionally, patients develop a maculopapular rash during treatment; this should not to be confused with an allergic reaction27. Some autistic children are reported to experience a transient regression in language and behavior during and shortly after treatment. Reducing the dose may also make these symptoms less bothersome. Clinical experience suggests that most children who experience regression at the start of therapy will have less regression with each subsequent cycle of treatment. Serious side effects of DMSA are extremely rare and include allergic reaction, toxic epidermal necrolysis (TEN) and erythema multiforme (Stevens-Johnson syndrome)a. Potentially dangerous neutropenia and thrombocytopenia may also occur28. While reducing the dose may reduce the severity of the neutropenia and thrombocytopenia, truly dangerous reductions in cell count are a contraindication to continued therapy without a compelling reason to do so. Obviously, allergic a No cross-sensitivity between DMSA and the sulfa antibiotics has been reported. If the patient has a history of sensitivity or allergy to other dithiol chelating agents (e.g. DMPS, DMPA, dimercaprol/BAL), they may not be a candidate for DMSA therapy, depending on the severity of the reaction. If the reaction was mild or ambiguous, a small test dose can help resolve the issue. Toxic epidermal necrolysis and erythema multiforme occur without predictable pattern and their etiologies are poorly understood. Both may occur with the initial treatment or may appear after several months of therapy. Both have been reported only a few times in connection with DMSA even though tens of thousands of children have received the drug. Erythema multiforme (Stevens-Johnson syndrome) is a selflimited inflammatory disorder of the skin and mucous membranes. It is thought to be induced by immune complexes and mediated by lymphocytes. It is characterized by distinctive target-shaped skin lesions, sore throat, mucous ulcers and fever. It usually begins a week or more after therapy starts and will usually resolve spontaneously if the inciting medication is stopped. Toxic epidermal necrolysis (TEN) is the most serious cutaneous drug reaction and may be fatal if not recognized. Its onset is generally very acute and characterized by epidermal necrosis without significant dermal inflammation. Its pathology is poorly understood but it also usually resolves when the inciting agent is stopped. There are no other specific treatments other than supportive therapy and symptom relief. 11 reaction, TEN and Stevens-Johnson syndrome are absolute contraindications to continued therapy. More beneficial "side effects" reported with DMSA therapy in autistic children include rapid progression of language ability, improved social interaction, improved eye contact, and decreased self-stimulatory behaviors ("stimming"). Children with motor problems have experienced significant improvement in both strength and coordination. Mineral supplements Because of poor nutrition (often due to idiosyncratic food preferences), poor absorption, and other, poorly understood factors, autistic children usually have numerous mineral deficiencies. Chief among these deficiencies is zinc. Zinc supplements should be given prior to, during and after detoxification therapy. Zinc given with DMSA will complex with it and will be more readily absorbed as a consequence29,30. Supplementation with 1 - 2 mg/kg/day of zinc is recommended (maximum of 50 mg/day unless guided by laboratory evidence of marked deficiency); more may be needed and plasma, erythrocyte or platelet zinc levels can be used to guide doses higher than this. Autistic children are also often deficient in selenium. Since this mineral is one of the few that can cause a significant toxicity if it is present in excess, caution should be exercised. In the absence of laboratory evidence of a profound deficiency, selenium supplementation should be limited to 1 - 4 mcg/kg/day. Magnesium, molybdenum, manganese, vanadium and chromium are all among the minerals that are deficient in autistic children; these can be supplied by a multi-mineral supplement. Be sure that this supplement does not contain copper. Copper is the one mineral that autistic children often have in excess and additional supplements will only worsen the excess. Vitamin supplements Although the conventional wisdom is that the "average American" receives all the vitamins and nutrients they require in a balanced diet, there are several reasons why this is not true in autistic children. First, autistic children rarely eat a balanced diet. They often have an extremely limited number of foods they will accept and these rarely encompass all of the major food groups. Additionally, some of the vitamins are anti-oxidants and are depleted in autistic children. Finally, many autistic children are deficient in vitamin B6, vitamin B12, folate and niacin, either from poor diet, poor absorption or both. Vitamin C: An important anti-oxidant, vitamin C can be a great benefit to autistic children. Since it is a water-soluble vitamin, it is rare to see true toxicity, although ascorbic acid crystals in the urine (and the potential for renal stones) will result from sustained use of extremely high doses. More commonly (and usually at doses over 2000 mg/day), gastrointestinal distress and diarrhea are the only side effects from vitamin C. Using the buffered preparation or vitamin C esters can significantly reduce the incidence of gastrointestinal side effects, as will dividing the dose. Vitamin C supplementation should start at 5 -10 mg/kg/day and gradually increase to tolerance. Some may tolerate and, in fact, need more than 50 mg/kg/day. Vitamin E: Another of the anti-oxidant vitamins, vitamin E has received more press lately than vitamin C. Since it is fat soluble, it can accumulate if given to excess. Dosing in the range of 2 - 4 12 mg/kg/day (3 - 6 IU/kg/day) is within safe limits. Mixed tocopherols are the preferred preparation. Many vitamin E supplements are prepared from soybeans and may be a problem in children who are sensitive to soy products. Since vitamin E is important in preventing fatty acid oxidation and peroxidation, more may be needed if the child is also receiving essential fatty acid supplements. Vitamin B6: Vitamin B6 can be found as B6 (pyridoxine), pyridoxal-5-phosphate (P5P), or a mixture of the two (rare). Up to 15 mg/kg/day of B6 or 3 mg/kg/day of pyridoxal-5-phosphate should be used (to a maximum of 500 mg B6 or 100 mg P5P). Be aware that many of the pyridoxal-5-phosphate preparations contain supplemental copper to prevent pyridoxal retinopathy in copper-deficient people. Since autistic children are typically high in copper, be sure to use a copper-free preparation. Other supplements Alpha-Lipoic acid: A dithiol fatty acid, alpha-lipoic acid is a native chelating agent but is also a powerful anti-oxidant. It has been extensively used in Germany to treat diabetic neuropathy with excellent results31. Its anti-oxidant effects may be particularly helpful in autistic children, since many of them show clear evidence of anti-oxidant depletion. Start with 1 - 3 mg/kg/day of alpha-lipoic acid and increase to 10 mg/kg/day as tolerated. Alphalipoic acid is a natural product of human cells and so has minimal toxicity; doses of up to 25 mg/kg/day given over more than three years have been studied in adults with no detectable toxicity32. There is a theoretical concern that alpha-lipoic acid may bind to DMSA and reduce the availability of both, but this has not been seen clinically. Another concern is that alpha-lipoic acid reduces the removal of methyl-mercury by glutathione, which is a reason why it should be given with DMSA. There is also evidence that alpha-lipoic acid reduces copper excretion33. Since DMSA increases copper excretion34 (it has been used to treat the copper intoxication of Wilson's disease35), this should not be a problem if alpha-lipoic acid is used with DMSA. A serious concern with alpha-lipoic acid is that it can facilitate the movement of mercury out of and into the cells. It can be very useful in mobilizing mercury from within the cells and making it available for DMSA to chelate. Without the DMSA to "grab" the mercury from lipoic acid, it may readily enter other tissues. Melatonin: The pineal hormone that helps to regulate the sleep/wake cycle, melatonin is also an anti-oxidant. It is relatively unique among natural anti-oxidants in that it is a terminal antioxidant: once oxidized, it cannot be reduced36. This characteristic means that melatonin cannot participate in destructive redox cycling, where an oxidized compound is reduced by oxidizing another compound. One study has found that neurons are protected from mercury damage by hormonal levels of melatonin37. Melatonin is also concentrated in the mitochondria and protects them from oxidative damage.38 Aside from its anti-oxidant properties, melatonin helps to regulate the sleep/wake cycle, which is often seriously deranged in autistic children. Its long-term use in institutionalized children has established its safety39.Doses of up to 0.1 mg/kg at bedtime should be adequate to help with sleep disturbances. Some clinicians have noted that smaller doses of melatonin (0.3 mg in adults) are just as effective for sleep and may cause fewer problems with nightmares and/or night terrors. A sustained release form of melatonin is currently under development and should help with those children who awaken four to six hours after the dose of melatonin. 13 Taurine: Taurine is a sulfur-containing amino acid which is important in the production of bile salts and, therefor, in the native excretion of toxins and absorption of fats and fat-soluble substances. Many autistic children are deficient in taurine and benefit from a supplementation of 250 - 500 mg/day. A maximum dose of 2 grams/day in adults and adult-sized children is recommended. Glutathione: Glutathione is the keystone of the cellular anti-oxidant system and is often deficient in autistic children. Despite numerous rodent studies that show good systemic absorption of oral glutathione, the two human studies looking at oral absorption have shown it to be nil40. In humans, oral glutathione is readily absorbed by the gut mucosa, repleting its glutathione supply; the mucosa then breaks down the remaining glutathione. This may explain why oral glutathione has been of help to autistic children even when there is apparently no systemic absorption. Given the gut dysfunction found in many autistic children, oral glutathione 250 - 500 mg/day may be of significant help. Supplements to be wary of Cysteine/cystine: As sulfur-containing amino acids (cystine is the dimer of cysteine), both can bind to and mobilize mercury. Like alpha-lipoic acid, cysteine and cystine may worsen mercury intoxication by spreading it to other tissues. Furthermore, cysteine and cystine are excellent culture media for the Candida genus of yeast and can promote or worsen intestinal candidiasis. In addition, many autistic children have high blood levels of cysteine. N-Acetyl-L-Cysteine (NAC): NAC should not be used initially or by itself with anyone suspected of having a significant body burden of mercury. Like alpha-lipoic acid, cysteine and cystine, NAC can bind with mercury and carry it across cell membranes. NAC is also a good culture medium for yeast, like its parent molecule, cysteine. Since many autistic children also have high cysteine levels, giving them NAC will only exacerbate this problem. NAC is often recommended because it can rapidly increase intracellular glutathione levels41,42. For that reason, it can be tremendously useful in treating the antioxidant deficiencies seen in so many autistic children. NAC should be used either in conjunction with DMSA or after mercury detoxification is well under way. In addition, NAC should be used with extreme caution in children with elevated cysteine levels. Chlorella/other algae: Often touted as an herbal remedy for mercury poisoning, chlorella has a great affinity for mercury and other heavy metals. Unfortunately, it will also readily extract mercury from the water it is grown in. Analysis of at least one specimen of commercially available chlorella has shown high levels of mercury. Other unicellular algae preparations are available on the market, advertised as a remedy for a variety of problems. They should also be viewed with caution, not only because of possible mercury content but also because of the potential for contamination with toxic dinoflagellates.--------------------------------------------------------------------------------Note from Dr. Mercola: This 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.--------------------------------------------------------------------------------Concurrent testing Since DMSA has been reported to cause elevations in hepatic transaminases, serum ALT and AST should be monitored during therapy. Likewise, white cell and platelet counts should be followed. Both elevation of liver enzymes and bone marrow suppression are dose-related and 14 have been, to date, completely reversible. Also, review of the literature indicates that, while some patients are more sensitive, sensitivity appears to remain constant. This would suggest that patients who tolerate DMSA well initially will rarely, if ever, develop sensitivity later in therapy. Complete blood count (CBC) with platelet count and liver enzymes should be checked after the first or second cycle and, assuming no abnormalities are found, rechecked periodically while therapy continues. If elevated liver enzymes or depressed cell counts are found, the DMSA should be stopped and the laboratory tests followed until the values return to baseline. If the abnormalities were not too severe and they return to baseline promptly, the DMSA can be resumed at a lower dose with careful monitoring. Urine metal analysis for mercury and other toxic metals may help direct the duration of therapy. The optimum time for collecting the urine specimen is after the second dose of the cycle and within six hours of the last dose of the cycle. Timed specimens are best, but may not be practical in children who are not toilet-trained. When a 24-hour specimen is not possible, 12- or 6-hour specimens are completely acceptable. In children who are continent at night, the first morning urine represents an 8-hour collection, on average. Random or spot urine specimens are problematic, as they may miss the time of peak excretion, especially when DMSA is given every eight hours. One way to overcome this problem is to obtain two or more random specimens and combine them. This will "average" the mercury excretion over several samples. The best time to get a spot urine sample is two to four hours after a dose. Some practitioners have found stool mercury analysis to be helpful, as much of the mercury excreted with alpha-lipoic acid will be found in the bile. The major limitation to stool mercury is that the stool contains both mercury excreted in the bile as well as any mercury ingested in the diet and not absorbed. Without knowing the amount of mercury in the diet, it is impossible to accurately interpret stool mercury levels. The best way to use stool mercury levels is to obtain a level before treatment. Assuming that the dietary mercury remains relatively constant, this will provide a baseline for subsequent measurements. End-of-treatment indications If one could assume that the benefits seen in autistic children were exclusively due to mercury detoxification, then treatment could stop when mercury excretion dropped below detectable limits. Since this may not be the sole mechanism of action, the decision to end treatment needs to be based on both laboratory and clinical evidence. One obvious indication to stop treatment is when improvement ceases. Halt therapy when the child reaches a "plateau" and watch for any indication of regression. Some parents and practitioners may want to continue treatment for a few months after reaching a "plateau" in the hopes that a small amount of additional progress may occur. Also, the possibility of a "false plateau" due to illness or other stress should be considered. Obviously, if the child shows no significant progress during therapy or experiences regression, this would be another indication to stop treatment. Keep in mind that a significant number of autistic children will undergo some degree of regression during initial treatment with DMSA while later experiencing significant gains. If intestinal dysbiosis is not adequately treated prior to 15 starting DMSA, any improvement from the DMSA may be masked when the intestinal dysbiosis worsens on exposure to a rich culture medium. A number of children have shown significant improvement while taking the DMSA, which regresses when they stop, even for the "rest period" of each cycle. These children need to be dealt with on a case-by-case basis, since there is insufficient clinical experience so far to recommend a course of action. --------------------------------------------------------------------------------Disclaimers:1. The therapies outlined in this monograph should not be used except by and under the supervision of a physician. 2. This is not a "stand-alone" protocol and must be preceded by correction of intestinal dysbiosis and nutritional deficiencies. 3. These therapies may not help all autistic children and may potentially make some autistic children significantly worse. Even those children who will ultimately benefit from these therapies may show transient deterioration during treatment. 4. The drugs and nutritional supplements discussed in this monograph, with the exception of DMSA (Succimer, Chemet¨), antibiotics and antifungals, are not approved by the United States Food and Drug Administration (USFDA). DMSA is currently approved by the USFDA only for lead poisoning.5. The quality and purity of drugs and supplements that are not FDA approved will vary with different suppliers. All such drugs and nutritional supplements mentioned are allowed by the USFDA, but it does not guarantee their safety, purity or effectiveness. 6. The theories and medical models on which these therapies are based are not universally accepted in the medical community and are being vigorously studied by a number of researchers. The clinical evidence supporting these therapies is compelling but no wellcontrolled outcome studies have yet been performed; the evidence is largely based on clinical experience at this point. 7. The theories and therapies discussed in this monograph are subject to change without notice if significant clinical or research data indicates a need for change. Disclaimers for medical practitioners: 1. Attempting mercury or other heavy metal detoxification before the patient's underlying gastrointestinal and nutritional problems are corrected will likely be disappointing to you and to the patient's family. 2. The dosing of the drugs and nutritional supplements in this monograph is within the limits supported by the majority of the peer-reviewed literature published as of January 2001. The maximum limits should be exceeded only if you have good reasons to do so. 3. At the present, it is impossible to determine which patients will benefit from these therapies with great accuracy. Some patients who seem to be perfect candidates will have no improvement and others who seem to have little to recommend the therapy will show marked improvement4. The treatment of autism is in a state of continual flux. 16 Disclaimers for parents and family members: 1. Many families are treating their autistic children with therapies similar to those listed in this monograph without involving a physician or other health care provider. That most of them do so without any adverse consequences is a testament to the safety of the drugs and supplements used. However, DMSA and some of the supplements present a small but nonzero risk of serious side effects. Life, in general, is a series of risks; the risk of serious side effects can be reduced by careful medical monitoring during treatment. 2. Not every physician is able or willing to carry out the therapies described in this monograph. Have a frank and open discussion with your physician or other medical practitioner before embarking on these treatments. 3. Despite miraculous case reports heard on the grapevine and on the Internet, these therapies will not work for every autistic person. Even those who do improve may have slow or incremental improvement4. In general, younger patients appear to respond more quickly than older patients, but this has not yet been adequately investigated.Autism Research InstituteReferences
Autism Home Remedies
We Cured Our Son's Autism By Karyn SeroussiCopyright © 2000 Karyn Seroussi When the doctors said our son would be severely disabled for life, we set out to prove them wrong. When the psychologist examining our 18-month-old son told me that she thought Miles had autism, my heart began to pound. I didn't know exactly what the word meant, but I knew it was bad. Wasn't autism some type of mental illness -- perhaps juvenile schizophrenia? Even worse, I vaguely remembered hearing that this disorder was caused by emotional trauma during childhood. In an instant, every illusion of safety in my world seemed to vanish.Our pediatrician had referred us to the psychologist in August 1995 because Miles didn't seem to understand anything we said. He'd developed perfectly normally until he was 15 months old, but then he stopped saying the words he'd learned -- cow, cat, dance -- and started disappearing into himself. We figured his chronic ear infections were responsible for his silence, but within three months, he was truly in his own world. Suddenly, our happy little boy hardly seemed to recognize us or his 3-year-old sister. Miles wouldn't make eye contact or even try to communicate by pointing or gesturing. His behavior became increasingly strange: He'd drag his head across the floor, walk on his toes (very common in autistic children), make odd gurgling sounds, and spend long periods of time repeating an action, such as opening and closing doors or filling and emptying a cup of sand in the sandbox. He often screamed inconsolably, refusing to be held or comforted. And he developed chronic diarrhea. As I later learned, autism -- or autistic spectrum disorder, as doctors now call it -- is not a mental illness. It is a developmental disability thought to be caused by an anomaly in the brain. The National Institutes of Health estimates that as many as 1 in 500 children are affected. But according to several recent studies, the incidence is rapidly rising: In Florida, for example, the number of autistic children has increased nearly 600 percent in the last ten years. Nevertheless, even though it is more common than Down syndrome, autism remains one of the least understood developmental disorders. We were told that Miles would almost definitely grow up to be severely impaired. He would never be able to make friends, have a meaningful conversation, learn in a regular classroom without special help, or live independently. We could only hope that with behavioral therapy, we might be able to teach him some of the social skills he'd never grasp on his own. I had always thought that the worst thing that could happen to anyone was to lose a child. Now it was happening to me but in a perverse, inexplicable way. Instead of condolences, I got uncomfortable glances, inappropriately cheerful reassurances, and the sense that some of my friends didn't want to return my calls. After Miles' initial diagnosis, I spent hours in the library, searching for the reason he'd changed so dramatically. Then I came across a book that mentioned an autistic child whose mother believed that his symptoms had been caused by a "cerebral allergy" to milk. I'd never heard of this, but the thought lingered in my mind because Miles drank an inordinate amount of milk -- at least half a gallon a day. I also remembered that a few months earlier, my mother had read that many kids with chronic ear infections are allergic to milk and wheat. "You should take Miles off those foods and see if his ears clear up," she said. "Milk, cheese, pasta, and Cheerios are the only foods he'll eat," I insisted. "If I took them away, he'd starve." Then I realized that Miles' ear infections had begun when he was 11 months old, just after we had switched him from soy formula to cow's milk. He'd been on soy formula because my family was prone to allergies, and I'd read that soy might be better for him. I had breast-fed until he was 3 months old, but he didn't tolerate breast milk very well -- possibly because I was drinking lots of milk. There was nothing to lose, so I decided to eliminate all the dairy products from his diet. What happened next was nothing short of miraculous. Miles stopped screaming, he didn't spend as much time repeating actions, and by the end of the first week, he pulled on my hand when he wanted to go downstairs. For the first time in months, he let his sister hold his hands to sing "Ring Around a Rosy." Two weeks later, a month after we'd seen the psychologist, my husband and I kept our appointment with a well-known developmental pediatrician to confirm the diagnosis of autism. Dr. Susan Hyman gave Miles a variety of tests and asked a lot of questions. We described the changes in his behavior since he'd stopped eating dairy products. Finally, Dr. Hyman looked at us sadly. "I'm sorry," the specialist said. "Your son is autistic. I admit the milk allergy issue is interesting, but I just don't think it could be responsible for Miles' autism or his recent improvement." We were terribly disheartened, but as each day passed, Miles continued to get better. A week later, when I pulled him up to sit on my lap, we made eye contact and he smiled. I started to cry -- at last he seemed to know who I was. He had been oblivious to his sister, but now he watched her play and even got angry when she took things away from him. Miles slept more soundly, but his diarrhea persisted. Although he wasn't even 2 yet, we put him in a special-ed nursery school three mornings a week and started an intensive one-on-one behavioral and language program that Dr. Hyman approved of. I'm a natural skeptic and my husband is a research scientist, so we decided to test the hypothesis that milk affected Miles' behavior. We gave him a couple of glasses one morning, and by the end of the day, he was walking on his toes, dragging his forehead across the floor, making strange sounds, and exhibiting the other bizarre behaviors we had almost forgotten. A few weeks later, the behaviors briefly returned, and we found out that Miles had eaten some cheese at nursery school. We became completely convinced that dairy products were somehow related to his autism. I wanted Dr. Hyman to see how well Miles was doing, so I sent her a video of him playing with his father and sister. She called right away. "I'm simply floored," she told me. "Miles has improved remarkably. Karyn, if I hadn't diagnosed him myself, I wouldn't have believed that he was the same child." I had to find out whether other kids had had similar experiences. I bought a modem for my -- not standard in 1995 -- and discovered an autism support group on the Internet. A bit embarrassed, I asked, "Could my child's autism be related to milk?" The response was overwhelming. Where had I been? Didn't I know about Karl Reichelt in Norway? Didn't I know about Paul Shattock in England? These researchers had preliminary evidence to validate what parents had been reporting for almost 20 years: Dairy products exacerbated the symptoms of autism. My husband, who has a Ph.D. in chemistry, got copies of the journal articles that the parents had mentioned on-line and went through them all carefully. As he explained it to me, it was theorized that a subtype of children with autism break down milk protein (casein) into peptides that affect the brain in the same way that hallucinogenic drugs do. A handful of scientists, some of whom were parents of kids with autism, had discovered compounds containing opiates -- a class of substances including opium and heroin -- in the urine of autistic children. The researchers theorized that either these children were missing an enzyme that normally breaks down the peptides into a digestible form, or the peptides were somehow leaking into the bloodstream before they could be digested. In a burst of excitement, I realized how much sense this made. It explained why Miles developed normally for his first year, when he drank only soy formula. It would also explain why he had later craved milk: Opiates are highly addictive. What's more, the odd behavior of autistic children has often been compared to that of someone hallucinating on LSD. My husband also told me that the other type of protein being broken down into a toxic form was gluten -- found in wheat, oats, rye, and barley, and commonly added to thousands of packaged foods. The theory would have sounded farfetched to my scientific husband if he hadn't seen the dramatic changes in Miles himself and remembered how Miles had self-limited his diet to foods containing wheat and dairy. As far as I was concerned, there was no question that the gluten in his diet would have to go. Busy as I was, I would learn to cook gluten-free meals. People with celiac disease are also gluten-intolerant, and I spent hours on-line gathering information. Within 48 hours of being gluten-free, 22-month-old Miles had his first solid stool, and his balance and coordination noticeably improved. A month or two later, he started speaking -- "zawaff" for giraffe, for example, and "ayashoo" for elephant. He still didn't call me Mommy, but he had a special smile for me when I picked him up from nursery school. However, Miles' local doctors -- his pediatrician, neurologist, geneticist, and gastroenterologist -- still scoffed at the connection between autism and diet. Even though dietary intervention was a safe, noninvasive approach to treating autism, until large controlled studies could prove that it worked, most of the medical community would have nothing to do with it. So my husband and I decided to become experts ourselves. We began attending autism conferences and phoning and e-mailing the European researchers. I also organized a support group for other parents of autistic children in my community. Although some parents weren't interested in exploring dietary intervention at first, they often changed their mind after they met Miles. Not every child with autism responded to the diet, but eventually there were about 50 local families whose children were gluten- and casein-free with exciting results. And judging by the number of people on Internet support lists, there were thousands of children around the world responding well to this diet. Fortunately, we found a new local pediatrician who was very supportive, and Miles was doing so well that I nearly sprang out of bed each morning to see the changes in him. One day, when Miles was 2 1/2, he held up a toy dinosaur for me to see. "Wook, Mommy, issa Tywannosauwus Wex!" Astonished, I held out my trembling hands. "You called me Mommy!" I said. He smiled and gave me a long hug. By the time Miles turned 3, all his doctors agreed that his autism had been completely cured. He tested at eight months above his age level in social, language, self-help, and motor skills, and he entered a regular preschool with no special-ed supports. His teacher told me that he was one of the most delightful, verbal, participatory children in the class. Today, at almost 6, Miles is among the most popular children in his first-grade class. He's reading at a fourth-grade level, has good friends, and recently acted out his part in the class play with flair. He is deeply attached to his older sister, and they spend hours engaged in the type of imaginative play that is never seen in kids with autism. My worst fears were never realized. We are terribly lucky. But I imagined all the other parents who might not be fortunate enough to learn about the diet. So in 1997, I started a newsletter and international support organization called Autism Network for Dietary Intervention (ANDI), along with another parent, Lisa Lewis, author of Special Diets for Special Kids (Future Horizons, 1998). We've gotten hundreds of letters and e-mails from parents worldwide whose kids use the diet successfully. Although it's best to have professional guidance when implementing the diet, sadly, most doctors are still skeptical. As I continue to study the emerging research, it has become increasingly clear to me that autism is a disorder related to the immune system. Most autistic children I know have several food allergies in addition to milk and wheat, and nearly all the parents in our group have or had at least one immune-related problem: thyroid disease, Crohn's disease, celiac disease, rheumatoid arthritis, chronic fatigue syndrome, fibromyalgia, or allergies. Autistic children are probably genetically predisposed to immune-system abnormalities, but what triggers the actual disease? Many of the parents swore that their child's autistic behavior began at 15 months, shortly after the child received the MMR (measles, mumps, rubella) vaccine. When I examined such evidence as photos and videotapes to see exactly when Miles started to lose his language and social skills, I had to admit that it had coincided with his MMR -- after which he had gone to the emergency room with a temperature of 106¡F and febrile seizures. Recently, a small study was published by British researcher Andrew Wakefield, M.D., linking the measles portion of the vaccine to damage in the small intestine -- which might help explain the mechanism by which the hallucinogenic peptides leak into the bloodstream. If the MMR vaccine is indeed found to play a role in triggering autism, we must find out whether some children are at higher risk and therefore should not be vaccinated or should be vaccinated at a later age. Another new development is giving us hope: Researchers at Johnson and Johnson's Ortho Clinical Diagnostics division -- my husband among them -- are now studying the abnormal presence of peptides in the urine of autistic children. My hope is that eventually a routine diagnostic test will be developed to identify children with autism at a young age and that when some types of autism are recognized as a metabolic disorder, the gluten and dairy-free diet will move from the realm of alternative medicine into the mainstream. 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.Adapted from the book Unraveling the Mystery of Autism and Pervasive Developmental Disorder: A Mother's Story of Research and Recovery by Karyn Seroussi. Published by Simon & Schuster February 2000.
Autism Diet
Let's start with most simple part of this program: Autism diet. When it comes to
diet, it is very important to avoid eating
Toxins and
Foods that Kill.
Please follow those links and learn what are
The Toxins I am talking about and what are those
Foods that Kill . Now, important part of your diet should also be
Water Cure. Please, become familiar with
Water Cure. Your Diet should
contain: Foods That Heal,
Vegetable juices,
Fats that Heal,
Unrefined Sea Salt. Also, try to
understand food tolerance. You can not find the right Autism diet, unless you
fully understand and learn about food tolerance.
Take some time to implement and learn all what you
have read here, and then continue reading further.
Psychotherapy and Spiritual Therapy
Human body is not just this what we can se. There
is more to it. To treat other level of us, to treat soul and to treat mind and
unconscious parts of us, I suggest you Hellinger's therapy.
Get in Touch
If you have questions, or if you would like to
get in touch with people who are dealing with same problems, then you should
visit Public Discussion Board.
There, you can read messages, ask questions and
give answers.
Support Groups (e-mail)
If you have questions, or if you would like to
get in touch with people who are dealing with same problems, then you should
become a member of e-mail support group: Group
is called: autismknowledge
Hundreds of people become members of e-mail
support group in order to learn, or get support.
To join the group, just send blank e-mail to:
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Collection of e-mail Testimonials
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Autism190
http://www.uptodate.com/patients/content/topic.do?topicKey=~b7EER6mj.JhmiWE
AUTISM OVERVIEWAutism spectrum disorders (ASDs) are a group of developmental disorders that cause lifelong difficulties with socializing, communicating, and behavior. The term spectrum refers to the fact that some people have a few mild symptoms while others have severe symptoms that are disabling. There are several types of ASD; the most common include:Autistic disorder (classic autism, sometimes called early infantile autism, childhood autism, or Kanner's autism)Asperger disorder (also known as Asperger syndrome)Pervasive developmental disorder, not otherwise specified (PDD-NOS), including atypical autismThese disorders share some of the same symptoms, but differ in the age at which symptoms begin, the severity of the symptoms, and how the symptoms are expressed. This topic will discuss general information about autism spectrum disorders, as well as the signs and symptoms of the most common type of ASD, autistic disorder.How does autism develop? — It is not clear how or why autism develops. The general consensus is that autism spectrum disorders are a genetic disorder that affects brain development and impairs the development of social and communication skills. This, in turn, leads to the typical symptoms of ASD. (See 'Symptoms of autistic disorder' below.)Environmental factors such as toxic exposures before or after birth, complications during delivery, and infections before birth may be responsible for a small percentage of cases. In children with a genetic predisposition, environmental factors may further increase the child's risk of developing autism spectrum disorder. It is not currently possible to test a child's genes to determine if he or she is at risk for ASD.Some authors have attributed autism to vaccine exposure (particularly measles vaccine and thimerosal, a mercury preservative used in vaccines). However, the overwhelming majority of scientific studies do not support an association between immunizations and autism. (See "Patient information: Childhood immunizations".)How common is autism? — The number of children diagnosed with autism spectrum disorder in the United States and other countries has increased since the 1970s, and particularly since the late 1990s. It is not clear if the increase is related to changes in the criteria used to diagnose ASD or if the condition has become more common over time. Most experts agree that increased awareness of autism and changes in the definition of ASD account for much of the apparent increase in the prevalence of autism.Between 2 and 6.7 children per 1000 have autism spectrum disorder, and it affects more boys than girls (approximately four boys for every one girl). Approximately 2 to 8 percent of siblings of children with ASD also have the condition.Medical conditions associated with autism — There are a number of medical conditions associated with autism.Between 45 and 60 percent of children with autism are mentally retarded.Seizures occur in 11 to 39 percent of children with ASD. The risk of seizures is higher in individuals with more severe intellectual disability (mental retardation). (See "Patient information: Seizures in children".)A minority (fewer than 10 to 25 percent) of cases of ASD are associated with a medical condition or syndrome, such as phenylketonuria, fetal alcohol syndrome, tuberous sclerosus, fragile X syndrome, or Angelman syndrome. These syndromes are usually diagnosed at or shortly after birth.SYMPTOMS OF AUTISTIC DISORDERSymptoms of autistic disorder are usually recognized between two and three years of age, although they may be present earlier. By definition, symptoms must be present by three years of age.In approximately two-thirds of children with autism, the first sign is a lack of communication skills by two years of age. The remaining children have relatively normal development during the first 12 to 24 months of life, followed by a period of regression (when the child loses skills he or she had previously attained). Reasons for parents to seek help are discussed below. (See 'When to seek help' below.)Social interaction — Difficulty with or lack of interaction with family and friends is a hallmark of autism spectrum disorder. Components of social interaction include nonverbal behaviors, peer relationships, joint attention, and social reciprocity (which are explained below).Nonverbal behaviors — Individuals with autism spectrum disorder have difficulty using and interpreting nonverbal behaviors such as eye contact, facial expression, gestures, and body postures. For example, a child may not be able to understand the facial expressions associated with anger or annoyance.During infancy, parents may notice that the baby resists cuddling, avoids eye contact, or does not spread the arms in anticipation of being picked up; however, these behaviors are not universal.Peer relationships — Individuals with autism spectrum disorder often have a hard time learning to interact with other people. Younger children may have little or no interest in developing friendships. They may prefer to play alone rather than playing with others, and may involve others in activities only as tools or mechanical aids (ie, using the hand of a parent to obtain a desired object without making eye contact).Older children may become more interested in talking or socializing with other people, but may not understand social conventions or the needs of others. As an example, the child may continue talking about a topic of their own interest with complete disregard for the interests of the listener.Joint attention — Individuals with autism spectrum disorder are not interested in sharing activities, interests, or achievements; this is referred to as impaired joint attention.Joint attention is a normal behavior in which an infant or toddler tries to share interest, amusement, or fear with a caretaker. The child does this by purposefully looking back and forth between an object and the eyes of the caretaker (usually by eight to 10 months of age), or by pointing to the object (usually by 14 to 16 months of age). Older children with ASD may not show or bring an object to the caretaker.Social referencing — Individuals with autism spectrum disorder are sometimes not able to share a pleasurable activity with others. As an example, the child may prefer to play alone amidst a crowd of children engaged in the same activity.Communication — The second hallmark of autism spectrum disorder is significant difficulty with communication. This is the most common concern of parents, which often leads the parent to seek medical attention. The child may lack the ability to speak or understand and/or may show no interest in communicating.Language — A delayed or absent ability to speak is a feature of autism. Unlike children with a hearing impairment, children with autism spectrum disorder do not try to compensate for their lack of speech by using alternate means of communication, like gesturing or miming. In most individuals with ASD, the ability to understand is delayed even more than the ability to speak. Children may not respond to their name, and the parent may initially be concerned that the child has a hearing problem. A child may not be able to understand simple questions or directions.There is wide variability in the severity and quality of language problems in children with autism. The ability to speak never develops in approximately one-half of affected children. In others, the child is able to speak, but language is not used as a tool for communication (eg, it consists of repeating phrases or words spoken by others, called echolalia).Those who are able to speak may have difficulty starting or sustaining a conversation with others. Their language may have meaning only to people who are familiar with the autistic individual's communication style.Play — Lack of varied, spontaneous make-believe play or imitation is a characteristic feature of autism. Children with autism spectrum disorder may line up an exact number of playthings in the same manner, without awareness of what the toys represent. They may focus on parts of toys rather than the function of the toy. They may not engage in pretend play, which usually develops by two years of age. Even if pretend play develops, the child may simply be mimicking what has been seen on television or in books.Behavior — The third hallmark of autism spectrum disorder is repetitive behaviors and interests.Preoccupations — Younger children may be preoccupied with peculiar sensory objects or experiences, such as spinning objects, shiny surfaces, the edge of objects, lights, odors, or sniffing or licking nonfood objects.Older children may be preoccupied with the weather, dates, schedules, phone numbers, license plates, cartoon characters, or other items (eg, dinosaurs, dogs, planes). Rituals — Many children with autism spectrum disorder have specific routines or rituals that must be followed exactly. These may occur as a part of daily life, such as the need to always eat particular foods in a specific order, or to follow the same route from one place to another without deviation. Changes in routine can be upsetting or frustrating, even causing the child to have a tantrum or meltdown.Motor mannerisms — Another behavioral feature of autism spectrum disorder is repetitive body movements, such as hand or finger flapping or twisting, rocking, swaying, dipping, or walking on tip-toe. These behaviors are seen in 37 to 95 percent of individuals with ASD, and commonly begin during the preschool years. These behaviors are often lifelong.Cognitive skills — Cognitive skills include the ability to think, remember, and process information. In children with autism, these skills are often uneven, regardless of the child's level of intelligence. The ability to speak clearly is usually not as good as nonverbal skills. The person can often perform tasks that require memorization or putting things together (eg, puzzles), but may have difficulty with tasks that require higher-level skills, such as reasoning, interpretation, or abstract thinking.Some individuals have special skills (ie, savant skills) in memory, mathematics, music, art, or puzzles, despite significant difficulties in other areas. Other special skills can include calendar calculation (determining the day of the week for a given date) and hyperlexia (the ability to read written words that are far above the person's reading level). However, the person does not usually understand what is being read or the purpose of reading.Sensory perception — Many people with autism spectrum disorder perceive sounds, tastes, or touch abnormally. For example, the person may be overly sensitive to normal noise levels or have no response to loud noises.Other examples include:Refusal to eat foods with certain tastes or textures, or eating only foods with certain tastes and textures. These dietary obsessions can cause gastrointestinal symptoms, such as weight loss, diarrhea, or constipation. Malnutrition can also occur, even if the child eats an adequate number of calories per day. This can lead to serious deficiencies of important vitamins such as calcium, vitamin D, and/or vitamin C.Resistance to being touched or increased sensitivity to certain kinds of touch; light touch may be experienced as painful, whereas deep pressure may provide a sense of calm. This may include resistance to the feel of certain clothing textures or colors next to the skin.Apparent indifference to pain.Hypersensitivity to certain frequencies or types of sound (eg, distant fire engines) and lack of response to sounds close by or sounds that would startle other children (eg, firecrackers).Macrocephaly — Approximately one-fourth of children with autism spectrum disorder have a larger than normal-size head. The medical term for this is macrocephaly. This may be related to abnormalities in early brain development, which contribute to the signs and symptoms of autism discussed above.AUTISM DIAGNOSISIf a child has symptoms of autism spectrum disorder, s/he is usually evaluated by a team that has expertise in diagnosing and managing the condition. This team often includes a child psychologist, developmental-behavioral pediatrician, neurologist, psychiatrist, speech therapist, and other professionals.The evaluation usually includes a complete medical history (of the child and family), physical examination, neurologic examination, and testing of the child's social, language, and cognitive skills. In addition, the parent(s) will have time to discuss the child's behavior and any other concerns.The purpose of the evaluation includes the following:Determine if the child has ASD or if another condition could be causing the child's symptoms.Determine if the child has any ASD-associated medical problems that should be evaluated or treated.Determine the child's strengths, weaknesses, and level of functioning.WHEN TO SEEK HELPSome common symptoms of autism spectrum disorder are listed in table 1 (table 1).Parents who notice that their child has one or more symptoms of autism spectrum disorder should talk the child's healthcare provider. The provider should screen the child for ASD according to the American Academy of Pediatrics algorithm (algorithm 1).If the provider's evaluation raises red flags for autism, the child should be referred for a complete evaluation for autism spectrum disorder. Early diagnosis and treatment of ASD can modify some autistic behaviors and improve socialization. (See 'Autism diagnosis' above.)Even before the complete evaluation, the child should be referred for a hearing test (if not done previously) and for early intervention services. Early intervention is a support system that provides appropriate therapies for children with disabilities. It can help to minimize delays and maximize the child's chance of reaching normal milestones in development. Even if the child is not diagnosed with autism, early intervention services can help to address parents' concerns (eg, delayed language skills, temper tantrums).AUTISM TREATMENTAutism cannot be cured. However, a healthcare provider can work with parents to develop a treatment plan to help the child reach his or her full potential. The optimal treatment plan depends upon the child's age, diagnosis, underlying medical problems, and other individual factors.The American Academy of Pediatrics recommends a plan that provides structure, direction, and organization for the child [1]. In the United States, services are often provided through an early intervention program, administered by the individual states. Information about services for children with autism is available through the National Dissemination Center for Children with Disabilities (www.nichcy.org).Other resources for parents and providers are listed below. (See 'Where to get more information' below.)WHERE TO GET MORE INFORMATIONYour child's healthcare provider is the best source of information for questions and concerns related to your child's medical problem. Because no two people are exactly alike and recommendations can vary from one person to another, it is important to seek guidance from a provider who is familiar with your child's situation.This discussion will be updated as needed every four months on our web site (www.uptodate.com/patients). Additional topics as well as selected discussions written for healthcare professionals are also available for those who would like more detailed information.Some of the most pertinent include:Patient Level Information:Patient information: Childhood immunizationsPatient information: Seizures in childrenProfessional Level Information:Autism and chronic disease: Little evidence for thimerosal as a contributing factorAutism and chronic disease: Little evidence for vaccines as a contributing factorClinical features of autism spectrum disordersDiagnosis of autism spectrum disordersScreening tools for autism spectrum disordersSurveillance and screening for autism spectrum disorders in primary careTerminology, epidemiology, and pathogenesis of autism spectrum disordersA number of web sites have information about medical problems and treatments, although it can be difficult to know which sites are reputable. Information provided by the National Institutes of Health, national medical societies and some other well-established organizations are often reliable sources of information, although the frequency with which they are updated is variable.National Institute of Mental Health (www.nimh.nih.gov/health/topics/autism-spectrum-disorders-pervasive-developmental-disorders/index.shtml)Medline Plus (www.nlm.nih.gov/medlineplus/autism.html, available in Spanish)National Institute of Neurological Disorders and Stroke (www.ninds.nih.gov/disorders/autism/detail_autism.htm)United States Center for Disease Control and Prevention (www.cdc.gov/ncbddd/autism/index.htm)Autism Speaks (www.autismspeaks.org)Autism Society of America (www.autism-society.org)The Autism Spectrum Disorders Video Glossary, an online resource for parents and providers with video clips showing early red flags for autism (www.autismspeaks.org/video/glossary.php)First Signs (www.firstsigns.org)Learn the Signs. Act Early. (www.cdc.gov/ncbddd/autism/actearly)The United Kingdom's National Autistic Society (www.nas.org.uk)Federation for Children with Special Needs (www.fcsn.org)Asperger's Association of New England (aane.autistics.org)We are saddened by the untimely death of Steven Parker, MD, who passed away in April. UpToDate wishes to acknowledge Dr. Parker's many contributions to developmental and behavioral medicine and, in particular, his work as our co-section editor for developmental and behavioral pediatrics.[1-5]
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Conference Venue
ATTENTION! THIS CONFERENCE HAS CHANGED TO "BY INVITATION ONLY" ALL INVITED GUESTS WILL BE NOTIFIED BY EMAIL ABOUT THE PROGRAM AND VENUE. BEING THE FIRST ONE IN AFRICA, WE WANT TO TARGET KEY PEOPLE WHO WILL THEN SPEARHEAD AUTISM CONFERENCES IN AFRICA. WE APOLOGIZE FOR ANY INCONVENIENCE THIS MAY CAUSE. FUTURE CONFERENCES WILL BE OPEN TO THE PUBLIC.
The conference will be held at the renown Kenyatta International Conference Center (KICC) in Nairobi, Kenya. The KICC is located in the heart of Nairobi Central Business District (CBD) and within a walking distance of several five star hotels.
The KICC has many conference rooms of various sizes, the largest of which known as Tsavo Ball Room can hold in excess of 3,500 delegates. The Amphitheatre is a unique meeting hall which represents the traditional African hut ideal for symposia and seminars. It has capacity of 771 people, seated on three balconies surrounding the auditorium. Other meeting rooms range in capacity from 70-400 delegates.
Nairobi
Nairobi is a cosmopolitan city and serves as the main business centre for the region. It is also home to a number of International organisations and companies. It has a population of between 3 and 4 million inhabitats. Sitting at 1661m (5450 ft) above sea level, Nairobi enjoys a moderately temperate climate. The nights can be chilly particularly in the period between June and July when the temperature drops to 100C (500F). The warmest period is between December and March when the temperature hovers in the mid twenties.
Sponsorship information
A limited number of sponsorships will be available for junior scientists from African countries based on a critique of submitted abstracts and the availability of funds. The successful candidates will get a $100 and be announced at the conference.Please check the appropriate box in the online abstract submission form if you wish to apply for sponsorship. Sponsored participants will be contacted no later than June 1 2010 concerning their sponsorship status.
Kenya
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Autism192
http://www.vesid.nysed.gov/specialed/autism/
Autism
Autism is a profound developmental disability that can severely impair a child s abilities. Students with autism have unique abilities and needs which require special considerations in designing, implementing and evaluating their educational programs. Educators need a better understanding of the educational approaches and program structures that are effective for these students.
The prevalence of autism has been steadily increasing, from 3,443 school age students identified with autism in 1995 to 5,142 in 1998. This increase may be due to a number of factors, including but not limited to better diagnostic procedures and earlier diagnosis and greater awareness of the autism disorders.
While much is now known about autism and the benefits of early diagnosis and appropriate education, widespread practice of effective educational interventions has yet to follow. In New York State, significant efforts are being made to address the unique needs of children with autism.
Latest News
New York ACTS Web Site Launched - PDF (Press Release - 170KB)
Autism Training Providers
Regulations
Regarding Course Work in Autism ( Memo 4/09, 62.51 KB)
Application to become an approved provider of training in the needs of children with Autism
Syllabus
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Syllabus
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Listing of Approved Providers
Conference on Autism
The Regents VESID Committee met regarding Autism on April 10,
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Effective Practices in Educational Programs
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Brochure - Identifying
Children with Autism Spectrum Disorder - Information for Physicians
ad Primary Health Care Providers (7/02)
Autism Program Quality Indicators (APQI)
Teacher and Paraprofessional Training on Autism
Effective Practices
in Education Programs for Students with Autism
Availability and Effectiveness
of Preschool Programs for Children with Autism
Early Identification and Services
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Autism
Autism Spectrum Disorder
Autism
New York State
Physicians
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PDF ( Press Release
Autism Training Providers Regulations Regarding Course Work
Memo
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Autism Syllabus
Approved Providers Conference
Autism The Regents VESID Committee
CW Post College
Long Island University
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Regional Centers for Autism Spectrum Disorders Effective Practices in Educational Programs for School-Age Students
Autism Brochure
Autism Program Quality Indicators
APQI
Paraprofessional Training
Autism Effective Practices in Education Programs for Students with Autism Availability and Effectiveness of Preschool Programs for Children with Autism Early Identification and Services
April 10,
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www.vesid.nysed.gov/specialed/autism/
Autism193
http://nfar.org/
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.
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Are Biomedical Treatments Effective? (via)
Over the years, it has been debated whether or not factors other than neurological ones have anything to do with Autism and otherÊ Neurological Disorders. Studies have found that many ND s begin in the stomach and can be results of a poor or lacking diet.
Gluten has been one of the things connected to Autism, and many parents adopt a no bread - no dairty - all gluten free diet for their children. Also, it is believed that the bodies of children are often overwhelmed with heavy metals, toxins, viruses (from vaccines), and bacteria.Ê These factors often cause a slower or even stopped biochemical pathways to the body.
Biomedical Treatments is based upon the belief that the neurological symptoms experienced are the direct result of the physical ailments that children are having, and if the physical is treated, a great deal of symptoms can be alleviated. The main steps in a Biomedical Treatment are:
1. Decrease the level of toxins
2.Help the stomach to heal
3. Increase nutrients
4. Get rid of metals and other toxins.
It is believed that once these things are achieved, the neurological impairments will greatly improve. The most important and in depth step is the first step Decrease the level of toxins.There are numerous things that are toxic to the body, and as many, if not all must be removed in order to achieve the greatest results. The things that can and should be removed are both dietary and environmental.
From a diet aspect:Ê gluten, dairy, allergens, and bad sugars should all be removed from the diet.
Household cleaners should be removed and replaced with natural forms.
If your child needs dental work, be sure not to have silver fillings put in their mouths, as they contain mercury.
Add a Hepa Air Filter to your child s room.
Ensure that any vaccinations that need to be given are Thimerosal free.
Use a fluoride-free toothpaste
From here, it s necessary to allow and assist the damages already infringed on the body to heal. This is often helpful if a combination ofÊ vitamins are used. Cod Liver Oil, for example has a necessary level of Vitamin A and also aids in the repairing of intestinal walls. It s also essential to use digestive enzymes and Colostrum (a stomach healing natural supplement) to better help in the body s repair.
Also important is to keep the level of nutrients up by giving a sufficient level of Vitamins (A, D, B, Zinc, etc.) in order for the body to not only heal, but become stronger. To restore your child to good health, getting the toxins out via detoxification is helpful. There are natural detoxifires as well as medicinal (Chelation).
Bottom line, Biomedical Treatment is still being tested among Autism and Neurological Disorder patients. ThereÊ are many success stories. There are also doctors who believe that this method does not work, as they had no success with it. It s important to keep in mind that the diets of children are traditionally very poor due to the Americanized diet. With that in mind, the removal of the poor diet and repairing of the body may take a little longer than expected due to the damages in the body.
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Autism195
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Source: OMB WatchLegislation is moving in the Senate to create a new government agency to combat bioterrorism that will operate, unlike any other agency before it, under blanket secrecy protection.Sen. Richard Burr (R-NC) has introduced the Biodefense and Pandemic Vaccine and Drug Development Act of 2005, S1873, that would create a new agency in the Department of Health and Human Services (HHS) to research and develop strategies to combat bioterrorism and natural diseases. While Congress has created several agencies recently in response to homeland security concerns, most notably the Department of Homeland Security, Burr proposes for the first time ever to completely exempt this new agency from all open government laws. The legislation has already passed out of the Committee on Health, Education, Labor, and Pensions and is now before the full Senate.The Act creates the Biomedical Advanced Research and Development Agency (BARDA) to work on countering bioterrorism and natural diseases. Apparently in an attempt to protect any and all sensitive information on U.S. counter-bioterrorism efforts or vulnerabilities to biological threats, Burrs has included in the legislation the first-ever blanket exemption from the Freedom of Information Act (FOIA). The legislation states that, "Information that relates to the activities, working groups, and advisory boards of the BARDA shall not be subject to disclosure" under FOIA "unless the Secretary [of HHS] or Director [of BARDA] determines that such disclosure would pose no threat to national security."Neither the CIA nor the Defense Department has such an exemption. BurrÕs spokesperson argues that the exemption is necessary to protect national security claiming that "there will be times where for national security reasons certain information would have to be withheld." For instance, the BARDA should not, according to the spokesperson, be required to publicly disclose information pertaining to a deadly virus.FOIA, however, already includes an exemption for national security information, as well as eight other exemptions ranging from privacy issues to confidential business information and law enforcement investigations. If the public disclosure of information would threaten national security, then the government may withhold the requested information. "The well-established and time-tested FOIA provisions already address Burr's concerns," explains Sean Moulton, OMB Watch senior policy analyst, "thereby making the blanket exemption for BARDA unnecessary and unwise."Congress established and strengthened FOIA over the years to create a reasonable, consistent level of accountability among government agencies. Under FOIA, when the public requests agency records, the agency is compelled to collect and review the requested information. The only decision for the agency is whether specific records can or can not be released under the law based on the exemptions from disclosure written into the law. However, the Burr legislation reverses the process: it does not require BARDA to collect or review the requests for disclosure. Instead, the agency can automatically reject requests. Still more troubling, the law prohibits any challenges of determinations by the Director of BARDA or Secretary of HHS, stating that the determination of the Director or Secretary with regards to the decision to withhold information "shall not be subject to judicial review."Mark Tapscott at the Heritage Foundation writes that "BARDA will essentially be accountable to nobody and can operate without having to worry about troublesome interference from courts or private citizens like you and me."This move to restrict the reach of FOIA appears in stark contrast to the recent Senate vote to strengthen open government. Sens. John Cornyn (R-TX) and Patrick Leahy (D-VT) co-sponsored FOIA reform legislation, passed by the Senate in June, that "will bring additional sunshine to the federal legislative process, and was another step toward strengthening the Freedom of Information Act."The Biodefense and Pandemic Vaccine and Drug Development Act also exempts BARDA from important parts of the Federal Advisory Committee Act, which requires public disclosure of advice given to the executive branch by advisory committees, task forces, boards and commissions.Other provisions of the bill compound the troubling secrecy provisions. They include:Giving BARDA the authority to sign exclusive contracts with drug manufacturers and forbidding the agency from purchasing generic versions of these drugs or vaccines.Authorizing BARDA to issue grants and rebates for drug companies to produce vaccines.Providing liability protection to drug manufacturers for drugs and vaccines not approved by the Food and Drug Administration, by requiring the secretary of HHS find that a drug company willfully caused injury. The FOIA exemption in combination with these provisions would prevent the public from knowing whether BARDA is effectively completing these duties. Only information on agency actions could establish if the new agency is protecting the public from bioterrorism and infectious disease or if it is simply providing handouts to drug companies that creates no added security."It is essential that open government safeguards remain in place for all agencies," Moulton continues. "It is extremely important to ensure that the nation is protected against pandemics and bioterrorist attacks, but such efforts must not be excluded from open government. By providing the mechanisms for government accountability, these safeguards ensure that the government meets its responsibility to protect the public. In the end, an accountable government is a stronger government which acts to effectively meet all threats, including pandemics and bioterrorism."Burr is still in the process of revising the Biodefense and Pandemic Vaccine and Drug Development Act, and, with the Senate's incredibly tight schedule, the timing of the bill's introduction on the floor remains uncertain. In the meantime, supporters are rumored to be seeking out a Democratic cosponsor to give it momentum.
Listen to this article | Posted by Becca
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Autism196
http://www.seton.net/health_a_to_z/health_library/illnesses_and_conditions/autism
Topic OverviewWhat is autism?Autism is a brain disorder that
often makes it hard to communicate with and relate to others. With autism, the
different areas of the brain fail to work together. Most people
with autism will always have some trouble relating to others. But early
diagnosis and treatment have helped more and more people with autism to reach
their full potential.What causes autism?Autism tends to run in
families, so experts think it may be something that you inherit. Scientists are
trying to find out exactly which genes may be responsible for passing down
autism in families. Other studies are looking at whether autism
can be caused by other medical problems or by something in your child?s
surroundings.Some people think that childhood vaccines cause
autism, especially the measles-mumps-rubella, or MMR, vaccine. But studies have
not shown this to be true. It?s important to make sure
that your child gets all childhood vaccines. They help keep your child from
getting serious diseases that can cause harm or even death. What are the symptoms? Symptoms almost always
start before a child is 3 years old. Usually, parents first notice that their
toddler has not started talking yet and is not acting like other children the
same age. But it is not unusual for a child to start to talk at the same time
as other children the same age, then lose his or her language skills.Symptoms of autism include:A delay in learning to talk, or not talking
at all. A child may seem to be deaf, even though hearing tests are
normal.Repeated and overused types of behavior, interests, and
play. Examples include repeated body rocking, unusual attachments to objects,
and getting very upset when routines change.There is no "typical" person with autism. People can have
many different kinds of behaviors, from mild to severe. Parents often say that
their child with autism prefers to play alone and does not make eye contact
with other people. Autism may also include other problems:Many children have
below-normal intelligence. Teenagers
often become
depressed and have a lot of
anxiety, especially if they have average or
above-average intelligence. Some children get a seizure disorder
such as
epilepsy by their teen years. How is autism diagnosed?There are guidelines your
doctor will use to see if your child has symptoms of autism. The guidelines put
symptoms into three categories:Social interactions and relationships.For example, a child may have trouble making eye contact.
People with autism may have a hard time understanding someone else?s feelings,
such as pain or sadness.Verbal and nonverbal communication.For example, a child may never speak. Or he or she may
often repeat a certain phrase over and over.Limited interests in activities or play.For example, younger
children often focus on parts of toys rather than playing with the whole toy.
Older children and adults may be fascinated by certain topics, like trading
cards or license plates.Your child may also have a hearing test and some other
tests to make sure that problems are not caused by some other condition.How is it treated?Treatment for autism involves
special behavioral training. Behavioral training rewards good behavior
(positive reinforcement) to teach children social skills and to teach them how
to communicate and how to help themselves as they grow older. With early treatment, most children with autism learn to relate better to
others. They learn to communicate and to help themselves as they grow
older.Depending on the child, treatment may also include such
things as speech therapy or physical therapy. Medicine is sometimes used to
treat problems such as depression or obsessive-compulsive behaviors.Exactly what type of treatment your child needs depends on the symptoms,
which are different for each child and may change over time. Because people
with autism are so different, something that helps one person may not help
another. So it?s important to work with everyone involved in your child?s
education and care to find the best way to manage symptoms.How can your family deal with having a child with autism? An important part of your child's treatment plan is
making sure that other family members get training about autism and how to
manage symptoms. Training can reduce family stress and help your child function
better. Some families need more help than others.Take advantage
of every kind of help you can find. Talk to your doctor about what help is
available where you live. Family, friends, public agencies, and autism
organizations are all possible resources.Remember these
tips:Plan breaks. Daily demands of caring for a
child with autism can take their toll. Planned breaks will help the whole
family.Get extra help when your child gets older. The teen years
can be a very hard time for children with autism.Get in touch with
other families who have children with autism. You can talk about your problems
and share advice with people who will understand.Raising a child with autism is hard work. But with
support and training, your family can learn how to cope. Frequently Asked QuestionsLearning about autism:What is autism?What causes it?What are the symptoms?Who is affected?What are other types of developmental disorders?What is the difference between autism and Asperger's syndrome?Can vaccinations cause autism?Being diagnosed:How is autism diagnosed?Are there any tests to screen for general developmental disorders?What questions will the doctor ask about my child's medical history?What tests are used to examine a child's behavior?What will my child's doctor look for during a physical exam?Getting treatment:What kinds of treatment are used for autism?What are some steps parents can take to help a child with autism?What medicines are used?How do I know if an alternative treatment is good for my child?Ongoing concerns:What kinds of training programs can help a child with autism?Living with autism:What kind of support will I need?How can I help my child in school?What kind of care is available for adults with autism?SymptomsCore symptoms The severity of symptoms varies
greatly between individuals, but all people with
autism have some core symptoms in the areas of:Social interactions and relationships. Symptoms may include:
Significant problems developing nonverbal
communication skills, such as eye-to-eye gazing, facial expressions, and body
posture.Failure to establish friendships with children the same
age. Lack of interest in sharing enjoyment, interests, or
achievements with other people.Lack of empathy. People with autism
may have difficulty understanding another person's feelings, such as pain or
sorrow.Verbal and nonverbal communication. Symptoms may include:
Delay in, or lack of, learning to talk.
As many as 40% of people with autism never speak.1Problems taking steps to start a conversation.
Also, people with autism have difficulties continuing a conversation after it
has begun.Stereotyped and repetitive use of language. People with
autism often repeat over and over a phrase they have heard previously
(echolalia).Difficulty understanding their listener's perspective.
For example, a person with autism may not understand that someone is using
humor. They may interpret the communication word for word and fail to catch the
implied meaning.Limited interests in activities or play. Symptoms may include:
An unusual focus on pieces. Younger
children with autism often focus on parts of toys, such as the wheels on a car,
rather than playing with the entire toy. Preoccupation with
certain topics. For example, older children and adults may be fascinated by
video games, trading cards, or license plates.A need for sameness
and routines. For example, a child with autism may always need to eat bread
before salad and insist on driving the same route every day to
school.Stereotyped behaviors. These may include body rocking and
hand flapping.Symptoms during childhood Symptoms of autism are
usually noticed first by parents and other caregivers sometime during the
child's first 3 years. Although autism is present at birth (congenital), signs
of the disorder can be difficult to identify or diagnose during infancy.
Parents often become concerned when their toddler does not like to be held;
does not seem interested in playing certain games, such as peekaboo; and does
not begin to talk. Sometimes, a child will start to talk at the same time as
other children the same age, then lose his or her language skills. They also
may be confused about their child's hearing abilities. It often seems that a
child with autism does not hear, yet at other times, he or she may appear to
hear a distant background noise, such as the whistle of a train.With early and intensive treatment, most children improve their ability
to relate to others, communicate, and help themselves as they grow older.
Contrary to popular myths about children with autism, very few are completely
socially isolated or "live in a world of their own."Symptoms during teen yearsDuring the teen years,
the patterns of behavior often change. Many teens gain skills but still lag
behind in their ability to relate to and understand others. Puberty and
emerging sexuality may be more difficult for teens who have autism than for
others this age. Teens are at an increased risk for developing problems related
to
depression,
anxiety, and
epilepsy. Symptoms in adulthoodSome adults with autism are
able to work and live on their own. The degree to which an
adult with autism can lead an independent life is related to intelligence and
ability to communicate. At least 33% are able to achieve at least partial
independence.2Some adults with autism
need a lot of assistance, especially those with low intelligence who are unable
to speak. Part- or full-time supervision can be provided by residential
treatment programs. At the other end of the spectrum, adults with
high-functioning autism are often successful in their professions and able to
live independently, although they typically continue to have some difficulties
relating to other people. These individuals usually have average to
above-average intelligence.Other symptomsMany people with autism have
symptoms similar to
attention deficit hyperactivity disorder (ADHD). But
these symptoms, especially problems with social relationships, are more severe
for people with autism. For more information, see the topic
Attention Deficit Hyperactivity Disorder.About 10% of people with autism have some form of savant skills?special
limited gifts such as memorizing lists, calculating calendar dates, drawing, or
musical ability.1Many people with autism
have unusual sensory perceptions. For example, they may
describe a light touch as painful and deep pressure as providing a calming
feeling. Others may not feel pain at all. Some people with autism have strong
food likes and dislikes and unusual preoccupations. Sleep
problems occur in about 40% to 70% of people with autism.3Other conditionsAutism is one of several types of
pervasive developmental disorders (PDDs), also called
autism spectrum disorders (ASD). It is not unusual for autism to be confused
with other PDDs, such as
Asperger's disorder or syndrome, or to have
overlapping symptoms. A similar condition is called pervasive developmental
disorder-NOS (not otherwise specified). PDD-NOS occurs when children display
similar behaviors but do not meet the criteria for autism. It is commonly
called just PDD. In addition,
other conditions with similar symptoms may also have similarities to or occur
with autism. Exams and Tests The American Academy of Pediatrics
(AAP) recommends screening children for
autism during regularly scheduled
well-child visits. This policy helps doctors identify
signs of autism early in its course. Early diagnosis and treatment can help the
child reach his or her full potential.When a developmental delay
is recognized in a child, further testing can help a doctor determine whether
the problem is related to autism, another
pervasive developmental disorder (PDD), or a
condition with similar symptoms, such as
language delays or
avoidant personality disorder. If your primary care
provider does not have specific training or experience in developmental
problems, he or she may refer your child to a specialist?usually a
developmental pediatrician, psychiatrist, speech therapist, or child
psychiatrist? for the additional testing.Behavioral assessments.
Various guidelines and questionnaires are used to help a doctor determine the
specific type of developmental delay a child has. These include:2Medical history. During the medical
history interview, a doctor asks general questions about a child's development,
such as whether a child shows parents things by pointing to objects. Young
children with autism often point to items they want, but do not point to show
parents an item and then check to see if parents are looking at the item being
pointed out. Diagnostic guidelines for autism. The American
Association of Childhood and Adolescent Psychiatry (AACAP) has established
guidelines for diagnosing
autism.2 The criteria are
designed so a doctor can assess a child's behavior relating to core symptoms of
autism. The criteria are designed for children age 3 and
older.Other
behavioral questionnaires. Additional diagnostic tests
focus on children younger than age 3. Clinical observations. A
doctor may want to observe the developmentally delayed child in different
situations. The parents may be asked to interpret whether certain behaviors are
usual for the child in those circumstances.Developmental and
intelligence tests. The AACAP also recommends that tests be given to evaluate
whether a child's developmental delays affect his or her ability to think and
make decisions.Physical assessments and laboratory tests.Other tests may be used to determine whether a
physical problem may be causing symptoms. These tests include:
Physical examination, including head
circumference, weight, and height measurements, to determine whether the child
has a normal growth pattern.Hearing tests, to determine whether hearing problems may be causing
developmental delays, especially those related to social skills and language
use.Testing for lead poisoning, especially if a condition
called
pica (in which a person craves substances that are not
food, such as dirt or flecks of old paint) is present. Children with
developmental delays usually continue putting items in their mouth after this
stage has passed in normally developing children. This practice can result in
lead poisoning, which should be identified and treated as soon as
possible.Additional laboratory tests may be done under specific
circumstances. These tests include:Chromosomal analysis, which may be done
if mental retardation is present or there is a family history of mental
retardation. For example, fragile X syndrome, which causes a range of
below-normal intelligence problems as well as autistic-like behaviors, can be
identified with a chromosomal analysis. An
electroencephalograph (EEG), which is done if there
are symptoms of seizures, such as a history of staring spells or if a person
reverts to less mature behavior (developmental regression).A
magnetic resonance image (MRI), which may be done if
there are signs of differences in the structure of the brain.Early detectionAll doctors who see infants and
children for well-child visits should watch for early signs of developmental
disorders.
Developmental screening tools, such as the Ages and
Stages Questionnaire or the Modified Checklist for Autism in Toddlers (M-CHAT),
can help assess behavior. If a doctor discovers the following
obvious signs of developmental delays, the child should immediately be
evaluated:4No babbling, pointing, or other gestures by
12 monthsNo single words by 16 monthsNo 2-word
spontaneous phrases by 24 months, with the exception of repeated phrases
(echolalia)Any loss of any language or
social skills at any ageIf there are no obvious signs of developmental delays or
any unusual indications from the screening tests, most infants and children do
not need further evaluation until the next well-child visit.But
children who have a sibling with autism should continue to be closely
monitored, because they are at increased risk for autism and other
developmental problems. In addition to the evaluations at well-child visits,
these children should undergo testing for language delays, learning problems,
poor socialization skills, and any symptoms that might suggest they have
anxiety or
depression.4When socialization, learning, or behavior problems develop in a person at
any time or at any age, he or she should also be evaluated.Treatment OverviewEarly diagnosis and treatment
helps young children with
autism develop to their full potential. The primary
goal of treatment is to improve the overall ability of the child to
function.Symptoms and behaviors of autism can combine in many
ways and vary in severity. In addition, individual symptoms and behaviors often
change over time. For these reasons, treatment strategies are tailored to
individual needs and available family resources. But, in general, children with
autism respond best to highly structured and specialized treatment. A program
that addresses helping parents and improving communication, social, behavioral,
adaptive, and learning aspects of a child's life will be most
successful. The American Academy of Pediatrics (AAP) recommends
the following strategies for helping a child to improve overall function and
reach his or her potential:5Behavioral training and management.
Behavioral training and management uses positive reinforcement, self-help, and
social skills training to improve behavior and communication. Many types of
treatments have been developed, including Applied Behavioral Analysis (ABA),
Treatment and Education of Autistic and Related Communication Handicapped
Children (TEACCH), and sensory integration. Specialized therapies. These
include speech, occupational, and physical therapy. These therapies are
important components of managing autism and should all be included in various
aspects of the child's treatment program. Speech therapy can help a child with
autism improve language and social skills to communicate more effectively.
Occupational and physical therapy can help improve any deficiencies in
coordination and motor skills. Occupational therapy may also help a child with
autism to learn to process information from the senses (sight, sound, hearing,
touch, and smell) in more manageable ways.Medicines. Medicines are most commonly
used to treat related conditions and problem behaviors, including
depression,
anxiety, hyperactivity, and
obsessive-compulsive behaviors.Community support and parent training. Talk to your doctor or contact an advocacy group
for support and training. Many people with autism have sleep problems. These
are usually treated by staying on a routine, including a set bedtime and time
to get up. Your doctor may try medicines as a last resort.3Stories about
alternative therapies, such as secretin and auditory
integration training, have circulated in the media and other information
sources. When you are considering any type of treatment, it is important to
know the source of information and to ensure that studies are scientifically
sound. Accounts of individual success are not sufficient evidence to support
using a treatment. Look for large, controlled studies to validate
claims. Experts have not yet identified a way to prevent autism.
Public concern over stories linking
autism and childhood vaccines has persisted. But
numerous studies have failed to show any evidence of a link between autism and
the measles-mumps-rubella (MMR) vaccine.6, 7 If you avoid having your children immunized, you put them and
others in your community at risk for developing serious diseases, which can
cause serious harm or even death.Home Treatment Having a child with
autism requires taking a proactive approach to
learning about the condition and its treatment while working closely with
others involved in your child's care. You also need to take care of yourself so
that you are able to face the many challenges of having a child with
autism.Educate yourself about autism Ask your doctor or
contact autism organizations to find training about autism and how to manage
symptoms. Parent and family education has been shown to reduce family stress
and improve a child's functioning.5 Understanding the
condition and knowing what to expect is an important part of helping your child
develop independence. Become informed about your
child's educational rights. Federal laws require
services for handicapped children, including those with autism. In addition,
there may be state and local laws or policies to aid children with autism. Find
out what services are available for your child in your area.Learning about autism will also help prepare you for when your child
reaches adulthood. Some
adults with autism can live by themselves, work, and
be as independent as other people their age. Others need continued support.
Work closely with others who care for your child
Close communication with others involved in your child's education and care
will help all concerned. The best treatment for children with autism is a team
approach and a consistent, structured program. Everyone involved needs to work
together to set goals for:Education.Identifying and
managing symptoms of autism and any related conditions. Behavior
and interactions with family and peers, adjustment to different environments,
and social and communication skills.Work closely with the health professionals involved in
your child's care. It is important that they take time to listen to your
concerns and are willing to work with you.Take care of yourself Learn ways to handle the
normal range of emotions, fears, and concerns that go along with raising a
child with autism. The daily and long-term challenges put you and your other
children at an increased risk for depression or stress-related illnesses. The
way you handle these issues influences other family members.Get involved in a hobby, visit with friends,
and learn ways to relax. Seek and accept
support from others. Consider using respite care,
which is a family support service that provides a break for parents and
siblings. In addition, support groups for parents and siblings are generally
available. People who participate in support groups can benefit from others'
experiences. For more information on support groups in your area, contact the
Autism Society of America at www.autism-society.org.Talk with a
doctor about whether counseling would help if you or one of your children is
having trouble handling the strains related to having a family member with
autism.Other Places To Get HelpBooksEducating Children With AutismAuthor/Editor: Committee on Educational Interventions for Children With
AutismPublisher: National Academies PressÊWashington, DCÊÊ20055Publication Date: 2001ÊThis book is a summary of research by the Committee on
Educational Interventions for Children with Autism. This committee designed
their research to answer questions on how best to help children with autism
using all available resources. Parents, teachers, health professionals, and
policy makers should find helpful information. Specifically, the book discusses
the following areas related to autism:Diagnosis, assessment, and
prevalenceRole of familiesGoals for educational
servicesCharacteristics of effective programsPublic
policiesTraining for people who work with autistic
childrenAreas where more research is neededHealthcare for Children on the Autism Spectrum: A Guide to Medical, Nutritional, and Behavioral IssuesAuthor/Editor: F.R. VolkmarL.A. WiesnerPublisher: Woodbine House6510 Bells Mill RoadBethesda, MDÊÊ20817Publication Date: 2004ÊThis book provides practical information to help you manage your
child's medical care. Parents can find answers to help them understand autism
symptoms and behaviors, evaluate medications or alternative therapies,
communicate with health professionals, and deal with many other health care
concerns.Understanding Autism Spectrum DisordersAuthor/Editor: American Academy of PediatricsPublisher: American Academy of Pediatrics141 Northwest Point BoulevardElk Grove Village, ILÊÊ60007-1098Publication Date: 2006ÊThis booklet provides information and answers to common questions
about autism spectrum disorders (ASD). The booklet is written mainly for
parents of children with autism spectrum disorders.OrganizationsAutism and PDD Support Network14271 Jeffrey #3Irvine, CAÊÊ92620Web Address: www.autism-pdd.netÊThe Autism and PDD (Pervasive Developmental Disorders)
Support Network provides resources for parents and caregivers of children with
autism. The Web site includes a message board where people who are affected by
autism can ask questions and share their experiences.Centers for Disease Control and Prevention (CDC):
National Center on Birth Defects and Developmental Disabilities
(NCBDDD)1600 Clifton RoadAtlanta, GAÊÊ30333Phone: 1-800-232-4636 (1-800-CDC-INFO)TDD: 1-888-232-6348E-mail: cdcinfo@cdc.govWeb Address: www.cdc.gov/ncbdddÊNCBDDD aims to find the cause of and prevent birth
defects and developmental disabilities. This agency works to help people of all
ages with disabilities live to the fullest. The Web site has information on
many topics, including genetics, autism, ADHD, fetal alcohol spectrum
disorders, diabetes and pregnancy, blood disorders, and hearing loss.MAAP Services for Autism and Asperger Syndrome
P.O. Box 524Crown Point, INÊÊ46308Phone: (219) 662-1311Fax: (219) 662-0638E-mail: info@maapservices.orgWeb Address: www.maapservices.orgÊAn excellent source of information and advice for
families, this organization publishes a quarterly newsletter and provides
support group information and other services.Related InformationAsperger's SyndromeDepression in Children and TeensDown SyndromeEpilepsyObsessive-Compulsive Disorder (OCD)ReferencesCitations Volkmar FR, et al. (2005). Pervasive developmental
disorders. In BJ Sadock, VA Sadock, eds., Kaplan and Sadock's Comprehensive Textbook of Psychiatry, 8th ed., vol. 2, pp. 3164?3182.
Philadelphia: Lippincott Williams and Williams. American Psychiatric Association (2000). Autistic
disorder. In Diagnostic and Statistical Manual of Mental Disorders, 4th ed., text rev., pp. 70?75. Washington, DC: American
Psychiatric Association. Zachor DA (2006). Autism. In FD Burg et al., eds.,
Current Pediatric Therapy, 18th ed., pp. 1219?1226.
Philadelphia: Saunders Elsevier. Filipek PA, et al. (2000). Practice parameter:
Screening and diagnosis of autism: Report of the Quality Standards Subcommittee
of the American Academy of Neurology and the Child Neurology Society.
Neurology, 55: 468?479. Committee on Children
with Disabilities, American Academy of Pediatrics (2001). Technical report: The pediatrician's role in the
diagnosis and management of autistic spectrum disorder in children.
Pediatrics, 107(5): 1?18.Centers for Disease Control and Prevention (2008).
Mercury and Vaccines (Thimerosal). Available online:
http://www.cdc.gov/vaccinesafety/concerns/thimerosal.htm. Schechter R, et al. (2008). Continuing increases in
autism reported to California's developmental services system. Archives of General Psychiatry, 65(1): 19?24. Other Works ConsultedDumont-Mathieu T, Fein D (2005). Screening for autism
in young children: The Modified Checklist for Autism in Toddlers (M-CHAT) and
other measures. Mental Retardation and Developmental Disabilities Research Reviews, 11(3): 253?262.Filipek PA, et al. (1999). The
screening and diagnosis of autistic spectrum disorders. Journal of Autism and Developmental Disorders, 29(6): 439?484.Parr J (2007). Autism, search date May 2006. Online
version of Clinical Evidence. Also available online:
http://www.clinicalevidence.com.Piven J (1997). The biological basis
of autism. Current Opinion in Neurobiology, 7: 708?712.Robins DL, et al. (2001). The Modified Checklist for
Autism in Toddlers: An initial study investigating the early detection of
autism and pervasive developmental disorders. Journal of Autism and Developmental Disorders, 31(2): 131?144.Vastag B (2001). Congressional autism hearings
continue: No evidence MMR vaccine causes disorder. JAMA,
285(20): 2567?2569.Wong V, et al. (2004). A modified screening tool for
autism (Checklist for Autism in Toddlers [CHAT-23]) for Chinese children.
Pediatrics, 114(2): 166?176.CreditsAuthorJeannette CurtisEditorSusan Van Houten, RN, BSN, MBAAssociate EditorPat Truman, MATCPrimary Medical ReviewerMichael J. Sexton, MD - PediatricsSpecialist Medical ReviewerFred Volkmar, MD - Child PsychiatryLast UpdatedMay 19, 2008Author: Jeannette CurtisLast Updated: May 19, 2008Medical Review: Michael J. Sexton, MD - PediatricsFred Volkmar, MD - Child Psychiatry© 1995-2010 Healthwise, Incorporated. Healthwise, Healthwise for every health decision, and the Healthwise logo are trademarks of Healthwise, Incorporated.This information does not replace the advice of a doctor. Healthwise disclaims any warranty or liability for your use of this information. Your use of this information means that you agree to the Terms of Use. How this information was developed to help you make better health decisions.
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Statistical Manual of Mental Disorders
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American Association of Childhood and Adolescent Psychiatry
AACAP
Ages and Stages Questionnaire
AutismAuthor/Editor: Committee
Educational Interventions
National Academies PressÊWashington
DCÊÊ20055Publication Date:
Autism Spectrum:
F.R. VolkmarL.A
WiesnerPublisher: Woodbine House6510 Bells Mill RoadBethesda
MDÊÊ20817Publication Date:
Autism Spectrum DisordersAuthor/Editor: American Academy
PediatricsPublisher: American Academy of Pediatrics141 Northwest Point BoulevardElk Grove Village
ILÊÊ60007-1098Publication Date:
PDD Support
CAÊÊ92620Web Address:
Pervasive Developmental Disorders ) Support Network
Clifton RoadAtlanta
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INÊÊ46308Phone:
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BJ Sadock
VA Sadock
Philadelphia: Lippincott Williams and Williams
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Pediatric Therapy
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PediatricsFred Volkmar
Healthwise
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Autism197
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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.
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Autism199
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Autism is a puzzling disorder. It is difficult to understand the behaviour of people with autism, and the world is confusing for the child who suffers from it. Autism affects approximately one in 1,000 Australians. Boys are more likely to be affected than girls.
Autism is a developmental disability thought to be a brain disorder. A person with autism has difficulties in some areas of their development, but other areas may be unaffected. The areas most affected are communication, social interaction and behaviour.
Signs of autism
Communication is difficult. People with autism often have difficulty understanding the meaning and purpose of body language and the spoken and written word. They may misunderstand words, interpret them literally or not understood at all. Other people s feelings and emotions can also be difficult to understand.
Social interaction is confusing
Social interaction is an essential part of life for most people. People with autism find being sociable difficult, scary and confusing. Some people appear to withdraw and become isolated; others try very hard to be sociable but never seem to get it right. People with autism can find friendships difficult.
Behaviours linked with autism
Difficulties with communication and social interaction produce a range of behaviours that have become linked with autism. These may include:
Speech - absent, delayed or abnormal patterns.
Play - isolated, repetitive, unimaginative, destructive and obsessive.
Body movements - stereotypical behaviour (such as flapping and toe walking) and other behaviours that may cause self-injury (such as hand biting).
Obsessional behaviour - with favourite topics, objects, places, people or activities.
Rituals - rituals and routines bring some order to chaos and confusion. A change to routine can be very difficult to cope with.
Tantrums - can be a way to express extreme confusion and/or frustration.
Sensory sensitivities - to certain sounds, colours, tastes, smells and textures.
Type of help available
Assessment - a detailed, multidisciplinary assessment should ensure a proper diagnosis. Some children show signs of autism by the age of two, but a firm diagnosis may not be possible until three or older.
Education programs - the educational needs of each child vary. Intensive, specialised programs may be desirable for some children with autism while the needs of other children may be met by non-specialist early intervention or mainstream services depending on the child s level of functioning and need. Children may benefit greatly from being with their peers, and parents will need to choose between regular or specialist schools for their child to attend.
Parent support - the family is likely to need some support. Parents may need specialised services, such as respite and residential care (child care help), social skills training and living skills training.
Where to get help
Your family doctor
Specialist Children s Services Teams, Department of Human Services. Tel. 1800 783 783 (ask for Specialist Children s Services)
Autism Victoria - Tel. (03) 9885 0533
Things to remember
People with autism find communication and socialising difficult.
A firm diagnosis may not be possible under three years of age.
Parents may need regular breaks.
You might also be interested in:
Asperger syndrome. Attention deficit hyperactivity disorder explained. Autism - suggestions for parents. Autistic savant. Immunisation and autism.
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What is Autism?
Since we first launched OAARSN in early 2000, this question is asked much more frequently, as popular interest and research have increased. But it is no easier to answer in 2009 than it was then.
Autism is a very confusing diagnostic label. The term is used both for a more specific syndrome of abnormal development and also for a much broader range of related disorders. As their causes are not yet known, these disorders are defined in terms of sets of behavioural symptoms which are not the same in every affected person. If we were to enter a room full of persons who had been diagnosed with Autism, we would be struck far more by the differences than by the similarities among them. Websites concerned with Autism usually present some information about the disorders, though some do not make clear the distinction between the more specific Autistic Disorder and the whole spectrum of autism disorders.
A great deal of research into Autism that has been reported since the early 1990s helps us to understand several features more clearly. There is general agreement that, in its full-blown form, Autism involves a triad of impairments-in social interaction, in communication and the use of language, and in limited imagination as reflected in restricted, repetitive and stereotyped patterns of behaviour and activities. People who combine all three impairments to a marked degree have the classic form of Autism, so named by Leo Kanner, a psychiatrist at Johns Hopkins University, in 1943, and termed Autistic Disorder in the Diagnostic and Statistical Manual of Mental Disorders IV (1994). But much larger numbers of people may have some of the traits of Autism.
The idea of a spectrum or continuum of autistic disorders is helpful to include persons who have some if not all the symptoms of Autism, sometimes in combination with other disabilities. AspergerÕs Syndrome, defined in 1944 but not widely used as a diagnostic label until the mid-1990s, may affect seven times as many people as Autistic Disorder (classic Autism).
We now know that Autism involves disorders of development of brain functions. It is not a mental illness. Nor is it psychogenic, caused by anything in a childÕs psychological environment. Earlier notions, that Autism was caused by emotional deprivation or emotional stress, have long been discredited. Autism affects families in all races, cultures and socioeconomic groups and is found everywhere in the world. More males than females are affected, the ratio being 4:1 with Autistic Disorder (classic autism), 9:1 with AspergerÕs Syndrome.
For a diagnosis of Autism, the main symptoms must be clear before the age of 3 years. The disabilities are lifelong and there is no known cure, though careful training and sensitive support can bring improvements. The autistic impairments may be associated with cognitive disabilities. Two-thirds of those with Autistic Disorder (classic Autism or Kanner syndrome) have been assumed to be mildly handicapped in cognition and intellect. Most people with AspergerÕs have average to higher IQ. Across the autistic spectrum, perhaps 10 per cent have distinctive abilitiesÑin such fields as art, music, mathematics or memoryÑand may be called autistic savants. (The proportion of people with such special abilities in the whole population is only one per cent).
How many people have Autism?
Key studies in the 1960s, in sample regions in different parts of the world, found a ratio of 4.5 per 10,000 of the child population to have Autistic Disorder (classic Autism or KannerÕs syndrome). By around 1990, a further 15 in every 10,000 were estimated to have what are sometimes called, in North America, other pervasive developmental disorders.
Research in the 1990s developed the concept of Autism Spectrum Disorders (ASD), with the aim of including people who might have some but not all of the key diagnostic features. British studies of sample regions estimated that 71 in every 10,000 have a milder form of ASD, mainly affecting social relationships rather than communication and language. About half of this larger number (36 in every 10,000 of the population) is estimated to have AspergerÕs Syndrome. These figures add up to 91 persons in every 10,000, nearly one per cent of the total population, which is the prevalence usually cited for the United Kingdom. At this rate, more than 60 million people around the world have some form of Autism.
In whole countries, such data are estimates rather than actual counts of people diagnosed. It is likely that many on the Autism spectrum have not been formally identified, especially adults. Prevalence figures of one person in 150 or one in 166 are quoted in North America. Applying the rate of one in 150 to age-groups of OntarioÕs population at the 2001 census, we find the numbers in the following table, which may be compared with numbers for the narrower definition of Autistic Disorder.
Ontario: Estimates of Autism Numbers
(2001 Census)
Age group
Autistic Disorder
(ÒClassic)
1 in 2,222
Autism Spectrum
Disorder
1 in 150
0 Ð 4 years
302
4,473
5 Ð14 years
702
10,407
15-19 years
346
5,127
20-24 years
323
4,787
25-44 years
1,583
23,453
45-54 years
736
10,900
55-64 years
479
7,093
65 + years
662
9,813
Children (0-19)Ê
1,351
20,007
Adults (20+)
3,784
56,060
An interesting and important question is: Is the prevalence of Autism increasing? Some people, notably advocates for services to young children, describe the increased diagnoses of some form of Autism during the past 15 years as an explosion, even a pandemic. In part, this probably reflects an enormous increase in awareness of Autism, so that professionals and parents recognize the symptoms of ASD much more readily than they did a generation ago. Another factor is the widening of criteria from Autistic Disorder or classic Autism, to include the much broader concept of an Autism spectrum including AspergerÕs Syndrome as well as people who combine Autism with some other disability. Perhaps there has also been a real increase in the numbers and proportions of affected peopleÑrelated to a wide range of environmental toxins and viral infections.
Another question is: ÒDoes the prevalence of autism vary from place to place?Ó Autism has been found all over the world, in all societies and cultures, and in people of all ethnic and socio-economic groups. Some localities have been found to have very high concentrations of ASD diagnoses.
Since 2000, the volume of funded research into genetic, environmental and biomedical factors in Autism has increased enormously, but we are not yet able to answer these questions with any certainty.
What causes Autism?
Although they are not yet known, there are strong indications that the causes of Autism Spectrum Disorders are biological. The evidence includes the following observations.
Autism is often accompanied by other neurological symptoms and associated with other learning difficulties.
By adulthood, about one in three persons with Autism will have had at least two epileptic seizures.
Most autistic children show unusual responses to sensory stimuli of any kind and have what have been called movement differences.
Brain autopsies have shown abnormalities in the frontal lobes, limbic system, brain stem and cerebellum.
Some 30 to 50 per cent of autistic children have abnormally high levels of serotonin, the chemical that transmits signals in nerve cells.
The higher incidence of Autism in families points to a genetic aspect.
There is evidence that at least one type of Autism is an immune-system dysfunction, its onset triggered by viral infections, or by antibiotics and vaccines.
Some autistic children and adults are unable properly to digest certain foods or may have paradoxical reactions to medications.
It is extremely unlikely that Autism is caused by a single factor. It is most likely that certain people are genetically predisposed to be sensitive to any of various environmental insults that actually trigger the symptoms that we call Autism. Genetic research has identified several genes that may be mutated or damaged. And all kinds of environmental insults may be involved-from the myriad chemicals used in agriculture, forestry, industry and our homes to substances taken into our bodies as medicines or food. It is likely that Autism may be triggered in different people by varying combinations of genetic and environmental factors. This variability is reflected in the huge variety of particular symptoms and the differences that are so evident among people diagnosed with Autism Spectrum Disorder.
Since the late 1990s, there has been a major push to promote research into the causes of Autism, with commitments by governments and charitable foundations to fund research. Various research centres have been set up, often as consortia of teams at several universities. Research findings are published at a quickening pace, in popular media as well as scientific journals.
Research on autism is welcomed as one sign of increased awareness of very challenging disabilities, after decades of neglect. However, we may be concerned if specialized genetic research may not take enough account of various causes that are needed to explain the distinct types of autism. Or if it is at the expense of study of approaches to treatments, interventions or services that could make help people already living with Autism.
How is Autism diagnosed?
Autism cannot be diagnosed by a simple blood test or brain scan, as some disorders may be. Diagnosis depends on a professional assessment of specific behaviours, usually in the first three years of life. When children are not identified till they are older, diagnosis may rely on parentsÕ memories, records and videotapes. Adults, not identified when they were children for various reasons, may find that some degree of Autism Spectrum Disorder explains their lifelong sense of being different and perhaps some learning and social diffierences.
Autistic Disorder, as defined by the World Health OrganizationÕs ICD-10 Classification of Mental and Behavioural Disorders (1992), is distinguished into:
a) Childhood Autism, a pervasive developmental disorder defined by the presence of impaired development before the age of 3 years, with abnormal functioning in all three areas of social interaction, communication, and restricted, repetitive behaviour.
b) Atypical Autism, which differs from Childhood Autism in later age of onset or in insufficient clear evidence of abnormalities in one or two of the areas of impaired development.
North American professionals follow the American Psychiatric AssociationÕs Diagnostic and Statistical Manual of Mental Disorders, the 4th edition (DSM IV, 1994) still being the current authority. DSM IV distinguishes five subtypes within the broader category it calls Pervasive Developmental Disorders, and prescribes the diagnostic criteria and associated features for each type:
a) Autistic Disorder or classic Autism, for children with severe qualitative deficits in all three areas.
b) RettÕs Syndrome (see section on Types of Autism below).
c) Childhood Disintegrative Disorder (or HellerÕs Syndrome) which affects previously normal children who undergo massive regression between 2 and 10 years, resulting in severe acquired Autism, usually with loss of cognitive skillsÑbut not because of schizophrenia or degenerative disease of the brain.
d) AspergerÕs Syndrome (see section on Types of Autism below).
e) PDDNOS (Pervasive Developmental Disorders Not Otherwise Specified) including Atypical AutismÑthe label for children with autistic behaviour who do not fit any of the other specific types in the spectrum.
To be diagnosed with Autistic Disorder, a child should show the following behaviours:
I: A total of six (or more) items from (A), (B), and (C), with at least two from (A), and one each from (B) and (C)
(A) Qualitative impairment in social interaction, as manifested by at least two of the following:
1. Marked impairments in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body posture, and gestures to regulate social interaction.
2. Failure to develop peer relationships appropriate to developmental level.
3. 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 to other people).
4. Lack of social or emotional reciprocity ( note: in the description, it gives the following as examples: not actively participating in simple social play or games, preferring solitary activities, or involving others in activities only as tools or mechanical aids).
(B) Qualitative impairments in communication as manifested by at least one of the following:
1. 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).
2. In individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others.
3. Stereotyped and repetitive use of language or idiosyncratic language.
4. Lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level.
(C) Restricted repetitive and stereotyped patterns of behavior, interests and activities, as manifested by at least two of the following:
1. Encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus.
2. Apparently inflexible adherence to specific, nonfunctional routines or rituals.
3. Stereotyped and repetitive motor mannerisms (e.g. hand or finger flapping or twisting, or complex whole-body movements).
4. Persistent preoccupation with parts of objects.
(II) Delays or abnormal functioning in at least one of the following areas, with onset prior to age 3 years:
(A) Social interaction.
(B) Language as used in social communication.
(C) Symbolic or imaginative play.
(III) The disturbance is not better accounted for by Rett's Disorder or Childhood Disintegrative Disorder.
The term Pervasive Developmental Disorders was adopted by some Canadian professionals in the 1990s to include all variants and degrees of Autism recognized then. But other professionals as well as parents and caregivers are not satisfied with some of the labels and language of DSM IV, preferring the term Autism Spectrum Disorder (first used in Britain) which is now more commonly used.
Types of Autism
Several types have been defined along the Autism spectrum, differing in the severity of the symptoms and in the combinations of autistic impairments with other disabilities. We present brief accounts of some of these.
Classic Autism, Autistic Disorder or KannerÕs Syndrome
The psychiatrist Leo Kanner of John Hopkins University first described and named this syndrome based on 11 of his child patients between 1932 and 1943. He noted the following common features:
a profound lack of affect or emotional contact with others.
an intense wish for sameness in routines.
muteness or abnormality of speech.
fascination with manipulating objects.
high levels of visuo-spatial skills, but major learning difficulties in other areas.
attractive, alert and intelligent appearance.
KannerÕs observations became the criteria for early studies of the prevalence of Autism. Children (and adults) with these features have the full triad of impairments and represent the most severely disabled end of the autism spectrum of disorders.
Autism organizations were first formed in the 1960s and 1970s by the parents of children with classic Autism. More recently these organizations have been enlarged in scope and functions to serve all those with a wider range of symptoms on the Autism Spectrum.
AspergerÕs Disorder
First described by Hans Asperger of Vienna in 1944, whose work was not generally known in English translation until 1981, the disorder was not listed in the Diagnostic and Statistical Manual of Mental Disorders (DSM) until 1994.
AspergerÕs Disorder shares with Autistic Disorder a severe and sustained impairment in social interaction, and restricted and repetitive patterns of behaviour and interests. But people with AspergerÕs do not have the significant delays in language, cognition, self-help skills or adaptive behaviour that are typical in Autistic Disorder. They may be physically clumsy and awkward, more obviously than children with classic Autism. AspergerÕs is often not recognized easily or early, and may be misdiagnosed as TouretteÕs Syndrome, Attention Deficit Disorder, Attention Deficit Hyperactivity Disorder, Oppositional Defiance Disorder, or Obsessive-Compulsive Disorder. As with Autism, the disorder is lifelong and no complete cure is known. AspergerÕs Disorder may be the largest type on the autism spectrum, affecting 35 in every 10,000 people.
Some people with AspergerÕs may have an exceptional talent or skill with which they are preoccupied. It is conjectured that several people of remarkable genius may have had AspergerÕs--including Albert Einstein, Vladimir Nabokov, Ludwig Wittgenstein, Bela Bartok and Andy Warhol. Of Canadian interest is the possibility that AspergerÕs Syndrome could explain Glenn GouldÕs social deficiencies, obsessive perfectionism and intolerance of change. This idea was raised in the 1996 biography by psychiatrist Peter Oswald, Glenn Gould: The Ecstasy and Tragedy of Genius and later elaborated by the musicologist Timothy Maloney. Gould was acutely sensitive to light, sound and temperature, and had a phobia about shaking hands as well as a limited range of preferred foods. His bizarre mannerisms as a concert performer could be understood as uncontrollable expressions of AspergerÕs.
RettÕs Syndrome
First identified by the Australian Dr Andreas Rett in 1965, RettÕs is a complex neurological degenerative disorder that affects only girls. It is rarer than some of the types on the Autism spectrum, affecting one in every 10,000 girls. From onset at about 18 months of age, its victims become profoundly and multiply disabled, and dependent on others for all their needs. Key symptoms include hypotonia (reduced muscle tone) and such autistic-like behaviours as wringing and waving hands. The discovery of the gene for RettÕs syndrome was reported in October 1999.
Autism in adulthood
How relevant is diagnosis to our focus on adult Autism? For a diagnosis of Autistic Disorder (classic Autism) at least, the behavioral symptoms must be present before age three. Age of onset may be later for some of the rarer forms of Autism. And critical symptoms of some higher functioning forms of Autism, notably AspergerÕs, may not become clear until adolescence or adulthood.
Pediatricians and psychiatrists, in the past and perhaps sometimes today, may have been reluctant to pronounce a diagnosis of Autism out of consideration for the parentsÕ feelings or because such a label was thought to close doors to service rather than open them. So many of todayÕs adults who probably had key symptoms of Autism in early childhood were given other labels or described as having autistic tendencies .
Autistic traits usually persist into adulthood, but with a wide range of outcomes. Some adults with ASD achieve college degrees and function independently. Most diagnosed with classic Autism may not develop functional language and communication and may have poor daily living skills throughout their lives. Some adults with Autism who live without support may be reclusive or eccentric. Some may be labeled with obsessive-compulsive disorder, schizoid personality, simple schizophrenia, affective disorder, mental retardation or brain damage.
Those who probably had classic Autism as children may suffer from general assumptions that they have a poor prognosis as adults. It may not seem to professionals and policy-makers that they are worth much in resources. In recognizing other subtypes of Autism Spectrum Disorder, we may tend to overlook the needs of adults with the most distinctive and severe forms of the disorder.
By adulthood, in any case, the original symptoms of Autism may be masked by the personÕs life and treatment experiences, the effects of drugs, and her/his own efforts to cope with the disorder. Each person of whatever age should considered as a unique individual. This is especially true of adults who were diagnosed with Autism as children. Their challenges cannot be understood purely and simply in terms of Autism. On the other hand, knowledge of the Autism and past treatments may help in assessing their abilities and challenges as adults and in considering helpful approachesÑincluding adult versions of therapies and strategies that may have been mainly designed for children, but too recently for todayÕs adults.
In our view, far too little attention is paid to adult Autism as a general category of disability or to individual adults who have the symptoms of Autism. Yet adults with Autism are said to have normal life expectancy. It would be prudent as well as humane to assess each personÕs needs and abilities as part of individual plans for supports that will enable them to use their abilities, realize their dreams, and attain the best possible quality of life.
OAARSNÕs website is dedicated to the exchange of information about the needs and abilities of adults with Autism Spectrum Disorders, and about the most effective ways to support them to lead good whole lives.
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In 1943, the well-known child psychiatrist, Dr. Leo Kanner, announced his discovery of 11 cases of a new mental disorder. He noted that "the condition differs markedly and uniquely from anything reported so far..."(1) This condition soon became known as autism.
What is autism?
Autism (often referred to as autistic spectrum disorder, Asperger's syndrome, or pervasive developmental disorder) is a complex developmental disability -- a neurological derangement that affects the functioning of the brain. This condition usually appears during the first three years of life and often strikes following an early childhood of apparently normal development. Mental and social regression are not uncommon. Although the severity of the affliction varies from child to child, the following symptoms are typical: inadequate verbal and social skills, impaired speech, repetition of words, bizarre or repetitive behavior patterns, uncontrollable head-banging, screaming fits, arm flapping, little or no interest in human contact, unresponsiveness to parents and other people, extreme resistance to minor changes in the home environment, self-destructive behavior, hypersensitivity to sensory stimuli, and an inability to care for oneself.(2-4)
How common is autism?
According to several researchers who investigated Kanner's claims, autism was extremely rare prior to 1943.(5) Using Kanner's own case definition of autism, Dr. Darold Treffert calculated a rate in Wisconsin (from 1949-1969) of less than 1 in 10,000 (.00007).(6) In 1966, Dr. Victor Lotter published the first epidemiological study of autism in England and found the rate to be 4.1 per 10,000 children.(7) However, by the 1980s over 4500 new cases were being reported every year in the United States alone.(8) In 1997, the Centers for Disease Control and Prevention (CDC) reported that 1 of every 500 children is autistic (20 per 10,000).(9) Ten years later, in February 2007, the CDC released the results of its new analysis confirming that autism is more prevalent than ever before estimated, affecting about 1 of every 150 American children (67 per 10,000).(10,11) In some states the figures are even worse. For example, in New Jersey 1 in 60 boys are diagnosed with autism and in Utah about 1 in 79 boys have the disorder.(12) "We have an epidemic on our hands," exclaimed Congressional representative Christopher Smith.(13) Congressman Chip Pickering described the epidemic in more sobering terms: "More children will be diagnosed with autism this year than AIDS, diabetes and cancer combined."(14)
What causes autism?
When the first cases of autism began to appear in the 1940s, researchers were puzzled by the high incidence of autistic children being born into well-educated families. Over 90 percent of the parents were high school graduates. Nearly three-fourths of the fathers and one-half of the mothers had graduated from college. Many had professional careers. As a result, scientists unsuccessfully tried to link autism to genetic factors in upper class populations.(15) Meanwhile, psychiatrists, unaware of the neurological basis of the illness, sought psychological explanations. The mother was accused of not providing an emotionally secure home environment, and therefore presumed to be the cause of her afflicted child's ailment.(16,17)
Today, researchers have discounted these earlier notions but still do not have a complete understanding of this condition. Although autism has been linked to biological and neurological differences in the brain, and genetic factors appear to play a role in the etiology of this disease, no single cause has been identified.(18) However, recent dramatic increases in the number of children stricken with this debilitating ailment -- coincident with the introduction of new vaccines -- may shed some light on this medical mystery.
This information was excerpted from...
Vaccine Safety Manual
for Concerned Families and Health Practitioners
by Neil Z. Miller.
352 Pages / Copyright 2010 / All Rights Reserved.
(All citations are included in the book.)
ADVERSE REACTION REPORTS
This section contains unsolicited adverse reaction reports showing a link between vaccines and autism. They are typical of the daily emails received by the Thinktwice Global Vaccine Institute.
I feel that my country is letting me down. My daughter developed early with her speech at under six months old. She was such a happy baby who loved nothing more than physical contact. And then came the imminent choice of the MMR. After much deliberation, I decided to vaccinate our daughter. How I wish I could turn back time. Her speech disappeared, her early skills had also gone, and suddenly it seemed as if she had forgotten everything she once knew. It was as if someone had stolen my daughter away from me. Of course, physically she looked the same, but the baby I knew was locked inside her own mind. We are now awaiting diagnosis of autistic spectrum disorder, and while the doctors are fine talking about her condition, the room falls silent at the mention of MMR. We know what that shot has done to our child. Isn't it blatantly obvious to the rest of the world? I've come to the conclusion that the world has gone mad, but amongst the madness I'm focused on staying sane and being the voice of my daughter. One day our silent children will speak for themselves.
My beautiful, four-year-old grandson is not talking, and showing signs of autism. He was a vibrant, healthy baby, and was growing well until his baby shots at the age of 14 months. Within a two-week period after receiving his shots, he stopped giving eye contact and seemed to turn inward. He has never been the same since the series of shots he got. He is developing well physically, but mentally and emotionally he is very delayed. My daughter suffers daily from his emotional and mental disability. It breaks my heart to see this. I don't know if he will ever be able to live a normal life. Someone has committed a horrible crime against these young children.
I am the mother of a 4 1/2 year old boy who is now in the process of being tested for autism. My son was a happy and carefree little boy until he went in for his four-year well-check to receive his booster shots. My son changed -- his smile, his speech regressed, he seemed withdrawn and not like the little boy I knew. I was scared and confused, so I called his doctor. We told her how our son changed suddenly and drastically after his shots. Of course, I was told that there is no link between his behavior and the vaccinations, that this is the age when children are usually diagnosed -- it is just a coincidence that the vaccines that are given at his well-check is usually the time when a child is diagnosed.
Hello, I am a mother of 6 children. All of them have been immunized. All of them have one sort of learning disorder or another, from ADHD to oppositional defiance disorder (ODD), to speech regression. The ODD, I believe, was misdiagnosed and should have been autism, but because he is older and already on medications I am not pursuing a change in diagnosis.
I want to share my story about my daughter. Christina is my only girl after five boys. She was talking early, and was very much a bright and happy baby. She received many shots during a period of a few months. I don't know for sure which one caused the problem, but Christina quit talking after being able to speak clearly for six full months. Her first word was Eddie (favorite older brother). Her second word came the same day, Dada, and in a few days came Mama. This was at six months old. By nine months old she could say "Hi Eddie" or "Bye Dada". This was even noted in her chart at the doctor's office because she had been in there the day she started putting two words together. Around one year old she received her MMR, but she was also receiving other shots every few weeks since I would not allow them to give them all to her at once the way they try to force you to. By her 15-month checkup I began to question why she had stopped talking. Every time after that I kept questioning. The answer was always the same: She is letting her siblings do all her talking. She started to use Mama again, but that is all for about nine months. The doctor kept denying there was anything wrong.
By two years old, I was fed up with their excuses and began to do research on the internet. What I found was astonishing and shocking! I was blessed, though, to find info on a diet used for autistic children. Christina had also been hitting frequently, and even headbutting, and she had never slept thru the night. She also seemed to be pulling into herself and was less interactive with us. She was lining up her dolls and tiptoe-walking. All these, I had learned, were signs of autism, and there were other signs as well. After implementing the gluten- and casein-free diet, she began to sleep more peacefully; she had previously jerked in her sleep, though it was not seizures. She quit headbutting and gradually quit hitting, except for the occasional sibling rivalry. All other signs of autism are gone, except the speech. She is three years old now and still has trouble with her speech. She is probably on an 18-month level. She has been receiving speech therapy now for about eight months. She had constant ear infections and had to have tubes put in as well. I am thankful that my child is alive and that I was able to find help for her.
The doctor kicked me out of the practice, when at her two-year checkup I mentioned that I thought the vaccines had caused her speech problem, and I refused to give my five-year-old his MMR booster since he is already severely ADHD with signs of autism as well. I am thankful for your site. It helped me to decide never to vaccinate again!
I wanted to tell my story BECAUSE it is less dramatic. However, there are so many ADHD/ADD/speech problems/various learning disorders, etc. kids out there, that I thought that it would be good to have a story like mine posted on your site. Even though it is not the worst, it is still a life-altering result to "doing the right thing" -- vaccinating. I refer people to your site all the time.
I watched my normal son regress into autism two weeks following his MMR shot at 15 months. His pediatrician failed us. The government failed us. The Institute for Health, the FDA, and the CDC failed us. They all lie and deceive and are motivated by money.
Autism doesn't run in my family. My daughter, age 5, is completely normal and healthy. My son stopped talking since that vaccine. It's no coincidence that he became very sick and visitied the doctor 7 times following the MMR. Nobody helped us. Nobody helped our son. Two years later his school district is failing us, lying to us, doctoring his educational records. Since autism has entered my life, I have given up support for this country and our school system. I don't wave the flag and it's very sad that the U.S. doesn't have any choice but to focus on terrorism rather than our forgotton learning-disabled children. We live in a greedy country where the rich get richer and the poor and disabled are forgotton. Smart kids are encouraged to be smarter. Challenged learners are forgotten. Nobody tells the truth. Thinktwice.com is a rare exception.
Thank you for your website. I hope it angers a lot of those who deserve to be exposed. Hah hah. If you're a parent reading this, sue your school district if they don't provide a free and appropriate education for your learning-disabled child. Sue for what you legally are entitled to. Sue the government, the pharmaceutical company -- sue everyone if you need to. You deserve financial reimbursment for the harm vaccines have caused your child. Wave that flag in disgust. Go ahead and let the foolish, ignorant parents continue to mass-vaccinate their children. Maybe, just maybe, and only then, will things get so bad that change will happen: where every 1 in 10 kids become autistic instead of 1 in 150. It's a sad thought, but that's how disgusted I am. F U, Eli Lilly!
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the CDC "early thimerosal exposure" study; and much more.)
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There is so little awareness about autism that for most of us the only time it rings a bell is when we recall Dustin HoffmanÕs Oscar winning role in Rain Man, though it is twice as common as blindness. Like the actorÕs role in the movie, 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 among autism patients are extremely rare.
Contents
1 Why should I be aware of this?
1.1 Usually lasts a lifetime
2 All about Autism
2.1 Interpret language literally
2.2 Shows in a personÕs behavior
2.3 No single diagnostic test
2.4 Causes and cure
2.5 Autism and diet
3 What can I do?
3.1 Social interactions
3.2 Communication
3.3 Atypical activities or interests
4 90 degrees
4.1 Yet there is a future
5 Unlearn
6 User Contribution
6.1 More on Autism
6.2 What can I do to help
6.3 Additional information
7 References
8 Additional Information
9 See also
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[edit] Why should I be aware of this?
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Typically, kids with autism even find it difficult to communicate the way other kids do. They usually keep to themselves as they struggle to use words to express. Normal sounds may bother them. A gentle touch may make them uncomfortable. They may not even be able to connect a smile with a state of happiness.
[edit] Usually lasts a lifetime
Autism usually lasts throughout a person's lifetime. It is a complex neurobiological disorder which today affects, 1 in 150 individuals, making it more common than pediatric cancer, diabetes, and AIDS combined. The last 15 years have seen tremendous rise in the number of autism patients in the industrialized nations, with the sharpest rise seen in the US and UK.
Some autism patients display certain unusual skills. Certain children are known to draw realistic pictures in three-dimensional perspectives at an age when other children can barely draw lines. Others can put complex jigsaw puzzles together even from the time they are toddlers. Though they may not be able to speak properly, many begin to read well much earlier than normal.
There are cases of some children playing musical instruments though they have not been taught, or sing a song accurately after hearing it once.
[edit] All about Autism
Autism is part of a group of disorders known as Autism Spectrum Disorders (ASD) which can usually be reliably diagnosed by age 3. New research, however, puts the age to as early as 6 months. Infants with autism symptoms will not display behavior typical of their age, like endearingly grasping a finger, turning and gazing, responding to sound etc. They may even resist affection and attention.
[edit] Interpret language literally
Kids with autism interpret language literally. A phrase like Òpouring cats and dogs,Ó instead of ÒitÕs raining very hardÓ can make them see pets coming out of a pitcher. The fluorescent light is not only too bright for them, it also buzzes and hums.
[edit] Shows in a personÕs behavior
Autism shows in a personÕs behavior. A person with autism is almost oblivious to social nuances. He may not wait patiently in a line. He may talk above an appropriate volume. He may not respect othersÕ personal space. He may draw unwanted attention by his hand-flapping, screaming and tantrums.
Autism is four times more likely to affect boys than girls and is diagnosed among all racial, ethnic, and social groups.
[edit] No single diagnostic test
It is not possible to detect autism at birth or through any prenatal screening. But research has confirmed that if you have one child with autism, there is a 10% chance of having another child with autism or a similar disorder. As there is no single diagnostic test for autism, different tests are carried to rule out other problems and come to a conclusion about autism. During diagnosis stage it may be necessary to refer to a developmental pediatrician, a pediatric psychiatrist, or a pediatric neurologist.
[edit] Causes and cure
Researchers have not been able to establish the cause of the disease. And treatments are also unknown. Different studies suggest the cause as genetic, exposure to a virus before birth or a problem with the immune system.
Drugs donÕt help much in the treatment of autism, though antipsychotic drugs, lithium, and beta-blockers may be required to control instances of violence. The child with autism is likely to display his frustration through self-injurious behaviors, aggression, or tantrums that threaten the safety of others. Appropriate education measures under the care of a child and adolescent psychiatrist can help control the disease to some extent.
[edit] Autism and diet
Specialized diet is one of the least recognized ways of dealing with autism. Some parents have reported a strong connection between diet and autism and there is a growing body of research in support of this.
Research has found that gluten and casein affect children with autism as some autistic people may have difficulty processing these two proteins. Gluten is found in wheat, barley, and oats, and casein is a type of milk protein. The breakdown of these foods in the body causes opiates to be produced, which addict some autism patients to food containing gluten and casein and affect their behavior.
In view of this researchers have recommended gluten and casein free diet for those with autism. There are reports of children making improvements after change of their diet. However, it is not easy to follow a gluten and casein free diet, because often they are not clearly mentioned on the labels.
A nutritionist can suggest a healthy diet which can reduce the symptoms of autism.
[edit] What can I do?
For parents autism is a particularly tough condition to deal with. They are deprived of the joy of cuddling, teaching or playing with their children because of their lack of response.
Parents of children with autism have to play multiple roles of teacher, advocate, loving parent, and family member. They must find a suitable program and services for their child. Parents need to develop specialized knowledge so that they can teach their children at home what they are taught at school. They should develop special coping skills to deal with the stress of bringing up a child with autism. In their role as advocates for their children, they need to have knowledge of special education law and the available services.
Parents are usually correct in noticing abnormal behavior in their children. Pediatricians are likely to dismiss early signs as normal developmental problems. This could turn risky. The moment you have concerns about your child insist on having him screened for autism.
Diagnosis of autism is purely based on the child's behavior as there is no definitive brain scan or blood test. Keep a watch and observe if your child is showing any of the following signs:
[edit] Social interactions
Not displaying normal eye contact, facial expression, and gestures
Unable to develop peer relationships
Unable to enjoy, share interests or achievements with others
Not able to reciprocate emotionally
Does not cuddle or respond to affection and touching
Does not show a preference for parents over other adults
[edit] Communication
Delays learning or fails to learn the spoken language
Unable to hold sustained conversation, though possessing speech ability
Becomes repetitive in words or action
Avoids imitative or make-belief play
[edit] Atypical activities or interests
Shows obsessive preoccupation with some particular interests
Compulsively follows unimportant routines
Repetitive mannerisms
May find odd objects like a piece of paper fascinating
Finds great interest in moving objects, like a fan
[edit] 90 degrees
A study by Australia's, Macquarie University Department of Psychology suggested that siblings of children with autism can feel lonely and neglected, but at the same time some of the siblings display higher maturity and better social skills. Other siblings tend to display other behavior problems, including acting out, aggressive behavior and disobedience.
As the main role of bringing up the child falls on the mother, she feels additional emotional stress. This can not only affect relationship between parents but also performance at work.
[edit] Yet there is a future
Having autism is like living in a foreign country, or learning the rules of a very different game. The rules can be learnt and the children can grow up to be just like you and me.
Ongoing research is hopeful of finding a solution to the problem. There are also enough therapies Ð speech, occupational etc to ensure that autism need not be a death sentence on your child.
Like all problems, here too there is a need to plan. There is no reason to believe that the task is too overwhelming to plan. Many new methods and strategies to teach children with autism have been developed. They include Applied Behavior Analysis, Discrete Trial Instruction, Picture Exchange Communication System, TEACCH, Floortime, RDI, Social Stories, and Sensory Integration. They all help in the long run in reducing family stress and enhancing the familyÕs quality of life.
[edit] Unlearn
We can take heart from the fact that in the eight years between 1991-92 and 2000 there has been a 1354 percent increase in number of students enrolling in US schools, according to the U.S. Department of EducationÕs 2002 report to Congress.
[edit] User Contribution
[edit] More on Autism
[edit] What can I do to help
[edit] Additional information
[edit] References
What is Autism? An Overview
Autism's effects on the brain
Autism
Coping with autism-support for families
[edit] Additional Information
Visit Help Autism Now Society and watch instructional video and refer to physicianÕs handbook, among other items.
For speacial education refer to Screening and Diagnosing Children With Autism
You can get a copy of the book Louder Than Words: A Mother's Journey in Healing Autism by Jenny McCarthy about her child with autism. You will find the possibilities are broader than you think.
[edit] See also
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A better genetic test for autism
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In largest study to date, chromosomal microarray analysis picks up more abnormalities than current tests
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A large study from Children s Hospital Boston and the Boston-based Autism Consortium finds that a genetic test that samples the entire genome, known as chromosomal microarray analysis, has about three times the detection rate for genetic changes related to autism spectrum disorders (ASDs) than standard tests. Publishing in the April issue of Pediatrics (and online March 15), the authors urge that CMA become part of the first-line genetic work-up for ASDs. <!--
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...mehr zu:> ASD > Autism > autism spectrum disorders > CMA > developmental disorder > Diagnostic > DNA > DNA sequence > genetic changes > genetic diagnosis > genetic testing > Genetics > Medical Wellness > Medicine > microarray analysisExpectant parents who have family members with ASDs, as well as families who already have an affected child, often request genetic testing. However, there is still only limited knowledge about actual causative genes. The currently recommended tests (karyotyping to look for chromosomal abnormalities and testing for Fragile X, the single largest known genetic cause of ASDs) often come up negative. Chromosomal microarray analysis (CMA) is a genome-wide assay that examines the chromosomes for tiny, sub-microscopic deletions or duplications of DNA sequences, known as copy-number variants. CMA offers about 100-fold greater resolution than standard karyotyping. However, since it is new, it is often considered a second-tier test. Depending on where a person lives, or what insurance they have, CMA may not be covered by health insurance. Based on our findings, CMA should be considered as part of the initial clinical diagnostic evaluation of patients with ASDs, says Bai-Lin Wu, PhD, Director of Children s DNA Diagnostic Lab in the Department of Laboratory Medicine, which has offered CMA to families since 2006.The research team, led by co-senior authors Wu (heading the Children s team), and David Miller, MD, PhD, of Children s Division of Genetics and Department of Laboratory Medicine (heading the Autism Consortium team), assessed the diagnostic value of CMA in the largest cohort to date -- 933 patients with a clinical diagnosis of ASD (by DSM-IV-TR criteria) who received clinical genetic testing in 2006, 2007 and 2008. Half were Children s patients who had their samples submitted to the hospital s DNA Diagnostic Laboratory, and the others were recruited through the Autism Consortium, a research and clinical collaboration of five Boston-area medical centers. Nearly half of the patients were diagnosed with autistic disorder, nearly half with PDD-NOS (pervasive developmental disorder ? not otherwise specified) and about 3 percent with Asperger disorder. Ages ranged from 13 months to 22 years. Testing included the two currently used tests (G-banded karyotype and fragile X), as well as CMA. When the researchers compared the tests diagnostic yield, they found: Karyotyping yielded abnormal results in 2.23 percent of patients Fragile X testing was abnormal in 0.46 percent CMA results were judged to be abnormal in 7.3 percent of patients when the entire length of the chromosomes (the whole genome) was sampled.Extrapolating from these results, the researchers estimate that without CMA, genetic diagnosis will be missed in at least 5 percent of ASD cases. CMA performed best in certain subgroups, such as girls with autistic disorder, and past studies indicate that it also has a higher yield in patients with intellectual disability (who constituted only 12 percent of this sample). CMA clearly detects more abnormalities than other genetic tests that have been the standard of care for many years, says Miller. We re hoping this evidence will convince insurance companies to cover this testing universally. In all, roughly 15 percent of people with autism have a known genetic cause. Establishing a clear genetic diagnosis helps families obtain early intervention and services for autism, and helps parents predict the possibility of having another child with autism. In addition, by pinpointing bits of chromosomes that are deleted or duplicated, CMA can help researchers zero in on specific causative genes within that stretch of DNA. They can also begin to classify patients according to the type of deletion or duplication they have, and try to find specific treatment approaches for each sub-type of autism. Just in the last two years, a number of studies have revealed the clinical importance of ever smaller chromosome deletions and duplications found with advanced microarray technology, says Wu. These new, highly-efficient tests can help in the evaluation or confirmation of autism spectrum disorders and other developmental disorders, leading to early diagnosis and intervention and a significantly improved developmental outcome. Two known chromosome locations ? on chromosome 16 (16p11.2) and chromosome 15 (15q13.2q13.3) accounted for 17 percent of abnormal CMA findings. Both chromosome abnormalities were initially linked with ASDs by Children s Hospital Boston and collaborators in The New England Journal of Medicine and the Journal of Medical Genetics, respectively, in 2008. Children s now offers specific tests targeting both of these hot spots. However, the researchers note that most copy-number changes were unique or identified in only a small number of patients, so their implications need further study. Many of them are presumed to be related to ASDs because they involve important genes, cover a large region of the chromosome, or because the child is the first person in that family to have the change. Some deletions and duplications are rare and specific to one individual or one family, says Miller. Learning about them is going to be an evolving process. There won t be one single test that finds all genetic changes related to autism, until we completely understand the entire genome. The paper s co-first authors were Autism Consortium members Yiping Shen, PhD, of Children s Department of Laboratory Medicine and the Center for Human Genetic Research at Massachusetts General Hospital, and Kira Dies, ScM, LGC, of the Family Research Network of the Autism Consortium and Children s Multi-Disciplinary Tuberous Sclerosis Program. A number of specialists from Children s Departments of Neurology, Developmental Medicine and Clinical Genetics and physicians from other medical centers in greater Boston were also authors on the study. The research was supported by the Nancy Lurie Marks Family Foundation, the Simons Foundation, Autism Speaks and the National Institutes of Health.Families interested in scheduling an appointment at Children s may call the Developmental Medicine Center (617-355-7025) or the Department of Neurology (617-355-2711).Citation: Shen Y; et al. Clinical genetic testing for patients with autism spectrum disorders. Pediatrics 2010 Apr; 125(4):e1-e17. (Published online March 15)Children s Hospital Boston is home to the world s largest research enterprise based at a pediatric medical center, where its discoveries have benefited both children and adults since 1869. More than 500 scientists, including eight members of the National Academy of Sciences, 13 members of the Institute of Medicine and 12 members of the Howard Hughes Medical Institute comprise Children s research community. Founded as a 20-bed hospital for children, Children s Hospital Boston today is a 396-bed comprehensive center for pediatric and adolescent health care grounded in the values of excellence in patient care and sensitivity to the complex needs and diversity of children and families. Children s also is the primary pediatric teaching affiliate of Harvard Medical School. For more information about the hospital and its research visit: www.childrenshospital.org/newsroom.
Keri Stedman | Quelle: EurekAlert! Weitere Informationen: www.childrens.harvard.edu
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(Image by Flickr user Eugene Peretz (CC: by-nc-sa))
A study that linked vaccines to autism was recently retracted -- sorting out the facts from fiction of autism.
This story is adapted from a broadcast audio segment; use audio player to listen to story in its entirety.
New studies are often released -- and retracted -- on what causes autism spectrum disorder and what cures it. For example, the British medical journal, "The Lancet" recently retracted the frequently cited Wakefield study from 1998 which linked MMR (measles, mumps and rubella) vaccines to autism.Just a few days later, the journal "Autism Research" published a study that said advanced maternal and paternal age is a risk factor for autism.
So what does the latest data really say about autism causes and cures?Dr. Perri Klass and Dr. Eileen Costello are pediatricians and co-authors of "Quirky Kids: Understanding and Helping Your Child Who Doesn't Fit In -- When to Worry and When Not to Worry." They've spent a good deal of time looking into what distinguishes autism facts from autism fiction.Autism is complicated because it encompasses an entire "spectrum" of behaviors and levels of function, according to Dr. Klass. "That's kind of new. That wasn't around when I was in medical school, let alone when I was a child," she said.The behaviors can include difficulty with social cues and communication, repetitive acts and obsessional interests, among other things.In terms of the supposed causes of autism, vaccines are no longer on the list. This is something Dr. Costello is happy to see."I think the Wakefield study ... really caused a lot of fear and panic around the world, and caused a lot of parents to have anxiety about immunizing their children," she said. "And it's a real blessing that the paper was retracted." What can cause autism are viruses, like influenza and herpes, that can affect pregnant women; as well as parental age. "There is growing data that advanced parental age is a factor," said Costello.For autistic children, says Klass, behavior therapies can be more effective than looking for a cure in special diets and/or vitamin dosing.
Costello confirmed this on a blog post for "The Takeaway": "Although the autistic disorders are generally considered lifelong conditions, many children with mild symptoms to begin with will make significant progress with intensive behavioral therapies, the only approach to date with evidence to support it." "That urge to get children looked at and diagnosed earlier rather than later, and get them help early, is where a lot of our attention and efforts should be going," said Klass.Read more of Costello's thoughts in "The Top Five Autism Myths."
"The Takeaway" is a national morning news program, delivering the news and analysis you need to catch up, start your day, and prepare for what s ahead. The show is a co-production of WNYC and PRI, in editorial collaboration with the BBC, The New York Times Radio, and WGBH.
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Questions to Ask Your Child's Doctor about Autism(Free Handout)
Overview
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Autism, also called infantile autism or autistic disorder, is a lifelong disorder that causes abnormal neurological development. It is one of five pervasive development disorders (PDDs) that also include Asperger's syndrome, childhood disintegrative disorder, Rett disorder, and pervasive development disorder-not otherwise specified (PDD-NOS). Autism is usually diagnosed by the age of 3.
Autism causes impaired social interaction, communication difficulties, and restricted or repetitive activities and interests. People with autism often exhibit abnormal responses to sensory stimulation (e.g., touch, sound, light), usually have moderate mental retardation, and have a higher risk for developing epilepsy. Some autistic patients exhibit aggression and self-injurious behavior (e.g., head banging, biting themselves).
About one-third of patients with autism have normal or nearly normal intelligence quotients (IQs). Many are able to display emotion and affection and respond to their environment. Terms used to describe patients with the disorder include autistic-like, autistic tendencies, autism spectrum, and high-functioning or low-functioning autism.
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High-functioning patients may have minor delays in language and development and difficulty with social interactions. They may have problems initiating and maintaining conversation and efforts may be described as "talking at others" (e.g., may talk incessantly about a favorite subject despite attempts by others to speak).
With early intervention and appropriate treatment, some autistic patients are able to learn and function productively. There is no cure for the disorder and most patients require lifelong care.
Incidence and Prevalence
Autism affects 1 to 2 out of every 1000 people and as many as 1.5 million adults and children in the United States have some form of the disorder. The overall incidence increases by about 10 17% each year. The disorder occurs about 4 times more often in boys.
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Autism Causes and Risk Factors
Autism (continued...)
Overview, Incidence and Prevalence
Autism Causes and Risk Factors
Autism Signs and Symptoms
Dyspraxia
Autism Diagnosis
Differential Diagnosis
Autism Treatment, Autism Prognosis
Autism Medications
Autism in Adults
Information for Parents about Autism
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Researchers find early autism signs in some kids
12 March 2010
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BALTIMOREÑSome infants headed for a diagnosis of autism, or autism spectrum disorder as itÕs officially known, can be reliably identified at 14 months old based on the presence of five key behavior problems, according to an ongoing long-term study described March 11 at the International Conference on Infant [...]
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Autism vaccine injury and rogue interventions
March 15, 5:22 PMAutism & Parenting ExaminerRobin Hausman Morris
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The diagnosis of autism is a bombshell for many families. Recent news disclaiming vaccine injury has enraged parents who believe otherwise (CBS video here). The debate is counterproductive at best.
It is human nature to bristle when we are told to calm down, while our inner cry is screaming why my child! . We will stop at no roadblock to make a difference, to find a cure or an intervention that will temper the behaviors that autism presents. However, this feverish pitch can render parents vulnerable and willing to buy anything from snake oil to shaman ritual.
Autism awareness prompts a kaleidoscope of interventions. What disturbs me is the relationship between those receiving remuneration and those vulnerable parents who simply want to believe .Navigating the journey through accessing clinical treatment for autism is a daunting task. Unguarded parents are not prepared for the onslaught of opportunists. There is money in autism, and it is not unreasonable to advise the buyer beware policy.Nevertheless, parents have to start somewhere, and it is advisable to ask as many questions as you deem necessary.
I have worried about the criticism of conventional medicine. It is the tease for truth from fact that begs reprimand. The notion of a one stop shop to tempt parents living with autism is seductive. I bear no umbrage toward individuals who integrate hands on therapy with a data- taking trial process for behavioral intervention. I worry about the potions and anecdotal testament of success.
Conflicts of interest is the operative term. We know the obvious answer to who benefits from vaccine sales, and drug sales. The next question is who benefits from book sales and bio medical sales, and vitamin sales, and hypberbaric sales etc. A few short years ago the touted cure was a series of secretin injections that cost parents thousands of dollars. Ultimately, it proved no more effective than placebo.
We need to be educated consumers.
Be pro-active!
1. Make a list-create a hierarchy of what about autism impedes the lives of your child and your family. Establish your priority needs.
2. Look for resource websites (example, Autism Speaks resource guide : http://www.autismspeaks.org/community/fsdb/search.php)
3. Investigate services within your state and what are your child s rights.
4. Ask questions about success with evidence (data), inquire about references.
5. Remember, no question is too insignificant. You are the driver here!
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Jenny and Jeffry are ten-year-old twins. They are precious youngsters, loved by their family, teachers, and friends at school. The twins, of course, were born of the same parents, have grown up in the same home, and have had the same medical care, educational opportunities, and therapy over the years. But the twins, both diagnosed with autism, are as different as night and day.
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The latest Autism News articles published daily. Includes news on Pervasive Developmental Disorder (PDD), Rett Syndrome, Child Disintegrative Disorder, and Asperger's Syndrome. Information is also provided about social interaction problems, lack of communication skills and emotional interpretation difficulties - causes and how to overcome them.
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Pediatrics Study By Autism Consortium Shows CMA Finds More Genetic Abnormalities Than Current Tests
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CHICAGO ‰?? Being an older mother significantly increases the risk of having a child with autism, but being an older father only increases the risk when the mother is under the age of 30, U.S. researchers said on Monday.They found that a 40-year-old woman's risk of having a child later diagnosed with autism was 50 percent greater than that of a woman between 25 and 29.But being an older father -- 40 or older -- only contributes significantly to autism risk when the mother is under 30. The older the mother, the more the risk that the child will develop autism, regardless of whether the father is young or old, said Irva Hertz-Picciotto of the University of California Davis MIND Institute, who worked on the study published in the journal Autism Research.The findings contradict a 2006 study of children born in Israel that suggested paternal age played a much larger role. There has been a debate over whether it is maternal or paternal risk. A lot of people were thinking it's not really mom's age, Hertz-Picciotto said in a telephone interview.Researchers and policymakers are increasingly looking for causes to explain the growing numbers of children diagnosed with autism, which affects 1 percent of U.S. children.There is no cure for autism, a spectrum of diseases ranging from severe and profound inability to communicate and mental retardation to relatively mild symptoms such as with Asperger's syndrome.The current study, which incorporates data on 4.9 million births and 12,159 autism cases in California, helps to clarify the contribution of age from both parents. We have such a very large database we were really able to disentangle the mother's age very well, Hertz-Picciotto said. This can be a challenge because older mothers and fathers tend to have children together. We found it does vary for the father, but not for the mother, she said.For example, among babies born to mothers under 25, children whose father was over 40 were twice as likely to develop autism as those whose father was between 25 and 29.This could be because when both parents are older, the risk conferred by the father is outweighed by the risk from the mother, Hertz-Picciotto said.OLDER PARENTSShe said the point of the study is not to blame parents, but to gain clues about what is going on in older parents that could increase a child's risk of developing autism.Older parents, for example, are more likely to have infertility problems and have used fertility treatments; the mothers are more likely to have autoimmune conditions, including gestational diabetes; and both have accumulated more toxins over their lifetimes, so the sperm and egg are more likely to have some changes that could increase risk. We see these age findings as clues for where to look next, Hertz-Picciotto said.Autism researchers are looking at a broad range of potential environmental factors, including household products, medical treatments, diet, food supplements and infections.And the National Institute of Mental Health, one of the National Institutes of Health, is looking at potential genetic causes of autism and has plans to sequence the entire genomes of hundreds of children and their parents to gain a better understanding of the role genes play.å© Copyright (c) Reuters
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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.
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Autism
Autism (also sometimes called Infantile Autism, Early Infantile Autism, Autistic Disorder, or Kanner's syndrome) was first described by Dr. Leo Kanner in 1943, who reported on eleven children who exhibited an apparently congenital lack of interest in other people. In contrast, these children were highly interested in unusual aspects of the inanimate environment. For several decades after the initial description of autism, research on this and related conditions was impeded by a lack of consensus on aspects of syndrome definition, as well as by assumptions of continuity between these conditions and severe forms of mental illness in adults, particularly schizophrenia. The idea that autism was the earliest form of schizophrenia reflected an awareness of the severity of both conditions, the then-current extremely broad views of schizophrenia, and Kanner's use of the word autism, which had previously been used to describe the self-centered quality of thinking in schizophrenia, not a relative absence of social relatedness. It took many years before researchers and clinicians could be sure that autism and schizophrenia were indeed different conditions. As part of this confusion, some early clinicians thought that perhaps autism could be caused by negative experience; we now know that this is not in fact the case. Autism is associated with various kinds of neurobiological symptoms, which range from the persistence of unusual reflexes, the high rates of seizure disorder in persons with autism (25 percent in most cases), and increased frequency of the condition in identical twins.
Autism has its origins in the first weeks or months of life. It is characterized by marked problems in social interaction (autism), as well as by delayed and deviant communication development (speech is absent in about 50 percent of cases) and various other behaviors which are usually subsumed in the term 'insistence on sameness.' Such behaviors include stereotyped motor behaviors (hand flapping, body rocking), insistence on sameness and resistance to change. Both categorical and dimensional approaches to diagnosis have been used, as for instance in the DSM-IV Worldwide Field Trial. Many individuals with autism exhibit mental retardation on the basis of their full-scale (or averaged) IQ score; however, unlike most people with primary mental retardation, those with autism often have marked scatter in their development, so that some aspects of the IQ, particularly nonverbal skills, may be within the normal range. Autism is sometimes observed along with other medical and psychiatric conditions such as Fragile X syndrome.
Current research on autism at the Child Study Center includes an ongoing study of longitudinal development and of molecular genetics in muliple-incidence families, and also a study of High-Functioning Autism and Asperger Syndrome.
Asperger Syndrome
mental retardation
social interaction
fragile x syndrome
Leo Kanner
Kanner
DSM-IV Worldwide Field Trial
Child Study Center
info.med.yale.edu/chldstdy/autism/autism.html
Autism213
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
Autism214
http://dafeat.org/
Autism is alarmingly more prevalent today than just 10 years ago, affecting as many as 1 perÊ91 individuals.Ê More children will get this devastating diagnosis this year than AIDS, cancer and diabetes combined. There is no known cause, and there isnÕt a cure. Typically detected in early childhood, a new diagnosis is especially devastating for families because, in spite of its numbers, this disorder is so misunderstood.Ê ÒExpertsÓ often disagree and parents, family members and friends are faced with a bureaucratic and confusing maze, further hindering their efforts to find much needed assistance and treatment. We are Dayton Area Families for Effective Autism Treatment (DAFEAT).Ê We want to combine efforts to piece together a pathway to recovery. We also helpÊto create more public awareness and help others wade through the heartbreak and hope Autism brings.Ê Help us solve the puzzle of Autism one piece at a time. CLICK HERE To Join DAFEATCLICK HERE To SeeÊOur Schedule of Upcoming Workshops
Autism
Autism Treatment
AIDS
Dayton Area Families
DAFEAT
dafeat.org/
Autism215
http://www.adultswithautism.org.za/
CELEBRITY CHARITY GOLF DAYThis Celebrity Charity Golf Day is the main fundraising event of, and is organised by, The Academy for Adults with Autism.Ê All funds raised are to be used exclusively for their aims, the greatest one being the need to establish a centre to cater exclusively for the needs of the young adult with autism.The Westlake Golf Club has beenÊ booked for the 29 April 2010. Our professional approach towards this Golf Day will ensure that it is enjoyed by all those who participate. Each four ball will include a sporting celebrity. The Golf Day concludes in the early evening with a prize-giving, auction and dinner.Book NOW to secure your sponsorship of a green, hole, halfway house or club house.Contact Debbie via email stating which Sponsorship your're interested in or to take part in this event:
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Platinum Sponsorship : Above R5 000 - Clubhouse, Halfway House, Tee-shirts, CapsGold Sponsorship Ê Ê ÊÊ : R1 000 - R3 000 - First Green, 10th Green, 9th Hole, 18th Hole,ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ Other Greens and Watering Holes.Silver SponsorshipÊÊ ÊÊ : Prizes for the First Ten 4-balls, Closest to the Pin, Furtherst Drive Previous Celebrity Charity GolfÊ Day?ÊCELEBRITIES AT THE ACADEMY FOR ADULTS WITH AUTISM GOLF DAY HELD AT DE ZALZE GOLF ESTATE STELLENBOSCH - SEE HOW MANY YOU CAN RECOGNIZE?
DE
DAYThis Celebrity Charity Golf Day
Academy for Adults with Autism.Ê All
Westlake Golf Club
Golf Day
Debbie
Green
ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ Other Greens and Watering
Holes.Silver SponsorshipÊÊ
Furtherst Drive Previous Celebrity Charity GolfÊ Day
29 April 2010
www.adultswithautism.org.za/
17739
Autism216
http://www.autismcolorado.org/
I Paint, Therefore I AmA Benefit for the Autism Society of Colorado
Join us for a cultural and artistic evening featuring local artists and the work of Matt Hardwick, an artist with AspergerÕs Syndrome.
Host: eventgallery 910Arts, Denise Robert Where: 910 Santa Fe Drive Denver, COÊ 80204 When: Friday March 19, 6 - 8:30p.m. Cost: $20 in advance, $25 at the door
AspergerÕs Syndrome
Autism Society of Colorado
Matt Hardwick
Denise Robert Where:
Santa Fe Drive Denver
COÊ
80204
www.autismcolorado.org/
Autism217
http://www.medworm.com/rss/search.php?qu=Aspergers+Asperger's+Asperger+autism+autistic&t=Autism&f=c&r=Any&o=d
Anti-vaccine autism campaigners lose court battleEmail this article to a colleague.
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Discuss or comment on this article.US parents who say that vaccines triggered autism in their children now face yet another setback (Source: New Scientist - Health)
Source: New Scientist - Health - March 16, 2010 Category: Consumer Health News Source Type: journals
Globe article on the cost of care at ChildrenÕsEmail this article to a colleague.
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Discuss or comment on this article.A Boston Globe article this morning brought the cost of care here at ChildrenÕs Hospital Boston into question, saying, among other things, that ÒChildrenÕs charges the highest fees for both outpatient and inpatient care.Ó ItÕs based on data by Harvard Pilgrim Health Care (HPHC) that we donÕt feel accurately reflects the care that we provide.
While the writer, Liz Kowalczyk, did say that because about 30 percent of our patients are on Medicaid, we have to Òmake up the lost revenue from private insurers,Ó I donÕt think she went far enough in explaining why our costs tend to be higher than other hospitals in...
Source: Thrive, Children's Hospital Boston - March 16, 2010 Category: Pediatrics Authors: James Mandell, MD, CEO Tags: All posts health care reform at children's hospitals Health Reform James Mandell blog Source Type: organizations
Pediatrics Study By Autism Consortium Shows CMA Finds More Genetic Abnormalities Than Current TestsEmail this article to a colleague.
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Discuss or comment on this article.The Autism Consortium, an innovative research, clinical and family collaboration dedicated to catalyzing research and enhancing clinical care for families with autism spectrum disorders (ASDs), announced today that the results of its comparison study of genetic testing methods for autism spectrum disorders is available from the journal Pediatrics through early online release in their eFirst pages and will appear in the journal's April issue... (Source: Health News from Medical News Today)
Source: Health News from Medical News Today - March 16, 2010 Category: Consumer Health News Tags: autism Source Type: news
Pediatrics Study By Autism Consortium Shows CMA Finds More Genetic Abnormalities Than Current TestsEmail this article to a colleague.
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Discuss or comment on this article.The Autism Consortium, an innovative research, clinical and family collaboration dedicated to catalyzing research and enhancing clinical care for families with autism spectrum disorders (ASDs), announced today that the results of its comparison study of genetic testing methods for autism spectrum disorders is available from the journal Pediatrics through early online release in... (Source: Genetics News From Medical News Today)
Source: Genetics News From Medical News Today - March 16, 2010 Category: Genetics & Stem Cells Tags: autism Source Type: news
Gene Test More Effective At Detecting AutismEmail this article to a colleague.
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Discuss or comment on this article.Genetic factors increase the risk of developing autism spectrum disorder (ASD), but the specific genetic cause for an individual patient can be elusive. Genetic testing is crucial to identifying a cause for ASD in many children who do not have an easily recognizable genetic syndrome. Current guidelines exist for two types of genetic testing - G-banded karyotype and fragile X DNA testing... (Source: Health News from Medical News Today)
Source: Health News from Medical News Today - March 16, 2010 Category: Consumer Health News Tags: autism Source Type: news
Gene Test More Effective At Detecting AutismEmail this article to a colleague.
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Discuss or comment on this article.Genetic factors increase the risk of developing autism spectrum disorder (ASD), but the specific genetic cause for an individual patient can be elusive. Genetic testing is crucial to identifying a cause for ASD in many children who do not have an easily recognizable genetic syndrome. Current guidelines exist for two types of genetic testing - G-banded karyotype and fragile X DNA testing... (Source: Pediatrics News From Medical News Today)
Source: Pediatrics News From Medical News Today - March 16, 2010 Category: Pediatrics Tags: autism Source Type: news
New Genetic Autism Test Beats Older TestsEmail this article to a colleague.
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Discuss or comment on this article.A new genetic test for autism, known as chromosomal microarray analysis (CMA), finds more genetic abnormalities than two older tests, a study shows. (Source: WebMD Health)
Source: WebMD Health - March 15, 2010 Category: Consumer Health News Source Type: news
Autism Genetic Test DoesnÕt Answer Most ParentsÕ QuestionsEmail this article to a colleague.
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Discuss or comment on this article.For about 90 percent of autistic kids, the genetic cause is unknown. (Source: U.S. News - Health)
Source: U.S. News - Health - March 15, 2010 Category: Consumer Health News Source Type: consumer
US Court Rules Again Against Vaccine-Autism ClaimsEmail this article to a colleague.
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Discuss or comment on this article.Vaccines that contain a mercury-based preservative called thimerosal cannot cause autism on their own, a special U.S. court ruled on Friday, dealing one more blow to parents seeking to blame vaccines for their children's illness. Reuters Health Information (Source: Medscape Pediatrics Headlines)
Source: Medscape Pediatrics Headlines - March 15, 2010 Category: Pediatrics Tags: Pediatrics Source Type: info
A better genetic test for autismEmail this article to a colleague.
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Discuss or comment on this article.Very high-resolution microarrays such as this one, capable of spotting very small missing or extra pieces of DNA, have only become available within the past few years. Image courtesy of Agilent Technologies.
The cause of autism spectrum disorders (ASDs), the fastest growing developmental disability in the United States, is still a big mystery. While there s clearly a genetic component, only 15 percent of people with autism have a known genetic cause. But researchers believe that a much larger percentage of autism can be chalked up to genetics. Now, Children s Hospital Boston and Autism Consortium researchers h...
Source: Thrive, Children's Hospital Boston - March 15, 2010 Category: Pediatrics Authors: Melissa Jeltsen Tags: All posts ASD autism genes genetics insurance testing Source Type: organizations
Siblings of Kids with Autism May Be Prone to HyperactivityEmail this article to a colleague.
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Discuss or comment on this article.But it shouldn't affect mental health overall, study finds
Source: HealthDay
Related MedlinePlus Pages: Attention Deficit Hyperactivity Disorder, Autism (Source: MedlinePlus Health News)
Source: MedlinePlus Health News - March 15, 2010 Category: Consumer Health News Source Type: consumer
U.S. court rules again against vaccine-autism claimsEmail this article to a colleague.
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Discuss or comment on this article.WASHINGTON (Reuters) - Vaccines that contain a mercury-based preservative called thimerosal cannot cause autism on their own, a special U.S. court ruled on Friday, dealing one more blow to parents seeking to blame vaccines for their children's illness. (Source: Reuters: Health)
Source: Reuters: Health - March 15, 2010 Category: Consumer Health News Tags: healthNews Source Type: news
New Genetic Test May Help Better Detect AutismEmail this article to a colleague.
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Discuss or comment on this article.A large study from Children's Hospital Boston finds that aÊnew genetic test that samples the entire genome, is three times more effective in detecting genetic changes related to autism spectrum disorders, or ASDs, than standard tests. (Source: WBZ-TV - Breaking News, Weather and Sports for Boston, Worcester and New Hampshire)
Source: WBZ-TV - Breaking News, Weather and Sports for Boston, Worcester and New Hampshire - March 15, 2010 Category: Consumer Health News Source Type: consumer
Newer Genetic Test for Autism More EffectiveEmail this article to a colleague.
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Discuss or comment on this article.Study finds chromosomal microarray analysis detects more abnormalities
Source: HealthDay
Related MedlinePlus Pages: Autism, Genetic Testing (Source: MedlinePlus Health News)
Source: MedlinePlus Health News - March 15, 2010 Category: Consumer Health News Source Type: consumer
Child vaccine rates hinge on educating parentsEmail this article to a colleague.
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Discuss or comment on this article.Many parents consider vaccines beneficial, but about one in five believes some vaccines cause autism, a new study says. (Source: American Medical News - PROFESSION)
Source: American Medical News - PROFESSION - March 15, 2010 Category: American Health Source Type: news
PARENTING: Court rules vaccines don't cause autismEmail this article to a colleague.
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Discuss or comment on this article.Vaccines that contain the mercury-based preservative called thimerosal cannot cause autism on their own, a special U.S. court ruled Friday.
The special U.S. Court of Federal Claims ruled that vaccines could not have caused the autism of an Oregon boy.... (Source: OrlandoSentinel: Medical Research)
Source: OrlandoSentinel: Medical Research - March 15, 2010 Category: American Health Source Type: news
Statement From The Department Of Health & Human Services Regarding The Decisions Of The U.S. Court Of Federal Claims In The Omnibus Autism ProceedingEmail this article to a colleague.
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Discuss or comment on this article.As these latest cases illustrated, there's no doubt that autism and autism spectrum disorders place a heavy burden on many families. We know that autism and related disorders are conditions that present many special challenges to all families touched by these disorders. That is why the U.S. Department of Health and Human Services provides services to families with family members with autism spectrum disorder and continues to support research to better understand risk factors and causes of autism spectrum disorders and develop more effective methods of treatment... (Source: Health News from Medical News Today)
Source: Health News from Medical News Today - March 15, 2010 Category: Consumer Health News Tags: autism Source Type: news
Statement From The Department Of Health & Human Services Regarding The Decisions Of The U.S. Court Of Federal Claims In The Omnibus Autism ProceedingEmail this article to a colleague.
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Discuss or comment on this article.As these latest cases illustrated, there's no doubt that autism and autism spectrum disorders place a heavy burden on many families. We know that autism and related disorders are conditions that present many special challenges to all families touched by these disorders. That is why the U.S... (Source: Autism News From Medical News Today)
Source: Autism News From Medical News Today - March 15, 2010 Category: Psychiatry Tags: autism Source Type: news
Dispatch: Vaccine Court, Cancer "Epidemic," Car CrashesEmail this article to a colleague.
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Discuss or comment on this article.Three cases were chosen from a pool of over 5,300 parents who had filed claims with the vaccines court, a branch of the U.S. Court of Federal Claims, seeking damages because they believed their children had developed autism as a result of vaccinations. (Source: Health Facts and Fears)
Source: Health Facts and Fears - March 15, 2010 Category: Consumer Health Advice Tags: Blogs Source Type: organizations
Autism Consortium study in Pediatrics shows CMA finds more genetic abnormalities than current testsEmail this article to a colleague.
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Discuss or comment on this article.(Autism Consortium) The Autism Consortium published the results of its comparison study of genetic testing methods for autism spectrum disorders in the journal Pediatrics today. The study revealed that chromosomal microarray analysis (CMA) had the highest detection rate among clinically available genetic tests for patients with autism spectrum disorders and should be part of the initial diagnostic evaluation of all patients with ASDs unless a genetic diagnosis has already been made. (Source: EurekAlert! - Social and Behavioral Science)
Source: EurekAlert! - Social and Behavioral Science - March 15, 2010 Category: Global & Universal Source Type: news
A better genetic test for autismEmail this article to a colleague.
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Discuss or comment on this article.(Children's Hospital Boston) A large study from Children's Hospital Boston and the Boston-based Autism Consortium finds that a genetic test that samples the entire genome, known as chromosomal microarray analysis, has about three times the detection rate for genetic changes related to autism spectrum disorders (ASDs) than standard tests. (Source: EurekAlert! - Medicine and Health)
Source: EurekAlert! - Medicine and Health - March 15, 2010 Category: Global & Universal Source Type: news
Better genetic test for autism? Chromosomal microarray analysis picks up more abnormalities than current testsEmail this article to a colleague.
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Discuss or comment on this article.A large study from Children's Hospital Boston and the Boston-based Autism Consortium finds that a genetic test that samples the entire genome, known as chromosomal microarray analysis, has about three times the detection rate for genetic changes related to autism spectrum disorders (ASDs) than standard tests. (Source: ScienceDaily Headlines)
Source: ScienceDaily Headlines - March 15, 2010 Category: Science Source Type: news
Genetic Test Detects More Abnormalities in AutismEmail this article to a colleague.
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Discuss or comment on this article.Although current testing guidelines for autism spectrum disorders recommend G-banded karyotype and
fragile X testing, chromosomal microarray detects more genetic abnormalities and should be considered for
diagnostic use, according to a study published online March 15 in Pediatrics. (Source: Modern Medicine)
Source: Modern Medicine - March 15, 2010 Category: Journals (General) Source Type: info
Autism, Metaphor and Relevance TheoryEmail this article to a colleague.
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Discuss or comment on this article.The pattern of impairments exhibited by some individuals on the autism spectrum appears to challenge the relevance-theoretic account of metaphor (Carston, 1996, 2002; Sperber and Wilson, 2002; Sperber and Wilson, 2008). A subset of people on the autism spectrum have near-normal syntactic, phonological, and semantic abilities while having severe difficulties with the interpretation of metaphor, irony, conversational implicature, and other pragmatic phenomena. However, Relevance Theory treats metaphor as importantly unlike phenomena such as conversational implicature or irony and like instances of ordinary literal speech. In...
Source: Mind and Language - March 15, 2010 Category: Psychiatry & Psychology Authors: CATHERINE WEARING Tags: Original Articles Source Type: journals
Video: Court Hinders Autism, Vaccine LinkEmail this article to a colleague.
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Discuss or comment on this article.There has been another setback for people who believe that vaccines may cause children's autism. As Elaine Quijano reports, will the latest court rulings put an end to this debate? (Source: Health News: CBSNews.com)
Source: Health News: CBSNews.com - March 14, 2010 Category: Consumer Health News Source Type: news
Vaccine Court Again Rejects MMR-Autism TheoryEmail this article to a colleague.
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Discuss or comment on this article.Special masters in the federal "vaccine court" have reiterated that there is no evidence supporting a causal link between thimerosal-containing vaccines and autism. (Source: MedPage Today Product Alert)
Source: MedPage Today Product Alert - March 13, 2010 Category: Drugs & Pharmacology Source Type: news
Federal Vaccine Court Rules Against Autism FamiliesEmail this article to a colleague.
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Discuss or comment on this article.Autism and mercury advocacy organization SafeMinds regrets today's ruling by the U.S. Court of Federal Claims against three families who argued that vaccines which contained the mercury-based preservative thimerosal contributed to their child's autism. The denial of reasonable compensation to families was based on inadequate vaccine safety science and poorly designed and highly controversial epidemiology studies supported by the Centers for Disease Control and Prevention... (Source: Health News from Medical News Today)
Source: Health News from Medical News Today - March 13, 2010 Category: Consumer Health News Tags: autism Source Type: news
Federal Vaccine Court Rules Against Autism FamiliesEmail this article to a colleague.
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Discuss or comment on this article.Autism and mercury advocacy organization SafeMinds regrets today's ruling by the U.S. Court of Federal Claims against three families who argued that vaccines which contained the mercury-based preservative thimerosal contributed to their child's autism... (Source: Immune System / Vaccines News From Medical News Today)
Source: Immune System / Vaccines News From Medical News Today - March 13, 2010 Category: Allergy & Immunology Tags: autism Source Type: news
'Vaccines court' rejects mercury-autism link in 3 test casesEmail this article to a colleague.
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Discuss or comment on this article.The finding supports a broad scientific consensus that the mercury-containing preservative thimerosal does not cause autism, and will likely disappoint parents who are convinced otherwise.
The federal "vaccines court" ruled Friday in three separate cases that the mercury-containing preservative thimerosal does not cause autism, a finding that supports the broad scientific consensus on the matter but that greatly disappointed parents who are convinced that their child's illness was caused by vaccines. (Source: Los Angeles Times - Science)
Source: Los Angeles Times - Science - March 13, 2010 Category: Science Source Type: news
I don't want kids Ð I just want to have funEmail this article to a colleague.
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Discuss or comment on this article.Carole Jahme shines the cold light of evolutionary psychology on readers' problems. This week: promiscuity and nostalgiaCasanova complexFrom a male, aged 42Dear Carole, I wonder what, evolutionarily speaking, is going on with men such as myself who have a long history of promiscuity but are reluctant to reproduce. I am 42 and I still don't want children. The idea of marriage or a long-term partner with children repulses me still, though sex is still very much on my agenda. I usually seek women who have already had children so that I don't feel pressure to reproduce. I accept the central premise of all your posts, but what'...
Source: Guardian Unlimited Science - March 13, 2010 Category: Science Authors: Carole Jahme Tags: Psychology Evolution Reproduction Zoology Biology Relationships Life and style Science guardian.co.uk Comment Source Type: news
Court: Autism not linked to MMR vaccinesEmail this article to a colleague.
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Discuss or comment on this article.WASHINGTON, March 12 (UPI) -- A special U.S. "vaccine court" ruled Friday there is no evidence supporting a causal link between thimerosal-containing vaccines and autism, officials said. (Source: Health News - UPI.com)
Source: Health News - UPI.com - March 13, 2010 Category: Consumer Health News Source Type: news
Epidemiology and Management of Insomnia in Children with Autistic Spectrum DisordersEmail this article to a colleague.
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Discuss or comment on this article.(Source: Pediatric Drugs)
Source: Pediatric Drugs - March 13, 2010 Category: Pediatrics Authors: Miano, SilviaFerri, Raffaele Tags: Therapy In Practice Source Type: journals
Epidemiology and management of insomnia in children with autistic spectrum disorders.Email this article to a colleague.
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Discuss or comment on this article. Insomnia is the predominant sleep concern in children with autistic spectrum disorder (ASD), and its nature is most likely multifactorial, with neurochemical (abnormalities in serotonergic transmission or melatonin levels), psychiatric (anxiety), and behavioral (poor sleep habits) etiological factors involved. Children with ASD experience sleep problems similar to those of typically developing children, although the prevalence is markedly higher, occurring in 44-83% of school-aged children with ASD. Caregivers usually report that insomnia is the most frequent sleep disorder, described as disorders of initiating and mai...
Source: Paediatric Drugs - March 13, 2010 Category: Pediatrics Authors: Miano S, Ferri R Tags: Paediatr Drugs Source Type: journals
Mercury-Autism Link Not Found Because of Government PolicyEmail this article to a colleague.
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Discuss or comment on this article.Special Masters Protect Vaccine Program and Deny Justice to Vaccine-Injured Children - Mercury-Autism Link Not Found Because of Government Policy, not Science (Source: Disabled World)
Source: Disabled World - March 12, 2010 Category: Disability Tags: autism Source Type: info
Court: Vaccine Doesn't Cause AutismEmail this article to a colleague.
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Discuss or comment on this article.Court Expresses Sympathy for Parents, but Said Additive Thimerosal Doesn't Cause Illness (Source: Health News: CBSNews.com)
Source: Health News: CBSNews.com - March 12, 2010 Category: Consumer Health News Source Type: news
U.S. court rules again against vaccine-autism claimsEmail this article to a colleague.
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Discuss or comment on this article.WASHINGTON (Reuters) - Vaccines that contain a mercury-based preservative called thimerosal cannot cause autism on their own, a special U.S. court ruled on Friday, dealing one more blow to parents seeking to blame vaccines for their children's illness. (Source: Reuters: Health)
Source: Reuters: Health - March 12, 2010 Category: Consumer Health News Tags: healthNews Source Type: news
Court Says Thimerosal Did Not Cause AutismEmail this article to a colleague.
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Discuss or comment on this article.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 us a connection. (Source: WDSU.com - Health)
Source: WDSU.com - Health - March 12, 2010 Category: Consumer Health News Authors: WDSU.com Source Type: news
Court: Thimerosal Did Not Cause AutismEmail this article to a colleague.
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Discuss or comment on this article.A federal court has ruled that the vaccine additive thimerosal does not cause autism. (Source: WDSU.com - Health)
Source: WDSU.com - Health - March 12, 2010 Category: Consumer Health News Authors: WDSU.com Source Type: news
Court: Thimerosal in vaccine didn't cause autismEmail this article to a colleague.
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Discuss or comment on this article.A federal court has ruled that the vaccine additive thimerosal does not cause autism. (Source: USATODAY.com Health)
Source: USATODAY.com Health - March 12, 2010 Category: Consumer Health News Source Type: news
Court rules again against vaccine-autism claimsEmail this article to a colleague.
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Discuss or comment on this article.WASHINGTON (Reuters) - Vaccines that contain a mercury-based preservative called thimerosal cannot cause autism on their own, a special U.S. court ruled on Friday, dealing one more blow to parents seeking to blame vaccines for their children's illness. (Source: Reuters: Health)
Source: Reuters: Health - March 12, 2010 Category: Consumer Health News Tags: healthNews Source Type: news
Vaccine court finds no link to autismEmail this article to a colleague.
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Discuss or comment on this article.A special court ruled Friday that there is insufficient evidence to demonstrate that vaccines caused autism in three cases. (Source: CNN.com - Health)
Source: CNN.com - Health - March 12, 2010 Category: Consumer Health News Source Type: news
Autism Employment Campaigners U.K. VictoryEmail this article to a colleague.
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Discuss or comment on this article.Autism Employment Campaigners Claim Victory From Government, UK - The Government announced Jobcentre Plus staff are to receive autism training in the adult autism strategy published on 3rd March. (Source: Disabled World)
Source: Disabled World - March 12, 2010 Category: Disability Tags: UK Disability News Source Type: info
Genes or Environment? In my case, I know the answer!Email this article to a colleague.
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Discuss or comment on this article.When people discover that I am a Reader (Associate Professor) of Sociology at a school of social science they often ask me (or wonder to themselves, if they are more polite) how come I am doing what I am doing now? In other words, how did someone who started out in sociology (notorious for its bio-phobia and society-explains-everything dogma) end up proposing one of the most provocatively genetically-determinist theories: one about how, to quote the sub-title of my book, genes set the balance between autism and schizophrenia?
One of the most startling discoveries of modern longitudinal twin studies to which I have a...
Source: Psychology Today Personality Center - March 12, 2010 Category: Psychiatry & Psychology Authors: Christopher Badcock, Ph.D. Tags: autism Cognition Personality aging bio-phobia environment extreme male brain genes IQ mechanistic cognition mentalism nature vs. nurture sociology Source Type: consumer
AutismEmail this article to a colleague.
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Discuss or comment on this article. (Source: eMedicineHealth.com)
Source: eMedicineHealth.com - March 12, 2010 Category: Journals (General) Source Type: info
DSM 5 Will Expand the 'Epidemic' of ADDEmail this article to a colleague.
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Discuss or comment on this article.Our country is in the midst of a fifteen year "epidemic" of Attention Deficit Disorder (ADD). There are six potential causes for the skyrocketting rates of ADD- but only five have been real contributors. The most obvious explanation is by far the least likely - that the prevalence of attention deficit problems in the general population has actually increased in the last 15 years. Human nature is remarkably constant and slow to change, while diagnostic fads come and go with great rapidity. We don't have more attention deficit than ever before-we just label more attentional problems as mental disorder.The "epidemic" can be t...
Source: Psychology Today Work Center - March 12, 2010 Category: Psychiatry & Psychology Authors: Allen Frances, MD Tags: Child Development Psychiatry Work attention deficit disorder dsm 5 over diagnosis stimulants Source Type: consumer
"CRASH"ing with the worm: Insights into L1CAM functions and mechanismsEmail this article to a colleague.
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Discuss or comment on this article.The L1 family of cell adhesion molecules (L1CAMs) in vertebrates has long been studied for its roles in nervous system development and function. Members of this family have been associated with distinct neurological disorders that include CRASH, autism, 3p syndrome, and schizophrenia. The conservation of L1CAMs in Drosophila and Caenorhabditis elegans allows the opportunity to take advantage of these simple model organisms and their accessible genetic manipulations to dissect L1CAM functions and mechanisms of action. This review summarizes the discoveries of L1CAMs made in C. elegans, showcasing this simple model organism ...
Source: Developmental Dynamics - March 12, 2010 Category: Molecular Biology Authors: Lihsia Chen, Shan Zhou Source Type: journals
Explaining and Selecting Treatments for Autism: Parental Explanatory Models in Taiwan.Email this article to a colleague.
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Discuss or comment on this article. Parental explanatory models about autism influence the type of therapy a child receives, the child's well-being, and the parents' own psychological adaptation. This qualitative study explored explanatory models used by parents of children with autism. In-depth interviews were conducted with 13 parents of children with autism from a medical center in Taiwan. Despite high educational background, most of these parents attributed their child's autism to both biomedical and supernatural etiologies without apparent conflicts. These parents chose a wide variety of treatment strategies, including biomedical and alternative tre...
Source: Journal of Autism and Developmental Disorders - March 12, 2010 Category: Psychiatry Authors: Shyu YI, Tsai JL, Tsai WC Tags: J autism Dev Disord Source Type: journals
Libel tourism is a public health risk | Brooke MagnantiEmail this article to a colleague.
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Discuss or comment on this article.British libel law is being used by corporations from around the world to suppress legitimate reporting of bad scienceLast year, I had mumps. I blame the libel laws.The recent case of Simon Singh being sued by the British Chiropractic Association (BCA) is one example of the out-of-control libel laws in this country, and how they can stop people telling good information from bad. This week is Libel Reform Week and there is no shortage of cases bringing the health risks of such lawsuits to light.Public discussion Ð journalism included Ð involves freely debating topics in the public interest. It is similar to what scientis...
Source: Guardian Unlimited Science - March 11, 2010 Category: Science Authors: Brooke Magnanti Tags: Controversies in science Simon Singh Law UK news Freedom of speech World news Media law Newspapers Magazines guardian.co.uk Comment Comment is free Source Type: news
Autism Employment Campaigners Claim Victory From Government, UKEmail this article to a colleague.
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Discuss or comment on this article.The Government announced Jobcentre Plus staff are to receive autism training in the adult autism strategy published on 3rd March. The National Autistic Society (NAS) celebrated the move, in response to their Don't write me off campaign, along with a raft of new measures to tackle the routine isolation, ignorance and inequality routinely experienced by people with autism in England... (Source: Health News from Medical News Today)
Source: Health News from Medical News Today - March 11, 2010 Category: Consumer Health News Tags: autism Source Type: news
Autism Employment Campaigners Claim Victory From Government, UKEmail this article to a colleague.
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Discuss or comment on this article.The Government announced Jobcentre Plus staff are to receive autism training in the adult autism strategy published on 3rd March. The National Autistic Society (NAS) celebrated the move, in response to their Don't write me off campaign, along with a raft of new measures to tackle the routine isolation, ignorance and inequality routinely experienced by people with autism in England... (Source: Autism News From Medical News Today)
Source: Autism News From Medical News Today - March 11, 2010 Category: Psychiatry Tags: autism Source Type: news
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1 out of 150 children are diagnosed Autism Spectrum Disorder. Many of these children have also been diagnosed with Lyme Disease/borrelia related complex, but most remain undiagnosed. It is estimated that up to 90% of children with autism may be also infected with Lyme Disease/Borrelia however, since testing is difficult, current research shows that 20-30% of these children harbor this bacteria. This number would represent over 150,000 children in the United States alone. Most of these children have never even been bitten by a tick. Parents have no idea how their child would have contracted this bacteria. However, it is important to note that borrelia is not the only infection that autistic children have. Many children also have Mycoplasma, Herpes, Chlamydia, Babesia, Bartonella and many more. In addition, this is a family disease. We intend to educate parents on their own health and how this is not just "autism" we are looking at, we are looking at a multi-faceted disorder which affects both the young, the old and all of us in-between. Although our goal started out to look at just Lyme disease and autism...we have evolved to include other such infections, therefore looking at an infection based cause to autism. The goal of this organization is to provide education, awareness and research into an infectious based cause of autism. Yes..Lyme/borrelia is our PRIME suspect, but we realize that this is multiple infections happening on a disabled immune system and these infections can be triggered by many factors including but not limited to vaccines, chemicals/pesticides, electromagnetic frequency and a whole host of environmental factors. When we consider all options, only then will our kids be able to begin improving.
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Autism219
http://www.communityresourcesforautism.org/
Community Resources for People with Autism provides support, information, and practical help for individuals with Autism Spectrum Disorders and their families living in Western Massachusetts.Community Resources was founded in 1989 by parents of children with autism. Their goal was to help families, schools, professionals, agencies and communities understand autism, promote the well-being of individuals with autism, and foster their inclusion in the community.Our goal today remains to help famlies build on their strengths, work together to create a positive vision for the future, and help their children learn, grow, and be welcomed, fully included members of their communities.Community Resources continues to be directed by parents and other family members in partnership with autism professionals and other concerned citizens.Research and experience indicate:having a positive vision for your child's future and building relationships is a key to success. early diagnosis, intervention, and support are important. services are most effective when tailored to the needs of the child and family, and delivered in a consistent, comprehensive, and coordinated fashion. inclusion of children and adults with autism with typical peers in all activities using appropriate supports benefits all.By providing information, advocacy, training and education, and family support in Western Massachusetts, Community Resources for People with Autism echoes the mission of its parent organization -- The Association For Community Living.20th Annual Conference<?xml:namespace prefix = o ns = "urn:schemas-microsoft-com:office:office" /> Tuesday, April 6, 2010 Speakers:Brenda Smith Myles, Ph.D.Valerie Paradiz, Ph.D. for more information andto download a registration form,click here.
Autism Spectrum Disorders
Community Resources for People with Autism
April 6, 2010
Western Massachusetts.Community Resources
Western Massachusetts
The Association For Community Living.20th Annual Conference<
Speakers:Brenda Smith Myles
Ph.D.Valerie Paradiz
www.communityresourcesforautism.org/
Autism22
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What is autism?
Autism is a developmental delay that includes symptoms such as speech difficulties, lack of eye contact, isolation and no fear of danger.
Autistic children act and sound like much younger children. What causes autism specifically is not known. Some experts believe there are bio-chemical reasons for autism; others suspect that it is a psychiatric disorder. Some believe that a combination of the wrong foods and too many antibiotics and environmental toxins can damage the colon and lead to physical and behavioral problems, including autism.
The behavioral syndrome of autism includes abnormalities of language and thinking skills; repetitive behavior such as rocking; abnormal responses to sensations, people, events and objects; and self-injurious behavior.
New Note: Before going on to explore this in-depth section concerning the theories of autism, you may want to read a summary overview article by Dr. Lewis Mehl-Madrona, "Effective Therapies for Autism and Other Developmental Disorders", recently published in Autism/Asperger's Digest Magazine.
Theories of Autism
Quick Index to the Theories of Autism
Information for Non-Professionals to Better Understand Theories
Opioid Excess Theories
Opioid-like substances
Dipeptidyl peptidase deficiency
Dermorphin and Sauvagine
Opioids and secretin
Opioids and glutathione
Opioids and immunosuppression
Gluten/Casein Theories and Relation to Celiac Disease
Opioid receptors
Urinary IAG
Fatty Acids
Gamma Interferon Theory
Free Sulphate Theory
Other Sulfation Problems in Autism
Cholocystokinin and Autism
Oxytocin and Vasopressin in Autism
Autism and Amino Acids
Methylation Theory of Autism
Stress and Immunity
Autoimmune Theory
Antibodies to Myelin Basic Protein Found in Autistic Children
Viral Infection Theory
Vaccinations and Autism
DPT and brain damage
MMR vaccine and autism
Research on MMR, Autism Connection Compared
Elevated Rubeola Titers and MMR Vaccine
Vaccination During Pregnancy and Risk for Autism
Vaccination and the risk for autism
Action of Secretin Theories
Secretin and cAMP
Lectins and secretin
Intestinal Permeability Theories
The Concept of Increased Intestinal Permeability
Gastrointestinal Abnormalities Among Children with Autism
Binstock's Anterior Insular Cortex Hypothesis for Linkage Between Gut and Brain
Prenatal Aspartame Exposure
Vitamin A Deficiency and Autism
Orphanin Protein: Orphanin FQ/nociceptin (OFQ/N)
Smoke and Air Pollution May Be Related to Learning and Behavioral Problems
Information for Non-Professionals to Better Understand Theories
The following websites may help you better understand the physiological functions discussed in the theories section:
The Endocrine System and Hormones
The Digestive System
The Immune System
The Brain and Nervous System
Introduction to Enzymes
Tell Me More About Endorphins
[Return to "Quick-Index" of Theories of Autism]
Opioid Excess Theories
The opioid excess theory of autism says that autistic children are symptomatic due to excess opioid-like substances, whose effects on the brain produce the symptoms of autism.
Opioids and opioid-like substances, especially when in excess, have many effects upon hormones and hormonal regulation.
Among humans, opioids stimulate diminish both ACTH and corticosterone 1. Naloxone, an opiate antagonist, stimulates the release of ACTH. Both types of action are probably mediated within the hypothalamus. Lutenizing Hormone (LH), important in reproduction, is decreased by opioids, while opiate antagonists stimulate LH, both apparently by modulating LHRH release. Opioids affect the regulation of other gonadotropins (sex hormones). Exogenous opiates potently stimulate prolactin and gonadotropin hormone secretion. Opiate antagonists do not affect these hormones.
In rats, opiate antagonists decrease basal and stress-induced secretion of prolactin. Data regarding Thyroid Stimulating Hormone (TSH) are quite contradictory. Both inhibitory and stimulatory effects have been described.
Oxytocin and vasopressin release are inhibited by opioids at the posterior pituitary level. There is good evidence for an opioid inhibition of suckling-induced oxytocin release. Opioids also seem to play a role in the regulation of vasopressin under some conditions of water balance. The pancreatic hormones, insulin and glucagon, are elevated by opioids apparently by an action at the islet cells. Somatostatin, on the contrary, is inhibited. An effect of naloxone on pancreatic hormone release has been observed after meals which contain opiate active substances.
[Return to "Quick-Index" of Theories of Autism]
Opioid-like substances:
Dr. Alan Friedman, a physical chemist at Johnson and Johnson, has isolated and identified peptides in urine or serum using a single and triple electrospray quadropole mass spectrometer. The "MassSpec" sprays the material into a chamber, where it is spun by electromagnetic forces, and followed sequentially into two more chambers. The materials can then be charted by atomic weight.
Dr. Friedman contrasted the samples of normal children with autistic children. The amount and volume of particles in the autistic children was an order of magnitude more in volume and in number of them. Some of these particles include Casomorphine, A-Glaidin, Desmorphin, Deltophin II, Morphine modulating peptide, Novel Autism Peptide I, and Novel Autism Peptide III. These peptides have interaction with other neuro-peptides. Desmorphin is only found in Autistic Children and on the backs of non-captive poison dart frogs. These opioid-like molecules are thought to cause the symptoms of autism.
[Return to "Quick-Index" of Theories of Autism]
Dipeptydal peptidase deficiency:
Alan Friedman and colleagues have pioneered the potential role of DPP IV deficiency in autism. Some have gone so far as to suggest that DPP-IV deficiency may explain all of the abnormalities seen in autism. Dipeptidyl peptidase IV (DPP-IV) is a serine peptidase that removes N-terminal dipeptides sequentially from polypeptides having unsubstituted N-termini provided the penultimate residue is proline.
The only known enzyme to break down casomorphine, dipeptidyl peptidase IV or DDP-IV, appears to be absent or reduced in autistic children. The gene for this enzyme is distal to other suspected autism genes on 2 and Q of 7 and is expressed in the kidney, the small intestine, the liver, the blood-brain barrier, and has involvement in T-Cell activation. Also found in the urine were undigested food particles, suggesting a leaky gut syndrome.
Mice with the a defective casomorphine enzyme gene will die if not on a gluten free diet. Later we will discuss the possible role of glutein and cassein in autism, and the elimination of these substances from the diet as a treatment. The toxicity of gluten and cassein may result from the lack of DPP IV. Thus, DPP deficiency may be important in explaining opioid excess.
DPP IV has a number of different names. When it is present on the surface of a T-cell it is called CD26.
Dr. Friedman postulates that DPP-IV is either absent via a genetic mechanism (probably through two recessive genes) or that the enzyme has been inactivated, possibly through autoimmune mechanisms (a theory of autism which we will cover later). It has been postulated that people, autistic from birth, produce no DPP-IV, and those who developed normally and then regressed, had their DPP-IV inactivated through an acquired mechanism (such as auto-immunity).
One such compound is dermorphin, a mu-opioid agonist that acts as an hallucinogen. Another is deltorphin II. Some researchers theorize that these compounds appear because the enzyme which cleaves certain peptide bonds (DPP IV) is either missing or inactivated. Gluten and casein are two of the proteins from which these opioids can be produced. There may be additional proteins for which this is true as well.
[Return to "Quick-Index" of Theories of Autism]
Theories of Potential Therapies for DPP IV Deficiency [Unevaluated]:
If DPP IV deficiency results in autism, what can be done? If the enzyme is missing, replacing it should solve the deficiency. DPP IV is found on intestinal mucosal cells, epithelial cells in the GU tract, and on the surface of T-cells. It might be possible to hook the DNA sequence coding for DPP IV onto some type of delivery mechanism (such as a plasmid) and infuse the plasmids into the patient so that the desired sequence would be incorporated into the patient's DNA. Another alternative is stem cell therapy or live cell therapy. Injected cells might produce DPP IV which would migrate to areas in which it is needed.
If the enzyme is inactivated by an autoimmune mechanism, replaced enzyme would probably be inactivated as well.
Here is a the skeleton for a future treatment: Drucker, et al. 2 studied DPP-IV deficicient rats. Administration of GLP-2 to these rats was associated with a markedly increased bioactivity of rat GLP-2 resulting in a significant increase in small bowel weight. A synthetic GLP-2 analog, r[Gly2]GLP-2, with an alanine to glycine substitution at position 2, was resistant to cleavage by both DPP-IV and rat serum in vitro. Treatment of wild-type rats with r[Gly2]GLP-2 produced a statistically significant increase in small bowel mass. DPP-IV-mediated inactivation of GLP-2 is a critical determinant of the growth factor-like properties of GLP-2. The possibility exists that treatment of autistic people with sufficient quantities of GLP-2 or with synthetic r[Gly2]GLP-2 which cannot be cleaved by DPP-IV would alleviate symptoms associated with autism.
Drucker DJ, DeForest L, and Brubaker PL have shown that GLP-2-like compounds have potential use for enhancement of mucosal regeneration in patients with intestinal disease 3. This may relate to autistic children who have gastrointestinal symptoms. Findings such as these may explain the usefulness of hormonal therapies for autistic children's gut problems.
GLP-2 is part of proglucagon, which also contains GLP-1. Proglucagon is secreted from enteroendocrine cells of the small and large intestine. GLP-1 lowers blood glucose in both NIDDM and IDDM patients and may be therapeutically useful for treatment of patients with diabetes. GLP-1 regulates blood glucose via stimulation of glucose-dependent insulin secretion, inhibition of gastric emptying, and inhibition of glucagon secretion. GLP-1 may also regulate glycogen synthesis in adipose tissue and muscle; however, the mechanism for these peripheral effects remains unclear. GLP-1 is produced in the brain, and intracerebroventricular GLP-1 in rodents is a potent inhibitor of food and water intake. The short duration of action of GLP-1 is accounted for in part by dipeptidyl peptidase 4 (DPP-IV), which cleaves GLP-1 at the NH2-terminus; hence GLP-1 analogs or the lizard peptide exendin-4 that are resistant to DPP-IV cleavage are more potent GLP-1 molecules in vivo. GLP-2 has recently been shown to display intestinal growth factor activity in rodents, raising the possibility that GLP-2 may be therapeutically useful for enhancement of mucosal regeneration in patients with intestinal disease.
[Return to "Quick-Index" of Theories of Autism]
Dermorphin and Sauvagine:
The abnormal opioid peptides found in the urine of autistic children are known
to have a number of important effects, many of which may relate to the symptoms
of autism. Some of these effects may relate to other gut disorders, especially
the so-called hollow organ dysmotility syndromes, in which pain arises from
uncoordinated electrical activity and peristalsis in the gut, including the
production of spasm and chronically elevated gut wall muscle tension. Some of
the gastrointestinal disorders of autistic children (especially their abdominal
pain) may be explainable on this basis.
Dermorphin consists of the amino acid sequence
Tyr-D-Ala-Phe-Gly-Tyr-Pro-Ser-NH2 30. It is a mu-opioid agonist and is
displaced by naloxone or morphine; hence, the justification for using naloxone
with autistic children to block the effects of dermorphin and its relatives.
The D-configuration of the amino acid residue in position 2 is of crucial
importance for
its binding ability. Replacing the D-Ala2 with L-Ala makes a compound that is
only 1/5000th as potent in binding to the receptor.
Shorter dermorphin
homologs,
dermorphin-(1-4)-NH2 and dermorphin-(1-3)-NH2, are 20 and
40-fold less potent, respectively, than dermorphin. The C-terminal
carboxamide function is of significant importance for manifestation of the
full intrinsic binding potency of dermorphin. Deamidated dermorphin has 1/5th
the potency of the parent peptide. While the whole
dermorphin sequence is required for expression of its full
binding activity, the N-terminal tripeptide contains the features which allow
receptor recognition.
30. Amiche M, Delfour A, Nicolas P. Structural Requirements for Dermorphin Opioid Receptor Binding. Int J Pept Protein Res 1988 Jul 32:1 28-34
Dermorphin and other opioid-like peptides can affect stomach acid output, and
therefore, digestion 31. Intracerebroventricularly (i.c.v.) injected
dermorphin suppresses the stimulation of gastric acid output by water
distension of the stomach in a dose-dependent manner. Insulin stimulated
gastric secretion is also partially blocked. Subcutaneous injections of
dermorphin inhibite basal and water distension-induced gastric secretion and
are antagonized by subcutaneous naloxone (at a dose of 1 mg/kg).
Injections
(i.c.v.) of dermorphin have no effect on histamine-induced gastric secretion,
but a close relative, Dermorphin N-terminal-tetrapeptide-amide (NTT), does
[3]. NTT also increases pentagastrin-induced gastic acid secretion. The
opioid antagonist, N-methyl-levallorphan-methanesulphonate also blocks this
effect. Thus, the brain plays a role in regulating gastric secretion.
Can these abnormal peptides explain many of the increased gastrointestinal
problems of autistic children, or even of other patients with intestinal
motility and spastic disorders? Time will tell, but the presence of increased
intestinal permeability may explain how these molecules pass into the
bloodstream from the gut to affect adults with gastrointestinal disorders.
In
support of these ideas is the finding that a premature phase III of the
migrating myoelectric
complex (MMC) in the duodeno-jejunum is triggered by NTT 32. The activity
of the gastic antrum is not significantly modified. NTT also increased
the contractile activity of both proximal and distal portions of the colon,
including a long-lasting period of increased muscle tone in the distal colon.
Either naloxone or N-methyl-levallorphan-methanesulphonate completely
prevented these motor effects of NTT on gastrointestinal tract. This
opiate-like activity on gastric acid secretion
and intestinal motility of the dog is thought to occur through the activation
of peripheral mu opioid
receptors.
Certainly justification exists for treatment of autistic children with
gastrointestinal disturbances with naloxone.
31. Improta G, Broccardo M, Lisi A, Melchiorri P Neural Regulation of Gastric Acid Secretion in Rats: Influence of Dermorphin. Regul Pept 1982 Mar 3:3-4 251-6
32. Soldani G, Del Tacca M, Bernardini MC, Bardon T, Ruckebusch Y Peripheral Opioid Receptors Mediate Gastrointestinal Secretory and Motor
Effects of Dermorphin N-terminal tetrapeptide (NTT) in the Dog. Neuropeptides 1987 Jul 10:1 67-76
Intravenous infusion of
dermorphin significantly increases plasma levels of prolactin,
human growth hormone, thyrotropin stimulating hormone (TSH) and plasma renin
activity, but
decreased plasma levels of cortisol. Dermorphin produced a small decrease in
adrenocorticotropic hormone (ACTH), and
a small increase in plasma aldosterone. Pretreatment with the opioid receptor
antagonist naloxone suppressed the prolactin and TSH response, blunted the
human growth hormone and plasma renin activity increase, completely prevented the
plasma
cortisol decrease, and enhanced plasma cortisol and ACTH levels.
These actions
are thought to be mediated through opioid receptors. Dermorphin is thought to
increase plasma renin levels through
stimulation of the sympathetic nervous system. Dermorphin does suppress plasma
cortisol levels by affecting ACTH secretion, potentially explaining altered
pituitary-adrenocortical axis function found among developmental delayed
children.
Reference: Degli Uberti EC, Trasforini G, Salvadori S, Margutti A, Tomatis R, Pansini R The Effects of Dermorphin on the Endocrine System in Man. Peptides 1985 6 Suppl 3 171-5
Abstract
Sauvagine is another opioid-like peptide found in higher concentrations among
autistic children. It and dermorphin affect both ACTH and
beta-endorphin release from pituitary cells, inhibit prolactin and human growth
hormone release. When dermorphin is administered by intracerebroventricular
injection, it induces
analgesia and catalepsy, along with conspicuous EEG and behavioral changes and a
sharp reduction in gastric emptying time
and gastric acid output. Prolactin release is stimulated.
Reference: Erspamer V, Melchiorri P, Broccardo M, Erspamer GF, Falaschi P, Improota G,
Negri L, Renda T The brain-gut-skin triangle: new peptides. Peptides 1981 2 Suppl 2 7-16
Dermorphin and deltorphin are opioid-like substances which elicit
acute and
chronic activation of of mu- and delta-opioid receptors, thereby affecting the
functional
activity of the hypothalamus-pituitary-adrenocortical (HPA) axis, both in
basal conditions and in response to acute stress.
Acute
administration of dermorphin (a mu-receptor agonist) increases basal and
stress induced plasma levels of corticosterone and beta-endorphin. These effects
are
antagonized by pretreatment with naloxone, a specific mu-opioid receptor
antagonist, but not by naltrindole, a delta-opioid receptor antagonist.
Long-term administration of dermorphin does not alter resting plasma levels of
corticosterone and
beta-endorphan, but does reduce stress-induced increases of these
hormones.
Both the acute and chronic administration of the delta-opioid receptors
agonist, failed to modify resting and stress
induced hormone levels. Thus, mu-opioid
receptors, but not delta-opioid receptors modulate the response of the
hypothalamic-pituitary-adrenal axis to acute stress.
Reference: Degli Uberti EC, Petraglia F, Bondanelli M, Guo AL, Valentini A, Salvadori S,
Criscuolo M, Nappi RE, Genazzani AR Involvement of Mu-Opioid Receptors in the Modulation of Pituitary-Adrenal
Axis in Normal and Stressed rats. J Endocrinol Invest 1995 Jan 18:1 1-7
Intravenous dermorphin injection decreases the levels of thryotropin releasing
hormone in the hypothalamus. Plasma TSH levels decreased significantly in a
dose-related manner with a nadir at 40 min after the injection. The plasma
thyroid hormone levels were not changed significantly. The plasma TRH and
TSH responses to cold were inhibited by dermorphin, but the plasma TSH
response to TRH was not.
Naloxone partially blocked the inhibitory effect of
dermorphin on TSH levels. In the para-chlorophenylalanine or pimozide
pretreated groups the inhibitory effect of dermorphin on TSH levels was
prevented, but not in the groups pretreated with 5-hydroxytryptophan or
L-DOPA. These drugs alone did not affect plasma TSH levels in the
dose used. Dermorphin is thought to act on the hypothalamus to inhibit
TRH release, its effects being mediated through mu-opioid receptors and modified
by
central nervous system amines.
Reference: Mitsuma T, Nogimori T, Chaya M Dermorphin Inhibits Basal and Cold Induced Thyrotropin Ssecretion in Rats. Endocrinol Exp 1985 Jun 19:2 83-90
[Return to "Quick-Index" of Theories of Autism]
Opioids and Secretin:
Opioids decrease gastric acid secretion. One theory as to the apparent "secretin deficiency" seen in many autistic patients is that the pH of the contents in the upper duodenum never gets low enough to cause the mucosal cells to release secretin.
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Glutathione:
Opioids have been shown to decrease hepatic glutathione. Low levels of glutathione have been demonstrated in autism.
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Opioids and immunosuppression:
Many autistic people demonstrate a mild immunosuppression which could be accounted for by the actions of opioids on T-cells. Opioids decrease T-cell proliferation via the mu-receptors.
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Gluten/Casein Theories and Relation to Celiac Disease
Dr. Paul Shattock, of Sunderland,England is doing work on the casein free/gluten free diet connections to autism and is studying the development of caso-morphine and gluteo-morphine in autistic children. In some individuals who cannot metabolize gluten, a-gliadin is produced. The body cannot metabolize A-gliadin, which binds to opiod receptors C D. These receptors are associated with mood and behavior disturbances. A strict gluten and casein-free diet does appear to reduce the level of opioid peptides and improve autism for some people. The earlier the implementation of the diet, the better the chance of recovery.
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Opioid receptors:
There are at least 3 different opioid receptors - mu, delta, and kappa. When an opioid molecule attaches to a receptor in which it fits", adenylate cyclase is inactivated, leading to a decrease in intracellular cAMP. Cyclic AMP (cAMP) is an important messenger system in the brain and body. Opioid theory. In keeping with the opioid theory of autism, some children are given naltrexone (an opioid antagonist) with reported benefit. An example would be a small dose of 10 mg every 2-3 days
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Urinary IAG:
The increase in urinary IAG levels among autistic people observed by Paul Shattock may be explained in this manner. Tryptophan hydroxylase (the rate-limiting step in the conversion of tryptophan to serotonin) must be phosphorylated in order to be active. Cyclic AMP is required for phosphorylation. If intracellular cAMP levels have been lowered because of constant (inappropriate) stimulation of opioid receptors on the cell surface, less tryptophan hydroxylase is phosphorylated, and therefore more of the enzyme is inactive. When this happens, tryptophan is not converted into serotonin, but is shunted down alternate pathways, eventually leading to urinary IAG and 3-indoleacetate.
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Fatty Acids:
Another abnormality observed in autism is the accumulation of long-chainand very-long-chain fatty acids in cell membranes. Carnitine palmitolytransferase is essential in the steps responsible for the transport of Long Chain Fatty Acids (LCFA) and Very Long Chain Fatty Acids (VLCFA) across the mitochondrial membrane so these fatty acids can be broken down and metabolized. Carnitine palmitoyltransferase synthesis and half-life are dependent on the presence of cAMP.
There is evidence that cAMP levels may be reduced in autism (see other sections). One theory for the action of secretin is that it raises cAMP levels. Carnitine has also helped some autistic children,and, in fact, there is a glycogen storage disease that is a carnitine deficiency syndrome which presents like autism.
There are 12 types of glycogen storage disease, including carnitine deficiency syndrome, and defects of Acyl-CoA dehydrogenase.
The Cincinnati Children's Hospital Medical Center s Department of Enzymology has identified two patients with the"carbohydrate deficient glycoprotein syndrome" through alpha-1-antitrypsin phenotyping. The carbohydrate deficient glycoprotein in the serum of these patients produces a band on polyacrylamide gel isoelectric focusing that moves cathodally of the Z-band. In the area of carnitine deficiency, there is, for example, less than 5% of normal muscle carnitine concentration. After carnitine supplementation, patients unable to talk or walk, with hypotonic musculature and symptoms of autism, can became able to walk with the help of a walker, can stand alone for short periods, and can acquired an interest in their surroundings. The common findings of carnitine deficiency were an impaired ability to walk, muscular hypotonia, reduced muscle carnitine concentration and an improvement in locomotion while on carnitine.
Among a family with recessive X-linked cardiomyopathy, affected patients used to die before age 2 yrs. Early carnitine supplementation has greater improved survival. The clinical picture of this disease resembles Barth Syndrome, the gene for which has a location near the marker DXS52 on the X chromosome (Bolhuis et al., 1991). This carnitine deficiency syndrome is also related to the DXS52 marker (Bione, et al., 1996). The banding pattern of cDNA from a patient's liver differs from that of normal liver and that sequencing of cDNA from a patient's heart shows that exon 7 has been eliminated.
Vitamin B12 therapy is based in part upon the role of vitamin B12 in synthesizing essential fatty acids.
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Gamma Interferon Theory
Dr. Vijendra Singh has found elevated levels of interleukin-12 and gamma interferon in autistic patients. Opioids can increase levels of gamma interferon.
[More information on this topic coming soon!]
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Free Sulphate Theory
Dr. Rosemary Waring has demonstrated low levels of free sulfate in the plasma of autistic people. Free sulfate homeostasis is regulated by reabsorption in renal tubules primarily. Opioids change sodium, bicarbonate, and chloride reabsorption in the kidney, but no work has been done on sulfate reabsorption.
Waring (1993) has demonstrated deficiencies in the sulphur-transferase capabilities of people with autism. This inadequacy is not the consequence of a missing enzyme (sulphur transferase) but of insufficient sulphate ions for the sulphation to be accomplished.
Sulphur transferase activity is important for many biological reactions in the body, some of which may be relevant to autism. These reactions include the breakdown of bilirubin and biliverdin, which are the breakdown products of haemoglobin; as well as the breakdown and removal of phenolic compounds. The tests used to estimate sulphur-transferase activity rely upon the conversion of paracetamol to its sulphate.
An inadequately functioning sulphur-transferase system will also affect the metabolism of some neurotransmitters. Serotonin (5-HT) metabolism will be affected, and the appearance of unusual metabolites (such as the hallucinogen bufotenin) could be predicted. Himwich (1972) has reported this, but the significance is uncertain.
Foods with high phenolic content should exacerbate symptoms since the overtax the available sulphur resources of the body. Anecdotal reports abound about the adverse effects of apples, oranges and other citrus fruits, chocolate (possibly on account of the phenol flavoring vanillin) and other phenolic foods on behavior in children with autism. Interestingly, two parents (who must remain anonymous). Cranberry juice has been anecdotally reported to reduce or even eliminate these effects. Whether this due to the sulphur content of the juice or some other mechanism including placebo remains to be determined.
Sulphate ions are not absorbed from the gut so this route is not a possibility for replenishment. The main source of free sulphate in the body is the amino acid "cysteine" which is obtained from the breakdown of protein. Some parents have attempted to combat this by feeding their children large doses of cysteine in tablet or powder form with mixed results reported. Other parents have introduced other sulphur containing amino-acids and claim this therapy beneficial. One of the sulphur containing amino-acids used for this purpose is "taurine," which is reported to have an anti-opioid effect (Braverman 1987).
Parents have also been experimenting with alternative routes of administration. One popular route is percutaneous, in which magnesium sulphate (Epsom Salts) are placed in the bath water in the hope that the sulphate will enter the body through the skin. Anecdotal benefits are claimed from this therapy, though increased irritability has also been reported.
Similar sulphate deficiencies have been reported in people with migraine, rheumatoid arthritis, jaundice and other allergic conditions all of which are anecdotally reported as common in the families of people with autism.
More information on Rosemary Waring s work is available at the Autism, Intolerance & Allergy Network (AIA).
Dr. Robert Sinaiko has also written an interesting paper, The Biochemistry of Attentional/Behavioral Problems, in this area.
Also, see Paul Shattock's discussion of Waring's work, Back to The Future: An assessment of some of the unorthodox forms of biomedical intervention currently being applied to autism, at The Autism Research Unit's Website.
Sulfated glycosoaminoglycans are critical to the formation of the neuromuscular junction and the development of appropriate motor control and function.
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Other Sulfation Problems in Autism
¨Sulfation problems have been described by Rosemary
Waring at the University of Birmingham in autism which could lead to an inability
to handle virus infections, with a disruption of cell-mediated immunity¨ as
well as an impairment of natural killer cell function.¨ Unlike the
situation with type I interferons, which are released by infected cells,
interferon gamma (a type II interferon) is released by T lymphocytes and
natural killer cells, but that happens not when they themselves have been
activated, but rather, when they are alerted to the presence of
infection by other immune cells or by a superantigen or a chemical mitogen.
Sulfate also plays an important role in initiating interferon
gamma's signal.¨ [ Reference:¨ Benito A. Yard, Christian P. Lorentz, Dieter Herr, Fokko Van Der Woude.¨ Sulfation-dependent Down-Regulation of
Interferon-gamma-induced Major Histocompatibility Complex I and II
Intercellular Adhesion Molecule-1 Expression on Tubular and Endothelial
Cells by Glycosaminoglycans.¨ Transplantation Vol.66(9), November 15, 1998,
pp. 1244-1250].
Glycosaminoglycans (GAG) are sulfated sugars, involved with
great deal of the action on the cell surface.¨ They also have activity
in their "shed" form, where they act in the extracellular matrix, external to the cell.¨ All cells make GAGs, and shed GAGs continuously, but to properly assemble these sulfated GAGs, each cell has to be supplied with adequate sulfate, which is low in autism.¨ When these sugars are not sufficiently populated with sulfate, they will not
behave normally, and their interaction with other chemistry can be hampered.¨ If sulfated GAGs are required for the proper action of interferon gamma, then a problem with sulfation may indeed be able to explain why so many autistic children have a hampered cell-mediated immunity and poor natural killer cell function.
Sulfated GAGs on the cell surface appear necessary for interferon gamma to generate a signal through its receptors on the cell surface.¨ More highly sulfated GAGs do indeed bind interferon and prevent it from binding to its receptors and generating its signal into the cell.¨ This varies in a dose-dependent manner.
Sulfated cell surface GAGs are
required to dimerize, or assemble, two different components of receptors.
Also, in the extracellular matrix around the cell, sulfated GAGs have been
found to provide an escort for the GAG-binding chemical to get to the cell
surface, actually protecting it from degradation as it wends its way to its
cell-bound GAG/receptor complex.¨ Another example of this process is seen in
chylomicron metabolism, where sulfated GAGs in most pathways are necessary
for helping the cells in the liver to "eat" and process cholesterol-laden
fatty particles.
There is another article from the May 1994 Scientific American: "How
Interferons Fight Disease", by Howard M. Johnson et al., that gives a
particularly valuable review of what a problem with the interferon gamma
signal would be expected to produce.¨ Even though this article does not even
mention GAGs, it does say that in order to activate its receptor, some part
of the interferon gamma molecule which is coming from the outside of the
cell has to associate with a part of its receptor that is actually
underneath the cell membrane and in the cytosol, so the authors speculate
that the whole complex has to at least be partially endocytosed (taken
inside the cell) before this could happen.¨ That may be where these GAGs are
functioning, as they are recognized in the liver also as being involved with
the endocytosis of ligand/receptor complexes.
But, if this process were inhibited by poor sulfation what would be the
consequences?
[Exerpts from the article in Scientific American]:
"Interferons activate pathways that cause cells to transcribe, or copy,
certain genes into molecules of messenger RNA.¨ The RNA transcripts, in turn
are translated into proteins that interfere with viral replication or
produce other effects...
Interference with viral protein translation:
For example, one of the best-studied proteins (the eIF-2-alpha protein
kinase) interferes with the cellular machinery that viruses exploit in order
to reproduce themselves.¨ Viruses trick the protein-making machinery of host
cells into translating viral messenger RNA into the proteins needed to make
new infectious particles.¨ Messenger RNA, viral or otherwise, is translated
by ribosomes.¨ These structures travel down the length of the RNA strand,
linking one specified amino after another to a growing protein chain.
First, however, each ribosome has to be built.¨ Several molecules join
together to form the smaller of two ribosomal subunits, and then the larger
subunit comes on board.
All three interferons can precipitate the production of the eIF-2-alpha
protein kinase, the active form of which phosphorylates one component
required for forming the smaller ribosomal unit.¨ Such phosphorylation
blocks further construction of the subunit and thus stalls protein
synthesis.¨ The newly made kinase becomes active only when it encounters
double-stranded RNA.¨ Such RNA appears in a cell only when a virus
replicates its genetic material.¨ Consequently, the enzyme blocks protein
synthesis in infected cells but not in healthy ones.
Destruction of viral RNA:
Among other groups of proteins induced by both type I and type II
interferons is the family consisting of the 2',5'-oligo (A) synthetases.
These enzymes, too, interfere with the production of viral proteins, but
they do so by activating enzymes that break down RNA before it can be
translated into protein. ...
Enhancement of macrophage function:
Interferon gamma can induce macrophages to kill tumor cells and cells
infected by parasites, bacteria or viruses.¨ It can also prod macrophages ot
destroy pathogens that have colonized the scavengers themselves.¨ And
interferon gamma stimulates macrophages to produce what are called class II
MHC (major histocompatibility complex) molecules.¨ After macrophages ingest
pathogens, they break up several of the microbes and fit the fragments into
grooves on the MHC molecules, which are then transported to the cell
surface.¨ There they display the antigenic fragments to what are called CD4
T cells.¨ (These lymphocytes can "see" antigens only if the foreign
fragments are complexed with a class II MHC molecule.)¨ Having recognized
particular antigens, the CD4 cells proliferate and release chemicals that
help other immune system cells to fight off infection..
Interferon gamma...serves as a kind of immunologic switch.¨ The protein
helps to turn on the cell-mediated arm of the immune system, consisting of
macrophages, various kinds of T cells and other cells that respond to
microbes inside the cells of other tissues.¨ At the same time, interferon
gamma may dampen the production of antibodies.¨ Antibodies are better suited
to eradicating pathogens that establish colonies outside of cells."
The article does not really talk about natural killer cells, but it would
make sense if they are the other cell type besides macrophages that release
interferon gamma, that their effectiveness would be greatly reduced if their
signal from interferon was lost because of poor reception by the recipient cell.
All in all, these two articles go far in explaining the possible cause of the particular weaknesses we've found in some children's immune system with both poor cell-mediated immunity and impaired function of natural killer cells that go along with their sulfation problems.
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Cholecystokinin and Autism
Rats born without a functional CCKA receptor developed a type II (adult onset) like diabetes (insulin resistant type). Insulin and insulin-like growth factor, can both engage each other s receptors, so a process affecting the function of one, may influence the other. IGF (insulin-like growth factor) is important for cell growth. IGF also regulates the sulfate uptake in glycosaminoglycans in cartilage and potentially other tissues.
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Oxytocin and Vasopressin in Autism
Oxytocin is produced through the influence of the cholecystokinin-A (CCKA) receptor, which requires its substrate, cholecystokinin, to be sulfated (see the free sulfate theory of autism). If there is insufficient ability to sulfate compounds (a finding in some autistic people), the receptor will not work well, and many CCKA mediated functions will be afffected.
There is an argument that pitocin (oxytocin) might cause some cases of autism since so many mothers of autistic children had to have pitocin to induce labor. Others have
suggested that the association was more likely caused by the mother/childunit having sulfation problems which made it difficult for mom's oxytocin to be produced in sufficient quantity to move labor along, necessitating a jumpstart with exogenous oxytocin (pitocin). The theory is that mothers with sulfation problems would have a higher likelihood for delayed or desultory labor.
A literature is developing to support a role for oxytocin in autism 4.
Coexisting with oxytocin or vasopressin in the cell bodies and nerve terminals of the hypothalamic-neurohypophysial system are smaller amounts of other peptides 5. For a number of these ''copeptides'' there is strong evidence of corelease with the major magnocellular hormones. The effects on secretion of oxytocin and vasopressin of three copeptides, dynorphin, cholecystokinin (CCK), and corticotropin releasing hormone (CRH), has been studied. Dynorphin is coreleased with vasopressin from neural lobe nerve terminals and acts on neural lobe kappa-opiate receptors to inhibit the electrically stimulated secretion of oxytocin. Naloxone augments oxytocin release from the neural lobe in a manner directly proportional to the amount of vasopressin (and presumably dynorphin) released.
Cholecystokinin, coreleased with oxytocin by neural lobe (NL) terminals, has been shown to have high-affinity receptors located in the NL and to stimulate secretion of both oxytocin and vasopressin. CCK's secretagogue effect is independent of electrical stimulation and extracellular Ca2+ and is blocked by an inhibitor of protein kinase C.
CRH, coreleased with oxytocin from the neural lobe, has receptors in the intermediate lobe of the pituitary, but not in the neural lobe itself. CRH stimulates the secretion of oxytocin and vasopressin from combined neurointermediate lobes but not from isolated neural lobes. Intermediate lobe peptides, alpha and gamma melanocyte stimulating hormone, induces secretion of oxytocin and vasopressin from isolated neural lobes. Their effect is, like that of CCK, independent of electrical stimulation and extracellular Ca2+ and is blocked by an inhibitor of protein kinase C.
Among the CRH-producing parvocellular neurons of the paraventricular nucleus, in the normal rat, approximately half also produce and store vasopressin. After removal of glucocorticoid influence by adrenalectomy, virtually all of the CRH neurons contain vasopressin.
The two subtypes of CRH neurosecretory cells found in the normal rat possess different topographical distributions in the paraventricular nucleus, suggesting the possibility of differential innervation. Stress selectively activates the vasopressin containing subpopulation of CRH neurons, indicating that there are separate channels of regulatory input controlling the two components of the parvocellular CRH neurosecretory system.
The presence of opioid peptides and opiate receptors in the hypothalamo-neurohypophysial system, as well as the inhibitory effects of enkephalins and beta-endorphin on release of oxytocin and vasopressin has been well documented 6. Opioid peptides inhibit oxytocin release and thereby promote the preferential secretion of vasopressin when it is of functional importance to maintain homeostasis during dehydration and hemorrhage. Both neuromodulators and a neurohormones co-exist in the same neuron, as demonstrated for vasopressin with dynorphin or leucine-enkephalin, which serves to regulate the differential release of two biologically different, yet evolutionarily-related, neurohormones, e.g. oxytocin and vasopressin, from the same neuroendocrine system.
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Autism and Amino Acids
Many autistic people have low levels of specific amino acids, despite a diet sufficient to support normal levels. DPP IV is found on epithelial cells in the kidney and is responsible for breaking down peptides into amino acids which are then reabsorbed. An absent or non-functioning enzyme could explain lowered levels of amino acids.
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Methylation Theory of Autism
Methylation is an important metabolic process, possibly defective in autism, and pertaining to the control of histamine excess, protection of DNA, promotion of serotonin production, and other brain functions. A number of experiments have suggested a relationship between methyl group metabolism and the exocrine
secretion of the pancreas 32.
These included nutritional studies which showed that ethionine, the ethyl analog of
methionine which inhibits cellular methylation reactions, is a specific pancreatic
toxin. Other studies indicated that protein carboxymethylation might be involved. Capdevila, et al. 32 showed that in vivo ethionine inhibits amylase secretion from freshly isolated rat pancreatic acini, while in
vitro ethionine inhibits amylase secretion from the AR42J pancreatic cell line.
S-Adenosylhomocysteine (SAH) is an inhibitor of all methyltransferase reactions involving S-adenosylmethionine (SAMe). Treatments that elevate cellular levels
of SAH such as inhibition of S-adenosylhomocysteine hydrolase and the in vitro
addition of adenosine and homocysteine result in the inhibition of amylase secretion in both isolated pancreatic acini and AR42J cells. Measurement of SAMe and SAH levels in AR42J cells shows that inhibition of secretion is more closely related to elevation of SAH levels than to a decrease in the SAMe/SAH ratio.
Small G-proteins are carboxymethylated on the C-terminal byprenylcysteine, and inhibitors of membrane-associated prenylcysteine methyltransferase, N-acetylfarnesylcysteine, N-acetylgeranylgeranylcysteine, and farnesylthioacetic acid (FTA), block secretion in AR42J cells. N-Acetylgeranylcysteine is not an inhibitor of the methyltransferase and does not inhibit amylase secretion. FTA inhibits membrane-associated prenylcysteine methyltransferase from AR42J cells.
These results suggest that a methylation event is needed for pancreatic exocrine secretion which may be the reversible methylation of a G-protein involved in signal transduction or membrane trafficking. One theory of action of secretin revolves around restoration of normal methylation in the pancreas, and thereby normalizing pancreatic exocrine secretion. Pancreatic exocrine secretion is blocked by inhibitors of methylation.
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Stress and Immunity
The experience of stress affects cellular immunity, an important aspect of many medical problems, including controlling/curing cancer and the immunobiology of autism. Treating disease with immunological components means also treating and managing psychological stress.
Human immune function is mediated by the release of cytokines, nonantibody messenger molecules, from a variety of cells of the immune system, and from other cells, such as endothelial cells. There are Th1 and Th2 cytokines. Autoimmune and allergic diseases involve a shift in the balance of cytokines toward Th2. The autoimmune aspect of autism has been related to excessive Th2 cytokines resulting, in part, from vaccination. Gulf War syndrome and asthma have been similarly linked to excess immunization in the presence of increased environmental toxins and pollutants (high antigenic load).
Cytokines stimulate cellular release of specific compounds involved in the inflammatory response. Stress-induced activation of the sympathetic nervous system and the sympathetic-adrenal medullary and hypothalamic-pituitary adrenal axes lead to the release of cytokines 1. Blocking the response of the sympathetic nervous system by pre-treating subjects in stressful experiments with adrenergic antagonists can reduce this release of cytokines and decrease the resulting inflammatory response 2, 3. Discrete areas of the brain (for example, the hypothalamus and the locus coeruleus) regulate the sympathetic nervous system and therefore the levels of circulating adrenergic stress hormones, thereby influencing the activity of the immune system 4, 5. Adrenergic stress hormones alter the synthesis and release of cytokines by white blood cells (leukocytes).
The effects of stress on immunity has been experimentally studied in animals. The stress of crowding prior to and following tuberculosis infection affects the outcome of the infection in mice 6. Social disruption in mice causes reactivation of latent herpes simplex virus 7. Stress enhances the reactivation of latent herpes viruses including the Epstein-Barr virus in humans 8.
Psychological stress inhibits many aspects of the immune response including innate immunity (eg, natural killer cell lysis), T-cell responses, and antibody production [1]. Caregivers of parents with Alzheimers disease along with matched noncaregivers received influenza vaccine. All subjects had similar vaccine histories, rates of chronic illnesses, and medication usage, but caregivers showed poorer cellular and humoral immune responses to the vaccine than controls 9 - 12. Their less robust response was thought to relate to the chronic stress of caregiving.
Acute stress can suppress the virus-specific antibody and T-cell responses to hepatitis B vaccine 2, 13-15. People who show poorer responses to vaccines have higher rates of clinical illness including influenza virus infections 16, so these findings are clinically relevent.
Stress influences host resistance to upper respiratory tract infections produced by exposure to five different strains of rhinovirus, to a strain of coronavirus, and to respiratory syncytial virus. After inoculation, subjects were quarantined and monitored for 5 or more days to assess whether they developed infections and cold symptoms. Approximately one third of those subjects exposed to one of these viruses developed a serologically verified clinical illness 17. Higher scores on a questionnaire for stressful life events, higher perceptions of stress, and more negative emotional experiences were associated with a greater likelihood of developing a clinical illness defined as cold symptoms concomitant with isolating an infectious virus or developing a 4-fold increase in antibody titers 18.
In a second study, a life-stress interview replaced the questionnaire. This technique allowed the specification of the types of stressful events that increase risk. These included chronic events (lasting a month or longer), especially chronic social conflicts and underemployment or unemployment 18. Other plausible factors that might be the cause of both changes in stress and greater susceptibility to disease, such as age, sex, education, and personality characteristics including self-esteem and personal control, were unable to account for these results. The results demonstrated a relationship between psychological stress and susceptibility to several cold viruses.
Attempts to find an association between stress and disease progression in patients with acquired immunodeficiency syndrome (AIDS) have met with conflicting results 19. Among a cohort of San Francisco AIDS patients, depression predicted CD4+ T-lymphocyte decline 20 and mortality 21. Analysis of the Multicenter AIDS Cohort Study failed to observe an association between depression and the decline of CD4+ T lymphocytes, disease progression, or death 22, but others have found significant associations between immunological parameters reflective of HIV progression and psychosocial factors, particularly denial and distress 23 and concealment of homosexual identity 24.
Outside of proven clinical interventions, there is reason to think that certain changes in lifestyle might increase host resistance to infectious diseases. These include broadening one's social involvements (eg, joining social or spiritual groups, having a confidant, spending time with supportive friends) and being more careful to maintain healthful practices such as proper diet, exercise, and sleep, especially under stressful conditions 26.
REFERENCES FOR THIS SECTION
1. Rabin BS. Stress, Immune Function, and Health: The Connection. New York, NY: Wiley-Liss Sons Inc; 1999.
2. Bachen EA, Manuck SB, Cohen S, et al. Adrenergic blockade ameliorates cellular immune responses to mental stress in humans. Psychosom Med. 1995;57:366-372. MEDLINE
3. Benschop RJ, Nieuwenhuis EES, Tromp EAM, Godaert GLR, Ballieux RE, van Doornen LJP. Effects of beta-adrenergic blockade on immunologic and cardiovascular changes induced by mental stress. Circulation. 1994;89:762-769. MEDLINE
4. Wetmore L, Nance DM. Differential and sex-specific effects of kainic acid and domoic acid lesions in the lateral septal area of rats on immune function and body weight regulation. Exp Neurol. 1991;113:226-236. MEDLINE
5. Rassnick S, Sved AF, Rabin BS. Locus coeruleus stimulation by corticotropin-releasing hormone suppresses in vitro cellular immune responses. J Neurosci. 1994;14:6033-6040. MEDLINE
6. Tobach E, Bloch H. Effect of stress by crowding prior to and following tuberculosis infection. Am J Physiol. 1956;187:399-402.
7. Padgett DA, Sheridan JF, Dorne J, Berntson GG, Candelora J, Glaser R. Social stress and the reactivation of latent herpes simplex virus-type 1. Proc Natl Acad Sci U S A.
1998;9:7231-7235.
8. Glaser R, Kiecolt-Glaser JK. Stress-associated immune modulation and its implications for reactivation of latent herpesviruses. In: Glaser R, Jones J, eds. Human Herpesvirus Infections. New York, NY: Marcel Dekker Inc; 1994:245-270.
9. Kiecolt-Glaser JK, Glaser R, Gravenstein S, Malarkey WB, Sheridan J. Chronic stress alters the immune response to influenza virus vaccine in older adults. Proc Natl Acad Sci U S A. 1996;93:3043-3047. MEDLINE
10. Kiecolt-Glaser JK, Marucha PT, Malarkey WB, Mercado AM, Glaser R. Slowing of wound healing by psychological stress. Lancet. 1995;346:1194-1196. MEDLINE
11. Kiecolt-Glaser JK, Page GG, Marucha PT, MacCallum RC, Glaser R. Psychological influences on surgical recovery: perspectives from psychoneuroimmunology. Am Psychol. 1998;53:1209-1218. MEDLINE
12. Vedhara K, Cox NKM, Wilcock GK, et al. Chronic stress in elderly caregivers of dementia patients and antibody response to influenza vaccination. Lancet.1999;353:627-631. MEDLINE
13. Glaser R, Kiecolt-Glaser JK, Bonneau RH, Malarkey WB, Kennedy S, Hughes J.
Stress-induced modulation of the immune response to recombinant hepatitis B vaccine. Psychosom Med 1992;54:22-29. MEDLINE
14. Jabaaij L, Grosheide RA, Heijtink RA, Duivenvoorden HJ, Ballieux RE, Vingerhoets AJ. Influence of perceived psychological stress and distress antibody response to low dose rDNA hepatitis B vaccine. J Psychosom Res. 1993;37:361-369. MEDLINE
15. Glaser R, Kiecolt-Glaser JK, Malarkey WB, Sheridan JF. The influence of psychological stress on the immune response to vaccines. Ann N Y Acad Sci. 1998;840:649-655. MEDLINE
16. Gravenstein S, Drinka P, Duthie EH, et al. Efficacy of an influenza hemagglutinin-diphtheria toxoid conjugate vaccine in elderly nursing home subjects during an influenza outbreak. J Am Geriatr Soc. 1994;42:245-251. MEDLINE
17. Cohen S, Tyrrell DAJ, Smith AP. Psychological stress in humans and susceptibility to the common cold. N Engl J Med. 1991;325:606-612. MEDLINE
18. Cohen S, Frank E, Doyle WJ, Skoner DP, Rabin BS, Gwaltney Jr JM. Types of stressors that increase susceptibility to the common cold in adults. Health Psychol. 1998;17:214-223. MEDLINE
19. Solomon GF, Kemeny ME, Temoshok LT. Psychoneuroimmunologic aspects of human immunodeficiency virus infection. In: Ader R, Felten D, Cohen N, eds. Psychoneuroimmunology. San Diego, Calif: Academic Press; 1991:1081-1114.
20. Burack JH, Barrett DC, Stall RD, Chesney MA, Ekstrand ML, Coates TC.
Depressive symptoms and CD4 lymphocyte decline among HIV-infected men. JAMA. 1993;270:2568-2573. MEDLINE
21. Mayne TJ, Vittinghoff E, Chesney MA, Barrett DC, Coates TJ. Depressive affect and survival among gay and bisexual men infected with HIV. Arch Intern Med. 1996;156:2233-2238. MEDLINE
22. Lyketsos CG, Hoover DR, Guccione M, et al. Depressive symptoms as predictors of medical outcomes in HIV infection. JAMA. 1993;270:2563-2567. MEDLINE
23. Ironson G, Friedman A, Klimas N, et al. Distress, denial and low adherence to behavioral interventions predict faster disease progression in gay men infected with human immunodeficiency virus. Int J Behav Med. 1994;1:90-105.
24. Cole S, Kemeny M, Taylor S, Visscher B, Fahey J. Accelerated course of HIV infection in gay men who conceal their homosexuality. Psychosom Med. 1996;58:219-231. MEDLINE
25. Herbert TB, Cohen S. Stress and immunity in humans: a meta-analytic review. Psychosom Med. 1993;55:364-379. MEDLINE
26. Cohen S, Doyle WJ, Skoner DP, Rabin BS, Gwaltney Jr JM. Social ties and susceptibility to the common cold. JAMA.1997;277:1940-1944.
[Return to "Quick-Index" of Theories of Autism]
Autoimmune Theories
One possible cause of autism may involve faulty immune regulation, in particular, autoimmunity 7.
Brain autoantibodies to myelin basic protein (anti-MBP) and neuron-axon filament protein (anti-NAFP) have been found in autistic children 8. Among 33 autistic children (less than or equal to 10 years of age) compared to 18 age-matched normal children, antibodies to myelin basic protein were found in 19 of 33 ( 58%) sera from autistic children as compared to only 7 of 50 ( 7% ) sera from control children 9. The diagnosis of autism was made by at least one pediatric psychiatrist and one clinical child psychologist using the DSM-III-R guidelines of the American Psychiatric Association, Washington, D.C. Since nearly 60% of autistic children show mental retardation ( MR ) (IQ of 70 or lower ), 20 children with MR due to unknown causes and 12 children with Down syndrome ( DS ) were also studied as the disease controls. The testing for serum antibodies to MBP was performed with the technique of protein-immunoblotting. This result indicated that the autistic children have about 8.3 times greater incidence of antibodies to MBP than the control children. Since none of the 12 DS children and only 3 of 20 MR children showed this antibody- positive reaction, the authors concluded that the mental retardation in autistic children was not related to the production of antibodies to MBP.
Singh, et al. (1998), examined the associations between virus serology and autoantibody by simultaneous analysis of measles virus antibody (measles-IgG), human herpesvirus-6 antibody (HHV-6-IgG), anti-MBP, and anti-NAFP. They found that measles-IgG and HHV-6-IgG titers were moderately higher in autistic children but did not significantly differ from normal controls. They found that a vast majority of virus serology-positive autistic sera was also positive for brain autoantibody: (i) 90% of measles-IgG-positive autistic sera was also positive for anti-MBP; (ii) 73% of measles-IgG-positive autistic sera was also positive for anti-NAFP; (iii) 84% of HHV-6-IgG-positive autistic sera was also positive for anti-MBP; and (iv) 72% of HHV-6-IgG-positive autistic sera was also positive for anti-NAFP. Their study was the first to report an association between virus serology and brain autoantibody in autism. They authors believed that their data supported the hypothesis that a virus-induced autoimmune response may play a causal role in autism.
Immunological testing of autistic children has shown certain features that are also found in patients with autoimmune diseases such as systemic lupus erythematosus ( SLE ), thyroid disease ( TD ), ankylosing spondylitis ( AS), rheumatoid arthritis (RA ), insulin-dependent diabetes ( IDD ), and multiple sclerosis ( MS ). These are: ( a ) genetic predisposition -- autism shows a greater concordance rate in monozygotic twins than in the normal population; ( b ) gender factor -- autism is 4 or 5 times more common in boys than in girls; ( c ) triggering by microorganisms -- rubella virus and cytomegalovirus infections have been indirectly linked to autism; ( d ) maternal factors --maternal antibodies in autism were detected 10; (e ) major histocompatibility ( MHC ) association -- autism displays genetic linkage with immunogenetic factors located on chromosome six 11; and ( f ) immune activation 12.
The parallels between autism and other autoimmune diseases suggest that autoimmunity may be a critical factor in the cause of autism. An essential part of the autoimmune mechanism should involve antibody-mediated immune response or antibodies against brain, the affected organ in autism. In this respect, a few recent studies in autism have found evidence of antibodies to brain tissue antigens, e.g., MBP, neurofilament proteins, and serotonin receptor 13. Antibodies to MBP may have some pathological relevance since abnormal cell-mediated immune response ( involving a soluble factor but not antibodies ) to this protein was previously detected, suggesting that autistic children somehow develop inappropriate immune responses to this brain protein 14. Brain-reactive antibodies and the increased serum levels of IgG3 antibody, which selectively activates complement function via classical pathway ( another type of immunity ), could be an important first step in the activation of complement-mediated nerve cell damage, thereby altering their ability to perform normal function of nerve impulse transmission 15.
Despite numerous behavioral problems, research into the brains of autistic children has been hampered by the lack of available brain biopsies or autopsies. Based on a very limited number of case studies, anatomical abnormalities in certain parts of the brain have been found, but the findings are not suffiently consistent to permit any firm conclusion. While the pathological data are scarce, we know virtually nothing about the neurochemistry ( neurotransmitter function ) of the autistic brain. Whatever the pathological abnormalities might be, it is generally believed that the anatomical defects are the results of abnormal development rather than damage following full development of the brain in autistic children 16. At present, the relationship between antibodies to MBP and autism is not understood. However, the development of this immune response may be the basis of autoimmune pathogenesis in some cases of autism. At birth, there is very little myelin in the brain, and the synthesis of myelin may not be complete until the age of 10 years or older in the normal child 17. Moreover, it has been suggested that some children with learning disabilities ( LD ) may have delayed or incomplete myelin development 18. In light of the above, it is conceivable that if an immunological assault were to occur before birth or during infancy or childhood, it could lead to poor myelin development or abnormal function of the nerve fiber myelin. This line of thinking may be an important step in the future understanding of the pathological basis of autism.
For more information about immunology and autism see the following sites:
Immune Panels for Autism Spectrum Children
The Autism Autoimmunity
Project: Addressing Autism Through Immunology
Altered Immunity & The Leaky Gut Syndrome
Immune Response to Brain Myelin in Autistic Children
[Return to "Quick-Index" of Theories of Autism]
Antibodies to Myelin Basic Protein found in Autistic Children:
The theory of an autoimmune cause for autism rests upon studies that find antibodies to myelin basic protein (anti-MBP) in the sera of children with autism. A study of children under age 11, reported in Brain, Behavior, and Immunity (Volume 7, pp 97-103, 1993) compared 33 autistic children, with 18 normal children, 20 children with idiopathic mental retardation, 12 children with Down's syndrome, and - as a separate control - 38 normal adults in the age range of 20 to 40 years.
Anti-MBP antibodies were found in 19 of 33 (58%) autistic children, but only in 8 of 88 (9%) control subjects. Among the controls, 15% were positive among mentally retarded children, 22% among normal children, less than 3% among normal adults, and none among Down's syndrome children.
Neither seizure activity nor antipsychotic drugs were related to the production of anti-MBP since there was neither the history of seizures nor the intake of antipsychotic drugs among autistic or retarded children.
Immunological studies of autistic patients have revealed features also found in patients with other autoimmune diseases. Autoimmune diseases, including Grave's thyroid disease, rheumatoid arthritis, and insulin-dependant diabetes, show some genetic predisposition. Similarly, autism shows a greater concordance rate in monozygotic twins than in the normal population. Autism is four to five times more prevalent in boys than in girls € a gender factor also found in systemic lupus
erythematosus, Grave?s disease, and ankylosing spondylitis.
Autoimmune disease may be triggered by infections with bacteria or viruses. In autism, coincidental findings indicate infections with congenital rubella and cytomegalovirus. Certain soluble antigens of immunocyte activation are elevated in the sera of autistic children, similar to findings in other autoimmune diseases, like lupus and multiple sclerosis.
Lymphocyte proliferation by phytohemagglutinin, concanavalin A, and pokeweed mitogens are generally depressed in 40 to 50% of autistic patients. The blood proportions of CD4+ T helper cells and a suppresor-inducer (CD4CD45RA+) subset are significantly depressed in autistic patients.
[Return to "Quick-Index" of Theories of Autism]
Viral Infection Theory
The viral theory of autism relies upon a relative immunosuppression,
often thought to be in the intestinal tract, and a viral infection to
produce the central nervous system symptoms of autism. Secretory
immunoglobulin A (SIgA) is an important defense in the intestines
against viral infections and is often postulated to be deficient in
autism.
Viral encephalitis is known to give rise to autistic-like disorders,
particularly when it occurs early in life.30 31
Among the viruses that can invade the gastrointestinal tract is
herpes simplex (HSV), which has been shown in the human enteric nervous
system, from which it can migrate into the CNS, including into the
central amygdala (RM Gesser at al, series of studies). Other studies
have shown that HSV (i) tends to migrate towards the cerebellum and
temporal lobe, (ii) is capable of affecting language, (iii) can migrate
intra-neuronally without causing encephalitis, and (iv) once within the
CNS can remain hidden from view for long periods of time (ie, no
peripheral signs, no detectable CSF markers (Dr. Snyder; Myron Levin et
al).
Some investigators speculate about an autism-spectrum subgroup
wherein the infant or child's gastrointestinal pathology provides the
route by which herpes simplex virus migrates into the central nervous
system to produce the autistic symptoms.
The major immunoglobulin (Ig) present in human secretions is a
dimeric IgA covalently bound to an epithelial glycoprotein of about 80
kD, now called the secretory component (SC). IgA protects against viral
infection from the gut. Secretory IgA and secretory IgM are the products
of two cell types: plasma cells synthesise IgA dimers and IgM pentamers
which, by non-covalent association, become complexed with the secretory
component (SC) which is synthesized by serous-type glandular cells. The
adsorption of the Ig polymers to the SC-expressing epithelial cells
depends on J-chain-determined binding sites. This fact gives biological
significance to the striking J chain expression shown by mucosal
immunocytes regardless of the Ig class they produce. The immunocytes
populating the gut mucosa apparently belong to relatively early memory B
cell clones. The obvious functional goal of J chain expression at this
stage of clonal differentiation is local generation of SC-binding IgA
and IgM polymers. In various gut diseases, altered immune regulation
results in a disproportionately increased number of J chain-negative
IgG-producing cells in the mucosa. Such altered immunological
homeostasis may contribute to perpetuation of inflammatory bowel
diseases.
Pentameric IgM is likewise actively enriched in most exocrine fluids
(like gut excretions) and is associated with SC, although not in a
covalently stabilized complex.
Three findings explain the selective translocation of polymeric Ig
(pIg) into exocrine fluids: (1) preferential local production; (2)
J-chain-expressing capacity of pIg-producing immunocytes; and (3)
SC-mediated epithelial transport.
The J chain of pIg and the epithelial SC represent the "lock and key"
in the glandular transport of secretory IgA (SIgA) and SIgM.
It has recently been shown that SC is synthesized as a transmembrane
protein of about 95 kD and constitutes the actual pIg surface receptor.
Complexing between ligand and receptor in the plasma membrane is
followed by endocytosis. The completed SIgA and SIgM molecules are then
translocated in cytoplasmic vesicles through the epithelial cell to the
gland lumen along with an excess of free SC.
The main function of SIgA is to exert immune exclusion; that is, by
intimate cooperation with innate nonspecific defense factors it
decreases penetration of soluble antigens and inhibits epithelial
colonization of bacteria and viruses. Especially in selective IgA
deficiency, SIgM may exert a similar protective function since its
synthesis is markedly increased in the intestinal mucosa, especially in
selective IgA deficiency.
IgG should not be considered a secretory immunoglobulin because its
external translocation depends on passive intercellular diffusion. By
activating complement, antibodies of this isotype may cause increased
mucosal permeability and tissue damage. By activating complement, IgG
antibodies may at the same time be phlogistic and accelerate mucosal
penetration of antigens. IgG may thus contribute to persistent
immunopathology in mucosal disease. The same is true for IgE antibodies
which, in atopic individuals, may be carried into the gut mucosa by mast
cells and cause their degranulation with histamine release.
Leakage of IgG into exocrine fluids is enhanced by mucosal
irritation. Although IgG should not be considered as a SIg, it may
contribute to immune exclusion. This is seen especially in the
respiratory tract where IgG is less easily subjected to proteolytic
degradation than in the intestinal juice.
Traces of IgD may likewise be found in the secretions but without
obvious biologic significance. Regulation of secretory immunity takes
place both in organized lymphoepithelial structures in the gut, such as
the Peyer's patches, and adjacent to the glands in the lamina propria of
the gut 19 20.
[Return to "Quick-Index" of Theories of Autism]
Vaccinations and Autism
Dr. Andrew Wakefield, a Gastroenterologist at the Royal Free
Hospital in London, England, discovered a possible connection between
autism and viral infection associated with the MMR vaccination. The
damage from autism is thought to be provoked by the an allergic type
reaction initiated by the body s reaction to the vaccine. This
auto-immine response could also affect DPP-IV, reducing its levels,
thereby connecting vaccines to the opioid theory of autism.
For more information, please see The Mechanism of
Encephalitic Damage from Vaccines by Val Valerian.
Myelination is an essential part of human brain development. Nerves
can only conduct pulses of energy efficiently if it is covered with
myelin. Like insulation on an electric wire, the fatty coating of
myelin helps keep the pulses confined and maintains the integrity of the
electrical signal so that it has a high signal-to-noise ratio. When the
insulation on a wire is damaged or destroyed, the flow of electrical
current may be interrupted and a short-circuit occurs. See Colorado
Health Net's MS Definitions,
Facts, and Statistics for more information.
Oligodendrocyte cells give white matter its color by manufacturing
myelin. If myelin falls into disrepair, nerve axons cease to function,
even though they themselves aren't damaged. Protecting oligodendrocytes
after brain or spinal cord injury might keep nerve cells intact." See
Washington University in St. Louis School of Medicine's article on new
findings on nervous system damage for more information.
At birth, relatively few pathways have myelin insulation.
Myelination in the human brain continues from before birth until at
least 20 years of age. Up until the age of 10 or so, vast areas of the
cortex are not yet myelinated, and up to the age of 20, large areas of
the frontal lobes are not yet myelinated 21.
Myelination begins in the developmentally oldest parts of the brain,
like the brain stem, moving to the areas of the nervous system that have
developed more recently, like the prefrontal lobe and cortex. Myelin
spreads throughout the nervous system in stages which vary slightly in
each individual. Impairment of myelination can alter neural
communication without necessarily causing severe CNS damage.
The prefrontal portions of the cerebrum have a profound influence on
human behavior 22. If an individual is
injected with vaccines,most of which have adjuvants like mercury and
aluminum compounds, as well as foreign proteins (some from other species
in which the vaccines were grown) and biological organisms, unprotected
nerves may be impacted. The argument for a role of vaccines in the
development of autistic disorders hinges on these biological effects
upon nerves, damaging them in a way that influences behavior and
learning patterns.
The history of studies on vaccines began in 1922 when a smallpox
vaccination program caused an outbreak of encephalitis, with a secondary
result of Guillain-Barre Syndrome, an ascending paralysis ending in
death. The polio virus produces a breakdown of the myelin shealth,
called poliomyelitis, which results in paralysis. Encephalitis, whether
caused through disease or as a result of vaccination, can cause
demyelination of the nerves. For more information, see again The Mechanism of
Encephalitic Damage from Vaccines. "In regions in which there is no
organized vaccination of the population, general paralysis is rare. It
is impossible to deny a connection between vaccination and the
encephalitis which follows it. 23"
In 1935, Thomas Rivers discovered "experimental allergic
encephalomyelitis," or (EAE). Until then, it was assumed that
encephalitis was caused by a viral or bacterial infection of the nervous
system. Rivers was able to produce brain inflammation in laboratory
monkeys by injecting them repeatedly with extracts of sterile normal
rabbit brain and spinal cord material, which made it apparent that
encephalitis was an allergic reaction. EAE can explain the association
of allergies and autoimmune states with encephalitis.
In 1947, Isaac Karlin suggested that stuttering was caused by "delay
in the myelinization of the cortical areas in the brain concerned with
speech." In 1988, research by Dietrich and others using MRI imaging of
the brains of infants and children from four days old to 36 months of
age have found that those who were developmentally delayed had immature
patterns of myelination.
In 1953 it was realized that some children's diseases, measles in
particular, showed an increased propensity to attack the central nervous
system. This indicated a growing allergic reaction in the population to
both the diseases and the vaccinations for the diseases.
In 1978, British researcher, Roger Bannister, observed that the
demyelinating diseases were getting more serious "because of some
abnormal process of sensitization of the nervous system."
Some investigators believe that this increased sensitization of the
population is being enhanced by vaccination programs.
[Return to
"Quick-Index" of Theories of Autism]
DPT and Brain Damage:
In 1948, Randolph Byers and Frederick Moll , of Harvard Medical School
and the Federal Drug Administration carried out tests on DPT vaccines at
Children's Hospital in Boston and concluded that severe neurological
problems could follow the administration of DPT vaccines. The results of
the tests were published in Pediatrics.
In 1976, Dr. Charles Manclark, an FDA scientist, remarked that "the
DPT vaccine had one of the worst failure rates of any product submitted
to the Division of Biologics for testing."
According to the testimony of the Assistant Secretary of Health,
Edward Grant, Jr., before a U.S. Senate Committee on May 3rd, 1985,
every year, 35,000 children suffer neurological damage related to the
DTP vaccine. See "Vaccinations",
by Alex Logia, for more information.
In 1992, the Institute of Medicine concluded that "the evidence is
consistent with a causal relation between DPT vaccine and acute
encephalopathy, defined in the studies reviewed as encephalopathy,
encephalitis, or encephalomyelitis, and the evidence indicates a causal
relation between DPT vaccine and anaphylaxis, between the pertussis
component of DPT vaccine and protracted, inconsolable crying." For
more information, see the Leading Edge Master
Analysis of the Vaccination Paradigm.
Like the material used to produce experimental allergic encephalitis,
vaccines contain substances which qualify as "adjuvants. These
substances initiate reactionary antibody formation. Common adjuvants
used in vaccines are aluminum hydroxide and aluminum potassium sulfate.
In the body, formalin coating around the injected material dissolves,
releasing all bacterial and viral particles from animal culture sources.
Substances such as thimerosal and these adjuvant chemicals irritate body
tissues and increase the action of accompanying bacteria and viruses, as
well as the reaction of the immune system to the foreign protein
antigens, potentially damaging neurological membranes where the myelin
sheath has only partially protected the nervous system. This can result
in mild to severe neurological damage, leading to learning disabilities
and other nervous system disorders, or death, especially upon subsequent
injections, since body has already been sensitized, promoting allergic
reactions of increasingly severe nature. For more information, see
again the Leading Edge
Master Analysis of the Vaccination Paradigm.
Dr. Charles M Poser has drawn the link between the vaccines and
demyelination: "Almost any... vaccine can lead to a non infectious
inflammatory reaction involving the nervous system 24. The common denominator consists of a
vasculopathy that is often... associated with demyelination." For more
information, see the Society For The Autistically Handicapped
(S.F.T.A.H.)'s Vaccines:
Fact Sheet.
Jonas Salk, the developer of the vaccine, wrote in 1975, "Live virus
vaccines against influenza or poliomyelitis may in each instance produce
the disease it intended to prevent . . . . the live virus against
measles and mumps may produce such side effects as encephalitis 25. "
Post-vaccinal pathology of the central nervous system (CNS) is a
topic deserving further investigation (An Italian Study
Finding Biochemical Markers of Vaccine Damage, © 1996, Harris L.
Coulter, Ph.D.). Observation of 30 patients of Italian nationality,
observed between April, 1994, and October, 1995, showed that clinical
signs of CNS pathology, along with associated dermatitis, food
allergies, constipation, and leaking from the anus, emerged
concomitantly or immediately after vaccination with the Salk or Sabin
polio vaccine, DT, measles, DPT, anti-tuberculosis, or Hepatitis-B
vaccines 26.
These 30 patients from various regions of Italy, all presented with a
clinical history of convulsions concomitant with, or immediately after,
vaccinations. Patients whose clinical history was not referable to a
vaccination were excluded from the study. Accepted patients received
tissue typing for HLA (A, B, C) and HLA DR-DQ. Various immune
functions: were also studied, including lymphocyte subpopulations, serum
immunoglobulin content, and presence of antibodies to specific viruses
(CMV, EBV, HSV-1 and HSV-2, VZV).
Patients had earlier been diagnosed with epilepsy, myoclonic
epilepsy, evoving epilepsy, epileptigenic encephalopathy, autism, West
Syndrome, and Angelman's Syndrome. All the patients had presented with
the first symptoms shortly after receiving a vaccination.
The first symptoms were convulsions, high fever, or diarrhea
immediately following vaccination. The parents had told their physicians
about this; then, after taking EEGs and visiting neuropsychiatric
specialists or pediatricians without conclusion, the physicians had
administered the recall shots of the vaccines leading to stabilization
of the condition with progressive clinical deterioration.
Children were 3 to 9 months old. All patients were studied for the
presence of metabolic diseases with negative results; then chromosomal
mapping was done, also with negative results; encephalic TAC and RMN
were performed at first appearance of the symptomatology, also with
negative results.
The EEG performed at first appearance of the symptomatology gave a
negative result in 92% of the patients. Serologic investigations for
herpetic virus (IgG and IgM) were positive in all for IgG and negative
for all for IgM, leading to an estimate of seropositivity (IgG) for
Epstein-Barr virus of 73.8%; for cytomegalovirus, of 71.4%; for Herpes
Simplex virus, of 47.6%; and for Varicella-Zoster Virus of 21.4%. In all
the patients they observed diminished sideremia and a deficit of IgA and
IgG with a slight increase of SGOT and SGPT. None of the patients had
maternally transmitted viral encephalopathy, and in all the patients the
vegetative and relational life was quite normal prior to administration
of the first dose of vaccine. Again, see An Italian Study
Finding Biochemical Markers of Vaccine Damage, for more
information.
[Return to
"Quick-Index" of Theories of Autism]
MMR Vaccine and Autism:
The following news release appeared in the popular media in 1998, and
was a major television news item:
Cleveland, Ohio, Posted 4:00 p.m. November 20, 1998:
"Studies Suggest the Measles-Mumps-Rubella
Vaccine Is a Possible Cause of Autism"
NewsChannel5 reports hundreds of thousands of children receive the
MMR vaccine every year, but now studies show a tiny percentage of cases
may cause autism. Since the MMR vaccine was introduced about 35 years
ago,the incidents of autism in children have increased by 1,000 percent,
from two or three in 10,000 to one in 500.
[Return to
"Quick-Index" of Theories of Autism]
Pro & Con Research on MMR, Autism Connection
Compared:
The publications of Dr. Andrew Wakefield in March 1998 and of Dr.
Brent
Taylor in June 1999 share only two important features, they both
originated
from The Royal Free Hospital in London, and they both appeared in
Lancet.
Andrew Wakefield did his first colonoscopy on an autistic child, because
the
anguished mother begged him to find the reason why her son had such
terrible
gastro-intestinal problems. When he found some very specific pathology,
Dr.
Wakefield proceeded to investigate several more autistic children,
identifying and documenting, again and again, the same very unusual
findings.
A particular aspect of the history intrigued Dr. Wakefield. Many
parents adamantly stated that their children's autistic symptoms
appeared
shortly after they received the MMR vaccine. One ten year old boy's
story
was probably the most striking This child was fine, and absolutely
normal in
every respect, as per his doctor, parents, and teachers. Shortly after
he
received the MMR vaccine, he started exhibiting symptoms of autistic
behavior, and within three months, he was severely damaged.
Dr. Wakefield, in his very professionally written article,
described
each case carefully, history, blood work, colonoscopy findings, and
histo-pathological reports, etc. He went on to review the work of
several
distinguished researchers in different fields, who were also looking at
the
causes of Autism, and had developed tests, or suggested therapies.
Dr. Wakefield had no choice but to mention that many parents
reported
some temporal relationship between the MMR vaccine administration, and
the
onset of their children's autistic symptoms.
As an ethical researcher he could not in all conscience, "bury"
such a
frequently reported association, and he urged other disciplines to study
the
problem.
Although full of medical terms, Dr. Wakefield's paper was clear,
and
easy to understand, even by a lay person. Findings were factual, and
all
conclusions were justified, logical, and fully supported by the evidence
presented.
The immediate result of Dr.Wakefield's paper was a vitriolic
attack
from every front. A flood of opposing articles appeared in the same
issue
of Lancet, and systematic criticism, nearing persecution, of this
decent
researcher began, and is still going on.
Distraught parents of affected children have become even more
confused, because no one has been able to prove conclusively to them
yet,
that an MMR vaccine-Autism connection does not really exist. There have
been no safety follow-up studies looking beyond four weeks post
vaccination,
and many studies quoted, have been partially funded by vaccine
manufacturers, with obvious commercial interests.
Indeed, no serious researcher has looked at a large sample, three
to
nine months post MMR vaccination, when auto-immune diseases usually
would
occur. When some parents in England became vocal, the pro-vaccine
authorities
in the UK reacted forcefully, to protect their MMR vaccination program.
The
single measles, mumps and rubella vaccines effectively became
unavailable,
and every effort was made to prove Dr. Wakefield wrong.
The Medicines Control Agency and The Public Health Laboratory
Service
supported a study, to be carried out by the Department of Community
Child
Health Royal Free, Dr. Wakefield's own institution, and University
College
Medical School, London.
Again, it is important to repeat here, that Dr. Wakefield never
said
there was a causal relationship between the MMR vaccine and autism.
The just published study by Taylor et al was hailed by everyone as
the
definitive work on the subject, .......but is it?.
I personally believe it has raised more questions than it has
answered.
Dr. Taylor's paper seems difficult to read and understand. The
summary findings are confusing, and the whole report is full of
statistics,
symbols and figures, clearly for the purpose of proving that the
conclusions
are unquestionably true.
Case series analysis is a very weak statistical approach, and can
only
reliably suggest or refute relationships in very large samples. The
samples
in this case are small. The methodology used is therefore of marginal
quality, and the authors readily acknowledge its limitations.
Dr. Taylor and associates also present some data as graphs,
without
text support. This makes it impossible for the reader to check said
graph
data for accuracy, and tends to disguise the very small sample size
used.
It is customary that study results are written as a text, and
then, a
chart or a graph can be added, to emphasize a point.
The authors report numbers clearly indicating a massive and
persistent
increase in autism over the years. They then do not offer any sensible
cause for that increase to negate an MMR connection, and choose to
conclude
simply that their study fails to prove any causal relationship.
Elsewhere, Dr. Taylor and associates, state that the age of
diagnosis
was the same before and after the introduction of the MMR vaccine, and
then
go on to deduct, that this is proof that the MMR vaccine therefore does
not
have a causative role, a conclusion I have difficulty with.
On page 6, Dr. Taylor states in his discussion, in the last
paragraph,
that "There is uncertainty about whether the prevalence of autism is
increasing". This totally contradicts all what he reported through the
article, and particularly the statement which immediately followed, "Our
study is consistent with an increase in autism in recent birth
cohorts." It
also contradicts the most impressive California report to the
legislature.
and my own, Autism 99, A National Emergency, in which I have clearly
demonstrated a four to seven fold increase in the incidence of Autism in
the
last seven years.
On page 7, third paragraph, Dr. Taylor states: "For age at first
parental concern, no significant temporal clustering was seen for cases
of
core autism and atypical autism, with the exception of a single interval
within six months of MMR vaccine associated with a peak in reported age
of
parental concern at 18 months." In the next paragraph, Dr. Taylor
states, "
Our results do not support the hypothesis that MMR vaccination is
causally
related to autism ". I am personally unable to understand how he can
make
such a deduction after he himself reported a peak.
But by far, the most serious problem I have with this study, is
the
case selection, ie the very data on which the paper is based.
The MMR vaccination was started in the UK in 1988. The vaccine
was
originally administered around age fifteen months to avoid its
neutralization by maternal antibodies. ( Lately, this has been changed
to
twelve months of age.) By selecting children born "after 1987", Dr.
Taylor
does not include in the post- MMR series, all children born in 1986 and
1987, who reached the age of 15 months in 1988, and received the vaccine
at
some time that year or later. Also not included were the 2, 3 and 4
year
old children, whose parents had not immunized pre 88, and who received
the
MMR vaccine when it became available, or when the requirement was
enforced.
Finally, also excluded from the sample were many children who had
received
one of the single vaccines (Measles, Mumps or Rubella) from 1983 on, and
who
were given a booster of MMR in 88 or later. By excluding ALL these
children, Dr. Taylor not only removes them from the after 1988 group,
but
indeed adds them to the pre-1988 statistics. I believe this flaw alone
may
compromise the whole study.
In the first paragraph, Dr. Taylor and associates state that "we
undertook the study to investigate whether the MMR vaccine may be
causally
associated with autism". It rather seems to me that this study was
undertaken to prove that there was no causal association between the
two.
Similarly, Dr. Taylor states in the last paragraph that his results
"will
reassure parents and others, who have been concerned about the
possibility
that the MMR vaccine is likely to cause Autism, and that they will help
restore confidence in MMR vaccine".
To my knowledge no one has ever said
that the MMR vaccine is "likely" to cause autism. Concerned parents
have
only requested that independent researchers investigate why certain
somehow
predisposed children exhibit autistic symptoms shortly after they
receive
the MMR vaccine. It also seems unlikely to me, that Dr. Taylor's work
has
helped restore the confidence of those parents in this vaccine.
It may soon be apparent that in spite of all the publicity that
surrounded the publication of this study, it somehow "has missed the
mark".
I do not believe Dr. Taylor and associates have significantly
changed
the picture.
The following facts remain:
The incidence of Autism has
increased significantly in the last
decade.
There is every reason to believe
that this trend will continue.
No one has proved that MMR
vaccine plays a role in autism.
No one has proved conclusively
that it does not.
Serious studies by independent
researchers are desperately needed,
to look into all aspects of this dreadful disease.
- F. Edward Yazbak, MD, FAAP
[Note: Dr. Yazbak is one of
the collaborating physicians of the Autism Autoimmunity
Project.]
The above article originally appeared in the June
24, 1999 issue of the FEAT Daily
Online Newsletter.
[Return to
"Quick-Index" of Theories of Autism]
Elevated Rubeola Titers in Autistic
Children and MMR vaccine:
T. Zecca , et al. at the New Jersey Medical School's Children's Hospital
of New Jersey in Newark compared rubeola virus in autistic and normal
children. Among 16 children diagnosed with autism followed in their
clinical practice, they found a 3-fold increase in rubeola titers over
expected normal range. A Wilcoxon Kruskal Wallas test comparing 13
rubeola titers from normal children revealed a statistically significant
p-value of 0.005.
Subjectively, parents have stated that their children's developmental
milestones deteriorated following MMR vaccination. Neurological sequelae
following MMR are widely reported. The authors suggested that elevated
titers of anti-measles antibodies in autistic children could signify a
chronic activation of the immune system against this neurotropic virus,
which may play a role in the pathogenic sequences of events leading to
autism. They emphasized the need for further studies.
[Return to
"Quick-Index" of Theories of Autism]
Vaccination During Pregnancy and
Risk for Autism:
F. Yazbak describes six mothers who received live virus vaccines and
one 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.
Since we do not know from this data how many women received vaccines
during pregnancy and had entirely normal children, Yazbak's observations
may be spurious. Nevertheless, the observation could be important. For
a copy of this observation, see: Autism: Is There a Vaccine Connection? Part I: Vaccination after Delivery and Autism: Is There a Vaccine Connection? Part II: Vaccination During Pregnancy.
[Return to
"Quick-Index" of Theories of Autism]
Vaccination and the Risk for
Autism:
Do vaccines contribute to autism?
A February 28, 1998, report in The Lancet suggested an association
among inflammatory bowel disease, autism, and measles-mumps-rubella
(MMR) vaccine based on 12 cases.
Dozens of heart-rending anecdotal accounts link permanent neurologic
disability or death to vaccine use. One of the leading sites in the
anti-immunization field is the National Vaccine Information Centre
(NVIC).
Some information about the risks and side effects of vaccines on the
NVIC site is accurate in spite of its overwhelming emphasis on the risks
of vaccination. Nevertheless, as the site states,
"Vaccination is a medical procedure
which carries a risk of injury or death. As a parent, it is your
responsibility to become educated about the benefits and risks of
vaccines in order to make the most informed, responsible vaccination
decisions."
A similar statement can be made about any medical procedure.
There area also possible, but unproven links between MMR vaccine and
juvenile diabetes, multiple vaccines and autism, and OPV and Gulf War
syndrome. Time and further research will tell if these proposed
relationships are real.
In the Lancet report, Dr. Wakefield and team from Royal Free Hospital
and School of Medicine in London reported a case series of 12 children,
referred to their pediatric gastroenterology clinic with a diagnosis of
pervasive developmental disorder and intestinal symptoms. These children
had lost acquired skills, including communication, after a period of
apparent normality. Among eight of the children, the onset of behavioral
problems had been linked, either by the parents or the child's
physician, with MMR vaccination.
Five had an early adverse reaction to immunization (rash, fever,
delirium, and seizures in 3).
The average interval from exposure to first behavioral symptom was 6.3
days (range 1-14).
Among the remaining 4 children, one received monovalent measles vaccine
at 15 months, after which his development slowed. A striking
deterioration then occurred in his behavior at age 4.5 years, the day
after he received an MMR vaccine.
A second child received the MMR vaccine at 16 months, developing at 18
months a combination of recurrent, antibiotic resistant, otitis media,
along with his first behavioral symptoms (lack of interest in siblings
and lack of play).
A third child received an MMR at 15 months, experienced recurrent
"viral pneumonia" for the next 8 weeks, and developed behavioral
symptoms 4 weeks after the MMR ( loss of speech development and
deterioration in language skills). The fourth child developed self-
injurious behavior 2 month after the MMR. Urinary methylmalonic - acid
excretion was significantly raised in all children tested (8 of the
12). Ten of the twelve children showed lymphoid nodular hyperplasia of
the terminal ileum on endoscopy. The eleventh child had prominent luteal
lymph nodes and the ileum was not reached in the twelfth (who had an
ulcer in the rectum along with chronic colitis).
Other studies have suggested a link between autism and vaccination.
H.H.Fudenberg reported that the first symptoms of autism among 15 of 20
children developed within a week of vaccination. S.Gupta commented on
the striking association between MMR vaccination and the onset of
behavioral symptoms in all the children he investigated for regressive
autism.
The MMR vaccine is all live virus. Disintegrative psychosis is
recognized as a sequela of measles encephalitis. Viral encephalitis can
give rise to autistic disorders, particularly when it occurs early in
life.
A genetic association for autism is represented by a null allele of the
complement C4B gene located in the class III region of the major
histocompatibility complex.
The C4B-gene is also crucial for protection against viruses. Affected
individuals may not handle certain viruses appropriately; even the
attenuated ones used in vaccines. In an addendum to the paper, the
authors noted that their sample size had increased to 40 children by Jan
28,1998, with 39 of those showing similar findings.
These studies raise an important provocative point. MMR vaccine may
trigger a cascade of events leading to autism in genetically susceptible
children. The possibility must be further studied.
Unfortunately vaccination among public health and medical practitioners
has become almost sacred. Questioning the wisdom of vaccination for
certain children is seen as professional heresy. Nevertheless, the
possibility cannot be ignored. Could killed MMR accomplish the same
task? Should measles be administered separately from mumps? We know
that the combination of chicken pox and measles dramatically increases
the risk for subacute sclerosing panencephalitis. Perhaps other mixed
viral infections are also clinically significant.
More important is the science we must use to explore this. Simply
correlation analysis and comparison studies will not suffice. If autism
is linked to MMR vaccine in genetically susceptible individuals, unless
these individuals are selected from the larger pool, the statistical
significance will cancel out. Medical research suffers from a failure
to consider interactions and synergy in the disease process. Simple
epidemiology will not suffice, since we are not even sure what the
potential genetic defect is in autism or if autism is one syndrome or
many.
[Return to "Quick-Index" of Theories of Autism]
Action of Secretin Theories
The improvement of some autistic people on secretin has been dramatic. No one knows how secretin brings about behavioral changes. A good review of Secretin can be found at The National Alliance for Autism Research (NAAR) Website
Secretin and cAMP:
Secretin stimulates pituitary adenylate cyclase (via PACAP) which increases intracellular cAMP in certain brain regions. One thought is that secretin administration reverses the lowering of cAMP brought about by opioids.
[Return to "Quick-Index" of Theories of Autism]
Lectins and Secretin:
Lectins are able to bind to cholecystokinin (CCK) receptors and other glycosylated membrane proteins 27. The lectins, wheat germ agglutinin (WGA) and Ulex europaeus agglutinin (UEA-I), are used for affinity chromatography to isolate the highly glycosylated CCK-A receptor of pancreatic acinar cells. In vitro both lectins showed a dosage-dependent inhibition of CCK-8-induced alpha-amylase secretion of acini over 60 min. WGA showed a strong inhibitory effect on amylase secretion, approximately 40%, in vitro. UEA-I caused a smaller, but significant decrease, approximately 20%, in enzyme secretion of isolated acini. Additionally, both lectins inhibited cerulein/secretin- or cerulein-induced pancreatic secretion of rats in vivo, but not after secretin alone. The results are discussed with respect to a possible influence of both lectins on the interaction of CCK or cerulein with the CCK-A receptor.
There are two divergent opinions on secretin--one that high dose secretin is necessary to obtain CNS binding of secretin to receptors in the brain as opposed to the concept that secretin is a neuropeptide and only small concentrations are required (as per oral secretin administration).
[Return to "Quick-Index" of Theories of Autism]
The Concept of Increased Intestinal Permeability
The concept of increased intestinal permeability is key to many theories
of autism. Just how important is the integrity of the intestine's
mucosal lining
to good health? In children in remote tropical regions without access
to adequate medical care, progressive damage to the gut's barrier
function can eventually lead to life-threatening conditions,
requiring them to be airlifted for emergency medical treatment.
Aboriginal children in Australia, for example, have high rates of
severe intestinal diseases, or enteropathies, that cause chronic
diarrhea. These conditions can lead to dehydration,
acidosis, and hypokalaemia - serious complications associated with
central nervous system damage and even death.
To shed more light on how these conditions develop, researchers from
Australia evaluated intestinal permeability (IP) in Aboriginal
children, measuring the rate that two nondigestible sugars are
excreted in urine after ingesting a challenge drink. This noninvasive
test indicates the gut's ability to absorb nutrients and to block
toxins, bacteria, allergens, and other potentially harmful molecules
from penetrating into the systemic circulation.
The IP ratio for Aboriginal children with diarrhea was, on average,
more than twice as high as that found in their healthy Aboriginal
peers. When compared with healthy
non-Aboriginal children, these Aboriginal children with diarrhea
showed an IP ratio over three times higher than normal. An elevated
ratio of larger molecules such as lactuolose to smaller sugar
molecules such as mannitol or rhamnose, recovered in the urine
sample, indicates increased permeability and mucosal damage. This
value is known as the IP ratio.
Surprisingly, a higher IP ratio was found even in healthy Aboriginal
children without diarrhea. Researchers speculated that this increased
permeability - double that normally found in healthy non-Aboriginal
children - was "consistent with an underlying partial villous
atrophy," a wearing down of the finger-like projections on the
intestine's mucosal layer, caused by environmental factors. For this
reason, the Aboriginal children were more susceptible to
gastrointestinal diseases and their complications.
How does this all happen? One possible mechanism involves the body's
digestion of milk products. Increased IP may reflect damage to the
microvilli, which can reduce levels of lactase, the enzyme needed to
digest milk sugar, eventually triggering osmotic diarrhea. Once this
disease process starts, small bowel mucosal damage, indicated by
higher IP ratios, remains "an important factor" associated with
increased acidosis, hypokalaemia, iron deficiency, dehydration, and
parasitic infection.
Great Smokies Diagnostic Laboratory offers an Intestinal Permeability Assessment. This test is a noninvasive and convenient way to evaluate gut mucosal barrier function in patients with chronic gastrointestinal disorders or in those individuals with a higher likelihood of developing such problems, including patients with chronic inflammatory conditions, especially those using NSAIDS. I use it with my autistic children and monitor the effectivenes of my treatment to reduce intestinal permeability.
Two physicians have written articles that are posted on the Great Smokies' web site: Inflammatory Conditions and the Gastrointestinal Tract, by Myron Lezak. M.D., and Leaky Gut Syndrome: A Modern Epidemic, by Jake Paul Fratkin,
O.M.D. Both discuss aspects of intestinal permeability and the conditions related to impaired mucosal function.
I suspect intestinal permeability is very important for autistic
children, and that the assay should be routinely used as a means of
following the success of therapies for autism.
Reference: Kukuruzovic RH, Haase A, Dunn K, Bright A, Brewster DR.
Intestinal Permeability and Diarrhoeal Disease in Aboriginal
Australians. Arch Dis Child 1999;81:304-308.
[Return to "Quick-Index" of Theories of Autism]
Gastrointestinal Abnormalities Among Children with Autism
Horvath, et al. (1999)29 evaluated the structure and function of the upper gastrointestinal tract in a group of patients with autism who had gastrointestinal symptoms. Thirty-six children (age: 5.7 ± 2 years, mean ± SD) with autistic disorder underwent upper gastrointestinal endoscopy with biopsies, intestinal and pancreatic enzyme analyses, and bacterial and fungal cultures.
The most frequent gastrointestinal complaints were chronic diarrhea, gaseousness, and abdominal discomfort and distension. Histologic examination in these 36 children revealed grade I or II reflux esophagitis in 25 (69.4%), chronic gastritis in 15, and chronic duodenitis in 24. The number of Paneth's cells in the duodenal crypts was significantly elevated in autistic children compared with non-autistic control subjects. Low intestinal carbohydrate digestive enzyme activity was reported in 21 children (58.3%), although there was no abnormality found in pancreatic function. Seventy-five percent of the autistic children (27/36) had an increased pancreatico-biliary fluid output after intravenous secretin administration. Nineteen of the 21 patients with diarrhea had significantly higher fluid output than those without diarrhea.
The authors concluded that unrecognized gastrointestinal disorders, especially reflux esophagitis and disaccharide malabsorption, may contribute to the behavioral problems of non-verbal autistic patients. The observed increase in pancreatico-biliary secretion after secretin infusion suggested an upregulation of secretin receptors in the pancreas and liver.
[Return to "Quick-Index" of Theories of Autism]
Binstock's Anterior Insular Cortex Hypothesis for Linkage Between Gut and Brain.
Binstock (http://www.jorsm.com/~binstock/insular.htm) has developed a hypothesis to explain the gut-brain relationships for autistic children.
The anterior insular cortex (aIC) links visceral sensation from the gastrointestinal tract with the amygdala and the hypothalamus (1-6). The anterior insular cortex also participates in oral phenomena, object recognition, and naming (5) along with
"apraxia of speech" (7,8).
Twenty-five stroke patients with articulatory deficits all had a lesion within "a discrete region of the left precentral gyrus of the insula", whereas this area was "completely
spared" in 19 stroke patients without these deficits (7).
Autism-spectrum children with atypical oral habits and/or disorders of naming and of language (9-10) also tend to have a typical gastrointestinal symptoms (11-12). There is also a growing volume of anecdotal data that a small subgroup of autism-spectrum children experiences improved sound production and language use in response to treatments whose focus and effects are gastrointestinal. These treatments include
gluten-free and casein-free diets, anti-Candida therapies, anti-viral therapies, and
antibiotic therapies (13-19,31,32) suggesting that the underlying neuronal circuitry is intact.
Binstock suggests that the aIC and associated nuclei could become disrupted by at least two mechanisms: (I) intraneuronal migration of a neurotropic virus and/or (II) chronic hyperstimulation of the gastrointestinal tract.
Gesser and colleagues have documented (I) the translocation of HSV from the gastrointestinal tract into the mesenteric nervous system (rats and humans), and (II) the migration of mesenteric HSV as far as theamygdaloid nuclei in rats (20-23). In this theory, viruses could migrate from the gastrointestinal tract through neural pathways into the central nervous system.
Given a high rate of stimulation of neuron pathways reporting
gastrointestinalconditions to limbic regions and cortex, neurotransmitter or intracellular-messenger use in excess of their
production or recirculation could occur, thereby inducing a change of function of neurons within the aIC.
This hypothesis provides a basis for helping autistic children through treating their gastrointestinal disturbances.
References:
Krushel LA, van der Kooy D. Visceral cortex: integration of the mucosal senses with limbic information in the rat agranular insular cortex. J Comp Neurol 270.39-54 1988.
Mesulam MM, Mufson EJ. Insula of the Old World Monkey. I.
Architectonics of the insulo-orbito-temporal component of the paralimbic brain. J Comp Neurol 212.1-22 1982.
Mesulam MM, Mufson EJ. Insula of the Old World Monkey. II. Afferent cortical inputs and comments on the claustrum. J Comp Neurol 212.23-37 1982.
Mesulam MM, Mufson EJ. Insula of the Old World Monkey. III. Efferent cortical output and comments on function.
Augustine JR. Circuitry and functional aspects of the insular lobe in primates including humans. Brain Res Rev 22.229-44 1996.
Morecraft RJ, Geula C, Mesulam MM. Cytoarchitecture and neural afferents of orbitofrontal cortex in the brain of the monkey. J Comp Neurol 323.341-58 1992.
Dronkers NF. A new brain region for coordinating speech articulation. Nature 384.159-61 1996.
Donnan GA et al. Indentification of brain region for coordinating
speech articulation. Lancet 349.221-2 1997.
Peeters T, Gillberg C. Autism: Medical and Educational Aspects. Whurr Pub Ltd 1999.
[Additional Citation]
D'Eufemia PD et al. Abnormal intestinal permeability in children with autism. Acta Paediatrica 85.1076-9 1996.
Horvath K et al. Gastrointestinal abnormalities in children with
autistic disorder. J Pediatr 1999 135.5.559-63 1999.
Bolte ER, personal communication; see also Sandler RH, Bolte ER et al. Possible gut-brain interaction contributing to delayed onset autism symptomatology. Abstract #18, Fourth Int Symp on Brain-Gut Interactions; Neurogastroenterol Mot 10.363 1998.
BR..., Ph.D., Personal communication.
Jane El-Dahr, MD, Personal communication.
Ray Kopp, Personal communication based upon his internet experience with hundreds of parents of autism-spectrum and/or gfcf children.
WM..., MD, Personal communication.
PS..., Ph.D., Personal communication.
Amy Holmes, MD, Personal communication.
Gesser RM et al. Oral-oesophageal inoculation of mice with herpes simplex virus type 1 causes latent infection of the vagal sensory ganglia (nodose ganglia). J Gen Virol 1994 Sep;75 ( Pt 9):2379-86.
Gesser RM et al. Oral inoculation of SCID mice with an attenuated herpes simplex virus-1 strain causes persistent enteric nervous system infection and gastric ulcers without direct mucosal infection. Lab Invest1995 Dec;73(6):880-9.
Gesser RM, Koo SC. Oral inoculation with herpes simplex virus type 1 infects enteric neuron and mucosal nerve fibers within the gastrointestinal tract in mice. J Virol 1996 Jun;70(6):4097-102.
Gesser RM, Koo SC. Latent herpes simplex virus type 1 gene
expressionin ganglia innervating the human gastrointestinal tract. J Virol 1997 May;71(5):4103-6.
Bourdois PS, McCandless DL, MacIntosh FC. A prolonged after-effect of intense synaptic activity on acetylcholine in a sympathetic ganglion. CanJ Physiol Pharmacol 1975 Feb;53(1):155-65.
Michael Goldberg, MD, NeuroImmune Dysfunction conference; Bethesda,Maryland, 1999.
Sid Baker, MD, Defeat Autism Now! conference; Cherry Hills, New Jersey,1999.
[Return to "Quick-Index" of Theories of Autism]
Prenatal Aspartamate Exposure
Some parents suspect that prenatal aspartame (NutraSweet) can trigger the auto-immune response that leads eventually to autism. Controversy exists about the potential effects of this artificial sweetener, and about whether or not it has an effect on the developing brain. We agree that there is absolutely no reason for its use. Nancy Markle (1120197) lectured at the World Environmental Council in 1999 on Aspartame, also marketed as Equal and Spoonful.
When the temperature of Aspartame exceeds 86 degrees F, the wood alcohol in Aspartame coverts to formaldehyde and then to formic acid, which in turn causes metabolic acidosis. The methanol toxicity is thought to mimic the symptoms of multiple sclerosis.
Some believe that systemic lupus erythematosis may be triggered by Aspartame. Other practitioners report that lupus improves when diet soda consumption is stopped.
Symptoms of fibromyalgia, spasms, shooting pains, numbness in the legs, cramps,
vertigo, dizziness, headaches, tinnitus, joint pain, depression, anxiety, slurred speech, blurred vision, or memory loss have been attributed to Aspartame.
It is thought that the methanol in the aspartame converts to formaldehyde in the retina of the eye, causing blindness.
Aspartame changes the dopamine level in the brain, affecting Parkinson's Disease.
This drug is thought by some to cause Birth Defects. In the Congressional record, Dr. Roberts stated, "It makes you crave carbohydrates, and will make you gain weight." He reported that when he got patients off aspartame, their average weight loss was 19 pounds per person. The formaldehyde stores in the fat cells, particularly in the hips and thighs.
Aspartame is thought to make diabetic control especially problematic.
Memory loss is thought to be due to aspartic acid and phenylalanine being neurotoxic without the other amino acids found in protein. They may go past the blood brain barrier and deteriorate the neurons of the brain. Dr. Russell Blaylock, neurosurgeon, said, "The ingredients stimulate the neurons of the brain excessively, causing ... damage of varying degrees.
Dr. Blaylock has written a book entitled Excitotoxins: The Taste That Kills (Or, Publisher: Health Press: 1-800-643-2665).
Dr. H.J. Roberts, diabetic specialist, has written a book entitled Defense Against Alzheimer's Disease : A Rational Blueprint for Prevention ( Or, 1-800-814-9800). Dr. Roberts believes that aspartame poisoning is escalating Alzheimer's Disease.
Dr. Roberts says, "consuming aspartame at the time of conception can cause birth defects."
"The phenylalanine concentrates in the placenta, causing mental retardation," according to Dr. Louis Elsas, Pediatrician Professor -Geneticist, at Emory University in testimony before Congress. In the original lab tests, animals developed brain tumors (phenylalanine breaks down into DXP, a brain tumor agent).
We recommend avoiding aspartame, since it has no nutritional value and appears to contribute to weight gain overall, rather than weight loss. While its effects on the developing brain are largely speculative, it clearly has no benefits, is not a food, and should be avoided. Apparently, the term diet drink, is a misnomer.
[Return to "Quick-Index" of Theories of Autism]
Vitamin A Deficiency and Autism
Research is currently being conducted by Dr. Mary Megson on a connection between Vitamin A deficiency and Autism. Children are receiving either Vitamin A or placebos to study effect on behavioral and biological symptoms. According to the World Health Organization, approximately 250 million children worldwide have Vitamin A deficiency. While these statistics refer to primarily developing nations, researchers are beginning to examine a link between Vitamin A deficiency and Autism.
Autistic children may have a Vitamin A deficiency because of gastrointestinal inflammation caused by Leaky Gut syndrome, allergies or viral infections.
Vitamin A deficiency is the leading cause of treatable blindness in the world. This important vitamin is necessary for the health of every organ in the body. It is essential for normal growth and development, cell growth and repair, especially in bones, teeth, collagen and cartilage. Vitamin is known as a natural anti-infective and anti-viral agent.
Vitamin A can be found naturally in animal products like liver and whole milk and cold water fish like salmon and cod. Cod liver oil is an excellent source of Vitamin A. For further information about Vitamin A deficiency and Autism see the links below.
Article: Autism May Linked to Vitamin A Deficiency
Vitamin A Information
Dr. Megson's Vitamin A Research
Fish Oil and Cod Liver Oil Wellness Page
[Return to "Quick-Index" of Theories of Autism]
Orphanin Protein: Orphanin FQ/nociceptin (OFQ/N)
A brain protein may modulate the level of anxiety experienced by those who are exposed to novel or threatening environments.28 The protein has been discovered by researchers at the University of California, Irvine. Mice who lacked the gene required to produce the OFQ/N protein display
''increased anxiety-like behavior when exposed to a novel and threatening environment.'' OFQ/N is concentrated in several areas, including the hypothalamus and amygdala. These brain areas are essential for modulating stress reactions.
The chances that OFQ/N has a similar function in humans is very
high (since) the protein is identical between rat, mouse, and human and is made
in the same brain regions in all three species.
The protein is relevent to autism in that it might explain the exaggerated anxiety experienced by some developmentally disabled children. Future interventions may develop based upon manipulating the levels of this protein in key brain areas.
[Return to "Quick-Index" of Theories of Autism]
Smoke and Air Pollution May Be Related to Learning and Behavioral Problems
The following appeared in Science Total Environment in January, 1989. While the reference is old, the problem is not:
"The Effect of Ambient Cadmium Air Pollution on the Hair Mineral Content of Children"
Stewart-Pinkham, SM
Neurobehavioral Toxicologist
Columbus, OH 43212.
"Hair analyses of 80 children with learning and behavioral problems were assessed by age, sex, season, place of residence, exposure to passive smoke and excess contact with known cadmium air pollutant sources. All children had been exposed for at least 2 years to air pollution from a refuse-derived fuel incineration plant.
All of the patients had increased hair cadmium compared with a control group, but there was a strong seasonal influence on hair cadmium. Exposure to cadmium was ubiquitous. A neurobehavioral toxic effect was found in children who showed evidence of inhibition of pyrimidine-5'-nucleotidase by low hair phosphorus levels and low zinc levels in whom there was enhanced lead absorption.
Hair analyses appear to be a useful biological monitor for detecting toxic effects from ambient air cadmium levels in subsets of the population at risk for heavy metal toxicity. Air filter measurements appear worthless for detecting environmental contamination with cadmium in air with low levels of lead. Trees, on the other hand, which are more adversely affected by cadmium than other heavy metals, show evidence of inhibition of pyrimidine-5'-nucleosidase by excess seeding. "
Reference: Sci Total Environ 1989 Jan;78:289-96
[Return to "Quick-Index" of Theories of Autism]
Footnotes
1. Pfeiffer A, Herz A. Endocrine actions of opioids. Horm Metab Res 1984 Aug 16:8 386-97
2. Drucker DJ, Shi Q, Crivici A, Sumner-Smith M, Tavares W, Hill M DeForest L, Cooper S, Brubaker PL.Intestinal response to growth factors administered alone or in combination with human [Gly2] glucagon-like peptide 2.
Address: Department of Medicine, Toronto Hospital, University of Toronto, OntarioE-mail: d.drucker@utoronto.ca
3. Drucker DJ. Glucagon-like Peptides. Diabetes 1998 (Feb): 47:159-169
4. Panksepp J. Commentary on the possible role of oxytocin in autism [letter]. J Autism Dev Disord 1993 Sep 23:3 567-9
Modahl C, Fein D, Waterhouse L, Newton N. Does oxytocin deficiency mediate social deficits in autism? [letter],J Autism Dev Disord 1992 Sep 22:3 449-51
Fein D, Allen D, Dunn M, Feinstein C, Green L, Morris R, Rapin I, Waterhouse L. Pitocin induction and autism [letter]. Am J Psychiatry 1997 Mar 154:3 438-9
5. Bondy CA, Whitnall MH, Brady LS, Gainer H. Coexisting peptides in hypothalamic neuroendocrine systems: some functional implications. Cell Mol Neurobiol 1989 Dec 9:4 427-46
6. Summy-Long JY, Miller DS, Rosella-Dampman LM, Hartman RD, Emmert SE. A functional role for opioid peptides in the differential secretion of vasopressin and oxytocin. Brain Res 1984 Sep 10 309:2 362-6
7. Warren RP, et.al. Immune abnormalities in patients with autism.J. Aut. Devlopm. Disord. 16:189-197 (1986)
Singh VK ,et.al. Immunodiagnosis and immunotherapy in autistic children. Ann. N Y Acad Sci 540:602-604 (1988)
8. Singh VK, Lin SX, Yang VC. Serological association of measles virus and human herpesvirus-6 with brain autoantibodies in autism. Clin Immunol Immunopathol 1998 Oct; 89 (1):105-8
9. Warren RP, et. al. Detection of maternal antibodies in infantile autism. J Am Acad Child Adolesc Psychiat 29:873-877 (1990)
10. Warren RP, et. al. Detection of maternal antibodies in infantile autism. J Am Acad Child Adolesc Psychiat 29:873-877 (1990)
11. Warren RP, et. al. Possible association of the extended MHC haplotype B44-SC30-DR4 with autism. Immunogenetics (1992, in press)
12. Singh VK, et .al. Changes of soluble interleukin-2, interleukin-2 receptor, t8 antigen, and interleukin-1 in the serum of autistic children. Clin Immunol Immunopathol 61:448-455 (1991)
13. Todd RD and Ciarnello RD. Demonstration of inter- and intraspecies differences in serotonin binding sites by antibodies from an autistic child. Proc. Natl. Acad. Sci., USA 82:612-616 (1985)
14. Weizman A, et. al. Abnormal immune response to brain tissue antigen in the
syndrome of autism. Am. J. Psychiat. 7:1462-1465 (1982)
15. Singh VK, et. al. Abnormalities of interleukin-2 production and levels of IgG isotypes in autistic patients. The FASEB J. 3:A496 (1989)
16. Bauman ML. Microscopic neuroanatomic abnormalities in autism. Pediatrics (Suppl.) 87:791-796 (1991)
17. Trevarthen C. Cerebal embryology and the split brain. In: Hemispheric Disconnection and Cerebral Function ( M. Kinsbourne & W. Smith,eds. ). pp. 208-236 (1974), Charles C. Thomas Publ., Springfield, Ill.
18. Musiek FE, et. al. Myelination of the corpus callosum and auditory processing problems in children: theoretical and clinical correlates. Seminars in Hearing 5:231-241 (1989)
19. Brandtzaeg P, et. al. (Institute of Pathology, University of Oslo, Rikshospitalet, Norway). Production and secretion of immunoglobulins in the gastrointestinal
tract. Ann Allergy 1987 Nov; 59 (5 Pt 2): 21-39
20. Brandtzaeg P, et. al. The human gastrointestinal secretory immune system in health and disease. Scand J Gastroenterol Suppl 1985; 114:17-38
21. Ref: Peter Nathan.The Nervous System, (Philadelphia: J.B. Lippincott, 1969), p.296
Leslie Hart. Human Brain and Human Learning, (New York: Longman Inc., White Plains) Books for Educators, Oak Creek, CA, p. 119
22. ibid. [Hart, p. 118]
23. Journal of the American Medical Association. July 3, 1926, p. 45
24. Poser CM. Neurological syndromes that arise predictably. Consultant; January 1987; pp. 45-46
25. Science; March 4, 1977
26. Herroelen, De Keyser J, Ebinger G. CNS demyelination after immunization with recombinant hepatitis-B vaccine. Lancet; 338; November 9, 1991; 1174-1175
Brezin AP, Lautier-Frau M, Hamadani M, Rogeaux O. Loss of Vision and Eosinophilia after Recombinant Hepatitis-B Vaccine. Lancet, Italian Edition, April, 1994
27. Mikkat U, Damm I, Schroder G, Schmidt K, Wirth C, Weber H, Jonas L. Effect of the lectins wheat germ agglutinin (WGA) and Ulex europaeus agglutinin (UEA-I) on the alpha-amylase secretion of rat pancreas in vitro and in vivo. Pancreas 1998 May; 16(4):529-38
28. Reinscheid, et al. Proceedings of the National Academy of Sciences USA 1999; 96:10444-10449
29. Horvath K, Papadimitriou JC, Rabsztyn A, Drachenberg C, Tildon JT. Gastrointestinal abnormalities in children with autistic disorders . J Pediatr 1999;135(5):559-63.
30. Wing L. The Autistic Spectrum . London: Constable, 1996, pp. 68-71.
31. Laura J. Ruede, MLS. Reply To: "The ABCs of MMRs and DTPs: Is There an Association Between Vaccination and Autism?", by Eric London . A Bibliographic Essay, rev.
5-17-99 ) .
32. Capdevila A, Decha-Umphai W, Song KH, Borchardt RT, Wagner C. Arch Biochem Biophys. 1997 Sep 1 345:1 47-55 .
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Autism220
http://autism-toys.org/
The Choiceworks Visual Support System is less of a toy for autistic children, and more of a visual aid to help a child with behavior, impulse and/or stability issues.Ê It comes with three separate boards, each with a different function and idea to help organize and manage the daily routine far better than just winging it.Ê Without a rhythm, an autistic child can easily become overwhelmed with the simple thought of What s coming next? and trigger episodes and tantrums.Ê These boards provide a much needed rhythm for a kid with autism.
As a whole, they help a child with autism by providing structure and choice when necessary toward daily activities and allows for learning and experience planning, making choices and then following those choices.
The first is the blue Schedule Board which allows for scheduling of daily routines and thus makes them more fun and easier to do.Ê Included are forty pictorial magnets, and your child can get prepared to go through morning and bed time routines, get ready for school, go to appointments, and more. Your child can participate in the scheduling if you wish and can choose their prize for completing each task successfully.
Next is the orange board, which is called the Waiting Board and through repetition helps teach an autistic child the skills for not interrupting, waiting, and taking turn. It has pictures you can add to help give them ideas and suggestions for what they can do while waiting for their next turn. It comes with a built in timer so they know exactly how long they will have to wait.
Last is the green Feelings Board, which supports a special needs childÕs ability to exert self-control through alternatives and expectations. Once they are satisfied with their self-control the choice wheels provide options for what to do next.
Unfortunately for some, these boards are not available separately, you can only buy them as a set.Ê However, it has been structured to work as a system and was designed in this manner.Ê Using one board without the others will not be as good as using them all.
These boards will help provide much needed structure and a calming center when needed most.Ê It help autistic children gain confidence, self-control and independence as they live each day.Ê Each board comes with a story to read to your child to help introduce the concepts and ideas behind each board and lessen any anxiety they might have.
This set gets top reviews from parents and caregivers of children with ASD, ADHD, PDD, and other behavioral challenges.Ê Many parents say this help stop tantrums and provided a calming and centering influence on a daily basis.
Many users report buying multiple of these sets, as they like using the Scheduling board to show Morning, Afternoon, and Night activities without having to rearrange the pieces.
Click hear to learn more about the Choiceworks Visual Support System including where to order.
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Autism221
http://www.brighthub.com/education/special/topics/autism.aspx
Find thought provoking articles on helping your students with autism written by and for special education teachers. Autism is a condition that can range from mild forms of aspergers to severe autism. Students with this condition often have impaired social interaction and communication. There are a number of things we as teacher can do to help autistic students, from assistive technology to effective classroom management techniques.
aspergers
social interaction
www.brighthub.com/education/special/topics/autism.aspx
Autism222
http://www.aucd.org/template/page.cfm?id=508
Past Events
2010 AMCHP Conference
Saturday, March 6, 2010 - Wednesday, March 10, 2010
Location: National Harbor, MD
Read More
Webinar- Autism Spectrum Disorders Research and Resources at NICHD
Thursday, February 11, 2010 - Thursday, February 11, 2010
2:00 EST - 3:30 EST This webinar will provide an overview of the Autism Centers of Excellence Program at NICHD, including the research sites and projects; research and research resources funded by the NICHD Intellectual and Developmental Disability Branch (IDD); and a discussion about integrating aspects of the HRSA/MCHB CAA mission and the NICHD ASD mission into a common effort towards addressing Autism Spectrum Disorders and opportunities for collaboration
Read More
Autism Spectrum Disorders
NICHD
February 11, 2010
March 6, 2010
March 10, 2010
IDD
AMCHP Conference
Location: National Harbor
MD Read More Webinar- Autism Spectrum Disorders Research and Resources
Autism Centers of Excellence Program
NICHD Intellectual and Developmental Disability Branch
HRSA/MCHB CAA
Read More
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Autism224
http://www.tomatis.com/English/Articles/autism.htm
Autism:
What is it?
Autism is a developmental
disorder that usually becomes evident during
the first three years of life. It occurs in approximately 15 out of every
10,000 births. It is four times more likely to show up in boys than in
girls. ItÕs been found throughout the world in all racial, ethnic and
social backgrounds.
ItÕs also a sensory
integration disorder and a communication
disorder. As we have seen before, the Tomatis Method can make
positive and lasting changes in both of these areas.
Tomatis
and Autism
The Tomatis Method is not a
cure for autism. We cannot perform miracles, and we do not promise them. However, our listening therapy
can greatly improve the life of many autistic people, by
attenuating the symptoms. It is often used in
conjunction with other therapies.
By stimulating the
auditory system, and through it, by stimulating the brain, the Tomatis
Method has been able to reduce the autistic symptoms to varying degrees.
Each autistic person is different and may respond differently to the
program. In some cases we see the first results within a few weeks,
whereas in others it may take longer. Also, progress is never a
straight line. There are still good days and bad days. But the trend
is often upward, especially when you look back over a period of a few
months. In many cases we have seen improvements in the following
areas:
Decreased hypersensitivity
to sound
They will be able
to better deal with noise. As one mother said: He can now
hear the vacuum cleaner or the mixer without losing it .
They may
start to connect with what happens around them, because they
feel less threatened by the sounds that surround them
As a result, they
may have less temper tantrums and show less repetitive
behavior.
They may also start paying more attention.
One of the parents said of her autistic daughter: She is more
tuned in. She pays more attention .
Reduced tactile
defensiveness
As they become
less tactile defensive, their desire to reach out will increase
and they may start to interact with others. This
makes them more social.
They may also
become more affectionate. A child may come and sit on your lap,
expecting to be held and cuddled.
Improved language
skills
For autistic
children who do not speak, receptive language is likely to
improve. They may try to vocalize more and start to babble,
experimenting with their voice.
For autistic
children with more developed language skills, the expressive language may
improve. They may use longer sentences, and find more
appropriate words to describe things. The may also use personal
pronouns, like I and You more correctly,
instead of referring to themselves in the third person. Better
mastery of language leads to an increased desire to communicate.
Improved
appreciation for food. less picky in
what they like to eat
Those who are
picky eaters may start to accept a greater variety of foods,
including foods with different textures.
Better self-image
Once they
start to connect with their voice, their self-image will start
to improve. They know that they have a voice!
Improved social
skills
They may start to look for contact and respond better to others.
They may start to
follow
directions better.
They may start to
initiate contacts.
Less aggressive behavior
They may become less
aggressive towards others and to themselves.
They may start to inflict less injury to themselves and show less repetitive behavior.
Better eye
contact
They may start
looking you in the eyes and comprehend what you are saying
more readily. She looks people in the face now ,
one parent said.
They may start
paying more attention to what they see. As one mother said:
When we're driving, he now looks out of the window. he
never did that before.
When autistic people
are hypersensitive to sounds, we try to treat this first. When this stumbling block is taken away, we can help them to
start listening better. It also opens the way to improve sensory
integration. These two elements, improved listening skills and
better sensory integration, are the building blocks to develop their
communication skills.
Reducing hypersensitivity to
sounds
People with autism often suffer unbearable pain because of they have multiple
sensitivities. Many are hypersensitive to
sounds. The intensity of their pain can be excruciating. Some indicators
of that hypersensitivity are:
covering
their ears with their hands
to protect
themselves from the incoming sounds
bursting
into huge temper tantrums
due to the frustration of
having to deal with the constantly
incoming sounds
repeating
the same words, phrases or sentences
perhaps as a way to soothe or
stabilize themselves in the face of the barrage of intense and
confusing sounds
So, why are they
hypersensitive to sounds? The reason lays in the way we listen. We
all listen both with our ears and with our bodies. Our skin and our bones
are excellent sound conductors. Our whole
body responds to sounds. However, unlike most people, many autistic children (and adults) listen predominantly with their
bodies. Sounds picked up by the body go directly to the brain, without being
filtered. That means that the irrelevant background noise is not
filtered out. So, many autistic people are continuously
assaulted with sounds. When people listen predominantly
with their ears, the sounds are filtered to reduce its intensity.
Also, they are able to filter out all the background noises, so that
they can tune in to what is really important. Many
autistic people do not have the
ability to filter out background
noise and tune in to what really matters.
So, when we
work with autistic people that are hypersensitive to sounds, our first goal is to desensitize the bone
conduction response, and make their ears to become the main entrance to
sounds. That way, the sounds can be
processed in the correct way. We'll
do it by having them listen to gated music through a special headphone that
is equipped with a vibrator. Through the vibrator they'll listen with
their bodies, at the same time as they listen with their ears. The
music is coming first to the vibrator, and several
milliseconds later to the ears. Over time, our clients will
adjust to listening primarily with their ears. Desensitizing
the bone conduction reduces the hypersensitivity to sounds. It
may appear paradoxical to use sounds to desensitize someone who is
sensitive to sounds, but it is an efficient, gentle and
non-intrusive way to begin to alleviate some of the problems that come
with autism.
As all our senses are
interrelated, reducing hypersensitivity to sounds often results in
reducing other sensitivities, such as tactile defensiveness and
aversions of foods that have different textures.
Improving
communication
Tomatis discovered that
we can only produce a sound, if we hear that sound well. Hence,
self-listening is the basis of speaking. So, paradoxically, it
is the ear
that controls speech and checks all its parameters:
intensity, flow, articulation, etcÉ Self-listening is
thus the
basis of communicating with others.
When we talk, we
unconsciously monitor our speech through self-listening. That means that we have to have
the ability to zero in on the sound coming from outside (mom talking
to me) and/or on the sounds that are coming from within (my own sounds
when I talk). As we have seen above,
many autistic children tune-out what comes from the
outside, to protect themselves from the bombardment of stimuli
that threaten them. They also tune-out what is coming from within,
possibly for the same reasons. They
seem as disconnected from the world around them as they are
disconnected from themselves.
Communication thus is very difficult.
The
Tomatis Program tries to help autistic children to develop
self-listening to foster communication. In
that context, the vocal exercises are key in trying to achieve
that goal. The children
are asked to talk into a microphone.
Through a feedback loop, they immediately perceive their voice
coming back to their right ear, which is the ear that allows for a
faster and more precise processing of language.
The voice not only comes back to the ears but also to the
bones, thanks to a vibrator situated on the skull.
If a child is severely autistic and has no language, we still
open the microphone to try to capture his babbling or any vocalization
that he or she may produce.
The
vocal exercises are often difficult for autistic children, especially
at the beginning.
Often, they are afraid of their own voice and immediately
become silent. It takes gentle prodding to help them overcome
gradually their anxiety. Their
reaction is easily understandable: first, this is new, and everything
new brings fear. Second, it is the first time that they ÒlistenÓ
to their own voice. Up
till now, they probably didnÕt connect themselves with their voice,
because that requires having a sense of self, and a perception of
one's body, both of which are weak in most
autistic children.
The
bone vibration is key to developing a better perception of the body,
the basis for the self to develop.
We have often observed autistic children who try to swallow the
microphone during the vocal exercises.
It provides them with an intense vibration that reverberates
throughout their body. It
gives them an opportunity to ÒfeelÓ their body.
Some enjoys the experience tremendously, but a normal adult
could not stand the intensity of the bone vibration that it generates.
This phenomenon in itself is very normal: the simple fact of
speaking creates vibrations throughout our body, but we are most of
the time unaware and undisturbed by it.
In his book on opera-singing, (LÕOreille et la Voix, not
published in English), Tomatis explains in details how singers
must be able to control their bodies all the way down to the smallest
proprioceptive sensation, to produce a sound of perfect quality
Singer, he insists, need to learn to play of their body as if
it were an instrument. Likewise,
autistic child have to learn to use their body as an instrument to
initiate language. The
vocal exercises we do, make it possible for them to ÒfeelÓ their
body, to build their ability to produce sounds, and this may
lead to language. By
giving them the ability to produce sounds in a controlled way, we open the way for them to
develop their sense of self.
As we know it well, Òfinding one's voiceÓ is finding
oneself.
È
expanded articulation
of wordsÈ
increased expressive
languageÈ
more developed
receptive languageÈ
more sharpened
listening skillsÈ
better voice controlÈ
growing sense of self
developsÈ
deeper awareness of the
whole body
It is clear that reducing
hypersensitivity and regulating sensory-integration are key steps in
helping reconnect the autistic child or person to their families and their
environment, allowing them to move outside of their protective shells.
While the Tomatis Listening Program primarily focuses on listening and
audio vocal exercises, other senses are changing simultaneously.
The
Tomatis Method builds a safer world for autistic
people, in which
they can live a better life,
to the joy of those who care for them.
Guided Tour
Would you
like to read some true accounts from
autistic children
and adults?
Find
out more. Explore the rest of our site!
brain
eye contact
babbling
anxiety
repetitive behavior
tantrums
English
Tomatis Method
Tomatis
Tomatis Method
Tomatis Program
ÒfeelÓ
LÕOreille
la Voix
Tomatis
Tomatis Listening Program
Tour Would you
www.tomatis.com/English/Articles/autism.htm
Autism225
http://www.autism.ca/
autism
treatment
services of
canada
Association Canadienne pour L'Obtention de Services aux Personnes Autistiques
April 2 is World Autism Awareness Day Talk to somebody about autism and how it effects your life.
Welcome to the home page of
autism treatment services of canada.
Mission Statement of atsc:
autism treatment services of canada is a national affiliation of organizations that provides treatment, educational, management and consultative services to people with autism and related disorders across Canada.
For more information about autism and pervasive developmental disorders, please contact us at atsc@autism.ca or by telephone at (403) 253-6961.
Original website design by Heidi de Boer
Last updated July 2008.
Canada
World Autism Awareness Day
canada Association Canadienne pour L'Obtention de Services
canada
Heidi de Boer Last
(403) 253-6961
atsc@autism.ca
www.autism.ca/
autism.ca
Autism226
http://generationrescue.com/survey.html
Background
"We surveyed over 9,000 boys in California and Oregon and found that vaccinated boys had a 155% greater chance of having a neurological disorder like ADHD or autism than unvaccinated boys." - Generation Rescue
-
Read our press release discussing the survey here.
-
Read an article from UPI Investigative reporter Dan Olmsted Discussing the survey: Study Sees Vaccine Risk.
If you are interested in learning about alternative vaccine schedules, please read our section titled On Vaccines.
Methodology
Generation Rescue commissioned an independent opinion research firm, SurveyUSA of Verona NJ, to conduct a telephone survey in nine counties in California and Oregon. Counties were selected by Generation Rescue. Interviews were successfully completed in 11,817 households with one or more children age 4 to 17. From those 11,817 households, data on 17,674 children was gathered. Of the 17,674 children inventoried, 991 were described as being completely unvaccinated. For each unvaccinated child, a health battery was administered.
Generation Rescue chose to use telephone interviews with parents to gather data on children, so as to closely mirror the methodology the CDC uses to establish national prevalence for NDs such as ADHD and autism through their national phone survey of parent responses. Generation Rescue chose to focus on children ages 4-17 to match the age range used by CDC.
Are parent responses a reliable indicator of a child's diagnostic status? According to Dr. Laura Schieve, co-author of the CDC's national phone survey study, in discussing the CDC's two phone surveys on autism prevalence, "the consistency of prevalence estimates across the two surveys supports high reliability or reproducibility of parental report of autism and reliability is one important component of validity."
SurveyUSA is a well-known national opinion research firm with unique expertise in canvassing local communities. SurveyUSA has no vested interest in any outcome this or any survey might produce. You can see a copy of the questionnaire used in the survey here. The data the survey intended to capture included:
-
Households with a child or children aged 4-17
-
Whether or not that child had been vaccinated
-
Whether or not that child had any one (or more) of the following diagnosis: ADD, ADHD, Asperger's, PDD-NOS, Autism, Asthma, or Juvenile Diabetes (the final two of which were added to consider other health outcomes).
The results of the survey allowed us to compare the prevalence (what percentage of children have a particular diagnosis) to see if there was any meaningful difference between unvaccinated and vaccinated children.
The most common way to measure prevalence differences is through a calculation known as relative risk or the Risk Ratio, where we compared prevalence amongst unvaccinated children to prevalence amongst vaccinated children. So, if 5% of unvaccinated children have asthma, and 10% of vaccinated children have asthma, that represents an "RR" of 2.0 (10%/5%), or a difference of 100%. We were also able to look at the data by gender, age, and county.
Results
SurveyUSA gathered data on 9,175 boys and 8,499 girls. Counties surveyed in California included:
San Diego
Sonoma
Orange
Sacramento
Marin
Counties surveyed in Oregon included:
Multnomah
Marion
Jackson
Lane
The results of the survey can be accessed as a pdf file here. This is the primary data we received from SurveyUSA and it can be used for anyone to independently analyze our results.
Generation Rescue analyzed the data provided by SurveyUSA, and a copy of our analysis can be found here. The most notable results of our survey are with the boys, which is not surprising considering boys represent approximately 80% of total cases of NDs. Namely:
Autism
add
Oregon
California
ADHD
adhd
Generation Rescue
CDC
PDD-NOS
Dan Olmsted
Vaccines
Read
UPI Investigative
Study Sees Vaccine Risk
SurveyUSA
Verona NJ
Laura Schieve
Juvenile Diabetes
Ratio
San Diego Sonoma Orange Sacramento Marin Counties
Multnomah Marion Jackson Lane
generationrescue.com/survey.html
Autism227
http://www.neurologychannel.com/autism/adults.shtml
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Questions to Ask Your Child's Doctor about Autism(Free Handout)
Autism in Adults
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Advertising Disclaimer
In the United States, children diagnosed with autism are eligible for educational services through the public school system until the age of 22 years. Benefits and services for autistic adults over the age of 22 vary from state to state and often depend on the person's individual level of functioning and on what types of programs are available in his or her local area.
With appropriate therapy, many adults with autism or other autism spectrum disorders (e.g., Asperger's syndrome) are able to work at conventional jobs, maintain social and professional relationships, and live relatively independent lifestyles. The level of care and assistance that each person needs depends on the severity of his or her condition.
As in children with autism, autistic adults often experience sleep problems that require treatment. An effective treatment plan can include white noise machines or fans, weighted sleep blankets, melatonin, or other medications. These treatment options may help adults with autism get more restful sleep.
Adults with autism generally need some form of assistance, counseling, and coaching with the following basic life skills:
Establishing and maintaining personal and professional relationships
Finding an appropriate living arrangement
Learning and improving upon communication skills
Seeking and maintaining employment
Parents and caregivers of an adult child with autism should contact his or her health care provider for help in locating professionals to assist with finding a place to live, acquiring necessary life skills, and seeking financial assistance. Local or national chapters of non-profit advocacy groups, such as Autism Speaks, also may be able to provide information about appropriate services.
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The following types of living arrangements are common to adults with autism:
Independent Living
Adults with milder autism spectrum disorders, such as Asperger's syndrome, may be able to live independently with minimal help. Mildly autistic adults may need help with certain household maintenance tasks, personal finances, and/or accessing benefits and services through state and federal agencies.
Living with Parents or Other Family Members
Adults with autism who continue to live at home with their parents may be able to receive benefits such as Supplemental Security income, Medicaid, or disability benefits through the Social Security Administration (SSA).
Specialized Programs
Some states have residential programs for adults with autism. These programs often teach self-care and housekeeping skills as well as offer job training and social activities. These types of programs may be referred to as foster homes or skill-development homes. Other residential programs, referred to as group homes, offer more supervised care and services such as meal preparation, housekeeping, and assistance with personal care.
Institutions
In rare cases, severely-impaired adults with autism may require supervision and care in a long-term institution.
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Autism Medications
Information for Parents about Autism
Autism (continued...)
Overview, Incidence and Prevalence
Autism Causes and Risk Factors
Autism Signs and Symptoms
Dyspraxia
Autism Diagnosis
Differential Diagnosis
Autism Treatment, Autism Prognosis
Autism Medications
Autism in Adults
Information for Parents about Autism
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Autism Resources
Join Our Autism Forum
Do you have a question, want to share medical advice, or just need to discuss your situation with someone else having a similar experience? The healthchannels forum is a resource for everyone to share and discuss their health and medical needs with others.
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Autism229
http://autismbc.ca/
WRIST BANDS IN SUPPORT OF AUTISM :
Your Family, Friends Co-Workers Will All Want One!!!
(Inscription = Autism: With Treatment There Is Hope - www.autismbc.ca)
Only $3.00 each. To purchase one or request more information, please call the office and ask for Erica, or click here to generate an e-mail request.
Autism Social Stories Come to Life Model Me Kids? videos teach social skills to children with Autism, Asperger's Syndrome, PDD-NOS, and Nonverbal Learning Disorders (NVLD or NLD) through peer modeling.
The videos are also useful in social skills training for a typically developing young child.
The Society will make appx $5 for every video ordered. For more details on these videos please click the image below.
Autism
Asperger
Hope
PDD-NOS
NLD
Autism: With Treatment There
Erica
Autism Social Stories Come
Life Model Me Kids
Nonverbal Learning Disorders
NVLD
autismbc.ca/
www.autismbc.ca)
Autism23
http://asw4autism.org/
EDUCATOR NETWORKING SESSION
The Department of Public Instruction (DPI), along with
ASW, will be sponsoring an EducatorÕs Networking
Session, Thursday evening, March 18th, from 7:00-8:30
PM, in Meeting Room 7, at the Hotel Sierra in Green Bay,
in conjunction with the ASW Annual Conference, March
18th-20th.
EducatorÕs are welcome to attend this informal gathering
to share information on different topics, such as
transitioning, inclusion, challenging behaviors,
puberty, sensitivity training, social relations,
expressive communication, sensory processing and
evidence based practices.
There will be hors dÔ oeuvres and beverages available
for attendees. No registration necessary!
For more information, email
jpribek@asw4autism.org.
sensitivity
Department of Public Instruction
DPI
ASW
Hotel Sierra
Green Bay
ASW Annual Conference
jpribek@asw4autism.org
asw4autism.org/
asw4autism.org.
Autism230
http://organizedwisdom.com/Category:Autism
What is OrganizedWisdom?
OrganizedWisdom.com is the first expert-guided search service for health. Our innovative publishing platform has become the most authoritative way to help people find the best online health information. The site's expert-curated content, called WisdomCards, organizes "The Top 10" online health resources on more than 100,000 health topics. WisdomCards are updated regularly by physicians and expert guides. Click here to visit our most popular health centers and learn more.
close
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OrganizedWisdom.com
Autism231
http://autismspectrum.net/
Temple Grandin 2005 Award Winners Announced!
ÊConferencesSummer and Fall Dates AnnouncedÊCheck out ourÊsummer andÊfall conference dates featuring Dr. Tony Attwood, Dr. Temple Grandin, Dr. Jed Baker and many others!ÊView more details here.ÊÊTemple Grandin Award PhotosEnjoy some photos of the Temple Grandin Award winners!View photos here!ÊRadio Interviews and Newspaper ArticlesListen to an interviews withÊDr. Temple Grandin, Sean Barron,ÊVeronica Zysk and Ellen Notbohm and read an interview featured in the Dallas News with Angie HealyÊForeWord Magazine's Book of the YearÊAward WinnerUnwritten Rules of Social RelationshipsÊby Dr. Temple Grandin and Sean BarronÊAutism-Asperger's Digest magazineÊEnjoy a Sneak Peek of aÊcurrent article"Speaking Through Numbers"ÊArtist of the MonthEnjoy the work of Calvin Nye
Medical News Update:All of these stories will open to the original news release in a new browser window
Autism-related 'red flags' at age 2Researcher: Hard to link measles vaccine, autismCracking the Autism PuzzleLocal Researchers Work on Autism TherapiesUS Scientists back autism link to MMRHeavy metals may be implicated in autismAutism Spectrum is brought to you by:Future Horizons Inc.721 W. Abram StreetArlington, TexasÊ 76013800-489-0727817-277-2270 fax
Temple Grandin
Sean Barron
Grandin
Tony Attwood
Award Winners Announced
Jed Baker
Temple Grandin Award
ÊRadio Interviews
ÊVeronica Zysk
Ellen Notbohm
Dallas News
Angie HealyÊForeWord Magazine
YearÊAward WinnerUnwritten Rules of Social RelationshipsÊby
Sean BarronÊAutism-Asperger
Sneak Peek
MonthEnjoy
Calvin Nye Medical News Update:All
Autism PuzzleLocal Researchers Work
Autism TherapiesUS Scientists
W. Abram StreetArlington
TexasÊ
7601380
-489-0727
817-277-2270
autismspectrum.net/
76013
07278
Autism232
http://www.fightingautism.org/
FightingAutism is now part of Thoughtful House Center for Children. All future prototypes, tool, and gadgets will be released as part of Tech Labs. We will coninue to focus on providing visibility and transparency to complex datasets related to childhood developmental disorders.
Cool stuff
Demographics
Description:: In May of 2008 Thoughtful House deployed an online intake system to enable us to track and manage the intake process and provide better patient care. We release patient demographics from this system.
Status: Completed
Autism Prevalence Rates
Description: A web based graphing tool which provides U.S. autism disability data, rates, statistics, incidence and prevalence.
Status: Completed
Disability Prevalence Trends
Description: A web based graphing tool which provides disability prevalence trends for the past 16 years.
Status: Completed
Vaccine Compliance Rates
Description: A web based graphing tool which provides vaccine coverage rates, estimated number of children vaccinated, and estimated vaccine market capitalization.
Status: Coming very soon
Visualizing Autism
Description: A collection of austism prevalence maps and Interactive GIS mapping applets. We also work with researchers by sharing our collection of disability data that spans school districts and counties in a couple of states.
Status: Completed
NIH Autism Grants
Description: A catalog of all NIH-funded autism research grants for the last 27 years ? 4,850 grant awards in a single database. The database provides researchers and analysts access to the grant awards for the study of trends in autism research. The data was harvested from over 15,000 government web pages. NIH provided some of this data via the CRISP database, however CRISP displays data for a single grant award at a time.
Status: Completed
Hopeful Projects
Vaccine Averse Event Reporting System (VAERS)
Description: A new VAERS web application which provides researchers more transparency to the VAERS data.
Status: Coming soon
Vaccine Schedule Database
Description: A database framework to enable researchers to track changes to the vaccine schedule, including tracking changes and permutations (min/max) in vaccine components (i.e. thimerosal, aluminum, preservatives, etc.) over the different vaccine schedule years. It will also have a public Application Program Interface (API) to allow 3rd party organizations to validate whether a vaccine is on or off schedule. For example, you could cycle through every VAERS report to check if the vaccine(s) is on schedule or off schedule.
Status: Preliminary prototype is completed.
U.S.
NIH
VAERS
Thoughtful House
Thoughtful House Center for Children
Tech Labs
Demographics Description:: In May
Status: Completed Autism Prevalence Rates Description: A
Status: Completed Disability Prevalence Trends Description: A
Status: Completed Vaccine Compliance Rates Description: A
Status: Coming
Autism Description: A
Status: Completed NIH Autism Grants Description: A
NIH-funded
CRISP
Status: Completed Hopeful Projects Vaccine Averse Event Reporting System
Application Program Interface
API
Status: Preliminary
www.fightingautism.org/
Autism233
http://www.prweb.com/releases/2010/03/prweb3729964.htm
Autism Research Study Announced By Children s Health Council
Dr. Glen Elliott of Children s Health Council leads clinical research for local patients
Palo Alto, CA (PRWEB) March 16, 2010 -- Autism is an exceptionally complex illness. Autism is a developmental disorder with impairments in social interaction and communication, in addition to restricted, repetitive behaviors. Once considered quite rare, 1 in every 150 children in the United States is now diagnosed with the illness, making it a common developmental disability.
Diagnosis of Autism typically occurs at about 3 years of age. The treatment of the condition is complex, as there is no single known cause or cure. Early childhood is the period during which the symptoms of Autism are clearly observable and children are experiencing rapid developmental changes. Researchers continue to look for more effective behavioral, educational and medical treatments to improve the lives of children with Autism. Therefore, a key to overcoming some of the challenges associated with the condition is early diagnosis and intervention.
A clinical research study is now underway in the Bay Area for children between the ages of 3 and 6 with Autistic Disorder. The goal of the study is to evaluate the safety and effectiveness of an investigational medication for children with this condition.
Dr. Glen Elliott of Children s Health Council (CHC) is conducting this clinical research study. CHC believes all children deserve the opportunity to reach their full emotional, educational and developmental potential. CHC seeks participants for this clinical study, based on the following: the children must be at least 3 years old and less than 7 years old; candidates for the study must meet the criteria for Autistic Disorder; and, she or he must have an IQ or developmental quotient (DQ) of at least 50.
Parents must give informed consent for their child to participate in this clinical research study, and must also be willing and able to comply with all study requirements. All clinical study-related care will be provided at no cost, including physical exams, psychological testing, and study medication. Compensation may be available to eligible parents or guardians. Health insurance is not required to participate.
If your child or a child you know has Autism, additional information about this clinical research study and how to participate is available at (800) 314-2597 and at www.chcautism.com.
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Autism234
http://www.kansasearlyautism.org/
The purpose of this website is to provide Kansans with information about the Kansas Department of Social and
Rehabilitation Services Home and Community Based Services (HCBS) Autism Waiver.
As a result of the drastic increase in diagnosed cases of Autism Spectrum Disorders (ASD) the Kansas Department of
Social & Rehabilitation Services (SRS) has sought funding support for an early intensive Autism Medicaid waiver program to
provide services to children with Autism Spectrum Disorders (ASD). Studies show that early intensive behavioral intervention
for these children are the most effective method for increasing functional skills, replacing challenging behavior, and improving
quality of life.
The waiver will provide opportunities for children with Autism to receive intensive early intervention treatment and their
primary caregivers to receive needed support through respite services. The program will greatly benefit children with Autism
and their families, in the future it may potentially provide dramatic cost savings to the state, as these children are less
likely to depend on public services over the course of their lifetime. According to the Autism Society of America, the cost
of lifelong care can be reduced by two-thirds with early diagnosis and intervention.
Currently, Autism can be diagnosed as early as eighteen months of age. Services provided to children during early childhood
have the additional benefit of preparing children for entering the school system. Studies show that with intensive early
interventions around fifty percent of children with Autism can succeed in the regular education classroom by first grade.
Others will make gains significant enough that they will only require partial or less intensive special education services.
The HCBS Autism waiver is an early intensive intervention waiver for children who are 0 through 5 years of age, who has a
diagnosis of an Autism Spectrum Disorder and Other Pervasive Developmental Disorder- Not Otherwise Specified (PDD-NOS),
Children are required to meet functionally eligibility guidelines and Kansas? financially eligible guidelines for Medicaid,
and utilize two waiver services every month.
Map of Autism Waiver Applicant Geographic Distribution across Kansas
http://www.srskansas.org/hcp/css/Autism/Autism_Map.pdf
This website contains information about how to apply for and receive early autism
services, where to go to participate in the autism waiver training, and additional resources about autism and
related issues.
Autism
Autism Spectrum Disorders
Autism
Autism Society of America
ASD
Medicaid
Autism Spectrum Disorder
PDD-NOS
Kansans
Kansas Department of Social and Rehabilitation Services Home and Community Based Services
HCBS
Kansas Department of Social & Rehabilitation Services
SRS
HCBS Autism
Kansas
Geographic Distribution
www.kansasearlyautism.org/
www.srskansas.org/hcp/css/Autism/Autism_Map.pdf
Autism235
http://health.yahoo.com/news/healthday/newergenetictestforautismmoreeffective.html
Researchers offered about 933 people aged 13 months to 22 years who had
been diagnosed with an autism spectrum disorder three genetic tests:
G-banded karyotype testing, fragile X testing or chromosomal microarray
analysis (CMA), which has been available only for the past few years.
Karyotype tests identified chromosomal aberrations associated with
autism in about 2 percent of patients, while the fragile X genetic
mutation was found in about 0.5 percent of patients.
CMA detected chromosomal abnormalities in slightly more than 7 percent
of patients, making it the best available genetic test for autism spectrum
disorders, the study authors said.
"The CMA test alone has triple the detection rate of karyotyping or
fragile X," said co-senior author Bai-Lin Wu, director of the Genetics
Diagnostic Laboratory at Children's Hospital Boston. "CMA should be added
to first-tier genetic testing for autism spectrum disorders."
The study appeared online March 15 and will be published in the April
print issue of Pediatrics.
"When parents have a child diagnosed with an autism spectrum disorder,
one of the first questions they often ask is 'how did this happen?' " said
Dr. Robert Marion, a pediatric geneticist at Children's Hospital at
Montefiore Medical Center in New York City.
"In the vast majority of cases, we believe there is at least a genetic
predisposition to autism, but the ability to identify a specific genetic
cause has been very elusive," Marion said. "Part of that is because of the
technology that's been available. A larger part is at this point, we just
don't fully understand what the genetic mechanism that leads to autism
is."
Standard practice is to offer children with autism two tests as a
first-line genetic work-up: karyotype and fragile X testing, the
researchers said.
In karyotyping, forms of which have been around since the 1960s,
geneticists use a microscope to look for chromosomal abnormalities that
are associated with autism, explained Dr. David Miller, a clinical
geneticist and assistant director of the Genetics Diagnostic Laboratory at
Children's Hospital Boston, which conducted the new research along with
Boston's Autism Consortium.
Like karyotyping, CMA also looks for chromosomal abnormalities, but
does so at 100 times the resolution of the earlier test, Miller said. CMA,
a genome-wide test, can identify sub-microscopic deletions of duplications
of DNA sequences, called copy-number variants, known to be associated with
autism, he said.
"Think of chromosomes as a library full of books and each book as a
gene," Miller said. "What we look for are shelves of books that have gone
missing, which represent a missing fragment of a chromosome, or extra
fragments of chromosome, that could contain genes related to autism."
While both Children's Hospital Boston and Montefiore have offered CMA
testing for several years, not all hospitals do, nor does all insurance
pay for it, the researchers noted.
The main purpose of genetic testing of children with autism is to help
parents determine if they're at a higher risk of having another child with
autism, Marion said.
If tests pinpoint an autism-related chromosomal abnormality in the
child, the parents are then offered testing. If a parent is also found to
have the abnormality, geneticists conclude that the couple is at higher
risk of having a child with autism. (The precise risk depends on what the
variant is.)
But if the parents don't have the abnormality, geneticists conclude
that the deletion or duplication happened by chance, and the parents are
probably not at any greater risk of having another child with autism than
the general population, Marion said.
Still, there is much geneticists can't tell parents. Between 10 percent
and 15 percent of autism cases can be traced to a known genetic cause, the
researchers noted. Of that, CMA alone can detect 7 percent of those.
There are a few other genetic tests that can explain another few
percentage points of autism cases.
But that leaves 85 percent or more families with little explanation for
the disorder, Marion said.
"CMA is better, but it's not great," Marion said. "The vast majority of
children who have autism have no identifiable genetic markers that will
help in genetic counseling for future pregnancies. That is very
frustrating."
More information
The U.S. National Institute of Neurological Disorders and
Stroke has more on autism.
genetic
genetic
dna
CMA
David Miller
Hospital Boston
Miller
Bai-Lin Wu
DNA
Autism Consortium
G-banded
Genetics Diagnostic Laboratory at Children 's Hospital Boston
Robert Marion
Montefiore Medical Center
New York City
Marion
Montefiore
U.S. National Institute of Neurological Disorders
Boston
Standard
Children 's Hospital
health.yahoo.com/news/healthday/newergenetictestforautismmoreeffective.html
Autism236
http://www.symptomjournal.com/public/conditions-center/health-tools-help-reduce-autism-symptoms
What parents of children with autism have in common:
As a parent, our childrenÕs future and quality of life are the most important things in the world to us. For you, a parent of a child with autism, there is nothing more important than working diligently to improve your childÕs future on a daily basis. There's no mountain you wonÕt move and no therapy you wonÕt try, because this is their life and you wonÕt stop until you have tried everything that can remotely make a positive difference in their quality of life.
Some of the following situations may seem familiar to you as a parent:
You look at your life and childÕs life differently since their autism diagnosisÑyou have stretched and grown and grown some more, taking nothing for granted andseeing gifts in the smallest gestures and gains.
You know that your child is first, and the diagnosis of autism is secondÑyour child is not principally the diagnosis.
You know your child has so much to teach you; different than a typical child, because they look at the world from a different perspectiveÑautism is a different perspective.
As a parent you know it is all about symptom reductionÑreduce the symptoms and your childÕs quality of life improves! You are always striving for your child to have their best life with autism.
There is so much information to take in and sift through as a parent of a child with autism. The field of autism is data driven, and this is where Symptom Journal can help in so many ways, helping you track the different therapies, bio-medical treatments, diets, and educational interventions.
Symptom JournalÕs health tools give you a system for compiling and tracking complex information, and its real-time reports give you information to share with your childÕs doctor or educational team allowing for better decision making both in IEPÕs and when consulting with your childÕs doctor. Your passion for giving your child their best quality of life with autism becomes easier to accomplish with the health tools that are available as a Symptom Journal member. Watch the Video Below to Find Out How
Track Your SymptomsTrack your symptoms and learn how to reduce your symptoms and bring your illnesses under control. In 2-3 minutes a day you can answer daily questions that can show you how to create a healthier life.
Get AnswersGet answers through reports that show you exactly how, what, why, and when your symptoms increase or decrease, helping you achieve amazing results and a healthier life.
Live Well!Live well and know what choices to change based on the results you see in your reports. Your reports show you how to create a healthier life and with your doctor's help you can modify your treatment plan and live your best life.
Track Your Symptoms + Get Answers = Live Well!
Reduce Your Child's Autism Symptoms-Start Your Membership-14-Day Free Trial!
Help Your Child Live Their Best Life with Autism
Discover the power of symptom tracking:
Discover in real time if your child's autism symptoms are increasing or decreasing because of their nutrition, medications, bio-medical or educational interventions, and therapies, and how these choices affect your child's health outcomes.
Life-changing results can be theirs through symptom tracking; Eliminate wasted months and potentially years of not having accurate answers about what is working or not in your child's treatment plan.
Feel confident with reports that you can share with your child's doctor or educatonal team when discussing their health, giving you facts to back up how your child is feeling and how your child's treatment plan is working or not working.
The goal of symptom tracking is symptom reduction allowing you to manage your child's health and create their best quality of life.
Most of us have systems for managing our finances, weight, time, and exercise. Managing your child's health is no different. You can't manage what you don't track. We are patients like you, who took action, created web-based health tools, found solutions to difficult questions, and wanted to share our discoveries to help you create your child's best quality of life with autism. Join our community as a Symptom Journal member and help your child live their best life.
You Can't Manage What You Don't Track
What is Autism?
Autism Spectrum Disorders (ASDs), also known as Pervasive Developmental Disorders (PDDs), cause severe and pervasive impairment in thinking, feeling, language, and the ability to relate to others. These disorders are usually first diagnosed in early childhood and range from a severe form, called autistic disorder, through pervasive development disorder not otherwise specified (PDD-NOS), to a much milder form, Asperger syndrome. The incidence of ASD is estimated at probably 1 in every 120 births, with boys being affected about 4 times more often than girls. Generally, the earlier the disorder is diagnosed, the sooner the child can be helped through treatment interventions. Learn more about autism for your child as a member of the Symptom Journal.
Causes of Autism
There is no known cause for ASD. Scientists believe that both genetics and environment play a part. Studies on families with children with ASD have been helpful in understanding how genes play a role. Current research points to brain abnormalities as the cause of AS. Using advanced brain imaging techniques, scientists have found structural and functional differences in specific regions of the brains of neuro-typical versus ASD children.
There are many different theories about causes of Autism Spectrum Disorder. Many studies are being conducted about differences in brain activity with ASD children. Scientists have always known that there had to be a genetic component to ASD because of their tendency to run in families. A specific gene for autism, however, has not yet been identified. Inside the members area of the Symptom Journal, we discuss in detail the different theories and possible risk factors that are associated with Autism Spectrum Disorder.
Symptoms of Autism
Children with Autism display impairments in social interaction, impairments in communication, and display many different forms of restricted and repetitive behavior. From the start, typical developing infants are social beings. Early in life, they gaze at people, turn toward voices, grasp a finger, and even smile. In contrast, most children with ASD seem to have tremendous difficulty learning to engage in the give-and-take of everyday human interaction. In the Members area, we discuss at length the different challenges with social interaction that Autistic children can tend to have.
By age 3, most children have passed 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, and points when he wants a toy. Some children diagnosed with ASD remain nonverbal throughout their lives. Some infants who later show signs of ASD coo and babble during the first few months of life, but then soon stop. Others may be delayed, developing language as late as age 5 to 9.
Children with ASD often times display restricted and repetitive behaviors, which may include: compulsive behavior, restricted behavior, ritualistic behavior and a need for sameness. An extensive list of symptoms for autism is presented in your childÕs Symptom Checklist. Through their Daily Questions, you can monitor how their autism symptoms, treatment, and lifestyle are affecting their overall health.
Diagnosis, Treatment Self-Care with Autism
Understanding the process your doctor may use in diagnosing your child with autism helps you ask questions and better understanding your childÕs autism diagnosis and treatment process. In the members area, there is a full description of the autism diagnosis process and possible tests that their doctor may order to determine whether your child demonstrates symptoms that are known to be associated with ASD. We discuss the conventional treatment options along with alternative and complementary treatments, including biomedical interventions that other parents of children with Autism Spectrum Disorder have found helpful for their children. Our autism Self-Care section for members explains how simple lifestyle choices can help improve your childÕs outcomes and quality of life.
As a member of the Symptom Journal, you will be able to see how your childÕs treatment, lifestyle choices, and nutrition correlate with how their symptoms spike or lessen through our Reports area, allowing you to make timely changes with your healthcare and educational teams that will ultimately save you frustration, time and energy. The information you receive from your child's reports will help you make changes that help your child live their best life with autism.
Nutrition Support with Autism
In the Nutrition section for members, we cover some of the most popular diets that parents of children with autism have used to positively affect their childÕs quality of life and outcomes with autism. We also provide an Inspiration Toolkit for our members, giving parents tools, support, and motivational techniques for staying inspired with their childÕs health journey. We understand the day-to-day challenges with autism and want to support you in creating the best quality of life for your child and family.
Still not convinced that Symptom Journal can make a significant and positive change in your child's health, then Read Tamara's Story > and see how symptom tracking changed her life.
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Nutrition
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Symptom Journal
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Inspiration Toolkit
Read Tamara
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Autism237
http://www.mdjunction.com/Autism
The symptoms appear by the time your child or children are 3 years of age. I am not saying that if one child has this that both will. You can't compare one child with another it doesn't work that way. And I am not saying that it can't happen cause it can. I just want everyone to understand that things happen everyday in (LIFE) and we may not want this to happen to ourselves or our kids but this is something that we can't control, or nor we have to like it but it is something that we all have to learn to deal with day in and day out..
What are the symptoms?
Symptoms almost alway's start before the child or children is 3 years of age. Usually, parents first notice that their toddler or toddlers has not started talking yet and is not acting like the other children the same age.
Symptoms of autism include:
A delay in learning to talk, or not talking at all. A child may seem to be deaf, even through the hearing teat is normal. Repeated and overused types of behavor, interests, and play. For (EXAMPLES) include body rocking, unusual attachments to objects, and getting very upset when rountines change. There is no Typical person with autism. People can have many different kinds of behaviors, from mild to servere. Parents often say that their child or children with autism often like to play along and does not make any eye contect with other people, Autism may also include other problems.
Many children have below-normal intelligence.
Teenagers often become more depressed, and have a lot of anxiety, especially if they have average or above-average intelligence.
Some children get seizure disorder such as epilepsy by their teen years..
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Autism
anxiety
www.mdjunction.com/Autism
Autism238
http://www.autismgroup.com/
Why do we have this site ?
To raise awareness of (ASD) Autism Spectrum Disorder regionally
To be a starting point for information and support for families affected by ASD.
To provide contacts, resources and information for regional areas, so families can get the help needed.
How it feels being a parent with a child diaognosed with ASD ....
Being a parent means being an advocate for my son and others affected by ASD. The more awareness and understanding that can be raised in the community means my son will have a better chance of being accepted and to make a contribution into society. This is a normal hope parents have for their children and our children are no different.
ASD
Autism Spectrum Disorder
www.autismgroup.com/
Autism239
http://www.elizabethmoon.com/autism-general.htm
Autism: Past, Present, Future, Speculative
Autism is all over the news right now, a very different situation than 18 years ago when
we were looking for the cause of our son's developmental delay. Much of the media coverage,
however, focusses on the sound-bite and tear-jerking opportunities that any problems with young
children can provide. This is fine for the television crews, but it really does not inform the
public, or help parents who are wondering whether their child could be autistic, or what to do with
a child who is autistic.
Autism is a neurological condition, a developmental disorder. Increasingly, as the
ability to image brain structure and trace brain function improves, it's evident that autism
results from physical differences in the structure and function of the brain. Although it used to
be considered a psychiatric disorder with an "emotional" cause, it is instead a physical problem,
in the same way that a missing limb or eye is a physical problem. The autistic child's brain is not
physically set up to process information the same way as an average baby's brain.
One of the most frustrating things for parents is that there is no single, obvious test
for autism itself--there are only screening tests which look at children's behavior and skills, and
compare them to those of average children the same age. These screening tests have improved (when
our son was a toddler, we were told he could not be autistic because he clung to, and showed
affection for, family members--not true) but they are not good enough, or widely known enough, to
be trusted by non-specialist physicians and by school personnel. Tragically, many autistic children
are refused services they need because a physician or a school counselor refuses to accept that the
child is autistic. It is easier for a school, for instance, to label a child disruptive, difficult,
oppositional, lazy, naughty, etc., than to admit that he is autistic and that they have been
mistreating him for years.
In our society, issues of causation and blame arise whenever there's a problem. "Whose
fault is it?" is often the first question parents ask a doctor when a child has a developmental
problem. Years ago, when autism was believed to be a psychiatric illness, an emotional illness,
doctors told mothers that they were the cause--it was the mother's style of parenting which made
children autistic. They were wrong. While abusive parenting can produce some autistic traits in
normal children, autistic children nearly always arrive with their problem.
Today, the loudest voices claim that immunizations cause autism. Their main argument is
that children exhibit symptoms shortly after a series of shots. What they miss is that infants too
young to have shots are also too young to look much different unless they have gross physical
malformations or extremely low levels of behavior. An autistic infant and a non-autistic infant
look the same at birth, and for some months after. But then the non-autistic infant develops on the
average timetable, and the autistic infant--who has looked normal up until then--falls behind.
How can that be if something didn't "happen" right before the development slowed,
ceased, or reversed? We are now learning things about the developmental process that show how a
slowdown or halt could be pre-programmed to appear only later. Each stage in the complex
development of a human's nervous system requires completion of a previous stage--just as you have
to have the foundation complete before starting to put up the walls of a building. During the
previous stage, both biochemical precursors and physical structures prepare the child to continue
to and through the next stage of development. It's possible to have something go wrong--be missing,
be chemically "underfunded" --at an early stage, which will not be needed until later. The problem
shows up when there is a developmental "need" that can't be met. Imagine a builder working on a
project who finds out, halfway through framing the second floor, that he can't get any more lumber,
or someone putting together a puzzle who doesn't know there's a missing piece until the puzzle is
well along toward completion.
It is clear from recent work on the structure and function of the human brain that
autism results from specific problems in brain development which occur, in most cases, before
birth, even though the results of those problems do not show up until the brain has reached the
developmental stage where it needs the missing pieces. In many cases, there is evidence of subtle
(and sometimes obvious) neurological difference in family members, especially when the extended
family of both biological parents is considered. This strongly suggests that most autism is genetic
in origin. It also suggests that improved therapy for autistic children, which helps them become
more sociable and thus increases their chance of marriage and parenthood, will result in more
autistic children being born to autistic parents.
What is it like to be an autistic individual? Only autistic individuals know for sure.
Interviews with autistic people, their essays and books, all suggest that the autistic experience
is just as varied as the non-autistic experience. Some people are happy. Some people are not happy.
Some people have close friends. Some do not. The similarities imposed by the condition do not
impose an emotional tone or even a core personality in the Myers/Briggs sense. Some autistic
individuals, for instance, are extroverts; our son is one of them. From my reading, and from
correspondence with autistic individuals online, I've come to think that autistic people are much
more like the rest of us than previously thought. Their emotional lives are very much like mine:
they want to be with people they enjoy being around, people who accept them for who they are,
people who understand them, people who like them. They want to eat the food that tastes good
to them, wear clothes that are comfortable for them, be in temperatures they find comfortable, do
the things they think are fun. They want their concerns to be understood and taken seriously. They
like people to get their jokes. They want to be respected.
One of the things which impressed me about our son, even before he could communicate in
signs, gestures, or words, was the healthy quality of his emotional life. Yes, he screamed when he
was upset, and I would have preferred a "Mom, I don't want to do that." But the things he enjoyed
were reasonable, healthy things to enjoy: food that tasted good, music he liked, running around on
the grass on a spring day. There was nothing weird about what he liked. His dislikes were harder to
understand, but made sense once I realized that his sensory input was different than mine, and his
responses were stronger. He felt hot when I barely felt warm. Tags in clothes (that I find only
mildly irritating) bothered him a lot. He liked some colors more than others. Certain textures and
flavors in food bothered him more. He liked some people and didn't warm up to others. These are
perfectly normal responses in a small child--just on a different scale. His likes and dislikes
tended to be more intense (typical of an earlier developmental stage: infants are usually very
intense in their likes and dislikes.)
What is the "central deficit" in autism? This argument is still going on among
researchers. My background in computer programming led me to what is not one of the main contenders
at present, but the most recent brain imaging is beginning to lean my way. Although the human brain
is not *just* a computer, some of the tools of information processing in computers can be useful in
looking at how the brain handles information. In my opinion, the so-called central deficit is not
central at all--in computer terms, it's not a problem with the main processor chip, but with
something in the input/output stream: perhaps a buffer, perhaps an internal bus, perhaps a
switching mechanism. Here's why I think this.
All autistic individuals I know about--and the parents of autistic children--agree that
autistic people perceive the world a little differently than the average at the sensory level. That
is, the primary raw sensory data is not getting to the central processor in the same way that it
gets to the average brain. The odd patterns of extra sensitivity and insensitivity that autistic
children display reflect this, as do the subtle (and sometimes obvious) differences in their
patterns of attention and movement.
From computers, we know that "garbage in/garbage out" determines the computer's
performance: the central processor will come up with wrong answers if the information going into it
is wrong. If the input device, a keyboard for instance, is miswired or has a piece of potato chip
under one key, then it may send the wrong signal to the processor when the user tries to send
information in. If the input buffer--where information is stored temporarily before being sent on
to the central processor--isn't big enough, information can be lost or transmitted out of order. If
the internal communications channels are too slow, information backs up and may be lost, or the
central processor may get ahead of itself and try to compute without having all the data. Some
programs may require a pre-processor which performs computations on incoming data before it goes to
the central processor; if the pre-processor doesn't work right, then the central processor is
handed bad data to work with. These are just a few of the ways in which a computer can go wrong
without having a problem in the central processor.
The human nervous system has analogues for all these and more. The peripheral nervous
system--the nerves in fingers and skin and eyes and ears and tongue and nasal cavity--collects the
sensory information which becomes the data input to the brain. When you have a cold, you lose the
ability to smell most things--your brain then gets corrupted "smell data." When you have a sunburn,
your skin tells your brain that a light touch is like a slap. When an arm or leg "goes to sleep"
and becomes numb, your brain may think it's not even there. We have all experienced small,
temporary glitches in our sensory input.
But there's another kind of problem that can arise, with the speed of transmission, not
the accuracy of "pickup." Imagine a computer keyboard. You press A and A appears on the screen; it
has also reached the central processor, so that if A is a command (A for add, A for another, A for
Aunt Alice's email address) the computer responds to that command. The speed of transmission of
that electrical signal makes it possible to send commands, or type a message, as fast as you can
type. Now imagine that the keyboard has a very slow connection. You type A, and nothing happens.
The seconds tick by. Finally an A pops up on the screen. It would take a long time to compose a
message to Aunt Alice--or to give a series of commands for an accounting program--if you had such a
slow connection. Or suppose the keyboard would not transmit an A at all unless you pressed on the A
key for five seconds. That would also slow down the transmission of information, even if the actual
transmission time were the same.
The human nervous system can have similar glitches. Research has shown that some people
have "slower" nerves than others--it takes longer for an electrical impulse to travel from the
finger to the brain than it does for others. And it's also shown that some people need sensory
impulses to last longer before they're captured (slow capture rate.) This can have serious
consequences. For instance, in normal speech, the sounds of many consonants are very brief--on the
order of 75 milliseconds. If an infant cannot capture such brief sounds--needs the sound to last,
say, 200 or 300 milliseconds before it's "caught"--then the infant will not even "hear" the sounds
of most consonants. If the infant doesn't hear them, then they don't become part of the library of
speech sounds which the infant uses to build a model of speech, and understand which sounds are
speech and which aren't. Some non-autistic children with severe language delay have exactly this
problem. Some autistic adults who can now talk have described what speech sounded like to them when
they were small--and they say it was like 'mooing' or 'groaning'--full of vowel sounds, not
consonants.
A problem with slow capture rate that affects more than one sensory channel would
interfere in a number of ways with information processing and normal development. Autistic
individuals have problems with interpreting the rapid changes in facial expression which modify
verbal communication--recognizing the brief twitch of an eyebrow or quirk of the lips that changes
"You stinker" from an angry insult to a loving compliment, for instance. They often have difficulty
interpreting similarly rapid changes in pitch, rate, prosody that interact with the words spoken.
They may be unable to "see the picture" on a TV screen, because of the rapidly scanning raster.
They may not feel a brief painful stimulus, or may feel a painful stimulus delayed from its actual
onset. If the slow capture rate and a slow transmission rate are combined, it's clear that the data
available for processing on the inside would always be out of phase with what's going on outside.
Many parents report that autistic children are slow to respond even when they can respond
appropriately: here is one physical model that might explain why they're like that.
Sensory integration--the ability to combine sound, sight, touch, and other senses into
one coherent sensory experience--is another area in which most autistic persons have problems. Some
autistic adults describe being unable to understand speech unless they deliberately shut off the
visual channel (shut their eyes, look down.) In the average infant, sensory integration develops
over the first few years in a seamless way. But if the capture rate and/or transmission rate of the
senses are not synchronous--if the visual channel and the sound channel are out of synch, as you
sometimes see on TV--the infant has no way to make them match. As an adult, you know how to adjust
if the announcer's mouth and speech aren't in synch. But an infant has no prior experience to work
from. If your mouth is making the motion for one sound while the infant hears another, then looking
at you will not help him copy that sound.
There's another complication which few computers possess. Most computers will sit
passively waiting for information to come to them. The silicon chip doesn't care if it's computing
or not. The human brain, however, is not capable of sitting idle in the dark, so to speak; it will
make things up and amuse itself while waiting for data to arrive. If the data from normal sensory
channels doesn't arrive, something else will be going on--and when the sound or the sight or the
touch signal does arrive, the brain will work it into the pattern it had already created. Our
brains are pattern-makers. The rigid patterns of play typical of autistic kids--stacking blocks
over and over, laying out objects in repetitive sequences--are quite possibly the result of the
brain's pattern-making ability going to work on whatever is available. You see similar behavior in
average kids and adults when they're bored--they swing their legs, tap pencils, doodle rows of
similar designs.
Adding to that complication is another. The human brain is not only busy all the time,
in childhood it is also always growing....and it grows in response to its experience, both in terms
of structure (the neurons and their connections) and function (what it can do, what calculations it
can make.) If its experience is limited, possibly because the data coming in are limited in
comparison to the data that average children can acquire, then its growth will also be limited and
aimed in the direction of the activity it *can* perform. What this means is that the brains of
adult autistic individuals are not necessarily representative of the brains (and potentials) of
autistic infants and young children. It is not a good idea to reason backward from the structure of
an adult autistic's brain to assume that the same structures are missing in the infant's brain.
It's important to remember that the final structure and function of anyone's brain reflects both
innate structure and developmental experience, just as the outward physical condition of a 60 year
old reflects both inherited physical characteristics and how that body was used throughout life.
The 60 year old ballet dancer will have a different body than a twin who never danced.
Why am I so sure that the central aspects of cognition are not the problem in autism?
Observation, both of autistic children and (through their writing) of adult autistic individuals,
combined with a knowledge of how information processing works in complex systems like computers and
humans. Where autistic individuals are presented with correct data in a sensory format they can use
(such as math), they reason clearly and well; they understand cause and effect in physical
(nonsocial) situations very well. Many if not most autistic children have no trouble learning
letters, numbers, and they may pick up reading (simple decoding) even faster than the average
child. But letters and numbers hold still on the page. Where they clearly fall behind is in
situations where the necessary data require sensory processing in multiple channels--which all
social interaction definitely does.
Neurocognitive research on brain function is already helping to define the way that
typical brains work--how we convert our sensory input into a model of the world, how we use that
model to communicate with each other and manipulate things around us. The next stage for research
into autism will be to define how the brains of autistic people work. It will be important to go
beyond defining "different" to discovering what the difference is, and what its implications are
for development. Interventions to help autistic children should be based on their reality--on the
way their brains actually do function, rather than on guesses. Once we know--at the biochemical,
molecular level--how typical brains grow, develop, and function...and we know how the brain of an
autistic child grows, develops, and functions...precisely targeted intervention will become
possible.
List of related books
genetic
brain
genetic
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Autism
add
social interaction
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Alice
www.elizabethmoon.com/autism-general.htm
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Autism24
http://autismdiva.blogspot.com/
From New Scientist: Mind tricks: Six ways to explore your brainIt shows in a fun way how much and how little we know about how the brain works and something about how we can't always trust what our eyes and ears tell us, and shares the secrets of some illusions we may experience in our everyday lives.How does your brain work? Brain imaging, transcranial magnetic stimulation, and similar advanced techniques have given neuroscientists huge insights into this question. Yet studying the brain doesnÕt have to be such a high-tech enterprise. Simple experiments can still probe the inner workings of the brain, and many of these are easy to set up at home or are available on the internet. Try them on yourself and you will experience first-hand some of its strangest, most amazing workings Ð facets of brain function that scientists are only just starting to understand. YouÕll see aspects of perception, memory, attention, body image, the unconscious mind Ð and the curious consequences of your brain being split in two. 1 Seeing isn't believing TAKE a moment to observe the world around you. Scan the horizon with your eyes. Tilt your head back and listen. You're probably getting the impression that your senses are doing a fine job of capturing everything that is going on. Yet that is all it is: an impression. Despite the fact that your visual system seems to provide you with a continuous widescreen movie, most of the time it is only gathering information from a tiny patch of the visual field. The rest of the time it isn't even doing that. Somehow from this sporadic input it conjures up a seamless visual experience. What is going on? Bang in the middle of your retina is a small patch of densely crowded photoreceptors called the fovea. This is the retina's sweet spot, the only part of the eye capable of seeing with the rich detail and full colour we take for granted. This tiny spot - which covers an area of our visual field no bigger than the moon in the sky - feeds your visual system almost all of its raw information. To build up a big picture, your eyes constantly dart about, fixating for a fraction of a second and then moving on. These jerky movements between fixations are called saccades, and we make about three per second, each lasting between 20 and 200 microseconds. The curious thing about saccades is that while they are happening we are effectively blind. The brain doesn't bother to process information picked up during a saccade because the eyes move too rapidly to capture anything useful. All in all, your visual system works like a man blundering around in the dark waving around a flickering torch with a very narrow beam. Despite the fact that you don't normally notice saccades, you can catch them in action. Look at your eyes close-up in the mirror and flick your focus back and forth from one pupil to another. However hard you try you cannot see your eyes move - even though somebody watching you can. That's because the motion is a saccade, and your brain isn't paying attention. Now pick two spots in the corners of your visual field and flick your gaze from one to the other and back again. If you're lucky you'll notice, just barely, a brief flash of darkness. This is your visual cortex clocking off. So how does your brain weave such fragmentary information into a seamless movie? This remains something of a mystery. The best explanation, according to Andrew Hollingworth of the University of Iowa in Iowa City, is that your short-term and long-term visual memories retain information from previous fixations and integrate them into a here-and-now visual experience (Visual Cognition, vol 14, p 781). There is also some guesswork going on. You can get a feel for this from the frozen-time illusion - the sensation that you sometimes get when you look at a clock and the second hand appears to freeze momentarily before tick-tocking back into action. This happens because of saccades. To compensate for the temporary shut-down of vision, your brain makes a guess at what it would have seen, but it does so retrospectively. So the 100 or so milliseconds of blindness gets back-filled with the image that appears after the saccade is over. If your eyes happen to alight on the clock just after the second hand has moved, your brain assumes that the hand was in that location for the duration of the saccade too. The "second" then lasts about 10 per cent longer than normal, which is enough for you to notice. The weirdness isn't confined to vision. Your auditory system is also full of gaps and glitches that the brain cleans up so we can make sense of the world. This is especially true of speech. In everyday life we encounter lots of situations that obscure or distort people's voices, yet most of the time we understand effortlessly. This is because our brain pastes in the missing sounds, a phenomenon called phonemic restoration. It is so effective that it is sometimes hard to tell that the missing sounds are not there. A good demonstration of this effect was published last year by Makio Kashino of NTT Communication Science Laboratories in Atsugi, Japan. He recorded a voice saying "Do you understand what I'm trying to say?" then removed short chunks and replaced them with silence. This made the sentence virtually unintelligible. But when he filled the gaps with loud white noise, the sentence miraculously becomes understandable (Acoustic Science and Technology, vol 27, p 318). "The sounds we hear are not copies of physical sounds," Kashino says. "The brain fills in the gaps, based on the information in the remaining speech signal." The effect is so powerful that you can even record a sentence, chop it into 50-millisecond slices, reverse every single slice and play it back - and it is perfectly intelligible. You can listen to Kashino's sound files at http://asj.gr.jp/2006/data/kashi/index.html....In fact, your mental body map is an absolute sucker for visual information. This year Frank Durgin of Swarthmore College in Pennsylvania set up the illusion as described above but instead of touching the rubber hand he merely "stroked" it with light from a laser pointer, leaving the unseen hand alone. Two-thirds of 220 subjects reported a sense of ownership of the rubber hand and said they had the sensation of heat and even touch from the laser pointer (Psychological Science, vol 18, p 152). "It's obvious the hand is rubber - no one is fooled at all," says Durgin. "But if your brain decides it's your hand, all the conscious awareness in the world won't change it." If you can't get hold of a fake hand, there are other (though less reliable) ways to experience the illusion. Some people can be fooled into believing a piece of wood has replaced their hand. Around half of people can even be made to feel a table top is part of their body. Sit at a table and put your hand out of sight underneath. Get someone to tap and stroke this hand while doing exactly the same to the table top directly above. If you watch the table top, you may experience the illusion that the table has become part of your body.This stuff is fascinating. There are ways that this information can be used in autism research to identify how it is that some autistics have problems in understanding speech. And perhaps why they aren't as easily fooled by some visual puzzles.But now to go from the sublime to the surreal, Jenny McCarthy is the mother of a five year old autistic boy. She is an ex-Playboy centerfold and "model" who made a name for herself for having absolutely no shame. She brags about having a big mouth that will say anything. With this big mouth she has vomited on camera and then eaten the (presumably fake) vomit. When she was younger she was the "it girl" (ick girl?), that is if you needed a buxom bleach-bottle blonde who could convincingly play a total airhead and who would pose as someone passing gas in a crowded elevator, for cash, of course. Wikipedia calls her "toilet humor" "grotesque". She wrote the script for a movie called, "Dirty Love," which she also starred in. The movie featured McCarthy sitting in a quantity of what was supposed to be her menstrual blood. Wikipedia notes about Jenny:In March 2006, she was given Razzie Awards for "Worst Actress," "Worst Screenplay," and "Worst Picture" for her work on Dirty Love, which also netted her then-husband, John Asher, a Razzie for "Worst Director."After her divorce from Asher, she later took up with Jim Carrey. She says that she and Carrey were destined to be together by the stars (this is astrology talk). Maybe they were destined to be together, McCarthy had a small part in the TV series The Stupids and her boyfriend starred in a title role in the Dumb and Dumber(er) duology. Maybe they could co-star in a movie and call it "Pathetically Inane." Wikipedia says she will next be seen in a movie called, Witless Protection. There are other weird things to note about Jenny McCarthy and what she's done, things that tend to make one doubt the woman's intelligence, but they tend toward the even more grotesque, so we won't go there. But one thing we should note is her somewhat brief reign as top Hollywood Indigo Mom.As a headline grabbing TV Star and best-selling author, Jenny McCarthy may be the last person one might expect to find coming out and declaring herself an Indigo. Well, it just goes to prove what we say in our Mission Statement, humanity is evolving and we are the proof!...What impresses us even more is that, in addition to being an absolutely delightful, warm, funny, dedicated lady, Jenny is putting her money where her mouth is by starting up a website especially for Indigo Moms.Launched in late April 2006, Jenny's website at www.indigomoms.com provides a meeting place where Indigo Moms can meet others, organize get Momme and Me get together groups, chat in the Indigo Cafe, read articles, and chat with Jenny herself about different topics on her Forum each month.Says Jenny: "There were so many times I would be sitting around with my son, Evan, and wish that I could join a 'mommy and me' group that loved talking about Indigos and Crystals. I always felt like there was no one around me who 'got' it. ThatÕs why I came up with the idea to have women post their info so as more mommies become enlightened they can contact someone in their own neck of the woods to chat and share stories with.(Found here on "Children of the new earth".)But if you go looking for indigomoms.com now you won't find anything. You can find some of the pages in the Internet Archive, but some pages seem to have been removed from there, too. She had some weird stuff in there about treating the problems of crystal children with gemstone necklaces, this is crystal therapy. There were links from her site to a website that sold gemstone necklaces with dosing recommendations. Like, dude, you wouldn't want to overdose your Crystal kid on too many rose quartz necklaces, or just go and mix hematite with malachite, not unless you had a bunch of moonstone on hand!Since you can't go to straight to Jenny's indigomoms.com to figure out what an "Indigo" is, here's a partial explanation:The name itself indicates the Life Color they carry in their auras and is indicative of the Third Eye Chakra, which represents intuition and psychic ability...Cue the Twighlight Zone music.The Crystal Children began to appear on the planet from about 2000, although some date them slightly earlier. These are extremely powerful children, whose main purpose is to take us to the next level in our evolution, and reveal to us our inner power and divinity. They function as a group consciousness rather than as individuals, ...Apparently, you can be born an Indigo but move "up" to being a Crystal. So according to some, being a Crystal is better even than being an Indigo, and Indigos are really special.How did Jenny discover she was an Indigo?The day I found out I was an adult Indigo will stay with me forever. I was walking hand in hand with my son down a Los Angeles street when this women [sic] approached me and said, "You're an Indigo and your son is a Crystal." I immediately replied, "Yes!" and the woman smiled at me and walked away. I stood there for a moment, because I had no idea what the heck an Indigo and Crystal was, but I seemed so sure of it when I had blurted out "Yes!" After doing some of my own research on the word Indigo, I realized not only was I an early Indigo but my son was in fact a Crystal child. From that point on things in my life started to make sense. ... and at that moment I knew exactly why. I was born to not only think outside the box, but to break that box up into a million pieces. I called this day my "awakening", but really it was the day I remembered. This was the day my life and global mission became so clear. There was nothing I could do that could contain the excitement of what was to come.(Bold emphasis added.)Autism Diva hasn't figured out when this Indigo awareness thing happened. McCarthy's son was diagnosed with epilepsy at age 2 1/2 and a few weeks after that as being autistic. She said on Oprah that after his being diagnosed as having epilepsy, her mommy instinct told her something was wrong. Well, yeah, he has epilepsy. But when she got the autism diagnosis her mommy instinct told her that was right. But she "happened to say", 'Well, I believe my son is trapped inside. I'm not settling for this.'"Strangely, it would seem that her son got the Crystal label after the autism label since he and his mom were walking hand and hand down the street... which seems more like something a mom would do with a 3- or 4-year old rather than with a 2-year old.So maybe after Jenny's son was diagnosed as autistic, a woman walked up to her and announced to her that Jenny was an Indigo, but not only that, her son was a Crystal. One supposes that this woman could see their "auras". Jenny then blurted out "Yes!" expressing agreement with the strange woman, without knowing what the words Crystal and Indigo meant. But not to worry she did "research" to find out. Where do you suppose she did this research? One might suppose that, Jenny McCarthy, famed for acting stupid, and being a party girl, a woman who apparently smoked through her pregnancy and then discovered health food and HEPA filters after her son was born, doesn't have a library card. Maybe she does, but she now claims is PhD in "Google" research and when her son was having seizures she lamented that her ex wouldn't ask her what she was finding on "Google."But before we move on, back to the strange woman Jenny passed on the street, if that woman can spot a Crystal (meaning: autistic) kid, in passing, with a high accuracy rate and has that much confidence in her differential diagnosis, can we get her to go to work with Dr. David Amaral on the Autism Phenome Project? Imagine the money they'd save on skipping over that time consuming ADOS testing.Another weird thing is that before her son had seizures, at age one at least, he had symptoms of autism. A woman who worked at a "play gym" where Jenny had taken her son to play asked Jenny if the boy had a "brain problem." Jenny responded by getting the woman fired (she said this with no sign of shame, on Oprah). So it wasn't ok for a stranger who works around children to ask if her child had a brain problem, but it was OK for a stranger to tell her that he's a Crystal. One supposes that that is because "Crystal" sounds special and "brain problem" sounds like a put down, or maybe cause one to fear one had done something to cause it.At some point after deciding to write a book about her son being autistic, and after hooking up with the quackery-aligned, Southern California based autism organization known as TACANow, Jenny decided that being a pillar of support for her fellow Indigo Moms wasn't working out. She shut down her indigomoms.com website. It seems that in her book she has a new definition for what an Indigo is, that's a person with ADHD. And a Crystal is an autistic child (or maybe a autistic adult). Though one has to think that autistic adults are not Crytals because we don't seem to share one consciousness... you know, 'cuz if we did, like, ... why would we need the Internet to connect with each other?This past week Jenny McCarthy hawked her book on both Oprah, and on ABC's 20/20. The 20/20 reporter introduced Jenny's story by saying that when Jenny gave birth to her son Evan, he in turn gave birth to her new career as a writer. As Jenny said on Oprah (about modeling in a bikini while worrying about her son's health,) "Mommy's gotta work it."If you'd like to read Jenny's Crystal-less pearls of wisdom about autism without forking over the dough for her book, she's posted some of them to Oprah.com. She helpfully points out that she's not a doctor, but lists what she did with/to Evan. Including:#4 Starting anti-fungal meds to kill Candida/fungus. Meds like Diflucan, Nystatin. Evan started to come out of autism completely after I killed CANDIDA!!First of all, what's the deal here? She says he "started to come out of autism" when she, personally, "killed CANDIDA!". But he started to come out autism "completely" meaning that he eventually became normal? "Completely"? Why is he called her "autistic son" on the cover of People magazine? Why is he still doing repetitive and stereotypical behaviors and why does he stil have problems with "abstract understanding"? One can only assume that Jenny feels deeply as if she has failed when Evan flaps because her efforts with diet, Diflucan and Nystatin haven't killed every last imaginary crazy-making yeast bug in his body.Candida infections only become very serious if a person has no immune defenses at all, as in a person with full-blown AIDS. In that case the Candida is going through the person's whole body, the infection is systemic. But Candida albicans became the b?te noire of the worried well in the 1980's, everyone who thought they had Candida infections did, because they just did, and Candida was could be named as a cause for practically any symptom a person might have.Jenny might have known that Candidiasis is just so eighties, and that it fell from favor when people figured out that "treating" Candidiasis didn't remove their symptoms. Candida is practically a quaint relic of health-faddism, and has been replaced by Lyme disease and maybe Morgellons (both are said to cause autism) and who knows what else as a fave of hypochondriacs and their curers. Jenny might not be expected to know about fads in the 1980's, being as how she was 10 years old in 1982, and we know she was busy being a bunny and second rate actress in the 1990s.Jenny said on Oprah that she chose to go with the GFCF diet and antifungal drugs after getting her son's blood and stool checked. It's likely that she got the Candida blood test results from one of the providers of questionable lab tests favored by quacks. Yeast (Candida) is a big topic of discussion on autism "biomed" parent forums. They are chock full of parents discussing how they diagnose "yeastiness" from the child's behavior as in, "Oh, I can tell when Johnny is yeasty, because he starts acting crazy...." "Yeastiness" can be "diagnosed" by these parents just by looking at a child's behavior. Jenny explained how she had to break off from seeing Jim Carrey for some time because her son had gone "crazy" from yeast and needed her full attention.Interestingly, it seems that not too long ago Medicare pulled the CLIA operating certificate for Immunosciences Lab (not so affectionately known as Immunoseances). Medicare's inspection looked for validity in the tests Immunosciences offered and found it severely wanting. That one lab is said to have been the major provider of bogus Candida testing. If you go to the Immunosciences lab's website they announce via pdf, that they are no longer in business as of a couple of months ago. So one can imagine that perhaps Jenny's son was found to have "CANDIDA!" via a nonsense lab test ordered by her son's DAN! doctor. Meaning that it's possible that her son was put on prescription drugs (Nystatin and/or Diflucan) for no reason. But it seems safe to say that knowing that will not going to stop her from attributing his "coming out of autism completely" to these drugs (and diet).Evan went from being a 2-year old (diagnosed) autistic boy (with seizures) to a 5 year old autistic boy apparently still on meds to prevent seizures, in 3 years. This is supposed to be an amazing thing. It's not. Not unless we are to believe that all autistic children stagnate at their two year old level and can never learn anything or develop skills beyond that. Jenny doesn't attribute his development to, uh, development, but to her magical mystery cures that she got by way of quack dox and quackery promoting autism websites which of course, she discovered by doing "Google research." Oh, but she's a heroine for saving her son, from... what? From being a 2-year old, low functioning, psychic with a few too many autistic traits? Jenny seems to have a hard time keeping her story straight.On Oprah.com, Jenny takes time out from her busy schedule to spread lies about vaccines, like they contain "aborted fetal tissue." Thanks, Jenny. Thanks, Oprah. Maybe now some kids will die of vaccine preventable diseases because they trusted the vomit eating side-show girl with the high-school diploma to give them medical advice.To compensate for her obliviousness to, and dismissiveness of, real science--she claims her son is her science. Kevin Leitch on his newly reworked blog, "Left Brain/Right Brain" discusses Evan being Jenny's science, and value of Jenny McCarthy to autism and autistics as opposed to the value of her son's being autistic to Jenny.Apparently, Jenny feels like she was destined to have an autistic child (or maybe it's that she was destined to have a Crystal child but got stuck with one that was also autstic) because she has said she felt she was destined to vaccinate her son and cause him to become autistic. When asked if she'd like to have another child with Mr. Dumb (or did he play Dumber?), she replied that having Evan had kicked her (posterior). Meaning, presumably, that it's been a horrible, draining experience, so that she couldn't handle another child. Probably a good choice on her part. For additional intelligent discussion of the problem of Jenny McCarthy Autism Expert, Estee Klaar-Wolfond discusses a Jenny centered People magazine article where Jenny talks about spending the rest of her life on the project of curing her son, presumably with quack treatment after alternative-airhead treatment until he's 100% normal (for a Crystal) or maybe until one of them can no longer participate in the experimentation.Figure the odds that Jenny McCarthy knows anything about how the brain works, or is even interested in how it works. Figure the odds on whether or not she can understand how it is that you can't just trust any advice that shows up in a Google search? Figure the odds that she can sit back and evaluate the flim-flammery she's been exposed to with "CANDIDA!" treatments and anti-vax nonsense. Figure the odds that she'll ever pick up a heavy-duty peer reviewed paper on how the brain functions in autism, or that she might question what her smoking during her pregnancy did to her son's health.Our minds and hearts can trick us, or as New Scientist said:5. Pay attention!IMAGINE you are walking down the street and a passer-by asks you for directions. As you talk to him, two workmen rudely barge between you carrying a door. Then something weird happens: in the brief moment that the passer-by is behind the door, he switches places with one of the workmen. You are left giving directions to a different person who is taller, wearing different clothes and has a different voice. Do you think you would notice?Of course you would, right? Wrong. When researchers at Harvard University played this trick on 15 unsuspecting people, eight of them failed to spot the change.What this demonstrates is a phenomenon called "change blindness". It happens because of a chronic shortage of a crucial mental resource: attention. You are blithely unaware of most of what is going on around you, to the point where you can fail to notice "obvious" changes in your surroundings.How would Jenny explain it if someone asking her for her expert advice wrote something like:"Jenny, sometimes when my son and I look at the second hand on a clock, it seems to stop. What does this mean?"Would Jenny answer, "Oh! Girlfriend! This means you are an Indigo and your son is a Crystal! Angels have been proven to hang around Indigos and Crystals and stop time for them!"?If someone claimed that Crystal children are "so powerful that you can even record a sentence, chop it into 50-millisecond slices, reverse every single slice and play it back - and it [will be] perfectly intelligible," to them. Would she just say, "WOW! Of course!" Or would she pause and ask if the same was true for every other hearing person? And how many others, like Oprah, would just take her just take her word for whatever Jenny's "mommy instinct" told her was correct?More about Jenny on Oprah from the science blogger Orac. and from Qchan and Do'C on the new Left Brain Right Brain group blog, James of Autism Natural Variation and Liz at "I Speak of Dreams" blog.Also, via the New Scientist article an excellent video about the power of the subconscious mind as shown by a patient with a newly severed corpus collosum.P.S. Thank you to a fellow mom for a taped copy of the Oprah debacle on VHS.Autism Divauncrystallized
brain
James
Internet
seizures
ADOS
ADHD
adhd
Los Angeles
Ð
Jenny McCarthy
GFCF
Japan
Southern California
ABC
AIDS
Google
DAN
Pennsylvania
Harvard University
McCarthy
Jim Carrey
Candida
University of Iowa
Iowa City
Evan
Jenny
Scan
Andrew Hollingworth
Makio Kashino
NTT Communication Science Laboratories
Atsugi
Acoustic Science and Technology
Kashino
Frank Durgin
Swarthmore College
Durgin
Dirty Love
Razzie Awards
John Asher
Razzie
Asher
Carrey
TV
Dumb
Pathetically Inane
Witless Protection
Hollywood Indigo
TV Star
Indigo
Indigo Moms.Launched
Indigo Moms
Indigo Cafe
Jenny:
Internet Archive
Crystal kid
Life Color
Third Eye Chakra
Twighlight Zone
Crystal Children
Indigo
Crystal .
Crystal is
Crystal
Autism Diva
Oprah
Crystal label
Crystal and Indigo
HEPA
Google
Crystal (
David Amaral
Autism Phenome Project
Indigo Moms
Oprah
Crystal-less
Oprah.com
Including:#4
Nystatin
CANDIDA
Candidiasis
Johnny
Medicare
CLIA
Immunosciences Lab
Immunosciences
Kevin Leitch
Left Brain/Right Brain
Jenny.Apparently
Mr. Dumb
Estee Klaar-Wolfond
Indigo
Indigos
Crystals
Qchan
Do'C
Left Brain Right Brain
Liz
VHS.Autism Divauncrystallized
autismdiva.blogspot.com/
asj.gr.jp/2006/data/kashi/index.html....In
www.indigomoms.com
indigomoms.com
Oprah.com.
Oprah.com,
ados
Autism241
http://autism.healingthresholds.com/therapy/autism
By Sandi Star, CCN
After struggling for over 40 years with chronic migraines, IBS, Muscle and joint pain, fatigue, brain fog, asthma and a slew of other ailments and frustrations I decided to take a closer look at the cause rather than obsessing on the symptoms. I was tired of relying on doctors to give me answers and tired of the medications that only gave me side affects and little relief.
I had been committed to health and fitness for over 20 years, losing close to 50 pounds and 5 dress sizes, however I still had all the chronic conditions that played havoc in my life. I realized there was a key element missing and soon found out it was my reaction to gluten and dairy. I didn't know enough about food intolerance or allergies or at least put the two together. I never believed food could have such a serious impact on overall health let alone be the direct cause of my diseases. With what I know today IÕm surprised my doctor didnÕt put the connection together when he diagnosed me with SjšgrenÕs Syndrome (autoimmune disease). SjšgrenÕs is one of the symptoms of Celiac along with a long list as you will see below and nutrition plays a critical role in the healing process. By making the appropriate diet changes Ð (gluten and dairy free), IÕve managed to eliminate my migraines, IBSÉÉÉetc., etc., and have the SjšgrenÕs Syndrome under control. Even better, I have eliminated all medications and use food and natural remedies for nutrition and overall health. Now that you know why I became a clinical nutritionist and why I started Karmic Health lets get into the details of why itÕs so important to understand gluten and its relation to diseases.
Why the problem with gluten now? A lot has changed in the way we harvest food compared to 50 years ago. Some of the seed companies began engineering wheat kernels that could be more easily ground and produce fluffier flour to make the soft, delicious white bread for example had to have greater yields; it made more money for the farmer and increased sales.
Gluten is a composite of the proteins gliadin and glutenin. These exist, conjoined with starch, in the endosperms of some grass-related grains, notably wheat, rye, and barley.
Understanding what happens in the body and some of the symptoms will help millions of people who go undiagnosed. Celiac is the most common genetic disease of mankind (yet for every person diagnosed, 140 will go undiagnosed).
A wheat allergy is the bodyÕs abnormal autoimmune response to a certain protein component of wheat; itÕs exhibited by a severe sudden onset allergic reaction. Usual symptoms are immediate coughing, asthma, breathing difficulties, and/or projectile vomiting. It can cause life-threatening responses in allergic people. A true Wheat allergy affects less than 1/2 % of population.
Intolerance's are much more common than true food allergies but are harder to diagnose. Food intolerance is an adverse reaction to food that does not involve the body's immune system. Generally food intolerance is an inability to properly digest certain foods. In some cases food passes right through the body before digestion is complete.
Leaky Gut is an increase in permeability of the intestinal mucosa to luminal macromolecules, antigens, and toxins associated with inflammatory degenerative and/ or atrophic mucosa or lining. Put more simply, large spaces develop between the cells of the gut wall allowing bacteria, toxins and food to leak into the bloodstream. Leaky Gut Syndrome has also been linked with many conditions, such as: Celiac Disease, Multiple Sclerosis, Fibromyalgia, Autism, Chronic Fatigue Syndrome, Irritable Bowel Syndrome, Eczema, Dermatitis, and Ulcerative Colitis.
Celiac disease is an autoimmune disease caused by an inappropriate immune response to dietary proteins found in wheat, rye, and barley (gluten and
gliadin). This response leads to inflammation of the small intestine and to damage and destruction of the villi that line the intestinal wall. These villi are projections (small folds) that increase the surface area of the intestine and allow nutrients, vitamins, minerals, fluids, and electrolytes to be absorbed into the body. When the villi are destroyed, the body is much less capable of absorbing food and begins to develop symptoms associated with malnutrition and malabsorption. When the body is exposed to the gluten and gliadin proteins, it forms antibodies that recognize and act against not only the grain proteins, but also against constituents of the intestinal villi. As long as the patient continues to be exposed to the proteins, he will continue to produce these autoantibodies. Celiac disease is found throughout the world but is most prevalent in those of European descent. It can affect anyone at any age and is more common in women. It is thought to be an inherited tendency that is triggered by an environmental, emotional, or physical event Ð although the exact mechanism is not fully understood.
According to the National Digestive Diseases Information Clearinghouse, about 5 to 15% of close family members of a celiac disease patient will also have the condition.
Symptoms
There are literally dozens, if not hundreds, of symptoms of gluten intolerance. It all comes down to inflammation in the body! Many people believe the most common symptoms are gastrointestinal in nature - yet the majority of people with gluten intolerance (and celiac disease) have extraintestinal symptoms.
The most common symptoms of celiac disease include:
¥ Fatigue
¥ AddisonÕs disease (hormonal disorder)
¥ Gastrointestinal distress (gas, bloating, diarrhea, constipation, vomiting, reflux)
¥ Headaches (including migraines)
¥ Infertility
¥ Mouth sores
¥ Weight loss/gain
¥ Inability to concentrate
¥ Moodiness/depression
¥ Amenorrhea/delayed menarche (menstrual cycles)
¥ Bone/joint/muscle pain
¥ Dental enamel hypoplasia (dental enamel defect)
¥ Short stature
¥ Seizures
¥ Tingling numbness in the legs
The ÒcureÓ is a life long gluten free diet.
Making the Transition
1. Have a reality check. Remember this is a choice! If you want to feel lousy for the rest of your life and get worse as time goes on then continue eating gluten. If you want to start on a journey to heal; go gluten free!
2. Give it time. It takes time to heal. Take the 45 day challenge.
Within this time frame you will notice the brain fog is gone. Your body will start adjusting to a healthy weight. Yes, you will lose the bloating and weight around the middle. DonÕt be discouraged if it takes a little longer to feel 100%.
3. Look at your current diet and go through your pantry and refrigerator to find the foods and meals you already eat that are gluten-free. You may need to keep a food journal if you haven't already.
Be sure to list condiments, ice creams, produce, snacks, and other foods.
This list will be helpful as you create menus around your new foods and give you encouragement that you're already on the right track!
4. Give yourself permission to eat things that you may have restricted from your diet before your diagnosis. Potato chips or GF cookies may not be appropriate for other people, but they are a treat in a GF diet in small doses of course. You will need to find treats for yourself initially as you adjust to this diet. Count calories after you are comfortable with your new way of eating, manage your portions instead.
Once you are comfortable with the switch start cutting back on refined grains, crackers, breads, etc., to help the gut heal quicker. In all honesty, bread will not be that important. It's all about taking baby steps!
5. Look at your current menus and meals and find ways to eliminate gluten from your diet. Replace bread in sandwiches with GF bread or green leaf lettuce and add your favorite fixings and condiments. Have breakfast burritos with rice tortillas instead of toast and eggs. Look for GF hot and cold cereals (must not have barley malt) and have those handy for a snack or meal. Replace bread and crackers with tortilla or corn chips, brown rice cakes or popcorn. For example, chicken or tuna salad on rice cakes or scooped onto corn chips is delicious. Popcorn is a filling side dish with soup. Be on the lookout for meals on your current menus or the menus of friends and family that are naturally gluten-free (roasted chicken, baked sweet potatoes and steamed veggies, for example) and make them a staple on your new menus. Surf the internet, watch cooking shows and browse magazines for ideas and adapt them as you see fit.
6. Clear out any and all foods that have gluten, wheat, wheat flour, oats, oat flour, rye, semolina, or modified food starch from your pantry. This will allow you to see how close you are to living gluten-free already. If you have family members living with you who are not gluten free, you might consider giving the "offending edibles" to them to be put in another part of the house while you learn to live and think gluten-free. As time goes on you can cook for the entire family without gluten.
7. Plan and prepare your meals ahead of time. Being caught hungry without a plan is not a good idea! Keep a few GF soups on hand in case of extreme hunger. Keep a small cooler in your car with snacks such as nuts, dried fruit and water. It helps to outline and pack any meals you're eating at home and away from home, including snacks. An example could be -
o Breakfast: scrambled eggs and mixed vegetables rolled in a rice tortilla, sliced apples, and coffee.
o Lunch: Lettuce with turkey, avocado slices, tomato, and mustard, 1 oz. chips, and 2 organic dark chocolate pieces.
o Dinner: Grilled fish or chicken with mixed vegetables, wild rice, and fruit.
o Snacks: 1 oz. almonds and popcorn.
o Desert: Coconut Ice Cream or fruit.
Tips
1. Be patient with yourself. You'll have days when being gluten-free is really depressing (maybe even "fall off the wagon"). This is normal.
Relax Ð itÕs a process.
2. Carry snacks with you wherever you go. It's often difficult to find an appropriate snack when the hunger strikes. GF bars are great!
3. Arrange with the hosts of gatherings you may attend to bring your own sides or complete meals. Most people are very supportive of restricted diets.
4. Carry a small cooler in your car with small cold packs to store fruit, snacks and water.
5. Consider avoiding restaurants during your transition phase as you learn how to eat and think gluten-free. Grilled meats (over a flame), baked potatoes and salads without croutons are usually safe bets. But keep a log of places you eat, what you ate and how you felt afterward. Gluten is insidious and can turn up in the oddest places (french fries, for example which can be dusted with flour).
6. Get your hands on cookbooks or start collecting your own recipes in a binder.
7. Carry digestive aids (enzyme and bioflavonoid) with you in case of accidental ingestion. There are ones specifically for gluten such as GlutenFlam by Apex Energetics; available from your healthcare practitioner.
8. Consider taking a multi-vitamin to make up for vitamins and minerals you may lack with your new diet (ask your doctor or nutritionist if necessary).
9. Find a mentor or support system.
10. Breathe
About the author: Sandi Star, CCN
Sandi is the founder of Karmic Health, specializing in nutrition related to disease where a gluten and casein (dairy) free lifestyle is crucial; working with celiac, autism and all auto immune disorders. Sandi graduated from The Natural Healing Institute with a degree in Clinical Nutrition and is continuing her studies in Clinical Herbology. She has hands on understanding of many health issues and has dedicated her life in helping others reach their optimal health.
For more information related to this article please visit www.karmic-health.com or contact Sandi Star at 760.685.3154
© Copyright Karmic Health 2010
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IBSÉÉÉetc.
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Lunch: Lettuce
Snacks:
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Autism242
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Forms of Autism
There are four different forms of Autism. Autism is a very complex disorder. It causes developmental problems in children and can differ in severity. The five different forms of Autism range by severity on the Autism spectrum. The different forms are also referred to as Autism Spectrum Disorders (ASD). The five different forms of Autism are Classic Autism, Aspergers Syndrome, Childhood Disintegrative Disorder, and Rett Syndrome.
Classic Autism
Classic Autism is the most severe disorder on the Autism Spectrum. Children with Classic Autism typically have social difficulties such as problems responding to people and avoiding eye contact. It may seem as though a child with classic autism has difficulty playing with other children and has very narrow interests.
Children with classic Autism also are very sensitive to stimulation such as lights, loud noises, or being touched or hugged. Being exposed to excessive stimulation children with Autism may become very upset. Classic Autism will also cause a child to be inflexible to change. Children with Classic Autism may develop strict routines or rituals, and changes to these may upset him or her. Repetitive movements are also a sign of Classic Autism. Children may do motions such as rocking or hitting themself constantly, or continuously repeat the same words or sounds.
Asperger's Syndrome
Those with Asperger's Syndrome have a very distinct difficulty with social situations. Signs of Asperger's Syndrome can typically be noticed when children are in social settings such as preschool or daycare. Children with this disorder may have many of the same signs as those of a child with Classic Autism. They dislike changes in routine, avoid eye contact with others, and may avoid social situations.
Children with Asperger's Syndrome may have normal intellectual development and language, but will have trouble with many social skills. They may lack the ability to read others' body language, and may be unable to notice differences in speech tones. Also, children with Asperger's may have delayed motor development. As a result, a child with Asperger's may have an akward walk or poor handwriting skills.
To be diagnosed with Asperger's Sydrome a child must have many of these symptoms, and they must be severe. Even with treatment, Asperger's will not go away. Teenagers with this disorder will learn things like motor skills, but will often still have difficulty with social cues and body language.
Childhood Disintegrative Disorder
Childhood Disintegrative Disorder is similar to autism, but has some very unique characteristics. Children with CDD will have at least two years of normal development, but will then begin to lose social, motor and language skills. Typically, this will occur before the age of ten.
This disorder is a result of the neurobiology of the brain, however the exact cause is unknown. As the child begins to lose the skills that they have developed, they may experience unexplained changes in behavior. These changes can be heightened anxiety, anger or agitation.
Similar to Classic Autism, children with this disorder may have social problems and a need for routines. These children may also lose control of their bladder or bowels, and may lose commnication and motor skills. To be diagnosed with this disorder, children must exibit regression in at least two of the follow areas:
play with peers
bladder or bowel control
spoken language
language understanding
social or self-help skills
motor skills
Rett Syndrome
Rett Syndrome is developmental and neurological disorder that typically occurs only in females. Rett Syndrome is caused by a mutation on the MECP2 gene (located on the X chromosome). Like CDD, children will either stop developing or lose skills and abilities that have developed. Children with Rett Sydrome can begin to show symptoms between ages 3 months and 3 years.
They will have symptoms such as loss of speech, anxiety, social problems, breathing problems, balance/coordination problems, and stereotypic hand movements such as clapping or hand wringing. Also common is children with Rett Syndrome are seizures, cardiac problems, scoliosis, trouble sleeping, gastro-intestinal problems, and problems feeding themselves.
Causes of Autism
The cause of Autism is unknown, however there are many theories about what causes it.
Vaccines and Autism
There are theories that link autism to vaccines. The MMR vaccine, used to prevent measles-mumps-and rubella, has been linked to causing intestinal problems which can lead to the development of Autism. Also, there is a theory that connects the preservative used in vaccines, thimerosal, to autism.
Genetics
It is also suggested that Autism is genetic. Research has shown that children born to families with Autistic member have a higher chance of being Autistic. Also, the risk of parents having more than one autistic child is higher.
Other theories exist that connect things such as bad parenting, food allergies, immune deficiencies, and poor nutrition to the cause of Autism. The cause of Autism is a very controversial subject, and like stated above there is no research pointing to a definite cause.
pointing
genetic
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genetic
Autism
Autism
eye contact
routines
regression
aspergers
childhood disintegrative disorder
seizures
anxiety
MMR
rett syndrome
Autistic
Autism Spectrum
Asperger
Aspergers Syndrome
Autism There
Autism Spectrum Disorders
Classic Autism
Rett Syndrome
Classic Autism Classic
Asperger 's Syndrome
Rett Syndrome Rett Syndrome
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http://www.healthynj.org/dis-con/autism/main.htm
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.
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genetic
genetic
eye contact
babbling
routines
ASD
childhood disintegrative disorder
cognitive
rett syndrome
PDD-NOS
www.healthynj.org/dis-con/autism/main.htm
screening
Autism244
http://www.wrightslaw.com/info/autism.index.htm
Autism,
Autism Spectrum Disorder (ASD), Pervasive Developmental Disorder (PDD), Asperger
Syndrome (AS)
FAQs
l Articles l Caselaw
l Books l Resources l
Organizations
Explaining
Autism to Children
Print
pageWe
receive many questions from parents, teachers, and health care providers about
special education services for children with autism. If you are a parent, you
need to educate yourself about your child's disability, effective educational
methods and medical treatments, and how to present your child's problems and needs
to school staff so they want to help.
On the Autism, PDD Asperger Syndome page, you will find FAQs, articles,
legal resources, recommended books, free publications, and a short list of information
and support groups.The
Centers for Disease Control and Prevention (CDC) has opened the Autism
Information Center. You can find out exactly
what Autism and other Pervasive Developmental Disorders (PDD) are on this
website.
What is Autism?
Autism
is a neurological disorder that can impair communication, socialization and behavior.
It is usually diagnosed within the first three years of life and is four times
more common in boys than in girls . However, some types of Autism may not be diagnosed
until years later when the child enters school, due to late-occurring social deficits
or difficulty playing with others. When this occurs, the child is usually too
old to take advantage of early childhood intervention services and is evaluated
for entry into the special education system.
Though
awareness and understanding have greatly increased over the past few decades,
many people are still unaware of the true affect of Autism. It can become an overshadowing
factor in every aspect of life, including education, establishing and maintaining
relationships, responding to pain and discomfort, and even in the ability to express
emotion. Symptom
severity in Autism can range from mild to severe. For example, one child may intensely
flap their arms to show excitement, another may display a smile under the same
set of circumstances, while another child may sit in the corner and rock, leading
the observer to believe that they may be incapable of showing or feeling emotion.As
parents reach the diagnosis, treatment and education stages of Autism, they will
hear many different terms used to describe their child. This may include words
such as autistic-like, non-verbal, developmentally delayed, autistic tendencies,
savant, high-functioning, and low-functioning. The important thing to realize
is that all children with Autism are different. What works for one may have zero
effect on another. The combinations of signs and symptoms are endless. More important
than the words used to describe the child is the underlying understanding that
whatever the diagnosis is, children with Autism are able to learn, function productively
in society and show positive gains with appropriate education and treatment plans
in place. Without appropriate support, the child may never realize his full potential.
(Source)According
to the National Academy of Sciences, the diagnosis of autism can be made
reliably in two-year-olds by professionals experienced in the diagnostic assessment
of young children with autistic disorders. Early diagnosis is crucial because
education is the primary form of treatment, and the earlier it starts, the better.
Autism and PDD:
Fact Sheet. What is Asperger's Syndrome?
Asperger Syndrome (AS) is a severe developmental disorder characterized
by major difficulties in social interaction, and restricted and unusual patterns
of interest and behavior. There are many similarities with autism without mental
retardation (or Higher Functioning Autism ). (see Resources:
Asperger's Syndrome; information & support).
What
Can You Tell Me About Asperger Syndrome? Asperger syndrome (AS) is a neurobiological
disorder, which most researchers feel falls at the high end of the
autistic spectrum. Individuals with Asperger syndrome can have symptoms ranging
from mild to severe. While sharing many of the same characteristics as Pervasive
Developmental Disorder, Not Otherwise Specified and High-Functioning Autism, Asperger
syndrome is a relatively new term in the United States, having only recently being
officially recognized as a diagnosis by the medical community.
Pervasive
Developmental Disorder (PDD) and Pervasive Development Disorder Not Otherwise
Specified (PDD-NOS)
The
diagnostic category of pervasive developmental disorders (PDD) refers to a group
of disorders characterized by delays in the development of socialization and communication
skills. Parents may note symptoms as early as infancy, although the typical age
of onset is before 3 years of age. Symptoms may include problems with using and
understanding language; difficulty relating to people, objects, and events; unusual
play with toys and other objects; difficulty with changes in routine or familiar
surroundings, and repetitive body movements or behavior patterns. (source)Autism
Spectrum Disorders (Pervasive Developmental Disorders). A
detailed booklet, from the National Institute of Mental Health, that describes
symptoms, causes, and treatments, with information on getting help and coping.
Intensive
Early Intervention All available research strongly suggests that
intensive early intervention makes a critical difference to children with autistic
spectrum disorders. Without early identification and diagnosis, children with
autism are unlikely to learn the skills they need to benefit from education.
The National Research Council analyzed intervention models for young children
with autistic disorders and concluded that intensive early intervention makes
a clinically significant difference for many children. Children who had early
intervention had better outcomes. (See Current
Interventions in Autism: A Brief Analysis)
What
is Developmental Screening? In this CDC article, many questions are discussed
regarding developmental screening. For example: What is developmental screening?
Developmental screening is a procedure designed to identify children who should
receive more intensive assessment or diagnosis, for potential developmental delays.
It can allow for earlier detection of delays and improve child health and well-being
for identified children.
Early Intervention for Toddlers with Autism Highly Effective. The study, published online in the journal Pediatrics, examined an intervention called the Early Start Denver Model, which combines applied behavioral analysis (ABA) teaching methods with developmental 'relationship-based' approaches. Study finds significant gains in IQ, communication and social interaction. (November 2009)
To
Top
Articles
Here are links to articles about educating children with autism. For additional
articles, please visit the Advocacy
Library.
Autism Speaks 100 Day Kit. Specifically for newly diagnosed families, to make the best possible use of the 100 days following the diagnosis of autism. The kit contains information and advice collected from trusted and respected experts on autism as well as from parents of children with autism. There is a week by week plan for the next 100 days, as well as organizational suggestions and forms that parents/caregivers can use to help with the paperwork and phone calls, as they begin to find services for their child. Newly diagnosed families (within six months of diagnosis) can order a kit which will contain personalized information specific to the child's age and location.
Request a kit (click here) and an Autism Speaks Autism Response Team coordinator will contact you by phone, to get some additional information so that a kit can be personalized for you and your child.
Autistic
Spectrum Disorders: Best Practice Guidelines for Screening, Diagnosis
and Assessment. This publication provides professionals, policymakers,
parents and others with best practice recommendations and
rationale for screening, evaluating and assessing individuals suspected
of having autistic spectrum disorders. These guidelines are the product
of nearly a year's work by experts in the field of autistic spectrum disorders
and are based on validated scientific evidence, clinical experience and
clinical judgment.
Preventing Challenging Behaviors in Young Children with Autism. A
recorded on-line presentation and discussion from the Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) entitled "Preventing Challenging Behavior: A Model for Young Children with Autism Spectrum Disorder" with Glen Dunlap and Phil Strain. The session presents a three-tiered framework for organizing prevention and intervention strategies that is appropriate for home, community and preschool applications. (November 2009) Watch the presentation l Listen to the Teleconference l Handouts (pdf)
Judging
Autism. Parents of autistic children win two important lawsuits against local
school systems. Is Virginia ready for the fallout?
Learning
to Live With Autism: Discovery Diagnosis (PDF). In this article, you
will discover the basics of Autism. What is Autism? What are the signs? How is
Autism diagnosed? Could we have prevented this? These are just a few of the burning
questions that are discussed. Resources are provided at the end of each section
so that you can find more in-depth information on each topic.
Learning to Live With Autism: Lessons Learned Advice for Newly Diagnosed Families (PDF). In this article, Jackie D. Igafo-Te o provides advice for families and shares research options for education and resources on topics from How to cherish the good times and preserve positive memories to planning for the future .
Anatomy
of a Special Education Case. Stefan Jaynes has autism. His parents implemented
an intensive ABA/ Lovaas program. This article tells the story of Stefan's case,
from the due process hearing to the final decision from the U. S. Court of Appeals
for Fourth Circuit. Includes links to pleadings and decisions. Analysis
of Deal v. Hamilton Co. Bd. Educ. by Gary Mayerson, Esq.
Attorney for family discusses case, costs when school districts cling to outmoded
programs and fight to retain the status quo.
Analysis
of Bucks Co Dept of Mental Health v. De Mora by Gary Mayerson, Esq. In Bucks
County, the Federal District Court (E.D. PA) held that a parent may be compensated
by the school district for providing ABA services. This appears to be the first
time any federal court has made such a ruling. Analysis
of Henrico County School Board v. R.T. by Pete Wright, you learn
about the Burden of Proof and Burden of Persuasion after the U. S. Supreme Court
ruling in Schaffer
v. Weast and the comprehensive analysis of ABA v. TEACCH. The decision
includes a discussion of the balance between FAPE and LRE and describes what deference,
if any, should be provided to school board programs and testimony of school board
witnesses.
Autism Therapy is Effective, but Rare by Laurie Tarkan, New York Times. Describes
problems parents face in getting appropriate services for their children with
autism, including the failure to use effective methods to teach these children.
A vast majority of children with autism are not getting the intensive early
intervention that experts say is both essential and effective.
Children with Autism: Special
Education . The Government Accountability Office published this report to
answers questions submitted by Congress about special education for children with
autism. Injunction
Issued on Behalf of Child with Autism. Federal
Judge issues injunction in ADA case; orders day care center to readmit child with
autism and train staff. Ninth
Circuit Issues New Decision in ABA/Lovaas Case. Pete Wright's analysis
of Amanda
J. v. Clark County School District and Nevada Dept of Education.
Play
Hearts, Not Poker by Jennifer Bollero, Esq. Attorney and mother of child with
autism writes that parents who learn the rules and strategies will reduce the
risks when they negotiate for their children. Your child's IEP should never
be a gamble. Know what your goals are and work them. Many roads lead to the same
place. Many different cards can win the game. Includes 8
Steps to Better IEP Meetings.
TEACCH
v. ABA Debate. Pete answers questions about methods used to educate young
children with autism.
$133,000 Settlement to Parents
of Young Child with Autism. Describes issues in ABA/Lovaas case; child regressed
in public school program, made impressive gains in intensive ABA / Lovaas program.
To Top
Caselaw
Here are links to several important decisions about educating children with autism
from our caselaw section. For more cases, please visit
the Law Library.
Free
Appropriate Education, ABA/Lovaas CasesAmanda
C. v. Clark County Sch. Dist. and Nevada Dept of Educ. (9th Cir. 2001)
Court of Appeals reinstates hearing officer's decision; cites school employees
for failure to inform parents of rights; procedural safeguards violations. Deal
v. Hamilton County TN Board of Ed (6th Cir. 2004) Court of Appeals found
that school predetermined child's placement with unofficial policy
of refusing to provide one-on-one ABA Lovaas programs; procedural violations can
cause substantive harm; that "the approach offered by the School System provides
little or no chance of self-sufficiency for an autistic child while, under the
Lovaas approach, self-sufficiency is a real possibility;" that while schools
are not required to maximize child's potential, there is a point
at which the difference in outcomes between two methods can be so great that provision
of the lesser program could amount to denial of a FAPE. Deal
v. Hamilton Dept of Educ (TN Due Process Decision Aug 2001) Administrative
law judge issues 45 page decision after a 27-day due process hearing; finds
procedural safeguards and LRE violations; substantive violations; discusses credibility
problems with school witnesses re: closed minds, evasiveness. (Appealed; overturned
by U. S. District Court; appealed; U. S. District Court decision overturned by
Court of Appeals for Sixth Circuit)
G.
v. Fort Bragg Dependent Schools (4th Cir. 2003). ABA/Lovaas case; rights
of children who attend Dept of Defense schools; FAPE & educational benefit;
methodology; reimbursement for home-based Lovaas program; procedural safeguards
and notice by parents; compensatory education for failure to provide FAPE; prevailing
party status attorneys fees (pdf)
School
Bd of Henrico County VA v. R T, (E.D. VA 2006). Comprehensive decision
about school district's repeated failure to provide an appropriate program to
young autistic child; tuition reimbursement for private school that employs ABA
approach. Includes lengthy discussion of autism, ABA v. TEACCH models; burden
of proof; FAPE and LRE; IEP goals; measurable progress; what deference should
be provided to school board programs and testimony of school board witnesses.
Slams school board's inertia, low expectations, and failure to use
proven methods of teaching and learning for children with disabilities.School
Bd of Henrico County VA v. Z.P (4th Cir. 2005) Parents of young child
with autism rejected typical generic preschool program and requested tuition reimbursement
for private program that utilizes one-on-one ABA therapy. Issues include deference
to hearing officer as factfinder and deference to opinions of professional public
school educators.L.B.
and J.B. ex rel. K.B. v. Nebo UT Sch. District (10th Cir. 2004). Parents of
child with autism reimbursed for ABA/Lovaas therapy and private preschool that
was LRE for child; educational benefit; impartiality of hearing officer. Stefan
Jaynes v. Newport News (4th Cir. 2001). ABA/Lovaas case; parents to be reimbursed
for expenses of ABA / Lovaas program.Stefan
Jaynes v. Newport News (E.D. VA 2000) ABA/Lovaas case (in pdf). ABA/ Lovaas
case; school fails to provide appropriate program; judge orders school to reimburse
parents more than 100K. Michael
v. Kanawaha (S.D. WVA 2000) ABA/Lovaas case (in pdf). One of Pete's favorite
cases, includes excellent discussion of IEPs. See also Order
in Michael v. KanawahaMr.
X v. New York (S.D. NY 1997). Early ABA Lovaas case; discusses autism, components
of effective educational programs for children with autism. T.
H. v. Bd. Ed. Palatine IL (N. D. IL 1999). Powerful well-written decision
in ABA-Lovaas case; discusses methodology, IEP development process; IEP goals
and objectives, individualization, educational benefit, unilateral placement by
parents, reimbursement, standard of review. (pdf)Independent
Sch. Dist. No. 318 (MN SEA 1996). Early ABA-Lovaas case; child represented
by Sonja Kerr. To Top
Extended
School Year, LRE/Inclusion, Other Issues
Mark
Hartmann v. Loudoun County Sch. Bd. (4th Cir. 1997) LRE/Inclusion case on
behalf of child with autism.Daniel
Lawyer v. Chesterfield (E.D. VA 1993). ESY for child with autism; child represented
by Pete Wright.Reusch
v. Fountain (MD 1994) Case on behalf of child with autism re: ESY; factors
that must be considered by IEP team in making decisions about ESY.Asbury
v. Special Sch. Dist. of St. Louis. Case on behalf of young child with autism;
child regressed in district's preschool program, made gains in ABA/Lovaas program.
News Release and Settlement
Agreement To
Top Recommended
Books Videos
How to Compromise with Your School District without Compromising Your Child by
Gary Mayerson, Esq. Parents learn how educational bureaucracies work - or
don t - for children with special educational needs. Includes strategies
on how to prepare for an IEP meeting, what to do when a child does not get crucial
services, and how to avoid due process. The practical approaches in this guide
are applicable to children with all disabilities. Educating
Children with Autism by National Academy Press. Children with autism have
difficulty interacting with other people, communicating ideas and feelings, and
imagining what other people think or feel. Although education is the primary form
of treatment for autism, educators are often poorly equipped to deal with these
children. Educating
Children with Autism describes effective educational practices, programs,
and strategies. Learn: * How children's specific diagnoses should affect
educational assessment and planning * How to support the families of children
with autism * Features of effective instructional and comprehensive programs
and strategies * How to prepare teachers, school staffs, professionals,
parents to educate autistic children. Behavioral
Intervention for Young Children With Autism: A Manual for Parents and Professionals,
Catherine Maurice, Gina Green, Stephen C. Luce, Editors. What is Lovaas therapy?
How does it work? This is the only treatment backed up with empirical research
data . . . it is a credible and effective treatment method . . . there is hope
for these children and this book shows how. How
Well Does Your IEP Measure Up? Step-by-step guide to writing IEPs for
children with autistic spectrum disorders. Includes sample goal objective
templates for areas of functioning typically neglected in IEPs including oral-motor
skills, executive function, theory of mind, critical thinking. Includes
recommendations for teaching strategies, educational programming formats
useful resources. How
to be a Para-Pro: A Comprehensive Training Manual for Paraprofessionals by
Diane Twachtman-Cullen. This practical manual is filled with tips and strategies
to help the paraprofessional handle problems and challenges. Learn about the 4
categories of educational support; a blueprint for adjusting caregiver support;
how to solutions to problem situations; take home messages, includes reproducible
data and record keeping forms.Creating
a Win-Win IEP for Students with Autism. This book helped me to know what is
needed in the IEP - a good tool for parents who want services for their child
but often don't know how to ask. Devour this book before the next IEP meeting!
Thinking
in Pictures by Temple Grandin - In this unprecedented book, Temple
Grandin, gifted animal scientist who is also autistic, writes about autism
from her unique personal perspective. Thinking
in Pictures is a good reference to the types autism and treatments being used
successfully today. Asperger
Syndrome: A Great Series of Videos from Coulter Video. Series
Includes: Manners for the Real World: Basic Social Skills, Intricate Minds: Understanding
Classmates With Asperger Syndrome, Intricate Minds II: Understanding Elementary
School Classmates With Asperger Syndrome, Intricate Minds III: Understanding Elementary
School Classmates Who Think Differently, Asperger Syndrome: Success in the Mainstream
Classroom, Asperger Syndrome Dad: Becoming An Even Better Father To Your Child
With AS, Asperger Syndrome: Transition to Work, and Asperger Syndrome: Transition
to College and Work. Read
the reviews. To Top
Resources:
Autism, PDD, Asperger's Syndrome
New! Evidence-Based Practice and Autism in the Schools Educator Manual from the National Autism Center (2010). The manual outlines the current state of research findings, professional judgment and data-based clinical decision making, values and preferences of families, and capacity building. Each chapter sets a course for advancing the efforts of school systems to engage in evidence-based practice for their students on the autism spectrum. Free download (pdf) l order print copy ($24.95)
Autism Checklist for Parents
Milestones Checklist. This interactive tool allows you to view how a developmental milestone category (social and emotional, cognitive, or language) changes as a child grows. Learn the signs: Act Early.
Autism Speaks New School Community Tool Kit. The purpose of this kit is to provide information about autism the features, challenges and strengths -- as well as some of the tools and strategies that may result in more positive interactions for all members of a school community. This tool kit is not intended to be a curriculum for special education for students on the autism spectrum, but rather a support for the general education and administrative school staff who interact with students with autism in various capacities. However, it is envisioned that this tool kit will provide valuable information and resources that can be employed by special education and administrative staff in their efforts to plan for and support students in general education environments and involvement in the school community as a whole.
Click here for a PDF of the School Community Tool Kit ( 203 pages)
Identification and Evaluation of Children with Autism Spectrum Disorders
Provides detailed information to help pediatricians recognize early, subtle signs of ASDs in young children that if detected could lead to earlier diagnosis. Also introduces universal screening, recommending pediatricians conduct formal ASD screening on all children at 18 and 24 months regardless of whether there are any concerns.
Management of Children With Autism Spectrum Disorders
Reviews therapies and educational strategies that are the cornerstones of treatment for ASDs and strongly advises intervention as soon as an ASD diagnosis is seriously considered, rather than waiting until a definitive diagnosis is made. Recommends that the child be actively engaged in intensive intervention at least 25 hours per week, 12 months per year with a low student-to-teacher ratio allowing for sufficient one-on-one time. Parents should also be included.
Centre
of Excellence for Early Childhood Development's Encyclopedia
on Early Childhood Development: AUTISM (PDF). This 40 page, PDF document includes
a Synthesis on autism, Autism and its impact on child development, The impact
of autism on child development, Autism and its impact on young children s
social development, Autism and its impact on child development, Autism intervention,
The effect of early intervention on the social and emotional development of young
children (0-5) with autism, and Autism intervention.
Free
Online Course from the Autism Society of America: Autism 101. The online course
will take approximately 30 minutes to complete. The course covers the following
areas: Introduction to Autism Spectrum Disorder, Treatment Options, Treatment
Assistance, Transition to Adulthood, and More Information and Resources. At the
end of the course you will be able to download a certificate of completion. You
must first register to take this free course.
Guide
for Educators on ASD: The Puzzle of Autism (PDF). The National Education Association
(NEA) published a free, downloadable 38-page guide entitled The Puzzle of Autism.
It explains the common features of autism and suggests effective classroom strategies
for improving communication, sensory, social and behavioral skills.
Next
Steps: A Guide For Families New To Autism
(PDF). This 8-page brochure will provide the reader with a general understanding
of Autism Spectrum Disorders, an overview of the various treatment options, and
brief information about education and services that are helpful to children and
adults with autism.
Teaching
Kids with Asperger Syndrome for the First Time. You re a teacher. You ve
just found out that you re going to have a student with Asperger Syndrome
(AS) in class this year. You re in for an interesting year. And that s
not coded language for brace yourself. It s a real-life perspective
that teaching a child with AS often gives you as many opportunities as challenges.
Asperger's
Syndrome - Guidelines for Assessment and Diagnosis by Ami Klin, Ph.D., and
Fred R. Volkmar, M.D., Yale Child Study Center. Asperger's
Syndrome: Guidelines for Treatment and Intervention. In this article, written
by by Ami Klin, Ph.D. and Fred R. Volkmar, M.D. the from Yale Child Study Center,
many topics are discussed including: Securing and Implementing Services, General
Intervention Setting, General Intervention Strategies, General Strategies for
Communication Intervention and Social Skills Training, General Guidelines for
Behavior Management, Academic Curriculum, Vocational Training, Self-Support, Pharmacotherapy,
and Psychotherapy. This is an older article but it contains a lot of useful
information that is currently relevant.
Social Skills: Promoting Positive Behavior, Academic Success, and School Safety - published
by National Association of of School Psychologists.
Educating
Children with Autism (2001). This 276 page publication from National Academy
Press is being used as evidence in due process hearings; can download free from
National Academy Press or purchase from the NAP. Includes research about effective
educational programs for children with autism; early intervention; one-on-one
therapy or direct instruction at least 25 hours a week, 12 months a year; more.
An IEP Team's
Introduction to Functional Behavioral Assessment and Behavior Intervention Plans,
Center for Effective Collaboration and Practice (1998). If your child has behavior
problems, this publication about Functional Behavioral Assessments will help.
Describes need to identify the underlying causes of child's behavior (what the
child gets or avoids through the behavior) and the IEP
team's job of developing proactive instructional strategies, including positive
behavioral interventions and supports, to address those behaviors that interfere
with learning.
More
Free Publications. Includes report by Surgeon General about ABA-Lovaas treatment
for children with autism; IEPs, reading, high-stakes testing, transition plans,
children's mental health, discipline, zero tolerance and more.
To
Top
Organizations
Autism Speaks
Autism Society
of America (ASA)
Autism
Coalition
Autism
Research Institute
Center
for the Study of Autism
Families for
Effective Autism Treatment (FEAT)
National Autism Center
Unlocking
Autism
Asperger
Syndrome Education Network (ASPEN)ASA's
Autism Source Resource Directory.
Find local resources, providers, services and support.For
information about Asperger's Syndrome, contact Asperger
Syndrome Coalition of the U.S., Inc. (866)-4-ASPRGR) www.asperger.org
or MAAP (More able autistic persons)
(219)-662-1311) www.maapservices.org
Directory
of Disabilities Organizations and Information Groups. Groups that you can
contact for more information about disabilities and educational methods.Yellow
Pages for Kids with Disabilities. Your state Yellow Pages includes evaluators,
therapists, advocates, attorneys, health care providers, educational consultants,
speech language pathologists, support groups, and more. Legal
and Advocacy Resources. Includes links to legal sites. Schafer Autism
Reports - Subscribe
Free Newsletters.
You can't beat a good online newsletter for up-to-the minute information. Our
list of free online newsletters is divided into four categories and has links
that you can follow to subscribe.Explaining
Autism to ChildrenJust
For Kids! What is Autism? (PDF). This document from the New Jersey Center
for Outreach and Services for the Autism Community explains autism in a way that
a child can easily understand - by comparing the child with autism to the child
without autism - in a very positive way.
Growing Up
Together: A
Booklet About Friends with Autism (PDF). In this booklet, you will
learn about kids you may meet who have autism and how you can be their
friend.
My
Brother Has Autism (PDF). This book, written by an 8-year-old girl,
explains what it is like to be the sibling of a child with Autism. This
book is now available in print.
Back to main
Topics page To
Top
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Autism Spectrum Disorders (Pervasive Developmental Disorders)
What are Autism Spectrum Disorders?Autism Spectrum Disorders (ASD), also known as Pervasive Developmental Disorders (PDDs), cause severe and pervasive impairment in thinking, feeling, language, and the ability to relate to others. These disorders are usually first diagnosed in early childhood and range from a severe form, called autistic disorder, through pervasive development disorder not otherwise specified (PDD-NOS), to a much milder form, Asperger syndrome. They also include two rare disorders, Rett syndrome and childhood disintegrative disorder. More about Autism ÈSigns SymptomsParents are usually the first to notice unusual behaviors in their child. In some cases, the baby seemed "different" from birth, unresponsive to people or focusing intently on one item for long periods of time. The first signs of an autism spectrum disorder can also appear in children who had been developing normally. When an affectionate, babbling toddler suddenly becomes silent, withdrawn, self-abusive, or indifferent to social overtures, something is wrong. More about Signs Symptoms ÈTreatmentThere is no single best treatment package for all children with ASD. Decisions about the best treatment, or combination of treatments, should be made by the parents with the assistance of a trusted expert diagnostic team. More about Treatment ÈGetting Help: Locate ServicesLocate mental health services in your area, affordable healthcare, NIMH clinical trials, and listings of professionals and organizations. More about Locating Services ÈRelated InformationTreatment of Children with Mental DisordersInformation about medicationsAutism Spectrum Disorders Information and Organizations from NLM's MedlinePlus (en Espa–ol)Center for Disease Control and Prevention (CDC) Autism Information CenterAutism Information on Department of Health and Human Services (HHS) Web siteInteragency Autism Coordinating Committee (IACC)
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Autism246
http://www.vaccinationnews.com/DailyNews/July2001/AutismUniqueMercPoison.htm
http://www.autism.com/ari/mercurylong.html
Autism:
A Unique Type of
Mercury Poisoning
Sallie Bernard*
Albert Enayati, B.S., Ch.E., M.S.M.E.**
Teresa Binstock
Heidi Roger
Lyn Redwood, R.N., M.S.N., C.R.N.P.
Woody McGinnis, M.D.
*Contact: sbernard@nac.net
**Contact: (201) 444-7306
njcan@aol.com
Copyright (c) 2000 by ARC Research
14 Commerce Drive
Cranford, NJ 07016
April 3, 2000
Revision of April 21, 2000
ABSTRACT
Autism is a syndrome characterized by impairments in social relatedness,
language and communication, a need for routine and sameness, abnormal
movements, and sensory dysfunction. Mercury (Hg) is a toxic metal that can
exist as a pure element or in a variety of inorganic and organic forms and can
cause immune, sensory, neurological, motor, and behavioral dysfunctions similar
to traits defining or associated with autism. Thimerosal, a preservative
frequently added to childhood vaccines, has become a major source of Hg in
human infants and toddlers. According to the FDA and the American Academy of
Pediatricians, fully vaccinated children now receive, within their first two
years, Hg levels that exceed safety limits established by the FDA and other
supervisory agencies. A thorough review of medical literature and U.S.
government data indicates (i) that many and perhaps most cases of idiopathic
autism, in which an extended period of developmental normalcy is followed by an
emergence of symptoms, are induced by early exposure to Hg; (ii) that this type
of autism represents a unique form of Hg poisoning (HgP); (iii) that excessive
Hg exposure from thimerosal in vaccine injections is an etiological mechanism
for causing the traits of autism; (iv) that certain genetic and non-genetic
factors establish a predisposition whereby thimerosal's adverse effects occur
only in some children; and (v) that vaccinal Hg in thimerosal is causing a
heretofore unrecognized mercurial syndrome.
SYNOPSIS
A review of medical literature indicates that the characteristics of autism
and of mercury poisoning (HgP) are strikingly similar. Traits defining or
associated with both disorders are summarized in Table A immediately following
the Table of Contents and are discussed and cited in the body of this
document. The parallels between the two diseases are so thorough as to suggest,
based on total Hg injected into U.S. children, that many cases of autism are a
form of mercury poisoning.
For these children, the exposure route is childhood vaccines, most of which
contain thimerosal, a preservative which is 49.6% ethylmercury by weight. The
amount of mercury a typical child under two years receives from vaccinations
equates to 237.5 micrograms, or 3.53 x 1017 molecules (353,000,000,000,000,000
molecules). Most such vaccinal Hg may not be excreted and instead migrates to
the brain.
The total amount injected into infants and toddlers (i) is known to exceed
Federal safety standards, (ii) is officially considered to be a low level;
whereby (iii) only a small percentage of exposed individuals exhibit symptoms
of toxicity. In fact, children who develop Hg-related autism are likely to have
had a predisposition derived from genetic and non-genetic factors.
Importantly, the timings of vaccinal Hg-exposure and its latency period
coincide with the emergence of autistic-symptoms in specific children.
Moreover, excessive mercury has been detected in urine, hair, and blood samples
from autistic children; and parental reports, though limited at this date,
indicate significant improvement in symptoms subsequent to heavy-metal
chelation therapy.
The HgP phenotype is diverse and depends upon a number of factors -
including type of Hg, route of entry into the body, rate and level of dose,
individual genotype, and the age and immune status of the patient.
Historically, variation among these factors has caused slightly different
manifestations of mercurialism; Mad Hatter’s disease, Minamata disease,
acrodynia, and industrial exposures provide examples.
The pathology arising from the mercury-related variables involved in autism
- intermittent bolus doses of ethylmercury injected into susceptible infants
and toddlers - is heretofore undescribed in medical literature. Therefore, in
accord with existing HgP data and HgP s ability to induce virtually all the
traits defining or associated with autism spectrum disorders, we hypothesize that
many and perhaps most cases of autism represent a unique form of mercury
poisoning.
This conclusion and its supporting data have important implications for the
affected population of autistic individuals and their families, for other
unexplained disorders with symptoms similar to those of heavy metal
intoxication, for vaccine content, and for childhood vaccination programs. Due
to its high potential for neurotoxicity, thimerosal should be removed
immediately from all vaccine products designated for infants and toddlers.
Table of Contents
ABSTRACT SYNOPSIS
TABLE OF CONTENTS
AUTISM-MERCURIALISM COMPARISONS
INTRODUCTION
Autism
Mercury
Diagnosing Mercury Poisoning in Autism
I. SYMPTOM COMPARISON
a. Affect/Psychological Presentation
b. Language Hearing
c. Sensory Perception
d. Movement/Motor Function
e. Cognition/Mental Function
f. Behaviors
g. Vision
h. Physical Presentations
j. Gastrointestinal Function
II. COMPARISON OF BIOLOGICAL ABNORMALITIES
a. Biochemistry
b. Immune System
c. CNS Structure
d. Neurons Neurochemicals
e. EEG Activity/Epilepsy
III. MECHANISMS, SOURCES EPIDEMIOLOGY OF EXPOSURE
a. Exposure Mechanism
b. Population Susceptibility
c. Sex Ratio
d. Exposure Levels Autism
Prevalence
e. Genetic Factors
f. Course of Disease
g. Thimerosal Interaction with Vaccines
IV. DETECTION OF MERCURY IN AUTISTIC CHILDREN
Case Studies
Discussion
DISCUSSION
Diagnostic Criteria Are Met
Unique Form Would be Expected,
Implicates Vaccinal Thimerosal
Historical Precedent Exists
Barriers Preventing Earlier Discovery
Are Removed
MEDICAL SOCIETAL IMPLICATIONS
Affected Population
Other Disorders
Vaccination Programs
REFERENCES
Table A:
Summary Comparison of Characteristics
of Autism Mercury Poisoning
Mercury
Poisoning
Autism
Psychiatric Disturbances
Social deficits, shyness, social withdrawal
Social deficits, social withdrawal, shyness
Depression, mood swings; mask face
Depressive traits, mood swings; flat affect
Anxiety
Anxiety
Schizoid tendencies, OCD traits
Schizophrenic OCD traits; repetitiveness
Lacks eye contact, hesitant to engage others
Lack of eye contact, avoids conversation
Irrational fears
Irrational fears
Irritability, aggression, temper tantrums
Irritability, aggression, temper tantrums
Impaired face recognition
Impaired face recognition
Speech, Language Hearing Deficits
Loss of speech, failure to develop speech
Delayed language, failure to develop speech
Dysarthria; articulation problems
Dysarthria; articulation problems
Speech comprehension deficits
Speech comprehension deficits
Verbalizing word retrieval problems
Echolalia; word use & pragmatic errors
Sound sensitivity
Sound sensitivity
Hearing loss; deafness in very high doses
Mild to profound hearing loss
Poor performance on language IQ tests
Poor performance on verbal IQ tests
Sensory Abnormalities /TD tr
Abnormal sensation in mouth extremities
Abnormal sensation in mouth extremities
Sound sensitivity
Sound sensitivity
Abnormal touch sensations; touch aversion
Abnormal touch sensations; touch aversion
Vestibular abnormalities
Vestibular abnormalities
Motor Disorders
Involuntary jerking movements - arm flapping, ankle jerks,
myoclonal jerks, choreiform movements, circling, rocking
Stereotyped movements - arm flapping, jumping, circling,
spinning, rocking; myoclonal jerks; choreiform movements
Deficits in eye-hand coordination; limb apraxia; intention
tremors
Poor eye-hand coordination; limb apraxia; problems with
intentional movements
Gait impairment; ataxia - from incoordination &
clumsiness to inability to walk, stand, or sit; loss of motor control
Abnormal gait and posture, clumsiness and incoordination;
difficulties sitting, lying, crawling, and walking
Difficulty in chewing or swallowing
Difficulty chewing or swallowing
Unusual postures; toe walking
Unusual postures; toe walking
Cognitive Impairments
Borderline intelligence, mental retardation - some cases
reversible
Borderline intelligence, mental retardation - sometimes
recovered
Poor concentration, attention, response inhibition
Poor concentration, attention, shifting attention
Uneven performance on IQ subtests
Uneven performance on IQ subtests
Verbal IQ higher than performance IQ
Verbal IQ higher than performance IQ
Poor short term, verbal, auditory memory
Poor short term, auditory verbal memory
Poor visual and perceptual motor skills, impairment in
simple reaction time
Poor visual and perceptual motor skills, lower performance
on timed tests
Difficulty carrying out complex commands
Difficulty carrying out multiple commands
Word-comprehension difficulties
Word-comprehension difficulties
Deficits in understanding abstract ideas symbolism;
degeneration of higher mental powers
Deficits in abstract thinking symbolism,
understanding other s mental states, sequencing, planning organizing
Unusual Behaviors
Stereotyped sniffing (rats)
Stereotyped, repetitive behaviors
ADHD traits
ADHD traits
Agitation, unprovoked crying, grimacing, staring spells
Agitation, unprovoked crying, grimacing, staring spells
Sleep difficulties
Sleep difficulties
Eating disorders, feeding problems
Eating disorders, feeding problems
Self injurious behavior, e.g. head banging
Self injurious behavior, e.g. head banging
Visual Impairments
Poor eye contact, impaired visual fixation
Poor eye contact, problems in joint attention
Visual impairments, blindness, near-sightedness,
decreased visual acuity
Visual impairments ; inaccurate/slow saccades; decreased
rod functioning
Light sensitivity, photophobia
Over-sensitivity to light
Blurred or hazy vision
Blurred vision
Constricted visual fields
Not described
Physical Disturbances
Increase in cerebral palsy; hyper- or hypo-tonia; abnormal
reflexes; decreased muscle strength, especially upper body; incontinence;
problems chewing, swallowing, salivating
Increase in cerebral palsy; hyper- or hypotonia; decreased
muscle strength, especially upper body; incontinence; problems chewing and
swallowing
Rashes, dermatitis/dry skin, itching; burning
Rashes, dermatitis, eczema, itching
Autonomic disturbance: excessive sweating, poor
circulation, elevated heart rate
Autonomic disturbance: unusual sweating, poor circulation,
elevated heart rate
Gastro-intestinal Disturbances /TD
tr
Gastroenteritis, diarrhea; abdominal pain, constipation,
colitis
Diarrhea, constipation, gaseousness, abdominal discomfort,
colitis
Anorexia, weight loss, nausea, poor appetite
Anorexia; feeding problems/vomiting
Lesions of ileum colon; increased gut permeability
Leaky gut syndrome
Inhibits dipeptidyl peptidase IV, which cleaves
casomorphin
Inadequate endopeptidase enzymes needed for breakdown of
casein gluten
Abnormal Biochemistry
Binds -SH groups; blocks sulfate transporter in
intestines, kidneys
Low sulfate levels
Has special affinity for purines pyrimidines
Purine pyrimidine metabolism errors lead to autistic
features
Reduces availability of glutathione, needed in neurons,
cells liver to detoxify heavy metals
Low levels of glutathione; decreased ability of liver to
detoxify heavy metals
Causes significant reduction in glutathione peroxidase and
glutathione reductase
Abnormal glutathione peroxidase activities in erythrocytes
Disrupts mitochondrial activities, especially in brain
Mitochondrial dysfunction, especially in brain
Immune Dysfunction
Sensitivity due to allergic or autoimmune reactions;
sensitive individuals more likely to have allergies, asthma, autoimmune-like
symptoms, especially rheumatoid-like ones
More likely to have allergies and asthma; familial
presence of autoimmune diseases, especially rheumatoid arthritis; IgA
deficiencies
Can produce an immune response in CNS
On-going immune response in CNS
Causes brain/MBP autoantibodies
Brain/MBP autoantibodies present
Causes overproduction of Th2 subset; kills/inhibits
lymphocytes, T-cells, and monocytes; decreases NK T-cell activity; induces or
suppresses IFNg IL-2
Skewed immune-cell subset in the Th2 direction; decreased
responses to T-cell mitogens; reduced NK T-cell function; increased IFNg
IL-12
CNS Structural Pathology
Selectively targets brain areas unable to detoxify or
reduce Hg-induced oxidative stress
Specific areas of brain pathology; many functions spared
Damage to Purkinje and granular cells
Damage to Purkinje and granular cells
Accummulates in amygdala and hippocampus
Pathology in amygdala and hippocampus
Causes abnormal neuronal cytoarchitecture; disrupts
neuronal migration cell division; reduces NCAMs
Neuronal disorganization; increased neuronal cell
replication, increased glial cells; depressed expression of NCAMs
Progressive microcephaly
Progressive microcephaly and macrocephaly
Brain stem defects in some cases
Brain stem defects in some cases
Abnormalities in Neuro-chemistry
Prevents presynaptic serotonin release inhibits
serotonin transport; causes calcium disruptions
Decreased serotonin synthesis in children; abnormal
calcium metabolism
Alters dopamine systems; peroxidine deficiency in rats
resembles mercurialism in humans
Possibly high or low dopamine levels; positive response to
peroxidine (lowers dopamine levels)
Elevates epinephrine norepinephrine levels by
blocking enzyme that degrades epinephrine
Elevated norepinephrine and epinephrine
Elevates glutamate
Elevated glutamate and aspartate
Leads to cortical acetylcholine deficiency; increases
muscarinic receptor density in hippocampus cerebellum
Cortical acetylcholine deficiency; reduced muscarinic
receptor binding in hippocampus
Causes demyelinating neuropathy
Demyelination in brain
EEG Abnormalities / Epilepsy
Causes abnormal EEGs, epileptiform activity
Abnormal EEGs, epileptiform activity
Causes seizures, convulsions
Seizures; epilepsy
Causes subtle, low amplitude seizure activity
Subtle, low amplitude seizure activities
Population Characteristics
Effects more males than females
Male:female ratio estimated at 4:1
At low doses, only affects those geneticially susceptible
High heritability - concordance for MZ twins is 90%
First added to childhood vaccines in 1930s
First discovered among children born in 1930s
Exposure levels steadily increased since 1930s with rate
of vaccination, number of vaccines
Prevalence of autism has steadily increased from 1 in 2000
(pre1970) to 1 in 500 (early 1990s), higher in 2000.
Exposure occurs at 0 - 15 months; clinical silent stage
means symptom emergence delayed; symptoms emerge gradually, starting with
movement sensation
Symptoms emerge from 4 months to 2 years old; symptoms
emerge gradually, starting with movement sensation
INTRODUCTION
Autism
Autism, or Autistic Spectrum Disorder (ASD), is considered a neurodevelopmental
syndrome, emerging early in life and exhibiting a constellation of seemingly
unrelated features and a wide variation in symptom expression and level of
severity by individual (Filipek et al, 1999; Bailey et al, 1996). The
diagnostic criteria for autism are qualitative impairments in social
relatedness, deficits in verbal and nonverbal communication, and the presence
of repetitive and restricted behaviors or interests (APA, 1994). As will be
cited below, other traits associated with autism are movement disorder, sensory
dysfunction, and cognitive impairments as well as gastrointestinal difficulties
and immune abnormalities (Gillberg Coleman, 1992; Warren et al, 1990;
Horvath et al, 1999). Onset must occur before age 36 months (APA, 1994);
although in some instances deficits are apparent at birth, in the great
majority of cases there are at least several months of normal development
followed by clear regression or failure to progress normally (Gillberg
Coleman, 1992; Filipek et al, 1999; Bailey et al, 1996). Formerly regarded as a
rare disease, autism is now said to affect one in 500 children (Bristol et al,
1996), with some estimates suggesting one in 100 for a broader phenotype often
labeled as the autism-spectrum of disorders and which includes both
higher and lower functioning individuals (Arvidsson et al, 1997; Wing, 1996).
Autism and autistic symptoms can arise from a number of known disorders,
most notably tuberous sclerosis, Rhett syndrome, Landau-Kleffner syndrome,
Fragile X, Phenylketonuria, purine autism, and other purine metabolic diseases
such as PRPP synthetase defects and 5'-nucleotidase superactivity. The etiology
and pathogenesis of the vast majority of autism cases - 70% - 90% (Gillberg and
Coleman, 1992; Bailey et al, 1996) - remain unexplained, however, despite ASD
being one of the most extensively studied disorders in child psychiatry
today (Malhotra and Gupta, 1999). Nevertheless, there is general
agreement that most cases of autism arise from the interaction of an
early environmental insult and a genetic predisposition (Trottier et al,
1999; Bristol et al, 1996).
Mercury
A heavy metal, mercury (Hg) is widely considered one of the most toxic
substances on earth (Clarkson, 1997). Instances of Hg poisoning or
mercurialism have been described since Roman times. The Mad Hatter
in Alice in Wonderland was a victim of occupational exposure to mercury
vapor, referred to as Mad Hatter's Disease. Further human data has
been derived from instances of widespread poisonings during the 20th Century.
These misfortunes include an outbreak in Minamata, Japan, caused by consumption
of contaminated fish and resulting in Minamata Disease; outbreaks
in Iraq, Guatemala and Russia due to ingestion of contaminated seed grains;
and, in the first half of the century, poisoning of infants and toddlers by
mercury in teething powders, leading to acrodynia or Pink Disease. Besides
these epidemics, numerous instances of individual or small group cases of Hg
intoxication and subsequent phenotype are described in the literature.
The constellation of mercury-induced symptoms varies enormously from
individual to individual. The diversity of disease manifestations derives from
a number of interacting variables which are summarized in Table I. The
variables which affect phenotype include an individual's age, the total dosage,
dose rate, duration of exposure, type of mercury, routes of exposure such as
inhaled, subcutaneous, oral, or intramuscular, and, most importantly, by
individual sensitivity arising from immune and genetic factors (Dales, 1972;
Koos and Longo, 1976; Matheson et al, 1980; Eto et al, 1999; Feldman, 1982;
Warkany and Hubbard, 1953).
Table I: Summary
of Mercury Exposure Variables
Leading to Diverse Non-Specific Symptomatology
Variable
Level of
Variable
Exposure Amount
Ranges from high doses, leading to death or near death
with severe impairments, to low safe doses, leading to subtle
neurological and other physical impairments
Duration of exposure
One time vs. multiple times over the course of weeks,
months, or years
Dose rate
Bolus dose, daily dose
Individual sensitivity
A function of (a) the age at which exposure occurs, that
is, prenatal, infant, child, adolescent, or adult, (b) genetically determined
reactivity to mercury, and (c) gender
Common types of mercury
The organic alkyl forms - methylmercury and ethylmercury;
and inorganic forms - metallic mercury, elemental (liquid) mercury, and ionic
mercury/mercuric salt
Primary routes of exposure
Inhalation of mercury vapors, orally through the
intestinal tract, subcutaneous and intramuscular injections, topically
through ear drops, teething powders, skin creams and ointments, and
intravenously during medical treatments
While these variations in exposure, individual status, and genotype give
rise to a diverse clinical phenotype, there are nevertheless obvious
commonalities across all mercury-caused disorders. Thus, for example, victims
will almost always develop a movement disorder, but in some individuals this
may manifest as mere clumsiness, while others will develop severe involuntary
jerking movements. Likewise, psychological disturbances are usually present,
but in some individuals these might manifest as anxiety while in others it
might present as aggression or irritability.
Diagnosing Mercury Poisoning in Autism
Mercury poisoning can be difficult to diagnose and is often interpreted by
clinicians as a psychiatric disorder, especially if exposure is not suspected
(Diner and Brenner, 1998; Frackelton and Christensen, 1998). The difficulty in
diagnosis derives primarily from two notable characteristics of this heavy
metal. First, there can be a long latent period between time of exposure and
onset of overt symptoms, so that the connection between the two events is often
overlooked. The latency period is discussed in more detail below. Second, the
diverse manifestations of the disease make it difficult for the clinician to
find a precise match of his particular patient's symptoms with those described
in other case reports (Adams et al, 1983, Kark et al, 1971; Florentine and
Sanfilippo, 1991; Matheson et al, 1980; Frackelton and Christensen, 1998;
Warkany Hubbard, 1953).
Due to the difficulty of diagnosing mercurialism based on presentation of
non-specific symptoms alone, clinicians have come to rely on the following
criteria (Warkany Hubbard, 1953; Vroom and Greer, 1972).
1. Observation of impairments in
many but not all of the following domains: (a) movement/motor disorder, (b)
sensory abnormalities, (c) psychological and behavioral disturbances, (d)
neurological and cognitive deficits, (e) impairments in language, hearing, and
vision, and (f) miscellaneous physical presentations such as rashes or unusual
reflexes (Adams et al, 1983; Snyder, 1972; Vroom & Greer, 1972).
2. Known exposure to Hg (a) at a level that has
been documenting as causing impairment in similar individuals under similar
circumstances, and (b) at approximately the same time as the symptoms emerge, with
allowances given for the latency period (Ross et al, 1977; Amin-Zaki et al,
1978). It should be noted that the dose which is considered toxic
vs. safe is unresolved among toxicologists; some researchers feel
that any amount of exposure is unsafe (see EPA, 1997, pp.6-47 to
6-59, for dose discussion).
3. Detectable levels of mercury in urine, blood, or
hair (Florentine and Sanfilippo, 1991; Frackelton and Christensen, 1998; EPA,
1997, p.ES-2). Importantly, because mercury can clear from biologic samples
before the patient feels symptoms or is tested, the lack of detectable mercury
is not cause for ruling out mercury poisoning; and conversely, detectable
levels have been observed in unaffected individuals (Adams et al, 1983; Warkany
Hubbard, 1953; Cloarec, 1995).
4. Improvement in symptoms after chelation. While
many patients' symptoms resolve with chelation, some clearly poisoned
individuals do not improve. Other exposed subjects have also been known to
improve without intervention (Vroom Greer, 1972; Warkany Hubbard,
1953).
Thus, none of these criteria is sufficient on its own for a
certain diagnosis. Rather, observed effects within two or three domains are
generally required. This paper, which reviews and compares the extensive
literature available on both ASD and mercury, provides citations documenting
that, based on these four diagnostic criteria, many if not most cases of autism
meet the requirements for mercury poisoning. In fact, this review and its
citations (i) delineate a single mechanism for inducing all of the primary
domains of impairment and biological abnormalities in autism, including its
genetic component, prevalence levels, and sex ratios; and (ii) identify that
mechanism as arising from the environmental insult of early
childhood exposure to mercury. Furthermore, the route of exposure is
thimerosal, which is 50% ethylmercury by weight and which is a preservative
used in many childhood vaccines.
We are not suggesting that the previous reports of mercurialism described in
the literature are in fact cases of autism; rather, we claim that autism
represents its own unique form of Hg poisoning, just like acrodynia, Minamata
disease, and Mad Hatter's disease represent distinct yet closely related
presentations of mercurialism. A unique expression would be expected in cases
of autism, given that the effects of repeated vaccinal administration of
ethylmercury to infants and toddlers have never been described before in
mercury-related literature. We maintain that the diverse phenotype that is
autism matches the diverse phenotype that is mercurialism to a far greater
degree that could reasonably be expected to occur by chance. Given the known
exposure to mercury via vaccination of autistic children and the presence of
mercury found in biologic samples from a number of autistic subjects, also
described here, we are confident that our claim is substantiated. Our paper
discusses some important medical and societal ramifications of this conclusion.
I. SYMPTOM COMPARISON
The overt symptoms of ASD and mercury poisoning, described in the literature
and presented here, are strikingly similar. Summary tables have been provided
after each section to aid in symptom comparisons.
a. Affect/Psychological Presentation
Since its initial description in 1943 by Leo Kanner, a psychiatrist, autism has
been defined primarily as a psychiatric condition. One of the three
requirements for diagnosis is a severe deficit in social interactions (APA,
1994). Self and parental reports describe children and adults who prefer to be
alone and who will withdraw to their rooms if given the chance (MAAP,
1996-1999). Even high functioning autistics tend to be aloof, have poor social
skills, are unable to make friends, and find conversation difficult (Tonge et
al, 1999; Capps et al, 1998). Face recognition and what psychologists call
theory of mind are impaired (Klin et al, 1999, Baron-Cohen et al,
1993). Poor eye contact or gaze avoidance is present in most cases, especially
in infancy and childhood (Bernabei et al, 1998).
The second psychobehavioral diagnostic characteristic of autism is the
presence of repetitive, stereotyped activities and the need for sameness (APA,
1994). Traits in this domain strongly resemble obsessive-compulsive tendencies
in both thought and behavior (Lewis, 1996; Gillberg & Coleman, 1992, p.27),
especially as the individual becomes more high functioning (Roux et al, 1998):
it [is] very difficult.to distinguish between obsessive ideation and the
bizarre preoccupations so commonly seen in autistic individuals (Howlin,
2000). Serotonin uptake inhibitors known to be effective for OCD also reduce
repetitive behaviors in some autistic patients (Lewis, 1996). Most autistic
subjects - 84% in one study - show high levels of anxiety and meet diagnostic criteria
for anxiety disorder (Muris et al, 1998).
ASD has been linked to depression, based on symptoms, familial history of
depression and the positive response to SSRIs among many autistics (Clarke et
al, 1999; DeLong, 1999; Piven and Palmer, 1999). One subset of autistics has
been described as passive , with flat affect, absence of
facial expression, lack of initiative, and diminished outward emotional
reactions. Some autistics have a strong family history of manic depression and
mood swings, and, among those who are verbal, psychotic talk is frequently
observed (Plioplys, 1989). Autism is also said to strongly resemble childhood
schizophrenia. In the past it was often misdiagnosed as such (Gillberg
Coleman, 1992, p.100), and there are a number of instances of dual
ASD-schizophrenia diagnoses in the literature (Clarke et al, 1999).
Furthermore, irrational fears, aggressive behaviors, and severe temper tantrums
are common (Muris et al, 1998; McDougle et al, 1994), as are chronic
hyperarousal and irritability (Jaselskis et al, 1992). Inexplicable
changes of mood can occur, with giggling and laughing or crying for no apparent
reason (Wing Attwood, 1987).
Mercury poisoning, when undetected, is often initially diagnosed as a
psychiatric disorder in both children and adults (Fagala and Wigg, 1992).
Common psychiatric symptoms are (a) depression, including lack of
interest and mental confusion; (b) extreme
shyness, indifference to others, active avoidance of others or a
desire to be alone ; (c) irritability in adults and tantrums in children;
and (d) anxiety and fearfulness. Neurosis, including schizoid and
obsessive-compulsive traits, has been reported in a number of cases (Fagala and
Wigg, 1992; Kark et al, 1971; O'Carroll et al, 1995; Florentine and Sanfilippo,
1991; Amin-Zaki, 1974 and 1979; Matheson et al, 1980; Joselow et al, 1972;
Smith, 1972; Lowell, 1996; Tuthill, 1899; Clarkson, 1997; Camerino et al, 1981;
Grandjean et al, 1997; Piikivi et al, 1984; Rice, 1996; Vroom & Greer,
1972; Adams et al, 1973; Hua et al, 1996).
Juvenile monkeys prenatally exposed to mercury exhibit decreased social play
and increased passive behavior (Gunderson et al, 1986, 1988), as well as
impaired face recognition (Rice, 1996). Humans exposed to mercury vapor also
perform poorly on face recognition tests and may present with a mask
face (Vroom Greer, 1972); emotional instability can occur in
children and adults exposed to Hg. For instance, Iraqi children poisoned by
methylmercury had a tendency to cry, laugh, or smile without obvious
provocation (Amin-Zaki et al, 1974 1979), like the autistic group
described by Wing and Attwood (1987).
Table II: Summary
of Psychiatric Disturbances
Found in Autism Mercury Poisoning
Mercury
Poisoning
Autism
Extreme shyness, social withdrawal, feeling overly
sensitive, introversion
Social deficits, social withdrawal, self reports of
extreme shyness, aloofness
Mood swings; flat affect; mask face; laughing or crying
without provocation; episodes of hysteria
Mood swings; flat affect in some; no facial expression;
laughing or crying without reason
Anxiety; nervousness; tremulousness; somatization of
anxious feelings
Anxiety, nervousness; anxiety disorder
Schizoid tendencies, neurosis, obsessive-compulsive
traits, repetitive dreams
Schizophrenic traits; OCD traits; repetitive behaviors and
thoughts
Lack of eye contact; being less talkative; hesitancy to
engage others
Lack of eye contact, gaze avoidance; avoids conversation
Depression, lack of interest in life, lassitude, fatigue,
apathy; feelings of hopelessness; melancholy
Association with depression; lack of initiative,
diminished outward emotions
On the one hand, less overtly active, unwilling to go
outside or be with others; on the other hand, increased restlessness
Tendency to withdraw, especially to own rooms, prefer to
be alone; hyperactivity
Irrational fears
Irrational fears
Irritability, anger, and aggression; in children this may
manifest as frequent and severe temper tantrums
Irritability and aggression; severe temper tantrums in
children
Psychotic episodes; hallucinations, hearing voices;
paranoid thoughts
Psychotic talk, paranoid thoughts
Impaired face recognition
Impaired face recognition
Since traditionally autism has been characterized and studied by researchers
primarily in psychiatric terms, providing case studies illustrating the psychiatric
aspects of ASD and of mercurialism are necessary in establishing the
similarities of the two disorders on this critical domain. Also included is a
comparison of Lenny, an autistic adult described by Rhea Paul
(1987), and the Mad Hatter from Alice in Wonderland, considered to be an
accurate portrayal of victims of the disease. Of particular relevance in all
these cases are social withdrawal and deficits in social communication, traits
(i) always prominent in autism and (ii) clearly associated with mercurialism.
Case Studies: Autism
I am 18 years old. My parents found out I was autistic when I was 18
months old. My parents said I banged my head a lot when I got frustrated when I
was young. Head banging motions help me deal with nervousness. I also take 2
medications to help me cope with stress. I have very few friends. It is also
somewhat painful for me to look people in the eye. This sometimes makes people
think I am not paying attention (The MAAP, Vol. II, 1997).
I have a high-functioning autistic
eight-year-old boy. My mistake was putting him in the second grade with a
teacher who was determined to 'socialize' him. After three months, the anxiety
proved to be too great for him. He spent a lot of time crying, withdrawing to
his room, becoming compulsive and belligerent. In another era, he would have
been seen as having a 'nervous breakdown' (The MAAP, Vol. II, 1997).
I am writing regarding our 25 year old son
who was diagnosed only a few months ago as having Asperger's Syndrome. All his
life he displayed the 'classic' symptoms of Asperger's (lack of social skills,
disorganization, anxiety, etc.). A few months ago, he became clinically
depressed, phobic about being around people for fear of more rejection or being
laughed at. He now has obsessive thoughts that our home is electronically
'bugged' and all his actions are being observed and belittled (The MAAP,
Vol. II, 1997).
Several people have asked me what it's like
to have Asperger's Syndrome. Today, I still prefer to work on my computer or
with electronics rather than socialize. I've never been able to tolerate any
kind of physical contact or intimacy. I like wrestling and rough-housing, but I
hate being caressed or held. (The MAAP, Vol. II, 1997).
My son Brian is a 6-year-old with high
functioning autism. Our main problem now is his rigidity and
obsessive/compulsive behaviors. He gets extremely upset when activities don't
go as he thinks they should. He first gets mad, screaming and yelling, then
begins to obsessively talk about how he can remedy the situation, then often
begins to cry uncontrollably. These tantrums can go on for hours (The
MAAP, Vol. IV, 1996).
[I'm] age 12r. I have Autism/PDD. I don't
really know any real social skills, though my brother Isaiah says I am a social
outcast. I do have trouble making new friends because I get real shy and
nervous (The MAAP, Vol. IV, 1997).
I am the mother of three autistic boys. Nate
was considered very shy. Poor eye contact but very smart and doing well in
school. Nate was also diagnosed with Hypotonia of the face (which answered all
the mumbling he did wasn't just shyness) and extremities (The MAAP, Vol.
III, 1999)
I spent many hours sitting in the trees or
under the bed or in a dark closet. I had a loud flat voice. Socialization has
always been beyond me (The MAAP, Vol. II, 1998).
I sit in my room a prisoner to my autism. Mom
and sis doing their loving best to get me out. I wanted to get out - really get
out. I wanted to love, to feel, to connect. But, I couldn't. I was stuck. I was
slowly dying. There were days I truly wanted to end it all. If any days were
good, I didn't deserve it. I shouldn't be happy. Autism teaches you that -
because it's a life sentence (The MAAP, Vol. VI, 1996).
Case Studies: Mercury Poisoning
A 12 year old girl with recent mercury vapor poisoning was initially diagnosed
as having a psychiatric disturbance. Her behavior was more normal when she was
unaware of being watched. She became upset when people were around, was
reluctant to speak when others were present, spoke in a soft, mumbling voice,
lacked eye contact, had a flat affect, was sometimes tearful, experienced
auditory hallucinations of voices laughing at her, wished to stay alone in her
room with the lights off and her head covered, and had frequent temper tantrums
(Fagala and Wigg, 1992).
Sufferers of Mad Hatter's disease, arising from
prolonged mercury vapor exposure, were known to suffer from depression,
lassitude, acute anxiety, and irrational fears. They also became nervous,
timid, and shy. They blushed readily, were embarrassed in social situations,
objected to being watched, and sought to avoid people. They felt a constant
impulse to return home. They were easily upset, and were prone to agitation,
irritability, anger, and aggressive behavior (O'Carroll et al, 1995).
A survey on an Internet site of adult acrodynia
victims, which compared the symptoms of adults who suffered from acrodynia as
children with controls, reported the following symptoms as seen to a greater
degree in acrodynia sufferers than in controls: dislikes being touched or
hugged, is a loner, lacks self confidence, feels nervousness and has a racing
heart, has depression and suicidal feelings (Farnesworth, 1997). One acrodynia
victim described his own situation: not having learnt normal social
skills I spent a lot of my time alone.Gradually by age 11 or so, I was becoming
'normal'.But, I have never overcome the headache problem, irritability, shyness
with real people, not wanting to be touched, depression, fear of doctors, great
anxiety. (Neville's Recollection, Pink Disease site)
A doctor from the 19th century described several
cases of mercury poisoning from dental amalgams: There is mental
excitability as well as mental depression; perplexing events cause the highest
degree of excitement, ordinary conversation sometimes causes complete
confusion, headache, palpitation, intense solicitude, and anxiety, without
reason for it. Such are some of the symptoms attending these cases. As an
example he cites the case of a young woman who had come to be melancholic
and to withdraw herself from her family and friends, seeking the seclusion of
her room -- refusing to go out or to associate with others, or even with the
members of her own household. (Tuthill, 1899)
Nearly a century later, initial questioning of a 28
year old woman, subsequently found to have mercury vapor poisoning,
elicited the fact that she had become increasingly withdrawn from social
activities and had felt most uncomfortable when with strangers. She also felt
that her friends had turned against her. She had a repetitive disturbing dream
of electric fire around the frames of the windows in her bedroom. (Ross
et al, 1977)
Lenny and The Mad Hatter
(a) Rigid literal interpretation of word meaning; word meaning and pragmatic
errors which interfere with social communication
Lenny -
He was very literal minded, and words spoken to him became matters of
immutable fact. For example, he was trying on new shoes. His mother asked him
if they slipped up and down. He said they didn't, and when asked again if he
were sure, he replied, 'No, they don't slip up and down; they slip down and then
they slip up.'
The Mad Hatter -
Take some more tea, the March Hare said to Alice, very earnestly.
I've had nothing yet, Alice replied in an offended tone: so I
ca'n't take more.
You mean you ca'n't take less, said the Hatter: It's very
easy to take more than nothing.
(b) Social deficits, inability to interpret
social rules, leading to perceived rude behavior
Lenny -
Although he tried working in his father's business for a time, his
immaturity, self-centered behavior, and lack of social judgment required his
return to a sheltered setting.
The Mad Hatter - Your hair wants
cutting, said the Hatter. He had been looking at Alice for some time with
great curiosity, and this was his first speech.
You should learn not to make personal remarks, Alice said with some
severity: it's very rude.
The Hatter opened his eyes wide upon hearing this; but all he said was
Why is a raven like a writing desk?
(c) Inability to engage in meaningful social
conversation; poor conversational interpretation skills; perseverative thoughts
Lenny - During one interview he
engaged in a 20 minute monologue about a broken washing mashine. The
interviewer momentarily dozed off. Upon rousing, the interviewer exclaimed,
'Oh, Lenny, I'm sorry!' 'It's all right,' Lenny replied calmly, 'the washing
machine got fixed.
The Mad Hatter (who talks obsessively/perseveratively
about Time for a good portion of the chapter) -
What a funny watch! she remarked. It tells the day of the
month, and doesn't tell what o'clock it is!
Why should it? muttered the Hatter. Does your watch
tell you what year it is?
Of course not, Alice replied very readily: but that's
because it stays the same year for such a long time altogether.
Which is just the case with mine, said the Hatter.
Alice felt dreadfully puzzled. The Hatter's remark seemed to her to have no
sort of meaning in it, and yet it was certainly plain English.
b. Language and Hearing
The third diagnostic criterion for autism is a qualitative impairment in
communication (APA, 1994), and such impairment is a primary feature of mercury
poisoning.
Delayed language onset is often among the first overt signs of ASD
(Eisenmajer et al, 1998). Historically, half of those with classic autism
failed to develop meaningful speech (Gillberg Coleman, 1992; Prizant,
1996); and oral-motor deficits (e.g. chewing, swallowing) are often present
(Filipek et al, 1999). When speech develops, there may be specific
neuromotor speech disorders, including verbal dyspraxia, a dysfunction in
the ability to plan the coordinated movements to produce intelligible sequences
of speech sounds, or dysarthria, a weakness or lack of control of the oral
musculature leading to articulation problems (Filipek et al, 1999).
Echolalic speech and pronoun reversals are typically found in younger children.
Many ASD subjects show poorer performance on tests of verbal IQ relative to
performance IQ (Dawson, 1996; Filipek at al, 1999). Higher functioning
individuals, such as those with Asperger's Syndrome, may have language fluency
but still exhibit semantic (word meaning) and pragmatic (use of language to
communicate) errors (Filipek et al, 1999).
Auditory impairment is also common. Two separate studies, for example, both
found that 24% of autistic subjects have a hearing deficit (Gillberg
Coleman, 1992). More recently Rosenhall et al (1999) have diagnosed hearing
loss ranging from mild to profound, as well as hyperacusis, otitis media, and
conductive hearing loss, in a minority of ASD subjects, and these traits were
independent of IQ status. Among the earliest signs of autism noted by mothers
were strange reactions to sound and abnormal babble (Gillberg Coleman,
1992), and many ASD children are tested for deafness before receiving a formal
autism diagnosis (Vostanis et al, 1998). Delayed or prompted response to
name differentiates 9-12 months old toddlers, later diagnosed with
autism, from mentally retarded and typical controls (Baranek, 1999). In fact,
bizarre responses to auditory stimuli are nearly universal in
autism and may present as either a lack of responsiveness or an exaggerated
reaction to auditory stimuli (Roux et al, 1998), possibly due to sound
sensitivity (Grandin, 1996). Kanner noted an aversion to certain types of
sounds, such as vacuum cleaners (Kanner, 1943). Severe deficits in language
comprehension are often present (Filipek et al, 1999). Difficulties in picking
out conversational speech from background noise are commonly reported by high
functioning ASD individuals (Grandin, 1995; MAAP, 1997-1998).
In regard to language and auditory phenomena, autism's parallels to
mercurialism are striking. Emerging signs of mercury poisoning are dysarthria
(defective articulation in speech due to CNS dysfunction) and then auditory
disturbance, leading to deafness in very high doses (Clarkson, 1992). In some
cases, hearing impairment manifests as an inability to comprehend speech rather
than an inability to hear sound (Dales, 1972). Hg poisoning can also result in
aphasia, the inability to understand and/or physically express words (Kark et
al, 1971). Speech difficulties may arise from intention tremor, which can
be noticeable about the mouth, tongue, face, and head, as well as in the
extremities (Adams et al, 1983).
Mercury-exposed children especially show a marked difficulty with speech
(Pierce et al, 1972; Snyder, 1972; Kark et al, 1971). Even children exposed
prenatally to safe levels of methylmercury performed less well on
standardized language tests than did unexposed controls (Grandjean et al,
1998). Iraqi babies exposed prenatally either failed to develop language or
presented with severe language deficits in childhood. They exhibited
exaggerated reaction to sudden noise and some had reduced hearing
(Amin-Zaki, 1974 and 1979). Iraqi children who were postnatally poisoned from
bread containing either methyl or ethylmercury developed articulation problems,
from slow, slurred word production to the inability to generate meaningful
speech. Most had impaired hearing and a few became deaf (Amin-Zaki, 1978). In
acrodynia, symptoms of sufferers (vs. controls) include noise sensitivity and
hearing problems (Farnesworth, 1997).
Adults also exhibit these same Hg-induced impairments. There is slurred or
explosive speech (Dales, 1972), as well as difficulty in picking out one voice
from a group (Joselow et al, 1972). Poisoned Iraqi adults developed
articulation problems (Amin-Zaki, 1974). A 25 year old man with elemental
mercury poisoning had reduced hearing at all frequencies (Kark et al, 1971).
Thimerosal injected into a 44 year old man initially led to difficulty
verbalizing, even though his abilities in written expression were
uncompromised; he then progressed to slow and slurred speech, although he could
still comprehend verbal language; and he finally lost speech altogether (Lowell
et al, 1996). In Mad Hatter's disease, there were word retrieval and
articulation difficulties (O'Carroll et al, 1995). A scientist who recently
died from dimethylmercury poisoning demonstrated an inability to understand
speech despite having good hearing sensitivity for pure tones (Musiek and
Hanlon, 1999). Workers exposed to mercury vapor showed decreased verbal
intelligence relative to performance IQ (Piikivi et al, 1984; Vroom and Greer,
1972)
.
Table III: Summary
of Speech, Language
Hearing Deficits in Autism Mercury Poisoning
Mercury
Poisoning
Autism
Complete loss of speech in adults or children; failure to
develop speech in infants
Delayed language onset; failure to develop speech
Dysarthria; speech difficulties from intention tremor;
slow and slurred speech
Dysarthria; dyspraxia and oral-motor planning
difficulties; unintelligible speech
Aphasia, the inability to use or understand words,
inability to comprehend speech although ability to hear sound is intact
Speech comprehension deficits, although ability to hear
sound is intact
Difficulties verbalizing; word retrieval problems
Echolalia; pronoun reversals, word meaning and pragmatic
errors; limited speech production
Auditory disturbance; difficulties differentiating voices
in a crowd
Difficulties following conversational speech with
background noise
Sound sensitivity
Sound sensitivity
Hearing loss; deafness in very high doses
Mild to profound hearing loss
Poor performance on standardized language tests
Poor performance on verbal IQ tests
c. Sensory Perception
Sensory impairment is considered by many researchers to be a defining
characteristic of autism (Gillberg and Coleman, 1992; Williams, 1996). Baranek
(1999) detected sensory-motor problems - touch aversion, poor non-social visual
attention, excessive mouthing of objects, and delayed response to name - in
9-12 month old infants later diagnosed with autism, and suggests that these
impairments both underlie later social deficits and serve to differentiate ASD
from mental retardation and typical controls. Besides sensitivity to sound, as
previously noted, ASD often involves insensitivity to pain, even to a burning
stove (Gillberg Coleman, 1992), while on the other hand there may be an
overreaction to stimuli, so that even light to moderate touches are painful.
Pinprick tests are usually normal. Children with autism have been described as
stiff to hold, and one of the earliest signs reported by mothers is
an aversion to being touched (Gillberg Coleman, 1992). Abnormal sensation
in the extremities and mouth are common. Toe-walking is frequently seen. Oral
sensitivity often results in feeding difficulties (Gillberg Coleman,
1992, p.31). Autistic children frequently have vestibular impairments and
difficulty orienting themselves in space (Grandin, 1996; Ornitz, 1987).
As in ASD, sensory issues are reported in nearly all cases of mercury
toxicity, and serve to demonstrate the similarities between the two conditions.
Paresthesia, or abnormal sensation, tingling, and numbness around the mouth and
in the extremities, is the most common sensory disturbance in Hg poisoning, and
is usually the first sign of toxicity (Fagala and Wigg, 1992; Joselow et al,
1972; Matheson et al, 1980; Amin-Zaki, 1979). In Japanese who ate contaminated
fish, there was numbness in the extremities, face and tongue (Snyder, 1972;
Tokuomi et al, 1982). Iraqi children who ate bread experienced sensory changes
including numbness in the mouth, hands and feet, and a feeling that there were
ants crawling under the skin. These children could still feel a
pinprick (Amin-Zaki, 1978). Loss of position in space has also been noted
(Dales, 1972). Acrodynia sufferers describe excessive pain when bumping limbs,
numbness, and poor circulation (Farnesworth, 1997). One adult acrodynia victim
described himself as a boy as shying away from people wanting to touch
me due to extreme touch sensitivity (Neville Recollection, Pink Disease
Support Group). Iraqi babies exposed to mercury prenatally showed excessive
crying, irritability, and exaggerated reaction to stimulation such as sudden
noise or when touched (Amin-Zaki et al, 1974 and 1979).
Table IV: Summary
of Sensory Abnormalities
in Mercury Poisoning Autism
Mercury
Poisoning
Autism
Abnormal sensation or numbness around mouth and
extremities (paresthesia); burning feet
Abnormal sensation in mouth and extremities; excessive
mouthing of objects (infants); toe walking; difficulty grasping objects
Sound sensitivity
Sound sensitivity
Excessive pain when bumping; abnormal touch sensations;
touch aversion
Insensitivity or overreaction to pain and touch; touch
aversion; stiff to hold
Loss of position in space
Vestibular system abnormalities; difficulty orienting self
in space
Normal pinprick tests
Normal pinprick tests
d. Movement/Motor Function
Nearly all cases of autism include disorders of physical movement. Movement
disturbances have been detected in infants as young as four to six months old
who were later diagnosed as autistic: Teitelbaum et al (1998) have observed
that these children do not lie, roll over, sit up or crawl like normal infants;
impairment in motor control sometimes caused these babies to fall over while
sitting, consistently to avoid using one of their arms, or to rest on their
elbows for stability while crawling. Later, when trying to walk their gait was
abnormal, and some degree of asymmetry, mostly right-sided, was present in all
cases studied. Kanner noted in several of his subjects the absence of crawling
and a failure to assume an anticipatory posture preparatory to being picked up
in infancy (Kanner, 1943). Arm flapping, abnormal posture, jumping, and
hand-finger mannerisms (choreiform movements) are common (Tsai, 1996). Many
individuals with Asperger's syndrome are typically characterized as
uncoordinated or clumsy (Kugler, 1998). Other autism movement disorders include
praxis (problems with intentional movement), stereotypies, circling or
spinning, rocking, toe walking, myoclonal jerks, difficulty swallowing and
chewing, difficulty writing with or even holding a pen, limb apraxia, and poor
eye-hand coordination (Caesaroni and Garber, 1991; Gillberg and Coleman, 1992; Filipek
et al, 1999).
Like ASD, movement disorders have been a feature of virtually all
descriptions of mercury poisoning in humans (Snyder, 1972). Even children
prenatally exposed to safe levels of methylmercury had deficits in
motor function (Grandjean et al, 1998). The movement-related behaviors are
extremely diverse: Iraqi infants and children exposed postnatally, for example,
developed ataxia that ranged from clumsiness and gait disturbances to an
inability to stand or even sit (Amin-Zaki et al, 1978). The various
movement behaviors are listed more fully in Table V (Adams et al, 1983; Kark et
al, 1971; Pierce et al, 1972; Snyder, 1972; O'Carroll et al, 1995; Tokuomi et
al, 1982; Amin-Zaki, 1979; Florentine and Sanfilippo, 1991; Rohyans et al, 1984;
Fagala and Wigg, 1992; Smith, 1977; Grandjean et al, 1998; Farnesworth, 1997;
Dales, 1972; Matheson et al, 1980; Lowell et al, 1996; O'Kusky et al, 1988;
Vroom and Greer, 1972; Warkany and Hubbard, 1953).
Noteworthy because of similarities to movement disorders in autism are
reports in the Hg literature of (a) an infant with peculiar tremulous
movements of the extremities which were principally proximal and can best be
described as flapping in nature (Pierce et al, 1972; Snyder, 1972); (b) jerking
movements of the upper extremities in a man injected with thimerosal
(Lowell et al, 1996); (c) "constant choreiform movements affecting the
fingers and face in mercury vapor intoxication (Kark et al, 1971); (d)
myoclonal jerks, associated with epilepsy among Iraqi subjects (Amin-Zaki et
al, 1978); (e) poor coordination and clumsiness among victims of acrodynia
(Farnesworth, 1997); (f) rocking among infants with acrodynia (Warkany and
Hubbard, 1953); (g) "unusual postures" observed in both acrodynia and
mercury vapor poisoning (Vroom and Greer, 1972; Warkany and Hubbard, 1953); and
(h) toe walking among less severely poisoned children in the Minamata epidemic
(Minamata Disease, 1973). In animal studies, cats exposed to mercury by
eating fish developed circling movements (Snyder, 1972), and
subcutaneous administration of methylmercury to rats during postnatal
development has resulted in postural disorders (O'Kusky et al, 1988).
As summarized in Table V, movement similarities in autism and Hg poisoning
are clear.
Table V: Summary
of Motor Disorder Behaviors
in Mercury Poisoning Autism
Mercury
Poisoning
Autism
Involuntary jerking movements, e.g., arm flapping, ankle
jerks, myoclonal jerks; choreiform movements; circling (cats); rocking;
purposeless movement of extremities; twitching, shaking; muscular spasticity
Stereotyped movements such as arm flapping, jumping,
circling, spinning, rocking; myoclonal jerks; choreiform movements
Unsteadiness in handwriting or an inability to hold a pen;
deficits in eye-hand coordination; limb apraxia; intention tremors; loss of
fine motor skills
Difficulty in writing with or holding a pen; poor eye-hand
coordination; limb apraxia; problems carrying out intentional movements
(praxia)
Ataxia: gait impairment; severity ranging from mild
incoordination, clumsiness to complete inability to walk, stand, or sit;
staggering, stumbling; loss of motor control
Abnormal gait and posture, clumsiness and incoordination;
difficulties sitting, lying, crawling, and walking in infants and toddlers
Toe walking
Toe walking
Difficulty in chewing or swallowing
Difficulty chewing or swallowing
Unusual postures
Unusual postures
Areflexia
None described
Tremors in general, tremors of the face and tongue, hand
tremors
None described
e. Cognition/Mental Function
Nearly all autistic individuals show impairment in some aspects of mental
function, even as other cognitive abilities remain intact. Most individuals may
test in the retarded range, while others have normal to above average IQs.
These characteristics are true in mercurialism. Moreover, the specific areas of
impairment are similar in the two disorders.
The impaired areas in autism are generally in (a) short term or working
memory and auditory and verbal memory; (b) concentration and attention,
particularly attention shifting; (c) visual motor and perceptual motor skills,
including eye-hand coordination; (d) language/verbal expression and
comprehension; and (e) using visually presented information when constraints
are placed on processing time. Relatively unimpaired areas include rote memory
skills, pattern recognition, matching, perceptual organization, and stimuli
discrimination. Higher level mental skills requiring complex processing are
typically deficient; these include (a) processing and filtering of multiple stimuli;
(b) following multiple step commands; (c) sequencing, planning and organizing;
and (d) abstract/conceptual thinking and symbolic understanding (Rumsey
Hamburger, 1988; Plioplys, 1989; Bailey et al, 1996; Filipek et al, 1999;
Rumsey, 1985; Dawson, 1996; Schuler, 1995; Grandin, 1995; Sigman et al, 1987).
Younger or more mentally impaired children may have difficulties with symbolic
play and understanding object permanence or the mental state of others (Bailey
et al, 1996). Some autistic children are hyperlexic, showing superior decoding
skills while lacking comprehension of the words being read (Prizant, 1996). As
mentioned before, for most autistic individuals verbal IQ is lower than
performance IQ.
As in autism, Hg exposure causes some level of impairment primarily in (a)
short term memory and auditory and verbal memory; (b) concentration and
attention, including response inhibition; (c) visual motor and perceptual motor
skills, including eye-hand coordination; (d) language/verbal expression and
comprehension; and (e) simple reaction time. Hg-affected individuals may
present as forgetful or confused. Performance IQ may be
higher than verbal IQ. Degeneration of higher mental powers has
resulted in (a) difficulty carrying out complex commands; (b) impairment in
abstract and symbolic thinking; and (c) deficits in constructional skills and
conceptual abstraction. One study mentions alexia, the inability to comprehend
the meaning of words, although reading of the words is intact (Yeates
Mortensen, 1994; O'Carroll et al, 1995; Pierce et al, 1972; Snyder, 1972; Adams
et al, 1983; Kark et al, 1971; Amin-Zaki, 1974 and 1979; Davis et al, 1994;
Grandjean et al, 1997 1998; Myers Davidson, 1998; Gilbert
Grant-Webster 1995; Dales, 1972; Fagala and Wigg, 1992; Farnesworth, 1997;
Tuthill, 1899; Joselow et al, 1972; Rice, 1997; Piikivi et al, 1984; Vroom and
Greer, 1972). Even children exposed prenatally to safe levels of
methylmercury show lower scores on selective subtests of cognition, especially
in the domains of memory and attention, relative to unexposed controls
(Grandjean et al, 1998). In exposed juvenile monkeys, tests have revealed
delays in the development of object permanence, or the ability to conceptualize
the existence of a hidden object (Rice, 1996).
Research on mental retardation in autism is contradictory (Schuler, 1995).
The finding that mental retardation or borderline intelligence often
co-exists with autism (Filipek et al, 1999) is based on using standard
measures of intelligence (Gillberg Coleman, 1992, p.32; Bryson, 1996);
other intelligence tests, designed to circumvent the language and attentional
deficits of autistic children, show significantly higher intelligence test
scores (Koegel et al, 1997; Russell et al, 1999). One study using such a
modified rating instrument has found 20% of autistic children to be mentally
retarded (Edelson et al, 1998), rather than the 70%-80% so scored on standard
tests. ASD individuals also show strikingly uneven scores on IQ
subtests, unlike other disorders involving mental retardation, in which
subtest scores seem to be more or less even (Bailey et al, 1996). Also
unlike typical cases of mental retardation, which is nearly always noted in the
peri- or neonatal periods, most parents of ASD children report infants of
seemingly normal appearance and development who were later characterized as
mentally retarded on tests. For example, one study compared early developmental
aberrations in mentally retarded children with and without autism. Findings indicated
that, whereas nearly all parents of the non-autistic mentally retarded study
group were aware of their child's impairment by age 3 months, nearly all
parents of the autistic children failed to notice any developmental
delays or issues until after 12 months of age (Baranek, 1999). Finally, there
are several case reports of autistic adults who were labeled mentally retarded
as children based on tests, who later emerged from their autism and
had normal IQs (ARI Newsletter, 1993, review).
As in autism, symptomatic mercury-poisoned victims can present with normal
IQs, borderline intelligence, or mental retardation; some may be so impaired as
to be untestable (Vroom and Greer, 1972; Davis et al, 1994). When lowered
intelligence is found, it is always reported as an obvious deterioration among
previously normally functioning people; this includes children exposed as
infants or toddlers (Dale, 1972; Vroom and Greer, 1972; Amin-Zaki, 1978). Once
the Hg-exposure source is removed, many (although not all) of these patients
recover their normal IQ, suggesting that real IQ was
not affected (Vroom and Greer, 1972; Davis et al, 1994). Infant monkeys given
low doses of Hg, while clearly impaired in visual, auditory, and sensory
functions, had intact central processing speed, which has been shown to
correlate with IQ in humans (Rice, 1997).
Table VI: Summary
of Areas of Mental Impairment
in Mercury Poisoning Autism
Mercury
Poisoning
Autism
Some aspect of mental impairment in all symptomatic cases
Some aspect of mental impairment in all cases
Borderline intelligence on testing among previously normal
individuals; mental retardation occurring in severe cases of pre-/postnatal
exposure; some cases of MR reversible; primate studies indicate core intelligence
spared with low exposures
Borderline intelligence or mental retardation on standard
tests among previously normally appearing infants; some cases of MR
reversible ; indications that normal IQ might be present in
MR-labeled individuals
Uneven performance on subtests of intelligence
Uneven performance on subtests of intelligence
Verbal IQ higher than performance IQ; compromised
language/verbal expression and comprehension
Verbal IQ higher than performance IQ; compromised
language/verbal expression and comprehension
Poor concentration, shortened attention span, general lack
of attention; poor response inhibition
Lack of concentration, short attention span, lack of attention,
difficulty shifting attention
Forgetfulness, loss of memory, particularly short term,
verbal and auditory memory; mental confusion
Poor short term/working memory; poor auditory and verbal
memory; lower verbal encoding abilities
Poor visual and perceptual motor skills, poor eye-hand
coordination; impairment in simple reaction time
Poor visual and perceptual motor skills, poor eye-hand
coordination; lowered performance on timed tests
Not reported as being tested
Difficulty processing multiple stimuli
Difficulty carrying out complex commands
Difficulty carrying out multiple commands
Alexia (inability to comprehend the meaning of written
words)
Hyperlexia (ability to decode words while lacking word comprehension)
Deficits in constructional skills, conceptual abstraction,
understanding abstract ideas and symbolism; degeneration of higher mental
powers
Deficits in abstract/conceptual thinking, symbolism,
understanding other's mental states; impairment in sequencing, planning,
organizing
Lack of understanding of object permanence (primates)
Deficient understanding of object permanence (children)
f. Behaviors
Autism is associated with difficulties initiating and/or maintaining sleep;
hyperactivity and other ADHD traits; and self injurious behavior such as head
banging, even in the absence of mental retardation. Agitation, screaming,
crying, staring spells, stereotypical behaviors, and grimacing are common
(Gaedye, 1992; Gillberg and Coleman, 1992; Plioplys, 1989; Kanner, 1943;
Richdale, 1999; Stores & Wiggs, 1998). Kanner (1943) made a point of noting
excessive and open masturbation in two of the eleven young children comprising
his initial cases. Feeding and suckling problems are typical (Wing, 1980), and
restricted diets and narrow food preferences are the rule rather than the
exception (Gillberg and Coleman, 1992; Clark et al, 1993); some autistics
show a preference for salty foods (Shattock, 1997). Kanner, in his 1943
article, noted feeding problems from infancy, including vomiting and a refusal
to eat, in six of the eleven autistic children he described. There are case
studies of anorexia nervosa occurring in ASD patients, as well as an increased
likelihood of this eating disorder in families with ASD (Gillberg
Coleman, 1992, p.99).
Humans and animals exposed to mercury develop unusual, abnormal, and
inappropriate behaviors (Florentine and Sanfilippo, 1991). Rats
exposed to mercury during gestation have exhibited stereotyped sniffing (Cuomo
et al, 1984) and hyperactivity (Fredriksson et al, 1996).
Restlessness has already been noted, and Davis et al (1994) found
poor response inhibition in their human subjects; both of these behaviors are closely
associated with ADHD in children. Babies and children with Hg poisoning exhibit
agitation, crying for no observable reason, grimacing, and insomnia (Pierce et
al, 1972; Snyder, 1972; Kark et al, 1971; Amin-Zaki, 1979; Florentine and
Sanfilippo, 1991; Aronow and Fleischmann, 1976). An 18 month old toddler with
otitis media, exposed to thimerosal in ear drops, had staring spells and
unprovoked screaming episodes (Rohyans et al, 1984). Symptoms of acrodynia in
babies and toddlers include continuous crying, anorexia and insomnia (Matheson
et al, 1980; Aronow and Fleischmann, 1976). These children were said to bang
their heads, have difficulty falling asleep, be irritable, and either refuse to
eat or only eat a few foods (Neville Recollection, Pink Disease Support Group
Site; Farnesworth, 1997). The frequent temper tantrums of a previously normal
12 year old, poisoned by mercury vapor, included hitting herself on the head
and screaming; furthermore, she had extreme genital burning and was observed to
masturbate even in front of others (Fagala and Wigg, 1992). Similarly,
priapism, persistent erection of the penis due to a pathologic condition
resulting in pain and tenderness, has been noted in boys with mercury poisoning
(Amin-Zaki et al, 1978).
Adults with mercury poisoning present with insomnia, agitation, and poor
appetite (Tuthill, 1899; Adams et al, 1983; Fagala and Wigg, 1992). Relative to
controls, more adults who had acrodynia in childhood have eating
idiosyncrasies, particularly a preference for salty foods to sweet ones
(Farnesworth, 1997), possibly because mercury causes excessive sodium
excretion, as shown in studies of dental amalgam placed in monkeys and sheep
(Lorscheider et al, 1995).
Table VII: Summary
of Unusual Behaviors
in Mercury-Poisoned Animals and Humans in Autism
Mercury
Poisoning
Autism
Stereotyped sniffing (rats)
Stereotyped, repetitive behaviors
Hyperactivity (rats); poor response inhibition (humans),
restlessness
Hyperactivity; ADHD-traits
Agitation (humans)
Agitation
Insomnia; difficulty falling asleep (humans)
Insomnia; difficulty falling or staying asleep
Eating disorders: anorexia, poor appetite, food aversion,
narrow food preferences, decided food preferences (salty food) (humans)
Eating disorders: anorexia; restricted diet/narrow food
preferences; feeding and suckling problems
Masturbation, priapism (children)
Masturbatory tendencies
Unintelligible cries; continuous crying; unprovoked crying
(infants and children)
Unprovoked crying
Self injurious behavior, including head banging and
hitting the head (toddlers and children)
Self injurious behavior, including head banging and
hitting the head
Grimacing (children)
Grimacing
Staring spells (infants and children)
Staring spells
g. Vision
In autism, one of the earliest signs detected by mothers is a lack of eye
contact (Gillberg Coleman, 1992), and an early diagnostic behavior is
failure to engage in joint attention based on the ability to look where
you are pointing (CHAT, Baron-Cohen et al, 1992). Of 11 autistic children
studied, ten had inaccurate or slow visual saccades (Rosenhall et al, 1988).
Although some adults with ASD report exceptional visual acuity, visual problems
are common, with two separate studies reporting 50% of ASD subjects having some
type of unusual visual impairment (Steffenburg, in Gillberg Coleman,
1992). Ritvo et al (1986) and Creel et al (1989) found decreased function of
the rods in a study of autistic people, including a retinal sheen, and noted
that many such individuals tend to use peripheral vision because of this. A
number of case reports describe over-sensitivity to light and blurred vision
(Sperry, 1998; Gillberg & Coleman, 1992, p.29; O'Neill & Jones, 1997).
Mercury can lead to a variety of vision problems, especially in children
(Pierce et al, 1972; Snyder, 1972). Children who ate high doses of mercury from
contaminated pork developed blindness (Snyder, 1972). In Iraqi babies exposed
prenatally there was blindness or impaired vision (Amin-Zaki, 1974 and 1979).
Iraqi children exposed postnatally developed visual disturbances, which ranged
from blurred or hazy vision to constriction of the visual fields to complete
blindness (Amin-Zaki et al, 1978). Two girls with mercury vapor poisoning were
found to have visual field defects (Snyder, 1972), and, as previously noted,
one child with Hg poisoning developed gaze avoidance (Fagala Wigg, 1992).
Acrodynia sufferers report vision problems, including near-sightedness and
light sensitivity or photophobia (Diner and Brenner, 1998; Neville
Recollection, Pink Disease site; Farnesworth, 1997; Matheson et al, 1980;
Aronow and Fleischmann, 1976). A 25 year old man with elemental mercury
poisoning exhibited decreased visual acuity, difficulty with visual fixation,
and constricted visual fields (Kark et al, 1971). In Japanese victims, there
was blurred vision as well as constriction of visual fields (Snyder, 1972;
Tokuomi et al, 1982). Iraqi mothers exposed to Hg had visual disturbance
(Amin-Zaki, 1979).
In dogs exposed to daily doses of methylmercury, distortion of the visual
evoked response from the visual cortex was the first sign. Damage occurred in
the preclinical silent stage, demonstrating that CNS damage is occurring before
overt symptoms appear (Mattsson et al, 1981). Monkeys treated at birth with low
level methylmercury exhibited impaired spatial vision and visual acuity at age
3 and 4 years (Rice and Gilbert, 1982). Disturbances caused by methylmercury in
rat optic nerves were observed (Kinoshita et al, 1999).
Table VIII:
Summary of Visual Impairments
Seen in Mercury Poisoning Autism
Mercury
Poisoning
Autism
Lack of eye contact; difficulties with visual fixation
Lack of eye contact; gaze abnormalities; problems in joint
attention
Visual impairments, blindness,
near-sightedness, decreased visual acuity
Visual impairments ; inaccurate or slow saccades;
decreased functioning of the rods; retinal sheen
Light sensitivity, photophobia
Over-sensitivity to light
Blurred or hazy vision
Blurred vision
Constricted visual fields
Not described
h. Physical Presentations
There is a much higher rate of autism among children with cerebral palsy than
would be expected by chance (Nordin and Gillberg, 1996). Many autistic children
have abnormal muscle tone including hyper- and hypotonia, and many are
incontinent or have difficulty being toilet trained (Filipek et al, 1999;
Church and Coplan, 1995). Several of the infants which Teitelbaum and
colleagues (1998) observed showed decreased arm strength, and Schuler (1995)
describes greater muscle weakness in the upper than the lower body. Impairments
in oral-motor function, including problems chewing and swallowing, are common,
as noted previously.
These impairments are seen in mercurialism as well. In the Iraqi and
Japanese epidemics, many children developed clinical cerebral palsy (Amin-Zaki,
1979; Myers & Davidson, 1998; Gilbert & Grant-Webster 1995; Dale,
1972). Amin-Zaki et al (1978) reported muscle wasting and lack of motor power
and control in most cases, complete paralysis in several cases, and athetotic
movements in 2 cases, of postnatally exposed children. In the Iraqi babies and
children, some had increased muscle tone, while others had decreased muscle
tone. Abnormal reflexes, spasticity, and weakness were common. One child said
my hands are weak and do not obey me (Amin-Zaki et al, 1974 and
1978). The 12 year old who inhaled mercury vapor exhibited weakness and
decreased muscle strength (Fagala and Wigg, 1992). As in autism, muscle
weakness from mercury poisoning is most prominent in the upper body (Adams et
al, 1983). Acrodynia, for example, is marked by poor muscle tone in general and
loss of arm strength in particular (Farnesworth, 1997). Finally, difficulty in
chewing and swallowing, salivation, and drooling are common in children as well
as adults; incontinence was observed in children in the Iraqi Hg-crisis
(Amin-Zaki, 1974 and 1978; Pierce et al, 1972; Snyder, 1972; Joselow et al,
1972; Smith, 1977).
The presence of rashes and dermatitis is sometimes reported in descriptions
of ASD subjects. Whiteley et al (1998) found that 63% of the ASD children had a
history of eczema or other skin complaints. Some children with autism are
frequent scratchers. Gentle rubbing and scratching can become a calming
self-stimulation; but when it becomes clawing, and there are rashes and open
scrapes on the skin, a tactile intolerance can be responsible (O'Neill,
1999).
Rashes and itching are common disturbances in mercury toxicity as well (Kark
et al, 1971). A 4 year old with Hg poisoning developed an itchy, peeling rash
on the extremities (Florentine and Sanfilippo, 1991). Mercury vapor inhalation
caused a rash and peeling on the palms and soles of a pre-adolescent (Fagala
and Wigg, 1992). An acrodynia victim described himself as a child as having
severe itching and a constant burning sensation at the extremities, resulting
in him rubbing his hands and feet raw (Neville Recollection, Pink Disease
Support Group). Acrodynia symptoms in an adult poisoned by ethylmercury
injection included pink scaling palms and soles, flushed cheeks, and itching
(Matheson et al, 1980). In acrodynia the skin may be rough and dry, and the
soles and palms are usually but not necessarily red (Aronow and Fleischmann,
1976). Thimerosal ingested by 44 year old man led to dermatitis (Pfab et al,
1996).
In autism, signs of autonomic disturbance may be noticed at times,
including sweating, irregular breathing, and rapid pulse (Wing and
Attwood, 1987). There may be elevated blood flow and heart rate (Ornitz, 1987).
An increased incidence of acrocyanosis has been observed in Asperger's
syndrome. Acrocyanosis is an uncommon disorder of poor circulation in which
skin on the hands and feet turn red and blue; there is profuse sweating; and
the fingers and toes are persistently cold (Carpenter and Morris, 1991).
Sweating and circulatory abnormalities are also common in some forms of
mercury poisoning. Acrodynia in adults and children results in excessive
sweating, poor circulation, and rapid heart rate (Farnesworth, 1997; Matheson
et al, 1980; Cloarec et al, 1995; Warkany and Hubbard, 1953). The 12 year old
with mercury vapor poisoning sweated profusely, especially at night (Fagala and
Wigg, 1992), and elevated blood pressure has been reported in exposed workers
(Vroom and Greer, 1972). Autonomic system abnormalities can be caused by
disturbances in acetylcholine levels, known to be deficient in both autism and
Hg poisoning (see neurotransmitter section below).
Table IX: Physical
Disturbances
in Mercury Poisoning Autism
Mercury
Poisoning
Autism
Increase in cerebral palsy; hyper- or hypotonia;
paralysis, abnormal reflexes; spasticity; decreased muscle strength and motor
power, especially in the upper body; incontinence; problems chewing,
swallowing, and salivating
Increase in cerebral palsy; hyper- or hypotonia; decreased
muscle strength, especially in the upper body; incontinence/toilet training
difficulties; problems chewing and swallowing
Rashes, dermatitis, dry skin, itching; burning sensation
Rashes, dermatitis, eczema; itching
Autonomic disturbances: excessive sweating; poor
circulation; elevated heart rate
Autonomic disturbances: sweating abnormalities; poor
circulation; elevated heart rate
j. Gastrointestinal Function
Many if not most autistic individuals have gastrointestinal problems, the most
common complaints being chronic diarrhea, constipation, gaseousness, and
abdominal discomfort and distention (D'Eufemia et al, 1996; Horvath et al,
1999; Whitely et al, 1998). Colitis is not uncommon (Wakefield et al, 1998). As
noted previously, anorexia is sometimes associated with ASD (Gillberg
Coleman, 1992). Kanner noted that over half his initial cases had feeding
difficulties and excessive vomiting as infants (1943). O'Reilly and Waring
(1993) have described sulfur deficiencies in autism, an effect of which can be
clumping of proteins on the gut wall, which is lined with sulfated proteins.
The clumping can lead to increased intestinal permeability, or leaky gut
syndrome (Shattock, 1997), found in many autistic individuals (D'Eufemia,
1996). Some ASD individuals have unusual opioid peptide fragments in urine;
these peptides are believed to enter the bloodstream due to a leaky gut and to
result from an incomplete breakdown of gluten and casein in the diet possibly
arising from inadequacy of the [endopeptidase] enzyme systems which are
responsible for their breakdown (Shattock, 1997).
Mercury, which binds to sulfur groups (Clarkson, 1992), is known to cause
gastroenteritis (Kark et al, 1971). For example, a four year old with diarrhea
was initially diagnosed with gastroenteritis (Florentine and Sanfilippo, 1991).
A pre-adolescent with mercury vapor poisoning developed nausea, abdominal pain,
poor appetite, rectal itching, and diarrhea; she frequently strained to have a
bowel movement, and was at one point diagnosed with colitis (Fagala and Wigg,
1992). Acrodynia is marked by both constipation and diarrhea (Diner and
Brenner, 1998). Incontinence of urine and stool are observed in infants and
children exposed pre- and postnatally in Iraq (Amin-Zaki, 1974 and 1978). In
another case, a 28 year old woman with occupational exposure to mercury vapor
developed watery stools (Ross et al, 1977). Diarrhea and digestive disturbance
were seen in a dentist with measurable mercury levels; there was obesity in
another dentist (Smith, 1977). A 44 year old man poisoned with thimerosal given
intramuscularly developed gastrointestinal bleeding, which looked like
hemorrhaging colitis (Lowell et al, 1996). Intense exposure to mercury vapor
can cause abdominal pain, nausea, and vomiting (Feldman, 1982). Severe
constipation, anorexia, weight loss, and other disturbances of
gastrointestinal function have been noted in other cases (Adams et al,
1983; Joselow et al, 1972). Rats tested with mercuric chloride were observed
with lesions of the ileum and colon with abnormal deposits of IgA in the
basement membranes of the intestinal glands and of IgG in the basement
membranes of the lamina propria (Andres, 1984, reviewed in EPA, 1997,
p.3-36). In another rat experiment, Hg was found to increase the permeability
of intestinal epithelial tissues (Watzl et al, 1999). Mercury also inhibits the
peptidase - dipeptidyl peptidase IV - which cleaves, among other substances,
casomorphin during the digestive process (Puschel et al, 1982).
There is no reported increase in incidence in kidney problems in autism.
Although renal function is commonly impaired from Hg exposure, such impairment
would not be expected if the mercury exposure occurred from thimerosal
injections, since kidney function may be unaffected when mercury is injected or
inhaled (Davis et al, 1994; Fagala and Wigg, 1992). For example, although
thimerosal ingested orally by a 44 year old man resulted in renal tubular
failure and gingivitis (Pfab et al, 1996), renal function was normal in another
44 year old man injected intramuscularly with thimerosal (Lowell et al, 1996).
Table X: Summary
of Gastrointestinal Problems
in Mercury Poisoning Autism
Mercury
Poisoning
Autism
Gastroenteritis, diarrhea; abdominal pain, rectal itching,
constipation, colitis
Diarrhea, constipation, gaseousness, abdominal discomfort,
colitis
Anorexia, weight loss, nausea, poor appetite
Anorexia; feeding difficulties, vomiting as infants
Lesions of the ileum and colon; increased intestinal
permeability
Leaky gut syndrome from sulfur deficiency
Inhibits dipeptidyl peptidase IV, which cleaves
casomorphin
Inadequate endopeptidase enzymes responsible for breakdown
of casein and gluten
II. COMPARISON OF BIOLOGICAL ABNORMALITIES
Like the similarities seen in observable symptoms, parallels
between autism and mercury poisoning clearly exist even at cellular and
subcellular levels. These similarities are summarized in tables after each
individual section.
a. Biochemistry
Sulfur: Studies of autistic children with known chemical or food
intolerances show a low capacity to oxidize sulfur compounds and low levels of
sulfate (O'Reilly Waring, 1993; Alberti et al, 1999). These findings were
interpreted as suggesting that there may be a fault either in the
manufacture of sulfate or that sulfate is being used up dramatically on an
unknown toxic substance these children may be producing (O'Reilly and
Waring, 1993). Alternatively, these observations may be linked to mercury,
since mercury preferentially forms compounds with molecules rich in sulfhydryl
groups (--SH), such as cysteine and glutathione, making them unavailable for
normal cellular and enzymatic functions (Clarkson, 1992). Relatedly, mercury
may cause low sulfate by its ability to irreversibly inhibit the sulfate
transporter Na-Si cotransporter NaSi-1 present in kidneys and intestines, thus
preventing sulfate absorption (Markovitch and Knight, 1998).
Among the sulfhydryl groups, or thiols, mercury has special affinity for
purines and pyrimidines, as well as other subcellular substances (Clarkson,
1992; Koos and Longo, 1976). Errors in purine or pyrimidine metabolism are
known to result in classical autism or autistic features in some cases
(Gillberg and Coleman, 1992, p.209; Page et al, 1997; Page & Coleman, 2000;
The Purine Research Society), thereby suggesting that mercury's disruption of
this pathway might also lead to autistic traits.
Likewise, yeast strains sensitive to Hg are those which have innately low
levels of tyrosine synthesis. Mercury can deplete cellular tyrosine by binding
to the SH-groups of the tyrosine uptake system, preventing colony growth (Ono
et al, 1987), and Hg-depleted tyrosine would be particularly significant in
cells known to accumulate mercury (e.g., neurons of the CNS, see below).
Similarly, disruptions in tyrosine production in hepatic cells, arising from a
genetic condition called Phenylketonuria (PKU), also results in autism (Gillberg
Coleman, 1992, p.203).
Glutathione: Glutathione is one of the primary means through which
the cells detoxify heavy metals (Fuchs et al, 1997), and glutathione in the
liver is a primary substrate by which body clearance of organic mercury takes
place (Clarkson, 1992). Mercury, by preferentially binding with glutathione
and/or preventing absorption of sulfate, reduces glutathione bioavailability.
Many autistic subjects have low levels of glutathione. O'Reilly and Waring
(1993) suggest this is due to an exotoxin binding glutathione so it
is unavailable for normal biological processes. Edelson and Cantor (1998) have
found a decreased ability of the liver in autistic subjects to detoxify heavy
metals. Alternatively, low glutathione can be a manifestation of chronic
infection (Aukrust et al, 1996, 1995; Jaffe et al, 1993), and infection-induced
glutathione deficiency would be more likely in the presence of immune
impairments derived from mercury (Shenkar et al, 1998).
Glutathione peroxidase activities were reported to be abnormal in the
erythrocytes of autistic children (Golse et al, 1978). Mercury generates
reactive oxygen species (ROS) levels in cells, which increases ROS scavenger
enzyme content and thus glutathione, to relieve oxidative stress (Hussain et
al, 1999). At high enough levels, mercury depletes rat hepatocytes of
glutathione (GSH) and causes significant reduction in glutathione peroxidase
and glutathione reductase (Ashour et al, 1993).
Mitochondria: Disturbances of brain energy metabolism have prompted
autism to be hypothesized as a mitochondrial disorder (Lombard, 1998). There is
a frequent association of lactic acidosis and carnitine deficiency in autistic
patients, which suggests excessive nitric oxide production in mitochondria
(Lombard, 1998; Chugani et al, 1999), and again, mercury may be a participant.
Methylmercury accumulates in mitochondria, where it inhibits several
mitochondrial enzymes, reduces ATP production and Ca2+ buffering capacity, and
disrupts mitochondrial respiration and oxidative phosphorylation (Atchison
Hare, 1994; Rajanna and Hobson, 1985; Faro et al, 1998). Neurons have
increased numbers of mitochondria (Fuchs et al, 1997), and since Hg accumulates
in neurons of the CNS, an Hg effect upon neuronal mitochondria function seems
likely - especially in children having substandard mercury detoxification.
Table XI:
Abnormalities in Biochemistry
Arising from Hg Exposure Present in Autism
Mercury
Poisoning
Autism
Ties up sulfur groups; prevents sulfate absorption
Low sulfate levels
Has special affinity for purines and pyrimidines
Errors in purine and pyrimidine metabolism can lead to
autistic features
Depletes cellular tyrosine in yeast
PKU, arising from disruption in tyrosine production,
results in autism
Reduces bioavailability of glutathione, necessary in cells
and liver for heavy metal detoxification
Low levels of glutathione; decreased ability of liver to
detoxify heavy metals
Can cause significant reduction in glutathione peroxidase
and glutathione reductase
Abnormal glutathione peroxidase activities in erythrocytes
Disrupts mitochondrial activities, especially in brain
Mitochondrial dysfunction, especially in brain
b. Immune System
A variety of immune alterations are found in autism-spectrum children (Singh et
al, 1993; Gupta et al, 1996; Warren et al, 1986 & 1996; Plioplys et al,
1994), and these appear to be etiologically significant in a variety of ways,
ranging from autoimmunity to infections and vaccination responses (e.g.,
Fudenberg, 1996; Stubbs, 1976). Mercury's effects upon immune cell function are
well documented and may be due in part to the ability of Hg to reduce the
bioavailability of sulfur compounds:
It has been known for a long
time that thiols are required for optimal primary in vitro antibody response,
cytotoxicity, and proliferative response to T-cell mitogens of murine lymphoid
cell cultures. Glutathione and cysteine are essential components of lymphocyte
activation, and their depletion may result in lymphocyte dysfunction.
Decreasing glutathione levels profoundly affects early signal transduction
events in human T-cells (Fuchs Sch fer, 1997).
Allergy, asthma, and arthritis: Individuals with autism are more
likely to have allergies and asthma, and autism occurs at a higher than
expected rate in families with a history of autoimmune diseases such as
rheumatoid arthritis and hypothyroidism (Comi and Zimmerman, 1999; Whitely et
al, 1998). Relative to the general population, prevalence of selective IgA
deficiency has been found in autism (Warren et al); individuals with selective
IgA deficiency are more prone to allergies and autoimmunity (Gupta et al, 1996).
Furthermore, lymphocyte subsets of autistic subjects show enhanced expression
of HLA-DR antigens and an absence of interleuken-2 receptors, and these
findings are associated with autoimmune diseases like rheumatoid arthritis
(Warren et al). These observations suggest autoimmune processes are present in
ASD (Plioplys, 1989; Warren et al); and this possibility is reinforced by
Singh's findings of elevated antibodies against myelin-basic protein (Singh et
al, 1993).
Atypical responses to mercury have been ascribed to allergic or autoimmune
reactions (Gosselin et al, 1984; Fournier et al, 1988), and a genetic
predisposition for Hg reaction may explain why sensitivity to this metal varies
so widely by individual (Rohyans et al, 1984; Nielsen & Hultman, 1999).
Acrodynia can present as a hypersensitivity reaction (Pfab et al, 1996), or it
may arise from immune over-reactivity, and children who incline to
allergic reactions have an increased tendency to develop acrodynia
(Warkany Hubbard, 1953). Those with acrodynia are also more likely to
suffer from asthma, to have poor immune system function (Farnesworth, 1997),
and to experience intense joint pains suggestive of rheumatism (Clarkson,
1997). Methylmercury has altered thyroid function in rats (Kabuto, 1991).
Rheumatoid arthritis with joint pain has been observed as a familial trait
in autism (Zimmerman et al, 1993). A subset of autistic subjects had a higher
rate of strep throat and elevated levels of B lymphocyte antigen D8/17, which
has expanded expression in rheumatic fever and may be implicated in
obsessive-compulsive behaviors (DelGiudice-Asch Hollander, 1997).
Mercury exposure frequently results in rheumatoid-like symptoms. Iraqi
mothers and children developed muscle and joint pain (Amin-Zaki, 1979), and
acrodynia is marked by joint pain (Farnesworth, 1997). Sore throat is
occasionally a presenting sign in mercury poisoning (Vroom and Greer, 1972). A
12 year old with mercury vapor poisoning, for example, had joint pains as well
as a sore throat; she was positive on a streptozyme test, and a diagnosis of
rheumatic fever was made; she improved on penicillin (Fagala and Wigg, 1992).
Acrodynia, which is almost never seen in adults, was also observed in a 20 year
old male with a history of sensitivity reactions and rheumatoid-like arthritis,
who received ethylmercury via injection in gammaglobulin (Matheson et al,
1980). One effective chelating agent, penicillamine, is also effective for
rheumatoid arthritis (Florentine and Sanfilippo, 1991).
Mercury can induce an autoimmune response in mice and rats, and the response
is both dose-dependent and genetically determined. Mice genetically prone
to develop spontaneous autoimmune diseases [are] highly susceptible to
mercury-induced immunopathological alterations (al-Balaghi, 1996). The
autoimmune response depends on the H-2 haplotype: if the strain of mice does
not have the susceptibility haplotype, there is no autoimmune response; the
most sensitive strains show elevated antibody titres at the lowest dose; and the
less susceptible strain responds only at a medium dose (Nielsen Hultman,
1999). Interestingly, Hu et al (1997) were able to induce a high proliferative
response in lymphocytes from even low responder mouse strains by washing away
excess mercury after pre-treatment, while chronic exposure to mercury induced a
response only in high-responder strains.
Autoimmunity and neuronal proteins: Based upon research and clinical
findings, Singh has been suggesting for some time an autoimmune component in
autism (Singh, Fudenberg et al, 1988). The presence of elevated serum IgG
may suggest the presence of persistent antigenic stimulation (Gupta
et al, 1996). Connolly and colleagues (1999) report higher rates in autistic
vs. control groups of elevated antinuclear antibody (ANA) titers, as well as
presence of IgG and IgM antibodies to brain endothelial cells. On the one hand,
since mercury remains in the brain for years after exposure, autism's
persistent symptoms may be due to an on-going autoimmune response to mercury
remaining in the brain; on the other hand, activation and continuation of an
autoimmune response does not require the continuous presence of mercury ions:
in fact, once induced, autoimmune processes in the CNS might remain exacerbated
because removal of mercury after an initial exposure can induce a greater
proliferative response in lymphocytes than can persistent Hg exposure (Hu et
al, 1997).
In sera of male workers exposed to mercury, autoantibodies (primarily IgG)
to neuronal cytoskeletal proteins, neurofilaments (NFs), and myelin basic
protein (MBP) were prevalent. These findings were confirmed in rats and mice,
and there were significant correlations between IgG titers and subclinical
deficits in sensorimotor function. These findings suggest that peripheral
autoantibodies to neuronal proteins are predictive of neurotoxicity, since
histopathological findings were associated with CNS and PNS damage. There was
also evidence of astrogliosis (indicative of neuronal CNS damage) and the
presence of IgG concentrated along the bbb (El-Fawal et al, 1999). Autoimmune
response to mercury has also been shown by the transient presence of
antinuclear antibodies (ANA) and antinucleolar antibodies (ANolA) (Nielsen
Hultman, 1999; Hu et al, 1997; Fagala and Wigg, 1992).
A high incidence of anti-cerebellar immunoreactivity which was both IgG and
IgM in nature has been found in autism, and there is a higher frequency of
circulating antibodies directed against neuronal antigens in autism as compared
to controls (Plioplys, 1989; Connolly et al, 1999). Furthermore, Singh and
colleagues have found that 50% to 60% of autistic subjects tested positive for
the myelin basic protein antibodies (1993) and have hypothesized that
autoimmune responses are related to an increase in select cytokines and to
elevated serotonin levels in the blood (Singh, 1996; Singh, 1997). Weitzman et
al (1982) have also found evidence of reactivity to MBP in autistic subjects
but none in controls.
Since anti-cerebellar antibodies have been detected in autistic blood
samples, ongoing damage may arise as these antibodies find and react with
neural antigens, thus creating autoimmune processes possibly producing symptoms
such as ataxia and tremor. Relatedly, the cellular damage to Purkinje and
granule cells noted in autism (see below) may be mediated or exacerbated by
antibodies formed in response to neuronal injury (Zimmerman et al, 1993).
T-cells, monocytes, and natural killer cells: Many autistics have
skewed immune-cell subsets and abnormal T-cell function, including decreased
responses to T-cell mitogins (Warren et al, 1986; Gupta et al, 1996). One
recent study reported increased neopterin levels in urine of autistic children,
indicating activation of the cellular immune system (Messahel et al, 1998).
Workers exposed to Hgo exhibit diminished capacity to produce the cytokines
TNF (alpha) and IL-1 released by monocytes and macrophages (Shenkar et al,
1998). Both high dose and chronic low-level mercury exposure kills lymphocytes,
T-cells, and monocytes in humans. This occurs by apoptosis due to perturbation
of mitochondrial dysfunction. At low, chronic doses, the depressed immune
function may appear asymptomatic, without overt signs of immunotoxicity.
Methylmercury exposure would be especially harmful in individuals with already
suppressed immune systems (Shenker et al, 1998). Mercury increases cytosolic
free calcium levels [Ca2+]i in T lymphocytes, and can cause membrane damage at
longer incubation times (Tan et al, 1993). Hg has also been found to cause chromosomal
aberrations in human lymphocytes, even at concentrations below those causing
overt poisoning (Shenkar et al, 1998; Joselow et al, 1972), and to inhibit
rodent lymphocyte proliferation and function in vitro.
Depending on genetic predisposition, mercury causes activation of the immune
system, especially Th2 subsets, in susceptible mouse strains (Johansson et al,
1998; Bagenstose et al, 1999; Hu et al, 1999). Many autistic children have an
immune portrait shifted in the Th2 direction and have abnormal CD4/CD8 ratios
(Gupta et al, 1998; Plioplys, 1989). This may contribute to the fact that many
ASD children have persistent or recurrent fungal infections (Romani, 1999).
Many autistic children have reduced natural killer cell function (Warren et al,
1987; Gupta et al, 1996), and many have a sulfation deficiency (Alberti, 1999).
Mercury reduces --SH group/sulfate availability, and this has immunological
ramifications. As noted previously, decreased levels of glutathione, observed
in autistic and mercury poisoned populations, are associated with impaired
immunity (Aukrust et al, 1995 and 1996; Fuchs and Sch"fer, 1997).
Decreases in NK T-cell activity have in fact been detected in animals after
methylmercury exposure (Ilback, 1991).
Singh detected elevated IL-12 and IFNg in the plasma of autistic subjects
(1996). Chronic mercury exposure induces IFNg and IL-2 production in mice,
while intermittent presence of mercury suppresses IFNg and enhances IL-4
production (Hu et al, 1997). Interferon gamma (IFNg) is crucial to many immune
processes and is released by T lymphocytes and NK cells, for example, in
response to chemical mitogens and infection; sulfate participates in IFNg
release, and the effector phase of cytotoxic T-cell response and IL-2-dependent
functions is inhibited by even a partial depletion of the intracellular
glutathione pool (Fuchs Sch fer, 1997). A mercury-induced
sulfation problem might, therefore, impair responses to viral (and other)
infections - via disrupting cell-mediated immunity as well as by impairing NK
function (Benito et al, 1998). In animals, Hg exposure has led to decreases in
production of antibody-producing cells and in antibody titres in response to
inoculation with immune-stimulating agents (EPA, 1997, review, p.3-84).
Table XII: Summary
of Immune System Abnormalities
in Mercury Exposure Autism
Mercury
Poisoning
Autism
Individual sensitivity due to allergic or autoimmune
reactions; sensitive individuals more likely to have allergies and asthma,
autoimmune-like symptoms, especially rheumatoid-like ones
More likely to have allergies and asthma; familial
presence of autoimmune diseases, especially rheumatoid arthritis; IgA
deficiencies
Can produce an immune response, even at low levels; can
remain in CNS for years
Indications of on-going immune response in CNS
Presence of autoantibodies (IgG) to neuronal cytoskeletal
proteins, neurofilaments, and myelin basic protein; astrogliosis; transient
ANA and AnolA
Presence of autoantibodies (IgG and IgM) to cerebellar
cells, myelin basis protein
Causes overproduction of Th2 subset; diminishes capacity
to produce TNF(alpha) and IL-1; kills lymphocytes, T-cells, and monocytes;
inhibits lymphocyte production; decreases NK T-cell activity; may induce or
suppress IFN(gamma) and IL-2 production
Skewed immune-cell subset in the Th2 direction and
abnormal CD4/CD8 ratios; decreased responses to T-cell mitogens; increased
neopterin; reduced NK T-cell function; increased IFN(gamma) and IL-12
c. CNS Structure
Autism is primarily a neurological disorder (Minshew, 1996), and mercury
preferentially targets nerve cells and nerve fibers (Koos and Longo, 1976).
Experimentally, primates have the highest levels in the brain relative to other
organs (Clarkson, 1992). Methylmercury easily crosses the blood-brain barrier
by binding with cysteine to form a molecule that is nearly identical to methionine.
This molecule - methylmercury cysteine - is transported on the Large Neutral
Amino Acid across the bbb (Clarkson, 1992).
Once in the CNS, organic mercury is converted to the inorganic form (Vahter
et al, 1994). Inorganic mercury is unable to cross back out of the bbb
(Pedersen et al, 1999) and is more likely than the organic form to induce an
autoimmune response (Hultman and Hansson-Georgiadis, 1999). Furthermore,
although most cells respond to mercurial injury by modulating levels of
glutathione, metallothionein, hemoxygenase, and other stress proteins,
with few exceptions, neurons appear to be markedly deficient in these
responses and thus more prone to injury and less able to remove the metal
(Sarafian et al, 1996).
While damage has been observed in a number of brain areas in autism, many
functions are spared (Dawson, 1996). In mercury exposure, damage is also
selective (Ikeda et al, 1999; Clarkson, 1992), and the list of Hg-affected
areas is remarkably similar to the neuroanatomy of autism.
Cerebellum, Cerebral Cortex, Brainstem: Autopsy studies of
carefully selected autistic individuals revealed cellular changes in cerebellar
Purkinje and granule cells (Bauman and Kemper, 1988; Ritvo et al, 1986). MRI
studies by Courchesne and colleagues (1988; reviewed in ARI Newslett, 1994)
described cerebellar defects in autistic subjects, including smaller vermal
lobules VI and VII and volume loss in the parietal lobes. The defects were
present independently of IQ. No other part of the nervous system has been
shown to be so consistently abnormal in autism. Courchesne (1989) notes
that the only neurobiological abnormality known to precede the onset of
autistic symptomatology is Purkinje neuron loss in the cerebellum. Piven found
abnormalities in the cerebral cortex in seven of 13 high-functioning autistic
adults using MRI (1990). Although more recent studies have called attention to
amygdaloid and temporal lobe irregularities in autism (see below), and
cerebellar defects have not been found in all ASD subjects studied (Bailey et
al, 1996), the fact remains that many and perhaps most autistic children have
structural irregularities within the cerebellum.
Mercury can induce cellular degeneration within the cerebral cortex and
leads to similar processes within granule and Purkinje cells of the cerebellum
(Koos and Longo, 1976; Faro et al, 1998; Clarkson, 1992; see also Anuradha,
1998; Magos et al, 1985). Furthermore, cerebellar damage is implicated in
alterations of coordination, balance, tremors, and sensations (Davis et al,
1994; Tokuomi et al, 1982), and these findings are consistent with Hg-induced
disruption in cerebellar synaptic transmission between parallel fibers or
climbing fibers and Purkinje cells (Yuan Atchison, 1999).
MRI studies have documented Hg-effects within visual and sensory cortices,
and these findings too are consistent with the observed sensory impairments in
victims of mercury poisoning (Clarkson, 1992; Tokuomi et al, 1982). Acrodynia,
a syndrome with symptoms similar to autistic traits, is considered a pathology
mainly of the CNS arising from degeneration of the cerebral and cerebellar
cortex (Matheson et al, 1980). In monkeys, mercury preferentially accumulated
in the deepest pyramidal cells and fiber systems.
Mercury causes oxidative stress in neurons. The CNS cells primarily affected
are those which are unable to produce high levels of protective metallothionein
and glutathione. These substances tend to inhibit lipid peroxidation and
thereby suppress mercury toxicity (Fukino et al, 1984). Importantly, granule
and Purkinje cells have increased risk for mercury toxicity because they
produce low levels of these protective substances (Ikeda et al, 1999; Li et al,
1996). Naturally low production of glutathione, when combined with mercury's
ability to deplete usable glutathione reserves, provides a mechanism whereby
mercury is difficult to clear from the cerebellum -- and this is all the more
significant because glutathione is a primary detoxicant in brain (Fuchs et al,
1997).
Mercury's induction of cerebellar deterioration is not restricted to
high-doses. Micromolar doses of methylmercury cause apoptosis of developing
cerebellar granule cells by antagonizing insulin-like growth factor (IGF-I) and
increasing expression of the transcription factor c-Jun (Bulleit and Cui,
1998).
Several researchers have found evidence of a brainstem defect in a subset of
autistic subjects (Hashimoto et al, 1992 and 1995; McClelland et al, 1985); and
MRI studies have revealed brainstem damage in a few cases of mercury poisoning
(Davis et al, 1994). The peripheral polyneuropathy examined in Iraqi victims
was believed to have resulted from brain stem damage (Von Burg and Rustam,
1974).
Amygdala Hippocampus: Atypicalities in other brain areas are
remarkably similar in ASD and mercury poisoning. Pathology affecting the
temporal lobe, particularly the amygdala, hippocampus, and connected areas, is
seen in autistic patients and is characterized by increased cell density and
reduced neuronal size (Abell et al, 1999; Hoon and Riess, 1992; Otsuka, 1999;
Kates et al, 1998; Bauman and Kemper, 1985). The basal ganglia also show
lesions in some cases (Sears, 1999), including decreased blood flow (Ryu et al,
1999).
Mercury can accumulate in the hippocampus and amygdala, as well as the
striatum and spinal chord (Faro et al, 1998; Lorscheider et al, 1995; Larkfors
et al, 1991). One study has shown that areas of hippocampal damage from Hg were
those which were unable to synthesize glutathione (Li et al, 1996). A 1994 study
in primates found that mercury accumulates in the hippocampus and amygdala,
particularly the pyramidal cells, of adults and offspring exposed prenatally
(Warfvinge et al, 1994).
The documenting of temporal lobe mercury provides a direct link between autism
and mercury because, as cited previously, (i) mercury alters neuronal function,
and (ii) the temporal lobe, and the amygdala in particular, are strongly
implicated in autism (e.g., Aylward et al, 1999; Bachevalier, 1994;
Baron-Cohen, 1999; Bauman & Kemper, 1985; Kates et al, 1998; Nowell et al,
1990; Warfvinge et al, 1994). Bachevalier (1996) has shown that infant monkeys
with early damage to the amygdaloid complex exhibit many autistic behaviors,
including social avoidance, blank expression, lack of eye contact and play
posturing, and motor stereotypies. Hippocampal lesions, when combined with
amygdaloid damage, increases the severity of symptoms.
Also noteworthy is the fact that amygdala findings in autism and mercury
literatures are paralleled in fragile X syndrome, a genetic disorder wherein
many affected individuals have traits worthy of an autism diagnosis. These
traits include sensory alterations, emotional lability, appetite dysregulation,
social deficits, and eye-contact aversion (Hagerman). Not only are fraX-related
proteins (FRM1, FMR2) implicated in amygdaloid function (Binstock, 1995;
Yamagata, 1999), but neurons involved in gaze- and eye-contact-aversion have
been identified within the primate temporal lobe and amygdaloid subareas (Rolls
1992, reviewed in Binstock 1995). These various findings in ASD, mercury
poisoning, and fragile X suggest that amygdaloid mercury is a mechanism for
inducing traits central to or associated with autism and the autism-spectrum of
disorders.
Neuronal Organization Head Circumference: Several autism brain
studies have found evidence of increased neuronal cell replication, a lowered
ratio of glia to neurons, and an increased number of glial cells (Bailey et al,
1996). Based on these and other neuropathological findings, autism can be
characterized as a disorder of neuronal organization, that is, the
development of the dendritic tree, synaptogenesis, and the development of the
complex connectivity within and between brain regions (Minshew, 1996).
Mercury can interfere with neuronal migration and depress cell division in
the developing brain. Post-mortem brain tissue studies of exposed Japanese and
Iraqi infants revealed abnormal neuronal cytoarchitecture characterized
by ectopic cells and disorganization of cellular layers (EPA, 1997,
p.3-86; Clarkson, 1997). Developmental neurtoxicity of Hg may also be due to
binding of mercury to sulfhydryl-rich tubulin, a component of microtubules
(Pendergrass et al, 1997). Intact microtubules are necessary for proper cell migration
and cell division (EPA, review, 1997, p.32-88).
Rat pups dosed postnatally with methylmercury had significant reductions in
neural cell adhesion molecules (NCAMs), which are critical during
neurodevelopment for proper synaptic structuring. Sensitivity of NCAMs to
methylmercury decreased as the developmental age of the rats increased.
Toxic perturbation of the developmentally-regulated expression of NCAMs
during brain formation may disturb the stereotypic formation of neuronal
contacts and could contribute to the behavioral and morphological disturbances
observed following methylmercury poisoning (Deyab et al, 1999). Plioplys
et al (1990) have found depressed expression of NCAM serum fragments in autism.
Abnormalities in neuronal growth during development are implicated in head
size differences found in both autism and mercury poisoning. In autism,
Fombonne and colleagues (1999) have found a subset of subjects with
macrocephaly and a subset with microcephaly. The circumference abnormalities
were progressive, so that, while micro- and macrocephaly were present in 6% and
9% respectively of children under 5 years, among those age 10-16 years, the
rates had increased to 39% and 24% respectively. Another study, by Stevenson et
al (1997), had found just one subject out of 18 with macrocephaly who had this
abnormality present at birth. The macrocephaly in autism is generally believed
to result from increased neuronal growth or decreased neuronal
pruning. The cause of microcephaly has not been investigated.
The most detailed study of head size in mercury poisoning, by Amin-Zaki et
al (1979), involved 32 Iraqi children exposed prenatally and followed up to age
5 years. Eight (25%) had progressive microcephaly, i.e., the condition was not present
at birth. None had developed macrocephaly, at least at the time of the study.
The microcephaly has been ascribed to neuronal death or apoptosis from Hg
intoxication.
Table XIII: CNS
Lesions
in Mercury Poisoning Autism
Mercury
Poisoning
Autism
Primarily impacts CNS
Neurological impairments primary
Selectively targets brain areas - those unable to detoxify
heavy metals or reduce Hg-induced oxidative stress
Specific areas of brain pathology; many functions spared
Damage to Purkinje and granular cells
Damage to Purkinje and granular cells
Accummulates in amygdala and hippocampus
Pathology in amygdala and hippocampus
Causes abnormal neuronal cytoarchitecture; interferes with
neuronal migration and depresses cell division in developing brains; reduces
NCAMs
Neuronal disorganization; increased neuronal cell
replication, small glia to neuron ration, increased glial cells; depressed
expression of NCAMs
Head size differences: progressive microcephaly
Head size differences: progressive microcephaly and
macrocephaly
Brain stem defects in some cases
Brain stem defects in some cases
d. Neurons Neurochemicals
The brains of autistic subjects show disturbances in many neurotransmitters,
primarily serotonin, catecholamines, the amino acid neurotransmitters, and
acetylcholine. Mercury poisoning causes disturbances in these same
neurotransmitters: primarily serotonin, the catecholamines, glutamate, and
acetlycholine.
Serotonin: Serotonin synthesis is decreased in the brains of autistic
children and increased in autistic adults, relative to age-matched controls
(Chugani et al, 1999), while whole blood serotonin in platelets is elevated regardless
of age (Leboyer; Cook, 1990). Autistic patients frequently respond well to
SSRIs as well as Risperidone (McDougal; 1997; Zimmerman et al, 1996). Likewise,
a number of animal studies have found serotonin abnormalities from mercury
exposure. For example, subcutaneous administration of methylmercury to rats
during postnatal development increases tissue concentration of 5-HT and HIAA in
cerebral cortex (O'Kusky et al, 1988).
Findings about serotonin abnormalities in mercury literature implicate
interactions between mercury and intracellular calcium as well as mercury and
sulfhydral groups:
Many researchers have documented
disruptions of intra- and extra-cellular calcium in neurons from mercury
exposure (Atchison Hare, 1994), including thimerosal (Elferink, 1999),
and calcium metabolism abnormalities have been identified in autism (Plioplys,
1989; Coleman, 1989).
Intracellular concentrations of Ca2+ are critical
for controlling gene expression in neurons and mediating neurotransmitter
release from presynaptic vesicles (Sutton, McRory et al, 1999). 5-HT re-uptake
activity and intrasynaptic concentration of 5-HT are regulated by Ca2+ in nerve
terminals. Methylmercury causes a rapid, irreversible block of synaptic
transmission by suppression of calcium entry into nerve terminal channels
(Atchison et al, 1986). Thimerosal inhibits 5-HT transport activity in
particular through interaction with intracellular sulfhydryl groups associated
with Ca2+ pump ATPase (Nishio et al, 1996), for example, by modifying cysteine
residues of the Ca(2+)-ATPase (Sayers et al, 1993; Thrower et al, 1996).
Dopamine: Studies have found indications both of abnormally high and
low levels of dopamine in autistic subjects (Gillberg Coleman, 1992,
p288-9). For example, Ernst et al (1997) reported low prefrontal dopaminergic
activity in ASD children, while Gillberg and Svennerholm (1987) reported high
concentrations of homovanillic acid (HVA), a dopamine metabolite, in
cerebro-spinal fluid of autistic children, suggesting greater dopamine
synthesis. Pyridoxine (vitamin B6) has been found to improve function in some
autistic patients by lowering dopamine levels through enhanced DBH function
(Gillberg Coleman, 1992, p289; Moreno et al, 1992; Rimland Baker,
1996). Dopamine antagonists such as haloperidol improve some antipsychotic
symptoms in ASD subjects, including motor stereotypies (Lewis, 1996).
Rats exposed to mercury during gestation show major alterations in synaptic
dynamics of brain dopamine systems. The effects were not apparent immediately
after birth but showed a delayed onset beginning at the time of weaning
(Bartolome et al, 1984). A variety of mercuric compounds increase the release
of [3H]dopamine, possibly by disrupting calcium homeostasis or
calcium-dependent processes (McKay et al, 1986). Minnema et al (1989) found
that methylmercury increases spontaneous release of [3H]dopamine from rat brain
striatum mainly due to transmitter leakage caused by Hg-induced synaptosomal
membrane permeability. SH groups may also be involved in the inhibition of
dopamine binding in rat striatum (Bonnet et al, 1994). Pyridoxine deficiency in
rats causes acrodynia, with features similar to human acrodynia (Gosselin et
al, 1984).
Epinephrine and norepinephrine: Studies on autistic subjects have
consistently found elevated norepinephrine and epinephrine in plasma, which
suggests elevated levels of these transmitters in brain, as plasma and CSF
norepinephrine are closely correlated (Gillberg and Coleman, 1992, p.121-122).
Recently, Hollander et al (2000) have noted improvement in function in about
half of their ASD subjects with administration of venlafaxine, a norepinephrine
reuptake inhibitor. Mercury also disrupts norepinephrine levels by inhibiting
sulfhydryl groups and thus blocking the function of O-methyltransferase, the
enzyme that degrades epinephrine (Rajanna and Hobson, 1985). In acrodynia,
blocking this enzyme resulted in high levels of epinephrine and norepinephrine
in plasma (Cheek, Pink Disease Website). In rats, chronic exposure to low doses
of methylmercury increased brain-stem norepinephrine concentration (Hrdina et
al, 1976).
Glutamate: It has been observed that many autistics have
irregularities related to glutamate (Carlsson ML, 1998). In autism, glutamate
and aspartate have been found to be significantly elevated relative to controls
(Moreno et al, 1992); and in a more recent study of ASD subjects, plasma levels
of glutamic acid and aspartic acid were elevated even as levels of glutamine
and asparagine were low (Moreno-Fuenmayor et al, 1996).
Mercury inhibits the uptake of glutamate, with consequent elevation of
glutamate levels in the extracellular space (O'Carroll et al, 1995). Prenatal
exposure to methylmercury of rats induced permanent disturbances in learning
and memory which could be partially related to a reduced functional activity of
the glutamatergic system (Cagiano et al, 1990). Thimerosal enhances
extracellular free arachidonate and reduces glutamate uptake (Volterra et al,
1992). Excessive glutamate is implicated in epileptiform activities (Scheyer,
1998; Chapman et al, 1996), frequently present in both ASD and mercurialism
(see below).
Acetylcholine: Abnormalities in the cortical cholinergic
neurotransmitter system have recently been reported in a post mortem brain
study of adult autistic subjects (Perry et al, 2000). The problem was one of
acetylcholine deficiency and reduced muscarinic receptor binding, which Perry
suggests may reflect intrinsic neuronal loss in hippocampus due to temporal
lobe epilepsy (see section below for discussions of epilepsy and ASD/Hg).
Mercury alters enzyme activities (Koos and Longo, 1976, p.400), including
choline acetyltransferase, which may lead to acetylcholine deficiency (Diner
and Brenner, 1998), or Hg may inhibit acetylcholine release due to its effects
on Ca2 homeostasis and ion channel function (EPA, 1997, p.3-79). In rats,
chronic exposure to low doses of methylmercury decreased cortical acetylcholine
levels (Hrdina et al, 1976). Methylmercury has also been found to increase spontaneous
release of [3H]acetylcholine from rat brain hippocampus (Minnema et al, 1989)
and to increase muscarinic cholinergic receptor density in both rat hippocampus
and cerebellum, suggesting upregulation of these receptors in these selected
brain regions (Coccini, 2000).
Demyelination: Evidence of demyelination has been observed in the
majority of autistic brains (Singh, 1992). This is true of mercury poisoning as
well. Mild demyelinating neuropathy was detected in two girls (Florentine and
Sanfilippo, 1991), and an adult showed axonal degeneration with Hg-related
demyelination (Chu et al, 1998). Methylmercury can alter the fatty acid
composition of myelin cerebrosides in suckling rats (Grundt et al, 1980).
Table XIV:
Abnormalities in Neurons Neurochemicals
from Mercury in Autism
Mercury
Poisoning
Autism
Can increase tissue concentration of serotonin in newborn
rats; causes calcium disruptions in neurons, preventing presynaptic serotonin
release and inhibiting serotonin transport activities
Serotonin abnormalities: decreased serotonin synthesis in
children; over-synthesis in adults; elevated serotonin in platelets; positive
response to SSRIs; calcium metabolism abnormalities present
Alters dopamine systems; disrupts calcium and increases
synaptosome membrane permeability, which affect dopamine activities;
peroxidine deficiency in rats results in acrodynia
Indications of either high or low dopamine levels;
positive response to peroxidine by lowering dopamine levels; positive
response to dopamine antagonists
Increases epinephrine and norepinephrine levels by
blocking the enzyme which degrades epinephrine
Elevated norepinephrine and epinephrine; positive response
to norepinephrine reuptake inhibitors
Elevates glutamate; decreases glutamate uptake; reduces
functional activity of glutamatergic system
Elevated glutamate and aspartate
Alters choline acetyltransferase, leading to acetylcholine
deficiency; inhibits acetylcholine neurotransmitter release via impact on
calcium homeostasis; causes cortical acetylcholine deficiency; increases
muscarinic receptor density in hippocampus and cerebellum
Abnormalities in cholinergic neurotransmitter system:
cortical acetylcholine deficiency and reduced muscarinic receptor binding in
hippocampus
Causes demyelating neuropathy
Demyelation in brain
e. EEG Activity/Epilepsy
Abnormal EEGs are common in mercury poisoning as well as autism. In one study,
half the autistic children expressed abnormal EEG activity during sleep
(reviewed in LeWine, 1999). Gillberg and Coleman (1992) estimate that 35%-45%
of autistics eventually develop epilepsy. A recent study by LeWine and
colleagues (1999) using MEG found epileptiform activity in 82% of 50
regressive-autistic children. EEG abnormalities in autistic populations tend to
be non-specific and consist of a variety of epileptiform discharge patterns
(Nass, Gross, and Devinsky, 1998).
Unusual epileptiform activity has been found in a variety of mercury
poisoning cases (Brenner Snyder, 1980). These include (i) the Minamata
outbreak - generalized convulsions and abnormal EEGs (Snyder, 1972); (ii)
methylmercury ingestion through contaminated pork - all four affected children
had epileptiform features and disturbances of background rhythms; two had
seizures (Brenner Snyder, 1980); (iii) mercury vapor poisoning - abnormal
EEG in a 12 year old girl (Fagala and Wigg, 1992) and slower and attenuated
EEGs in chloralkali workers with long term exposure (Piikivi Tolonen,
1989); and (iv) exposure from thimerosal in ear drops and through IVIG - EEG
with generalized slowing in an 18 month old girl with otitis media (Rohyans et al,
1984) and a 44 year old man (Lowell et al, 1996). More recently, Szasz and
colleagues (1999), in a study of early Hg-exposure, described methylmercury's
ability to enhance tendencies toward epileptiform activity and reported a
reduced level of seizure-discharge amplitude, a finding which is at least
consistent with the subtlety of seizures in many autism spectrum children
(LeWine, 1999; Nass, Gross, and Devinsky, 1998).
Processes whereby neuronal damage is induced by epileptiform discharges are
elucidated in a number of studies, many of which focus upon brain regions
affected in autism. Importantly, neuronal damage in the amygdala can be an
ongoing delayed process, even after the cessation of seizures
(Tuunanen et al, 1996, 1997, 1999). Alterations of cerebral metabolic function
last long after seizures have occurred. In a model of seizure-induced
hippocampal sclerosis, Astrid Nehlig's group describes hypometabolism having
its regional boundaries directly connected to seizure-damaged locus
(Bouilleret et al, 2000). That Hg increases extracellular glutamate would also
contribute to epileptiform activity (Scheyer, 1998; Chapman et al, 1996).
These findings support a rationale:
In susceptible individuals, mercury
can potentiate or induce Hg-related epileptiform activity, which can have lower
amplitude and be harder to identify. Furthermore, this low-level but persisting
epileptiform activity would gradually induce cell death in the seizure foci and
in brain nuclei neuroanatomically related to the seizure foci.
These studies have a more direct relevance to the
possibility of Hg-induced cases of autism (i) because the amygdala are
implicated in regard to core traits in autism, as described above, and (ii)
because mercury finds its way into the amygdala (see above). Furthermore, these
theoretical relationships are consistent with SPECT imaging studies by Mena,
Goldberg, and Miller, who have demonstrated areas of regional hypoperfusion
neuroanatomically associated with trait deficits in autism-spectrum children (Goldberg
et al, 1999).
Table XV: EEG
Activity Epilepsy
in Mercury Poisoning Autism
Mercury
Poisoning
Autism
Causes abnormal EEGs and unusual epileptiform activity
Abnormal EEG activity; epileptiform activity
Causes seizures, convulsions
Seizures; epilepsy
Causes subtle, low amplitude seizure activity
Subtle, low amplitude seizure activities
III. MECHANISMS, SOURCES EPIDEMIOLOGY OF EXPOSURE
a. Exposure Mechanism
Vaccine injections are a known source of mercury (Plotkin and Orenstein, 1999),
and the typical amount of mercury given to infants and toddlers in this manner
exceeds government safety limits, according to Neal Halsey of the American
Academy of Pediatrics (1999) and William Egan of the Biologics Division of the
FDA (1999).
Most vaccines given to children 2 years and under are stored in a solution
containing thimerosal, which is 49.6% mercury by weight. Once inside humans,
thimerosal (sodium ethylmercurrithio-salicylate) is metabolized to ethylmercury
and thiosalicylate (Gosselin et al, 1984). The vaccines mixed with this
solution are DTaP, HIB, and Hepatitis B (Egan, 1999). Thimerosal is not an
integral component of vaccines, but is a preservative added to prevent
bacterial contamination. Many vaccine products are available without the
thimerosal preservative; however, these alternatives have not been widely used
(Egan, 1999). In addition, thimerosal is used during the manufacturing process
for a number of vaccines, from which trace amounts are still present in the
final injected product (FDA, personal communication; Smith-Kline press release
on Hepatitis B, March 31, 2000).
Since at least 1977 clinicians have recognized thimerosal as being
potentially dangerous, especially in situations of long term exposure (Haeney
et al, 1979; Rohyans et al, 1984; Fagan et al, 1977; Matheson et al, 1980). For
nearly twenty years the US government has also singled out thimerosal as a
potential toxin (FDA, 1982). In response to the Food and Drug Administration
(FDA) Modernization Act of 1997, which called for the FDA to review and assess
the risk of all mercury containing food and drugs (MMWR, 1999, July 9),
the FDA issued a final rule in 1998 stating that over-the-counter drug products
containing thimerosal and other mercury forms are not generally
recognized as safe and effective (FDA, 1998). In December 1998 and April
1999, the FDA requested US vaccine manufacturers to provide more information
about the thimerosal content in vaccines (MMWR, 1999, July 9); and in July
1999, the CDC asked manufacturers to start removing thimerosal from vaccines
and rescheduled the Hepatitus B vaccine so it is given at 9 months of age
instead of at birth (CDC, July 1999). In November 1999, the CDC repeated its
recommendation that vaccine manufacturers move to thimerosal-free products
(CDC, November 1999).
Importantly, based on the CDC's own recommended childhood immunization
schedule (and excluding any trace amounts), the amount of mercury a typically
vaccinated two year old child born in the 1990s would receive is 237.5
micrograms; and a typical six month old might receive 187.5 micrograms (Egan,
1999). These amounts equate to 3.53 x 1017 molecules and 2.79 x 1017 molecules
of mercury respectively (353,000,000,000,000,000 and 279,000,000,000,000,000
molecules). Since thimerosal is injected during vaccinations, the mercury is
given intermittently in large, or 'bolus', doses: at birth and at 2, 4, 6, and
approximately 15 months (Egan, 1999). The amount of mercury injected at birth
is 12.5 micrograms, followed by 62.5 micrograms at 2 months, 50 micrograms at 4
months, another 62.5 micrograms during the infant's 6-month immunizations, and
a final 50 micrograms at about 15 months (Halsey, 1999).
Although infancy is recognized as a time of rapid neurological development,
to the best of our belief and knowledge, there are no published studies on the
effect of injected ethylmercury in intermittent bolus doses in infants from
birth to six months or to 2 years (Hepatitis Control Report, 1999; Pediatrics,
1999; EPA, 1997, p.6-56). In contrast, four government agencies have set safety
thresholds for daily mercury exposure based on ingested fish or whale meat
containing methylmercury. Two of these guidelines are based on adult values and
two are for pregnant women/fetuses (Egan, 1999). Applying these guidelines to a
bolus dose scenario (see Halsey, 1999 for bolus vs. daily dose discussion), the
sum of Hg-doses given at 6 months of age or younger, correlated to infant
weights, exceed all of the Hg-total guidelines for all infants. The 2 month
dose is especially high relative to the typical infant body weight. Halsey
(1999) has calculated the 2 month dose to be over 30 times the recommended
daily maximum exposure, with babies of the smallest weight category receiving
almost three months worth of daily exposures on a single day.
Halsey's observation is all the more important because even at doses which
were not previously thought to be associated with adverse affects, mercury has
resulted in some damage to humans (Grandjean et al, 1998). Given that
ethylmercury is equally neurotoxic as methylmercury (Magos et al, 1985), and
that injected mercury is more harmful than ingested mercury (EPA, 1997, p.3-55;
Diner and Brenner, 1998), the amount of injected ethylmercury given to young
children is cause for concern. The potential for Hg-induced harm is compounded
by the special vulnerability of infants (Gosselin et al, 1984). Mercury, which
primarily affects the central nervous system, is most toxic to the developing
brain (Davis et al, 1994; Grandjean et al, 1999; Yeates and Mortensen, 1994),
and neonates exposed to methyl (organic) mercury have been shown to accumulate
significantly more Hg in the brain relative to other tissues than do adults (
EPA, 1997, p.4-1). Mercury may also be more likely to enter the infant brain
because the blood-brain barrier has not fully closed (Wild Benzel, 1994).
In addition, infants under 6 months are unable to excrete mercury, most likely
due to their inability to produce bile, the main excretion route for organic
mercury (Koos and Longo, 1976; Clarkson, 1993). Bakir et al (1973) have shown
that those with the longest half-time of clearance are most likely to
experience adverse sequelae, while Aschner and Aschner (1990) have demonstrated
that the longer that organic mercury remains in neurons, the more it is
converted to its inorganic irreversibly-bound form, which has greater
neurotoxicity.
b. Population Susceptibility
Nearly all children in the United States are immunized, yet only a small
proportion of children develop autism. The NIH (Bristol et al, 1996) estimates
the current prevalence of autism to be 1 in 500. A pertinent characteristic of
mercury is the great variability in its effects by individual. At the same
exposure level of mercury, some will be affected severely, while others will be
asymptomatic or only mildly impaired (Dale, 1972; Warkany and Hubbard, 1953;
Clarkson, 1997). A ten-fold difference in sensitivity to the same exposure
level has been reported (Koos and Longo, 1976; Davis et al, 1994; Pierce et al,
1972; Amin-Zaki, 1979). An example of variability in children is the
mercury-induced disease called acrodynia. In the earlier half of this century,
from one in 500 to one in 1000 children exposed to the same chronic, low-dose
of mercury in teething powders developed this disorder (Matheson et al, 1980;
Clarkson, 1997), and the likelihood of developing the disease appears to
be dominated more by individual susceptibility and possibly age rather than the
dose of the mercury (Clarkson, 1992). Given the documented
inter-individual variability of responses to Hg, and the young age at which
exposure occurs, the doses of mercury given concurrently with vaccines are such
that only a certain percentage of children will develop overt symptoms, even as
other children might have trait irregularities sufficiently mild as to remain
unrecognized as having been induced by mercury.
c. Sex Ratio
Autism is more prevalent among boys than girls, with the ratio generally
recognized as approximately 4:1 (Gillberg Coleman, 1992, p.90). Mercury
studies have consistently shown a greater effect on males than females, except
in instances of kidney damage (EPA, 1997). At the highest doses, both sexes are
affected equally, but at lower doses only males are affected. This is true of
mice as well as humans (Sager et al, 1984; Rossi et al, 1997; Clarkson, 1992;
Grandjean et al, 1998; McKeown-Eyssen et al, 1983; see also review in EPA,
1997, p.6-50).
d. Exposure Levels Autism Prevalence
Perhaps not coincidentally, autism's initial description and subsequent
epidemiological increase mirror the introduction and use of thimerosal as a
vaccine preservative. In the late 1930s, Leo Kanner, an experienced child
psychologist and the discoverer of autism, first began to notice
the type of child he would later label autistic. In his initial
paper, published in 1943, he remarked that this type of child had never been
described previously: Since 1938, there have come to our attention a
number of children whose condition differs so markedly and uniquely from
anything reported so far, that each case merits.a detailed consideration of its
fascinating peculiarities. All these patients were born in the 1930s.
Thimerosal was introduced as a component of vaccine solutions in the 1930s
(Egan, 1999).
Not only does the effect of mercury vary by individual, as noted above, it
also varies in a dose-dependent manner, so that the higher the exposure level,
the more individuals that are affected. At higher dose levels, the most
sensitive individuals will be more severely impaired, and the less sensitive
individuals will be only moderately impaired, and the majority of individuals may
still show no overt symptoms (Nielson and Hultman, 1999). The vaccination rate,
and hence the rate of mercury exposure via thimerosal, has steadily increased
since the 1930s. In 1999 it was the highest ever, at close to 90% or above,
depending on the vaccine (CDC, 1999, press release). The rate of autism has
increased dramatically since its discovery by Kanner: prior to 1970, studies
showed an average prevalence of 1 in 2000; for studies after 1970, the average
rate had doubled to 1 in 1000 (Gillberg and Wing, 1999). In 1996, the NIH
estimated occurrence to be 1 in 500 (Bristol et al, 1996). A large increase in
prevalence, yet to be confirmed by stricter epidemiological analysis, appears
to be occurring since the mid-1990s, as evidenced by several state departments
of education statistics reflecting substantial rises in enrolment of ASD
children (California, Florida, Maryland, Illinois, summarized by Yazbak, 1999).
These increases have paralleled the increased mercury intake induced by
mandatory innoculations: in 1991, two vaccines, HIB and Hepatitis B, both of
which generally include thimerosal as a preservative, were added to the
recommended vaccine schedule (Egan, 1999).
e. Genetic Factors
ASD is one of the most heritable of developmental and psychiatric disorders
(Bailey et al, 1996). There is 90% concordance in monozygotic twins and a 3-5%
risk of autism in siblings of affected probands (Rogers et al, 1999), a rate 50
to 100 times higher than would be expected in the general population (Smalley
Collins, 1996; Rutter, 1996). From 2 to 10 genes are believed to be
involved (Bailey et al, 1996).
Individual differences in susceptibility to mercury are said to arise from
genetic factors and these too may be multiple in nature (Pierce et al, 1972;
Amin-Zaki, 1979). They include innate differences in (i) the ability to
detoxify heavy metals, (ii) the ability to maintain balanced gut microflora,
which can impair detoxification processes, and (iii) immune over-reactivity to
mercury (Nielson and Hultman, 1999; Hultman and Nielson, 199; Johansson et al,
1998; Clarkson, 1992; EPA, review 1997, p.3-26). Many autistic children are
described as having (i) difficulties with detoxification of heavy metals
(Edelson Cantor, 1998), possibly due to low glutathione levels (O'Reilly
and Waring, 1993), (ii) intestinal microflora imbalances that can impede
excretion (Shattock, 1997), and (iii) autoimmune dysfunction (Zimmerman et al,
1993). These characteristics might be reflective of the underlying
susceptibility genes that predispose to mercury-induced sequelae
and hence to autism.
As noted above, autism family studies show an exceptionally high concordance
rate of 90% for identical twins. Most environmental factors, such as a
postnatal viral infection, tend not to be present at exactly the same time or
at the same level or rate for each twin. This would cause a difference in
phenotype expression, and thus postnatal environmental influences in general
reduce the concordance rate for identical twins. However, given the extremely
high vaccination rate and the high likelihood of vaccination of one twin at the
same time and with the same vaccines as the other twin, mercury-induced autism
via vaccination injection, even though it is an environmental factor, would
still lead to the high concordance rate seen in twins.
Furthermore, among identical twin pairs, the 90% concordance rate is for the
milder phenotype: if one twin has pure classic autism, there is (i) a 60%
chance that the other twin will have pure classic autism; (ii) a 30% chance
that the other twin will exhibit some type of impairment falling on the autism
spectrum, but with less severe symptoms; and (iii) a 10% chance the other twin
will be unimpaired. The difference in symptom severity among the 40% of
monozygotic pairs who do not exhibit classic autism may arise from either (i) a
different vaccination history within pairs, or (ii) the tendency of thimerosal
to clump or be unevenly distributed in solution, so that one twin
might receive more or less mercury than the other. One study found a 62%
difference in the mercury concentration of ampoules drawn from the same
container of immunoglabulin batches containing thimerosal (Roberts and Roberts,
1979).
f. Course of Disease
Age of onset: Autism emerges during the same time period as infant and
toddler thimerosal injections during vaccinations. As noted above, the
recommended childhood vaccination schedule from 1991 to 1999 has called for
injections of thimerosal starting at birth and continuing at 2, 4, 6, and
approximately 15 months (Halsey, 1999); a similar schedule occurred prior to
this time but for DTP alone. In the great majority of cases, the more
noticeable symptoms of autism emerge between 6 and 20 months old - and mostly
between 12 and 18 months (Gillberg Coleman, 1992). Teitelbaum et al
(1998), who have claimed the ability to detect subtle abnormalities at the
youngest age so far, have observed these abnormalities at 4 months old at the
earliest, the exception being a Moebius mouth seen at birth in a
small number of subjects.
Symptoms of mercury poisoning do not usually appear immediately upon
exposure, although in especially sensitive individuals or in cases of excessive
exposure they can (Warkany and Hubbard, 1953; Amin-Zaki, 1978). Rather, there
is generally a preclinical silent stage, seen in both animals and
humans, during which subtle neurological changes are occurring (Mattsson et al,
1981). The delayed reaction between exposure and overt signs can last from
weeks to months to years (Adams et al, 1983; Clarkson, 1992; Fagala & Wigg,
1992; Davis et al, 1994; Kark et al, 1971). Consequently, mercury given in
vaccines before age 6 months would not in most individuals lead to an
observable or recognizable disorder, except for subtle signs, prior to age 6-12
months, and for some individuals, symptoms induced by early vaccinal Hg might
not emerge until the infant had become a toddler (Joselow et al, 1972).
A few autism researchers have suggested a prenatal onset for autism (Rodier
et al, 1997; Bauman & Kemper, 1994), which would preclude a
vaccinal-mercury etiology. Others, however, have evidence that suggest
post-natal timings (Bailey, 1998; Courchesne, 1999; Bristol Power, NICHD,
Dateline Interview, 1999). The general consensus at this point is that the timing
cannot be determined (Bailey et al, 1996; Bristol et al, 1996); and, further,
that there is little evidence that prenatal or perinatal events
predict to later autism (Bristol et al, 1996), even though
clustering of adverse effects (suboptimality factors) are associated with
autism (Prechtel, 1968; Bryson et al, 1988; Finegan and Quarrington, 1979).
There is also a general agreement that, in the great majority of cases,
autistic signs emerge among infants and toddlers who had looked normal ,
developed normally, met major milestones, and had unremarkable pediatric
evaluations (Gillberg Coleman, 1992; Filipek et al, 1999; Bailey et al,
1996), so that autism presents as an obvious deterioration or regression,
either before age two or before age three (Baranek, 1999; Bristol Power, NICHD,
Dateline Interview, 1999; LeWine, 1999).
It is worthwhile to note that early and intensive educational and behavioral
intervention can produce dramatic gains in function, and the gains made by
these children may be somewhat unique among the more severe developmental
disabilities (Rogers, 1996). This phenomenon further suggests that autism
arises from an environmental overlay rather than being purely an organic
disease. Additionally, at least one study has reported that re-education
and physical treatment can improve outcomes in mercurialism (Amin-zaki,
1978).
Emergence of symptoms: The manner in which symptoms emerge in many
cases of autism is consistent with a multiple low-dose vaccinal exposure model
of mercury poisoning. From a parent's and pediatrician's perspective, such an
individual is a normal looking child who regresses or fails to
develop after thimerosal administration. Clinically relevant symptoms generally
emerge gradually over many months, although there have been scattered parental
reports of sudden onset (Filipek, et al, 1999). The initial signs, occurring
shortly after the first injections, are subtle, suggesting disease emergence,
and consist of abnormalities in motor behavior and in sensory systems,
particularly touch sensitivity, vision, and numbness in the mouth (excessive
mouthing of objects) (Teitelbaum et al, 1998; Baranek, 1999). These signs
persist and are followed by parental reports of speech and hearing
abnormalities appearing before the child's second birthday (Prizant, 1996;
Gillberg Coleman, 1992), that is, within several months of when
additional and final injections are given. Finally, in year two, there is a
full blossoming of ASD traits and a continuing regression or lack of development,
so that the most severe expression of symptoms occurs at approximately 3-5
years of age. These symptoms then begin to ameliorate (Church Coplan,
1995; Wing & Attwood, 1987; Paul, 1987). The exceptions are the subset of
those with regression during adolescence or early adulthood, which may involve
onset of seizures and associated neurodegeneration (Howlin, 2000; Paul, 1987;
Tuunanen et al, 1996, 1997, 1999).
As in autism, onset of Hg toxicity symptoms is gradual in some cases, sudden
in others (Amin-Zaki et al, 1979 1978; Joselow et al, 1972; Warkany and
Hubbard, 1953). In the case of organic poisoning, the first signs to emerge are
abnormal sensation and motor disturbances; as exposure levels increase, these
signs are followed by speech and articulation problems and then hearing
deficits (Clarkson, 1992), just like autism. Once the mercury source is removed
symptoms tend to ameliorate (though not necessarily disappear) except in
instances of severe poisoning, which may lead to a progressive course or death
(Amin-Zaki et al, 1978). As in autism, epilepsy in Hg exposure also predicts a
poorer outcome (Brenner Snyder, 1980).
Long term prognosis: The long term outcomes of ASD and mercury
poisoning show the same wide variation. Autism is viewed as a lifelong
condition for most; historically, three-fourths of autistic individuals become
either institutionalized as adults or are unable to live independently (Paul,
1987). There are, however, many instances of partial to full recovery, in which
autistic traits persist in a much milder form or, in some individuals,
disappear altogether once adulthood is reached (Rogers, 1996; Church &
Coplan, 1994; Szatmari et al, 1989; Rimland 1994; Wing & Attwood, 1987).
Upon exposure, mercury entering the bloodstream tends to accumulate in
tissues and organs, primarily the brain (Koos and Long, 1976; Lorscheider et
al, 1995). Once inside tissues, and particularly the brain, mercury will linger
for years, as shown on X rays of a poisoned man 22 years after exposure (Gosselin
et al, 1984), as well as autopsies of humans with known mercury exposure
(Pedersen et al, 1999; Joselow et al, 1972) and primate studies (Vahter et al,
1994). The continued presence of mercury in organs and the CNS in particualr
would explain why autistic symptoms might persist, why researchers such as
Zimmerman or Singh would detect an on-going immune reaction, why epilepsy might
not emerge until adolescence, or why sulfate transporters in the intestine or
kidney might continue to be blocked.
Nevertheless, despite the continued presence of Hg in tissue, the degree of
recovery from mercurialism varies greatly. Even in severe cases, there are
reports of full or partial recovery (e.g., Adams et al, 1983; Vroom &
Greer, 1972; Amin-Zaki et al, 1978). In less severe cases, especially those in
which exposure occurs early in life, the more severe symptoms may ameliorate
over time, but milder impairments remain, especially neurological ones
(Feldman, 1982; Yeates & Mortensen, 1994; Amin-Zaki, 1974 & 1978; Mathiesin
et al, 1999; Vroom and Greer, 1972; EPA 1997, pp.3-10, 3-14, and 3-75). The
wide variation in outcome is believed to be due, again, to individual
sensitivity to mercury, in this case, the ability of some victims to develop
immunity or a tolerance to Hg even when the metal is
still present in tissue (Warkany Hubbard, 1953).
Course of Disease:
Typical Autism Ingested Organic Mercury
Typical Autism
Progression Thimerosal Administration
Birth
2 mos
4 mos
6 mos
15 mos
2 yrs
3-5 yrs
6-18 yrs
Adults
Hg dose
Hg dose
Hg dose
Hg dose
Hg dose
Delay (no signs)
Delay (no signs)
subtle signs - movement
subtle signs - sensory
definite signs- hearing speech
full array of symptoms
Height of symptom severity
Symptom amelioration
Occasional full or partial recovery
Temporal
Dose-Response Relationship for Effects of Ingested Methylmercury
Hg dose
Delay (no signs)
1st sign - sensory
2nd sign - movement
3rd sign - speech/ articulation
4th sign - hearing
full array of symptoms
Symptom amelioration (or death)
full or partial recovery
g. Thimerosal Interaction with Vaccines
As noted above, for most ASD children symptom onset is gradual, but for a
significant minority it is sudden. Additionally, many parents believe there is
a connection between their child's autism and his or her immunizations. The
Cure Autism Now Foundation, for example, reports that many parents who contact
it mention such a connection (Portia Iversen, CAN president, personal
communication). The association extends not only to the mercury-containing
vaccines - DTP/DTaP, HIB, and Hepatitis B - but also to those without
thimerosal, particularly the MMR (Bernard Rimland, president, Autism Research
Institute, personal communication). Parents may describe a variety of
post-vaccine scenarios: a fever followed by a short recovery period and then a
more gradual symptom onset; onset of symptoms immediately and suddenly after
inoculation with or without fever; or even a mildly impaired child whose
condition worsened after vaccination (CAN Parent Advisory Board Internet list; St.
John's Autism Internet list).
While it is possible that any temporal association between vaccination and
emergence of autism is due to chance, Warkany and Hubbard, who successfully
proved the connection between acrodynia and mercury poisoning to the medical
community 50 years ago, offer alternate explanations. In their 1953 article in Pediatrics,
they made the following points:
(a) They noted that high fever
accompanied by a rash after mercury administration can be signs of a
typical, acute, mercurial reaction, and acrodynia may follow,
immediately or after short intervals, acute idiosyncratic reactions to
mercury. This reaction was independent of hypersensitivity to mercury, as
detected from skin tests, as they reported that only 10% of acrodynia victims
responded positively to Hg on patch tests.
Thus in ASD, the fevers and deteriorations seen by
parents immediately after a thimerosal-containing vaccine injection may be a
systemic reaction (and not a hypersensitivity response) to the mercury content,
and this reaction may subsequently progress to the emergence of autism, just as
topical mercury administration produced fever and then acrodynia over 50 years
ago.
(b) Warkany and Hubbard provided some tentative
observations that the administration of a vaccine, irrespective of whether or
not it contains thimerosal, can set off a reaction to any mercuric compound
that may also be given to a child, which in the case of acrodynia, would be
topical mercury in powders or rinses. This inter-reactivity might explain the
pronounced effects from the MMR among subsequently-diagnosed autistic children:
[One patient] underwent a
fourteen day course of antirabies injections six weeks before outbreak of
acrodynia. Ten days after completion of the therapy she was treated with
ammoniated mercury ointment and subsequently acrodynia developed...[In another
case] antirabies treatment preceded the disease by three months. In several
children various immunization procedures preceded the onset of acrodynia in
addition to [topical] mercurial exposure. This could be purely coincidental or
the vaccination material may play a role as an accessory factor. It is
noteworthy that many vaccines and sera contain small amounts of mercury as
preservatives which are injected together with the biologic material. These
small amounts of mercurial compounds could act as sensitizing substances. In
several instances vaccination against smallpox preceded the development of
acrodynic symptoms, and some patients were exposed to bismuth, arsenic, lead,
and antimony in addition to mercury. Such observations deserve attention.
(c) Finally, these two researchers
observed that some individuals would react to mercury and then, upon
re-exposure, not show any effects, i.e., they had acquired an unexplained
tolerance to it. In other cases, Hg sensitivity would be maintained. Rarely,
though, would reactivity occur with the first dose: more often the
patient tolerates several before the reaction occurs.
The organism can harbor
appreciable amounts of mercury while remaining in perfect health, and then, for
unknown reasons, these innocuous stores of mercury become toxic. It seems in
such cases as if the barriers which held the mercury in check break down
without provocation, or as if the mercury had been converted from a nontoxic to
a toxic form...
In ASD, this delayed sensitivity
would explain why some might develop autism later, not after the first few
vaccines, and it would also explain in part why the more vaccines that are
given, the more likely it is that a given individual will develop a reaction
since there are more sensitizing opportunities. Importantly, in
susceptible individuals, the reactions described by Warkany and Hubbard are
likely to occur if mercury's presence occurred via injected thimerosal.
IV. DETECTION OF MERCURY IN AUTISTIC CHILDREN
In the past, hair, urine, or blood tests from autistic
subjects have mostly found lead rather than mercury (Wecker et al, 1985), but
this is likely due (i) to lead's pervasiveness in our environment, coupled with
autistic children's pica tendencies and general inability to detoxify any heavy
metal (LaCamera and LaCamera, 1987; Edelson & Cantor, 1998); (ii) to the
difficulty in detecting Hg, especially in older children exposed early in life,
since remaining mercury is sequestered in tissue; and (iii) to the greater
affinity of standard chelators used in challenge tests (e.g., DMSA) for lead
over mercury, making lead more readily detectable in such exams (Frackelton and
Christenson, 1998).
More recently, a number of parents of younger autistic children, in whom
mercury is more likely to be detectable, have reported higher than expected
levels of mercury in hair, blood, and urine samples. Cases studies are listed
below, and more are in the process of documentation. Several parents have also
noted improved function after chelation.
The Case Studies
We are providing data from several retrospective case studies of autistic
children with associated tissue mercury burdens. In each case we have tried to
identify potential sources of exposure, although we have not been able to
identify the exact amounts in some cases due to inadequate documentation. This
information does not purport to be a rigid scientific study, but rather an
initial effort to demonstrate that there may be a problem with mercury toxicity
in children with autism. Our primary objective is to show that considerable
amounts of mercury are found in the bodies of some autistic children. The data
we present were derived from many sources: hair, urine and blood. Some of the
samples were baseline and others were obtained utilizing a provocative agent,
either DMPS or DMSA. Typically a single dose of DMPS will provoke more mercury
from the tissue than a single oral dose of DMSA. Excretion levels will also vary
depending on the amount of DMPS or DMSA given. There are also variations among
these factors in the case studies.
Identifier: 0001SM
Sex: M Age: 5 DOB: 4-25-94
Prenatal and Postnatal History: Premature
contractions, which required bedrest during the 2nd and 3rd trimesters.
Scheduled C-section at term with good apgars. Birth weight 8 lbs. 3 oz.
Vomiting milk based formula, which subsided with a switch to soy formula at 2
months.
Developmental Landmarks: Completely normal
development, meeting all developmental milestones until 20 months of age.
Speech present with two word phrases.
Regression and Symptoms: At 20 months an
unexplained loss of speech and eye contact (lateral gaze). He began lining up
trains, developed preservations, and showed a marked decrease in attention.
Diagnosed autistic at 26 months of age. Formal psychological evaluation at 30
months found expressive speech at 14-16 months, cognitive at 12-18 months, fine
motor at 18 months, and play skills at 12 months. He was described as withdrawn
with alternating inattention or repetitive manipulation of objects.
Exposure Sources: He received multiple
vaccines with thimerosal preservatives his first year, including influenza
vaccine. The documented exposure the first year was 136.5mcg mercury. Mother
with 1 amalgam filling and minimal dietary exposure. Child with no dietary
exposure the first year of life. Families estimated consumption of seafood 3
times monthly.
Mercury Levels: Hair mercury 2.6 mcg with a
norm reference of less than 2mcg. DMPS provacation (3mg per kg. IV) 7-7-99
resulted in 87 mcg mercury per g urinary creatine. Intermittent treatment with
oral DMSA continued for 2 months with normalization of hair mercury levels.
Response to Treatment: Parents claim
significant improvement in speech and behavior, also documented on
neuropsychological evaluation on 1-14 and 1-21-00. His ability to use
language for social purposes has clearly increased and he could maintain
exchanges for several turns without excessive difficulty. He has improved in
his ability to initiate interactions and invitation to other children to play.
Academic function at or above grade level. Impressive and highly encouraging
rate of progress.
Identifier: 0002CM Sex:
M Age: 5 DOB: 12-1-94
Prenatal and Postnatal History: Unremarkable
prenatal course. Birth weight 8lbs.8oz. Maintained above the 95th percentile
for height and weight the first year of life.
Developmental Landmarks: All early
developmental landmarks - crawling, walking, and talking - were obtained on
schedule.
Regression and Symptoms: Child went from age
appropriate to severe autistic regression between 18 to 20 months. He lost
speech, eye contact and became inattentive and withdrawn. Symptoms at 3 years
include extreme thirst, echolalia, toe walking, high pain threshold, sleep
disturbances, hyperactivity and obsessive behaviors.
Exposure Sources: No maternal amalgam
history and minimal dietary exposure. He received all recommended vaccines,
although without manufacturer data we are unable to calculate total exposure at
this time. Known exposure from hepatitis B vaccine, 37.5 mcg mercury.
Mercury Levels: Hair mercury was 2.21ppm at
3 years and 3 months of age with a lab reference of 0-1.5ppm. DMPS provocation
utilizing 3 mg. DMPS/kg given IV revealed:
46 micrograms of mercury / g
creatine on 12-18-98
86 micrograms of mercury / g creatine on 3-25-99
46 micrograms of mercury / g creatine on 7-27-99
36 micrograms of mercury / g creatine on 9-30-99
Normal reference for urinary mercury 0-3 micrograms / g creatine.
Between DMPS infusions the child
received DMSA 100 mg. orally two days a week, with glutathione 75 mg. twice
daily, glycine 900 mg. on day prior to DMSA and glycine 900 mg. on DMSA
treatment days.
Response to treatment: On 3-22-00 the
parents reported marked behavioral improvement, particularly over the past two
months. He now responds to his name and follows instructions. He has developed
original speech without echolalia, and obsessive behaviors have declined.
Identifier: 0003HC Sex:
M Age: 3yr. 11mo. DOB: 4-11-96
Prenatal and Postnatal History: Prenatal
history was unremarkable. Infant was thought to be 4 weeks premature, although
birth weight was that of a term infant at 8lbs. 6oz. He developed jaundice shortly
after birth and was treated with phototherapy. He was briefly given antibiotics
for a suspected infection the first 3 days of life.
Developmental Landmarks: Parents report that
his development was normal until 12 months. He was crawling but did not begin
to walk until 18 months of age with the support of a walker.
Regression and Symptoms: Some concerns at 13
months, marked regression at 16 months. Six to seven spoken words in use at 12
months were entirely lost. Vacant stares predominated and he began biting his
hands. Officially diagnosed autistic at 2 1/2 years of age.
Exposure Sources: Mother had 8 amalgams. He
also received exposure via vaccine, but total dose is not available at this
time.
Mercury Levels: Hair mercury at 2 years 7
months was below detection limits. DMSA provacative protocol with 10 mg per kg
per dose three times daily for three days with 24 hr urine screen for heavy
metals day 2 revealed:
3.2 micrograms of mercury / g
creatine on 6-21-99
28 micrograms of mercury / g creatine on 9-13-99
13 micrograms of mercury / g creatine on 10-12-99
Normal lab reference 0-3 mcg Hg per g creatine.
Response to treatment:
Parents feel certain that DMSA chelation has resulted in improvement in their
son. They noticed almost immediate improvement during the three days of
treatment along with dramatic improvement the past six months. He is much
more with it and curious about his world . Although he is still not
talking, he is having frequent vocalizations. He just started running for the
first time 6 weeks ago.
Identifier: 0004WR Sex:
M Age: 6 DOB: 2-2-94
Prenatal and Postnatal History: Prenatal
history unremarkable with the exception of breech presentation. C-section
preformed and apgars were 9 and 10. Birth weight, 8lbs. 11oz. Normal postnatal
course.
Developmental Landmarks: He easily met and
exceeded all early developmental landmarks and was described as a pleasant,
happy baby.
Regression and symptoms: Shortly after his
first birthday he developed numerous infections and was hospitalized for a
respiratory illness. He received antibiotics, steroids, and oxygen and was
discharged on day three. By 15 months he had lost speech and interaction. At 18
months he developed a very limited diet with bouts of bloody, culture negative
diarrhea. Officially diagnosed autistic at 5 yrs, although he had been
receiving services for autism from the school system since age 3.
Exposure sources: This child received all
early vaccines with thimerosal preservative. At 2 months of age he received
62.5 mcg of mercury which represented a 125 fold increase above EPA guidelines
based on his weight. This occurred again at 4 months, 62.5 mcg mercury and 50
mcg mercury at 6 months, 11 months 12.5mcg mercury and at 18 months, 50 mcg
mercury for a total of 237.5 mcg of mercury. Mother also reports 5 dental
amalgams and minimal dietary exposure. Child has never eaten fish or seafood.
Mercury Levels: Hair analysis from 20 months
revealed 4.8 ppm mercury with a reference range of 0-1ppm and aluminum 40.2
with a reference of 0-9ppm. Note this sample was not sent for analysis until
the child was already 5 1/2 years at which time the mother became aware of his
early mercury exposure from vaccines. A subsequent analysis at 5 r years revealed
normal levels of mercury and elevated lead 1.14 ppm with a normal reference
0-0.5, aluminum 23.2, and antimony 0.017 with reference of 0-0.03 and bismuth
0.19 with reference of 0-0.11. Initial treatment with oral DMSA removed 17 mcg
per g creatine lead with reference 0-15 mcg per g creatine. Oral cyclic
chelation was continued for 5 cycles with lead again present at 15 mcg per g
creatine down to normal levels at the 5th cycle.
Response to treatment: Parents report marked
improvement with each round of chelation. The last two cycles were not as
pronounced as the first 3 cycles of treatment. An increase in spontaneous
language and a general overall increase in all areas of functioning were also
noted.
Identifier: 0005ZH Sex:
M Age: 10 DOB: 5-28-89
Prenatal and Postnatal History: Unremarkable
pre- and postnatal course. Term vaginal delivery. Pitocin given for failure to
progress. Birth weight 7 lbs. 14 oz., good apgars.
Developmental Landmarks: Mother reports he
was a very alert and pleasant infant who easily obtained all his early
developmental landmarks with the exception of crawling. He progressed directly
to walking at 8 r months. He began to babble and had developed some speech the
first year of life, which did not progress.
Regression and Symptoms: Parents were
concerned about his speech delay but attributed it to other factors. He also
developed a very picky diet with a preference for starches. He also would line
up toys and repeat phrases but was not officially diagnosed autistic until 5
years of age.
Exposure Sources: Mother with multiple
dental amalgams. DPT vaccine known to have mercury 25 mcg per dose at 2,4,and 6
months. Child did eat fish sticks as a toddler but parents switched to only
farm raised fish.
Mercury Levels: A 24 hour heavy metal
challenge at 9 years of age removed 67 mcg of mercury. Unfortunately, the
parents were not able to financially afford further treatment at that time.
Identifier: 0006MA Sex:
M Age: 4 r yrs. DOB: 8-24-95
Prenatal and Postnatal History:
Uncomplicated pregnancy, term vaginal delivery, apgars 9 and 10, birth weight 7
lbs. 6 oz. Quickly learned to breast feed, unremarkable postnatal history.
Developmental Landmarks: Easily met all
early developmental milestones. Described as being very social with good eye
contact. He was saying Mama, bye-bye, and babbling at 14 months.
Regression and Symptoms: According to the
parents, at 16 to 17 months he began to slide into his own world. He stopped
responding to his name and making eye contact. He also lost language and social
interactions. Parents also report muted emotions.
Exposure Sources: This infant was exposed to
100 mcg mercury the first six months of life via vaccines. No dietary exposure
from seafood or fish to the child. Mother with 9 amalgam fillings and only
occasional fish consumption during pregnancy.
Mercury Levels: Hair analysis without
mercury detection. Heavy metals challenge urine 8.6 mcg / g / creatine with a
norm reference of 0-2.5 mcg / g / creatine at 3 years 8 months of age. He is
currently undergoing cyclic chelation therapy with oral DMSA.
Response To Treatment: Parents report that
his level of awareness, eye contact, emotions, and receptive and expressive
language have all improved since starting the chelation program.
Identifier: 0007EK Sex:
M Age: 5 DOB: 12-10-94
Prenatal and Postnatal History:
Uncomplicated prenatal and postnatal history. Birth weight 8 lbs., apgars 9 and
9.
Developmental Landmarks: Easily met all
early milestones. Parents report precocious language skills. At 10 months he
was talking with phrases oh, there it is.
Regression and Symptoms: At 12 months there
was a major and obvious reversal in behavior. Speech, social interaction, and
laughter began to fade away rapidly. He began toe walking, lost eye contact,
grew inattentive, and developed repetitive behaviors.
Exposure Sources: Mother with 8 dental
amalgams, no fish consumption. Infant received thimerosal in vaccines, but
unable to calculate exposure at this time. At 3 years of age 8 amalgam fillings
were placed with an initial improvement in behavior for 3 weeks, then a decline
to a level much worse than before the dental work with progressive decline.
Mercury Levels: Prior to chelation
non-detectable, 12-27-99. DMPS IM + oral DMSA/EDTA and DMSA/EDTA supp.
(unspecified doses).
2-19-99 41 mcg / g creatine of
urinary mercury.
DMSA supp. 250mg bid were used 3 x
week, every other week subsequent to provocation testing. Oral DMSA provocation
for urinary Hg pending.
Response to Treatment: Multiple dietary and
secretin infusions are concurrent to the DMPS/DMSA chelation, but mother is
firmly convinced that the latter are contributing to excellent behavioral and
somatic gains. Improvement in eye contact within 2 days of DMSA is evident.
Improvement in speech, sociability and playing with toys are seen consistently
right after DMSA and are reported to be on a gradual upward trend. A full
sentence was uttered on or about 3-1-00.
In addition to the above case studies, we have collected
preliminary data on three autistic children who have not undergone chelation.
These children also exhibit elevated levels of mercury.
Data on
Non-Chelated ASD Children
Age
Sex
Mercury level and source of sample
2 r yrs.
Female
Heavy metal hair analysis 5.6ppm (ref.range 0-2)
4 r yrs.
Male
Hair analysis 1.2ug/g (ref. 0.4) PRBC 18.4 (ref 9)
5 yrs.
Male
Hair analysis 1.8 ppm PRBC 18.3 (ref. 9)
Discussion
Several observations from these case studies deserve mention. One is that all
of the children experienced a regressive form of autism. Other findings are
that (i) low levels of mercury in hair may be associated with large amounts of
mercury excretion on provocation and (ii) initial levels of provoked mercury
may not be as high as subsequent ones. Mercury in the hair will only reflect a
current or recent exposure of approximately one year or the body's active
detoxification of mercury. This was evident in a child with non-detectable
levels of mercury in the hair and positive levels on provocation.
In the case studies there is also a trend of higher numbers for mercury in
younger children (20 month hair sample of 4.8 ppm and 2 r year hair sample of
5.6 ppm). This may be related to the fact that the testing was performed closer
to the time of exposure. Hair levels of mercury greater than 5.0 ppm are
considered diagnostic for mercury poisoning (Applied Toxicology, 1992).
Among the majority of these case studies much moremodest elevations of mercury,
if detected at all, were associated with high levels of provoked mercury.
There are no standards for provoked levels of mercury in children in the
context of behavioral disorders. Therefore, we surveyed a large number of
physicians treating adults with chronic health problems diagnosed as secondary
to mercury. These clinicians advise that tolerable limits may vary according to
the general health of the patient and associated health problems. All consulted
agreed that in adults excretion of 50 mcg of mercury per gm creatine after
intravenous DMPS challenge is worrisome. We submit that the concern level for
children should be even more stringent. High levels of mercury are demonstrated
in some children without a history of fish consumption, amalgam burden, or known
environmental exposure, suggesting the role of vaccines as a contribution to
body burden.
The families who submitted these case histories wanted to tell their stories
because their children are noticeably improved after treatment for mercury.
Whether this improvement was sudden or gradual, the parents are convinced that
lessening the mercury and heavy metal burden has helped their child. They ask
us to request support for much needed research in this area.
DISCUSSION
How reasonable is it to claim that the most common form of
autism, where there is normal development and then regression, could be caused
by mercury poisoning? There are several reasons to believe that this process
has indeed occurred.
Diagnostic Criteria Are Met
Medical literature demonstrates that mercury can induce autism-spectrum traits,
and this association extends to mercury's localization within specific brain
nuclei. In attempting to address the totality of the syndrome
(Bailey et al, 1996), we have shown that every major characteristic of autism
has been exhibited in at least several cases of documented mercury poisoning,
and that every major area of biological and neurological impairment implicated
in ASD has been observed with Hg exposure. Recently, government-directed
studies have revealed that the amount of mercury given to infants receiving
vaccinations exceeds safety levels. The timing of mercury administration via
vaccines coincides with the onset of autistic symptoms. Case reports of
autistic children with measurable mercury levels in hair, blood, and urine
indicate a history of mercury exposure along with inadequate detoxification.
Thus the standard criteria for a diagnosis of mercury poisoning in autism, as
outlined at the beginning of this paper, are met. In other words, mercury
toxicity is a significant contributing factor or primary etiological factor in
many or most cases of autism.
Unique Form Would be Expected, Implicates Vaccinal Thimerosal
Symptoms manifested in mercury poisoning are diverse and vary by the interaction
of variables such as type of mercury, age of patient, method of exposure, and
so forth. Thus, although it could be argued that in all the thousands of cases
of past Hg poisonings, no instance of autism could be found, such an argument
fails to take into account the possibility of unique expression. It would be
comparable to saying that, because in all the cases of Minamata disease no
instance of acrodynia could be found, then acrodynia could not be caused by
mercury poisoning. Since there are no case reports or systematic studies in the
literature of the effects of intermittent bolus doses of injected ethylmercury
on susceptible infants and toddlers, it would be reasonable to
expect that symptoms arising from this form of mercury poisoning would present
as a novel disease. In fact, given the high neurotoxicity of organic mercury,
its known psychological effects, and the age at which it has been given in
vaccines, it would almost be a given that the novel disease would
present as a neurodevelopmental disorder like autism.
Conversely, the fact that autism meets the diagnostic criteria for mercury
poisoning, yet has never been described as a mercury-induced disease, requires
that the disorder must arise from a mode of mercury administration which has
not been studied before. This would rule out other known sources of Hg like
fish consumption or occupational mercury hazards, as these have been well
characterized. It is possible that another under-investigated mercury route,
such as maternal Hg exposures (e.g., from vaccinations, thimerosal-containing
RhoGam injections during pregnancy, or dental fillings) or infant exposures to
thimerosal-containing eardrops or eyedrops, might be a factor, and this cannot
be ruled out.
Historical Precedent Exists
There is a precedent for large scale, undetected mercury poisoning of infants
and toddlers in the syndrome that came to be known as acrodynia or pink
disease. For over 50 years, tens of thousands of children suffered the
bewildering, debilitating, and often life-long effects of this disease before
its mercury etiology was established, as Ann Dally relates in The Rise and
Fall of Pink Disease (1997, excerpts):
Acrodynia is a serious
disease that was common, at least in children's clinics, during the first half
of the present (20th) century. Reports abound of children too miserable to
acknowledge their mothers, such as the child who kept repeating, I am so
sad. One unhappy mother was quoted as saying, My child behaves like
a mad dog. In most cases the condition improved spontaneously, but was
often regarded as chronic. Mortality varied from 5.5% to 33.3% and was usually
about 7%. Most physicians who speculated on the causes of pink disease believed
in either the infective or the nutritional theory. No one seems to have
suggested that it might be due to poisoning. It was a tradition to advise
student doctors to treat cases of difficult teething with the mercury powders
that were eventually to be revealed as the cause of the disease. The
ill-effects of mercury on the mouth had been known at least since the time of
Paraclesus, but it was not until 1922 that the pediatrician, John Zahorsky,
commented on the similarity between pink disease and mercury poisoning. He
dismissed rather than pursued his new idea of possible mercury poisoning and
suggested a theory that was more in tune with current fashion. Most doctors,
even those skilled in the use of calomel, associated mercury poisoning with
adults (syphilis, industrial poisoning, hatters shakes) rather than with infants.
By 1935 the disease was seen in every children's out-patient clinic.
The mystery began to be solved in 1945 by Dr. Josef
Warkany, of the Cincinnati Children's Hospital. He and his assistant found
large amounts of mercury in the urine of a child with pink disease. They did
not publish their findings until 1948, but it is noteworthy that the news seems
not to have spread through the small and tightly knit pediatric world, where
everyone knew everyone else. It was probably because the idea was unfashionable
and contrary to the conventional wisdom. The theory that mercury poisoning
caused pink disease was gradually accepted, but against resistance,
particularly by older men and those in powerful positions. Mercury was
withdrawn from most teething powders after 1954, initially through voluntary
action by the manufacturers because of adverse publicity and probably in the
hope of avoiding statutory prohibition. Pink disease almost disappeared. Later
in the decade the theory was widely accepted and soon pink disease was no
longer part of the usual pediatric out-patient clinic.
Thus, like acrodynia before it, autism may in fact be
just another epidemic of mercury poisoning, this time caused by
childhood vaccinal mercury rather than infant teething powders.
Barriers Preventing Earlier Discovery Are Removed
The priorities and methods of research experts in the autism and mercury fields
have prevented the association between mercurialism and ASD to be recognized
until recently.
The effects on humans of mercury-containing medicinals and home remedies
used to be studied quite regularly by medical researchers (Warkany and Hubbard,
1953); but since, aside from vaccinal thimerosal, such products have declined
dramatically in number since the 1950s and 1960s, most mercury researchers
today focus on biochemical studies or environmental sources like fish and coal
plants. Some mercury experts seem surprised to learn that Hg is present in
infant vaccines (authors' personal experience), and as recently as 1997, when the
EPA released its massive review of extant mercury research, vaccines were not
even mentioned as a potential source. Thus it is not surprising that mercury
experts have never investigated thimerosal as they have, say, contaminated
whale meat consumption in the Faroes Islands or Hg exposure among Amazonian
goldminers.
Likewise, it is not surprising that neither mercury experts nor autism
professionals have ever investigated autism as a possible disease of mercury
exposure. Since its discovery by Kanner, autism has been characterized in
almost exclusively psychological terms. The descriptions have been such that
the symptoms would be essentially unrecognizable as manifestations of poisoning
to any mercury expert not looking closely. A perfect example is Kanner himself,
who recorded feeding problems and vomiting in infants and concluded: Our
patients, anxious to keep the outside world away, indicated this by the refusal
of food. Bruno Bettleheim, who dominated autism discourse in the 1950s
and 1960s and blamed the entire disorder on refrigerator mothers
who forced the withdrawal of the child, asserted, the source of the
anxiety is not an organic impairment but the child's evaluation of his life as
being utterly destructive (1967, reported in ARI Newsletter). In 1987,
Robert Sternberg would propose a unified theoretical perspective on
autism by defining the disorder in terms of a triarchic theory of
intelligence, and in the same publication Lorna Wing and Anthony Attwood
would write:
Sometimes young autistic
children will stand in a dejected posture, with tears streaming down their
faces, as if they suddenly felt their helplessness in the face of a world they
cannot understand.
Even as recently as 1995, a typical slate of articles in the dominant Journal
of Autism and Developmental Disorders (April 1995) would consist of eight
psychological pieces (example: Generativity in the Play of Young People
with Autism ) and one biomedical one (on biopterin). Thus biomedical
research in autism existed, but it was mostly relegated to the margins as
psychology held center stage, and the symptomatic characteristics of autism
continued to be presented in accord with psychological biases.
In the latter part of the 1990s, the situation on both sides changed.
Congressional mandate led to the public quantification of the cumulative amount
of mercury in vaccines, raising interest in understanding its effects. Parent
organizations like CAN and NAAR, working with the NIH and other researchers,
engineered an autism research agenda which is more heavily focused on
underlying physiological mechanisms of the disease. With parents already
suspecting a vaccine-autism link, the environment was right for investigations
focused on the link between vaccinal mercury and autism.
MEDICAL SOCIETAL IMPLICATIONS
Affected Population
The NIH (1999, web site) estimates that there are nearly half a million
Americans who suffer from autism, a devastating, debilitating, and lifelong
disorder. Given the role of thimerosal as a major contributing factor in ASD,
basic and clinical research efforts should be focused on understanding how
mercury leads to autism in susceptible individuals and on finding effective
methods to address the resulting Hg damage. Such research might focus on the
following areas, with others undoubtedly still to be identified:
(a) Chelation methods which will
work across all body tissues and especially the brain. The current standard
chelators - DMPS and DMSA - appear unable to cross the blood-brain barrier.
Other promising but less studied chelators like alpha lipoic acid can cross the
bbb (Fuchs et al, 1997) and should be studied in autism.
(b) Mechanisms to induce immunity to Hg and which
might possibly reverse the Th2 shift or IFNg expression which mercury causes.
The work of Hu and colleagues suggests that Hg can cause an immune reaction in
any individual, but some are protected by a counteractive immunosuppressive
response, and Warkany and Hubbard have pointed out that individuals who are
Hg-sensitive can later become immune . It may be possible to
engineer these responses in autistic individuals through careful research.
(c) Mechanisms which might reverse Na-Si
transporter blockage in the intestines and kidney, thereby normalizing sulfate
absorption.
(d) Techniques to eliminate the Hg-induced
epileptiform activities found in the majority of autistic children, as outlined
by LeWine et al.
(e) Stem cell applications in autism to repair
brain damage that occurred during development.
Other Disorders
As pointed out by David Hartman (1998), mercury's ability to cause a wide range
of common psychiatric disturbances should be considered in their diagnosis, and
it might also be productive in developing hypotheses about and designing
research studies for these other disorders. The disorders might include
depression, OCD, dementia, anxiety, ADHD/ADD, Tourette's, and schizophrenia.
Mercury may play a role in the etiology of some cases of these conditions.
Conversely, investigating mercury's wide ranging effects upon neurobiological
processes may lead to a quicker understanding of the organic etiologies in
these other diseases which are now seen with increasing frequency.
Vaccination Programs
Universal compliance with the recommended vaccine schedule is a governmental,
medical, and societal goal, since vaccines save lives (CDC). Our
goal is not to negatively impact childhood immunization rates. Instead, we have
been careful to distinguish between thimerosal and vaccines. Thimerosal is not
a vaccine; it is a preservative. Except for trace amounts, vaccines without
thimerosal are currently available for all routinely recommended immunizations
for children under 6 years (Institute for Vaccine Safety, 1999). Furthermore,
it is possible to remove mercury from existing products. Merck, for example,
delivered and received FDA approval for a thimerosal-free Hepatitis B vaccine
in a record-breaking two months from the time the FDA publicly encouraged
manufacturers to develop thimerosal-free alternatives (Pless, 1999; Merck,
1999). Thus, any issues being raised here are related to how vaccine programs
are run, not with vaccines themselves.
The issues, of course, are: (i) first, how thimerosal was allowed to remain
a component of the immunization program, even after 1953 when Warkany and Hubbard
specifically named vaccinal mercury as a possible factor in acrodynia, or 1982
when the FDA issued a notice singling out thimerosal as especially neurotoxic
as well as ineffective as a preservative (Federal Register, 1982); and (ii)
second, why thimerosal remains in over 30 vaccine products today (FDA, 1999),
and why the FDA, as of March 2000, has only encouraged rather than
required the vaccine manufacturers to remove the thimerosal (William Egan
personal communication). Although the CDC has stated that no adverse effects
from thimerosal have been found other than hypersensitivity reactions, the sad
fact is there have been no direct studies on the long term effects of
intermittent bolus doses of ethylmercury injected in infants and toddlers. As
Altman and Bland have aptly demonstrated (1995), absence of evidence is
not evidence of absence.
These lapses in vaccine program oversight suggest that vaccine safety
studies need to be bolstered. Current practice is to track adverse reactions
only if they occur within one month of the vaccination. The experience with
mercury clearly shows that an adverse event may not manifest for months if not
years. Studies on adverse reactions must involve long term tracking of
patients; they should investigate the impact of multiple injections as well as
compare reactions to vaccines with and without various additives; and sample
sizes need to be large enough to include especially sensitive groups. Finally,
the FDA should require manufacturers to remove all remaining thimerosal from
their vaccines immediately, so that another child is not lost to this terrible
disease.
The authors would like to thank the following people for their important
contributions to this article: Amy Rosenberg, Ayda Halker, Andrew Cutler, Edie
Davis, Merri Adler-Ross (Bergen County Community Service Program, Hackensack,
NJ), Mark Maxon, Thomas Marchie, Ramone Martinas, Michael DiPrete, Nancy Gallo,
David Patel and Paramus Library, Reference Desk (Paramus NJ)
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Autism: A Unique
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Albert Enayati
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Ch.E.
M.S.M.E.** Teresa Binstock Heidi Roger Lyn Redwood
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M.S.N.
C.R.N.P. Woody McGinnis
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Table
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SYMPTOM
Movement/Motor Function
Cognition/Mental Function
Gastrointestinal Function II
CNS Structure
Neurons Neurochemicals
Case Studies Discussion DISCUSSION Diagnostic Criteria Are Met Unique
Discovery Are Removed MEDICAL SOCIETAL
Characteristics
Autism Mercury Poisoning Mercury Poisoning Autism Psychiatric Disturbances Social
Sound
Difficulty
Uneven
Word-comprehension
Self
Rashes
Autonomic
Gastro-intestinal
Anorexia
Purine
CNS On-going
CNS Causes
T-cells
IL-2 Skewed
IL-12
CNS Structural Pathology Selectively
Purkinje
Causes
NCAMs Neuronal
NCAMs Progressive microcephaly Progressive microcephaly
INTRODUCTION Autism Autism
Filipek
Gillberg Coleman
Arvidsson
Phenylketonuria
Malhotra
Trottier
Clarkson
Mad Hatter
Alice
Mad Hatter 's Disease
Minamata Disease
Iraq
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Russia
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Longo
Matheson
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Symptomatology Variable Level of Variable Exposure Amount Ranges
Brenner
Frackelton
Christensen
Adams
Kark
Sanfilippo
Warkany Hubbard
Vroom
Greer
Ross
Amin-Zaki
Vroom Greer
I. SYMPTOM
MAAP
Tonge
Capps
Klin
Bernabei
Lewis
Roux
Howlin
Muris
Clarke
Palmer
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Jaselskis
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Amin-Zaki
Joselow
Lowell
Tuthill
Camerino
Grandjean
Piikivi
Hua
Gunderson
Iraqi
Psychiatric Disturbances Found
Autism Extreme
Mood
Lenny
Rhea Paul
Case Studies:
MAAP
Vol
Brian
Isaiah
Nate
Case Studies: Mercury Poisoning
Hatter:
Hatter
English.
Eisenmajer
Rosenhall et al ( 1999
Vostanis
Baranek
Grandjean
Farnesworth
Lowell
Mad
Hanlon
III: Summary
Autism Mercury Poisoning Mercury Poisoning Autism Complete
Sensory Perception Sensory
Paresthesia
Fagala
Tokuomi
Neville Recollection
Pink Disease Support Group
IV: Summary
Sensory Abnormalities in Mercury Poisoning Autism Mercury Poisoning Autism
Kugler
Caesaroni
Garber
Table V
Rohyans
Mercury Poisoning Autism Mercury Poisoning Autism Involuntary
Toe
Rumsey Hamburger
Rumsey
Schuler
Sigman
Yeates Mortensen
Myers Davidson
Gilbert Grant-Webster
Dales
Wigg
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Koegel
Russell
ARI Newsletter
Dale
VI: Summary
Mercury Poisoning Autism
MR-labeled
Alexia
Florentine
Cuomo
Fredriksson
Aronow
Fleischmann
Pink Disease Support Group Site
Lorscheider
VII: Summary
Autism Mercury Poisoning Autism Stereotyped
Stereotyped
Self
Rosenhall
Creel
Sperry
O'Neill
Fagala Wigg
Mattsson
Gilbert
Kinoshita
VIII: Summary
Mercury Poisoning Autism Lack
Nordin
Coplan
Davidson
Whiteley
Pfab
Ornitz
Morris
Hubbard
Autism Mercury Poisoning Autism Increase
Gastrointestinal Function
D'Eufemia
Whitely
O'Reilly
Shattock
Ross
IgG
Andres
Watzl
Puschel
Gastrointestinal Problems in Mercury Poisoning Autism Mercury Poisoning Autism Gastroenteritis
Biochemistry Sulfur: Studies
O'Reilly Waring
Na-Si
Markovitch
Page
Purine Research Society
Ono
Hg-depleted
Fuchs
Jaffe
Shenkar
Golse
ROS
Hussain
Ashour
Mitochondria: Disturbances
Chugani
Atchison Hare
Hobson
Faro
Biochemistry Arising
Autism Mercury Poisoning Autism Ties
Fuchs Sch
Zimmerman
HLA-DR
Gosselin
Fournier
Hultman
Farnesworth
DelGiudice-Asch Hollander
Nielsen Hultman
Hu
IgG
Connolly
ANA
ANolA
Weitzman
Messahel
Hgo
TNF
Shenker
Johansson
Romani
Aukrust
Fuchs
IFNg
IL-2
NK
Benito
Immune System Abnormalities in Mercury Exposure Autism Mercury Poisoning Autism Individual
AnolA
IFN
CNS Structure Autism
Minshew
Koos
Amino Acid
Vahter
Pedersen
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Sarafian
Ikeda
Cerebral Cortex
Brainstem: Autopsy
Purkinje
ARI Newslett
VII
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Hg-induced
Yuan Atchison
Acrodynia
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Li
IGF-I
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Von Burg
Rustam
Amygdala Hippocampus: Atypicalities
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XIV: Abnormalities
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Case Studies
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Postnatal History:
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Levels: Hair
Treatment: Parents
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Treatment:
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ASD Children Age Sex Mercury
PRBC
DISCUSSION How
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Ann Dally
Paraclesus
John Zahorsky
Josef Warkany
Cincinnati Children 's Hospital
Discovery Are Removed
Warkany
Faroes Islands
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Journal of Autism
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Neurotoxicity of Alkyl Mercury Compounds
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Pink Disease'
Wellcome Institute
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Disease-Ten Years
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Kimelberg HK
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Haaland KY
Orrison WW
Cernichiari E
Report: Neuropsychology
Autism: A Report
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CNS Spectrums: International Journal of Neuropsychiatric Medicine
Deutsch S
Campbell M
Sachar E
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Reuhlabca K
Methylmercury Administration
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Autism: A Cross-Cultural Replication
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Edelson SB
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Toxicol Ind Health
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Vaccines
Eisenmayer R
Waterman SJ
De Feo A
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Neuroimmunotoxicology: Humoral Assessment of Neurotoxicity
Autoimmune Mechanisms
Hassett-Sipple B
Swartout J
Schoeny R
Mercury Compounds'
Mercury Study Report
Ernst M
Zametkin AJ
Matochik JA
Pascualvaca D
Cohen RM
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Takizawa Y
Akagi H
Haraguchi K
Asano S
Takahata N
Tokunaga H
Toxicol Pathol
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Wigg CL
Psychiatric Manifestions of Mercury Poisoning
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Archives of Disease in Childhood
Pink Disease Survey Results
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Duran R
Nascimento JL
Alfonso M
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Grand Rounds: Elemental
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Lymphocyte Extract
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Toxicol Appl
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Kuperman S
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Minchin S
Gedye A
Journal of Clinical Psychology
Gilbert SG
KS
Biology of the Autistic Syndromes
Mac Keith Press
Dev Med Child Neurol
Svennerholm L
Acta Psychiatr
Goldberg M
Latin American Journal of Nuclear Medicine
Michelson AM
Revue Neurologic
Paris
Gosselin RE
Hodge HC
Therapeutic
Williams Wilkins
Grandin T
Report: Response to National Institutes
Learning Style of People With Autism: An Autobiography , Teaching Children
Kathleen Ann Quill
White RF
Jorgensen PJ
Weihe P
Keiding N
Am J Epidemiol
Larsen IB
Jergensen PJ
Placebo Response in Environmental Disease
Weihe
Environmental Research
Nielsen A
Cleary D
Oliveira Santos EC
Grundt IK
Stensland E
Syverson TL
VM
Grant KS
Burbacher TM
Mottet
NK
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Macaca
Gupta S
Aggarwal S
Report: Dysregulated Immune System in Children
Autism: Beneficial Effects of Intravenous Immun
Lee T
Th2-like
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Yeoman WB
Thompson RA
Hagerman RJ
American Journal of Diseases of Children
Halsey NA
National Vaccine Advisory Committee Workshop
Institute of Vaccine Safety
Infant Exposure
Hartman DE
Diagnostic Dilemmas
Hashimoto T
Tayama M
Miyazaki M
Sakurama N
Yoshimoto T
Murakawa K
Kuroda Y
Hara
DATA
MATERIAL CONTAINED
(201) 444-7306
996-1999
997-1998
647-1651
519-1526
383-1391
299-1309
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Dec 28, 1999
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www.vaccinationnews.com/DailyNews/July2001/AutismUniqueMercPoison.htm
www.autism.com/ari/mercurylong.html
nac.net
aol.com
difficult.to
www.users.bigpond.com/difarnsworth/pcheek42.htm
www.users.bigpond.com/difarnsworth
www.alabimnjournal.cl
www.vaccinesafety.edu
07016
10090
obsessive behaviors
venlafaxine
screening
diagnoses
neuroimaging
Autism248
http://www.autismsocietyofct.org/index.htm
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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
Autism25
http://www.autismnj.org/
Copyright 2009 Autism New Jersey, Inc.
Autism New Jersey , Inc
www.autismnj.org/
Autism250
http://www.nfar.org/index.php?option=com_content&view=article&id=91%3Aproject-grants-2006&catid=41%3Agrant-spotlight&Itemid=145&lang=en
Ê
1) Rady Children's Hospital Autism Intervention Center- Parent Education and Support for Families of Children with Autism - Provide facilitated parent education and support groups to families throughout San Diego County with a recent diagnosis of autism. Group structure intended to help build relationships within group for support. Program topics will include understanding and coping with diagnosis, challenges and opportunities with siblings, martial stress, evaluation of alternative treatment options, behavioral principles and practical techniques for decreasing challenging behaviors, therapeutic approaches, and community agencies.
2) Exceptional Family Resource Center (EFRC)- Physician's Outreach Project: Earlier Referral for Assessment of Autism (EFRC) - Studies have shown that earlier recognition of the autism warning signs leads to earlier referral, assessment, diagnosis intervention and successful outcomes. This proposal extends, expands and enhances the 2005 Autism Outreach Project with follow-up of previously visited health care professionals, meeting and providing packets to new health care professionals and evaluating the outreach initiative.
3) San Ysidro School District Special Education Department- Educational Technology Enhancement for Children with Autism - A pilot study of an Applied Behavioral Analysis (ABA) based software for children with autism in the classroom setting. Research that has examined the effectiveness of Computer Assisted Instruction (CAI) for teaching children with autism and other developmental disorders has been promising.
4) STAR (Socialization Training and Reinforcement) Program, Inc. - Breath, Stretch and Relax: An Autism Stress Reduction Project - This intervention is designed to teach children with high functioning autism or Aspergers Disorder how to relax their body and their mind so that they can more effectively deal with social demands. One of the goals is to determine the impact of this intervention approach for increasing body awareness and relaxation skills and for reducing stress-induced maladaptive behaviors.
5) University of California, San Diego - Department of Psychology - A Sustainable Training Model for Pivotal Training in the Classroom - The goal is to improve the overall quality of services for children with autism by increasing the availability and quality of training for local teachers. This study is designed to increase the sustainability, availability and effectiveness of a research-supported behavioral intervention in San Diego County school districts.
6) SDSU -Dept of Special Ed Autism Program - The Generalization of Effective Prompting Techniques by Paraprofessionals Educating Learners with Autism Spectrum Disorders- The role of the paraprofessional is very important and yet typically receive only a minimal amount of training. This project will train paraprofessionals in the use of prompting techniques for educating students with autism and analyze how effectively these skills are being utilized in the classrooms.
SeeÊprojects funded inÊ 2008, 2007, 2006, 2005
Autism
San Diego
aspergers
ABA
University of California
San Diego County
Computer Assisted Instruction
Rady Children 's Hospital Autism Intervention Center- Parent Education and Support for Families of Children
EFRC
Outreach Project: Earlier Referral for Assessment of Autism
Autism Outreach Project
San Ysidro School District Special Education Department- Educational Technology Enhancement for Children
Applied Behavioral Analysis
CAI
Socialization Training
Stretch
Relax: An Autism Stress Reduction Project
Department of Psychology
Sustainable Training Model for Pivotal Training
Autism Program
Autism Spectrum Disorders-
www.nfar.org/index.php?option=com_content&view=article&id=91%3Aproject-grants-2006&catid=41%3Agrant-spotlight&Itemid=145&lang=en
aba
Autism252
http://autismcauses.net/
(ARA) - EveryoneÕs talking about autism, and for good reason. According to a 2007 Centers for Disease Control report, one in 150 children in the U.S. has autism, a neurological disorder that affects development and social functioning and can cause even a precocious child to disappear into his or her own self-contained world. Autism is the fastest growing developmental disability in the U.S. It is more common than childhood cancer, diabetes and AIDS combined.
These statistics are alarming to parents. By arming themselves with knowledge, parents can be prepared to distinguish between behaviors that are typical for a developing child and behaviors that need special attention.
Autism is a spectrum disorder, which means every person with autism is different. At one end of the spectrum, people with AspergerÕs Disorder have trouble interacting in social environments but can live very independent lives. At the other end of the spectrum, someone diagnosed with RettÕs Disorder may need constant care.
How do parents know if their child should be evaluated for autism? There are some significant red flags which may indicate that an evaluation is appropriate. ÒParents usually identify concerns between the ages of 18 months to 3 years, although we have seen children as young as 3 months at Fraser,Ó says Pat Pulice, a licensed psychologist and autism services director at Minneapolis-based Fraser, a leading provider of autism services. Below are some signs of autism that parents should know.
* Communication Ð Children with autism may experience delayed or lack of language development. Their use of words and gestures is unusual. They may use words with no meaning or gesture instead of using words. They may repeat words or phrases in place of responsive, back and forth communication. ÒA parent who sees a significant regression may want to consider an evaluation at a place like Fraser,Ó says Pulice.
* Social Interaction Ð Children with autism often spend much of their time alone. They may be less responsive to social cues and interacting with others may be difficult. Often, displaying emotions (laughing, crying) that others donÕt understand is common. They may find it difficult to relate to others and may be unable to make eye contact.
* Sensory Impairment Ð Children with autism often have sensitivity in sight, hearing, touch, smell and taste. Parents might notice this if their child starts crying when exposed to bright lights or loud sounds or refuses to eat food of a certain color or texture. Children may also dislike being touched and overreact to pain or not react at all.
* Play Ð Children with autism may not be able to play with their toys in an imaginative way, instead playing with their toys in odd, unusual ways. They may spin toys or line them up or have an inappropriate attachment to them.
* Behaviors Ð A child with autism may be overactive or passive, have tantrums, may have no fear of danger, may show aggression and may be resistant to change. They often have repetitive behaviors such as hand-flapping that identify their excitement or upset.
ÒParents are often the best judges of whether their child is developing normally,Ó says Pulice. If you suspect your child is not developing on schedule, talk to your pediatrician. And always remember a clinical diagnosis is not the end. Types of therapies available include day treatment for children as young as preschool age, physical therapy, occupational therapy, speech-language therapy, music therapy, feeding therapy and social language groups.
ÒThere is hope for children with autism,Ó says Pulice. ÒAt Fraser, we see children learning new skills and improving every day. Many therapies are very effective in helping children to gain skills like verbalization, social interactions and how to calm themselves. What is most important is to identify the needs early and find appropriate treatment. With treatment, children with autism can learn to manage or overcome many of the challenges they face.Ó
For information on autism and other developmental disabilities, visit www.fraser.org.
Courtesy of ARAcontent
U.S.
sensitivity
eye contact
regression
Ó
social interaction
tantrums
aggression
Ð
AIDS
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ARA
Centers for Disease Control report
AspergerÕs Disorder
RettÕs Disorder
Fraser
Pat Pulice
Minneapolis-based
Ð Children
Pulice
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autismcauses.net/
www.fraser.org.
occupational therapy
physical therapy
music therapy
speech-language therapy
Autism253
http://familydoctor.org/634.xml
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Autism and Your Child
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
Can vaccines cause autism?
No. Good research has shown that there is no link between autism and childhood vaccinations ("shots") like the measles, mumps and rubella (MMR) vaccine.Vaccines are an important part of your child's health. If you have any concerns about the safety of vaccines, talk to your doctor.
Return to top
A note about vaccines
Sometimes the amount of a certain vaccine cannot keep up with the number of people who need it. More info...
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.
Return to top
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
If I have one child with autism, am I more likely to have another one?
Brothers and sisters of children who have autism have about a 5% chance of developing autism themselves. There also seems to be a higher risk (10% to 40%) of another disability, such as a learning disability, in siblings of children who have autism.If you're thinking about having more children, talk with your doctor about whether it would help you to talk with a genetic counselor.
Return to top
What is Asperger's syndrome (AS)?
Asperger's syndrome (AS) is a condition very similar to high-functioning autism. Typically, people with AS have a normal IQ and some may exhibit an exceptional skill or interest in a particular area. While verbal language development is considered normal, people with AS can have trouble using this language correctly in social situations. They may also have difficulty communicating in nonverbal ways such as making eye contact, understanding facial expressions and using body gestures. General social skills such as developing relationships and adjusting to new situations can also be affected. Even so, people who have AS can often learn how to deal with their difficulties through behavior and communication therapy.
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More Information
Special Conditions in Children
Autism Web Review
ITP: Idiopathic Thrombocytopenic Purpura
Type 1 Diabetes
Type 2 Diabetes in Children
Hearing Problems
Depression in Children and Teens
Sleepwalking
Kawasaki Disease
Proteinuria
Speech and Language Delay
Tics and Tourette Syndrome
Stuttering
More
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Other Organizations
CDC Autism InformationÊ
O.A.S.I.SÊ
Autism Society of AmericaÊ
Revolution Health Autism Community
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Written by familydoctor.org editorial staff.
American Academy of Family Physicians
Reviewed/Updated: 04/08
Created: 04/01
genetic
brain
genetic
depression
eye contact
regression
MMR
Organizations
pretend
Common Signs
No. Good
Purpura Type
Diabetes Type
Diabetes
Kawasaki Disease Proteinuria Speech and Language Delay Tics
Tourette Syndrome
Autism Society of AmericaÊ Revolution Health Autism Community Return
American Academy of Family Physicians Reviewed/Updated:
familydoctor.org/634.xml
familydoctor.org
Autism254
http://www.nytimes.com/2010/03/13/science/13vaccine.html
The three rulings are the second step in the Omnibus Autism Proceeding begun in 2002 in the United States Court of Federal Claims. The proceeding combines the cases of 5,000 families with autistic children seeking compensation from the federal vaccine injury fund, which comes from a 75-cent tax on every dose of vaccine.
Families of children hurt by vaccines for example, who suffer fatal allergic reactions are paid from it but are unable to sue the vaccine manufacturer. The fund has never accepted that vaccines cause autism; the omnibus proceeding, with nine test cases based on three different theories, was begun in 2002.
The antivaccine groups also lost the first three cases, which were decided in February 2009 by the same three judges, known as special masters. All three rulings were upheld on their first appeals.
Defenders of vaccines said they were pleased by Friday s decision, while opponents were dismissive, saying they would never get a fair ruling from the omnibus arrangement.
In the three cases brought against the government, by the parents of Jordan King, Colin R. Dwyer and William Mead, all three special masters used strong language in dismissing the expert evidence from the families lawyers.
The master in the King ruling emphasized that it was not a close case and extremely unlikely that Jordan s autism was connected to his vaccines. The master in the Dwyer case wrote that many parents relied upon practitioners and researchers who peddled hope, not opinions grounded in science and medicine.
Patricia Campbell-Smith, the master in the Mead case, also dismissed two subarguments made by a few opponents of vaccines, saying they have not shown either that certain children are genetically hypersusceptible to mercury or that certain children are predisposed to have difficulty excreting mercury.
She also echoed a contention by vaccine defenders that a shot is safer than a tuna sandwich. A normal fish-eating diet by pregnant mothers is more likely to deposit mercury in the brain than vaccines are, she wrote.
In a telephone press conference after the rulings, Dr. Paul Offit, director of the Vaccine Education Center at Children s Hospital of Philadelphia and the inventor of a rotavirus vaccine from which he receives royalties, praised the decisions, saying: This hypothesis has already had its day in scientific court, but in America we like to have our day in literal court. Fortunately, we now have these rulings.
Fears of thimerosal emerged more than a decade ago and have cast a pall over vaccines ever since, even though it has been removed from most of them. The fear has caused some parents to avoid them and made outbreaks of diseases like measles and whooping cough more likely.
Even with this decision, Dr. Offit said, it s very hard to unscare people after you ve scared them.
The Coalition for Vaccine Safety, a group of organizations that believe vaccines cause autism, dismissed the rulings.
The deck is stacked against families in vaccine court, said Rebecca Estepp, of the coalition s steering committee. Government attorneys defend a government program using government-funded science before government judges. Where s the justice in that? The coalition claims to represent 75,000 families.
Amy Carson, founder of Moms Against Mercury, who has a son with brain damage, called the vaccine court arrangement like the mice overseeing the cheese.
The vaccine injury fund and the court overseeing it were created in 1988 after judgments in state court lawsuits over vaccines became so inconsistent and so expensive that vaccine companies started quitting the American market.
The third theory, that measles vaccine causes autism, is still to be ruled on by the special masters. But Lisa Randall, a lawyer with the Immunization Action Coalition, which defends vaccines, said she believed some of the test cases had been abandoned by the families that brought them after the 2009 decisions dismissed a variant of the same theory.
brain
American
10/03/13
Coalition for Vaccine Safety
William Mead
Philadelphia
Paul Offit
Rebecca Estepp
America
Offit
United States Court
Federal Claims
Autism Proceeding
Jordan King
Colin R. Dwyer
King
Jordan
Dwyer
Patricia Campbell-Smith
Mead
Vaccine Education Center at Children
Moms Against Mercury
Lisa Randall
Immunization Action Coalition
Amy Carson
www.nytimes.com/2010/03/13/science/13vaccine.html
Autism255
http://www.newideas.net/autism
Autism in Children
Autism was first described in the 1940s, but the condition was poorly understood and little known until the 1990s. At first, autistic children were thought to suffer from schizophrenia or emotional trauma. Then, aloof and unloving "refrigerator mothers" were blamed for their children's odd behavior.
Now considered a spectrum disorder, autism ranges from its "classic" state to Asperger's Syndrome, characterized by social and communication difficulties but average to superior intelligence. Children with the disorder may exhibit repetitive behaviors as well, such as hand-flapping, head-banging or rocking back and forth. Those with classic autism generally don't speak, seem unaware of the outside world and often require institutionalization.
According to the Centers for Disease Control and Prevention (CDC), autism rates have climbed from about one in 2,500 children in the 1980s to between one and four in 500 today, but it's unclear whether the number of cases is rising or greater public awareness and broader diagnostic criteria have brought more cases to light.
Autism: Why is it on the Rise?
by Ela Schwartz in the Long Island Press. Used by permission.
Luke Gilmore has come a long way in the past few years. The 5-year-old boy used to avoid eye contact and would spend his time staring out the window or racing distractedly around the house. Now he plays with other children and can even identify about 40 words by pointing them out to his teachers. But Luke's father, John Gilmore of Long Beach, says his son hasn't spoken a word since he was about a year old.
Luke has been diagnosed with autism, a neurodevelopmental disorder whose causes remain unknown.
Gilmore believes Luke's autism was caused by mercury poisoning via three vaccines containing thimerosal, a mercury-based preservative used in childhood vaccines since the 1930s. In 1999, the U.S. Public Health Service recommended that manufacturers reduce thimerosal content from about 25 micrograms per shot to trace amounts, although older vaccines may still be on the market. But the government has not officially identified mercury as a cause of autism. Indeed, many medical professionals and even other parents like the Gilmores say the correlation isn't clear.
Luke's parents began noticing changes after his first vaccination, at the age of 2 months, when he developed eczema and asthma. After another round of vaccinations, at 8 months of age, Luke stopped making eye contact and would alternate between being "spacey and hyperactive," says Gilmore. At about 1 year, Luke got his third round of vaccines and "all hell broke loose," as his father puts it.
"He'd just bounce off the walls constantly, had gastrointestinal problems and his eczema was out of control," Gilmore remembers. "We knew something was really wrong. We'd seen three distinct changes in our son after three rounds of vaccines."
Gilmore is not alone in his belief that autism is a medically caused catastrophe. Many parents with autistic children have joined groups that seek to eliminate mercury from vaccines altogether. Gilmore is president of one such group-the New York Metro chapter of the National Autism Association. Others include the Coalition for SAFE MINDs (Sensible Action For Ending Mercury-Induced Neurological Disorders), No Mercury and Generation Rescue, all of whose members say their children were developing normally until regressing into the desolate world of autism between the ages of 2 and 7.
Their proactivity was rewarded this summer when Gov. George Pataki signed into law a bill limiting the use of thimerosal in vaccines for pregnant women and children. The bill was powered by Assemb. Harvey Weisenberg. A former educator, Weisenberg is familiar with the needs and issues facing children with physical and mental disabilities. Determined to improve the quality of life for disabled people and their families, he spearheaded the recently passed legislation that limits the amounts of thimerosal in vaccines given to children under 3 or pregnant women.
"Although there's no evidence thimerosal is the cause, we're aware mercury is toxic and poison, so why inject this into a child?" he says. But some parents say this isn't enough. They want thimerosal banned in all 50 states and financial compensation for what they consider to be injuries caused by vaccines.
"I have three children with autism, so clearly there's a genetic basis," says Michele Iallonardi of Hauppauge. "But I believe that my children would not have autism if they hadn't been exposed to thimerosal. Some people are genetically predisposed-their bodies don't have the ability to get rid of the thimerosal injected into them with their vaccines. My children are a perfect example."
Iallonardi says her eldest son, Jackson, 4, suffered developmental delays from early infancy, and because he had health problems, doctors recommended two dosages of the flu shot when he was 2 years old. "His behaviors got worse," she says, "and about a month later he was diagnosed with autism."
After that, Iallonardi stopped vaccinating her twins, Bennett and Luca, now 2, when they turned 3 months. She says their autism is not as severe as that of their sibling.
AUTISM ASCENDING
Autism was first described in the 1940s, but the condition was poorly understood and little known until the 1990s. At first, autistic children were thought to suffer from schizophrenia or emotional trauma. Then, aloof and unloving "refrigerator mothers" were blamed for their children's odd behavior.
Now considered a spectrum disorder, autism ranges from its "classic" state to Asperger's Syndrome, characterized by social and communication difficulties but average to superior intelligence. Children with the disorder may exhibit repetitive behaviors as well, such as hand-flapping, head-banging or rocking back and forth. Those with classic autism generally don't speak, seem unaware of the outside world and often require institutionalization.
According to the Centers for Disease Control and Prevention (CDC), autism rates have climbed from about one in 2,500 children in the 1980s to between one and four in 500 today, but it's unclear whether the number of cases is rising or greater public awareness and broader diagnostic criteria have brought more cases to light.
Densely populated Long Island has a high number of autistic children. May-Lynn Andresen, a registered nurse and the senior administrative manager at the Fay J. Lindner Center for Autism at North Shore-Long Island Jewish (NSLIJ) Health System in Bethpage, is the parent of a child with an autism spectrum disorder. Based on stats provided by the CDC, Andresen estimates that there may be as many as 18,000 autistic children in Nassau, Suffolk and Queens. "Autism is a big issue for us here," she says.
EVIDENCE OF HARM
David Kirby, a Brooklyn-based journalist, first heard about the thimerosal theory in 2002. He was skeptical until learning that a rider tacked on to the Homeland Security Act-dubbed the "Eli Lilly Protection Act" after the primary manufacturer-absolved pharmaceutical companies from liability for damages caused by the vaccine additive. The rider was repealed in 2003.
Kirby chronicled the experiences of parents who formed the Coalition for SAFE MINDs in Evidence of Harm-Mercury in Vaccines and the Autism Epidemic: A Medical Controversy. Published in April 2005, the book investigates claims that the FDA failed to total up the amounts of thimerosal in the increasing number of vaccines given to children and conduct safety studies, thus exposing children to amounts of thimerosal that far exceeded federal safety limits.
The book also alleges that the CDC manipulated data from the federal Vaccine Safety Database to eliminate a statistically significant link between thimerosal and autism, ADHD and speech delay, and that the CDC refused to disclose data and records until required to do so under the Freedom of Information Act. Kirby says government officials refused requests for interviews.
"I would have been willing to publish anything they had to say," he says, stressing that "evidence" of harm is not the same as "proof." People should reach their own conclusions after reading the book, in which Kirby does not take an anti-vaccine stance, he adds.
"If I had children, I would have them vaccinated," Kirby says. "Children can lose their sight or hearing, become disfigured, even die from these diseases."
Thanks to vaccinations, few of us recall the days when catching diseases such as diphtheria or measles was a childhood rite of passage. Smallpox has been eradicated; polio is rarely seen outside of the Third World. But when vaccination rates drop, diseases regain a foothold, as Japan, England and Sweden discovered when whooping cough and measles re-appeared after parents fearful of side effects stopped inoculating their children.
IN SEARCH OF ANSWERS
While there have been many studies aimed at unearthing the causes of autism, none has proven a link between the disorder and thimerosal. For the most part, the medical community attributes autism to genetic factors, and statistics do show a correlation. According to the CDC, if one child in a family has autism, the odds that a sibling will be affected increase significantly.
The National Institutes of Health (NIH) and independent researchers, who are trying to identify genes that could cause autistic symptoms, say these traits often run in families. That's something many parents of autistic children acknowledge, even as they insist there's more to blame for the condition than just chromosomes and genes.
Not everyone in the autism community believes that mercury's to blame. Many cite the fact that the CDC and other public health organizations conducted five major epidemiological (large-population) studies examining the health records of hundreds of thousands of children in the United States, the United Kingdom, Sweden and Denmark. According to the Institute of Medicine (IOM), which pored over the data, those studies show no proof that autism is linked to thimerosal.
Proponents of the theory that thimerosal and autism are linked counter that the IOM failed to give equal weight to biological and toxicological laboratory studies showing the negative neurological effects of thimerosal.
"Autism could be caused by any number of factors, but the potential for thimerosal to be one of them is there, based on research done by qualified professionals," says Chris Petrosino, the parent of a son with autism and co-president of the Nassau/Suffolk chapter of the 500-members-strong Autism Society of America, which supported the legislation to remove thimerosal from vaccines.
Those on the other side of the fence say mercury-blaming parents are upset-seeing your child regress into autism is traumatic-but that emotion is no substitute for science and facts.
Retired Roslyn dentist Marvin Schissel is an adviser to the American Council on Science and Health and the National Council Against Health Fraud. His adult son was diagnosed with autism spectrum disorder at age 25. Schissel sees no point in funding more thimerosal studies, since the preservative has been removed from most vaccines and studies have shown no concrete connection.
"Why keep wasting money and energy with this issue when we could be investigating other, more promising areas?" Schissel asks.
Marty Schwartzman, too, has his doubts about the thimerosal theory. The Bayside resident, president of the Long Island chapter of the National Alliance for Autism Research (NAAR), says his twins, Allyson and Robby, now 12, did not show signs of regression after receiving vaccinations.
"They were both delayed, but then, for some reason, Allyson took off," Schwartzman says. Now a typical seventh-grader, Allyson wants to work with autistic children when she grows up. Her brother has autism and attends the School for Language and Communi-cation Development in Glen Cove.
Schwartzman, however, considers himself open-minded and doesn't discount any potential links to the disorder that affects his son. "I go to a lot of presentations and read papers [about autism], and [many things] sound plausible, but I'm not a chemist and I don't understand the structure of cells," he says. "I think we need to explore the cause of autism to the fullest extent."
Those who do blame thimerosal are encouraged by new developments. The Los Angeles Times published a Merck company memo warning of the dangers of high mercury doses through increased immunizations. The memo was dated 1991, eight years before the FDA recommended that thimerosal be removed from vaccines.
In California, autism rates are dropping, in keeping with the prediction of lower rates after thimerosal's phase-out. The University of Texas found that school districts in environments with high mercury levels had the highest rates of special-education services, and that autism rates increased by 17 percent for every 1,000 pounds of mercury released. The emissions came from coal-burning plants, with Texas releasing more than any other state.
FUTURE FALLOUT
Autism affects more than the child diagnosed with it. Parents exhaust themselves trying to fill the child's needs. Siblings feel neglected. Financial and marital woes often set in because insurance seldom pays for expensive newer therapies and one parent may have to quit work to care for the child.
And our society is responsible for caring for a staggering number of autistic individuals. Robert Krakow, an attorney who represents vaccine-injury cases and is the father of a child with autism, is also chairman of the board of Lifespire, a not-for-profit organization that provides housing and services for 5,000 disabled adults in the New York City region. Krakow says that if you multiply the cost of special-education services for a child over several years, then add about $225,000 that's spent per year on each adult resident at an institution, the cost comes out to about $13 million to care for an autistic individual who requires housing and services over his or her lifetime.
Andresen says that huge numbers of developmentally disabled Long Island children need to be helped and supported, brought in to local school districts and protected from teasing and bullying. "Communities need to rally and provide opportunities for them to practice social skills in different environments and support them with jobs," she says. "We need to understand that it truly takes a village."
This article appears courtesy of the Long Island Press.
Giving Autism a VoiceHow Autism Affects the FamilyÜ Auditory Processing DisorderupGiving Autism a Voice Ý
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New York City
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regression
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National Alliance for Autism Research
National Institutes of Health
United States
Institute of Medicine
California
United Kingdom
IOM
NIH
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FDA
adhd
Sweden
England
Generation Rescue
Japan
Gilmore
CDC
Centers for Disease Control and Prevention
Texas
Los Angeles Times
neurodevelopmental disorder
Long Beach
NAAR
Denmark
David Kirby
U.S. Public Health Service
Kirby
National Autism Association
Autism Epidemic: A Medical
Freedom of Information Act
Queens
Autism: Why
Ela Schwartz
Long
Island Press
Luke Gilmore
Luke
John Gilmore
New York Metro
Coalition for SAFE MINDs
Sensible Action For Ending Mercury-Induced Neurological Disorders
George Pataki
Assemb
Harvey Weisenberg
Weisenberg
Michele Iallonardi
Hauppauge
Iallonardi
Jackson
Bennett
Luca
Long Island
May-Lynn Andresen
Fay J. Lindner Center
North Shore-Long Island
Jewish
NSLIJ
Health System
Bethpage
Andresen
Nassau
Suffolk
Brooklyn-based
Homeland Security Act-dubbed
Eli Lilly Protection Act
Harm-Mercury
Vaccine Safety Database
Third World
Chris Petrosino
Nassau/Suffolk
Roslyn
Marvin Schissel
American Council
Science and Health
National Council Against Health Fraud
Schissel
Marty Schwartzman
Bayside
Allyson
Robby
Schwartzman
Communi-cation Development
Glen Cove
Merck
University of Texas
Robert Krakow
Lifespire
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Long Island Press
FamilyÜ Auditory Processing DisorderupGiving
www.newideas.net/autism
Autism256
http://www.parkerautismfoundation.org/faq.html
Services
What
services do you provide?
Do
you offer ABA therapy to adults?
How
can I sign up for a workshop?
Autism
What
is Autism?
What
are the symptoms of Autism?
What
is Asperger's Syndrome?
What
are Autism Spectrum Disorders?
What
is ABA therapy?
Where
can I find more information about Autism?
Internet
What
is your privacy policy?
Do
you use cookies on your website?
Scholarships
What
scholarships do you offer?
Who
can receive an ABA scholarship?
Do
you offer other scholarships to children or their
families?
What
determines who gets a scholarship?
How
can I use the scholarship?
How
do I apply for a scholarship?
What
are your sources of funding?
The
Parker Autism Foundation finances its work through individual
contributions, corporate donations, fundraisers and club
dues. The Foundation relies on in-kind contributions to
lessen the cost of goods and services. The Parker Autism
Foundation does not tele-market. We have a nation-wide
policy against the tele-marketing of any private residence
as well as door to door solicitations.
How
can I qualify as an approved center, school, or therapist?
Therapist: To
qualify as an approved therapist each applicant should
fill out an application, provide recommendations from
teachers, employers or parents, attend Parker Autism
Foundation training, and interview with one or more
of our team. Continuing education is required for all
Parker Autism Foundation certificants. Each person
certified with the Foundation must attend at least
two training classes or workshops each year to further
their knowledge in the field of autism.
Centers: To
qualify as an approved center, the facility must have
a high standard of care, as well as trained and qualified
staff. Teachers at the center must follow the individual
goals of the child and be willing to work with the
Foundation and the family to meet the child's needs.
The center will also interview with our team.
Schools: To
qualify as an approved school, the organization must
follow the child's ABA goals and be able to provide
one-on-one intensive therapy ( ABA , SLT, OT) for the
targeted child for at least 60% of the school day.
The school staff must be well qualified and trained
in ABA. The school must be a clean and welcoming place
for children and their families, and the staff and
administration must be willing to work with the Foundation
and the families to meet the child's needs.
Does
a family need to meet income qualifications to be
served by the Foundation?
No.
We serve any family that wants or needs support. We
offer parent classes, social groups for children, ABA
consulting, ABA therapy, and children's workshops.
Where
are you located?
Our
office is located in Charlotte, N.C.
Some services, however, are provided in the following
areas:
Port
St. Lucie, Florida
Indian
River County, Florida
Charlotte,
N.C, and surrounding areas
Norfolk,
Virginia and surrounding areas
If
you are interested in any of our services but do not live
in one of our operating areas, please e-mail us
with your name and contact information and we will be happy
to refer you to the nearest ABA therapy center in your
area. If no therapy centers exist close to you, we will
notify you when we have placed therapists in your area.
How
do I become a corporate sponsor?
Corporate
contributions are needed and greatly appreciated! To
become a corporate sponsor please contact our organization
via e-mail,
or call us at 704-819-4952.
How
do I donate?
Every
contribution that you make helps a child with autism
to succeed. For more information on ways that you can
help, please visit our Giving page.
Who
can I contact for more information?
To
learn more about The Foundation and it's services you
can contact us at:
The Parker Autism Foundation
5290 Cambridge Bay Drive
Charlotte, N.C. 28269
Phone: 704-819-4952
Fax: 704-912-2788
E-mail: contactdesk@parkerautismfoundation.org
What
services do you provide?
Scholarship
grants for ABA services to children with autism
Scholarship
grants for parent and therapist training
Hold
workshops for parents, therapists, and professionals
at both the beginner and advanced levels
Provide
consultative services for home and school programs
Provide
one-on-one intensive intervention for children with
autism
Offer
support to parents and families of children with
autism
Provide
a lending library for families to share materials
How
can I sign up for a workshop?
Please
call us at (704) 819-4952 for more information.
What
is Autism?
Autism
is a type of pervasive developmental disorder that
interferes with a person's ability to communicate with
and relate to others. It is a lifelong condition involving
a biological or organic defect in the brain. Signs
of autism almost always develop before three years
of age, although age at diagnosis varies. The
current statistics state that the prevalence of autism
is approximately 1 in every 166 persons, and this statistic
continues to rise. The severity of autism
varies, and no two persons with autism hold identical
characteristics. It is much more common in boys, and
four out of every five children diagnosed with autism
are male. If you think that your child may have autism,
seek a professional diagnosis as soon as possible.
Early intervention greatly increases your child's chance
of success in a typically-developing environment.
What
are the symptoms of Autism?
All
people with autism have difficulties with social interactions
and relationships. There is always some difficulty
with verbal and nonverbal communication, and language
development in children with autism is almost always
delayed. Children with autism have limited, repetitive
and stereotypical patterns of behavior, interests and
play, such as repetitive body rocking or hand flapping,
unusual attachments to objects, and obsessions with
routines or rituals. Children with autism also typically
have a variety of sensory issues, including either
a hyper- or a hypo-sensitivity to various forms of
sensory input (sound, light, touch, etc). Some children
with autism also have a cognitive delay, but many children
with this diagnosis have average or above average intelligence.
Children with this diagnosis can range from very high
functioning to very low functioning, depending on the
levels of impairment.
What
is Asperger's Syndrome?
Asperger's
Syndrome is a pervasive developmental disorder characterized
by severe and sustained impairment in social interaction,
development of restricted and repetitive patterns of
behavior, interests and activities. These characteristics
result in clinically significant impairment in social,
occupational, or other important areas of functioning
and development. In contrast to autism, there are no
clinically significant delays in language or cognition.
There are also no delays in self help skills or in
adaptive behavior, other than those that are involved
in social interactions and relationships. Children
with Asperger's Syndrome often have obsessional interests
or activities that further impede their social development.
It is more common in males, and is often diagnosed
later than autism, usually after the age of 5. Asperger's
is not easily recognizable, and many children are misdiagnosed
or do not receive a diagnosis until much later.
What
are Autism Spectrum Disorders?
Autistic
spectrum disorder is an umbrella term for all of the
diagnoses that include autistic characteristics. This
includes Autism, Pervasive Developmental Disorders,
Asperger's Syndrome, Rett's Syndrome, and Childhood
Disintegrative Disorder. Many young children are diagnosed
with autistic spectrum disorder instead of a subcategory,
because symptom intensity and impairment level often
change as the child ages. This allows for more flexibility
in treatment options and can result in a more specific
diagnosis later in life.
What
is ABA therapy?
Applied
behavior analytic therapy is the only empirically-validated
form of intervention for young children with autism.
In ABA therapy, the client's behavior is assessed through
observations that focus on exactly what the client
does, when the client does it, at what rate, and what
happens before (antecedents) and what happens after
(consequences) behavior. Strengths and weaknesses are
specified in this way. Skills that each client shows
deficiencies in are broken down into small steps and
taught in learnable chunks. The therapy is usually
very intensive and is done on a one-to-one ratio of
therapist to child. ABA focuses on observable behavior
and data collection to allow for monitoring of progress
and alteration of programming as needed, to ensure
the best possible intervention for the targeted child.
Where
can I find more information about Autism?
Please
view our Resources page.
Here you'll find links, recommended reading, and other
information to help you in your quest for knowledge.
What
is your privacy policy?
Please
view our Privacy Policy to
learn more about how we treat your privacy on the internet.
Do
you use data cookies with your website?
Yes
but only for the purpose of
anonymous tracking of
activity that provides us with helpful information
such as how many visits per month, day of week, time
of day, duration of visit, etc..
Do
you offer ABA therapy to adults?
Not
at this time. The primary emphasis of The Parker Autism
Foundation is to provide early intensive intervention
to decrease the need for services at later ages. We
are always available to connect you with the services
that would better suit the needs of older persons with
autism.
Who
can receive an ABA scholarship?
Any
child who has been diagnosed with an Autistic Spectrum
Disorder whose family qualifies financially.
Do
you offer other scholarships to children or their
families?
Yes!
We offer scholarships for the children's workshop,
social groups, parent training classes, and ABA supplies.
What
determines who gets a scholarship?
Anyone
that financially qualifies and has a child who has
received a diagnosis for an Autistic Spectrum Disorder
is eligible. Each application will be reviewed by the
scholarship committee, and eligible families will be
asked to come in for an interview. (All scholarships
are based on availability of funds).
How
can I use the scholarship?
Scholarships
may be used at our foundation or with a Parker Autism
Foundation-approved center, school, or therapist.
How
do I apply for a scholarship?
Please
print out, fill in and fax/mail back to us. Applications can be found in our Scholarships Grants section.
brain
Autism Spectrum Disorders
sensitivity
Autism
routines
childhood disintegrative disorder
social interaction
ABA
cognitive
Asperger
Pervasive Developmental Disorders
Childhood Disintegrative Disorder
Charlotte
Syndrome
Norfolk
Parker Autism Foundation
Foundation
Autistic Spectrum Disorder
Virginia
SLT
N.C. Some
Port St. Lucie
Florida Indian River County
Florida Charlotte
N.C
Cambridge Bay Drive Charlotte
N.C.
Phone:
Parker Autism
704-819-4952
704-912-2788
(704) 819-4952
contactdesk@parkerautismfoundation.org
www.parkerautismfoundation.org/faq.html
parkerautismfoundation.org
28269
aba
diagnoses
Autism257
http://www.multipleswithautism.com/
Authors Lynn and Randy Gaston named honorees at Gala in Cooperstown, NY
Springbrook is proud to announce The Gaston Family as our gala honorees for 2010. Lynn and Randy Gaston of Howard County, Maryland are noted advocates of Autism and have seven-year-old triplet sons who were diagnosed years ago with varying degrees of Autism.Ê
Springbrook is a not-for-profit, state-licensed organization serving more than 550 people with developmental disabilities from across New York State and beyond
For more information please visit www.springbrookny.org for details.
Autism
Maryland
New York State
Lynn
Randy Gaston
Gala
Cooperstown
NY Springbrook
The Gaston Family
Howard County
Autism.Ê Springbrook
www.multipleswithautism.com/
www.springbrookny.org
Autism258
http://www.molecularautism.com/
Molecular Autism is a peer-reviewed, online open access journal that publishes high-quality basic, translational and clinical research into the molecular basis of autism and related neurodevelopmental conditions.
Molecular Autism considers studies that relate causal and risk factors with these conditions, including research into genetics, molecular neurobiology, neuropathology, imaging and biomarkers, with a focus on potential applications for intervention.
A special Molecular Autism print issue bringing together the best articles from the first few months of publication will be available at IMFAR in Philadelphia from the 20th to the 22nd of May. Register with Molecular Autism now to receive your free copy.
Philadelphia
IMFAR
Molecular Autism
www.molecularautism.com/
Autism259
http://www.autisable.com/723375723/could-alzheimer%E2%80%99s-hold-a-piece-of-the-puzzle-in-curing-autism/
Could AlzheimerÕs hold a piece of the puzzle in curing Autism? From: Dr. Chun WongDay in and day out, researchers are looking for treatments for the often life-changing condition that affects over 1% of children between 3 and 17. Though a cure for Autism may or may not be around the corner, there are often new advancements, and specialists are trying to find the missing link that will answer the difficult questions. One route that many researchers take, is associating Autism with other similar conditions in which there are successful treatments for. Another way, is to take a look at similarly structured conditions that might not have a cure yet, but have had their own advancements. The possibility of joint-discoveries gives researchers another avenue to explore when searching for cures and treatments for Autism. One of the conditions that appears to have many of the same characteristics as Autism is one that affects over 26 millions people worldwide. AlzheimerÕs traditionally affects the elderly population, but with many of the same symptoms as Autism the one substantial difference is simply the age range of the people that the conditions effect. Autism traditionally affects adolescents while AlzheimerÕs tends to attack the elderly population. Setting aside this key difference, Autism and AlzheimerÕs have a striking amount of similarities. Autism shares a number of symptoms with AlzheimerÕs including those on both physical and psychological level. Both conditions often leave their sufferers with the tendency to become catatonic at times, have attention transition issues, become easily distracted and/or disoriented and have difficulty with language comprehension. The similarities between the two conditions are in the hundreds - particularly in the similar brain patterns and symptoms. These likenesses leave you thinking - could AlzheimerÕs hold a piece of the puzzle that is finding a cure for Autism? There is currently research being done on a common drug, Namenda which slows the rate of decline in AlzheimerÕs patients. Clinicians are studying the possibility that the drug will assist in the treatment of Autism by targeting the same areas in which AlzheimerÕs Patients are affected.
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723375723
Autism260
http://www.koat.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.
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Welcome to Autism in a Nutshell The diagnosis of autism can draw out the fear and uncertainty within any parent. ItÕs a condition that has many unanswered questions and more importantly, many misleading options and theories that can cause any parent to become confused and frustrated and feeling, well, hopeless. Take a deep breath É youÕve found the site that was designed for you. Autism in a Nutshell was created to provide you with a resource where you can receiveÊaccurate and detailed information about the best strategies and mechanisms in place for treating autism. Yes, itÕs true. You can treat autism.There have been many documented cases of children fully recovering by following a systematic plan to reduce biological stressors that cause the condition known as autism. Being that autism is a spectrum disorder, meaning that a child can be anywhere along a spectrum of mildly to severely autistic, by treating the underlying pathology, they can experience improvement. You should not consider this site, or any other site for that matter, as a substitute for a physician who is trained in the biological treatment of autism. You can find a list of physicians who have been schooled in both basic and advanced courses in the biological treatment of autism at Autism Research Institute. If you happen to find a physician who claims that autism cannot be treated, then youÕve found a physician who simply doesnÕt know how. Look for another one. Our STORE offers professional grade supplements, many of which were specifically engineered for children with autism. This store is a division of AgapŽ Nutrition and a portion of all proceeds are donated to the autism community. AgapŽ Nutrition has been providing high quality supplements to the public since 1994. For store access simply click on the STORE icon on the menu above.
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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.
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SOURCE: Autism Speaks Los Angeles
Mar 08, 2010 09:42 ET
Autism Walk Expects 15,000 People
Walk Now for Autism Speaks, April 24, Pasadena Rose Bowl
LOS ANGELES, CA--(Marketwire - March 8, 2010) - Thousands will unite for autism at the 8th annual Los Angeles Walk Now for Autism Speaks at the Pasadena Rose Bowl, Saturday, April 24, 2010.
Powered by volunteers and families with loved ones on the autism spectrum, this fundraising effort generates vital funds for autism research, awareness and family services. Autism is the fastest-growing serious developmental disorder, with 1% of the population affected.
Celebrity walk attendees include:
Rodney Peete: former USC quarterback and NFL player, author of "Not My Boy!"
Holly Robinson Peete: actress, co-author of "My Brother Charlie" and Autism Speaks National Board Member
James Denton, star of ABC's "Desperate Housewives"
Ryan Wynott, star of ABC's "Flash Forward"
Dennis Zine, Los Angeles City Councilman
ABC7 morning news anchor Phillip Palmer will once again serve as the Master of Ceremonies. Members of the media are invited to attend the event, interview and photograph participants, volunteers and special guests. Registration begins at 8 a.m., the opening ceremony is at 9:30 a.m. and the walk kicks off at 10 a.m.
ABOUT WALK NOW FOR AUTISM SPEAKS: The 8th annual Walk Now for Autism Speaks 2010 event will take place April 24, 2010 in Pasadena. Last year's walk hosted 17,000 people and raised 1.27M at the Pasadena Rose Bowl. Walk Now for Autism Speaks is North America's largest grassroots autism walk. www.walknowforautism.org
ABOUT AUTISM SPEAKS: Autism Speaks is the world's largest autism advocacy organization, increasing awareness of autism spectrum disorders, funding research into the causes, prevention and treatments for autism, and advocating for the needs of individuals with autism and their families. www.autismspeaks.org
ABOUT AUTISM: According to the U.S. Centers for Disease Control (CDC), autism now affects 1% or 1 in every 110 American children, including 1 in 70 boys. Autism is a complex condition that affects a person's ability to communicate and develop social relationships, and is often accompanied by behavioral challenges.
For more information contact: Jess Block Autism Speaks Publicity Chair (909) 706-8525 JessBlockPR@gmail.com Kaitlyn Mack PR Coordinator 413-204-3429 kaitmack12@hotmail.com Phillip Hain Autism Speaks LA Chapter Executive Director (323) 297-4727 phain@autismspeaks.org
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Treating Autism
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Autism and Communication
On this page:
What is autism?
Who is affected by autism?
How does autism affect communication?
How are the speech and language problems of autism treated?
What research is being conducted to improve communication in children with autism?
Where can I find additional information?
What is autism?
Autism is one of the autism spectrum disorders, a group of conditions that vary in their severity and the age at which a child first may show symptoms. Autism spectrum disorders fall under a broader category known as pervasive developmental disorders (PDDs). PDDs cause delays in many areas of childhood development, such as the development of skills to communicate and interact socially.
Autism typically is diagnosed during a child s second year and is lifelong, although symptoms may lessen over time. There is no cure for autism, but appropriate treatments can help a child develop life skills to function more independently.
Top
Who is affected by autism?
Autism is one of the most common developmental disabilities. It affects people of every race, ethnic group, and socioeconomic background. Boys are four times more likely to have autism than are girls. According to a study by the Centers for Disease Control and Prevention (CDC), autism spectrum disorders were found to affect an average of one out of every 110 8-year-old children.
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How does autism affect communication?
The word autism has its origin in the Greek word autos, which means self. Children with autism often are self-absorbed and seem to exist in a private world where they are unable to successfully communicate and interact with others. Children with autism may have difficulty developing language skills and understanding what others say to them. They also may have difficulty communicating nonverbally, such as through hand gestures, eye contact, and facial expressions.
Not every child with an autism spectrum disorder will have a language problem. A child s ability to communicate will vary, depending upon his or her intellectual and social development. Some children with autism may be unable to speak. Others may have rich vocabularies and be able to talk about specific subjects in great detail. Most children with autism have little or no problem pronouncing words. The majority, however, have difficulty using language effectively, especially when they talk to other people. Many have problems with the meaning and rhythm of words and sentences. They also may be unable to understand body language and the nuances of vocal tones.
Below are some patterns of language use and behaviors that are often found in children with autism.
Repetitive or rigid language. Often, children with autism who can speak will say things that have no meaning or that seem out of context in conversations with others. For example, a child may count from one to five repeatedly. Or a child may continuously repeat words he or she has heard, a condition called echolalia. Immediate echolalia occurs when the child repeats words someone has just said. For example, the child may respond to a question by asking the same question. In delayed echolalia, the child will repeat words heard at an earlier time. The child may say Do you want something to drink? whenever he or she asks for a drink. Some children with autism speak in a high-pitched or singsong voice or use robot-like speech. Other children with autism may use stock phrases to start a conversation. For example, a child may say My name is Tom, even when he talks with friends or family. Still others may repeat what they hear on television programs or commercials.
Narrow interests and exceptional abilities. Some children may be able to deliver an in-depth monologue about a topic that holds their interest, even though they may not be able to carry on a two-way conversation about the same topic. Others have musical talents or an advanced ability to count and do math calculations. Approximately 10 percent of children with autism show savant skills, or extremely high abilities in specific areas, such as calendar calculation, music, or math.
Uneven language development. Many children with autism develop some speech and language skills, but not to a normal level of ability, and their progress is usually uneven. For example, they may develop a strong vocabulary in a particular area of interest very quickly. Many children have good memories for information just heard or seen. Some children may be able to read words before 5 years of age, but they may not comprehend what they have read. They often do not respond to the speech of others and may not respond to their own names. As a result, children with autism sometimes are mistakenly thought to have a hearing problem.
Poor nonverbal conversation skills. Children with autism often are unable to use gestures such as pointing to an object to give meaning to their speech. They often avoid eye contact, which can make them seem rude, uninterested, or inattentive. Without meaningful gestures or the language to communicate, many children with autism become frustrated in their attempts to make their feelings and needs known. They may act out their frustrations through vocal outbursts or other inappropriate behaviors.
Top
How are the speech and language problems of autism treated?
If a doctor suspects a child has autism or another developmental disability, he or she usually will refer the child to a variety of specialists, including a speech-language pathologist. This is a health professional trained to treat individuals with voice, speech, and language disorders. The speech-language pathologist will perform a comprehensive evaluation of the child s ability to communicate and design an appropriate treatment program. In addition, the pathologist might make a referral for audiological testing to make sure the child s hearing is normal.
Teaching children with autism how to communicate is essential in helping them reach their full potential. There are many different approaches to improve communication skills in a child with autism. The best treatment program begins early, during the preschool years, and is tailored to the child s age and interests. It also will address both the child s behavior and communication skills and offer regular reinforcement of positive actions. Most children with autism respond well to highly structured, specialized programs. Parents or primary caregivers as well as other family members should be involved in the treatment program so it will become part of the child s daily life.
For some younger children, improving verbal communication is a realistic goal of treatment. Parents and caregivers can increase a child s chance of reaching this goal by paying attention to his or her language development early on. Just as toddlers learn to crawl before they walk, children first develop pre-language skills before they begin to use words. These skills include using eye contact, gestures, body movements, and babbling and other vocalizations to help them communicate. Children who lack these skills may be evaluated and treated by a speech-language pathologist to prevent further developmental delays.
For slightly older children with autism, basic communication training often emphasizes the functional use of language, such as learning to hold a conversation with another person, which includes staying on topic and taking turns speaking.
Experts estimate that as many as 25 percent of all children with autism may never develop verbal language skills. For some of these children, the goal may be to acquire gestured communication, such as the use of sign language. For others, the goal may be to communicate by means of a symbol system in which pictures are used to convey thoughts. Symbol systems can range from picture boards or cards to sophisticated electronic devices that generate speech through the use of buttons that represent common items or actions.
Top
What research is being conducted to improve communication in children with autism?
The federal government s Combating Autism Act of 2006 brought attention to the need to expand research and improve coordination among all of the components of the National Institutes of Health (NIH) that fund autism research. These include the National Institute of Mental Health (NIMH), which is the principal institute for autism research at the NIH, along with the National Institute on Deafness and Other Communication Disorders (NIDCD), the Eunice Kennedy Shriver National Institute on Child Health and Human Development (NICHD), the National Institute of Environmental Health Sciences (NIEHS), and the National Institute of Neurological Disorders and Stroke (NINDS).
Together, these five institutes have established the Autism Centers of Excellence (ACE), a program of research centers and networks at universities across the country. Here, scientists study a broad range of topics, from basic science investigations that explore the molecular and genetic components of autism to translational research studies that test new types of behavioral interventions. Some of these studies, which could be testing new treatments or interventions, might be of interest to parents of children with autism. Go to http://clinicaltrials.gov and search on autism for information about current trials, their locations, and who may participate.
The NIDCD supports additional research to improve the lives of people with autism and their families. Recently, a group of NIDCD-funded researchers developed recommendations calling for a standardized approach to evaluate language skills in young children with autism spectrum disorders. The new benchmarks will make it easier, and more accurate, to compare the effectiveness of different intervention strategies.
NIDCD-funded researchers in universities and organizations across the country are also looking at:
Better ways to predict early in infancy if a child is at risk for an autism spectrum disorder.
Whether or not treatment interventions for at-risk infants can influence the development of speech perception and speech preferences.
How infants with autism spectrum disorders visually scan their environment during their earliest social interactions and how this influences their development of language and communication skills.
How genes and other potential factors predispose individuals to autism spectrum disorders.
Top
Where can I get additional information?
Additional information from other centers and institutes at the NIH that participate in autism research is available at http://health.nih.gov/topic/Autism.
In addition, the NIDCD maintains a directory of organizations that provide information on the normal and disordered processes of hearing, balance, smell, taste, voice, speech, and language. Please see the list of organizations at www.nidcd.nih.gov/directory.Use the following keywords to help you search for organizations that can answer questions and provide printed or electronic information on autism:
Autism
Speech-language development
Learning disabilities
For more information, additional addresses and phone numbers, or a printed list of organizations, contact:
The NIDCD Information Clearinghouse1 Communication AvenueBethesda, MD 20892-3456Toll-free Voice: (800) 241-1044Toll-free TTY: (800) 241-1055Fax: (301) 770-8977E-mail: nidcdinfo@nidcd.nih.gov
NIH Pub. No. 09-4315Updated July 2009
For more information, contact the NIDCD Information Clearinghouse.
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SOURCE: Autism Speaks Los Angeles
Mar 08, 2010 09:42 ET
Autism Walk Expects 15,000 People
Walk Now for Autism Speaks, April 24, Pasadena Rose Bowl
LOS ANGELES, CA--(Marketwire - March 8, 2010) - Thousands will unite for autism at the 8th annual Los Angeles Walk Now for Autism Speaks at the Pasadena Rose Bowl, Saturday, April 24, 2010.
Powered by volunteers and families with loved ones on the autism spectrum, this fundraising effort generates vital funds for autism research, awareness and family services. Autism is the fastest-growing serious developmental disorder, with 1% of the population affected.
Celebrity walk attendees include:
Rodney Peete: former USC quarterback and NFL player, author of "Not My Boy!"
Holly Robinson Peete: actress, co-author of "My Brother Charlie" and Autism Speaks National Board Member
James Denton, star of ABC's "Desperate Housewives"
Ryan Wynott, star of ABC's "Flash Forward"
Dennis Zine, Los Angeles City Councilman
ABC7 morning news anchor Phillip Palmer will once again serve as the Master of Ceremonies. Members of the media are invited to attend the event, interview and photograph participants, volunteers and special guests. Registration begins at 8 a.m., the opening ceremony is at 9:30 a.m. and the walk kicks off at 10 a.m.
ABOUT WALK NOW FOR AUTISM SPEAKS: The 8th annual Walk Now for Autism Speaks 2010 event will take place April 24, 2010 in Pasadena. Last year's walk hosted 17,000 people and raised 1.27M at the Pasadena Rose Bowl. Walk Now for Autism Speaks is North America's largest grassroots autism walk. www.walknowforautism.org
ABOUT AUTISM SPEAKS: Autism Speaks is the world's largest autism advocacy organization, increasing awareness of autism spectrum disorders, funding research into the causes, prevention and treatments for autism, and advocating for the needs of individuals with autism and their families. www.autismspeaks.org
ABOUT AUTISM: According to the U.S. Centers for Disease Control (CDC), autism now affects 1% or 1 in every 110 American children, including 1 in 70 boys. Autism is a complex condition that affects a person's ability to communicate and develop social relationships, and is often accompanied by behavioral challenges.
For more information contact: Jess Block Autism Speaks Publicity Chair (909) 706-8525 JessBlockPR@gmail.com Kaitlyn Mack PR Coordinator 413-204-3429 kaitmack12@hotmail.com Phillip Hain Autism Speaks LA Chapter Executive Director (323) 297-4727 phain@autismspeaks.org
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Autism is a pervasive developmental disorder that affects 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 of symptoms varies greatly.
Autism affects about 1 in 150 children in the United States (1, 2). More children than ever are being diagnosed with autism. The rates of autism are about 10 times higher than in the 1980s, though much or all of this increase may be due to improved awareness and changes in how autism is diagnosed (1).
What are the symptoms of autism?Children with autism have a number of symptoms, ranging from mild to severe. Symptoms include:
Difficulty interacting with others and making friends.
Communication problems, both with spoken language and nonverbal gestures. About 40 percent of affected children do not talk at all (2).
Insistence on the same routine.
Repetitive movements, such as hand flapping.
Some degree of mental retardation or learning disabilities (in many but not all affected children).
Each child with autism is unique, but some common characteristics and behaviors may include (2, 3):
Repeats words
Doesn't play ?pretend? games
Doesn't point at objects or wave ?bye-bye?
Is overly active
Has frequent temper tantrums
Avoids eye contact
Has difficulty starting or maintaining conversation
Does not respond to being called by name
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
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 share some of the features of autism. However, children with Asperger syndrome have normal intelligence and learn to speak at the expected age.
When is autism diagnosed? A child with autism usually does not look different from other children. The child may appear to develop normally for the first year or so of life.
But during the second year of life, 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, though it can sometimes be diagnosed as early as 18 months (2).
How is autism diagnosed?There is no 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.
The Centers for Disease Control and Prevention (CDC) recommends that all children be screened for autism at their 18-, 24- and 30-month well-child visits (2). If a screening test suggests a possible problem, the provider may do additional tests or recommend evaluation by a specialist. Who is at risk of 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).
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 (3). 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), may play a role (2). Certain infections that occur before birth (such as rubella and cytomegalovirus) have been associated with autism (2).
Do childhood vaccines contribute to autism?Childhood vaccines, including the measles/mumps/rubella (MMR) vaccine, do not cause autism. Some 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. Most likely, this is the age when symptoms of the disorder commonly begin, even if a child is not vaccinated.
Another reason that childhood vaccines were suspected of playing a role in autism is that, until recently, they included a preservative called thimerosol that contains mercury. Since 2002, all routine childhood vaccines have been free of thimerosol. The exception is the flu shot, and thimerosol-free versions are available (4).
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 that neither the MMR vaccine nor thimerosol-containing vaccines are associated with autism (5).
How is autism treated?Children often show great improvement in symptoms with intensive behavioral treatment beginning during the preschool years (2, 4). An individualized treatment program can begin as early as age 2 or 3 and continue through the school years.
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, antipsychotics 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).
For more informationAutism Society of America (800) 3AUTISM (328-8476)
Autism Information Center Centers for Disease Control and Prevention (CDC)Nation Center on Birth Defects andDevelopmental Disabilities (NCBDDD)(800) 311-3435
References
Centers for Disease Control and Prevention (CDC). Prevalence of Autism Spectrum Disorders ? Autism and Developmental Disabilities Monitoring Network, Six Sites, United States, 2000; 14 Sites, 2002. Morbidity and Mortality Weekly Report, February 9, 2007, volume 56, No. SS-1.
Centers for Disease Control and Prevention (CDC). Autism Information Center. Updated 2/7/07.
National Institute of Child Health Human Development. Autism Research at the NICHD. May 2005.
National Institute of Mental Health. Autism Spectrum Disorders (with Addendum January 2007). NIH Publication Number 5511, National Institute of Mental Health, National Institutes of Health, U.S. Department of Health and Human Services, Bethesda, MD, April 2004.
Institute of Medicine. Immunization Safety Review: Vaccines and Autism. National Academies Press, 2004.
April 2007
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Cultural Dictionary
autism [(aw-tiz-uhm)]A serious disorder appearing in childhood and characterized by the child's refusal to relate to other people and severely limited use of language. The cause of autism in children is unknown, but researchers generally feel that it lies in a malfunction of the central nervous system, not in the way parents have treated them or in other aspects of their environment. The term is sometimes applied, more loosely, to adults who are extremely self-absorbed and who see things in terms of their hopes and fantasies rather than realistically.
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Autism FAQ
Following are some frequently asked questions relating to autism spectrum disorders. If you have additional questions, please email sarrc@autismcenter.org and our family services director will answer your question promptly.
What is the definition of autism spectrum disorders?
What causes autism spectrum disorders?
Is there a cure for autism spectrum disorders?
Are there disorders that can accompany ASD?
What should I do about problematic behaviors?
Can adults with ASDs live independent lives?
How do I know what to do to help my child?
What medications are available?
How do we participate in research projects at SARRC?
What is the definition of autism spectrum disorders?
The term autism spectrum disorders (ASDs) refers to a wide range of developmental disorders and includes five classifications. According to the National Institute of Mental Health, these disorders are usually first diagnosed in early childhood and range from a severe form, called autistic disorder, through pervasive development disorder not otherwise specified (PDD-NOS), to a much milder form, Asperger's syndrome. They also include two rare disorders, Rett syndrome and childhood disintegrative disorder.
Each of these disorders has a specific set of characteristics used as criteria for diagnosis in the Diagnostic and Statistical Manual (DSM IV) of the American Psychiatric Association. It is important to understand that individuals can share common characteristics on the spectrum, yet ASD is unique to the individual and will be different for every person.
What causes autism spectrum disorders?
While autism research has made great strides in the past decade, the causes of autism spectrum disorders (ASDs) remain unknown. Family and twin studies lend support to a genetic etiology, and other studies indicate neurobiological differences in the anatomy and function of the brain in individuals with autism. The Translational Genomics Research Institute (TGen) and SARRC are currently working to find the cause or causes of ASDs.
Is there a cure for autism spectrum disorders?
Today, there is no cure for ASDs. It is not possible to "outgrow" an ASD, but it is possible to "overcome" many symptoms of an ASD or at the very least, gain control of difficult behaviors. With time and appropriate interventions, individuals can learn to compensate for deficits with new strengths and skills. There has been, and continues to be, much progress in the treatment of ASDs.
At this point in time, no one can predict what a child with autism will be like as an adult. However, most experts in the field of autism research and treatment agree that early intervention is essential and critical.
Are there disorders that can accompany ASD?
It is possible to be diagnosed with an ASD and also be diagnosed with other disorders, including attention deficit hyperactivity disorder (ADHD), learning disabilities, visual and hearing impairments, obsessive compulsive disorder (OCD), anxiety disorders, mental retardation and others. Any of these disorders can vary from mild to severe.
It is also possible for some people to be diagnosed with an ASD and not have mental retardation or other disorders.
A few other disorders that sometimes accompany autism include:
Seizures:
About one-third of the children with ASDs develop seizures 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 inactive. 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:
Found in about 3 percent of people with an ASD, 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 have many of the same symptoms as an ASD along with unusual physical features that are not typical of ASDs.
Tuberous Sclerosis:
Research shows that a relationship exists between ASDs and Tuberous Sclerosis, which is a genetic condition that causes abnormal tissue growth in the brain and problems in other organs. Although Tuberous Sclerosis is a rare disorder, occurring in less than one in 10,000 births, about a fourth of those affected are also diagnosed with an ASD. 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 ASDs.
What should I do about problematic behaviors?
While it is impossible to provide a single answer to this question that will apply to every child and every family, there are some guidelines that parents and others can follow in order to handle situations safely and effectively. There may be many different functions, or reasons, some individuals with ASD's display problematic behaviors. Due to difficulties with communication, an individual with autism may become easily frustrated if they are unable to communicate with others or have trouble understanding what to do.
When problematic behavior occurs, it is possible to find the reason or cause for the behavior. This can be done through establishing an understanding of behavior patterns. There is much to be learned by paying close attention to what happens immediately before and after a specific behavior occurs. Once the function, or cause of the behavior, is understood it is possible to determine an appropriate intervention plan to change or replace the problem behavior with a more appropriate alternative.
Teaching skills that will reduce frustration, increase communication ability and facilitate the replacement of inappropriate behavior with appropriate alternatives can be highly effective. However, it is important to refrain from trying to teach these skills when an individual is upset or engaged in a tantrum. A proactive approach will help minimize or overcome the behavior. Some proactive and preventative steps to take can include:
Provide many opportunities for the individual to make choices (e.g., Do you want to use crayon or marker?)
Provide lots of positive reinforcement and verbal praise when the individual is not acting out
Consider what motivates and makes sense to the individual and use these objects or activities to reward good behavior
Provide structure, routine and predictability through the use of routines, schedules and other appropriate supports when dealing with transitions or difficult situations
Can adults with ASD live independent lives?
Individuals with ASDs exhibit a wide range of variation when it comes to their level of functioning and capability. Every person with an ASD can learn. Some will live productive lives with varying levels of support and others will live independently, marry, work and raise a family. By teaching individuals with ASDs necessary life skills from a young age, these individuals have a greater potential to lead largely successful lives.
How do I know what to do to help my child?
Because ASDs are unique to the individual, what works for one person may not for another. Understanding the process for gathering good information and how to use that information in creating a program with appropriate support and services is always the best way to get started.
Autism experts commonly agree that intervention programs supported by solid research are an important indicator of effectiveness. With that said, research also suggests that because ASDs are unique to the individual, the results of any particular study may be impacted by these individual differences. Some approaches are controversial and can be surrounded by passionate supporters. It is important to keep your focus on the defining characteristics of the individual, what is regarded as best practice and supported by research and autism professionals, and the learning abilities and disabilities of the individual.
A comprehensive evaluation can identify strengths and challenges. This information is useful in creating a comprehensive intervention program that addresses the strengths and challenges of the individual. A comprehensive program should include supports and services that complement each other, are realistic for implementation, and are accessible to the individual in the home, community and school setting. Always work with skilled and qualified professionals to correctly implement the program and to monitor and change the program as the individual changes.
Varying treatment approaches exist with a wide range of features available. There are programs with fees covered by insurance, state and local agencies, or private pay.
SARRC recommends you consult your doctor when considering interventions that may put the health of an individual at risk.
What medications are available?
No medication can correct the brain structures or impaired nerve connections that seem to underlie ASDs. Scientists have found, however, that medicines developed to treat other disorders with similar symptoms are sometimes effective in treating the symptoms and behaviors that make it hard for individuals with autism to function at home, school or work. The idea of using medication as part of treatment is something that should be discussed in great detail with your child's doctor.
How do we participate in research projects at SARRC?
SARRC has developed a research questionnaire that we encourage all parents to complete. Information from the questionnaire is entered into our computer database, and assessments help guide our research and identify subjects for studies. We urge parents to complete the questionnaire for their typical children as well and recruit neighbors and friends (who do not have ASDs) to complete the forms. This provides SARRC with an essential control group for comparative evaluations and benchmarks.
Download research questionaire here
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There seems to be a flood of brain research lately that helps illuminate how the brain responds to social stimuli.
An intriguing new area is looking at two kinds of tissue in the brain: white matter and gray matter. We usually think of gray matter as the stuff we use for cognition; more grey matter tends to equal a higher IQ, for example. White matter, on the other hand, is the connective nerve tissue thought to be used for "wiring together" different parts of the brain.
Of course, it's not that simple. Too much gray matter in some regions has been linked to trauma.
Two studies released today looked at the relationship between volume of white or gray matter and behavior.
First, a team led by Manzar Ashtari of the Children's Hospital of Philadelphia in Pennsylvania looked at the brains of autistic kids. They found more gray matter than normal in parts of the brain dealing with social interactions. They think this could be related to abnormal function of the mirror neuron system.
Mirror neurons are thought to be special kinds of nerve cells that fire when we watch others. It's still speculative in humans, but they've found that monkeys have what they call mirror neuron regions that fire when the monkey watches a researcher pick up a cup. This might be related to empathy, the ability to literally put oneself in another's place. See Mirror Neurons, Oxytocin and Autism for more.
According to the Science Daily story, In the normal brain, larger amounts of gray matter are associated with higher IQs, Dr. Ashtari said. But in the autistic brain, increased gray matter does not correspond to IQ, because this gray matter is not functioning properly. The autistic children also evidenced a significant decrease of gray matter in the right amygdala region that correlated with severity of social impairment. Children with lower gray matter volumes in this area of the brain had lower scores on reciprocity and social interaction measures.Another study by James Cantor of the Centre for Addiction and Mental Health in Toronto found significantly less white matter in the brains of pedophiles than in the brains of non-sexual offenders. The article says,
The study, published in the Journal of Psychiatry Research, challenges the commonly held belief that pedophilia is brought on by childhood trauma or abuse. This finding is the strongest evidence yet that pedophilia is instead the result of a problem in brain development.
I don't understand why they draw this conclusion. Plenty of studies have shown abnormalities in brain development in children who've been neglected, abused or traumatized. In fact, Victor Carrion of Stanford has found more gray matter in the prefrontal cortexes of the brains of children with PTSD. He's also found decreased total volume in the PFCs of adults and children with PTSD.
He recently told me that it's difficult to identify exactly what these differences mean when it comes to brain function and behavior. He said, It seems like in some regions, there's a problem if you have more volume ... in others, it's problematic if you don't have enough.
It seems to me that Cantor's study provides further evidence for two things: that early trauma affects brain development, and that this abnormal brain development leads to abnormal behavior later.
I've contacted the Centre for Addiction and Mental Health to more information on this statement. I'll post if and when they get back to me.
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What is Autism?
If the world is a stage, and we are the actors (and actresses) of the drama that we call life, then the autistic is a passerby who has stopped to watch us. He finds rituals strange, our frustrations amusing and the masks we wear confusing. Why would someone want to tell a lie just to please another, he asked himself. Why do people like to waste time doing useless social rituals instead of improving their lives on Planet Earth, he wondered.
An actor and actress spot him and invite him to perform. But I do now know how , he exclaimed. Just do it , they tell him. But I do not understand your alien culture , he protested. Just improvise , they tell him. And so he walks clumsily up the stage.
He has not seen the script but the stage director says nothing to him. He does not feel at ease and refuses to join the social rituals that he finds ridiculous. He does not know how dance the exotic alien music and keeps bumping into the other actors. In the end, he makes a fool of himself.
The actors and actress who introduced him on stage shook their heads. You should be ashamed of yourself , one of them tells him. You had better learn how to act properly , says the other. But I am not interested to act. I just want to watch from the sidelines , he protested. No you don't. Now just be a good actor and play your part.
Hence, he finds himself lost on the vast stage of Planet Earth, living a life that is not his own, playing a role that he could not fathom and joining in dances that he does not know. The other actors soon have a nickname for him: the autistic.
Different Types of Autism
Autism does not affect everyone in the same way. There are both very mild and severe cases of autism, categorized into many sub-types. Because autistics look the same as non-autistics and have no physical deficiency, people find it difficult to empathize with their invisible disability.
First identified in 1943, professionals now classify autism into many categories including Autistic Disorder (usually severe autism) and Asperger's Syndrome (usually mild autism with high intelligence). Because every autistic express autism in a unique manner, professionals use the term autism spectrum disorder (ASD) to cover all autism-related disorders.
Difficulties Encountered
Difficulty with time - They may only understand 'now' and fail to learn from past experiences due to the lack of a Subjective Personal History. They are always fearful and anxious to know the future as they could not instinctively predict future events. They have difficulty transitioning from one activity to another as well as handling many unpredictable inputs at the same time. Unable to handle free time, they tend to develop rigid habits.
Difficulty with space - They may only see in two dimensions without the associated location, form, texture of objects. They may have poor body awareness and may not even notice that their body exists. This can cause difficulty controlling motor movements and judging whether it is safe to handle objects in a certain way.
Difficulty with emotions - Many autistics experience emotions with lesser clarity and awareness. Even when they become aware of very strong emotions, they had no idea what to do with them. Without the emotional bonding between friends and family members, they could only build transactional relationships. High functioning autistics (including those with Aspergers) often use their intellect to substitute for their unreliable instincts. They will observe the social situations they encounter, analyze their dynamics and build a huge library of rules on appropriate behavior that they can follow.
The reliance on logic does not mean that they lack emotions. When they are in a bad mood, have too little time to react or encounter something completely foreign to their understanding, their intellect may fail and lead to an emotional outburst. Likewise, even socially competent autistics may fail to handle long term intimate relationships as they could not sustain their mental effort for so long.
Difficulty with human self - The concepts of self , other , tribe (of people) and (human) intentions often elude them. Without their own Subjective Personal History for comparison, other peoples' intentions are a mysterious puzzle.
Difficulty with sensory perception - Without a coherent perception of the world, they experience fragmented consciousness. Sometimes they may miss out the meaning in speech and not realize what happened, making them seem inattentive. They may lack the capacity to enjoy sensory and emotional pleasure, making life a frustrating series of compromises and chores. Even ordinary stimuli like the subtle flickering of fluorescent lighting, strong perfume and noisy hum of traffic can make life very difficult for them.
Difficulty with speech - Without the aid of bodily instincts, speech may be difficult or impossible for them as it requires a good coordination of their mouth, tongue, throat and lungs. Without the social instincts, the content of their speech is limited to what they want, do, see or know without the intent of influencing others.
Turn your interest in Autism into a career. There are a number of online accredited degrees available in the health field.
Autism Misunderstood
Autism is sometimes mistaken as social shyness, but it is more of having a different consciousness. Autism is not just a label. Autistics do suffer because they are constantly misunderstood by the people around them and frustrated by not being able to enjoy the good things that life brings to the rest of us (like feeling the warmth of friendship, enjoying good food, being able to easily multi-task). It is not fun to be autistic.
Many autistics are not anti-social by choice. Non-autistics rely on instincts to guide them in decision making, social interaction and using their physical body. Autistics have to rely on backup systems, such as intellectual reasoning and experience. The missing instincts turn a simple social interaction into a complex social calculus equation. As a result, autistics often see no meaning in the social interaction since they are merely faking it. The mental strain tires them and removes any possible pleasure they might obtain.
While most autistics are low functioning and require help to survive, there are also able and intelligent autistics who have made important contributions to our society, such as Temple Grandin and Bram Cohen. Many speculate that Albert Einstein and Bill Gates are on the autism spectrum too.
Sometimes, autism is mistaken as a psychological rather than a developmental disorder. While autistics may develop psychological disorders from the stresses of coping with social demands, bullying, sensory overload etc, there are key differences between these:
Starting Age: Autism starts during childhood; a person cannot develop autism as an adult
Duration: Autism is lifelong while some other disorders tend to be temporarily
Causality: Autism may induce these disorders but not the other way around
Pervasive Impairment: Psychological disorders do not affect the temporal, spatial and social instincts. They may, however, affect one's motivation to socialize or interact with the world.
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Signs of autism
It is also common for autistics to suffer from depression or anger accumulated from their negative experiences with human society. Other common syndromes related to autism include:
Being Aloof to everyone - The autistic child may not show the warmth and closeness of a typical child, not even to his mother because he may not feel the emotional impulses to form social bonds.
Not knowing how to play and share - Autistic children do not know how to play and have no instinct to share their world. They tend to be unconscious of the world around them and unaware of the concept of people . Thus, they will not point at objects of interest to share with people around them.
No common sense - An autistic often does not see the world as a coherent whole. They tend to misunderstand people because they could not feel the same emotions and bodily instincts. Thus, they may find it difficult to carry out instructions or perform chores using their common sense .
Face blindness (Prosopagnosia) Autistics often find it difficult to identify and distinguish faces. This is like trying to tell the difference between two sheep of the same breed, size and color. Instead of facial features, autistics often rely on location (like being in his own office), clothes and hairstyle to distinguish people.
Central Auditory Processing Disorder (CAPD): Many autistics have difficulty filtering away background noise to understand speech. However, they can pass usual hearing tests and may even have super-sensitive hearing.
Related Disorders
Autism is associated with a few other disorders, but it can also occur without any of them.
Attention-deficit hyperactivity disorder (ADHD)
Obsessive Compulsive Disorder (OCD)
Oppositional Defiant Disorder (ODD)
Depression
Anxiety Disorders
Epilepsy
Mental retardation
Autism Causes
Autism affects many more males than females. While professionals generally agree that a genetic factor exists, they have no conclusive explaination for why autism occurs.
Some people speculate that autistics are actually descendents of the Neanderthals, an extinct species which closely resemble modern humans. Perhaps the differences in autistic's body language and functioning are not really defects but merely Neanderthal behavior.
In the meantime, National Institute of Mental Health and the Cure Autism Now Foundation are doing social research on monkeys to learn more about autism. The Baylor College of Medicine in the USA is providing genetic testing for autism using Chromosomal Microarray Analysis (CMA).
Autism Education
Autistic children require a different approach to learning because they perceive and function differently from their non-autistic peers. Techniques such as the use of social stories are known to help them. Remedies such as EIP (Early Intervention Programme) reduce autistic syndromes and faciliate autistics to interact with the world around them. Certain drugs also help to make it easier for autistics to cope with their disability, although some of these drugs also have severe side effects.
What if I am autistic?
Research - Find out more about autism. Take the online autism tests. If you have a strong feeling of that's it, that's me , then perhaps you have autism. If not, be more cautious.
Discuss - Talk to someone who knows you well. You must also find out your childhood history to be sure: the syndromes of autism are most apparent in young children, and it is often your childhood that determines if you have autism or not.
Consider getting diagnosed - A diagnosis will help make your life easier because people will tend to be understanding about your differences. If you are from a needy family, you may be able to obtain financial assistance to pay for your diagnosis. Find out more from the autism organizations near you.
Improve your life - Find out how autism affects your body, mind and behavior. Work out strategies to deal with the problems that autism causes you and take advantage of its benefits.
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Autism28
http://www.autismball.org/
The Autism Ball is an annual dinner and auction event created to raise funds for Autism related charitable organizations in the Oregon and SW Washington region. We are a fully certified 501(c)(3) organization.
This year s event will be held Saturday, April 24th, 2010 from 6pm to Midnight at Portland s Melody Ballroom. Download the Event Flyer.
The Melody Ballroom
615 SE Alder
Portland, Oregon View Map
Featured Speaker
It is our privilege and honor to welcome former Oregon Governor Barbara Roberts as our featured speaker this year.
Autism
Oregon
Portland
SW Washington
Melody Ballroom
Event Flyer
Alder Portland
Oregon View Map
Oregon
Barbara Roberts
April 24th, 2010
www.autismball.org/
Autism281
http://www.kfoxtv.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.kfoxtv.com/health/22825130/detail.html
Autism282
http://www.seattlechildrens.org/kids-health/page.aspx?id=59873
What Is Autism?Krista's younger brother seemed really quiet when Iris met him for the first time. "Yeah, he has autism," Krista said while they sorted through her CDs. Then she started talking about a new band, so Iris didn't have a chance to ask her any questions. It left her wondering: What is autism? How does someone get it? Can it be treated?Autism is a developmental disorder that some people are born with - it's not something you can catch or pass along to someone else. It affects the brain and makes communicating and interacting with other people difficult.People who have autism often have delayed language development, prefer to spend time alone, and show less interest in making friends. Another characteristic of autism is what some people describe as "sensory overload": Sounds seem louder, lights brighter, or smells stronger. Although many people with autism also have mental retardation, some are of average or high intelligence.Not everybody with autism has the exact same symptoms. Some people may have autism that is mild, whereas others may have autism that is more severe. Because it affects people differently, autism is known as a spectrum disorder . Two people with the same spectrum disorder may not act alike or have the same skills.As many as 1 in 150 people have autism, and it's more common in guys than in girls. Although doctors do not know exactly what causes it, many researchers believe autism is linked to differences in brain chemicals ( neurotransmitters ). These differences may be caused by something in our genes - families who have one child with autism have a higher risk of having another child with autism or a similar disorder. Research suggests that in most cases it's probably a combination of genes that causes the disorder, not a single autism gene.Sometimes you may hear other developmental disorders mentioned in the same way as autism, such as Asperger syndrome, Rett syndrome, and childhood disintegrative disorder. These disorders, along with autism, are all considered pervasive developmental disorders . People diagnosed with any of these disabilities have problems with social skills and communication.What Do Doctors Do?Autism is usually diagnosed at a very young age, when a child is 11/2 to 4 years old. There are no medical tests to determine whether someone has autism, although doctors may run various tests to rule out other causes of the symptoms.The best way to identify autism is to watch how a child behaves and communicates. Parents can help by telling the doctor how the child acts at home. Then a team of specialists - which may include a psychologist, a neurologist, a psychiatrist, a speech therapist, and a developmental pediatrician - will evaluate the child and compare levels of development and behavior with those of other kids the same age. Together, they will decide whether the child has autism or something else.How Is Autism Treated?Autism is not treated with surgery or medicine (although some people with autism may take medicine to improve certain symptoms, like aggressive behavior or attention problems). Instead, people who have autism are taught skills to help them do the things that are difficult for them. The best results are usually seen with kids who begin treatment when they're very young andÊas soon as they're diagnosed.Special education programs that are tailored to the child's individual needs are usually the most effective form of treatment. These programs work on breaking down barriers by teaching the child to communicate (sometimes by pointing or using pictures or sign language) and to interact with others. Basic living skills, like how to cross a street safely or ask for directions, are also emphasized.A treatment program might also include any of the following: speech therapy, physical therapy, music therapy, changes in diet, medication, occupational therapy, and hearing or vision therapy. The same specialists who helped diagnose the condition usually work together to come up with the best combination of therapies to use in addition to the educational program.By the time they are teens, people with autism may be taking regular classes orÊattending special classes at the high school level. Some may go toÊa special school because of ongoing behavioral problems.What Are Teens With Autism Like?Because their brains process information differently, teens with autism may not act like other people you know (or each other, because the symptoms of autism vary from person to person). People with autismÊcan have trouble talking and sometimes communicate with gestures instead of words. Some spend a lot of time alone, don't make friends easily (and may not act like they want to), and may notÊreact to social cues like someone smiling or scowling at them. They often do not make eye contact when you are talking to them. They also find it hard to join in a game or activity with other people. If they are sensitive to sensations, they might draw back when hugged or startle easily when they hear a sudden noise, even if it's not very loud.Some teens with autism are passive and withdrawn; others are overactive and may have tantrums or act aggressively when they are frustrated. It's important to realize that this is part of the disorder.Some teens with autism also have intellectual limitations and learning problems. Because they don't have the ability to express emotions like anger and frustration in more acceptable ways, they mightÊexpress themselves in ways that seem inappropriate. Many have difficulty coping with change and get anxious if their daily routine is altered. In more severe cases, a person with autismÊmight fixate on different objects or ideas or display repetitive motions like rocking or hand flapping.One common misconception is that people with autism don't feel or show emotion. Although they can feel affection, they often don't express it the same way others do. To an outsider, this can come across as being cold or unemotional.Living With AutismPerhaps the most difficult part of coping with autism is interacting with other people every day. Because the brain of someone with autism works a little differently, learning to communicate can be like learning a foreign language. This can make it hard for people with autismÊto express themselves or for others to understand them, so just talking with a classmate becomes stressful and frustrating.When even a casual conversation requires so much effort, it's hard to make friends. Teens with autism may have to think constantly about how other people will view their actions. They may have to make a conscious effort to pay attention to social cues the rest of us handle without even thinking. Basically, it takes a lot of work for someone with autism to do what comes naturally to most people.So if you know someone who has autism, be extra patient when you're talking with him or her. Don't expect a person with autism to look at things the same way you do. You should also realize that some behaviors you think are rude (like interrupting you when you're talking) come from a different perception of the world: It's tough for people who can't read social cues and recognize the natural pauses in a conversation to know when to jump in with their own thoughts. The more understanding and supportive you are, the more enjoyable your time together will be.Despite all the day-to-day hurdles, though, many people with autism lead fulfilling, happy lives on their own or with help from friends and family. Most teens with autism like school, and some can attend regular classes with everyone else. They have individual tastes and enjoy different activities, just like you do.Some people with autism go on to vocational school or college, get married, and have successful careers. Consider Temple Grandin, for example. Despite having autism, she earned a PhD and became a college professor and expert in animal behavior. She's written several books, including oneÊabout her experience called Thinking in Pictures: And Other Reports From My Life With Autism . Although she still struggles with the disorder almost daily, she leads a normal life, just like many other people with autism.Reviewed by: Steven Dowshen, MDDate reviewed: April 2008 Originally reviewed by: Anne M. Meduri, MD
pointing
brain
eye contact
mental retardation
MD
childhood disintegrative disorder
tantrums
Temple Grandin
rett syndrome
Krista
Iris
Pictures: And Other Reports From My Life
Steven Dowshen
Anne M. Meduri
www.seattlechildrens.org/kids-health/page.aspx?id=59873
59873
occupational therapy
physical therapy
vision therapy
music therapy
Autism283
http://www.autismcoach.com/index.html
Thanks
to Everyone Who Participated in the 2009 Autism Survey
Thanks to
everyone who generously shared their heartfelt stories in our recent
autism survey as to what parents and caregivers believe may have
triggered their child's autism. We will be
compiling the data from the survey and posting it in early 2010.
A few years ago, Autism
Coach conducted the same survey. The old survey results may be viewed by
clicking here.
Evidently, no-one had bothered to ask parents what they thought caused
their child's autism and this survey was included in the Wikipedia entry
for Autism for several years.
For more articles on
immunizations and autism, please click here.
Rate
of U.S. Autism 1 in 70 Boys
December
18, 2009. 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 was 1 percent of the population, or one in 110 of
children 8 years of age in 2006. More
Over 80 Software Titles from the Around the
World
Many children within the autism spectrum
love the computer. Autism Coach allows you to
make the most of your child's computer time by offering high-quality,
hard-to-find software titles from the U.S., England, Canada, Australia
and France that help your child move ahead in a variety of critical
areas. Autism Coach software benefits a wide
range of children: from preschoolers to teenagers,
from classically autistic to Asperger's Syndrome.
Software
Using
Money-
Ages 3-6
Designed
to encourage children ages 3-6 to learn and recognize monetary values
and handle money in everyday situations. Colorful
graphics, animations and spoken instructions make this easy for children
to use on their own.
We sell a U.S. version of this program that uses U.S. coins.
The
activities include practice on recognizing different coins, encourage
purchasing items using the correct coins, practice converting between
differing amounts of money, giving correct change and recognizing prices
in a shop, including on a shopping list.
Ages
3-6. More
Math and
Money-
Ages 6-8
One
of the most effective ways to teach math to young children is through
money - money provides manipulatives that enable children to visualize
quantities associated with abstract representation of numbers.
Needless to say learning math through counting money has practical
application and can be highly motivating as well. Paws Explore
Money is a title. specially designed to help children practice and
develop their money recognition skills through a range of fun
activities. The cat and dog are also motivating!
This program can be set to play games 5 currencies: U.S.,
Canadian, Australian, British, and the Euro. Ages 6-8. More
Thinking
Skills-
Ages 3-6
This
fun title helps develop thinking, visual perception, auditory and logic
skills. It includes matching, opposites, sequences, and listening to and
following simple instructions. Instructions are spoken narrated so even
young players can play. Ages 3-6. More
Science
Fun - Ages 6-8
Light
up a mind over the summer with this exciting new science title. It covers the themes of
ÔUsing electricityÕ, ÔCircuits and conductorsÕ and ÔLight and
shadowsÕ with a selection of fun activities. More
Sorting
This
title develops thinking and logic skills. Six games provide
something everyone to sort: including: color of car, number
of spots on ladybird, shapes, animals or people, indoors or outdoors,
edible or not edible. Popular title in the U.K. Ages 3-6.
More
Mind
Reading
Mind Reading is perhaps the single most
brilliant title ever created for the Autism Spectrum, teaching all ages
how to read emotions, through games, quizzes and a huge library of video
clips of virtually every emotion. For more information, please
click here.
Recent
Software Introductions
We are introducing many
exciting new software titles during the month of December. These
include:
My
First Computer Game teaches young children basic concepts of using a
mouse, and navigation, and then provides cognitive building activities
to play using their new computing skills. Beautifully illustrated
and animated, it uses the story of Goldilocks and the Three Bears, as
narrated by Shelly the Snail. Ages 3-6. More
Words
Music brilliantly bridges the auditory processing of music and
language by enabling children to compose up to three- part songs (with
200 instruments to choose from), type in lyrics, record their voices
singing along through a microphone, and even burn their efforts to a
CD! It doesn't get more motivating than this! This could be
used as a tool to connect the auditory processing of music, which many
children within the autism spectrum excel at, with the auditory
processing of language. Could be used to create educational and
instructional songs as well or to score and record a track for a school
theater production. Ages 7-13. More
An island is land with
water around it! ThatÕs how you spell island! Two Wise Owls
shows children how to use mnemonics like this to help them remember difficult
spellings and important information. Mnemonics have been
used with great success by visual thinkers, such as the brillliant
autistic author and scientist, Temple Grandin. Ages 6-12. More
Think
About! 1 is the first of a two CD set aimed for learners aged 9 and above. Great for older more reluctant readers, as well as those with specific learning difficulties (including dyslexia). It helps readers in finding attention to detail as well as improving memory,
comprehension listening and reading. Ages
9-14. More
Charlie the
Chimp is an appealing character who introduces children
to critical thinking skills required in math and science. Charlie
Chimp is planning a party and children are asked to help him solve problems to make it run smoothly. Ages
5-7. More
In Letters
and Nouns, charming little alien, Scally, needs your child's help in
learning letters and nouns. Explore the funny shapes, amazing sounds and wonderful words that letters start and make.
The software features Scally in 16 activities, each of which can use up to 140
words. Each word is cleverly illustrated to aid letter and letter blend recognition, and to develop whole-word sight vocabulary.
Designed to work well for special needs children. Ages 3-7. More
In Scally's
World of Problems, 200 unique maze puzzles are set on
the home planet of the little alien, Scally. There are 25 levels of
of challenge in each of the planetÕs eight environments. The levels progress from straightforward introductory tasks, ideal for young
children and those with special educational needs, to more complex puzzles demanding creative, lateral and/or divergent thinking.
Ages 7-13. More
State
of the Art Software Assessment Tools for Schools and Professionals
We are pleased to be launching a School
section of the Autism Coach web site. Our first offering is a set of state of the art
diagnostic assessment tools to enable professionals to
efficiently and accurately assess children in a wide variety of areas,
including dyslexia (visual distortion of written material), dyscalculia
(number blindness), sensory processing, and emotional
intelligence. More
Functional
Living Skills
Over 1000 full-color photographs of children, adolescents, and adults doing a variety of functional activities. Activity areas include daily schedules and routines, personal hygiene/grooming, toileting, homework, leisure, simple meal prep, community, and behavioral rules.
These photos may be used stand-alone or with Picture This Professional.
All Ages. More
Great Action Adventure
The Great Action
Adventure teaches more than 70 verbs to children within the autism
spectrum using live-action video clips. More effective than flash
cards, this program includes a Play area, where children can click on
the verbs and see them acted out, a Teach Me area, where quizzes
reinforce their understanding. It also teaches nouns related to
the verbs, verb tenses, and sign language. It includes a Settings
Menu that allows you to customize the words taught, the order in which
they are taught, reinforcements given, and more. Ages 2-6. More
Picture This Pro is an easy to use,
highly flexible program that contains thousands of photos that you can use to
create photo flash cards, living skills strips, choice boards, token
boards, and educational materials to help your child or student learn to
communicate, behave and understand the world. Ages 3 and up.
Social
Skill Building Software
We offer software to help
children develop social and coping skills for day to day life at home
and at school. Our social skill building software titles include
the following:
Fun With Feelings uses a step-by-step
strategy to teach children to recognize and generalize understanding of 20
common emotions. Breaks emotions into visual and auditory
components, explains when emotions are displayed, and then promotes
generalization. More
Cognitive
Ability Building Software
Our hard-to-find cognitive software
titles strengthen basic cognitive abilities such as memory, auditory
processing, visualization, and
multi-tasking. These titles benefit children within a
wide age range and include: Test and Improve
Your Memory, and Thinkin' Things.
Test and Improve Your Memory
takes you around the world to play 12 fun games that improve visual and
verbal memory. It is best suited for high functioning
children within the autism spectrum, including those with Asperger's
Syndrome. Ages 10 through adult. More
Software
Savings
We are offering the popular Problem Solvers, Fun with Feelings, Math Master software programs as a suite on a single CD, along with two new titles, Sound Readers and Songs to Get Along. These
five software titles provide an economical and effective collection of educational software
that addresses many areas of need for children within the autism
spectrum. Concepts are taught incrementally and reinforced to promote generalization of information. Fun With Feelings helps children understand emotions. Problem Solvers helps children understand and use
WH questions. Math Master helps children make the connection between quantity and numbers that represent them. Sound Readers improves inferential and factual reading. Songs to Get Along teaches social skills through songs. Sold individually for $49 each, we offer all 5 software titles for $99, a savings of over $150.
Ages 6-11. More
What
if a child can't use a computer?
If a child shows an interest
in computers but can't use a mouse or keyboard, there are a wide variety
of hardware add-ons available to let kids use a computer. Also
there are some considerations for helping kids use a computer who are
sensitive to screen flickers, high-pitched noises, and excessive
animation on the screen. More
Software
for Professionals
Autism Coach software is used by classroom teachers,
special education teachers, speech therapists, and other talented
professionals. Please let us know if you are
interested in site licenses, multi-user licenses and lab packs for
Topologika, SoundSmart, or additional software titles. Please email
us a list of titles you are interested in and we will respond with options and prices.
Most
Windows 95/98 Programs Run on Windows XP Home
According to Microsoft, Windows XP is
directly compatible with hundreds of applications, but if you have an
older application that is not compatible, you can force Windows XP to provide
an environment under which that application runs. You can
choose from Windows 95, Windows 98 / ME, Windows NT (sp5), or the Windows
2000 environment. According to one of Autism Coach's software manufacturers,
9
out of 10 of his older Windows programs run under the Windows 95/98
emulator provided by Windows XP.
Introducing
the Autism Realized
Ron
Davis, Will Bennett, and Ray Davis
In
May 2008, my son, Will, became the first person in North America and
third person in the world to complete Autism Realizedª, a new program giving high functioning individuals within the
autism spectrum the tools to participate fully in life.
This program is the brainchild of and has been in the process of being
developed for several years by Ron Davis, developer of Davis Dyslexia
Correction¨, a method of helping people with dyslexia to read.
Ron, age 65, is uniquely qualified to develop and implement an
autism program Ð he is brilliant and autistic. More
Drugs
in U.S. Drinking Water
March 10, 2008.
Associated Press investigative reporters have found a vast array of pharmaceuticals in the
country's treated drinking water, including antibiotics, anti-convulsants,
acetominophen, ibuprofen, mood stabilizers, and sex hormones in the
drinking water supplies of at least 41 million Americans. These
concentrations are measured in parts per billion, but the their presence
is worrying scientists about their long-term consequences. Individuals
within the autism spectrum are particularly sensitive
contaminants. Reverse
Osmosis filtration is the only way to completely remove contaminants. More
Epsom
Salts Cut Risk of Cerebral Palsy in Half
for Premature Infants
January 31, 2008. Epsom salts (magnesium sulfate) are cheap
and according to a study can cut the risk of cerebral palsy (CP) in half
for prematurely born infants.
Epsom salt baths have been widely used for years by parents of autistic
children to help calm children down, sleep better, and to elevate levels
of sulfur and magnesium. More
Scientists
Reverse Symptoms of Autism in Mice
June 25, 2007. Researchers
from the Picower Institute for Learning and Memory at Massachusetts
Institute of Technology (MIT) genetically manipulated the mice to model
Fragile X Syndrome (FXS), which is the leading inherited cause of mental
retardation and the most common genetic cause of autism.
More
Why
is there virtually no Autism in the U.S. Amish communities?
In a ground-breaking piece of investigative journalism
published in the June 30-July 14, 2005 issue of Rolling Stone magazine,
the noted environmental activist, author, and radio show commentator,
Robert Kennedy Jr., about how public officials fudged numbers and refused to
release the epidemiological raw data conclusively proving that
vaccines caused an epidemic of autism in the United States.
Kennedy also
noted that the mercury-based preservative, thimerisol, is still being
allowed in pediatric flu vaccines, other pharmaceutical products, and in
vaccines shipped abroad, causing millions of children in around the
world to develop autism (including 1.3 million children in China alone,
where autism did not exist until they started receiving vaccines).
In an independent study of autism amongst an Amish population in the
United States which does not allow vaccinations, there is virtually no
autism - of the four Amish children out of the entire population studied
who were diagnosed autistic, all had been vaccinated, some prior to
adoption. More
Autism
Declines as States Ban Mercury from Vaccines
An article in the March 10, 2006, issue of the Journal of American Physicians and Surgeons shows that
in U.S. states where mercury was removed from childhood vaccines, the alarming increase in reported rates of autism and other neurological disorders
(NDs) in children not only stopped, but actually dropped sharply Ð by as much as 35 percent.
More
How to Improve Your Child's Prognosis
The Autism Coach Approach helps your child reach his or her maximum potential.
The majority of parents whose children have recovered from autism have
followed some or all of these guidelines. More
Checklist for Diagnosing Autism in Toddlers
British researchers have developed a
checklist for diagnosing autism in toddlers. Preliminary
studies show that they were able to identify children later diagnosed
within the autism spectrum. More
Early Warning Signs of Autism
in Infants
Researchers at the University of Florida are pioneering a new
technique for detecting autism in infants by evaluating their crawling
patterns. More
Mirror
Neuron Research May Lead to New Treatment for Autism
November, 2007. The latest research
on mirror neurons, published by the Society for Neuroscience, may lead
to new treatments for autism. Mirror
neurons are used to imitate others and acquire language.
When you perform a voluntary action, such as picking up a pencil,
a set of ÒcommandÓ neurons activate.
When you watch someone else pick up a pencil a subset of these
neurons, called Ó mirrorÓ neurons activate.
It is believed that mirror neurons enable us to learn through
imitation. In autism,
however, the mirror neurons do not typically activate, when observing
activity, leading to the implication that people with autism primarily
learn by doing and do not tend to learn by watching others. The
latest research includes retraining the brain to activate the mirror
neurons so that learning by imitation may take place. More
The
Gifted/Autism Spectrum
Gifted children and autistic children may be part
of the same spectrum. New research in mapping brain activity
provides new intriguing insights into the connections between autism and
giftedness, music and language. More
Parent
Survey Indicates Enzymes
Benefit Children
According to a survey of 260 parents using
the enzymes, Peptizyde and
Zyme Prime, over a seven month period, 90%
of parents observed sustained behavioral improvements in their children.
Virtually all of these parents saw improvements within two weeks of
starting these enzymes.
Peptizyde breaks down gluten and casein proteins commonly
found in wheat and dairy products. Some experts in autism consider
gluten and casein to be problematic for autistic children.
HN-Zyme Prime is
a complementary broad-spectrum enzyme, which helps to promote proper
digestion and assimilation of all foods, and provides some benefit for
children with phenol sensitivities.
These two enzymes complement each other when used
together and are acceptable for special diets such as
the Gluten Free/Casein Free diet and the Feingold diet.
Peptizyde
and Zyme-Prime are available from Autism Coach.
Asperger's
Spokesmodel, Heather Kuzmich
December 11, 2007 update - Heather has
also been featured in this week's People Magazine.
As reported in the New York Times,
December 4, 2007. Heather Kuzmich, age 21, has not allowed herself
to be defined by her diagnosis of Asperger's Syndrome. She is the
one of the most popular contestants in the four-and-a-half-year
history of the reality show, America's Next Top
Model. As the holidays approach, Heather's story is a source of
both inspiration and hope, showing that the autism community contains
not only some of the best and brightest people on the planet, but some
of the most beautiful as well. More
Extreme
Makeover - Autism Coach Software
Donated to Family
Autism Coach and software manufacturers
represented by Autism Coach have donated software to the O'Donnell
family featured
in an upcoming episode of ABC's Extreme Makeover: Home Edition,
that aired on ABC Sunday, February 18, 8 Eastern Time, 7
Central Time. This deserving family has 5 of their 6 children
within the autism spectrum, ranging in age from 5 to 15!
They are the only known family in America with five biological autistic
children.
Their deteriorating home was razed to the
ground and rebuilt before
Christmas. It included each child having their own bedroom, complete
with a computer configured with Autism Coach software, as well as the
therapy room.
For a list of the software we donated to
each child and a reprint of articles about
the family and this edition of Extreme Makeover, please click here.
Autism
Makes Cover of Time Magazine
Autism has made the cover story of the May 15, 2006,
issue of Time Magazine. The articles on-line articles about the
autism schools are interesting, but the science articles seem to reflect
the views of the mainstream medical and pharmaceutical industry,
attempting yet again to divert the blame for the autism epidemic to
anywhere but an excessive and mercury-laden immunization schedule.
A large percentage of parents of autistic children observed changes in
their children before, during and after immunizations and strongly
believe that immunizations triggered their children's autism.
Nonetheless, the very fact that autism is on the cover of Time Magazine,
indicates that it is an epidemic that cannot be ignored and that it is
having a significant impact upon our society. To view autism
articles from
the Time web site, click
here.
TAP
Magazine Features Autism Coach
The Autism
Perspective (TAP) magazine, is a colorful, photo-filled, highly
informative magazine published in California, now entering its second year of publication.
Each issue is filled with fascinating articles by diverse members of the
autism community. Past issues have included articles by Dr. Temple
Grandin, Stephen Shore, and Dr. Stanley Greenspan. Independently
produced, the agenda of TAP is not to
promote an agenda but to give an impartial, unbiased voice and face to
the many facets of the autism community. If you are feeling isolated in
dealing with autism, this upbeat magazine is a reminder we are not alone
but are part of a vibrant, often brilliant community of kindred
spirits with valuable information and wisdom to
share for the betterment of all.
The December
issue highlighted a fundraising event in Los Angeles for the organization, Autism
Speaks, that was headlined by Jerry Seinfeld, Paul Simon, Tom Brokaw,
and the President of NBC, Bob Wright and his wife, Suzanne. The
Wrights founded Autism Speaks to raise money for autism research - they
have a grandson within the autism spectrum. It is wonderful that
prominent members of the entertainment industry have chosen to shine the
spotlight on autism and raise money for research that may make a huge
difference for our children.
TAP often creates a
profile of an entire family in a single issue, with articles by
individual family members. In the December issue, we are amongst
the families profiled, and members of my family (my daughter, my mother,
and myself) describe how each of us has been impacted by autism.
January 2008- TAP has now
gone on-line! for a FREE on-line subscription, visit
www.theautismperspective.org.
Videos
We are pleased to now
offer a series of videos and DVDs for children, parents and
professionals. The Sound It Out Land DVD
provides games for young children to learn the alphabet while they sing
along. We also offer several video seminars for parents and
professionals by leading experts in autism including Dr. Tony Attwood,
Dr. Temple Grandin, and Carol Gray. More
Asperger Syndrome and
Employment, provides information on how to succeed at work. Being
Bullied describes and provides strategies to handle bullying
behaviors.
Bisphenol Banned from Plastics in Canada but not
in U.S.
Plastics
dishes, baby bottles and cups are also a health concern for our
children.
A man-made compound
contained in thousands of plastic products in the U.S., bisphenol A, has
been declared toxic and banned from all products in Canada. Unlike Canada, the
U.S. Food and Drug Administration ignored the same data presented to
them September
by an independent panel of scientists.
Products bisphenol A are
found thousands of products, including: baby bottles, sippy cups,
pacifiers, hard plastic Nalgene sports bottles, reusable water jugs
provided at the filtered water units at grocery stores, and in
the plastic linings of metal cans (such as soft drinks and canned
vegetables).
To read the
full Autism Coach article on the risks of bisphenol A and how to
minimize exposure to it, click here.
Lead-Free
Dishes
Safe
Children's and Family Dishes - Holiday and Everyday Patterns Available
Parents having their
children tested for heavy metal toxicity are often surprised to find
their children have high levels of lead and cadmium. The source of
some of this may unfortunately be the child's dinnerware. The
bright glazes in children's glass and ceramic dishes as well as family place settings
are often high in lead and cadmium. Dishes imported from outside the
U.S. are particularly at risk for heavy metal toxicity. We
are pleased to offer this beautiful stoneware that made in the U.S. that
is completely free of lead and cadmium, exceeding FDA standards.
Hand-crafted and hand-painted. Microwave, freezer, oven and
dishwasher safe. More
Teach Time and Temperature
Two new innovative products help children
learn to tell the time and dress appropriately depending upon the
temperature. The Teaching Hands kit comes with a working clock and
a magnetic counterpart clock for kids to match the time. More
genetic
brain
genetic
U.S.
Americans
Autism
mental retardation
routines
add
Stanley Greenspan
Canada
Autism Speaks
fragile x syndrome
United States
sleep
California
cognitive
FDA
Temple Grandin
Los Angeles
England
Autism Spectrum
CDC
U.S. Food and Drug Administration
imitation
Australian
Davis
North America
British
Microsoft
ABC
France
China
MIT
America
Canadian
U.S. Centers for Disease Control and Prevention
Associated Press
Australia
Massachusetts Institute of Technology
New York Times
Carol Gray
Me
Amish
Tony Attwood
Charlie
Autism Survey
Wikipedia
Around the
World Many
Money- Ages
Ages
Euro .
U.K. Ages
Mind Reading Mind Reading
First Computer Game
Goldilocks
Bears
Shelly
CD
Wise Owls
Chimp
Charlie Chimp
Nouns
Scally
World of Problems
Art Software Assessment Tools for Schools and Professionals
Functional Living Skills Over
Picture This Professional
All Ages
Great Action Adventure
Picture This Pro
Improve Your Memory
Problem Solvers
Sound Readers and Songs
Sound Readers
Topologika
Windows 95/98 Programs Run
Windows XP Home According
Windows XP
Windows 95
Windows 98 / ME
Windows NT
Windows 2000
Windows
Ron Davis
Will Bennett
Ray Davis
Will
Ron
Epsom Salts Cut Risk
Epsom
CP
Picower Institute for Learning and Memory
FXS
Rolling Stone
Robert Kennedy Jr.
Kennedy
States Ban Mercury from Vaccines An
Journal of American Physicians and Surgeons
Improve Your Child
Prognosis
University of Florida
New Treatment
Society for Neuroscience
ÒcommandÓ
Ó
Gifted/Autism Spectrum
Parent Survey Indicates Enzymes Benefit Children
Peptizyde
Gluten Free/Casein Free
Feingold
Heather Kuzmich
Heather
People Magazine
Extreme Makeover
O'Donnell
Extreme Makeover: Home Edition
Eastern Time
Central Time
Time Magazine
Time Magazine
TAP Magazine Features Autism Coach
Autism Perspective
TAP
Stephen Shore
Jerry Seinfeld
Paul Simon
Tom Brokaw
NBC
Bob Wright
Suzanne
Wrights
Sound It Out Land
Nalgene
December
18, 2009
March 10, 2008
January 31, 2008
June 25, 2007
July 14, 2005
March 10, 2006
December 11, 2007
December 4, 2007
May 15, 2006
www.autismcoach.com/index.html
www.theautismperspective.org.
Autism284
http://perthshireautismconnections.ning.com/
Specialisterne - Jobs for People with ASD
2 Replies
"Introduction
SPECIALISTERNE presents an opportunity to create jobs for many people with autism spectrum disorder (ASD), who would normally have great difficulty in gaining and keeping a job, becauseÉ
Started by Sheila Mackay. Last reply by Ann Barrett Mar 2.
ASD
Sheila Mackay
Ann Barrett
perthshireautismconnections.ning.com/
Autism285
http://www.ktvu.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.ktvu.com/health/22825130/detail.html
Autism286
http://www.autism-resources.com/autismfaq-simi.html
Autism FAQ - Similar Conditions
There are a number of diseases which cause children to display some
of the symptoms of autism. Also, on occasion, brain injury has
caused people to display some of the symptoms of autism. Some
diseases:
Deafness
Some children who exhibit symptoms similar to autism have
been discovered to be deaf. A child should always have his hearing
checked before being identified as autistic.
Galactosemia
Inborn error in carbohydrate metabolism. [Inability
to metabolize galactose?]
Heller's Disease
Normal development to age 3 or 4, then abrupt
onset of fretfulness, negativism and anxiety. Regression of
mental development and gradual loss of speech.
LKS "Landau-Kleffner Syndrome"
Also Acquired Childhood Epileptic Aphasia.
Very rare disorder. Typical profile: normal development and age
appropriate language first 3-7 years; Loss of receptive language
while retaining some expressive language; "Telegraphic" speech--few
verbs; Suspicion of deafness; Child frustrated, puzzled by change
in himself; Autistic-like behaviors; normal or above normal
non-verbal IQ score; abnormal EEG, with or without seizures. Some
practitioners suspect that some cases of Childhood Disintegrative
Disorder or "late outset" autism may be Landau-Kleffner Syndrome.
PKU "Phenylketonuria"
A genetic disorder of the metabolism which
will result in brain-damage during the first years of life unless
special dietary measures are taken. Inadequate production of the
enzyme which converts the amino acid phenylalanine into another
amino acid, tyrosine. The extra phenylalanine accumulates in body
fluids and converts to several chemicals that damage the brain.
Symptoms include mental retardation as well as some of the symptoms
of autism. PKU has been eliminated by screening all children
immediately after birth so proper dietary measures can be taken.
Rett's Syndrome
a neurological disorder that occurs only in girls.
Unlike autism, girls initially show normal development, then
revert. The initial symptoms include some that are associated
with autism. From DSM IV:
DIAGNOSTIC CRITERIA FOR 299.80 RETT'S DISORDER (females only)
A. All of the following:
(1) apparently normal prenatal and postnatal development (2)
apparently normal psychomotor develop (3) normal head circumference
at birth
B. Onset of all of the following after a period of normal
development:
(1) deceleration of head growth between ages 5 and 48 months (2)
loss of previously acquired purposeful hand skills between ages 5
and 30 months with subsequent development of stereotyped hand
movements (e.g. hand wringing or hand washing) (3) loss of social
engagment early in the course (although social interaction often
develops later) (4) appearance of poorly coordinated gait or trunk
movements (5) severely impaired expressive and receptive language
development with severe pyschomotor retardation.
Childhood Disintegrative Disorder
Much rarer than autism. I've seen references which treat this
as a synonym for Heller's Disease (see above).
From DSM IV:
DIAGNOSTIC CRITERIA FOR 299.10 CHILDHOOD DISINTEGRATIVE DISORDER
A. Apparently normal development for at least the first 2 years
after birth as manifested by the presence of age appropriate verbal
and nonverbal communication, social relationships, play and adaptive
behavior.
B. Clinically significant loss of previously acquired skills
(before age 10 years in at least two of the following areas:
(1) expressive or receptive language (2) social skills or adaptive
behavior (3) bowel or bladder control (4) play (5) motor skills
C. Abnormalities of functioning in at least two of the following
areas:
(1) qualitative impairment in social interaction (e.g., impairment
in nonverbal behaviors, failure to develop peer relationships, lack
of social or emotional reciprocity)
2) qualitative impairments in communication (e.g., delay or lack of
the development of spoken language, inability to initiate or sustain
a conversation, stereotyped and repetitive use of language, lack of
verbal make-believe play)
(3) Restricted repetitive & stereotyped patterns of behavior,
interests and activities, including motor stereotypes and
mannerisms.
D. The disturbance is not better accounted for by another specific
Pervasive Developmental Disorder or by Schizophrenia.
Tourette's Syndrome
a condition thought to be genetic that causes
uncontrollable motor and/or vocal tics. A major longterm study is
being conducted by David Cummings, who published a thick book on the
genetic links between various neurological disorders. (Not easy
reading.)
Obsessive-compulsive disorder
Obsessions are thoughts or images
that are involuntary, intrusive, and anxiety-provoking. Compulsions
are impulses to perform a variety of stereotyped behaviors or
rituals. OCD is a neurological disorder, cause uncertain. However,
it is often confused with obsessions and compulsions caused by
mental illness or simple neurosis, in much the way that the term
"Autism" has been used to refer to any person who is severely
withdrawn. For a clearer picture of OCD, read The Boy Who Wouldn't
Stop Washing (Judith Rapaport). Clinical OCD
has easily categorized symptomology that tend to occur at certain
stages of life; counting and sorting and "evening out" usually start
during childhood, "grooming" compulsions usually start at puberty,
and "ruminating" (obsessions) usually begin during adulthood.
Cocktail party speech syndrome
a syndrome comprising the following
characteristics: (1) A perseveration of response, either echoing the
examiner, or repetition of an earlier statement made by the child.
(2) An excessive use of social phrases in conversation. (3) An
over-familiarity in manner, unusual for one's age. (4) A habit of
introducing personal experience into the conversation in irrelevant
and inappropriate contexts. (5) Fluent and normally well
articulated speech.
Asperger's Syndrome
Similar to Autism except that language
development is normal. In some people's minds, the same thing as
high-functioning Autism. From DSM IV (p77):
DIAGNOSTIC CRITERIA FOR 299.80 ASPERGER'S DISORDER
A. Qualitative impairment in social interaction, as manifested by
at least two of the following:
(1) marked impairments in the use of multiple nonverbal behaviors
such as eye-to-eye gaze, facial expression, body postures, and
gestures to regulate social interaction
(2) failure to develop peer relationships appropriate to
developmental level
(3) 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 to other people)
(4) lack of social or emotional reciprocity
B. Restricted repetitive and stereotyped patterns of behavior,
interests, and activities, as manifested by at least one of the
following:
(1) encompassing preoccupation with one or more stereotyped and
restricted patterns of interest that is abnormal either in
intensity or focus
(2) apparently inflexible adherence to specific, nonfunctional
routines or rituals
(3) stereotyped and repetitive motor mannerisms (e.g., hand or
finger flapping or twisting, or complex whole-body movements)
(4) persistent preoccupation with parts of objects
C. The disturbance causes clinically significant impairments in
social, occupational, or other important areas of functioning
D. There is no clinically significant general delay in language
(e.g., single words used by age 2 years, communicative phrases used
by age 3 years)
E. There is no clinically significant delay in cognitive
development or in the development of age-appropriate self-help
skills, adaptive behavior (other than social interaction), and
curiosity about the environment in childhood
F. Criteria are not met for another specific Pervasive
Developmental Disorder of Schizophrenia
Nonverbal learning disabilities
Semantic-pragmatic speech disorder (Semantic Pragmatic Disorder
or SPD)
A communication problem with mild autistic symptoms
and problems generalizing.
Schizophrenia
a mental illness which can result in behavior similar
to autism. Unlike autism, schizophrenia usually starts in
adolescence or early adulthood, and involves delusions or
hallucinations. Note that "Childhood Schizophrenia" used to refer
to what we now label "Autism" and that the former term is still
used in some circles.
PDD or PDD/NOS or PDD-NOS "Pervasive Development Disorder/Not
Otherwise Specified"
PDD therefore becomes a term for individuals
who do not fully meet the medical criteria for autism, but it is a
very loose term. From DSM IV:
299.80 PERVASIVE DEVELOPMETAL DISORDER
NOT OTHER SPECIFIED (including Atypical Autism)
This category should be used when there is a severe and pervasive
impairment the development of reciprocal social interaction,
verbal and nonverbal communication skills, or when the stereotyped
behavior, interest and activities are present, but the criteria are
not met by a specific Pervasive Developmental Disorder,
Schizophrenia, Schizotypal Personality Disorder or Avoidant
Personality Disorder. For example, this category includes "atypical
autism" - presentations that do not meet the criteria for Autistic
Disorder because of late age at onset, atypical symptomatology, or
subthreshold symptomology (note; fewer than 6 items), or all
three.
mucopolysaccharoidoises (Type I)
Has coincided with autism.
adenylosuccinate lyase deficiency
a disorder of nucleic acid
metabolism. Has coincided with autism.
Childhood aphasia
?
Receptive Developmental Dysphasia
?
Celiac's disease
Gluten intolerance (?)
Fragile-X Syndrome
The most common cause of inherited mental
retardation, with an incidence of about 1/1500 in males and 1/2500
in females. The inheritance pattern of the disease is unlike other
X-linked disorders, because it shows significant numbers of
apparently unaffected male carriers and some clinically affected
females. The disease derives its name from the presence of a
fragile site on the X chromosome of affected individuals.
ADD "Attention Deficit Disorder"
A disorder consisting of having a
short attention span. Dr. C.
Gillberg from Sweden has proposed (in addition to others) that
there may be a continuum from ADD to autism. He proposes that some
kids are in the middle of the continuum, with a combination of ADD
and autistic features. These kids often have "soft" neurologic
signs (incl. fine and/or gross motor coordination problems) in
addition to their ADD, and are socially awkward.
ADHD "Attention Deficit Hyperactivity Disorder"
Another term for ADD when the person is also hyperactive.
Thought to be
caused by a chemical imbalance in the brain, which results in a
biological deficiency in a childs ability to concentrate.
Diagnosis of ADHD is a grey area: there are 18 criteria involved in
identifying ADHD including such traits as inability to concentrate
and aggressiveness. The question of how many criteria a child must
have before pharmaceutical treatment is however still debated. A
daily dose of a controversial prescription drug called RITALIN, has
been reported to cause marked improvement in childrens behaviour.
CMV
?
Tuberous Sclerosis
?
Hyperlexia
a disorder consisting of precocious reading development,
disordered language acquisition and social and behavioral
deficits. It is a matter of discussion whether to consider it a
type of autism or asperger's syndrome.
Manic Depression
Autistic Children who have no apparent
neurological basis for their disorders may actually be suffering
from an inherited, early-onset form of manic-depression, according
to results of two studies conducted at Duke University Medical
Center, Durham, NC. The findings were reported in the May and
August 1994 issues of "Developmental Medicine and Child Neurology."
Angelman Syndrome
resembles autism only superficially since Angelman
kids are profoundly retarded and (somtimes?) don't
exhibit the lack of empathy, eye contact, etc. typical of autism.
It is caused by a particular defect in chromosome 15 which
can be diagnosed accurately by chromosome testing.
The other name for it is the Happy Puppet because the
children's limbs are usually held out from the body
stiffly and the children always have a smiling countenance.
Besides extreme retardation, other symptoms include
low muscle tone, recurring seizures, sleep disorders,
gastrointetinal problems, and slow development.
Another syndrome caused by a defect in chromosome 15 is Prader-Willi.
Smith-Magenis Syndrome
has a lot of autistic characiteristics.
Caused by a particular defect in the 17th chromosome.
Klinefelter Syndromes
Having an XXY chromosome. It is easily
testable through genetic testing and occurs in about 1 in 1000
births. Often includes developmental and language impairment,
and has been correlated with some kinds of withdrawn behavior.
DAS "Developmental Apraxia of Speech"
Also known as "Developmental Verbal Dyspraxia".
A neurologically-based speech disorder observed in children learning to
speak. It affects the rate of speech development, the number of sounds
in a child's repertoire, and the child's ability to combine sounds
during the production of words.
Lactic Acidosis
tendency to accumulate of lacitic acid in the
blood. It's connection with autism is that it has been found to
coincide with autism more than chance would dictate.
Prosopagnosia
The inability to recognize faces, also known as face blindness.
Irlen Syndrome/Scotopic Sensitivity Syndrome (SSS)
Visual perceptual problem identified by Helen Irlen which
causes (among other things) black-on-white print to be difficult
to read, and which can be alleviated by filtering out portions
of the light spectrum with colored glasses.
See Irlen Lenses under treatment.
Turner's syndrome
A syndrome in females where they are missing one of their
two X chromosomes.
Carnitine Deficiency
A condition which can have symptoms similar to Reye's Syndrome.
It can be caused by genetic factors.
Others I've heard mentioned:
Congenital Rubella Syndrome, Hypomelanosis of Ito,
mucopolysacchrides, fetal alcohol effect, cocaine use during
pregnancy, Anxiety disorders, Mucopolysaccharidoses (MPS),
Lesch-Nyhan Syndrome, Intermittent Explosive Disorder, static
encephalopathy, sleep disorder, abnormal fear structure, Cornelia de
Lange Syndrome, Wilsons Disease, Aphasia, Schizoid Personality
Disorder, Porphyria (?), Bi-Polar Affective Disorder, Defiant
Disorder, Spacial Planning Disorder, Neurofibromatosis,
Candida Albicans.
pointing
genetic
brain
genetic
depression
sensitivity
Autism
ocd
eye contact
mental retardation
routines
regression
add
PDD
childhood disintegrative disorder
social interaction
seizures
attention deficit disorder
anxiety
sleep
eye gaze
cognitive
ADHD
attention deficit hyperactivity disorder
adhd
ritalin
Sweden
Pervasive Developmental
OCD
Tuberous Sclerosis
Disorder
PKU
Heller
NC
PDD-NOS
atypical
Tourette
landau-kleffner syndrome
Syndrome
ADD
language impairment
Duke University Medical Center
Developmental Medicine
Angelman
Celiac
Child Neurology
Galactosemia Inborn
Landau-Kleffner Syndrome
Acquired Childhood Epileptic Aphasia
Telegraphic
A. All
B. Onset
A. Apparently
B. Clinically
C. Abnormalities
Restricted
David Cummings
Boy Who Wouldn't Stop Washing
Judith Rapaport
A. Qualitative
B. Restricted
D. There
E. There
F. Criteria
Semantic-pragmatic
SPD
Pervasive Development Disorder/Not Otherwise
PERVASIVE DEVELOPMETAL
Receptive Developmental Dysphasia
Fragile-X Syndrome
C. Gillberg
Manic Depression Autistic Children
Durham
Angelman Syndrome
Prader-Willi
Smith-Magenis Syndrome
DAS
Developmental Verbal Dyspraxia
Irlen Syndrome/Scotopic Sensitivity Syndrome
SSS
Helen Irlen
See Irlen
Reye
Congenital Rubella Syndrome
Ito
Mucopolysaccharidoses
Lesch-Nyhan Syndrome
Cornelia de Lange Syndrome
Wilsons Disease
Aphasia
Porphyria
Bi-Polar Affective
Neurofibromatosis
Candida Albicans
www.autism-resources.com/autismfaq-simi.html
screening
Autism287
http://www.talkaboutcuringautism.org/index.htm
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www.talkaboutcuringautism.org/index.htm
www.phplivesupport.com">
Autism288
http://www.daylife.com/topic/Autism
AP Photo
6 months ago
In this photo taken Aug, 21, 2009, Kaleb Drew, 6, right with his autism service dog, Chewey, leaves the Villa Grove Elementary School in Villa Grove, Ill. , with his sister Kelsey, 7, and mother, Nichelle, after attending a half day of school. Kaleb will start his first full day of...
View Photo È
AP Photo
Kaleb Drew
Chewey
Villa Grove Elementary School
Villa Grove
Ill.
Kelsey
Nichelle
Kaleb
View Photo È
Aug, 21, 2009
www.daylife.com/topic/Autism
Autism289
http://www.autism-watch.org/general/ninds.shtml
Autism Fact Sheet (2003)
Information from the National Institute
for Neurological Disease and Stroke
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 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 early educational intervention may improve social development and reduce undesirable behaviors. People with autism have a normal life expectancy.
Autism affects an estimated 10 to 20 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. They 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:*
* 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). People with autistic behavior but well-developed language skills are often diagnosed with Asperger syndrome. 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 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 syndrome are 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 have identified a number of genes that play a role in the disorder. In some children, environmental factors also may play a role in development of 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. 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 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. About a third of children with autistic spectrum disorders eventually develop epilepsy. The risk is highest in children with severe cognitive impairment and motor deficits. Adolescence may worsen 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 National Institute of Neurological Disorders and Stroke (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. Researchers also are investigating possible biologic markers present at birth that can identify infants at risk for the development of autism. 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.
This article was posted on August 21, 2004.
genetic
brain
genetic
sensitivity
Autism
routines
National Institute of Neurological Disorders
NINDS
National Institutes of Health
childhood disintegrative disorder
social interaction
seizures
attention deficit disorder
fragile x syndrome
Impaired
Bethesda
cognitive
PKU
rett syndrome
CDD
Rett
Maryland
Tourette
Stroke
Autism Fact Sheet
Federal Government
National Institute for Neurological Disease
Common Signs of Autism
Role Does Genetics Play
August 21, 2004
www.autism-watch.org/general/ninds.shtml
Autism29
http://www.ncbi.nlm.nih.gov/bookshelf/br.fcgi?book=gene&part=autism-overview
An additional 3-5% of individuals with autism have other chromosome abnormalities, including apparently balanced and unbalanced translocations, inversions, rings, interstitial deletions and duplications, and marker chromosomes [Wassink et al 2001, Reddy 2005]. Although cytogenetic abnormalities on almost every chromosome have been found in association with autism, only a few occur commonly enough to be regarded as possible indicators of putative autism genes. Chromosome abnormalities (in addition to 15q duplications) that have been reported on more than one occasion are deletions of 2q,18q, 22q13, Xp, and the sex chromosome aneuploidies, 47,XYY and 45,X [Gillberg 1998, Manning et al 2004].
Routine chromosome analysis detects most abnormalities; however, high-resolution chromosome studies, subtelomere FISH studies, or chromosomal microarray analysis are recommended for some persons. Reddy (2005) reported that 28% of the cytogenetic abnormalities detected were subtle, requiring high resolution analysis. Takahashi et al (2005) found unbalanced chromosome abnormalies exclusively in probands with autism who had significant dysmorphology (13/387 - 3.4%). All reported terminal deletions of 2q and 22q have been associated with dysmorphology [Lukusa et al 2004, Manning et al 2004].
The yield of subtelomeric FISH studies remains controversial. Although Wolff et al (2002) found that one out of ten unselected individuals with autism had a subtelomeric deletion detected by FISH analysis, Keller et al (2003) found no terminal deletions in 49 children with autism. Medne et al (2003) performed both routine chromosome analysis and subtelomeric FISH analysis in 108 individuals with autism; 7.4% (8/108) had a chromosome abnormality, only one of which required subtelomeric FISH analysis for detection. In a retrospective study of 29 mentally retarded individuals with submicrocopic chromosome defects, de Vries et al (2001) found that prenatal growth retardation and a family history of mental retardation were important predictors of subtelomeric abnormalities.
Chromosomal microarray analysis (CMA) can identify small deletions and duplications of the subtelomeres, each pericentromeric region, and other chromosome regions. Some of the abnormalities detected by CMA have been associated with autism; thus, CMA may replace subtelomeric FISH as the second-tier cytogenetic study.
CMA
mental retardation
chromosome abnormality
Keller
Wassink et al 2001
Reddy
Manning
FISH
Takahashi
Lukusa
Wolff
de Vries
www.ncbi.nlm.nih.gov/bookshelf/br.fcgi?book=gene&part=autism-overview
Autism290
http://www.amazines.com/autism_related.html
Autism 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.[1] 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.[2] The two other autism spectrum disorders (ASD) 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.[3]Autism has a strong genetic basis, although the genetics of autism are complex and it is unclear whether ASD is explained more by rare mutations, or by rare combinations of common genetic variants.[4] In rare cases, autism is strongly associated with agents that cause birth defects.[5] Controversies surround other proposed environmental causes, such as heavy metals, pesticides or childhood vaccines;[6] the vaccine hypotheses are biologically implausible and lack convincing scientific evidence.[7] The prevalence of autism is about 1Ð2 per 1,000 people; the prevalence of ASD is about 6 per 1,000, with about four times as many males as females. The number of people diagnosed with autism has increased dramatically since the 1980s, partly due to changes in diagnostic practice; the question of whether actual prevalence has increased is unresolved.[8]Parents usually notice signs in the first two years of their child's life.[9] The signs usually develop gradually, but some autistic children first develop more normally and then regress.[10] Although early behavioral or cognitive intervention can help autistic children gain self-care, social, and communication skills, there is no known cure.[9] Not many children with autism live independently after reaching adulthood, though some become successful.[11] An autistic culture has developed, with some individuals seeking a cure and others believing autism should be tolerated as a difference and not treated as a disorder.[12]Autism is a highly variable neurodevelopmental disorder[13] that first appears during infancy or childhood, and generally follows a steady course without remission.[14] Overt symptoms gradually begin after the age of six months, become established by age two or three years,[15] and tend to continue through adulthood, although often in more muted form.[16] It is distinguished not by a single symptom, but by a characteristic triad of symptoms impairments in social interaction; impairments in communication; and restricted interests and repetitive behavior. Other aspects, such as atypical eating, are also common but are not essential for diagnosis.[17] Autism's individual symptoms occur in the general population and appear not to associate highly, without a sharp line separating pathologically severe from common traits.[18]
genetic
brain
genetic
mutations
ASD
social interaction
birth defects
repetitive behavior
cognitive
neural
PDD-NOS
atypical
neurodevelopmental disorder
www.amazines.com/autism_related.html
Autism292
http://www.autism.net.au/Autism_definition.htm
Autism Definition
Autism is defined in the Diagnostic and
Statistical manual of Mental Disorders (DSM-IV). Autism Spectrum
Disorder (ASD) is the name given to describe the wide range of behaviours
amongst the Autistic population. Children with autism are less able to interact
with the world as other children do. Typically they have deficits in three
key areas:
¥ Verbal and non-verbal Communication
¥ Social awareness and interactions
¥ Imaginative play (variable interests and behaviours).
There are separate labels
given to children with autism for different points on the Autism spectrum.
At the least affected end, you may find labels such as Asperger's Syndrome ,
High Functioning Autism and Pervasive Developmental Disorder - Not Otherwise
Specified (PDD-NOS). At the other end of the spectrum you may find labels such as
Autism , Classic Autism and Kanner Autism .
We believe that a diagnosis of AUTISM
should be a starting point, prompting health professionals to
investigate further and initiate assessment and treatment of the
possible underlying causes.
Investigation and treatment of Biological, Nutritional and Metabolic factors
In addition to ABA-based early intervention, have led to improvement of symptoms or complete resolution of symptoms in a
multitude of Children with Autism worldwide. Autism is treatable and recovery possible.
Autism research Institute, Defeat
Autism Now (DAN) California
The following is the list of criteria from the Diagnostic and Statistical
Manual of Mental Disorders (DSM-IV). Parents are urged to seek professional
advise and not to self-diagnose the disorder in their children. It requires
considerable experience and training to become competent at making a diagnosis.
Please call the clinic for advice.
A total of six (or more) items from the three domains, with at least two
affecting social interactions and one each affecting communication and stereotypical behaviours.
Social interaction
domain
marked
impairment in the use of multiple non-verbal behaviours 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
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
Communication domain 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,
non-functional 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
Delays or abnormal functioning in at least one of the
following areas, with onset prior to age 3 years:
social interaction,
language as used in social communication, or
symbolic or imaginative play (role playing or
pretending)
pointing
Autism
routines
ASD
social interaction
Diagnostic
eye gaze
California
DSM-IV
Autistic
Kanner Autism
PDD-NOS
DAN
Autism Spectrum Disorder
ABA-based
Mental Disorders
Pervasive
Developmental Disorder
AUTISM
www.autism.net.au/Autism_definition.htm
aba
Autism294
http://www.autismbuzz.com/
Don t believe
the hype about
Autism.
Most medical
views about the
causes of autism are not
true.
The early signs
of autism occur
in the womb
and they are
psychological,
not biological.
There is no
understanding
autism and the
true causes of
autism
without
understanding
this key fact.
5 eBooks Available Now
4 Additional eBooks Available March
Print Books and More eBooks Coming 2010
50 eBooks and Print Books by December 2012
View Book Catalog
What Actually is Autism?
Popular
speculations
about the possible
causes of autism are
a defective
gene, a
defective brain,
an unknown
virus, an
environmental
pollutant like
mercury, a
vaccination, or
watching too
much TV.
The
causes of autism
are usually said
to be
biological.
That is not
true. The true
causes of
autism, like the
causes of every
other mental
illness, are
psychological,
not biological.
Essentially,
autism is an
extreme selfish
reaction.
As with every
other person in
a state of
intense selfish
reaction, the
main objects of
children with
autism are their selfish
parents. The
symptoms of
autism are
parent-related
reactions.
The early
signs of autism
usually
continue to grow
in
intensity as
long as the
autistic child's
parents hold
firm to their
subconscious
negative
positions in
relation to
their child.
Autism is a
child disorder
epidemic that is
starting to
overwhelm us. A
staggering
1 in 150
children are now
diagnosed with
autism.
The
personal,
family, and
social costs of
autism are going
sky high.
Autistic
children suffer
psychologically
and consistently
to a great
degree. The
parents of
autistic
children pay a
huge mental,
emotional, and
financial
price. Autism
affects us all.
It is important
that we get to
the truth about
what is actually causing
this growing,
painful, expensive
disorder.
The annual cost
of autism is
fast approaching
estimated costs
of other
so-called Òdisease
conditionsÓ such
as AlzheimerÕs
disease ($100
billion per
year),
depression (53
billion per
year, anxiety
disorder ($47
billion per
year),
and schizophrenia
($67 billion per
year).
In spite
of huge
investments of
public and
private money in
research, the
incidences and
medical costs
keep climbing at
alarming rates,
and no autistic
ever actually
heals from
conventional
treatments.
The
main reason
solutions elude
us is that the
medical
assumptions
about disorders
are false.
Mental,
emotional, and
behavioral
disorders,
essentially,
have
psychological
causes, they are
not biological
problems.
5 eBooks
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Now!
261 pages
204
pages
320
pages
445
pages
131
pages
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New
Information
about the Causes
of Autism
Note:
The content and our case studies do not reflect the whole picture of a person or our humanity. The focus is intentionally kept on negatives, primary because what is good and right about us harms no one.
However, what is selfish and negative hurts us and everyone we touch. Our personal and collective negatives are what need attention and change.
On this Website,
you will get a
new, shocking,
and what we
believe to be
an accurate view of
hidden causes of
autism and
autistic
behavior.
You will read
fascinating, but
sad, clairvoyant
readings (autism
stories or case
studies) that
show deeply
hidden parent
and child
reactions.
Education will
not solve this
growing
problem.
Psychiatric
drugs will not
solve it
either. The
solution and
steps to healing
lie in autistic
children and
their parents
making truly
right choices in
relation to each
other.
In the early
1950's and
through the
early 1970's
many medical
professionals
thought that the
mothers of
autistic
children were
neglecting and
not loving their
children. That
neglect was
causing their
autistic
children to
withdraw
psychologically
into a world of
their own. These
mothers were
called
Refrigerator
Mothers.
That
view attempted
to connect the
problems that
dysfunctional
children were
having to the
unloving choices
of their
parents.
Since
then, such views
have been
suppressed and
ridiculed by the
medical establishment.
They have
especially been
suppressed and
ridiculed by the
politically-active,
highly organized
armies of
parents
with
dysfunctional
children who
starting pushing
their
self-interested
ideas and
theories in the
1970s .
Since then, the
investigation of
medical causes
of autism
typically have
shifted away
from any
possibility of
parent
involvement.
Causes of autism
(actually,
causes of all
mental,
emotional, and
behavior
disorders) are
now generally
assumed to be Òbiological
causes.Ó
Medical
explanations of
autism are very
similar to those
alleged to
explain other
serious mental
illnesses and
behavioral
disorders.
No
one is ever at
fault
or has any
responsibility.
All of these
medical
explanations are
based on
questionable
research
methods,
conclusions, and
motives. The
unfounded and
unproven claims
include beliefs
that autistic
symptoms are due
to a yet to be
discovered
defective gene,
an untestable
brain disorder,
an unknown
virus, a vitamin
deficiency,
ingredients in
vaccines, or
possibly some
kind of
environmental
chemical
contamination.
Doctors insist
that autistic
children are
suffering from a
Òdisease.Ó
Their disease
label and model
opens wide a
money door that
can send the
cost for
educating and
treating a
severely
autistic child
as high as
$100,000 a year.
Refrigerator
Mothers and
Refrigerator
Fathers
Our research on
autism and the
early signs of
autism, based
mainly on
Jean
MastelloneÕs
clairvoyant
research into
subconscious
factors
influencing
autism, indicate
that those
medical
professionals
who believed
that
ÒRefrigerator
Mothers were a
factor in
autistic
behavior, were
on the right
track, but were
not seeing the
whole picture.
In fact, JeanÕs
autistic case
study profiles
of autistic
children show
that they are in
extreme selfish
reaction and
withdrawal from
both their
ÒRefrigerator
Mothers and
their
ÒRefrigerator
Fathers.
ThatÕs right,
JeanÕs Inner
Profiles reveal
that
subconsciously
both parents of
an autistic
child have been
subconsciously
rejecting their
child since
conception and
during womb
life.
The
parental
rejection is
inward, and the
parents usually
have little or
no conscious
clue as to how
they are truly
feeling about
their child.
Usually, their
conscious
attitudes are of
love, wanting,
and caring.
However, their
child is aware
of, understands,
relates to, and
strongly reacts
to their
parents' deeper,
truer, negative
thoughts and
feelings of not
wanting the
child.
The child
dismisses his or
her parentsÕ
less sincere
outward and
conscious
positive
projections.
Rejected - No
place to go
Children with
autism
are in
extreme selfish
reaction to
double-parent
rejection.
Autistic
children
perceive
themselves as
unwanted and
having Òno where
to go.Ó
Subconsciously,
and often
consciously,
they are
enacting
willful,
defiant,
destructive
intentions and
behavior
patterns.
Autistic
children and
teens have been
reacting in
extreme ways to
both their
parents'
subconscious and
unseen selfish
attitudes since
before birth.
This Òentirely
different on top
from underneath
parent
psychological
phenomenonÓ is
common. It is a
hidden
influential
factor in most
serious
disorders that
incites and
fuels a child's
dysfunctional
symptoms, which
actually are
selfish
reactions not
diseases.
It is
important we
stop believing
our lies about
our negative
behavior.
Read Autism Articles Free
Read an Autistic Child Teen
Case Study Free
Subconscious is
key
To
properly
understand
autism and the
early signs of
autism (or any
other serious
mental,
emotional, or
behavioral
disorder), it is
necessary to
accurately
understand the
psychological
sophistication
of the
unborn baby,
the true nature
of our
subconscious,
and crucial
hidden factors
influencing
mental illnesses.
Healing
Healing from
autism is
extremely
complicated
because the
causal choices
are made
subconsciously
in reaction to
the subconscious
choices of the
mother and
father. All of
those causal
choices began
initially while
the child was a
fetus in the
womb.
Those
choices may have
inhibited an
unborn baby in
his or her
natural
psychological
maturity, also
may have
extended to
impairing the
babyÕs physical
development.
Other
subconscious
psychological
factors are
child-to-parent
negative
agreements.
The specifics of
these agreements
can keep a child
subconsciously
and
psychologically
locked into
destructive
behavior that
the child
consciously
feels Òhelpless
to change or
stop.
The
childÕs
subconscious
destructive
reactions are
often perceived
similarly, and
can greatly
frustrate a
child who may
consciously want
to change but
cannot seem to
do so.
There are always
clues as to how
an expectant
mother or father
feels about
having a baby.
When a baby is
not wanted, for
whatever reason,
a parent will
often feel a
sense of dread.
This feeling is
selfish not
normal. It
should not be
ignored or
lightly
dismissed. A
parent's
conscious
negative
feelings can be
used to
access
deeper,
subconscious
negative
feelings and
thoughts.
Extreme
selfish reaction
An autistic
child's selfish
reaction is
extreme. That
reaction usually
corresponds to
the number and
degree of
selfish
attitudes
being indulged
in by his or her
parents.
If an
unborn childÕs
mother seriously
considers having
an abortion,
then for some
reason decides
not to have an
abortion, the
issue is rarely
closed or ended.
There
are usually
ongoing
inner conflicts about
the choice to
have the baby
and those
conflicts can
cause an embryo,
fetus, infant,
and young child
to have ongoing
selfish
reactions. As
the child grows
and continually
reacts in
willful and
defiant ways,
those conflicts
and reactions
incite parental
reactions and
the reactive
circle goes
round and round.
Most parents of
autistic
children tell
themselves that
their negative
feelings relate
to their
autistic childÕs
behavior and do
not realize that
they actually
are responsible
for starting the
reactive
circle. Of
course, it must
be extremely
frustrating and
hard to raise an
autistic child.
The many daily
negative
interactions and
reactions make
loving exchanges
near
impossible. The
negative aspects
of
family life
are usually
covered-up.
Subconsciously,
all in the
family are aware
of the actual
truth about
their negative
intentions,
feelings, and
choices.
Buck stops here
Our research on
autism shows
that the ultimate
responsibility
for healing lies
with the
autistic child.
The child must
decide to stop
reacting and
start making
right choices.
Children with
autism have,
like most other
children, made
their parents
personal gods.
Important
choices are made
in relation to
their parents
rather than in
relation to what
they know is
right.
Without
a doubt, huge
obstacles to an
autistic childÕs
improvement will
be his or her
parentsÕ
unwillingness to
be wrong or look
bad. The
autistic child's
parents must
decide to change
their most basic
(subconscious)
attitudes toward
their child.
Core-level
positive choices
are necessary if
the reactive
circle that
defines the
autistic
syndrome is to
end.
Self-healing
by parents will
go a long way
toward bringing
a reactive child
out of his or
her painful,
self-created
psychological
hole.
In general, many
core-level
changes
are required if
we are to get
out of the
dysfunctional
messes we have
created with our
selfish
choices.
Individually, we
must all do our
part to end
The Great
Cover-Up.
Otherwise, as
parents continue
to conceive
children that on
their deepest
level of being
they actually do
not want, but
choose to have,
babies in the
womb will
react.
When
unborn babies
react selfishly
and strongly to
their parents
rejection, the
early signs of
autism will
start
manifesting.
The true causes
of autism and
the early signs
of autism will
constantly elude
medical
professionals as
long as they
hold firm to
their unproven biological
views. []
Read about our
30-year research
project.
This
information
is
offered
for
educational
purposes
only
and
is
not
intended
to
serve
as
medical
advice.
The
information
provided
should
not
be
used
for
diagnosing
or
treating
a
health
problem
or
disease.
It
is
not
a
substitute
for
professional
care.
If
your
child
has
any
health
concerns,
please
consult
your
health
care
provider.
brain
depression
anxiety
conception
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Teen Case Study Free Subconscious
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Great Cover-Up
www.autismbuzz.com/
Autism296
http://www.getceusnow.com/portal/file/Autism.htm
Autism
Course Objectives
1. Describe the criteria necessary for diagnosing autism.
2. Identify the causes of Autism.
3. Describe the medications used to treat Autism.
4 Identify co-occurring disorders that accompany Autism.
5. Describe the social skills and behaviors of autistic individuals.
CEUs Credits Hours (Units): 2
Fee: $ 16
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.
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.
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
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.
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.
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 stereotypes 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.
Indicators of Normal Development
Age
Skills or Abilities
Awareness and Thinking
Communication
Movement
Social
Self-help
birth-
3 months
Responds to new sounds
Follows movement of hands
with eyes
Looks at object and people
Coos and makes sounds
Smiles at mother's voice
Waves hands and feet
Grasps objects
Watches movement of
own hands
Enjoys being tickled and
held
Makes brief eye contact
during feeding
Opens mouth to bottle or
breast and sucks
3-6 months
Recognizes mother
Reaches for things
Turns head to sounds and
voices
Begins babbling
Imitates sounds
Varies cry
Lifts head and chest
Bangs objects in play
Notices strangers and new
places
Expresses pleasure or
displeasure
Likes physical play
Eats baby food from spoon
Reaches for and holds
bottle
6-9 months
Imitates simple gestures
Responds to name
Makes nonsense syllables
like gaga
Uses voice to get attention
Crawls
Stands by holding on to things
Claps hands
Moves objects from one
hand to the other
Plays peek-a-boo
Enjoys other children
Understands social signals like
smiles or harsh tones
Chews
Drink from a cup with help
9-12 months
Plays simple games
Moves to reach desired objects
Looks at pictures in books
Waves bye-bye
Stops when told "no"
Imitates new words
Walks holding on to furniture
Deliberately lets go of an object
Makes markets with a pencil or
crayon
Laughs aloud during play
Shows preference for one toy
over another
Responds to adult's change in
mood
Feeds self with fingers
Drinks from cup
12-18 months
Imitates unfamiliar sounds
and gestures
Points to a desired object
Shakes head to mean "no"
Begins using words
Follows simple commands
Creeps upstairs and downstairs
Walks alone
Stacks blocks
Repeats a performance
laughed at
Shows emotions like fear or
anger
Returns a kiss or hug
Moves to help in dressing
Indicates wet diaper
18-24 months
Identifies parts of own body
Attends to nursery rhymes
Points to pictures in books
Uses two words to describe
actions
Refers to self by name
Jumps in place
Pushes and pulls objects
Turns pages of book one
by one
Uses fingers and thumb
Cries a bit when parents leave
Becomes easily frustrated
Pays attention to other
children
Zips
Removes clothes without
help
Unwraps things
24-36 months
Matches shapes and objects
Enjoys picture books
Recognizes self in mirror
Counts to ten
Joins in songs and rhythm
Uses three-word phrases
Uses simple pronouns
Follows two instructions at
a time
Kicks and throws ball
Runs and jumps
Draws straight lines
Strings beads
Pretends and plays make
believe
Avoids dangerous situations
Initiates play
Attempts to take turns
Feeds self with spoon
Uses toilet with some help
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 sub regions, 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, researchers 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.
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.
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.
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.
Autism Gene Scans Converge on Two Suspect Sites, Two Types of Genetic Risk
Four teams of scientists, using resources supported in part by NIMH, have pinpointed two different sites in the genome, each conferring a different type of genetic risk for autism. At one site, risk genes appear to be inherited. At the other, risk stems from spontaneous mutations, not seen in the genetics of the parents. In both examples, evidence suggests the suspect genes are critical for development of brain circuits impaired in autism.
In the inherited form of risk, people with autism were more prone than healthy controls to have certain versions of a gene on Chromosome 7. In the spontaneous form, one percent of autism was traced to a conspicuous "hot spot" of missing or duplicated genes on Chromosome 16.
The new leads help to focus the search for genetic causes of autism spectrum disorders (ASD), which affect 1 in 150 children with language, social and communication deficits and repetitive behaviors. Studies examining the occurrence of ASD in siblings and family members suggest that 90 percent of ASD involves genetic components, yet findings to date account for only about 10 percent of this. Most cases are spontaneous, rather than being passed through families as an inherited feature, suggesting that different rare and possibly multiple mutations likely influence risk in different combinations - and in complex interplay with environmental factors.
"Hot spot" glitch is rare, but notably more prevalent in ASD
In a genome-wide scan, a research team called the Autism Consortium found identical mutations associated with autism at the Chromosome 16 site in three separate samples. In families from the Autism Genetic Resource Exchange (AGRE), Children's Hospital Boston, and Iceland, about one percent of nearly 1500 people with autism or related developmental delays were either missing, or had duplicate copies of, about 25 genes in the Chromosome 16 area.
Though very rare, the mutations were about 100 times more prevalent in children with ASD, the researchers reported in the New England Journal of Medicine, January 9, 2008.
The Chromosome 16 hot spot may be especially prone to such spontaneous rearrangements of genetic material because it evolved relatively recently and is unique to humans and other primates. "Autism may be a relatively 'young' disease," notes an accompanying editorial.2
"The first widely replicated autism-predisposition gene."
Also drawing upon the AGRE resource, three other teams of researchers independently linked inherited variation in a gene on Chromosome 7, called CNTNAP2, with autism. They reported their findings online January 10, 2008, in the American Journal of Human Genetics. An accompanying editorial heralds this triangulation as "the first widely replicated autism-predisposition gene."3
CNTNAP2 is a member of a gene family that makes proteins called Neurexins that have been previously implicated in autism. Neurexins play a key role during development in building the machinery by which brain cells communicate. CNTNAP2 is also conspicuously located in an area of Chromosome 7 consistently identified as harboring autism risk genes.
In one of the new studies, genetic risk for impaired language in autism was linked to specific circuits known to malfunction in the disorder - but only in males. Daniel Geschwind, M.D., of the University of California, Los Angeles, and colleagues ultimately focused on CNTNAP2 after a re-examination of all genes in the suspect Chromosome 7 area.4 They winnowed their search from four candidate genes that emerged in 172 families and confirmed it in a larger sample of 304 families.
The researchers found that a version of CNTNAP2 influences the age at which boys with autism say their first word. Delayed onset of speech is a hallmark of autism, which affects three times as many boys as girls. Boys also are more prone to attention deficit and language disorders and learning disabilities. The findings suggest that gender is likely an important clue in understanding how variation in the gene increases risk.
"Strikingly," expression of CNTNAP2 was narrowly restricted to only a set of interconnected brain structures responsible for speech, language, reward and other "executive" functions - precisely the circuits that malfunction in autism, researchers said.
"This gene may not only predispose children to autism," said Geschwind. "It also may influence the development of brain structures involved in language, providing a tangible link between genes, the brain and behavior."
Another study reported in the same issue of the journal also linked autism to another version, called the thymine variant, of CNTNAP2.5 A research team led by Aravinda Chakravarti, Ph.D., of Johns Hopkins University, found that children with autism were about 20 percent more likely to have inherited this version from their mothers than their fathers. The risk gene version was first identified in 145 children with autism from families that had two or more children with the disorder, and then confirmed in larger sample of 1295 families with autism, drawn from the NIMH Autism Genetics Initiative.
A third group of researchers turned up several autism-linked rare variants of CNTNAP2.6 Matthew State, M.D., Ph.D., of Yale University, and colleagues, became interested in the gene after tracing cognitive and social delays in a child to a spontaneous glitch in a part of the gene. After a thorough search, they found a total of 27 different sites of variation in 635 patients - a relatively larger number than seen in 942 controls. The researchers further determined that 8 of 13 rare variants seen only in patients were likely deleterious to brain development.
All three groups noted that the significance of their findings is amplified by the fact that the other groups also independently implicated CNTNAP2, each using a different approach.
"The three studies together identify a set of common and rare variants that provide unequivocal evidence that the CNTNAP2 gene, when disrupted, leads to a type of ASD," noted Dietrich Stephan, Ph.D., of the Translational Genomics Research Institute, in the accompanying editorial.
In addition to this inherited risk subtype, he suggested that CNTNAP2 likely harbors mutations that confer risk for ASD in some individuals. By understanding these variations, science one day may be able to detect children carrying specific CNTNAP2 mutations and tailor early interventions to assist them during a critical period in brain development (12-24 months), suggested Stephan.
Author: National Institute of Mental Health
References
1 Eichler EE, Zimmerman AW. A Hot Spot of Genetic Instability in Autism. N Engl J Med. 2008 Jan 9; [Epub ahead of print] No abstract available. PMID: 18184953
2 Weiss LA, Shen Y, Korn JM, Arking DE, Miller DT, Fossdal R, Saemundsen E, Stefansson H, Ferreira MA, Green T, Platt OS, Ruderfer DM, Walsh CA, Altshuler D, Chakravarti A, Tanzi RE, Stefansson K, Santangelo SL, Gusella JF, Sklar P, Wu BL, Daly MJ; the Autism Consortium. Association between Microdeletion and Microduplication at 16p11.2 and Autism. N Engl J Med. 2008 Jan 9; [Epub ahead of print] PMID: 18184952
3 Stephan DA. Unraveling autism. Am J Hum Genet. 2008 Jan;82(1):7-9. PMID: 18179879 Autism Online Continuing Education Course, CEUs
4 Alarc n M, Abrahams BS, Stone JL, Duvall JA, Perederiy JV, Bomar JM, Sebat J, Wigler M, Martin CL, Ledbetter DH, Nelson SF, Cantor RM, Geschwind DH. Linkage, Association, and Gene-Expression Analyses Identify CNTNAP2 as an Autism-Susceptibility Gene. Am J Hum Genet. 2008 Jan 10;82(1):150-159. PMID: 18179893
5 Arking DE, Cutler DJ, Brune CW, Teslovich TM, West K, Ikeda M, Rea A, Guy M, Lin S, Cook EH Jr, Chakravarti A. A Common Genetic Variant in the Neurexin Superfamily Member CNTNAP2 Increases Familial Risk of Autism. Am J Hum Genet. 2008 Jan;82(1):160-4. PMID: 18179894
6 Bakkaloglu B, O'Roak BJ, Louvi A, Gupta AR, Abelson JF, Morgan TM, Chawarska K, Klin A, Ercan-Sencicek AG, Stillman AA, Tanriover G, Abrahams BS, Duvall JA, Robbins EM, Geschwind DH, Biederer T, Gunel M, Lifton RP, State MW. Molecular Cytogenetic Analysis and Resequencing of Contactin Associated Protein-Like 2 in Autism Spectrum Disorders. Am J Hum Genet. 2008 Jan 10;82(1):165-173. PMID: 18179895
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The Autism News | English
Eric Fritz yells with joy as he plays in shaving cream at Wyoming Valley ChildrenÕs Association. (Photo by FRED ADAMS/FOR THE TIMeS LEADER)
By Mary Therese Biebel | Times Leader
He squirms. He twists. He bounces up and down.
Anyone can see itÕs not easy for 4-year-old Eric Fritz to sit quietly at the little table in his preschool.
ÒCÕmon, Eric. Stop,Ó a therapeutic support staff worker says, gently massaging the little boyÕs shoulders and trying to hold his torso still.
ItÕs snack time at the Wyoming Valley ChildrenÕs Association in Forty Fort Ð and itÕs time for Eric to pay attention to speech pathologist Terry Tokach, who has put Goldfish crackers, pumpernickel pretzels and pieces of shortbread cookie on the table.
ÒWhat do you want, Eric?Ó Tokach repeats again and again, holding out her hand. ÒWhich one do you want?Ó
She doesnÕt expect Eric to say ÒcrackerÓ or ÒpretzelÓ Ð the little boy, who was diagnosed with autism when he was going on 2 years old Ð doesnÕt communicate verbally.
But, Tokach hopes he will communicate another way, by picking up a picture of a ÒcrackerÓ or ÒpretzelÓ and handing it to her.
Again and again, he simply grabs at the pretzels and crackers (not the cookies, which he doesnÕt seem to like.) Again and again, Tokach steers his hand toward the appropriate picture.
When he finally hands her one, she rewards him with food and praise.
ÒGood job, Eric,Ó she tells the child, ÒI like it when you ÔtalkÕ to me. I like it when you look at me, too.Ó
A reluctance to engage in eye contact is one symptom of autism, a developmental disorder that, according to the national Centers for Disease Control and Prevention, affects 1 in 110 children to some extent.
Delayed verbal skills and tendencies toward hyperactivity and repetitive motions are other symptoms.
But, it was a lack of eye contact that first prompted EricÕs father, also named Eric, to suspect something was amiss.
ÒMy husband noticed he wasnÕt getting enough eye interaction,Ó Lori Fritz explained during an interview in the familyÕs Nanticoke home.
Young Eric also Òhad a few words, but they went away,Ó his mother said. ÒHis speech isnÕt there, so we do signing.Ó
Eric knows how to ask his parents for things he wants through sign language. The gesture for ÒmilkÓ looks like youÕre moving your hands to milk a cow. The gesture for ÒbookÓ looks as if youÕre opening the covers of a book.
ÒEricÕs come so far,Ó Lori Fritz, 37, said with a smile as Eric, her firstborn, climbed over his fatherÕs lap and onto his shoulders, and leaned over to do a jigsaw puzzle on the floor.
ÒHeÕs good at puzzles,Ó said the elder Eric, who is 38.
The coupleÕs younger son, David, 2, favors dinosaurs, and played with several colorful ones on a recent evening.
ÒDavid likes to do everything Eric does, and Eric is usually pretty tolerant of David,Ó said the boysÕ father, who gave up a job in sales and service to become ÒMr. Mom.Ó
EricÕs job required out-of-state travel to cover a large territory, which caused him to miss out on a considerable amount of family time. With young EricÕs special needs, it made sense for Dad to give up his career.
ÒWe definitely play it as a team,Ó said Lori, who kept her job in pharmaceutical sales. ÒWhat IÕm good at doing, I do. What heÕs good at doing, he does. For example, you would not want me to cook.Ó
Laughing, Eric the cook lets on that he likes to make homemade chili and spaghetti sauce.
A typical day for young Eric involves getting up around 7 a.m., getting dressed, perhaps watching a cartoon, and seeing a TSS worker from 8:30 to 11:30 a.m.
From noon to 2:30 most days, he attends a preschool program at the childrenÕs association, where he is in a class of seven students, each of whom receives lots of one-on-one attention.
On Mondays and Wednesdays a TSS worker spends time with him at home in the late afternoon, and every day there are familiar routines of supper, bath, story time and songs. Bedtime is about 9:30 p.m.
ÒHeÕs less resistant to going to bed than he used to be,Ó his father said.
Rejoicing in small triumphs
Children with autism tend to become overwhelmed by certain stimuli Ð it could be too many bright colors, too many people, or a whiff of a strangerÕs perfume, Lori Fritz explained.
ÒEric isnÕt a fan of crowds,Ó she said.
To cope, children with autism sometimes Òself-stimulate,Ó using repetitive motions or sounds to distract themselves from the overwhelming stimuli.
In addition to sights, sounds and aromas, textures can be a challenge.
Eric, for example, doesnÕt like the way rice feels, his mother said.
Yet he doesnÕt have a problem with shaving cream.
That became apparent on a recent afternoon when the staff at EricÕs preschool had an exercise designed to help the class become accustomed to the smoothness of the cream.
TeacherÕs aide Cathy Wolfe spread some foam on a table and Eric plunged his hands into it with gusto.
Later that day, after his session with the speech pathologist, he met with occupational therapist Shari Aude, who soon had him coloring a picture of a bear with crayons, then finger-painting various shapes and lines.
ÒThis is to get him used to the idea of holding a pencil,Ó Aude said.
One part of his therapy Eric really seemed to enjoy was swinging on his stomach in a contraption called a Òprone swingÓ or Òvestibular swing.Ó
Lying in a canvas swing that was suspended from the ceiling and hanging just a few inches above a thick rubber mat on the floor, Eric reached down to the mat with his hands and propelled himself around.
ÒThis is to help him understand his place in space, to deal with gravitational insecurity,Ó Aude said. ÒItÕs exercising his arms and hands too, and that will be helpful for holding a pencil. ThatÕs something he needs for kindergarten readiness.Ó
What kind of school Eric eventually attends is a matter as yet undecided, his dad said, and itÕs hard to predict what his life will be like as an adult. Web sites devoted to autism suggest careers as diverse as caring for animals or searching for abnormal cells on a microscope slide can be ideal for some with autism.
For now, EricÕs parents rejoice in the small triumphs, as when their son communicates through sign language or obeys a simple request, perhaps to put away a toy.
He does seem to be in perpetual motion, and the reason for all that jumping and running around sometimes mystifies his parents.
ÒWe donÕt know if heÕs being willful,Ó Lori Fritz said. ÒOr is it because he canÕt help it?Ó
The Fritz family of Nanticoke relaxes in the family room of their Nanticoke home. Lori, left, watches her husband, Eric, and son Eric, 4, play. (photo by Pete G. Wilcox/The Times Leader)
Source: http://www.timesleader.com/features/Eric_rsquo_s_world_03-14-2010.html
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WASHINGTON, D.C. - 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.
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 covered one theory, and a second was dropped after that. Friday's decision covers the last of the three theories.
That 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.
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What is the Definition of Autism?Description of AutismCauses of AutismSymptoms of AutismDiagnosis of AutismTreatment for AutismWhat Questions to ask Your Doctor About Autism?
What is the Definition of Autism?
Autistic disorder (known also as infantile autism or childhood autism) almost always develops before the age of three and is characterized by impaired verbal and non-verbal communication, social interaction, some form of repetitive and restricted stereotyped interest, ritual, or other behavior.
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Description of Autism
Children with autism often have extreme difficulty developing normal relationships with others. They tend not to share in the interests their peers have. In many cases these children are not able to interpret non-verbal cues of communication like facial expressions. Most people with autism have some impairment in language and many never speak at all. About 8.7 of every 10,000 children are autistic, and more than 1 in 300 children have some form of pervasive developmental disorder (PDD). PDD means that some, but not all, symptoms of autism are present. Autism is a lifelong disease that ranges in severity from mild cases in which the autistic person can live independently, to severe forms in which the patient requires social support and medical supervision throughout his or her life.
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Causes of Autism
There are physical bases for autism's development including genetic, infectious, and traumatic factors. Viral infection including rubella during the first trimester of pregnancy, have been studied as possible causes of autism. Children with Fragile X syndrome or tuberous sclerosis have higher rates of autism than the general population. Autism affects males four times more often than females, and there is a genetic basis for the disease. Contrary to previous notions, autism is not caused by upbringing.
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Symptoms of Autism
The symptoms vary greatly but follow a general pattern. Not all symptoms are present in all autistic children. Autistic infants may act relatively normal during their first few months of life before becoming less responsive to their parents and other stimuli. They may have difficulty with feeding or toilet training; may not smile in recognition of their parents' faces, and may put up resistance to being cuddled. As they enter toddlerhood, it becomes increasingly apparent that these children have a world of their own. They do not play with other children or toys in the normal manner, rather they remain aloof and prefer to play alone. Parents often mention that their child is so undemanding that he or she is ?too good?. Verbal and nonverbal communication skills, such as speech and facial expressions, develop peculiarly. Symptoms range from mutism to prolonged use of echoing or stilted language. When language is present, it is often concrete, unimaginative, and immature. Another symptom of autism is an extreme resistance to change of any kind. Autistic children tend to want to maintain established behavior patterns and a set environment. They develop rituals in play, oppose change (such as moving furniture), and may become obsessed with one particular topic. Other behavioral abnormalities that may be present are: staring at hands or flapping arms and hands, walking on tiptoe, rocking, tantrums, strange postures, unpredictable behavior and hyperactivity. An autistic child has poor judgment and is therefore always at risk for danger. For instance, an autistic child may run into a busy street without any sign of fear.
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Diagnosis of Autism
Properly diagnosing autism is very important, since confusion may result from inappropriate and ineffective treatment. Deafness is often the first suspected diagnosis, since autistic children may not respond normally to sounds and often do not speak.The children's appearance and muscle coordination are often normal. Occasionally, an autistic child has an outstanding skill (splinter skills), such as an incredible rote memory or musical ability. Such children may be referred to as "autistic savants", and occur in almost 10% of cases of autism. These skills can be quite astonishing. One example is the ability to play a piece of music almost perfectly after hearing it one time. Many children with autism have a second psychiatric disorder or a neurologic disorder. Mental retardation and seizure disorders are very common in autistic children and a thorough neurologic and psychiatric evaluation is necessary in every case of autism to ensure all the child?s medical problems are being addressed.
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Treatment for Autism
Appropriate early intervention is important. Once the diagnosis has been made, the parents, physicians, and specialists should discuss what is best for the child. In most cases, parents are encouraged to take care of the child at home. Special education classes are available for autistic children. Structured, behaviorally-based programs, geared to the patient's developmental level have shown some promise. Most behavioral treatment programs include:clear instructions to the childprompting to perform specific behaviorsimmediate praise and rewards for performing those behaviorsa gradual increase in the complexity of reinforced behaviorsdefinite distinctions of when and when not to perform the learned behaviorsParents should be educated in behavioral techniques so they can participate in all aspects of the child's care and treatment. The more specialized instruction and behavior therapy the child receives, the more likely it is that the condition will improve. Medication can be recommended to treat specific symptoms such as seizures, hyperactivity, extreme mood changes, or self-injurious behaviors. The autistic child requires much of the parents' attention, often affecting the other children in the family. Counseling and support may be helpful for the parents.The outlook for each child depends on his or her intelligence and language ability. Some people with autism become independent adults. A majority can be taught to live in community-based homes, although they may require supervision throughout adulthood.
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What Questions to ask Your Doctor About Autism?
When will the symptoms appear? What type of symptoms will there be? What if the child just likes to be left alone as opposed to being autistic? What type of test is given to diagnose autism? Where is testing done? How accurate is the test? Is the autism mild or severe? Will the child be able to attend public school if they have mild autism? Is there a cure?
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By LINDSEY TANNER
AP Medical Writer
CHICAGO (AP) - In the autism world, Aspies are sometimes seen as the elites, the ones who are socially awkward, yet academically gifted and who embrace their quirkiness.
Now, many Aspies, a nickname for people with Asperger's syndrome, are upset over a proposal they see as an attack on their identity. Under proposed changes to the most widely used diagnostic manual of mental illness, Asperger's syndrome would no longer be a separate diagnosis.
Instead, Asperger's and other forms of autism would be lumped together in a single autism spectrum disorders category. Some parents say they'd welcome the change, thinking it would eliminate confusion over autism's variations and perhaps lead to better educational services for affected kids.
But opponents _ mostly older teens and adults with Asperger's _ disagree.
Liane Holliday Willey, a Michigan author and self-described Aspie whose daughter also has Asperger's, fears Asperger's kids will be stigmatized by the autism label _ or will go undiagnosed and get no services at all.
Grouping Aspies with people who have language delays, need more self-care and have lower IQs, how in the world are we going to rise to what we can do? Willey said.
Rebecca Rubinstein, 23, a graduate student from Massapequa, N.Y., says she vehemently opposes the proposal and will think of herself as someone with Asperger's no matter what.
Autism and Asperger's mean such different things, she said.
Yes and no.
Both are classified as neurodevelopmental disorders. Autism has long been considered a disorder that can range from mild to severe. Asperger's symptoms can vary, but the condition is generally thought of as a mild form and since 1994 has had a separate category in psychiatrists' diagnostic manual. Both autism and Asperger's involve poor social skills, repetitive behavior or interests, and problems communicating. But unlike classic autism, Asperger's does not typically involve delays in mental development or speech.
The American Psychiatric Association's proposed revisions, announced Wednesday, involve autism and several other conditions. The suggested autism changes are based on research advances since 1994 showing little difference between mild autism and Asperger's. Evidence also suggests that doctors use the term loosely and disagree on what it means, according to psychiatrists urging the revisions.
A new autism spectrum category recognizes that the symptoms of these disorders represent a continuum from mild to severe, rather than being distinct disorders, said Dr. Edwin Cook, a University of Illinois at Chicago autism researcher and member of the APA work group proposing the changes.
The proposed revisions are posted online at
http://www.DSM5.orgfor public comment, which will influence whether they are adopted. Publication of the updated manual is planned for May 2013.
Dr. Mina Dulcan, child and adolescent psychiatry chief at Chicago's Children's Memorial Hospital, said Aspies' opposition is not really a medical question, it's an identity question.
It would be just like if you were a student at MIT. You might not want to be lumped with somebody in the community college, said Dulcan who supports the diagnostic change.
One of the characteristics of people with Asperger's is that they're very resistant to change, Dulcan added. The change makes scientific sense. I'm sorry if it hurts people's feelings, she said.
Harold Doherty, a New Brunswick lawyer whose 13-year-old son has severe autism, opposes the proposed change for a different reason. He says the public perception of autism is skewed by success stories _ the high-functioning brainiac kids who thrive despite their disability.
Doherty says people don't want to think about children like his son, Conor, who will never be able to function on his own. The revision would only skew the perception further, leading doctors and researchers to focus more on mild forms, he said.
It's not clear whether the change would affect autistic kids' access to special services.
But Kelli Gibson of Battle Creek, Mich., whose four sons have different forms of autism, thinks it would. She says the revision could make services now designated just for kids with an autism diagnosis available to less severely affected kids _ including those with Asperger's and a variation called pervasive developmental disorder-not otherwise specified.
Also, Gibson said, she'd no longer have to use four different terms to describe her boys.
Hallelujah! Let's just put them all in the same category and be done with it, Gibson said.
___
On the Net:
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Research Notes on Autism
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Autism is a brain development disorder that impairs social interaction and communication, and causes restricted and repetitive behavior, all starting before a child is three years old. This set of signs distinguishes autism from milder autism spectrum disorders (ASD) such as Asperger syndrome. ...read more from Wikipedia
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Autism is one of the five pervasive developmental disorders (PPD), which are characterized by widespread abnormalities of social interactions and communication.
Of the other PPD forms, Asperger syndrome is closest to autism.
Autism is distinguished by a pattern of symptoms rather than one single symptom.
The main characteristics are impairments in social interaction, impairments in communication, restricted interests and repetitive behavior.
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The Definition
Autism Spectrum Disorders (ASM's) officially belong to a group of illnesses known as 'developmental disabilities'. They are characterized by problems with social and communication skills of varying degrees. Autistic people also commonly display unusual ways of learning, reacting to different sensations and paying attention. Sufferers also tend to repeat certain behaviors and have difficulties when required to change their usual daily activities. ASD's are commonly said to start in childhood and last for the persons whole life ,but as you will see below, there are many new theories as to the cause(s) of these disorders and many offer the hope of effective treatments.
The following definition of Autism is taken from the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM IV), which is used to diagnose Autism:
DIAGNOSTIC CRITERIA FOR 299.00 AUTISTIC DISORDER
A. A total of six (or more) items from (1), (2), and (3), with at least two from (1), and one each from (2) and (3)
(1) qualitative impairment in social interaction, as manifested by at least two of the following:
a) marked impairments in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body posture, and gestures to regulate social interaction
b) failure to develop peer relationships appropriate to developmental level
c) 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 to other people)
d) lack of social or emotional reciprocity ( note: in the description, it gives the following as examples: not actively
participating in simple social play or games, preferring solitary activities, or involving others in activities only as tools or mechanical aids )
(2) qualitative impairments in communication as manifested by at least one of the following:
a) 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)
b) in individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others
c) stereotyped and repetitive use of language or idiosyncratic language
d) lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level
(3) restricted repetitive and stereotyped patterns of behavior, interests and activities, as manifested by at least two of the following:
a) encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus
b) apparently inflexible adherence to specific, nonfunctional routines or rituals
c) stereotyped and repetitive motor mannerisms (e.g hand or finger flapping or twisting, or complex whole-body movements)
d) 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
(3) symbolic or imaginative play
C. The disturbance is not better accounted for by Rett's Disorder or Childhood Disintegrative Disorder
(Rett's Disorder and Childhood Disintegrative Disorder belong to a group of illnesses called 'pervasive developmental disorders', as do Autism Spectrum Disorders)
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Conditions Included in Autistic Spectrum Disorders
Autistic Spectrum Disorders include autistic disorder, pervasive developmental disorder - not otherwise specified (PDD-NOS), and Asperger's syndrome. The definition quoted above is specifically for autistic disorder but both PPD-NOS and Asperger's disorder have some of the same symptoms, but they differ in terms of when the symptoms start, how fast they appear, how severe they are, and their exact nature.
Diagnosing Autism Spectrum Disorders
Early detection of autism is considered essential for the effective use of many behavioural therapies. Various screening techniques have been developed utilizing questionnaies, interviews, and clinical observation. A combination of these methods is usually used.
A number of different questionnaies have been created to help doctors and researchers diagnose autism in children. The CHAT (Checklist for Autism in Toddlers) is considered to be a HIGHLY accurate and simple autism screening tool for early autism diagnosis. Research supporting the CHAT has been published in the British Journal of Psychiatry. Studies have found that the CHAT is 85% accurate in diagnosing children with autism and 100% accurate in diagnosing a developmental delay in general. The CHAT can be used for children 18 months old or older.
Recently a modified CHAT (M-CHAT) has been developed to increase accuracy even further.
M-CHAT Autism Questionnaire
Possible Causes of Autism
At present, no definitive cause has been identified for autism. Both genetic and environmental factors are being studied as possible causative factors. Studies carried out throughout the developed world have found that around 6 in every 1000 children have at least one ASD. A US government report published in January 2003 stated that incidence had increased ten fold in only 10 years. There is also evidence that this number is still increasing and that cases appear in clusters, both of which tend to lend weight to the theory that ASD's involve a significant environmental factor. On the other hand , with regards to increasing numbers of cases, it may just be that doctors are more aware of these illnesses and are better able to diagnose them but this wouldn't seem to account for such a large increase. It should be stressed that it is known that ASD's are not caused by parental actions.
Below are the leading theories for the cause(s) of Autistic Spectrum Disorders:
Genetic
One of the strongest indicators of the role that genetics plays in Autism Spectrum Disorders comes from research involving identical twins conducted at the MRC Child Psychiatry Unit at the Institute of Psychiatry in London (1). The researchers found that if one identical twin had a autism then there was a 60% chance that the other would develop the condition. This was in contrast to non-identical twins where there was no increase at all in the chance of the second twin developing autism. Even when the criteria were expanded to include the other ASD's a similar correlation was observed. This study suggests that ASD's have a definite genetic factor as being the identical twin of an autistic person markedly increases your chances of also having the disorder. However, it also suggest to us that ASD's may also involve significant environmental factors due to the fact that not every identical twin of an autistic child also develops the condition.
Research is now being conducted all over the world to determine specific genes that increase the likelihood of someone developing autism. A group known as the International Molecular Genetic Study of Autism Consortium, which includes clinicians and researchers from the USA, UK, France, the Netherlands, Denmark, Italy, and Greece, has pinpointed four chromosomes which they believe play critical roles in autism. The chromosomes they identified are numbers 2, 7, 16 and 17. The evidence for involvement of chromosomes 2 and 7 is particularly strong as these had also been previously identified by other independent researchers (2,3,4,5). Chromosome 7 is known to be associated with many language disorders and chromosome 2 plays an important role in early brain development. These findings are further demonstrated by research showing dyslexia patients also have abnormalities on these chromosomes (6). This is not surprising as dyslexia also produces deficits in learning ability and information processing in the brain.
These findings are based on a study involving 150 autistic children. A further study involving up to 500 people is now underway that should provide an even better picture of genetic involvement in ASDs.
In February 2008, the US government conceded that vaccines had caused an autism-inducing reaction in one little girl, Hannah Poling. At the time most experts stated that her underlying condition, a mitochondrial disorder, was very rare and so the case had no implications for other children with autism. The United Mitochondrial Disease Foundation (UMDF) however has said that mitochondrial disorders are at the core of many well known diseases and chronic illnesses, such as Alzheimer's disease, Parkinson's disease and autism spectrum disorders. Subsequently the Foundation published research demonstrating that at least one in 200 healthy humans harbors a pathogenic mitochondrial mutation that potentially causes disease. The study was published in the American Journal of Human Genetics (21).
Vaccinations
Aside from vaccines now being implicated in triggering mitochondrial dysfunction and possibly autism as a result, it has been proposed that the combined measles, mumps and rubella vaccine (MMR) may be a causative factor in autism. This has been a subject of hot debate however. The study that brought this to the attention of the public was conducted in the UK in 1998 (Wakefield et al)(7).
See the full research abstract here.
The researchers reviewed reports of children with bowel disorders and regressive developmental disorders, mostly autism. The researchers suggested that the MMR vaccination may have been one possible environmental trigger that led to intestinal abnormalities, resulting in impaired intestinal function and developmental regression. This hypothesis was based on 12 children. In nine of the cases, the child's parents and/or pediatrician felt that the MMR vaccine had contributed to the behavioral problems of the children in the study.
Since this study was published many other researchers have questioned its validity. It should be noted that this criticism only refers to a link between MMR and autism. The research by Dr. Wakefield demonstrated a valid link between autism and gastrointestinal disease with findings of chronic intestinal inflammation in 11 of the 12 children and reactive ileal lymphoid hyperplasia in 7. Haemoglobin and serum IgA (an antibody produced by the immune system) were found to be low in 4 of 12 children. Finally, methylmalonic acid was found to be consistently high, this is a strong indicator of vitamin B12 deficiency. None of these other findings have been disputed and offer indicate a need for further study in these areas.
One valid criticism of the MMR connection is that it was a very small study, having only 12 subjects. However this doesn't negate the findings entirely, it just means that larger studies should be conducted in this area. Another major criticism is that in at least 4 of the 12 cases, behavioral symptoms preceded the onset of the bowel disorder and thus the line of cause and effect between MMR vaccination and autism, is broken.
From an environmental illness perspective the criticism itself seems simplistic. Research into gut ecology and its role in illness is increasingly showing the link between disturbed gut microflora and symptoms distant from the gastrointestinal tract. Examples of this are multiple studies providing evidence for the role of Klebsiella pneumoniae in ankylosing spondylitis and Proteus sp in rheumatoid arthritis. Given this, it is entirely plausible that behavioral symptoms could precede overt bowel symptoms in autistic children even though the root cause is a bowel disturbance. Accordingly this possibility should not be dismissed out of hand.
Bowel problems are are common finding in all environmental illnesses as any sufferer will reveal. Studies looking for changes in gut microflora using stool, urine and blood testing have also confirmed a high rate of abnormality in environmental illness patients (see Eaton et al). It is also widely accepted that these illnesses have a prominent immune dysfunction component. Studies have also shown that patients with compromised immune systems have a high incidence of abnormal gut microflora. Given that the MMR vaccine subjects the immune system to three different antigens at once it is a possibility that the child's immune system, while dealing with these becomes more susceptible to pathogenic changes in the bacterial composition of the intestines or causes other detrimental immunological or neurological changes not yet identified.
Indeed, an increasing number of medical professionals are voicing concern about the immunological changes caused by vaccinations, especially regarding multiple vaccinations over a short period of time, which is what the MMR vaccine effectively is. One recent report (Nov, 2004) that lends weight to this feeling is the UK's independent study into Gulf War Syndrome which found it to be an organic disease and pointed to multiple vaccinations given to troops, amongst other factors, as a possible trigger for the illness. Similar conclusions were also drawn by two US studies in 2004.
Although the media coverage of the MMR debate has died down, the debate is sure to rage behind closed doors for a long time to come as parents continue to see their child's health deteriorate following vaccinations.
Another possible cause of symptoms stemming from vaccinations is the inclusion of mercury preservatives in vaccines. Mercury in vaccines is discussed in the 'heavy metals' section below.
Yeast/Candida
Following on from the previous paragraphs above about gut microflora disturbances, we'll now look at the possible role of yeast, specifically Candida, in ASD's. Dr. Shaw of The Great Plains Laboratory and formerly of the Centers for Disease Control has found that people suffering from ASD's (and other environmental illnesses) consistently have elevated levels of certain organic acids in their urine. He first noticed this in two autistic brothers who also had occasional muscle weakness and published his findings in the Journal Clinical Chemistry in 1995 (8).
Dr. Shaw was originally looking for metabolites characteristic of congenital errors of metabolism that are associated with muscle weakness. All of these metabolites showed normal levels, however, other more unusual substances were consistently elevated. One in particular, tartaric acid, stuck out. One autistic child had tartaric acid levels 600 times higher than the normal value. Dr. Shaw also found that when he looked at the medical records of his other autistic patients, they too had this abnormality. Dr. Shaw noted that this substance is primarily produced by yeast. The next logical step was to try a course of an anti-fungal agent to see if this improved symptoms. Dr. Shaw administered Nystatin, a common anti-fungal drug, to a 2 year old boy who was being evaluated for autism. The boy had developed normally up until 18 months of age but had then been given repeated courses of antibiotics (repeatedly shown to increase intestinal yeast levels) for an ear infection and had subsequently developed behavioral problems. After only a few days of Nystatin treatment the boys eye contact returned to normal and his tartaric acid level markedly decreased. It took 60 days for the tartaric acid level to return to normal however. Tartaric acid accounts for the muscle problems because it is a known muscle toxin. It is also similar to malic acid which is an important part of the Krebs Cycle which in humans accounts for most of the energy production from food. An important note with regards to tartaric acid being a muscle toxin is that high levels are also found in fibromyalgia patients.
Other complementary findings come from Dr. Sidhir Gupta, a clinical immunologist in California. Dr. Gupta has found that a large percentage of autistic children have significant immune dysfunction and this may include a genetic weakness that impairs the body's ability to kill yeast as well as deficiencies of IgG and IgA. IgA antibodies are responsible for killing pathogens in the gastrointestinal tract. Dr. Shaw believes that most of the tartaric acid is produced by yeast in the GI tract as Nystatin, which isn't absorbed into the body, has been successful in returning tartaric acid levels to normal. Other substances that Dr. Shaw finds to be raised in autistic children, and attributes to intestinal yeast, are citramalic acid and 3-oxoglutaric acid.
The debate over the role of intestinal yeast overgrowth in chronic illness has been going on for decades. The confusion is mainly due to the lack of a definitive marker that can be used reliably to detect the presence of increased growth of yeast in the intestines. This situation has hampered research efforts and understanding for a long time now. Recent research has strongly suggested that D-arabinitol may be a candidate for this definitive marker (9, 10). D-arabinitol is a 'sugar alcohol' produced by yeast when they feed on a sugar called arabinose.
Circumstantial evidence that also points in favour of a role for yeast in ASD's is the fact that the increase in these illnesses has paralleled the increase in the use of antibiotics which tend to wipe out beneficial bacteria in the gut allowing yeast such as Candida to proliferate (11).
It can only be hoped that agreement over a definitive laboratory test for intestinal yeast overgrowth will lead to research looking at the role it may play in chronic, poorly understood illnesses, such as autism.
Heavy Metal Toxicity
Another finding in autistic children is a higher level of heavy metals than normal. One source of mercury exposure in early life is through vaccinations. Thimerosal is a preservative used in many vaccinations to prevent contamination. Thimerosal is 49.6% mercury by weight. Shockingly in 1999 the American Food and Drug Administration released a report stating that children who received thimerosal containing vaccinations at multiple visits may be exposed to more mercury than is recommended by federal guidelines. In fact, children may have been receiving 100 times the 0.1 micrograms per kilogram of daily exposure considered safe by most authorities worldwide. This report has, however, resulted in positive action being taken. Following the publication of the report, the Environmental Protection Agency (EPA) and Centers for Disease Control (CDC) recommended that thimerosal be removed from all vaccines given to children. Whether this move has reduced new cases of autism is still open for debate however. A study of 2 US government databases in March 2006 showed that in the 4 years following the recommended removal of thimerosal from childrens vaccines, exposure of children to this toxin was reduced to almost zero, and most importantly, new cases of autism actually began to decrease. On the other hand California public health officials examined state records for the period 1995-2007 and found that cases of autism continued to rise in the 6 years after thimerosal was removed from children's vaccines in 2001.
Mercury is a known neurotoxin and could be especially harmful to the developing brains of young children. A study conducted in 2005 by Burbacher et al and published in the journal Environmental Health Perspectives found that ethylmercury (the form found in thimerosal in vaccines) had a higher affinity for the brain than other forms i.e. much of the mercury from thimerosal-containing vaccines ends up in children's brains (20). Mercury also disrupts biochemistry and can result in dysfunction of multiple enzyme systems and damage to cell membranes and many proteins involved in all bodily functions. As can be said for the MMR vaccine, increases in vaccinations correlate well with increases in incidence of ASD's.
In a paper published in the journal Neurotoxicology by The Coalition for Safe Minds in 2001, the authors seek to determine the levels of mercury that could be expected upon hair analysis, based upon the amounts of mercury in vaccines routinely given to infants and children.(12). The paper predicts, based upon a proven model, that giving children all the usual vaccinations, using thimerosal containing vaccines would result in a hair concentration of greater than 1ppm (parts per million) of mercury for up to 365 days with various peaks during that period. 1ppm is the safe limit set by the Environmental Protection Agency (EPA). Research at the UCLA Medical Center in California has also shown that Thimerosal (when bound to human albumin protein) triggers an immune system reaction in autistic children, resulting in the production of antibodies (17). This indicates a possible autoimmune reaction as the immune system could react against any of the child's own tissues that happen to have Thimerosal bound to them.
Obviously children are exposed to mercury from other sources as well so their actual mercury levels could be expected to be even higher than this. The paper notes that:
exposure to low levels of mercury during critical stages of development has been associated with neurological disorders in children, including ADD, learning difficulties, and speech delays, the predicted hair Hg (mercury) concentration resulting from childhood immunizations is cause for concern.
A paper published in March 2006 in Environmental Health Perspectives would seem to shed more light on the mechanisms by which thimerosal can damage a childs health. Researchers at University of California, Davis, have found that in mice at least, thimerosal can disrupt the immune system. This large, well funded study for the university's MIND Institute and the National Institute of Environmental Health Sciences is sure to be an important indicator of where future research should be focused. The researchers in this study looked at dendritic cells which can be described as messengers within the immune system. These cells take up invaders such as bacteria, viruses and other antigens such as vaccine ingredients and process them. They then migrate to the lymph nodes to present their information to other immune cells, which can activate a systemic immune response. The research shows that these dendritic cells, especially the normal biochemical signals they process, are highly sensitive to thimerosal. With low concentrations of thimerosal, an inflammatory response occurs and with higher concentrations the cell is actually killed. These reactions could lead to any number of unwanted, and uncontrolled, effects within the immune system.
Autistic children often show signs of immunological dysfunction with allergies, gut disorders and frequent infections being common. The effects of thimerosal on the immune system, that this study demonstrates, provides one possible explanation of why this is the case.
Of course, mercury is not the only heavy metal that can cause health problems and vaccinations are not the only source of exposure to mercury. Other possible sources of heavy metal exposure are contaminated food and water supplies. Fish is particularly associated with contamination as oceanic pollution becomes more concentrated as it moves up the food chain to predatory fish..
Chemical Exposure
A number of researchers and institutions are now studying the possible role of exposure to chemicals in ASD's. A major study is underway at The UC Davis M.I.N.D. Institute, Schools of Medicine and Veterinary Medicine, and the College of Agricultural and Environmental Sciences funded by the National Institute of Environmental Health Sciences. Professor Isaac Pessah who is involved with this study states:
Environmental exposure to mercury, pesticides and other contaminants during early childhood development could easily alter the normal function of a child's systems .
The UC Davis Institute will conduct research using a large sample of 2000 autistic children and will look at possible chemicals and levels of these chemicals that the children were exposed to during early childhood to see if there is a correlation. The researchers are working on the assumption that there is a genetic susceptibility to autism in a proportion of children but there may be an environmental factor that has to be present during their early years that pushes their nervous system over the edge into autism . They study will also assess blood levels of environmental toxins in autistic subjects compared to healthy subjects and will aim to find out the impact of exposures on the brain's ability to send signals and on cell growth in the nervous system, as well as identify the underlying biochemical process.
This is a large well funded study that should provide valuable evidence of any correlation between chemical exposures and ASD's. There is similar work going on in other locations around the world.
There have already been a significant number of studies published that have tried to determine the role that environmental chemicals play in the development of autism spectrum disorders. Dr's Edelson and Cantor of the Environmental and Preventive Health Center of Atlanta in the US suggest that chronic exposure to toxic agents, i.e., xenobiotic agents, to a developing central nervous system may be the best model for defining the physiological and behavioral data found in these populations (children with ASD's) . In their own study of 18 autistic children the doctors carried out a range of tests to measure levels of toxic chemicals in the children's bodies and how well their livers were able to detoxify them. It was found that all of the children had liver detoxification profiles outside the normal range, indicating an increased toxic load on the liver. The results showed that 16 of the 18 children had levels of chemicals exceeding the maximum safe limit for adults. In the 2 children where high levels of chemicals weren't detected directly, they were found to have raised D-glucaric acid in their urine which is an indicator of a high level of toxins being metabolized by the liver. The paper goes on to discuss how these findings of toxicity could cause immune system disruption and lead to the behavioral symptoms associated with autism (13).
In a report published 2004, 'toxic contaminants' are linked to increases in the prevalence of attention deficit hyperactivity disorder, autism, and associated neurodevelopment al and behavioral problems in developed countries. The author also suggests that exposure of the foetus to chemicals while still in the womb could lead to development of these disorders. Particular note is made of the high sensitivity of the unborn foetus to thyroid disturbance and the many chemicals in common use that could interfere with the thyroid function of mothers (14).
Low Glutathione and Oxidative Stress
Glutathione is one of the bodies most important antioxidants, especially in cells important to the process of detoxification and elimination of environmental toxins, primarily in the liver. Researchers at the biochemical genetics laboratory at Arkansas Children's Hospital Research Institute have found that about 80% of children with autism have reduced levels of glutathione and its precursor nutrients such as the amino acids, cysteine and methionine (18). Reduced levels of glutathione would increase the level of oxidative stress. Oxidative stress occurs when antioxidants aren't able to clear the body of free radicals (highly reactive chemicals), which can damage cells in the brain, gastrointestinal tract and immune system. Professor Jill James, who headed the research states:
[Our findings] suggest that these kids would be more sensitive to an environmental exposure and would be less likely to detox from heavy metals,
This is a very interesting fact when placed in the context of children developing autism after being given vaccinations containing mercury compounds.
This is by no means the only study indicating that those with autism have decreased antioxidants and resulting increased oxidative stress. In a recent Turkish study of 27 autistic children and 30 healthy controls, findings such as increased Nitric Oxide (NO) in the autistic children were also indicative of increased oxidative stress (19).
Gluten and Casein
I'm sure everyone is familiar with the opiate drugs such as opium, morphine and heroin. It would be reasonable to ask what these very powerful and potentially damaging drugs have got to do with autism and children's health. All will be revealed shortly.
As you are probably aware, gluten is a protein found in grains such as wheat, rye, oats and barley. Casein is a milk protein found in the milk of all the animals whose milk humans in the western world regularly consume, cows milk, sheep's milk and goats milk.
As we've already talked about, autistic people often have gut problems including frequent gut dysbiosis. As a result, digestion is impaired resulting in the incomplete digestion of gluten and casein. What is disturbing is that when not properly digested, gluten and casein can end up as peptides (protein building blocks) with a chemical structure that resembles that of the opiates. There is a significant, and growing, amount of published research showing that gluteomorphin and casomorphin (the offending peptides) have been detected in the urine of autistic children (15, 16). These peptides can pass easily through the blood-brain barrier and interfere with the functioning of neurotransmitters such as Sheraton and dopamine, just as the opiate drugs do. As a result the patient suffers a range of neurological and psychological symptoms.
Investigators at the UCLA Medical Center in California have also shown that both gluten and casein peptides trigger an immune response in children with autism, resulting in the production of antibodies to these substances (17).
As a result of these findings, the gluten and casein free diet (GFCF) has been developed. By avoiding both gluten and casein, both children and adults with autism can be helped a lot.
Learn more about the GFCF diet
Parental Age
Research has consistently made a connection between the increasing age of fathers and the incidence of autism. A major study published in 2008 which used data from the US Centers for Disease Control and Prevention's 'Autism and Developmental Disabilities Monitoring Network' found that the age of both mothers and fathers was linked to the risk of a child developing autism.
The research published in the American Journal of Epidemiology found that older parents, both mothers and fathers, are more likely to have a child with an autism spectrum disorder (ASD). The study results suggest that mothers aged 35 or older have a 30% greater chance of having an autistic child compared to mothers aged 25 to 29, while fathers older than 40 had a 40% higher risk than those aged 25 to 29. In addition, the study noted that firstborn children were the most likely to be affected by ASDs; firstborn offspring of 2 older parents being 3 times more likely to develop autism than third or later-born offspring of mothers aged 20–34 and fathers aged less than 4022.
References
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Autism308
http://www.dogtorj.net/id107.html
The Syndrome of Autism- Food Intolerance, Viruses,
Vaccine, and Pollutants
By DogtorJ
Hi Everyone,
My name is John B.Symes, DVM otherwise known as "Dogtorj" on the Internet. I joined the forum tonight after finding
my Website mentioned in one of the posts. I am a BIG proponent of the gluten-free, casein free diet for epilepsy and have
been studying the benefits of this diet in neurological conditions (e.g. epilepsy, autism, ALS, MS, fibromyalgia, and others)
for over 7 years now,
I became an Internet medical literature researcher following my own phenomenal recovery once I discovered that I had
celiac disease (gluten intolerance) and subsequently discovered my concurrent dairy and soy intolerance. I quickly went from
a sickly 45 year old on 5 different prescriptions to a bullet-proof 53 year old who has not taken a prescription drug in over
7 years. Within a month of being gluten-free I was a totally different person. Gone were my pain, depression/chronic fatigue,
food addictions, insomnia, gastrointestinal distress and much more. It was amazing to say the least and got my full attention
as a patient and as a health professional.
I began applying all that I had learned about gluten intolerance to my canine patients and watched as miracles happened.
The mist amazing was the control of seizures. I read that celiac children who also suffered from epilepsy often had dramatic
improvements in their seizure frequency and severity once on gluten-free diets. This grabbed my attention and I plunged into
how and why this could be. I created my Website to chronicle both my findings and the testimonials of those who had utilized
the diet. (I used to really dislike writing but that changed in a hurry.)
I quickly found that there were other foods that played similar roles in neurodegenerative diseases and as I eliminated
these, the success rates skyrocketed. Suddenly, I was writing about the "big 4" or "The Four Horsemen of the Apocalypse" as
I lovingly call them when I want to be melodramatic. These are gluten grains (wheat, barley, rye), dairy, soy and corn. These
are the primary foods that are capable of inducing villous atrophy (damage to the villi of the intestinal tract, primarily
those of the duodenum and jejunum) resulting in the malabsorption of the nutrients that are CRITICAL to the health of the
brain, liver, immune system and every other tissue. The duodenum is responsible for the absorption of the vast majority of
our calcium, iron, iodine, B complex, C. and trace minerals (e.g. zinc, magnesium, boron, lithium, manganese and others.)
Wow! Imagine an individual that is deficient in these vital nutrients and you have a celiac, casein intolerant, soy or corn
intolerant or a combination thereof. That is why celiacs have staggering rates of every illness that plagues mankind, including
cancer, immune-mediated disorders, and neurodegenerative diseases.
How does this apply to autism (and epilepsy). Because, as the poster above states, things like thimersol are clearly
contributing factors but not the sole cause of autism for the reason stated. If vaccines were THE cause, then all who received
them would have autism. There has to be a distinguishing factor...or set of factors...that creates the autistic individual
while at the same time determining the spectrum of affliction seen in autism. It is not a black and while condition,
is it? Like so many other conditions, there is a spectrum of affliction, ranging from mild (the best of the worst) to severe
(the worst of the worst). What determines this???
Well, as stated by many of the forum members, there are multiple factors at work. BUT, I am a form believer that the
single biggest factor is diet. I have read...and now received...enough testimonials from mothers of autistic children who
employed elimination diets like the GFCF diet or my G.A.R.D. and had miraculous results to say this with all certainty. If
the diets were proper- non-harmful and fully nutritious- then the body could better handle the secondary insults/triggers
thrown at it (e.g. thimersol, air pollution, fluoride, MSG, NutraSweet, carcinogens, and other known toxins).
But what IS the distinguishing factor in autism (and epilepsy). Why does one child develop it and the other doesn't
when they have been exposed to the same basic diet, environment and vaccines? I now agree with researchers who believe that
VIRUSES are the true and ultimate cause and that everything else is causing/allowing/triggering the virus into causing the
severe neurological signs seen in both autism and epilepsy.
Everyone should do a search for "autism, virus" and read what researchers already know and what they suspect. Through
the eyes of the viral model, +everything+ starts to make sense, including the role of thimersol, food lectins, environmental
pollutants, fluoride and even the sedating effects of the casomorphins and gliadomorphins derived from casein (dairy) and
gluten (gliadin) respectively. The testimonials of the mothers who utilize the GFCF and GARD diets also make perfect
sense, as do the failures. The best of the worst will respond quickly and dramatically...miraculously.the worst of the worst
respond more slowly. BUT, I have yet to have anyone who contacted me about their autistic of epileptic child nor report a
measurable response. Most +are+ dramatic.
Why? Because the foods that are restricted in the GARD (The Glutamate-Aspartate Restricted Diet/ Gut Absorption Recovery
Diet) are doing soooooo much harm to those who are sensitized to the glycoproteins (lectins) as well as the sedating compounds
(casomorphins/gliadomorphins) and stimulants (glutamate, aspartate, and estrogens) they contain. These are the top 4 human,
dog and cat food allergens for very good reason, with the allergies being created at the time they damage the intestinal villi.
The allergies are screaming out at us to stop eating/feeding them...the acid reflux, chronic throat and ear infections, nasal
congestion, IBS, asthma, eczemas, and other warning signs.How much clearer does it have to be?
Well, there is one more common sign in the autistic and that is the food addiction that so many of them exhibit. How
many autistic children are addicted to wheat and dairy products? Every time I talk to a mother of an afflicted child or see
a news story about autism on TV, I hear about or observe them eating foods rich in dairy or wheat...the cereals, breads, pancakes/waffles,
milk, pizza, mac and cheese, cookies, etc etc. Sound familiar. I have had numerous moms tell me how hard it is to get them
to be in the same room with a vegetable or piece of fruit. They are addicted to the very thing (foods) that are making them
sick, just like a drug addict or alcoholic. It is the nature of addiction. And this addiction speaks to the truth about the
harm these foods are doing. There are +no+ healthy addictions.
And we no know that this process can begin before birth. The prenatal effects of celiac disease, for example, are potentially
catastrophic. Then comes the breast feeding. We also know that gluten, casein, et al pass right through mom's breast milk
and can directly affect the nursing infant.If the child is an undiagnosed celiac or casein intolerant and mom is loading upon
bread and cheese, then by the time that child is ready for vaccines, they can be immunologically incompetent and those vaccines
can do severe harm, not only the thimersol but the modified live viruses themselves. We learned this the hard way in vet medicine
with numerous cases of vaccine -induced disease.
Once that child has (one of) the viruses that is likely to be the true culprit, then all they need is an unhealthy
dose of immune incompetence and to be bombarded with lectins (dietary glycoproteins from the "big 4"), fluoride and other
pollutants, and the casomorphins/gliadomorphins from dairy and wheat and their brain is severely dysfunctional.
BUT...the good news??? Stop doing what we are doing and things can get better...and in a hurry. Believe the Success
Stories on www.gfcfdiet.com. The failures are also explainable. Hopefully this post will point you in the
right direction to help track down those failures and correct them. We MUST be strict. I will follow this post with what I
call The Glaring Example. It is a post from another forum that puts everything in perspective. Lectins are powerful things.
The worst of the worst can't tolerate the smallest quantity. Think "peanut allergy" and you will have the right perspective.
I hope this helps,
John
John B. Symes, DVM (aka "DogtorJ")
www.dogtorj.net
brain
depression
gastrointestinal
Internet
seizures
MS
Website
NutraSweet
Syndrome of Autism- Food Intolerance
Pollutants By DogtorJ Hi Everyone
John B.Symes
DVM
Four Horsemen of the Apocalypse
C.
VIRUSES
GARD
Glutamate-Aspartate Restricted Diet/ Gut Absorption Recovery Diet
Success Stories
Glaring Example
John John B. Symes
DogtorJ
www.dogtorj.net/id107.html
www.gfcfdiet.com.
www.dogtorj.net
Autism309
http://www.telegram.com/article/20100313/NEWS/100319855/1116/newsrewind
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It's very hard to unscare people after you've scared them.
-- Dr. Paul Offit, INVENTOR OF ROTAVIRUS VACCINE,DIRECTOR, VACCINE EDUCATION CENTER AT CHILDREN'S HOSPITAL OF PHILADELPHIA
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In a further blow to the anti-vaccine movement, three judges ruled yesterday in three separate cases that thimerosal, a preservative containing mercury, does not cause autism.
The three rulings are the second step in the Omnibus Autism Proceeding begun in 2002 in the U.S. Court of Federal Claims. The proceeding combines the cases of 5,000 families with autistic children seeking compensation from the federal vaccine injury fund, which comes from a 75-cent tax on every dose of vaccine.Families of children hurt by vaccines for example, who suffer fatal allergic reactions are paid from it but are unable to sue the vaccine manufacturer. The fund has never accepted that vaccines cause autism; the omnibus proceeding, with nine test cases based on three different theories, was begun in 2002.The anti-vaccine groups also lost the first three cases, which were decided in February 2009 by the same three judges, known as special masters. All three rulings were upheld on their first appeals.Defenders of vaccines said they were pleased by Friday's decision, while opponents were dismissive, saying they would never get a fair ruling from the omnibus arrangement.In the three cases brought against the government, by the parents of Jordan King, Colin R. Dwyer and William Mead, all three special masters used strong language in dismissing the expert evidence from the families' lawyers.The master in the King ruling emphasized that it was “not a close case” and “extremely unlikely” that Jordan's autism was connected to his vaccines. The master in the Dwyer case wrote that many parents “relied upon practitioners and researchers who peddled hope, not opinions grounded in science and medicine.”Patricia Campbell-Smith, the master in the Mead case, also dismissed two subarguments made by a few opponents of vaccines, saying they “have not shown either that certain children are genetically hypersusceptible to mercury or that certain children are predisposed to have difficulty excreting mercury.”She also echoed a contention by vaccine defenders that a shot is safer than a tuna sandwich. “A normal fish-eating diet by pregnant mothers” is more likely to deposit mercury in the brain than vaccines are, she wrote.In a telephone press conference after the rulings, Dr. Paul Offit, director of the Vaccine Education Center at Children's Hospital of Philadelphia and the inventor of a rotavirus vaccine from which he receives royalties, praised the decisions, saying: “This hypothesis has already had its day in scientific court, but in America we like to have our day in literal court. Fortunately, we now have these rulings.”Fears of thimerosal emerged more than a decade ago and have cast a pall over vaccines ever since, even though it has been removed from most of them. The fear has caused some parents to avoid them and made outbreaks of diseases like measles and whooping cough more likely.Even with this decision, Offit said, “it's very hard to unscare people after you've scared them.”The Coalition for Vaccine Safety, a group of organizations that believe vaccines cause autism, dismissed the rulings.“The deck is stacked against families in vaccine court,” said Rebecca Estepp, of the coalition's steering committee. “Government attorneys defend a government program using government-funded science before government judges. Where's the justice in that?” The coalition claims to represent 75,000 families.Amy Carson, founder of Moms Against Mercury, who has a son with brain damage, called the vaccine court arrangement “like the mice overseeing the cheese.”The vaccine injury fund and the court overseeing it were created in 1988 after judgments in state court lawsuits over vaccines became so inconsistent and so expensive that vaccine companies started quitting the American market.The third theory, that measles vaccine causes autism, is still to be ruled on by the special masters. But Lisa Randall, a lawyer with the Immunization Action Coalition, which defends vaccines, said she believed some of the test cases had been “abandoned” by the families that brought them after the 2009 decisions dismissed a variant of the same theory.
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A special United States vaccine court dismissed three cases Friday that were attempting to establish a link between mercury-containing immunizations and autism, prompting outrage among parents convinced of the connection.
Critics have accused the hearings of impropriety, citing the fact that the Department of Health and Human Services was a defendant in the case while producing and funding much of the evidence purporting to exonerate the vaccines at taxpayer expense. Mother Laura Bono, for example, one of the parents whose case was dismissed, called the process dysfunctional and said that the law only provides the illusion of having a day in court.
Other parents were equally disappointed by the ruling. The deck is stacked against families in vaccine court, charged mother Rebecca Estepp of the Coalition for Vaccine Safety. Government attorneys defend a government program, using government-funded science, before government judges. Where's the justice in that? After the rulings, an attorney for the group also said it would seek congressional intervention and that several government experts had provided fraudulent testimony.
Other organizations are also calling the proceedings into question. Find me another industry where the U.S. government defends their product in court and funds the science that exonerates them, said Generation Rescue founder J.B. Handley, also the father of an autistic child. The average citizen has no hope.
Analysts said the decision dealt a severe blow to the more than 5,300 similar cases pending before the special court, part of the U.S. Court of Federal Claims. In 1986, the federal government created the courts and established a tax-funded National Vaccine Injury Compensation Program to pay victims and protect drug companies from liability.
In the court decisions, the judge-like Special Masters ruled that the science did not support the mercury-autism link. The Meads believe that [mercury-based preservative] thimerosal-containing vaccines caused William's regressive autism, wrote Special Master George Hastings, a former tax expert with the Department of Justice, in his ruling. The undersigned finds that the Meads have not presented a scientifically sound theory. The other two cases were thrown out using similar arguments.
For years, countless parents of children with autism have blamed mercury in vaccines for the illness. Mercury is, after all, a known neurotoxin with devastating effects on the human body. But the movement was dealt another blow earlier this year when a respected medical journal retracted a prominent study claiming a link existed.
However, the pro-mercury camp also came under fire recently. Dr. Poul Thorsen, a scientist working for the U.S. government who published one of the most important studies used to debunk the mercury-autism link, is now being investigated for embezzling millions of taxpayer dollars. The study in question has also attracted widespread criticism for its methodology.
Despite the angered parents, however, some groups saw the court ruling as a positive step in putting the issue to rest. It's time to move forward and look for the real causes of autism, explained Autism Science Foundation President Alison Singer. There is not a bottomless pit of money with which to fund autism science. We have to use our scarce resources wisely.
But the battle is still far from over, according to anti-mercury campaigners. Appeals to the vaccine court ruling are considered very likely. And last week, the Supreme Court agreed to review the law exempting vaccine makers from liability.
The case against pharmaceutical giant Wyeth is expect to begin in the fall. After receiving the diphtheria-tetanus-pertussis vaccine, a six-month-old girl began suffering a series of complications including seizures. An appeals court in Pennsylvania ruled that the parents could not sue the drug maker because of the 1986 law creating the vaccine courts that specifically shielded manufacturers from liability. But a conflicting ruling in Georgia said some lawsuits could be brought under state law, so the Supreme Court is now expected to resolve the matter.
The battle over whether mercury in vaccines is linked to the epidemic of autism will continue to rage for a long time to come. Polls suggest at least one in four parents still believe there is a connection. But regardless of what the truth regarding this issue is, federal laws purporting to exempt manufacturers from liability in the event of adverse reactions are not only unconstitutional, they are ridiculous. Why should tax payers assume the risk while drug companies rake in billions? The special courts and the law which created them should be dismantled so that evidence can be heard in a proper venue.
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Thomas Paine
said:
Same BS with the Swine Flu Vaccine
It was also reported that the Mfg of the Swine Flu Vaccine had complete immunity to liability. It is clear the NWO elites protect certain industries that cosy up to their secret operations. Drug Companies are certainly in the fold.
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March 15, 2010
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Still Free
said:
Like the way vaccines are handled?
--just wait until you get a dose of their brand of healthcare. You don't know yet what the word "toxic" really means ...
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March 16, 2010
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Air Jordan Shoes
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http://www.usa-jordan.com
constitutional framers placed on the government. It's a travesty that the Supreme Court has not has not fulfilled its constitutional responsibility to check much of the excesses of power and authority the legislative and executive branches have seized.
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www.thenewamerican.com/index.php/usnews/health-care/3127-court-rules-against-autism-vaccine-link
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http://mcs-america.org/index_files/VaccinesMercuryAutism.htm
Reduction of autistic traits following dietary intervention and elimination of exposure to environmental substances.Ê
Slimak, K. 2003. Reduction of autistic traits following dietary intervention and elimination of exposure to environmental substances. In Proceedings of 2003 International Symposium on Indoor Air Quality and Health Hazards, National Institute of Environmental Health Science, USA, and Architectural Institute of Japan, January 8-11, 2003, Tokyo, Japan, 2:206-216.
Full Text Available
Abstract:
Effects of environmental exposure were isolated and studied in 49 autistic children. Elimination of food-related reactions entirely allowed effects of environmental chemicals to be thoroughly studied indefinitely in the absence of food-related symptoms. Initially unaffected by social contexts, the autistic subjects acted out the ways they were affected by their environment without the altering effects of societal influences; and severity of the adverse effects made observation and study easier. There was a strong correlation (P<.000) between environmental exposure levels and autistic symptoms and behaviors. There appeared to be nothing inherently wrong with autistic children studied. The children in the program (universal diet and clean room) returned to normal physically, in temperament, in awareness of surroundings and others, in emotions and empathy, and in ability to learn. Based on the results of the present study, a broad spectrum of severe and chronic autistic symptoms appear to be environmentally based, apparently caused by chronic exposure to volatile organic compounds, and appear to be fully reversible in the proper environment.
*****
The Effect Of Environmental Chemical Exposures On Autistic Children (Word File)
Karen M. Slimak, Autism One Conference, May 2-4, 2003, Loyola University
http://www.specialfoods.com/AutismOne_paper.doc
*****
Scientific Studies on Mercury and Amalgam (citations only)
Websites Discussing Vaccines in Relation to Autism
www.ewg.org/news/eclips.php?issueid=5003
www.fightingautism.com
www.know-vaccines.org/autism.html
http://conspiracyplanet.com/channel.cfm?channelid=47 contentid=2254
Studies Compiled by the Autism Research Institute
http://www.autismwebsite.com/ARI/dan/dan.htm
Part I - Partial list of scientific studies linking thimerosal to Autism
Part II - Partial list of scientific studies linking the MMR vaccine to Autism
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Parent Ratings of Behavioral Effects of Biomedical Interventions
Report on General Causation: Thimerosal Exposure, Neuroinflammation, and the Symptoms of Regressive Autism
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Effect Of Environmental Chemical Exposures On Autistic Children
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Scientific Studies
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Autism Other Studies Parent Ratings of Behavioral Effects of Biomedical Interventions Report
Causation: Thimerosal Exposure
mcs-america.org/index_files/VaccinesMercuryAutism.htm
www.specialfoods.com/AutismOne_paper.doc
www.ewg.org/news/eclips.php?issueid=5003
www.fightingautism.com
www.know-vaccines.org/autism.html
conspiracyplanet.com/channel.cfm?channelid=47
www.autismwebsite.com/ARI/dan/dan.htm
Autism311
http://www.infantile-autism.com/
We often hear from parents with one or more children with autism that they believe or think that somehow their children contracted or developed autism as a result of some vaccinations as a baby or child. This is indeed a controversial question.
The issue whether vaccines can cause autism is a concondrum of much arguement, pitting science against faith, doctors against parents, and parents against one another.
As a researcher who is out to find the truth, I would like to share with you the research items and publications with the relevant references so that you, as a parent, can study the research and information presented therein, and to form an opinion or make a decision yourself. As there are numerous citations, it is important for you to read all these reports to have a good understanding before you form your own opinion.
In a video below, you can watch Julie Gerberding, the head of the CDC, went on CNN s House Call with Dr. Sanjay Gupta to discuss the Hannah Poling case.
Here is another video where Rober Kennedy talks about about vaccines and autism, and presents his view on this question - does vaccines cause autism.
I will first present a brief extract of the publication or research report and then provide the reference link so that you can read the entire research or report as they were presented originally at their respective websites. Here are the relevant references:
Health headlines often broadcast that one study or another has proven that vaccines do not cause autism. Look a little deeper, and what those studies have actually done is failed to prove that they do. Others claim to have indeed proven a connection, but their results are not embraced by the scientific community. Disagreements rage over the way studies are set up, and who funds them.
Link to full report
Any rite of passage that involves jabbing needles into small children is bound to worry more than a few parents. But that doesn t begin to explain why so many moms and dads are convinced despite mounting scientific evidence to the contrary that the triple vaccine against measles, mumps and rubella (MMR) causes autism in some youngsters. The latest study exonerating the MMR vaccine comes from Denmark, where investigators looked at the health records of every child born from 1991 through 98, more than 537,000 children. No matter how researchers analyzed the data, there was no difference in the autism rates of children who received the MMR vaccine and those who did not.
The Danish findings, which were published in the New England Journal of Medicine last week, are persuasive for several reasons. Denmark s socialized medical system has generated one of the most complete health records of any country. So the investigators were able to document accurately both sides of the equation: those who were (or were not) vaccinated and those who developed autism. Even when other factors, such as age at vaccination, were taken into account, there was no difference in autism rates between vaccinated and unvaccinated children. There was no clustering of autism diagnoses in the weeks and months after vaccination. There was no difference in the number of diagnoses of other developmental disorders related to autism in the vaccinated and unvaccinated groups.
Link to Full report
British researchers caused a furor in 1998 when they published a controversial report suggesting a link between the growing number of autism cases and the standard childhood vaccine for measles, mumps and rubella (MMR). Although other physicians criticized the authors for jumping to conclusions, many worried parents stopped immunizing their children. Now 10 of the 13 original authors have decided to retract the paper, acknowledging that their data were not strong enough to support their incendiary conclusion.
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Nearly all of the leading health organizations including the CDC and the NIH say that there is no relationship between vaccines and autism. Yet many parents and smaller research groups are convinced there is more to the story, and the doubts about the safety of vaccines linger in the minds of many parents. How did this controversy get started and why is it still such a concern?
Now, on to the concerns themselves. To begin with, it s important to note that there are not one but two vaccine controversies, and both are hot topics right now.
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Issue number one relates to thimerosal. This is a mercury-based preservative which was used in many vaccines between the late 1980s to 2003. The type of mercury used in thimerosal is generally cleared from the body within six weeks, which in theory would render it harmless. But according to those researchers who believe that the preservative causes autism, babies born during that 20-year window were injected with many times the safe level as determined by the FDA and some, they feel, were genetically incapable of clearing the doses of mercury from their bodies. Mercury is, in fact, a neurotoxin, and the theory is that the recent leap in autism diagnoses can be directly tied to thimerosal.
At present, the thimerosal controversy continues with evidence on both sides mounting up. The positive side, for new parents, is that thimerosal has now been removed from most vaccines and thimerosal-free vaccines are available across the board. The down side, of course, is that no one can say with absolute certainty that today s autistic youngsters were NOT harmed by thimerosal-laced vaccines.
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Some scientists have tried to link an apparent rise in the incidence of autism to an increasing number of childhood vaccines that used to contain thimerosal. Thimerosal is an organic mercury compound (ethylmercury) that for a time was used as a preservative in vaccines against diphtheria-tetanus-pertussis, Haemophilus influenzae, and hepatitis B.
In 1999, the U.S. Food and Drug Administration released a statement indicating that some infants who received multiple injections of vaccines containing thimerosal might have gotten enough ethylmercury to exceed recommended guidelines. Shortly thereafter, the American Academy of Pediatrics and the U.S. Public Health Service jointly recommended reducing or eliminating thimerosal in all vaccines.
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While expounding the other day on the lost antiseptic mercurochrome (See The Straight Dope: What happened to Mercurochrome?), I mentioned that vaccines once contained an antibacterial and antifungal agent called thimerosal. Keeping vaccines safe is a good thing - nobody wants a repeat of the 1928 Australian case where a dozen kids died from staph-infected diphtheria vaccine drawn from a multidose vial. Unfortunately thimerosal, like mercurochrome, has the drawback of containing mercury, a toxin known to cause neurological disorders. Children are especially vulnerable. In 1999 the American Academy of Pediatrics and the U.S. Public Health Service determined that standard childhood vaccinations could lead to a dangerous accumulation of mercury. They called for thimerosal s elimination from vaccines, and within a few years it was mostly gone.
Thimerosal hasn t totally disappeared. It continues to show up in some contact lens solutions, and as of last fall was still being used in certain vaccines for diseases including tetanus, meningitis, and flu - often ones used in multidose applications, where contamination presumably remains a concern. But according to the FDA, apart from the occasional flu shot, no vaccine routinely recommended for U.S. kids now contains more than a trace amount of the stuff.
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ItÕs a legal fight with other Minnesota connections: Minneapolis lawyer Sheila Bjorklund, a partner at Lommen Abdo Cole King Stageberg, who represents 33 Midwestern families, is one of 10 attorneys on the petitionersÕ executive steering committee helping to oversee the massive litigation against the U.S. Department of Health and Human Services. A tribunal of three special masters in the Court of Federal Claims in Washington, D.C., is conducting the no-fault proceeding where the petitioners need to prove causation by a preponderance of the evidenceÑbut not scientific certaintyÑto win damages.
Hokkanen views the litigation before the so-called ÒVaccine CourtÓ as a kind of Òcourt of last resortÓ for parents of autistic children. Should the petitioners prevail, they will be eligible for compensation for pain and suffering, past and future medical expenses and loss of earning capacity.
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The prevalence of autism has risen dramatically in the past two decades. Prevalence is an estimate of the number of affected persons at a point in time. The last issue of the NECC Research Newsletter discussed the first comprehensive prevalence studies conducted in the United States. These studies show that the prevalence of ASDs in 2003-2004 is somewhere between 1 in 139 and 1 in 181 children between the ages of 4 and 17. This implies that there are around 300,000 children diagnosed with an ASD. Most scientists feel the rise in prevalence is due to a combination of changes in the diagnostic criteria for autism spectrum disorders (ASDs) and increased awareness of the disorder (e.g., Wing and Potter, 2002).
However, some have suggested that the increased prevalence of ASDs corresponds with an increase in the number of vaccinations recommended for children. Correlation of two events is not sufficient evidence to assert that one caused the other as the two events could be unrelated. For example, if a child is born during a full moon, the birth and the full moon coincide but the full moon did not cause the birth and the birth did not cause the full moon. Therefore, further study of such correlations is necessary to reveal evidence to either support or disconfirm a causal hypothesis. One specific hypothesis of vaccines being linked to autism suggests that thimerosal, a preservative previously used in childhood vaccines that was removed from vaccines manufactured in the US in 1999, can cause autism. Thimerosal is still present in some versions of the flu vaccine. Several versions of this theory target different mechanisms for how thimerosal damages the child and causes autism. They all, however, state that some damage occurs to the developing child after vaccination. Advocates of the thimerosal causes ASDs hypothesis have also suggested that the prevalence of ASDs will substantially decrease subsequent to thimerosal being removed from childhood vaccines.
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Perhaps parents biggest concern about vaccines is whether they can cause autism. So let s be clear. Despite what you may have read online or heard on television talk shows, there s no credible evidence linking the two. The main study that hinted at a connection involved just 12 children. And since its publication, most of the study authors have reversed their decisions, and the lead author is being disciplined for professional misconduct. Meanwhile, more than 20 other studies involving thousands of children have consistently demonstrated that neither vaccines nor the preservative thimerosal (a type of mercury that is no longer used, except in some flu shots) causes autism.
So if that s the case, why did the Polings, of Athens, Georgia, who claimed that a five-shot vaccine series triggered their daughter Hannah s autism, win a payout from the federal government s Vaccine Injury Compensation Program (VICP)? Doesn t that prove a connection? No, and this is why: the VICP maintains a list of vaccine-related injuries that are automatically compensated, with basically no questions asked. In the Poling case, Hannah s rare enzyme deficiency caused her brain dysfunction. And it got worse when she developed a fever after her measles shot, so her family qualified for compensation.
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The debate over a link between childhood vaccinations and autism has reached fever pitch, as evidenced in a major court ruling March 2008. The federal government conceded that standard vaccination practices contributed to the development of autism in nine-year-old Hannah Poling. While failing to admit to a clear-cut link, the government has nevertheless offered the Poling family compensation, citing that a pre-existing mitochondrial disorder that predisposed the toddler to autism was significantly aggravated by the immunization shots she received at nineteen months. Dr. Isaac Eliaz offers his thoughts on this unprecedented ruling, noting that vaccines in generalÑand especially those containing thimerosal, a mercury-derived preservativeÑare not completely safe. Not only do they expose infants and toddlers to toxic loads of mercury, but when administered concurrently, they are also potentially dangerousÑand often unnecessary, as in the case of the Hepatitis B vaccination. These risk factors amount to what should rightly be considered a true health crisis for our children.
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With record rates of immunizations in the U.S., the vaccines themselves are now under scrutiny by a small but vocal segment of the population. Concerned that the vaccines may pose greater risks than the diseases against which they protect, some parents are refusing them. So, in addition to developing new vaccines Ð Johns Hopkins researchers like Hopkins Children s pediatrician Neal Halsey are employing Johns Hopkins rigidly scientific approach to studying vaccines and any adverse effects.
Halsey is director of the Institute for Vaccine Safety at the Johns Hopkins Bloomberg School of Public Health, which coordinated the scientific review of concerns, raised about a possible link between childhood diabetes and vaccines and found no evidence to support the hypothesis. When there was public concern in the late 1990s, however, that a preservative, thimerosal, that was used in some vaccines, could result in exposures that exceeded EPA guidelines for exposure to a related form of mercury, Halsey led a review for the Academy of Pediatrics in 1999 that recommended, as a precaution, thimerosol levels be reduced or removed from vaccines given to infants, and it was. Subsequent studies have not shown consistent evidence of harmful effects other than rare allergic reactions.
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Your health is one of those things you don t think about too much unless something s wrong. People who are sick think about their health a lot. People who have sick loved ones think about health a lot, too. And for the past several years, some people whose loved ones have autism have thought about vaccines a lot.
Vaccines aren t exactly a modern invention. After realizing that people who survived smallpox never got it again, people started inoculating themselves around 200 B.C., hoping that a little bit of exposure in the present would save them from a devastating illness in the future [source: National Museum of American History]. Unfortunately, primitive methods, which used a live virus from infected material, could result in the patient getting a full-blown case of the disease.
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It is some peopleÕs hands, I can undo it, so very intelligent people that change maybe a trigger to some kids who have autism. I can not see it, you can not see it but I do not see a great study that should be done. The study should be done, videotaped. Santa Clause in kids of four months, nine months, one year, eighteen months have revealed. You give the kid the vaccine. You said key chains, show me the kid in four months and make our track. Show me the kid in health, smiling, socialite. Show me that. I mean I review a couple of this and we did make an icon and last month when I look at the kid that is what I saw. Believe me it could be a re-essence that we could do something. We understand that without these vaccines, it will distribute terrible welfare for that which can not find any justification with to say that seems quite autism.
There is absolutely no indication that vaccines cause autism, more than that, they are now very well done prospective studies which they had shown that there are absolutely no link between autism and the immunization of our children. The studies have been published over the last two or three years. They were done both here and in Europe. They are done in a blinded fashion so that it compares children who were not vaccinated and children who were vaccinated and in a very definitive fashion. It was shown effects since did not increase the risks of those children having any neurologic out.
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The debate over the safety and efficacy of vaccines is not new. While vaccines seem to be very effective in eradicating many terrible diseases, they are closely tied to the development of other serious health and developmental problems, including autism. It would appear that by using vaccines we have not improved the overall health of our children, but simply traded infectious disease for chronic disease.
Vaccines contain many suspect ingredients known to cause serious health problems. At the top of that list is mercury, an extremely toxic substance. Mercury makes its way into vaccines through a preservative called thimerosal. Thimerosal is not a necessary ingredient in vaccines. It is used as a preservative so that vaccines can be packaged in multi-dose bottles and used on multiple children without becoming contaminated with bacteria. Single-use packaging eliminates the need for the toxic preservative.
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My son was normal until he received his vaccines. His first shots were 2/10/92. By 4/19/02 there were signs he was not developing correctly. By next set of shots, he forgot how to vocalize, and eventually crawl or sit up. Pedicatrician noted his conditioning was worsening with each and every shot. How can doctors say there is no correlation between shots and autism? Comments anyone?
Yes, I do think that vaccines cause autism. I just watched the segment on autism and I am appaled that the doctors would say that the thimerasol is out of the vaccines.. there is only one company that makes vaccines thimerasol free. and there is no one requiring doctors to use that vaccine. and the ones that say they are free of mercuryÉthey are not, they put it in they try to take it out, you cannot completely get the mercury out. Please get the right information. I have an autistic child that when we cleansed him of his vaccines and the mercury, he started making eye contact and the meltdowns lessened. Please get that information out.
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Do vaccines cause autism? It is a truism that nothing can ever be disproven (in fact, one of the most solid philosophical proofs is that neither science nor any other extant method of human discovery can prove any empirical claims either).
My purpose here is not to debunk the vaccine myth. Others have done it better than I can. My purpose is to point out that, even if the myth were true, not vaccinating your children would be a poor solution.
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On June 4, 2008, actress Jenny McCarthy, mother of a 6-year-old son with autism and spokesperson for the organization Talk About Curing Autism, led a Green Our Vaccines march and rally in Washington, D.C., with her boyfriend, actor-comedian Jim Carrey. McCarthy and many of the 8,500 people joining her were gathering to call for safer vaccines demanding, for instance, legislation to eliminate toxins, such as mercury and aluminum, from kids shots (mercury is part of the vaccine preservative thimerosal; aluminum makes vaccines more effective by stimulating the body s immune response) and requesting that Congress take a closer look at the mandatory immunization schedule. McCarthy is among those who believe that vaccines have played a role in the autism epidemic. Her new book, Mother Warriors, tells the stories of parents whose children have recovered from autism, and she has served as a voice for many mothers and fathers who are concerned about vaccines.
If there is a connection between vaccines and autism, top health experts, including those from the CDC and the independent nonprofit Institute of Medicine, say they haven t found it. Their stance is based on at least 10 large-scale scientific studies. Parents need to know that the world s brightest scientists have concluded that there is no association between vaccines and autism, says CDC director Julie Gerberding, M.D.
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A hypothesis linking childhood vaccines with autism has been the subject of an intense debate for almost a decade. On one side are the parents and families of autistic children, many of whom are convinced that the link between autism and vaccines is real. On the other side are researchers who have conducted numerous medical studies, some involving thousands of children, that have found no evidence that autism is linked to vaccines.
As the debate rages on, parents of autistic children are accused of looking for someone to blame, and possibly to sue. Other people believe that the medical community and pharmaceutical companies know there s a connection between autism and vaccines and are conspiring to keep this information from the public.
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I believe there is a link to autism being caused by certain vaccines, mainly the MMR vaccine. But they all are dangerous. The MMR vaccine is almost the only vaccine that people seem to have a problem with. Scientist s say they continue to do research, but I honestly believe that they may already have the answer, and are just keeping it from the Public. If it turned out that vaccines were linked to autism, many people would be suing these companies. My two year old brother, cannot speak. He does not have autism, but merely autism spectrum disorders (ASD). When he was one year old, he said his first word, Cocoa. He ran around all week, saying cocoa over and over again. Then he went to get his MMR shot. The next day, he didn t say cocoa anymore. And he has never said it since. autism spectrum disorder is a mild form of autism. I believe Vaccines link to autism, and that they need to change, if not stop, the way they are being given or created.
Andrew Wakefield, the researcher who controlled the well-known study that claimed a link between autism and vaccinations had falsified the results to show that vaccinations caused autism. In fact, several of his subjects showed signs of autism before the vaccinations. The medical records of the children were obtained recently, and those show very different results from the ones that Andrew Wakefield claimed. He is defending himself against charges of professional misconduct for his ethical conduct regarding the study. In addition to falsifying the results, he also had accepted funding prior to begining the study to prove that the MMR vaccine was harmful, so it was a conflict of interest when he did this study.
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Ask a parent who lost their 18 year old college student to meningococcal meningitis the same question. I lost my sister to meningitis. It could have been prevented. She never got vaccinated.
McCain was opposing the war until he found out that supporting it could get him a vote for president. I won t be voting for him. Any ally of Bush is an enemy of mine.
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When Jenny McCarthy became a spokeswoman for autism, the model-actress stirred debate when she blamed immunizations as the cause of her son s condition. Dr. Cecelia M. McCarton answers some questions about whether vaccines are one of the causes of autism.
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Today s edition of the Washington Post features an article entitled Fathering Autism which is about a father s experience caring for a daughter with autism. The father in the article is GWUMC s Dr. Peter Hotez who is the Walter G. Ross Professor and chair of the Department of Microbiology, Immunology and Tropical Medicine, president of the Sabin Vaccine Institute, and the principal scientist for the Human Hookworm Vaccine Initiative.
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Some of the birth trauma attorneys handling these cases say that only the thimerosal in the vaccines caused the neurological disorders. Others argue that the injections also contained a form of mercury that overexcited certain brain cells. To settle this discrepancy, the Office of Special Masters of the claims court has instructed plaintiffs to carry out three tests for each of the theories.
Thimerosal has been removed from standard childrenÕs vaccines, but remains in flu vaccines that are packaged as multiple doses. Unfortunately, the Center for Disease Control and Prevention says single dose flu vaccines are available only in limited numbers for the time being. Until more are produced for and distributed to the children in need of them, the threat of adverse thimerosal side effects remains.
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Usually I make it a point not to write about the possible causes of autism, for a number of reasons. First, itÕs such an inflammatory topic, and my goal is to share what weÕve learned with a community of parents, not to speculate or fan the flames on issues about which I have no direct evidence. Of course I follow the studies, and I have my opinions, but IÕm not sure that sharing them in such a public venue is really of use to anyone, especially my son.
Second, I have to be honest: we are very, very lucky. Isaac is on the mild to moderate end of the spectrum, and he doesnÕt have any serious medical issues like intestinal disorders or seizures. So for us, the challenges tend to be more social than medical, and itÕs sometimes very difficult to know whatÕs an expression of his personality versus any real pathology.
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I saw Nancy Snyderman on Scarbourough s show yesterday morning. At the time I didn t know that it was her (I d never seen her before) so I almost choked on my coffee when I heard her snotty reply including something along the lines of: it s the loud mouth Hollywood stars who spread the lie that vaccines cause autism.
I watch this show every day and know how Joe and Mika interact with each other. What I thought was interesting was Joe giving Mika B a look nod that seemed to say don t start anything I would have loved to have been a fly on the wall afterward to hear what those two had to say off camera afterward.
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There is no research that proves autism spectrum disorder is caused by vaccinating children. There have always been theories, but no scientific proof. No studies show that the delay or omission of vaccines affect autism.
ASD is diagnosed at a time when children are receiving vaccines. Parents of autistic children are often looking for what caused autism, and relate it to vaccines because they are happening at the same time. Much media attention is given to adverse effects of vaccines and little attention is given to success stories of vaccines, such as no one gets measles anymore.
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Due to the comments I have recieved I must not have made it clear that I do 100% believe in getting your child vaccinated. My confusion is when is the best time to do it.
Whilst waiting in line at Target today I was flipping through a magazine when I came across an article about Jenny McCarthy and how she helped her son beat autism. It was a very interesting article about the things she did (such as drastically changing his diet) to help him overcome his autism. And it got me to thinking do vaccines really cause autism, or do they not? The whole thing is very confusing to me, and I often don t know what to believe. I have done a lot of reading on the subject and what I have found is that almost all mothers ( I have read about) with autistic children have said that yes, after their child recieved their vaccination is when the signs of autism began to show. But most doctors (including my pediatrican) say that no, there has been no link found between vaccines and autism. I have also read that although vaccines dont cause autism, they can make it manifest itself in children that are genetically susceptible. I am no scientist, but just by looking at the numbers it is very convincing that vaccines do have something to do with it, being that 15 yrs ago it was like 1 in 10000 children will be diagnosed with autism, and now its around 1 in 150.
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Four years ago David Kirby, a science contributor to the New York Times, spotted a breaking story when he began researching a possible link between mercury used in a vaccine preservative and autism, a disorder that affects the development of social and communication skills. The result unfolds as this book.
For the past eight years Kirby interviewed dozens of parents to find out how their children had developed autism. He pored over medical journals, clinical studies and government documents. The families he met and the things he learned shook him.
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The United States Court of Federal Claims created a National Vaccine Injury Compensation Program in 1988 to give no-fault compensation to people who were injured or died due to vaccination. Over the years, families have never been awarded compensation for children who have autism due to vaccination.
Hannah Poling is a 9 year old girl whose case was reviewed by the vaccine court as a possible test case. After the court reviewed the childÕs medical history, it was determined that her situation was NOT appropriate to be a test case by which to judge one of the theories of causation for vaccines causing autism.
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These shocking results come from a Generation Rescue study released in June 2007. The research, privately funded without ties to the pharmaceutical industry or the medical community, included an extensive interview of 17,674 vaccinated and unvaccinated children.
- Vaccinated older boys, in the age range of 11 to 17, were found to be even more susceptible to autism. They are 158 percent more likely to have a neurological disorder, 317 percent more likely to have ADHD, and 112 percent more likely to have autism.
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The debate over a link between childhood vaccinations and autism has reached fever pitch, as evidenced in a major court ruling March 2008. The federal government conceded that standard vaccination practices contributed to the development of autism in nine-year-old Hannah Poling. While failing to admit to a clear-cut link
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Parents in these groups have reported a sudden and dramatic social disconnectÑincluding loss of languageÑin children who previously seemed to be developing normally. The change occurred soon after the children were given the first dose of the MMR vaccine (to prevent against measles, mumps and rubella), typically at around 12-15 months. These parents adamantly believe that their childrenÕs autism was caused by something in the MMR vaccine or in combination with other vaccines containing the mercury-based preservative thimerosal. They insist that the timing of the onset of autistic symptoms is not a coincidence.
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For many years a debate has raged on about whether there is a link between autism, the Measles-Mumps-Rubella (MMR) vaccine, and thimerosal, the mercury-derived preservative that was long used to keep vaccines from spoiling. Over the weekend, Pediatrics published a study showing no link between the MMR vaccine, thimerosal, and autism.
Perhaps youÕve not heard of this issue. We hadnÕt, until around the time Eli was getting the bulk of his vaccines. Autism rates in developed nations have been rising sharply over the past few decades, and no good cause has been found. In 1998 Dr. Wakefield thought heÕd found one: the MMR vaccine. He and 12 co-authors published an article in the Lancet suggesting a possible link between autism, the MMR vaccine, and a supposedly new type of bowel disease. While the paper didnÕt outright claim a causal link among the three, Dr. Wakefield did. In a press conference, he called for the combined MMR vaccine to be withdrawn. This was highly publicized in the UK, and led to a drop in MMR vaccinations. Since then 10 of the 12 co-authors have published a retraction, and the London Sunday Times has revealed that Dr. Wakefield had been paid in part by lawyers working on lawsuits against vaccine manufacturers.
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Two particular vaccine-autism connections have been proposed within the past 15 years. At the outset, both were biologically plausible to any of us in medicine and biology. One suggested an association with the measles, mumps, and rubella vaccine, and the other questioned whether thimerosal, a mercury-containing antibacterial compound used in some vaccines to prevent bacterial contamination, might be related to autism. Over the past decade, these hypotheses have been rigorously tested in numerous studies. Every methodologically sound study demonstrates no connection.
Two of the most intuitive arguments follow. The MMR vaccine is given after 12 months of age. In a study by Scientific Institute at the University of Pisa, home videos of children younger than 2 who were later diagnosed with autism were compared with videos of developmentally typical children at the same ages. Behaviors were scored by observers who were blinded to the subsequent development of the children. Differences were clearly present, even at 6 months of age - before the MMR vaccine could have been given.
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One of the main concerns of parents regarding vaccination of their infants is that vaccines are safe. A frequent ÒscareÓ about vaccines is whether they cause disorders of the brain or nervous system. The most common scare mentioned by the news media and anti-vaccination groups is that vaccines cause pervasive developmental delay in children, more commonly called autism. Numerous large research studies have shown that this is not the case. However, it is easy to see how this misunderstanding arose.
There is considerable evidence that genes have a strong influence on the development of autism. The best evidence comes from studies of autism in twins. Investigators have shown that when one identical twin has autism, there is at least a 90 percent chance that the other twin (who has exactly the same genes) also will have autism. However, a fraternal twin, who does not share the same genes with the other twin, but who presumably shares other potential risk factors for autism both before and after birth, has only a 10 percent chance of developing autism if the other twin is affected.
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To respond to these concerns about vaccine safety, the National Network for Immunization Information (NNii) writing team of Martin G. Myers, MD, and Diego Pineda have written a book titled, Do Vaccines Cause That?! A Guide for Evaluating Vaccine Safety Concerns.
This 272-page book is divided in two sections. The first section tells readers how best to weigh and evaluate what they read or hear about vaccine safety, emphasizing how scientists determine whether a vaccine actually causes a specific effect. The second section deals specifically with vaccine safety concerns such as asthma, autism, and autoimmune diseases, among others. The overall theme is to help readers arrive at conclusions based on science.
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The title character, a lawyer, switches sides in a major lawsuit thanks to a vision of George Michael singing ÒFaithÓ. The defendant, StoneÕs former client, is a vaccine manufacturer called Beutel. The plaintiff is Beth Keller, the attractive, smart, determined mother of a child with autism. Keller believes that a vaccine containing a preservative called mercuritol caused her sonÕs illness. A few visions later, Stone wins the case and a cool $5.2 million settlement.
Gripping TV, perhaps, but as so often with television, the science is, well, questionable. In fact, the American Academy of Pediatrics (AAP) went so far as to call for the premiere to be cancelled. ÒA television show that perpetuates the myth that vaccines cause autism is the height of reckless irresponsibility,Ó said the organizationÕs president, Dr. Renee Jenkins.
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Concerns that vaccines may cause autism have been worrying parents since some research first introduced the theory in the late 1990s even amid mounting evidence that continues to prove otherwise. In light of more new studies disputing the autism-vaccines link, here are some relieving answers to your most pressing questions.
In the late 1990s, some researchers started raising concerns over the amount of thimerosal a mercury-containing preservative found in many children s vaccines. Although thimerosal had been used as an anti-contamination agent for decades, until 1991 the diphtheria-tetanus-pertussis (DTaP) vaccination was the only thimerosal-containing shot recommended for infants and children. The hypothesis: As more thimerosal-containing vaccines like hepatitis B and Hib were added to the recommended schedule, researchers worried that babies were receiving too much of the chemical in too short a timeframe, which could potentially impact brain development.
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Almost 70% of parents who refuse to vaccinate their children do so because they believe vaccines may cause harm. Indeed vaccines have been blamed for causing asthma, autism, diabetes, and many other conditions most of which have causes that are incompletely understood. Some parents believe that vaccines can Òoverwhelm the immune system.
To respond to these concerns about vaccine safety, the National Network for Immunization Information (NNii) writing team of Martin G. Myers, MD, and Diego Pineda have written a book titled, Do Vaccines Cause That?! A Guide for Evaluating Vaccine Safety Concerns.
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In terms of vaccines causing autism, the big issue is with the MMR vaccine. The MMR vaccine was the only vaccine ever uttered in the same sentence as autism. This all came about from one article in 1998 by this guy, Dr. Wakefield, who is from England. He did a study on a dozen children, and he basically said that in these children it was possible that the autism was caused by the MMR vaccine. After that study, it took off in the media. Around the world vaccine rates for the Measles, Mumps and Rubella vaccine decreased. There were rises in measles cases and measles-related deaths afterwards, despite hundreds of studies since then showing no absolute cause and effect between the MMR vaccine and autism. What s very interesting about this one study that really gained all the popularity with this debate between MMR and autism, is that several years ago it was actually retracted as solely a hypothesis and not true. 10 of Dr. Wakefield s investigators said it did not show that MMR caused autism. This would make a great Law and Order episode, but what happened was that Dr. Wakefield was funded by a law firm that was representing children and families suing vaccine companies for adverse effects, and he was receiving money from this company, which is obviously a conflict of interest. Thus, there has been, to date, no medical evidence showing a cause and effect relationship between the MMR vaccine and autism. The hard thing is we just don t know what causes autism. Why the MMR vaccine also came up is there was a timal relationship. Autism is usually diagnosed at around 15 to 18 months of age, and we give the MMR vaccine at a year. However, even though there was a timal relationship, there s never been any proof of a cause and effect relationship. We feel not only MMR, but all vaccines, are safe.
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At one time, there was a debate that Thiomersal (a mercury-based additive used as a preserative) was linked to childhood autism. However, almost all doctors and scientists studing this issue, as well as all major health agencies (CDC, World Health Organization, etc.) have found no link between vaccines and autism. In fact, many are concerned that this misconception will result in children going unvaccinated and causing an rise in preventable diseases (like measles).
So where did this rumor come from? For autism to be diagnosed, the symptoms have to start?around three years of age. If childhood vaccines are given frequently during this time, it is not unlikely that a significant number of people will notice an association between a vaccine panel and the first onset of the symptoms of autism simply by chance.
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Almost 70% of parents who refuse to vaccinate their children do so bec To respond to these concerns about vaccine safety the National Networ The authors of this volume have recognized the absolute need to provi This 272-page book is divided in two sections. The first section tells
To respond to these concerns about vaccine safety, the National Network for Immunization Information (NNii) writing team of Martin G. Myers, MD, and Diego Pineda have written a book titled, Do Vaccines Cause That?! A Guide for Evaluating Vaccine Safety Concerns.
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In 1998, the hepatitis B vaccine was initiated in a new program to vaccine newborns. This ill-conceived plan is often pointed to by researchers as a possible cause in the occurrence of autism. There are other researchers that point to the MMR vaccine as a cause of autism. It is possible, however, that both of these may be causes of autism for different reasons.
Today, there really are no reasons for giving a child the hepatitis B vaccine, and this is backed up by many vaccine experts. Experts state that a newborns immune is undeveloped, and the immune system is unable to respond to vaccines. With this understanding it is obvious that vaccines, which are designed for the stimulation of the immune system, find nothing to stimulate. In short, if a new Morton s immune system lacks response than a vaccination, which means to generate a response is useless; however, it is believed that there is a connection between vaccines and autism.
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Mercuric compounds are nephrotoxic and neurotoxic at high doses. Thimerosal, a preservative used widely in vaccine formulations, contains ethylmercury. Thus it has been suggested that childhood vaccination with thimerosal-containing vaccine could be causally related to neurodevelopmental disorders such as autism.
Link to full report
Thousands of families claim that routine vaccines caused autism in their children. Now they re taking the government to federal court.
American journalist David Kirby, author of controversial book Evidence of Harm, talks to Polly Tommey from magazine The Autism File about the on-going debate that refuses to go away. Can vaccines
Link to full report
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Hannah Poling
Athens
National Vaccine Injury Compensation Program
U.S. Department of Health and Human Services
CDC
U.S. Food and Drug Administration
Australian
Johns Hopkins Bloomberg School
Public Health
British
American Academy of Pediatrics
AAP
Minneapolis
World Health Organization
Lancet
ASDs
Center for Disease Control and Prevention
Denmark
American Academy
New York Times
Hollywood
McCarthy
Jim Carrey
New England Journal of Medicine
Harm
David Kirby
Rubella
Office of Special Masters
Neal Halsey
ÒA
United States Court
Federal Claims
U.S. Public Health Service
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Keller
Julie Gerberding
CNN
House
Sanjay Gupta
Rober Kennedy
Straight Dope: What
Minnesota
Sheila Bjorklund
Lommen Abdo Cole King Stageberg
Midwestern
ÒVaccine CourtÓ
NECC Research Newsletter
Potter
Poling
Isaac Eliaz
Johns Hopkins
Hopkins
Institute for Vaccine Safety
Academy of Pediatrics
National Museum of American History
Santa Clause
Single-use
Talk About Curing Autism
Green Our
nonprofit Institute of Medicine
Cocoa
McCain
Bush
Cecelia M. McCarton
Washington Post
Fathering Autism
GWUMC
Peter Hotez
Walter G. Ross Professor
Department of Microbiology , Immunology and Tropical Medicine
Sabin Vaccine Institute
Human Hookworm Vaccine Initiative
Isaac
Nancy Snyderman
Joe
Mika
Measles-Mumps-Rubella
Eli
London Sunday Times
Scientific Institute
University of Pisa
National Network for Immunization Information
NNii
Martin G. Myers
Diego Pineda
Vaccines Cause That
Evaluating Vaccine Safety Concerns
George Michael
ÒFaithÓ
Beutel
Beth Keller
Renee Jenkins
Òoverwhelm
National Networ
Morton
003-2004
980s to 2003
2/10/92
4/19/02
June 4, 2008
www.infantile-autism.com/
www.youtube.com/v/Dh-nkD5LSIg
www.youtube.com/v/zrIM2hwrLoc
10000
diagnoses
Autism312
http://www.nashuaautismnetwork.com/
Summer Camp & Program Expos - TODAY!!!
Parenting NH Summer Camp Program Expos is today in two locations with free admission.Ê As of January they had over 50 day, overnight, abroad, sports, dance, arts and educational camps from NH aÉ
Tagged: pdd-nos, aspergers, autism, camps, summer
Started by Michelle Abbott in Parent Talk Mar 13.
aspergers
Camp & Program Expos
NH
Camp Program Expos
Michelle Abbott
www.nashuaautismnetwork.com/
Autism313
http://www.eurekalert.org/pub_releases/2010-03/ac-acs031010.php
Public release date: 15-Mar-2010
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Contact: Kathryn Morris
kathryn@proncall.com
845-635-9828
Autism Consortium
Autism Consortium study in Pediatrics shows CMA finds more genetic abnormalities than current tests
Consortium recommends CMA be adopted as first-line diagnostic
Boston ? March 15, 2010 ? The Autism Consortium, an innovative research, clinical and family collaboration dedicated to catalyzing research and enhancing clinical care for families with autism spectrum disorders (ASDs), announced today that the results of its comparison study of genetic testing methods for autism spectrum disorders is available from the journal Pediatrics through early online release in their eFirst pages today and will appear in the journal's April issue. The study revealed that chromosomal microarray analysis (CMA) had the highest detection rate among clinically available genetic tests for patients with autism spectrum disorders and should be part of the initial diagnostic evaluation of all patients with ASDs unless a genetic diagnosis has already been made.
The study, a collaboration between the Autism Consortium and Children's Hospital Boston, led by Consortium members Bai-Lin Wu, David Miller, Kira Dies, and Yiping Shen, examined 933 families (children and parents) who received clinical genetic testing for a diagnosis of Autism Spectrum Disorder (ASD) between January 2006 and December 2008. The researchers compared the findings from three clinical genetic tests: G-banded karyotype and fragile X testing, the current standard battery of genetic testing, and chromosomal microarray analysis, for which testing guidelines have not yet been established. Chromosomal microarray analysis is similar to a karyotype, but can find much smaller chromosomal deletions and duplications.
The results showed that chromosomal microarray analysis identified more genetic abnormalities associated with autism than the standard testing methods combined:
Standard testing method G-banded karyotype testing yielded abnormal results in 19/852 patients (2.23%)
Standard testing method Fragile X testing results were abnormal in 4/861 patients (0.46%)
In contrast, chromosomal microarray analysis (CMA) identified deletions or duplications in 154/848 (18.2%) patients and 59/848 (7.0%) were clearly abnormal.
As a result, chromosomal microarray was better than a karyotype for all but a small number of patients with balanced rearrangements, and those were not necessarily a cause of ASD.
"This is the largest study of clinical genetic testing for patients with autism spectrum disorders, and the results clearly show that chromosomal microarray analysis detects genetic abnormalities leading to ASD more often than a standard karyotype and fragile X testing," said David Miller, MD, PhD, assistant director of the DNA Diagnostic Laboratory at Children's. "Chromosomal microarray was much better than a karyotype, but most clinical guidelines still recommend a karyotype and consider the microarray a second tier test." Because of the dramatic increase in variations identified using CMA, the Autism Consortium recommends that CMA should be included in the first tier of diagnostic testing for children with ASD symptoms who have no clear genetic cause.
Genetic Testing Helps Families with Expectations, Securing Services
"This study demonstrates the importance of genetic testing for families and clinicians," says Laurie Demmer, MD, Chief, Division of Genetics and Metabolism at the Floating Hospital for Children at Tufts Medical Center. "As we collect more data we will be able to determine the genetic causes of autism. More immediately though, these test results allow clinicians to confirm a genetic component for some families with children on the autism spectrum and even more importantly, gives families an end to the odyssey of trying to find a diagnosis for their child."
There are many benefits for families to receive genetic testing:
Genetic test results can confirm a genetic component to a child's ASD and allow families to more quickly access services.
Using the test results clinicians can employ the experiences of other children who have the same condition. For example, providers are able to alert families to potential medical concerns that may have occurred in children with the same or similar diagnoses. Using new information for preventive surveillance, medical concerns can be addressed before symptoms even appear.
Finally, parents might be given a window into what to expect in their child's future. Working together, clinicians and researchers are sharing knowledge about what they are seeing as young children with ASDs pass through the developmental stages. They can pass this along to parents of similar children so that time can be used to prepare and address challenges, and advocate for a child's anticipated needs.
Genetic testing that identifies a specific cause for a patient's ASD diagnosis facilitates much more accurate genetic counseling about the chances that future children born to parents of a child with ASD would inherit the same genetic risk factor for ASD.
Findings Expand Knowledge Base for Autism Researchers
One of the Autism Consortium's most important objectives is spreading the word that in order to understand the causes of autism and develop new treatments, it is vitally important that families enroll in research.
"The Autism Consortium is extremely grateful to all of the families who have participated in our research studies," said Deirdre Phillips, Executive Director. "We know that families are so busy dealing with their own day-to-day challenges and yet their participation adds to the pool of data and information needed to understand the causes of autism and to find effective treatments and therapies. The Autism Consortium encourages families to become vested partners in the research process, participating in studies whenever they can to provide the broadest possible foundation for new discoveries that will lead to new treatments."
Autism genes have been difficult to identify because the disorder is complex, with a variety of causes stemming from many possible genes or combinations of genes. In addition, since people with autism tend not to have children, most of the genes identified thus far aren't inherited from a parent, but instead are mutated during embryonic development, making them hard to track through traditional genetic studies in families. Clinical genetic testing is adding to the body of knowledge that researchers are using to understand the genetics of autism.
About the Genetic Testing Methods Evaluated
Current genetic testing recommendations include fragile X testing and G-banded karyotyping to look for chromosomal abnormalities as first tier tests, which reveal changes in up to 3-5% of patients who do not have an obvious genetic condition such as Down syndrome.
Chromosomal Microarray Analysis (CMA), also called array comparative genomic hybridization (aCGH), is a molecular method for detecting genomic copy number changes, or deletions and duplications.
Whole genome CMA detects clinically significant copy number changes in at least 10% of patients with a variety of developmental problems such as developmental delay, mental retardation, and multiple congenital anomalies. Research studies for patients with ASD suggest a similar detection rate of about 10% using CMA, but the diagnostic yield in large clinical cohorts had not been well investigated prior to this study. This study presents data on clinical genetic testing of a large cohort of ASD patients by G-banded karyotyping, fragile X testing, and CMA.
### About the Autism Consortium:
The Autism Consortium is a scientific and clinical collaboration that includes 14 institutions, supported by a non-profit that is dedicated to facilitating research and improving clinical care. The mission of the Autism Consortium is to catalyze rapid advances in understanding, diagnosis, and treatment of autism by engaging, supporting, and fostering collaboration among a community of clinicians, researchers, donors and families in order to improve the care of children and families affected by autism and other neurological disorders. The Consortium brings together the best minds from across the region from Beth Israel Deaconess Medical Center, Boston Medical Center, Boston University, Boston University School of Medicine, Broad Institute, Children's Hospital Boston, Harvard Medical School, Harvard University, Massachusetts Institute of Technology, Massachusetts General Hospital, the Lurie Family Autism Center at MGH for Children/LADDERS , McLean Hospital, The Floating Hospital for Children at Tufts Medical Center, UMASS Medical School, Worcester, and UMASS Memorial Health Care.
To learn more about the Autism Consortium, please visit www.autismconsortium.org
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genetic
genetic
dna
Autism
CMA
David Miller
Bai-Lin Wu
Autism Consortium
G-banded
mental retardation
ASD
MD
Boston
ASDs
down syndrome
Autism Spectrum Disorder
March 15, 2010
Yiping Shen
Kira Dies
Consortium
DNA Diagnostic Laboratory at Children
Worcester
Harvard Medical School
Massachusetts General Hospital
Harvard University
Massachusetts Institute of Technology
TARGET=
Kathryn Morris
Autism Consortium Autism Consortium
Autism Consortium and Children 's Hospital Boston
Securing Services
Laurie Demmer
Genetics
Floating Hospital
Tufts Medical Center
Autism Researchers One
Deirdre Phillips
Microarray Analysis
CMA.
Autism Consortium: The
Beth Israel Deaconess Medical Center
Boston Medical Center
Boston University
Boston University School
Medicine , Broad Institute , Children 's Hospital Boston
Lurie Family Autism Center
MGH
McLean Hospital
UMASS Medical School
UMASS Memorial Health Care
845-635-9828
kathryn@proncall.com
www.eurekalert.org/pub_releases/2010-03/ac-acs031010.php
proncall.com
www.autismconsortium.org
03101
diagnoses
Autism314
http://www.nas.org.uk/
We champion the rights and interests of all people with autism and aim to provide individuals with autism and their families with help, support and services that they can access, trust and rely upon and which can make a positive difference to their lives. Our website includes information about autism and Asperger syndrome, the NAS and its services and activities.
| More about us |
| What's in my area? |
www.nas.org.uk/
Autism315
http://www.ktar.com/?nid=6&sid=1269469
PHOENIX -- With a final total of $407,616 raised for the Southwest Autism Research and Resource Center, Tuesday's fundraiser will go down as a great success.
The money raised will help fund further research into autism.
"What we do in our research area is look to improve early detection of autism and research for better and more effective ways to deliver quality intervention to more people at a lower cost," said Dr. Christopher Smith, Vice President/Research Director for SARRC.
Smith said the money raised will help fund more technology-based interventions and treatments.
"We want to do more telemedecine, which helps deliver treatments and interventions to more people," he said.
Sanderson Ford Lincoln Mercury and Volvo, one of the presenting sponsors of the event, presented a $10,000 check to SARRC.
David Kimmerle, president of Sanderson Ford Lincoln Mercury and Volvo, said he and his family have been touched by everyone at SARRC.
"We're just trying to make it easier for the families of kids affected by autism affected by the condition because they need our help," he said.
The Arizona Diamondbacks Foundation gave $100,000 to the Southwest Autism Research and Resource Center Tuesday.
Other large donors during the 14-hour radiothon included Jaburg & Wilk, Attorneys at Law, $20,000, TriWest Healthcare Alliance, $15,000, and Tiffany & Bosco Law Firm, $10,000.
The D-backs Foundation gave one of its three $100,000 Grand Slam grants to SARRC's Good Deed Works Training Center. It is a program created to provide teens with autism spectrum disorders training, mentoring and volunteer experiences at community venues.
"Through SARRC's new D-backs Good Deed Works program, everyone wins," said SARRC founder Denise Resnik. "Our teens with autism increase their skill sets and build self-esteem, leading to greater independence.
"Peer mentors gain increased understanding and compassion for those with autism. And this year alone, 20 Valley non-profits will benefit from thousands of volunteer service hours and gain appreciation for the talents and abilities of individuals with autism."
Parents of children with autism told stories of their children's success during the radiothon.
Stephanie Papadopoulos said one of her triplets, Eleni, has autism. She said Eleni got her first friend at the age of 8 years, because of help from SARRC. Eleni's friend's mom heard Stephanie's story on the air and called in to donate.
She was one of many. In the first 10 hours of the radiothon, over $270,000 was raised. The effort continues until 7 o'clock tonight.
KTAR program director Russ Hill said the 14-hour radiothon is meant to "raise awareness and funds for SARRC. "
"Giving back is extremely important to the people who work at KTAR," Hill said.
"Hundreds of thousands of Valley residents tune into KTAR every day and it's important that we give back to the community. We're a part of the community and it's our way of giving back."
Ned Foster and Connie Weber, hosts of "Arizona's Morning News," and sports anchor Paul Calvisi opened the radiothon with an appeal to listeners to dig deep, even though the economy is strained, to help out.
Calvisi joked with listeners that they should "skip the right turn at Starbucks" once a week and donate $12 a month to SARRC.
SARRC is a resource for parents who have children with autism. It also funds research into autism.
Scott Celley with TriWest Healthcare Alliance was among those joining the fund-raising effort. He said SARRC's reputation is known far and wide, extending to the U.S. Defense Department.
The burdens of parents with partners serving overseas can be lightened by programs like SARRC has, Celley said. He said the U.S. owes military families who need help with their kids and SARRC is part of that equation.
Sergio Penaloza's son was diagnosed with autism at 2 years old. He said his son struggled with his colors and speech, but with the help of SARRC's Jump Start program, the now 10-year-old is markedly improved.
"He's starting to correct himself. He's communicating at a higher level." Penaloza said. He said SARRC "absolutely" has been a part of his son's improvement.
Right after his son was diagnosed, Penaloza said SARRC provided a "roadmap" of what resources parents have to help children with autism.
Penaloza is on the Board of Directors of SAARC and his employer, Cox Communications, donated $5,000. They also matched, dollar-for-dollar, some call-in donations from listeners.
Sanderson Ford Lincoln Mercury and Volvo is the presenting sponsor of the radiothon. Jaburg/Wilk Attorneys at Law is the Toteboard sponsor.
U.S.
Arizona
Christopher Smith
Smith
SARRC
Southwest Autism Research and Resource Center
Sanderson Ford Lincoln Mercury
Volvo
David Kimmerle
Arizona Diamondbacks Foundation
Jaburg & Wilk
Law
TriWest Healthcare Alliance
Tiffany & Bosco Law Firm
D-backs Foundation
Grand Slam
Good Deed Works Training Center
D-backs Good Deed Works
Denise Resnik
Valley
Stephanie Papadopoulos
Eleni
Stephanie
KTAR
Russ Hill
Hill
Ned Foster
Connie Weber
Paul Calvisi
Calvisi
Starbucks
Scott Celley
U.S. Defense Department
Celley
Sergio Penaloza
Jump Start
Penaloza
SAARC
Cox Communications
1269469
www.ktar.com/?nid=6&sid=1269469
12694
Autism316
http://www.rainchild.ie/
By Maresa Fagan, Roscommon Herald, 8th December 2009.
Christmas has come early for five year-old Calum Leyden from Strokestown. Calum is enjoying a new lease of life thanks to his new canine companion, Juni, an assistance dog for families with children with Autism.
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Autism.
Maresa Fagan
Roscommon Herald
Christmas
Calum Leyden
Strokestown
Calum
Juni
OutbrainStart
1233760918
8th December 2009
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123376091
Autism317
http://health.yahoo.com/nervous-symptoms/autism-symptoms/healthwise--hw152190.html
Symptoms
Core symptoms
The severity of symptoms varies greatly between individuals, but all people with autism have some core symptoms in the areas of:
Social interactions and relationships. Symptoms may include:
Significant problems developing nonverbal communication skills, such as eye-to-eye gazing, facial expressions, and body posture.
Failure to establish friendships with children the same age.
Lack of interest in sharing enjoyment, interests, or achievements with other people.
Lack of empathy. People with autism may have difficulty understanding another person's feelings, such as pain or sorrow.
Verbal and nonverbal communication. Symptoms may include:
Delay in, or lack of, learning to talk. As many as 40% of people with autism never speak.1
Problems taking steps to start a conversation. Also, people with autism have difficulties continuing a conversation after it has begun.
Stereotyped and repetitive use of language. People with autism often repeat over and over a phrase they have heard previously (echolalia).
Difficulty understanding their listener's perspective. For example, a person with autism may not understand that someone is using humor. They may interpret the communication word for word and fail to catch the implied meaning.
Limited interests in activities or play. Symptoms may include:
An unusual focus on pieces. Younger children with autism often focus on parts of toys, such as the wheels on a car, rather than playing with the entire toy.
Preoccupation with certain topics. For example, older children and adults may be fascinated by video games, trading cards, or license plates.
A need for sameness and routines. For example, a child with autism may always need to eat bread before salad and insist on driving the same route every day to school.
Stereotyped behaviors. These may include body rocking and hand flapping.
Symptoms during childhood
Symptoms of autism are usually noticed first by parents and other caregivers sometime during the child's first 3 years. Although autism is present at birth (congenital), signs of the disorder can be difficult to identify or diagnose during infancy. Parents often become concerned when their toddler does not like to be held; does not seem interested in playing certain games, such as peekaboo; and does not begin to talk. Sometimes, a child will start to talk at the same time as other children the same age, then lose his or her language skills. They also may be confused about their child's hearing abilities. It often seems that a child with autism does not hear, yet at other times, he or she may appear to hear a distant background noise, such as the whistle of a train.
With early and intensive treatment, most children improve their ability to relate to others, communicate, and help themselves as they grow older. Contrary to popular myths about children with autism, very few are completely socially isolated or "live in a world of their own."
Symptoms during teen years
During the teen years, the patterns of behavior often change. Many teens gain skills but still lag behind in their ability to relate to and understand others. Puberty and emerging sexuality may be more difficult for teens who have autism than for others this age. Teens are at an increased risk for developing problems related to depression, anxiety, and epilepsy.
Symptoms in adulthood
Some adults with autism are able to work and live on their own. The degree to which an adult with autism can lead an independent life is related to intelligence and ability to communicate. At least 33% are able to achieve at least partial independence.2
Some adults with autism need a lot of assistance, especially those with low intelligence who are unable to speak. Part- or full-time supervision can be provided by residential treatment programs. At the other end of the spectrum, adults with high-functioning autism are often successful in their professions and able to live independently, although they typically continue to have some difficulties relating to other people. These individuals usually have average to above-average intelligence.
Other symptoms
Many people with autism have symptoms similar to attention deficit hyperactivity disorder (ADHD). But these symptoms, especially problems with social relationships, are more severe for people with autism. For more information, see the topic Attention Deficit Hyperactivity Disorder.
About 10% of people with autism have some form of savant skillsÑspecial limited gifts such as memorizing lists, calculating calendar dates, drawing, or musical ability.1
Many people with autism have unusual sensory perceptions. For example, they may describe a light touch as painful and deep pressure as providing a calming feeling. Others may not feel pain at all. Some people with autism have strong food likes and dislikes and unusual preoccupations.
Sleep problems occur in about 40% to 70% of people with autism.3
Other conditions
Autism is one of several types of pervasive developmental disorders (PDDs), also called autism spectrum disorders (ASD). It is not unusual for autism to be confused with other PDDs, such as Asperger's disorder or syndrome, or to have overlapping symptoms. A similar condition is called pervasive developmental disorder-NOS (not otherwise specified). PDD-NOS occurs when children display similar behaviors but do not meet the criteria for autism. It is commonly called just PDD. In addition, other conditions with similar symptoms may also have similarities to or occur with autism.
depression
routines
echolalia
anxiety
sleep
ADHD
attention deficit hyperactivity disorder
adhd
PDDs
health.yahoo.com/nervous-symptoms/autism-symptoms/healthwise--hw152190.html
15219
Autism318
http://www.grantagiftautismfoundation.org/
Grant a Gift Sponsors
New Pilot Sibling Workshop with P.A.L.SÊLearning Center
ÊMarch 19, 2010
From Grades 5th-12th
More Info on How to Register
Walk with Grant a Gift April 17th, 2010 at
Town Square Las Vegas
to Support Families Affected by Autism Spectrum Disorder!
ClickÊBelow For More Info or to Register
Thank you to our Angel Sponsors
ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ
ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ
Grant a Gift Foundation's 1st Annual
Fashion For Autism Las Vegas in Las Vegas Luxury Magazine
See Pics Here
What's My Wine?ÊFundraiser EventÊ
Cusine Club Founder Dean Dilullo and Lynda Tache
ÊGrant a Gift Autism Foundation Wishes to Thank
the Cuisine Club of Las Vegas and The Palm Restaurant
for a SuccessfulÊFundraiser Event
A Letter From Our President/Executive Director
Lynda Tache
Grant a Gift Autism FoundationÊis a non-profit 501(c)(3) public charity that benefit's children diagnosed with Autism Spectrum Disorder, or suspected to have ASD, and the people who care for them.Ê Our foundation will work hand-in-hand with the community and other local organizations that support Autism.ÊÊWe are currently accepting donations to start operations and service scholarship funding in Spring of 2010.
The foundation was formed in Nevada to primarily help fund diagnostic and support services that children 0-12 years of age, on the autism spectrum, so desperately need to hopefully live asÊindependent adults and/or have a functioning role in our community.Ê The foundation will also provide grants to other organizations that support children with autism to deliver services or gifts that will enhance the child and familyÕs quality of life.
As a parent of a child living with autism in the state of Nevada, over the years I have come into contact with 100's of familiesÊthat experience first handÊthe huge gapsÊin servicesÊdelivered to their children due to lack ofÊfinancial resources.ÊÊAs a result, the Autism Task Force was put into place by the state to study this epidemic...a portion of theÊfollowing informationÊis sourced from theÊ2008 The Report of the Nevada Autism Task Force.ÊÊÊ
Autism, whose cause remains unknown, is being diagnosed at an accelerating pace, and affects more children than AIDS, diabetes, and cancer combined.Ê The Centers for Disease Control and Prevention says the developmental disorder is now affecting 1 ofÊ110 children nationally.Ê The rate may be a little higher in Nevada.Ê Recent statistics from public schools, published in 2007 by the research group Fighting Autism, showed the condition occurring more frequently in NevadaÑ the 12th highest in the country.
Ê
Ê
Ê
The tragedy is that in the state of Nevada there is a tremendous shortfall in funding for these services and insurance companies can discriminate by not covering this medical condition.Ê The average child with ASD needs multiple services that can cost anywhere from $10,000-$40,000 per child per year.Ê Unfortunately this causes families to go into major debt or carry the burden of not treating their child.
Left untreated, Autism is a disease that breaks up families, sentences individuals to a life of dependency, isolation and discrimination, and costs society billions of care dollars every yearÑ90 percent of which are spent during a personÕs adult years.Ê ÊThe price tag for a lifetime of care for one untreated person with Autism Spectrum Disorder and intellectual disabilities could be as high as $6 million.Ê Most of the expense is in adult care and falls on the state.Ê As these children grow up, is Nevada prepared to bare this expense?
Ê
Grant a Gift Autism FoundationÕsÊmission is to help subsidize or help fill the funding gap for services for these children and their families with the goal of granting the possibility of a better quality of lifeÊand productive role in society.Ê ÊÊÊ
Ê
With early intervention and ongoing treatment,ÊmanyÊchildren with ASD will be able to lead productive and independent lives saving potentially $1 million per adult.Ê According to CDC stats, the current Nevada population, and continued population growth, today thereÊcould be approximately 6,000 plus children in Nevada on the autism spectrum and growing.ÊÊÊBy supporting our children through thisÊfoundation and other organizationsÊsupporting autism,ÊyouÊcould be part of the solution to help change a life while saving our communityÊbillionsÊof dollarsÊin the future!
Ê
Thank you for your support in helping this organization help our children with ASD in Nevada!
Everyone Deserves the Opportunity To Reach Their Full Potential!
Ê
Sincerely,
Ê
Lynda Tache
President and Founder
Grant a Gift Autism Foundation
Autism
Autism
ASD
Autism Spectrum Disorder
CDC
Centers for Disease Control and Prevention
AIDS
Las Vegas
Nevada
Grant
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Autism320
http://www.ahealthyme.com/topic/autism
Chris Woolston CONSUMER HEALTH INTERACTIVEBelow: ? What is autism? ? What causes autism? ? How is autism treated? ? Is my autistic child entitled to any benefits? ? Can medications help? ? Are there any alternative therapies that work? ? What can I do to help?What is autism?Autism is a brain disorder that can severely limit a child's ability to communicate or interact with others. National statistics for how many children are affected by autism don't yet exist. However, the National Institute for Mental Health estimates that three to six hildren out of every 1,000 suffer from autism. The condition strikes boys more often than girls. About half of all autistic children show developmental problems shortly after birth; the rest seem perfectly normal at first but lose their language and social skills usually between the ages of 18 months and 3 years. In many cases, the first sign of trouble comes when an infant or toddler seems to tune out everyone around him. Often, autistic children cry if they're cuddled or even touched, a heartbreaking development for any parent. Although autism can take many forms, certain features stand out as hallmarks of the disorder.•Language. Children with autism are slow to pick up words, and some never learn to talk at all. Those who do speak may have excellent pronunciation, but they often struggle with the rhythm, intonation, and meaning of speech. Many children with autism simply echo whatever they hear. (If you ask, "Would you like some milk?" the child might respond with, "You would like some milk.") Others have rich vocabularies, but they may spend most of their time talking obsessively about favorite subjects; they may also have trouble understanding humor or irony. •Social interactions. Children with autism tend to live in a shell. As infants, they may ignore sounds, faces, and other things that usually captivate babies. As they grow older, autistic children rarely make eye contact and prefer to play by themselves. Far from being simply shy, children with autism often act totally indifferent to others. They may, however, be fascinated with moving objects, such as cars or fans, and become greatly attached to an inanimate thing, such as a stick or rubberband. •Intelligence. About three out of four children with autism suffer from serious mental retardation. But the brain abnormalities that make children autistic can also endow a select few with extraordinary, although highly specific, talents -- an exceptional memory, say, or unusual ability in art, math, or music. Some can draw complex three-dimensional images while their peers are still scribbling; others can recall the weather from every day in their childhood. Even these gifted children, however, can struggle with basic tasks such as reading and writing. A child who has mastered Tchaikovsky may be baffled by Dr. Seuss. •Dangerous behaviors. Self-inflicted injuries are by far the most frightening aspect of having a child with autism. Autistic children sometimes bite themselves repeatedly or violently bang their heads against a wall whenever they feel stress or anxiety. •Daily living. Children with autism often become fixated on certain activities or objects. They may spend hours every day pacing the same piece of floor or rocking back and forth in the same chair. Others constantly flap their arms or flip their ears. Autistic children also demand precise order and structure to their lives. They may perform exacting, highly complicated rituals for daily tasks such as eating or going to bed. A misplaced piece of silverware, an unfolded blanket, or any other change in their routine can send them into a rage. What causes autism?Nobody knows for sure what causes the condition. According to the Mental Health America, several studies indicate that it may stem from a combination of factors, including exposure to a virus in the womb, an immune system disorder, and genetics. One thing is certain: It's not the result of bad parenting.How is autism treated?Some children with autism will go on to have a normal adulthood, but the great majority have lifelong symptoms. While autism has no cure, many children with the condition learn to speak, read, write, and interact with others through behavioral and educational therapy. Such programs can also help them to master basic skills, such as using a toilet and getting dressed. Doctors recommend sometimes as much as 40 hours a week of highly structured training sessions. Using this approach, a therapist may spend hours repeatedly asking your child to make eye contact, rewarding each success with a smile or applause. This technique is also used less intensively in natural, everyday settings and can be especially effective when started early in a child's life. With proper training, you can turn a trip to the park into a quick lesson in social skills by praising your child for talking to and playing with other children.The success of any treatment program will depend on a variety of factors, but your child's intellectual level and amount of brain dysfunction will tend to dictate the best approach. For example, highly structured behavioral programs, which include methods for nonverbal communication, are most successful with children functioning at a lower-than-normal level. One of the most controversial issues is the use of corporal punishment and other aversive techniques to control autistic behaviors. Be aware that the majority of researchers deplore programs that use these methods. Whether the therapy is in-depth or more casual, experts agree that every child has his own talents and limitations. You'll need to keep informed about current research in the field and to work closely with your child's doctors to make sure he gets the help he needs. Is my autistic child entitled to any benefits?Yes. There are various laws in place to offer health and education services to families with a child who has autism or other developmental disabilities. These benefits include the following:•Family training, counseling, and home visits•Health services•Nursing •Diagnostic testing•Psychological therapy•Physical therapy•Social work services•Speech-language instruction•Transportation •Vision servicesTo see which agency takes the lead in coordinating these services, contact your local board of education and ask for a copy of the state's administrative code. If your child is diagnosed as autistic, you're eligible for early intervention services: education, counseling, and health services that are made available early in your child's life. To find the contact person for your state's early intervention program, get in touch with the National Dissemination Center for Children with Disabilities. You may also want to contact a local chapter of the Autism Society of America for further assistance.Don't assume, though, that your local school board will provide the best program for your child. These programs are often expensive and your school may not have sufficient trained staff. For these reasons, be prepared to act as your child's advocate by knowing the law, what resources are available in your area, and the latest research in the field.Can medications help?Although there's no medication specifically designed to treat autism, certain drugs may ease a few of your child's symptoms. Antidepressants such as fluoxetine and fluvoxamine can make some children less aggressive, help them break out of repetitive behaviors, and cope with changes in their surroundings. However, these particular drugs are also part of a class of antidepressants that have been shown to increase suicidal tendencies in young people. As a result, the FDA requires these drugs to have a “black box” warning, the most serious type of warning for a prescription drug. The drug risperidone may help children who have explosive outbursts control their rage. In extreme cases, tranquilizers may be needed to prevent self-inflicted injuries. Be sure to work with a doctor who has experience working with autistic children and will closely monitor your child's reaction to these medications. Be alert to side effects of some of the more potent medications.Are there any alternative therapies that work?Unfortunately, autism has spawned many false claims and just as many false hopes. Some experts offer facilitated communication, a process thought to let a nonverbal child express his thoughts by guiding another person's fingers on a keyboard. Many families have embraced the technique, but studies show that the words really come from the typist, not the child. Secretin, a hormone that controls digestion, is another alternative therapy that is not an effective treatment for autism. To protect yourself and your child, stick to treatments recommended by a qualified psychiatrist, psychologist, neurologist, or other specialist. You'll want to become an expert of sorts by keeping abreast of developments in research on autism and its treatment. This isn't as hard as it may sound: You'll learn an enormous amount by joining and becoming active in a local advocacy group and, if possible, by reading scientific journals that deal with autism.What can I do to help?Your child may act distant and aloof, but he definitely needs your love and attention. Help him by keeping his life as structured as possible, but also do what you can to slowly pull him out of his shell. If your child is pacing around a room, for instance, experts recommend joining him for a while and then leading him to a different room. Such small steps can result in a breakthrough. As one psychologist (and parent of an autistic child) put it, "You need to enter their world to help guide them into yours."-- Chris Woolston, M.S., is a health and medical writer with a master's degree in biology. He is a contributing editor at Consumer Health Interactive, and was the staff writer at Hippocrates, a magazine for physicians. He has also covered science issues for Time Inc. Health, WebMD, and the Chronicle of Higher Education. His reporting on occupational health earned him an award from the northern California Society of Professional Journalists. Further ResourcesNational Mental Health Association, (800) 969-6642 http://www.nmha.org Autism Society of America, (800) 3-AUTISM or http://www.autism.orgReferences"Autism," National Institute of Mental Health. http://www.nimh.nih.gov/publicat/autism.cfm"About Autism," Centers for Disease Control and Prevention, August 200. http://www.cdc.gov/ncbddd/dd/aic/about/default.htmNational Institute for Mental Health. Autism Spectrum Disorders (Pervasive Developmental Disorders). March 2007. http://www.nimh.nih.gov/publicat/autism.cfmFood and Drug Administration. Antidepressant Use in Children, Adolescents, and Adults. May 2007. http://www.fda.gov/cder/drug/antidepressants/default.htmNational Institute of Mental Health. Autism Spectrum Disorders (Pervasive Developmental Disorders). April 2008. http://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-pervasive-developmental-disorders/index.shtmlAmerican Academy of Pediatrics. Meyers SM et al. Management of Children with Autism Spectrum Disorders. Pediatrics. Volume 120, Number 5. November 2007. http://pediatrics.aappublications.org/cgi/reprint/peds.2007-2362v1.pdfCenters for Disease Control. Autism Information Center Congressional Activities. November 2007. http://www.cdc.gov/ncbddd/autism/federal/congressionalactivities.htmNational Institute of Child Health and Human Development. The Use of Secretin to Treat Autism. July 2006. http://www.nichd.nih.gov/news/releases/secretin.cfmFood and Drug Administration. FDA Approves First Generic Risperidone to Treat Psychiatric Conditions. June 2008. http://www.fda.gov/bbs/topics/NEWS/2008/NEW01855.htmlNational Institute of Neurological Disorders and Stroke. Autism fact sheet. http://www.ninds.nih.gov/disorders/autism/detail_autism.htmReviewed by Irwin Hyman, EdD, a professor of school psychology and director of the National Center for the Study of Corporal Punishment and Alternatives in Philadelphia. Our reviewers are members of Consumer Health Interactive's medical advisory board.To learn more about our writers and editors, click here.
Last updated August 10, 2009
Copyright © 1999 Consumer Health Interactive
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Three years ago our oldest son, Tristan, was diagnosed autism at the age of three. Since I have been working on a Vermont system of care for individuals with ASD and advocating in Vermont and in Washington D.C. for more funding and...
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Three years ago our oldest son, Tristan, was diagnosed autism at the age of three. Since I have been working on a Vermont system of care for individuals with ASD and advocating in Vermont and in Washington D.C. for more funding and support for families and individuals with ASD. Through my work I have seen the lack of supports for people with ASD and their families have, so I have created a business, Parenting Autism, to step in and help. Parenting Autism produces DVDs and workbooks to help parents parent on the spectrum. In addition to our exercises and tips in our workbooks and DVDs, Parenting Autism gives all profits back to the autism community.
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Autism322
http://www.childdevelopmentinfo.com/disorders/autism_fact_sheet.shtml
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. 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.
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PKU
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Autism324
http://www.brainpop.com/health/diseasesinjuriesandconditions/autism/
Autism
Living with autism can be really hard. In this BrainPOP movie on autism, Tim and Moby teach you the basics behind this neurological disorder. Discover how having autism affects the way a person communicates with the world and interacts with others. Find out the telltale signs of autism that appear as early as infancy, and how some autistic behaviors actually help people with autism keep some certainty and move through what is for them a very confusing world. Finally, youÕll learn about autistic savants, who are able to do complicated things, like play difficult musical pieces from memory or figure out complex math problems in seconds!
Watch the Health movie about Autism
Autism
Autism Living
Tim
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Autism325
http://www.azcentral.com/arizonarepublic/news/articles/2010/03/13/20100313autism0313.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.
Although expressing sympathy for the parents involved in the emotionally charged cases, the court concluded that they had failed to show a connection between the mercury-containing preservative and autism.
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"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.
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 covered one theory, and a second was dropped after that. Friday's decision covers the last of the three theories.
That 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.
"It's very hard to unscare people after you have scared them," Offit said.
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 group said.
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, although research has found no overall connection between autism and vaccines, the group said it will 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 cases, each concluding that the preservative has no connection to autism.
The trio of rulings can offer reassurance to parents who are 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.
genetic
genetic
Autism Speaks
United States
Congress
Andrew Wakefield
Vaccine Injury Compensation Program
U.S. Court of Federal Claims
WASHINGTON
George Hastings Jr.
10/03/13
Coalition for Vaccine Safety
Philadelphia
Paul Offit
Rebecca Estepp
SafeMinds
British
U.S. Court of Claims
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Offit
www.azcentral.com/arizonarepublic/news/articles/2010/03/13/20100313autism0313.html
Autism326
http://www.phxautism.org/
Welcome to the
Autism Society of Greater Phoenix
The Autism Society of Greater Phoenix
is a group of people (mostly parents) who are dedicated to improving the quality of life of children and adults affected by autism by providing information, resources and support to the community, and especially to families affected by autism. Membership is open to parents, professionals, people on the spectrum, and their friends and supporters. It is a democratically-elected, grass-roots non-profit.
The Autism Society of Greater Phoenix helps families who have just received an autism, Asperger, or PDD-NOS diagnosis by providing support and information on effective treatments.
The Autism Society of Greater Phoenix provides free information to parents, professionals, and educators. Contact us at our contact page or call one of our Parent Mentors!
Autism Society of Greater Phoenix's Annual Conference
March 26-27, 2010 á Phoenix Convention Center
Keynote Speakers: Jed Baker and Eustacia Cutler (mother of Temple Grandin)
Visit our 2010 Conference page for more information or to register.
Support Meetings
Fourth Tuesday of Every Month ¥
6:30-8:30 p.m.
The Autism Society of Greater Phoenix will be providing light refreshments
during the meetings.
Parents may order their own
dinners from the restaurant if they so choose,
but there is no requirement to do so. The general
public is always invited to attend and there is no
admission charge.
Map and Directions...
Groups and Information for Teens Adults on the Spectrum!
Watch a new video to find out more about the Adult Autism/Asperger's Groups
in the Metro Phoenix area and what to expect at a meeting by Susan J. Golubock and Tara J. Marshall, Members of the Phoenix Adult AspergerÕs Support Group. Find out more about the adult and young adult groups sponsored by the Autism Society of Greater Phoenix.
Steven's Law (Arizona's Autism Insurance Bill) is now effect!
NEW... Read a Fact Sheet about the implementation of Steven's Law from the Arizona Autism Coalition!
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Watch the Steven's Law Video...
Thank you to all of our board members, volunteers, and especially everyone who wrote letters, made phone calls and came down to the hearings! Thank you to all of the legislators who voted for this bill and to the governor for signing it!
We could not have done this without all of you!!
For more information about the legislation, visit www.azautisminsurance.org.
Temple Grandin
Phoenix
AC
Autism Society of Greater
Phoenix The
Phoenix
Phoenix Convention Center Keynote Speakers:
Eustacia Cutler
Teens Adults
Adult Autism/Asperger
Metro Phoenix
Susan J. Golubock
Tara J. Marshall
Phoenix Adult AspergerÕs Support Group
Steven
Law
Arizona
Autism Insurance Bill
Arizona Autism Coalition
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www.azautisminsurance.org.
Autism327
http://www.thedenverchannel.com/health/22731483/detail.html
New guidelines from the American Academy of Pediatrics recommend that all children be screened for autism at 18 months and 2 years old. A typical evaluation to diagnose autism can take two to four hours. But now a quick new screening test can help doctors determine if a toddler is at risk.Even before Ben Crowther's first birthday, his mom started worrying about autism."He wasn't imitating us. He wasn't pointing or clapping or playing any of those sort of interactive games, " Katy Crowther said.
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Though her pediatrician told her it was too early, Crowther pushed for autism testing at just 14 months. Early intervention has made all the difference."There's still a gap between Ben and his typical peers that you can see, but he has caught up tremendously," Crowther said.Rapid ABC is a new screening that uses simple activities to test for autism. Experts check to see how toddlers respond to activities like having their name called, looking at a book, being tickled and playing ball.The five-minute screening targets attention, reciprocity and communication in children ages 15 to 17 months. Once it's complete, a software program computes a score. If autism is suspected, the child will undergo further testing."There really isn't something quick and rapid like the ABC out there where pediatricians can interact for just three to five minutes," said Jenny Mathys, a social worker at the Emory Autism Center in Atlanta."It'll help parents and myself to feel comfortable that I'm doing everything I can to identify if there was an issue," said Jessica Sales, whose son, Cooper, was tested.The Rapid ABC test was developed by Emory University and Georgia Tech. Studies show it's accurate in identifying toddlers at risk for autism spectrum disorders who need further testing and intervention. Researchers said the goal now is to make the test part of regular pediatric checkups at 18 months and 24 months.AUTISM: Autism spectrum disorders are found in about one of every 110 children in the United States. ASDs are developmental disabilities that can cause significant communication, social and behavioral challenges. People who have an ASD usually handle information differently, and it affects each person in different ways, especially in regards to symptoms and severity. Autistic disorder, Asperger syndrome and pervasive developmental disorder are types of ASDs. Autistic disorder, also coined "classic autism," is characterized by language delays, social challenges and abnormal behaviors or interests. Asperger syndrome is considered a milder autistic disorder, without the language or intellectual disability. Pervasive developmental disorder includes people who only meet some of the criteria for autistic disorder or Asperger syndrome. Signs of ASDs typically begin before the age of 3. Many children experience symptoms such as obsessive interests, unusual reactions to the five senses, getting upset over minor changes, repeating of words, avoiding eye contact, not responding to their name by 12 months and not pointing at interesting objects. (Source: Centers For Disease Control)TRADITIONAL DIAGNOSIS: There is no blood test or easy diagnosis for ASDs. Instead, many doctors take notice to a child's behavior to make a diagnosis. In most cases, autism often appears by 18 months, and early diagnosis is key to a better chance for significant improvement for the child. There are two key steps to diagnosing ASDs: developmental screening and comprehensive diagnostic evaluation. In most cases, an initial diagnosis takes two to four hours to complete. Many doctors believe children should be tested for developmental screenings at regular child checkups -- at 9 months, 18 months, 24 or 30 months -- and continued screening if the child is at high risk. If the doctor recognizes any delays in the way the child learns, speaks, moves or behaves, it is necessary to go to step 2. A comprehensive diagnostic evaluation includes hearing/vision screenings, neurological testing, genetic testing and medical testing. (Source: Mayo Clinic)RAPID ABC: Rapid Attention Back and Forth Communication screener, or Rapid ABC, was developed by the Emory Autism Resource Center and Georgia Tech University. The Rapid ABC is designed to assess a child's risk for ASDs during a regular checkup in a pediatrician's office. The test takes three to five minutes and includes five activities. The activities test gesturing, attention level, body language and eye contact. All the results are then scanned and scored by a software program. This scanning system secures a continuity of care and keeps track of patient's history of behaviors to see regressions that can lead to early detection. (Source: Emory University)
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pointing
genetic
genetic
eye contact
United States
Atlanta
gesturing
Emory Autism Center
ABC
American Academy of Pediatrics
Emory University
Ben
Emory Autism Resource Center
ASDs
Ben Crowther
Katy Crowther
Crowther
Jenny Mathys
Jessica Sales
Cooper
Georgia Tech
Source: Centers For Disease Control
ASDs:
Source: Mayo Clinic
Forth Communication
Georgia Tech University
Source: Emory University
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Autism328
http://dpi.wi.gov/sped/autism.html
Eligibility
The current eligibility criteria for autism under state law is found at PI 11.36 (8), Wis. Admin. Code. If a student is found to have an impairment, the IEP team must also determine the need for special education services (PI 11.35).
Autism Eligibility Checklist: Printable Only - Fillable - Spanish-Fillable
Autism Evaluation Guide, Spring 2009
Programming
A child who has been evaluated and found to meet the eligibility criteria and needs special education and related services has an individual education program (IEP) developed. The IEP is based on the individual needs of a particular student and the placement for the child is developed to implement the IEP in the least restrictive environment.
Training
Children with the impairment of autism frequently present unique challenges to teachers and support staff responsible for meeting the child's educational needs. Numerous statewide training opportunities are available throughout the year to assist in ongoing staff development designed to improve educational outcomes for children with autism.
2009-2010 Statewide Autism Training sponsored by Department of Public Instruction
As in past school years, the Department of Public Instruction will offer two levels of statewide autism training for school personnel during the 2009-10 school year. Basic level training will provide an introduction to effective educational programming for students with autism. Advanced level training will focus on addressing challenging behavior exhibited by students with autism.
Jefferson Street Inn, Wausau:
January 27-28 Basic Level
March 9-10 Advanced Level, Addressing Challenging Behavior
Register Now!online event registrationby RegOnline Additional Training Information
Webinars: Building the Local Capacity for Students with Autism Spectrum Disorders within Wisconsin Schools
The Stigma of Autism
Addressing Challenging Behaviors & Sensory Integration
Functional Behavior Assessment and Effective-Practice Management Strategies for Children and Youth with Autism Spectrum Disorders PowerPoint version
April 12, 2010: Educating Students with Autism in the General Education Classroom
Functional Behavioral Assessment for Students with Autism
Functional Behavior Assessment (FBA) is an essential tool for school staff to utilize in understanding the meaning of behavior of students with autism. This session provides an overview of FBA for students with autism. Some of the factors affecting behavior of students with autism are explored, including sensory and language processing differences. Viewers will learn how to view the behavior of students with autism from a slightly different perspective, respecting their unique neurology.
Webcast - PowerPoint Presentation
Resources
Assistive Technology Resources for Children with Autism Spectrum Disorder
Autism Society of Wisconsin
Autism Society of America
Autism Data (Updated 2/9/06)
Autism Internet Modules Resources for effective programming interventions for learners with autism, including evidence based practice modules from the National Professional Development Center on Autism Spectrum Disorders. http://www.autisminternetmodules.org/
Other
Statewide Autism Survey - Data Summary
For questions about this information, contact Brian A. Johnson (608) 266-3648
Last updated on 2/11/2010 3:38:36 PM
Autism Spectrum Disorders
IEP
Department of Public Instruction
PI
Admin
Spanish-Fillable Autism Evaluation Guide
Statewide Autism Training
Department of Public Instruction As
Jefferson Street Inn
Register Now !
RegOnline Additional Training Information Webinars: Building
Local Capacity
Wisconsin Schools The Stigma of Autism
Sensory Integration Functional Behavior Assessment
Effective-Practice Management Strategies for Children and Youth
Autism Spectrum Disorders PowerPoint
Classroom Functional Behavioral Assessment for Students with Autism Functional Behavior Assessment
FBA
PowerPoint Presentation Resources Assistive Technology Resources for Children
Autism Spectrum Disorder Autism Society
Wisconsin Autism Society of America Autism
Autism Internet Modules Resources
National Professional Development Center
Autism Spectrum Disorders.
Statewide Autism Survey
Brian A. Johnson
009-2010
(608) 266-3648
April 12, 2010
2/9/06
2/11/2010
dpi.wi.gov/sped/autism.html
www.autisminternetmodules.org/
Autism329
http://www.medicalnewstoday.com/articles/182298.php
Autism News
What is Autism?
Video Library
Gene Test More Effective At Detecting Autism
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Genetic factors increase the risk of developing autism spectrum disorder (ASD), but the specific genetic cause for an individual patient can be elusive. Genetic testing is crucial to identifying a cause for ASD in many children who do not have an easily recognizable genetic syndrome.
Current guidelines exist for two types of genetic testing - G-banded karyotype and fragile X DNA testing. In the study, "Clinical Genetic Testing for Patients with Autism Spectrum Disorders," published in the April issue of Pediatrics (released online March 15), researchers compared these two methods of genetic testing with a third method: chromosomal microarray (CMA). In a cohort of 933 patients with ASD, karyotype testing found 19 of 852 patients (2.2 percent) had abnormal genetic results, and fragile X testing was abnormal in 4 of 861 patients (0.4 percent). CMA identified abnormal results in 59 of 848 patients (7 percent), yielding the highest detection rate of the three tests.
Study authors conclude that CMA testing should be a first-tier test in patients with ASD. Establishing a clear genetic diagnosis may lead to earlier services for children with autism, and thus improved outcomes.
Source American Academy of Pediatrics
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Autism33
http://www.autismharrisburg.com/
Participate in the fifth annual Walk for Autism awareness and LoganÕs Run 5K in memory of Logan Mitcheltree, a young boy with autism.
Date: Saturday April 10, 2010
Place: City Island, Harrisburg PATimes:10:00 am: LoganÕs Run 5K. Registration and sign-in at 9:00 am.
12:00 pm: Walk for Autism; a Family/Kid Fun Walk for autism awareness. Registration and sign-in at 11:00 am.
Fee:Runners-$15.00 if pre-registered, $20.00 on race day.
Walkers- FREE
Click here to register online for Logan's Run!
Click here to register online for the Walk For Autism!
MORE INFO:
Pledge form
Fund-raising Tips
Tips for Organizing a Team
Event Information Sheet
Donor Receipt
April 8th is our next Monthly Chapter Meeting
We will be discussing Chiropractic care with two area Chiropractors. Mark the date on your calendars now!
March 21st from 12-4 PM
Premier Bride magazine is sponsoring a Bridal Show at the Four Points by Sheraton located off I-83 and Union Deposit Road in Harrisburg.
The admission cost of $5 per person will be donated to the the Greater Harrisburg Area Chapter of the Autism Society.
More than 40 vendors will be on site on Sunday, March 21st. Brides can register online at www.premierbrideshows.com, or can contact Jeff Weiss at jweiss@benchmarkgroupmedia.com for more information.
Join Us Friday March 26, 2010 Gold s Gym Couples Night / fundraiser
Gold s Gym Camp Hill 3401 Hartzdale Drive, Camp Hill Pa, 17011. Phone: 717-303-2070
Members and Non- Members Welcomed! Beginning at 6:30 pm. The Cost is $15.00 per couple or pair. 70% will be donated to the Greater Harrisburg Area Chapter of the Autism Society
What do you get??
Les Mills Taster Ð Three 45 minute classes (approximate)
6:30 Body Pump (strength training)
7:15 Body Jam (dance) or RPM (you must reserve a bike)
8:00 Body Flow (Tai Chi/Yoga/Pilates)
Light refreshments will be served and Kidz Club will be available for those who need to bring their children. Each non- member receives a 5 day pass to the club. You get to work out and make a difference in the lives of others - at the same time!
Ê Better than the movies!
Bring a friend, relative, or spouse, anyone who is not already a member!!!!
Saturday, April 17th, 9:45am -Noon
Caitlin's Smiles and The Sarah Lynn Strohman Foundation are offering FREE art classes to the FIRST 15 children who register, ages 8 and up. Parents will need to remain with their children for the class.
Caitlin's Smiles is located at 3303 North 6th Street in Harrisburg.
Click here to register!Click here to download the flyer.
Save The Following Dates!!
Sensory Picnic - Sunday, May 16th
Our Annual family picnic event held at the Mechanicsburg Men's Club Picnic Grounds.
Afternoon of Inspiration -Sunday, June 13th
Our speaker this year is author and avid horsewoman, Liane Holliday Willey.
Watch our web site for more details.
Meeting Information
The Harrisburg Area Chapter of the Autism Society of America meets the second Thursday
of the month at the Capital Area Intermediate Unit.
Capital Area Intermediate Unit Web site Get directions
Supper provided by the Chapter at 6:30 pm. You are welcome to bring a food contribution
if desired. Limited childcare is available free of charge. To reserve childcare, you MUST
contact Suzy Brenner at (717) 697-2725.
Teen ASD Support Group meets during the Chapter meeting. For more information and to reserve a spot for your teen during the group contact Judy Chabanik (717) 774-3350
6:30 PM-Light Supper and social
7:00 PM-Program
Child Care provided. Call Suzy Brenner: 697-2725
Upcoming Meetings:
3/25/2010Adult ASD Group - 6:30 PM Camp Hill GiantFebruary Adult ASD meeting at the Community Center in the Camp Hill Giant.
For more information, contact georgia rackley [georgia.rackley@verizon.net]4/6/2010April BOD Meeting 6:30 pmCamp Hill Giant Community Center4/8/2010April Chapter MeetingSpeaker TBA
Our Mission:
To promote opportunities for individuals with Autism Spectrum Disorders (ASD) to participate in the same valued life experiences as do other citizens, the Greater Harrisburg Area Chapter (GHAC-ASA) of the Autism Society will:
Provide the latest information on interventions, services, and research to our membership and the community
Facilitate access to supports, education, and services needed by individuals with ASD to reach their fullest potential
Create opportunities for families to network, share information, and offer support
Advocate for the interests of our members, children and adults with ASD, their family members, and the adults who work with them
Support the efforts of local and national therapeutic, educational, and research communities
Solicit and receive funds for the accomplishment of the above purposes
Autism Spectrum Disorders
Autism
Autism Society of America
ASD
April 10, 2010
Autism Society
Harrisburg Area
Harrisburg
Liane Holliday Willey
LoganÕs Run
Logan Mitcheltree
Place: City Island
PATimes:10:00
Logan
Run
Fund-raising Tips Tips
Team Event Information Sheet Donor Receipt
Mark
Bridal Show
Sheraton
I-83
Union Deposit Road
Greater Harrisburg Area Chapter
Jeff Weiss
Gym Couples Night
Gym Camp Hill
Hartzdale Drive
Camp Hill Pa
Les Mills
Ð Three
Body Pump
Body Jam
RPM
Body Flow
Tai Chi/Yoga/Pilates
Kidz Club
Caitlin
Smiles
Sarah Lynn Strohman Foundation
North 6th Street
Mechanicsburg Men
Club Picnic Grounds
Capital Area Intermediate Unit
Capital Area Intermediate Unit Web
Chapter
Suzy Brenner
ASD Support Group
Judy Chabanik
PM-Program Child Care
Suzy Brenner:
ASD Group
Community Center
Camp Hill Giant
Hill Giant Community Center4/8/2010April
Mission:
GHAC-ASA
717-303-2070
(717) 697-2725
(717) 774-3350
697-2725
jweiss@benchmarkgroupmedia.com
georgia.rackley@verizon.net
March 26, 2010
3/25/2010
4/6/2010
4/8/2010
www.autismharrisburg.com/
www.premierbrideshows.com,
benchmarkgroupmedia.com
verizon.net]4/6/2010April
17011
Autism330
http://www.mensstuff.org/issues/byissue/autism.html
Autism
Menstuff has compiled the following information on
Autism.
Autism - What is it?
Symptoms
Unmistakable Signs of Autism in a Young
Child
Diagnosis
Expected Duration
Prevention
Treatment
When To Call A Professional
Prognosis
Autism Today Presents ..Temple By
Telephone!
Differences found in autistic
brains
Snippets
Newsbytes
Autism
Spectrum Disorders in Relation to Distribution of Hazardous Air
Pollutants in the San Francisco Bay Area and Los Angeles
Getting a Clearer
Picture of Differences Between Men, Women
Autism Groups in Mass.
Want Mercury Ban Preservative in Childrens Vaccines
Daughter's
Autism Drives Park Ridge Family To Pen Song Aiming To Increase
Awareness of Disease
Scientists Retract Vaccine-Autism
Link
New Research On Autism Points To A Novel
"Gut" Disease In Some Kids
Autism
CDC Study Finds Autism To Be Less
Rare
Autism - A teens
understanding
Lawsuits Link Mercury With
Autism
Autism and Children
Microsoft, UW develop program to treat
autism syndrome online
Resources
What Is It?
Autism is a type of developmental disability characterized by
problems with communication, social interaction and behavior. It is
usually first seen in toddlers younger than age 3. Although the cause
remains a mystery, some evidence suggests that autism may be genetic
(inherited). Other evidence points to infection or perhaps the
effects of an environmental toxin (poison). Some doctors believe
autism may be the result of a specific brain injury or brain
abnormality that occurred during development in the womb or in early
infancy. Others have found evidence that the disorder is a result of
abnormal levels of neurotransmitters (chemicals that send messages
between cells in the brain and nerves), especially the
neurotransmitters dopamine and serotonin.
Autism affects about 1 out of 1000 children, from all racial,
ethnic, and social backgrounds. It is 3 to 4 times more prevalent in
boys than in girls.
Symptoms
At birth, the autistic child often appears normal. The onset of
symptoms may be noticed as early as the first year of life, but it
may not be until the child is 2 or 3 years old that the parents
realize something is wrong. Infants with autism may display abnormal
responses to being touched. Instead of cuddling when they are picked
up, they may stiffen or go limp. They also may not show normal
developmental behaviors during the first year of life, such as
smiling at the sound of their mother's voice, pointing out objects to
catch someone's attention, reaching out to others with their hands or
attempting one-syllable conversations. The child may not maintain eye
contact, may appear unable to distinguish parents from strangers and
typically shows little interest in others. Symptoms vary from mild to
severe.
Some typical behaviors associated with autism include:
Disordered play An autistic toddler usually ignores
other children and prefers to play alone. The child may spend hours
repeatedly laying out objects in lines, sitting silently in an
apparent trance-like state, concentrating on only one object or topic
(and any attempt to divert the child can provoke an emotional
outburst). Also, young children with autism are typically unable to
engage in make-believe play.
Disordered speech An autistic child may speak
infrequently or remain totally silent. When the child does speak, the
words may be an echo of what another person said. Speech patterns may
be different. Instead of saying, "I want a sandwich," the child may
ask, "Do you want a sandwich?"
Repetitive behaviors The autistic child may engage
in repetitive behavior such as saying the same phrase over and over
again or repeating a particular motion, such as clapping,
finger-snapping, rocking, swaying and hand-flapping are also
common.
Abnormal behaviors Children with autism may develop
obsessive routines. Some may also become hyperactive, aggressive,
destructive or impulsive. Others may intentionally injure
themselves.
Unmistakable Signs of Autism in a Young
Child
Appears aloof; has difficulty interacting with others.
Maintains little or no eye contact: resists cuddling or
closeness.
Cries, shows distress or throws frequent tantrums for no
apparent reason
Has difficulty expressing needs: has severe language
deficits
Uses gestures or points instead of using words.
Does not respond to normal, interactive language cues
Engages in echolalia - repreating words or phrases instead of
using normal, responsive language
Acts as if deaf, but tests normal in auditory checks
Is unresponsive to normal teaching methods
Is over-sensitive or undersensitive to pain; has no fear of
danger
Has an inappropriate attachment to objects
Insists on sameness and order
Exhibits obvious physical over-activity or inactivity
Diagnosis
The diagnosis is made based on your child's developmental history,
observations of your child's behavior (alone and with others), and
the results of tests that evaluate your child's language skills,
motor coordination, hearing, and vision. In some cases, tests will be
ordered to rule out other medical conditions that can sometimes look
like autism.
Expected Duration
Autism is a life-long condition.
Prevention
Since the cause or causes of this disorder remain unknown, there is
currently no way to prevent it.
Treatment
Currently, there is no cure for autistic disorders. However, a
child's symptoms may improve after intense treatment involving:
Education Educators will develop an individualized
education program to address the child's specific educational
problems. This typically includes speech and language therapy.
Behavioral management Behavior modification
strategies include positive reinforcement (rewarding "good" behavior)
and "time-outs." The goal is to enhance appropriate behavior and
reduce inappropriate behaviors (such as self-inflicted injuries).
Medications No single drug has been able to treat
all symptoms of autism effectively. In some children, antipsychotic
medications (such as thioridazine, chlorpromazine, mesoridazine,
haloperidol) may reduce some symptoms associated with autism, such as
aggression, irritability and repetitive behavior, but these
medications may also have side effects. Medications such as
fluoxetine (Prozac) and clomipramine (Anafranil) may reduce
repetitive actions and other anxiety-related behavior.
Methylphenidate may be used to treat hyperactive or impulsive
behavior.
When To Call A Professional
If your toddler does not try to communicate with others, as you would
normally expect, repeats words or certain actions over and over, or
does not seem to want to play with other children, contact your
doctor. Also, call promptly if your child repeatedly tries to injure
himself.
Prognosis
The difficult behaviors seen in autistic toddlers tend to improve
between ages 6 and 10. However, problems may re-surface during the
teen and young adult years, eventually calming down again in middle
and later life. Some children with autism are able to live
independently; others may struggle to maintain normal social
interactions, communication and behaviors.
Life expectancy depends on the presence of other conditions (such
as epilepsy), as well as the overall general health of the autistic
individual.
Additional Info: Autism Society of
America, 7910 Woodmont Ave., Suite 300, Bethesda, MD 20814,
800.328.8476 or www.autism-society.org
Autism Today Presents ..Temple By
Telephone!
Edmonton, Alberta, Canada How many times are we looking for
answers to problems because we are frustrated, so we decide to come
up with something that works much better?
When Karen Simmons Sicoli,C.E.O. of autismtoday.com
and author of best-selling book, Little Rainman, experienced
the inconvenience, cost and safety concerns of traveling all over the
world to hear the experts, she thought there had to be a better way!
This is when an idea came to her. Why not get the same necessary
information to deal with her son who has Autism in a less expensive,
more convenient way. Having a child with Autism is hard enough, why
add to the mix unnecessary travel and expense. An idea was born!
Dr. Temple Grandin, author and presenter, will be leading a
Live Interactive Teleclass for the first time ever March
25th from 4:00 p.m. to 5:00 p.m. PST (Pacific Standard Time)
available to anyone with a phone. Temple s best selling books
Emergence Labeled Autistic", and "Thinking In Pictures
have helped countless individuals worldwide to understand how a
person with Autism thinks and feels. You see, Temple is also a person
with Autism!
Parents, teachers and all people related to Autism and/or
Asperger s Syndrome need to be on this call! (*Note, there are a
limited number of lines so it s first come, first served!).
Karen was the recent recipient of the Internet Entrepreneur
of the Year Award by Mark Victor Hansen, author, Chicken
Soup for The Soul Series and Robert Allen, author, Nothing
Down. You can check out her online Autism and Asperger s
Syndrome Magazine and Resource center at: Autism Today www.autismtoday.com
My dream with these classes is to bring the teaching and
inspiration of presenters such as Temple Grandin to parents and
educators who don t have the time or money to be traveling to
different conferences every week. Being a parent myself, I knew that
there is a need, signing up a presenter like Temple was a great
confirmation that we are really onto something here.
For more information about Autism Today, visit www.autismtoday.com
or e-mail info@autismtoday.com
or call North America 877.482.1555. Alternate phone 780.482.1555
Karen Leigh Simmons is available for or media and other interviews by
emailing Andrew_Jacoby@hotmail.com
or by calling 1-877-482-1555
Differences found in autistic
brains
People with autism can be withdrawn. Researchers have identified
structural differences in the brain of people with autism that may
explain why they have problems communicating and socialising. The
scientists used computerised imaging techniques to pinpoint
differences in the frontal and temporal lobes of the brain.
Autism is a developmental disability that affects the way a person
communicates and interacts with other people. People with autism
cannot relate to others in a meaningful way. They also have trouble
making sense of the world at large. As a result, their ability to
develop friendships is impaired. They also have a limited capacity to
understand other people's feelings.
The scientists examined brain tissue from nine autistic patients
and nine people who did not have the condition. They focused on
structures within the brain known as cell minicolumns which play an
important role in the way the brain takes in information and responds
to it. The cell minicolumns of autistic patients were found to be
significantly smaller, but there were many more of them.
Researcher Dr Manuel Casanova said the increased amount of cell
minicolumns in autistic people could mean that they are constantly in
a state of overarousal. Their poor communication skills could be an
attempt to diminish this arousal.
Brainstem damage
Previous research has suggested that autism is linked to damage to
a part of the brain called the brainstem in the early stages of
development. It is thought that this early injury might somehow
interfere with the proper development or wiring of other brain
regions resulting in the behavioural symptoms of autism.
A spokesperson for the UK National Autistic Society said the new
research was consistent with this theory. "If the ability for complex
communication is due to the subtle wiring of the millions of
minicolumns found throughout the brain then any early impairments in
development could explain the difficulties faced by people with
autism spectrum disorders in the world. "Potentially it might lead to
an understanding of how to help these individuals although this is a
long way off.
Certainly the study reported is consistent with what is known
about the difficulties people with autism spectrum disorders face in
processing information." The frontal lobe of the brain is concerned
with reasoning, planning, parts of speech and movement, emotions, and
problem-solving. The temporal lobe is concerned with perception and
recognition of sounds and memory.
The new research was carried out by scientists at the
Medical College of Georgia, the University of South Carolina, and the
Downtown VA Medical Center in Augusta, Georgia. It is reported in
Neurology, the scientific journal of the American Academy of
Neurology.
Source: www.healthlinkusa.com/getpage.asp?http://news.bbc.co.uk/hi/english/health/newsid_1813000/1813730.stm
Snippets
1 in 250 children is born with autism
1 million to 1.5 million Americans have an autism sprectrum
disorder
Autism is the fastest-growing developmental disability, with
10% to 17% annual growth
Growth comparisions during the 1990s: US population
increase 13%; Disabillities increase: 16%; Autism
increase: 172%
$90 billion annual cost for treatment of autism
Cost of life-long care can be reduced by 2/3 with early
diagnosis and intervention.
Newsbytes
Scientists Retract Vaccine-Autism Link
Most of the scientists involved in a widely discredited 1998 study
that suggested a link between childhood vaccinations and autism have
renounced the conclusion.
Source: www.intelihealth.com/IH/ihtIH/EMIHC270/333/21343/376683.html?d=dmtICNNews
New Research On Autism Points To A Novel "Gut"
Disease In Some Kids
A maverick British scientist who now works in Austin has completed a
new study on autism that links the disease to a novel intestinal
illness
Source: www.intelihealth.com/IH/ihtIH/EMIHC251/35320/35325/370209.html?d=dmtHMSContent
Autism
Autism is a type of developmental disability characterized by
impairments in communication, social interaction and behavior.
Source: www.intelihealth.com/IH/ihtIH/EMIHC270/8271/25777/219361.html?d=dmtHealthAZ
CDC Study Finds Autism To Be Less
Rare
The rate for autism in five metropolitan Atlanta counties is vastly
greater -- by a rate of about nine times more -- than studies on the
neurological disorder previously have documented, federal researchers
said.
Source: www.intelihealth.com/IH/ihtIH/EMIHC000/333/333/359695.html
Autism
Do you know someone who has autism? Autism is a developmental
disorder that affects a person's ability to communicate and interact
with others. Read this article for teens to learn more.
Source: www.kidshealth.org/teen/health_problems/diseases/autism.html
Lawsuits Link Mercury With Autism
The families of nine autistic Georgia children claim in lawsuits that
mercury exposure from dental fillings, vaccine preservatives and
power plants caused or worsened the disability.
Source: www.intelihealth.com/IH/ihtIH/WSIHW000/333/8014/348177.html
Autism
If you've ever wondered what the word autistic means, then this
article is for you! Learn what autism is, what causes it, and what
life is like for kids who have it.
Source: www.kidshealth.org/kid/health_problems/brain/autism.html
Microsoft, UW develop program to treat
autism syndrome online
Someone asks you about your day, and you don't know how to respond. A
teacher calls on you in class and, even though you know the answer,
you tremble with anxiety. For thousands of children suffering from
Asperger's Syndrome, the social interaction of a typical day is like
a terrifying visit to a foreign country where you don't speak the
language or know the customs. The longer a child goes without
treatment, the worse it gets. Kids can grow even more introverted,
finding refuge in their own world because they can't understand
what's going on outside.
In Seattle, which along with the Bay Area has the highest reported
cases of Asperger's, researcher Felice Orlich is working with
Microsoft to help speed up the wait for those kids. "The majority of
kids who come (for treatment) just want to make friends and they
don't know how," said Orlich, a clinical neuropsychologist with the
University of Washington. "They just don't get it."
Microsoft Research and the Seattle university's Autism Center have
developed a program called KidTalk that aims to teach much-needed
social skills online. A pilot-test program begins in about a April,
2002.
KidTalk looks much like a typical computer chat room, with lines
of text from different participants running down one side of the
screen and smiley-face icons representing the participants on the
other.
But instead of just letting the kids chat, the program presents
them with a script for social interaction, such as a birthday party,
and asks them to perform specific social tasks.
Kids who participate well are rewarded with points and smiling
faces. Those who don't chat or chat too much will see their oversized
face icon move away from the group.
A therapist moderates the session and can send messages to the
participants privately, offering tips and rewards.
Kids who suffer from Asperger's far more serious than
social unease may not even be able to simply introduce
themselves, let alone follow the subtle social context of a typical
party. Isolated and frustrated, many kids also suffer from depression
and obsessive-compulsive disorder and can grow angry, even violent,
at even the most minor change in routine.
While some get one-on-one therapy, many parents say group therapy
is particularly helpful because kids learn to interact with kids
their own age.
Parents and researchers think online therapy might be more
comfortable to Asperger's sufferers, who find solace in the familiar,
rules-based structure of computer interaction. Many also feel much
less anxiety when they can organize their thoughts and type them,
rather than speak.
The whole thing about Asperger's is that they need to understand
more about the nonverbal-language skills. The nonverbal language that
you use, which is all the facial expressions and the body language,
is not something you can really learn (online).
Source: www.healthlinkusa.com/getpage.asp?http://seattletimes.nwsource.com/html/healthscience/134418400_asperger11m.html
* * *
Today, 50 families in American will find out that their child has
autism! - Autism Society of American
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Autism331
http://www.scautism.org/whatis.html
What is Autism?
Adapted from the original by Professor Rendle-Short, Brisbane Children's Hospital, University of Queensland, Australia.
Autism is a developmental disability that typically appears during the first three years of life. Autism spectrum disorders (ASDs) are a broader category that includes autism in all its degrees of severity. Asperger s disorder or syndrome is also in the ASD group. Altogether, research indicates that about one in 150 individuals has an autism spectrum disorder.
The What is Autism booklet generally concerns the disorder of autism, and it discusses the variation in symptoms and severity that are found in the disorder. Autism is three to five times more common in males and occurs in all social and ethnic groups. Family income, lifestyle and education do not affect the chance of occurrence.
Autism interferes with the development of the brain in reasoning, social interaction and communication skills. People with autism typically have deficiencies in verbal and non-verbal communication, social interactions and leisure or play activities. The disorder makes it hard for them to communicate and relate to others. They may resist changes in routine, exhibit repeated body movements (hand flapping, rocking, etc.) and have unusual responses to people or attachments to objects. Sometimes aggressive or self-injurious behavior occurs.
More than 1.5 million people in the U.S. (over 26,000 in South Carolina) have an autism spectrum disorders. Its prevalence rate now places it as one of the three most common developmental disabilities, much more common than Down syndrome. Yet the majority of the public, including some professionals in the medical, educational and vocational fields, are still unaware of how autism affects behavior. Progress is being made in developing more effective teaching methods and other interventions for individuals with autism.
Is there more than one type of autism?
Autism is considered to be a spectrum disorder, meaning that the symptoms and characteristics of autism can present themselves in a wide variety of combinations, from mild to severe. This is why the term autism spectrum disorders is sometimes used. Although autism is defined by a set of specific behaviors, children and adults can exhibit any combination of them with any degree of severity.
The disorder can be difficult to diagnose because no objective test has been developed so far to identify it. There is no blood test, for example. Accurate diagnosis depends instead on perceptive observations of the child, ideally across several settings (home, school, clinic, etc.), by professionals who have substantial knowledge about autism. Even then, a parent may hear more than one label applied to the child: for example, autistic-like, communication disorder with autistic tendencies or high functioning autism. Different labels may be the result of differences in the professionals training, vocabulary and experience with autism.
Some diagnostic criteria may confuse parents. The American Psychiatric Association s Diagnostic and Statistical Manual of Mental Disorders (DSM, now in its fourth, TR 2000, edition) groups several disorders into the category of pervasive developmental disorders or PDDs. They include autistic disorder, Asperger s disorder and pervasive developmental disorder-not otherwise specified (PDD-NOS). One professional may tell parents their child has PDD-NOS (or simply PDD) because the child does not appear to meet the criteria for autistic disorder. The parents feel relieved that their child does not have autism. However, a second professional may diagnose the child as having autism or explain PDD-NOS as a type of autism. Similar confusion may occur when the diagnosis is Asperger?s disorder, which generally includes symptoms related to social awkwardness more so than difficulties with communication.
For the most accurate diagnosis, parents are advised to seek out professionals with substantial knowledge about autism who will observe the child in different settings. Then, whatever the exact diagnosis turns out to be, parents need to remember that all children with autism spectrum disorderss are likely to benefit from similar approaches to education and treatment. In other words, the exact name may not make much difference when it comes to the types of intervention likely to help the individual child or adult.
What causes autism?
Medical researchers are exploring different explanations for the various forms of autism, including genetics and environmental factors early in prenatal development. Although no one specific cause of autism is known, current research links autism to biological or neurological differences in the brain. Brain scans indicate abnormalities in the structure of the brain, with significant differences in more than one area.
In some families there appears to be a pattern of autism, although the pattern of actual inheritance is not yet clear. Autistic-like traits may be seen in other family members, as well as problems such as learning disabilities. This further suggests there may be a genetic basis to the disorder, although no one gene has been directly linked to autism.
Several previous theories about the cause of autism have been proven false. Autism is not a mental illness. Children with autism are not unruly kids who choose not to behave. The disorder is not caused by bad parenting; in fact, no psychological factors have been shown to cause autism.
How is autism diagnosed?
There are no medical tests for diagnosing ASD. An accurate diagnosis must be based on observations of the child s communication, behavior and developmental levels. However, because some of the behaviors associated with autism are shared by other disorders, a doctor may order a variety of medical tests to rule out other causes. For example, a doctor may recommend genetic testing.
Because the characteristics of ASD vary so much, diagnosis may be difficult for a practitioner who has limited training or experience with the disorder. Locating a medical
specialist or diagnostician who has experience with autism is strongly recommended. Ideally a child should be evaluated by a multidisciplinary team which may include a neurologist, psychologist, developmental pediatrician, speech/language therapist, learning consultant or other professionals who are knowledgeable about autism. Several screening tools have been developed to help professionals make an accurate diagnosis.
They include:
ADI-R
Autism Diagnostic Interview-Revised
SCQ
Social Communication Questionnaire
ADOS
Autism Diagnostic Observation Schedule
CARS
Childhood Autism Rating Scale
CHAT
Checklist for Autism in Toddlers
A brief observation in a single setting cannot present a true picture of an individual s abilities and behaviors. At first glance, the person with autism may appear to have mental retardation, a behavior disorder or even problems with hearing. It is important to distinguish autism from other conditions, since an accurate diagnosis can provide the basis for building an appropriate and effective educational and treatment program.
What are the symptoms of autism?
Children with autism often appear relatively normal in their development until the age of 18 to 24 months, when their parents notice delays in language, play or social interactions.
The following areas are among those most frequently affected by autism. Degrees of severity can vary significantly from one individual to the next.
Communication Skills:
Language develops slowly or not at all; words are used without attaching the usual meaning to them; communicates with gestures instead of words; has short attention span.
Social Interaction:
Spends time alone rather than with others; shows little interest in making friends; is less responsive than others to social cues such as eye contact or smiles.
Sensory Impairment:
Unusual reactions to physical sensations such as oversensitivity to touch or under-responsiveness to pain; responses to sights, sounds, touch, smells and tastes may be affected to lesser or greater degrees.
Play:
Lack of spontaneous or imaginative play; does not imitate the actions of others; doesn’t initiate pretend games.
Behaviors:
May be overactive or very passive; has tantrums for no apparent reason; may perseverate on a single item, idea, person, phrase or word; apparent lack of common sense; may display aggressive or violent behavior or injure self.
There are great differences between individual people with autism. Some mildly affected individuals may exhibit only slight delays in language but have significant challenges with regard to social interactions. They may have average or above average verbal, memory or spatial skills but find it difficult to be imaginative or join in a game of softball with others. More severely affected individuals may need more assistance in handling day to day activities like crossing streets or making simple purchases.
Contrary to popular belief, many children and adults with autism make eye contact, show affection, smile, laugh and express a variety of other emotions, although in degrees that vary from person to person. Like other children, children with autism respond to their environment in positive and negative ways. Autism may affect their range of responses and make it more difficult for them to control how their bodies and minds react. People with autism live normal life spans. Some of the behaviors associated with autism may change or disappear over time, although this will vary from one individual to the next.
It can be difficult to predict which children will become more or less self-sufficient over time, but some adults with autism do live independently and find employment in their communities. Others will depend on the support of family and professionals. Adults with autism can benefit from vocational training, as well as training that will enable them to participate in social and recreational programs. They may live in a variety of residential settings, including living on their own, with family members, in group homes or supervised apartments and in structured residential care.
Individuals with ASD may have other disorders which affect the functioning of the brain, such as epilepsy, mental retardation, or genetic disorders such as Fragile X syndrome. Many individuals with autism have test scores that fall in the range of mental retardation; however, experts question the validity of tests that require communication skills and an understanding of the purpose of the testing that students with autism often lack. Approximately one third of individuals with autism have seizures at some point during their lifetime, with onset frequently occurring during adolescence.
Is there a cure for autism?
Our knowledge about autism has grown tremendously since it was first described in 1943. Some of the early searches for "cures" now seem unrealistic in terms of today s understanding of brain-based disorders. To cure means "to restore to health, soundness or normality." In the medical sense, there is no cure, as of yet, for the differences in the brain that result in autism.
We are finding better ways to understand autism and help people live with its symptoms. Some symptoms may lessen as the child ages; others may disappear altogether. With appropriate intervention, many behaviors can be made less severe, sometimes to the point that to the untrained observer the individual may not appear to have autism. However, the majority of children and adults with autism will continue to exhibit some degree of symptoms throughout their lives.
What are the most effective approaches to treating autism?
Because of the spectrum nature of autism and the many combinations of behaviors that can occur, there is no single approach that will alleviate all symptoms in every case. Various types of therapies are available, including behavior training, speech/language therapy, sensory integration training, vision therapy, music therapy, auditory training, medications and dietary interventions.
Experience has shown that individuals with autism respond well to a highly structured, specialized education and behavior training program that is tailored to the individual needs of the person. A well designed intervention approach will include some level of communication therapy, social skill development, sensory impairment therapy and behavior training. It will be delivered by professionals who are trained in autism and in a consistent, comprehensive and coordinated manner. The particularly severe challenges of some children may be addressed most effectively by a structured education and behavior program that contains a 1:1 teacher to student ratio or a small group environment.
Students with autism should have training in vocational and community living skills at the earliest possible age. Learning to cross a street safely, make a simple purchase or ask for assistance are critical skills that may be difficult for even those with average intelligence to learn. Tasks that enhance independence, give more opportunity for personal choice or allow more freedom in the community are especially valuable.
To be effective, any approach should be flexible in nature, rely on positive reinforcement, be re-evaluated on a regular basis and provide a smooth transition from home to school to community environments.
A good program will also incorporate training and support systems for the caregivers. Rarely can a family, teacher, or other caregiver provide effective habilitation for a person with autism unless offered consultation or in-service training by a specialist knowledgeable about the disability.
Just a generation ago, the vast majority of people with autism lived at least a part of their lives in institutions. As a result of appropriate and individualized services and programs, today even severely disabled individuals can be taught skills to allow them to develop to their fullest potential.
Individuals with autism usually exhibit at least half of the traits that are listed on below. Symptoms can range from mild to severe, and they will be different from one person to the next. They usually occur across many different situations and are consistently inappropriate for the person s age. Many traits can be addressed in carefully planned treatment plans.
The following traits are seen in autism. In most individuals, at least half of the traits are exhibited.
Difficulty mixing with other children
Insistence on sameness; resists changes in routine
Inappropriate laughing and giggling
No real fear of dangers
Little or no eye contact
Sustained odd play
Apparent insensitivity to pain
Echolalia (repeating words or phrases)
Prefers to be alone; has an aloof manner
May not want cuddling or act cuddly
May spin objects inappropriately
Not responsive to verbal cues; acts as if deaf
Inappropriate attachment to objects
Difficulty in expressing needs; uses gestures or pointing instead of words
Noticeable physical over activity or extreme under activity
Displays extreme distress or has tantrums for no apparent reason
Unresponsive to normal teaching methods
Uneven gross and fine motor skills (for example, may not want to kick ball but can stack blocks)
Laughing, crying, showing distress for reasons not apparent to others
Tantrums beyond what is age appropriate
pointing
genetic
brain
genetic
eye contact
mental retardation
echolalia
ASD
social interaction
seizures
fragile x syndrome
Diagnostic
Statistical Manual of Mental Disorders
American Psychiatric Association
pretend
tantrums
down syndrome
PDD-NOS
DSM
Play: Lack
South Carolina
Echolalia
Australia
U.S
Brisbane Children 's Hospital
University of Queensland
TR
ADI-R Autism Diagnostic Interview-Revised SCQ Social Communication
ADOS Autism Diagnostic Observation Schedule CARS Childhood Autism Rating Scale CHAT Checklist
Little
www.scautism.org/whatis.html
screening
autism diagnostic observation schedule
ados
cars
childhood autism rating scale
vision therapy
music therapy
Autism332
http://www.parenting.com/article/Baby/Health/New-Autism-Facts-and-Figures
The latest autism prevalence rates were published at the end of last year, and the numbers were shocking. One in every 110 kids -- and 1 in every 70 boys -- in the U.S. is living with an autism spectrum disorder (ASD), the report showed. That's up from 1 in 150 -- and 1 in 94 boys -- only two years ago. But there is plenty of hopeful news, too:
We're getting closer to understanding the possible causes. Groundbreaking research last year pinpointed what scientists are calling autism "susceptibility" genes, which regulate how the brain develops and how connections between cells are made. "But you can have those genes and not develop the disorder," says Geraldine Dawson, Ph.D., the chief science officer at the advocacy organization Autism Speaks. The genes could be "influenced," she says, by prenatal and environmental factors such as infections, medications, birth complications, and exposure to certain toxins. The hope is that, someday, we can identify children with genetic susceptibility and begin intervention much sooner.
Autism is being detected earlier than ever. Researchers from the Yale Child Study Center have made important discoveries about the ways in which autistic children interact, paying more attention to nonsocial physical cues than social ones (for example, staring at their parents' mouths rather than their eyes when they speak). The scientists believe that this eye-tracking data could be used in the first few days of life to identify kids who may be vulnerable to ASD. At your child's 18- and 24-month checkups, your pediatrician should screen for autism spectrum disorders. Even before that, though, both you and she should be on the lookout for red flags, which include little eye contact; no babbling, pointing, or other communicative gestures by 12 months; no single words by 16 months; and loss of language or social skills at any age.
New treatments are changing lives. A recent study from the University of Washington in Seattle detailed one of the biggest treatment breakthroughs in recent years: the Early Start Denver Model (ESDM) intervention, a form of applied behavior therapy that, Dawson says, is appropriate for infants as young as 12 months. Amazingly, it "could prevent a full-blown syndrome from developing," she adds. How? ESDM strategies capitalize on a child's everyday play to teach communication and learning skills. Kids in the study who got 20 hours of therapy a week for two years had an 18-point improvement in IQ and language gains, and many of them even had their diagnosis changed, from autism to milder conditions. If your child has been diagnosed, ask your physician about early intervention using applied behavior analysis and ESDM. Urge your state to end autism insurance discrimination at Autismvotes.org.
pointing
genetic
brain
genetic
U.S.
eye contact
babbling
ASD
Autism Speaks
Seattle
Geraldine Dawson
Yale Child Study Center
Dawson
University of Washington
Denver Model
ESDM
Autismvotes.org
www.parenting.com/article/Baby/Health/New-Autism-Facts-and-Figures
Autismvotes.org.
applied behavior analysis
behavior therapy
Autism333
http://www.essential-guide-to-autism.com/autism.html
Children
with Autism Face Unique Educational, Social & Communication
Challenges...
As
I'm sure you've heard by now, no two people diagnosed with autism
are the same...
In
fact there's a saying that I like to use when people ask about
autism treatments:
ÒIf
You've Met One Child With Autism... Then You've Met One Child
With Autism.Ó
So,
it's clear that treatment
and education
must be individualized to meet your child's
needs and help them build the skills they will need throughout
life.
But,
it's not just children that need an individual approach... A
loved one with autism at any age can benefit from proven
day-to-day treatment methods...
It's
true that the
challenges do become different as your child matures into an
adolescent, and a whole new set of
issues will arise.
Most
of these new challenges are the normal
issues parents of all teenager faces, however they
are made
much "worse" by autism.
That's
because teenagers with autism often have difficulty
communicating with their peers and struggle to fit in,
but at the same time, they often want to pull away from
their parents.
This
can leave them with no one at all to talk or turn to.
They
also have the issue of Òraging hormonesÓ,
alongside a limited ability to understand or appropriately
manage sexual behaviors - which can lead a number
of complications.
Raising
A Child With Autism Brings New Challenges To Your Family
- You Must Be Prepared...
Living
with autism also brings added stress to the entire family.
Brothers
and Sisters may sometimes feel as though their needs aren't
being met or
aren't as important to you compared to the
needs of their brother or sister with autism.
Also,
couples may find their lives revolving around the care of
their child with autism and be unable to find time
to be with each other.
This
is "dangerous ground" and if allowed to continue can lead to
the breakdown of the relationship and the family.
And,
of course, there are the many financial stresses
and concerns over the future of any child with
autism.
As
people with autism have a normal life expectancy, naturally
plans must be made for their adult life.
Unfortunately,
many people with autism are not able to lead independent
lives and may not be able to hold down jobs
or participate in their communities.
But
this doesn't have to be the case...
To
help them, you must start planning for their transition
to the ÒadultÓ world
early.
So
when your child is ready they can then be helped to find appropriate
employment that includes his or her skills
and interests,
while
keeping challenges linked to autism at a minimum.
OK
- let's stop here for a second... I'd like to make something
clear right now...
A
diagnosis of autism definately SHOULD NOT be seen as a guarantee
of a lesser
life.
In
fact, all you need is the right advice and instruction to
ensure your child with autism is placed and
stays on the right path -
Unfortunately,
useful information you can trust can be hard to find...
This
is one of the reasons I carried out a survey of 500 of my newsletter
subscribers, all who have loved ones with autism.
The
information I gathered from this pioneering study gives
parents, caregivers and professionals "tried and tested" answers
to the buring questions they have about living and treating
autism.
For
Example...did you know that the top rated effectve treatment
for autism is
Applied Behavioural Analysis (based on a survey
I
carried
out of 500 people who have loved ones with autism in 2007)
This
lack of relevant and critically important information is the
reason I wrote a comprehensive book covering all the essentials
anyone with a loved one with autism should know.
The
book has one simple goal - To make life better for all those
whose lives have been touched by Autism...
Since
writing the first edition, my downloadable book (revised edition
now available) has helped thousands get a better life for themselves,
their family
and
most importantly
their
loved
one
with Autism.
This is the
downloadable book that will calm your fears, put your
mind at ease and help you develop a workable plan for your family
and your
loved ones future.
Social & Communication Challenges..
Met One Child With Autism..
Met One Child With Autism.Ó
ÒadultÓ
Applied Behavioural Analysis
Autism..
www.essential-guide-to-autism.com/autism.html
Autism334
http://www.redorbit.com/news/health/1801604/autism_rates_climbing/index.html
Autism Rates Climbing
Posted on: Friday, 18 December 2009, 12:45 CST
A 57 percent increase in spectrum-disorder cases is dramaticAutism and related development disorders are becoming more common, with a prevalence rate approaching 1 percent among American 8-year-olds, according to new data from researchers at the University of Alabama at Birmingham (UAB) School of Public Health and the Centers for Disease Control and Prevention (CDC).The study is a partnership between UAB, the CDC and 10 other U.S. research sites. It shows that one in 110 American 8-year-olds is classified as having an autism spectrum disorder (ASD), a 57 percent increase in ASD cases compared to four years earlier.The new findings, published Dec. 18 in the CDC's Morbidity and Mortality Weekly Report (MMWR), highlight the need for social and educational services to help those affected by the condition, said Beverly Mulvihill, Ph.D., a UAB associate professor of public health and co-author on the study.ASDs are a group of developmental disabilities such as autism and Asperger disorder that are characterized by delays or changes in childhood socialization, communication and behavior.
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This is a dramatic increase in the number of kids classified as autistic or documented on the spectrum of similar disorders, Mulvihill said. It is not entirely clear what is causing the rise, but we know major collaborative efforts are needed to improve the understanding and lives of people and families impacted. The MMWR study discusses possible factors that might contribute to the increase in ASD cases. They include a broader definition of autism disorders and a heightened awareness of ASD by parents, doctors, educators and other professionals. The findings do not address whether or not any of the increase is attributable to a true increase in the risk of developing ASD, more frequent and earlier diagnoses, and other factors.Data comes from the Autism and Developmental Disabilities Monitoring (ADDM) Network, a collection of 11 sites in Alabama, Arizona, Colorado, Florida, Georgia, Maryland, Missouri, North Carolina, Pennsylvania, South Carolina and Wisconsin. ADDM reviewers are uniformly trained to review and confirm cases; some children included in the study have documented ASD symptoms but never received a diagnosis.The study also found that boys are 4.5 times more likely than girls to have ASD, a finding that confirms earlier studies, says Martha Wingate, Dr.P.H., a UAB assistant professor of public health and study co-author. It still is not clear why males more frequently are affected, Wingate said. One thing we know for sure is that more research is needed to quantify the effects of single or multiple factors such as diagnosis patterns, inclusion of milder cases and other components. The ADDM sites are not selected based on any statistical pattern, but the 300,000-plus children included in the study represent 8 percent of the nation's 8-year-olds.The Alabama Autism Surveillance Project, located within the UAB Department of Health Care Organization and Policy, is a member of the ADDM network. Funding for the project is from the CDC's National Center for Birth Defects and Developmental Disabilities Division.---On the Net:University of Alabama at BirminghamFull CDC ReportAutism Speaks Release
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Autism335
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AUTISM
AND AUTISM SPECTRUM DISORDER (ASD)
Glen Dunlap and Mary-Kay Bunton-Pierce
Autism
is a developmental disability that affects a person's ability to
communicate, understand language, play, and interact with others.
Autism is a behavioral syndrome, which means that its definition
is based on patterns of behaviors that a person exhibits. Autism
is not an illness or a disease. It is not contagious and, as far
as we know, it is not acquired through contact with the environment.
Autism is a neurological disability that is presumed to be present
from birth and is always apparent before the age of three. Although
autism affects the functioning of the brain, the specific cause
of autism is unknown. In fact, it is widely assumed that there are
most likely multiple causes, each of which may be manifested in
different forms, or subtypes, of autism. Future research will help
us understand the etiologies of autism.
Autism
Spectrum Disorder (ASD) is an increasingly popular term that refers
to a broad definition of autism including the classical form of
the disorder as well as closely related disabilities that share
many of the core characteristics. ASD includes the following diagnoses
and classifications: (1) Pervasive Developmental Disorder?Not Otherwise
Specified (PDD-NOS), which refers to a collection of features that
resemble autism but may not be as severe or extensive; (2) Rett's
syndrome, which affects girls and is a genetic disorder with hard
neurological signs, including seizures, that become more apparent
with age; (3) Asperger syndrome, which refers to individuals with
autistic characteristics but relatively intact language abilities,
and; (4) Childhood Disintegrative Disorder, which refers to children
whose development appears normal for the first few years, but then
regresses with the loss of speech and other skills until the characteristics
of autism are conspicuous. Although the classical form of autism
can be readily distinguished from other forms of ASD, the terms
autism and ASD are often used interchangeably.
Individuals
with autism and ASD vary widely in ability and personality. Individuals
can exhibit severe mental retardation or be extremely gifted in
their intellectual and academic accomplishments. While many individuals
prefer isolation and tend to withdraw from social contact, others
show high levels of affection and enjoyment in social situations.
Some people with autism appear lethargic and slow to respond, but
others are very active and seem to interact constantly with preferred
aspects of their environment.
Behavioral
Description
Individuals
with autism are characterized primarily by develop- mental difficulties
in verbal and nonverbal communication, social relatedness, and leisure
and play activities. All individuals with autism experience substantial
problems with social interactions. In addition, people with autism
often exhibit unusual, repetitive, and perseverative movements (including
stereotyped and self-stimulatory behaviors), resistance to changes
in routines and in other features of their environments, apparent
oversensitivity or undersensitivity to specific kinds of stimulation,
and extreme tantrums, aggression or other forms of acting out behavior.
It is also observed that individuals with autism have uneven patterns
of skill development. Some people display superior abilities in
particular areas (such as music, mechanics, and arithmetic calculations),
while other areas show significant delay.
Diagnosis
and Evaluation
The
principal source for diagnosing autism is the Diagnostic and Statistical
Manual of the American Psychiatric Association, Fourth Edition (DSM-IV,1994).
Although children affected by autism are being identified at earlier
ages than was the case previously, the diagnosis usually does not
occur until sometime between two and three years of age. Diagnosticians
are often reluctant to issue a formal diagnosis before the age at
which complex language is expected to emerge. However, early intervention
services can still be provided on the basis of developmental delay,
even without a formal diagnosis of autism.
A
diagnosis of autism is often provided by developmental pediatricians,
psychologists, child psychiatrists, or neurologists. At the time
of (or prior to) diagnosis, a comprehensive evaluation is typically
arranged. Such an evaluation usually includes a neurological examination,
tests for biochemical abnormalities, and other assessments designed
to rule out physical and diagnostic conditions. A battery of developmental
and educational evaluations is also conducted to help develop an
appropriate early intervention plan. Family involvement is integral
to this entire process.
Prevalence
In
1997, the Centers for Disease Control and Prevention (1999) estimated
that a broad definition of autism may be present in as many as one
person out of every 500. This estimate suggests that there are roughly
500,000 people in the United States who could be described as having
autism or autism spectrum disorder.
It
is well established that autism occurs in four times as many boys
as girls (NICHCY, 1999) and that there are no known racial, social,
economic, or cultural distinctions. Although it is possible that
there are some genetic linkages with some forms of autism, there
are no associations with particular familial or cultural histories
or practices. Earlier theories that implicated parents' behavior
in the occurrence of autism have been thoroughly discredited.
There
have been occasional speculations about clusters of autism in some
areas of the country, and it has been suggested that such clusters
may be associated with environmental contaminants or regional medical
practices. To date, however, there have been no clear data that
support these speculations.
Approaches
to Intervention and Educational Support
Since
autism was first identified as a syndrome more than 50 years ago,
a variety of intervention strategies have been suggested. These
interventions and treatments have risen from a range of theoretical
positions, but most have not proven to be effective with large numbers
of children. This pattern continues today, with a large number of
diverse treatment approaches being touted as uniquely effective
in resolving patterns of autistic behavior. For the most part, such
claims have not been substantiated in controlled research. The message
for families, teachers, and other consumers is to be cautious when
considering new, grandiose testimonials, and to be very thoughtful
and selective when constructing plans for intervention and support.
Even
though autism has attracted an array of spurious treatments, a good
deal of real progress has occurred, and some very credible approaches
have been demonstrated repeatedly to be effective in improving the
behaviors and adaptability of people with autism. Interventions
that are derived from an educational and behavioral orientation
have been shown to help children and adults affected by autism,
primarily by teaching new skills that enable the person to function
more successfully in the daily world of home, school, work, and
community interactions. Years of research and experience have produced
some relevant guidelines for providing instruction and intervention
for individuals with autism. For example, it is important that interventions
be developed on an individualized basis. The label of autism by
itself is not prescriptive. It does not indicate what intervention
should be provided or how intervention should be provided.
As
a set of general rules, it is widely agreed that people with autism
respond better in a context where there is structure and clear guidelines
regarding expectations for appropriate and inappropriate behavior.
It is also recommended that the environ- ment include systems or
materials, such as written or picture schedules, that can help the
person to comprehend and predict the flow and sequence of activities.
The focus of intervention and instructional efforts should be to
develop functional skills that will be of immediate and ongoing
value in the context of daily living. This typically includes strategies
for enhancing a person's ability to communicate, to understand language,
and to get along socially in complex home, school, work, and community
settings.
Another
important guideline for intervention pertains to family involvement.
To the greatest extent possible, family members should be encouraged
to participate in all aspects of assessment, curriculum planning,
instruction, and monitoring. Parents and other family members very
often have the most useful information about an individual's history
and learning characteristics, so effective intervention and instruction
should take advantage of this vital resource. Furthermore, because
families are so essential in the lives of people with autism, family
support that helps strengthen the family system is regarded as a
vital element in providing effective intervention for people with
autism.
References
American
Psychiatric Association. (1994).(4th ed.). Diagnostic and statistical
manual of mental disorders. Washington, DC: Author.
Centers
for Disease Control. (1999).
Autism among children.
Fact sheet available online.
National
Information Center for Children and Youth with Disabilities.(1999).
Autism and pervasive developmental disorder. (Fact Sheet Number
1). Available from NICHCY, PO Box 1492, Washington, DC 20013.
1.800.695.0285.
Fact
Sheet available on line.
Readings
and Resources on Autism,
ERIC Minibibliography No. E13.
Resources
Web
sites:
Autism
Center
Autism
Resources
TEACCH
Program
(Treatment and Education of Autistic and Related Communication
Handicapped Children)
University of North Carolina, Chapel Hill
OASIS
(information about Asperger Syndrome)
Organizations:
Autism
Society of America
7910 Woodmont Avenue
Suite 650
Bethesda, MD 20814-3015
301.657.0881
Autism
Research Institute
4182 Adams Avenue
San Diego, CA 92116
619.281.7165
Cure
Autism Now (CAN)
5225 Wilshire Blvd.
Suite 503
Los Angeles, CA 90036
(213) 549-0500
email: CAN@primenet.com
Newsletters
and Journals:
Journal
of Autism and Developmental Disorders
Plenum Publishing Corp.
227 W. 17th St.
New York, NY 10011
Journal
of Positive Behavior Interventions
PRO-ED
8700 Shoal Creek Blvd.
Austin, TX 78757-6897
Focus
on Autism and Other Developmental Disabilities
PRO-ED
8700 Shoal Creek Blvd.
Austin, TX 78757-6897
Reprinted
with permission by:
The
ERIC Clearinghouse on Disabilities and Gifted Education
The Council for Exceptional Children
1110 N. Glebe Rd.
Arlington, VA 22201-5704
Toll Free: 1.800.328.0272
E-mail: ericec@cec.sped.org
October
1999
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Autism336
http://www.autistics.org/library/whatis.html
There is great deal of variety
among autistic people. Some autistic people may
never learn to talk and may not be able work
or to live independently. Others may do well
in special supportive environments, working
in sheltered setting. Still others are be
totally independent and function fairly well.
The last, or "high-functioning,"
group is often not recognized. However,
these do exist, and people need to recognize
and understand the difficulties they face, and
their unique ways of thinking, doing things,
and experiencing the world.
Most autistic people seem unusually
"reactive," and reactive to unusual things. An
autistic person who seems to take major
emergencies in stride may become upset over
any surprise happening, even a minor one (like
dropping pencil). Autistic people may often
seem unemotional, but can be very emotional
when something is important to them. Many are
much more candid and expressive with their
emotions than normal people.
Autistic people tend to dislike, or at least
be uninterested in, change. Many have strong
attachments to objects, places, or routines,
and become very upset if forced to abandon
these things. Something that seems silly to
others may be very important to an autistic
person.
Most autistic people have a few very
intense interests, that may seem almost
obsessive. These could be as ordinary as
sports, as technical as neurology, or as odd
as memorizing train schedules. Autistic people
take their special interests very seriously.
Autistic people are often aloof, and may
be seen as extremely shy. However, while some
may be very socially anxious, others are not
anxious about people, but either uninterested,
or are unaware of how to interact with or
approach others. Some may not notice people,
because of being absorbed by other things. Some
are very interested in getting to know others,
some may not care, and other may actively avoid
social contact. However, it is a mistake to
assume autistic people lack affection; some
can be very affectionate toward those they
know and care about. The lack of normal body
language may make them seem more distant or
unemotional than they actually are.
Autistic people may do strange things, like
rocking back-and-forth, flapping their hands
in front of their eyes, humming, talking to
themselves, spinning in circles, or repeating
things. Some of this is just for fun, or out
of excitement or distress. Sometimes, strange
behaviors are to compensate with sensory
problems. The repetitiveness is related to the
natural repetitiveness and narrow focus of the
autistic mind. Talking to oneself or giggling
for no apparent reason is often the result of
intense daydreaming or remembering, but may
sometimes result from disregulated emotion,
or be a form of echolalia. (Some ? estimated
25% ? also suffer from epileptic seizures
of various kinds, some of which may cause
strange behavior.) These things are harmless,
and do not result from total disorientation or
hallucinating. Some may injure themselves with
such behavior, but it should not be assumed
that such behavior is self-injurious.
routines
echolalia
seizures
www.autistics.org/library/whatis.html
Autism337
http://www.yourfamilyclinic.com/autism/holisticautism.html
Holistic Approach to Treat Autism and Related Disorders
by
Daniel T. Moore, Ph.D.
Copyright 2005 revised 2006
There are not too many things in life more devastating than having a normal looking baby not
meet normal developmental milestones and finding out that they have an incurable disorder
called autism. Before 1980 only one in 2,500 children was diagnosed with autism disorder.
Today the figure is closer to one in every 250 children born. The reason for this increase appears
to escape the mainstream medical community. Whatever the reason, the effects are devastating to
the individual with the diagnosis and to the entire family.
To date, there is no known cure for Autism. However, there exists many treatments that can
improve functioning. The purpose of this article is to explain an holistic approach to treat
Autism, Aspergers Disorder and other Pervasive Developmental Disorders. Almost all the
techniques presented in this paper are based on clinical experience and scientific research.
Almost all of these techniques do not have the gold standard of a double blind placebo
controlled research study to support claims of effectiveness. Treatment for autism is relatively
new and are not backed by many funding sources. We present this information for your
enlightenment so that you can choose the techniques that you feel will best help your loved one
or the clients you serve. Resources for further information regarding particular treatments will be
given as part of this article. Hopefully, some day, most of these techniques will have double blind
placebo controlled research studies to verify their effectiveness.
What are Autism?
Autism, Aspergers Disorder, Retts Disorder and Pervasive Developmental Disorders Not
Otherwise Specified (NOS) comprise a group of mental illnesses called Pervasive Developmental
Disorders. Of the four disorders Autism and Aspergers Disorder are the most common. In simple
terms, children with Pervasive Developmental Disorders do not meet the normal developmental
milestones at the same time as other children. Certain social skills (e.g., two way play) are often
never developed. Children with Autism do not learn to speak when their same age peers do.
Speech development is the main difference between Autism and Aspergers Disorder. Children
with Aspergers Disorder appear to develop normally in the area of speech. Children with the
diagnosis of Pervasive Developmental Disorders often have other symptoms besides
developmental delays. These disorders can manifest in very severe terms that involve constant
rocking, self harm through head banging, profound mental retardation, almost non-existent social
skills and displaying an inability to learn to speak. These disorders can also appear to be very
benign in forms that appear to be normal except in the area of social skills. Many would perceive
these high functioning individuals as being odd. What is common in all children diagnosed with
Pervasive Developmental Disorders is a lack of two way or parallel play. Concepts of sharing
and allowing others to dominate the play for an extended period of time appear to be unknown to
these children, even those who have the mildest forms of Autism or Aspergers disorder. Other
symptoms common to children with these disorders include:
poor social skills
inability to form meaningful relationships
areas of poor academic achievement
gastro-intestinal problems (including encopresis)
food allergies, sensitivities and/or intolerances
behavioral problem
repetitive behaviors
rocking behaviors
inappropriate attachments to objects
delays of speech
unresponsiveness to verbal clues (may appear deaf yet has normal hearing)
developmental vision problems
sensitivity to loud noises or sounds at certain frequencies
refuses to learn in the way a teacher wants, has their own way of learning information
odd behaviors
behavioral outbursts, tantrums, or rages
excessive sensitivity to pain or lack of sensitivity to pain
lack of fear to situations that would normally produce fear in children of similar age
A child with a Pervasive Developmental Disorder may only have a few of the above symptoms.
Others may seem to have every one of them. It is also common for children with Pervasive
Developmental Disorders to have other mental health conditions as well. Common disorders that
co-exist with Pervasive Developmental Disorders include Attention Deficit Hyperactivity
Disorder, Mood Disorders and Motor Tic Disorders. Having an additional disorder may make
treatment even more complicated.
Regardless of the co-existing disorders, every child diagnosed with a Pervasive Developmental
Disorder is unique and should be considered as such. If you have a child with autistic symptoms,
some of the following techniques may not apply to your child. For example, not all autistic
children have developmental vision problems. Many of them do. Not all have gastro-intestinal
problems, yet many of them do. And not all of them will be sensitive to wheat and dairy
products. You will need to decide which techniques are important for your child s particular
needs. Thus parents should use only the information presented in this article that they feel will
meet the individual uniqueness of their child.
For the sake of simplicity, the term autism will be used loosely in this article. In Europe,
Pervasive Developmental Disorders are usually termed as autistic spectrum disorder to point out
that there is a broad range of symptoms to these disorders. There is also a broad range of severity
in children diagnosed with these disorders. In this paper, we will use the term autism to signify
all disorders in the group of disorders called Pervasive Developmental Disorders.
What causes autism and why the increase in diagnoses?
It is amazing that we have a modern day epidemic and no one can agree upon the cause of the
epidemic. One in 250 children is a large number of victims not to know the cause or etiology.
There is little doubt that autism involves abnormal brain development. What is not known is
what causes the brain to grow abnormally. Some scientist firmly believe the cause is related to
the immunization vaccines. There are two main theories about how vaccines can cause the brain
to grow abnormally. One view is that the mercury used as a preservative for the vaccine leads to
abnormal brain development causing autism. The other theory suggests that the cause is due to a
live virus within the vaccine getting into the brain causing the abnormal growth.
Those who believe it is related to mercury poisoning feel that children with autism may have a
genetic predisposition to process the mercury in the body differently than the children who are
not affected with the vaccine. These are children who develop normally and then after the
vaccine begin to produce the first signs of autism. Thus it is the mercury that stimulates the brain
to grow abnormally. Many of the symptoms of mercury poisoning are very similar to the
symptoms of autism.
Vaccines may not be the only source of mercury toxicity. Every ten years the government collects
blood and urine samples randomly from the general population to study the effects of
environmental toxins. In the year 2000, the study discovered that a large number of women of
child bearing age have enough mercury in their body (possibly from cosmetics) to be harmful to
their unborn fetus. Could this be the source of mercury poisoning in addition to the vaccines?
The other theory blaming the vaccine relates to the fact that live viruses are used in the
preparation of the vaccines. The theory suggests that some of these viruses are able to get into the
brain of some of the children receiving the vaccine. It may be a genetic factor causing the virus to
get through the brain s natural barriers. Another factor could be some random factor that causes
some vaccines to be more dangerous than others dosages of the same vaccine. What ever the
factors involved it is the live virus that stimulates the brain to grow abnormally according to this
theory.
Some people may speculate that the rise in the diagnosis of pervasive developmental disorders is
due to are ability to better diagnose these disorders. They speculate that we have always had
children with these disorders but have not recognized them as abnormal. The problem with this
theory is that there is just too much of a dramatic increase since the 1960's to account for such
high numbers. While we may be better at diagnosing children with Pervasive Developmental
Disorders, this fact does not account for the tremendous amount of increase in children being
affected with Autism and Aspergers Disorder. We feel that we have a true epidemic and the
number of children diagnosed with Pervasive Developmental Disorder is likely to continue to
increase over time.
Autism is not the only medical problem that is on the rise with children. Allergies is also on the
rise. Some feel that our continual exposure to environmental toxins may account for the increase
in these disorders. We feel that we should examine our increase use of plastics, batteries,
cosmetics, and other products that may contribute to environmental toxins that we are constantly
exposed to. Is it possible that exposure to environmental toxins could account for the increase in
child health problems such as allergies, asthma and Pervasive Developmental problems? Or is
the cause due to mercury used in the vaccines or is it the live virus used to make the vaccines?
Could it be a combination of these factors? Could it be another factor? Much more research is
needed to determine the specific cause for this modern day epidemic. However, we feel that the
most probable cause relates to toxic substances found in our environment and/or vaccines that
cause the brain to grow abnormally.
Just as there is no known cause of Pervasive Developmental Disorders, there is no known cure.
Not even medications can cure a child with Autism or Aspergers Syndrome. The abnormal brain
growth defies modern interventions. However, there are many things that can be done to increase
general functioning of a child with autism. Some of these techniques or a combination of these
techniques may be able to get these children very close to behaving normally. This include
behaving socially normal. We feel that the key to success lies ultimately in neuro-development.
The more that abnormal neuro pathways are worked with to be made normal, the more skills a
child will have. The more cognitive skills a child with Pervasive Developmental Disorders have
the more the child will appear normal. The following is a brief presentation on some of the
treatments available for children with autism. Almost all of these treatments have an impact on
neuro-development.
Nutrition
The importance of eating the right food can not be overstated. Brain development requires the
right chemicals and nutrients to help dendrites branch out to connect with other nerve cells.
Research has demonstrated that some of the nuero-pathways of the frontal cortex are under
developed in children with autism. Good nutrition is the foundation to help dendrite development
and can help in the construction of new neuro-pathways when remediation work is underway.
Good nutrition will help almost anyone to feel and function better. We all could do well with
eating a variety of foods and taking supplemental vitamins. This is especially true for autistic
children. While some children with autism will eat anything put before them, many are picky
eaters. Many have a very limited amount of food that they are willing to eat. However, some will
eat just about anything that is placed before them. Good nutrition is important for any child,
especially for the child with autism disorder. Mothers can often compensate by adding
multivitamins to their children s diets. Children who do not swallow pills or refuses chewable
multivitamins can obtain vitamins through concentrated sprays.
In general, the recommendations for autistic children are to increase their consumption of omega
3 fatty acids (e.g., cod liver oil, walnuts), vitamin D and natural (cis) forms of vitamin A.
Additional supplements include Choline (use under supervision), DMG (Glconic from DaVinci
Labs), Magnesium plus calcium, Vitamin B complex plus niacinamide and niacin and
pantothenic acid, Vitamin B6 and Vitamin C. When considering the addition of vitamin
supplements, use wisdom. Educate yourself about supplementation. Be careful not to over
supplement a child. Try to understand how the supplement is supposed to work and know the
correct amount of supplementation to get the desired response. More information about
supplementation and how it can be applied to Pervasive Developmental Disorders can be
obtained in the book Prescription for Nutritional Healing . Several Internet sites also have great
recommendations and nutritional plans. We recommend www.parentsofallergicchildren.org.
Nutritional plans are helpful because many children with autsim and Aspergers syndrom often
have sensitivities to certain foods which impair functioning.
Nutrition can also be useful to help detoxify children from toxic chemicals. Foods that are
believed to help with the detoxification process are raw potatoes, asparagus, carrots, garlic, beets,
dandelion greens, parsley and watermelon. It is recommended for everyone to drink lots of water
to help flush out toxic materials from the body. Steamy baths and saunas are also helpful in
helping the body to release toxins. The study of nutrition is also helpful in knowing how to deal
with foods that may irritate or aggravate the immune system.
Some autistic children may have sensitivity to certain foods. Common irritants are foods that
contain lactose or gluten. Many children with autism are lactose and gluten intolerant. If you
have an autistic child that has intestinal problems, chances are that gluten and/or casein are
contributing to these problems. Homeopathic specialists have a method to determine if your child
is allergic to certain foods. Their findings can be backed up by two types of medical allergy
testing. We recommend the provocation/neutralization method of allergy testing and the
Elisa/ACT LRA Tests. For more information about the Elisa/ACT LRA tests please visit the
following website: www.parentsofallergicchildren.org/elisa_act_test.htm
Toxicity assessment
Again, the most probable cause of autism is a combination of toxic substances that were in the
child s body during crucial neuro-developmental periods of that person s life. Some children may
still have these toxic substances within their body. The body naturally attempts to rid itself of
toxic chemicals over time. Some believe that some toxic chemicals are difficult to excrete and
need assistance. It is believed that once these toxic chemicals (e.g., heavy metals) are out of the
body, over all functioning may improve. Getting rid of all the toxic chemicals will not cure the
child. The resulting neurological damage needs to be addressed. Additional efforts are needed to
treat the child as explained in other sections of this article. These efforts have a higher chance of
succeeding if the body is currently free of toxic substance. The first step in this process is to
detect harmful substances within the body.
One way to test for the presence of heavy metals within the body is through hair analysis. The
body releases heavy metals very slowly so the likelihood of finding any in the urine or blood is
very minute. However, the hair collects body excretions over time. If a body has heavy metal
toxicity, evidence of this should be found in the hair. Thus hair analysis is viewed as a valid
measure for long term toxicity while blood and urine samples are not.
Hair analysis has been criticized by some as being to unreliable. A study reported sending the
same hair to several labs and received different results from each lab. If someone is inclined to do
hair analysis, we highly recommend the Great Smokey Mountain Laboratory in Tennessee. They
are regarded as the best laboratory to do hair analysis. To have a hair analysis performed, contact
a willing doctor. You can also order a testing kit from the Laboratory by visiting their web site at
http://www.gsdl.com. Hair analysis can also be used as an outcome measure to determine the
effectiveness of detoxification methods. In addition, some children seem to collect toxic
substances easier than other children. It may be wise to obtain a hair analysis on a yearly basis.
Once it has been determined that heavy metals or other toxic substances remain in the child s
body, the next step is to rid the body of these chemicals. One method of doing this is through
chelation. Chelation is a process of administering certain substances that attempt to rid the body
of toxic elements and compounds that are often stored in the body. There are several ways to do
chelation. The internal method (the child ingesting the chelation substances) is known to cause
side effects (e.g., gut bugs) that can at first lead to improvement and then lead to a deterioration
in functioning. For more information about this method and the possible side effects, please
follow this link: http://www.healing-arts.org/children/holmes.htm. A possible safer approach is
administering the chelation chemicals through the skin. This is called Transdermal Chelation.
Only a few doctors do this technique but it is alleged to excrete the toxic metals without as many
side effects of the other approach to chelation. As explained in the section under nutrition, there
are natural methods to help the body detoxify from harmful chemicals. Medical chelation is often
viewed as a more effective method. For more information on Transdermal Chelation, please
follow this link: http://www.drbuttar.com/about/about.asp. Dr. Amy Yasko is a pioneer in the
development of a holistic program to help children and adults detoxify and strengthen their body
using nutritional supplements. More information can be found at http://www.holisticheal.com.
Cognitive Development
Some children with Autism Spectrum Disorder symptoms do well in school, while many do not.
This is usually because some of them have developed very well cognitively and others have not.
No brain is perfectly developed. Even normal children have areas of their brain development that
can be improved. Improving cognitively in childhood always translates into a higher quality of
life in adulthood.
Most people feel that intelligence is a static phenomena and does not change over the life span.
We disagree with this and encourage activities that are designed to increase intellectual
functioning. Research has demonstrated that within a year of the correct intervention, IQ can be
raised up to 24 points, if IQ is originally below 100. It can be raised on the average of 9 points if
it is already above 100. A 24 point gain in IQ can get some retarded children within normal limits
of intelligence. Again, any advancement in intelligence has a positive impact for the rest of the
child s life.
Currently there is a revolution within the cognitive development field. Many professionals are
becoming involved in the neuro-developmental model. Basically the model states that with the
right kind of intervention, neuro-pathways can be developed in order to strengthen cognitive
functioning. There are several good models to choose from and some with a history of over 40
years. Some of the better models include The Structure of Intellect (SOI), Mel Levine s: All
Kinds of Minds Institute, Pace Tutoring, and DORE. A listing of these and other
neuro-developmental models with links to their Internet sites can be found at:
www.yourfamilyclinic.com/ld/ldmodels.html.
Getting benefit from one of these providers requires certain commitments in both cost and time.
To benefit from neuro-developmental programs one must spend ample time through out the week
on training exercises. The recommended time requirement is usually between 20 minutes to an
hour per day, six days a week. The total cost is usually $3,000 per child. PACE tutoring has the
most intensive training requiring an hour a day, six days a week. The benefit they offer is that the
program is finished in three months or 90 days. They report an average gain of four years in
reading and attention skills within that 90 day time period.
Other models may take longer in the number of days but usually require less time per day. The
end results from each program should be relatively similar. They all approach neuro-development
slightly different so you have a broad choice of which will be most effective for your
circumstance. The first step is to contact a provider of one of these neuro-developmental models.
The practitioner will examine your child and let you know if they may be able to help or not.
Your Family Clinic has a service to guide families in choosing the right developmental program
and to assist them in any home schooling or home development they may choose to do. For more
information about this service, just follow this
link:http://www.yourfamilyclinic.com/ld/coach.html
Social Development
Lack of social skills is the essential component of all children with pervasive development
disorders. The part of the brain devoted to the acquisition of social skills and understanding
social cues are under developed in children with Autism and Aspergers Syndrom. Traditional
techniques (e.g., behavior modification) have attempted to address the lack of eye contact and
social problems common with children with Autism. Most of these techniques are viewed as very
limited, having problems with generalization, and ineffective in solving the real problems related
to social development.
There is a social development program that we believe is effective in resolving the social
problems of these children. The technique that we highly recommend is called Relationship
Development Intervention. This is the most comprehensive system to teach social skills. It now
has scientific evidence to its effectiveness. While the evidence does not meet the gold standard, it
does offer significant encouragement. According to the initial research 50 percent of the
participants in RDI were able to achieve social skills to the point that they no longer met the
criteria for Autism. The authors were clear to point out that these children were by no means
cured of their disorder, but their social skills were so developed that they no longer met the DSM
criteria as having Autism.
If the reader could only implement one suggestion from this article, RDI would be the one to
implement. RDI is a pure neuro-developmental model and is the most likely to have permanent
effects. There are no known side effects. In addition, in neuro-development, when goals are
achieved, it is often the case that other problems clear up as well. In our opinion, it is the
technique that will produced the most amount of effective treatment in the least amount of time
and cost.
The techniques are relatively simple. Everyday the coach or parent or teacher spends one on one
time to teach social interaction. All the procedures are explained in a book. The book maps out
social development into 26 stages. The coach or parent knows which level of development the
child is at and what techniques need to be taught next. Improvement in social development can
be easily measured by the checklist the book offers. More information can be obtained at the RDI
Internet website at http://www.rdiconnect.com. This website offers parent training seminars and
support networks.
Auditory Training
Autistic children are often sensitive to information they receive through their senses. Many are
overly sensitive to light, smells, tastes and textures. Some are very sensitive to the sounds they
hear. Auditory Processing is another component that should be examined when working with
Autistic children. Some Autistic children become upset when they are around certain noises. One
theory for this is because they are sensitive to a certain range of frequencies of sound. This
sensitivity causes them to become irritated whenever they hear sound within this frequency
range. A technique called auditory integration is a procedure to attempt to address this problem.
First the child is introduced to a wide range frequency of sound. Then a band of frequency is
identified that the child is sensitive to. The child is introduced to music and other sounds that do
not include the frequency area. Then with repeated exposure, the frequency is slowly introduced
a little at a time. The brain is allowed to get accustomed to the offending frequency. More
information on this procedure can be found at www.auditoryintegration.net/AIT_home.html
Many parents notice improvements in behaviors and cognitive abilities following this treatment.
Some report that the treatment lasted a long time. Others found that when their child had a
relapse in gastro-intestinal problems as a result of chelation, that their sensitivity to sound
returned. More research is needed to identify which Autistic children benefit from this procedure
and which do not.
Some children may be sensitive to the sound of their own chewing. These children often do not
chew their food because of this sensitivity. These children may have an overly sensitive
trigeminal nerve. One treatment approach is to gently massage the trigeminal nerve until it is less
sensitive. The procedure is described at Handle Institute s web site:
http://www.handle.org/activity/facetap.html.
Another related concern is auditory processing problems. Some Autistic Spectrum Disorder can
pass a simple hearing test yet have problem processing the information that they hear. An
auditory specialist can help detect auditory processing problems. Several companies have
designed programs to help develop auditory skills. These include Fastforword and Tomitis. A
relatively inexpensive program designed for the home user is Earobics. You can explore their
website at www.earobics.com
Near Point Vision Therapy
Just as some children have trouble processing auditory information, many children with autism
do not process visual information correctly. Developmental vision is concerned with how well
the eyes and muscles controlling the eyes are working together. In addition it is concerned with
the process in which the information from the eyes are interpreted in the brain. Developmental
vision is all about helping children see things clearly and accurately so they can learn to read and
interact with their environment better.
One of the most common problems with some autistic children is convergence. Often these
children will have one eye that focuses where it is supposed to and the other eye is aimed some
where else. Developmental vision therapy works with the eyes through exercises designed to
strengthen eye muscles and improve their coordination.
Only developmental optometrist do the examinations necessary to detect and correct
developmental vision problems. Most optometrists are not developmental optometrists. Most
optometrists check for 20/20 vision and a person with developmental vision problems may have
perfect 20/20 vision, but still not have the visual abilities to learn to read fluently. The College of
Optometrists in Vision Development (at www.covd.org/index.html) has much information on
developmental optometry. To find a doctor in your area go to www.covd.org/membersearch.php.
To learn more about autism and developmental vision problems, we invite you to visit
www.visionhelp.com/autism.htm.
Attention Development
Many children with Autism have problems with attention. Attention is the ability to hold
concentration over a period of time. Some children with Attention Deficit Disorder have
selective attention. If the activity is stimulating (e.g., video game) they can maintain
concentration for hours at a time, if the activity is not very stimulating (e.g., home work), their
ability to concentrate is short. If a child is unable to sit through a television program, the child
either has developmental vision problems or has almost no attention skills. Attention skills can
be developed through specific exercises. It can also be obtained through medication. If
medication is the chosen route, then one must realize that once the medication has worn off, the
attention abilities are gone until the next dosage.
There are numerous exercises to increase attention. Some children with severe autistic
characteristic will have to start with the easiest exercise which is to scratch their back. Gently
scratching the child s back with a back scratcher is often a good place to begin working on
attention skills. The activity is usually soothing. It may take a while for some to be able to remain
at this activity for an extended time. You should work up to 20 minute period. Twenty minutes of
attention is usually the goal because many activities at school require 20 minutes of sustained
attention.
The next level of attention building is being able to visually follow objects with the head held
still. Often the parent has to hold the child s head as they move a pencil or puppet in front of their
face from side to side requiring that the child focus on the object at all times. Complete
instructions to this exercise and similar exercises can be found at the end of a shareware article at
http://www.yourfamilyclinic.com/shareware/addbehavior.html.
Another method to increase attention skills is through computer assisted programs. We feel that a
game for the X box and Sony Play Station II for building attention skills is Dance Dance
Revolution. It promotes a sense of timing and rhythm that has been linked to the development of
concentration and attention skills. The similar game is available over the Intranet at
www.flashflashrevolution.com. Interactive Metronome is a professional system developed to
build attention skill. More information can be found at www.interactivemetronome.com. There
are other companies that develop software that builds attention skills. Some of our favorite
companies are Brain Train at www.braintrain.com and Locutur at
www.learningfundamentals.com. A company that develops software to teach academic skills is
Laureate Learning and can be found at www.llsys.com/parents/index.html. Attention skill
exercises are usually fun and satisfying. They are satisfying because parents can see
improvements within a relatively short period of time. We recommend doing attention exercises
daily. After 30 days at 20 minutes a day, you should see significant gains in attention skills. If
you do not, it is usually because you started off on a more advanced level than your child is
prepared for. Some will need to start with back scratching and massages. Others can start at
visual tracking exercises. Another cause for lack of success is that other senses (e.g., vision,
hearing, touch) are not developed and are interfering with the child s ability to concentrate. If you
have started at the right level, you should get positive results. These results should encourage
your child to try other exercises to build up cognitive and relationship skills.
Medications.
For children with severe attention problems, we recommend a combination of medication and
attention exercises. Medications used for attention skills are the psychostimulants (e.g., Ritalin,
Adderal), Welbutrin, and Strattera. You will need to see a medical professional to obtain
medication. For a complete list of the medications used for psychological problems, please
follow this link: www.yourfamilyclinic.com/medical/medicationlist.html.
Some children with Autism Spectrum Disorder will not require medication. Currently there are
no medications that are approved by the Federal Drug Administration to treat PDD. However,
medications are widely used to treat these children. Medications are often used to address
particular symptoms that often are seen in children with PDD and to treat coexisting conditions
such as Tourettes Syndrom, tic disorders, ADHD, psychotic behavior, epilepsy and other separate
disorders. Thus a child with Autism may be on a number of different medications.
Be careful with medications. Most of the undesirable side effects will usually improve within one
or two weeks. If they do not, inform your doctor. Some medications help cognitive functioning.
Other medications may interfere with cognitive functioning and may even interfere with
neuro-developmental activities. Work with your doctor to find the best medication or
combination of medications to address your child s symptoms yet help your child to function at
an optimal level.
Currently the most popular medications for children with PDD appear to be the antipsychotic
medications (e.g., Haldol, Risperdol, Olanzapine) and the anti-depressant medications (Buspar,
Zoloft, Prozac). For a list of medications used to treat psychological disorders, feel free to look
one of our listings at www.yourfamilyclinic.medication.medicationlist.html. To see information
regarding research on children with PDD and specific medications, we recommend a visit to
http://www.patientcenters.com/autism/news/med_reference.html.
For children with severe attention problems, we recommend a combination of medication and
attention exercises. Medications used for attention skills are the psychostimulants (e.g., Ritalin,
Adderal), Welbutrin, and Strattera. You will need to see a medical professional to obtain
medication. For a complete list of the medications used for psychological problems, please
follow this link: www.yourfamilyclinic.com/medical/medicationlist.html.
Some people feel that medication should be used first to treat children with PDD. However, we
feel that medication should be used as a last resort or when other methods of treatment have
failed. We feel that once a child is on medication, then the goal of treatment should be
neuro-development and good nutritional practices in an effort to have the child no longer require
mediation. There are some children with Autism that medication can not be avoided given our
current treatment technology. In addition, people with few resources in time and money may
need to rely on medication as a primary form of treatment for children with PDD.
EEG biofeedback
Another way to improve cognitive skills and overall functioning is through EEG biofeedback.
EEG biofeedback measures the brain waves of the child and displays them in ways that the child
can understand (e.g., through a simple video game). The child is asked to change the brain
waves. As the child becomes proficient at changing and controlling their brain waves, they get
improvement in cognitive functioning. Adjusting brain waves is a very safe procedure and almost
anyone can benefit from doing the procedure. The procedure is relatively costly since it usually
involves about 40 to 80 sessions of therapy.
There are two common approaches to this procedure. One is more expensive than the other. The
most expensive method involves obtaining a brain map which involves gathering brain wave
information from 16 to 19 sites on the head. The information is compared with reference groups
and abnormal brain wave activities are listed. Recommendations for biofeedback in an effort to
get the brain waves more normal is thus recommended.
The less expensive procedure forgoes the brain map technique and the clients symptoms guide
the placement of electrodes for biofeedback or a standard placement is used. It is still debatable
as to which procedure is better. However, most people who use EEG biofeedback with children
with Autism and ADHD report significant results. Parents can now do EEG biofeedback in their
home through a system that works with the child's video game system. For just over $600.00,
EEG biofeedback is now possible within your own home. For more information, please visit
www.smartbraingames.com. It has been our experience that EEG biofeedback is an excellent
way to improve functioning. It will not cure the client of Autistic symptoms but it usually will
improve functioning significantly. It is been our experience that EEG biofeedback is an excellent
way to improve functioning. It will not cure the client of Autistic symptoms but it usually will
improve functioning significantly.
Conclusion
To the parent with an autistic child, the effects of the disorder can be devastating. We have seen
parents do just about anything to help their children. Of all the techniques presented above, our
favorites and the ones we feel most important are social development (e.g., RDI) and
neuro-development. While there is no cure for autism, efforts should focus on increasing skills.
Many of the negative outcomes associated with autism can be circumvented with the proper
treatment.
Parents should not rely on schools to do the neuro-development that is necessary to make
significant gains. Most schools do not have the knowledge or training to do nuero-development.
Remember, there are no short cuts. Medication will not develop cognitive skills. Medication can
be helpful in reducing some of the symptoms. Neuro-developmental techniques require daily
interventions. However, a parent should see positive results within 30 days if the correct
neuro-developmental technique has been chosen.
We have had some parents report positive results from the newer type of chelation therapy. EEG
biofeedback can also improve general functioning. The nutritional and medical methods are often
important considerations in treating children with autism. Some children may not be able to
avoid medication because of severity of their symptoms. Parents should not rely solely on
medication in the treatment of their child. While there is no cure for autism, we have developed
many useful and effective treatments. With the proper help, it is not unrealistic to expect children
with autism to be relatively normal and achieving normal developmental and social milestones
with their peers.
We feel that every parent of a child with Autism should have the following books:
The Fabric of Autism: Weaving The Threads Into A Cogent Theory by Judith Bluestone, Handle Institute (May, 2004), ISBN: 0972023518
Children With Starving Brains: A Medical Treatment Guide for Autism Spectrum Disorder, Second Edition by Jaquelyn McCandless, M.D., Bramble Books; 2nd edition (January 1,
2003) ISBN: 188364710X
Relationship Development Intervention with Children, Adolescents and Adults: Social and Emotional Development Activities for Asperger Syndrome, Autism, PDD, and NLD by
Steven E. Gutstein, Rachelle K. Sheely, Jessica Kingsley Publishers; 1st edition (January
15, 2002) ISBN: 1843107171
Autism in the School-Aged Child: Expanding Behavioral Strategies and Promoting Success by
Carol Schmidt, RN, BSN and Beth Heybyrne, MA, Autism Family Press, 2004, ISBN 0-9674969-3-4
Return
to Your Family Clinic
genetic
brain
genetic
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Autism
MA
Asperger Syndrome
eye contact
mental retardation
PDD
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M.D.
Europe
social interaction
attention deficit disorder
cognitive
ADHD
tantrums
attention deficit hyperactivity disorder
adhd
ritalin
Pervasive Developmental Disorders
Pervasive Developmental
Jessica Kingsley Publishers
Autistic
antipsychotic
Prozac
haldol
prozac
zoloft
olanzapine
DSM
Jaquelyn McCandless
Ritalin
Autism Spectrum Disorder
RDI
Ph.D
EEG
Federal Drug Administration
NLD
Relationship Development Intervention
Holistic Approach to Treat Autism and Related Disorders
Daniel T. Moore
Mood Disorders and Motor Tic Disorders
A. Additional
DaVinci Labs
C. When
LRA
Great Smokey Mountain Laboratory
Tennessee
Laboratory
Amy Yasko
Cognitive Development Some
Mel Levine
Minds Institute
Pace Tutoring
DORE
PACE
Auditory Training Autistic
Auditory Processing
Autistic
Handle Institute
Autistic Spectrum
Near Point Vision Therapy Just
College of Optometrists in Vision Development
Sony Play Station II
Intranet
Brain Train
Laureate Learning
Welbutrin
Strattera
Haldol
Risperdol
Buspar
Fabric of Autism: Weaving
Threads Into A
Judith Bluestone
ISBN:
Bramble Books
Relationship Development Intervention with Children
Adults: Social
Emotional Development Activities
Steven E. Gutstein
Rachelle K. Sheely
School-Aged Child: Expanding Behavioral Strategies
Carol Schmidt
Beth Heybyrne
Autism Family Press
Your Family Clinic
0972023
1883647
1843107
-9674969
2005 revised 2006
January 1,
2003
January
15, 2002
www.yourfamilyclinic.com/autism/holisticautism.html
www.parentsofallergicchildren.org.
www.parentsofallergicchildren.org/elisa_act_test.htm
www.gsdl.com.
www.healing-arts.org/children/holmes.htm.
www.drbuttar.com/about/about.asp.
www.holisticheal.com.
www.yourfamilyclinic.com/ld/ldmodels.html.
www.yourfamilyclinic.com/ld/coach.html
www.rdiconnect.com.
www.auditoryintegration.net/AIT_home.html
www.handle.org/activity/facetap.html.
www.earobics.com
www.covd.org/index.html)
www.covd.org/membersearch.php.
www.visionhelp.com/autism.htm.
www.yourfamilyclinic.com/shareware/addbehavior.html.
www.flashflashrevolution.com.
www.interactivemetronome.com.
www.braintrain.com
www.learningfundamentals.com.
www.llsys.com/parents/index.html.
www.yourfamilyclinic.com/medical/medicationlist.html.
www.patientcenters.com/autism/news/med_reference.html.
www.smartbraingames.com.
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1 Overloaded? New science, new insights about mercury and autism in susceptible children. From the Environmental Working Group http://www.ewg.org/reports/autism/execsumm.php
2 Mutter J, Naumann J. Mercury and autism: accelerating evidence. Neuro Endocrinol Lett. 2005 Oct 30;26(5)
2a Mark R. Geier and David A. Geier; The potential importance of steroids in the treatment of autistic spectrum disorders and other disorders involving mercury toxicity, Medical Hypotheses, Vol. 64, No. 5, 2005, 946-54.
2b Dr. Natasha Campbell-McBride, Gut and Psychology Syndrome, 2008
4 Ziff MF. Documented clinical side-effects to dental amalgam Adv Dental Res 6;1:131-34.
5 Sengler C, Lau S, et al. Interactions between genes and environmental factors in asthma and atopy: new developments. Respir Res 2002, 3:7
6 Horvath K, Perman JA. Autism and gastrointestinal symptoms. Curr Gastroenterol Rep. 2002 Jun;4(3):251-8.
7 Ashwood P, Anthony A et al. Intestinal lymphocyte populations in children with regressive autism: evidence for extensive mucosal immunopathology. J Clin Immunol. 2003 Nov;23(6):504-17.
8 Horvath K, Papadimitriou JC et al. Gastrointestinal abnormalities in children with autistic disorder . J Pediatr. 1999 Nov;135(5):559-63.
9 Wakefield AJ, Murch SH et al. Ileal-lymphoid-nodular hyperplasia, non-specific colitis, and pervasive developmental disorder in children. The Lancet 351 (Feb 28, 1998):637-641).
10 Glutathione (GSH): Technical Monograph. Alternative Medicine Review 6;6 (December 2001). http://www.woodmed.com/Glutathione%202002.htm
11 N H A N E S - National Health and Examination Survey - N H A N E S 2001-2002.
12 Body Burden the Pollution in Newborns. Environmental Working Group EWG Report || BodyBurden 2 - The Pollution in Newborns.
13 Holmes AS, Blaxill MF et al. Reduced Levels of Mercury in First Baby Haircuts of Autistic Children. Int J Toxicol. 22;4:277-85 (Jul-Aug 2003).
14 Teitelbaum O, Benton T et al. Eshkol Wachman movement notation in diagnosis: The early detection of Asperger's syndrome . PNAS 101;32: 11909-11914. (Aug 10, 2004).
15 Teitelbaum P, Teitelbaum O et al. Movement analysis in infancy may be useful for early diagnosis of autism . PNAS Vol. 95, Issue 23, 13982-13987, November 10, 1998.
16 Jarusiewicz B. Efficacy of Neurofeedback for Children in the Autistic Spectrum: A Pilot Study. J Neurother, 6(4), 39-49.
17 Sichel AG, Fehmi LG et al. Positive Outcome With Neurofeedback Treatment In a Case of Mild Autism. J Neurother 1;1:60-64.
18 Scolnick, Barbara. Effects of electroencephalogram biofeedback with Asperger's syndrome. Int J Rehab Res 28(2):159-163, June 2005.
Autism
gastrointestinal
Asperger
No.
Lancet
Barbara
Natasha Campbell-McBride
Anthony A
982-1398
13982-1398
Ashwood P
Horvath K
Papadimitriou JC
Environmental Working Group
Naumann J. Mercury
Neuro Endocrinol Lett
Mark R. Geier
David A. Geier
Psychology Syndrome
Adv Dental
Lau S
JA
Curr Gastroenterol Rep.
Clin Immunol
SH
Medicine Review
Examination Survey
Newborns
Environmental Working Group EWG Report
BodyBurden
Holmes AS
Mercury
Baby Haircuts
Autistic Children
Int J Toxicol
Teitelbaum O
Benton T
Eshkol Wachman
PNAS
Teitelbaum P
Jarusiewicz B. Efficacy
Autistic Spectrum: A Pilot Study
J Neurother
Sichel AG
Fehmi LG
J Neurother
Int J Rehab
001-2002
909-1191
No. 5, 2005
Feb 28, 1998
32: 11909
Aug 10, 2004
November 10, 1998
www.arizonaadvancedmedicine.com/articles/autism.html
www.ewg.org/reports/autism/execsumm.php
www.woodmed.com/Glutathione%202002.htm
20200
11909-1191
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Finally...
A Successful Solution to Autism
Natural
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Many Other Epidemic
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A MUST for parents, health practitioners ... AND for
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Our
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You
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The
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In fact, autism is the fastest-growing serious developmental disability
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The
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Donna
Gates knows this. She considers autism to be the worlds wake up call.
As
a nutritional consultant, author and popular lecturer, Donna has helped
thousands of people overcome candidiasis and other immune system disorders
by looking first to the health of their digestive tract -- and what
she calls your inner ecosystem, the complex network of microflora that
must inhabit your intestines in order for you to thrive.
Donna
wrote her book The Body Ecology Diet (now in its 9th
edition) after years of research to find a cure for her own candida-related
health problems. Frustrated with conventional medicine, she embarked
on a long course of study into many different healing concepts, including
ancient Chinese medicine, macrobiotics, raw foods, and supplement therapy,
just to name a few.
Incorporating
the most beneficial components of each concept into her own system of
health and healing, her success inspired her to share the Body Ecology
Diet (BED) with others.
BEDROK
Moms and Family Members Speak Out
Two
years ago my son was approaching two and we first had the diagnosis.
I was pregnant. We went to hills of Texas to see the wildflowers.
I remember trying to learn what Autism was all about. Anyway,
that day two years ago at a park, a train roared by maybe only
50-100 ft away. My son never took notice. We tried to get him
to see it, and he couldn't focus to see it. No focus. No interest.
I remember a feeling in my stomach. I was sick and frightened.
He just sat and stared at some grass endlessly. He had no language,
no facial reciprocity, just a monotone stare. But he was adorable
and I was terrified to lose him and was soon due with my second
child.
Anyway,
two years later we went on that same trip (yesterday). My husband
said he feels like we are living our life again. This time when
the train roared by Tyler looked right at it and looked at us
to let us know he saw it. We asked him questions about the train
and got answers. It's orange and black, and fast, etc....Tyler
ran around the park with direction and focus and joy. I had
smiles and language and play all around me. Don't ever give
up. We have a long way to go, but we are pushing forward.
--Shannon
A month
into the Body Ecology Diet (also known as the BED), Ryan was
flourishing. What we were witnessing was incredible! This was
definitely the missing link for Ryan! I like to call this The
Frosting on Ryan's Cake. Ryan's language thoroughly exploded!
Prior to the BED, Ryan still had problems with enunciating the
first letter of words. Mommy was ommy, Daddy was addy etc. His
vocabulary was very limited and sounds such as grunting were
frequently heard. NOT ANY MORE! Ryan was talking up a storm.
He was actually putting sentences together! He started to sing
songs and understand stories on Barney and Sesame Street. Ryan
became more organized with play and started to use imagination
play which was something he never did. He gave up his fixation
for wheels, no more stimming, and he no longer is oblivious
to his surroundings.
Ryan now gets excited about all sorts of events, constantly
asks inquisitive questions, and is active and involved in everyday
functions. It's like Ryan is doing double time just catching
up on everything that he couldn't do while he was locked away
in his body of autism. What a wonderful feeling! He has even
been called the Mayor of his class...because he is very sociable.
He mingles with everyone, smiles all the time and has a wonderful
gentle-hearted way about himself. His Pediatric Neurologist
and Developmental Doctor were so pleased and absolutely amazed.
They never thought they would see this type of reversal pattern
in Ryan. They really never thought it could be done! What a
blessing for a little boy who just 2 years earlier
received such a grave and devastating diagnosis. May God bless
you as He has done to us.
--Deanna (Ryan's grandmother)
Going to the Body Ecology Diet retreat was the turning point
in Colin's life. In the two years prior to the retreat he had
gained only one pound! In the seven months since the retreat
Colin has gained 9 pounds, and is now at the 50th percentile
and gaining on the growth charts! Because of this diet Colin
is a very happy and energetic child, who enjoys gymnastics,
karate, sledding and long nature walks. Although there have
been a few bumps in the road with respect to his bowels, his
symptoms predating the Body Ecology Diet have never returned!
--Colleen
Murphy
Now, she has turned her attention to the children of our generation, particularly
those with diseases such as autism and autism spectrum disorders. And
to their parents, desperate for a solution.
And
yes, there is hope. You do not need to consider autism as an incurable illness,
despite what mainstream medicine might say. Donna has seen marked
progress, and even reversal, in many autistic children she has worked
with.
But
thats not the whole story.
If
you (or anyone you care about) plans to have a baby in the future, Donna
has a message for you, too: you can prevent autism by focusing on a few key principles regarding
your own health before giving birth.
She
offers answers to the questions that are on the lips of most parents,
parents-to-be, and concerned people today --probably even on yours...
Whats
Really Happening to Our Children? And What Can You Do to Fight
Back?
Not
long ago, at a retreat center in southern Florida, a diverse group of
concerned parents and professionals converged with a special goal: to
understand why our children are falling victim to a multitude of
illnesses--particularly autism--in such an epidemic fashion.
However,
understanding the 'why' wasnt enough...
Over
the course of this 3-day BEDROK Intensive Seminar, three leading
health and nutrition experts (including Donna) focused on the 'how'
you can help and most importantly, the 'what' --the exact steps you
can take to prevent and treat childhood diseases such as autism.
Now,
if you're not familiar with the BEDROK Program, it stands for Body
Ecology Diet Recovering Our Kids.
Donna
Gates, along with a group of parents of autistic children (now over
800 families strong), has researched and tested her popular and proven
Body Ecology Diet in relation to the autistic community -- with astonishing
results. The first group of autistic children ALL showed improvement.
Parents watched as behaviors and symptoms disappeared one by one.
And
over the course of working with thousands of people (and their children),
Donna found that autism isnt the only childhood problem helped by the
Body Ecology Diet. She's seen natural strategies work, even when conventional medical treatment doesnt.
With conditions affecting the neurological system. With ADD/ADHD and
many more.
The
energy and power for change emanating from the speakers and participants
at this seminar was so inspiring and life-affirming, Donna made sure
to have it recorded.
The
content was so all-encompassing, it filled a full 12 CDs.
The
Natural Autism Solution: Dietary Secrets to Help Prevent and Overcome
Autism, ADHD, Asperger's and other Epidemic Childhood Disorders
This
12 CD Set from the Body EcologyTM
Education Series presents parents, future parents, practitioners
and everyone involved in the love and care of children with essential
and proven insights and solutions for:
Autism, Asperger's Syndrome or other autism spectrum
disorder
ADHD/ADD
Numerous neurological disorders
Other mental disorders, including schizophrenia
Even seemingly unrelated conditions such as asthma,
food intolerance and epilepsy
Plus,
you wont just listen to Donna speak. You'll
also learn from two of the world's other leading health and nutrition
experts: Dr. Natasha Campbell-McBride and Dr. Leonard Smith.
Three
Leading Health and Nutrition Experts Spill Their Premiere Strategies
for Dealing with Our Epidemic of Sick Children
Donna
Gates
Author of The Body Ecology Diet, Nutritional Expert and Lecturer
First,
you will hear from Donna Gates.
Listen
as Donna shares with you her most powerful insights on childhood disorders,
including autism and many others. You'll hear:
Why autism does not have a single cause...
How you have a second scientifically-recognized
nervous system in your digestive tract (the power center of your childs
body) -- And it desperately needs your attention...
The 7 crucial principles of the Body
Ecology Diet applied to conditions such as autism...
The
secret to ending your kids' cravings for sweets -- once and for all...
The little-known connection between
autism and infection (In both the brain and the gut)...
How
to put a stop to critical deficiencies of minerals and B vitamins
(Particularly essential for recovery in autistic children)...
Why every generation of children is
becoming genetically weaker...
When autism really starts (Hint: it isn't when
your child gets that MMR vaccination)...
Discover new hope
for treatment and prevention of autism and other childhood
diseases by restoring your child's natural digestive and immune
functions.
The mother and fathers secret contribution
to the origins of autism...
The
#1 reason for pre-term labor (And how to correct it before it happens)...
Why you can quit feeling guilty for
wanting sweet foods...
The
astonishing seed power that children possess. Harness it while your
children are still young, and their healing powers may amaze you...
The truth about antibiotics and autism...
The
little-discussed link between autism and blood type (Hint: most autistic
children have blood type A). Plus, what you should and shouldnt
feed your child based on blood type...
The dangers of soy formula
The
4 grain-like seeds that are important for fiber and building up the
microflora in your childs gut (And how to make them digestible)...
Easy first steps to take when applying
the BEDROK program to your special child...
Does
your child have problems
sleeping?
Here are some simple ways to address this critical issue...
Autistic children
are catalysts. They are showing us that we must make radical changes
in the way we care for both our physical bodies and for our planet.
The world will be a better place when we understand the message
they bring.
-- Donna
Gates
The miracle of raw apple cider vinegar...
Protocols
to destroy pathogenic fungus and viruses inhabiting your childs inner
ecosystem...
The
importance of healthy cleansing (Plus, how it can mimic illness in
your child -- and how to tell the difference)...
When
antibiotics are truly valuable...
The 4 C's that will allow
you to take the first steps toward healing your child...
Why
even infants need hormone balancing...
What to do before you have a
baby (If you want to bring calm, centered, bright children into the
world)...
Crucial
concepts of food combining...
Why most yogurt is essentially dead ...
The
best way to establish your babys healthy immune system...
Plus much, much more...
A
Doctor... and Mother of a Child
Diagnosed with Autism
Your
second presenter is Dr. Natasha Campbell-McBride. In her clinic in Cambridge
in the U.K., she specializes in nutrition for children and adults with
behavioral and learning disabilities, and adults with digestive and
immune system disorders.
Her own son was
diagnosed with autism at the age of three, which prompted her to begin an intensive
study into the causes and treatments of autism. Of course, as the mother
of a child diagnosed with such disabilities, she was acutely aware of
the difficulties facing other parents like her. So, she has devoted
much of her time to helping these families.
Dr.
Natasha Campbell-McBride
In addition to her Degree in Medicine, Dr. Campbell-McBride holds
Postgraduate Degrees in both Neurology and Human Nutrition. Additionally,
she practiced for five years as a neurologist and 3 years as a
neurosurgeon.
According to Dr. Campbell-McBride, if you are the parent of
an autistic child, do not be swayed by the common doctor refrain Theres
nothing that can be done . In fact, her son recovered by the age of 12 and is leading a
normal life!
Dr.
Campbell Mc-Bride is firmly convinced that autism and many conditions
affecting children are primarily digestive disorders. She will share
with you many insights from her book Gut and Psychology Syndrome:
Natural Treatment for Autism, ADHD, Dyslexia, Dyspraxia, Depression
and Schizophrenia.
The treatment of what she calls GAP Syndrome (or GAPS) uses a sound
nutritional protocol that is completely natural -- and can be implemented
at home, with minimal expense.
Here
are just a few gems you will discover listening to Dr. Campbell Mc-Brides
riveting presentations:
Why the autism epidemic cant be explained
solely by genetics or better modern diagnostic techniques...
7
signs that could mean your child suffers from GAP Syndrome...
What NEVER to feed your autistic child
(Plus, what to make sure they do eat)...
Why
long-term use of nutritional supplements is NOT recommended for your
child...
Why every child with autism, ADHD or
many other diseases (including schizophrenia) has a malfunctioning
immune system...
Why
vaccinations don't cause autism...
What colic really means (Hint:
your baby isnt crying and screaming just because of a little gas)...
Is
your child unusually clumsy? The serious condition this could
indicate...
What to do if your child suffers from
diarrhea or constipation...
Finicky
eater? Your child isn't just spoiled. See how to stop making
feeding time a nightmare...
Clinical
signs of gut dysbiosis (abnormal gut flora) are present in almost
100% of mothers of children with autism and other neurological
and psychiatric conditions.
-- Dr. Natasha Campbell-McBride
How mothers may be passing on more
than genes to their children (Hint: factors like urinary tract and
yeast infections, contraceptive use and many others contribute to
a unique gut micro-flora)...
Asthma is caused by a lung problem, right? Wrong! Dr. Campbell-McBride
will explain the gut connection to this disease that now affects 1
in 8 British children...
How to take care of the housekeepers
of your gut (Plus, why you want to treat them more like prized
guests than hired help...
The real reason why 91 cents of every dollar you spend
on nutritional supplements goes down the toilet bowl...
The only thing that can help your child's
damaged and leaky gut wall (Vital for all cases of autism and many
other conditions, too)...
Why
all those with autism, bipolar, rheumatoid arthritis and schizophrenia
are deficient in sulfur (And why using a supplement doesnt work)...
The single best time to populate your
child's gut with good microflora...
How
your child could be suffering the chemical equivalent of a hangover...
The fatal flaws in the most popular
autism diets...
What
bedwetting, food allergies, eczema, asthma, thrush and many other
conditions have in common...
The overspill syndrome --
autistic children with hard-to-move bowels (And what to do about it)...
Two
bacterial pathogens found in high amounts in the stool of autistic
children...
How autistic children share many common
neurological symptoms with M.S. patients...
Why
the parents of children with autism or other disorders need
to look at their own potential for GAP Syndrome ...
Little-known secrets that can help
restore your childs digestive tract flora...
The
true cause of 99% of epilepsy in children...
The handful of healthy oils your child
should be eating...
The single reason you should consider
putting off redecorating or repairing your home...
Plus
many, many more...
And
were not done yet. Youll also get the benefit of another respected physician.
This Highly Respected
Physician, A Specialist in Mainstream and Holistic Medicine, Provides
You the Best of Both Worlds
Leonard
Smith, M.D.
Specialist in gastrointestinal
health, complementary medicine, and nutrition
Leonard Smith, M.D. is a renowned general, gastrointestinal
and vascular surgeon as well as an expert in the use of nutrition and
natural supplementation.
As
a surgeon, Dr. Smith has first-hand experience of the problems associated
with faulty digestion and the surgical necessities they can cause. Dr.
Smith views his role as a doctor to include teaching, and his career
as a surgeon in private practice has always incorporated teaching the
laws of healthy digestion, so his patients may avoid surgery.
While
treading the delicate balance between mainstream and holistic medicine,
Dr. Smith will tell you that because
the causes and factors involved in autism are so varied, an entire medical
school curriculum could be based on the study of autism alone .
During
his riveting presentation, he'll share with you:
Why 80% of autistic kids suffer a disorder
related to their mitochondria -- the powerhouse of the cell...
How
to make your child's gut yoga-flexible ...
The truth about colon hydrotherapy
and enemas in bowel hydration and toxin removal...
How
over-accumulation of free radicals can spell doom for those children
with a predisposition to autism...
The role of psychosocial and emotional
stress in a leaky gut and blood-brain barrier...
How
to use saunas to assist in detoxification...
What you must do to create a biofilm
condo of friendly bacteria in your childs gut...
The
incredible role selenium plays as a dirt-cheap chelator to remove
metal toxins like mercury...
Why such a high percentage of autistic
kids have low-functioning thyroids (Even if it doesnt show
up on common lab tests)...
The
glutathione connection to autism and damaged kids
Should you let your dog lick your baby?
The not-so-funny truth...
The
future of stem cells in treating autism and neurologic injury...
How children with autism get measles
of the gut ...
2
reasons why vaccinations are harmful for immunosupressed children
(Like those with autism and other disorders)...
The little-recognized connection between
ear infections and leaky gut...
Why
organic food is so crucially important (Hint: 73% of newborns tested
carried insecticides and toxins they got from their mothers)...
Metallothionein (MT): Defective functioning
of this vital toxicity-controlling protein is a distinctive feature
of autism. See how to boost levels naturally...
You
may wonder what type of investment youll have to make for a presentation
of this caliber.
Claim
These Valuable Insights and Practical Strategies for Only 12% of What
Seminar Attendees Paid
Donna truly wants you to have this information. She
knows it could literally save your childs life...
So
she's committed to making this 12 CD set titled The Natural Autism
Solution: Dietary Secrets to Help Prevent and Overcome Autism, ADHD,
Asperger's and other Epidemic Childhood Disorders so affordable,
there's no excuse not to get it.
That's
why, even though participants
paid a quite reasonable $1,195.00 to attend this seminar live, you can
claim your own copy of the audio from the workshop for only $99 right
now (this is a limited time special discount). Really! Youll
save 88% over what the attendees paid. And that doesn't even
include their travel expenses and time they lost from their jobs, either.
You
can see what a bargain this presentation is. And what a crucial listen
it is, too. So don't wait until the price goes up.
Plus,
to make sure it gets into your hands--where it should be--you'll also
get something else...
With
this Unconditional 30 Day Risk-Free Guarantee, You've Got Nothing to
Lose
Donna
is so certain this 12 CD Natural Autism Solution program will
create a positive and powerful impact on the life of your child (or
future child), and your entire family, shes willing to take a risk herself.
She
wants to offer you a 30 day no-risk 100% money-back guarantee.
Listen
to these 3 leading health and nutrition experts in the privacy and convenience
of your own home. Try some of the many tips and strategies to help you
help your child toward recovery.
Believe me,
if you put into action even just one or two pieces of what youll hear,
youll be shocked and delighted by the amazing improvements in your childs
physical, mental and emotional well-being.
So,
you decide for yourself if your small investment in this audio program
is the single most rewarding investment youve made in yourself--and
your family--this year.
You have nothing to lose!
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Autism
by Peter Lavelle
Autism is a developmental disability that affects how someone communicates, behaves and relates to people around them.
Published 16/04/2007
[Image source: Istockphoto]
CharacteristicsCausesDiagnosisTreatmentDay-to-day lifeMore info
Autism is a fairly new condition only having been recognised and named in the 1940s.We don't know exactly what causes it there are many myths and misconceptions. In fact, experts don't always agree exactly what autism actually is or how it should best be treated.What we call autism is actually one of a range of conditions collectively called autism spectrum disorders (ASD) other variants of ASDs are Asperger syndrome, and Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS).CharacteristicsChildren (and adults) with autism have difficulty in social interaction, communication, and imagination. They have trouble forming friendships, and difficulty understanding others. They don't fully understand the meaning of common gestures, facial expressions or tone of voice. They often appear aloof and indifferent to other people. They have difficulty understanding long sentences and instructions. They tend to be visual learners better at processing information that is shown to them rather than told to them.Not only are their communication skills poor, but they may have other odd quirks of behaviour; repetitive and ritualistic behaviours, hand flapping, spinning or running in circles, rocking, or lining up objects.Reality to them is a confusing jumble of events, people, places, sounds and sights; which often makes them anxious and distressed.Most people with autism have an intellectual disability as well, with an IQ below normal. Sometimes though, they have good memory skills, especially for things that they have seen or heard repeatedly. For example, they can sometimes remember all the dialogue of a favourite film or book. Children with Asperger syndrome are sometimes not diagnosed until they start school. Those with Asperger syndrome often struggle with social interactions, yet often have advanced vocabularies and can converse at length on 'favourite subjects'. These children usually have intellectual abilities in the normal range and may appear to be intellectually quite gifted in some respects, but struggle in other areas.Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS) is the diagnosis given to children who have some of the characteristics of an ASD but not severley enough to be diagnosed as either autism or Asperger syndrome.TopCausesWe don't know exactly what causes ASD, but it is a developmental disorder of the brain. Studies of people with autism have found abnormalities in several areas of the brain, suggesting that it may be caused by a disruption of early foetal brain development. There is also a genetic predisposition to autism it tends to run in some families, is more likely in a family that already has one child with ASD and is almost certain in identical twins where one of the twins has ASD. It's likely that several genetic abnormalities are needed before a person is at risk of developing the condition. Despite being blamed in the past, there's no evidence of any link between the measles mumps rubella (MMR) vaccine and autism.TopDiagnosisAutism spectrum disorders affect about one to two people in a thousand. Boys are more likely to be affected than girls. Symptoms appear in the first two or three years of life and last for life.The diagnosis is made on the basis of certain criteria by the American Psychiatric Association, or similar ones set out by the World Health Organisation (in Australia most health workers use the American Psychiatric Association criteria). The diagnosis is usually made by a team a doctor (usually a paediatrician or psychiatrist), plus a psychologist, speech therapist, occupational therapist and social worker. There must be at least two symptoms of impaired social interactivity and one symptom of restricted and repetitive behaviour and delay and abnormalities in language development, for a diagnosis of autism. Children with Asperger syndrome have normal cognitive development. Because autism spectrum disorders are diagnosed on the basis of abnormalities and delays in language development and social skills as well as the presence of repetitive non-functional rituals and abnormal behaviours, there can be disagreement amongst health workers as to the precise diagnostic criteria and how the different disorders within the group are defined and classified.TopTreatmentEarly interventionThere's no cure for these conditions, but they can be successfully managed. There is now definite evidence that early intervention and a combination of speech therapy, structured education, social skills training, behavioural therapy and parent education and training promotes adaptive and reduces maladaptive behaviours, improves communication, social skills and thinking skills in children with autism. Unfortunately, most children with autism in Australia receive insufficient hours of early intervention due in part to lack of government funding. Children may be treated at home or at school, but in general, they benefit from being at school with their peers. The treatment program needs to be individually tailored to the child. The earlier treatment begins, the better the result.Some treatment programs on offer have been shown not to work such as dietary modification, chelation therapy, and treatments which stimulate or desensitise the child's visual, auditory and other senses (sensorimotorintegration therapy).MedicationDrugs have a limited place in treatment though up to a third of children with autism develop epilepsy, which has to be treated with medication. They may need treatment for anxiety or depression and there are effective medications for disruptive and self-injurious behaviours.TopDay-to-day lifeThe condition is hard on parents. They may need specialised services, such as respite and residential care and parent education and skills training can help. About 15 per cent of children can go on to live a fairly normal life especially if the degree of disability is mild to begin with. People with autism spectrum disorder are not physically disabled in the way that, for example, a person with cerebral palsy is, and they live a normal life span. However, there is an increased risk that they might also suffer from other problems with the function of their brain such as epilepsy, Tourette Syndrome (tic disorder), attention deficit hyperactivity disorder and some abnormalities of gait and motor skills.TopReviewed by Professor Bruce TongeProfessor Tonge is an academic child and adolescent psychiatrist, who is head of the Centre for Development Psychiatry and chairperson of the Division of Psychiatry at Monash Medical Centre, Melbourne. He is also Clinical Advisor of the Mental Health program of Southern Health at Monash Medical Centre Melbourne, Australia.
More info
Autism gene scan reveals two new clues - Health & Medical News (15/01/2007)
Autism spectrum disorders
Australian Advisory Board on Autistic Spectrum Disorders
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Peter Lavelle
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Autism in Children
No longer considered rare, the latest estimates indicate that thousands of children are born each year with the isolating brain disorder autism. Unfortunately, many families may remain in the dark for years before autism is properly diagnosed and treated. Now, however, new research is leading to a greater understanding of the causes and nature of the disorder, which should lead to improved treatment. New information indicates that early diagnosis is key, and that several genes may be involved. Genetic studies along with imaging studies may lead to biologically based diagnostic techniques that could help speed detection and allow early, more effective intervention.
He acts aloof and withdrawn, and doesn't understand social cues. An introvert, his parents suspect. He also seems oddly obsessed with highways and recites road-related facts. A quirky little guy, they think.
Later, however, a doctor diagnoses the child with autism.
Approximately one out of every 250 to 166 babies will develop autism or a related disorder, which can impair a child's ability to interact socially and communicate. The brain disorder affects individuals differently, but all show abnormal responses to other people. Babies with autism also tend to start speaking later than normal, if at all. Those who can communicate may talk a lot about something they really like instead of having a back-and-forth conversation.
Key to helping these children is the early detection of their autism, followed by specialized assistance. Once confirmed, several methods may be employed to treat and control the disorder. New research is leading to:
A better understanding of the nature of autism and the major role of genetic factors.
The development of biologically based diagnostic techniques that could help identify autism earlier, and thus improve treatment.
Today, autism cannot be identified biologically with a simple medical test like a brain scan or a blood test. Instead, a diagnosis is made on the basis of behavioral symptoms observed or discussed in the doctor's office. Many children spend their first years of life undiagnosed and untreated. Forty percent of children with autism wait more than three years for a clear diagnosis, according to one survey. Other research indicates that most children are accurately diagnosed by 2 to 4 years of age, but in some cases not until age 6. Researchers believe that reducing the time lag in diagnosis may help children gain the full benefit of available interventions.
Although there is no cure, research indicates that many with autism can respond well, especially early in life, to highly structured, specialized education programs designed to correct behaviors, teach social skills, and aid language. The young brain is thought to be particularly adept at modifying its connections and function. Researchers believe that starting interventions early may take advantage of this malleability and improve a person's function.
To positively diagnose autism, two components are recommended. One is a "well child" check-up that includes a developmental screening test for a range of behaviors involving speech, social skills, and unusual movements. Then, if indicators of autism are found following this screening, a team of experts conducts a comprehensive evaluation.
In order to help speed detection and start treatment earlier, scientists recently began to scrutinize the brains of those with autism and uncover specific biological signs of the disorder. Converging evidence from multiple groups of scientists suggests that portions of the autistic brain are actually enlarged in early life. Research continues on the use of medications to treat behavioral disturbances in autism.
In other work, scientists hope to gain insight into the roots of the brain changes by studying genes and brain tissue. Our genes control brain development and function. Research suggests that several abnormal genes, including some that may alter brain architecture, likely play a role in autism. While no single gene for autism exists, about five genes recently have been identified as contributing to some cases, suggesting that multiple genetic differences work together to promote the disorder. Genes may interact with environmental factors, which also could play a role.
Some of these genes appear to exert their effect at the synapse--the junction where nerve cells communicate with each other. Other work indicates that a gene may be responsible for controlling the number of nerve cells in a structure called the cerebellum that sits at the back of the brain (see illustration) and may contribute to abnormal brain function in autism. Once the genes that increase a person's risk of developing autism are clearly determined, scientists should be able to develop a simple blood test that establishes whether a newborn harbors any of these abnormal genes. Eventually, researchers also may be able to design methods that counter the genes' actions and treat the disorder, further breaking children free from the world of autism.
As research moves forward, children with autism will be diagnosed sooner, treated with a greater array of options, and start to connect with peers, parents, and loved ones.
Post-mortem studies and recently developed imaging techniques have helped to identify some of the major brain areas implicated in autism. The areas include the cerebellum, cerebral cortex, and temporal lobe--particularly the amygdala. The disorder may result from the failure of various parts of the brain to work together.
Image by Lydia Kibiuk.
For additional information check out:
Am J Ment Retard. 1993 Jan;97(4):359-72. Long-term outcome for children with autism who received early intensive behavioral treatment. McEachin JJ, Smith T, Lovaas OI.
Analysis and Intervention in Developmental Disabilities, 1985;5,49-58. Age at intervention and treatment outcome for autistic children in a comprehensive intervention program. Fenske EC, Zalenski S, Krantz PJ, & McClannahan LE.
Ment Retard Dev Disabil Res Rev. 2004;10(2):106-11. Brain development in autism: early overgrowth followed by premature arrest of growth. Courchesne E.
JAMA. 2003 Jul 16;290(3):337-44. Evidence of brain overgrowth in the first year of life in autism. Courchesne E, Carper R, Akshoomoff N.
Neurology. 2001 Jul 24;57(2):245-54. Unusual brain growth patterns in early life in patients with autistic disorder: an MRI study. Courchesne E, Karns CM, Davis HR, Ziccardi R, Carper RA, Tigue ZD, Chisum HJ, Moses P, Pierce K, Lord C, Lincoln AJ, Pizzo S, Schreibman L, Haas RH, Akshoomoff NA, Courchesne RY.
J Am Acad Child Adolesc Psychiatry. 2004 Mar;43(3):349-57. Outcome classification of preschool children with autism spectrum disorders using MRI brain measures. Akshoomoff N, Lord C, Lincoln AJ, Courchesne RY, Carper RA, Townsend J, Courchesne E.
Pediatr Neurol. 2005 Feb;32(2):102-8. Accelerated head growth in early development of individuals with autism. Dementieva YA, Vance DD, Donnelly SL, Elston LA, Wolpert CM, Ravan SA, DeLong GR, Abramson RK, Wright HH, Cuccaro ML.
Annu Rev Genomics Hum Genet. 2004;5:379-405. Autism as a paradigmatic complex genetic disorder. Veenstra-Vanderweele J, Christian SL, Cook EH Jr.
Ment Retard Dev Disabil Res Rev. 2004;10(4):284-91. Autism and 15q11-q13 disorders: Behavioral, genetic, and pathophysiological issues. Dykens EM, Sutcliffe JS, Levitt P.
Am J Hum Genet. 1998 May;62(5):1077-83. Linkage-disequilibrium mapping of autistic disorder, with 15q11-13 markers. Cook EH Jr, Courchesne RY, Cox NJ, Lord C, Gonen D, Guter SJ, Lincoln A, Nix K, Haas R, Leventhal BL, Courchesne E.
Mol Psychiatry. 2004 May;9(5):474-84. Association of the homeobox transcription factor, ENGRAILED 2, 3, with autism spectrum disorder. Gharani N, Benayed R, Mancuso V, Brzustowicz LM, Millonig JH.
Overcoming Autism by Lynn Kern Koegel, PhD, and Claire Lazebnik, Viking Penguin Books, 2004.
The National Institute of Child Health and Human Development (http://www.nichd.nih.gov/)
The Centers for Disease Control and Prevention (http://www.cdc.gov/)
The National Autistic Society (http://www.nas.org.uk/)
The Autism Society of America (http://www.autism-society.org)
Autism Speaks (http://www.autismspeaks.org)
Cure Autism Now (http://www.cureautismnow.org)
genetic
brain
genetic
Autism Society of America
Autism Speaks
National Autistic Society
MRI
Ment Retard Dev Disabil
National Institute of Child Health and Human Development
McEachin JJ
Lovaas OI
Akshoomoff N
Leventhal BL
Centers for Disease Control and Prevention
www.autism-society.org)
J Am Acad Child Adolesc Psychiatry
Lord C
ENGRAILED
Pierce
Courchesne
Townsend J
Lincoln AJ
Schreibman L
DeLong GR
EH Jr
Lydia Kibiuk
Am J Ment Retard
Fenske EC
Zalenski S
Krantz PJ
McClannahan LE
E. JAMA
Courchesne E
Carper R
Akshoomoff N. Neurology
Karns CM
Davis HR
Ziccardi R
Carper
Tigue ZD
Chisum HJ
Moses P
Pizzo S
Akshoomoff NA
Courchesne RY
Courchesne E.
Pediatr Neurol
Dementieva YA
Vance DD
Donnelly SL
Elston LA
Wolpert CM
Ravan SA
Abramson RK
Wright HH
Cuccaro ML
Annu Rev Genomics Hum Genet
Veenstra-Vanderweele J
Christian SL
Dykens EM
Sutcliffe JS
Levitt P. Am J Hum Genet
Cox NJ
Gonen D
SJ
Lincoln A
Mol Psychiatry
Gharani N
Benayed R
Mancuso V
Brzustowicz LM
Millonig JH
Lynn Kern Koegel
Claire Lazebnik
Penguin Books
The
www.sfn.org/index.cfm?pagename=brainBriefings_autismInChildren
www.nichd.nih.gov/)
www.cdc.gov/)
www.nas.org.uk/)
www.autismspeaks.org)
www.cureautismnow.org)
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Autism344
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Home Mental Disorders and Psychological Distress Autistic Spectrum Disorders
Childhood Autism Diagnostic Criteria
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By Dr Greg Mulhauser
The formal diagnosis of childhood autism rests on these symptoms, which can be evaluated by psychiatrists and other mental health professionals. Also see the separate page on ICD criteria for Atypical Autism.
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Article Contents
ICD-10 Criteria for Childhood Autism
F84.0 Childhood Autism
Please see our separate note on Treatment, Mental Disorders and Basic Science for important caveats on the role and definition of diagnostic criteria.
ICD-10 Criteria for Childhood Autism
The following information is reproduced verbatim from the ICD-10 Classification of Mental and Behavioural Disorders, World Health Organization, Geneva, 1992. (Since the WHO updates the overall ICD on a regular basis, individual classifications within it may or may not change from year to year; therefore, you should always check directly with the WHO to be sure of obtaining the latest revision for any particular individual classification.)
F84.0 Childhood Autism
A pervasive developmental disorder defined by the presence of abnormal and/or impaired development that is manifest before the age of 3 years, and by the characteristic type of abnormal functioning in all three areas of social interaction, communication, and restricted, repetitive behaviour. The disorder occurs in boys three to four times more often than in girls.
Diagnostic Guidelines
Usually there is no prior period of unequivocally normal development but, if there is, abnormalities become apparent before the age of 3 years. There are always qualitative impairments in reciprocal social interaction. These take the form of an inadequate appreciation of socio-emotional cues, as shown by a lack of responses to other people's emotions and/or a lack of modulation of behaviour according to social context; poor use of social signals and a weak integration of social, emotional, and communicative behaviours; and, especially, a lack of socio-emotional reciprocity. Similarly, qualitative impairments in communications are universal. These take the form of a lack of social usage of whatever language skills are present; impairment in make-believe and social imitative play; poor synchrony and lack of reciprocity in conversational interchange; poor flexibility in language expression and a relative lack of creativity and fantasy in thought processes; lack of emotional response to other people's verbal and nonverbal overtures; impaired use of variations in cadence or emphasis to reflect communicative modulation; and a similar lack of accompanying gesture to provide emphasis or aid meaning in spoken communication.
The condition is also characterized by restricted, repetitive, and stereotyped patterns of behaviour, interests, and activities. These take the form of a tendency to impose rigidity and routine on a wide range of aspects of day-to day functioning; this usually applies to novel activities as well as to familiar habits and play patterns. In early childhood particularly, there may be specific attachment to unusual, typically non-soft objects. The children may insist on the performance of particular routines in rituals of a nonfunctional character; there may be stereotyped preoccupations with interests such as dates, routes or timetables; often there are motor stereotypies; a specific interest in nonfunctional elements of objects (such as their smell or feel) is common; and there may be a resistance to changes in routine or in details of the personal environment (such as the movement of ornaments or furniture in the family home).
In addition to these specific diagnostic features, it is frequent for children with autism to show a range of other nonspecific problems such as fear/phobias, sleeping and eating disturbances, temper tantrums, and aggression. Self-injury (e.g. by wrist-biting) is fairly common, especially when there is associated severe mental retardation. Most individuals with autism lack spontaneity, initiative, and creativity in the organization of their leisure time and have difficulty applying conceptualizations in decision-making in work (even when the tasks themselves are well within their capacity). The specific manifestation of deficits characteristic of autism change as the children grow older, but the deficits continue into and through adult life with a broadly similar pattern of problems in socialization, communication, and interest patterns. Developmental abnormalities must have been present in the first 3 years for the diagnosis to be made, but the syndrome can be diagnosed in all age groups.
All levels of IQ can occur in association with autism, but there is significant mental retardation in some three-quarters of cases.
Includes:
autistic disorder
infantile autism
infantile psychosis
Kanner's syndrome
Differential Diagnosis
Apart from the other varieties of pervasive developmental disorder it is important to consider: specific developmental disorder of receptive language (F80.2) with secondary socio-emotional problems; reactive attachment disorder (F94.1) or disinhibited attachment disorder (F94.2); mental retardation (F70-F79) with some associated emotional/behavioural disorder; schizophrenia (F20.- ) of unusually early onset; and Rett's syndrome (F84.2).
Excludes:
autistic psychopathy (F84.5)
ICD-10 copyright 1992 by World Health Organization.
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Autistic Disorder
Autistic disorder is a developmental disorder that affects a person's ability to communicate, form
relationships with others, and respond appropriately to the environment. Some people with autistic
disorder are high functioning, with speech and intelligence intact. Others may be nonverbal and/or
mentally retarded.
Asperger Disorder
Asperger disorder, sometimes referred to as Asperger syndrome, is a neurobiological disorder.
In contrast to autistic disorder, individuals with Asperger disorder do not have a delay in
spoken language development. However, they can have serious deficits in social and communication
skills. They often have obsessive, repetitive routines and preoccupations with a particular subject
matter.
Pervasive Developmental Disorder Not Otherwise Specified (PDD/NOS)
PDD/NOS is a diagnosis often considered for children who show some signs of autistic disorder, but
who do not meet the specific diagnostic criteria for the other PDDs.
Rett Disorder
Rett disorder is a complex neurological disorder that affects mainly girls, but there are reports
of males who this disorder. Rett disorder is genetic in origin, and is among the most common genetic
cause of profound intellectual and physical disability in girls, occurring more commonly than 1 in
10,000 female births. Individuals with Rett disorder develop normally until 6 to 18 months of age
followed by a developmental regression. This regression is followed by a deceleration of head growth,
loss of purposeful hand movements and followed by the appearance of midline, stereotypic hand movements.
A gene associated with Rett disorder was identified in 1999.
Childhood Disintegrative Disorder
Children with childhood disintegrative disorder develop normally for a relatively prolonged period
(usually 2 to 4 years) before developing a condition that resembles autistic disorder. Typically
language, interest in the social environment, and often toileting and self-care abilities are lost,
and there may be a general loss of interest in the environment.
Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, 1994, pg. 65-78.
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Statistical Manual of Mental Disorders
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Sensory Friendly Films: Diary of a Wimpy Kid, March 20th, 2010, 10 a.m. Framingham. AMC Entertainment and the Autism Society offer families affected by autism and other disabilities a monthly opportunity to enjoy films in a safe and accepting environment with the Sensory Friendly Films program. Movie auditoriums will have their lights up and the sound turned down, families may bring their own gluten-free, casein-free snacks, and no previews or advertisements will be shown. Audience members may dance, walk, shout or sing. Tickets are $4-6 depending on location and can be purchased on the day of the event. www.amctheatres.com/promos/sensory/
Children's Challenging Behaviors Workshop-FREE: March 27, 2010, 10 a.m.-4 p.m., Boston. This workshop's goal is to provide information, hope and encouragement for parents, caregivers, professionals interested in childhood mental health disorders. Space is limited, reserve seats by contacting: 617-305-9989 or Chuck.Weinstein@bmc.org . For more information, call 617-305-9976 or email Karen@NAMIGBCAN.org. Sponsored by Metro Boston Recovery Learning Community and The NAMI Greater Boston Consumer Advocacy Network.
Special Needs Planning, Why We Need to Act Now: March 31, 2010, 7:00 p.m. Morse Institute Library, Natick. Sponsored by the Autism Alliance of Metrowest, insurance representative Leo Rotman and father of a special needs child will walk attendees through the maze of special needs planning. Email autismalliance@earthlink.net or call 508-652-9900 to register.
Annual Legislative Advocacy Day: Monday, March 29, 2010. 10:30 a.m. 2 p.m., Boston, State House, Grand Staircase. The National Alliance on Mental Illness of Massachusetts (NAMI Mass) invites the public to get hands-on experience in advocating for mental health funding, meet with your legislators and key legislative committees, learn strategies for impacting legislative committees to increase mental health funding, ways to relay your message to legislators and how you can affect the state budget to address real issues. www.namimass.org, 781-938-4048, e-mail NAMIMassLobbyDay@gmail.com
Three different Autism Parent Lecture Series are being offered by The May Institute, The Ladders Program and The New England Center for Children! See our Autism page for details.
What Research Tells Us About Autism Treatment. Free: March 23rd. 6:30 to 8 p.m. at the May Center for Child Development in West Springfield. Susan Wilczynski, Executive Director of the National Autism Center, will give a talk about the major findings of the National Standards Project, an analysis of treatments for children and adolescents with autism spectrum disorders. To register, call 413.785.5462 or visit the May Institute
Care For the Care Giver: Mental Health Family to Family Education Program-Free: March 24 - June 9, 2010, Wednesdays, from 7-9:30 pm, at Advocates, Inc. in Framingham. For courses offered throughout the state visit http://namimass.org. The NAMI Family-to-Family Education Program includes current information about major depression, bipolar disorder (manic depression), panic disorder, obsessive-compulsive disorder, borderline personality disorder, and co-occurring brain disorders and addictive disorders, schizophrenia, medications and side effects, and alternative and holistic treatments to promote recovery. Also discussed is care for the caregiver: coping with worry, stress, emotional overload, and locating appropriate supports and services within the community. Precourse registration is required. 508 272 9061 or visit www.namimass.org
Music Classes for Kids with Developmental Disabilities: Saturdays, April 3-May 8, 2010. Fitchburg Cornerstone Performing Arts Center is offering these programs to improve cognitive, physical, social, and emotional skills. For ages 8-16 Cost: $80/child. For more information or to register your child, contact Jillian at 978-345-2915 or email jillian@cpacfitchburg.org
Community Resources for People with Autism's Annual Conference on April 6, 2010. 9:00 a.m. to 3:30 p.m in Holyoke, MA 01040. Brenda Smith Myles will discuss strategies for children and youth with ASD that can be used across school, home, and community. Valerie Paradiz, will discuss the Integrated Self Advocacy method of helping professionals and family members give children and adults with ASD safe forums for self-discovery, structured learning activities and understanding of the many faces of self-advocacy. Call 800-892-7003 www.communityresourcesforautism.org
Budget Advocacy Training: Hosted by the Disability Policy Consortium on Wednesday, March 24, 2010 1:00 - 3:00 p.m. at the State House in Boston. Learn how to communicate your concerns to the legislators about disability issues and budget cuts before the FY 2011 budget cuts go into effect. Find out what's included in the budget proposal for people with disabilities, how decisions made by your state representatives will affect your services, and the best methods to communicate your concerns to elected officials. RSVPs and requests for ASL Interpreters, CART, or alternate formats for handouts to rpowell@dpcma.org or 617-542-3522.
Asperger s 101: March 20, 2010, 10:00 am to 12:00 p.m., Springfield, MA. This workshop is intended to introduce families and caretakers to Asperger s Syndrome. Characteristics and strategies to help individuals are discussed, as well as some of the social difficulties that people with Asperger s experience. The workshop will also provide an opportunity to meet other parents of children and young adults with Asperger s. To register contact Community Resources For Autism or (413) 529-2428
TILL/Boston Families For Autism: Parent Support Groups in West Roxbury, South Boston, Chelsea will Dorchester feature these topics and events in March, April and May 2010.
Social Skills - Training will discuss methods to develop social skill goals in various settings.
Transitions - Training will focus on strategies to help students deal with changes in the environment and activities throughout the day. RSVP for West Roxbury and South Boston Parent Support Groups to: Lynn Tougas (781) 302-4781. RSVP for Chelsea events: 781-302-4780
Social Swim Kickin It Program in Dorchester: Contact: 781-302-4781.
Social Connections Group in Roxbury: For 13-22 year olds. RSVP 781-302-4780.
Free Inclusive Art Program: March 21, March 28, and April 4, 10:00 a.m.-12:00 p.m. Hosted by Spontaeous Celebrations in Jamaica Plain. Families Creating Together (FCT) is a creative arts program for all children/youth, sibilings, and caregivers that provides visual art and storytelling workshops for participants of all abilities, in a wheelchair accessible setting. Presented in Spanish, English and American sign language, workshops are. To register contact Ed Pazzanese for 617 524 6373 or ed@spontaneouscelebrations.org
Therapro Workshops: Free. The Therapro Showroom in Framingham will offer free professional development workshops, this spring:
March 6, 2010: Sensory Diets: From Assessment to Implementation
May 8, 2010: Considering Assistive Technology for Written Output in the Schools
To register call 800-257-5376 or email info@theraproducts.com.
Social Pragmatics Class in Boston: FREE. Boston College and Northeastern University Researchers are sseeking 10-11 Year Olds who need to develop proficiency in Social Pragmatic Language Skills. Candidates include children with Aspergers Syndrome, High Functioning Autism, Learning Disabilities and PDD-NOS. Children will receive Social Pragmatics skills instruction in a small group setting. 12-14 clinic sessions to be held January - May 2010, Parent involvement required. For further information and/or to apply, please contact 617.552.6209 or email: adept@bc.edu.
ADHD Parent Training. Children's Hospital, Boston, January 25th to March 29th, 2010. The Program of the Developmental Medicine Center at Children's Hospital in Boston will hold Parent Training Groups for parents of ADHD children, ages 5 -12. This program requires attendance and homework assignments. For more information, contact Mei-Lin Hanrahan, 617-355-5208, or Mary.Lee-Hanrahan@childrens.harvard.edu. Some insurance companies may cover the costs of this parent group.
Sign Language Classes: Norwood MA. Tuesdays, February 2010 to March 2010. Fee: $150. To register for the workshop or class, call 781-255-5501 or send an email to mmahoney@letsmotorskills.
Dyslexia Seminars-Free: February 23, and April 1, 2010, in Amesbury. If you or your child have difficulties with reading, decoding, hand writing, spelling, phonemic awareness, math, or attention deficits, explore if Dyslexia could be the cause. Pre-registration is required. Please call 978-337-7753, email info@ne-dyslexia.com, or visit www.ne-dyslexia.com for more information or to register.
Winter fun of adapted sport programs such as skiing, kick sledding, snowshoeing, ice skating and more with The Massachusetts Department of Conservation and Recreation (DCR) Universal Access Program. The DCR offer free instruction, adaptive equipment and assistance in state parks for visitors of all abilities at the following locations:
Weston Ski Track: Call Stavros 413-259-0009 to sign up.
Mt. Tom State Reservation in Holyoke: Call 413-527-8980 to sign up.
Wendell State Forest/Western Massachusetts. Mar 13. Call 413-527-8980 to sign up.
Ice Skating: Brockton: Assisted skating using ice sleds and skate walkers. Call 413-527-8980 to sign up.
Power Chairs on Ice: In development at the Cronin Rink in Revere. Call Universal Access at 413-545-5353 for more info.
Visit the Universal Access Program www.mass.gov/dcr/universal_access/a_events.htm
Sled Skate on Your Own: Use ice sleds on your own during public skating hours at state rinks in the following cities and towns: Auburn, Boston, Brighton, Brockton, Cambridge, Franklin, Greenfield, Holyoke, Hyde Park, Medford, Milton, Newburyport, North Adams, Plymouth, Quincy, Revere, Springfield, Taunton and Worcester. Call Universal Access at 413-545-5758 for information about rink locations or visit www.mass.gov/dcr/skating.
SPED WATCH Workshops in Your Community:
Current Schedule (subject to change):
Basic Rights-Denied:
SPED Advocacy 101:
Basic Rights:
For more information visit www.spedwatch.org.
Workshops From The Federation For Children With Special Needs: Workshops are free but registration is required. www.fcsn.org or email register@fcsn.org.
The Special Olympics of Massachusetts (SOMA) new, state-of-the-arts headquarters in Marlborough, offers sports programs to those with intellectual disabilities sports programs. The new facility includes:
- High-tech training rooms for coaches, volunteers, athletes, medical professionals.
- A full court gymnasium and athletic fields.
- Space for public and private special events.
SOMA will also to continue to offer in all areas of Massachusetts year-round sports training and athletic competition for all persons with intellectual disabilities, including equestrian activities, gymnastics, tennis, volleyball, soccer, cheerleading and flag football. To find a program in your part of the state, visit:
- www.specialolympicsma.orgy/north
- www.specialolympicsma.orgy/south
- www.specialolympicsma.orgy/west
For more information about SOMA, please contact 508-485-0986 or visit www.specialolympicsma.orgy.
TOPSoccer: The Outreach Program for Soccer - Is a learning/playing program for youths with physical or mental disabilities. For participating Massachusetts communities www.mayouthsoccer.org/pages/95_top_soccer.cfm or call 978-466-8812.
Autism Resource Center Facebook page. The Autism Resource Center of Central Massachusetts now has a Facebook page for promoting, communicating, and organizing social networking efforts. Learn how to become a 'fan of the Center' by visiting www.facebook.com/pages/Autism-Resource-Center-of-Central-Massachusetts/121788106030?ref=nf
The Arc of Massachusetts now has two Facebook pages: www.facebook.com/group.php?gid+61422009792 for sharing your personal stories. www.facebook.com/group.php?gid=59186921773 to Save Family Support Services in Massachusetts. You must be signed into Facebook to join. For more information, contact Tracey Reilly Ingersoll, Riverside Community Care, 781-246-2003, ext. 6521.
Therapeutic Martial Arts for ADD, Aspergers, and Other Related Non-Verbal Developmental Disabilities. Summit Academy School, 800-442-5753, or www.summitacademies.com.
SPEDWatch has announced they are launching a Southeastern Massachusetts SPEDWatch Chapter to serve the counties of Norfolk, Plymouth and Bristol. SPEDWatch is a Massachusetts non-profit special education watchdog group that helps parents fight for the educational rights of all schoolchildren with disabilities. Issues include educational discrimination against Massachusetts students with disabilities, widespread noncompliance with, and poor enforcement of, special education laws, poor funding of education in general and reaching out to parent populations that are isolated, unorganized, and often too afraid to speak out publicly. For more information about SPEDWatch, visit www.spedwatch.org
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Grand Staircase
National Alliance on Mental Illness of Massachusetts
NAMI
Autism Parent Lecture Series
May Institute
The Ladders Program
The New England Center for Children
West Springfield
Susan Wilczynski
National Standards Project
May Institute Care For the Care Giver: Mental Health Family to Family Education
Advocates , Inc.
NAMI Family-to-Family Education Program
Developmental Disabilities:
Fitchburg Cornerstone Performing Arts Center
Jillian
Holyoke
Brenda Smith Myles
Valerie Paradiz
Integrated Self Advocacy
Budget Advocacy Training: Hosted
Disability Policy Consortium
ASL Interpreters
CART
Community Resources For Autism
Autism: Parent Support Groups
West Roxbury
South Boston
Chelsea
Dorchester
South Boston Parent Support Groups
Lynn Tougas
It Program
Dorchester: Contact:
Roxbury:
Free Inclusive Art Program:
Spontaeous Celebrations
Jamaica
Ed Pazzanese
Therapro Workshops: Free
Therapro Showroom
Boston: FREE
Boston College
Northeastern University
ADHD Parent Training
The Program
Developmental Medicine Center at Children
Parent Training Groups
Mei-Lin Hanrahan
Mary.Lee-Hanrahan@childrens.harvard.edu
Norwood MA
Amesbury
Massachusetts Department of Conservation and Recreation
DCR
Universal Access Program
Weston Ski Track: Call Stavros
Mt. Tom State Reservation
Holyoke: Call
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Power Chairs
Ice: In
Cronin Rink
Revere
Call Universal Access
Sled Skate
Own: Use
Auburn
Brighton
Brockton
Franklin
Greenfield
Hyde Park
Medford
Milton
Newburyport
North Adams
Plymouth
Quincy
Taunton
SPED WATCH Workshops
Community: Current Schedule
SPED Advocacy
Workshops From The Federation For Children With Special Needs: Workshops
Olympics
SOMA
Marlborough
Outreach Program for Soccer
Autism Resource Center Facebook
Autism Resource Center of Central Massachusetts
Arc of Massachusetts
Family Support Services
Tracey Reilly Ingersoll
Riverside Community Care
Therapeutic Martial Arts for ADD
Other Related Non-Verbal Developmental
Summit Academy School
SPEDWatch
Massachusetts SPEDWatch Chapter
617-305-9989
617-305-9976
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781-938-4048
413.785.5462
508 272 9061
978-345-2915
800-892-7003
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(413) 529-2428
(781) 302-4781
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617 524 6373
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978-337-7753
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413-527-8980
413-545-5353
413-545-5758
508-485-0986
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1217881060
6142200979
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781-246-2003
800-442-5753
Chuck.Weinstein@bmc.org
Karen@NAMIGBCAN.org
autismalliance@earthlink.net
NAMIMassLobbyDay@gmail.com
jillian@cpacfitchburg.org
rpowell@dpcma.org
ed@spontaneouscelebrations.org
info@theraproducts.com
adept@bc.edu
Mary.Lee-Hanrahan@childrens.harvard.edu
info@ne-dyslexia.com
register@fcsn.org
March 20th, 2010
March 27, 2010
March 31, 2010
March 29, 2010
June 9, 2010
May 8, 2010
March 24, 2010
March 20, 2010
March 29th, 2010
April 1, 2010
spedchildmass.com/
www.amctheatres.com/promos/sensory/
bmc.org
NAMIGBCAN.org.
earthlink.net
www.namimass.org,
gmail.com
namimass.org.
www.namimass.org
cpacfitchburg.org
www.communityresourcesforautism.org
dpcma.org
spontaneouscelebrations.org
theraproducts.com.
bc.edu.
childrens.harvard.edu.
ne-dyslexia.com,
www.ne-dyslexia.com
www.mass.gov/dcr/universal_access/a_events.htm
www.mass.gov/dcr/skating.
www.spedwatch.org.
www.fcsn.org
fcsn.org.
www.mayouthsoccer.org/pages/95_top_soccer.cfm
www.facebook.com/pages/Autism-Resource-Center-of-Central-Massachusetts/121788106030?ref=nf
www.facebook.com/group.php?gid+61422009792
www.facebook.com/group.php?gid=59186921773
www.summitacademies.com.
www.spedwatch.org
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121788106
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591869217
Autism35
http://www.help-autism.com/
Questions? Or Want
Information About
My Autism Treatment Services?
Call me at
720-290-2707
Mon. - Sat. 8 am - 8 pm MST
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How To Hire Me
Autism: Core Deficits
About Stacy Goresko
Ph.D
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After Just Eight Months Of Doing RDI¨,
My 4 1/2 Year Old Autistic Son Finally Said The Words I Had Waited His
Whole Life To Hear -
?I Love You Mommy.?
And With Just a Bit Of Training You Too Might Find That RDI¨ Helps Your
Child To Reach Out From His Isolation and Finally Be Able To Connect With
Your Family, Friends and His Peers.
Coming Up!
Three Workshops in April 2010!
?Rethinking Autism -
(see this link for more
information and flyer)
Dates: Friday April 16 - Oklahoma City, OK
and Saturday April 17 - Tulsa, OK 10 Things They Never Teach
You About Autism (see this link for more
information and flyer)
Dates: Saturday April 3 and Saturday April 10 - Niwot (Longmont),
CO
?Rethinking Autism -
(see this link for more
information and flyer)
Dates: Wednesdays, April 7 and 14 -
Loveland, CO
Please Email Me At
stacy@help-autism.com If You Have Any Questions
About Either Of These Workshops!
PAY FOR WORKSHOP ONLINE BY CLICKING ON PAYPAL BUTTON JUST BELOW
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RDI¨ has often been described as The Missing Link of
Autism Intervention. I want to help you find out for yourself just how
valuable this amazing intervention is and how it can work for your child and
your
family.
What are your most important needs when it comes to managing your life
and helping your autistic child? Well, I have spoken to clients and
parents in your situation and my situation. Here are some of the answers I have heard. We
just want to feel normal again. We want to be able to control and
help determine the outcome of our lives! We fear for the future of our
child. What will happen to him after we are gone? How will he live? We
want to be able to connect with our child but day after day we struggle
and often feel like we are losing the battle!!
How I Can Help YouAs an RDI¨ Program
Certified Consultant, I can help you with all of these issues and more!
How can I say that so quickly and easily? Because unlike some of the other behavioral modification interventions out there that claim
to benefit and to give your child the skills to cope and function in this
world, RDI¨ is about
treating and remedying the CORE and the ROOTS of the autism itself. In RDI¨ lingo, these
core roots are otherwise known as
The Core Deficits of Autism.
So let me give a quick tour on how I can help you with your most serious and
urgent concerns!
Sign up for my Free Autism Fact Sheet Series!
First
Name:
Primary Email Address:
What Quality Of Life Will Your Child Have When He Grows Up?
One of the most profound questions and concerns that RDI¨ addresses is
The Quality of Life for Your Child as he/she grows up into adulthood. Dr.
Steve Gutstein, founder of RDI¨ began asking the hard but pertinent
questions such as, What are we preparing these kids for? Yes, now they are
two, but what will they look like when they are 12, 22, 32, etc? Are we
giving them the life skills that they will need to provide them with a
better quality of life? By quality of life he means, is the person able to
live independently, hold down a job, have friends and intimate
relationships?
Unfortunately, if you look at current statistics, we find that the autism
field has not been preparing them too well. Most adults on the Spectrum do
not live independently, are not able to hold down a job and have very few if
any meaningful relationships in their lives apart from their immediate
family. RDI¨ addresses those quality of life issues that quite frankly no
one else is looking at. One of the powerful tools that enable me to look
into your child's spectrum is the RDA¨.A Powerful Tool That I Use
The RDA¨ (Relationship Development Assessment) is one of the very
important tools and methods at my disposal. The RDA¨ enables me to see where your child has
developmentally ?hit the wall? in their social communicative competency
and is no longer able to progress on their own. As RDI¨ is not a
one-size-fits-all type of intervention. Each home program is tailored to
target each child?s specific developmental needs.
One of the things my clients love about RDI¨ is how they feel
after developing their new found parenting skills. How does it
feel??
IT FEELS GREAT!! because for the first time in your life with your
autistic child, it puts you-the parent into the driver?s seat and makes
you feel empowered.How and Why RDI¨ WorksRDI¨ works on many levels. For instance, it works
because it teaches your child to become engaged and connected to the real world
and real people. There is no rote learning going on, but rather active
participation from the child in real life situations. RDI¨ provides you and
your child with the opportunity to reestablish the core parent/child relationship that did not develop prior to this intervention.
And the fact that you have such an opportunity to discover and claim a
relationship with your child that you did not have before is just one
example of how profoundly gratifying and empowering RDI¨ can be. But make no
mistake about it. RDI¨ is not about gratification, it is about bringing your
child into the mainstream, into the social world where we all live.
RDI¨ is still the single most important intervention we have utilized.?
?After the RDI¨ professional we had been working with retired, I was delighted to find Dr. Stacy Goresko to work with us. Her warm manner, sense of humor, flexibility and astute observations made her a good fit for us. As we have worked with her, I have also come to appreciate how much her background in communication gives her greater depth in the field of relationships and communication.?
?I would highly recommend both RDI¨ and Dr. Stacy Goresko to any parent who has a child on the autism spectrum, or even a child who has those same kinds of relationship challenges.?
Sherrill Strong, LCSW and parent of a child with Asperger?s Syndrome
See More
What Kind of Skills Do People On The Spectrum Really Need?Teaching academic or trade skills to people on the Spectrum is certainly helpful, however
what
people on the spectrum really miss are the skills needed to competently function in a social dynamic world. In the following
two videos you see a boy who has a great amount of skills.
See Video of Child With Skills Playing the Piano.
But in the next video you will see the same boy who has no real social communicative competence and is not able to engage with his mother in a spontaneous fashion.
See Another Video of the Same Child Disengaged From His Mother Reading To
Him. RDI¨ is the only treatment program that I am aware of that addresses this critical but missing piece.
Another Important RDI¨ Process - Guided
Participation Another process I use is called ?Guided Participation,? in which I teach you
how to interact with your child at a level that is developmentally appropriate. The goal is to find a
your child?s ?zone of proximal development? which is just beyond the child?s level of competence. As a RDI¨ Program Certified Consultant, I work closely with
my clients to make sure we are providing their children with just enough challenge so that optimal learning can take place.You know, I can
go on and on telling you why I think that RDI¨ is the present and future
wave of autism treatment but there is one other thing that I think you will
find to be quite gratifying about RDI¨. It's Affordable!! Just how affordable?Why RDI¨ Is The Best Autism Intervention Value In Town!Most traditional home-based autism treatment programs can cost anywhere from twenty to forty thousand dollars a year!!
(Yes, it costs the same as a year?s college tuition). In most other treatment models you hire people to come into your
home and work with you child or you have to drive them to several therapists. At the end of the week or month you owe
them a huge amount of money and hope that they are doing a good job. With RDI¨ the experience is very different.
A year of treatment will only cost you and your family a fraction of that amount of money and this includes a very
thorough assessment process, a treatment plan, and weekly consults. What is equally appealing is that you, as the parent,
are investing in yourself. The money you are spending on your RDI¨ program is going toward right back to yourself as you
learn how to become the ?professional? or what I like to call the ?primary treatment provider? for your own child. RDI¨
is based as a parent educational consultant model. As a certified consultant, I give you, the parents the skills, tools,
education you will need so that you can carry out your own program and learn how to become the ?professional.? The more
proficient you become, the better job I have done. So, essentially you are spending your money learning how to provide
treatment to your son or daughter. Doesn?t that sound like a smart investment?
?We came to RDI¨ after 2 and 1/2 years of implementing a 30+ hour a week home ABA program for our son.
The behavioral approach had enabled him to increase his receptive and functional language but we were saddened
by his almost complete absence of social communication and a lack of facial expression and eye contact.
Soon after switching our focus to developing an RDI¨ lifestyle we observed changes in
our son: we began enjoying
his company more and he started to show interest in us! We are very excited to
get to know our son more and more
as the years goes by.? ?Stacy's insight into the hope that RDI¨ gives is a result of her own extensive training
and background and also the successes she has had with her own son. She is non-judgmental and positive in her
suggestions and ongoing review of our activities. She helps us to see our son's
development as a marathon and not a sprint and to take joy in
all of his small steps forward. We feel gently guided by her and
not driven to action by feelings of guilt. She has certainly
helped us to see that having a positive, loving relationship
with our son is the
foundation for his future development. RDI¨ has really worked in addressing our
son's development as a person and we are
so grateful to Stacy for her guidance.?Kimberly A Fredenburgh
See More
How Do I Work With My Clients?Another one of the great things about my RDI¨
Autism Services is that
I can
work with you wherever you live. I work with long distance clients all over the
United States. I hope you will consider
using my services when you are looking into a treatment program for your
child. so no matter where you live, I can help you. I know you may have
a number of questions before making a commitment to a new Autism Intervention
like RDI¨. Because of that I would pleased to extend to you a Free Mini
Consultation during which we can further discuss your situation.So please feel free to give me a call toll free today
so I can answer any questions for you. My office hours are Monday - Saturday 8 am - 8 pm Mountain Standard Time.
.
©2007-2009 (Help Autism), Colorado
Educational Services, LLC. All Rights Reserved. The
images and text contained in this website are protected, and persons found
illegally using images or text will be prosecuted to the fullest extent of the
law.
Stacy Goresko Ph.D.RDI¨
Program Certified Consultant
Autism Treatment Professional
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RDI¨ WorksRDI¨
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Autism350
http://www.foxnews.com/story/0,2933,589265,00.html?test=latestnews
Vaccines that contain a mercury-based preservative called thimerosal cannot cause autism on their own, a special U.S. court ruled on Friday, dealing one more blow to parents seeking to blame vaccines for their children's illness.
The special U.S. Court of Federal Claims ruled that vaccines could not have caused the autism of an Oregon boy, William Mead, ending his family's quest for reimbursement.
"The Meads believe that thimerosal-containing vaccines caused William's regressive autism. As explained below, the undersigned finds that the Meads have not presented a scientifically sound theory," Special Master George Hastings, a former tax claims expert at the Department of Justice, wrote in his ruling.
In February 2009, the court ruled against three families who claimed vaccines caused their children's autism, saying they had been "misled by physicians who are guilty, in my view, of gross medical misjudgment".
The families sought payment under the National Vaccine Injury Compensation Program, a no-fault system that has a $2.5 billion fund built up from a 75-cent-per-dose tax on vaccines.
Instead of judges, three "special masters" heard the three test cases representing thousands of other petitioners.
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They asked whether a combination vaccine for measles, mumps and rubella, or MMR, plus a mercury-containing preservative called thimerosal, caused the children's symptoms.
MYSTERIOUS CONDITION
More than 5,300 cases were filed by parents who believed vaccines may have caused autism in their children. The no-fault payout system is meant to protect vaccine makers from costly lawsuits that drove many out of the vaccine-making business.
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 good treatment.
The U.S. Institute of Medicine has reported several times that no link can be found between vaccines and autism.
Supporters of the scientific community welcomed the ruling.
"It's time to move forward and look for the real causes of autism," said Alison Singer, president of the Autism Science Foundation. "There is not a bottomless pit of money with which to fund autism science. We have to use our scarce resources wisely."
But advocates for the idea that vaccines are dangerous said they would not give up. "We hope that Congress will intervene in what is clearly a miscarriage of justice to vaccine-injured children," said Jim Moody of the Coalition for Vaccine Safety.
Autism Speaks, another advocacy group, said it would also not completely abandon the theory that vaccines might cause autism.
The organization said it would invest "in research to determine whether subsets of individuals might be at increased risk for developing autism symptoms following vaccination."
But the group also said it was clear that if such a link did exist, it would be rare.
"While we have great empathy for all parents of children with autism, it is important to keep in mind that, given the present state of the science, the proven benefits of vaccinating a child to protect them against serious diseases far outweigh the hypothesized risk that vaccinations might cause autism," Autism Speaks said in a statement.
U.S.
mental retardation
Oregon
Autism Speaks
Congress
U.S. Court of Federal Claims
Coalition for Vaccine Safety
National Vaccine Injury Compensation Program
William Mead
Meads
William
George Hastings
Department of Justice
Autism Science Foundation
Alison Singer
Meads
U.S. Institute of Medicine
Jim Moody
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Autism352
http://www.autismnd.org/
Welcome to the homepage for the
Autism Society
of North Dakota!
AutismND is the voice of Autism in North Dakota.
What is an Autism Spectrum Disorder?
2008 Autism
State Profile for North Dakota
The AutismND annual meeting will be held on Saturday 10 April
2010 at Barnes and Noble, 1201 42 St SW, Fargo, ND
58103. The meeting will start at 11:00 am and an agenda will be posited soon.
Be sure to check out the Meetings page
to find a support group near you.
AutismND
Brochure is available online. Click here to
view the brochure. Please print and distribute as you see fit.
Brochure in
monotone Click Here!
(Great for photocopying!)
Bookmarks can be made with this
file.
AutismND
628 Sixth Avenue
Alice, ND 58031
Tel: 701-281-8254
Map of 628 6th Ave Alice, ND
Autism
Society of America
Autism
Autism Spectrum Disorder
ND
Autism Society of North Dakota
AutismND
North Dakota
Autism State Profile
Noble
Fargo
Avenue Alice
Ave Alice
ND Autism Society of America
701-281-8254
10 April
2010
www.autismnd.org/
58103
58031
Autism353
http://autismservicedogsofamerica.com/autism.cfm
Autism
Dr. Leo Kanner first described autism in 1943. Autism is a neurological brain disorder that begins in early childhood, typically within the first three years of life, and persists throughout adulthood.
"Dad and service dog"
Autism affects the areas of the brain controlling language, social interaction, and creative and abstract thinking. Children and adults typically have deficiencies in verbal and non-verbal communications and social interactions.
P.D.D. (Pervasive Developmental Disorder) is the umbrella term under which the following specific diagnoses are defined:
Autistic Disorder
Asperger‰??s Disorder
Retts Disorder
Childhood Disintegrative Disorder
P.D.D Not Otherwise specified (PDD-NOS).
Each disorder involves a unique complex of symptoms and only a qualified specialist in developmental disorders should evaluate and determine an accurate diagnosis.
Opinions differ among researchers and clinicians as to the cause of Autism, some asserting a correlation between the MMR vaccine and autism, while others claim a genetic predisposition. At the present time, we have no conclusive, compelling explanation.
"Training day for dad"
As a ‰??spectrum‰?? disorder, autism can present in a wide combination of symptoms, ranging from mild to severe and children can demonstrate any combination in any degree of severity. Contrary to an early belief, children with autism can make eye contact, smile, laugh and demonstrate affection, and in some cases, aggressive or self-injurious behaviors may be present.
Mildly affected individuals may exhibit only slight delays in language development and greater challenges with social interaction. People with autism process and respond to information in unique ways. For instance, they might monologue on a favorite subject in spite of efforts by others to interject comments. As with all human beings, autistic individuals have their own distinct personalities, and more important than labels and terminology, is that children with autism can learn and function productively with appropriate education and treatment.
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How do service dogs help children with autism? Service dogs for autism assist children in several ways: Service dogs provide the child/adult challenged with autism an opportunity to safely access different environments which result in improved communication and social skills. The autism service dog‰??s presence offers a calming influence and provides a sense of security to the child and the parents. Abstract and concrete thinking advance, focus improves, and the length of attention span increases. Emotional outbursts occur less often. The important role of an autism service dog is affording the individual more independence and autonomy, helping those individuals become a viable part of the community at large
genetic
brain
genetic
eye contact
childhood disintegrative disorder
social interaction
MMR
Leo Kanner
PDD-NOS
autismservicedogsofamerica.com/autism.cfm
diagnoses
Autism354
http://www.kansascity.com/2010/03/12/1808139/court-says-thimerosal-did-not.html
Court says thimerosal did not cause autism
By RANDOLPH E. SCHMIDAP Science Writer
More News
$(document).ready(function() { replaceRelated(439);});
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.
Next page
brain
Congress
U.S. Court of Federal Claims
Denise K. Vowell
George Hastings Jr.
Coalition for Vaccine Safety
Philadelphia
Paul Offit
Rebecca Estepp
Vowell
10/03/12
RANDOLPH
SCHMIDAP Science Writer More News
1808139
www.kansascity.com/2010/03/12/1808139/court-says-thimerosal-did-not.html
18081
Autism355
http://www.virtualcancercentre.com/diseases.asp?did=480&title=Autism
Autism
What is Autism?Who gets Autism?Predisposing FactorsProgressionProbable OutcomesHow Will Autism Affect Me?Clinical ExaminationHow is Autism Diagnosed?How is Autism treated?Autism ReferencesDrugs/Products Associated with Autism
Page 1 2 3 What is Autism?
Autism is a developmental disorder that affects the brain. It is a complex condition that mostly impairs communication, social interaction and creative play. People with autism often have problems forming relationships, and interacting with and responding to the world. Signs of autism usually appear in the first three years of life and continue through adulthood. Autism belongs to a wide range of pervasive developmental disorders that include autism, autism spectrum disorders, Asperger's syndrome, and other conditions with similar features. The effect of autism ranges from mild social impairment to severe disability.
Who gets Autism?
Autism affects about 5 children per 10,000 in Australia. However, there is a concern that autism is being underdiagnosed and that the real rate may be as high as 60 children per 10,000. Males are affected 4 times more commonly than females.
Predisposing Factors
Autism is a very complex condition and its exact cause is unknown, although research is continuing. Genetics is believed to be the most important risk factor for autism, accounting for 90% of all cases of autism. However, the genetic component of autism is very complex, with multiple different genes involved. There is currently no genetic test available for autism. Other predisposing factors include agents that cause birth defects such as thalidomide and valproic acid, although these are very rare causes. Other identified risk factors include:Increasing maternal or paternal ageLow birth weight Prematurity In the past, there have been numerous other causes of autism suggested. However, there is no scientific basis to these claims. Autism is not caused by bad parenting, allergies, heavy metal poisoning or childhood vaccines. There is no evidence to link the measles-mumps-rubella (MMR) vaccine to autism.
Progression
Autism is a disorder that first shows signs during infancy or childhood and then follows a steady course without significant lessening or worsening of symptoms. However, the progression does vary greatly between individuals. Although the core communication limitations remain, symptoms often become less severe in later childhood. Some adults with autism show improvement while others show decline. Generally, autistic children with above average intellectual abilities show the most improvement over time. Some areas do not appear to change over time, especially repetitive behaviour (e.g. rocking or spinning a plate) and obsession with order and routine. Autism is often associated with other medical conditions. The conditions that are more common are: Attention deficit hyperactivity disorder (ADHD) Depression in teenagers Intellectual disability Visual problems Seizures (fits) The rare conditions that are associated with autism include:Obsessive-compulsive disorder Tourette's syndromeFragile X syndrome Bowel infections Tuberous sclerosis One in four children with autism will develop seizures. These usually begin in early childhood, but can start as late as adolescence. The seizures are caused by abnormal electrical activity in the brain. There is usually a short period of unconsciousness, body shakes, unusual movements, or staring spells. Not everyone who has a seizure has epilepsy. Seizures can be treated by a variety of medications that can be discussed with your doctor. Autism can place considerable stress on the family of the child. This can lead to significant psychological problems for the family, such as depression and relationship difficulties.
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Email+ Share+ Grace iPhone app Ômakes a differenceÕBy Fiachra O CionnaithTuesday, March 16, 2010GRACE DOMICAN is 10 years old, has a severe form of autism, and struggles to communicate with other people. Yet despite her difficulties, the pupil of Wicklow-based Saplings School is quickly becoming the poster girl for one of the most important breakthroughs in practical autism support services in decades. Since last summer, Grace and her mother Lisa have been using the popular iPhone technology to store pictures of everyday objects. The images, which are carried with the family at all times, are then used by Grace to communicate her needs something she is otherwise unable to do because her condition means she has a significantly reduced vocabulary. In the months that have followed, GraceÕs ability to communicate with her family and those around her has drastically improved due to the unprecedented list of images on offer, helping her overcome the more frustrating aspects of her condition. And as a result of the success, Telefonica O2 Ireland and a team of software developers have come together to launch a new iPhone application based on the DomicansÕ idea helping to ensure thousands of other children like Grace will benefit from the project. "She has a little bit of speech but her vocabulary is very small, so having this type of support so easily to hand is very important for us," explained GraceÕs mother, Lisa. "The iPhone was very new technology last year, it still is, but this has the potential to take off. At the moment families of children with autism are carrying around the Picture Exchange Communication System. ThatÕs basically a big book with plastic envelopes to put in pictures and their names. "ItÕs a good system but itÕs not very practical to bring around and it means the child stands out. But with this application you can carry as many images as you want and have them at your fingertips all the time. "ItÕs made such a difference to Grace because she can tell me exactly what she wants, which is so important for children with autism. "She doesnÕt always get what she wants, but thereÕs a big difference between a frustration tantrum and a ÔI didnÕt get my wayÕ tantrum," the mother-of-two added. The "Grace" iPhone application which Lisa named after her daughter is available worldwide at a cost of 29.99 for five users. The deviceÕs developers, Telefonica O2 Ireland, the Irish Autism Action group and software expert Steve Troughton-Smith, believe it will prove vital to those affected by allowing each child to store their picture vocabulary before sharing them with their parents, carers and teachers. This story appeared in the printed version of the Irish Examiner Tuesday, March 16, 2010
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Picture Exchange Communication System
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March 16, 2010
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Autism is a brain development disorder that impairs a person's social skills and ability to communicate. The cause of autism is unknown. Three studies, however, have now shown that premature birth may increase the risk of autism and related disorders.WebMD: Study Suggests Preemie, Autism Link (January 29, 2009)
There has been some speculation that autism can be caused by vaccines, and thousands of people have filed claims with the Vaccine Injury Compensation Program at the Department of Health and Human Services. On February 12, 2009, a special court ruled against over 4,800 claims, saying that autism in those cases were not caused by vaccines.CNN: Vaccine didn't cause autism, court rules (February 12, 2009)
brain
Vaccine Injury Compensation Program
Department of Health and Human Services
disorders.WebMD: Study Suggests Preemie
Vaccine
January 29, 2009
February 12, 2009
www.mahalo.com/autism
Autism359
http://www.kansascity.com/2010/03/12/1808139/court-says-thimerosal-did-not.html
Court says thimerosal did not cause autism
By RANDOLPH E. SCHMIDAP Science Writer
More News
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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.
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Autism36
http://www.tucsonallianceforautism.org/faq.htm
Can my child with autism go to school with typically-developing children?
Yes, in fact it is generally recommended that children with special needs be educated in an inclusive environment.Ê Studies show that inclusive educational environments benefit both the individual with special needs and the typically-developing children.Ê In certain circumstances, based on the specific needs of the individual, education in a separate program may be warranted.
What is the best school for a child with autism?
There is no particular school, or even school district, that is specifically recommended.Ê Parents are highly encouraged to meet with personnel within the school district and at various schools to discuss the specific needs of their child.
What is an IEP and why is it important?
IEP stands for Individualized Education Plan.Ê This is a legally binding document that spells out exactly what special education services your child will receive and why.Ê It will include your childÕs classification, placement, services (such as a one-on-one aide and therapies) academic and behavioral goals, a behavior plan (if needed), percentage of time in regular education, and progress reports from teachers and therapists.Ê Input from the childÕs parents is not only acceptable, but necessary to develop the most effective IEP.Ê It is important to remember that the IEP is designed to serve the best interests of the child (not the teacher, school or school district).Ê The IEP is planned at an IEP meeting with appropriate school personnel (e.g., classroom teacher, special education teacher, therapists, administration, and others).
Where do I go if I do not agree with my childÕs IEP or have issues with his education?
The first step in trying to resolve a dispute with your childÕs IEP is to try to resolve it within the school and district.Ê You can request an IEP meeting to discuss the situation.Ê If that meeting does not provide a satisfactory conclusion, you can go to the district or state.Ê Each school district should provide you with a copy of parental rights at or prior to the meeting.Ê This, plus their website, will guide you on their complaint procedures.Ê It is important to do everything in writing, using concise, polite language.Ê To download a copy of the procedures for filing a complaint on a state level go to www.ade.az.gov/ess/dispute.Ê A wonderful guide for dealing with schools and IEPs is ÒFrom Emotions to Advocacy, Second Edition, The Special Education Survival GuideÓ, by Pam and Pete Wright.
IEP
Pete Wright
Individualized Education Plan.Ê This
Special Education Survival GuideÓ
Pam
www.tucsonallianceforautism.org/faq.htm
www.ade.az.gov/ess/dispute.Ê
Autism360
http://www.pri.org/health/autism-facts-and-fiction1878.html
(Image by Flickr user Eugene Peretz (CC: by-nc-sa))
A study that linked vaccines to autism was recently retracted -- sorting out the facts from fiction of autism.
This story is adapted from a broadcast audio segment; use audio player to listen to story in its entirety.
New studies are often released -- and retracted -- on what causes autism spectrum disorder and what cures it. For example, the British medical journal, "The Lancet" recently retracted the frequently cited Wakefield study from 1998 which linked MMR (measles, mumps and rubella) vaccines to autism.Just a few days later, the journal "Autism Research" published a study that said advanced maternal and paternal age is a risk factor for autism.
So what does the latest data really say about autism causes and cures?Dr. Perri Klass and Dr. Eileen Costello are pediatricians and co-authors of "Quirky Kids: Understanding and Helping Your Child Who Doesn't Fit In -- When to Worry and When Not to Worry." They've spent a good deal of time looking into what distinguishes autism facts from autism fiction.Autism is complicated because it encompasses an entire "spectrum" of behaviors and levels of function, according to Dr. Klass. "That's kind of new. That wasn't around when I was in medical school, let alone when I was a child," she said.The behaviors can include difficulty with social cues and communication, repetitive acts and obsessional interests, among other things.In terms of the supposed causes of autism, vaccines are no longer on the list. This is something Dr. Costello is happy to see."I think the Wakefield study ... really caused a lot of fear and panic around the world, and caused a lot of parents to have anxiety about immunizing their children," she said. "And it's a real blessing that the paper was retracted." What can cause autism are viruses, like influenza and herpes, that can affect pregnant women; as well as parental age. "There is growing data that advanced parental age is a factor," said Costello.For autistic children, says Klass, behavior therapies can be more effective than looking for a cure in special diets and/or vitamin dosing.
Costello confirmed this on a blog post for "The Takeaway": "Although the autistic disorders are generally considered lifelong conditions, many children with mild symptoms to begin with will make significant progress with intensive behavioral therapies, the only approach to date with evidence to support it." "That urge to get children looked at and diagnosed earlier rather than later, and get them help early, is where a lot of our attention and efforts should be going," said Klass.Read more of Costello's thoughts in "The Top Five Autism Myths."
"The Takeaway" is a national morning news program, delivering the news and analysis you need to catch up, start your day, and prepare for what s ahead. The show is a co-production of WNYC and PRI, in editorial collaboration with the BBC, The New York Times Radio, and WGBH.
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http://www.community-autism-resources.com/index.html
4/13: Join CAR at the Statehouse of Autism Awareness Day!
4/10: Rockin' The Night Away!
3/11: A Special Screening of Autism: The Musical
3/11 - 3/12/10: 15TH ANNUAL ASD SYMPOSIUM
2/20: Check out the new Autism Awarness Bracelet for 2010
MAC Report of Bullying of Children with ASD
Winter 2009 - 2010 Newsletter now loaded
Information on the H1N1 Flu
Visit our 2009 Walk-A-Thon Sponsors!
Solve the Puzzle Necklace to benefit CAR.
Autism Division Provider Application
CAR's Online Partnerships
CAR would like to thank
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Autism: The Musical
Autism Awarness Bracelet
MAC Report of Bullying of Children
H1N1 Flu Visit
Autism Division Provider Application CAR 's Online Partnerships CAR
3/12/10
www.community-autism-resources.com/index.html
screening
Autism362
http://www.mahalo.com/autism
Autism is a brain development disorder that impairs a person's social skills and ability to communicate. The cause of autism is unknown. Three studies, however, have now shown that premature birth may increase the risk of autism and related disorders.WebMD: Study Suggests Preemie, Autism Link (January 29, 2009)
There has been some speculation that autism can be caused by vaccines, and thousands of people have filed claims with the Vaccine Injury Compensation Program at the Department of Health and Human Services. On February 12, 2009, a special court ruled against over 4,800 claims, saying that autism in those cases were not caused by vaccines.CNN: Vaccine didn't cause autism, court rules (February 12, 2009)
brain
Vaccine Injury Compensation Program
Department of Health and Human Services
disorders.WebMD: Study Suggests Preemie
Vaccine
January 29, 2009
February 12, 2009
www.mahalo.com/autism
Autism363
http://www.theborneopost.com/?p=17108
No cure for autism but rehabilitation available: Doctor
March 16, 2010, Tuesday
Tagged with: medical TAWAU: Children suspected of having Autism Spectrum Disorder (ASD) should be taken quickly to doctors for behavioural and biomedical therapy.
Dr Fauziah Zainal Abidin
Likas Hospital paediatrician consultant Dr Fauziah Zainal Abidin said even though such cases were minor in Malaysia, more awareness programme should be held for the community to rehabilitate these children.
Fauziah said parents could easily identify whether their children are autistic when they are two years old. Boys are four times more likely to be autistic than girls.
ÒThere is no medical detection or cure for autism, but early diagnosis and intervention could improve the life of the sufferer. We cannot cure autism completely but we can try to rehabilitate or modify the behaviour and learning skills.
ÒRehabilitation should be done at the beginning between zero and six years old before they enter school. The teachers and tutors who handle these children should be trained well to control them in class and gain their attention to learning.
ÒAutism is a lifelong disability. The parents could identify the symptoms from their childrenÕs emotions via facial gestures. They dislike jokes or mix with other people and show destructive behaviour. They problems using the toilet, feeding, and sleeping. They may also show extraordinary ability in mathematics and mechanical skills,Ó she said during an autism awareness talk and workshop at Marco Polo Hotel here yesterday.
According to her, autism is related to genetics and never related to immunisation. The occurrence of ASD varies from child to child, from time to time, and in severity and manner.
The four warning signs of autism are: children fail to make eye contact; cannot respond when their names are called; unable to make their needs known by pointing; and failing to imitate early actions (facial gestures).
The diagnostic tools are ÔDiagnostic Interviews for Social and Communication DisorderÕ (DISCO), ÔAutism Disorder InterviewÕ (ADI-R) and ÔAutism Diagnose Observation ScheduleÕ (ADO-S).
Fauziah also pointed out that even normal kids nowadays are weak in speaking properly as they watch too much television at home.
Kids who are looked after by maids tend to watch television more than two hours each day. It tends to impair their speech.
On the other hand, children who are cared for by grandmothers or grandfathers are more interactive.
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http://www.news4jax.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.
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Autism365
http://www.aap.org/healthtopics/Autism.cfm
Autism spectrum disorders (ASDs) are a group of related developmental disabilities, caused by a problem with the brain, that affect a child's behavior, social, and communication skills. ASDs include autistic disorder, "pervasive developmental disorder-not otherwise specified" (PDD-NOS) and Asperger Syndrome. <?xml:namespace prefix = o ns = "urn:schemas-microsoft-com:office:office" />
New data suggests that approximately 1 in 110 children have an ASD*. There is currently no cure for ASDs, however, children with an ASD can progress developmentally and learn new skills. The AAP strongly believes in the importance of early and continuous surveillance and screening for ASD to ensure that children are identified and receive access to services as early as possible. The sooner an ASD is identified, the sooner an intervention program can start.
Scientific understanding of the cause of autism is far from complete. The AAP strongly supports ongoing studies funded through the Centers for Disease Control and Prevention and National Institutes of Health that are trying to get to the factors in our modern environment that may be responsible for autism.
*MMWR Surveillance Summaries. December 18, 2009 / Vol. 58 / No. SS-10. Prevalence of Autism Spectrum Disorders. Autism and Developmental Disabilities Monitoring <?xml:namespace prefix = st1 ns = "urn:schemas-microsoft-com:office:smarttags" />Network, United States, 2006
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ASD
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United States
PDD-NOS
Centers for Disease Control and Prevention
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ASDs
No. SS-10
Developmental Disabilities Monitoring
December 18, 2009
www.aap.org/healthtopics/Autism.cfm
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Autism366
http://old.autismone.org/?goto=autismasd
Autism is a multi-system disease with neurological, gastrointestinal, endocrine, immune, developmental, and communicative abnormalities.
The definition of autism and related disorders, referred to collectively as autism spectrum disorder, is one of deep and continuing importance. It affects the public's perception, our own perceptions, insurance, funding levels, research efforts, diagnosis, and the care and treatment of our children. Definitions have always been the means by which we construct and analyze reality. As J. L. Austin points out, "Language is equivalent to action."
There are any number of definitions dealing with autism and autism spectrum disorder. Some like the DSM-IV run to several pages, with a menu list of options. Others are more concise. All share a common element. They all define autism as a disorder.
The accepted definition of autism as a disorder can be traced to its origins, now discredited, as a psychiatric condition. A number of nearly invisible, domino-like side effects further compound the problem once disorder is accepted.
A common practice in the field of psychiatry is a pair-wise noun/adjective labeling of condition and patient, such as schizophrenia/schizophrenic, psychosis/psychotic, and autism/autistic. Of course implicit in this noun/adjective pairing is a life-long condition. Explicit is the understanding that the child is the disorder.
Autism defined as a disorder coupled with the implicit life-long adjective autistic speaks to its fictive roots revealing more about the meaning-makers than the illness. Acceptance frames our expectations. It is self-limiting. Autism has been forced into this Procrustean position as a consequence of antiquated, inherited language rather than of sound science.
Life-long disorders are recognized, accepted, coped with, and managed. Diseases are detected, prevented, treated, and cured. Diseases are fought, disorders are tolerated.
A disorder means out of order. A noise word ‰?? gobbledygook, jargon, coloring our thinking and downplaying the problem. One of our goals as parents is to educate as well as enlist the aid of the public. Communication is understood by what we encounter based on shared contexts and experiences. Who has ever experienced a disorder? The public's perception of autism is framed for failure. The public is mystified by autism because disorder perpetuates the mystery.
Autism is a disease, where a disease is "a pathological condition of a part, organ, or system of an organism resulting from various causes, such as infection, genetic defect, or environmental stress, and characterized by an identifiable group of signs or symptoms."
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Autism367
http://www.timesfreepress.com/news/2010/mar/15/belief-in-autism-vaccine-link-persists/?print
As a baby, Benjamin Ransom was ever-smiling and giggling. The photographer at Sears didn't even have to joke with him to get him to grin for a family photo, recalls his father, Jeff Ransom, of Fort Oglethorpe.
But soon after he reached 15 months, Benjamin seemed to change into a different child. He ceased smiling and avoided eye contact. His speech reverted from clear words into baby babble, and finally he stopped talking altogether, Mr. Ransom said.
"He just had a blank stare on his face," he said.
After a year of failed speech therapy, Benjamin -- who is now 10 -- was diagnosed with autism spectrum disorder, an increasingly common diagnosis characterized by a difficulty in verbal and nonverbal communication and social interactions. Severity can range from very mild to debilitating.
But despite medical evidence to the contrary, Mr. Ransom is convinced that a series of recommended vaccines his son received at 15 months -- including protection against measles, mumps and rubella, and Hib meningitis -- prompted the sudden change in his son, who stopped talking in the weeks following his vaccination.
"You're not going to convince me vaccines did not change my child," Mr. Ransom said. "I saw it."
PDF: IOM report on autism, vaccines
EARLY SIGNS OF AUTISM
* Lack or delay in spoken language
* Repetitive use of language and/or motor mannerisms, e.g., hand-flapping, twirling objects
* Little or no eye contact
* Lack of interest in peer relationships
* Lack of spontaneous or make-believe play
* Persistent fixation on parts of objects
Source: Autism Society of America
LOCAL RESOURCES
* Team Centers: 423-622-0500
* Siskin Children's Institute: 423-648-1700, siskin.org
* Autism Society of Middle Tennessee: 615-385-2077
* Orange Grove Center: 423-629-1451
CONFLICTING STUDIES
Those who maintain there is a link between vaccines and autism often cite research by Dr. Mark Geier and his son David. But the Institute of Medicine has said those studies were flawed.
The Geiers, who spoke in Chattanooga last year at an event organized by the Complementary Health Education Organizations, have done a number of studies analyzing data in the Vaccine Adverse Event Reporting System, maintained by the U.S. Centers for Disease Control and Prevention. They claimed to have found a higher risk for complaints related to autism among children who received a thimserosal-containing vaccine.
The Institute of Medicine, which analyzed research on the issue, wrote that the Geier studies have "serious methodological flaws and their analytic methods were nontransparent, making their results uninterpretable." The American Academy of Pediatrics, in its critique of a 2003 Geier study, has said that reliance on this reporting system, in which most complaints are voluntary and reporting is inconsistent, is invalid.
The debate over the connection between autism and vaccines, particularly those that contain thimerosal -- a preservative that contains mercury -- has been fueled by the alarming rise in the number of children diagnosed with the condition and the proliferation of Web sites, often led by advocacy groups for parents of children with autism, that argue vaccines cause autism, experts say.
About one in every 110 children now has a form of autism spectrum disorder, according to the most recent estimates from the U.S. Centers for Disease Control and Prevention.
Experts are struggling to tamp down fears they say are without scientific basis. They point out that symptoms of autism tend to emerge in the second year of life, regardless of vaccine status.
Physicians also worry that parents refusing to vaccinate their children are opening the door to a resurgence of diseases, from polio to whooping cough, that had been virtually wiped out by the country's robust vaccination program.
Outbreaks of measles and pertussis, or whooping cough, and Hib meningitis have been linked to parents refusing or delaying vaccination of their children, experts say.
"We definitely see the consequences of choosing not to vaccinate. That's why we take it so seriously," said Dr. Kelly Moore, medical director of the immunization program with the Tennessee Department of Health.
NEED FOR EXPLANATION
The vaccine-autism controversy has been brewing for years. This fall, the U.S. Supreme Court will take up a case to determine whether vaccine manufacturers can be sued by parents who allege their children were harmed by vaccines, The Associated Press reported. Frequently these kinds of cases involve autism, according to the AP.
A special federal court ruled Friday that thimerosal is not to blame for autism, the AP reported.
The court concluded the Oregon-based parents who filed the suit had failed to show a connection between the preservative and their son's autism. The ruling came in a special branch of the U.S. Court of Federal Claims established to handle claims of injury from vaccines.
For almost a decade, all recommended routine vaccines in the U.S., except some influenza shots, have been free of thimerosal.
A study largely seen as the launch pad for fears over the vaccine-autism connection -- published in 1998 in the British medical journal Lancet -- was retracted last month for being flawed. The study's author claimed that leakage of the measles disease from the measles-mumps-rubella vaccines, which became standard in the mid-1980s, could cause autism. The MMR vaccine has never contained thimerosal.
The vaccine-autism theory has taken such a deep hold in part because of the human desire to understand, said Dr. Leslie Rubin, pediatric developmental specialist with Team Centers, a private, nonprofit agency in Chattanooga serving people with developmental disabilities.
Even before the MMR vaccine became standard in the mid-'80s, Dr. Rubin said he regularly met with parents searching answers for their child's sudden onset of autism symptoms around 18 months of age, a "classic" pattern in autism.
Parents would say that they had recently moved or had another baby as a possible explanation for their child's condition, he recalled.
"We as human beings need explanations," he said. "You can see how you can link it with something real, something tangible."
PARENTS FEARFUL
Despite the broad medical consensus that no credible scientific evidence has linked vaccines and autism, a significant number of parents are harboring fear and distrust of vaccines.
About 11 percent of parents surveyed in 2009 said they had declined to give their child or children at least one recommended vaccine, according to the study published in the March 1 edition of the journal Pediatrics.
Local doctors say they are encountering parents who are refusing or delaying recommended vaccinations for their children.
Chattanooga pediatrician Dr. Peter Rawlings said he has had to stop seeing some patients whose parents refuse to get them vaccinated because he doesn't feel comfortable being complicit with what he feels could be termed child neglect.
These parents are counting on the immunity of the general population that has been vaccinated to protect their children from these dangerous illnesses, he said.
"That's literally what a lot of these families are banking on, that there's enough herd immunity that they don't have to give it to their child," he said.
But as more parents decide to forgo recommended vaccines that herd immunity breaks down, he said. Immune-compromised children who can't be vaccinated -- such as children with leukemia -- are then at greater risk of contracting a disease such as measles which, especially for them, could be deadly, experts say.
"Science is all over Internet"
Health officials emphasize that a litany of scientific data has found no causal link between autism and vaccines. In 2004, an Institute of Medicine committee released a report with that conclusion, citing five large epidemiological studies -- in the United States, United Kingdom, Denmark and Sweden since 2001 -- that found no association between vaccines containing thimerosal or the MMR vaccine and autism.
But some advocacy groups maintain that public health officials are conspiring to gloss over valid scientific evidence of real links between vaccines and autism, pointing to research compiled by advocacy groups and online publications such as Age of Autism and the Coalition for Safe Minds, which have helped unite a network of parents in an anti-vaccine campaign.
"The science is all over the Internet. It's just you're not getting it through the health department," said Tami Freedman, a board member of the Chattanooga chapter of the Complementary Health Education Organization, a nonprofit focused on natural health care as a means to improve health.
Dr. Moore said part of the reason the fear of vaccines has taken such a hold is the proliferation of information on the Internet that can fuel a parent's search for answers to a highly mysterious condition.
"There is no filter on the Internet. Anyone can post anything," she said. "The concern that I have is that people can make well-informed decisions and you make that by knowing the facts and not just the rumors."
ENVIRONMENTAL FACTORS
Experts attribute the rise in diagnoses of autism at least in part to a broad expansion of the definition of autism to include individuals who might otherwise have been diagnosed with another condition such as Down syndrome. On the other end of the spectrum, those with Asperger's syndrome, a type of autism spectrum disorder, in the past may have been considered just eccentric.
Staff Photo by Angela Lewis/Chattanooga Times Free Press Jeff Ransom plays with his son, Benjamin Ransom, in his business, Ben's Storage. Mr. Ransom says that Benjamin was developing normally until he was 15 months old, and after receiving vaccines, he developed symptoms of autism.
Dr. Rubin said there is also an urgent need for research that explores the effect of environmental toxins that have become pervasive since the Industrial Revolution.
For example, prenatal exposure to phthalates, which can be found in perfumes, make-up and nail polish, has been associated with behavioral and attention problems in children, according to a study published this year in Environmental Health Perspectives.
"Here is where the truth may lie," Dr. Rubin said. "That's where we can all lobby the government to say, 'You know what? There are a lot of toxins causing harm to ourselves, our children, unborn babies, to the future of mankind, and we've got to begin to understand what these toxins can do.' That's where I'm fully into support of these kinds of advocacy groups."
Mr. Ransom's son Ben now istalking and enrolled in mainstream public school classes, but he still requires speech and occupational therapy, his father said. Mr. Ransom said he will never stop believing vaccines changed his child.
"I went into a pediatrician's office, and I held my child down and let them give him a brain injury," Mr. Ransom said.
Dr. Moore said she wants to emphasize to parents that they don't need to feel culpable for their child's autism.
"It is a very difficult situation, and I think what makes me most sad is that the parents believe this is something they did by letting their child be vaccinated. ... There's no reason to feel that kind of guilt because it wasn't something that they did," she said.
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U.S.
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Institute of Medicine
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Sweden
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U.S. Court of Federal Claims
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American Academy of Pediatrics
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Denmark
Pediatrics
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Associated Press
Source:
Sears
Environmental Health Perspectives
Coalition for Safe Minds
Benjamin Ransom
Jeff Ransom
Fort Oglethorpe
Benjamin
Ransom
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Autism Society of America LOCAL RESOURCES
Team Centers:
Siskin Children
Institute:
Autism Society of Middle Tennessee:
Orange Grove Center:
Chattanooga
Complementary Health Education Organizations
Vaccine Adverse Event Reporting System
Kelly Moore
Tennessee Department of Health
EXPLANATION
U.S. Supreme Court
Oregon-based
Leslie Rubin
Team Centers
Rubin
Peter Rawlings
Tami Freedman
Complementary Health Education Organization
Staff Photo
Angela Lewis/Chattanooga
Times Free Press
Industrial Revolution
423-622-0500
423-648-1700
615-385-2077
423-629-1451
www.timesfreepress.com/news/2010/mar/15/belief-in-autism-vaccine-link-persists/?print
siskin.org
diagnoses
occupational therapy
Autism368
http://www.ojibwatea.com/autism.htm
Back to Autism Questions ^
What are the Most Effective Approaches to Autism?
Evidence shows that early intervention results in dramatically positive outcomes for young children with autism. While various pre-school models emphasize different program components, all share an emphasis on early, appropriate, and intensive educational interventions for young children. Other common factors may be: some degree of inclusion, mostly behaviorally-based interventions, programs which build on the interests of the child, extensive use of visuals to accompany instruction, highly structured schedule of activities, parent and staff training, transition planning and follow-up. Because of the spectrum nature of autism and the many behavior combinations which can occur, no one approach is effective in alleviating symptoms of autism in all cases.
Various types of therapies are available, including (but not limited to) applied behavior analysis, auditory integration training, dietary interventions, discrete trial teaching, medications, music therapy, occupational therapy, PECS, physical therapy, sensory integration, speech/language therapy, TEACCH, and vision therapy.
Studies show that individuals with autism respond well to a highly structured, specialized education program, tailored to their individual needs. A well designed intervention approach may include some elements of communication therapy, social skill development, sensory integration therapy and applied behavior analysis, delivered by trained professionals in a consistent, comprehensive and coordinated manner. The more severe challenges of some children with autism may be best addressed by a structured education and behavior program which contains a one-on-one teacher to student ratio or small group environment. However, many other children with autism may be successful in a fully inclusive general education environment with appropriate support.
In addition to appropriate educational supports in the area of academics, students with autism should have training in functional living skills at the earliest possible age. Learning to cross a street safely, to make a simple purchase or to ask assistance when needed are critical skills, and may be difficult, even for those with average intelligence levels. Tasks that enhance the person's independence and give more opportunity for personal choice and freedom in the community are important.
To be effective, any approach should be flexible in nature, rely on positive reinforcement, be re-evaluated on a regular basis and provide a smooth transition from home to school to community environments. A good program will also incorporate training and support systems for parents and caregivers, with generalization of skills to all settings. Rarely can a family, classroom teacher or other caregiver provide effective habilitation for a person with autism unless offered consultation or in-service training by an experienced specialist who is knowledgeable about the disability.
A generation ago, the vast majority of the people with autism were eventually placed in institutions. Professionals were much less educated about autism than they are today; autism specific supports and services were largely non-existent. Today the picture is brighter. With appropriate services, training, and information, most families are able to support their son or daughter at home. Group homes, assisted apartment living arrangements, or residential facilities offer more options for out of home support. Autism-specific programs and services provide the opportunity for individuals to be taught skills which allow them to reach their fullest potential.
Families of people with autism can experience high levels of stress. As a result of the challenging behaviors of their children, relationships with service providers, attempting to secure appropriate services, resulting financial hardships, or very busy schedules, families often have difficulty participating in typical community activities. This results in isolation and difficulty in developing needed community supports.
Members of the ASA represent all walks of life from rural to metropolitan communities. Embracing the diversity of our group, the ASA seeks to provide an open forum for the exchange of ideas. At the very core of the ASA's philosophy is the belief that no single program or treatment will benefit all individuals with autism. Furthermore, the recommendation of what is "best" or "most effective" for a person with autism should be determined by those people directly involved?the individual with autism, to the extent possible, and the parents or family members.
The ASA provides information to assist parents, educators, and others in the decision-making process. Providing information on available intervention options, rather than advocating for any particular theory or philosophy, is the focus at the ASA.
Back to Autism Questions ^
Is There a Cure for Autism?
Understanding of autism has grown tremendously since it was first described by Dr. Leo Kanner in 1943. Some of the earlier searches for "cures" now seem unrealistic in terms of today's understanding of brain-based disorders. To cure means "to restore to health, soundness, or normality." In the medical sense, there is no cure for the differences in the brain which result in autism. However, better understanding of the disorder has led to the development of better coping mechanisms and strategies for the various manifestations of the disability.
Some of these symptoms may lessen as the child ages; others may disappear altogether. With appropriate intervention, many of the associated behaviors can be positively changed, even to the point in some cases, that the child or adult may appear to the untrained person to no longer have autism. The majority of children and adults will, however, continue to exhibit some manifestations of autism to some degree throughout their entire lives.
Back to Autism Questions ^
What is the Autism Society of America?
Founded in 1965 by a small group of parents, the Autism Society of America (ASA) continues to be the leading source of information and referral on autism and the largest collective voice representing the autism community for more than 33 years. Today, more than 24,000 members are connected through a volunteer network of over 200 chapters across the United States.
The mission of the Autism Society of America is to promote lifelong access and opportunities for persons within the autism spectrum and their families, to be fully included, participating members of their communities through advocacy, public awareness, education, and research related to autism.
In addition to its volunteer Board of Directors, composed primarily of parents of individuals with autism, the ASA has a Panel of Professional Advisors, comprised of nationally known and respected professionals who provide expertise and guidance to the Society on a volunteer basis.
The ASA is dedicated to increasing public awareness about autism and the day-to-day issues faced by individuals with autism, their families, and the professionals with whom they interact. The Society and its chapters share common goals of providing information and education, supporting research, and advocating for programs and services for the autism community.
Back to Autism Questions ^
The Autism Society of America Foundation
The Autism Society of America Foundation (ASAF) (new tab/window) was founded with the primary mission to raise and allocate funds for research to address the many unanswered questions about autism. We are still far from fully understanding autism and knowing how to prevent it.
The ASAF has implemented action on several pressing autism research priorities as areas of initial focus: developing and publicizing up-to-date prevalence statistics; quantifying the societal and family economic consequences of autism; developing a national registry of individuals and families with autism who are willing to participate in research studies; and implementing a system to identify potential donors of autism brain tissue for research purposes and facilitating the donation process. In addition, the Foundation is contributing substantial funds for applied and biomedical research in the causes of and treatment approaches to autism.
References:
Dr. Christopher Gillberg, Centers for Disease Control and Prevention Conference. Autism: Emerging Issues in Prevalence and Etiology. 1997
Diagnostic and Statistical Manual of Mental Disorders 4th ed., (DSM-IV). American Psychiatric Association, Washington, DC. 1994.
Back to Autism Questions ^
Where Can I Get More Information About Autism?
Autism Society of America (new tab/window)
ASA is dedicated to increasing public awareness about autism and the day-to-day issues faced by individuals with autism, their families and the professionals with whom they interact. The Society and its chapters share a common mission of providing information and education, and supporting research and advocating for programs and services for the autism community.
Various services exist to help with Autism information and support.
Autism Resources page
Back to Top ^
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Autism
Autism Society of America
TEACCH
United States
Statistical Manual of Mental Disorders
Washington
American Psychiatric Association
Leo Kanner
DSM-IV
Autism Society of America Foundation
Autism Resources
ASA
Society
Most Effective Approaches
Professional Advisors
DC
Autism Questions
ASAF
Christopher Gillberg
Centers for Disease Control and Prevention Conference
Autism: Emerging Issues
Information About Autism
www.ojibwatea.com/autism.htm
applied behavior analysis
occupational therapy
auditory integration training
physical therapy
vision therapy
music therapy
Autism369
http://www.marshall.edu/coe/atc/autism.htm
WHAT
IS AUTISM?
Autism is a disorder of the brain. Symptoms of autism occur during the first three years of life, although an individual might not receive a diagnosis until much later. Individuals with autism have problems with communication and socializing with others. In young children, autism affects the development of ?typical? play behaviors. Autism is considered a developmental disorder in that some normal developmental milestones, such as when a child says their first words, are absent or abnormal. Autism is considered a pervasive developmental disorder in that these developmental differences affect many aspects of life and may last throughout a person's lifetime. Currently, there is no one specifically known cause of autism and no one treatment. Early special education programs using behavioral methods have proven to be the most helpful treatment for persons with autism.
Frequently Asked Questions About Autism
Q: How common is autism?
A: Current research indicates that as many as 1 in 166 individuals have an Autism Spectrum Disorder. Males are four times more likely than females to have an Autism Spectrum Disorder.
Q: What is an Autism Spectrum Disorder ?
A: Three conditions that have similar symptoms but differ in terms of how severe they are and how they are expressed are sometimes called Autism Spectrum Disorders. There are different ways in which the hallmark characteristics of autism, most particularly within the social interaction area, are expressed. Many people do not exhibit all of the criteria for a diagnosis of autism but their characteristics are best described as fitting within the spectrum of autism. Autism spectrum disorders are generally considered to be:
Autism: an individual shows 6 or more of 12 symptoms across three main areas, communication, social interaction and restricted activity/interests
Asperger's Disorder or Syndrome: a form of autism where the individual is typically verbal and has a normal or above normal IQ , but exhibits problems with social skills and social use of language
Pervasive Developmental Disorder, Not Otherwise Specified or PDD-NOS: those who do not meet the full criteria for autism but display similar behaviors
Q: How do I know if a person has autism?
A: Unfortunately, there is no medical test that can be done to show that an individual has autism. Autism can be diagnosed by observing the person and looking at how they communicate and relate to others. A few of the behaviors that a diagnostician may look for include making eye contact with a person who is talking to them, showing interest in what other people are doing and engaging in play with others (if the individual is young). Difficulty in relating to people is a hallmark symptom of autism (see ?red flags? below).
Q: What are the red flags of autism?
A: Early Indicators or ?Red Flags? of Autism in Children Three and Under Currently, the criteria used to diagnose autism (The Diagnostic Statistical Manual ?IV ? TR) are designed for 3-year-olds. However, recent research has shown that certain behaviors in children younger than 3 may indicate a higher risk for developing autism. No single behavior or factor indicates a child may have autism but the presence of several symptoms could be cause for concern. Parents should watch for the following:
Possible symptoms at 6 months:
Not making eye contact with parents during interaction
Not cooing or babbling
Not smiling when parents smile
Not participating in vocal turn-taking (baby makes a sound, adult makes a sound, and so forth)
Not responding to peek-a-boo game
At 14 months:
No attempts to speak
Not pointing, waving or grasping
No response when name is called
Indifferent to others
Repetitive body motions such as rocking or hand flapping
Fixation on a single object
Oversensitivity to textures, smells, sounds
Strong resistance to change in routine
Any loss of language
At 24 months:
Does not initiate two-word phrases (that is, doesn't just echo words)
Any loss of words or developmental skill
(Source: Rebecca Landa , Center for Autism and Related Disorders at the Kennedy Krieger Institute, Baltimore)
Additional information on early signs of autism
Q: Who can diagnose autism?
Autism can be diagnosed by a medical doctor or a licensed psychologist. If a parent is concerned about the communication and social development of their child, they may see their general pediatrician or family doctor first. Frequently, the family will then be referred to a specialist who has specific experience with autism and other developmental disorders. This may be a developmental pediatrician, neurologist, psychiatrist or clinical psychologist with experience in the area of autism.
Q: What types of assessments will be conducted during the diagnosis?
A: There are several assessments that can be done to diagnose autism. Usually a diagnostician will conduct a structured observation period to observe the individual. The diagnostician may ask the individual to respond to several activities as they look for specific behaviors. A structured interview also may be conducted with parents or guardians. Structured interviews provide the diagnostician with information about the individual's past behavior and their behavior at home, school and in the community. A speech evaluation and/or psychological evaluation may be conducted during the diagnostic evaluation.
Q: What should I do once an individual is diagnosed with autism?
A: Once an individual has been diagnosed with autism it is important to begin intervention as early as possible. Early intervention usually focuses on intense skill building. Skills that are learned easily by typically developing persons can be difficult for someone with autism. For example, individuals with autism have difficulty understanding social cues and may need to be taught to pay attention to others, play with others and communicate with others. Many skills must be broken down into smaller components and taught systematically. Early intervention, preschool, school programs and behavioral health centers are available to provide intervention. In addition, in West Virginia , a family can contact the WVATC and receive services. The WVATC works closely with families, school system personnel and behavioral health centers to develop and implement intervention that is designed specifically for the individual with autism.
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Kennedy Krieger Institute
Pervasive Developmental
Autism:
West Virginia
Diagnostic Statistical Manual
Rebecca Landa
Center for Autism and Related Disorders
Baltimore
WVATC
www.marshall.edu/coe/atc/autism.htm
Autism37
http://www.healthnewsflash.com/conditions/autism.htm
Introduction
Understanding the Problem
What is autism?
Autism Symptoms & Diagnosis
Child Autism Causes
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 are the educational options?
Can child autism be outgrown?
Can adults with autism live independent lives?
Do families learn to cope?
What hope does research offer?
What are sources of information and
support?
Keeping on Top of Your Condition
Resources
Sponsored Links
Common Misspellings:
autisim, autisum
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.
The individuals referred to in this brochure are not real, but their
stories are based on interviews with parents who have children with
autism.
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Click Here for the Latest News on Autism
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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.
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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 person has child autism. Diagnosis should only be done
by a specialist using highly detailed background information and
behavioral observations.
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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.
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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.
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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.
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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.
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Unuasual 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.
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Autism Symptoms & Diagnosis
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.
Indicators of Normal Development
Age
Skills or AbilitiesAwareness and Thinking
Communication
Movement
Social
Self-help
birth-3 months
Responds to new soundsFollows movement
of hands with eyesLooks at object and people
Coos and makes soundsSmiles at mother's
voice
Waves hands and feetGrasps
objectsWatches movement of own hands
Enjoys being tickled and
heldMakes brief eye contact during feeding
Opens mouth to bottle or breast
and sucks
3-6 months
Recognizes motherReaches for
things
Turns head to sounds and
voicesBegins babblingImitates soundsVaries cry
Lifts head and chestBangs objects in
play
Notices strangers and
new placesExpresses pleasure
or displeasureLikes physical play
Eats baby food from spoonReaches for and
holds bottle
6-9 months
Imitates simple gesturesResponds to
name
Makes nonsense syllables like
gagaUses voice to get attention
CrawlsStands by holding on to
thingsClaps handsMoves objects from one hand to
the other
Plays peek-a-booEnjoys other
childrenUnderstands social signals like smiles or
harsh tones
ChewsDrink from a cup with
help
9-12 months
Plays simple gamesMoves to reach desired
objectsLooks at pictures in books
Waves bye-byeStops when told
"no"Imitates new words
Walks holding on to
furnitureDeliberately lets go of an objectMakes markes with
a pencil or crayon
Laughs aloud during playShows preference
for one toy over anotherResponds to adult's change
in mood
Feeds self with fingersDrinks from
cup
12-18 months
Imitates unfamiiar sounds and
gesturesPoints to a desired object
Shakes head to mean "no"Begins using
wordsFollows simple commands
Creeps upstairs and downstairsWalks
aloneStacks blocks
Repeats a performance laughed
atShows emotions like fear or angerReturns a kiss
or hug
Moves to help in dressingIndicates wet
diaper
18-24 months
Identifies parts of own bodyAttends to
nursery rhymesPoints to pictures in books
Uses two words to describe
actionsRefers to self by name
Jumps in placePushes and pulls
objectsTurns pages of book one by oneUses fingers
and thumb
Cries a bit when parents leaveBecomes
easily frustratedPays attention to other
children
ZipsRemoves clothes without
helpUnwraps things
24-36 months
Matches shapes and objectsEnjoys picture
booksRecognizes self in mirrorCounts to ten
Joins in songs and rhythmUses
three-word phrasesUses simple pronounsFollows two
instructions at a time
Kicks and throws ballRuns and
jumpsDraws straight linesStrings beads
Pretends and plays make
believeAvoids dangerous situationsInitiates playAttempts
to take turns
Feeds self with spoonUses toilet with
some help
Adapted from "Growth and Development Milestones,"
Maryland Infants and ToddlersProgram, Baltimore, MD,
1995.
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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
autism symptoms. 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.
Child 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.
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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.
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Child Autism Causes
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 systme, 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.
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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
autism 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.
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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.
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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.
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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 autism symptoms along with
unusual physical features that are not typical of autism.
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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.
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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.
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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 autism symptoms. Older children
and adults like Paul may also benefit from autism 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 autism treatments.
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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 autism 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 the success of
autism treatments. 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.
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Autism Treatments: 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.
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Autism Treatments: 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
autism 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
autism treatment to start, the optimum treatment intensity and duration, and the
most effective methods to reach both high- and low-functioning children.
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Autism Treatments: Nonstandard approaches
In trying to do everything possible to help their children, many
parents are quick to try new treatments. Some autism 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 autism 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.
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Autism Treatments: Selecting a 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 methods of autism treatments 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 Options in Autism Treatments
Parents may find these questions helpful as they consider various
autism treatments:
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?
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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 autism 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 autism symptoms. 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.
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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.
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Can Child Autism be Outgrown?
At present, there is no cure for autism. Nor do children outgrow child autism.
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 autism 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.
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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.
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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.
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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 StrategiesThe 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.
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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 autism treatments 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 autism 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.
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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 child autism is simply outgrown.
But there really are no cures for child 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.
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Keeping on Top of Your Condition
Keeping in tune with your disease or condition not only makes treatment less intimidating but also increases its chance of success, and has been shown to lower a patients risk of complications. As well, as an informed patient, you are better able to discuss your condition and treatment options with your physician.
A new service available to patients provides a convenient means of staying informed, and ensures that the information is both reliable and accurate. If you wish to find out more about HealthNewsflash's innovative service, take the tour.
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 StreetSuite
410Silver 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
PikeRockville, 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 AvenueSuite 210Baltimore, 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 Committee635 Ardmore AvenueArdmore, PA
19003(610)649-9139
Publishes "The Communicator," provides referrals, and sponsors an
annual conference.
Autism Research Institute4182 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 AvenueSuite
650Bethesda, 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 Disability3111 Haworth
HallUniversity of KansasLawrence, 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 Children11920 Association DriveReston,
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 BoulevardSuite 503Los
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 EducationOffice of Special Education Programs330
C Street, SWMail Stop 2651Washington, 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 TEACCHCampus Box 7180University of North
CarolinaChapel 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 Health1101 King St.,
Suite 420Alexandria, VA 22314Phone: (703) 684-7710 Fax: (703)
836-1040Email: ffcmh@ffcmh.orgInternet: http://www.ffcmh.org
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 AutismInstitute for the Study of
Developmental DisabilitiesIndiana University2853 East Tenth
StreetBloomington, IN 47408-2601(812) 855-6508
Offers publications, films and videocassettes on a range oftopics
related to autism.
National Alliance for Autism Research414 Wall Street, Research
ParkPrinceton, 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 1492Washington, 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
Psychology1282-A Franz HallP.O. Box 951563Los Angeles, CA
90095-1563(310) 825-2319
Sponsored Links
The Son-Rise Program
at The Autism Treatment Center of America
2080 South Undermountain Road
Sheffield, MA 01257
USA
1-877-SON-RISE (toll free)
http://www.son-rise.org
Since 1983, the Autism Treatment Center of America has provided innovative
training programs for parents and professionals caring for children challenged
by Autism, Autism Spectrum Disorder, Pervasive Developmental Disorder (PDD) and
other developmental difficulties.
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The Autism Hub promotes diversity and human rights, with ethics and reality as the core guiding principles; aspects include: empowerment/advocacy, acceptance, and a positive outlook.
Please note that we are quite backed up with new application for joining the Autism Hub, so we are temporarily suspending the application process until we catch up. Thanks for your patience.
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Autism371
http://www.prnewswire.com/news-releases/toysrus-us-launches-fundraising-campaign-to-help-autism-speaks-solve-the-autism-puzzle-85326087.html
See more news releases in: Retail, Health Care & Hospitals, Children-related News, Corporate Social Responsibility, Not For Profit
Toys"R"Us, U.S. Launches Fundraising Campaign to Help Autism Speaks Solve the Autism Puzzle
Company Identifies "Ten Toys That Speak To Autism" and Introduces Safe Play Tips for Children on the Autism Spectrum
WAYNE, N.J., Feb. 25 /PRNewswire/ -- Toys"R"Us, U.S. today announced that its fundraising campaign to benefit Autism Speaks will begin Sunday, February 28 and continue through Friday, April 30. Throughout the campaign, monetary donations will be collected at all Toys"R"Us and Babies"R"Us stores and online at Toysrus.com/AutismSpeaks. Autism Speaks is the nation's leading organization dedicated to increasing awareness of autism spectrum disorders; funding research into the causes, prevention and treatments for autism; and advocating for the needs of individuals with autism and their families.
"Autism impacts countless families, including those of our customers and employees," said Jerry Storch, Chairman and CEO, Toys"R"Us, Inc. "As a company that loves kids, we are proud to lend our support once again to help Autism Speaks find the missing pieces of the autism puzzle by raising money and awareness for this disorder."
Skill-Building Toys and Safe Play Tips
As part of this philanthropic initiative, Toys"R"Us has created several programs to help parents and caregivers of children with autism. The company collaborated with Autism Speaks and the National Lekotek Center, a nonprofit organization dedicated to making play accessible for children with disabilities, to identify toys that can help little ones with autism develop language, creativity and social skills, among others, while playing alongside siblings and friends. The "Ten Toys That Speak To Autism," a special subset of the annual Toys"R"Us Toy Guide for Differently-Abled Kids, provides toy suggestions specifically for families and friends of children with autism.
Research shows that children with cognitive, emotional or social limitations, including those with autism, are more prone to accidental injuries. With guidance from leading safety organizations and Autism Speaks, the Safe Play Tips are relevant for children with autism. These tips include:
Avoid Trigger Toys: Opt for toys that have volume control for children who are adversely affected by loud noises. Read Labels for Ability: Choose toys that correspond with a child's learning level rather than merely matching a toy with his/her actual age. Never Leave a Child Unsupervised: It is especially critical that a child with special needs is properly supervised by an adult or trusted caregiver at all times.
"The "R"Us family and its customers have continually opened their hearts to support Autism Speaks in its mission to advocate for the nearly 750,000 children on the autism spectrum in this country," said Mark Roithmayr, President of Autism Speaks. "Toys"R"Us, Inc. is such a valued partner, and we are excited about the fundraising potential of this year's program."
Comprehensive information about the 2010 campaign is available on the company's dedicated website, Toysrus.com/AutismSpeaks. The "Ten Toys That Speak To Autism" and a full list of Safe Play Tips can be found here, as well as a blog titled "Speaking About Autism," which offers updates and information throughout the nine-week fundraising effort. The website, as well as campaign signage in Toys"R"Us and Babies"R"Us stores, features the "Faces of Autism," a striking series of portraits highlighting children with autism taken by photographer Thomas Balsamo.
Walking the Walk for Autism Speaks
In addition to the fundraising campaign, Toys"R"Us is kicking off its national sponsorship of Walk Now for Autism Speaks, a year-long series of more than 80 walk events in communities throughout North America. Teams of regional employees will walk alongside the company's iconic mascot Geoffrey the Giraffe and individuals with autism, their families and friends to raise money and awareness.
All funds raised in Toys"R"Us and Babies"R"Us stores, online and through the Walk Now for Autism Speaks events will go directly to Autism Speaks to support research and advocacy efforts. Earlier this month, the Toys"R"Us Children's Fund kicked off the 2010 campaign by providing a $400,000 grant to Autism Speaks. Customers who donate $10 or more to Autism Speaks at any Toys"R"Us or Babies"R"Us store in the United States will receive a colorful, floral-themed reusable shopping bag designed by a talented artist with autism, James Hogarth, while supplies last.
Since the partnership launched in 2007, Toys"R"Us, Inc., the Toys"R"Us Children's Fund and customer contributions have combined to provide Autism Speaks with more than $5.5 million. Last year's in-store and online fundraising campaign raised more than $1.9 million for Autism Speaks. This year, for the first time, Toys"R"Us, Canada will lend its support to the cause by collecting donations in its nearly 70 stores and online at Toysrus.ca.
About Autism
Autism is a complex neurobiological disorder that inhibits a person's ability to communicate and develop social relationships, and is often accompanied by behavioral challenges. Autism spectrum disorders are diagnosed in one in 110 children in the United States, affecting four times as many boys as girls. The prevalence of autism increased 57 percent from 2002 to 2006. The Centers for Disease Control and Prevention have called autism a national public health crisis whose cause and cure remain unknown.
About Toys"R"Us, Inc.
Toys"R"Us, Inc. is the world's leading dedicated toy and baby products retailer, offering a differentiated shopping experience through its family of brands. It currently sells merchandise in more than 1,550 stores, including 849 Toys"R"Us and Babies"R"Us stores in the United States, and more than 700 international stores in 33 countries, consisting of both licensed and franchised stores. In addition, it owns and operates the legendary FAO Schwarz brand and sells extraordinary toys in the brand's flagship store on Fifth Avenue in New York City. With its strong portfolio of e-commerce sites including Toysrus.com, Babiesrus.com, eToys.com, FAO.com and babyuniverse.com, it provides shoppers with an unparalleled online selection of distinctive toy and baby products. Headquartered in Wayne, NJ, Toys"R"Us, Inc. employs approximately 70,000 associates worldwide. The company is committed to serving its communities as a caring and reputable neighbor through programs dedicated to keeping kids safe and helping them in times of need.
About Autism Speaks
Autism Speaks is North America's largest autism science and advocacy organization. Since its inception only five short years ago, Autism Speaks has made enormous strides, committing over $131 million to research and developing innovative new resources for families through 2014. The organization is dedicated to funding research into the causes, prevention, treatments and a cure for autism; increasing awareness of autism spectrum disorders; and advocating for the needs of individuals with autism and their families. In addition to funding research, Autism Speaks also supports the Autism Treatment Network, Autism Genetic Resource Exchange and several other scientific and clinical programs. Notable awareness initiatives include the establishment of the annual United Nations-sanctioned World Autism Awareness Day on April 2 and an award-winning "Learn the Signs" campaign with the Ad Council which has received over $200 million in donated media. Autism Speaks' family resources include the Autism Video Glossary, a 100 Day Kit for newly-diagnosed families, a School Community Tool Kit, a community grant program and much more. Autism Speaks has played a critical role in securing federal legislation to advance the government's response to autism, and has successfully advocated for insurance reform to cover behavioral treatments. Each year Walk Now for Autism Speaks events are held in more than 80 cities across North America. To learn more about Autism Speaks, please visit www.autismspeaks.org.
SOURCE Toys"R"Us, Inc.
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Autism372
http://www.ibtimes.com/articles/20100313/ucourt-rules-again-against-vaccine-autism-claims.htm
The special U.S. Court of Federal Claims ruled that vaccines could not have caused the autism of an Oregon boy, William Mead, ending his family's quest for reimbursement.
"The Meads believe that thimerosal-containing vaccines caused William's regressive autism. As explained below, the undersigned finds that the Meads have not presented a scientifically sound theory," Special Master George Hastings, a former tax claims expert at the Department of Justice, wrote in his ruling.
In February 2009, the court ruled against three families who claimed vaccines caused their children's autism, saying they had been "misled by physicians who are guilty, in my view, of gross medical misjudgment".
The families sought payment under the National Vaccine Injury Compensation Program, a no-fault system that has a $2.5 billion fund built up from a 75-cent-per-dose tax on vaccines.
Instead of judges, three "special masters" heard the three test cases representing thousands of other petitioners.
They asked whether a combination vaccine for measles, mumps and rubella, or MMR, plus a mercury-containing preservative called thimerosal, caused the children's symptoms.
MYSTERIOUS CONDITION
More than 5,300 cases were filed by parents who believed vaccines may have caused autism in their children. The no-fault payout system is meant to protect vaccine makers from costly lawsuits that drove many out of the vaccine-making business.
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 good treatment.
The U.S. Institute of Medicine has reported several times that no link can be found between vaccines and autism.
Supporters of the scientific community welcomed the ruling.
"It's time to move forward and look for the real causes of autism," said Alison Singer, president of the Autism Science Foundation. "There is not a bottomless pit of money with which to fund autism science. We have to use our scarce resources wisely."
But advocates for the idea that vaccines are dangerous said they would not give up. "We hope that Congress will intervene in what is clearly a miscarriage of justice to vaccine-injured children," said Jim Moody of the Coalition for Vaccine Safety.
Autism Speaks, another advocacy group, said it would also not completely abandon the theory that vaccines might cause autism.
The organization said it would invest "in research to determine whether subsets of individuals might be at increased risk for developing autism symptoms following vaccination."
But the group also said it was clear that if such a link did exist, it would be rare.
"While we have great empathy for all parents of children with autism, it is important to keep in mind that, given the present state of the science, the proven benefits of vaccinating a child to protect them against serious diseases far outweigh the hypothesized risk that vaccinations might cause autism," Autism Speaks said in a statement.
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Autism374
http://www.autismcoach.com/Definition%20of%20Autism.htm
The following is
information is derived from the Autism Society of
America's introductory information about autism. We have added
additional information and/or commentary in italics.
Definition of Autism
Autism is a complex developmental disability that
typically appears during the first three years of life. The result of a
neurological disorder that affects the functioning of the brain, autism
impacts the normal development of the brain in the areas of social
interaction and communication skills. Children and adults with autism
typically have difficulties in verbal and non-verbal communication,
social interactions, and leisure or play activities. (Autism
Coach - Children with severe symptoms may not be able to speak or have a limited
range of speech. They may also have difficulty understanding
others through spoken and/or written communication. Children and adults with milder
symptoms can speak but often have difficulty understanding the give and
take of social interactions, reading other people's emotions and
motivations accurately, and have difficulty carrying out day to
day activities independently and in a timely fashion. Even an
adult diagnosed with Asperger's Syndrome or High Functioning Autism and
an IQ of over 130 may not be able to live independently unless he or she
is able to get along with co-workers, cope with sensory distractions in
the workplace, appropriately allocate money to pay for food, rent,
health care and other essentials, and meet other challenges that may
arise.)
Autism is one of five disorders coming under the umbrella of
Pervasive Developmental Disorders (PDD), a category of neurological
disorders characterized by severe and pervasive impairment in
several areas of development, including social interaction and
communications skills (DSM-IV-TR). The five disorders under PDD are
Autistic Disorder, Asperger's Disorder, Childhood Disintegrative
Disorder (CDD), Rett's Disorder, and PDD-Not Otherwise Specified (PDD-NOS).
Each of these disorders has specific diagnostic criteria as outlined by
the American Psychiatric Association (APA) in its Diagnostic
Statistical Manual of Mental Disorders (DSM-IV-TR).
(Autism Coach - Labels given to
individuals with milder symptoms of autism include High Functioning
Autism, Asperger's Syndrome, and Pervasive Developmental Disorder Not
Otherwise Specified (PDD NOS). Sometimes an individual may have have additional
issues and may also be labeled with Hyperlexia, ADD, or ADHD,
Tourette's Syndrome or Learning Disabled (LD) although children with
these labels are frequently not within the autism spectrum. Frequently,
high-functioning children are unlabeled or mislabeled for many years until
someone knowledgeable about high functioning autism comes into contact with
them.)
Prevalence of Autism
Autism is the most common of the Pervasive Developmental Disorders,
affecting an estimated 2 to 6 per 1,000 individuals (Centers for Disease
Control and Prevention, 2001). This means that as many as 1.5 million
Americans today are believed to have some form of autism.
And that number is on the rise. Based on statistics from the U.S.
Department of Education and other governmental agencies, autism is
growing at a rate of 10-17 percent per year. At these rates, it is
estimated that the prevalence of autism could reach 4 million Americans
in the next decade.
The overall incidence of autism is consistent around the globe, but
is four times more prevalent in boys than girls. Autism knows no racial,
ethnic, or social boundaries, and family income, lifestyle, and
educational levels do not affect the chance of autism's occurrence. (Autism
Coach - Clusters of higher incidence of autism have been found in
certain areas of the U.S. - Brick County, New Jersey is one such
example. Also, according to an article in Wired Magazine, there
appears to
be a higher incidence of autism amongst the children of scientists,
musicians, programmers, and engineers - with a cluster of autism occurring in Silicon Valley,
California.)
Common Characteristics of Autism
While understanding of autism has grown tremendously since it was
first described by Dr. Leo Kanner in 1943, most of the public, including
many professionals in the medical, educational, and vocational fields,
are still unaware of how autism affects people and how they can
effectively work with individuals with autism. Contrary to popular
understanding, many children and adults with autism may make eye
contact, show affection, smile and laugh, and demonstrate a variety of
other emotions, although in varying degrees.
Autism is a spectrum disorder. The symptoms and characteristics of
autism can present themselves in a wide variety of combinations, from
mild to severe. Two children, both with the same diagnosis, can act very
differently from one another and have varying skills. All children
with autism can learn, function productively and improve with
appropriate education and treatment. (Autism Coach -
substantial, and not infrequently, huge improvements are being made by
children within the autism spectrum when the children are under the
age of five and the behavioral and bio-medical issues are addressed
through a comprehensive intervention program.)
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. The person may
have difficulty initiating and/or maintaining a conversation.
Communication is often described as talking at others (for example,
monologue on a favorite subject that continues despite attempts by
others to interject comments).
People with autism process and respond to information in ways that
differ from neurotypical (non-autistic) people. (Autism Coach -
how individuals within the autism spectrum perceive incoming information through sight,
hearing, touch, taste and balance, store and organize this information
and retrieve information from memory may be the underlying issues
contributing to autistic behavior, according to recent research).
Persons with autism may also exhibit some of the following
traits.
Insistence on sameness; resistance to change
Difficulty in expressing needs; uses gestures or pointing instead
of words
Repeating words or phrases in place of normal, responsive language
Laughing, crying, showing distress for reasons not apparent to
others
Prefers to be alone; aloof manner
Tantrums
Difficulty in mixing with others
May not want to cuddle or be cuddled
Little or no eye contact
Unresponsive to normal teaching methods
Sustained odd play
Spins objects
Inappropriate attachments 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
Not responsive to verbal cues; acts as if deaf although hearing
tests in normal range.
In some cases, aggressive and/or self-injurious behavior may be
present.
For most of us, the integration of our senses helps us to understand
what we are experiencing. For example, our senses of touch, smell and
taste work together in the experience of eating a ripe peach: the feel
of the peach fuzz as we pick it up, its sweet smell as we bring it to
our mouth, and the juices running down our face as we take a bite. For
children with autism, sensory integration problems are common. Their
senses may be over-or under-active. The fuzz on the peach may actually
be experienced as painful; the smell may make the child gag. Some
children with autism are particularly sensitive to sound, finding even
the most ordinary daily noises painful. Many professionals feel that
some of the typical autism behaviors are actually a result of sensory
integration difficulties. (Autism Coach - some children who
appear to be undersensitive to sensory input, such as hearing, may
actually be overly sensitive and have tuned out sound completely because
it is so unpleasant for them.)
There are many myths and misconceptions about autism. Contrary to
popular belief, many autistic children do make eye contact; it just may
be less or different from a non-autistic child. Many children with
autism can develop good functional language and others can develop some
type of communication skills, such as sign language or use of
pictures. (Autism Coach - According to
some autistic children
who are able to communicate through speech, typing or letter boards,
they only process one form of sensory input at a time. If they are
looking, they can't hear - so frequently they look away from someone who
is talking to them so they can concentrate on understanding what the
speaker is saying.)
Diagnosing Autism
An diagnosis of autism is based on observation of the individual's
communication, behavior, and developmental levels. However,
because many of the behaviors associated with autism are shared by other
disorders, various medical tests may be ordered to rule out or identify
other possible causes of the symptoms being exhibited. Autism may
also co-occur with other conditions such as Tourette's Syndrome, seizure
disorders, ADD, ADHD, and depression.
It is important to distinguish autism from other conditions,
since an accurate diagnosis and early identification can provide the
basis for building an appropriate and effective educational and
treatment program. (Autism Coach - In our
opinion, it is important to identify and address underlying and related
medical conditions. However, as a wise
parent once said, Labels are for cans, not for kids! Our
children are not a collection of labels. We must look beyond
labels to the whole child we love, determine our child's strengths and
areas of deficit, and then create an intervention program that allows
that child to use his or her strengths to lay the groundwork for new
learning and the acquisition of new skills and abilities.)
Early Diagnosis
Research indicates that early diagnosis is associated with
dramatically better outcomes for individuals with autism. The earlier a
child is diagnosed, the earlier the child can begin benefiting from one
of the many specialized intervention approaches. (Autism Coach
- We can't emphasize enough how important it is to begin treatment as
early as possible!)
Diagnostic Tools
The characteristic behaviors of autism spectrum disorders may or may
not be apparent in infancy (18 to 24 months), but usually become obvious
during early childhood (24 months to 6 years). The National
Institute of Child Health and Human Development (NICHD) lists these five
behaviors that signal further evaluation is warranted:
Does not babble or coo by 12 months
Does not gesture (point, wave, grasp) by 12 months
Does not say single words by 16 months
Does not say two-word phrases on his or her own by 24 months
Has any loss of any language or social skill at any age
Having any of these five red flags does not mean a child
has autism, but because the characteristics of the disorder vary so
much, a child should have further evaluations by a multidisciplinary
team that may include a neurologist, psychologist, developmental
pediatrician, speech/language therapist, learning consultant, or other
professionals knowledgeable about autism.
While there is no one behavioral or communications test that can
detect autism, several screening instruments have been developed that
are now used in diagnosing autism.
CARS rating system (Childhood Autism Rating Scale),
developed by Eric Schopler in the early 1970s, is based on observed
behavior. Using a 15-point scale, professionals evaluate a child's
relationship to people, body use, adaptation to change, listening
response, and verbal communication.
The Checklist for Autism in Toddlers (CHAT) is
used to screen for autism at 18 months of age. It was developed by
Simon Baron-Cohen in the early 1990s to see if autism could be
detected in children as young as 18 months. The screening tool uses
a short questionnaire with two sections, one prepared by the
parents, the other by the child's family doctor or pediatrician.
The Autism Screening Questionnaire is a 40 item
screening scale that has been used with children four and older to
help evaluate communication skills and social functioning.
The Screening Test for Autism in Two-Year Olds,
being developed by Wendy Stone at Vanderbilt, uses direct
observations to study behavioral features in children under two. She
has identified three skills areas - play, motor imitation, and joint
attention - that seem to indicate autism.
Autism Organizations
The following is a list of links to major autism organizations
world-wide. These links do not constitute an endorsement - they are provided for informational purposes. For
a list of recommended links, please click here.
International
World Autism Organization
Argentina
APADEA
Fundaci—n
APNA
Australia
Brazil
AMA - Associa?‹o
de Amigos do Autista
Associa?‡o
de Pais de Autistas do Rio de Janeiro
Canada
Alberta
FEAT Alberta
British Columbia
Autism Society of B.C.
Families for
Early Treatment of Autism (FEAT) of B.C.
Labrador (see Newfoundland)
Manitoba
Autism
Society Manitoba
Manitoba Families for
Effective Autism Treatment
Newfoundland
Autism
Society of Newfoundland and Labrador
Western Autisim PDD
Association (Corner Brook)
Nova Scotia
The
Autism/PDD Society of Mainland Nova Scotia (older
version of page)
Valley Autism Support
Team (Nova Scotia-Annapolis Valley)
Society
for Treatment of Autism (Nova Scotia, Cape Breton)
Ontario
Quebec
La SociŽtŽ de
l'autisme du MontrŽal Metropolitain
SociŽtŽ
QuŽbŽcoise de l'Autisme (French English)
La
SociŽtŽ de l'autisme et de T.E.D.(Lavel)
Saskatchewan
Saskatoon
Society for Autism
Europe
Autism Europe
(also U
Sunderland has a page dedicated to the organization)
Finland
Finnish
Autism Societies
France
Ireland
Irish
Society for Autism
India
Action For Autism
Japan
Asperger
Society
Netherlands
NVA - Nederlandse
Vereniging voor Autisme
Spain
Federaci—n Autismo Espa–a.
Asociaci—n Nuevo Horizonte. (Spanish English)
Mas
Casadevall
PAUTA (Madrid)
Sweden
Riksfšreningen
Autism (RFA)
Nimbusgarden
(Lund)
UK
(A list of
support groups in UK from Autism-UK
WWW Site)
The National
Autistic Society
The Scottish
Society for Autistic Children
All Lewisham
Autism Support
Autism Independent UK
- lots of useful information, including treatments and research
Allergy-induced
Autism Support and Research Network
Society
for the Autistically Handicapped (SFTAH)
Somerset
Autistic Support Group
Parents and
Professionals and Autism (P.A.P.A., Belfast, Northern
Ireland)
International AUTISTIC
Research Organization
Liverpool
Lancashire Autistic Society (LALAS)
Stathclyde
Autistic Society (Glasgow)
National
Autistic Society (Surry Branch)
InternAUT
(International autism self-advocacy organization)
Parents for Early
Intervention of Autism in Children (PEACH)
USA
Asperger Syndrome Coalition
of the United States
Autism National Committee (AUTCOM/ANC)
Autism Society of
America
Cure Autism Now (CAN)
Families for Early Autism
Treatment
National Alliance for Autism
Research (NAAR)
Society for Auditory
Integration Training
USA Regional
Asperger's
Association of New England (AANE)
Autism Support
Advocacy Project (ASAP) (greater New Hampshire and
Southern Maine)
Alabama
Autism Society of
Alabama
Arizona
California
PDD / Autism
Related Disorders Education Support Group (Santa Clara
County, Cal.)
Families for Early
Autism Treatment (FEAT) of Northern California
Inland Empire
Chapter Autism Society of America Home Page (San
Bernadino-Riverside area of Southern Cal.)
Colorado
Colorado Chapter,
ASA
Connecticut
Autism
Society of Connecticut (ASConn, ASA)
Fairfield
County Conn. Support Group
Connecticut FEAT
Yale
Child Study Center - offers comprehensive,
multidisciplinary evaluations for children with social
disabilities, usually focusing on the issues of diagnosis
and intervention. Headed by experts in the field of
autism, Fred Volkmar, M.D., and Ami Klin, Ph.D.
Delaware
The Autism
Society of Delaware
Florida
Volusia
County Chapter, ASA
Georgia
Greater Georgia Chapter,
ASA
Hawaii
Autism
Society of Hawaii (ASA)
Idaho
Autism Society
of America, Treasure Valley Chapter
Illinois
Autism
Society of Illinois
Autism Society of
Southern Illinois (ASOSI)
Indiana
Autism
Advocates of Indiana
South
Central Indiana Chapter, ASA
Iowa
Siouxland
Autism Society (Souix City)
Kentucky
The Autism
Society of Western Kentucky
Maryland
Howard
County Chapter of the ASA
Massachussetts
Friends of LADDERS (FOL)
Michigan
Autism Society of
Michigan
Everyday
Miracles
Macomb County Chapter
of the ASA
Michigan FEAT
Oakland
County Chapter ASA
Minnesota
Twin Cities Autism Society
Nebraska
Autism
Society of Nebraska
FEAT of Nebraska
New Jersey
Asperger Syndrome
Education Network (ASPEN)
New Mexico
Southwest
chapter of Autism Society of America
New York
North Carolina
The Autism
Society of North Carolina
Wake County
Local Unit Autism Society of America (Raleigh, NC)
Chapel
Hill Area Local Unit
North Dakota
Fargo Moorhead Famlies
for Early Autism Treatment (FMFEAT)
Ohio
Oregon
Autism Society of
Oregon
Families for
Early Autism Treatment (FEAT) of Oregon
Pennsylvania
The Autism
Society of Pittsburgh
Autism Society
of America, Harrisburg Area Chapter
South Carolina
South
Carolina Autism Society
Tennessee
East Tennessee
Chapter, ASA
The Autism Society
of Middle Tennessee
Texas
Virginia
Washington
Families for Early
Autism Treatment (FEAT) of Washington
Autism Society of
Washington
West Virginia
Autism
Society of West Virginia
Wisconsin
Autism
Society of Wisconsin
pointing
brain
U.S.
Americans
Autism
depression
sensitivity
Autism
eye contact
Autism Society of America
North Carolina
add
PDD
M.D.
Autistically Handicapped
Ami Klin
FEAT
Fred Volkmar
Raleigh
childhood disintegrative disorder
social interaction
United States
UK
American Psychiatric Association
Leo Kanner
DSM-IV-TR
California
NICHD
NC
tantrums
adhd
Sweden
Asperger
Pervasive Developmental Disorders
National Autistic Society
Pervasive Developmental
Japan
National Institute of Child Health and Human Development
U.S. Department of Education
imitation
CDD
Checklist
Tourette
Wisconsin
Centers for Disease Control and Prevention
PDD-NOS
ASA
Autism Autism
Autism Research
Simon Baron-Cohen
Society
Silicon Valley
New Jersey
Rett
APA
Autism Rating Scale
Eric Schopler
Wendy Stone
Autism Screening Questionnaire
New Hampshire
South Carolina
NAAR
America
Newfoundland
Belfast
CAN
Connecticut
ASPEN
ADD
Harrisburg Area
Treatment
Irish
PDD-Not Otherwise Specified
Diagnostic Statistical Manual of Mental Disorders
Hyperlexia
Brick County
Diagnostic Tools The
Two-Year Olds
Vanderbilt
Autism Organizations The
Autism Organization Argentina APADEA Fundaci—n APNA Australia Brazil
Associa?‹o de Amigos
Autista Associa?‡o de Pais de Autistas
Rio de Janeiro Canada Alberta FEAT Alberta British Columbia Autism Society
B.C. Families for Early Treatment of Autism
B.C. Labrador
Manitoba Autism
Manitoba Manitoba Families for Effective
Autism Treatment Newfoundland Autism
Labrador Western
PDD Association
Corner Brook
Nova Scotia The Autism/PDD Society
Mainland Nova Scotia
Valley Autism Support Team
Nova Scotia-Annapolis Valley
Nova Scotia
Cape Breton
Ontario Quebec La SociŽtŽ de l'autisme du MontrŽal Metropolitain SociŽtŽ QuŽbŽcoise de
French English
La SociŽtŽ de l'autisme
T.E.D
Saskatchewan Saskatoon Society
Autism Europe Autism
U Sunderland
Finland Finnish Autism Societies France Ireland
Autism India Action For Autism
Society Netherlands
Nederlandse Vereniging
Autisme Spain Federaci—n Autismo Espa–a
Asociaci—n Nuevo Horizonte
Spanish English
Mas Casadevall PAUTA
Madrid
RFA
Lund
Autism-UK
National Autistic Society The Scottish Society
Autistic Children All Lewisham
Autism Support Autism
Allergy-induced
Autism Support and Research Network Society
SFTAH
Somerset Autistic Support Group Parents and Professionals
P.A.P.A.
Northern Ireland
AUTISTIC Research Organization Liverpool Lancashire Autistic Society
LALAS
Stathclyde Autistic Society
Glasgow
Surry Branch
InternAUT
Early Intervention
PEACH
USA Asperger Syndrome Coalition
National Committee
AUTCOM/ANC
Autism Society of America Cure Autism
Early Autism Treatment National Alliance
Auditory Integration Training USA Regional Asperger 's Association
New England
AANE
Autism Support Advocacy Project
ASAP
Southern Maine
Alabama Autism
Alabama Arizona California PDD
Autism Related Disorders Education Support Group
Santa Clara County
Cal
Early
Autism Treatment
Northern California Inland Empire Chapter Autism Society
America Home Page
Southern Cal
Colorado Colorado Chapter
ASA Connecticut Autism
ASConn
Fairfield County
Support Group Connecticut FEAT Yale Child Study Center
Delaware The Autism
Delaware Florida Volusia County
ASA Georgia Greater Georgia Chapter
Hawaii Autism
Hawaii
Idaho Autism
Treasure Valley
Illinois Autism
ASOSI
Indiana Autism
Indiana South Central Indiana Chapter
Iowa Siouxland Autism
Society
Souix City
Kentucky The Autism
Western Kentucky Maryland Howard County
ASA Massachussetts Friends of LADDERS
FOL
Michigan Autism
Michigan Everyday Miracles Macomb County
ASA Michigan FEAT Oakland County
ASA Minnesota Twin Cities Autism Society
Nebraska Autism
New Mexico Southwest
York North Carolina
Autism Society
County Local Unit Autism Society
Chapel Hill Area Local Unit North Dakota Fargo Moorhead
Early
FMFEAT
Ohio Oregon Autism
Oregon Families for Early
Oregon Pennsylvania The Autism
Pittsburgh Autism
South Carolina
Autism Society Tennessee East Tennessee Chapter
Autism Society of Middle Tennessee Texas Virginia Washington Families for Early
Washington Autism
Washington West Virginia Autism
West Virginia Wisconsin Autism Society
Southern Illinois
Nebraska FEAT of Nebraska New Jersey Asperger Syndrome Education Network
www.autismcoach.com/Definition%20of%20Autism.htm
screening
auditory integration training
cars
childhood autism rating scale
Autism375
http://www.autismsocietyca.org/resources.html
Resources
| Find Your Local Regional Center | Start A Chapter | Autism FAQ | Autism Symptoms | Myths |
How do I start a Local Chapter
in my Area?
Starting a new chapter will require at least 10 members.
Send the following information to:
Autism Society of California at P.O. Box 1355 Glendora, CA 91740.
Name
Location/city/region
served
Email
Address
Phone
Number of people
interested now (10 at least)
Comments
An electronic packet will be emailed to you with all the
pertinent information.
Autism FAQ
What is Autism?
Autism is a
complex developmental disability that typically appears during the first
three years of life. The result of a neurological disorder that affects the
functioning of the brain, autism and its associated behaviors have been
estimated to occur in as many as 2 to 6 in 1,000 individuals (Centers for Disease
Control and Prevention 2001). Autism is four times more prevalent in boys
than girls and knows no racial, ethnic, or social boundaries. Family income,
lifestyle, and educational levels do not affect the chance of autism's
occurrence.
Autism impacts the
normal development of the brain in the areas of social interaction and
communication skills. Children and adults with autism typically have
difficulties in verbal and non-verbal communication, social interactions, and
leisure or play activities. The disorder makes it hard for them to
communicate with others and relate to the outside world. In some cases,
aggressive and/or self-injurious behavior may be present. Persons with autism
may exhibit repeated body movements (hand flapping, rocking), unusual responses
to people or attachments to objects and resistance to changes in routines.
Individuals may also experience sensitivities in the five senses of sight,
hearing, touch, smell, and taste.
It is estimated
that some 500,000 to 1,500,000 people in the U.S. today have autism or some
form of pervasive developmental disorder. Its prevalence rate makes autism
one of the most common developmental disabilities. Yet most of the public,
including many professionals in the medical, educational, and vocational fields,
are still unaware of how autism affects people and how they can effectively
work with individuals with autism.
Is
There More Than One Type of Autism?
Several related
disorders are grouped under the broad heading Pervasive Developmental
Disorder or PDD-a general category of disorders which are characterized
by severe and pervasive impairment in several areas of development (American
Psychiatric Association 1994). A standard reference is the Diagnostic and Statistical Manual
(DSM), a
diagnostic handbook now in its fourth edition. The DSM-IV lists criteria to
be met for a specific diagnosis under the category of Pervasive Developmental
Disorder. Diagnosis is made when a specified number of characteristics listed
in the DSM-IV are
present. Diagnostic evaluations are based on the presence of specific
behaviors indicated by observation and through parent consultation, and
should be made by an experienced, highly trained team. Thus, when
professionals or parents are referring to different types of autism, often
they are distinguishing autism from one of the other pervasive developmental
disorders.
Individuals who
fall under the Pervasive Developmental Disorder category in the DSM-IV exhibit
commonalties in communication and social deficits, but differ in terms of
severity. We have outlined some major points that help distinguish the
differences between the specific diagnoses used:
Autistic Disorder
impairments
in social interaction, communication, and imaginative play prior to age 3 years.
Stereotyped behaviors, interests and activities.
Asperger's Disorder
characterized
by impairments in social interactions and the presence of restricted
interests and activities, with no clinically significant general delay in
language, and testing in the range of average to above average intelligence.
Pervasive
Developmental Disorder- Not Otherwise Specified
(commonly
referred to as atypical autism) a diagnosis of PDD-NOS may be made when a
child does not meet the criteria for a specific diagnosis, but there is a
severe and pervasive impairment in specified behaviors.
Rett's Disorder
a
progressive disorder which, to date, has occurred only in girls. Period of
normal development and then loss of previously acquired skills, loss of
purposeful use of the hands replaced with repetitive hand movements beginning
at the age of 1-4 years.
Childhood
Disintegrative Disorder
characterized
by normal development for at least the first 2 years, significant loss of
previously acquired skills. (American
Psychiatric Association 1994)
Autism is a spectrum disorder. In
other words, the symptoms and characteristics of autism can present
themselves in a wide variety of combinations, from mild to severe. Although
autism is defined by a certain set of behaviors, children and adults can
exhibit any combination
of the behaviors in any
degree of severity. Two children, both with the same diagnosis,
can act very differently from one another and have varying skills.
Therefore,
there is no standard type or typical person with autism.
Parents may hear different terms used to describe children within this
spectrum, such as: autistic-like, autistic tendencies, autism spectrum,
high-functioning or low-functioning autism, more-abled or less-abled. More
important to understand is, whatever the diagnosis, children can learn and
function productively and show gains from appropriate education and
treatment. The Autism Society of America provides information to serve the
needs of all individuals within the spectrum.
Diagnostic
categories have changed over the years as research progresses and as new
editions of the DSM
have been issued. For that reason, we will use the term autism to
refer to the above disorders.
What
Causes Autism?
Researchers
from all over the world are devoting considerable time and energy into
finding the answer to this critical question. Medical researchers are
exploring different explanations for the various forms of autism. Although a
single specific cause of autism is not known, current research links autism
to biological or neurological differences in the brain. In many families
there appears to be a pattern of autism or related disabilities - which
suggests there is a genetic basis to the disorder - although at this time no
gene has been directly linked to autism. The genetic basis is believed by
researchers to be highly complex, probably involving several genes in
combination.
Several
outdated theories about the cause of autism have been proven to be false.
Autism is not
a mental illness. Children with autism are not unruly kids who choose not to
behave. Autism is not
caused by bad parenting. Furthermore, no known psychological factors in the
development of the child have been shown to cause autism.
How
is Autism Diagnosed?
There are no medical tests for
diagnosing autism. An accurate diagnosis must be based on observation of the
individual's communication, behavior, and developmental levels. However,
because many of the behaviors associated with autism are shared by other
disorders, various medical tests may be ordered to rule out or identify other
possible causes of the symptoms being exhibited.
Since the
characteristics of the disorder vary so much, ideally a child should be
evaluated by a multidisciplinary team which may include a neurologist,
psychologist, developmental pediatrician, speech/language therapist, learning
consultant, or another professional knowledgeable about autism. Diagnosis is
difficult for a practitioner with limited training or exposure to autism.
Sometimes, autism has been misdiagnosed by well-meaning professionals.
Difficulties in the recognition and acknowledgment of autism often lead to a
lack of services to meet the complex needs of individuals with autism.
A brief
observation in a single setting cannot present a true picture of an individual's
abilities and behaviors. Parental (and other caregivers') input and
developmental history are very important components of making an accurate
diagnosis. At first glance, some persons with autism may appear to have
mental retardation, a behavior disorder, problems with hearing, or even odd
and eccentric behavior. To complicate matters further, these conditions can
co-occur with autism. However, it is important to distinguish autism from
other conditions, since an accurate diagnosis and early identification can
provide the basis for building an appropriate and effective educational and
treatment program. Sometimes professionals who are not knowledgeable about
the needs and opportunities for early intervention in autism do not offer an
autism diagnosis even if it is appropriate. This hesitation may be due to a
misguided wish to spare the family. Unfortunately, this too can lead to
failure to obtain appropriate services for the child.
What
are common symptoms of Autism?
Children within
the pervasive developmental disorder spectrum often appear relatively normal
in their development until the age of 24-30 months, when parents may notice
delays in language, play or social interaction. Any of the following delays,
by themselves, would not result in a diagnosis of a pervasive developmental
disorder. Autism is a combination of several developmental challenges.
The following
areas are among those that may be affected by autism:
Communication:
Language
develops slowly or not at all; uses words without attaching the usual meaning
to them; communicates with gestures instead of words; short attention span;
Social Interaction:
Spends time
alone rather than with others; shows little interest in making friends; less
responsive to social cues such as eye contact or smiles;
Sensory Impairment:
May have
sensitivities in the areas of sight, hearing, touch, smell, and taste to a
greater or lesser degree;
Play:
Lack of
spontaneous or imaginative play; does not imitate others' actions; does not
initiate pretend games;
Behaviors:
May be
overactive or very passive; throws tantrums for no apparent reason;
perseverates (shows an obsessive interest in a single item, idea, activity or
person); apparent lack of common sense; may show aggression to others or
self; often has difficulty with changes in routine.
Some
individuals with autism may also have other disorders which affect the
functioning of the brain such as: Epilepsy, Mental Retardation, Down
Syndrome, or genetic disorders such as: Fragile X Syndrome, Landau-Kleffner
Syndrome, William's Syndrome or Tourette's Syndrome. Many of those diagnosed
with autism will test in the range of mental retardation. Approximately 25-30
percent may develop a seizure pattern at some period during life.
Every person
with autism is an individual, and like all individuals, has a unique
personality and combination of characteristics. There are great differences
among people with autism. Some individuals mildly affected may exhibit only
slight delays in language and greater challenges with social interactions.
The person may have difficulty initiating and/or maintaining a conversation,
or keeping a conversation going. Communication is often described as talking
at others (for example, monologue on a favorite subject that continues
despite attempts of others to interject comments). People with autism process
and respond to information in unique ways. Educators and other service
providers must consider the unique pattern of learning strengths and
difficulties in the individual with autism when assessing learning and
behavior to ensure effective intervention. Individuals with autism can learn
when information about their unique styles of receiving and expressing
information is addressed and implemented in their programs. The abilities of
an individual with autism may fluctuate from day to day due to difficulties
in concentration, processing, or anxiety. The child may show evidence of
learning one day, but not the next. Changes in external stimuli and anxiety
can affect learning. They may have average or above average verbal, memory or
spatial skills but find it difficult to be imaginative or join in activities
with others. Individuals with more severe challenges may require intensive
support to manage the basic tasks and needs of living day to day.
Contrary to
popular understanding, many children and adults with autism may make eye
contact, show affection, smile and laugh, and demonstrate a variety of other
emotions, although in varying degrees. Like other children, they respond to
their environment in both positive and negative ways. Autism may affect their
range of responses and make it more difficult to control how their bodies and
minds react. Sometimes visual, motor, and/or processing problems make it
difficult to maintain eye contact with others. Some individuals with autism
use peripheral vision rather than looking directly at others. Sometimes the
touch or closeness of others may be painful to a person with autism,
resulting in withdrawal even from family members. Anxiety, fear and confusion
may result from being unable to make sense of the world in a
routine way. With appropriate treatment, some behaviors associated with
autism may change or diminish over time. The communication and social
deficits continue in some form throughout life, but difficulties in other
areas may fade or change with age, education, or level of stress. Often, the
person begins to use skills in natural situations and to participate in a
broader range of interests and activities. Many individuals with autism enjoy
their lives and contribute to their community in a meaningful way. People
with autism can learn to compensate for and cope with their disability, often
quite well.
While no one
can predict the future, it is known that some adults with autism live and
work independently in the community (drive a car, earn a college degree, get
married); some may be fairly independent in the community and only need some
support for daily pressures; while others depend on much support from family
and professionals. Adults with autism can benefit from vocational training to
provide them with the skills needed for obtaining jobs, in addition to social
and recreational programs. Adults with autism may live in a variety of
residential settings, ranging from an independent home or apartment to group
homes, supervised apartment settings, living with other family members or
more structured residential care. An increasing number of support groups for
adults with autism are emerging around the country. Many self-advocates are
forming networks to share information, support each other, and speak for
themselves in the public arena. More frequently, people with autism are
attending and/or speaking at conferences and workshops on autism. Individuals
with autism are providing valuable insight into the challenges of this
disability by publishing articles and books and appearing in television
specials about themselves and their disabilities.
What
are the Most Effective Approaches?
Evidence shows
that early intervention results in dramatically positive outcomes for young
children with autism. While various pre-school models emphasize different
program components, all share an emphasis on early, appropriate, and
intensive educational interventions for young children. Other common factors
may be: some degree of inclusion, mostly behaviorally-based interventions,
programs which build on the interests of the child, extensive use of visuals
to accompany instruction, highly structured schedule of activities, parent
and staff training, transition planning and follow-up. Because of the
spectrum nature of autism and the many behavior combinations which can occur,
no one approach is effective in alleviating symptoms of autism in all cases.
Various types of therapies are available, including (but not limited to)
applied behavior analysis, auditory integration training, dietary
interventions, discrete trial teaching, medications, music therapy,
occupational therapy, PECS, physical therapy, sensory integration,
speech/language therapy, TEACH, and vision therapy.
Studies show
that individuals with autism respond well to a highly structured, specialized
education program, tailored to their individual needs. A well designed
intervention approach may include some elements of communication therapy,
social skill development, sensory integration therapy and applied behavior
analysis, delivered by trained professionals in a consistent, comprehensive
and coordinated manner. The more severe challenges of some children with
autism may be best addressed by a structured education and behavior program
which contains a one-on-one teacher to student ratio or small group
environment. However, many other children with autism may be successful in a
fully inclusive general education environment with appropriate support.
In addition to
appropriate educational supports in the area of academics, students with
autism should have training in functional living skills at the earliest
possible age. Learning to cross a street safely, to make a simple purchase or
to ask assistance when needed are critical skills, and may be difficult, even
for those with average intelligence levels. Tasks that enhance the person's
independence and give more opportunity for personal choice and freedom in the
community are important.
To be
effective, any approach should be flexible in nature, rely on positive
reinforcement, be re-evaluated on a regular basis and provide a smooth
transition from home to school to community environments. A good program will
also incorporate training and support systems for parents and caregivers,
with generalization of skills to all settings. Rarely can a family, classroom
teacher or other caregiver provide effective habilitation for a person with
autism unless offered consultation or in-service training by an experienced
specialist who is knowledgeable about the disability.
A generation
ago, the vast majority of the people with autism were eventually placed in
institutions. Professionals were much less educated about autism than they
are today; autism specific supports and services were largely non-existent.
Today the picture is brighter. With appropriate services, training, and
information, most families are able to support their son or daughter at home.
Group homes, assisted apartment living arrangements, or residential
facilities offer more options for out of home support. Autism-specific
programs and services provide the opportunity for individuals to be taught
skills which allow them to reach their fullest potential.
Families of
people with autism can experience high levels of stress. As a result of the
challenging behaviors of their children, relationships with service
providers, attempting to secure appropriate services, resulting financial
hardships, or very busy schedules, families often have difficulty
participating in typical community activities. This results in isolation and
difficulty in developing needed community supports.
Members of the
ASA represent all walks of life from rural to metropolitan communities.
Embracing the diversity
of our group, the ASA seeks to provide an open forum for the exchange of
ideas. At the very core of the ASA philosophy is the belief that no single
program or treatment will benefit all individuals with autism. Furthermore,
the recommendation of what is best or most effective
for a person with autism should be determined by those people directly
involved with the individual with autism, to the extent possible, and the
parents or family members.
The ASA
provides information to assist parents, educators, and others in the
decision-making process. Providing information on available intervention
options, rather than advocating for any particular theory or philosophy, is
the focus at the ASA.
Is There a Cure?
Understanding
of autism has grown tremendously since it was first described by Dr. Leo
Kanner in 1943. Some of the earlier searches for cures now seem
unrealistic in terms of today's understanding of brain-based disorders. To
cure means to restore to health, soundness, or normality. In the
medical sense, there is no cure for the differences in the brain which result
in autism. However, better understanding of the disorder has led to the
development of better coping mechanisms and strategies for the various
manifestations of the disability. Some of these symptoms may lessen as the
child ages; others may disappear altogether. With appropriate intervention,
many of the associated behaviors can be positively changed, even to the point
in some cases, that the child or adult may appear to the untrained person to
no longer have autism. The majority of children and adults will, however,
continue to exhibit some manifestations of autism to some degree throughout
their entire lives.
What
is the Autism Society of America?
Founded
in 1965 by a small group of parents, the Autism Society of
America (ASA) continues to be the leading source of
information and referral on autism and the largest collective voice
representing the autism community for more than 33 years. Today, more than
24,000 members are connected through a volunteer network of over 200 chapters
across the United States.
The
mission of the Autism Society of America is to promote lifelong access and
opportunities for persons within the autism spectrum and their families, to
be fully included, participating members of their communities through
advocacy, public awareness, education, and research related to autism.
In
addition to its volunteer Board of Directors, composed primarily of parents
of individuals with autism, the ASA has a Panel of Professional Advisors,
comprised of nationally known and respected professionals who provide
expertise and guidance to the Society on a volunteer basis.
The ASA is dedicated to increasing public awareness about autism
and the day-to-day issues faced by individuals with autism, their families,
and the professionals with whom they interact. The Society and its chapters
share common goals of providing information and education, supporting
research, and advocating for programs and services for the autism community.
Myths of Autism?
MYTH! Autism is an
emotional disability.
MYTH! Children with
Autism never make eye contact.
MYTH! Children with
Autism cannot show affection.
MYTH! All children
with Autism are exactly alike.
MYTH! You can tell
right away if someone has Autism.
MYTH! Children with
Autism do not talk.
MYTH! Children with
Autism do not smile.
MYTH! Children with
Autism do not want friends.
MYTH! All children
with Autism can perform amazing mental feats, such as memorizing the
telephone book or multiplying large numbers in their heads.
MYTH! Children with
Autism are completely cut off from human relationships.
Find Your Local Regional Center
Link to Map of Regional Center Service
Area
California's has 21 regional centers with more than 40
offices located throughout the state that serve individuals with
developmental disabilities and their families.
Regional
Centers
Executive Director
Areas
Serve
Alta California Regional Center
2135 Butano Drive
Sacramento, CA 95825
Phil Bonnet(916) 978-6400
Alpine, Colusa, El Dorado, Nevada,
Placer, Sacramento, Sierra, Sutter, Yolo, and Yuba counties
Central Valley Regional Center
4615 North Marty Avenue
Fresno, CA 93722-4186
Robert Riddick(559) 276-4300
Fresno, Kings, Madera, Mariposa,
Merced, and Tulare counties
Eastern Los Angeles Regional Center
1000 South Fremont
Alhambra, CA 91802-7916
Mailing Address:
P.O. Box 7916
Alhambra, CA 91802-7916
Gloria Wong(626) 299-4700
Eastern Los Angeles county
including the communities of Alhambra and Whittier
Far Northern Regional Center
1900 Churn Creek Road, #319
Redding, CA 96002
Mailing Address:
P. O. Box 492418
Redding, CA 96049-2418
Laura Larson(530) 222-4791
Butte, Glenn, Lassen, Modoc, Plumas,
Shasta, Siskiyou, Tehama, and Trinity counties
Frank D. Lanterman Regional Center
3303 Wilshire Boulevard, Suite 700
Los Angeles, CA 90010
Diane Campbell Anand(213) 383-1300
Central Los Angeles county
including Burbank, Glendale, and Pasadena
Golden Gate Regional Center
875 Stevenson Street, 6th Floor
San Francisco, CA 94103
James Shorter(415) 546-9222
Marin, San Francisco, and San Mateo
counties
Harbor Regional Center
21231 Hawthorne Boulevard
Torrance, CA 90503
Patricia Del Monico(310) 540-1711
Southern Los Angeles county
including Bellflower, Harbor, Long Beach, and Torrance
Inland Regional
Center
674 Brier Drive
San Bernardino, CA 92408
Mailing Address:
P. O. Box 6127
San Bernardino, CA 92412-6127
Mary Lynn Clark(909) 890-3000
Riverside and San Bernadino
counties
Kern Regional Center
3200 North Sillect Avenue
Bakersfield, CA 93308
Michal C. Clark, Ph.D.(661) 327-8531
Inyo, Kern, and Mono counties
North Bay Regional
Center
10 Executive Court, Suite A
Napa, CA 94558
Bob Hamilton(707) 256-1100
Napa, Solano, and Sonoma counties
North Los Angeles
County Regional Center
15400 Sherman Way, Suite 170
Van Nuys, CA 91406-4211
George Stevens(818) 778-1900
Northern Los Angeles county
including San Fernando and Antelope Valleys
Redwood Coast Regional Center
525 Second Street, Suite 300
Eureka, CA 95501
Clay Jones(707) 445-0893
Del Norte, Humboldt, Mendocino, and
Lake counties
Regional Center of the East Bay
7677 Oakport Street, Suite 300
Oakland, CA 94621
James M. Burton(510) 383-1200
Alameda and Contra Costa counties
Regional Center of Orange County
801 Civic Center Drive West, Suite 100
Santa Ana, CA 92701
Janis White, Interim(714) 796-5100
Orange county
San Andreas Regional Center
300 Orchard City Drive, Suite 170
Campbell, CA 95008
Santi J. Rogers(408) 374-9960
Monterey, San Benito, Santa Clara,
and Santa Cruz counties
San Diego Regional Center
4355 Ruffin Road, Suite 200
San Diego, CA 92123-1648
Carlos Flores(858) 576-2996
Imperial and San Diego counties
San Gabriel/Pomona Regional Center
761 Corporate Center Drive
Pomona, CA 91768
R. Keith Penman(909) 620-7722
Eastern Los Angeles county
including El Monte, Monrovia, Pomona, and Glendora
South Central Los
Angeles Regional Center
650 West Adams Boulevard, Suite 200
Los Angeles, CA 90007-2545
Dexter Henderson(213) 744-7000
Southern Los Angeles county
including the communities of Compton and Gardena
Tri-Counties Regional Center
520 East Montecito Street
Santa Barbara, CA 93103-3274
Omar Noorzad, Ph.D.(805) 962-7881
San Luis Obispo, Santa Barbara, and
Ventura counties
Valley Mountain Regional Center
702 North Aurora Street
Stockton, CA 95202
Richard W. Jacobs(209) 473-0951
Amador, Calaveras, San Joaquin,
Stanislaus, and Tuolumne counties
Westside Regional
Center
5901 Green Valley Circle, Suite 320
Culver City, CA 90230-6953
Michael Danneker(310) 258-4000
Western Los Angeles county
including the communities of Culver City, Inglewood, and Santa Monica
Regional Center Service Area Map
genetic
brain
genetic
U.S.
Autism
Autism
Pervasive Developmental Disorder
eye contact
mental retardation
routines
Autism Society of America
San Diego
CA
childhood disintegrative disorder
social interaction
anxiety
fragile x syndrome
United States
American Psychiatric Association
Leo Kanner
pretend
tantrums
aggression
Los Angeles
P.O. Box
down syndrome
DSM-IV
William
PDD-NOS
atypical
Tourette
Centers for Disease Control and Prevention
ASA
San Francisco
Fresno
Regional Center
Marin
Van Nuys
Campbell
Monterey
Santa Clara
Imperial
Compton
Gardena
Culver City
Inglewood
Statistical Manual
landau-kleffner syndrome
Society
DSM
Yolo
Sacramento
Riverside
CA
Ph.D
Oakland
Suite
Glendale
Long Beach
Syndrome
Nevada
Play: Lack
Barbara
Most Effective Approaches
Professional Advisors
Local Regional Center
Start A Chapter
Autism FAQ
Local Chapter
Autism Society of California
Glendora
Email Address Phone Number of
Than One Type of Autism
Pervasive Developmental Disorder- Not Otherwise Specified
Communication: Language
Landau-Kleffner Syndrome
TEACH
MYTH
Local Regional Center Link
Regional Center Service Area California
Regional Centers Executive Director Areas Serve Alta California Regional Center
Butano Drive Sacramento
Phil Bonnet
Alpine
Colusa
El Dorado
Placer
Sierra
Sutter
Yuba
Central Valley Regional Center
North Marty Avenue Fresno
Robert Riddick
Kings
Madera
Mariposa
Merced
Tulare
Eastern Los Angeles Regional Center
South Fremont Alhambra
P.O. Box
Alhambra
Gloria Wong
Eastern Los Angeles
Whittier Far Northern Regional Center
Churn Creek Road
Redding
P. O. Box
Laura Larson
Butte
Glenn
Lassen
Modoc
Plumas
Shasta
Siskiyou
Tehama
Trinity
Frank D. Lanterman
Wilshire Boulevard
Diane Campbell Anand
Central Los Angeles
Burbank
Pasadena Golden Gate Regional Center
Stevenson Street
James Shorter
San Mateo
Harbor Regional Center
Hawthorne Boulevard Torrance
Patricia Del Monico
Southern Los Angeles
Bellflower
Harbor
Torrance Inland Regional Center
Brier Drive San Bernardino
San Bernardino
Mary Lynn Clark
San Bernadino
Kern Regional Center
North Sillect Avenue Bakersfield
Michal C. Clark
Inyo
Kern
Mono
North Bay Regional Center
Executive Court
Napa
Bob Hamilton
Solano
Sonoma
North Los Angeles County Regional Center
Sherman Way
George Stevens
Northern Los Angeles
San Fernando
Antelope Valleys Redwood Coast Regional Center
Street
Eureka
Clay Jones
Del Norte
Humboldt
Mendocino
Lake
East Bay
Oakport Street
James M. Burton
Alameda
Costa
Orange County 801 Civic Center Drive West
Santa Ana
Janis White
Orange
San Andreas Regional Center
Orchard City Drive
Santi J. Rogers
San Benito
Santa Cruz counties
Ruffin Road
Carlos Flores
San Gabriel/Pomona Regional Center
Corporate Center Drive Pomona
Keith Penman
El Monte
Monrovia
Pomona
Glendora South Central Los Angeles
Dexter Henderson
Tri-Counties Regional Center
East Montecito Street Santa
Omar Noorzad
San Luis Obispo
Santa Barbara
Ventura
Valley Mountain Regional Center
North Aurora Street Stockton
Richard W. Jacobs
Amador
Calaveras
San Joaquin
Stanislaus
Tuolumne
Westside Regional Center
Green Valley Circle
Michael Danneker
Western Los Angeles
Santa Monica Regional Center Service Area
(916) 978-6400
722-4186
(559) 276-4300
802-7916
(626) 299-4700
049-2418
(530) 222-4791
(213) 383-1300
(415) 546-9222
(310) 540-1711
412-6127
(909) 890-3000
(661) 327-8531
(707) 256-1100
406-4211
(818) 778-1900
(707) 445-0893
(510) 383-1200
(714) 796-5100
(408) 374-9960
123-1648
(858) 576-2996
(909) 620-7722
007-2545
(213) 744-7000
103-3274
(805) 962-7881
(209) 473-0951
230-6953
(310) 258-4000
91740
95825
93722-4186
91802-7916
96002
49241
96049-2418
90010
94103
21231
90503
92408
92412-6127
93308
94558
15400
91406-4211
95501
94621
92701
95008
92123-1648
91768
90007-2545
93103-3274
95202
90230-6953
Los Angeles
Center
West Adams Boulevard
www.autismsocietyca.org/resources.html
applied behavior analysis
diagnoses
occupational therapy
auditory integration training
physical therapy
vision therapy
music therapy
Autism376
http://www.teacch.com/aboutautism.html
Information on Autism
About Autism
Autism is one of the most common developmental disabilities in the world, affecting approximately 1 out of every 166 children. Its prevalence rate makes it the second most common developmental disability-even more common than Down Syndrome. By conservative estimate, more than 400,000 people in the U.S. today have some form of autism. In North Carolina, between 25,000 and 30,000 individuals have been diagnosed with the condition. It is a lifelong disability with no known cure at this time.
The symptoms of autism tend to appear very early in life, usually within the first three years. In general, these include:
Significant problems in language development
Significant problems with understanding and engaging in social interactions
Inconsistent sensory response patterns-for instance, periods when hearing appears to function normally and periods of apparent deafness
Uneven pattern of intellectual development
Significant, highly-focused restriction of interests and activities
The symptoms and characteristics of autism can present themselves in a variety of combinations and with a range of severity from mild to severe, so two children with the same diagnosis of autism can act very differently from one another and have very different skills, abilities and functioning levels.
Evaluation Guidelines When Considering Nontraditional Therapies in Autism: TEACCH Staff
A Family's Reference Guide to Services For Youth and Young Adults with Autism: TEACCH Staff
Autism Primer : Twenty Questions and Answers: TEACCH and Autism Society of North Carolina
Las 20 Preguntas que m s se preguntan sobre autismo!: TEACCH and Autism Society of North Carolina
Autism and the Importance of Choice: A Position Paper of the Autism Society of North Carolina
Errores Generalizados sobre Autismo vs. Informaci n de la Sociedad Nacional para ni os con Autismo:
Asperger's Syndrome: Guidelines for Assessment and Diagnosis: Ami Klin, Ph.D., and Fred R. Volkmar, M.D.
Asperger's Syndrome: Guidelines for Treatment and Intervention: Ami Klin, Ph.D., and Fred R. Volkmar, M.D.
General Information about Autism and Pervasive Developmental Disorder: National Information Center for Children and Youth with Disabilities (NICHCY)
The Culture of Autism: Gary B. Mesibov and Victoria Shea
U.S.
Autism
TEACCH
North Carolina
Ami Klin
Disabilities
NICHCY
down syndrome
M.D
Autism:
Autism Society
Fred R. Volkmar
Autism About Autism Autism
Evaluation Guidelines When Considering Nontraditional Therapies
Young Adults
Autism Society of North Carolina Autism
Choice: A Position Paper
Autism Society of North Carolina Errores Generalizados
Informaci
Syndrome: Guidelines for Assessment and Diagnosis:
Syndrome: Guidelines for Treatment and Intervention:
Pervasive Developmental Disorder: National Information Center for Children and Youth
Gary B. Mesibov
Victoria Shea
www.teacch.com/aboutautism.html
Autism377
http://www.autismkey.com/what_is_autism.htm
Autism
Autism is a developmental disability that affects a person's
verbal and non-verbal communication, understanding of language, and
socialization
with peers. Other characteristics include: engagement in repetitive activities, resistance to environmental change, and unusual responses to sensory experiences.
The range of severity can be from extremely mild to
severe. Autism is a behavioral disorder, not an illness or
disease. It typically appears by age three and is a lifelong
condition. There is no known cure, although there are
documented cases of symptoms being reduced and even some
children losing their diagnosis alltogether. Although autism affects the
functions of the brain, the
specific cause is not known.
FAST
FACTS ABOUT AUTISM
Autism Spectrum Disorder
Autism Spectrum Disorder (ASD) is an increasingly popular term
that refers to a broad definition of autism including the
classic form of the disorder as well as closely related
disabilities that share many of the core characteristics. Although the
classic form of autism can be
readily distinguished from other forms of ASD, the terms autism
and ASD are often used interchangeably.
ASD
includes the following classifications:
(1)
Pervasive Developmental Disorder - Not Otherwise Specified
(PDD-NOS)
Refers to a collection of features that resemble autism
but may not be as severe or extensive. Also known as mild
or atypical autism. Many with PDD-NOS are deemed
high functioning.
(2) Asperger Syndrome (AS)
Individuals with AS show crippling deficiencies in social
skills. They have difficulties with transitions and prefer
sameness. They often have obsessive routines and may be
preoccupied with a particular subject of interest. They have a
great deal of difficulty reading nonverbal cues (body language)
and very often the individual with AS has difficulty determining
proper body space. Often overly sensitive to sounds, tastes,
smells, and sights, the person with AS may prefer soft clothing,
certain foods, and be bothered by sounds or lights no one else
seems to hear or see. Those with Asperger's typically have
a normal to above average IQ and many (not all) exhibit
exceptional abilities or talents in specific areas of interest.
(3) Rett's Syndrome
A rare disorder affecting girls. It's a genetic disorder with hard
neurological signs, including seizures, that become more
apparent with age. Hypotonia (loss of muscle tone) is usually the first symptom
then followed by hand-wringing stereotypy. The syndrome affects approximately 1 in every 10,000-15,000 live female births. The gene causing the disorder has now been identified.
(4) Childhood Disintegrative Disorder
Refers to children whose development appears normal for
the first few years, but then regresses with the loss of speech
and other skills until the characteristics of autism are
exhibited. Deterioration of intellectual, social, and language
skills over a period of several months is
commonly seen.
Individuals with autism and ASD vary widely in ability and
personality. In fact, it's been said that there are no
two autistic individuals who are the same. They can fall
anywhere on a spectrum, ranging from severe mental retardation
all the way to being extremely gifted in their intellectual and academic
accomplishments. While many individuals prefer isolation and
tend to withdraw from social contact, others show high levels of
affection and enjoy social situations. Some people with
autism appear lethargic and slow to respond but others are very
active and seem to interact constantly with preferred aspects of
their environment.
Other Related Disorders
(click to learn more)
¥ Hyperlexia
¥ Fragile
X Syndrome
Autism Symptoms
The severity, frequency, and grouping
of the following symptoms will determine where (if at all) an individual
will fall on the autism spectrum
¥ Repetitive behaviors (may want to watch the same
DVD or video over and over again)
¥ Unresponsive to commands or questions ( in
their own world )
¥ Delayed speech language development (non-verbal, especially by age 3)
¥ Lack of imitation of others or imaginative play
¥ Indifferent to the feelings of others
¥ Hypersensitivity to light sound (covers ears when
music is played or covers eyes when going outside)
¥ Self-stimulatory behaviors (e.g., rocking, jumping
up and down, hand flapping)
¥ Echolalia (Repetition or echoing of a word or phrase just
spoken by another person)
¥ Unusual emotional responses (inappropriate laughing or
crying)
¥ Frequent temper tantrums (described by many parents as
meltdowns )
¥ Responds adversely to physical affection, hugs, kisses,
etc.
¥ Shows no interest in making friends
¥ Does not initiate conversation
¥ Very poor diet (may eat only starches)
¥ Frequently walks on tip-toes as a toddler
¥ Socially withdrawn or socially awkward
¥ Shows little expressive language
¥ Clumsiness (falls or trips often)
¥ Improper use of pronouns, statements, and questions
¥ Unusual tone or rhythm of speech
¥ Self Injurious Behavior (head banging, scratching/biting
self)
¥ Frequently makes irrelevant remarks
¥ Difficulty with abstract language and concepts
¥ Be preoccupied with one or only a few narrow interests
¥ Need for sameness (adheres to routines)
¥ Severe tantrums when routines are disrupted
¥ Shows an attachment to unusual objects such as car parts,
branches, leaves, etc.
¥ Fascination with spinning objects or spinning one's
self
¥ Very good at rote memory tasks such as repeating lists of items or facts
genetic
brain
genetic
Asperger Syndrome
mental retardation
routines
echolalia
ASD
childhood disintegrative disorder
seizures
fragile x syndrome
tantrums
Pervasive Developmental
atypical
imitation
Asperger
PDD-NOS
Rett
stereotypy
Echolalia
Fragile X Syndrome Autism Symptoms
Self Injurious Behavior
www.autismkey.com/what_is_autism.htm
Autism378
http://www.autismunited.org/about-autism
What is Autism? Autism is a disorder that severely impairs a person's ability to communicate, interact socially, and think. Autism also impairs many processes throughout the body. It affects the brain and central nervous system, and a growing body of research indicates that the immune system, the gastro-intestinal tract and other bodily systems may also be affected. Some children seem to have autism from birth. Another group appears to develop normally up to sometime between 12 to 36 months and then lose abilities such as language and social skills. People with autism have great difficulty learning from the natural environment as most people do. A child with autism frequently shows little interest in the world or people around them. Many children with autism never learn to talk. Autism inhibits a child's growth and development to such a degree that a large portion of people with the disorder require lifelong support. Autism is diagnosed by the observation of commonly found symptoms, not by a blood test or other objective medical technique. And the number and severity of symptoms range greatly from person to person. Consequently, autism is consider a spectrum disorder with subgroups including AspergerÕs syndrome, and Pervasive Developmental Delay-Not Otherwise Specified (PDD-NOS) among others. How common is autism?Autism is an out-of-control epidemic growing at a rate of about 20% per year. Twenty-five years ago autism was an extremely rare condition--now it is the leading disabling disease of children in the United States. Twenty-five years ago autism afflicted 1 in 5,000 children, now 1 in 150 has it. Recent studies have shown autism spectrum disorders affecting as many as one in fifty boys in some regions. What causes autism?Autism is a list of symptoms rather than a biologically identifiable disease and a number medical conditions are know to cause autism including of tuberous sclerosis, and two genetic disorders are known to cause autistic symptoms , RettÕs syndrome and Fragile X syndrome. In utero exposure to thalidomide is also known to cause autistic symptoms. However, these causes cannot explain the vast majority of cases. Up until the 1970s the prevailing accepted theory blamed autism on bad mothering. Fortunately, this scientifically invalid theory was completely discredited through the efforts of the parents of autistic children. A great deal of research has been done on the possibility that autism is a genetically determined disorder due to the high proportion of identical twins who both have autism, and the tendency of autism to affect multiple members of the same families. Despite the effort no gene has yet been identified as a reliable predictor of autism. And the growing incidence of autism argues against a genetic cause. Many researchers believe that the evidence indicates that genetically-susceptible children acquire autism through early exposure to some insult from the environment such as viruses, heavy metals, or possibly even vaccines. Is there a cure?There is no known wonder drug or treatment that can cure reliably cure autism. There are a wide variety of treatments and methods that have relieved some of the symptoms in some autism victims. Some people with autism can improve to the extent that they can attend ordinary schools, hold jobs and have relatively normal social lives. Some of the medical interventions that have helped some people with autism include: Intensive early educational intervention Physical therapy Occupational therapy Sensory integration therapy Speech therapy Chelation therapy Gluten/Casein-free diets Applied behavior analysis Secretin Special-carbohydrate diets Intestinal anti-inflammatory therapy Anti-fungal and anti-yeast therapy Intravenous immuno-globulin therapy Hyperbaric oxygen Glutathione Ketogenetic diets Vitamin supplementation Mineral supplementation Omega fatty acids Psychotropic drugs This list should not be construed as an endorsement of any particular therapy by Autism United but as an illustrative list of therapies that some parents have reported as efficacious.
genetic
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genetic
fragile x syndrome
United States
PDD-NOS
Pervasive Developmental Delay-Not Otherwise Specified
Physical therapy Occupational
Anti-fungal
Psychotropic
www.autismunited.org/about-autism
applied behavior analysis
occupational therapy
physical therapy
Autism379
http://www.bradenton.com/2010/03/12/2127072/court-says-thimerosal-did-not.html
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.
brain
Congress
U.S. Court of Federal Claims
Denise K. Vowell
Philadelphia
Paul Offit
Vowell
10/03/12
2127072
www.bradenton.com/2010/03/12/2127072/court-says-thimerosal-did-not.html
21270
Autism38
http://www.cnyasa.org/index.html
Resource Fair: Thursday, April 8th, 2010, 6-8pm
Community-Wide Special Needs Resource and Recreational Fair
Where: Jowonio School, 3049 E. Genesee St, Syracuse, NY
Description: Sponsored by: CNY ASA, SPICE, Jowonio, Enable FEAT
Come and connect with over 40 providers Including:
Alternative Therapies
Parent Support groups
Legal Services
Recreational Service Providers
Service Coordination
And Much More
Fair Flyer
Limited childcare is available for preschoolers.
Please call Emily Ruston to reserve a space 445-4010
We hope to see you there!
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Save the Date: Upcoming Events!
Piecing it Together Spring Soiree: Apr. 10th, 2010, Register Now!
one piece at a time Autism Awareness Walk: Apr. 25th, 2010
Next Monthly Meetings: May 6th, 2010 - Speaker: TBD
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A Big Thank You to the Syracuse Crunch, Ale 'n' Angus Pub Labatt Blue for a very successful Celebrity Bartending fundraiser on March 3rd!
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CNY ASA and SU Basketball - We Need Your Help!
CNY ASA is part of a fundraising opportunity that involves assisting another local organization in staffing a concessions stand at the Carrier Dome for several upcoming Big East basketball games.
CNY ASA is in need of several volunteers that would be available to help out at one or more of the following SU basketball games:
Thursday 3/25
Saturday 3/27
This is a great opportunity to get involved with CNY ASA and enjoy the fun at the Dome at the same time!
If you are interested in volunteering or would like additional information, please contact CNY ASA at cnyasa@yahoo.com or 315-447-4466, as soon as possible.
Thank you!
Summer Employment Opportunity!
CNY ASA is now in the process of staffing our inclusive summer recreation programs.
We are looking for special education teachers and teaching assistants.
Please forward a letter of interest and resume to cnyasa@yahoo.com
CNY ASA is on Facebook!
Become a fan of CNY ASA! Visit our Facebook page!
Get Involved!
CNY ASA is looking for volunteers for our Awareness, Fund Development and Programming Committees!
If you would like more information, please e-mail us with your area of interest at cnyasa@yahoo.com
Local CNY ASA Forums!
Have you visited the CNY ASA forums? If not, please stop by! You can reach our forums either via the Member Forums menu option (last option above) on this website, or directly by clicking here.
It is very quick and easy to register, and free! Simply click on the Register link at the top of the forums main page, below the main menu bar, and follow the easy prompts. To maintain member security and confidentiality, member topics won't be viewable until you are a registered member. We also manually validate all registrations, but it shouldn't take much longer than 24 hrs or so to be validated and on your way to posting!
The forums are a wonderful way to meet and make connections with other local parents, supporters and individuals on the autism spectrum. We would love to see the forums become more active, and will soon be adding a fun Gallery feature that will enable everyone to safely share photos and therefore get to know each other even better!
We are currently in the process of building the forum boards and are very open to suggestions. Please feel free to stop by anytime, introduce yourself and offer any suggestions or ideas you may have to make our forums the best they can be!
Become a Member of CNY ASA!
CNY ASA invites you to become a member of what is a growing network of parents, family members and professionals working together to bring about positive changes in the autism community here in Central New York.
There are various membership levels to choose from.
Click here for a membership form.
Members are entitled to:
Reduced rates on events such as the summer picnic, SibKids program and other similar Family Fun activities.
First opportunity to participate in summer and after- school programs offered through CNY ASA.
Participation in an organization which provides you with an opportunity to impact programs available for children diagnosed with autism.
Raise Money for CNY ASA by GoodSearching!
You can help raise money for CNY ASA every time you search the Internet or shop online. GoodSearch.com is a search engine that donates half its revenue to the charities its users designate. You use it just as you would any search engine, and it's powered by Yahoo!, so you get great results.
GoodShop.com is a new online shopping mall which donates a percentage of each purchase to your favorite cause. More than 100 stores have teamed up with GoodSearch and every time you place an order, you'll be supporting CNY ASA. Just go to www.goodsearch.com and be sure to enter Autism Society of America - Central New York Chapter as the charity you want to support.
And, be sure to spread the word!
The Central New York Chapter of the Autism Society of America (CNY ASA) serves the Central NY region. We are a group of parents and professionals dedicated to improving the quality of life for individuals with autism in our community and beyond. We holdÊmonthly meetings at The Jowonio School in Syracuse on various topics relating to Autism, and do our best to educate the local community about Autism in general.
If you reside in the Syracuse area, please call 315-447-4466 or email at: cnyasa@yahoo.com
For more information on Autism, visit the National ASA website at: www.autism-society.org
CNY ASA MISSION STATEMENT
The CNY ASA is committed to assisting families affected by autism, reaching out to the community to promote awareness, disseminate information and provide educational and recreational programming. The CNY ASA seeks to combine efforts with complementary organizations to positively impact the lives of individuals living with an autism spectrum disorder. .
Autism
Facebook
www.autism-society.org
Autism Society of America
Internet
GoodSearch.com
www.goodsearch.com
Yahoo
Community-Wide Special Needs Resource and Recreational Fair Where: Jowonio School
E. Genesee St
Syracuse
NY Description: Sponsored
CNY ASA
Jowonio
Enable FEAT Come
Including: Alternative Therapies Parent Support groups Legal Services Recreational Service Providers Service Coordination
Fair Flyer Limited
Emily Ruston
Date: Upcoming Events
Register Now
Autism Awareness Walk: Apr.
Speaker: TBD
Syracuse Crunch
Angus Pub Labatt Blue
SU Basketball
Your Help
Carrier Dome
SU
Dome
Fund Development and Programming Committees
Register
Central New York
Central New York Chapter
Central NY
Jowonio School
National ASA
CNY ASA MISSION STATEMENT
445-4010
315-447-4466
cnyasa@yahoo.com
April 8th, 2010
Apr. 10th, 2010
Apr. 25th, 2010
May 6th, 2010
www.cnyasa.org/index.html
yahoo.com
GoodShop.com
Autism380
http://latimesblogs.latimes.com/booster_shots/2010/03/cma-genetic-test-for-autism.html?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+BoosterShots+(Booster+Shots)
For a reality check on how much scientists know about the genetics of autism, consider a study being published in MondayÕs edition of the journal Pediatrics.
The study reports that a kind of genetic testing method known as a chromosomal microarray analysis Ð CMA for short Ð is about three times better at finding genetic variants related to autism-spectrum disorders than the two kinds of tests currently used.
Researchers from ChildrenÕs Hospital Boston and their colleagues ran the tests on DNA samples from 933 patients age 13 months to 22 years. All were diagnosed with autism-spectrum disorders. HereÕs how the tests stacked up:
A karyotyping test, which analyzes the size, shape and number of chromosomes, found Òabnormal resultsÓ in 2.23% of patients.
A test for Fragile X syndrome, a genetic condition known to cause autistic behavior, found abnormal results in 0.46% of patients.
The CMA test, which looked for telltale duplications and deletions of DNA, found abnormal results in 7.3% of patients.
Clearly, the CMA test was most effective, and the studyÕs authors say the test should be offered to patients as a first-line test.
ÒCMA clearly detects more abnormalities than other genetic tests that have been the standard of care for many years,Ó said study coauthor Dr. David Miller, of the hospitalÕs Division of Genetics and its Department of Laboratory Medicine, in a statement. ÒWeÕre hoping this evidence will convince insurance companies to cover this testing universally.Ó
However, for the overwhelming majority of patients who take it, the test wonÕt turn up anything suspicious. ThatÕs not necessarily surprising, considering that only about 15% of autism cases have a known genetic cause. But it certainly underscores the limitation of all of these types of tests, said Andy Shih, vice president for scientific affairs for Autism Speaks, which funds research on the disease.
ÒThe utility of this test in actual clinical settings is not clear,Ó Shih said. ÒUntil we know more about the association between some of these variants and actual autism risk, itÕs difficult to see how this could benefit the family now.Ó
-- Karen Kaplan
Photo: Genetic testing still has a long way to go to benefit families of patients with autism. Credit: Richard Hartog / Los Angeles Times
genetic
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David Miller
Autism Speaks
fragile x syndrome
DNA
Ó
Fragile X
Los Angeles Times
Department of Laboratory Medicine
ChildrenÕs Hospital Boston
Genetics
Andy Shih
Ó Shih
Karen Kaplan
Richard Hartog
latimesblogs.latimes.com/booster_shots/2010/03/cma-genetic-test-for-autism.html?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+BoosterShots+(Booster+Shots)
Autism381
http://www.ktar.com/?nid=6&sid=1269469
PHOENIX -- With a final total of $407,616 raised for the Southwest Autism Research and Resource Center, Tuesday's fundraiser will go down as a great success.
The money raised will help fund further research into autism.
"What we do in our research area is look to improve early detection of autism and research for better and more effective ways to deliver quality intervention to more people at a lower cost," said Dr. Christopher Smith, Vice President/Research Director for SARRC.
Smith said the money raised will help fund more technology-based interventions and treatments.
"We want to do more telemedecine, which helps deliver treatments and interventions to more people," he said.
Sanderson Ford Lincoln Mercury and Volvo, one of the presenting sponsors of the event, presented a $10,000 check to SARRC.
David Kimmerle, president of Sanderson Ford Lincoln Mercury and Volvo, said he and his family have been touched by everyone at SARRC.
"We're just trying to make it easier for the families of kids affected by autism affected by the condition because they need our help," he said.
The Arizona Diamondbacks Foundation gave $100,000 to the Southwest Autism Research and Resource Center Tuesday.
Other large donors during the 14-hour radiothon included Jaburg & Wilk, Attorneys at Law, $20,000, TriWest Healthcare Alliance, $15,000, and Tiffany & Bosco Law Firm, $10,000.
The D-backs Foundation gave one of its three $100,000 Grand Slam grants to SARRC's Good Deed Works Training Center. It is a program created to provide teens with autism spectrum disorders training, mentoring and volunteer experiences at community venues.
"Through SARRC's new D-backs Good Deed Works program, everyone wins," said SARRC founder Denise Resnik. "Our teens with autism increase their skill sets and build self-esteem, leading to greater independence.
"Peer mentors gain increased understanding and compassion for those with autism. And this year alone, 20 Valley non-profits will benefit from thousands of volunteer service hours and gain appreciation for the talents and abilities of individuals with autism."
Parents of children with autism told stories of their children's success during the radiothon.
Stephanie Papadopoulos said one of her triplets, Eleni, has autism. She said Eleni got her first friend at the age of 8 years, because of help from SARRC. Eleni's friend's mom heard Stephanie's story on the air and called in to donate.
She was one of many. In the first 10 hours of the radiothon, over $270,000 was raised. The effort continues until 7 o'clock tonight.
KTAR program director Russ Hill said the 14-hour radiothon is meant to "raise awareness and funds for SARRC. "
"Giving back is extremely important to the people who work at KTAR," Hill said.
"Hundreds of thousands of Valley residents tune into KTAR every day and it's important that we give back to the community. We're a part of the community and it's our way of giving back."
Ned Foster and Connie Weber, hosts of "Arizona's Morning News," and sports anchor Paul Calvisi opened the radiothon with an appeal to listeners to dig deep, even though the economy is strained, to help out.
Calvisi joked with listeners that they should "skip the right turn at Starbucks" once a week and donate $12 a month to SARRC.
SARRC is a resource for parents who have children with autism. It also funds research into autism.
Scott Celley with TriWest Healthcare Alliance was among those joining the fund-raising effort. He said SARRC's reputation is known far and wide, extending to the U.S. Defense Department.
The burdens of parents with partners serving overseas can be lightened by programs like SARRC has, Celley said. He said the U.S. owes military families who need help with their kids and SARRC is part of that equation.
Sergio Penaloza's son was diagnosed with autism at 2 years old. He said his son struggled with his colors and speech, but with the help of SARRC's Jump Start program, the now 10-year-old is markedly improved.
"He's starting to correct himself. He's communicating at a higher level." Penaloza said. He said SARRC "absolutely" has been a part of his son's improvement.
Right after his son was diagnosed, Penaloza said SARRC provided a "roadmap" of what resources parents have to help children with autism.
Penaloza is on the Board of Directors of SAARC and his employer, Cox Communications, donated $5,000. They also matched, dollar-for-dollar, some call-in donations from listeners.
Sanderson Ford Lincoln Mercury and Volvo is the presenting sponsor of the radiothon. Jaburg/Wilk Attorneys at Law is the Toteboard sponsor.
U.S.
Arizona
Christopher Smith
Smith
SARRC
Southwest Autism Research and Resource Center
Sanderson Ford Lincoln Mercury
Volvo
David Kimmerle
Arizona Diamondbacks Foundation
Jaburg & Wilk
Law
TriWest Healthcare Alliance
Tiffany & Bosco Law Firm
D-backs Foundation
Grand Slam
Good Deed Works Training Center
D-backs Good Deed Works
Denise Resnik
Valley
Stephanie Papadopoulos
Eleni
Stephanie
KTAR
Russ Hill
Hill
Ned Foster
Connie Weber
Paul Calvisi
Calvisi
Starbucks
Scott Celley
U.S. Defense Department
Celley
Sergio Penaloza
Jump Start
Penaloza
SAARC
Cox Communications
1269469
www.ktar.com/?nid=6&sid=1269469
12694
Autism382
http://together.pgatour.com/stories/liezl-els-committed-to-autism-awareness.html
Liezl Els Committed to Autism Awareness
Getty Images
Mar 11, 2010
Last week, Liezl Els was walking fast as she made her way toward the offices of Ernie Els Golf on U.S. Highway 1 in Jupiter, Fla. She had numerous things going on that day, but she was moving at a good pace mainly to get out of the rain that had begun falling. It was and remains a busy time for Els. Her husband, Ernie, was working that week but doing it at home rather than jetting off somewhere for an out-of-town tournament. It was The Honda Classic in nearby Palm Beach Gardens. An Els family tradition saw them open their home to a houseful of guests who routinely travel to South Florida for that tournament. With all that going on as a backdrop, Liezl was also thinking about another upcoming golf tournament. As she sat down at the spacious conference table, hanging on the wall behind her was an artist s rendering of the Els Center of Excellence, a proposed academic village that will bring together the components of education, medical treatment and research for children on the autism spectrum. The Els 7-year-old son, Ben, is autistic. A year ago, the first Els for Autism Pro-Am attracted PGA TOUR and Champions Tour players playing alongside amateurs and netted $725,000, which went to The Renaissance Learning Center, a non-profit Palm Beach County public charter school for autism. The plan is for the Renaissance Learning Center to eventually become part of the Els Center of Excellence. When complete, the facility will be a model for the nation, providing children on the autism spectrum with a self-contained educational environment. The second annual fundraising tournament was only 13 days away. Since going public about Ben s autism two years ago, the Elses have been passionate about not only helping their son but assisting others affected by autism. On that rainy South Florida day, Liezl sat down with Laury Livsey to talk about the tournament, their goals for the Els Center of Excellence and the progress Ben has made.
How long was it before you knew Ben wasn t progressing like other children his age?He didn t have to grow for us to know that there was something not quite right. Right from the start he wasn t like Samantha (the Els daughter). But I think like an ostrich I did try and hide with my head in the sand and pretend that nothing was wrong. Everyone tries to be nice around you. They would say no, boys are slow in developing. My son only did this and this at that age, and my son only did that. And I think you take comfort from that for a while, although in your heart you know right from the word go that he is different.
What did you think when you heard the word autism?Initially there were some other diagnoses, and eventually it became something somewhere on the autism spectrum. We took it from there. The diagnosis didn t change the treatment. It just gave us direction as a husband and wife and a way to make peace with who he was and why he was like that.
How did you and Ernie deal with the news?As a woman, because historically we are the nurturers, I think it s easier for us to accept and move on and so be it. Men are more analytical, saying things like Why did it happen? How can I cure it? How can I stop it from happening to anyone else? I think the combination is what got us to the point where we wanted to put up this Center, so all those whys can be answered. On the other side, we can also take care of the kids who already have autism while we re taking care of the whys.
Ben s condition is just part of your life now. Are you at peace with that?I think I always knew I was going to have a child with special needs. I don t know why. I don t have anyone with special needs in my family. I just knew if anybody was going to get that challenge, I probably would. I ve always said whatever happens, whatever kids are given to us, we will be given the strength to deal with it. I strongly believe in that. Always have and always will. When I look at our daily life, our family situation, and especially at Samantha, this beautiful little girl who is good at everything she puts her hands onto, she s just a wonderful, all-around child. Then I look at Ben, and Ben was given to us to keep our lives in perspective. Ben does not get affected by your bank balance. Ben doesn t care about how many cameras flash in your face. He s there to keep you sane. I shudder to think, really, what we would be like without Ben because of this fool s paradise we live in. He comes to set the record straight. He s the reality check. He s so real and so true and so honest and so funny. He helps us to understand what s really important and what life is really about.
As you ve learned more about the autism spectrum, how did you come to the conclusion that you wanted to do something like the Els Center of Excellence?That was a problem for us. If we just went into research, what are we going to do with the kids who are already out there? Schools are definitely lacking, and those that are in existence are all really, really struggling.
How did you land on what you re proposing, with everything under, essentially, one roof?We want to combine everything the research side as well as the schooling side and the therapy. If you listen to a lot of these parents, they are driving half of their day taking their kids to therapy. Here, the therapy and school will all be under one roof. We can have a big sports facility so we can even have special sports education for the kids there, which, again, is something that currently we have to go elsewhere for. It s either a half-hour north of us or a half-hour south of us. But if you show parents that this is all happening under one roof, I mean, how blissful. Let s make their lives, which have already been turned upside down, as easy and as comfortable as we can.
You made the decision to go public with Ben s issue. How difficult was that? I have to admit that Ernie was the one who decided to go as public as we did two years ago. We had a conversation, and he said to me, I think the time is right for us to openly talk about this. We never knew what a big impact that would have, especially the fact that it was Ernie talking about it. It affected so many males out there. The letters, the phone calls, the e-mails we got, even the responses I got just walking along the golf course from men who came up saying that I had no idea what it meant to them that Ernie spoke about this and shared his pain and the time it took for him to get over this. That made it all worthwhile.
How did things change for your family once you went public?From that point, our life became completely crazy. It was like it was someone else s life. There was a little bit of negative with questions about why we didn t come out earlier. Why were we doing it now? It was like it was the first moment that Ernie and I realized that our son had something different about him. You can t blame people. Everyone is so passionate about their kids and the help they ve given their children. You just have to say, this is how we handle it.
With two years behind you after going public, are you used to being one of the faces of autism?It was tough, just the madness. If you have to compare it to anything, it s like winning a major. That madness that follows. It was similar to the madness of winning a major. The positives from it far, far outweighed the negatives, though. And in the beginning, I was the scared one. Should we? Shouldn t we? I was still wanting to hide. Now I guess I m leading the charge. Parents, charity, media. They wanted Ernie s time all of a sudden, and they just didn t want our time, they wanted the kids time, too. We knew that was going to happen, but we re so fiercely protective of our children at the same time. We live a public life every day, so it s weird. We are trying to protect the family, which is always the main concern and has always stayed the focus. But we want to give a little bit to help other people, and that is not a big suffering. That has to be said.
Autism is such a unique disorder, and it seems there isn t a one-size-fits-all treatment. How will the Center help everybody who is touched by autism?One of my main goals is that we have to listen to everyone. It s probably impossible. But you have to take everyone s advice, read it through, run it past your panel of advisors and the people who are supposed to know everything in every field. Is this a viable thing? Do you think this can work, even for just one child? If so, then we owe it to that one child to train him or her or school him or her in that method. We have to really concentrate on individually teaching each of these kids. It s something that s happening already, but we d like to take it just that one step further.
You changed your life dramatically at the same time, moving from England back to the U.S. Wasn t Ben s situation the main reason?We moved to America specifically for the schooling. Florida was always going to be our No. 1 choice, and we have an existing network of friends and colleagues down in this area. Of course we lived in Orlando prior, but this area has always been close to our hearts.
Was there a specific school that drew you here?If you go down there, it s a little, bitty place. It s a one-story, pre-fab classroom, and they have 64 kids, with double that on the wait list. We found this perfect little school down the road, and it just all made sense for us to move here. It was the perfect spot. The teaching is great; it s the facilities that are tough.
The Els Center of Excellence began taking shape in your minds then? It was already fundraising for a $10-million school but just a school. I started getting involved in that with them and helped with their fundraising. There is some wonderful, wonderful work being done research-wise out there, at the moment, and there are millions and millions of dollars being spent on it. But a much smaller proportion is being spent on the schooling of the kids. We really strongly thought we needed to put it into the school. We came up with a new idea. Why don t we do the school and do a research facility. From there, we started talking, and it grew and grew and grew and it ended up being a $30 million-plus project.
So you go from helping with fundraising to it mushrooming into a $30-million project. How daunting has that been?The number was daunting but the project is exciting. When you lay it out and you see what your fundraising scheme is and how you need to do it, all of a sudden it s not that daunting anymore. If you tell someone you need $1 million from them tomorrow, it sounds tough. But if you ask someone if they would be willing to do a million dollars over five years which would be $200,000 a year towards a project that will after five years be self-sustainable, suddenly it s a project with an end result. That s basically our main fundraising basis.
Will there be any other place in the world like what you re proposing?There aren t any other centers that incorporate everything that we want to incorporate. It s a good project. It has a huge future. It will be so wonderful if we can get one open to be a role model for others to follow. If people see something working, and it s successful and not that hard to do, then people will be much more willing to be involved in the next project. That s our aim not just to build this one but in Africa and throughout the rest of the world.
The golf event is a major part of your fundraising goals. Are you impressed with the level of participation by your husband s fellow pros who are willing to help?Players are very sympathetic toward each other when it comes to things like this. We do see us as part of a family. They know Ernie has the event, and they ask to help. The fact that he is out there and is so open about Ben makes it so you re not going around explaining to people why you re having this day. They already know Ernie s son has autism. It s heartwarming because a lot of the amateurs who are paying to play, 75 percent of the people who are coming have a family member or a friend who has a child who is affected by the autism spectrum.
At this point, autism is just a part of your family s life. What s a normal day like for Ben? He wakes up very early in the morning and storms into the room and says good morning to everyone. We have a room in our house where he can play a car-driving video game. He loves that, and it s perfect for me in early mornings because I can steer him there and he ll be busy with that. Ernie will take Samantha to school, and Ben goes about a half an hour after her. He has a teacher who helps him out at school, and she goes for half a day to do some one-on-one teaching with him. Just a little bit of extra work. She ll then bring him home in the afternoon after he s had his sport at school. And then it s whatever we can fit into the afternoon. His favorite thing to do is to go down to the beach to the turtle sanctuary. He ll go and check out the turtles. He absolutely loves that, to see what they re doing. He ll spend about 45 minutes there, then if it s a good day he goes to the beach for a while. He loves the ocean, loves the beach, loves the waves. His next favorite thing is the monkey bars. Then it s dinner and bedtime. Ernie will give him a bath. It s Ernie s favorite thing to do. Ben s not tough to put to bed. He loves his sleep. We just can t keep him in bed in the morning.
Just a normal family, right?I m very lucky that I have help. We ve always had someone who is here to assist me. It helps when we re going in two different directions. In the mornings when Ben doesn t have to be at school that early, depending on his therapy, I can take him with, drop Samantha at the bus stop, come back and take Ben to his bus especially when Ernie is traveling. But on the mornings when he has to have an early morning, it s a challenge and it s always lovely to have an extra set of hands. Samantha is already 10 1/2 and she s a big help. She s very good with Ben, and you can send him to do a bunch of different things with her. She s a normal 10 1/2-year-old. She ll sometimes complain bitterly on the days when she doesn t want to do it. But she s very good with him, and she loves her brother. And he loves her.
Editor s Note: The second annual Ernie Els for Autism Pro-Am is Monday, March 15 at PGA National Resort and Spa s Champion Course in Palm Beach Gardens, Fla. To donate, click here
The United Nations has determined that April 2 is World Autism Awareness Day. For more information, click here
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diagnoses
Autism383
http://www.xcell-center.com/treatments/diseases-treated/autism.aspx
Stem cell treatment of Autism
Introduction - Autism
Autism is a brain development disorder 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 involves many parts of the brain. How it occurs
is not well understood.
There is no cure for Autism. The main goals of treatment are to
lessen associated deficits and family distress, and to increase
quality of life and functional independence. No single treatment is
best and treatment is typically tailored to the child's needs.
Many medications are used to treat autism spectrum disorder
(ASD) symptoms that interfere with integrating a child into home or
school when behavioral treatment fails. More than half of U.S.
children diagnosed with ASD are prescribed psychoactive drugs or
anticonvulsants, with the most common drug classes being
antidepressants, stimulants, and antipsychotics.
The Xcell-Center Autism treatment
The XCell-Center's stem cell therapy is a drug-free alternative
focused on affecting physical changes in the brain that can improve
an autistic child's quality of life. These improvements usually
translate into improved quality of life for their parents and
siblings as well.
In a recent pilot study of 10 autistic patients, more than 70%
of the respondents showed improvement.
Autism patients are treated by lumbar puncture; injecting the
stem cells into the cerebrospinal fluid which transports them up
the spinal canal and into the brain.
Lumbar puncture is an outpatient procedure that requires
patients to stay in Germany 4 or 5 nights.
Bone Marrow Collection
On the
first day, bone marrow is collected from the patient's iliac crest
(hip bone) using thin-needle mini-puncture under general
anesthesia. The entire procedure normally takes about 30
minutes.
Because the bone marrow collection procedure requires patients
to sit still, it is performed under general anesthesia for children
and older patients who for any reason cannot keep still.
Once the bone marrow collection is complete, patients may return
to their hotel and go about normal activities after a short
recovery period in the clinic.
More detailed information on the bone marrow collection
procedure is available in the
Bone Marrow Informed Consent document (PDF file).
Laboratory Processing
The next
day, the stem cells are processed from the bone marrow in a
state-of-the-art, government approved (cGMP) laboratory. In the
lab, both the quantity and quality of the stem cells are measured.
These cells have the potential to transform into multiple types of
cells and are capable of regenerating or repairing damaged
tissue.
Stem Cell Implantation
On the third day, the stem cells are implanted back into the
patient by lumbar puncture.
Lumbar Puncture
A spinal needle is inserted between L4 and L5 vertebrae and a
small amount of spinal fluid is removed. A portion of that spinal
fluid is mixed with the stem cell solution which is then injected
into back into the patient's spinal fluid, not the spinal cord.
After the stem cells have been implanted, the patient will lie down
in the recovery room for a few hours before returning to his or her
hotel room. The lumbar puncture procedure is performed under
general anesthesia for children and older patients who cannot sit
still.
Following Treatment
Patients who are treated by lumbar puncture are required to stay
in town on the day after their procedure for general safety
purposes. They may return home on the fifth day.
Treatment Results
Follow-up statistics from 7 treated autism patients completed in
September 2009 show that over 70% (5 of 7) experienced improvements
after stem cell therapy.
The mean age of the patients was 10 years, while the median age
was 9.5 years. The oldest treated patient was 16 years of age and
the youngest 5. There was no apparent correlation between positive
outcome and the number of stem cells administered.
Overall, patients reported improvements in cognition, language,
social contact, eye contact, coordination, motor skills and
awareness
Below is a summary of results for 4 of the 5 patients who
improved after treatment:
Patient #1 - (M) Age 6 - Treated May 2009
Improved cognition and sensory processing
Patient can now climb onto the trampoline by himself, and play
on it for about 20 minutes. Before the treatment, he screamed when
the parents put him onto the trampoline.
Improved attention span - He watched TV for 30 minutes. Prior
to stem cell transplantation, his attention span was a few seconds
to no longer than a minute.
Meaningless play has reduced
The above improvements were confirmed by the patient's
doctor
Patient #2 - (M) Age 6 - Treated June 2009
Hand and finger motor skill improvement
Improved handwriting
Improved speech
Eating more independently
Can now ride a bicycle without fear
Improved ability to socialize with others
Improved cognition
Patient #3 - (F) Age 16 - Treated July 2009
Improved motor skills and coordination
More confident
Calmer at school
Grades have improved - especially math
Patient #4 - (F) Age 11 - Treated January 2009
Better behaved
Decreased hyperactivity
Less insomnia - patient can now sleep through the night
Improved attention span
Less frustrated
For safety information on 870 patients treated by lumbar
puncture, please view our Lumbar Puncture
Safety Statistics (PDF file).
Patient Stories
Lauren
DiCorcia, 10 years old
"ÉIn the past 6 weeks we have seen significant improvements in our
daughter«s behaviors, focus, hyperactivity and insomniaÉ"
Costs
Stem cell implantation via lumbar puncture: 9,000 Euros
(including general anesthesia)
Evaluation Process
In order to be evaluated for treatment, patients' parents must
complete an online medical history form. Once you've completed the
online medical history and submitted it, a patient relations
consultant will contact you within 3 business days. He or she will
assist you with the rest of the evaluation process. Upon treatment
approval, your consultant will also assist you with treatment
scheduling and trip preparation.
If you and your child will be in Germany, you may also schedule
an in-person consultation/evaluation with an XCell-Center
physician. You may also request a "fast-track" evaluation and
treatment schedule.
Start the online Medical Treatment
Evaluation
brain
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PDF
Autism Autism
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Grades
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Euros
Evaluation Process In
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Autism384
http://www.autism.my/
Welcome
Located in Petaling Jaya, Malaysia, we provide comprehensive Applied Behavior Analysis (ABA) therapy to individuals with Autism Spectrum Disorder (ASD) in collaboration with Autism Partnership Hong Kong. Autism Partnership s method, Contemporary Behavior Therapy (CBT), is based on an established and systematic research based strategy, ABA, which has been proven scientifically to be the most effective treatment Autism Spectrum Disorder (ASD).
About Us
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Autism385
http://www.disabilityscoop.com/2010/03/09/autism-speaks-appointment/7271/
After years of criticism for not including self-advocates in its leadership, Autism Speaks said Tuesday it is appointing an individual with autism to one of its committees for the first time.
The organization, which is the the nation s largest for autism advocacy, says self-advocate John Elder Robison is joining its scientific advisory board.
Other members of the 30-person board, which is responsible for reviewing grant applications for millions of dollars worth of autism research,Êare researchers and family members of those with autism.
Robison, who wrote the book Look Me in the Eye: My Life with AspergerÕs, teaches at Elms College in Chicopee, Mass. and previously served on the public review board for the National Institutes of Mental Health.
It is essential that our grant funding reflects the needs and perspectives of the community we serve, namely, people with autism spectrum disorders, said Geraldine Dawson, chief science officer at Autism Speaks, in a statement. We are very pleased to welcome John to our scientific review boards. His insight and skills will prove invaluable.
For self-advocates, however, the appointment of one person with autism does not go far enough. They re calling for systemic change at Autism Speaks to include people with autism of varying perspectives at all levels throughout the organization.
If you have an organization for women and you had an advisory board and it had one female on it, that would not be acceptable, says Scott Michael Robertson, vice president of the Autistic Self-Advocacy Network. This doesn t really change anything.
Even Robison acknowledges that he is just one voice.
IÕm aware that my vote is only one among thirty, but the fact that I myself am on the spectrum will make a difference, and I certainly believe in speaking up for whatever I support, Robison said.
Copyright © 2010 Disability Scoop, LLC. All Rights Reserved. For reprints and permissions click here.
Autism Speaks
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John Elder Robison
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Êare
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Chicopee
Mass.
National Institutes of Mental Health
Scott Michael Robertson
Autistic Self-Advocacy Network
10/03/09
www.disabilityscoop.com/2010/03/09/autism-speaks-appointment/7271/
Autism386
http://www.asatonline.org/about_autism/caused.htm
What Caused That?
- John W. Jacobson, Ph.D., BCBA
One of the questions heard often in the field of developmental disabilities
today is, What causes autism spectrum disorders (ASD)?
Questions of cause are very difficult questions to address with full
candor and confidence, not only in the case of autism spectrum disorders,
but also in other conditions for which diagnosis is made based primarily
on behavior. For example, some individuals speculate or assert that biological
and/or toxic agents in the MMR vaccination cause autism. This article
will focus upon that controversy to explore the complexities of cause
and effect.
The scientific method is a process by which researchers seek to answer
a variety of questions. Some of these questions do not involve causes,
while others do. For example, neurological or neuroscientific studies
may attempt to determine differences typically present in the structure
or neurochemical features of the brains of children with ASD, compared
to the brains of same-aged children without diagnosed disabilities. In
other words, the question posed is not what causes autism, but rather
what differences exist in autistic versus non-autistic brains.
On the other hand, some studies do attempt to identify causes such as
causes of a disability. To do so, certain tasks must already have been
accomplished. For example, the disability must be well-defined. The decision
that the disability is present and that the disability is not present
must be accurate. The group that is defined as having the disability must
be as homogeneous as possible. That means, for example, researchers should
consider the question of what causes autism separately from the question
of what causes PDD or Asperger syndrome. This is not to suggest that autism,
PDD and Asperger s are not a spectrum as typically thought, but
rather that the question what causes autism? is a much more
specific question than what causes autism spectrum disorders. There
is also the consideration that, because the diagnosis of autism and other
ASDs is based on breadth and severity of effects, logically, differences
in brain structure or other features should be more apparent for these
children.
Assuming that we can accurately decide whether children have autism,
and we are able to identify biological differences between these children
accurately as well, we could then approach the question of cause in two
ways. Taking into account possible multiple medical or neurological factors,
we can conduct a detailed investigation into the backgrounds and developmental
history of the children, identifying events that differ between diagnosed
and non-diagnosed children. In this approach, we start with a group of
children who are identified, and then look back on their histories. This
is termed a retrospective study. Retroactive studies are important
to conduct, but there are also challenges associated with them, including
documenting that reported events occurred, reliance upon incomplete or
differing clinical records, and the fact that universal screening for
disabilities like autism usually does not exist, so only the children
who happened to be identified and referred are included in the study.
Children who are referred are likely to differ in several ways from those
who are not referred, and some of these ways may be related to risk factors
for autism.
The preferred method for conducting a study of causes is to use a prospective approach.
Prospectively, one begins by using outreach to screen a population of
children for a disability, to detect instances of the disability that
might not otherwise be identified, as well as those who would have been
identified. Then, background and history data can be collected on a group
that is more likely to actually represent children with autism or any
other condition. Historical information could include vaccinations and
other medical events (e.g., exposure to general anesthesia, recurrent
health conditions), as well as information about child development. More
ideally, a prospective study would follow children from birth, and all
of the information needed to consider causes could be collected as events
occur. This would assure that the information is more complete, and in
a standardized form. In the case of autism, even though it is now being
identified more frequently, this approach is very difficult to carry out;
for each child who may develop autism, there may be from 250 to 1,000
other children who need to be screened and followed. For this reason,
some researchers may attempt to use prospective approaches to study causes
of autism within larger studies that look at child development in large
population groups, and consider a variety of disabilities. This often
means that information that is specific to risks for ASD may not be fully
collected.
Of course, there are other research designs that can shed light on causes
of disabilities. Certainly genetic studies can indicate genetic factors
that increase risk for a childhood-onset disability. Research with animals
that involve brain surgery during early development that result in behavioral
changes akin to those typical of a disability may also be suggestive.
Basic research at the level of neurons and the effects of toxic substances
and side-effects of medications may also be suggestive. But . . . there
is no substitute for actually studying the occurrence of a condition among
children prospectively.
Why do we need scientific studies to indicate what the causes
of a condition like autism might be? Why isn t it enough that some
research might identify some differences between children with autism
and their peers? First, some differences that are identified initially
do not necessarily differentiate children with autism from those who are
accurately diagnosed as not having autism. For example, research findings
have suggested the unexpected presence of measles virus in the gastrointestinal
tracks of children with autism, but subsequently at least one report has
found this for children without autism as well. This does not mean, in
and of itself, that the initial gastrointestinal findings are not possibly
suggestive, but does point out the need for careful assessment of the
likelihood that particular factors are plausible risk factors. In this
case, scientific research needs to address why, if gastrointestinal measles
is a risk factor or cause, or reflects a risk factor, some children are
affected, and others are not.
But, if many people develop a consensus that a given event--vaccination,
for example--is regularly observed to occur shortly prior to detection
of autism, is this not sufficient to warrant research on this issue? The
short answer is yes whether observed by parents, clinicians,
educators, or researchers, events that may be plausible causes or risk
factors for a disability should reasonably be studied. Parents or others
in the lives of children with disabilities may certainly detect events
that are not apparent or considered by clinicians or researchers. But
the fact that a belief is widely held is not, in itself, evidence
that the belief is valid or accurate.
The brains of human beings are structured and function in ways that are
the joint product of evolution and experience. One of the well-known biases
associated with human perception and thinking is the tendency to conclude
that there is a cause and effect relationship between two events, when
it can be shown through precise research that this is not the case. Carl
Sagan, in his 1997 book, The Demon-Haunted World: Science as a Candle
in the Dark, referred to such tendencies as irreducible human
error. To err in this manner is human, but to insist that reliance
on mere consensus is sufficient to accurately identify causes of events,
such as the occurrence of autism, is folly. Errors of this type may be
even more likely when the identification of a chain of cause and effect
is especially important to the person making a judgment about cause and
effect; many parents of children with autism believe that identifying
the causes of autism, for their child and other children, is important.
This may increase the chances that some or many may conclude that certain,
unproven events are causes of the disorder, without solid evidence. However,
this is a very human thing to do, and clinicians and researchers are prone
to do this as well.
The critical distinction that needs to be made is between correlation and causation.
Correlation means that two events tend to occur together. When one does
not occur, the other tends not to occur as well (called a positive correlation);
or that when one occurs, the other tends not to occur (called
a negative correlation). Sometimes correlations, like cause and effect,
are perceived accurately, and sometimes they are not. But while necessary
for showing cause and effect, correlation does not prove cause
and effect. Sometimes correlation might be presumed, because of cultural
factors; for example, autism is often diagnosed, by definition, at ages
when children are subject to frequent vaccinations. Thus vaccinations
and autism could be hypothetically correlated, despite the fact that there
is no present scientific evidence that this is the case. Correlation does
not in itself show causation, because the fact that two events occur together
may be influenced, or caused, by a third factor that has been ignored,
or that was not studied.
Causation, on the other hand, requires a higher standard of proof than
the fact that two events occur together (that is, have a positive correlation).
Proving causation, or that an event is a risk factor for a disability,
requires that several conditions be met: (1) the purported cause has to
consistently or always occur before the purported effect; (2) when the
purported cause occurs, the effect regularly occurs; and (3) when the
purported cause does not occur, the effect tends not to occur, is less
likely to occur than it does generally, or does not occur at all. Other
criteria associated with the strengths of prospective studies also need
to be met; for example, that the group of people studied is representative
of the larger group of people with the condition (in this case, all children
with autism or all children with ASD). This can be done by including all
children in a general population with the condition, or by randomly sampling
the children with the condition. But, if sampling is used, there also
must be a sufficient number of children to generalize to the larger group
of children, and the required number to do so increases as the complexity
and range of issues under study increases.
Where do we stand today in understanding the causes of autism? It is
fair to say that researchers are developing a more complete understanding
of the neurological factors associated with autism, but some degree of
modesty is also appropriate with respect to the predictions that can be
made or confidence with which particular neurological findings can be
said to characterize autism. Many neuroscientific studies focus on specific
aspects of the brain. Therefore, different aspects of the brain have been
studied in different samples; there is seldom concrete evidence that these
samples are very much alike, or that they represent a larger group of
children with autism. This points out the need for independent researchers
to conduct studies with other samples, to verify that the findings with
one sample also apply to others.
In addition, many neuroscientific studies include small numbers of subjects.
As a result, such studies are not able to detect relatively subtle but
consistent differences that may exist between individuals who have autism
and those who do not, and the studies may not be representative of children
with autism more generally. Advances in research design, including identification
of subjects with better measures, are addressing these limitations. Neuroscientific
knowledge about autism is steadily advancing, but there are, nonetheless,
considerations that affect the strength of the conclusions that can be
drawn today.
One must also consider that the group of children diagnosed with autism
is heterogeneous: some also have diagnoses of mental retardation, while
others don t; some have seizure disorders, while others don t;
some manifested regression or loss of attained skills, while others did
not. Although there is a strong (and warranted) presumption that genetic
factors play a strong role in the occurrence of autism, the heterogeneity
of children with the condition and current research findings suggest that
the relevant genetic factors are complex and multiple in nature. At this
point one may reasonably argue that the behavioral condition of autism
and ASD are final common pathways, or results, of differing genetic factors that
there is no single genetic factor that accounts for occurrence of the
condition. Events prior to birth have also been implicated by neuroscientific
studies. It may also be that in some cases, environmental events, such
as reactions to toxins, may play a role. It may be that all of these factors,
and others, are involved as risks or causes.
The Scientific Method
Observe and describe a phenomenon or group of phenomena.
Formulate a hypothesis to explain the phenomena.
Use the hypothesis to predict the existence of other phenomena, or
to quantitatively predict the results of new observations.
Perform experimental tests of the predictions.
Modify the hypothesis based upon the test results.
Repeat steps 4 and 5.
Replicate the tests by several independent experimenters and properly
performed experiments.
This article originally appeared in an issue of Science in
Autism Treatment , the newsletter of the Association for Science
in Autism Treatment (ASAT). It may not be republished or reprinted
without advance permission from ASAT. For reprint permission please
contact reprints@asatonline.org
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Demon-Haunted World: Science
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Autism387
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Medical
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Autism News From Medical News Today
Wed, 17 Mar 2010 17:26:09 +0100
Pediatrics Study By Autism Consortium Shows CMA Finds More Genetic Abnormalities Than Current Tests
The Autism Consortium, an innovative research, clinical and family collaboration dedicated to catalyzing research and enhancing clinical care for families with autism spectrum disorders (ASDs), announced today that the results of its comparison study of genetic testing methods for autism spectrum disorders is available from the journal Pediatrics through early online release in...
Tue, 16 Mar 2010 05:00:00 PDT
Gene Test More Effective At Detecting Autism
Genetic factors increase the risk of developing autism spectrum disorder (ASD), but the specific genetic cause for an individual patient can be elusive. Genetic testing is crucial to identifying a cause for ASD in many children who do not have an easily recognizable genetic syndrome. Current guidelines exist for two types of genetic testing - G-banded karyotype and fragile X DNA testing...
Tue, 16 Mar 2010 00:00:00 PDT
Statement From The Department Of Health & Human Services Regarding The Decisions Of The U.S. Court Of Federal Claims In The Omnibus Autism Proceeding
As these latest cases illustrated, there's no doubt that autism and autism spectrum disorders place a heavy burden on many families. We know that autism and related disorders are conditions that present many special challenges to all families touched by these disorders. That is why the U.S...
Mon, 15 Mar 2010 02:00:00 PDT
Federal Vaccine Court Rules Against Autism Families
Autism and mercury advocacy organization SafeMinds regrets today's ruling by the U.S. Court of Federal Claims against three families who argued that vaccines which contained the mercury-based preservative thimerosal contributed to their child's autism...
Sat, 13 Mar 2010 01:00:00 PDT
Autism Employment Campaigners Claim Victory From Government, UK
The Government announced Jobcentre Plus staff are to receive autism training in the adult autism strategy published on 3rd March. The National Autistic Society (NAS) celebrated the move, in response to their Don't write me off campaign, along with a raft of new measures to tackle the routine isolation, ignorance and inequality routinely experienced by people with autism in England...
Thu, 11 Mar 2010 01:00:00 PDT
Controlled Study Finds Possible Early Warning Signs For Autism Spectrum Disorders Within Families
A 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...
Tue, 09 Mar 2010 05:00:00 PDT
Autism Walk Expects 15,000 People
Thousands will unite for autism at the 8th annual Los Angeles Walk Now for Autism Speaks at the Pasadena Rose Bowl, Saturday, April 24, 2010. Powered by volunteers and families with loved ones on the autism spectrum, this fundraising effort generates vital funds for autism research, awareness and family services...
Tue, 09 Mar 2010 04:00:00 PDT
Loss Of Enzyme Reduces Neural Activity In Angelman Syndrome
Angelman Syndrome is a rare but serious genetic disorder that causes a constellation of developmental problems in affected children, including mental retardation, lack of speech, and in some cases, autism...
Sat, 06 Mar 2010 00:00:00 PDT
Government Announces Landmark Strategy To Transform Adult Autism Support, UK
The National Autistic Society (NAS) welcomed a raft of new measures in the landmark adult autism strategy published today aimed at tackling the isolation, ignorance and inequality routinely experienced by the over 300,000 adults with autism in England...
Thu, 04 Mar 2010 02:00:00 PDT
Asuragen And The UC Davis M.I.N.D. Institute Publish Results Of A Study Evaluating A Novel Fragile X PCR Assay
Asuragen, Inc. announced the results of a collaborative study with scientists at the M.I.N.D. Institute at the University of California Davis evaluating a new PCR technology that reproducibly reports mutations associated with Fragile X syndrome (FXS)...
Wed, 03 Mar 2010 01:00:00 PDT
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Autism Consortium Shows CMA Finds More Genetic Abnormalities Than Current Tests The Autism Consortium
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PDT Federal Vaccine Court Rules Against Autism Families Autism
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UC Davis M.I.N.D. Institute Publish Results Of A Study Evaluating A Novel
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Autism388
http://www.apa.org/topics/autism/index.aspx
Autism is the most severe developmental disability. Appearing within the first three years of life, autism involves impairments in social interactionÑsuch as being aware of other peopleÕs feelingsÑand verbal and nonverbal communication.Some people with autism have limited interests, strange eating or sleeping behaviors or a tendency to do things to hurt themselves, such as banging their heads or biting their hands.Adapted from the Encyclopedia of Psychology
Encyclopedia of Psychology
www.apa.org/topics/autism/index.aspx
Autism389
http://www.chiro.org/research/ABSTRACTS/Autism.shtml
Autism: A Chiropractic Perspective
Clinical Chiropractic 2006 (Mar): 9 (1): 6-10 ~ FULL TEXT
Aguilar et al. (25) carried out a series of chiropractic adjustments on 26 autistic children over a 9-month period. Twelve were found to have a left atlas laterality and 14 had a right atlas laterality. Outcomes from the study were varied but included normalization of deep tendon reflexes and dermatomal subjective sensation, increased cervical range of motion and reduction of other health problems. Many of the children were taken off Ritalin, bladder and bowel control improved, some children started to speak and eye contact and attention span also improved in some children. Hyperactivity and aggressive behaviour were reduced in other children and five children were able to attend mainstream classes at school for the first time. Behavioural data, recorded by the teachers and parents, showed significant improvements in most cases.
Clinical Efficacy of Upper Cervical Versus Full Spine Adjustmenton Children with Autism
WFC'S 7th Biennial Congress Conference Proceedings MAY 1-3, 2003, 7th Ed: 328-9
Children with autism are presented with multiple categories of clinical pictures that affect their social, sensory, speech, and physical development. In addition to chiropractic care, parents of autistic children seek all possible therapies available. In this study, the clinical outcome of chiropractic care showed higher efficacy of upper cervical adjustment when compared to full spine adjustment in autistic children.
A Case Study of a Five Year Old Male with Autism/Pervasive Development Disorder who Improved Remarkably and Quickly with Chiropractic Treatment
Proceedings of the World Federation of Chiropractic Congress 2001 (May); 6: 313
Extraordinary progress was noted in the patient by all involved parties. The subjective and objective monitoring system revealed a 96% overall improvement after 2 weeks of treatment. A 102% overall improvement was revealed on a 3.5 year follow-up, the mother adding that the child appeared near normal. This progress is vastly superior to typical progress following standard medical treatment.
Autism, Asthma, Irritable Bowel Syndrome, Strabismus, and Illness Susceptibility: A Case Study in Chiropractic Management
Todays Chiropractic 1998; 27 (5): 32?47 ~ FULL TEXT
Pathologies of organic origin are commonly thought to be the exclusive realm of medical treatment and not part of the mainstay of chiropractic care. The clinical observations of a patient presenting with autism, asthma, irritable bowel syndrome, strabismus, and illness susceptibility are reported. Alleviation of symptoms is seen subsequent to corrections of abnormal biomechanical function of the occipito-atlanto-axial complex. A relationship between biomechanical faults in the upper cervical spine and the manifestation of abnormal central neurophysiological processing is suggested as the genesis of this patient?s symptomatology.
The Effect of Chiropractic Adjustments on the Behavior of Autistic Children:A Case Review
Journal of Chiropractic 1987 (Dec); 24 (12): 21-25
Extraordinary progress was noted in the patient by all involved parties. The subjective and objective monitoring system revealed a 96% overall improvement after 2 weeks of treatment. A 102% overall improvement was revealed on a 3.5 year follow-up, the mother adding that the child appeared near normal. This progress is vastly superior to typical progress following standard medical treatment.
The Story of John...A Little Boy With Autism
International Review of Chiropractic 1996 (Nov); 43-46
Behavioral improvements were observed in such diverse areas as picking up toys, use of sign language, reduction of self-abuse and appropriate use of language. It is hoped that this pilot study will generate further research into the effects of chiropractic adjustments on similar neurological disorders.
The Status of Research into Vaccine Safety and Autism
Washington, D.C. - On June 19, 2002, at 11:00 a.m., in Room 2154 of the Rayburn House Office Building, the Committee on Government Reform, chaired by Congressman Dan Burton (R-IN), will conduct a hearing to evaluate the status of research concerning the possible relationship between vaccines and neurological disorders, including autism.
Review More Abstracts on Chiropractic and Autism
Review abstracts about chiropractic and a variety of organic and visceral disorders at the wonderful International Chiropractic Pediatric Association (ICPA) website
Autism
eye contact
ritalin
D.C.
Asthma
Dan Burton
Irritable Bowel Syndrome
Autism: A Chiropractic Perspective Clinical Chiropractic
Aguilar
Ritalin
Upper Cervical Versus
Autism WFC'S 7th Biennial Congress Conference Proceedings
Case Study
Autism/Pervasive Development Disorder
Chiropractic Treatment Proceedings
World Federation of Chiropractic Congress
Effect of Chiropractic Adjustments
Autistic Children:A Case Review Journal of Chiropractic
John...A Little Boy With Autism International Review of Chiropractic
Status of Research into Vaccine Safety
Autism Washington
Rayburn House Office Building
Committee on Government Reform
R-IN
Chiropractic
Autism Review
International Chiropractic Pediatric Association
ICPA
June 19, 2002
Susceptibility: A Case Study
Chiropractic Management Todays Chiropractic
www.chiro.org/research/ABSTRACTS/Autism.shtml
Autism39
http://autismalliancekc.org/
SAVE THE DATE!!!Saturday, September 4th, 2010 Get your running/walkingshoes on and join us for the2nd Annual Royals 5k Run/Walk at KauffmanStadium. A portion of theproceeds from this event support theAutism Alliance of Greater Kansas City. kansascity.royals.mlb.com www.autismalliancekc.org ÊÊDownload a Printable FlyerDownload a Printable Flyer The Autism Alliance of Greater Kansas City would like to thank everyone that helped make the Autism Awareness walk a huge success. We Raised over $70,000! Thank you for your support Kansas City!! Ê
Kansas City
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Greater Kansas City.
Printable FlyerDownload
Printable Flyer
Autism Alliance of Greater Kansas City
Autism Awareness
September 4th, 2010
autismalliancekc.org/
kansascity.royals.mlb.com
www.autismalliancekc.org
Autism390
http://www.foxnews.com/topics/health/autism.htm
Mom Accused of Killing Son in N.Y. Hotel Obsessed Over His Autism, Friend Says
AP| U.S.
Son in N.Y. Hotel Obsessed Over His Autism , Friend Says Monday, March 01, 2010 ..... After years of struggling Ñ with his autism and her inability to help him Ñ Gigi ..... she tried desperately to fight Jude's autism . Her life became "an obsession with
Story|03/01/2010
U.S.
Autism
Ñ
Mom Accused
N.Y. Hotel Obsessed
Friend Says
Gigi
Jude
March 01, 2010
03/01/2010
www.foxnews.com/topics/health/autism.htm
Autism391
http://www.monarchcenterforautism.org/about-autism/frequently-asked-questions-about-autism
Click the question to learn the answer to these frequently asked questions about Autism:
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.40
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).41
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 other
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.42
What does it mean to be Òon the spectrumÓ?
Autism is a spectrum disorder, which means it manifests itself in many different forms. A diagnosis can range from mild to severe, and though children who have it (i.e. are on the spectrum) are likely to exhibit similar traits, they're also as individual as the colors of a rainbow, each one managing a grab bag of symptoms. While one child may rarely speak and have difficulty learning how to read and write, another can be so high-functioning he's able to attend classes in a mainstream school. Yet another child may be so sensitive to the feel of fabric that all tags must be cut off before he wears a piece of clothing, while his friend who's also autistic may not have any sensory issues at all.43
How common is autism?
According to the Centers for Disease Control, autism affects as many as 1 in every 150 children in the United States. Therefore, it is estimated that 1.5 million Americans may be affected with autism. Also, government statistics suggest the rate of autism is rising 10-17 percent annually. Unfortunately, the numbers appear to be continuing their upward climb. In fact, it is the most prevalent developmental disorder to date; according to the Centers for Disease Control, of the approximately 4 million babies born every year, 24,000 of them will eventually be identified as autistic. Also, recent studies suggest boys are more susceptible than girls to developing autism. In the United States alone, 1 out of 94 boys are suspected of being on the spectrum, with perhaps more going undiagnosed to this day. That said, girls appear to manifest a more severe form of the disorder than their male counterparts.44
How did my child develop autism?
No one knows for sure. Though it's understandable to expect that a disorder as common as autism would have a known cause, in many ways it's still quite mysterious. Recent studies suggest a strong genetic basis for autism -- up to 20 sets of genes may play a part in its development. Genetics alone, however, can't account for all the cases, and so scientists are also looking into possible environmental origins, as well as other triggers.45
What causes autism?
The simple answer is we donÕt know. The vast majority of cases of autism are idiopathic, which means the cause is unknown.
The more complex answer is that just as there are different levels of severity and combinations of symptoms in autism, there are probably multiple causes. The best scientific evidence available to us today points toward a potential for various combinations of factors causing autism Ð multiple genetic components that may cause autism on their own or possibly when combined with exposure to as yet undetermined environmental factors. Timing of exposure during the childÕs development (before, during or after birth) may also play a role in the development or final presentation of the disorder.
A small number of cases can be linked to genetic disorders such as Fragile X, Tuberous Sclerosis, and AngelmanÕs Syndrome, as well as exposure to environmental agents such as infectious ones ( maternal rubella or cytomegalovirus) or chemical ones ( thalidomide or valproate) during pregnancy.
There is a growing interest among researchers about the role of the functions and regulation of the immune system, both within the body and the brain, in autism. Piecemeal evidence over the past 30 years suggests that people with autism may involve inflammation in the central nervous system. There is also emerging evidence from animal studies that illustrates how the immune system can influence behaviors related to autism.46
Are vaccines to blame?
Though the debate over the role that vaccines play in causing autism grows more heated every day, researchers have still not found a definitive link between the two. According to organizations such as the Centers for Disease Control and Prevention, the American Academy of Pediatrics and the World Health Organization, there's just not enough evidence to support the contention that vaccines Ð specifically thimerosal-containing vaccines Ð cause children to develop autism. One study published in the medical journal Lancet faulting the measles-mumps-rubella (MMR) shot has since been questioned by its own authors, and many others have also failed to pass scientific muster. Still, the accusations continue, largely from parents of children on the spectrum, and it's easy to understand why: There are still no answers to this day about what's causing a disorder that appears to steadily be expanding its reach.47
Is there a cure for autism?
Unfortunately, experts have been unable thus far to come up with a cure for autism. Many treatments and therapies have surfaced since the disorder has grown more visible in the mainstream press, but reputable doctors have yet to agree on any that will reverse the diagnosis. But there's hope: Scientists are hard at work every day finding a solution for this growing problem. While advocacy groups have said for years that lack of funding for research is to blame for the dearth of definitive answers, a bill known as the Combating Autism Act, which would funnel millions of dollars to developing a cure, was passed through Congress and signed by the President ensuring that $162 million has been appropriated to fund autism research, services and treatment. Until such cure is discovered, parents have been relying on early intervention programs such as applied behavior analysis, or ABA, and play therapy to mitigate the behaviors associated with autism. For some, these treatments have proven to be very successful, helping kids on the spectrum lead a full and active life.48
How can I tell if a child has autism?
No two children with autism are alike, but here are some signs that many of them share and that experts agree may be as recognizable as early as the toddler years, or even sooner. Children on the spectrum generally have difficulty relating to others; they may hardly speak, and if they do, they may not communicate in ways that other people can easily understand (they may screech loudly when they're upset, for example, instead of crying). They don't usually sustain eye contact Ð it's too intense -- and have trouble reading social cues. They're also prone to repetitive behaviors, flapping their hands constantly or uttering the same phrase over and over again. They may also be more sensitive than typically developing children, or dramatically less so, to sights, sounds and touch.49
What should I do if I suspect something is wrong with my child?
Don't wait Ñ talk to your doctor about getting child screened for autism. New research shows that children as young as one may exhibit signs of autism, so recognizing early signs and knowing developmental milestones is important. Early intervention is key.50
How do I get my child the help he needs?
You can start by making sure he has a reputable healthcare team by his side. That means finding doctors, therapists, psychologists and teachers who understand and have experience with autism and can respond to his shifting needs appropriately. Ask your child's pediatrician to recommend a developmental pediatrician with whom you can consult about the next step. She, in turn, can guide you toward various intervention programs and suggest complementary therapies. It also helps to plug into an already existing network of parents facing the same challenges as you.51
How do I deal with this diagnosis?
First, be kind to yourself. It's not easy to recover from the shock of learning your child has a developmental disorder that has no known cause or cure. Accept any and all feelings the diagnosis may elicit, and try not to blame yourself: It would've been impossible for you to figure out a way to shield your child from autism completely. The next step is to arm yourself with all the facts about the disorder. Knowledge is power, and the more you know, the more capable you'll feel about navigating the daunting autism gauntlet. That said, it's also important to give yourself a ÒbreakÓ from autism when it becomes too overwhelming. And if you find that the diagnosis has been so crippling that you've been unable to get past it, consider talking to a counselor or therapist. You can't Ñ and aren't expected to Ñ weather this storm alone.52
Will my child be able to attend school?
Most likely yes. Much depends on where your child falls on the spectrum, but with your support, as well as that of doctors, therapists and teachers, your child should be able to attend school. In fact, it's his right: According to the Individuals with Disabilities Act of 1990, which mentions autistic children specifically, your child deserves access to a Òfree and appropriateÓ education funded by the government, whether it be in a mainstream or special education classroom.53
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.54
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.55
What should we know about our younger or future children?
Although autism is believed to have a strong environmental component, there is little doubt that autism is a disorder with a strong genetic basis. If you are expecting another child, or have plans to expand your family in the future, you may be concerned about the development of any younger siblings of your child with autism.
Studies have estimated that families affected with one child with autism have roughly a 5-10% percent chance of having a second child with autism. This risk increases if two or more children in the family are already affected.
More recent evidence suggests that early signs of autism may be seen in some children as young as 8-10 months of age. For example, infants who later develop autism may be more passive, are more difficult to soothe, or fail to orient when their name is called. Some of these early signs may be noticed by parents, others may only be observed with the help of a trained clinician.56
pointing
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genetic
Americans
sensitivity
eye contact
mental retardation
PDD
social interaction
United States
ABA
Diagnostic
Statistical Manual of Mental Disorders
American Psychiatric Association
Centers for Disease Control
Congress
cognitive
tantrums
Tuberous Sclerosis
DSM-IV
Washington DC
Centers for Disease Control and Prevention
Asperger
American Academy of Pediatrics
World Health Organization
Lancet
Fourth Edition
AngelmanÕs Syndrome
Combating Autism Act
Disabilities Act
www.monarchcenterforautism.org/about-autism/frequently-asked-questions-about-autism
applied behavior analysis
aba
diagnoses
Autism392
http://www.aheadwithautism.com/
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http://www.newsobserver.com/2010/03/12/385444/court-says-thimerosal-did-not.html
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.
genetic
brain
genetic
Autism Speaks
Congress
Andrew Wakefield
Vaccine Injury Compensation Program
U.S. Court of Federal Claims
Denise K. Vowell
Coalition for Vaccine Safety
Philadelphia
Paul Offit
Rebecca Estepp
British
United States.In
U.S. Court of Claims
Vowell
10/03/12
www.newsobserver.com/2010/03/12/385444/court-says-thimerosal-did-not.html
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http://www.newstimes.com/sports/article/A-winner-again-Els-brings-focus-to-autism-407390.php
DORAL, Florida (AP) Ñ This is one time the party got started without Ernie Els.As he walked off the 18th green with a four-shot victory in the CA Championship, ending the longest and most discouraging drought of his career, some well-heeled friends were at cocktail party up the road at PGA National to get ready for a tournament no less important than the World Golf Championship that Els won at Doral.The Big Easy spent Monday playing and hosting the "Els for Autism Charity Pro-Am," with a lineup of stars that included Jack Nicklaus, Steve Stricker, Raymond Floyd, Adam Scott and Robert Allenby.His goal, as ambitious as winning the career Grand Slam, is to raise enough money to build a 30,000-square-foot center in Palm Beach County that eventually would be self-sustaining and treat some 300 children who have autism.That would include his son, 7-year-old Ben, with his big blue eyes and blonde hair."People pay quite a bit of money to play," Els said of a pro-am that raised $500,000 a year ago. "And obviously, that money goes straight into the Els for Autism Foundation. Our plan is, with this money and the help of investors, to build a really worthwhile center. ... In this environment, obviously things are a little difficult to raise money."He had gone 54 tournaments worldwide without a victory, and it is little more than a coincidence that the longest stretch without winning in his career came right after going public that Ben was autistic.Els and his wife, Leizl, had known for a couple of years that the youngest of their two children had autism. It was only in 2008, after winning the Honda Classic, that he wanted the world to know, realizing that Els' stature in sports could only help raise awareness.As for the struggles with his golf? That was a battle for Els alone.He had a couple of close calls, although none in the majors, the most recent in Shanghai when he was 10 under for his round and had a one-shot lead when he tried a heroic shot over the pond Ñ a cut 5-wood to take some distance off from a downhill like Ñ and duffed it, making a bogey and settling for second place."I don't think the motivation was lacking," Els said. "I just think that I went about it the wrong way. I was almost chasing my own tail a little bit. I was not looking after the smaller things. I was looking at the whole big picture on Thursday morning Ñ 'Oh, I'm going to win the golf tournament' Ñ and it takes four days of good play. It takes strategy. It takes mental strength. It takes patience."And I kind of let that all out of the window."It might have seemed as though the window was closing when Els turned 40 last year, a reminder of dwindling days.After a sluggish start to the year, he began working harder than ever. After leaving PGA National at the Honda Classic on the weekend, he stopped off at the Bear's Club to hit balls. When the tournament was over, he was back at Nicklaus' club each day until twilight, searching for the right ball flight.He found it in sharing the 54-hole lead with Charl Schwartzel, his 25-year-old protege from South Africa. Although Els looked wobbly coming down the stretch Saturday afternoon by missing short putts, he was practically flawless on Sunday.Els played bogey-free in the final round for a 6-under 66, with only two bad misses. He hooked one tee on No. 6, then played around the tree and lagged beautifully from 70 feet to get his par. On the 14th, the pivotal hole at Doral, he again went left and clipped a palm tree, leaving him in the rough and unable to get at the flag.He pitched on 25 feet right of the hole, hopeful of taking a bogey and moving on. With a one-stroke lead about to be erased, however, Els made the par putt on the last turn and was on his way."There's always a turning point," Schwartzel said. "And it's amazing. You can just see it. When he knocked it in, I just sort of thought to myself, 'Don't let this be the turning point.' But in the back of your mind ... that was big for him, for his confidence."Els' daughter, 10-year-old Samantha, followed him on the weekend. With so much attention on Ben, he is mindful that Samantha gets equal time. She loves to run over to the side of the ropes as her father walks by, making sure he sees her.Els said Ben is still a few years away from grasping why so many are cheering for his father, the significance of a blue trophy that was the 17th on the PGA Tour for Els, and his 61st win worldwide.Still, the Big Easy said his boy would watch the video. He knows golf."He loves watching me practice," Els said. "When I'm at the Bear's Club, he always comes out and gets on the range and watches me play. He tries to hit a couple of shots himself. He just loves being on the golf course with me. Yeah, we'll show him the tape. I think he'll get excited about it. I think it will be another couple of years before he understands what we've done, but that's no problem."
Florida
No.
Grand Slam
AP
Autism Foundation
Ben
Adam Scott
Jack Nicklaus
Raymond Floyd
Ñ
Palm Beach County
Samantha
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Ernie Els.As
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Autism397
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Add to my webjam DIAGNOSIS AND CONSULTATION There are no medical tests for diagnosing autism. An accurate diagnosis must be based on observation of the individual's communication, behavior, and developmental levels. However, because many of the behaviors associated with autism are shared by other disorders, various medical tests may be ordered to rule out or identify other possible causes of the symptoms being exhibited. At first glance, some persons with autism may appear to have mental retardation, a behavior disorder, problems with hearing, or even odd and eccentric behavior. To complicate matters further, these conditions can co-occur with autism. However, it is important to distinguish autism from other conditions, since an accurate diagnosis and early identification can provide the basis for building an appropriate and effective educational and treatment program.A brief observation in a single setting cannot present a true picture of an individual's abilities and behaviors. Parental (and other caregivers' and/or teachers) input and developmental history are very important components of making an accurate diagnosis.EARLY DIAGNOSISResearch indicates that early diagnosis is associated with dramatically better outcomes for individuals with autism. The earlier a child is diagnosed, the earlier the child can begin benefiting from one of the many specialized intervention approaches treatment and educationDIAGNOSTIC TOOLSThe characteristic behaviors of autism spectrum disorders may or may not be apparent in infancy (18 to 24 months), but usually become obvious during early childhood (24 months to 6 years).As part of a well-baby/well-child visit, your child's doctor should do a developmental screening asking specific questions about your baby's progress. The National Institute of Child Health and Human Development (NICHD) lists five behaviors that signal further evaluation is warranted:Does not babble or coo by 12 monthsDoes not gesture (point, wave, grasp) by 12 monthsDoes not say single words by 16 monthsDoes not say two-word phrases on his or her own by 24 monthsHas any loss of any language or social skill at any age.Having any of these five red flags does not mean your child has autism. But because the characteristics of the disorder vary so much, a child showing these behaviors should have further evaluations by a multidisciplinary team. This team may include a neurologist, psychologist, developmental pediatrician, speech/language therapist, learning consultant, or other professionals knowledgeable about autism.SCREENING INSTRUMENTS While there is no one behavioral or communications test that can detect autism, several screening instruments have been developed that are now being used in diagnosing autism:CARS rating system (Childhood Autism Rating Scale), developed by Eric Schopler in the early 1970s, is based on observed behavior. Using a 15-point scale, professionals evaluate a child's relationship to people, body use, adaptation to change, listening response, and verbal communication.The Checklist for Autism in Toddlers (CHAT) is used to screen for autism at 18 months of age. It was developed by Simon Baron-Cohen in the early 1990s to see if autism could be detected in children as young as 18 months. The screening tool uses a short questionnaire with two sections, one prepared by the parents, the other by the child's family doctor or pediatrician.The Autism Screening Questionnaire is a 40 item screening scale that has been used with children four and older to help evaluate communication skills and social functioning.The Screening Test for Autism in Two-Year Olds is being developed by Wendy Stone at Vanderbilt and uses direct observations to study behavioral features in children under two. She has identified three skills areas that seem to indicate autism - play, motor imitation, and joint attention.CONSULTING WITH PROFESSIONALSWhether you or your child's pediatrician is the first to suspect autism, your child will need to be referred to someone who specializes in diagnosing autism spectrum disorders. This may be a developmental pediatrician, a psychiatrist or psychologist, and other professionals that are better able to observe and test your child in specific areas.This multidisciplinary assessment team may include some or all of the following professionals (they may also be involved in treatment programs):Developmental pediatrician - Treats health problems of children with developmental delays or handicaps.Child psychiatrist - A medical doctor who may be involved in the initial diagnosis. He/she can also prescribe medication and provide help in behavior, emotional adjustment and social relationships). - Specializes in understanding the nature and impact of developmental disabilities, including autism spectrum disorders. May perform psychological and assessment test, as well as help with behavior modification and social skills training. - Focuses on practical, self-help skills that will aid in daily living such as dressing and eating. May also work on sensory integration, coordination of movement, and fine motor skills.Physical therapist - Helps to improve the use of bones, muscles, joints, and nerves to develop muscle strength, coordination and motor skills.Speech/language therapist - Involved in the improvement of communication skills, including speech and language.Social Worker - May provide counseling services or act as case manager helping to arrange services and treatments.It is important that parents and professionals work together for the child's benefit. While professionals will use their experience and training to make recommendations about your child's treatment options, you have unique knowledge about his/her needs and abilities that should be taken into account for a more individualized course of action.Once a treatment program is in place, communication between parents and professionals is essential in monitoring the child's progress. Here are some guidelines for working with professionals:Be informed. Learn as much as you can about your child's disability so you can be an active participant in determining care. If you don't understand terms used by professionals, ask for clarification.Be prepared. Be prepared for meetings with doctors, therapists, and school personnel. Write down your questions and concerns, and then note the answers.Be organized. Many parents find it useful to keep a notebook detailing their child's diagnosis and treatment, as well as meetings with professionals.Communicate. It's important to ensure open communication - both good and bad. If you don't agree with a professional's recommendation, speak up and say specifically why you don't.GETTING PAST THE DIAGNOSISOften, the time immediately after the diagnosis is a difficult one for families, filled with confusion, anger and despair. These are normal feelings. But there is life after a diagnosis of autism. Life can be rewarding for a child with autism and all the people who have the privilege of knowing the child. While it isn't always easy, you can learn to help your child find the world an interesting and loving place. TREATMENT Add to my webjam Discovering that your child has an autism spectrum disorder (ASD) can be an overwhelming experience. For some, the diagnosis may come as a complete surprise; others may have had suspicions and tried for months or years to get an accurate diagnosis. In either case, a diagnosis brings a multitude of questions about how to proceed. A generation ago, many people with autism were placed in institutions. Professionals were less educated about autism than they are today and specific services and supports were largely non-existent. Today the picture is much clearer. With appropriate services and supports, training, and information, children on the autism spectrum will grow, learn and flourish, even if at a different developmental rate than others.While there is no known cure for autism, there are treatment and education approaches that may reduce some of the challenges associated with the condition. Intervention may help to lessen disruptive behaviors, and education can teach self-help skills that allow for greater independence. But just as there is no one symptom or behavior that identifies individuals with ASD, there is no single treatment that will be effective for all people on the spectrum. Individuals can learn to function within the confines of ASD and use the positive aspects of their condition to their benefit, but treatment must begin as early as possible and be tailored to the child's unique strengths, weaknesses and needs.Throughout the history of the Autism Society of America, parents and professionals have been confounded by conflicting messages regarding what are, versus what are not, appropriate treatment approaches for children and adults on the autism spectrum.The purpose of this section is to provide a general overview of a variety of available approaches, not specific treatment recommendations. Keep in mind that the word treatment is used in a very limited sense. While typically used for children under 3, the approaches described herein may be included in an educational program for older children as well.It is important to match a child's potential and specific needs with treatments or strategies that are likely to be effective in moving him/her closer to established goals and greatest potential. ASA does not want to give the impression that parents or professionals will select one item from a list of available treatments. A search for appropriate treatment must be paired with the knowledge that all treatment approaches are not equal, what works for one will not work for all, and other options do not have to be excluded. The basis for choosing any treatment plan should come from a thorough evaluation of the strengths and weaknesses observed in the child.UNDERSTANDING YOUR OPTIONSTreatment approaches are constantly evolving as more is learned about the autism spectrum. There are many therapeutic programs, both conventional and complementary, that focus on replacing dysfunctional behaviors and developing specific skills.As a parent, it's natural to want to do something immediately. The literature states time and time again the importance of early treatment for individuals on the autism spectrum However, it is important not to rush in with changes. It does no good to push ahead with a treatment that is not appropriate for the individual or one that may be harmful. You also much consider the larger implications of beginning a new treatment. A child may have already learned to cope with his or her current environment and sudden changes or unexpected different expectations could be stressful and confusing. Various treatment approaches should be investigated and information gathered concerning various options before proceeding with any child's treatment.Parents will encounter numerous accounts from other parents about successes and failures with many of the treatment approaches mentioned. Professionals also differ in their theories of what they feel is the most successful treatment for autism. It can be frustrating! Parents do learn to sift through the information, examine options with a critical eye and make rational, educated decisions on what is appropriate given the individual circumstance. Parents live with the individual on the spectrum every day and best know his/her needs and the unique ways that autism impacts their lives. Parents must be empowered to trust their instincts as various options are explored, considered and implemented.The descriptions of treatment approaches provided here are for informational purposes only. They serve as overviews and should always be followed with contact with qualified professionals and should be discussed with parents or individuals on the spectrum who have person experiences. The Autism Society of America does not endorse any specific treatment or therapy.While doing research, parents and professionals will hear about many different treatments approaches, such as auditory training, discrete trial training, vitamin therapy, anti-yeast therapy, facilitated communication, music therapy, occupational therapy, physical therapy, and sensory integration. These approaches can generally be broken down into three categories:Learning ApproachesBiomedical & Dietary ApproachesComplementary ApproachesSome of these treatment approaches have research studies that support their efficacy; others may not. Some parents will only want to try treatment methods that have undergone research and testing and are generally accepted by the professional community. But keep in mind that scientific studies are often difficult to do since each individual on the autism spectrum is different.For others, formal testing might not be a pre-requisite for them to try a treatment with their child. Even for those with scientific proof, the Autism Society of America recommends that all options available are investigated to determine the approach that is most appropriate.Experts agree though, that early intervention is important in addressing the symptoms associated with ASD. The earlier treatment is started, the more opportunity for the individual to reach their highest potential. Many of the approaches described can be used on children as young as age 2 or 3. They may also continue to be used in conjunction with special education programs or traditional elementary school for children who are mainstreamed.PROGRAMS FOR CHILDREN UNDER AGE 3If a child is younger than 3 years old, he or she is eligible for early intervention assistance. This federally-funded program is available in every state, but may be provided by different agencies. Contact the local chapter of the Autism Society of America in your area for more specific information, search program listings in Autism Source™ located on the web at http://www.autismsource.org/, or obtain a state resource sheet from the National Information Center for Children and Youth with Disabilities.This early education assistance may be available in two forms: home-based or school-based. Home-based programs generally assign members of an early intervention team to come to the home to train parents or caregivers to educate the child on the spectrum. School-based programs may be in a public school or a private organization. Both of these programs should be staffed by teachers and other professionals who have experience working with children with disabilities specifically autism. Related services should also be offered, such as speech, physical or occupational therapy, depending on the needs of each child. The program may be only for children with disabilities or it may also include typically developing peers.PROGRAMS FOR SCHOOL AGE CHILDRENFrom the age of 3 through the age of 21, every child diagnosed on the autism spectrum is guaranteed a free appropriate public education supplied by the local education agency. The Individuals with Disabilities Education Act (IDEA) is a federal mandate that guarantees this education. Whatever the level of impairment, the educational program for an individual on the autism spectrum should be based on the unique needs of the student, and thoroughly documented in the IEP (Individualized Education Program). If this is the first attempt by the parents and the school system to develop the appropriate curriculum, conducting a comprehensive needs assessment is a good place to start. Consult with professionals who are well versed in the spectrum of autism and related conditions about the best possible educational methods that will be effective in assisting the student to learn and benefit from his/her school program. Educational programming for students with ASD often addresses a wide range of skill development, including: academics, language, social skills, self-help skills, behavioral issues, and leisure skills.Parents can and should be an active and equal participant in deciding on an appropriate educational plan for their child. Parents know the child best and can provide valuable information to teachers and other professionals who will be providing educational services. Collaboration between parents and professionals is essential; open communication will certainly lead to better evaluation of progress and improved outcomes for the student.To learn about other services specific to an area, contact resources in the community, such as the local ASA chapter, a local University Affiliated Program for Developmental Disabilities, the local ARC, Easter Seals, or Parent Training and Information Center. Be persistent but be patient it may take days or weeks to find the information you need. If a local resource is not able to provide the information or services sought, ask for a referral to another agency or local resource that may be helpful.EVALUATING APPROACHESBecause no two children on the autism spectrum have the exact same symptoms and behavioral patterns, a treatment approach that works for one child may not be successful with another. This makes evaluating different approaches difficult and that much more essential. There is little comparative research between treatment approaches. Primarily this is because there are too many variables that have to be controlled. So, it's no wonder that parents might be confused about what to do.The Autism Society of America has long promoted the empowerment of individual consumers (including people on the spectrum, parents and professionals) to critically examine a variety of available options and be forearmed with a set of parameters under which they can better determine associated threats and opportunities and, therefore, make informed decisions. Further, better educated consumers, would help control the embracing of unproven notions that may distract from effective courses of treatment for individuals with ASD.In the article Behavioral and Educational Treatment for Autistic Spectrum Disorders (Autism Advocate, Volume 33, No. 6), Bryna Siegel, Ph.D., suggests thinking about each symptom as an autism specific learning disability… that tells something about a barrier to understanding. Using this model, what the student can and cannot do well can be evaluated. …take stock of which autistic learning disabilities are present, and then select treatments that address that particular child's unique autism learning disability profile. Understanding these learning differences is the first step in assessing whether a specific treatment approach may be helpful; understanding a child's strengths is equally important. For example, some children are good visual learners, while another child may need written, rather than oral, cues.Finding Treatment Programs in Your AreaOnce familiar with the treatments that are available and appropriate for individuals with ASD, parents begin to think about where they can receive these services. Treatments may be obtained through either the medical or educational community, depending on the nature of the treatment. There are also a variety of resources useful in finding qualified professionals or service providers in your area. There are several state agencies established to provide this type of information and support, including Protection and Advocacy agencies; Developmental Disabilities Councils; Vocational Rehabilitation Centers; Parent Training Centers; and Educational Resources. Local chapters of the Autism Society of America are run by parents of individuals on the autism spectrum and have been established to provide guidance, advice and referrals to programs and professionals in a specific geographic region.
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Legislative Breakfast March 12:
Concerned that the state's fiscal 2011 budget could further
erode much-needed services for local residents with intellectual
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participating in a major campaign to avert what could be devastating service reductions. Legislative Breakfast March 12 flyer
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Autism - Page 1
Autism
Classification and external resources
Repetitively stacking or lining up objects may indicate autism.[1]
ICD-10
F84.0
ICD-9
299.0
OMIM
209850
DiseasesDB
1142
MedlinePlus
001526
eMedicine
med/3202 ped/180
MeSH
D001321
Autism is a brain development disorder that impairs social interaction and communication, and causes restricted and repetitive behavior, all starting before a child is three years old. This set of signs distinguishes autism from milder autism spectrum disorders (ASD) such as Asperger syndrome.[2]Autism has a strong genetic basis, although the genetics of autism are complex and it is unclear whether ASD is explained more by multigene interactions or by rare mutations.[3] In rare cases, autism is strongly associated with agents that cause birth defects.[4] Other proposed causes, such as childhood vaccines, are controversial and the vaccine hypotheses lack convincing scientific evidence.[5] Most recent reviews estimate a prevalence of one to two cases per 1,000 people for autism, and about six per 1,000 for ASD, with ASD averaging a 4.3:1 male-to-female ratio. The number of people known to have autism has increased dramatically since the 1980s, at least partly due to changes in diagnostic practice; the question of whether actual prevalence has increased is unresolved.[6]Autism affects many parts of the brain; how this occurs is poorly understood. Parents usually notice signs in the first two years of their child's life. Early behavioral or cognitive intervention can help children gain self-care, social, and communication skills. There is no cure.[7] Few children with autism live independently after reaching adulthood, but some become successful,[8] and an autistic culture has developed, with some seeking a cure and others believing that autism is a condition rather than a disorder.[9]
Contents
1 Classification
2 Characteristics
2.1 Social development
2.2 Communication
2.3 Repetitive behavior
2.4 Other symptoms
3 Causes
4 Mechanism
4.1 Pathophysiology
4.2 Neuropsychology
5 Screening
6 Diagnosis
7 Management
8 Prognosis
9 Epidemiology
10 History
11 References
12 External links
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genetic
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cognitive
Prognosis
Causes
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Classification
ICD-10 F84.0 ICD-9
OMIM
MeSH D001321 Autism
Contents
Characteristics
Mechanism
Pathophysiology
Neuropsychology
Epidemiology
0
OMIM
2098
20985
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Autism401
http://www.altavista-autism.org/
Welcome! The Alta Vista Center for Autism, located in south Denver, is a treatment center for children with autism and related disorders serving families in Colorado and beyond since 2003.
Our services include full and half day programs, clinical and consultation services, home and school program development, and assessments.
Inclement Weather Information:
For information about Center operations during inclement weather, call 303-759-1192 after 7am or refer to local TV station updates.
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Autism402
http://www.ledger-enquirer.com/2010/03/10/1046057/ap-asperbergers-syndrome-no-longer.html
But opponents ? mostly older teens and adults with Asperger's ? disagree.Liane Holliday Willey, a Michigan author and self-described Aspie whose daughter also has Asperger's, fears Asperger's kids will be stigmatized by the autism label ? or will go undiagnosed and get no services at all.Grouping Aspies with people "who have language delays, need more self-care and have lower IQs, how in the world are we going to rise to what we can do?" Willey said.Rebecca Rubinstein, 23, a graduate student from Massapequa, N.Y., says she "vehemently" opposes the proposal and will think of herself as someone with Asperger's no matter what.Autism and Asperger's "mean such different things," she said.Yes and no.Both are classified as neurodevelopmental disorders. Autism has long been considered a disorder that can range from mild to severe. Asperger's symptoms can vary, but the condition is generally thought of as a mild form and since 1994 has had a separate category in psychiatrists' diagnostic manual. Both autism and Asperger's involve poor social skills, repetitive behavior or interests, and problems communicating. But unlike classic autism, Asperger's does not typically involve delays in mental development or speech.The American Psychiatric Association's proposed revisions, announced Wednesday, involve autism and several other conditions. The suggested autism changes are based on research advances since 1994 showing little difference between mild autism and Asperger's. Evidence also suggests that doctors use the term loosely and disagree on what it means, according to psychiatrists urging the revisions.A new autism spectrum category recognizes that "the symptoms of these disorders represent a continuum from mild to severe, rather than being distinct disorders," said Dr. Edwin Cook, a University of Illinois at Chicago autism researcher and member of the APA work group proposing the changes.The proposed revisions are posted online at http://www.DSM5.org for public comment, which will influence whether they are adopted. Publication of the updated manual is planned for May 2013.Dr. Mina Dulcan, child and adolescent psychiatry chief at Chicago's Children's Memorial Hospital, said Aspies' opposition "is not really a medical question, it's an identity question.""It would be just like if you were a student at MIT. You might not want to be lumped with somebody in the community college," said Dulcan who supports the diagnostic change."One of the characteristics of people with Asperger's is that they're very resistant to change," Dulcan added. The change "makes scientific sense. I'm sorry if it hurts people's feelings," she said.Harold Doherty, a New Brunswick lawyer whose 13-year-old son has severe autism, opposes the proposed change for a different reason. He says the public perception of autism is skewed by success stories ? the high-functioning "brainiac" kids who thrive despite their disability.Doherty says people don't want to think about children like his son, Conor, who will never be able to function on his own. The revision would only skew the perception further, leading doctors and researchers to focus more on mild forms, he said.It's not clear whether the change would affect autistic kids' access to special services.But Kelli Gibson of Battle Creek, Mich., whose four sons have different forms of autism, thinks it would. She says the revision could make services now designated just for kids with an "autism" diagnosis available to less severely affected kids ? including those with Asperger's and a variation called pervasive developmental disorder-not otherwise specified.Also, Gibson said, she'd no longer have to use four different terms to describe her boys."Hallelujah! Let's just put them all in the same category and be done with it," Gibson said.
American Psychiatric Association
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APA
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Dulcan
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Doherty
Conor
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Gibson
Holliday Willey
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www.DSM5.org
1046057
10/03/10
www.ledger-enquirer.com/2010/03/10/1046057/ap-asperbergers-syndrome-no-longer.html
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Autism404
http://www.freewebs.com/autismsite/
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 3 or 4 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.THE TOLE is dedicated to understanding the workings and inter-relationships 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 and brain damage or vegetable. http://www.freewebs.com/autismtreatment8/
Online Informations News Data Treatment on -AUTISM, AUTISTIC, ADHD, ADD, Coma Brain Damage, Special Kids Herbs Treatment Cure By our Master Tole In Malaysia. These Autism Treatment, Epilepsy Treatment, coma Treatment, brain damage Treatment etc has been on our research and treatment top list from 1984.
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1. Autism Autistic Kids qualitative impairment in social interaction, as manifested by at least two of the following:
(a) Impairment in the use of multiple non-verbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction
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First you have to become the member of The Tole Research Team and then we can guide you from here. You have to send in your full details, qualifications and experience for our assessment and if not good enough, then you have to take up a intensive online course . At the end of the course there will be one assessment, when you have pass then you will be entitle to our membership of The Tole's research Team and we will guild you from here to all your patients at a small cost each patient.
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3. Autism restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following:
(a) autism encompassing preoccupation with one or more stereotyped patterns of interest that is abnormal either in intensity or focus
(b) autism apparently inflexible adherence to specific, nonfunctional routines or rituals
(c) stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or complex whole-body movements)
(d) autism persistent of liking an object.
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Akupunktur adalah satu daripada perubatan yang tertua didunia yang sering digunakan bagi menyembuhkan penyakit. Ditemui di China pada 3,500 tahun yang lalu, dan hanya selepas 3 dekad ia menjadi salah satu daripada perubatan yang terkenal di seluruh dunia. Kini, Pusat Perubatan Herba Akupunktur Sdn. Bhd The Tole adalah salah satu Pusat Perubatan yang tertua dan terkenal di Malaysia.
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He still continuing doing acupuncture and take medication (The Tole's Brain Powder). After a few months doing THE TOLE'S NEURO Acupuncture, all people around him keep saying that he has been improving everyday and now time he was 80% recovered. Now his eyes contact are perfect, he can make facial expression and his body posture and gestures are improve. No un-meaningful screaming from his mouth anymore and he can SPEAK like normal kids. That was impressed anybody (all the regular patients) who see him. They were surprised for him because he started with 0 communication 0 eyes contact in his own world and always scream whenever he cannot get his own way and severe Autism but now can communicate and answer the question back and play normally very chamming all the time with others. He also can share interest and enjoyment with other people. His super hyperactive behavior also change and now he is smarter and love to study. He is excellent in Mathematics and love to do his school homework. He can focus in whatever he does now and he is not in his world anymore. He is almost 100% recovered! When we see him. He still continue the same treatment to build up his confident to begin a normal life like other kids.
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Autistic
Tole
www.freewebs.com/autismsite/
Autism405
http://hubpages.com/hub/About-Autism
Its HistoryLeo Kanner was the first scientist to give a name and a face
to a disorder he referred to as
infantile autism and what we know it as Autism today.
In 1943 He published a paper entitled, Autistic Disturbances of Affective
Contact, which described the symptoms of 11 children who all exhibited signs of
Autism. This publication gave the world its first look inside the world of
Autism. Since this time Autism as grown
to affect 1 in 150 and is most prevalent in males.
What is Autism?Autism is one of many Autistic Spectrum Disorders(ASDs). It
shares the spectrum with other well known disorders
such as Aspergers Syndrome, Fragile X Syndrome and PDD , among others. Autism is a neurological disorder, this means that it is a disorder that affects the
nervous system due to disease, injury, developmental abnormalities or toxins. It
impairs the main functions of the Nervous System which is rooted in sensory,
integration and motor skills.
What Causes Autism?
Researchers believe that Autism is caused by both genetics
and environmental factors with genetics playing the role of susceptibility and environmental
factors acting as triggers. Diabetes
could be an example. Most people are more susceptible of contracting diabetes
if their mother or father has it but may not ever develop it. In most cases of diabetes it can be controlled
or prohibited by exercise and a proper diet but the genetic disposition is
still there.
What are the Signs
and Symptoms?
The effects of Autism are deeply rooted in three areas;
communication, social interactions and repetitive behaviors. Most children with autism have little to no
speech and if they posses speech it is not uncommon for that speech to be lost
over time. They also possess an inability to interact with others, lack of eye
contact, standoffish, do not like to be touched, intolerable to change. Other
signs may be no real sense of danger, seems as deaf, spinning objects,
inappropriate laughing or giggling, inappropriate attachment to objects,
sustained play , sensory problems, bad motor skills. The signs and symptoms of
Autism may vary from person to person. Ê
ÊÊÊ
ÊÊ
ÊÊ
ÊÊ
ÊÊ
ÊÊ
ÊÊ
ÊÊ
genetic
genetic
Autism
eye contact
PDD
aspergers
fragile x syndrome
Aspergers Syndrome
Autistic Spectrum Disorders
HistoryLeo Kanner
Autistic Disturbances of Affective Contact
Fragile X Syndrome
hubpages.com/hub/About-Autism
Autism406
http://www.neighborheart.org/whatisautism.asp
Autism is a complex brain disorder that inhibits a person's ability to communicate and develop social relationships, and is often accompanied by extreme behavioral challenges. In February 2007, the Centers for Disease Control and Prevention stated that Autism Spectrum Disorders are diagnosed in one in 150 children in the United States, affecting up to seven times as many boys than girls. The diagnosis of autism has increased tenfold in the last decade. The CDC has called autism a national public health crisis whose cause and cure remain unknown.
Facts and Figures
Recent studies show the rate of autism occurs in 1 out of 150 births. The occurrence in boys is up to 7 times more prevalent than girls.
Autism can often be detected as early 18 months of age. However, the average diagnosis age is still 5 years.
While there is no known cause or cure for autism, we do know that intervention, particularly early-intervention, can help tremendously.
To date there are no long-term studies on autism and what therapies are most effective. Therefore, it is up to the parents to research what is best for their child.
Under federal mandates, basic services may be covered by local school districts or government entities. However, the cost of contemporary services most likely fall outside of their purview and are not covered by medical insurance and, therefore, fall squarely on the caretakers.
Autism Myths
There are many misleading myths concerning autism. It's imperative that people understand that these are, in fact, myths and that every person should be treated as an individual.
Autism is an emotional disability.
You can tell right away if someone has Autism.
Children with Autism never make eye contact.
Children with Autism cannot show affection.
Children with Autism all exhibit the same traits.
Children with Autism do not talk.
Children with Autism do not smile.
Children with Autism do not want friends.
Children with Autism can perform amazing mental feats, such as memorizing the telephone book or multiplying large numbers in their heads.
Children with Autism are completely cut off from human relationships.
All of these statements are false. They are all myths.
brain
Autism Spectrum Disorders
Autism
eye contact
United States
CDC
Centers for Disease Control and Prevention
Autism
www.neighborheart.org/whatisautism.asp
Autism407
http://www.pecanbread.com/BTVCautismchapter.html
About Autism
by Elaine Gottschall
from Breaking the Vicious Cycle, 10th Edition, Copyright 2003
?
.in many autistic children, bacterial and fungal
overgrowths are etiologically significant in the cascade
of events that result in autism or one of the other autism
spectrum disorders.?
By Jaquelyn McCandless in Children with Starving Brains.
?A sensible and harmless form of warfare on the
aberrant population of intestinal microbes is to manipulate
their energy (food) supply through diet
By depriving
intestinal microbes of their energy source, their numbers
gradually decrease along with the products they
produce.?
By Elaine Gottschall in Breaking the Vicious Cycle.
?Janie played with a doll for the first time ever
today; I almost fainted. She initiated a hug and kiss for
the first time ever in her 14 years of life.?
From Mom of Janie with Down?s syndrome, autism and gastrointestinal
issues after a short time on the Specific
Carbohydrate Diet.
The Specific Carbohydrate Diet has entered the world
of autism through ?the back door?- the intestinal tract. And
what may have first appeared to be ?the back door,? via the
digestive system, is rapidly becoming one of the most scientifically
researched areas in determining what may be one of
the underlying causes of many autism spectrum disorders.
Because the Specific Carbohydrate Diet?s goal is to heal the
intestinal tract and to rid it of bacterial and fungal overgrowth,
it is proving to be a very successful dietary intervention
in treating many autistic children and leading them back
to a life of normalcy.
This chapter will review some of the research dealing
with the Gut-Brain Axis in child developmental disorders. It
will point out how dietary intervention with the Specific
Carbohydrate Diet addresses and often overcomes conditions
thought to be at the root of autism spectrum disorders as well
as some cases of epilepsy and attention deficit disorder
(ADD).
The previous chapter, The Brain Connection, highlights
the research of many years in which it had been shown
that various neurological problems originate in the digestive
system. And when the number of autistic children soared
within the last two decades, attention has again been directed
to the gastrointestinal tract.
Parents of autistic children have always known that,
among their children?s symptoms, there exists symptoms of
chronic constipation, periods of diarrhea, and abdominal pain.
But until recently, the parents? reports were treated as of no
consequence. Now, fortunately, attention is being focused on
these physical symptoms as well as on behavior, and many
gastroenterologists are in agreement that ?these children are
ill and are in distress and pain, and not just neurologically
dysfunctional.? 1
Some physicians, recognizing that diet was playing a
part in causing the intestinal symptoms focused their attention
on treating these gastrointestinal symptoms as allergies
and/or sensitivities. When testing these patients, they found
evidence of sensitivities to various food components, mainly
the gluten of grains and various components of dairy products.
The behavior of many autistic children, although not all,
showed improvement with the removal of these foods from
their diet but, unfortunately, although behavior often
improved, intestinal function did not. It was not unusual for
the author to receive letters from parents as follows:
?My son is almost six years old and has autism. He
was gluten/casein free for two years and while, during the
first six months I thought I saw improvement in his
exhibiting less stimmy (repeating the same action over
and over again), his stimming returned. Even while on
this diet, he still had constant stomach problems - being
hospitalized four times for throwing up and dehydration.
One time he suffered with a bowel obstruction; the other
times they weren?t sure what brought on his violent vomiting
attacks. No doctor even bothered to do a colonoscope.
I have mentioned to our doctor for years that he seems to
be addicted to potato chips, french fries, ketchup, and waffles.
When I learned of the Specific Carbohydrate Diet, it
addressed this carbohydrate addiction and I intend starting
this diet promptly.?
And another letter from Patricia :
?
Meanwhile, my younger child?s health was failing.
He was on a strict gluten-free diet because of celiac disease.
But it wasn?t helping. He was ghost white and rail
thin, with little energy and with chronic diarrhea and black
circles under his eyes. Deep down, I worried he was dying.
The team of pediatric specialists we were seeing had no
clue how to make my little boy healthy, nor did my daughter?s
?alternative? DAN (Defeat Autism Now) physician.
Fortunately, for us, this was August. And every doctor
treating my son was on vacation.
In desperation, I picked up a book called Breaking the
Vicious Cycle: Intestinal Health through Diet by Elaine
Gottschall. A stranger had mailed this book to me two
months earlier after meeting my Mother and hearing about
my son?s deteriorating health.
The book explained why my son wasn?t thriving on
the regular celiac diet. His intestines were so damaged he
couldn?t digest any grains, or complex carbohydrates. The
next day, he started the so-called Specific Carbohydrate
Diet (SCD) described in this book. His stools became normal,
and he started growing and gaining weight. He?s
now a strong, healthy seven-year old.
What about my daughter? She had no obvious digestion
troubles, but she did have ?autism? and a recently
discovered yeast overgrowth. One British researcher
found a link between the MMR shot, intestinal problems,
and autism. Wouldn?t a diet that promised to heal her
intestines and help with yeast overgrowth be her best shot
at normal life?
We put Maria on a dairy-free version of the SCD. She
had a terrible yeast die-off that lasted a week even though
she was taking Nystatin, a popular antifungal drug. But
once she recovered from the die-off, about a week later, we
were confident she?d someday grow into an independent
adult, thanks to this remarkable diet. Her remaining
speech peculiarities, such as mixing up the order of words
in a sentence, disappeared. Her eye contact became normal.
By the time she was 4-1/2, one year after her diagnosis,
no one would guess she was ever ?autistic.?
These parents? reports are echoed throughout the
autistic community: although various dietary proteins appear
to aggravate behavioral symptoms, their removal is not
addressing the gastrointestinal problems. In addition it
becomes increasingly apparent that as a few dietary proteins
are removed, more and more must be taken out of the diet to
hopefully achieve and sustain progress until these children
have little to eat in the way of nutritious food. Parents continuously
complain of their children?s addiction to carbohydrates.
Dr. J. O. Hunter in 1991 described this dilemma of
treating patients with gastrointestinal symptoms as food
allergies or sensitivities. He stated that patients who exhibit
sensitivities do not follow classical Type I allergic reaction. If
these intolerances are not allergies, then they may be a disorder
of bacterial fermentation in the colon and the disorders
might be more appropriately named ?enterometabolic (intestinal)
disorders.?2
The Specific Carbohydrate Diet approaches these gas-
trointestinal challenges in autism as it has been successfully
doing for inflammatory bowel disease - as a disorder of bacterial
fermentation and the ensuing problems which occur
because of bacterial fermentation. These problems resulting
from bacterial fermentation are: (1) production of excess
amounts of short chain volatile fatty acids (organic acids):
(2) lowering of the pH of the blood as these acids are
absorbed: (3) overgrowth of bacteria as the undigested carbohydrates
provide food for bacterial proliferation: (4) mutation
of some bacteria such as E. coli because of the change in
pH in their colonic environment; and (5) excess toxin production
caused by the overgrowth of some pathological bacteria.
Bacterial fermentation occurs when undigested carbohydrates
escape digestion and absorption and end up in the
lower parts of the small intestine and colon. Unlike diets that
eliminate only certain proteins, based on tests showing sensitivities
to proteins, and that allow unlimited intake of starches
and sugars, the Specific Carbohydrate Diet (SCD) is
designed to nourish the child optimally and to minimize bacterial
fermentation.
Coleman and Blass in 1985 in The Journal of
Developmental Disorders reported the first evidence that
autism might be linked to carbohydrate metabolism (digestion).
3 These researchers reported that the syndrome of Dlactic
acidosis was found to be present in autistic children.
Their work was based on reports of the 1970?s and 1980?s
showing that undigested carbohydrates were being changed
by bacterial action in the intestine to a substance, D-lactic
acid. High amounts of D-lactic acid in the bloodstream have
been found to cause bizarre behavioral symptoms. This book
discusses earlier research relating to D-lactic acidosis in
Chapter 7, The Brain Connection.4, 5, 6, 7, 8, 9, 10
There are two approaches to treating this abnormal
production of D-lactic acid: (1) use of antibiotics to kill the
bacteria producing the substance, a method often used med-
ically, and (2) decreasing the amount of fermentable carbohydrates
upon which bacteria feed in order to produce D-lactic
acid. Since antibiotic therapy often is accompanied by other
side effects, it seems reasonable to suggest dietary changes to
accomplish the same thing or as a support for medical intervention
with antibiotics.
The year 2000 yielded landmark research in linking
autism to the gastrointestinal tract. It was reported that
among 385 children on the autism spectrum, significant gastrointestinal
symptoms occurred in 46% compared with only
10% of almost 100 children without autism confirming what
parents already knew. 11
A flurry of remarkable scientific papers appeared, first,
in the British medical journal, Lancet12 and then in The
American Journal of Gastroenterology (Wakefield)13, demonstrating
conclusively that serious intestinal pathology was
found more than half of autistic patients. These intestinal
problems ranged from moderate to severe including esophagitis,
gastritis and enterocolitis along with the presence of lymphoid
nodular hyperplasia. Some of these intestinal pathologies
resembled Crohn?s disease as well as ulcerative colitis.
As would be expected, from previous research done on intestinal
problems (see pages 22-24), it was also found by
Horvath et al 14 that there was low carbohydrate digestive
enzyme activity (see diagrams of injured microvilli in the
chapter on Carbohydrate Digestion) although the pancreatic
function was normal.
Horvath?s report concluded by saying unrecognized
gastrointestinal disorders, especially reflux esophagitis and
disaccharide malabsorption, may contribute to the behavioral
problems of the non-verbal autistic patients.
Additional reports from findings at Harvard
Massachusetts General Hospital conclusively showed that carbohydrate
digestion is being hampered at the locus of the
intestinal absorptive cell.15
Initial autism research findings at Harvard
Massachusetts General testing 400 autistic children found
that (1) lactase deficiency was found in 55% of ASD children
tested; (2) combined deficiency of disaccharidase enzymes
was found in 15%; and (3) enzyme assays correlate well with
hydrogen breath tests. (The hydrogen breath test measures
the amount of hydrogen gas given off when intestinal
microbes ferment unabsorbed carbohydrates.)
This current work, on decrease in digestibility of
dietary disaccharides leading to malabsorption, forms the
basis for therapy of the Specific Carbohydrate Diet. Its goal is
to keep disaccharide ingestion to a minimum by avoiding lactose,
sucrose, maltose and isomaltose (remnants of starch
digestion) and to provide a nutritious, healing diet without
these double sugars and to deprive the microbial world of the
intestine from a surplus of fermentable carbohydrates.
It is well known that compounds arising in the intestinal
tract can enter the bloodstream and cross the blood brain
barrier.16 (Gastroenterologists have been aware of this in
treating the neurological effects of liver disease, hepatic
encephalopathy. Reports have been published on how these
toxins from the intestinal tract affect neurotransmitter substances
in the brain.17 Other research by E.R.Bolte18 in an
effort to correlate autism behavioral symptoms to the intestinal
tract, investigated how the toxin of one bacterium,
Clostridium tetani, could find its way from the intestinal tract
to the central nervous system via the vagus nerve.
But there is still disagreement among researchers as to
what constitutes the toxins from the gastrointestinal tract and
what their origins are. Again, are they derived from proteins
or are they products of intestinal bacterial action? This question
was addressed in an outstanding research paper published
in Neuropsychobiology in 2002 and authored by Dr.
Harumi Jyonouchi et al.19 Dr. Jyonouchi?s group were the first
to explain how bacterial toxins from the intestine can result in
sensitivities to certain dietary proteins, and casts light on the
conundrum of which comes first: allergies/sensitivities which
might lead to intestinal inflammation, or bacterial and yeast
overgrowth (infections) which can lead to sensitivities to certain
dietary proteins. The question can be viewed as ?can the
body?s innate immune system, by reacting to the toxins of
certain bacterial cell walls, cause the sensitivities to proteins
such as casein and gluten?? The authors suggest that the root
cause of the food protein sensitivity may be an underlying
sensitivity to endotoxin, which arises from the surfaces of
gram-negative bacteria in the gut flora: the lipopolysaccharide
component of the cell wall of certain bacteria present in
the intestine.20
This response to an endotoxin of intestinal bacterial
cells is considered an innate immune response, an ancient
form of defense and coded in the genes as an inherited trait.
This innate immune response to the bacterial toxin could
stimulate the production of antibodies and cytokines, initiators
of an inflammatory response, part of an adaptive immune
response.21 Dr. Jyonouchi?s research is an attempt to answer
the question of why there is gastrointestinal pathology in children
exhibiting autism spectrum disorders and invites the
research community to explore dietary intervention in order to
ameliorate the behavioral symptoms of autism.
It is the hope of the author that this book will be of
help to the research community in understanding how the
molecular components of commonly eaten foods affect this
problem and how changing the child?s diet can, indeed, break
the vicious cycle.
Important note to parents of autistic children:
When implementing The Specific Carbohydrate Diet, it
is important to remember that during the first week to ten
days, profound changes are occurring in the digestive tract:
the hundreds of different families of microorganisms are
changing their metabolic functions due to the lack of nutrients
to which they have been accustomed and of which they are
now being deprived Some children may do well even during
the first week. But others will go through a period of adjustment
which some refer to as ?detoxification.? It will be helpful
during this period to find support from the many other
parents who have been through this change. Going to the following
websites can give you this support.
It is especially important that you read the information
on these websites relating to the introduction of dairy products.
A decision can then be made if the Specific
Carbohydrate Diet should be implemented with or without
dairy.
Pecanbread.com
BreakingtheViciousCycle.info
Footnotes:
1. Buie, T., H. Winter and R. Kushak. 2002. Preliminary findings
in gastrointestinal investigation of autistic patients.
2. J.O. Hunter. 1991. Food allergy or enterometabolic disorder.
Lancet 338: 495-496.
3. Coleman, M. and J.P. Blass. 1985. Autism and lactic acidosis.
Journal of Autism and Developmental Disorders. 15:1-8.Four
patients are described who have two coexistent syndromes: the
behavioral syndrome of autism and the biochemical syndrome
of lactic acidosis. One of the four patients also had hyperuricemia
and hyperuricosuria. These patients raise the possibility
that one subgroup of the autism syndrome may be associated
with inborn errors of carbohydrate metabolism.
4. Man S. Oh, K.R. Phelps, M. Traube, J.L. Barbosa-Salvidar, C.
Boxhill, and H.J. Carroll. 1979. D-lactic acidosis in a man
with the short-bowel syndrome. The New England Journal of
Medicine 301:249-252.
5. Stolberg, L., R. Rolfe, N. Gitlin, J. Merritt, L. Mann, Jr., J. Linder,
and S. Finegold. 1982. D-lactic acidosis due to abnormal flora.
The New England Journal of Medicine 306:1344-1348.
6. Perlmutter, D.H., J.T. Boyle, J.M. Campos, J.M Egler, and J.B.
Watkins, 1983. D-lactic acidosis in children: an unusual
metabolic complication of small bowel resection. The Journal
of Pediatrics 102:234-238.
7. Haan, E., G. Brown, A. Bankier, D. Mitchell, S. Hunt, J. Blakey,
and G. Barnes. 1985. Severe illness caused by the products of
bacterial metabolism in a child with a short gut. European
Journal of Pediatrics 144:63-65.
8. Traube, M., J. Bock, and J.L. Boyer. 1982. D-lactic acidosis
after jenunoileal bypass. The New England Journal of
Medicine 307:1027.
9. Mayne, A.J., D.J. Handy, M.A. Preece, R.H. George, and I.W.
Booth. 1990. Dietary management of D-lactic acidosis in short
bowel syndrome. Archives of Diseases of Childhood 65:229-
231.
10. Thurn, J.R., G.L. Pierpont, C.W. Ludvigsen, and J.H. Eckfeldt.
1985. D-lactate encephalopathy. The American Journal of
Medicine 79:717-721.
11. Melmud, R., C. K. Schneider, R. A. Fabes, et al.
2000.Metabolic markers and gastrointestinal symptoms in chil-
dren with autism and related disorders. Journal of Pediatric
Gastroenterology and Nutrition. 31:A116.
12. Wakefield, A.J., S. H. Murch, A. Anthony, J. Linnell, D. M.
Casson, M. Malik, M. Berclowitz, A.P. Dhillon, M. A. Thomson,
P. Harvey, A. Valentine, S.E. Davies, and J. A. Walker-Smith.
1998. Ileal-lymphoid-nodular hyperplasia, non-specific colitis,
and pervasive developmental disorder in children. Lancet 351:
637-41.
13. Wakefield, A.J., A. Anthony, S.H. Murch, M. Thomson, , S.M.
Montgomer, S. Davies, J. J. O?Leary, m. Berelowitz, and J.A.
Walker-Smith. 2000. Enterocolitis in children with developmental
disorders. American Journal of Gastroenterology
95:2285-2295.
14. Hovarth, K., J.C. Papadimitriou, A. Rabsztyn, C. Drachenberg,
and J. T. Tildon. 1999. Gastrointestinal abnormalities in children
with autistic disorder. Journal of Pediatrics 135: 559-63.
15. Harvard Autism Project. 2002. Initial Autism Research
Findings at Harvard Massachusetts General Hospital.
16. Wakefield, A. J. 2002. The gut-brain axis in childhood developmental
disorders. In Journal of Pediatric Gastroenterology
and Nutrition. Lippincott Williams & Wilkins, Inc.,
Philadelphia.
17. Butterworth, R. F. 2000. Complications of cirrhosis III hepatic
Encephalopathy. Journal of Hepatology 32:171-180.
18. Bolte, E. R. 1998. Autism and Clostridium tetani. Medical
Hypothesis 55:133-44.
19. Jyonouchi, H, S. Sun, and N. Itokazu. 2002. Innate immunity
associated with inflammatory responses and cytokine production
against common dietary proteins in patients with autism
spectrum disorder. Neuropsychobiology 46:76-84.
20. Ulevitch, R.J. and P.S. Tobias. 1999. Recognition of gramnegative
bacteria and endotoxin by the innate immune system.
Current Opinions Immunology. 11:19-22. Until about 10 years
ago the exact mechanisms controlling cellular responses to the
endotoxin ? or lipopolysaccharide (LPS) ? of Gram-negative
bacteria were unknown. Now a considerable body of evidence
supports a model where LPS or LPS-containing particles
(including intact bacteria) form complexes with a serum protein
known as LPS-binding protein; the LPS in the complex is
subsequently transferred to another protein which binds LPS,
CD14. The latter is found on the plasma membrane of most
cell types of the myeloid lineage as well as in the serum in its
soluble form. LPS binding of these two forms of CD 14
results in the activation of cell types of myeloid and nonmyeloid
lineages respectively.
21. Medzhitov, R. and C. Janeway. 2000. Innate immunity. The
New England Journal of Medicine 343:338-344.
brain
sensitivity
Autism
gastrointestinal
eye contact
add
attention deficit disorder
MMR
Horvath
Jyonouchi
R.
Developmental Disorders
Janie
M.
Journal
Philadelphia
British
Lancet
Crohn
Vicious Cycle
Elaine Gottschall
Vicious Cycle: Intestinal Health
SCD
Nystatin
New England Journal of Medicine
A.J.
L.
Jaquelyn McCandless
T.
Wakefield
Nutrition
Coleman
American Journal of Medicine
Vicious Cycle.
Specific Carbohydrate Diet
Gut-Brain
Brain Connection
Patricia
Maria
J. O. Hunter
E. coli
Blass
Journal of Developmental Disorders
Dlactic
D-lactic
Brain Connection.4
Lancet12
American Journal of Gastroenterology
Harvard Massachusetts General Hospital
Harvard Massachusetts General
Harumi Jyonouchi
Buie
H. Winter
R. Kushak
J.O. Hunter
J.P. Blass
S. Oh
K.R. Phelps
M. Traube
J.L. Barbosa-Salvidar
C. Boxhill
H.J. Carroll
Stolberg
R. Rolfe
N. Gitlin
J. Merritt
L. Mann
Jr.
J. Linder
S. Finegold
Perlmutter
D.H.
J.T. Boyle
J.M. Campos
J.M Egler
J.B. Watkins
Haan
E.
G. Brown
A. Bankier
D. Mitchell
S. Hunt
J. Blakey
G. Barnes
European Journal of Pediatrics
Traube
J. Bock
J.L. Boyer
Mayne
D.J. Handy
M.A. Preece
R.H. George
I.W. Booth
Thurn
J.R.
G.L. Pierpont
C.W. Ludvigsen
J.H. Eckfeldt
Melmud
C. K. Schneider
R. A. Fabes
Journal of Pediatric Gastroenterology
S. H. Murch
A. Anthony
J. Linnell
D. M. Casson
M. Malik
M. Berclowitz
A.P. Dhillon
M. A. Thomson
P. Harvey
A. Valentine
S.E. Davies
J. A. Walker-Smith
Ileal-lymphoid-nodular
S.H. Murch
M. Thomson
S.M. Montgomer
S. Davies
J. J.
Berelowitz
J.A. Walker-Smith
American Journal of Gastroenterology
Hovarth
K.
J.C. Papadimitriou
A. Rabsztyn
C. Drachenberg
J. T. Tildon
Harvard Autism Project
Autism Research Findings at Harvard Massachusetts General Hospital
A. J.
Lippincott Williams
Wilkins , Inc.
Butterworth
R. F.
Bolte
E. R.
Clostridium
S. Sun
N. Itokazu
Ulevitch
R.J.
P.S. Tobias
LPS
Medzhitov
C. Janeway
344-1348
285-2295
www.pecanbread.com/BTVCautismchapter.html
Pecanbread.com
BreakingtheViciousCycle.info
Autism408
http://www.friendsofautism.org/
WELCOME TOFRIENDS OF AUTISMEvery sixteen minutes, a child in the United States is diagnosed with autism. In Wisconsin, at least one child is diagnosed with autism every day. Autism is now the most prevalent developmental disabilityÑaffecting more children than cerebral palsy, Down syndrome, hearing loss, and vision impairment. In fact, more children will be diagnosed with autism than with childhood leukemia, diabetes, and cancer combined.
Friends of Autism was established in 2000 as the only autism charity in Wisconsin dedicated to raising money to fund autism research, awareness, and education. Friends of Autism is powered by volunteers and relied upon by parents and professionals throughout the state.
We invite you to learn more about autism and our organization on the pages of our website. WeÕre hoping that you, too, will become a Friend of Autism.
See our NEW Facebook page at Friends of Autism - Wisconsin.
Autism
United States
down syndrome
Wisconsin
www.friendsofautism.org/
Autism41
http://abcnews.go.com/Health/Autism/autism-signs-symptoms-missed-parents/story?id=10013129
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The symptoms of autism tend to emerge in children after six months of age, with a loss of social and communications skills that is more common and more subtle than previously thought, according to a new study that questions previous assumptions about the progression of the condition.
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How infants react to certain expressions may help to diagnose autism.
At six months, children with autism spectrum disorder demonstrated behavior similar to other children, gazing at faces, sharing smiles, and vocalizing with similar frequency, researchers reported online in the Journal of the American Academy of Child and Adolescent Psychiatry.
However, autistic children displayed fewer of these behaviors as as they got older, and from six months to 18 months the loss of social communication and skills typically became clear.
While doctors typically caught early signs of autism, the declines were more subtle than previously suggested and most parents -- 83 percent -- did not report regression in the social behaviors and skills.
Related
WATCH: Mothers Age Linked to Autism 'Love Hormone' Oxytocin Shows Promise in AutismLancet Retracts Controversial Autism Paper
"These findings lead us to two major conclusions," Sally Ozonoff of University of California Davis Health System in Sacramento and colleagues wrote.
"First, the behavioral symptoms of autism spectrum disorder appear to emerge over time, beginning in the second half of the first year of life and continuing to develop for several years.
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"Second, our most widely used and recommended practice for gathering information about symptom onset, parent-provided developmental history, does not provide a valid assessment of the slow decline in social communication that can be observed prospectively."
Autism is thought to emerge in two ways: an early onset pattern and a regressive pattern.
A majority of autistic children are thought to experience the early onset pattern, showing clear signs of the disease in the second year of life but in some cases showing signs before the first birthday.
Those with the regressive pattern are thought to develop normally for the first year of life, then begin losing communications and social skills.
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Autism412
http://www.emaxhealth.com/1506/119/35984/aspergers-syndrome-it-different-autism.html
The American Psychiatric Association announced in February that the organization is revision the current edition of the Diagnostic and Statistical Manual IV which helps health professionals identify mental health disorders. The fifth edition of the DSM will be officially released in 2013, but some of the new guidelines, especially for those that fall under the Autism Spectrum Disorders, propose that AspergerÕs syndrome should not be a separate diagnosis from other autistic disorders generating a furry of comments and concerns.
AspergerÕs Syndrome is a developmental disorder that affects two-way social interaction, both verbal and nonverbal communication, and a reluctance to accept change. Patients also have an inflexibility of thought and an obsessively narrow area of interest. They require a structured environment and rely on routines. Asperger patients are often highly intelligent, excelling especially in math and science. They have excellent rote memory skills for remembering things such as facts, figures, and dates.
In addition to a deficit in social skills, Asperger patients may also show delayed motor skills and a presence of Òmotor clumsinessÓ. They may take longer pedaling a bike, catching a ball, or have trouble with other manipulative tasks such as opening a jar.
The National Institutes of Health estimates that AspergerÕs syndrome affects about two out of every 10,000 children. It appears to affect boys more than girls. Unlike autism, language acquisition and cognitive development are not delayed and AspergerÕs is usually diagnosed later in childhood.
Because the severity of the symptoms range within the syndrome and some experts do not recognize mild cases, often calling a patient ÒoddÓ or ÒeccentricÓ, the American Psychiatric Association Committee feels that reclassifying AspergerÕs patients as Òhighly functioning autismÓ patients may help children get the services and support they need. Dr. Charles Raison, psychiatrist at Emory University, says that Òit is more accurate to call it a form of autism. From a scientific point of view, I think the use of these spectrum ideas is much closer to the underlying biology.Ó
Rosalyn Lord, Coordinator of CASSEL Ð a support group for AspergerÕs patients in the UK Ð maintains the conditions should remain separate diagnoses. At the Online Asperger Syndrome Information and Support (OASIS) Center, she writes that while both syndromes are characterized by a difficulty with social skills, autism is often interpreted as a withdrawal from normal life and the impairments are much greater than those of AspergerÕs. Children with autism often have little or no language and have a greater difficulty in learning. Those with Asperger are more verbal and have a cognitive ability that is usually above average.
Both autistic and Asperger patients find the world confusing and frustrating, leading to behavioral problems that need special attention. Language and communication therapies can be helpful for both, but with different focuses. While autistic patients need encouragement to acquire more verbal skills, Asperger patients need help with understanding the subtleties of language Ð that everything said is not black and white.
Parents of children with both conditions need to understand routines and structure that can be helpful for children diagnosed with an autistic spectrum disorder. OASIS gives this list of helpful strategies to help, especially with AspergerÕs Syndrome children:
¥ Keep all your speech and instructions simple - to a level they understand. The use of lists or pictures may help.
¥ Try to get confirmation that they understand what you are talking about/or asking - don't rely on a stock yes or no - that they like to answer with.
¥ Explain why they should look at you when you speak to them. Encourage them, give praise for any achievement - especially when they use a social skill without prompting.
¥ In some young children who appear not to listen - the act of 'singing' your words can have a beneficial effect.
¥ Limit any choices to two or three items.
¥ Limit their 'special interest' time to set amounts of time each day if you can.
¥ Use turn taking activities as much as possible, not only in games but at home too.
¥ Pre-warn them of any changes, and give warning prompts if you want them to finish a task.
¥ Try to build in some flexibility in their routine, if they learn early that things do change and often without warning - it can help.
¥ Don't always expect them to 'act their age' they are usually immature and you should make some allowances for this.
¥ Try to identify stress triggers and avoid them if possible.
¥ Promises and threats you make will have to be kept - so try not to make them too lightly.
¥ Let them know that you love them and that you are proud of them. It can be very easy with a child who rarely speaks not to tell them all the things you feel inside.
Autism Spectrum Disorders
routines
aspergers
AspergerÕs Syndrome
National Institutes of Health
social interaction
UK
Diagnostic
American Psychiatric Association
cognitive
Ð
DSM
Statistical Manual IV
AspergerÕs
Emory University
American Psychiatric Association Committee
Charles Raison
Rosalyn Lord
CASSEL
OASIS
www.emaxhealth.com/1506/119/35984/aspergers-syndrome-it-different-autism.html
35984
diagnoses
Autism413
http://www.nichcy.org/Disabilities/Specific/Pages/Autism.aspx
Autism/Pervasive Developmental Disorder (PDD) is a neurological disorder that affects a childÕs ability to communicate, understand language, play, and relate to others. PDD represents a distinct category of developmental disabilities that share many of the same characteristics.
The different diagnostic terms that fall within the broad meaning of PDD, include:
¥ Autistic Disorder, ¥ AspergerÕs Disorder,¥ RettÕs Disorder, ¥ Childhood Disintegrative Disorder, and¥ Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS).
While there are subtle differences and degrees of severity among these conditions, treatment and educational needs can be very similar for all of them.
In the diagnostic manual used to classify mental disorders, the DSM-IV-TR (American Psychiatric Association, 2000), ÒAutistic DisorderÓ is listed under the heading of ÒPervasive Developmental Disorders.Ó A diagnosis of autistic disorder is made when an individual displays 6 or more of 12 symptoms across three major areas: (a) social interaction, (b) communication, and (c) behavior. When children display similar behaviors but do not meet the specific criteria for autistic disorder (or the other disorders listed above), they may receive a diagnosis of Pervasive Developmental Disorder Not Otherwise Specified, or PDD-NOS.
Autism is one of the disabilities specifically defined in the Individuals with Disabilities Education Act (IDEA), the federal legislation under which infants, toddlers, children, and youth with disabilities receive early intervention, special education and related services. IDEA defines the disorder as Òa developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that adversely affects a childÕs educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.Ó [See 34 Code of Federal Regulations ¤300.8(c)(1).]
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IDEA
PDD-NOS
Autism/Pervasive Developmental Disorder
Pervasive Developmental Disorder Not Otherwise Specified
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ÒPervasive Developmental Disorders.Ó A
Federal Regulations
www.nichcy.org/Disabilities/Specific/Pages/Autism.aspx
Autism414
http://www.autismhangout.com/news-reports/
You must be the change you want to see in the world.
The best way to find yourself is to lose yourself in the service of others.
Mahatma Gandhi
---------------------------
We cannot do great things on this earth, only small things with great love.
Mother Teresa
----------------------------
Any fact facing us is not as important as our attitude toward it, for that determines our success or failure.
Norman Vincent Peale
Mahatma Gandhi
Mother Teresa
Norman Vincent Peale
www.autismhangout.com/news-reports/
Autism415
http://www.brighthub.com/education/special/topics/autism.aspx
Find thought provoking articles on helping your students with autism written by and for special education teachers. Autism is a condition that can range from mild forms of aspergers to severe autism. Students with this condition often have impaired social interaction and communication. There are a number of things we as teacher can do to help autistic students, from assistive technology to effective classroom management techniques.
aspergers
social interaction
www.brighthub.com/education/special/topics/autism.aspx
Autism416
http://www.orgran.com/wellbeing-menu/autism-spectrum-disorders.html
What is Autism?
Autism is a life-long condition of a developmental disability, affecting the individual s understanding of what he/she sees, hears and senses. As a result, people with autism can have problems in social relationships, communication and behaviour.
Autism affects approximately one in five hundred people and boys are more likely to be affected than girls. It affects all ethnic and social groups. The cause of autism remains unknown, however it is definitely not caused by poor parenting (as was once believed). Understanding of autism has improved greatly over the years, although there is no known cure.
What are the features of autism?
Autism is a developmental disability. A person with autism will have significant difficulties in several areas of his/her development. Individuals with autism typically show uneven skill development. All people with autism will have problems with communication, social interaction and behaviour, regardless of the level of intellectual functioning. The degree of severity of characteristics differs from person to person, but can include the following:
Communication: Autism affects the ability of a person to understand the meaning and purpose of body language and the spoken and written word. There may be delay or absence in language development, difficulties understanding speech, difficulties using language, difficulties understanding and using gesture.
Social Interaction: Social interaction is an essential part of life for most people. For people with autism being sociable is difficult. Problems usually occur with: understanding relationships, relating to others, maintaining eye contact, forming friendships, understanding other peoples thoughts and feelings. Some appear to withdraw and become isolated; others try very hard to be sociable but never seem to get it right.
Variable Sensory Responses - may appear to be deaf, may appear to have selective hearing, may use peripheral vision, may show extreme fear reactions, apparent insensitivity to pain, may show lack of responsiveness to cold or heat, may overreact to any of these
Intellectual Functioning - uneven pattern of skills, some things may be done quite well in relation to overall functioning eg memorising dates, numbers, advertising jingles, the majority of people with autism have varying degrees of intellectual disability
Activities and Interests - Restricted range of activities and interests: unusual repetitive body movements eg hand flicking, spinning or rocking. walking on tip-toe, rigidity in routines, obsessive and ritualistic behaviour eg peeling paint/wallpaper, smelling food before eating, resistance to and difficulty adapting to change
Play - lack of imaginative play eg make-believe games, play inappropriate to the function of the toy eg spinning wheels, lining up Textas, may have difficulty learning through imitations
How is Autism diagnosed?
Assessments are provided by most Child and Adolescent Mental Health Services, specialist paediatricians and child psychiatrists, and private teams or clinics. If affected, most children will show signs of autism by two years of age, but a diagnosis may not be confirmed until three years of age, and sometimes older.
The main criteria used for diagnosis are:
qualitative impairment in verbal and non verbal communication
qualitative impairment in reciprocal social interaction
markedly restricted number of activities and interests and impaired imaginative play
symptoms evident during first 30 months of life
Autism may be diagnosed using the above criteria, or there may be varying amounts of disability in other areas of development which result in diagnosis of conditions called Asperger Syndrome or Pervasive Developmental Disorder - Not Otherwise Specified (PDD - NOS). These developmental disabilities are referred to as Autism Spectrum Disorders. People with these disorders are affected differently, but all require specialised assistance and support.
What is the Treatment for Autism?
Behavioural and Developmental Therapy:
There is no one therapy or approach to the treatment of autistic disorders. The needs of each person vary greatly. Specialised educational approaches enhance development in social, language, self-help, co-operation and other basic skills. These are best when provided controlled, consistent, predictable and organised routines to assist children to progress with learning. Early intervention is highly desirable.
Most able. Most school aged children will be eligible for assistance with Government programs for students with disabilities and impairments. Children benefit greatly from being with their peers and may attend a specialist school, or a mainstream school with additional support.
Medications:
Medication has no specific role in autism; however some may be useful to manage co-existing conditions eg. anticonvulsants are required if epilepsy develops, and medications may be prescribed to treat aggression, depression, anxiety, etc, if they develop. These would be prescribed by a suitably qualified medical practitioner.
Diet Therapy:
All people benefit from a diet that is nutritionally adequate. The National Health and Medical Research Council (NHMRC) has produced dietary guidelines for Australians to promote healthy eating. Eating a wide variety of nutritious foods including grains and cereals, fruits, vegetables, dairy and meat foods daily is an important part of a healthy diet.
Children need appropriate food and physical activity for normal physical growth and development. It is important to achieve an adequate food intake to balance the physical activity and growth of childhood and adolescence.
There have been some suggestions that a casein-free/gluten-free diet may be beneficial in the treatment of Autism. Significant research into the role of this diet has been undertaken by the Autism Research Unit of the University of Sunderland, UK.
It is strongly recommended that anyone considering such dietary management should seek the support of their medical practitioner and a knowledgeable dietitian. The dietary restrictions can be challenging. It is recommended that you discuss your child s diet with a dietitian to ensure that it includes all of the important nutrients for growthand development.
How Can Orgran Products Assist Me?
The entire range of Orgran products are gluten free casein free. For those choosing to follow a gluten-free/casein-free diet for the management of autism, Orgran products are ideal. For those wanting to follow general principles of healthy eating, you can enjoy the benefits of alternative grains, with Orgran products that are also low fat, and do not have added sucrose. Orgran s great range of pastas, crispbreads, bread and baking mixes, breakfast cereals, biscuits and fruit snacks are a delicious inclusion in a nutritious diet.
Who Can I contact for More Support?
Autism Victoria
PO Box 235,
Ashburton
Vic 3147
Phone: (03) 9885 0533
Email:
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Autism association of NSW
Cook St
Forestville 2087
Phone: (02) 8977 8300
web: http://www.autismnsw.com.au/
Autism Queensland
Sunnybank Hills Headquarters Therapy Centre
437 Hellawell Rd
Sunnybank Hills, 4109
Phone: (07) 3273 0000
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885 0533
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NHMRC
Autism Research Unit of the University of Sunderland
Orgran Products Assist Me
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Autism Victoria PO Box
Ashburton Vic
Phone:
NSW Cook St Forestville
Autism Queensland Sunnybank Hills Headquarters Therapy Centre
Hellawell Rd Sunnybank Hills
977 8300
273 0000
www.autismnsw.com.au/
www.orgran.com/wellbeing-menu/autism-spectrum-disorders.html
48925
Autism417
http://developmentalspectrums.com/
Dr. Mielke in the media
Re biomedical treatmentÊon "Conversations with Robin Fahr."Ê Re Gluten-free treats on "ABC7-View from the Bay." Re vaccinations and autism on KTVU News. Slide presentation to Parents Helping Parents.ÊÊ
Mielke
Robin Fahr
KTVU News
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http://www.psychiatrictimes.com/autism
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LET THE CHIPS FALL WHERE THEY MAY
Letting the chips fall where they may is the motto here at AutismFACTS. As parents, we must seek the truth. The emerging theory that Thimerosal, a preservative which is half mercury that was increased in vaccines during 1988 and 1991, continues to heat up the debate as to whether or not it fueled the dramatic increase in autism and other developmental disabilities in the United States and other countries around the world.
AutismFACTS will look closely at this issue and all information, debates, and research concerning Thimerosal. Research will be looked at very closely as to validity, structure and usefulness. Who conducted the research? What type of research was done and how reliable is the information and conclusions? Is there criticism surrounding the research and how valid is that criticism? Debates surrounding Thimerosal will also be closely looked at. Are the points being made valid and true or are they speculative and unsupported? Where did the debate points begin? And who is making the arguments?
Information extends into the political arena and this be closely looked at, as well. There are politicians who are supporting research into the cause of autism, including investigating Thimerosal, and there are those who are not. All political support and interference concerning various issues and Bills concerning autism will be explored and reported.
AutismFACTS is dedicated to taking an unbiased and factual look at this issue. We, the public, cannot stand by blindly accepting any and all statements we hear, dismissing important research of any kind, nor can we reject any relevant information. We must stand together strong, seek answers and continue to ask questions. We must fight for research in all areas of autism and other developmental disabilities and find correct and safe ways to help our children.
The controversy surrounding Thimerosal is strong because of the political and potential fallout concerning Federal Agencies such as the Centers for Disease Control (CDC) and the Food and Drug Administration (FDA), as well as private organizations such as the American Academy of Pediatrics (AAP). However, the truth is not something that can be compromised for any reason and any controversy surrounding these agencies will be looked at as well. The same goes for any research or debate disputing their position. The truth must prevail, whichever way the truth turns.
Let the chips fall where they may.
United States
Centers for Disease Control
Food and Drug Administration
FDA
CDC
American Academy of Pediatrics
AAP
Thimerosal
Federal Agencies
1988 and 1991
autismfacts.com/
Autism421
http://www.webpediatrics.com/autism2.html
Patients with autism have become an unwilling polygon for testing of just about any new behavioral modification or psychotropic drug that comes to the market. Again, the target of all these pharmaceutical is NOT autism as a disease, but only its symptoms. Methylphenidate, Pemoline have been used to control symptoms of attention deficit and hyperactivity. Propranolol has been used for explosive behavior and aggressiveness. Serotonin-reuptake inhibitors and agonists, antidepressants (Fluoxetine, Fluvoxamine, Sertraline, Clomipramine) are being used to control some of the classic autistic symptoms: perserveration, obsessions, rigidity, aggressiveness) and haloperidol, thoridazine, chlorpromazine and pimozide for control of aggressiveness, destructiveness and self-injury.
Fluvoxamine and Risperidone appear to be overall effective in controlling some of the core symptoms of autism and repeated studies have confirmed their effectiveness. Risperidone has also shown promise in Asperger's syndrome.
Quetiapine, an atypical antipsychotic currently approved for treatment of schizophrenia, has shown some promise in Autistic Spectrum Disorders and mental retardation patients. 60 percent of patients with autism have responded favorably to the moderate to high doses of this medication.
mental retardation
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haloperidol
fluvoxamine
clomipramine
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Sertraline
Risperidone
Quetiapine
Autistic Spectrum Disorders
www.webpediatrics.com/autism2.html
pemoline
quetiapine
Autism422
http://health.yahoo.com/nervous-symptoms/autism-symptoms/healthwise--hw152190.html
Symptoms
Core symptoms
The severity of symptoms varies greatly between individuals, but all people with autism have some core symptoms in the areas of:
Social interactions and relationships. Symptoms may include:
Significant problems developing nonverbal communication skills, such as eye-to-eye gazing, facial expressions, and body posture.
Failure to establish friendships with children the same age.
Lack of interest in sharing enjoyment, interests, or achievements with other people.
Lack of empathy. People with autism may have difficulty understanding another person's feelings, such as pain or sorrow.
Verbal and nonverbal communication. Symptoms may include:
Delay in, or lack of, learning to talk. As many as 40% of people with autism never speak.1
Problems taking steps to start a conversation. Also, people with autism have difficulties continuing a conversation after it has begun.
Stereotyped and repetitive use of language. People with autism often repeat over and over a phrase they have heard previously (echolalia).
Difficulty understanding their listener's perspective. For example, a person with autism may not understand that someone is using humor. They may interpret the communication word for word and fail to catch the implied meaning.
Limited interests in activities or play. Symptoms may include:
An unusual focus on pieces. Younger children with autism often focus on parts of toys, such as the wheels on a car, rather than playing with the entire toy.
Preoccupation with certain topics. For example, older children and adults may be fascinated by video games, trading cards, or license plates.
A need for sameness and routines. For example, a child with autism may always need to eat bread before salad and insist on driving the same route every day to school.
Stereotyped behaviors. These may include body rocking and hand flapping.
Symptoms during childhood
Symptoms of autism are usually noticed first by parents and other caregivers sometime during the child's first 3 years. Although autism is present at birth (congenital), signs of the disorder can be difficult to identify or diagnose during infancy. Parents often become concerned when their toddler does not like to be held; does not seem interested in playing certain games, such as peekaboo; and does not begin to talk. Sometimes, a child will start to talk at the same time as other children the same age, then lose his or her language skills. They also may be confused about their child's hearing abilities. It often seems that a child with autism does not hear, yet at other times, he or she may appear to hear a distant background noise, such as the whistle of a train.
With early and intensive treatment, most children improve their ability to relate to others, communicate, and help themselves as they grow older. Contrary to popular myths about children with autism, very few are completely socially isolated or "live in a world of their own."
Symptoms during teen years
During the teen years, the patterns of behavior often change. Many teens gain skills but still lag behind in their ability to relate to and understand others. Puberty and emerging sexuality may be more difficult for teens who have autism than for others this age. Teens are at an increased risk for developing problems related to depression, anxiety, and epilepsy.
Symptoms in adulthood
Some adults with autism are able to work and live on their own. The degree to which an adult with autism can lead an independent life is related to intelligence and ability to communicate. At least 33% are able to achieve at least partial independence.2
Some adults with autism need a lot of assistance, especially those with low intelligence who are unable to speak. Part- or full-time supervision can be provided by residential treatment programs. At the other end of the spectrum, adults with high-functioning autism are often successful in their professions and able to live independently, although they typically continue to have some difficulties relating to other people. These individuals usually have average to above-average intelligence.
Other symptoms
Many people with autism have symptoms similar to attention deficit hyperactivity disorder (ADHD). But these symptoms, especially problems with social relationships, are more severe for people with autism. For more information, see the topic Attention Deficit Hyperactivity Disorder.
About 10% of people with autism have some form of savant skillsÑspecial limited gifts such as memorizing lists, calculating calendar dates, drawing, or musical ability.1
Many people with autism have unusual sensory perceptions. For example, they may describe a light touch as painful and deep pressure as providing a calming feeling. Others may not feel pain at all. Some people with autism have strong food likes and dislikes and unusual preoccupations.
Sleep problems occur in about 40% to 70% of people with autism.3
Other conditions
Autism is one of several types of pervasive developmental disorders (PDDs), also called autism spectrum disorders (ASD). It is not unusual for autism to be confused with other PDDs, such as Asperger's disorder or syndrome, or to have overlapping symptoms. A similar condition is called pervasive developmental disorder-NOS (not otherwise specified). PDD-NOS occurs when children display similar behaviors but do not meet the criteria for autism. It is commonly called just PDD. In addition, other conditions with similar symptoms may also have similarities to or occur with autism.
depression
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Oxytocin Hormone May Treat Autism
Study Shows Oxytocin May Improve Social Skills for Some People With Autism
By Jennifer Warner
WebMD Health News
Reviewed By Louise Chang, MD
Feb. 15, 2010 -- Oxytocin, the so-called hormone of love, may help promote social skills and social behavior in people with high-functioning autism.
A new study shows people with high-functioning autism disorders, such as Asperger's syndrome, who were treated with oxytocin responded more strongly to
others and displayed more appropriate social behaviors.
Despite high intellectual abilities, people with high-functioning autism lack the social skills to engage appropriately with others in social
situations.
Oxytocin is nicknamed the hormone of love because it is known to promote mother-infant bonds. It is also thought to be involved in the regulation of
emotions and other social behaviors. Other research has found that children with autism have lower levels of oxytocin than children without autism.
In this study, published in the Proceedings of the National Academy of Sciences, researchers examined the effect of inhaled oxytocin on social
behavior in 13 young adults with high-functioning autism in two separate experiments. A comparable group of 13 people without autism was also included
in the study.
In the first experiment, researchers observed the participants' social behavior in a computer ball-tossing game in which the players could choose
between passing the ball to a good, bad, or neutral character.
Typically, people with autism would exhibit little preference between the three choices, but in the experiment those treated with oxytocin engaged more
with the good character and sent more balls to the good character than the bad one. People with autism who were given a placebo showed no difference in the
way they responded to the three characters. The comparison group without autism sent more balls to the good character.
In the second experiment, researchers measured the participants' attentiveness and responses to pictures of human faces. Those treated with
oxytocin were more attentive to visual cues in the pictures and looked longer at the socially informative region of the face, namely the eyes.
"Thus, under oxytocin, patients respond more strongly to others and exhibit more appropriate social behavior and affect, suggesting a therapeutic potential
of oxytocin through its action on a core dimension of autism," write researcher Elissar Andari of the Centre N‡tional de la Recherche Scientifique in Bron,
France, and colleagues.
They say the results suggest further long-term studies are needed to examine the effects of oxytocin on social skills and behaviors in people with
high-functioning autism.SOURCES:
Andari, E. Proceedings of the National Academy of Sciences, Feb. 15, 2010; advance online edition.
News release, Proceedings of the National Academy of Sciences.
© 2010 WebMD, LLC. All rights reserved.
National Academy of Sciences
France
LLC
Jennifer Warner
Louise Chang
Elissar Andari
Centre N‡tional de la Recherche Scientifique
Bron
Andari
E. Proceedings
National Academy of Sciences.
Feb. 15, 2010
www.rxlist.com/script/main/art.asp?articlekey=113333
11333
Autism424
http://www.orlandosentinel.com/health/sfl-healthykey-family-autism-31110,0,1408716.story
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Your Health
Mom's age linked to child's autism risk
Mothers over 40 are nearly twice as likely to have a child with autism, according to the analysis of California births. The study finds that in most cases, the father's age plays little role.
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Women who give birth after age 40 are nearly twice as likely to have a child with autism as those under 25, but it is unlikely that delayed parenthood plays a big role in the current autism epidemic, California researchers reported.
The findings were expected to draw widespread attention because of the intense public interest in autism, but their true impact was expected to be simply in suggesting further avenues of research.
Surprisingly, the age of the father plays little role unless the mother is younger than 30 and the father is over 40, according to the analysis of all births in California in the 1990s.
The number of women over age 40 in California giving birth increased by 300% in the 1990s, while the diagnosis of autism increased by 600%. At first glance, it might seem that the rise in older pregnancies could be responsible for the rise in autism, which is now thought to affect as many as one child in every 100. But the authors, from UC Davis, calculate that older mothers account for less than 5% of the increase in autism diagnoses.
"There is a long history of blaming parents" for the development of autism, said senior author Dr. Irva Hertz-Picciotto, a professor of public health sciences and a researcher at the UC Davis MIND Institute who has been studying potential causes for the autism increase. "We're not saying this is the fault of mothers or fathers. We're just saying this is a correlation that will direct research in the future."
Researchers have long known that the age of the parents plays a role in a child's risk of developing autism, but how big a role and how that role varies with the sex of the parent has remained confusing, with contradictory results reported in different studies.
To investigate, Hertz-Picciotto, graduate student Janie E. Shelton and epidemiologist Daniel J. Tancredi of UC Davis analyzed all the singleton births in California during the 1990s for which information was available about the ages of both parents, a total of about 4.9 million births and 12,159 cases of autism.
Because of the large sample size, they were able to show how the risk was affected by each parent's age. They reported in the February issue of the journal Autism Research that women over 40 were 77% more likely to deliver an autistic child than those younger than 25 and 51% more likely than those age 25 to 29, independent of the age of the father.
For men over 40, there was a 59% increased risk of autism if the mother was younger than 30, but virtually no increased risk if the mother was over 30.
The researchers also calculated that the recent trend toward delayed childbearing contributed about a 4.6% increase in autism diagnoses over the decade.
"Five percent is probably indicating that there is something besides maternal age going on because we are seeing a rise in every age group of parents," Shelton said.
Also, noted Hertz-Picciotto, older women may be followed more closely during pregnancy, which would mean more ultrasounds - which a few researchers have suggested might play a role in autism. Older women are more likely to suffer gestational diabetes and to develop autoimmune disorders, both of which have been linked to an increased risk of autism.
"We still have a real long way to go" in determining the causes of autism, she concluded.
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diagnoses
Autism425
http://www.aheadwithautism.com/chat_screening.html
The
following test can be used by a Pediatrician or Family
Doctor during the 18 month developmental check-up. The
CHAT should not be used as a diagnostic instrument,
but can alert the primary health professional to the
need for an expert referral.
Yes
No
I.
During the appointment, has the child made eye contact
with you?
Yes
No
*ii.
Get the child's attention, then point across the
room at an interesting object and say, Oh
look! There's a (name of toy)! Watch the child's
face. Does the child look across to see what your
are pointing at? (1)
Yes
No
*iii.
Get the child's attention, then give child a miniature
toy cup and teapot and say, Can you make a
cup of tea? (Substitute toy pitcher and glass
and say, Can you pour a glass of juice? )
Does the child pretend to pour out tea (juice),
drink it, etc? (2)
Yes
No
*iv.
Say to the child, Where's the light? ,
or Show me the light. Does the child
POINT with his/her index finger at the light? (3)
Yes
No
v.
Can the child build a tower of bricks (blocks)?
(If so how many?) (Number of bricks....)
*
Indicates critical questions that are most indicative
of autistic characteristics.
1.
(To record YES on this item, ensure the child has not
simply looked at your hand, but has actually looked
at the object you are pointing at.)
2.
(If you can elicit an example of pretending in some
other game, score a YES on this item.)
3.
(Repeat this with, Where's the Teddy Bear?
or some other unreachable object; if child does not
understand the word light . To record a YES
on this item, the child must have looked up at your
face around the time of pointing.)
The
British Journal of Psychiatry, 1996, vol 168, pp. 158-163
The
British Journal of Psychiatry, 1992, vol 161, pp. 839-843
pointing
eye contact
pretend
British Journal of Psychiatry
I. During the appointment
Teddy Bear
www.aheadwithautism.com/chat_screening.html
screening
Autism426
http://www.autism.hk/
????????????????153-6005-1831 |(????2010?3?16?)
??????? Autism HK | ??? | ?? | Welcome | ?????16 March 2010 |
Eng|
Welcome to visit the Mega Autism HK Group, click below to visit
English | Autism HK | Autism China | WAAD Ð HK |
WAAD - Guangzhou | GZ Taiyangchuan | ADHD - China | Asperger Ð HK |
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Website
Keywords: Autism,
Autism Hong Kong, Autism China, Autism and related syndrome, bio-medical
intervention, Guduzheng, Asperger, Asperger Hong Kong, Asperger China, Asperger
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2nd April 2010 is the
Third ?World Autism Awareness Day?of
the United Nations
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Autism Now!]
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???????
|??????CSNSIE|?????????|???????|????????|Little Giant|?????|???????|
| ? ?? ? | ?扬爱| ???阳???????| ?? ????协 | ?? ?? ? |
???? ??? |??? ? ?|??? |红?? ???贫??|??????????|
Below
are some autism related websites
|Autism Speaks|WAAD Ð USA|Autism Research Institute|Macau
Kids|OpenMind
Alliance|
?????? [Defeat
Autism Now!]
??????2010
|????| 2009?????| ???| ????| ??? FAQ|
|? ? ???|
????????????????????????????????
?2008???????4?2?? ????????????
2010???3? ????????????
?????? [Defeat
Autism Now!]
?????????(?) ?????????(?)
Understanding Biomedical Intervention
Treatment for Autism, ADHD, Asperger's PDD (on-line ppt)
*************
? ? ? ?
?????
? ? ? ?
????????????????????? (2009/10/8)
???????????????????????????????
????????????????????????2009?12?15??
???????????????????????????????
?? |?? html |??
pdf |?? pdf|
*************
?????? [Defeat
Autism Now!]
l ???????2010????? ?
?????????????? (29/9/2009) ?????????? ????? |??| ?????????| ????HK$68+$10??;
????????$50+$10??????????? | pdf | .doc | (????4/10/2009)
l ????????????????????????????? (13-9-2009) (?????www.adhd.org.hk)
????
? ?? (????????????)
? ???? ???????????? 012-566-1-014231-0 ????????????
(Account Name: Autism Hong Kong) Bank of China (Hong Kong) Ð ????????
? ?? ??Notes for parents from mainland China
l
?????????????????????????????????????????????????? www.gztyz.org / www.gztyz.org.cn
l
Our Guangzhou partner, Guangzhou
Taiyangchuan Rehabilitation Education Centre does provide
rehabilitation training for children with autism and related
disabilities. Please contact the
GZTYZ direct at www.gztyc.org / www.gztyc.org.cn
l ? ? ??????? ??? ???????????? ???关残?????训练?请??联?该?? www.gztyz.org / www.gztyz.org.cn ?
? ? ? ? Contact Us
??????
HK Pager
+852-7102-7454
??????
HK Fax
+852-3020-6276
? ? ? ?
China Mobile
+86-131-8912-8454
? ?
Email Us
info@autism.hk
autismhk@ymail.com
?????? [Defeat
Autism Now!]
????????2009?9?3?????????????????????????????????????????????(??info@autism.hk ???????????????????*) ??????????(???)?????????????????????????????????????????????????????????????AUTISMHK @ YMAIL.COM ? (?????2009?9?3?) * www.autism.hk / www.gztyc.org / www.autism-day.com / www.hkmh.hk / www.hkhaa.org.hk / www.asperger.hk / www.autism.org.cn / www.adhd-china.org / www.hkmh.org / www.hkmh2005.org / www.gz-waad.org / www.asperger.cn /
???? Notes?
l
????????(??)??????????(???)??????????????????????????????????????????????????????????????????
l
The websites are managed by a group of volunteers
in providing information on autism and asperger. We do not have salaried staff members,
office or providing any direct services.
We may take some time to answer your call or email.
l
?? ??? ?(??)???????? ?(? ?)??????????? ?没???职员?会???无?????务??联络? 时????????长时间?? ???????询??请?谅?
?????? [Defeat Autism Now!]
May 2000 - 16 March 2010 ???? ??? ??????????
Copyright?Yu Sau-ying ?Autism Hong Kong?
???? Updated? 16 March 2010 ![endif]-- 2.12.2009 / ?????info@autism.hk / ???????(+852) 7102-7454
????????????????????? ??GNU??? ? ? ??
Except text with
copyright own by others, text is available under GNU Free Documentation
?????????????????????????????????????????
Autism
Autism
PDD
Autism Speaks
adhd
Jessica Kingsley Publishers
CDC
English
World Autism Awareness Day
Pervasive Development Disorder
China
16 March 2010
WebMD
United Nations
Mega Autism
Autism China
WAAD
Guangzhou
GZ Taiyangchuan
Website Keywords: Autism
Autism Hong
Kong
Hong Kong
Early Developmental Disorder
Kanner Syndrome
World Autism Day
Guangzhou WAAD
Guangzhou Taiyuangchuan Rehabilitation Education Centre
People
Intellectual Disabilities
Information Network for People with Intellectual Disabilities
Yahoo.com
BAIDU.com
JKP
HK$160
Tsang Y.L.
Kristi@ied.edu.hk
Autism Hong Kong:
Health Resources and Services Administration
HRSA
National Survey of ChildrenÕs Health
HK$100
Eva To
PCI
Bank of China
Taiyangchuan Rehabilitation Education Centre
GZTYZ
China Mobile
Yu Sau-ying
GNU
153-6005
948 7763
948-7763
020-3880
1353336
852-2948
852-7102
-131-8912
852-3020
020-8747
747-6236
747-6209
102-7454
kristi@ied.edu.hk
Kristi@ied.edu.hk
cxh69@126.com
jason.hl.yang@bgca.org.hk
autismrehab@126.com
gzautism@126.com
info@autism.hk
autismhk@ymail.com
27/3/2010
15/3/2010
24/3/2010
25/3/2010
28/3/2010
26/3/2010
6/3/2010
2nd April 2010
31/5/2010
12/3/2010
22/1/2010
5/10/2009
25/1/2010
16/5/2010
1/6/2010
14/3/2010
8/11/2009
22/8/2009
16/11/2009
15/11/2009
09/10/8
29/9/2009
4/10/2009
www.autism.hk/
autism.hk???
Yahoo.com?Google.com?YAM.com????????
BAIDU.com???????????3?
www.ied.edu.hk/csnsie
ied.edu.hk
ied.edu.hk,
126.com
bgca.org.hk
www.autism.hk/weblink.htm?????????????????
www.autismspeaks.org/press/cdc_autism_prevalence_1_in_110.php
Google.com)
autism.hk
ymail.com
www.yangai.org
www.gztyc.org
www.gztyc.org.cn
www.adhd.org.hk)
www.gztyz.org
www.gztyz.org.cn
www.autism.hk
www.autism-day.com
www.hkmh.hk
www.hkhaa.org.hk
www.asperger.hk
www.autism.org.cn
www.adhd-china.org
www.hkmh.org
www.hkmh2005.org
www.gz-waad.org
www.asperger.cn
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Autism428
http://www.dls.ym.edu.tw/neuroscience/aut.html
Autism
A Case Study
Fred's parents were concerned. Fred was two and a half years old, but had
not begun to talk. He didn't babble like other children his age. Fred
did not make eye contact, but his vision seemed fine. He loved watching
his own hands. He could sit for hours watching his hands move back and
forth.
Fred was diagnosed with autism, a neurological disorder that disrupts
normal development. Some children with autism can attend school with
children their own age; others need special care.
The Symptoms Autism is classified as a pervasive
developmental disorder. The "pervasive" part of the name implies that the
disorder is serious, or that it affects many areas of development.
Symptoms vary greatly from person to person. People with autism may appear
to daydream constantly or be unaware of people around them. Most children
with autism prefer to play by themselves, and treat other people like
furniture. The major symptoms of autism include: Symptoms of Autism Communication
Problems Many people with autism are uncommunicative -
they will not speak, gesture, or make facial expressions. When they do
speak, the speech may be in a sing-song pattern or monotone (no variation
in pitch, like playing a single note on an instrument). Other people with
autism may talk at length with no regard to what another person says or
does.
Repetitive
Motions
Most people with autism enjoy repetitive motions, such as spinning
objects,
running water, or sniffing objects. A sense of routine is very important,
and it can be extremely upsetting to them when part of their routine is
changed. This could be something as trivial as changing the route to the
grocery store or moving an item within the house.
Problems with Social
Interactions People with autism have trouble
interpreting
other people's facial expressions. Most of the time they will not make eye
contact with others and have trouble making friends. Some people with
autism are hypersensitive to sound and may get very upset when they hear
sirens or dogs barking. Others are fascinated by faint noises such as the
ticking of a watch. To some, bright lights are distressing, while others
will stare at bright lights for hours. Many people with autism can not
stand
light touch: scratchy clothing could be unbearable. Others seem immune to
pain and may hurt themselves. Mood swings are common.
The
Cause of Autism is Unknown
It was once thought that poor parenting caused autism. This is definitely
not true. Although the cause of autism is unclear, it is known that
genetics do play a role. The disorder is seen often in identical twins:
different studies have shown that if one identical twin has autism then
there is a 63-98% chance that the other twin will have it. For
non-identical twins (also called fraternal or dizygotic twins), the chance
is between 0-10% that both twins will develop autism. The chance that
siblings will be affected by autism is about 3%.
Chance that
both people will develop
autism
63-98%Identical Twins
0-10%Fraternal Twins
3%Siblings
Autism appears to be associated with other chromosomal abnormalities, such
as Fragile X syndrome or brain abnormalities such as congenital rubella
syndrome. A large number of people with these disorders are also
diagnosed with autism. Furthermore, complicated births, such as difficult
pregnancies, labor, or delivery may to contribute to the disorder.
Diagnosis Autism is a behaviorally defined syndrome. There
is no simple test for it. Usually parents notice that their child is not
developing in the same way as other children the same age. A physician can
perform a psychiatric exam, ruling out other disorders such as
schizophrenia, selective mutism (when the child chooses not to speak but
can speak if he wanted to), or mental retardation, to name a few.
Other tests examine language skills. When all test results are
examined, a physician can make a diagnosis.
Treatment Although symptoms in children may lessen with age,
autism is a lifelong disorder. Many people with autism will remain in
institutionalized care and approximately 50% will remain without the
ability to speak. Structured programs that do not allow the child to
"tune out" have proved successful at helping many children gain language
and some social skills. Many times children with autism will have other
disorders, such as epilepsy (seizures), hyperactivity, and attention
problems. Epilepsy, in particular, appears to get worse as autistic
children get older.
Drugs that inhibit the reuptake of the neurotransmitter called serotonin
have some success in treating patients with autism. These drugs, such as
Fluxoetine, slow the reuptake of serotonin by the
neuron that releases it. Therefore, serotonin stays in the synapse
for a longer time.
Normal Synapse
With Fluxoetine
A Look at the Brain of a Person with Autism
Brain imaging techniques, such as magnetic resonance imaging (MRI), have
been used to examine the brains of people with autism. However, results
have been inconsistent. Abnormal brain areas in people with autism
include the:
Cerebellum - reduced size in parts of the
cerebellum.
Hippocampus and Amygdala - smaller
volume. Also, neurons in these areas are smaller and more tightly packed
(higher cell density).
Lobes of the Cerebrum - larger size than
normal.
Ventricles - increased size.
Caudate nucleus - reduced volume.
Quick Facts About Autism
Autism occurs in approximately four or five out of every 10,000
children in the U.S.
Autism is the third most common developmental disorder in the U.S.,
affecting at least 500,000 people.
Autism is seen more often in boys; four or five boys will have autism
compared to one girl. But girls with autism are often more severely
affected than boys and score lower on intelligence tests.
Leo Kanner first described autism as the "inability to relate
themselves in the ordinary way to people and situations from the beginning
of life" in the 1943 paper "Autistic Disturbances of Affective Contact."
Autism usually is seen within the first three years of life.
Approximately 80% of people with autism function at a mentally
retarded level (usually within the moderate range of retardation).
Some people with autism are gifted in certain areas such as math or
music. These are termed "splinter skills."
Autism has also been called "early infantile autism," "childhood
autism," "Kanner's autism," and "pervasive developmental
disorder."
References and further reading:
American Psychiatric Association: Diagnostic Manual of Mental
Disorders (DSM-IV), 4th Edition, Washington, D.C., American
Psychiatric
Association, 1994.
Griffiths, D. 5-Minute Clinical Consult, Baltimore: Williams
and Wilkins, Inc., 1999.
Kaplan, H.I. and Sadock, B.J., Comprehensive Textbook of
Psychiatry, 6th Edition, Baltimore: Williams and Wilkins, 1995.
Kates, W.R. et al., Neuroanatomical and neurocognitive differences in
a pair of monozygous twins discordant for strictly defined autism, Ann.
Neurol., 43:782-791, 1998.
Rapin, I. Autism in search of a home in the brain. Neurology,
52:902-904, 1999.
Rowland, L.P., Merritt's Textbook of Neurology, 9th Edition,
Malvern: Williams and Wilkins, 1995.
Autism Information
from the National Institute of Child Health and Human Development
Autism Resources
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Mental Disorders
Exploring the Nervous
System
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Leo Kanner
Kanner
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D.C.
DSM-IV
D.
Kaplan
Sadock
Comprehensive Textbook of Psychiatry
Ann
Kates
Neurology
Case Study Fred
Fred
Social Interactions People
Cause of Autism
Amygdala
Quick Facts About Autism Autism
Autistic Disturbances of Affective Contact
American Psychiatric Association: Diagnostic Manual of Mental Disorders
Griffiths
Baltimore: Williams
Wilkins
H.I.
B.J.
Neurol.
I. Autism
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Autism429
http://autism.easterseals.com/
Sign the Act for Autism Petition
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We must improve the educational and medical services available to individuals and families living with autism. There is an urgent need for increased funding, services and support for people living with autism to lead more independent lives.
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Autism43
http://sites.google.com/site/jccglutenfree/autism
Internet Resources:ARI -
Binding of
Infectious Agents, Toxic Chemicals, Dietary Peptides...Autism OneÊ
Autism One Radio
Autism: An Overview: Gluten/Casein Theories and Relation to Celiac DiseaseAutism Spectrum and Dietary InterventionThe Autism Research Institute - Founded by Dr. Bernard RimlandCenter for the Study of AutismCitations on Celiac Disease and Autism. DAN! (Defeat Autism Now!) DAN! Doctors are typically classically trained medical doctors, who furtherÊspecialize in DAN! protocol, and apply their training to treat autism biomedically.ÊGeneration Rescue - A very well maintained, easy to reference complete website for all things autistic with biomedical and other treatment options. (Jenny McCarthy)Genova DiagnosticsÊGreat Plains LaboratoryJAMA and Archives: Autism Collection
Dr. Jacquelyn McCandless' Website - Children with Starving Brains
Dr. Woody McGinnis on Autism
National Autism AssociationRegressive
autism may
be linked to autoimmune enteropathy Talk About Curing Autism
The Texas based Thoughtful House Center for Children
Vitamin
D and Autism by the Vitamin D Council
A
pathogen-autoimmune hypothesis for autism. ÊBook Recommendation:
Healing
the New Childhood EpidemicAUTISM, ADHD, ASTHMA, and ALLERGIESby
Kenneth Bock, MD, and Cameron StauthÊ
Check
out the reviews
at Amazon.com
Autism
Autism Research Institute
MD
ADHD
adhd
Jenny McCarthy
DAN
Celiac Disease
Amazon.com
Amazon.com
Infectious Agents , Toxic Chemicals
Peptides...Autism OneÊ Autism One Radio Autism: An Overview: Gluten/Casein Theories
Celiac DiseaseAutism Spectrum
Bernard RimlandCenter
Study of AutismCitations
Genova DiagnosticsÊGreat Plains LaboratoryJAMA
Archives: Autism Collection
Jacquelyn McCandless' Website
Woody McGinnis
Autism National Autism AssociationRegressive
Talk About Curing Autism The Texas
Thoughtful House Center for Children Vitamin D
Vitamin D Council
New Childhood EpidemicAUTISM
ASTHMA
ALLERGIESby Kenneth Bock
Cameron StauthÊ Check
sites.google.com/site/jccglutenfree/autism
Autism431
http://www.firstscience.com/home/news/breaking-news-all-topics/autism-consortium-study-in-pediatrics-shows-cma-finds-more-genetic-abnormalities-than-current-tests_80728.html
Page 1 of 3
Consortium recommends CMA be adopted as first-line diagnostic
Boston March 15, 2010 The Autism Consortium, an innovative research, clinical and family collaboration dedicated to catalyzing research and enhancing clinical care for families with autism spectrum disorders (ASDs), announced today that the results of its comparison study of genetic testing methods for autism spectrum disorders is available from the journal Pediatrics through early online release in their eFirst pages today and will appear in the journal's April issue. The study revealed that chromosomal microarray analysis (CMA) had the highest detection rate among clinically available genetic tests for patients with autism spectrum disorders and should be part of the initial diagnostic evaluation of all patients with ASDs unless a genetic diagnosis has already been made.
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The study, a collaboration between the Autism Consortium and Children's Hospital Boston, led by Consortium members Bai-Lin Wu, David Miller, Kira Dies, and Yiping Shen, examined 933 families (children and parents) who received clinical genetic testing for a diagnosis of Autism Spectrum Disorder (ASD) between January 2006 and December 2008. The researchers compared the findings from three clinical genetic tests: G-banded karyotype and fragile X testing, the current standard battery of genetic testing, and chromosomal microarray analysis, for which testing guidelines have not yet been established. Chromosomal microarray analysis is similar to a karyotype, but can find much smaller chromosomal deletions and duplications.
The results showed that chromosomal microarray analysis identified more genetic abnormalities associated with autism than the standard testing methods combined:
Standard testing method G-banded karyotype testing yielded abnormal results in 19/852 patients (2.23%)
Standard testing method Fragile X testing results were abnormal in 4/861 patients (0.46%)
In contrast, chromosomal microarray analysis (CMA) identified deletions or duplications in 154/848 (18.2%) patients and 59/848 (7.0%) were clearly abnormal.
As a result, chromosomal microarray was better than a karyotype for all but a small number of patients with balanced rearrangements, and those were not necessarily a cause of ASD.
"This is the largest study of clinical genetic testing for patients with autism spectrum disorders, and the results clearly show that chromosomal microarray analysis detects genetic abnormalities leading to ASD more often than a standard karyotype and fragile X testing," said David Miller, MD, PhD, assistant director of the DNA Diagnostic Laboratory at Children's. "Chromosomal microarray was much better than a karyotype, but most clinical guidelines still recommend a karyotype and consider the microarray a second tier test." Because of the dramatic increase in variations identified using CMA, the Autism Consortium recommends that CMA should be included in the first tier of diagnostic testing for children with ASD symptoms who have no clear genetic cause. Start Previous 1 2 3 Next End
genetic
genetic
dna
David Miller
Hospital Boston
Bai-Lin Wu
Autism Consortium
G-banded
ASD
MD
Boston
ASDs
Autism Spectrum Disorder
March 15, 2010
Yiping Shen
Kira Dies
Autism Consortium and Children
CMA
Consortium
DNA Diagnostic Laboratory at Children
3 Consortium
Start Previous
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1690587
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80728
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FAQ
autism
inherited diseases
Learning About Autism
What is autism?
What are the symptoms of autism?
How is autism diagnosed?
What is the treatment for autism?
Is autism inherited?
NHGRI Clinical Research on Autism
Additional Resources for Autism
What is autism?
Autism - or more precisely the autism spectrum disorders (ASDs) - represent a broad group of developmental disorders characterized by impaired social interactions, problems with verbal and nonverbal communication, and repetitive behaviors or severely limited activities and interests.
The ASDs include a variety of medical autism diagnoses, which vary in the severity of the individual symptoms and include autistic disorder (sometimes called classical autism), Asperger's syndrome and a general diagnostic category called Pervasive Developmental Disorders (PDD).
Autism has become the most commonly diagnosed childhood developmental disorder. According to the Centers for Disease Control Prevention in 2007, autism spectrum disorders now affect 1 in every 150 children in the United States. Statistics from the U.S. Department of Education and other government agencies indicate that autism diagnoses are increasing at the rate of 10 to 17 percent per year.
Autism can affect any individual and is not based on ethnic, racial or social background. The incidence of autism is the same all around the world. It is four times more common in boys than in girls.
Top of page
What are the symptoms of autism?
Autism usually develops before 3 years of age and affects each individual differently and to varying degrees. It ranges in severity from relatively mild social and communicative impairments to a severe disability requiring lifelong parental, school and societal support.
The hallmark symptom of autism is impaired social interaction. 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 don't understand social cues provided by tone of voice or facial expressions and they don't watch other people's faces to pick up on these cues.
Many children with autism engage in repetitive movements such as rocking, spinning, twirling or jumping, or in self-abusive behavior such as hand biting or head-banging.
Of children being diagnosed now with an autism spectrum disorder, about half will have mental retardation defined by nonverbal IQ testing and 25 percent will also develop seizures. Though most children show signs of autism in the first year of life, about 30 percent will seem fine and then regress in both their language and social interactions at around 18 months of age.
About 30 percent of children with autism have physical signs of some alteration in early development such as physical features that differ from their parents (sometimes called dysmorphic features), small head size (microcephaly) or structural brain malformations.
Top of page
How is autism diagnosed?
Diagnosis of autism is based on standardized testing plus a clinical evaluation by an autism specialist. These professionals are usually psychologists, psychiatrists, developmental pediatricians, pediatric neurologists or medical geneticists.
The diagnosis of autism is made when there are a specific number of symptoms as defined by the Diagnostic and Standard Manual of Mental Disorders (DSM-IV). Some commonly used diagnostic tests are the CARS (Childhood Autism Rating Scale), the ABC (Autism Behavior Checklist) and the GARS (Gilliam Autism Rating Scale). Formal diagnosis by an autism specialist usually depends on completing the ADOS (Autism Diagnostic Observation Scale), and ADI-R (Autism Diagnostic Interview-Revised). The CHAT (Checklist for Autism in Toddlers) is often used in pediatrican's offices to screen for autism symptoms.
When physical features, small head size or brain malformations are present or there is a family history of relatives with autism, genetic testing such as chromosome analysis and single-gene testing is done.
Top of page
What is the treatment for autism?
There is currently no cure for autism. However, autism can be managed and shaped at a young age, even as early as pre-school. Early intensive therapy can have a positive effect on development later in life.
Treatment of autism involves medical and behavioral therapies to help children with conversational language and social interactions. Treatment also involves helping children decrease their repetitive, self-stimulatory behaviors, tantrums and self-injurious behavior.
Medications can help treat specific symptoms such as aggressive or self-injurious behavior, inattention, poor sleep and repetitive behaviors. However, no medications are autism specific and medications should be used in conjunction with a family-centered, behavioral and educational program.
Top of page
Is autism inherited?
Scientists are not certain what causes autism, but it's likely that both genetics and environment play a role.
The causes of autism may be divided into 'idiopathic', (of unknown cause) which is the majority of cases, and 'secondary,' in which a chromosome abnormality, single-gene disorder or environmental agent can be identified. Approximately 15 percent of individuals with autism can be diagnosed with secondary autism; the remaining 85 percent have idiopathic autism.
Exposure during pregnancy to rubella (German measles), valproic acid, and thalidomide, are recognized causes of secondary autism; however, it remains unclear whether those who develop autism after such an exposure are also genetically predisposed.
The search for new environmental causes of secondary autism has centered primarily on childhood immunizations given around the time that regressive-onset autism is recognized. Both childhood immunizations and mercury in thimerosal, which was used as a preservative in some routine immunizations until 2001, have both been under scrutiny; however, no scientific evidence for a relationship between vaccines and autism has been identified.
Researchers have identified a number of genes associated with autism. 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 indicate that autism usually results 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. These are preliminary findings and require further study.
The risk that a brother or sister of an individual who has idiopathic autism will also develop autism is around 4 percent, plus an additional 4 to 6 percent risk for a milder condition that includes language, social or behavioral symptoms. Brothers have a higher risk (about 7 percent) of developing autism, plus the additional 7 percent risk of milder autism spectrum symptoms, over sisters whose risk is only about 1 to 2 percent.
When the cause of autism is a chromosome abnormality or a single-gene alteration, the risk that other brothers and sisters will also have autism depends on the specific genetic cause.
Top of page
NHGRI Clinical Research on Autism
Currently, NHGRI is not conducting studies on autism:
There are 70 research trials on autism recruiting volunteers conducted by other institutions and organizations that are listed on the ClinicalTrials Web Site www.clinicaltrials.gov.
Search ClinicalTrials.gov [clinicaltrails.gov]
Current NHGRI Clinical Studies
Clinical Research FAQ
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Additional Resources for Autism
Autism Fact Sheet [ninds.nih.gov]An information page on Autism developed by the National Institute of Neurological Disorders and Stroke (NINDS)
Autism Spectrum Disorders (Pervasive Developmental Disorders) [nimh.nih.gov]From The National Institute of Mental Health (NIMH)
Autism Research at the NICHD [nichd.nih.gov] From The National Institute of Child Health and Human Development (NICHD)
Autism [nlm.nih.gov]From MEDLINEplus, the National Library of Medicine Web site.
Autism [nlm.nih.gov]From MEDLINEplus, the National Library of Medicine Web site.
Autism Society of America (ASA) [autism-society.org]
The Autism Society of America (ASA) is the leading voice and resource of the entire autism community in education, advocacy, services, research and support.
Autism Speaks [autismspeaks.org]Dedicated to awareness, fundraising, science and advocacy.
Autism Research Institute (ARI) [autism.com] The hub of a worldwide network of parents and professionals concerned with autism founded in 1967 to conduct and foster scientific research designed to improve the methods of diagnosing, treating and preventing autism.
Autism [rarediseases.info] Information from the Genetics and Rare Diseases Information Center.
Finding Reliable Health Information OnlineA listing of information and links for finding comprehensive genetics health information online.
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rotten Library Medicine Epidemics Autism
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Names
in this article have been changed to protect the identities of patients,
parents, and healthcare professionals who wish to remain anonymous.
Autism
Dr. Molly McButter, Ph.D., is a much sought-after child psychologist
working near Stanford University in Palo Alto, California. For the past several
years, she's been counseling a suspiciously large number of well-to-do (but
freaked out) moms and dads living in the Bay Area. They come to her from different
cities and unique socioeconomic backgrounds, but they do have one thing in common:
their kids have all started acting funny.
"Tommy," age two and a half, suddenly stopped recognizing his parents
and 5-year-old sister. Instead of responding when called to, he'd sway back
and forth in slow circles, pausing only to bonk his head repeatedly against
a ceramic dog bowl. One day he ceased making eye contact with his family members
altogether. He'd drag his head across the floor, walk on his toes, make odd
gurgling sounds, and spend long hours filling and emptying buckets of sand in
the sandbox. Then the screaming began; he'd wail inconsolably at all hours of
the day and night, refusing to be held or comforted in any way. Shortly thereafter,
he developed chronic diarrhea. Tommy's mother compared this incomprehensible
phenomenon to someone coming into her perfectly healthy son's bedroom in the
night, stealing his personality and ability to communicate, and then leaving
behind the empty cardboard box of an utterly bewildered child.
At
age six, "Kelly" developed some eccentric habits of her own. She began
tugging uncomfortably at the collar of her shirt or the footpads of her pajama
bottoms. Sometimes she'd go as far as to rip all her clothes off during
an otherwise routine trip to Safeway. At the corner Blockbuster, Kelly would
windmill both of her arms and run sweeping down the aisle, knocking entire racks
of video boxes onto the floor. When this caused a scene, she too would scream
and lash out with her fists, biting her father and lifting up her shirt to bare
her bee-stung breasts at flabbergasted customers. At home, she'd refuse to sleep
more than a few minutes at a time. She began urinating in the fireplace and
all four corners of the hardwood family room floor, making an exaggerated show
of it whenever company came over for extended periods of time -- to the understandable
consternation and embarrassment of her parents.
And
when "Harrison" reached the age of ten, his mother and father could
no longer deny the disparity between his development and that of other children
his age. He seemed to exist alternately in one of two possible states: passed
out and sound asleep, or running tirelessly around the house from room to room
wearing different wigs and clanging iron pots together. He developed an obsessive,
breakfast time fascination with the Pocahontas-style illustration of the Indian
princess on the Land O'Lakes spreadable butter tub. He would kick chairs, curse
and shriek, and throw forks whenever it was time for her to return to the refrigerator.
On his birthday, Harrison crept into his father's room as he lay sleeping, and
stabbed him in the buttocks with a turkey thermometer.
After a battery of tests, these children were diagnosed with varying degrees
of autism, and Dr. McButter herself was responsible for delivering the
bad news. She knows firsthand that the medical and psychiatric literature covering
autism employs daunting words like "hopeless" and disparaging phrases
like "no known treatment". Autism is a disorder which can seize upon
someone instantly, or sneak up on them over the course of many months. It hinders
the development of a person's ability to communicate, interact with other people
and maintain normal contact with the outside world.
The
symptoms of autism are extremely noticeable and can be recognized as
early as infancy. In most cases, a perfectly normal child will begin to regress:
he or she loses the power of speech, abandons social skills, or gets stuck in
infinite loops of obsessive physical activity. Most children completely withdraw
into a world all their own.
When parents learn their child is autistic, they describe it as one of the
most traumatic, stressful events of their lives. Non-autistic people see autism
as an enormous tragedy, and mothers and fathers alike experience continuing
disappointment and grief at nearly all stages of an autistic child's life. Mostly
this grief stems from profound sorrow over the loss of the "normal"
child they'd been hoping for.
In forty-eight states, one out of every 500 children has been diagnosed
with autism. But two regions in the two remaining states -- the California Bay
Area and a borough of New Jersey -- stand out: the ratio is a disturbing one
in 250. Studies of the New Jersey phenomenon suggest contributing factors like
environmental toxins and genetic predisposition, but age attributes of the mothers
also apply. Teen mothers, as well as women in their thirties or forties are
more likely to produce autistic children than a female in her twenties. New
theories attempting to reconcile explanations for the Silicon Valley autism
phenomenon are more sinister, and they've begun to orbit around moms and dads
who met each other online.
Before we explore that, let's turn our attention to the animal world for just
a moment. Specialized dog factories offering their customers purebred terriers,
greyhounds, German shepherds and the like are in the inbreeding business. It's
been long understood that any sufficiently advanced mammal species requires
a more dynamic population source. From the standpoint of maintaining a genetically
healthy stock, limited mating options guarantee progressive genetic degeneration,
brittle bones, deafness, heart problems and a substantial loss of vigor. Any
one of these disabilities alone can saddle dog owners with the unhappy responsibility
of wrangling unhealthy pets. But if you go to the Humane Society and adopt
a dog, you're likely to find -- pardon the term -- a
mutt, a mixed breed dog with rich, colorful DNA. These dogs are profoundly
smarter, better adjusted to living with humans, and far more loving than their
blue blooded cousins.
In large cities, the men and women who hook up in bars get together because
they find each other cute. Successful unions between such couples are
more likely to produce cute kids with healthy, happy genes. After all,
they're the output of parents who ostensibly came together with no similar
genetic markers beyond physical appearance. Their offspring are mutts as well,
and statistically predisposed to a healthier, happier life. In smaller cities
(or rural areas where sexual intercourse is the preferred method of passing
time because nobody has a car or a computer to escape the tedium of everyday
life) people of similarly limited characteristics mix and mingle in a woefully
homogenous petri dish. Such a localized gene pool is tantamount to a single
block of low-income housing: there's far less opportunity for the population
to enjoy the diversity required to encourage evolution, and
there's a much greater chance of propagating genetic defects.
The Internet as we know it is more of a puddle than a massive, unwieldy universe.
Online portals like Orkut, Friendster, Tribe.Net, MySpace, Nerve, and Craigslist
which foster the illusion of value by belonging to privatized, incestuous "communities"
are inbreeding a new generation of individuals with genetic markings nearly
identical to those of autism -- and its lesser cousin Asperger's.
Asperger's
syndrome is a Pervasive Development Disorder (PDD) characterized by severe and
sustained impairment with social interaction. Adults with Asperger's have trouble
feeling empathy for others, especially when it comes to decoding social cues
like gestures, facial expressions and body language. Normal communicative behaviors
like humor or the emotional nuances of sarcasm, idioms or metaphors are often
wholly lost on sufferers of Asperger's. Relationship issues depicted in books,
movies, and television programs will not be understood. While their reading
recognition skills are excellent, language comprehension remains weak -- and
it cannot be assumed that they fully understand what they so fluently read.
People with autism and Asperger's can often be egocentric, meaning that
in some cases they find it difficult to believe other people actually have their
own thoughts, feelings, or opinions of their own.
The pervasiveness of individual thoughts, feelings, and opinions in tech-savvy
metropolitan areas (like Silicon Valley) might be cause for alarm. Steve Silberman,
a Wired magazine reporter examined the autism phenomenon several years
ago, limiting his focus primarily to men and women working in the software industry:
"It's a familiar joke that many of the hardcore programmers in IT strongholds
like Intel, Adobe, and Silicon Graphics -- coming to work early, leaving late,
sucking down Big Gulps in their cubicles while they code for hours -- are residing
somewhere in Asperger's domain. Kathryn Stewart, director of the Orion Academy,
a high school for high-functioning kids in Moraga, California, calls Asperger's
syndrome the engineers' disorder. Bill Gates is regularly diagnosed
in the press: His single-minded focus on technical minutiae, rocking motions,
and flat tone of voice
are all suggestive of an adult with some trace of the disorder. In Microserfs,
novelist Douglas Coupland observes, 'I think all tech people are slightly autistic.'"
In January of 2001, Microsoft became the first major US corporation to
offer its employees insurance benefits to cover the cost of behavioral training
for their autistic children. But elsewhere, a building army of autistic offspring
threatens to bankrupt families, school systems and states nationwide. Federal
law mandates that special-needs students be removed from traditional
classrooms and stationed inside the portables at the far, far end of the football
field where they can receive specialized tutoring. Such a law requires hiring
more expensive teachers (those with master's degrees in special education) who
wrangle classrooms of five students as opposed to twenty-five. These classrooms
also include deaf and blind students, children with head injuries or learning
disabilities like dyslexia, severe emotional disorders or bipolar conditions.
The alternative to this arrangement is equally expensive: a privatized care
facility where you can park your kid in front of construction paper for the
day.
Meanwhile, as more and more women step up to claim their rightful place in
online communities by blogging themselves silly, pumping up their perceived
street value with mutually fanatical, hyperactive and hug-heavy "testimonials,"
e-viting one another into their electroclash pilates tribes, staging impromptu
stitch-n-bitch knitting circles or hosting day-long Burning Man "decompression"
parties, mentally obtuse men and boys who might never have found a compatible
female partner suddenly discover they can hurl an iPod out the window and crack
one square in the head with increasing accuracy. As long as men and women continue
to meet online based exclusively on shared interests, the mental stability of
future generations remains in grave peril -- and new technologies will need
to be developed to keep them alive.
Office
furniture, for instance, may need to be ergonomically redesigned to take advantage
of the Hug Box, a three-dimensional calming mechanism developed specifically
for autism sufferers.
In cooperation with noted researcher Temple Grandin, the Hug Box is an ingenious
pressurized snuggle system used for deep touch stimulation, producing a calming
effect on autistic or otherwise attention deficient individuals. Hug Boxes are
already being used in schools, clinics, and homes around the world. Each machine
is 60" tall, 60" long and 32" wide, constructed from 13-grade
3/4" birch plywood which is sealed and lacquered for a smooth durable finish.
All edges are rounded to ensure safety. The air controls are of outstanding
quality and multiple safety devices are included. Remaining components are fashioned
from wood, metal, and plastic. The overall look is that of traditional office
cubicle, with a classy, contemporary style suitable for those working in the
software, Internet, gaming or design industry.
The operator
places his head in the top area, against soft fuzzy padding. His hands slide
through the bottom opening to manipulate a keyboard or control joystick. As
the furry side panels close in at a slow pace, overstimulated nerves become
calm. Employees who previously paced, panted or hid under their desks during
a morning meeting will soon be able to make their way to the conference room
in a much calmer state -- without the use of a plastic mouth guard or ironcage
safety helmet.
The Hug Box, adjustable in many ways, can be used by software engineers, QA
testers, videogame "producers," artistic "directors," and
special needs students. The machine has a series of slots and holes to accommodate
a laptop, a 12-oz cup of coffee, a 17" flat-panel display, and either a
softcover O'Reilly reference or a rolled-up yoga mat. There are also slots which
adjust the arm rests, sliders which allow for oversized head girths, and a hands-free
speaker phone. In time, rather than clamoring for standup videogame units, Segways
or Air Hockey tables, tomorrow's crop of autistic office workers borne of Orkut-sanctioned
relationships or Friendster-branded marital unions will undoubtedly learn to
love their complementary Hug Boxes. In a nation of eight million socially impaired
Rain Mans unable to make human connections, at least everyone involved can boast
they're a very good driver.
The U.S. Department of Education recorded a nationwide autism increase of 600
percent between 1992 and 2004. The average child with autism will require $8
million in lifetime supervision and care. It's a disability with a normal life
expectancy affecting boys five times more than girls -- although girls are more
severely affected. In the United States, over one million individuals live with
autism, making it more prevalent than Down Syndrome, diabetes, and cancer combined.
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Autism434
http://autism.healingthresholds.com/
Local Autism Therapy Directory: Albany, NY, Albuquerque, NM, Atlanta, GA, Austin, TX, Baltimore, MD, Birmingham, AL, Boston, MA, Buffalo, NY, Charlotte, NC, Chicago, IL, Cincinnati, OH, Cleveland, OH, Columbus, OH, Dallas, TX, Dayton, OH, Denver, CO, Detroit, MI, Fort Worth, TX, Fresno, CA, Hartford, CT, Honolulu, HI, Houston, TX, Indianapolis, IN, Jacksonville, FL, Kansas City, MO, Las Vegas, NV, Los Angeles, CA, Louisville, KY, Memphis, TN, Miami, FL, Milwaukee, WI, Minneapolis, MN, Nashville, TN, New Haven, CT, New Orleans, LA, New York City, NY, Oklahoma City, OK, Orlando, FL, Philadelphia, PA, Phoenix, AZ, Raleigh, NC, Richmond, VA, Rochester, NY, Pittsburgh, PA, Portland, OR, Providence, RI, Riverside, CA, Sacramento, CA, Saint Paul, MN, San Diego, CA, San Francisco, CA, Seattle, WA, St. Louis, MO, Salt Lake City, UT, San Antonio, TX, San Jose, CA, Stamford, CT, Tampa, FL, Tucson, AZ, Tulsa, OK, Virginia Beach, VA, Washington D.C., All states
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autism.healingthresholds.com/
Autism436
http://www.psychiatry.emory.edu/PROGRAMS/autism/pdd.html
Characteristics
of Autism and
the Pervasive Developmental Disorders (PDD)
What
are the Pervasive Developmental Disorders?
What
causes Pervasive Developmental Disorders?
What
is the difference between autism and PDD-NOS?
How
do professionals tell the difference between autism and PDD-NOS?
What
is the difference between autism and Asperger's Syndrome?
Does
my child have an intellectual impairment (mental retardation)? How
is this different from autism?
What
is the long term prognosis for children diagnosed with autism/PDD-NOS?
My
doctor says my child will never learn to talk. Is this true?
How
is autism/PDD-NOS diagnosed? What are the areas of concern?
What
should I do about my child's autism/PDD-NOS?
What
are the Pervasive Developmental Disorders?
The
Pervasive Developmental Disorders or Autism Spectrum Disorders (ASD)
are a group of developmental disabilities, which according to recent
estimates, affect as many as 1-2 out of every 500 people. The
Pervasive Developmental Disorders are also known as the autism-spectrum
disorders, and they include Autistic Disorder, Pervasive Developmental
Disorder-Not Otherwise Specified (PDD-NOS), Asperger?s Disorder, Rett?s
Disorder, and Childhood Disintegrative Disorder. They affect up
to 4-5 times as many boys as girls, occur in all cultures, and are present
among all socioeconomic classes. They usually become noticeable
between the ages of 1 and 3 years, and affect the way in which social
behavior, communication (verbal and nonverbal communication), and attention/interests
develop. There is a wide spectrum of impairment associated with
the Pervasive Developmental Disorders, which can range from mild to
severe. The PDDs do not describe a delay in development, but rather
a difference or deviation in development in these three areas.
Back
to top
What
causes Pervasive Developmental Disorders?
Pervasive
Developmental Disorders are neurologically-based, medical disorders
that are not caused by errors in parenting, a specific environmental
toxin, poor prenatal care, etc. In a percentage of cases, there
may be a genetic cause. Although scientists are making strides
in identifying their cause(s), right now, there does not appear to be
one specific cause for all cases. A physician or psychologist
may diagnose one of these conditions using a medical model (following
the criteria set forth in the Diagnostic and Statistical Manual-Fourth
Edition, DSM-IV). Alternatively, an education team may assign
an educational eligibility (autism), based on a child's special needs
for educational modifications. At the present time, there is no
medical test that indicates an autism spectrum disorder; however, routine
medical screenings (metabolic, genetic, and Fragile X) are recommended
to rule out the presence of another identifiable condition. In
either case, the diagnosis of a PDD is based on behavioral observations
and clinical experience.
Back
to top
What
is the difference between Autism and PDD-NOS?
Pervasive
Developmental Disorder is a general category used to describe a pattern
of behavioral differences (which may include deviations, excesses, or
difficulties) in the areas of social relating, communication, and attention/interest.
Children who demonstrate a number of characteristics or symptoms in
these three areas, and whose problems are not better explained by other
disorders, may receive a diagnosis of PDD. This diagnosis may
also be applied if the child exhibits a variety of symptoms associated
with Autism, but in an unusual pattern. It should be stressed
that this is still a relatively new label, dating back only 15 years,
so that some professionals may not be familiar with its correct use.
In some cases, it has been incorrectly used synonymously with "significant
developmental delay? or ?general delay" or "developmental delay."
Both Autism and PDD-NOS can occur in conjunction with a wide spectrum
of intellectual ability. The defining feature must be a qualitative
difference in social and language development for these diagnoses.
Autism
and PDD-NOS are subtypes of the Pervasive Developmental Disorders.
It is common for a person to be given the general diagnosis of PDD,
which indicates an autism spectrum disorder without clarifying the exact
form of PDD. The differential diagnosis of the PDDs is based on
a particular pattern or clustering of symptoms, and specific criteria
on the number of symptoms that are observed. In both disorders,
there is a higher likelihood of developing seizures than in individuals
without autism.
Back
to top
How
do professionals tell the difference between autism and PDD-NOS?
Primarily
by the pattern and degree or number of characteristics observed or reported. However,
there are difficulties associated with this differential diagnosis,
and it often takes a clinician
with extensive experience with both disorders to make the call.
Problems
may occur when a child's developmental level is quite low, so that assessing
the areas of concern would be quite difficult at a similar age equivalent.
A second problem occurs with children who are toddlers and young preschool-age
children. Many of the behaviors that are considered crucial for
diagnosis are still very variable in typically developing young children
in this age range. Some children may receive a diagnosis of PDD-NOS
as a toddler because they did not have any communicative behavior; later
they may qualify for a diagnosis of autism as their communication develops
and it becomes more evident that a qualitative difference exists in
that area. For parents and educators, the important thing to focus
on is not the specific label a child receives, but what can be done
to help the child develop skills in the areas of concern.
Back
to top
What
is the difference between Autism and Asperger?s Disorder?
Asperger?s
Disorder was only added as a subtype of the PDDs in the DSM-IV in 1994,
so its characteristics are still under a great deal of study.
Similar to distinguishing Autism from PDD-NOS, there are specific criteria
that distinguish Autism and Asperger?s. Some of the key differences
between Autism and Asperger?s are that the individual could not have
had a clinically significant language delay (although unusual patterns
of communication and impaired nonverbal communication is generally present),
and the individual must function within average to above average intellectual
(cognitive) levels. There is currently much debate between professionals
whether Asperger?s Disorder should really be distinguished from high-functioning
Autism, and clinical experience is often important to determine how
these diagnoses should be applied to a particular individual.
Back
to top
Does
my child have an intellectual impairment (mental retardation)?
How is this different from Autism?
Intellectual
impairment (mental retardation) is a term used to describe individuals
who follow a slower developmental path than others their age.
?Intellectual impairment? is the term generally used by educators and
?mental retardation? is the term used in the DSM-IV; however, these
terms generally refer to the same types of learning difficulties.
People with an intellectual impairment continue to develop skills and
abilities as they grow, although they typically progress more slowly
than their peer group. Intellectual Impairment is identified by
comparing a person's intellectual performance on standardized tests
with others in his/her age group, and by looking at how well that individual
can function in adaptive skills (self-care, safety knowledge, independent
living skills).
Autism
and PDD-NOS can be present in people who also have an intellectual impairment;
however, they can also be present in individuals who have superior intellectual
skills. It varies from individual to individual. However,
because communication skills are an integral part of what most people
consider intelligence, the problems people with autism show in this
area may affect their ability to perform on standardized intelligence
tests. Some individuals with Autism may receive a diagnosis of
intellectual impairment or mental retardation due to suppressed performance
in areas involving verbal expression or understanding, while performing
above average in some other areas (such as memory and visual problem-solving).
In such cases, the term is not particularly meaningful or predictive
of long-term outcome.
When
assessing the skills of a child with a PDD, it is important to evaluate
the skills that they show on an everyday basis in situations that are
meaningful and familiar to them. Evaluation should not only focus
on identifying a child?s intellectual level, but should aim to identify
the child?s learning characteristics so that meaningful goals can be
planned to help the child develop to his or her potential.
Back
to top
What
is the long-term prognosis for children diagnosed with Autism/PDD-NOS?
Autism/PPD-NOS
is a life-long disability, and individuals with Autism live a full lifetime.
There are no cures, and even those individuals who proclaim themselves
"recovered" continue to have difficulties with subtle social processes.
However, with advances in education, early intervention, and research,
today individuals with Autism/PDD have a greatly expanded range of outcomes
as adults. In the past, the majority of individuals with Autism
lived in institutional care as adults. Current trends, based on
increased knowledge of how to educate children with Autism and the importance
of early education, emphasize building skills and abilities in order
to prepare young adults with Autism/PDD to work, to live in the community,
and in some cases, to pursue higher education. Outcome appears
to depend on both degree of overall impairment and intensity of educational/treatment
effort. Prognosis is markedly better for individuals who develop
verbal language before the age of 5 years
Back
to top
My
doctor says my child will never learn to talk. Is this true?
For
most children with Autism, there is no physical reason to preclude learning
to use verbal communication. Unless there is a specific physical
problem (such as deafness, absence of larynx/pharynx, focal lesion the
brain), there is no reason to make such an assumption. It should
be noted that speech does not frequently come easily to individuals
with Autism, and research suggests that intensive efforts and education
are often needed for children with Autism to develop speech. However,
given the relationship between speech development and prognosis, aggressively
pursuing verbal communication skills is highly recommended for young
children with Autism/PDD-NOS.
Back
to top
How
is Autism/PDD-NOS diagnosed? What are the areas of concern?
Individuals
with Autism frequently display certain clusters of behavior that distinguish
them from individuals who do not have Autism. Diagnosing this
syndrome using the DSM-IV involves consideration of the following characteristics.
Note:
The child need not show all of these characteristics.
I. Qualitative impairment in reciprocal social interactions:
This refers to a developmental difference in the
individual's interest and competence in achieving reciprocal interactions.
It does not mean that the individual is not affectionate, or cannot
make contact with other people, or is simply behind schedule in the
development of social skills. What is different is the quality of interaction
and interest.
Behaviors
suggesting this area may be affected include:
difficulty
understanding/perceiving the emotions of others
difficulty
sustaining interactions initiated by others
poor,
fleeting or abnormal eye contact
lack
of comfort-seeking when distressed
difficulty
making peer friendships appropriate to developmental level
lack
of social or emotional reciprocity
lack
of effort to share interests or enjoyment with others (may not show,
point out or bring objects to share with others)
in
preschool children, lack of turn-taking play with peers (although
the child may enjoy active and rough-and-tumble play)
difficulty
understanding social cues
difficulty
understanding and expressing his/her own emotions
seeking
touch and affection on own terms, but shunning affection when offered
by others (not on own terms)
preference
for solitary play instead of group or paired play
absence
of symbolic play behavior, very literal and concrete in comprehension
(e.g., would not use a block as a telephone)
frequent
or sustained giggling, laughing or crying without visible cause
may
appear deaf at times, yet hear sounds from a distance at other times
(ignore voice when name is called, yet run to window when ice cream
truck is two blocks away)
II. Qualitative impairment in verbal and non-verbal
communication and imaginative activities:
Again, this does not refer to a delay in development,
but rather a difference in the way verbal and nonverbal communication
proceeds. Behaviors suggesting this area may be affected include:
normal
development of early babbling and first words which are later lost
between the ages of 1 and 3 years, while other development appears
to proceed on course
difficulty
developing verbal communication
pulling
adults to items of interest rather than pointing or gesturing
lack
of use of gestures, demonstration, mime to compensate for lack of
verbal expression
repeating
phrases verbatim frequently (echolalia)
repeating
phrases (often from TV) out of context after a period of time has
passed (delayed echolalia)
using
words out of communicative context (walks around saying "hi daddy"
when daddy is at work, and nobody is present)
answering
question by parroting question back to you
poor
timing and content variation in topic
difficulty
taking turns in maintaining a conversation
difficulty
with abstract concepts (learns nouns better than verbs or adjectives)
difficulty
understanding the "theme" of a story
inventing
own words for objects and rigidly uses them (neologism)
talking
mainly about one restricted topic, or using one word repeatedly (perseveration)
acting
as if adults can read his/her mind
question-like
or sing-song cadence to their speech
difficulties
in imitation
III. Restricted repetitive and stereotyped
patterns of behavior, interests, and activities:
engaging
in repetitive non-functional body movements (for example, spinning
or whirling
around,
flapping arms or hands, rocking, walking on tiptoes, looking at fingers
(stereotypies)
difficulty
with changes or transitions
under-
or over-sensitivity to sensory stimuli (sounds, lights, textures,
odors)
restricted
food preferences, sometimes related to food texture
may
explore environment in unusual ways (smelling objects, mouthing excessively,
scratching, licking)
develop
attachments to objects that are not typical for children (must sleep
with twigs)
may
carry around objects without ever playing with them, and become upset
when they are taken away
becomes
fascinated with parts of objects (wheels, lines, writing)
may
spin objects that are round in shape
may
focus on ordering and reordering or categorizing toys instead of playing
with them (lining up cars, amassing red blocks)
plays
with materials in the same sequence across a period of time where
variation would be expected (has Ernie follow same route to hospital
every time he plays with car mat)
develops
routines that are difficult to break
may
get upset over trivial changes in environment (moving a lamp)
not
interested in a wide variety of toys and materials
peculiar
insistence in selected items, sequences, or routines (will only drink
milk out of a certain cup)
does
not ask for help, but figures out how to get what he/she wants
OTHER CONCERNS:
eating
inedible objects
undersensitive
to pain
attention
span fleeting for most activities, yet can spend long periods of time
focused on one activity of his/her own interest (can watch videos
for hours, but can't sit for 30 seconds for other tasks)
high
overall activity level
may
need less sleep than typical children of the same age
absence
of fear or appreciation of dangerous situations
self-injurious
behavior that does not appear to be directed at achieving any result
(head banging, eye poking, biting)
uneven
intellectual ability (skills show a great deal of variability)
peculiar
fascination with one specific medium (country music, TV station, Wheel
of Fortune, preview guide), etc.
more
interested in credits and commercials than TV shows
unusual
fear reactions
STRENGTHS:
good
memory, especially for visually presented information
enjoys
completing tasks with a set end point
may
have precocious interest in letters and numbers
cuddly
and affectionate with parents, usually on own terms
mechanical
aptitude (can program the VCR at age 2)
higher
skills/talents in art, music, math, balance
enjoy
vestibular stimulation (tosses, being turned upside down, etc)
stamina
good
non-verbal problem solving abilities (can get what they want)
Back
to top
What
should I do about my child's Autism/PDD-NOS?
The most successful approach to dealing
with the symptoms of Autism involves systematic and intensive educational
programming. You may want to pursue a second opinion regarding diagnosis;
however, the most prudent approach is to assume that the diagnosis is
correct and proceed to develop plans to deal with the language and social
difficulties of the child through educational programming (including
speech therapy, therapeutic play groups, etc.) while you are also looking
for a second opinion. If the original diagnosis was incorrect,
no valuable time will be lost. The Emory Autism Center is available
at (404) 727-8350 to provide you with information, referrals, evaluations,
and recommendations for your child.
Back
to top
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Diagnostic
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DSM-IV
Disorder
PDD-NOS
imitation
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Pervasive Developmental Disorder-Not Otherwise Specified
Emory Autism Center
Ernie
Autistic Disorder
Statistical Manual-Fourth Edition
Autism/PDD
I. Qualitative
Fortune
(404) 727-8350
www.psychiatry.emory.edu/PROGRAMS/autism/pdd.html
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Autism437
http://rsaffran.tripod.com/autism.html
DISCLAIMER: This
page is not science, it's just some thoughts by a Dad who has
done a bit of reading and is lucky enough to spend lots of time with
two great kids.
[ More
definitions and points of view | Asperger's
Syndrome ]
Autism (or PDD, PDD-NOS, "autism spectrum disorder")
Autism (and the related pervasive developmental disorders) is
a severe developmental disorder
which, left unchecked, usually progresses to developmental disability
at a
young age. The causes of the disorder are largely unknown; they include
genetic and
environmental (chemical and biological) factors, or some interaction of
the two. (Many in
the psychoanalytic community once believed that lack of parental
nurturing was the cause,
but that is perhaps the only factor we now know is not
important.) Symptoms may be
present from or even before birth (yes, Moms can tell), or appear
gradually or suddenly after two or more years of apparently
normal development. Although some related conditions such as
Landau-Kleffner syndrome
cause measurable changes in brain activity, in most cases the only
diagnostic information
is the child's behavior. Other biological markers are sketchy: there is
some evidence of altered neurotransmitter (serotonin)
levels; some children show slight physical changes, such as the shape
of their
ears; there is a strong correlation with maleness and
non-right-handedness; and
there is correlation with certain genes. There is about a one in nine
chance
that a sibling will also have autism.
The early symptoms may include grossly delayed language or
motor development; atypical
play, such as spinning, lining up, staring at, or feeling toys (but no
pretend play); lack
of peer play or friendships; stereotyped (repeated unchanging) body
movements; or
pronounced fears, crying fits, sleeplessness, or noise sensitivity. In
place of the
typical progression of skills, the young child with autism may develop
some skills early,
such as the ability to recognize letters and signs (or even read), or
the ability to make people smile by
flirting or acting silly. These strengths may mask the severity of the
many real deficits.
(It is a common misconception that children with autism must be
withdrawn; some are, but
others are perfectly friendly. Real, and tragic, isolation sets in
later if they do not
develop the social and communication skills expected of older children.)
Older children may develop aggressive, hazardous, or
self-injurious behavior to such a
degree that they require institutional care. Most do develop language,
but it may consist
largely of "echoed" words and phrases. If functional language appears,
it is
frequently missing important social context. Asked to talk about a
picture of an activity,
for example, the child may say "The boy's shirt is red and he has five
fingers on his
left hand and five fingers on his right hand." He may insist on extreme
sameness,
counting every step to the kitchen, tantruming if interrupted or the
number of steps is
not exactly 16. Although not all suffer severe symptoms, individuals
with autism frequently
have difficulty achieving independence, forming stable relationships,
or being free of
anxiety.
There is strong evidence that many or even most children with
autism are actually able
to learn as much as typically developing children, given the right
environment.
For many, there may
be no deficit at all in the 'underlying' (cognitive) brain functions ,
but
for some reason the information does not get in and skills do not
develop normally. There
is, in effect, a learning 'blockage.' Some research points to the
attention
mechanism as a factor. As infants, children who later are diagnosed
with
autism are unable to switch attention from one stimulus to another as
readily as
their peers. (Can you read this and make sense of it while you are
talking on
the phone?)
We also don't understand well the 'subtypes' or boundaries of
autism. For any individual, professionals will differ on what deficits
may be
due to autism, and what may be due to other disorders, such as ADHD,
"nonverbal learning disorder," or other cognitive and learning
difficulties. This leads to a proliferation of related official and
not-quite-official diagnostic labels for people with different mixes of
skills
and deficits: hyperlexia, semantic-pragmatic disorder, Asperger's
Syndrome,
sensory integrative dysfunction, and so on. Many people put these into
the
bucket "autism spectrum disorder."
It is a very mysterious disorder. No one understands why our
kids are the way
they are, or can explain why their responses to everyday things can be
so very
strange. The particular excesses and deficits vary so greatly from one
child to
another that an explanation or strategy that seems to work for one
child may be
a disaster for another. We know mostly how little we know. One measure
of a
professional's ability to help your child is a willingness to admit how
little
he knows, and a commitment to use your child's progress as the only
sure guide.
Having said all this, here are a few things that are mostly
true -
likely to apply to most - or mostly
false - concepts that may work for an individual child here
or there but
probably don't apply to most.
Autism (and the related pervasive developmental
disorders) is...
Uncommon but not rare. The "accepted" incidence is around
one per thousand, but many parents in the USA report a "head count" in
their schools that gives an incidence closer to one in every two or
three hundred. Research
in England gives a total incidence of all autism spectrum
disorders at one in 160.
A severe
disorder, one that substantially affects most life activities. When an evaluator or administrator speaks of "mild
autism" or "mild PDD," ask, "What is a mild severe
disorder?"
Genetically linked to some degree.
Evidenced as an impairment in learning by social imitation.
Spoken language, body language, the rules of play and friendship, are
all typically learned at an amazingly early age by observing and
imitating other's behaviors. If our kids are to learn those things at
all, they need a lot of expert help.
Related to overall brain functioning rather than one
specific site. See
Scientists Discover Biological Basis for Autism.
Autism is probably
not...
Caused by entirely genetic or entirely environmental factors
A "sensory disorder," or a dysfunction of any specific
sense (hearing, balance, vision, and so on). Exaggerated responses
(fear, anxiety) to normal sensory stimuli are very common, but the
response is probably not simply a normal response to an exaggerated or
distorted sensation. (There may be a disorder in how sensory
information is processed, but it is not likely as simple as "too loud"
or "not clear.")
Caused by vaccinations. The symptoms of autism often show
up suddenly after one to three years of apparently normal development.
Kids get lots of vaccinations during this time so the odds are
significant that "sudden autism" will follow a shot. This is a case
where only careful statistical analysis can untangle the facts.
Highly treatable by drugs. There is no medication specific
to autism. Some individuals do benefit from psychoactive medications
such as SSRIs (used to treat depression and OCD), antipsychotics
(schizophrenia), stimulants (ADHD), or anticonvulsants (bipolar
disorder). Some get a lot of benefit, so careful trials may be
warranted. The dosages may be different - often lower - than those used
for the associated clinical condition.
More definitions and points of
view
DIAGNOSING AUTISM AND PDD-NOS PER THE DSM-IV IN LAYMAN S TERMS
demystifies the "official" Diagnostic and Statistical Manual definition
Is Asperger s
syndrome/High-Functioning Autism
necessarily a disability? Simon Baron-Cohen
What is autism? Autism Society of
America
National Institute of Mental Health
USA
Personal views Autism Network
International
Asperger's Syndrome
My Web site does not distinguish Asperger's from autism. They
are not the
same thing, however, so here are some answers to "What is
Asperger's?".
Barb Kirby
See also
The
Neurodevelopment of Autism: Recent Advances by George Niemann
Back to ABA Resources
This document is rsaffran.tripod.com/autism.html,
updated Sunday, 08-Nov-2009 15:55:37 EST
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Autism438
http://www.thechildrenshospital.org/wellness/info/teens/20533.aspx
ArticleKrista's younger brother seemed really quiet when Iris met him for the first time. "Yeah, he has autism," Krista said while they sorted through her CDs. Then she started talking about a new band, so Iris didn't have a chance to ask her any questions. It left her wondering: What is autism? How does someone get it? Can it be treated?
What Is Autism?
Autism is a developmental disorder that some people are born with it's not something you can catch or pass along to someone else. It affects the brain and makes communicating and interacting with other people difficult.
People who have autism often have delayed language development, prefer to spend time alone, and show less interest in making friends. Another characteristic of autism is what some people describe as "sensory overload": Sounds seem louder, lights brighter, or smells stronger. Although many people with autism also have mental retardation, some are of average or high intelligence.
Not everybody with autism has the exact same symptoms. Some people may have autism that is mild, whereas others may have autism that is more severe. Because it affects people differently, autism is known as a spectrum disorder. Two people with the same spectrum disorder may not act alike or have the same skills.
As many as 1 in 150 people have autism, and it's more common in guys than in girls. Although doctors do not know exactly what causes it, many researchers believe autism is linked to differences in brain chemicals (neurotransmitters). These differences may be caused by something in our genes families who have one child with autism have a higher risk of having another child with autism or a similar disorder. Research suggests that in most cases it's probably a combination of genes that causes the disorder, not a single autism gene.
Sometimes you may hear other developmental disorders mentioned in the same way as autism, such as Asperger syndrome, Rett syndrome, and childhood disintegrative disorder. These disorders, along with autism, are all considered pervasive developmental disorders. People diagnosed with any of these disabilities have problems with social skills and communication.
What Do Doctors Do?
Autism is usually diagnosed at a very young age, when a child is 11/2 to 4 years old. There are no medical tests to determine whether someone has autism, although doctors may run various tests to rule out other causes of the symptoms.
The best way to identify autism is to watch how a child behaves and communicates. Parents can help by telling the doctor how the child acts at home. Then a team of specialists which may include a psychologist, a neurologist, a psychiatrist, a speech therapist, and a developmental pediatrician will evaluate the child and compare levels of development and behavior with those of other kids the same age. Together, they will decide whether the child has autism or something else.
How Is Autism Treated?
Autism is not treated with surgery or medicine (although some people with autism may take medicine to improve certain symptoms, like aggressive behavior or attention problems). Instead, people who have autism are taught skills that will help them do the things that are difficult for them. The best results are usually seen with kids who begin treatment when they're very young and as soon as they're diagnosed.
Special education programs that are tailored to the child's individual needs are usually the most effective form of treatment. These programs work on breaking down barriers by teaching the child to communicate (sometimes by pointing or using pictures or sign language) and to interact with others. Basic living skills, like how to cross a street safely or ask for directions, are also emphasized.
A treatment program might also include any of the following: speech therapy, physical therapy, music therapy, changes in diet, medication, occupational therapy, and hearing or vision therapy. The same specialists who helped diagnose the condition usually work together to come up with the best combination of therapies to use in addition to the educational program.
By the time they are teens, people with autism may be taking regular classes, attending special classes at the high school level, or attending a special school because of ongoing behavioral problems.
What Are Teens With Autism Like?
Because their brains process information differently, teens with autism may not act like other people you know (or each other, because the severity of symptoms of autism varies from person to person). They can have trouble talking and sometimes communicate with gestures instead of words. Some spend a lot of time alone, don't make friends easily (and may not act like they want to), and don't react to social cues like someone smiling or scowling at them. They often do not make eye contact when you are talking to them. They also find it hard to join in a game or activity with other people. If they are sensitive to sensory stimuli, they might draw back when hugged or startle easily when they hear a sudden noise, even if it's not very loud.
Some teens with autism are passive and withdrawn, whereas others are overactive and may have tantrums or act aggressively when they are frustrated; it's important to realize that this is part of the disorder.
Many teens with autism also continue to have intellectual limitations and learning problems. Because they don't have the ability to express emotions like anger and frustration in more acceptable ways, they might express themselves in ways that seem inappropriate. Many have difficulty coping with change and get anxious if their daily routine is altered. In more severe cases, a teen might fixate on different objects or ideas or display repetitive motions like rocking or hand flapping.
One common misconception is that people with autism don't feel or show emotion. Although they can feel affection, they often don't express it the same way others do. To an outsider, this can come across as being cold or unemotional.
Living With Autism
Perhaps the most difficult part of coping with autism is interacting with other people every day. Because the brain of a teen with autism works a little differently, learning to communicate can be like learning a foreign language. This can make it hard for people with autism to express themselves or for others to understand them, so just talking with a classmate becomes stressful and frustrating.
When even a casual conversation requires so much effort, it's hard to make friends. Teens with autism may have to think constantly about how other people will perceive their actions and make a conscious effort to pay attention to social cues the rest of us handle without even thinking. Basically, it takes a lot of work for someone with autism to do what comes naturally to most people.
So if you know someone who has autism, be extra patient when you're talking with him or her. Don't expect a person with autism to look at things the same way you do. You should also realize that some behaviors you think are rude (like interrupting you when you're talking) come from a different perception of the world: It's tough for people who can't read social cues and recognize the natural pauses in a conversation to know when to jump in with their own thoughts. The more understanding and supportive you are, the more enjoyable your time together will be.
Despite all the day-to-day hurdles, though, many people with autism lead fulfilling, happy lives on their own or with help from friends and family. Most teens with autism like school, and some can attend regular classes with everyone else. They have individual tastes and enjoy different activities, just like you do.
Some people with autism go on to vocational school or college, get married, and have successful careers. Consider Temple Grandin, for example. Despite having autism, she was able to earn a PhD and become a college professor. She's even written a book about her experience called Thinking in Pictures: And Other Reports From My Life With Autism. Although she still struggles with the disorder almost daily, she leads a "normal" life, just like many other people with autism.
Reviewed by: Steven Dowshen, MD
Date reviewed: April 2008
Originally reviewed by: Anne M. Meduri, MD
pointing
brain
eye contact
mental retardation
MD
childhood disintegrative disorder
tantrums
Temple Grandin
rett syndrome
Krista
Iris
Pictures: And Other Reports From My Life
Steven Dowshen
Anne M. Meduri
www.thechildrenshospital.org/wellness/info/teens/20533.aspx
20533
occupational therapy
physical therapy
vision therapy
music therapy
Autism439
http://www.easterseals.com/site/PageServer?pagename=ntlc8_autism101
View Our Autism State Profiles
Easter Seals and the Autism Society of America have partnered together to prepare a state-of-the-state report of autism services in the 50 states, the District of Columbia and Puerto Rico.
View Other ResourcesAutism 101
What Exactly is Autism?Autism Spectrum Disorder (ASD) or autism is a developmental disability considered the result of a neurological condition affecting normal brain function, development and social interactions. Children and adults with autism find it difficult or impossible to relate to other people in a meaningful way and may show restrictive and/or repetitive patterns of behavior or body movements. While great strides are being made, there is no known cause, or a known singular effective treatment for autism.
Learn About Signs and Symptoms
There is no single behavior that is always typical of autism or any of the autistic spectrum disorders. Learn about the signs and symptoms.
There is Hope Autism is a baffling, life-long disorder. And while there is no cause or cure, nor a known singular effective treatment, it is treatable. People with autism -- at any age -- can make significant progress through therapy and treatments, and can lead meaningful and productive lives.
However, experts agree that early diagnosis and early intervention are critical - because the earlier people with autism get help, the better their outcomes will be in the future.
Did you Know? The annual cost of providing services for people with autism is $90 million, in 10 years that number is projected to be $200 - 400 billion. With early diagnosis and intervention, the overall cost of treatment can be reduced by two-thirds over an individual with autism s lifetime.
London School of Economics Study, 2001Opening the Door to AutismThere are five developmental disorders that fall under the Autism Spectrum Disorder umbrella and are defined by challenges in three areas: social skills, communication, and behaviors and/or interests.
Autistic Disorder -- occurs in males four times more than females and involves moderate to severe impairments in communication, socialization and behavior.
Asperger's Syndrome -- sometimes considered a milder form of autism, Asperger s is typically diagnosed later in life than other disorders on the spectrum. People with Asperger's syndrome usually function in the average to above average intelligence range and have no delays in language skills, but often struggle with social skills and restrictive and repetitive behavior.
Rett Syndrome -- diagnosed primarily in females who exhibit typical development until approximately five to 30 months when children with Rett syndrome begin to regress, especially in terms of motor skills and loss of abilities in other areas. A key indicator of Rett syndrome is the appearance of repetitive, meaningless movements or gestures.
Childhood Disintegrative Disorder -- involves a significant regression in skills that have previously been acquired, and deficits in communication, socialization and/or restrictive and repetitive behavior.
Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS) -- includes children that do not fully meet the criteria for the other specific disorders or those that do not have the degree of impairment associated with those disorders.
Read the full glossary of ASD-related terminology.
Living with AutismPeople with autism have challenges in the areas of communication, socialization and restricted/repetitive behaviors. A few examples:
Communication
Development of language is significantly delayedSome do not develop spoken languageExperience difficulty with both expressive and receptive languageDifficulty initiating or sustaining conversationsRobotic, formal speechRepetitive use of languageDifficulty with the pragmatic use of language
Socialization
Difficulty developing peer relationshipsDifficulty with give and take of social interactionsLack of spontaneous sharing of enjoymentImpairments in use and understanding of body language to regulate social interactionMay not be motivated by social reciprocity or shared give-and-take
Restricted/Repetitive Behavior
Preoccupations atypical in intensity or focusInflexibility related to routines and ritualsStereotyped movementsPreoccupations with parts of objectsImpairments in symbolic play
brain
routines
regression
Autism Society of America
ASD
childhood disintegrative disorder
repetitive behavior
Asperger
Pervasive Developmental
rett syndrome
Autism Spectrum Disorder
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Hope Autism
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ASD-related
examples: Communication Development
Restricted/Repetitive Behavior Preoccupations
www.easterseals.com/site/PageServer?pagename=ntlc8_autism101
Autism440
http://autismhelpnetwork.com/
ÊScotty is a happy and affectionateÊ6 year old in Kindergarten at Sycolin Creek Elementary School. In his second year of Kindergarten, he is showing an immense increase in his social overtures, and his schoolmates are really good at supporting him. ...ReadÊMore
Quentin is a 6 year old autistic child. He has improved in leaps and bounds sinceÊhis family moved toÊMontgomery County and was entered into the Special Education program. Everyday is a miracle with him. ReadÊMore
Create your own ÊÊView more
Kindergarten
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Autism441
http://latimesblogs.latimes.com/booster_shots/autism/
UC Davis researchers searching for autism clusters in hopes of finding an environmental cause for the disorder have identified 10 clusters around the state, but the source of the clusters is not exactly what they expected. The clusters, including five in metropolitan Los Angeles and one in San Diego, are centered on regional developmental services centers in areas with highly educated parents, primarily Caucasians, with high incomes. In short, what they found were clusters of increased diagnostic rates for autism. In one respect, the results were not surprising because it has long been known that high-income, highly educated white parents are more likely to have their children diagnosed with autism and more likely to have them diagnosed at an early age.
Looking at clustering is often a way to uncover leads about problems in the environment, said epidemiologist Irva Hertz-Picciotto, the senior author of the study. Mapping has a long history of being a way to get clues about causes of disease. She was, indeed, surprised by the findings -- not that there are clusters with parents with higher education, but that it was so consistent across the board. In virtually every cluster they identified, the rate of autism was about twice as high within the cluster as in adjacent regions.
Hertz-Picciotto and her colleagues obtained birth records for 2,453,717 children born in the state between 1996 and 2000. By 2006, the children had all reached at least age 6, the age by which diagnosis of autism is generally accomplished. State records showed that about 9,900 autism cases were in the records of the Department of Developmental Services. The team reported in the journal Autism Research that they identified 10 clusters of autism among the 21 regional offices of the department and two potential clusters. The clusters were primarily in the high-population areas of Southern California and, to a lesser extent, in the San Francisco Bay area.
The clusters were:
-- The Westside Regional Center in Culver City, which serves western Los Angeles County, including Culver City, Inglewood and Santa Monica.
-- The Harbor Regional Center, headquartered in Torrance, which serves southern Los Angeles County.
-- The North Los Angeles County Regional Center, in Van Nuys, which serves the San Fernando and Antelope valleys. Two clusters were in this region.
-- The South Central Regional Center in Los Angeles, which serves Compton and Gardena.
-- The Regional Center of Orange County in Santa Ana.
--The Regional Center of San Diego County, which serves San Diego and Imperial counties.
-- The Golden Gate Regional Center in San Francisco, which serves San Francisco, Marin and San Mateo counties. There are two clusters in this area.
-- The San Andreas Regional Center in Campbell, which serves Santa Clara, Santa Cruz, Monterey and San Benito counties.
Increased incidence was also noted in two other regions, the Central Valley Regional Center in Stockton and the Valley Mountain Regional Center in Fresno. The incidence of autism was not as high in those regions, however.
Because the team analyzed birth locations and not the location of diagnosis, it is highly unlikely that the parents moved into the cluster regions to seek care, Hertz-Picciotto said.
In the U.S., the children of older, white and highly educated parents are more likely to receive a diagnosis of autism or autism spectrum disorder, said lead author Karla C. Van Meter, who was a graduate student when the data were collected but is now at the Sonoma County Department of Public Health. For this reason, the clusters we found are probably not a result of a common environmental exposure. Instead, the differences in education, age and ethnicity of parents comparing births in the cluster versus those outside the cluster were striking enough to explain the clusters.
The team is now looking elsewhere for possible causes. Some previous studies have hinted that exposure to pesticides may play a role and a study in Texas showed that exposure to mercury in the environment --but not in vaccines -- could be a causative agent. We are casting a wide net, looking at everything we can--pesticides, medical conditions in the mother, medications, flame retardants, etc., Hertz-Picciotto said. The problem, she conceded, is that, if the exposure is truly widespread, then linking it to autism will be very difficult.
-- Thomas H. Maugh II
Credit: UC Davis M.I.N.D. Institute
U.S.
San Diego
Department of Developmental Services
Los Angeles
Public Health
Autism Research
Texas
UC Davis
San Francisco
Irva Hertz-Picciotto
Hertz-Picciotto
Southern California
San Diego County
UC Davis M.I.N.D. Institute
Fresno
Regional Center
Marin
Van Nuys
Campbell
Monterey
Santa Clara
Imperial
Compton
Gardena
Culver City
Inglewood
Caucasians
The Westside Regional Center
Los Angeles County
Santa Monica
The Harbor Regional Center
Torrance
North Los Angeles County Regional Center
San Fernando and Antelope
The South Central Regional Center
The Regional Center of Orange County
Santa Ana.
The Golden Gate Regional Center
San Mateo
San Andreas Regional Center
Santa Cruz
San Benito
Central Valley Regional Center
Stockton
Valley Mountain Regional Center
Karla C. Van Meter
Sonoma County Department
Thomas H. Maugh II Credit:
1996 and 2000
latimesblogs.latimes.com/booster_shots/autism/
Autism442
http://www.autismvictoria.org.au/news/media.php
NEWS
Click on the links below to skip to the news items of interest:
World Autism Awareness Day 2010
Victorian Autism Conference Update
Logo Competition Winners
Conference Update
Campaign for Change - State and Federal Elections
Training for Teachers and Educational Support Staff
A Fair Go For All Letter Writing Campaign
2009 Autism Victoria ASD Research Forum Proceedings
Autism Victoria Service Directory
World Autism Awareness Day 2010
Autism Victoria is calling on the community to get behind World Autism Awareness Day on Thursday April 1st 2010.
World Autism Awareness Day is an event that falls annually on the 2nd of April. Unfortunately this year, this date happens to also be Good Friday. In order to be able to give full attention to the day, Autism Victoria decided to move the event back a day and celebrate on Thursday 1st April.
We have been working on this event for the past 4 weeks and unfortunately last week the World body have advised a change of date to mid-March. As this notice has arrived far too late to change our plans we have decided to continue with the events in hand.
Please join us on
Thursday 1st April 2010 for a march from the Autism Victoria offices to the State Library. Once there, we will release 1000 multicoloured balloons into the sky to visually respect and represent the individuality of those on the Autism Spectrum. The balloons will also represent the number of Early Intervention hours the 1000 hours campaign is fighting for.
Where? Autism Victoria 24 Drummond St, Carlton
When? 12pm Thursday 1st April
If you are not able to make it for the walk, please meet us at the State Library located at 328 Swanston St, Melbourne. We would really like to make an impact and to help to raise awareness of Autism Spectrum Disorders in the community. Please mark the date in your diary we look forward to seeing you there!
Other Initiatives Planned
Autism Victoria has also contacted a number of television programs including The Footy Show, Sunrise, The Morning Show and The Circle requesting presenters wear Autism Awareness Ribbons on their shows. We have also approached the producers of the Royal Children s Hospital Good Friday Appeal to request the ribbons been worn and to present a short piece on World Autism Awareness Day.
If you have any further questions regarding any of these events please contact:
Sasha Lilford
Ph: 9657 1629
Email: sasha.lilford@autismvictoria.org.au
Victorian Autism Conference Update
9th March 2010
Logo Competition Winners
The Victorian Autism Conference (VAC) organising committee had an overwhelming response to our logo competition, with an extraordinarily high standard of entries. We received submissions from a wide cross-section of the community, from individuals and family members of those affected by Autism Spectrum Disorder (ASD), to students, graphic designers, professionals in education and health sectors, and artists. The competition attracted national and international attention, and it is fantastic to see that that our conference has had such far-reaching effects to draw interest from individuals from such a wide variety of backgrounds. Due to the high standard of entries, we have invited all artists to showcase their submissions at the conference (at the Melbourne site as well as all our regional locations), which is sure be a highlight of the two-day event.
We are pleased to present the winning logo entries for the 2010 Victorian Autism Conference. Our congratulations go out to our two winners, who have each been awarded a double pass to conference to be held on August 5th and 6th 2010. The winning logo was created by Josh Chan, and is displayed above. Our theme for this year s conference is Promoting Positive Practice Across the Spectrum, and an image submitted by Jaime Kelly, was selected to represent this year s theme. The image is available here.
Keep an eye out for other conference material to be released soon!
Conference Update
In other conference news, the organising committee is very excited to confirm that planning is well underway for the Victorian Autism Conference, hosted by Autism Victoria, to be held on the 5th and 6th of August 2010. With Early Bird registrations opening mid-March and only a limited number of places, we recommend that you Save The Date now!
With the aim of promoting lively discussion about strategies and information on Autism Spectrum Disorders to enhance the quality of life of families and individuals affected by ASD, this two day event, targeted at families, individuals and professionals with an interest in ASDs is shaping up to be a major event on the disability calendar.
Whilst the conference itself is being conducted in Melbourne, it will also be held simultaneously in several key regional centres across the state to ensure that we maximise participation. With the assistance of live streaming and partner organisations, families and professionals living in regional or rural areas won t miss out on being involved in this exciting event. It is anticipated that we will be announcing the key regional satellite centres in the next Conference Update, so keep an eye out for the next eSpectrum!
The VAC organising committee has been working tirelessly to ensure that this year s conference program is a spectacular success, and we are delighted to announce the involvement of Dr Richard Eisenmajer, Wendy Lawson and Chris Glennon. The call for presentations closed late February, and we are looking forward to shortly announcing the involvement of numerous other exciting speakers in the two-day program.
Finally, we would like to announce some exciting opportunities for individuals and organisations to become involved in the conference via various sponsorship programs. Sponsorship is an investment that will yield a positive and rewarding return for you and your organisation. With significant exposure across the state, sponsorship involvement in this event presents an excellent opportunity to network and promote your business throughout the ASD and broader communities. We would encourage anyone interested in sponsorship opportunities to contact the committee at conference@autismvictoria.org.au.
Campaign for Change - State and Federal Elections
4th March 2010
Call for Campaign Activists
This is an unusual year within a political context with both the Victorian and Federal Governments facing an election. Interestingly, although Labour looks safe at a Federal level the State government is looking somewhat shakier.
This provides us with an opportunity to try to influence the policies of all major parties as they recognise that small shifts may determine the election outcome.
Autism Victoria intends to develop and submit position papers to State and Federal Government. To support this approach and to ensure we develop comprehensive and detailed position papers we invite our members to become involved in the process.
I would like to stress that this work is not for the faint hearted as it requires much effort and commitment if we are to achieve any meaningful outcome. It will also mean the group will need to liaise with and co-ordinate action with other pressure groups at times.
To this end the first stage is to gauge interest from members who may wish to come together and work on specific topics.
I am keen to seek expressions of interest from members in the following areas:
Early Childhood services
Transition to and through school
Current funding models for school support
Transition to work and higher education
Employment support
Housing and Accommodation options
Recreation and social networking
Please note, subject to the level of interest, each working group will be required to develop specific program responses and to cost same. This will form the basis of the Autism Victoria election document and then the groups both individually and as a whole will develop a broad promotional campaign around the document.
Please advise your expression of interest by email to ceo@autismvictoria.org.au. Please note the cut off date for expressions of interest will be the 31st of March.
Murray Dawson-Smith
Training for Teachers and Educational Support Staff
3rd March 2010
The Learning and Development team at Autism Victoria is offering a one-day training session in Melbourne to teachers and educational support staff who work with students with Autism Spectrum Disorders (including Autism and Asperger syndrome). For information on the training session, click here. To register, please click here.
A Fair Go For All Letter-Writing Campaign
1st March 2010
Help increase funding for disability support services in Victoria
A letter writing campaign has taken off to support the state-wide campaign A Fair Go For All. The letters aim to raise political awareness of the urgent need to increase funding of disability support services.
With the State Budget (May) and 2010 State election (November) just around the corner, every letter sent will make a difference. We are calling on our members, support people, friends and professionals to Sign and Send letters to help support better outcomes for people with a disability. Letters to Community Services Minister Lisa Neville and Premier John Brumby aim to increase pressure on the current government to act on the findings of the Price Review: Out-of-Home Disability Services and address the true cost of providing support services. It also aims to apply pressure to respond to the recommendations of the Parliamentary inquiry into supported accommodation for people with a disability and/or mental illness.
Now is the time to show your support. Current media attention on disability and the government s own data help the case for increased funding. Your letter, along with the hundreds of others from across Victoria, will make the difference.
You can download example letters at the links below:
Letter to Premier Brumby calling for A Fair Go For All
Letter to Minister Neville calling for A Fair Go For All
2009 ASD Research Forum Proceedings available now!
16th November 2009
The 2009 ASD Research Forum was held on Tuesday 10th November. Around 100 delegates had the pleasure of attending to hear a fascinating summary of the latest research into the genetics of autism, presented by our keynote speaker, Dr Natasha Brown. The forum also provided an opportunity for participants to hear about some of the latest research findings in the autism field across Victoria.
Please click here for a copy of the 2009 ASD Research Forum Proceedings.
The Autism Victoria Service Directory
3rd April 2009
The Autism Victoria Service Directory is in desperate need of both updating and expanding!
The service directory is one of the few central information sources in Victoria that families, individuals and professionals can utilise to discover or share ASD services that range from ASD specific counsellors and therapists to hairdressers or naturopaths who have experience with ASD children.
The service directory has evolved from parents, carers and individuals wanting to share a helpful service or professional with the wider Victorian ASD community.
Over the years the service directory has become a very useful tool for many people, as it can take the leg work out of navigating through the service maze that is not ASD specific. As awareness of ASD grows and more services designed to benefit those on the spectrum become available, it is important that Autism Victoria s service directory grows also, as we are often the first port of call for parents or individuals with a recent diagnosis. More than half of the 300 odd calls a week that come through Autism Victoria s info-line concern accessing our service directory.
So if you are already on our service directory, we would greatly appreciate it if you could fill out a service directory application form. If you do not want to fill out the whole form just simply list your contacts and service offered on page 3, but we have tried to make the form as brief and simple as possible!
If you know of anyone that you think should be on the service directory please either pass the application form onto them or ask them to contact the infoline on 1300 308 699 or email.
Autism Spectrum Disorders
Autism
Spectrum
ASD
Victoria
Autism Spectrum Disorder
Autism Spectrum
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Federal
World Autism Awareness Day
Neville
Melbourne
Victorian Autism Conference Update
Logo Competition Winners Conference Update Campaign for Change
State and Federal Elections Training for Teachers and Educational Support Staff A Fair Go For All Letter Writing Campaign
Autism Victoria ASD Research Forum Proceedings Autism Victoria Service Directory World Autism Awareness Day
World body
State Library
Drummond St
Carlton When
Swanston St
Other Initiatives Planned Autism Victoria
Footy Show
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Royal Children
Sasha Lilford
Logo Competition Winners The Victorian Autism Conference
VAC
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Josh Chan
Jaime Kelly
Conference Update
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Chris Glennon
State and Federal Elections 4th March
Victorian
Federal Governments
Labour
State government
State and Federal Government
Murray Dawson-Smith Training
Educational Support Staff
Fair Go
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Lisa Neville
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Brumby
ASD Research Forum Proceedings
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Natasha Brown
Autism Victoria Service Directory
657 1629
sasha.lilford@autismvictoria.org.au
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ceo@autismvictoria.org.au
April 1st 2010
1st April 2010
9th March 2010
and 6th 2010
4th March 2010
3rd March 2010
1st March 2010
16th November 2009
autismvictoria.org.au
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Victorian Autism Conference
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Autism443
http://www.health.am/encyclopedia/more/autism/
Autism
A
Apr 30 05
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Alternative names
Autistic disorder/Autism spectrum; Pervasive developmental delay
Definition
Autism is a complex developmental disorder that appears in the first 3 years of life, although it is sometimes diagnosed much later. It affects the brain s normal development of social and communication skills.
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Autism is a spectrum that encompasses a wide range of behavior. The core features include impaired social interactions, impaired verbal and nonverbal communication, and restricted and repetitive patterns of behavior.
The symptoms may vary from quite mild to quite severe. A related, milder condition is Asperger s syndrome.
Causes, incidence, and risk factors
Autism is a physical condition linked to abnormal biology and neurochemistry in the brain. The exact causes of these abnormalities remain unknown, but this is a very active area of research. It is likely a combination of factors that leads 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 neurological problems are also more common in families with Autism.
Autism may also be linked to certain changes or abnormalities along the digestive tract. This has raised question about whether diet or other factors may play a role in the disease. For example, there is some question of whether eating certain foods like wheat and milk may worsen symptoms of Autism. The theory is that proteins in these foods (gluten in grains and casein in dairy products) may cause the gut to become leaky in children with Autism. The leakiness introduces certain substances into the brain, possibly contributing to the behavioral problems associated with Autism. Research testing this theory is underway.
The exact number of children with Autism is not known, but estimates suggest that roughly 1 in 1,000 children are affected. Autism affects boys 3 to 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 that 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. Secondly, 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, however. 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.
Some doctors attribute the increased incidence in Autism 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.
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 2. Children with Autism typically have difficulties in verbal and nonverbal communication, social interactions, and pretend play. In some, aggression toward others or self may be present.
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 perform repeated body movements, show unusual attachments to objects or have unusual distress when routines are changed. Individuals may also experience sensitivities in the senses of sight, hearing, touch, smell, or taste. Such children, for example, will refuse to wear itchy clothes and become unduly distressed if forced because of the sensitivity of their skin. Some combination of the following areas may be affected in varying degrees.
Communication
Is unable to start or sustain a conversation
Develops language slowly or not at all
Repeats words
Reverses pronouns
Uses nonsense rhyming
Communicates with gestures instead of words
Has a short attention span
Social interaction
Shows a lack of empathy
Has difficulty making friends
Is withdrawn
Prefers to spend time alone rather than with others
Is less responsive to eye contact or smiles
Response to sensory information
Has heightened or diminished senses of sight, hearing, touch, smell, or taste
Seems to have a heightened or diminished response to pain
May withdraw from physical contact because it is overstimulating or overwhelming
Does not startle at loud noises
Rubs surfaces or mouths objects
Play
Shows little pretend or imaginative play
Doesn t imitate the actions of others
Prefers solitary or ritualistic play
Behaviors
Uses repetitive body movements
Shows a strong need for sameness
Acts out with intense tantrums
Has very narrow interests
Demonstrates perseveration (an obsessive interest in a single item, idea, activity, or person)
Displays an apparent lack of common sense
Shows aggression to others or self
Is overactive or is very passive
Signs and tests
Routine developmental screening should be performed for all children at all well-child visits to their pediatrician. Further evaluation is warranted if there is concern on the part of the clinician or the parents. This is particularly true whenever a child fails to meet any of the following language milestones:
Babbling by 12 months
Gesturing (pointing, waving bye-bye) by 12 months
Single words by 16 months
Two-word spontaneous phrases by 24 months (not just echoing)
Loss of any language or social skills at any age.
These children might receive an audiologic evaluation, a blood lead test, and a screening test for Autism such as the Checklist for Autism in Toddlers (CHAT) or the Autism Screening Questionnaire.
A clinician experienced in the diagnosis and treatment of Autism is usually necessary for the actual diagnosis.
DIAGNOSTIC CRITERIA FOR AUTISTIC DISORDER
Because there is no biological test for Autism, the diagnosis will often be based on specific criteria laid out as A, B, and C in the Diagnostic and Statistical Manual IV, as follows.
A. A total of six or more items from (1), (2), and (3), with at least two from (1) and one each from (2) and (3):
1. Qualitative impairment in social interaction, manifest 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
Lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g., by lack of showing, bringing, or pointing out objects of interest)
Lack of social or emotional reciprocity
2. Qualitative impairment in communication, as manifest 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
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Since We're Friends: An Autism Picture Book
by Celeste Shally (Author), David Harrington (Illustrator)
Children with autism struggle to make friends and navigate social situations. However, one child can make a significant difference in the life of a child with autism by offering compassion, understanding and friendship. Since We re Friends is about two boys. One has autism, the other does not. The story of their relationship provides practical examples of how to make such a friendship work. It will help children see that their peers with autism can make a fun, genuine contribution to friendship. From the publisher: The prevalence of autism has skyrocketed in recent years. One in every 150 children is now living with this pervasive developmental disorder. The handful of autism children s books on the market represents the most severe cases of autism. However, most children with...
genetic
genetic
Friends: An Autism Picture Book
Celeste Shally
David Harrington
www.brightsurf.com/news/headlines/53329/Autism_Consortium_study_in_Pediatrics_shows_CMA_finds_more_genetic_abnormalities_than_current_tests.html
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Home Mental Disorders and Psychological Distress Autistic Spectrum Disorders
Autism Spectrum Disorders (from NIMH) - Part 1
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By National Institute of Mental Health (NIMH)
If you have questions about autism spectrum disorders, this detailed booklet describes symptoms, causes, and treatments, with information on getting help and coping.
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Article Contents
...Part One
Autism Spectrum Disorders (Pervasive Developmental Disorders)
Rare Autism Spectrum Disorders
Rett Syndrome
Childhood Disintegrative Disorder
What Are the Autism Spectrum Disorders?
Possible Indicators of Autism Spectrum Disorders
Some Other Indicators
Social Symptoms
Communication Difficulties
Repetitive Behaviors
Problems That may Accompany ASD
The Diagnosis of Autism Spectrum Disorders
Screening
Comprehensive Diagnostic Evaluation
Available Aids
...Part Two
Treatment Options
The Adolescent Years
Dietary and Other Interventions
Medications Used in Treatment
Adults with an Autism Spectrum Disorder
Living Arrangements for the Adult with an Autism Spectrum Disorder
Research into Causes and Treatment of Autism Spectrum Disorders
Research on the Biologic Basis of ASD
The Children's Health Act of 2000 -- What It Means to Autism Research
References
Autism Spectrum Disorders (Pervasive Developmental Disorders)
Not until the middle of the twentieth century was there a name for a disorder that now appears to affect an estimated one of every five hundred children, a disorder that causes disruption in families and unfulfilled lives for many children. In 1943 Dr. Leo Kanner of the Johns Hopkins Hospital studied a group of 11 children and introduced the label early infantile autism into the English language. At the same time a German scientist, Dr. Hans Asperger, described a milder form of the disorder that became known as Asperger syndrome. Thus these two disorders were described and are today listed in the Diagnostic and Statistical Manual of Mental Disorders DSM-IV-TR (fourth edition, text revision)1 as two of the five pervasive developmental disorders (PDD), more often referred to today as autism spectrum disorders (ASD). All these disorders are characterized by varying degrees of impairment in communication skills, social interactions, and restricted, repetitive and stereotyped patterns of behavior.
The autism spectrum disorders can often be reliably detected by the age of 3 years, and in some cases as early as 18 months.2 Studies suggest that many children eventually may be accurately identified by the age of 1 year or even younger. The appearance of any of the warning signs of ASD is reason to have a child evaluated by a professional specializing in these disorders.
Parents are usually the first to notice unusual behaviors in their child. In some cases, the baby seemed different from birth, unresponsive to people or focusing intently on one item for long periods of time. The first signs of an ASD can also appear in children who seem to have been developing normally. When an engaging, babbling toddler suddenly becomes silent, withdrawn, self-abusive, or indifferent to social overtures, something is wrong. Research has shown that parents are usually correct about noticing developmental problems, although they may not realize the specific nature or degree of the problem.
The pervasive developmental disorders, or autism spectrum disorders, range from a severe form, called autistic disorder, to a milder form, Asperger syndrome. If a child has symptoms of either of these disorders, but does not meet the specific criteria for either, the diagnosis is called pervasive developmental disorder not otherwise specified (PDD-NOS). Other rare, very severe disorders that are included in the autism spectrum disorders are Rett syndrome and childhood disintegrative disorder. This brochure will focus on classic autism, PDD-NOS, and Asperger syndrome, with brief descriptions of Rett syndrome and childhood disintegrative disorder on the following page.
Rare Autism Spectrum Disorders
Rett Syndrome
Rett syndrome is relatively rare, affecting almost exclusively females, one out of 10,000 to 15,000. After a period of normal development, sometime between 6 and 18 months, autism-like symptoms begin to appear. The little girl's mental and social development regresses -- she no longer responds to her parents and pulls away from any social contact. If she has been talking, she stops; she cannot control her feet; she wrings her hands. Some of the problems associated with Rett syndrome can be treated. Physical, occupational, and speech therapy can help with problems of coordination, movement, and speech.
Scientists sponsored by the National Institute of Child Health and Human Development have discovered that a mutation in the sequence of a single gene can cause Rett syndrome. This discovery may help doctors slow or stop the progress of the syndrome. It may also lead to methods of screening for Rett syndrome, thus enabling doctors to start treating these children much sooner, and improving the quality of life these children experience.*
Childhood Disintegrative Disorder
Very few children who have an autism spectrum disorder (ASD) diagnosis meet the criteria for childhood disintegrative disorder (CDD). An estimate based on four surveys of ASD found fewer than two children per 100,000 with ASD could be classified as having CDD. This suggests that CDD is a very rare form of ASD. It has a strong male preponderance.** Symptoms may appear by age 2, but the average age of onset is between 3 and 4 years. Until this time, the child has age-appropriate skills in communication and social relationships. The long period of normal development before regression helps differentiate CDD from Rett syndrome.
The loss of such skills as vocabulary are more dramatic in CDD than they are in classical autism. The diagnosis requires extensive and pronounced losses involving motor, language, and social skills.*** CDD is also accompanied by loss of bowel and bladder control and oftentimes seizures and a very low IQ.
*Rett syndrome. NIH Publication No. 01-4960. Rockville, MD: National Institute of Child Health and Human Development, 2001. Available here.
**Frombonne E. Prevalence of childhood disintegrative disorder. Autism, 2002; 6(2): 149-157.
***Volkmar RM and Rutter M. Childhood disintegrative disorder: Results of the DSM-IV autism field trial. Journal of the American Academy of Child and Adolescent Psychiatry, 1995; 34: 1092-1095.
What Are the Autism Spectrum Disorders?
The autism spectrum disorders are more common in the pediatric population than are some better known disorders such as diabetes, spinal bifida, or Down syndrome.2 Prevalence studies have been done in several states and also in the United Kingdom, Europe, and Asia. Prevalence estimates range from 2 to 6 per 1,000 children. This wide range of prevalence points to a need for earlier and more accurate screening for the symptoms of ASD. The earlier the disorder is diagnosed, the sooner the child can be helped through treatment interventions. Pediatricians, family physicians, daycare providers, teachers, and parents may initially dismiss signs of ASD, optimistically thinking the child is just a little slow and will catch up. Although early intervention has a dramatic impact on reducing symptoms and increasing a child's ability to grow and learn new skills, it is estimated that only 50 percent of children are diagnosed before kindergarten.
All children with ASD demonstrate deficits in 1) social interaction, 2) verbal and nonverbal communication, and 3) repetitive behaviors or interests. In addition, they will often have unusual responses to sensory experiences, such as certain sounds or the way objects look. Each of these symptoms runs the gamut from mild to severe. They will present in each individual child differently. For instance, a child may have little trouble learning to read but exhibit extremely poor social interaction. Each child will display communication, social, and behavioral patterns that are individual but fit into the overall diagnosis of ASD.
Children with ASD 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 in communication and social skills become more noticeable as the child lags further behind other children the same age. Some other children start off well enough. Oftentimes between 12 and 36 months old, the differences in the way they react to people and other unusual behaviors become apparent. Some parents report the change as being sudden, and that their children start to reject people, act strangely, and lose language and social skills they had previously acquired. In other cases, there is a plateau, or leveling, of progress so that the difference between the child with autism and other children the same age becomes more noticeable.
ASD is defined by a certain set of behaviors that can range from the very mild to the severe. The following possible indicators of ASD were identified on the Public Health Training Network Webcast, Autism Among Us.3
Possible Indicators of Autism Spectrum Disorders
Does not babble, point, or make meaningful gestures by 1 year of age
Does not speak one word by 16 months
Does not combine two words by 2 years
Does not respond to name
Loses language or social skills
Some Other Indicators
Poor eye contact
Doesn't seem to know how to play with toys
Excessively lines up toys or other objects
Is attached to one particular toy or object
Doesn't smile
At times seems to be hearing impaired
Social Symptoms
From the start, typically developing infants are social beings. Early in life, they gaze at people, turn toward voices, grasp a finger, and even smile.
In contrast, most children with ASD 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 indifferent to other people, and often seem to prefer being alone. They may resist attention or passively accept hugs and cuddling. Later, they seldom seek comfort or respond to parents' displays of anger or affection in a typical way. Research has suggested that although children with ASD are attached to their parents, their expression of this attachment is unusual and difficult to read. To parents, it may seem as if their child is not attached at all Parents who looked forward to the joys of cuddling, teaching, and playing with their child may feel crushed by this lack of the expected and typical attachment behavior.
Children with ASD also are slower in learning 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 frowning 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 ASD have difficulty 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 ASD may lack such understanding. This inability leaves them unable to predict or understand other people's actions.
Although not universal, it is common for people with ASD also to have difficulty regulating their emotions. This can take the form of immature behavior such as crying in class or verbal outbursts that seem inappropriate to those around them. The individual with ASD might also be disruptive and physically aggressive at times, making social relationships still more difficult. They have a tendency to lose control, particularly when they're in a strange or overwhelming environment, or when angry and frustrated. They may at times break things, attack others, or hurt themselves. In their frustration, some bang their heads, pull their hair, or bite their arms.
Communication Difficulties
By age 3, most children have passed 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 clear that the answer is "no."
Some children diagnosed with ASD remain mute throughout their lives. Some infants who later show signs of ASD coo and babble during the first few months of life, but they soon stop. Others may be delayed, developing language as late as age 5 to 9. Some children may learn to use communication systems such as pictures or sign language.
Those who do speak often use language in unusual ways. They seem unable to combine words into meaningful sentences. Some speak only single words, while others repeat the same phrase over and over. Some ASD children parrot what they hear, a condition called echolalia. Although many children with no ASD go through a stage where they repeat what they hear, it normally passes by the time they are 3.
Some children only mildly affected may exhibit slight delays in language, or even seem to have precocious language and unusually large vocabularies, but have great difficulty in sustaining a conversation. The give and take of normal conversation is hard for them, although they often carry on a monologue on a favorite subject, giving no one else an opportunity to comment. Another difficulty is often the inability to understand body language, tone of voice, or phrases of speech. They might interpret a sarcastic expression such as Oh, that's just great as meaning it really IS great.
While it can be hard to understand what ASD children are saying, their body language is also difficult to understand. Facial expressions, movements, and gestures rarely match what they are saying. Also, their tone of voice fails to reflect their feelings. A high-pitched, sing-song, or flat, robot-like voice is common. Some children with relatively good language skills speak like little adults, failing to pick up on the kid-speak that is common in their peers.
Without meaningful gestures or the language to ask for things, people with ASD are at a loss to let others know what they need. As a result, they may simply scream or grab what they want. Until they are taught better ways to express their needs, ASD children do whatever they can to get through to others. As people with ASD grow up, they can become increasingly aware of their difficulties in understanding others and in being understood. As a result they may become anxious or depressed.
Repetitive Behaviors
Although children with ASD usually appear physically normal and have good muscle control, odd repetitive motions may set them off from other children. These behaviors might be extreme and highly apparent or more subtle. Some children and older individuals spend a lot of time repeatedly flapping their arms or walking on their toes. Some suddenly freeze in position.
As children, they might spend hours lining up their cars and trains in a certain way, rather than using them for pretend play. If someone accidentally moves one of the toys, the child may be tremendously upset. ASD children need, and demand, absolute consistency in their environment. A slight change in any routine -- in mealtimes, dressing, taking a bath, going to school at a certain time and by the same route -- can be extremely disturbing. Perhaps order and sameness lend some stability in a world of confusion.
Repetitive behavior sometimes takes the form of a persistent, intense preoccupation. For example, the child might be obsessed with learning all about vacuum cleaners, train schedules, or lighthouses. Often there is great interest in numbers, symbols, or science topics.
Problems That may Accompany ASD
Sensory problems. 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, the child's experiences of the world can be confusing. Many ASD children are highly attuned or even painfully sensitive to certain sounds, textures, tastes, and smells. Some children find the feel of clothes touching their skin almost unbearable. Some sounds -- a vacuum cleaner, a ringing telephone, a sudden storm, even the sound of waves lapping the shoreline -- will cause these children to cover their ears and scream.
In ASD, the brain seems unable to balance the senses appropriately. Some ASD children are oblivious to extreme cold or pain. An ASD child may fall and break an arm, yet never cry. Another may bash his head against a wall and not wince, but a light touch may make the child scream with alarm.
Mental retardation. Many children with ASD have some degree of mental impairment. When tested, some areas of ability may be normal, while others may be especially weak. For example, a child with ASD may do well on the parts of the test that measure visual skills but earn low scores on the language subtests.
Seizures. One in four children with ASD develops seizures, often starting either in early childhood or adolescence.4 Seizures, caused by abnormal electrical activity in the brain, can produce a temporary loss of consciousness (a blackout ), a body convulsion, unusual movements, or staring spells. Sometimes a contributing factor is a lack of sleep or a high fever. An EEG (electroencephalogram -- recording of the electric currents developed in the brain by means of electrodes applied to the scalp) can help confirm the seizure's presence.
In most cases, seizures can be controlled by a number of medicines called anticonvulsants. The dosage of the medication is adjusted carefully so that the least possible amount of medication will be used to be effective.
Fragile X syndrome. This disorder is the most common inherited form of mental retardation. It was so named because one part of the X chromosome has a defective piece that appears pinched and fragile when under a microscope. Fragile X syndrome affects about two to five percent of people with ASD. It is important to have a child with ASD checked for Fragile X, especially if the parents are considering having another child. For an unknown reason, if a child with ASD also has Fragile X, there is a one-in-two chance that boys born to the same parents will have the syndrome.5 Other members of the family who may be contemplating having a child may also wish to be checked for the syndrome.
Tuberous Sclerosis. Tuberous sclerosis is a rare genetic disorder that causes benign tumors to grow in the brain as well as in other vital organs. It has a consistently strong association with ASD. One to four percent of people with ASD also have tuberous sclerosis.6
The Diagnosis of Autism Spectrum Disorders
Although there are many concerns about labeling a young child with an ASD, the earlier the diagnosis of ASD is made, the earlier needed interventions can begin. Evidence over the last 15 years indicates that intensive early intervention in optimal educational settings for at least 2 years during the preschool years results in improved outcomes in most young children with ASD.2
In evaluating a child, clinicians rely on behavioral characteristics to make a diagnosis. Some of the characteristic behaviors of ASD may be apparent in the first few months of a child's life, or they may appear at any time during the early years. For the diagnosis, problems in at least one of the areas of communication, socialization, or restricted behavior must be present before the age of 3. The diagnosis requires a two-stage process. The first stage involves developmental screening during well child check-ups; the second stage entails a comprehensive evaluation by a multidisciplinary team.7
Screening
A well child check-up should include a developmental screening test. If your child's pediatrician does not routinely check your child with such a test, ask that it be done. Your own observations and concerns about your child's development will be essential in helping to screen your child.7 Reviewing family videotapes, photos, and baby albums can help parents remember when each behavior was first noticed and when the child reached certain developmental milestones.
Several screening instruments have been developed to quickly gather information about a child's social and communicative development within medical settings. Among them are the Checklist of Autism in Toddlers (CHAT),8 the modified Checklist for Autism in Toddlers (M-CHAT),9 the Screening Tool for Autism in Two-Year-Olds (STAT),10 and the Social Communication Questionnaire (SCQ)11 (for children 4 years of age and older).
Some screening instruments rely solely on parent responses to a questionnaire, and some rely on a combination of parent report and observation. Key items on these instruments that appear to differentiate children with autism from other groups before the age of 2 include pointing and pretend play. Screening instruments do not provide individual diagnosis but serve to assess the need for referral for possible diagnosis of ASD. These screening methods may not identify children with mild ASD, such as those with high-functioning autism or Asperger syndrome.
During the last few years, screening instruments have been devised to screen for Asperger syndrome and higher functioning autism. The Autism Spectrum Screening Questionnaire (ASSQ),12 the Australian Scale for Asperger's Syndrome,13 and the most recent, the Childhood Asperger Syndrome Test (CAST),14 are some of the instruments that are reliable for identification of school-age children with Asperger syndrome or higher functioning autism. These tools concentrate on social and behavioral impairments in children without significant language delay.
If, following the screening process or during a routine well child check-up, your child's doctor sees any of the possible indicators of ASD, further evaluation is indicated.
Comprehensive Diagnostic Evaluation
The second stage of diagnosis must be comprehensive in order to accurately rule in or rule out an ASD or other developmental problem. This evaluation may be done by a multidisciplinary team that includes a psychologist, a neurologist, a psychiatrist, a speech therapist, or other professionals who diagnose children with ASD.
Because ASD's are complex disorders and may involve other neurological or genetic problems, a comprehensive evaluation should entail neurologic and genetic assessment, along with in-depth cognitive and language testing.7 In addition, measures developed specifically for diagnosing autism are often used. These include the Autism Diagnosis Interview-Revised (ADI-R)15 and the Autism Diagnostic Observation Schedule (ADOS-G).16 The ADI-R is a structured interview that contains over 100 items and is conducted with a caregiver. It consists of four main factors -- the child's communication, social interaction, repetitive behaviors, and age-of-onset symptoms. The ADOS-G is an observational measure used to press for socio-communicative behaviors that are often delayed, abnormal, or absent in children with ASD.
Still another instrument often used by professionals is the Childhood Autism Rating Scale (CARS).17 It aids in evaluating the child's body movements, adaptation to change, listening response, verbal communication, and relationship to people. It is suitable for use with children over 2 years of age. The examiner observes the child and also obtains relevant information from the parents. The child's behavior is rated on a scale based on deviation from the typical behavior of children of the same age.
Two other tests that should be used to assess any child with a developmental delay are a formal audiologic hearing evaluation and a lead screening. Although some hearing loss can co-occur with ASD, some children with ASD may be incorrectly thought to have such a loss. In addition, if the child has suffered from an ear infection, transient hearing loss can occur. Lead screening is essential for children who remain for a long period of time in the oral-motor stage in which they put any and everything into their mouths. Children with an autistic disorder usually have elevated blood lead levels.7
Customarily, an expert diagnostic team has the responsibility of thoroughly evaluating the child, assessing the child's unique strengths and weaknesses, and determining a formal diagnosis. The team will then meet with the parents to explain the results of the evaluation.
Although parents may have been aware that something was not quite right with their child, when the diagnosis is given, it is a devastating blow. At such a time, it is hard to stay focused on asking questions. But while members of the evaluation team are together is the best opportunity the parents will have to ask questions and get recommendations on what further steps they should take for their child. Learning as much as possible at this meeting is very important, but it is helpful to leave this meeting with the name or names of professionals who can be contacted if the parents have further questions.
Available Aids
When your child has been evaluated and diagnosed with an autism spectrum disorder, you may feel inadequate to help your child develop to the fullest extent of his or her ability. As you begin to look at treatment options and at the types of aid available for a child with a disability, you will find out that there is help for you. It is going to be difficult to learn and remember everything you need to know about the resources that will be most helpful. Write down everything. If you keep a notebook, you will have a foolproof method of recalling information. Keep a record of the doctors' reports and the evaluation your child has been given so that his or her eligibility for special programs will be documented. Learn everything you can about special programs for your child; the more you know, the more effectively you can advocate.
For every child eligible for special programs, each state guarantees special education and related services. The Individuals with Disabilities Education Act (IDEA) is a Federally mandated program that assures a free and appropriate public education for children with diagnosed learning deficits. Usually children are placed in public schools and the school district pays for all necessary services. These will include, as needed, services by a speech therapist, occupational therapist, school psychologist, social worker, school nurse, or aide.
By law, the public schools must prepare and carry out a set of instruction goals, or specific skills, for every child in a special education program. The list of skills is known as the child's Individualized Education Program (IEP). The IEP is an agreement between the school and the family on the child's goals. When your child's IEP is developed, you will be asked to attend the meeting. There will be several people at this meeting, including a special education teacher, a representative of the public schools who is knowledgeable about the program, other individuals invited by the school or by you (you may want to bring a relative, a child care provider, or a supportive close friend who knows your child well). Parents play an important part in creating the program, as they know their child and his or her needs best. Once your child's IEP is developed, a meeting is scheduled once a year to review your child's progress and to make any alterations to reflect his or her changing needs.
If your child is under 3 years of age and has special needs, he or she should be eligible for an early intervention program; this program is available in every state. Each state decides which agency will be the lead agency in the early intervention program. The early intervention services are provided by workers qualified to care for toddlers with disabilities and are usually in the child's home or a place familiar to the child. The services provided are written into an Individualized Family Service Plan (IFSP) that is reviewed at least once every 6 months. The plan will describe services that will be provided to the child, but will also describe services for parents to help them in daily activities with their child and for siblings to help them adjust to having a brother or sister with ASD.
There is a list of resources at the back of the brochure that will be helpful to you as you look for programs for your child.
Continue to Part Two...
This brochure was written by Margaret Strock, Office of Communications, NIMH. Scientific information and review were provided by NIMH staff members Stephen Foote, MD; Ann Wagner, PhD; Audrey Thurm, PhD; Benjamin Vitiello, MD; Douglas Meinecke, PhD; and Judith Cooper, PhD, National Institute on Deafness and Other Communication Disorders. Editorial assistance was provided by Ruth Dubois and Antoinette Cooper.
NIH Publication No.04-5511
April 2004
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This section features information on Applied Behavior Analysis as it applies to autism treatment. The ABA
method for autism intervention, which often uses a discrete trials training procedure, is the best example
of intensive early behavioral intervention for autism, pervasive developmental disorders, and autism spectrum disorders.
Some of the most effective behavioral treatment programs make use of B.F. Skinner's analysis of Verbal Behavior,
as it has been applied to teaching language to autistic and developmentally delayed individuals.
Autism: Introduction
Autism Section of the Cambridge Center for Behavioral Studies
Applied Behavior Analysis
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Autism and ABA
Introduction to the CCBS Autism Section
Welcome to the Autism Section of the Cambridge Center for Behavioral Studies!
John Jacobson, Ph.D. was a tireless advocate for the ABA approach to autism treatment, and we are proud to say he was a member of the Cambridge Center's Autism Advisory Group. He recorded a series of short video clips for the University of Massachusetts Medical School on several topics relevant to this section. Those are just a small part of John's legacy, which we honor. We are grateful to Rick Fleming and the UMass Medical School for their permission to post those clips here as streaming video.
Segment 1: "Parental Activism"
Segment 2: "What is ABA?"
Segment 3: "Early Intervention"
In this Section, you will find scientifically validated information about the causes of autism, and
the Applied Behavior Analysis (ABA) approach to treating it. The content of this Section is carefully
refereed by an Advisory Board comprising the leaders in ABA and Autism.
About This Section
The aims of this section
The intended audience for this section
The Advisory Board
About Autism
Causes of Autism
What does the diagnosis "Autism" mean?
Applied Behavior Analysis (ABA) and Autism
Applied Behavior Analysis for Autism by Gina Green
Applied Behavior Analysis for Autism by Gina Green
Frequently Asked Questions about ABA
Guidelines for Selecting Behavior Analysts
The Autism SIG of ABA's Guidelines for Consumers (PDF)
Evaluating Intervention Programs by Jay Birnbrauer
Rights of Clients
A Case Study in the Misrepresentation of Applied Behavior Analysis in Autism: The Gernsbacher Lectures by Edward K. Morris, University of Kansas as published in The Behavior Analyst journal of Association for Behavior Analysis International
CCBS Autism Articles
Do vaccines cause autism?: A review of some recent evidence by William H. Ahearn
Is Eliminating Casein and Gluten From a Child's Diet a Viable Treatment for Autism? by William H. Ahearn
ABA and us: One parent's reflections on partnership and persuasion by Catherine Maurice [PDF]
The Neurodevelopment of Autism: Recent Advances by George Niemann
Intensive and earlybehavioral intervention with autism: The UCLA Young Autism Project by T. Smith and O.I. Lovaas
Early intervention and early experience by C.T. Ramey, and S. Landesman Ramey
Six Principles of Effective Early Intervention by Jay Birnbrauer
CCBS Autism Commentaries
All Things Considered... Except Results!
NYSDOH Early Intervention Review Available
EIBI Saves Up To $2,500,000!
Links to Autism Sites
O.A.S.I.S (Online Asperger Syndrome Information and Support)*
Association for Behavior Analysis *
Association for Science in Autism Treatment*
Autism Biomedical Information Network*
COSAC (The New Jersey Center for Outreach & Services for the Autism Community Inc)*
NINDS Fact Sheet on Autism
Links to News and Information on Other Sites
Autism Study Sparks Concern (AP)*
Behavior Analyst Certification Board *
New York State Clinical Guidelines*
Behavioral Consultants: Who Are They and How Do I Find the Right One? (American Association on Mental Retardation)*
Immunization Safety Review: Measles-Mumps-Rubella Vaccine and Autism (The National Academies Institute of Medicine)*
ABC News "Nightline" Report on Early Intensive ABA for Autism*
The United States Surgeon General's Report on Mental Health Autism Section *
Mind Games, by Julie Riggott
For More Information
Articles, Books, Training Materials
Bibliography
Links
* Denotes that the web page is from a site other than behavior.org.
[PDF] or Denotes that the page requires the Adobe Acrobat Reader for viewing. For more information on Adobe Acrobat Reader.
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©1997-2010 by the Cambridge Center for Behavioral Studies. All rights reserved.
Feedback or questions about the Cambridge Center for
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Education
Everyday Life
Parenting
Organizational Behavior Management
Pets Animals
Verbal Behavior
CCBS Publications
Copyright
©1997-2010 by the Cambridge Center for Behavioral Studies. All rights reserved.
Feedback or questions about the Cambridge Center for
Behavioral Studies or our website?
Contact our webmaster, Rebekah Pavlik or
our Executive Director, Dr. Philip N. Chase.
The
Cambridge Center for Behavioral Studies Publication Office
is located at the following address:
550 Newtown Road, Suite 700
Littleton, MA 01460
Telephone: (978)
369-CCBS (2227)Facsimile: (978) 369-8584
Visit other sites through the Behavior Analysis Webring:
[
Previous 5 Sites
|
Previous
|
Next
|
Next 5 Sites
|
Random Site
|
List Sites ]
This section features information on Applied Behavior Analysis as it applies to autism treatment. The ABA
method for autism intervention, which often uses a discrete trials training procedure, is the best example
of intensive early behavioral intervention for autism, pervasive developmental disorders, and autism spectrum disorders.
Some of the most effective behavioral treatment programs make use of B.F. Skinner's analysis of Verbal Behavior,
as it has been applied to teaching language to autistic and developmentally delayed individuals.
Autism: Introduction
Autism Section of the Cambridge Center for Behavioral Studies
Applied Behavior Analysis
#jacobsonVideos {
margin: 1em 1em 1em 1em;
width:200px;
border: medium inset blue;
text-align: center;
background-color: #ffcc66;
padding: 10px;
font-family:arial;
font-size: 11px;
color:#660000;
line-height: 180%;
float: right;
}
Autism and ABA
Introduction to the CCBS Autism Section
Welcome to the Autism Section of the Cambridge Center for Behavioral Studies!
John Jacobson, Ph.D. was a tireless advocate for the ABA approach to autism treatment, and we are proud to say he was a member of the Cambridge Center's Autism Advisory Group. He recorded a series of short video clips for the University of Massachusetts Medical School on several topics relevant to this section. Those are just a small part of John's legacy, which we honor. We are grateful to Rick Fleming and the UMass Medical School for their permission to post those clips here as streaming video.
Segment 1: "Parental Activism"
Segment 2: "What is ABA?"
Segment 3: "Early Intervention"
In this Section, you will find scientifically validated information about the causes of autism, and
the Applied Behavior Analysis (ABA) approach to treating it. The content of this Section is carefully
refereed by an Advisory Board comprising the leaders in ABA and Autism.
About This Section
The aims of this section
The intended audience for this section
The Advisory Board
About Autism
Causes of Autism
What does the diagnosis "Autism" mean?
Applied Behavior Analysis (ABA) and Autism
Applied Behavior Analysis for Autism by Gina Green
Applied Behavior Analysis for Autism by Gina Green
Frequently Asked Questions about ABA
Guidelines for Selecting Behavior Analysts
The Autism SIG of ABA's Guidelines for Consumers (PDF)
Evaluating Intervention Programs by Jay Birnbrauer
Rights of Clients
A Case Study in the Misrepresentation of Applied Behavior Analysis in Autism: The Gernsbacher Lectures by Edward K. Morris, University of Kansas as published in The Behavior Analyst journal of Association for Behavior Analysis International
CCBS Autism Articles
Do vaccines cause autism?: A review of some recent evidence by William H. Ahearn
Is Eliminating Casein and Gluten From a Child's Diet a Viable Treatment for Autism? by William H. Ahearn
ABA and us: One parent's reflections on partnership and persuasion by Catherine Maurice [PDF]
The Neurodevelopment of Autism: Recent Advances by George Niemann
Intensive and earlybehavioral intervention with autism: The UCLA Young Autism Project by T. Smith and O.I. Lovaas
Early intervention and early experience by C.T. Ramey, and S. Landesman Ramey
Six Principles of Effective Early Intervention by Jay Birnbrauer
CCBS Autism Commentaries
All Things Considered... Except Results!
NYSDOH Early Intervention Review Available
EIBI Saves Up To $2,500,000!
Links to Autism Sites
O.A.S.I.S (Online Asperger Syndrome Information and Support)*
Association for Behavior Analysis *
Association for Science in Autism Treatment*
Autism Biomedical Information Network*
COSAC (The New Jersey Center for Outreach & Services for the Autism Community Inc)*
NINDS Fact Sheet on Autism
Links to News and Information on Other Sites
Autism Study Sparks Concern (AP)*
Behavior Analyst Certification Board *
New York State Clinical Guidelines*
Behavioral Consultants: Who Are They and How Do I Find the Right One? (American Association on Mental Retardation)*
Immunization Safety Review: Measles-Mumps-Rubella Vaccine and Autism (The National Academies Institute of Medicine)*
ABC News "Nightline" Report on Early Intensive ABA for Autism*
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Bureau of Autism ServicesWelcome to the Bureau of Autism Services. You can contact us by using the "Contact Us" form or calling 866-539-7689. Mailing address: Department of Public Welfare; Bureau of Autism Services; P.O. Box 2675; Harrisburg, PA 17105.To request a speaker or materials from the Bureau of Autism Services for your meeting, conference or other event, please click the link, Speaker/Material Request Form complete the form and email it to DPW-AutismOffice@state.pa.us.Please visit the BAS Virtual Training Center (VTC) for the most current resources and BAS presentations. The Bureau of Autism ServicesMission StatementOur mission is to develop and manage services and supports to enhance the quality of life for Pennsylvanians living with Autism Spectrum Disorders and to support their families and caregivers. The Bureau of Autism Services, BAS, will carry out its mission through the creation and administration of adult service delivery models, through the development of resources to support individuals with autism and their families, and through collaboration with other DPW offices and government agencies. Our ValuesSupport those living with ASD throughout the life spanSupport those living with ASD across the spectrum Families need our support Every person living with ASD can have an improved quality of life given the right supports delivered by trained staff Our goal is to increase independence and self-sufficiency Need to explore innovative modelsA key recommendation of the Pennsylvania Autism Task Force, the Bureau of Autism Services was created to more effectively support Pennsylvanians living with autism and their families. It was officially created as a bureau of the Office of Developmental Programs (ODP) in the Department of Public Welfare in February 2007. About the Bureau of Autism ServicesA brief history of the Bureau of Autism Services.Information about Nina Wall-CoteInformation about the director of the Bureau of Autism Services.
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Autism is a complex neurobiological disorder. It is part of a group of disorders known as autism spectrum disorders (ASD). Today, 1 in 150 individuals is diagnosed with autism, making it more common than pediatric cancer, diabetes, and AIDS combined. It occurs in all racial, ethnic, and social groups and is four times more likely to strike boys than girls. Autism impairs a person's ability to communicate and relate to others. It is also associated with rigid routines and repetitive behaviors, such as obsessively arranging objects or following very specific routines. Symptoms can range from very mild to quite severe.
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There is no medical detection or cure for autism
Autism was first identified in 1943 by Dr. Leo Kanner of Johns Hopkins Hospital. At the same time, a German scientist, Dr. Hans Asperger, described a milder form of the disorder that is now known as Asperger Syndrome. These two disorders are listed in the DSM IV (Diagnostic and Statistical Manual of Mental Disorders) as two of the five developmental disorders that fall under the autism spectrum disorders. The others are Rett Syndrome, PDD NOS (Pervasive Developmental Disorder), and Childhood Disintegrative Disorder. All of these disorders are characterized by varying degrees of impairment in communication skills and social abilities, and also by repetitive behaviors.
Autism spectrum disorders can usually be reliably diagnosed by age 3, although new research is pushing back the age of diagnosis to as early as 6 months. Parents are usually the first to notice unusual behaviors in their child or their child's failure to reach appropriate developmental milestones. Some parents describe a child that seemed different from birth, while others describe a child who was developing normally and then lost skills. Pediatricians may initially dismiss signs of autism, thinking a child will Òcatch up,Ó and may advise parents to Òwait and see.Ó New research shows that when parents suspect something is wrong with their child, they are usually correct. If you have concerns about your child's development, don't wait: speak to your pediatrician about getting your child screened for autism.
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About Autism / Asperger Syndrome
Why International Exchange Participation Can Be Beneficial
Planning a Group Exchange
Strategies to Deal with Exchange Transitions
Airport Travel
Exchange Staff and Participant Preparations
Resources
About Autism / Asperger Syndrome
Autism spectrum diagnosis covers a range of people, from those with high-functioning, verbal and often non-apparent autism or Asperger Syndrome, to those with more significant and often non-verbal neurological conditions. People with autism have all different intelligence levels, ranging from those who have savant talents related to memory of facts, languages, music, or numbers to those with average intelligence to others with cognitive disabilities. The range of abilities for people with autism is wide.
Autism generally is defined as impacting oneÕs communication, social and imaginative skills. Some of what a person with autism may experience is being barraged by sensory information, which can lead to hypersensitivity to light, smell, sounds, tastes and textures/touch or shutting down of the senses (hypo-sensitivity). People with autism may respond by using rocking/flapping motions or focusing on fine details or objects that are used as a soothing mechanism. With this sensory overload, a person can become absorbed into what some have described as a separate interior world, different from the physical and social world around them. In addition, spatial, social, dexterity and other issues may impact them when interacting with others. They may find:
Difficulty with processing body language, deciphering subtle facial expressions or visual recognition of someone by remembering their face;
Performance anxiety of Ògoing with the flowÓ since this social expectation and Òsmall talkÓ is not clear nor explicit to them;
Lack of social give-and-take conversational skills Ð not knowing when to stop talking and interrupting the conversational flow;
Empathy that is not obvious to the other person since feeling responses may not be triggered by the same things or expressed the same as the other person;
Awkward physical coordination.
As those with Asperger Syndrome reach adulthood, they often have acquired ways to make these autistic traits less apparent in daily interactions with neuro-typical people (e.g. non-autistic people) and to decrease some of the sensory impact. They may become good mimickers of non-autistic peopleÕs behaviors, and ritualistic in their daily routines. For more information on autism spectrum diagnoses and the personal experiences of people with autism, see the organizations listed in the resources section at the end of this document.
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In Their Own Words: Why International Exchange Participation can be Beneficial
People with high-functioning autism or Asperger Syndrome often identify as anthropologists, having to figure out the social habits of those around them. With this in mind, Autist Mary-Minn Sirag, who has traveled in Europe, lived in the Middle East and has a B.A. in art, French and classical languages, draws from her personal experiences about the liberating wonders and benefits of overseas travel for autistic people:
ÒThe physical movement of boat and train travel resembles rocking, spinning and jumping up and down, which I think we do to ground ourselves physically; to know where our body is in relation to space and the ground beneath our feet.
Travel imposes its own structural limitations, which encourages improvisation and creativity, and greatly enhances self-esteem. The novelty seduces us to think on our feet rather than being tempted into the auto-pilot we defensively seek. I donÕt need to have everything be in order like at home.
The intellectual stimulation of learning a new language gives us a rare and precious opportunity to shine. Many autists are superior at the categorical thinking and rote learning that mastery of foreign languages requires. Languages make for fun and productive special interests. They keep my brain occupied with something positive, fun and mentally invigorating.
The incentive of novelty and lowered performance anxiety while traveling provides the right combination. Social faux-pas are often mistaken for cultural difference (it can be called Ôthe Ugly American syndromeÕ), which lowers social expectations and pressures on us.Ó
Autism is a neurological difference, and people with autism or Asperger Syndrome can bring diversity and new ways of thinking to an inclusive exchange program. As Autist Jane Meyerding, Program Coordinator for the Jackson International Studies Program, writes: ÒEveryone has times when s/he feels a split between what's inside and what seems to be required by the outside environmentÉI think all of us will benefit when our societies acquire a wider appreciation of neuro-diversity. The assumption of neuro-universality is very like a form of ethnocentricityÉ.Our [autistic] strengths and weaknesses are likely to be unusual when compared to the social norm, and sometimes that will cause us problems in working and living comfortably with those who think the norm should be good enough for everybody. If people on the autism spectrum all Ôcame outÕ and worked towards increasing institutional flexibility to the point where our Ôspecial needsÕ could be accommodated, the world would be a much more comfortable, less alienating place for everyone else as well.Ó (http://ani.autistics.org/jane.html)
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Planning a Group Exchange
With the information above in mind, the question then becomes how to implement inclusive ideas into the structure of a group exchange program. Autism Network International has techniques for gatherings (modified below from the ANI web site, www.ani.ac/autreat.html) that can be applied to group exchange programs to the benefit of people who are at any point on the autism spectrum and to those who are neuro-typical.
Social Rules and Norms Begin with an orientation session to introduce participants with and without autism to the social features of the program:
Provide information on accommodating sensory sensitivities (e.g. perfume and scented personal care products are not allowed or flash photography is allowed only with permission of everyone who is close enough to be affected by the flash); Supply name badges to be worn throughout to help people recognize each other and the host families/guides that they may need to identify and find on the program, and include interaction signal badges (e.g. different color badges can mean that interactions are not desired at that point in time, or that others are encouraged to initiate interaction);Discuss acceptable behavior (e.g. natural expressions of oneself or needed coping mechanisms, which for the autists in the group may include echoing back what is heard or rocking motions), and not acceptable behaviors (e.g. actions that infringe on the rights of others by violating their personal boundaries or their property boundaries, or by preventing them from participating in activities, or by causing undue distress through physical, verbal, or sensory assault); Mention options in the use of the space (e.g. location of the crash or meditative room as described below; warnings about sensory hazards of the space such as fire alarm testing or loud echoing in dormitory hallways; options for people who do not want to eat in the crowded dining hall);Distribute a written summary of the orientation information.
Innovations for Autistic Accessibility
A basic principle is that social interactions are only desirable if they are voluntary. The exchange is meant to provide opportunity, but not pressure, for social interactions. Here are some ways to allow for this:
Request that the host organizers provide a crash or meditation room for people on the program to retreat to during the exchange, to take a break from sensory overload and from social pressures. Place a lamp with an incandescent bulb in the room, and keep any overhead fluorescent lights turned off. Even verbal people with autism are likely to have difficulty being verbal all the time, especially under conditions of sensory overload such as are likely to occur abroad. Many may struggle with speech at these times. It may not be convenient for them to leave and go off somewhere by themselves or sometimes they will still be interested in listening to presentations or being around friends, even if they aren't up to having interactions. A simple solution is to create color-coded interaction signal badges. Setting up guidelines can assist in everyone treating each other considerately.
The absence of any expectation or pressure to socialize, and the knowledge that theyÕre free to withdraw at any time, seems to free many people with autism to want to socialize.
Decompression and Re-entry
While none of these experiences is universal for, or exclusive to, all people on the autism spectrum, some of the things that can occur when abroad or upon re-entry are:
Many people with autism or Asperger Syndrome need to know ahead of time what they will encounter and what will be expected of them, so a clear structure and an opportunity to ask questions when planning to go abroad may be important.While many people with autism or Asperger Syndrome do have an immediate positive reaction to being abroad and away from typical social pressures to fit in, some may feel initially panicked or disoriented from this freedom Ð this usually is temporary and will lead to personal growth.Immersion experiences are often followed by some degree of sadness upon returning to the home environment.
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Strategies to Deal with Exchange Transitions
Joshua Chen, who participated in a People to People Sports Ambassador exchange to Wales, and Ted Koehler who participated in a cultural exchange to Japan were both students when they went abroad. Because of their autism and Asperger Syndrome both really appreciated the structure found in the short-term program and in the societies visited. Here are some other components of an exchange that they, and Mary-Minn Sirag, an advocate and writer, suggests can be helpful:
Schedule breaks throughout the day;
Have a clear explanation of work/intern/volunteer related tasks (repetitive work may be helpful), and a structured program;
Explain food options of the particular country and alternatives for food intolerances; also discuss how to culturally decline food that is offered but not wanted;
Inform co-workers and/or homestay hosts and roommates of a participant's disability (with his/her consent); an autistic person with very predictable behavior may be helpful for fellow roommates;
Invite participants with non-apparent disabilities, such as autism, to talk about their disabilities during orientation; for some individuals, self-disclosure to others on a group program can reduce anxiety and creates opportunities for others to better understand their access needs;
Plan schedules and accommodations ahead of time Ð provide information about the trip as soon as possible to allow time for preparation;
Provide a list of what could go wrong while traveling and living in another country;
Encourage all participants to ask for as many details as possible regarding the host location to increase understanding of how the location may be challenging;
Discuss the option of personal assistance (e.g. for personal budgeting, laundry, etc);
Provide acceptance for being really good at some things, and really poor at others to shed the expectation of excellence in everything;
Set rules in a housing/accommodation setting (e.g. curfew time, food you can help yourself to, when meals are served, clear and specific delineation of chores, if the host family prefers silence during mealtimes, areas of the house not open to guests, etc.);
Allow immersion in one culture and location;
Encourage self-advocacy.
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Airport Travel
Dennis Debbaudt in his books and online essay ÒAutism Airport Travel Safety TipsÓ (http://www.sath.org/index.html?pageID=2371) advises that at security checkpoints the accompanying sensory-enhancing gauntlet of sounds, lights, and touch can tax the system of some people who have autism. The typical behavior or characteristics of a person with autism includes diverting the eyes, avoiding touch, and repeating phrases heard or seen (which in an airport could mean repeating warning signs about knifes, explosives or guns stored in luggage). If left unexplained, this behavior may cause unnecessary anxiety at security checkpoints and can escalate into misinterpretations and verbal and physical confrontations.
He suggests that the person with autism or his/her travel companion carry a generic laminated card (also in the host countryÕs language) explaining about autism, typical behaviors and how best to interact, which can be given to security authorities if needed. An example can be found on DebbaudtÕs website at: http://www.autismriskmanagement.com. In most cases, a family member of a person with a disability can request a special pass from the airline that allows an unticketed individual to accompany the passenger to his or her gate. Also, most airlines provide assistance to passengers with disabilities in boarding, deplaning and connecting with their flights as requested and youth travelers with disabilities have the option of traveling as unaccompanied minors for a fee. See Air Travel Tips for Passengers with Disabilities for more information.
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Exchange Staff and Participant Preparations
Some exchange programs, especially those that provide scholarships, require applicants to interview in order to be selected for the international program. Interviews can be difficult for anyone, but may be especially hard for some people with autism, due to a lack of understanding of social interactions. While an interview may take the form of a conversation, all interviewees must be treated the same and asked the same set of questions. Remember, you may not ask any disability-related questions or request medical information before offering a position to an applicant. Below are a few techniques that may not only benefit an applicant with a form of autism, but all applicants. In addition to informing an applicant of their right to reasonable accommodations before an interview, you can:
Prepare your applicants: Separate your interview into topic areas and state in clear terms each topic area as you progress through the interview. This will allow the applicant to focus his/her attention on each area of questions and calm nerves. For example, "I have three or four questions about your experience working in an office. Are you ready?"Use concise language and be specific: For example, you might usually ask an applicant what they are good at. Instead, be more specific. "Are you good at keeping track of program schedules?" or "Can you volunteer in an office where many people come in and out at once?" Direct questions allow an applicant to speak specifically to the skills that your international exchange program is looking for.Interview Wrap-Up: Tell an applicant, "I have two last questions and then we'll wrap up in about five minutes." This allows applicants to prepare themselves for the end of the interview and include anything else they would like to say. It is also advisable to share the date by which they will hear from you.
This information and further resources about inclusive interviewing/reasonable accommodations are available from the National Service Inclusion Project's "Interviewing potential applicants using an inclusive process."Preparing for an exchange program also involves a lot of planning before departure. For exchange program staff to know the individual needs of participants, in this case for a person with Asperger Syndrome who has disclosed, a questionnaire adapted from the intake assessment form used by the Disability Services Office at the University of Minnesota for students entering college, may be useful in the education abroad setting.
Some people with Asperger Syndrome may not request any adaptations or need any accommodations to be made. Ted Koehler found after his first day in Japan, he felt quite comfortable with his host family and in the city Ð a couple of times he felt anxious but it didnÕt disrupt his experience as he could cope by thinking about his interests and phasing the feelings out. Others may choose to travel with the assistance of a friend or family member. Since some participants with Asperger Syndrome may not disclose, the ideas discussed in this tip sheet may make an international program inclusive in its initial design, thus setting a successful stage for neuro-diversity that can benefit all potential participants.
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Resources
MAAP Services for Autism and Asperger Syndrome
P.O. Box 524
Crown Point, IN 46307
Tel: (219) 662-1311
Web: http://www.asperger.org
MAAP Services for Autism and Asperger Syndrome is a national nonprofit organization dedicated to providing information and advice to families of More advanced individuals with Autism, Asperger syndrome, and Pervasive developmental disorder (PDD). The website includes links to parent and professional support groups in the United States.
Autism-Europe aisblRue Montoyer, 39 1000 BrusselsBELGIUMTel: +32(0)2-675-75-05Fax: +32(0)2-675-72-70Email: secretariat@autismeurope.orgWeb: http://www.autismeurope.org
Autism-Europe aisbl is an international association whose main objective is to advance the rights of persons with autism and their families and to help them improve their quality of life. Autism-Europeliaisons among more than 80 member associations of parents of persons with autism in 30 European countries, including 20 Member States of the European Union, governments and European and international institutions.
Autism Network InternationalP.O. Box 35448 Syracuse NY 13235-5448 Email: ani@autistics.org Web: http://ani.autistics.orgAutism Network International is an autistic-run self-help and advocacy organization for autistic people. It provides am information forum, peer support, social experiences, public education and advocacy for appropriate services and civil rights for all autistic people.
Global and Regional Asperger Syndrome Partnership (GRASP)135 East 15th StreetNew York, NY 10003 Tel: (646) 242-4003 Fax: (212) 529-9996Email: info@grasp.org Web: www.grasp.org
GRASP is an educational and advocacy organization serving individuals on the autism spectrum. It provides support group networks, public awareness, outreach, and autism information on its website.
World Autism OrganizationEmail: wao.info@worldautismorganization.orgWeb: http://worldautismorganization.org
Established in 1998 by members in several world regions, the World Autism Organization (WAO), supports the quality of life and rights of autistic people and their families throughout the world. Its website lists autism organizations worldwide in its Òother pagesÓ section.
Links to International Autism Organizations to contact overseas: Autistic Society, http://www.autisticsociety.org/Autism Independent U.K., http://www.autismuk.com/index6.htm
Other Informational Resources: Aspies for Freedom, http://www.aspiesforfreedom.com/
Autism Today, www.autismtoday.com
About Autism, http://autism.about.com
Autism Society of America, www.autism-society.org
NeuroDiversity, http://www.neurodiversity.com
The Real Voice of Autism, http://www.autistics.org
TRIPS, Inc, www.tripsinc.com
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All information provided by MIUSA and the National Clearinghouse on Disability Exchange (NCDE) is subject to change without notice. Although efforts have been made to ensure accuracy, MIUSA/NCDE cannot be held liable for inaccuracy, misinterpretation or complaints arising from these listings. Mention of an organization, company, service or resource should not be construed as an endorsement by MIUSA/NCDE. Please advise NCDE of any inaccuracies you may find.
brain
sensitivity
Autism
Asperger Syndrome
routines
www.autism-society.org
Autism Society of America
Europe
www.autismtoday.com
NY
anxiety
United States
cognitive
Ð
Autistic Society
French
Japan
Asperger
Autism Network International
MAAP Services
235-5448
35448
13235-5448
46307
European
Program Coordinator
Jane Meyerding
Middle East
Asperger Syndrome P.O. Box
(219) 662-1311
Wales
www.asperger.org
Asperger Syndrome Why International Exchange Participation Can Be Beneficial Planning
Exchange Transitions Airport Travel Exchange
Participant Preparations Resources About Autism
Asperger Syndrome
Own Words: Why International Exchange Participation
Mary-Minn Sirag
Ôthe Ugly American syndromeÕ
Jackson International Studies Program
ANI
Norms Begin
Autistic Accessibility A
Joshua Chen
Ted Koehler
Airport Travel
Dennis Debbaudt
ÒAutism Airport Travel Safety TipsÓ
DebbaudtÕs
Air Travel Tips for Passengers with Disabilities
Wrap-Up: Tell
National Service Inclusion Project
Disability Services Office
University of Minnesota
Resources MAAP Services
Crown Point
Autism-Europe
BrusselsBELGIUMTel:
European Union
Autism Network InternationalP.O
Box
Syracuse NY 13235-5448 Email:
Regional Asperger Syndrome Partnership
GRASP
East
StreetNew York
Autism Organization
WAO
Independent U.K.
Aspies for Freedom
Autism Today
Real Voice of Autism
MIUSA
National Clearinghouse
Disability Exchange
NCDE
MIUSA/NCDE
(646) 242-4003
(212) 529-9996
secretariat@autismeurope.orgWe
ani@autistics.org
info@grasp.org
wao.info@worldautismorganization.orgWe
www.miusa.org/ncde/tipsheets/autismtips/
ani.autistics.org/jane.html)
www.ani.ac/autreat.html)
www.sath.org/index.html?pageID=2371)
www.autismriskmanagement.com.
www.autismeurope.org
autistics.org
grasp.org
www.grasp.org
wao.info@worldautismorganization.orgWeb:
worldautismorganization.org
www.autisticsociety.org/Autism
www.autismuk.com/index6.htm
www.aspiesforfreedom.com/
autism.about.com
www.neurodiversity.com
www.autistics.org
www.tripsinc.com
10003
diagnoses
Autism45
http://www.cec.sped.org/AM/Template.cfm?Section=Autism_Asperger_s_Syndrome&Template=/TaggedPage/TaggedPageDisplay.cfm&TPLID=37&ContentID=5598
Autism
Autism is a complex developmental disability that typically appears
during the first three years of life. The result of a neurological
disorder that affects the functioning of the brain, autism and its
associated behaviors have been estimated to occur in as many as 1 in 500
individuals.
Autism is four times more prevalent in boys than girls and knows no
racial, ethnic, or social boundaries. Family income, lifestyle, and
educational levels do not affect the chance of autism's occurrence.
Autism impacts the normal development of the brain in the areas of
social interaction and communications skills. Children and adults with
autism typically have difficulties in verbal and non-verbal
communication, social interactions, and leisure or play activities. The
disorder makes it hard for them to communicate with others and relate to
the outside world. In some cases, aggressive and/or self-injuries
behavior may be present.
Persons with autism may exhibit repeated body movements (hand
flapping, rocking), unusual responses to people or attachments to
objects, and resistance to changes in routines. Individuals may also
experience sensitivities in the five senses of sight, hearing, touch,
smell, and taste. Its prevalence rate makes autism one of the most
common developmental disabilities. Yet most of the public, including
many professionals in the medical, educational, and vocational fields,
are still unaware of how autism affects people and how they can
effectively work with individuals with autism. (From Autism Society of
America, www.autism-society.org)
Autism, verbal and non-verbal
communication, FAQ, definition
brain
routines
Autism Society of America
social interaction
www.autism-society.org)
Section=Autism_Asperger_s_Syndrome&Template=/TaggedPage/TaggedPageDisplay.cfm&TPLID=37&ContentID=5598 Autism Autism
www.cec.sped.org/AM/Template.cfm?Section=Autism_Asperger_s_Syndrome&Template=/TaggedPage/TaggedPageDisplay.cfm&TPLID=37&ContentID=5598
Autism450
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Since We're Friends: An Autism Picture Book
by Celeste Shally (Author), David Harrington (Illustrator)
Children with autism struggle to make friends and navigate social situations. However, one child can make a significant difference in the life of a child with autism by offering compassion, understanding and friendship. Since We re Friends is about two boys. One has autism, the other does not. The story of their relationship provides practical examples of how to make such a friendship work. It will help children see that their peers with autism can make a fun, genuine contribution to friendship. From the publisher: The prevalence of autism has skyrocketed in recent years. One in every 150 children is now living with this pervasive developmental disorder. The handful of autism children s books on the market represents the most severe cases of autism. However, most children with...
Friends: An Autism Picture Book
Celeste Shally
David Harrington
Autism451
null
Autism spectrum disorders (ASDs) are a group of related developmental disabilities, caused by a problem with the brain, that affect a child's behavior, social, and communication skills. ASDs include autistic disorder, "pervasive developmental disorder-not otherwise specified" (PDD-NOS) and Asperger Syndrome. <?xml:namespace prefix = o ns = "urn:schemas-microsoft-com:office:office" />
New data suggests that approximately 1 in 110 children have an ASD*. There is currently no cure for ASDs, however, children with an ASD can progress developmentally and learn new skills. The AAP strongly believes in the importance of early and continuous surveillance and screening for ASD to ensure that children are identified and receive access to services as early as possible. The sooner an ASD is identified, the sooner an intervention program can start.
Scientific understanding of the cause of autism is far from complete. The AAP strongly supports ongoing studies funded through the Centers for Disease Control and Prevention and National Institutes of Health that are trying to get to the factors in our modern environment that may be responsible for autism.
*MMWR Surveillance Summaries. December 18, 2009 / Vol. 58 / No. SS-10. Prevalence of Autism Spectrum Disorders. Autism and Developmental Disabilities Monitoring <?xml:namespace prefix = st1 ns = "urn:schemas-microsoft-com:office:smarttags" />Network, United States, 2006
brain
Autism Spectrum Disorders
Autism
ASD
National Institutes of Health
United States
PDD-NOS
Centers for Disease Control and Prevention
AAP
ASDs
No. SS-10
Developmental Disabilities Monitoring
December 18, 2009
screening
Autism452
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Autism is a multi-system disease with neurological, gastrointestinal, endocrine, immune, developmental, and communicative abnormalities.
The definition of autism and related disorders, referred to collectively as autism spectrum disorder, is one of deep and continuing importance. It affects the public's perception, our own perceptions, insurance, funding levels, research efforts, diagnosis, and the care and treatment of our children. Definitions have always been the means by which we construct and analyze reality. As J. L. Austin points out, "Language is equivalent to action."
There are any number of definitions dealing with autism and autism spectrum disorder. Some like the DSM-IV run to several pages, with a menu list of options. Others are more concise. All share a common element. They all define autism as a disorder.
The accepted definition of autism as a disorder can be traced to its origins, now discredited, as a psychiatric condition. A number of nearly invisible, domino-like side effects further compound the problem once disorder is accepted.
A common practice in the field of psychiatry is a pair-wise noun/adjective labeling of condition and patient, such as schizophrenia/schizophrenic, psychosis/psychotic, and autism/autistic. Of course implicit in this noun/adjective pairing is a life-long condition. Explicit is the understanding that the child is the disorder.
Autism defined as a disorder coupled with the implicit life-long adjective autistic speaks to its fictive roots revealing more about the meaning-makers than the illness. Acceptance frames our expectations. It is self-limiting. Autism has been forced into this Procrustean position as a consequence of antiquated, inherited language rather than of sound science.
Life-long disorders are recognized, accepted, coped with, and managed. Diseases are detected, prevented, treated, and cured. Diseases are fought, disorders are tolerated.
A disorder means out of order. A noise word ‰?? gobbledygook, jargon, coloring our thinking and downplaying the problem. One of our goals as parents is to educate as well as enlist the aid of the public. Communication is understood by what we encounter based on shared contexts and experiences. Who has ever experienced a disorder? The public's perception of autism is framed for failure. The public is mystified by autism because disorder perpetuates the mystery.
Autism is a disease, where a disease is "a pathological condition of a part, organ, or system of an organism resulting from various causes, such as infection, genetic defect, or environmental stress, and characterized by an identifiable group of signs or symptoms."
genetic
genetic
gastrointestinal
DSM-IV
J. L. Austin
Autism455
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V accines that contain a mercury based preservative called thimerosal cannot cause autism on their own, a special U.S. court ruled Friday, dealing one more blow to parents seeking to blame vaccines for their children's illness.The special U.S. Court of Federal Claims ruled that vaccines could not have caused the autism of an Oregon boy, William Mead, ending his family's quest for reimbursement."The Meads believe that thimerosal-containing vaccines caused William's regressive autism. As explained below, the undersigned finds that the Meads have not presented a scientifically sound theory," special master George Hastings, a former tax claims expert at the Department of Justice, wrote in his ruling.In February 2009, the court ruled against three families who claimed vaccines caused their children's autism, saying they had been "misled by physicians who are guilty, in my view, of gross medical misjudgment".The families sought payment under the National Vaccine Injury Compensation Program, a no-fault system that has a $2.5 billion fund built up from a 75-cent-per-dose tax on vaccines.Instead of judges, three "special masters" heard the three test cases representing thousands of other petitioners.They asked whether a combination vaccine for measles, mumps and rubella, or MMR, plus thimerosal, caused the children's symptoms.More than 5,300 cases were filed by parents who believed vaccines may have caused autism in their children. The no-fault payout system is meant to protect vaccine makers from costly lawsuits that drove many out of the vaccine business.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 good treatment.å© Copyright (c) The Calgary Herald
U.S.
mental retardation
Oregon
U.S. Court of Federal Claims
National Vaccine Injury Compensation Program
William Mead
Meads
William
George Hastings
Department of Justice
Meads
Calgary Herald
Autism456
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Back to Autism Questions ^
What are the Most Effective Approaches to Autism?
Evidence shows that early intervention results in dramatically positive outcomes for young children with autism. While various pre-school models emphasize different program components, all share an emphasis on early, appropriate, and intensive educational interventions for young children. Other common factors may be: some degree of inclusion, mostly behaviorally-based interventions, programs which build on the interests of the child, extensive use of visuals to accompany instruction, highly structured schedule of activities, parent and staff training, transition planning and follow-up. Because of the spectrum nature of autism and the many behavior combinations which can occur, no one approach is effective in alleviating symptoms of autism in all cases.
Various types of therapies are available, including (but not limited to) applied behavior analysis, auditory integration training, dietary interventions, discrete trial teaching, medications, music therapy, occupational therapy, PECS, physical therapy, sensory integration, speech/language therapy, TEACCH, and vision therapy.
Studies show that individuals with autism respond well to a highly structured, specialized education program, tailored to their individual needs. A well designed intervention approach may include some elements of communication therapy, social skill development, sensory integration therapy and applied behavior analysis, delivered by trained professionals in a consistent, comprehensive and coordinated manner. The more severe challenges of some children with autism may be best addressed by a structured education and behavior program which contains a one-on-one teacher to student ratio or small group environment. However, many other children with autism may be successful in a fully inclusive general education environment with appropriate support.
In addition to appropriate educational supports in the area of academics, students with autism should have training in functional living skills at the earliest possible age. Learning to cross a street safely, to make a simple purchase or to ask assistance when needed are critical skills, and may be difficult, even for those with average intelligence levels. Tasks that enhance the person's independence and give more opportunity for personal choice and freedom in the community are important.
To be effective, any approach should be flexible in nature, rely on positive reinforcement, be re-evaluated on a regular basis and provide a smooth transition from home to school to community environments. A good program will also incorporate training and support systems for parents and caregivers, with generalization of skills to all settings. Rarely can a family, classroom teacher or other caregiver provide effective habilitation for a person with autism unless offered consultation or in-service training by an experienced specialist who is knowledgeable about the disability.
A generation ago, the vast majority of the people with autism were eventually placed in institutions. Professionals were much less educated about autism than they are today; autism specific supports and services were largely non-existent. Today the picture is brighter. With appropriate services, training, and information, most families are able to support their son or daughter at home. Group homes, assisted apartment living arrangements, or residential facilities offer more options for out of home support. Autism-specific programs and services provide the opportunity for individuals to be taught skills which allow them to reach their fullest potential.
Families of people with autism can experience high levels of stress. As a result of the challenging behaviors of their children, relationships with service providers, attempting to secure appropriate services, resulting financial hardships, or very busy schedules, families often have difficulty participating in typical community activities. This results in isolation and difficulty in developing needed community supports.
Members of the ASA represent all walks of life from rural to metropolitan communities. Embracing the diversity of our group, the ASA seeks to provide an open forum for the exchange of ideas. At the very core of the ASA's philosophy is the belief that no single program or treatment will benefit all individuals with autism. Furthermore, the recommendation of what is "best" or "most effective" for a person with autism should be determined by those people directly involved?the individual with autism, to the extent possible, and the parents or family members.
The ASA provides information to assist parents, educators, and others in the decision-making process. Providing information on available intervention options, rather than advocating for any particular theory or philosophy, is the focus at the ASA.
Back to Autism Questions ^
Is There a Cure for Autism?
Understanding of autism has grown tremendously since it was first described by Dr. Leo Kanner in 1943. Some of the earlier searches for "cures" now seem unrealistic in terms of today's understanding of brain-based disorders. To cure means "to restore to health, soundness, or normality." In the medical sense, there is no cure for the differences in the brain which result in autism. However, better understanding of the disorder has led to the development of better coping mechanisms and strategies for the various manifestations of the disability.
Some of these symptoms may lessen as the child ages; others may disappear altogether. With appropriate intervention, many of the associated behaviors can be positively changed, even to the point in some cases, that the child or adult may appear to the untrained person to no longer have autism. The majority of children and adults will, however, continue to exhibit some manifestations of autism to some degree throughout their entire lives.
Back to Autism Questions ^
What is the Autism Society of America?
Founded in 1965 by a small group of parents, the Autism Society of America (ASA) continues to be the leading source of information and referral on autism and the largest collective voice representing the autism community for more than 33 years. Today, more than 24,000 members are connected through a volunteer network of over 200 chapters across the United States.
The mission of the Autism Society of America is to promote lifelong access and opportunities for persons within the autism spectrum and their families, to be fully included, participating members of their communities through advocacy, public awareness, education, and research related to autism.
In addition to its volunteer Board of Directors, composed primarily of parents of individuals with autism, the ASA has a Panel of Professional Advisors, comprised of nationally known and respected professionals who provide expertise and guidance to the Society on a volunteer basis.
The ASA is dedicated to increasing public awareness about autism and the day-to-day issues faced by individuals with autism, their families, and the professionals with whom they interact. The Society and its chapters share common goals of providing information and education, supporting research, and advocating for programs and services for the autism community.
Back to Autism Questions ^
The Autism Society of America Foundation
The Autism Society of America Foundation (ASAF) (new tab/window) was founded with the primary mission to raise and allocate funds for research to address the many unanswered questions about autism. We are still far from fully understanding autism and knowing how to prevent it.
The ASAF has implemented action on several pressing autism research priorities as areas of initial focus: developing and publicizing up-to-date prevalence statistics; quantifying the societal and family economic consequences of autism; developing a national registry of individuals and families with autism who are willing to participate in research studies; and implementing a system to identify potential donors of autism brain tissue for research purposes and facilitating the donation process. In addition, the Foundation is contributing substantial funds for applied and biomedical research in the causes of and treatment approaches to autism.
References:
Dr. Christopher Gillberg, Centers for Disease Control and Prevention Conference. Autism: Emerging Issues in Prevalence and Etiology. 1997
Diagnostic and Statistical Manual of Mental Disorders 4th ed., (DSM-IV). American Psychiatric Association, Washington, DC. 1994.
Back to Autism Questions ^
Where Can I Get More Information About Autism?
Autism Society of America (new tab/window)
ASA is dedicated to increasing public awareness about autism and the day-to-day issues faced by individuals with autism, their families and the professionals with whom they interact. The Society and its chapters share a common mission of providing information and education, and supporting research and advocating for programs and services for the autism community.
Various services exist to help with Autism information and support.
Autism Resources page
Back to Top ^
brain
Autism
Autism Society of America
TEACCH
United States
Statistical Manual of Mental Disorders
Washington
American Psychiatric Association
Leo Kanner
DSM-IV
Autism Society of America Foundation
Autism Resources
ASA
Society
Most Effective Approaches
Professional Advisors
DC
Autism Questions
ASAF
Christopher Gillberg
Centers for Disease Control and Prevention Conference
Autism: Emerging Issues
Information About Autism
applied behavior analysis
occupational therapy
auditory integration training
physical therapy
vision therapy
music therapy
Autism457
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WHAT
IS AUTISM?
Autism is a disorder of the brain. Symptoms of autism occur during the first three years of life, although an individual might not receive a diagnosis until much later. Individuals with autism have problems with communication and socializing with others. In young children, autism affects the development of ?typical? play behaviors. Autism is considered a developmental disorder in that some normal developmental milestones, such as when a child says their first words, are absent or abnormal. Autism is considered a pervasive developmental disorder in that these developmental differences affect many aspects of life and may last throughout a person's lifetime. Currently, there is no one specifically known cause of autism and no one treatment. Early special education programs using behavioral methods have proven to be the most helpful treatment for persons with autism.
Frequently Asked Questions About Autism
Q: How common is autism?
A: Current research indicates that as many as 1 in 166 individuals have an Autism Spectrum Disorder. Males are four times more likely than females to have an Autism Spectrum Disorder.
Q: What is an Autism Spectrum Disorder ?
A: Three conditions that have similar symptoms but differ in terms of how severe they are and how they are expressed are sometimes called Autism Spectrum Disorders. There are different ways in which the hallmark characteristics of autism, most particularly within the social interaction area, are expressed. Many people do not exhibit all of the criteria for a diagnosis of autism but their characteristics are best described as fitting within the spectrum of autism. Autism spectrum disorders are generally considered to be:
Autism: an individual shows 6 or more of 12 symptoms across three main areas, communication, social interaction and restricted activity/interests
Asperger's Disorder or Syndrome: a form of autism where the individual is typically verbal and has a normal or above normal IQ , but exhibits problems with social skills and social use of language
Pervasive Developmental Disorder, Not Otherwise Specified or PDD-NOS: those who do not meet the full criteria for autism but display similar behaviors
Q: How do I know if a person has autism?
A: Unfortunately, there is no medical test that can be done to show that an individual has autism. Autism can be diagnosed by observing the person and looking at how they communicate and relate to others. A few of the behaviors that a diagnostician may look for include making eye contact with a person who is talking to them, showing interest in what other people are doing and engaging in play with others (if the individual is young). Difficulty in relating to people is a hallmark symptom of autism (see ?red flags? below).
Q: What are the red flags of autism?
A: Early Indicators or ?Red Flags? of Autism in Children Three and Under Currently, the criteria used to diagnose autism (The Diagnostic Statistical Manual ?IV ? TR) are designed for 3-year-olds. However, recent research has shown that certain behaviors in children younger than 3 may indicate a higher risk for developing autism. No single behavior or factor indicates a child may have autism but the presence of several symptoms could be cause for concern. Parents should watch for the following:
Possible symptoms at 6 months:
Not making eye contact with parents during interaction
Not cooing or babbling
Not smiling when parents smile
Not participating in vocal turn-taking (baby makes a sound, adult makes a sound, and so forth)
Not responding to peek-a-boo game
At 14 months:
No attempts to speak
Not pointing, waving or grasping
No response when name is called
Indifferent to others
Repetitive body motions such as rocking or hand flapping
Fixation on a single object
Oversensitivity to textures, smells, sounds
Strong resistance to change in routine
Any loss of language
At 24 months:
Does not initiate two-word phrases (that is, doesn't just echo words)
Any loss of words or developmental skill
(Source: Rebecca Landa , Center for Autism and Related Disorders at the Kennedy Krieger Institute, Baltimore)
Additional information on early signs of autism
Q: Who can diagnose autism?
Autism can be diagnosed by a medical doctor or a licensed psychologist. If a parent is concerned about the communication and social development of their child, they may see their general pediatrician or family doctor first. Frequently, the family will then be referred to a specialist who has specific experience with autism and other developmental disorders. This may be a developmental pediatrician, neurologist, psychiatrist or clinical psychologist with experience in the area of autism.
Q: What types of assessments will be conducted during the diagnosis?
A: There are several assessments that can be done to diagnose autism. Usually a diagnostician will conduct a structured observation period to observe the individual. The diagnostician may ask the individual to respond to several activities as they look for specific behaviors. A structured interview also may be conducted with parents or guardians. Structured interviews provide the diagnostician with information about the individual's past behavior and their behavior at home, school and in the community. A speech evaluation and/or psychological evaluation may be conducted during the diagnostic evaluation.
Q: What should I do once an individual is diagnosed with autism?
A: Once an individual has been diagnosed with autism it is important to begin intervention as early as possible. Early intervention usually focuses on intense skill building. Skills that are learned easily by typically developing persons can be difficult for someone with autism. For example, individuals with autism have difficulty understanding social cues and may need to be taught to pay attention to others, play with others and communicate with others. Many skills must be broken down into smaller components and taught systematically. Early intervention, preschool, school programs and behavioral health centers are available to provide intervention. In addition, in West Virginia , a family can contact the WVATC and receive services. The WVATC works closely with families, school system personnel and behavioral health centers to develop and implement intervention that is designed specifically for the individual with autism.
pointing
brain
eye contact
babbling
social interaction
Kennedy Krieger Institute
Pervasive Developmental
Autism:
West Virginia
Diagnostic Statistical Manual
Rebecca Landa
Center for Autism and Related Disorders
Baltimore
WVATC
Autism458
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Autism
Autism is a developmental disability that affects a person's
verbal and non-verbal communication, understanding of language, and
socialization
with peers. Other characteristics include: engagement in repetitive activities, resistance to environmental change, and unusual responses to sensory experiences.
The range of severity can be from extremely mild to
severe. Autism is a behavioral disorder, not an illness or
disease. It typically appears by age three and is a lifelong
condition. There is no known cure, although there are
documented cases of symptoms being reduced and even some
children losing their diagnosis alltogether. Although autism affects the
functions of the brain, the
specific cause is not known.
FAST
FACTS ABOUT AUTISM
Autism Spectrum Disorder
Autism Spectrum Disorder (ASD) is an increasingly popular term
that refers to a broad definition of autism including the
classic form of the disorder as well as closely related
disabilities that share many of the core characteristics. Although the
classic form of autism can be
readily distinguished from other forms of ASD, the terms autism
and ASD are often used interchangeably.
ASD
includes the following classifications:
(1)
Pervasive Developmental Disorder - Not Otherwise Specified
(PDD-NOS)
Refers to a collection of features that resemble autism
but may not be as severe or extensive. Also known as mild
or atypical autism. Many with PDD-NOS are deemed
high functioning.
(2) Asperger Syndrome (AS)
Individuals with AS show crippling deficiencies in social
skills. They have difficulties with transitions and prefer
sameness. They often have obsessive routines and may be
preoccupied with a particular subject of interest. They have a
great deal of difficulty reading nonverbal cues (body language)
and very often the individual with AS has difficulty determining
proper body space. Often overly sensitive to sounds, tastes,
smells, and sights, the person with AS may prefer soft clothing,
certain foods, and be bothered by sounds or lights no one else
seems to hear or see. Those with Asperger's typically have
a normal to above average IQ and many (not all) exhibit
exceptional abilities or talents in specific areas of interest.
(3) Rett's Syndrome
A rare disorder affecting girls. It's a genetic disorder with hard
neurological signs, including seizures, that become more
apparent with age. Hypotonia (loss of muscle tone) is usually the first symptom
then followed by hand-wringing stereotypy. The syndrome affects approximately 1 in every 10,000-15,000 live female births. The gene causing the disorder has now been identified.
(4) Childhood Disintegrative Disorder
Refers to children whose development appears normal for
the first few years, but then regresses with the loss of speech
and other skills until the characteristics of autism are
exhibited. Deterioration of intellectual, social, and language
skills over a period of several months is
commonly seen.
Individuals with autism and ASD vary widely in ability and
personality. In fact, it's been said that there are no
two autistic individuals who are the same. They can fall
anywhere on a spectrum, ranging from severe mental retardation
all the way to being extremely gifted in their intellectual and academic
accomplishments. While many individuals prefer isolation and
tend to withdraw from social contact, others show high levels of
affection and enjoy social situations. Some people with
autism appear lethargic and slow to respond but others are very
active and seem to interact constantly with preferred aspects of
their environment.
Other Related Disorders
(click to learn more)
¥ Hyperlexia
¥ Fragile
X Syndrome
Autism Symptoms
The severity, frequency, and grouping
of the following symptoms will determine where (if at all) an individual
will fall on the autism spectrum
¥ Repetitive behaviors (may want to watch the same
DVD or video over and over again)
¥ Unresponsive to commands or questions ( in
their own world )
¥ Delayed speech language development (non-verbal, especially by age 3)
¥ Lack of imitation of others or imaginative play
¥ Indifferent to the feelings of others
¥ Hypersensitivity to light sound (covers ears when
music is played or covers eyes when going outside)
¥ Self-stimulatory behaviors (e.g., rocking, jumping
up and down, hand flapping)
¥ Echolalia (Repetition or echoing of a word or phrase just
spoken by another person)
¥ Unusual emotional responses (inappropriate laughing or
crying)
¥ Frequent temper tantrums (described by many parents as
meltdowns )
¥ Responds adversely to physical affection, hugs, kisses,
etc.
¥ Shows no interest in making friends
¥ Does not initiate conversation
¥ Very poor diet (may eat only starches)
¥ Frequently walks on tip-toes as a toddler
¥ Socially withdrawn or socially awkward
¥ Shows little expressive language
¥ Clumsiness (falls or trips often)
¥ Improper use of pronouns, statements, and questions
¥ Unusual tone or rhythm of speech
¥ Self Injurious Behavior (head banging, scratching/biting
self)
¥ Frequently makes irrelevant remarks
¥ Difficulty with abstract language and concepts
¥ Be preoccupied with one or only a few narrow interests
¥ Need for sameness (adheres to routines)
¥ Severe tantrums when routines are disrupted
¥ Shows an attachment to unusual objects such as car parts,
branches, leaves, etc.
¥ Fascination with spinning objects or spinning one's
self
¥ Very good at rote memory tasks such as repeating lists of items or facts
genetic
brain
genetic
Asperger Syndrome
mental retardation
routines
echolalia
ASD
childhood disintegrative disorder
seizures
fragile x syndrome
tantrums
Pervasive Developmental
atypical
imitation
Asperger
PDD-NOS
Rett
stereotypy
Echolalia
Fragile X Syndrome Autism Symptoms
Self Injurious Behavior
Autism459
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Please note that we are quite backed up with new application for joining the Autism Hub, so we are temporarily suspending the application process until we catch up. Thanks for your patience.
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Template:Pp-move-indef
Template:Infobox Disease
Autism is a disorder of neural development that is characterized by impaired social interaction and communication, and by restricted and repetitive behavior. These signs all begin before a child is three years old.[1] Autism involves many parts of the brain; how this occurs is not well understood.[1] The two other autism spectrum disorders (ASD) 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.[1]
Autism has a strong genetic basis, although the genetics of autism are complex and it is unclear whether ASD is explained more by rare mutations, or by rare combinations of common genetic variants.[1] In rare cases, autism is strongly associated with agents that cause birth defects.[1] Controversies surround other proposed environmental causes, such as heavy metals, pesticides or childhood vaccines;[1] the vaccine hypotheses are biologically implausible and lack convincing scientific evidence.[1] The prevalence of autism is about 1Ð2 per 1,000 people; the prevalence of ASD is about 6 per 1,000, with about four times as many males as females. The number of people known to have autism has increased dramatically since the 1980s, partly due to changes in diagnostic practice; the question of whether actual prevalence has increased is unresolved.[1]
Parents usually notice signs in the first two years of their child's life.[1] The signs usually develop gradually, but some autistic children first develop more normally and then regress.[1] Although early behavioral or cognitive intervention can help autistic children gain self-care, social, and communication skills, there is no known cure.[1] Not many children with autism live independently after reaching adulthood, though some become successful.[1] An autistic culture has developed, with some individuals seeking a cure and others believing autism should be tolerated as a difference and not treated as a disorder.[1]
Contents
1 Characteristics
1.1 Social development
1.2 Communication
1.3 Repetitive behavior
1.4 Other symptoms
2 Classification
3 Causes
4 Mechanism
4.1 Pathophysiology
4.2 Neuropsychology
5 Screening
6 Diagnosis
7 Management
8 Prognosis
9 Epidemiology
10 History
11 References
12 External links
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Characteristics
Autism is a highly variable neurodevelopmental disorder[1] that first appears during infancy or childhood, and generally follows a steady course without remission.[1] Overt symptoms gradually begin after the age of six months, become established by age two or three years,[1] and tend to continue through adulthood, although often in more muted form.[1] It is distinguished not by a single symptom, but by a characteristic triad of symptoms: impairments in social interaction; impairments in communication; and restricted interests and repetitive behavior. Other aspects, such as atypical eating, are also common but are not essential for diagnosis.[1] Autism's individual symptoms occur in the general population and appear not to associate highly, without a sharp line separating pathologically severe from common traits.[1]
Social development
Social deficits distinguish autism and the related autism spectrum disorders (ASD; see Classification) from other developmental disorders.[1] People with autism have social impairments and often lack the intuition about others that many people take for granted. Noted autistic Temple Grandin described her inability to understand the social communication of neurotypicals, or people with normal neural development, as leaving her feeling "like an anthropologist on Mars".[1]
Unusual social development becomes apparent early in childhood. Autistic infants show less attention to social stimuli, smile and look at others less often, and respond less to their own name. Autistic toddlers differ more strikingly from social norms; for example, they have less eye contact and turn taking, and are more likely to communicate by manipulating another person's hand.[1] Three- to five-year-old autistic children are less likely to exhibit social understanding, approach others spontaneously, imitate and respond to emotions, communicate nonverbally, and take turns with others. However, they do form attachments to their primary caregivers.[1] Most autistic children display moderately less attachment security than non-autistic children, although this difference disappears in children with higher mental development or less severe ASD.[1] Older children and adults with ASD perform worse on tests of face and emotion recognition.[1]
Contrary to common beliefs, autistic children do not prefer being alone. Making and maintaining friendships often proves to be difficult for those with autism. For them, the quality of friendships, not the number of friends, predicts how lonely they feel. Functional friendships, such as those resulting in invitations to parties, may affect their quality of life more deeply.[1]
There are many anecdotal reports, but few systematic studies, of aggression and violence in individuals with ASD. The limited data suggest that, in children with mental retardation, autism is associated with aggression, destruction of property, and tantrums. A 2007 study interviewed parents of 67 children with ASD and reported that about two-thirds of the children had periods of severe tantrums and about one-third had a history of aggression, with tantrums significantly more common than in non-autistic children with language impairments.[1] A 2008 Swedish study found that, of individuals aged 15 or older discharged from hospital with a diagnosis of ASD, those who committed violent crimes were significantly more likely to have other psychopathological conditions such as psychosis.[1]
Communication
About a third to a half of individuals with autism do not develop enough natural speech to meet their daily communication needs.[1] Differences in communication may be present from the first year of life, and may include delayed onset of babbling, unusual gestures, diminished responsiveness, and vocal patterns that are not synchronized with the caregiver. In the second and third years, autistic children have less frequent and less diverse babbling, consonants, words, and word combinations; their gestures are less often integrated with words. Autistic children are less likely to make requests or share experiences, and are more likely to simply repeat others' words (echolalia)[1][1] or reverse pronouns.[1] Joint attention seems to be necessary for functional speech, and deficits in joint attention seem to distinguish infants with ASD:[1] for example, they may look at a pointing hand instead of the pointed-at object,[1][1] and they consistently fail to point at objects in order to comment on or share an experience.[1] Autistic children may have difficulty with imaginative play and with developing symbols into language.[1][1]
In a pair of studies, high-functioning autistic children aged 8Ð15 performed equally well, and adults better than individually matched controls at basic language tasks involving vocabulary and spelling. Both autistic groups performed worse than controls at complex language tasks such as figurative language, comprehension and inference. As people are often sized up initially from their basic language skills, these studies suggest that people speaking to autistic individuals are more likely to overestimate what their audience comprehends.[1]
Repetitive behavior
Autistic individuals display many forms of repetitive or restricted behavior, which the Repetitive Behavior Scale-Revised (RBS-R)[1] categorizes as follows.
File:Autistic-sweetiepie-boy-with-ducksinarow.jpg A young boy with autism, and the precise line of toys he made
Stereotypy is repetitive movement, such as hand flapping, making sounds, head rolling, or body rocking.
Compulsive behavior is intended and appears to follow rules, such as arranging objects in stacks or lines.
Sameness is resistance to change; for example, insisting that the furniture not be moved or refusing to be interrupted.
Ritualistic behavior involves an unvarying pattern of daily activities, such as an unchanging menu or a dressing ritual. This is closely associated with sameness and an independent validation has suggested combining the two factors.[1]
Restricted behavior is limited in focus, interest, or activity, such as preoccupation with a single television program, toy, or game.
Self-injury includes movements that injure or can injure the person, such as eye poking, skin picking, hand biting, and head banging.[1] A 2007 study reported that self-injury at some point affected about 30% of children with ASD.[1]
No single repetitive behavior seems to be specific to autism, but only autism appears to have an elevated pattern of occurrence and severity of these behaviors.[1]
Other symptoms
Autistic individuals may have symptoms that are independent of the diagnosis, but that can affect the individual or the family.[1]
An estimated 0.5% to 10% of individuals with ASD show unusual abilities, ranging from splinter skills such as the memorization of trivia to the extraordinarily rare talents of prodigious autistic savants.[1] Many individuals with ASD show superior skills in perception and attention, relative to the general population.[1]
Sensory abnormalities are found in over 90% of those with autism, and are considered core features by some,[1] although there is no good evidence that sensory symptoms differentiate autism from other developmental disorders.[1] Differences are greater for under-responsivity (for example, walking into things) than for over-responsivity (for example, distress from loud noises) or for sensation seeking (for example, rhythmic movements).[1]
An estimated 60%Ð80% of autistic people have motor signs that include poor muscle tone, poor motor planning, and toe walking;[1] ASD is not associated with severe motor disturbances.[1]
Unusual eating behavior occurs in about three-quarters of children with ASD, to the extent that it was formerly a diagnostic indicator. Selectivity is the most common problem, although eating rituals and food refusal also occur;[1] this does not appear to result in malnutrition. Although some children with autism also have gastrointestinal (GI) symptoms, there is a lack of published rigorous data to support the theory that autistic children have more or different GI symptoms than usual;[1] studies report conflicting results, and the relationship between GI problems and ASD is unclear.[1]
At some point in childhood, about two-thirds of individuals with ASD are affected by sleep problems; these most commonly include symptoms of insomnia such as difficulty in falling asleep, frequent nocturnal awakenings, and early morning awakenings. Sleep problems are associated with difficult behaviors and family stress, and are often a focus of clinical attention over and above the primary ASD diagnosis.[1]
Parents of children with ASD have higher levels of stress.[1] Siblings of children with ASD report greater admiration of and less conflict with the affected sibling than siblings of unaffected children or those with Down syndrome; siblings of individuals with ASD have greater risk of negative well-being and poorer sibling relationships as adults.[1]
Classification
File:Leo-Kanner.jpeg Leo Kanner introduced the label early infantile autism in 1943.
Autism is one of the five pervasive developmental disorders (PDD), which are characterized by widespread abnormalities of social interactions and communication, and severely restricted interests and highly repetitive behavior.[1] These symptoms do not imply sickness, fragility, or emotional disturbance.[1]
Of the five PDD forms, Asperger syndrome is closest to autism in signs and likely causes; Rett syndrome and childhood disintegrative disorder share several signs with autism, but may have unrelated causes; PDD not otherwise specified (PDD-NOS; also called atypical autism) is diagnosed when the criteria are not met for a more specific disorder.[1] Unlike with autism, people with Asperger syndrome have no substantial delay in language development.[1] The terminology of autism can be bewildering, with autism, Asperger syndrome and PDD-NOS often called the autism spectrum disorders (ASD)[1] or sometimes the autistic disorders,[1] whereas autism itself is often called autistic disorder, childhood autism, or infantile autism. In this article, autism refers to the classic autistic disorder; in clinical practice, though, autism, ASD, and PDD are often used interchangeably.[1] ASD, in turn, is a subset of the broader autism phenotype, which describes individuals who may not have ASD but do have autistic-like traits, such as avoiding eye contact.[1]
The manifestations of autism cover a wide spectrum, ranging from individuals with severe impairmentsÑwho may be silent, mentally disabled, and locked into hand flapping and rockingÑto high functioning individuals who may have active but distinctly odd social approaches, narrowly focused interests, and verbose, pedantic communication.[1] Because the behavior spectrum is continuous, boundaries between diagnostic categories are necessarily somewhat arbitrary.[1] Sometimes the syndrome is divided into low-, medium- or high-functioning autism (LFA, MFA, and HFA), based on IQ thresholds,[1] or on how much support the individual requires in daily life; these subdivisions are not standardized and are controversial. Autism can also be divided into syndromal and non-syndromal autism; the syndromal autism is associated with severe or profound mental retardation or a congenital syndrome with physical symptoms, such as tuberous sclerosis.[1] Although individuals with Asperger syndrome tend to perform better cognitively than those with autism, the extent of the overlap between Asperger syndrome, HFA, and non-syndromal autism is unclear.[1]
Some studies have reported diagnoses of autism in children due to a loss of language or social skills, as opposed to a failure to make progress, typically from 15 to 30 months of age. The validity of this distinction remains controversial; it is possible that regressive autism is a specific subtype,[1][1][1][1] or that there is a continuum of behaviors between autism with and without regression.[1]
Research into causes has been hampered by the inability to identify biologically meaningful subpopulations[1] and by the traditional boundaries between the disciplines of psychiatry, psychology, neurology and pediatrics.[1] Newer technologies such as fMRI can help identify biologically relevant phenotypes (observable traits) that can be viewed on brain scans, to help further neurogenetic studies of autism.[1] It has been proposed to classify autism using genetics as well as behavior, with the name Type 1 autism denoting rare autism cases that test positive for a mutation in the CNTNAP2 gene.[1]
Causes
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It has long been presumed that there is a common cause at the genetic, cognitive, and neural levels for autism's characteristic triad of symptoms.[1] However, there is increasing suspicion that autism is instead a complex disorder whose core aspects have distinct causes that often co-occur.[1][1]
File:Single Chromosome Mutations.png Deletion (1), duplication (2) and inversion (3) are all chromosome abnormalities that have been implicated in autism.[1]
Autism has a strong genetic basis, although the genetics of autism are complex and it is unclear whether ASD is explained more by rare mutations with major effects, or by rare multigene interactions of common genetic variants.[1][1] Complexity arises due to interactions among multiple genes, the environment, and epigenetic factors which do not change DNA but are heritable and influence gene expression.[1] Studies of twins suggest that heritability is 0.7 for autism and 0.9 for the broader autism phenotype, and siblings of those with autism are about 25 times more likely to be autistic than the general population.[1] However, most of the mutations that increase autism risk have not been identified. Typically, autism cannot be traced to a Mendelian (single-gene) mutation or to a single chromosome abnormality like fragile X syndrome, and none of the genetic syndromes associated with ASDs has been shown to selectively cause ASD.[1] Numerous candidate genes have been located, with only small effects attributable to any particular gene.[1] The large number of autistic individuals with unaffected family members may result from copy number variationsÑspontaneous deletions or duplications in genetic material during meiosis.[1] Hence, a substantial fraction of autism cases may be traceable to genetic causes that are highly heritable but not inherited: that is, the mutation that causes the autism is not present in the parental genome.[1]
Some rare mutations may lead to autism by disrupting some synaptic pathways, such as those involved with cell adhesion.[1] Gene replacement studies in mice suggest that autistic symptoms are closely related to later developmental steps that depend on activity in synapses and on activity-dependent changes.[1] All known teratogens (agents that cause birth defects) related to the risk of autism appear to act during the first eight weeks from conception, and though this does not exclude the possibility that autism can be initiated or affected later, it is strong evidence that autism arises very early in development.[1] Although evidence for other environmental causes is anecdotal and has not been confirmed by reliable studies,[1] extensive searches are underway.[1] Environmental factors that have been claimed to contribute to or exacerbate autism, or may be important in future research, include certain foods, infectious disease, heavy metals, solvents, diesel exhaust, PCBs, phthalates and phenols used in plastic products, pesticides, brominated flame retardants, alcohol, smoking, illicit drugs, vaccines,[1] and prenatal stress.[1] Parents may first become aware of autistic symptoms in their child around the time of a routine vaccination, and this has given rise to theories that vaccines or their preservatives cause autism. Although these theories lack convincing scientific evidence and are biologically implausible, parental concern about autism has led to lower rates of childhood immunizations and higher likelihood of measles outbreaks.[1]
Mechanism
Autism's symptoms result from maturation-related changes in various systems of the brain.[1] How autism occurs is not well understood. Its mechanism can be divided into two areas: the pathophysiology of brain structures and processes associated with autism, and the neuropsychological linkages between brain structures and behaviors.[1] The behaviors appear to have multiple pathophysiologies.[1]
Pathophysiology
File:Autismbrain.jpg Autism affects the amygdala, cerebellum, and many other parts of the brain.[1]
Unlike many other brain disorders such as Parkinson's, autism does not have a clear unifying mechanism at either the molecular, cellular, or systems level; it is not known whether autism is a few disorders caused by mutations converging on a few common molecular pathways, or is (like intellectual disability) a large set of disorders with diverse mechanisms.[1] Autism appears to result from developmental factors that affect many or all functional brain systems,[1] and to disturb the timing of brain development more than the final product.[1] Neuroanatomical studies and the associations with teratogens strongly suggest that autism's mechanism includes alteration of brain development soon after conception.[1] This anomaly appears to start a cascade of pathological events in the brain that are significantly influenced by environmental factors.[1] Just after birth, the brain of an autistic child grows faster than usual, followed by normal or relatively slower growth in childhood. The early overgrowth seems to be most prominent in areas underlying the development of higher cognitive specialization.[1] Hypotheses for the cellular and molecular bases of pathological early overgrowth include the following:
An excess of neurons that causes local overconnectivity in key brain regions.[1]
Disturbed neuronal migration during early gestation.[1][1]
Unbalanced excitatoryÐinhibitory networks.[1]
Abnormal formation of synapses and dendritic spines,[1] for example, by modulation of the neurexinÐneuroligin cell-adhesion system,[1] or by poorly regulated synthesis of synaptic protein.[1] Disrupted synaptic development may also contribute to epilepsy, which may explain why the two conditions are associated.[1]
Interactions between the immune system and the nervous system begin early during the embryonic stage of life, and successful neurodevelopment depends on a balanced immune response. It is possible that aberrant immune activity during critical periods of neurodevelopment is part of the mechanism of some forms of ASD.[1] Although some abnormalities in the immune system have been found in specific subgroups of autistic individuals, it is not known whether these abnormalities are relevant to or secondary to autism's disease processes.[1] As autoantibodies are found in conditions other than ASD, and are not always present in ASD,[1] the relationship between immune disturbances and autism remains unclear and controversial.[1]
Several neurotransmitter abnormalities have been detected in autism, notably increased blood levels of serotonin. Whether these cause structural or behavioral abnormalities is unclear.[1] Some data suggest an increase in several growth hormones; other data argue for diminished growth factors.[1] Also, some inborn errors of metabolism are associated with autism but probably account for less than 5% of cases.[1]
The mirror neuron system (MNS) theory of autism hypothesizes that distortion in the development of the MNS interferes with imitation and leads to autism's core features of social impairment and communication difficulties. The MNS operates when an animal performs an action or observes another animal perform the same action. The MNS may contribute to an individual's understanding of other people by enabling the modeling of their behavior via embodied simulation of their actions, intentions, and emotions.[1] Several studies have tested this hypothesis by demonstrating structural abnormalities in MNS regions of individuals with ASD, delay in the activation in the core circuit for imitation in individuals with Asperger syndrome, and a correlation between reduced MNS activity and severity of the syndrome in children with ASD.[1] However, individuals with autism also have abnormal brain activation in many circuits outside the MNS[1] and the MNS theory does not explain the normal performance of autistic children on imitation tasks that involve a goal or object.[1]
File:Powell2004Fig1A.jpeg Autistic individuals tend to use different areas of the brain (yellow) for a movement task compared to a control group (blue).[1]
ASD-related patterns of low function and aberrant activation in the brain differ depending on whether the brain is doing social or nonsocial tasks.[1]
In autism there is evidence for reduced functional connectivity of the default network, a large-scale brain network involved in social and emotional processing, with intact connectivity of the task-positive network, used in sustained attention and goal-directed thinking. In people with autism the two networks are not negatively correlated in time, suggesting an imbalance in toggling between the two networks, possibly reflecting a disturbance of self-referential thought.[1] A 2008 brain-imaging study found a specific pattern of signals in the cingulate cortex which differs in individuals with ASD.[1]
The underconnectivity theory of autism hypothesizes that autism is marked by underfunctioning high-level neural connections and synchronization, along with an excess of low-level processes.[1] Evidence for this theory has been found in functional neuroimaging studies on autistic individuals[1] and by a brain wave study that suggested that adults with ASD have local overconnectivity in the cortex and weak functional connections between the frontal lobe and the rest of the cortex.[1] Other evidence suggests the underconnectivity is mainly within each hemisphere of the cortex and that autism is a disorder of the association cortex.[1]
From studies based on event-related potentials, transient changes to the brain's electrical activity in response to stimuli, there is considerable evidence for differences in autistic individuals with respect to attention, orientiation to auditory and visual stimuli, novelty detection, language and face processing, and information storage; several studies have found a preference for non-social stimuli.[1] For example, magnetoencephalography studies have found evidence in autistic children of delayed responses in the brain's processing of auditory signals.[1]
Neuropsychology
Two major categories of cognitive theories have been proposed about the links between autistic brains and behavior.
The first category focuses on deficits in social cognition. The empathizingÐsystemizing theory postulates that autistic individuals can systemizeÑthat is, they can develop internal rules of operation to handle events inside the brainÑbut are less effective at empathizing by handling events generated by other agents. An extension, the extreme male brain theory, hypothesizes that autism is an extreme case of the male brain, defined psychometrically as individuals in whom systemizing is better than empathizing;[1] this extension is controversial, as many studies contradict the idea that baby boys and girls respond differently to people and objects.[1]
These theories are somewhat related to the earlier theory of mind approach, which hypothesizes that autistic behavior arises from an inability to ascribe mental states to oneself and others. The theory of mind hypothesis is supported by autistic children's atypical responses to the SallyÐAnne test for reasoning about others' motivations,[1] and the mirror neuron system theory of autism described in Pathophysiology maps well to the hypothesis.[1] However, most studies have found no evidence of impairment in autistic individuals' ability to understand other people's basic emotions or goals; instead, data suggests that impairments are found in understanding more complex social emotions or in considering others' viewpoints.[1]
The second category focuses on nonsocial or general processing. Executive dysfunction hypothesizes that autistic behavior results in part from deficits in working memory, planning, inhibition, and other forms of executive function.[1] Tests of core executive processes such as eye movement tasks indicate improvement from late childhood to adolescence, but performance never reaches typical adult levels.[1] A strength of the theory is predicting stereotyped behavior and narrow interests;[1] two weaknesses are that executive function is hard to measure[1] and that executive function deficits have not been found in young autistic children.[1]
Weak central coherence theory hypothesizes that a limited ability to see the big picture underlies the central disturbance in autism. One strength of this theory is predicting special talents and peaks in performance in autistic people.[1] A related theoryÑenhanced perceptual functioningÑfocuses more on the superiority of locally oriented and perceptual operations in autistic individuals.[1] These theories map well from the underconnectivity theory of autism.
Neither category is satisfactory on its own; social cognition theories poorly address autism's rigid and repetitive behaviors, while the nonsocial theories have difficulty explaining social impairment and communication difficulties.[1] A combined theory based on multiple deficits may prove to be more useful.[1]
Screening
About half of parents of children with ASD notice their child's unusual behaviors by age 18 months, and about four-fifths notice by age 24 months.[1] As postponing treatment may affect long-term outcome, any of the following signs is reason to have a child evaluated by a specialist without delay:
No babbling by 12 months.
No gesturing (pointing, waving goodbye, etc.) by 12 months.
No single words by 16 months.
No two-word spontaneous phrases (other than instances of echolalia) by 24 months.
Any loss of any language or social skills, at any age.[1]
The American Academy of Pediatrics recommends that all children be screened for ASD at the 18- and 24-month well-child doctor visits, using autism-specific formal screening tests.[1] In contrast, the UK National Screening Committee recommends against screening for ASD in the general population, because screening tools have not been fully validated and interventions lack sufficient evidence for effectiveness.[1] Screening tools include the Modified Checklist for Autism in Toddlers (M-CHAT), the Early Screening of Autistic Traits Questionnaire, and the First Year Inventory; initial data on M-CHAT and its predecessor CHAT on children aged 18Ð30 months suggests that it is best used in a clinical setting and that it has low sensitivity (many false-negatives) but good specificity (few false-positives).[1] It may be more accurate to precede these tests with a broadband screener that does not distinguish ASD from other developmental disorders.[1] Screening tools designed for one culture's norms for behaviors like eye contact may be inappropriate for a different culture.[1] Genetic screening for autism is generally still impractical.[1]
Diagnosis
Diagnosis is based on behavior, not cause or mechanism.[1][1] Autism is defined in the DSM-IV-TR as exhibiting at least six symptoms total, including at least two symptoms of qualitative impairment in social interaction, at least one symptom of qualitative impairment in communication, and at least one symptom of restricted and repetitive behavior. Sample symptoms include lack of social or emotional reciprocity, stereotyped and repetitive use of language or idiosyncratic language, and persistent preoccupation with parts of objects. Onset must be prior to age three years, with delays or abnormal functioning in either social interaction, language as used in social communication, or symbolic or imaginative play. The disturbance must not be better accounted for by Rett syndrome or childhood disintegrative disorder.[1] ICD-10 uses essentially the same definition.[1]
Several diagnostic instruments are available. Two are commonly used in autism research: the Autism Diagnostic Interview-Revised (ADI-R) is a semistructured parent interview, and the Autism Diagnostic Observation Schedule (ADOS) uses observation and interaction with the child. The Childhood Autism Rating Scale (CARS) is used widely in clinical environments to assess severity of autism based on observation of children.[1]
A pediatrician commonly performs a preliminary investigation by taking developmental history and physically examining the child. If warranted, diagnosis and evaluations are conducted with help from ASD specialists, observing and assessing cognitive, communication, family, and other factors using standardized tools, and taking into account any associated medical conditions.[1] A pediatric neuropsychologist is often asked to assess behavior and cognitive skills, both to aid diagnosis and to help recommend educational interventions.[1] A differential diagnosis for ASD at this stage might also consider mental retardation, hearing impairment, and a specific language impairment[1] such as LandauÐKleffner syndrome.[1] The presence of autism can make it harder to diagnose coexisting psychiatric disorders such as depression.[1]
Clinical genetics evaluations are often done once ASD is diagnosed, particularly when other symptoms already suggest a genetic cause.[1] Although genetic technology allows clinical geneticists to link an estimated 40% of cases to genetic causes,[1] consensus guidelines in the U.S. and UK are limited to high-resolution chromosome and fragile X testing.[1] A genotype-first model of diagnosis has been proposed, which would routinely assess the genome's copy number variations.[1] As new genetic tests are developed several ethical, legal, and social issues will emerge. Commercial availability of tests may precede adequate understanding of how to use test results, given the complexity of autism's genetics.[1] Metabolic and neuroimaging tests are sometimes helpful, but are not routine.[1]
ASD can sometimes be diagnosed by age 14 months, although diagnosis becomes increasingly stable over the first three years of life: for example, a one-year-old who meets diagnostic criteria for ASD is less likely than a three-year-old to continue to do so a few years later.[1] In the UK the National Autism Plan for Children recommends at most 30 weeks from first concern to completed diagnosis and assessment, though few cases are handled that quickly in practice.[1] A 2009 U.S. study found the average age of formal ASD diagnosis was 5.7 years, far above recommendations, and that 27% of children remained undiagnosed at age 8 years.[1] Although the symptoms of autism and ASD begin early in childhood, they are sometimes missed; years later, adults may seek diagnoses to help them or their friends and family understand themselves, to help their employers make adjustments, or in some locations to claim disability living allowances or other benefits.[1]
Underdiagnosis and overdiagnosis are problems in marginal cases, and much of the recent increase in the number of reported ASD cases is likely due to changes in diagnostic practices. The increasing popularity of drug treatment options and the expansion of benefits has given providers incentives to diagnose ASD, resulting in some overdiagnosis of children with uncertain symptoms. Conversely, the cost of screening and diagnosis and the challenge of obtaining payment can inhibit or delay diagnosis.[1] It is particularly hard to diagnose autism among the visually impaired, partly because some of its diagnostic criteria depend on vision, and partly because autistic symptoms overlap with those of common blindness syndromes.[1]
Management
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File:Opening a window to the autistic brain.jpg A three-year-old with autism points to fish in an aquarium, as part of an experiment on the effect of intensive shared-attention training on language development.[1]
The main goals of treatment are to lessen associated deficits and family distress, and to increase quality of life and functional independence. No single treatment is best and treatment is typically tailored to the child's needs.[1] Studies of interventions have methodological problems that prevent definitive conclusions about efficacy.[1] Although many psychosocial interventions have some positive evidence, suggesting that some form of treatment is preferable to no treatment, the methodological quality of systematic reviews of these studies has generally been poor, their clinical results are mostly tentative, and there is little evidence for the relative effectiveness of treatment options.[1] Intensive, sustained special education programs and behavior therapy early in life can help children acquire self-care, social, and job skills,[1] and often improve functioning and decrease symptom severity and maladaptive behaviors;[1] claims that intervention by around age three years is crucial are not substantiated.[1] Available approaches include applied behavior analysis (ABA), developmental models, structured teaching, speech and language therapy, social skills therapy, and occupational therapy.[1] Educational interventions have some effectiveness in children: intensive ABA treatment has demonstrated effectiveness in enhancing global functioning in preschool children[1] and is well-established for improving intellectual performance of young children.[1] Neuropsychological reports are often poorly communicated to educators, resulting in a gap between what a report recommends and what education is provided.[1] It is not known whether treatment programs for children lead to significant improvements after the children grow up,[1] and the limited research on the effectiveness of adult residential programs shows mixed results.[1]
Many medications are used to treat ASD symptoms that interfere with integrating a child into home or school when behavioral treatment fails.[1][1] More than half of U.S. children diagnosed with ASD are prescribed psychoactive drugs or anticonvulsants, with the most common drug classes being antidepressants, stimulants, and antipsychotics.[1] Aside from antipsychotics,[1] there is scant reliable research about the effectiveness or safety of drug treatments for adolescents and adults with ASD.[1] A person with ASD may respond atypically to medications, the medications can have adverse effects,[1] and no known medication relieves autism's core symptoms of social and communication impairments.[1] Experiments in mice have reversed or reduced some symptoms related to autism by replacing or modulating gene function after birth,[1] suggesting the possibility of targeting therapies to specific rare mutations known to cause autism.[1]
Although many alternative therapies and interventions are available, few are supported by scientific studies.[1][1][1] Treatment approaches have little empirical support in quality-of-life contexts, and many programs focus on success measures that lack predictive validity and real-world relevance.[1] Scientific evidence appears to matter less to service providers than program marketing, training availability, and parent requests.[1] Though most alternative treatments, such as melatonin, have only mild adverse effects[1] some may place the child at risk. A 2008 study found that compared to their peers, autistic boys have significantly thinner bones if on casein-free diets;[1] in 2005, botched chelation therapy killed a five-year-old child with autism.[1]
Treatment is expensive; indirect costs are more so. For someone born in 2000, a U.S. study estimated an average lifetime cost of $Template:Formatprice (net present value in 2010 dollars, inflation-adjusted from 2003 estimateTemplate:Inflation-fn), with about 10% medical care, 30% extra education and other care, and 60% lost economic productivity.[1] Publicly supported programs are often inadequate or inappropriate for a given child, and unreimbursed out-of-pocket medical or therapy expenses are associated with likelihood of family financial problems;[1] one 2008 U.S. study found a 14% average loss of annual income in families of children with ASD,[1] and a related study found that ASD is associated with higher probability that child care problems will greatly affect parental employment.[1] U.S. states increasingly require private health insurance to cover autism services, shifting costs from publicly funded education programs to privately funded health insurance.[1] After childhood, key treatment issues include residential care, job training and placement, sexuality, social skills, and estate planning.[1]
Prognosis
There is no known cure.[1] Children recover occasionally, so that they lose their diagnosis of ASD;[1] this occurs sometimes after intensive treatment and sometimes not. It is not known how often recovery happens;[1] reported rates in unselected samples of children with ASD have ranged from 3% to 25%.[1] A few autistic children have acquired speech at age 5 or older.[1] Most children with autism lack social support, meaningful relationships, future employment opportunities or self-determination.[1] Although core difficulties tend to persist, symptoms often become less severe with age.[1] Few high-quality studies address long-term prognosis. Some adults show modest improvement in communication skills, but a few decline; no study has focused on autism after midlife.[1] Acquiring language before age six, having an IQ above 50, and having a marketable skill all predict better outcomes; independent living is unlikely with severe autism.[1] A 2004 British study of 68 adults who were diagnosed before 1980 as autistic children with IQ above 50 found that 12% achieved a high level of independence as adults, 10% had some friends and were generally in work but required some support, 19% had some independence but were generally living at home and needed considerable support and supervision in daily living, 46% needed specialist residential provision from facilities specializing in ASD with a high level of support and very limited autonomy, and 12% needed high-level hospital care.[1] A 2005 Swedish study of 78 adults that did not exclude low IQ found worse prognosis; for example, only 4% achieved independence.[1] A 2008 Canadian study of 48 young adults diagnosed with ASD as preschoolers found outcomes ranging through poor (46%), fair (32%), good (17%), and very good (4%); 56% of these young adults had been employed at some point during their lives, mostly in volunteer, sheltered or part-time work.[1] Changes in diagnostic practice and increased availability of effective early intervention make it unclear whether these findings can be generalized to recently diagnosed children.[1]
Epidemiology
Template:Main
File:US-autism-6-17-1996-2007.png Reports of autism cases per 1,000 children grew dramatically in the U.S. from 1996 to 2007. It is unknown how much, if any, growth came from changes in autism's prevalence.
Most recent reviews tend to estimate a prevalence of 1Ð2 per 1,000 for autism and close to 6 per 1,000 for ASD;[1] because of inadequate data, these numbers may underestimate ASD's true prevalence.[1] PDD-NOS's prevalence has been estimated at 3.7 per 1,000, Asperger syndrome at roughly 0.6 per 1,000, and childhood disintegrative disorder at 0.02 per 1,000.[1] The number of reported cases of autism increased dramatically in the 1990s and early 2000s. This increase is largely attributable to changes in diagnostic practices, referral patterns, availability of services, age at diagnosis, and public awareness,[1][1] though unidentified environmental risk factors cannot be ruled out.[1] The available evidence does not rule out the possibility that autism's true prevalence has increased;[1] a real increase would suggest directing more attention and funding toward changing environmental factors instead of continuing to focus on genetics.[1]
Boys are at higher risk for ASD than girls. The sex ratio averages 4.3:1 and is greatly modified by cognitive impairment: it may be close to 2:1 with mental retardation and more than 5.5:1 without.[1] Although the evidence does not implicate any single pregnancy-related risk factor as a cause of autism, the risk of autism is associated with advanced age in either parent, and with diabetes, bleeding, and use of psychiatric drugs in the mother during pregnancy.[1] The risk is greater with older fathers than with older mothers; two potential explanations are the known increase in mutation burden in older sperm, and the hypothesis that men marry later if they carry genetic liability and show some signs of autism.[1] Most professionals believe that race, ethnicity, and socioeconomic background do not affect the occurrence of autism.[1]
Autism is associated with several other conditions:
Genetic disorders. About 10Ð15% of autism cases have an identifiable Mendelian (single-gene) condition, chromosome abnormality, or other genetic syndrome,[1] and ASD is associated with several genetic disorders.[1]
Mental retardation. The fraction of autistic individuals who also meet criteria for mental retardation has been reported as anywhere from 25% to 70%, a wide variation illustrating the difficulty of assessing autistic intelligence.[1] For ASD other than autism, the association with mental retardation is much weaker.[1]
Anxiety disorders are common among children with ASD; there are no firm data, but studies have reported prevalences ranging from 11% to 84%. Many anxiety disorders have symptoms that are better explained by ASD itself, or are hard to distinguish from ASD's symptoms.[1]
Epilepsy, with variations in risk of epilepsy due to age, cognitive level, and type of language disorder.[1]
Several metabolic defects, such as phenylketonuria, are associated with autistic symptoms.[1]
Minor physical anomalies are significantly increased in the autistic population.[1]
Preempted diagnoses. Although the DSM-IV rules out concurrent diagnosis of many other conditions along with autism, the full criteria for ADHD, Tourette syndrome, and other of these conditions are often present and these comorbid diagnoses are increasingly accepted.[1]
History
Template:See
A few examples of autistic symptoms and treatments were described long before autism was named. The Table Talk of Martin Luther contains the story of a 12-year-old boy who may have been severely autistic.[1] According to Luther's notetaker Mathesius, Luther thought the boy was a soulless mass of flesh possessed by the devil, and suggested that he be suffocated.[1] The earliest well-documented case of autism is that of Hugh Blair of Borgue, as detailed in a 1747 court case in which his brother successfully petitioned to annul Blair's marriage to gain Blair's inheritance.[1] The Wild Boy of Aveyron, a feral child caught in 1798, showed several signs of autism; the medical student Jean Itard treated him with a behavioral program designed to help him form social attachments and to induce speech via imitation.[1]
The New Latin word autismus (English translation autism) was coined by the Swiss psychiatrist Eugen Bleuler in 1910 as he was defining symptoms of schizophrenia. He derived it from the Greek word aut—s (?????, meaning self), and used it to mean morbid self-admiration, referring to "autistic withdrawal of the patient to his fantasies, against which any influence from outside becomes an intolerable disturbance".[1]
The word autism first took its modern sense in 1938 when Hans Asperger of the Vienna University Hospital adopted Bleuler's terminology autistic psychopaths in a lecture in German about child psychology.[1] Asperger was investigating an ASD now known as Asperger syndrome, though for various reasons it was not widely recognized as a separate diagnosis until 1981.[1] Leo Kanner of the Johns Hopkins Hospital first used autism in its modern sense in English when he introduced the label early infantile autism in a 1943 report of 11 children with striking behavioral similarities.[1] Almost all the characteristics described in Kanner's first paper on the subject, notably "autistic aloneness" and "insistence on sameness", are still regarded as typical of the autistic spectrum of disorders.[1] It is not known whether Kanner derived the term independently of Asperger.[1]
Kanner's reuse of autism led to decades of confused terminology like infantile schizophrenia, and child psychiatry's focus on maternal deprivation led to misconceptions of autism as an infant's response to "refrigerator mothers". Starting in the late 1960s autism was established as a separate syndrome by demonstrating that it is lifelong, distinguishing it from mental retardation and schizophrenia and from other developmental disorders, and demonstrating the benefits of involving parents in active programs of therapy.[1] As late as the mid-1970s there was little evidence of a genetic role in autism; now it is thought to be one of the most heritable of all psychiatric conditions.[1] Although the rise of parent organizations and the destigmatization of childhood ASD have deeply affected how we view ASD,[1] parents continue to feel social stigma in situations where their autistic children's behaviors are perceived negatively by others,[1] and many primary care physicians and medical specialists still express some beliefs consistent with outdated autism research.[1] The Internet has helped autistic individuals bypass nonverbal cues and emotional sharing that they find so hard to deal with, and has given them a way to form online communities and work remotely.[1] Sociological and cultural aspects of autism have developed: some in the community seek a cure, while others believe that autism is simply another way of being.[1][1]
References
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See more news releases in: Retail, Health Care & Hospitals, Children-related News, Corporate Social Responsibility, Not For Profit
Toys"R"Us, U.S. Launches Fundraising Campaign to Help Autism Speaks Solve the Autism Puzzle
Company Identifies "Ten Toys That Speak To Autism" and Introduces Safe Play Tips for Children on the Autism Spectrum
WAYNE, N.J., Feb. 25 /PRNewswire/ -- Toys"R"Us, U.S. today announced that its fundraising campaign to benefit Autism Speaks will begin Sunday, February 28 and continue through Friday, April 30. Throughout the campaign, monetary donations will be collected at all Toys"R"Us and Babies"R"Us stores and online at Toysrus.com/AutismSpeaks. Autism Speaks is the nation's leading organization dedicated to increasing awareness of autism spectrum disorders; funding research into the causes, prevention and treatments for autism; and advocating for the needs of individuals with autism and their families.
"Autism impacts countless families, including those of our customers and employees," said Jerry Storch, Chairman and CEO, Toys"R"Us, Inc. "As a company that loves kids, we are proud to lend our support once again to help Autism Speaks find the missing pieces of the autism puzzle by raising money and awareness for this disorder."
Skill-Building Toys and Safe Play Tips
As part of this philanthropic initiative, Toys"R"Us has created several programs to help parents and caregivers of children with autism. The company collaborated with Autism Speaks and the National Lekotek Center, a nonprofit organization dedicated to making play accessible for children with disabilities, to identify toys that can help little ones with autism develop language, creativity and social skills, among others, while playing alongside siblings and friends. The "Ten Toys That Speak To Autism," a special subset of the annual Toys"R"Us Toy Guide for Differently-Abled Kids, provides toy suggestions specifically for families and friends of children with autism.
Research shows that children with cognitive, emotional or social limitations, including those with autism, are more prone to accidental injuries. With guidance from leading safety organizations and Autism Speaks, the Safe Play Tips are relevant for children with autism. These tips include:
Avoid Trigger Toys: Opt for toys that have volume control for children who are adversely affected by loud noises. Read Labels for Ability: Choose toys that correspond with a child's learning level rather than merely matching a toy with his/her actual age. Never Leave a Child Unsupervised: It is especially critical that a child with special needs is properly supervised by an adult or trusted caregiver at all times.
"The "R"Us family and its customers have continually opened their hearts to support Autism Speaks in its mission to advocate for the nearly 750,000 children on the autism spectrum in this country," said Mark Roithmayr, President of Autism Speaks. "Toys"R"Us, Inc. is such a valued partner, and we are excited about the fundraising potential of this year's program."
Comprehensive information about the 2010 campaign is available on the company's dedicated website, Toysrus.com/AutismSpeaks. The "Ten Toys That Speak To Autism" and a full list of Safe Play Tips can be found here, as well as a blog titled "Speaking About Autism," which offers updates and information throughout the nine-week fundraising effort. The website, as well as campaign signage in Toys"R"Us and Babies"R"Us stores, features the "Faces of Autism," a striking series of portraits highlighting children with autism taken by photographer Thomas Balsamo.
Walking the Walk for Autism Speaks
In addition to the fundraising campaign, Toys"R"Us is kicking off its national sponsorship of Walk Now for Autism Speaks, a year-long series of more than 80 walk events in communities throughout North America. Teams of regional employees will walk alongside the company's iconic mascot Geoffrey the Giraffe and individuals with autism, their families and friends to raise money and awareness.
All funds raised in Toys"R"Us and Babies"R"Us stores, online and through the Walk Now for Autism Speaks events will go directly to Autism Speaks to support research and advocacy efforts. Earlier this month, the Toys"R"Us Children's Fund kicked off the 2010 campaign by providing a $400,000 grant to Autism Speaks. Customers who donate $10 or more to Autism Speaks at any Toys"R"Us or Babies"R"Us store in the United States will receive a colorful, floral-themed reusable shopping bag designed by a talented artist with autism, James Hogarth, while supplies last.
Since the partnership launched in 2007, Toys"R"Us, Inc., the Toys"R"Us Children's Fund and customer contributions have combined to provide Autism Speaks with more than $5.5 million. Last year's in-store and online fundraising campaign raised more than $1.9 million for Autism Speaks. This year, for the first time, Toys"R"Us, Canada will lend its support to the cause by collecting donations in its nearly 70 stores and online at Toysrus.ca.
About Autism
Autism is a complex neurobiological disorder that inhibits a person's ability to communicate and develop social relationships, and is often accompanied by behavioral challenges. Autism spectrum disorders are diagnosed in one in 110 children in the United States, affecting four times as many boys as girls. The prevalence of autism increased 57 percent from 2002 to 2006. The Centers for Disease Control and Prevention have called autism a national public health crisis whose cause and cure remain unknown.
About Toys"R"Us, Inc.
Toys"R"Us, Inc. is the world's leading dedicated toy and baby products retailer, offering a differentiated shopping experience through its family of brands. It currently sells merchandise in more than 1,550 stores, including 849 Toys"R"Us and Babies"R"Us stores in the United States, and more than 700 international stores in 33 countries, consisting of both licensed and franchised stores. In addition, it owns and operates the legendary FAO Schwarz brand and sells extraordinary toys in the brand's flagship store on Fifth Avenue in New York City. With its strong portfolio of e-commerce sites including Toysrus.com, Babiesrus.com, eToys.com, FAO.com and babyuniverse.com, it provides shoppers with an unparalleled online selection of distinctive toy and baby products. Headquartered in Wayne, NJ, Toys"R"Us, Inc. employs approximately 70,000 associates worldwide. The company is committed to serving its communities as a caring and reputable neighbor through programs dedicated to keeping kids safe and helping them in times of need.
About Autism Speaks
Autism Speaks is North America's largest autism science and advocacy organization. Since its inception only five short years ago, Autism Speaks has made enormous strides, committing over $131 million to research and developing innovative new resources for families through 2014. The organization is dedicated to funding research into the causes, prevention, treatments and a cure for autism; increasing awareness of autism spectrum disorders; and advocating for the needs of individuals with autism and their families. In addition to funding research, Autism Speaks also supports the Autism Treatment Network, Autism Genetic Resource Exchange and several other scientific and clinical programs. Notable awareness initiatives include the establishment of the annual United Nations-sanctioned World Autism Awareness Day on April 2 and an award-winning "Learn the Signs" campaign with the Ad Council which has received over $200 million in donated media. Autism Speaks' family resources include the Autism Video Glossary, a 100 Day Kit for newly-diagnosed families, a School Community Tool Kit, a community grant program and much more. Autism Speaks has played a critical role in securing federal legislation to advance the government's response to autism, and has successfully advocated for insurance reform to cover behavioral treatments. Each year Walk Now for Autism Speaks events are held in more than 80 cities across North America. To learn more about Autism Speaks, please visit www.autismspeaks.org.
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The American Psychiatric Association announced in February that the organization is revision the current edition of the Diagnostic and Statistical Manual IV which helps health professionals identify mental health disorders. The fifth edition of the DSM will be officially released in 2013, but some of the new guidelines, especially for those that fall under the Autism Spectrum Disorders, propose that AspergerÕs syndrome should not be a separate diagnosis from other autistic disorders generating a furry of comments and concerns.
AspergerÕs Syndrome is a developmental disorder that affects two-way social interaction, both verbal and nonverbal communication, and a reluctance to accept change. Patients also have an inflexibility of thought and an obsessively narrow area of interest. They require a structured environment and rely on routines. Asperger patients are often highly intelligent, excelling especially in math and science. They have excellent rote memory skills for remembering things such as facts, figures, and dates.
In addition to a deficit in social skills, Asperger patients may also show delayed motor skills and a presence of Òmotor clumsinessÓ. They may take longer pedaling a bike, catching a ball, or have trouble with other manipulative tasks such as opening a jar.
The National Institutes of Health estimates that AspergerÕs syndrome affects about two out of every 10,000 children. It appears to affect boys more than girls. Unlike autism, language acquisition and cognitive development are not delayed and AspergerÕs is usually diagnosed later in childhood.
Because the severity of the symptoms range within the syndrome and some experts do not recognize mild cases, often calling a patient ÒoddÓ or ÒeccentricÓ, the American Psychiatric Association Committee feels that reclassifying AspergerÕs patients as Òhighly functioning autismÓ patients may help children get the services and support they need. Dr. Charles Raison, psychiatrist at Emory University, says that Òit is more accurate to call it a form of autism. From a scientific point of view, I think the use of these spectrum ideas is much closer to the underlying biology.Ó
Rosalyn Lord, Coordinator of CASSEL Ð a support group for AspergerÕs patients in the UK Ð maintains the conditions should remain separate diagnoses. At the Online Asperger Syndrome Information and Support (OASIS) Center, she writes that while both syndromes are characterized by a difficulty with social skills, autism is often interpreted as a withdrawal from normal life and the impairments are much greater than those of AspergerÕs. Children with autism often have little or no language and have a greater difficulty in learning. Those with Asperger are more verbal and have a cognitive ability that is usually above average.
Both autistic and Asperger patients find the world confusing and frustrating, leading to behavioral problems that need special attention. Language and communication therapies can be helpful for both, but with different focuses. While autistic patients need encouragement to acquire more verbal skills, Asperger patients need help with understanding the subtleties of language Ð that everything said is not black and white.
Parents of children with both conditions need to understand routines and structure that can be helpful for children diagnosed with an autistic spectrum disorder. OASIS gives this list of helpful strategies to help, especially with AspergerÕs Syndrome children:
¥ Keep all your speech and instructions simple - to a level they understand. The use of lists or pictures may help.
¥ Try to get confirmation that they understand what you are talking about/or asking - don't rely on a stock yes or no - that they like to answer with.
¥ Explain why they should look at you when you speak to them. Encourage them, give praise for any achievement - especially when they use a social skill without prompting.
¥ In some young children who appear not to listen - the act of 'singing' your words can have a beneficial effect.
¥ Limit any choices to two or three items.
¥ Limit their 'special interest' time to set amounts of time each day if you can.
¥ Use turn taking activities as much as possible, not only in games but at home too.
¥ Pre-warn them of any changes, and give warning prompts if you want them to finish a task.
¥ Try to build in some flexibility in their routine, if they learn early that things do change and often without warning - it can help.
¥ Don't always expect them to 'act their age' they are usually immature and you should make some allowances for this.
¥ Try to identify stress triggers and avoid them if possible.
¥ Promises and threats you make will have to be kept - so try not to make them too lightly.
¥ Let them know that you love them and that you are proud of them. It can be very easy with a child who rarely speaks not to tell them all the things you feel inside.
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The following is
information is derived from the Autism Society of
America's introductory information about autism. We have added
additional information and/or commentary in italics.
Definition of Autism
Autism is a complex developmental disability that
typically appears during the first three years of life. The result of a
neurological disorder that affects the functioning of the brain, autism
impacts the normal development of the brain in the areas of social
interaction and communication skills. Children and adults with autism
typically have difficulties in verbal and non-verbal communication,
social interactions, and leisure or play activities. (Autism
Coach - Children with severe symptoms may not be able to speak or have a limited
range of speech. They may also have difficulty understanding
others through spoken and/or written communication. Children and adults with milder
symptoms can speak but often have difficulty understanding the give and
take of social interactions, reading other people's emotions and
motivations accurately, and have difficulty carrying out day to
day activities independently and in a timely fashion. Even an
adult diagnosed with Asperger's Syndrome or High Functioning Autism and
an IQ of over 130 may not be able to live independently unless he or she
is able to get along with co-workers, cope with sensory distractions in
the workplace, appropriately allocate money to pay for food, rent,
health care and other essentials, and meet other challenges that may
arise.)
Autism is one of five disorders coming under the umbrella of
Pervasive Developmental Disorders (PDD), a category of neurological
disorders characterized by severe and pervasive impairment in
several areas of development, including social interaction and
communications skills (DSM-IV-TR). The five disorders under PDD are
Autistic Disorder, Asperger's Disorder, Childhood Disintegrative
Disorder (CDD), Rett's Disorder, and PDD-Not Otherwise Specified (PDD-NOS).
Each of these disorders has specific diagnostic criteria as outlined by
the American Psychiatric Association (APA) in its Diagnostic
Statistical Manual of Mental Disorders (DSM-IV-TR).
(Autism Coach - Labels given to
individuals with milder symptoms of autism include High Functioning
Autism, Asperger's Syndrome, and Pervasive Developmental Disorder Not
Otherwise Specified (PDD NOS). Sometimes an individual may have have additional
issues and may also be labeled with Hyperlexia, ADD, or ADHD,
Tourette's Syndrome or Learning Disabled (LD) although children with
these labels are frequently not within the autism spectrum. Frequently,
high-functioning children are unlabeled or mislabeled for many years until
someone knowledgeable about high functioning autism comes into contact with
them.)
Prevalence of Autism
Autism is the most common of the Pervasive Developmental Disorders,
affecting an estimated 2 to 6 per 1,000 individuals (Centers for Disease
Control and Prevention, 2001). This means that as many as 1.5 million
Americans today are believed to have some form of autism.
And that number is on the rise. Based on statistics from the U.S.
Department of Education and other governmental agencies, autism is
growing at a rate of 10-17 percent per year. At these rates, it is
estimated that the prevalence of autism could reach 4 million Americans
in the next decade.
The overall incidence of autism is consistent around the globe, but
is four times more prevalent in boys than girls. Autism knows no racial,
ethnic, or social boundaries, and family income, lifestyle, and
educational levels do not affect the chance of autism's occurrence. (Autism
Coach - Clusters of higher incidence of autism have been found in
certain areas of the U.S. - Brick County, New Jersey is one such
example. Also, according to an article in Wired Magazine, there
appears to
be a higher incidence of autism amongst the children of scientists,
musicians, programmers, and engineers - with a cluster of autism occurring in Silicon Valley,
California.)
Common Characteristics of Autism
While understanding of autism has grown tremendously since it was
first described by Dr. Leo Kanner in 1943, most of the public, including
many professionals in the medical, educational, and vocational fields,
are still unaware of how autism affects people and how they can
effectively work with individuals with autism. Contrary to popular
understanding, many children and adults with autism may make eye
contact, show affection, smile and laugh, and demonstrate a variety of
other emotions, although in varying degrees.
Autism is a spectrum disorder. The symptoms and characteristics of
autism can present themselves in a wide variety of combinations, from
mild to severe. Two children, both with the same diagnosis, can act very
differently from one another and have varying skills. All children
with autism can learn, function productively and improve with
appropriate education and treatment. (Autism Coach -
substantial, and not infrequently, huge improvements are being made by
children within the autism spectrum when the children are under the
age of five and the behavioral and bio-medical issues are addressed
through a comprehensive intervention program.)
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. The person may
have difficulty initiating and/or maintaining a conversation.
Communication is often described as talking at others (for example,
monologue on a favorite subject that continues despite attempts by
others to interject comments).
People with autism process and respond to information in ways that
differ from neurotypical (non-autistic) people. (Autism Coach -
how individuals within the autism spectrum perceive incoming information through sight,
hearing, touch, taste and balance, store and organize this information
and retrieve information from memory may be the underlying issues
contributing to autistic behavior, according to recent research).
Persons with autism may also exhibit some of the following
traits.
Insistence on sameness; resistance to change
Difficulty in expressing needs; uses gestures or pointing instead
of words
Repeating words or phrases in place of normal, responsive language
Laughing, crying, showing distress for reasons not apparent to
others
Prefers to be alone; aloof manner
Tantrums
Difficulty in mixing with others
May not want to cuddle or be cuddled
Little or no eye contact
Unresponsive to normal teaching methods
Sustained odd play
Spins objects
Inappropriate attachments 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
Not responsive to verbal cues; acts as if deaf although hearing
tests in normal range.
In some cases, aggressive and/or self-injurious behavior may be
present.
For most of us, the integration of our senses helps us to understand
what we are experiencing. For example, our senses of touch, smell and
taste work together in the experience of eating a ripe peach: the feel
of the peach fuzz as we pick it up, its sweet smell as we bring it to
our mouth, and the juices running down our face as we take a bite. For
children with autism, sensory integration problems are common. Their
senses may be over-or under-active. The fuzz on the peach may actually
be experienced as painful; the smell may make the child gag. Some
children with autism are particularly sensitive to sound, finding even
the most ordinary daily noises painful. Many professionals feel that
some of the typical autism behaviors are actually a result of sensory
integration difficulties. (Autism Coach - some children who
appear to be undersensitive to sensory input, such as hearing, may
actually be overly sensitive and have tuned out sound completely because
it is so unpleasant for them.)
There are many myths and misconceptions about autism. Contrary to
popular belief, many autistic children do make eye contact; it just may
be less or different from a non-autistic child. Many children with
autism can develop good functional language and others can develop some
type of communication skills, such as sign language or use of
pictures. (Autism Coach - According to
some autistic children
who are able to communicate through speech, typing or letter boards,
they only process one form of sensory input at a time. If they are
looking, they can't hear - so frequently they look away from someone who
is talking to them so they can concentrate on understanding what the
speaker is saying.)
Diagnosing Autism
An diagnosis of autism is based on observation of the individual's
communication, behavior, and developmental levels. However,
because many of the behaviors associated with autism are shared by other
disorders, various medical tests may be ordered to rule out or identify
other possible causes of the symptoms being exhibited. Autism may
also co-occur with other conditions such as Tourette's Syndrome, seizure
disorders, ADD, ADHD, and depression.
It is important to distinguish autism from other conditions,
since an accurate diagnosis and early identification can provide the
basis for building an appropriate and effective educational and
treatment program. (Autism Coach - In our
opinion, it is important to identify and address underlying and related
medical conditions. However, as a wise
parent once said, Labels are for cans, not for kids! Our
children are not a collection of labels. We must look beyond
labels to the whole child we love, determine our child's strengths and
areas of deficit, and then create an intervention program that allows
that child to use his or her strengths to lay the groundwork for new
learning and the acquisition of new skills and abilities.)
Early Diagnosis
Research indicates that early diagnosis is associated with
dramatically better outcomes for individuals with autism. The earlier a
child is diagnosed, the earlier the child can begin benefiting from one
of the many specialized intervention approaches. (Autism Coach
- We can't emphasize enough how important it is to begin treatment as
early as possible!)
Diagnostic Tools
The characteristic behaviors of autism spectrum disorders may or may
not be apparent in infancy (18 to 24 months), but usually become obvious
during early childhood (24 months to 6 years). The National
Institute of Child Health and Human Development (NICHD) lists these five
behaviors that signal further evaluation is warranted:
Does not babble or coo by 12 months
Does not gesture (point, wave, grasp) by 12 months
Does not say single words by 16 months
Does not say two-word phrases on his or her own by 24 months
Has any loss of any language or social skill at any age
Having any of these five red flags does not mean a child
has autism, but because the characteristics of the disorder vary so
much, a child should have further evaluations by a multidisciplinary
team that may include a neurologist, psychologist, developmental
pediatrician, speech/language therapist, learning consultant, or other
professionals knowledgeable about autism.
While there is no one behavioral or communications test that can
detect autism, several screening instruments have been developed that
are now used in diagnosing autism.
CARS rating system (Childhood Autism Rating Scale),
developed by Eric Schopler in the early 1970s, is based on observed
behavior. Using a 15-point scale, professionals evaluate a child's
relationship to people, body use, adaptation to change, listening
response, and verbal communication.
The Checklist for Autism in Toddlers (CHAT) is
used to screen for autism at 18 months of age. It was developed by
Simon Baron-Cohen in the early 1990s to see if autism could be
detected in children as young as 18 months. The screening tool uses
a short questionnaire with two sections, one prepared by the
parents, the other by the child's family doctor or pediatrician.
The Autism Screening Questionnaire is a 40 item
screening scale that has been used with children four and older to
help evaluate communication skills and social functioning.
The Screening Test for Autism in Two-Year Olds,
being developed by Wendy Stone at Vanderbilt, uses direct
observations to study behavioral features in children under two. She
has identified three skills areas - play, motor imitation, and joint
attention - that seem to indicate autism.
Autism Organizations
The following is a list of links to major autism organizations
world-wide. These links do not constitute an endorsement - they are provided for informational purposes. For
a list of recommended links, please click here.
International
World Autism Organization
Argentina
APADEA
Fundaci—n
APNA
Australia
Brazil
AMA - Associa?‹o
de Amigos do Autista
Associa?‡o
de Pais de Autistas do Rio de Janeiro
Canada
Alberta
FEAT Alberta
British Columbia
Autism Society of B.C.
Families for
Early Treatment of Autism (FEAT) of B.C.
Labrador (see Newfoundland)
Manitoba
Autism
Society Manitoba
Manitoba Families for
Effective Autism Treatment
Newfoundland
Autism
Society of Newfoundland and Labrador
Western Autisim PDD
Association (Corner Brook)
Nova Scotia
The
Autism/PDD Society of Mainland Nova Scotia (older
version of page)
Valley Autism Support
Team (Nova Scotia-Annapolis Valley)
Society
for Treatment of Autism (Nova Scotia, Cape Breton)
Ontario
Quebec
La SociŽtŽ de
l'autisme du MontrŽal Metropolitain
SociŽtŽ
QuŽbŽcoise de l'Autisme (French English)
La
SociŽtŽ de l'autisme et de T.E.D.(Lavel)
Saskatchewan
Saskatoon
Society for Autism
Europe
Autism Europe
(also U
Sunderland has a page dedicated to the organization)
Finland
Finnish
Autism Societies
France
Ireland
Irish
Society for Autism
India
Action For Autism
Japan
Asperger
Society
Netherlands
NVA - Nederlandse
Vereniging voor Autisme
Spain
Federaci—n Autismo Espa–a.
Asociaci—n Nuevo Horizonte. (Spanish English)
Mas
Casadevall
PAUTA (Madrid)
Sweden
Riksfšreningen
Autism (RFA)
Nimbusgarden
(Lund)
UK
(A list of
support groups in UK from Autism-UK
WWW Site)
The National
Autistic Society
The Scottish
Society for Autistic Children
All Lewisham
Autism Support
Autism Independent UK
- lots of useful information, including treatments and research
Allergy-induced
Autism Support and Research Network
Society
for the Autistically Handicapped (SFTAH)
Somerset
Autistic Support Group
Parents and
Professionals and Autism (P.A.P.A., Belfast, Northern
Ireland)
International AUTISTIC
Research Organization
Liverpool
Lancashire Autistic Society (LALAS)
Stathclyde
Autistic Society (Glasgow)
National
Autistic Society (Surry Branch)
InternAUT
(International autism self-advocacy organization)
Parents for Early
Intervention of Autism in Children (PEACH)
USA
Asperger Syndrome Coalition
of the United States
Autism National Committee (AUTCOM/ANC)
Autism Society of
America
Cure Autism Now (CAN)
Families for Early Autism
Treatment
National Alliance for Autism
Research (NAAR)
Society for Auditory
Integration Training
USA Regional
Asperger's
Association of New England (AANE)
Autism Support
Advocacy Project (ASAP) (greater New Hampshire and
Southern Maine)
Alabama
Autism Society of
Alabama
Arizona
California
PDD / Autism
Related Disorders Education Support Group (Santa Clara
County, Cal.)
Families for Early
Autism Treatment (FEAT) of Northern California
Inland Empire
Chapter Autism Society of America Home Page (San
Bernadino-Riverside area of Southern Cal.)
Colorado
Colorado Chapter,
ASA
Connecticut
Autism
Society of Connecticut (ASConn, ASA)
Fairfield
County Conn. Support Group
Connecticut FEAT
Yale
Child Study Center - offers comprehensive,
multidisciplinary evaluations for children with social
disabilities, usually focusing on the issues of diagnosis
and intervention. Headed by experts in the field of
autism, Fred Volkmar, M.D., and Ami Klin, Ph.D.
Delaware
The Autism
Society of Delaware
Florida
Volusia
County Chapter, ASA
Georgia
Greater Georgia Chapter,
ASA
Hawaii
Autism
Society of Hawaii (ASA)
Idaho
Autism Society
of America, Treasure Valley Chapter
Illinois
Autism
Society of Illinois
Autism Society of
Southern Illinois (ASOSI)
Indiana
Autism
Advocates of Indiana
South
Central Indiana Chapter, ASA
Iowa
Siouxland
Autism Society (Souix City)
Kentucky
The Autism
Society of Western Kentucky
Maryland
Howard
County Chapter of the ASA
Massachussetts
Friends of LADDERS (FOL)
Michigan
Autism Society of
Michigan
Everyday
Miracles
Macomb County Chapter
of the ASA
Michigan FEAT
Oakland
County Chapter ASA
Minnesota
Twin Cities Autism Society
Nebraska
Autism
Society of Nebraska
FEAT of Nebraska
New Jersey
Asperger Syndrome
Education Network (ASPEN)
New Mexico
Southwest
chapter of Autism Society of America
New York
North Carolina
The Autism
Society of North Carolina
Wake County
Local Unit Autism Society of America (Raleigh, NC)
Chapel
Hill Area Local Unit
North Dakota
Fargo Moorhead Famlies
for Early Autism Treatment (FMFEAT)
Ohio
Oregon
Autism Society of
Oregon
Families for
Early Autism Treatment (FEAT) of Oregon
Pennsylvania
The Autism
Society of Pittsburgh
Autism Society
of America, Harrisburg Area Chapter
South Carolina
South
Carolina Autism Society
Tennessee
East Tennessee
Chapter, ASA
The Autism Society
of Middle Tennessee
Texas
Virginia
Washington
Families for Early
Autism Treatment (FEAT) of Washington
Autism Society of
Washington
West Virginia
Autism
Society of West Virginia
Wisconsin
Autism
Society of Wisconsin
pointing
brain
U.S.
Americans
Autism
depression
sensitivity
Autism
eye contact
Autism Society of America
North Carolina
add
PDD
M.D.
Autistically Handicapped
Ami Klin
FEAT
Fred Volkmar
Raleigh
childhood disintegrative disorder
social interaction
United States
UK
American Psychiatric Association
Leo Kanner
DSM-IV-TR
California
NICHD
NC
tantrums
adhd
Sweden
Asperger
Pervasive Developmental Disorders
National Autistic Society
Pervasive Developmental
Japan
National Institute of Child Health and Human Development
U.S. Department of Education
imitation
CDD
Checklist
Childhood Autism Rating Scale
Tourette
Wisconsin
Centers for Disease Control and Prevention
PDD-NOS
ASA
Autism Autism
Autism Research
Simon Baron-Cohen
Society
Silicon Valley
New Jersey
Rett
APA
Eric Schopler
Wendy Stone
Autism Screening Questionnaire
New Hampshire
South Carolina
NAAR
America
Newfoundland
Belfast
CAN
Connecticut
ASPEN
ADD
Harrisburg Area
Treatment
Irish
PDD-Not Otherwise Specified
Diagnostic Statistical Manual of Mental Disorders
Hyperlexia
Brick County
Diagnostic Tools The
Two-Year Olds
Vanderbilt
Autism Organizations The
Autism Organization Argentina APADEA Fundaci—n APNA Australia Brazil
Associa?‹o de Amigos
Autista Associa?‡o de Pais de Autistas
Rio de Janeiro Canada Alberta FEAT Alberta British Columbia Autism Society
B.C. Families for Early Treatment of Autism
B.C. Labrador
Manitoba Autism
Manitoba Manitoba Families for Effective
Autism Treatment Newfoundland Autism
Labrador Western
PDD Association
Corner Brook
Nova Scotia The Autism/PDD Society
Mainland Nova Scotia
Valley Autism Support Team
Nova Scotia-Annapolis Valley
Nova Scotia
Cape Breton
Ontario Quebec La SociŽtŽ de l'autisme du MontrŽal Metropolitain SociŽtŽ QuŽbŽcoise de
French English
La SociŽtŽ de l'autisme
T.E.D
Saskatchewan Saskatoon Society
Autism Europe Autism
U Sunderland
Finland Finnish Autism Societies France Ireland
Autism India Action For Autism
Society Netherlands
Nederlandse Vereniging
Autisme Spain Federaci—n Autismo Espa–a
Asociaci—n Nuevo Horizonte
Spanish English
Mas Casadevall PAUTA
Madrid
RFA
Lund
Autism-UK
National Autistic Society The Scottish Society
Autistic Children All Lewisham
Autism Support Autism
Allergy-induced
Autism Support and Research Network Society
SFTAH
Somerset Autistic Support Group Parents and Professionals
P.A.P.A.
Northern Ireland
AUTISTIC Research Organization Liverpool Lancashire Autistic Society
LALAS
Stathclyde Autistic Society
Glasgow
Surry Branch
InternAUT
Early Intervention
PEACH
USA Asperger Syndrome Coalition
National Committee
AUTCOM/ANC
Autism Society of America Cure Autism
Early Autism Treatment National Alliance
Auditory Integration Training USA Regional Asperger 's Association
New England
AANE
Autism Support Advocacy Project
ASAP
Southern Maine
Alabama Autism
Alabama Arizona California PDD
Autism Related Disorders Education Support Group
Santa Clara County
Cal
Early
Autism Treatment
Northern California Inland Empire Chapter Autism Society
America Home Page
Southern Cal
Colorado Colorado Chapter
ASA Connecticut Autism
ASConn
Fairfield County
Support Group Connecticut FEAT Yale Child Study Center
Delaware The Autism
Delaware Florida Volusia County
ASA Georgia Greater Georgia Chapter
Hawaii Autism
Hawaii
Idaho Autism
Treasure Valley
Illinois Autism
ASOSI
Indiana Autism
Indiana South Central Indiana Chapter
Iowa Siouxland Autism
Society
Souix City
Kentucky The Autism
Western Kentucky Maryland Howard County
ASA Massachussetts Friends of LADDERS
FOL
Michigan Autism
Michigan Everyday Miracles Macomb County
ASA Michigan FEAT Oakland County
ASA Minnesota Twin Cities Autism Society
Nebraska Autism
New Mexico Southwest
York North Carolina
Autism Society
County Local Unit Autism Society
Chapel Hill Area Local Unit North Dakota Fargo Moorhead
Early
FMFEAT
Ohio Oregon Autism
Oregon Families for Early
Oregon Pennsylvania The Autism
Pittsburgh Autism
South Carolina
Autism Society Tennessee East Tennessee Chapter
Autism Society of Middle Tennessee Texas Virginia Washington Families for Early
Washington Autism
Washington West Virginia Autism
West Virginia Wisconsin Autism Society
Southern Illinois
Society
Nebraska FEAT
Nebraska New Jersey Asperger Syndrome Education Network
screening
auditory integration training
cars
childhood autism rating scale
Autism464
null
Resources
| Find Your Local Regional Center | Start A Chapter | Autism FAQ | Autism Symptoms | Myths |
How do I start a Local Chapter
in my Area?
Starting a new chapter will require at least 10 members.
Send the following information to:
Autism Society of California at P.O. Box 1355 Glendora, CA 91740.
Name
Location/city/region
served
Email
Address
Phone
Number of people
interested now (10 at least)
Comments
An electronic packet will be emailed to you with all the
pertinent information.
Autism FAQ
What is Autism?
Autism is a
complex developmental disability that typically appears during the first
three years of life. The result of a neurological disorder that affects the
functioning of the brain, autism and its associated behaviors have been
estimated to occur in as many as 2 to 6 in 1,000 individuals (Centers for Disease
Control and Prevention 2001). Autism is four times more prevalent in boys
than girls and knows no racial, ethnic, or social boundaries. Family income,
lifestyle, and educational levels do not affect the chance of autism's
occurrence.
Autism impacts the
normal development of the brain in the areas of social interaction and
communication skills. Children and adults with autism typically have
difficulties in verbal and non-verbal communication, social interactions, and
leisure or play activities. The disorder makes it hard for them to
communicate with others and relate to the outside world. In some cases,
aggressive and/or self-injurious behavior may be present. Persons with autism
may exhibit repeated body movements (hand flapping, rocking), unusual responses
to people or attachments to objects and resistance to changes in routines.
Individuals may also experience sensitivities in the five senses of sight,
hearing, touch, smell, and taste.
It is estimated
that some 500,000 to 1,500,000 people in the U.S. today have autism or some
form of pervasive developmental disorder. Its prevalence rate makes autism
one of the most common developmental disabilities. Yet most of the public,
including many professionals in the medical, educational, and vocational fields,
are still unaware of how autism affects people and how they can effectively
work with individuals with autism.
Is
There More Than One Type of Autism?
Several related
disorders are grouped under the broad heading Pervasive Developmental
Disorder or PDD-a general category of disorders which are characterized
by severe and pervasive impairment in several areas of development (American
Psychiatric Association 1994). A standard reference is the Diagnostic and Statistical Manual
(DSM), a
diagnostic handbook now in its fourth edition. The DSM-IV lists criteria to
be met for a specific diagnosis under the category of Pervasive Developmental
Disorder. Diagnosis is made when a specified number of characteristics listed
in the DSM-IV are
present. Diagnostic evaluations are based on the presence of specific
behaviors indicated by observation and through parent consultation, and
should be made by an experienced, highly trained team. Thus, when
professionals or parents are referring to different types of autism, often
they are distinguishing autism from one of the other pervasive developmental
disorders.
Individuals who
fall under the Pervasive Developmental Disorder category in the DSM-IV exhibit
commonalties in communication and social deficits, but differ in terms of
severity. We have outlined some major points that help distinguish the
differences between the specific diagnoses used:
Autistic Disorder
impairments
in social interaction, communication, and imaginative play prior to age 3 years.
Stereotyped behaviors, interests and activities.
Asperger's Disorder
characterized
by impairments in social interactions and the presence of restricted
interests and activities, with no clinically significant general delay in
language, and testing in the range of average to above average intelligence.
Pervasive
Developmental Disorder- Not Otherwise Specified
(commonly
referred to as atypical autism) a diagnosis of PDD-NOS may be made when a
child does not meet the criteria for a specific diagnosis, but there is a
severe and pervasive impairment in specified behaviors.
Rett's Disorder
a
progressive disorder which, to date, has occurred only in girls. Period of
normal development and then loss of previously acquired skills, loss of
purposeful use of the hands replaced with repetitive hand movements beginning
at the age of 1-4 years.
Childhood
Disintegrative Disorder
characterized
by normal development for at least the first 2 years, significant loss of
previously acquired skills. (American
Psychiatric Association 1994)
Autism is a spectrum disorder. In
other words, the symptoms and characteristics of autism can present
themselves in a wide variety of combinations, from mild to severe. Although
autism is defined by a certain set of behaviors, children and adults can
exhibit any combination
of the behaviors in any
degree of severity. Two children, both with the same diagnosis,
can act very differently from one another and have varying skills.
Therefore,
there is no standard type or typical person with autism.
Parents may hear different terms used to describe children within this
spectrum, such as: autistic-like, autistic tendencies, autism spectrum,
high-functioning or low-functioning autism, more-abled or less-abled. More
important to understand is, whatever the diagnosis, children can learn and
function productively and show gains from appropriate education and
treatment. The Autism Society of America provides information to serve the
needs of all individuals within the spectrum.
Diagnostic
categories have changed over the years as research progresses and as new
editions of the DSM
have been issued. For that reason, we will use the term autism to
refer to the above disorders.
What
Causes Autism?
Researchers
from all over the world are devoting considerable time and energy into
finding the answer to this critical question. Medical researchers are
exploring different explanations for the various forms of autism. Although a
single specific cause of autism is not known, current research links autism
to biological or neurological differences in the brain. In many families
there appears to be a pattern of autism or related disabilities - which
suggests there is a genetic basis to the disorder - although at this time no
gene has been directly linked to autism. The genetic basis is believed by
researchers to be highly complex, probably involving several genes in
combination.
Several
outdated theories about the cause of autism have been proven to be false.
Autism is not
a mental illness. Children with autism are not unruly kids who choose not to
behave. Autism is not
caused by bad parenting. Furthermore, no known psychological factors in the
development of the child have been shown to cause autism.
How
is Autism Diagnosed?
There are no medical tests for
diagnosing autism. An accurate diagnosis must be based on observation of the
individual's communication, behavior, and developmental levels. However,
because many of the behaviors associated with autism are shared by other
disorders, various medical tests may be ordered to rule out or identify other
possible causes of the symptoms being exhibited.
Since the
characteristics of the disorder vary so much, ideally a child should be
evaluated by a multidisciplinary team which may include a neurologist,
psychologist, developmental pediatrician, speech/language therapist, learning
consultant, or another professional knowledgeable about autism. Diagnosis is
difficult for a practitioner with limited training or exposure to autism.
Sometimes, autism has been misdiagnosed by well-meaning professionals.
Difficulties in the recognition and acknowledgment of autism often lead to a
lack of services to meet the complex needs of individuals with autism.
A brief
observation in a single setting cannot present a true picture of an individual's
abilities and behaviors. Parental (and other caregivers') input and
developmental history are very important components of making an accurate
diagnosis. At first glance, some persons with autism may appear to have
mental retardation, a behavior disorder, problems with hearing, or even odd
and eccentric behavior. To complicate matters further, these conditions can
co-occur with autism. However, it is important to distinguish autism from
other conditions, since an accurate diagnosis and early identification can
provide the basis for building an appropriate and effective educational and
treatment program. Sometimes professionals who are not knowledgeable about
the needs and opportunities for early intervention in autism do not offer an
autism diagnosis even if it is appropriate. This hesitation may be due to a
misguided wish to spare the family. Unfortunately, this too can lead to
failure to obtain appropriate services for the child.
What
are common symptoms of Autism?
Children within
the pervasive developmental disorder spectrum often appear relatively normal
in their development until the age of 24-30 months, when parents may notice
delays in language, play or social interaction. Any of the following delays,
by themselves, would not result in a diagnosis of a pervasive developmental
disorder. Autism is a combination of several developmental challenges.
The following
areas are among those that may be affected by autism:
Communication:
Language
develops slowly or not at all; uses words without attaching the usual meaning
to them; communicates with gestures instead of words; short attention span;
Social Interaction:
Spends time
alone rather than with others; shows little interest in making friends; less
responsive to social cues such as eye contact or smiles;
Sensory Impairment:
May have
sensitivities in the areas of sight, hearing, touch, smell, and taste to a
greater or lesser degree;
Play:
Lack of
spontaneous or imaginative play; does not imitate others' actions; does not
initiate pretend games;
Behaviors:
May be
overactive or very passive; throws tantrums for no apparent reason;
perseverates (shows an obsessive interest in a single item, idea, activity or
person); apparent lack of common sense; may show aggression to others or
self; often has difficulty with changes in routine.
Some
individuals with autism may also have other disorders which affect the
functioning of the brain such as: Epilepsy, Mental Retardation, Down
Syndrome, or genetic disorders such as: Fragile X Syndrome, Landau-Kleffner
Syndrome, William's Syndrome or Tourette's Syndrome. Many of those diagnosed
with autism will test in the range of mental retardation. Approximately 25-30
percent may develop a seizure pattern at some period during life.
Every person
with autism is an individual, and like all individuals, has a unique
personality and combination of characteristics. There are great differences
among people with autism. Some individuals mildly affected may exhibit only
slight delays in language and greater challenges with social interactions.
The person may have difficulty initiating and/or maintaining a conversation,
or keeping a conversation going. Communication is often described as talking
at others (for example, monologue on a favorite subject that continues
despite attempts of others to interject comments). People with autism process
and respond to information in unique ways. Educators and other service
providers must consider the unique pattern of learning strengths and
difficulties in the individual with autism when assessing learning and
behavior to ensure effective intervention. Individuals with autism can learn
when information about their unique styles of receiving and expressing
information is addressed and implemented in their programs. The abilities of
an individual with autism may fluctuate from day to day due to difficulties
in concentration, processing, or anxiety. The child may show evidence of
learning one day, but not the next. Changes in external stimuli and anxiety
can affect learning. They may have average or above average verbal, memory or
spatial skills but find it difficult to be imaginative or join in activities
with others. Individuals with more severe challenges may require intensive
support to manage the basic tasks and needs of living day to day.
Contrary to
popular understanding, many children and adults with autism may make eye
contact, show affection, smile and laugh, and demonstrate a variety of other
emotions, although in varying degrees. Like other children, they respond to
their environment in both positive and negative ways. Autism may affect their
range of responses and make it more difficult to control how their bodies and
minds react. Sometimes visual, motor, and/or processing problems make it
difficult to maintain eye contact with others. Some individuals with autism
use peripheral vision rather than looking directly at others. Sometimes the
touch or closeness of others may be painful to a person with autism,
resulting in withdrawal even from family members. Anxiety, fear and confusion
may result from being unable to make sense of the world in a
routine way. With appropriate treatment, some behaviors associated with
autism may change or diminish over time. The communication and social
deficits continue in some form throughout life, but difficulties in other
areas may fade or change with age, education, or level of stress. Often, the
person begins to use skills in natural situations and to participate in a
broader range of interests and activities. Many individuals with autism enjoy
their lives and contribute to their community in a meaningful way. People
with autism can learn to compensate for and cope with their disability, often
quite well.
While no one
can predict the future, it is known that some adults with autism live and
work independently in the community (drive a car, earn a college degree, get
married); some may be fairly independent in the community and only need some
support for daily pressures; while others depend on much support from family
and professionals. Adults with autism can benefit from vocational training to
provide them with the skills needed for obtaining jobs, in addition to social
and recreational programs. Adults with autism may live in a variety of
residential settings, ranging from an independent home or apartment to group
homes, supervised apartment settings, living with other family members or
more structured residential care. An increasing number of support groups for
adults with autism are emerging around the country. Many self-advocates are
forming networks to share information, support each other, and speak for
themselves in the public arena. More frequently, people with autism are
attending and/or speaking at conferences and workshops on autism. Individuals
with autism are providing valuable insight into the challenges of this
disability by publishing articles and books and appearing in television
specials about themselves and their disabilities.
What
are the Most Effective Approaches?
Evidence shows
that early intervention results in dramatically positive outcomes for young
children with autism. While various pre-school models emphasize different
program components, all share an emphasis on early, appropriate, and
intensive educational interventions for young children. Other common factors
may be: some degree of inclusion, mostly behaviorally-based interventions,
programs which build on the interests of the child, extensive use of visuals
to accompany instruction, highly structured schedule of activities, parent
and staff training, transition planning and follow-up. Because of the
spectrum nature of autism and the many behavior combinations which can occur,
no one approach is effective in alleviating symptoms of autism in all cases.
Various types of therapies are available, including (but not limited to)
applied behavior analysis, auditory integration training, dietary
interventions, discrete trial teaching, medications, music therapy,
occupational therapy, PECS, physical therapy, sensory integration,
speech/language therapy, TEACH, and vision therapy.
Studies show
that individuals with autism respond well to a highly structured, specialized
education program, tailored to their individual needs. A well designed
intervention approach may include some elements of communication therapy,
social skill development, sensory integration therapy and applied behavior
analysis, delivered by trained professionals in a consistent, comprehensive
and coordinated manner. The more severe challenges of some children with
autism may be best addressed by a structured education and behavior program
which contains a one-on-one teacher to student ratio or small group
environment. However, many other children with autism may be successful in a
fully inclusive general education environment with appropriate support.
In addition to
appropriate educational supports in the area of academics, students with
autism should have training in functional living skills at the earliest
possible age. Learning to cross a street safely, to make a simple purchase or
to ask assistance when needed are critical skills, and may be difficult, even
for those with average intelligence levels. Tasks that enhance the person's
independence and give more opportunity for personal choice and freedom in the
community are important.
To be
effective, any approach should be flexible in nature, rely on positive
reinforcement, be re-evaluated on a regular basis and provide a smooth
transition from home to school to community environments. A good program will
also incorporate training and support systems for parents and caregivers,
with generalization of skills to all settings. Rarely can a family, classroom
teacher or other caregiver provide effective habilitation for a person with
autism unless offered consultation or in-service training by an experienced
specialist who is knowledgeable about the disability.
A generation
ago, the vast majority of the people with autism were eventually placed in
institutions. Professionals were much less educated about autism than they
are today; autism specific supports and services were largely non-existent.
Today the picture is brighter. With appropriate services, training, and
information, most families are able to support their son or daughter at home.
Group homes, assisted apartment living arrangements, or residential
facilities offer more options for out of home support. Autism-specific
programs and services provide the opportunity for individuals to be taught
skills which allow them to reach their fullest potential.
Families of
people with autism can experience high levels of stress. As a result of the
challenging behaviors of their children, relationships with service
providers, attempting to secure appropriate services, resulting financial
hardships, or very busy schedules, families often have difficulty
participating in typical community activities. This results in isolation and
difficulty in developing needed community supports.
Members of the
ASA represent all walks of life from rural to metropolitan communities.
Embracing the diversity
of our group, the ASA seeks to provide an open forum for the exchange of
ideas. At the very core of the ASA philosophy is the belief that no single
program or treatment will benefit all individuals with autism. Furthermore,
the recommendation of what is best or most effective
for a person with autism should be determined by those people directly
involved with the individual with autism, to the extent possible, and the
parents or family members.
The ASA
provides information to assist parents, educators, and others in the
decision-making process. Providing information on available intervention
options, rather than advocating for any particular theory or philosophy, is
the focus at the ASA.
Is There a Cure?
Understanding
of autism has grown tremendously since it was first described by Dr. Leo
Kanner in 1943. Some of the earlier searches for cures now seem
unrealistic in terms of today's understanding of brain-based disorders. To
cure means to restore to health, soundness, or normality. In the
medical sense, there is no cure for the differences in the brain which result
in autism. However, better understanding of the disorder has led to the
development of better coping mechanisms and strategies for the various
manifestations of the disability. Some of these symptoms may lessen as the
child ages; others may disappear altogether. With appropriate intervention,
many of the associated behaviors can be positively changed, even to the point
in some cases, that the child or adult may appear to the untrained person to
no longer have autism. The majority of children and adults will, however,
continue to exhibit some manifestations of autism to some degree throughout
their entire lives.
What
is the Autism Society of America?
Founded
in 1965 by a small group of parents, the Autism Society of
America (ASA) continues to be the leading source of
information and referral on autism and the largest collective voice
representing the autism community for more than 33 years. Today, more than
24,000 members are connected through a volunteer network of over 200 chapters
across the United States.
The
mission of the Autism Society of America is to promote lifelong access and
opportunities for persons within the autism spectrum and their families, to
be fully included, participating members of their communities through
advocacy, public awareness, education, and research related to autism.
In
addition to its volunteer Board of Directors, composed primarily of parents
of individuals with autism, the ASA has a Panel of Professional Advisors,
comprised of nationally known and respected professionals who provide
expertise and guidance to the Society on a volunteer basis.
The ASA is dedicated to increasing public awareness about autism
and the day-to-day issues faced by individuals with autism, their families,
and the professionals with whom they interact. The Society and its chapters
share common goals of providing information and education, supporting
research, and advocating for programs and services for the autism community.
Myths of Autism?
MYTH! Autism is an
emotional disability.
MYTH! Children with
Autism never make eye contact.
MYTH! Children with
Autism cannot show affection.
MYTH! All children
with Autism are exactly alike.
MYTH! You can tell
right away if someone has Autism.
MYTH! Children with
Autism do not talk.
MYTH! Children with
Autism do not smile.
MYTH! Children with
Autism do not want friends.
MYTH! All children
with Autism can perform amazing mental feats, such as memorizing the
telephone book or multiplying large numbers in their heads.
MYTH! Children with
Autism are completely cut off from human relationships.
Find Your Local Regional Center
Link to Map of Regional Center Service
Area
California's has 21 regional centers with more than 40
offices located throughout the state that serve individuals with
developmental disabilities and their families.
Regional
Centers
Executive Director
Areas
Serve
Alta California Regional Center
2135 Butano Drive
Sacramento, CA 95825
Phil Bonnet(916) 978-6400
Alpine, Colusa, El Dorado, Nevada,
Placer, Sacramento, Sierra, Sutter, Yolo, and Yuba counties
Central Valley Regional Center
4615 North Marty Avenue
Fresno, CA 93722-4186
Robert Riddick(559) 276-4300
Fresno, Kings, Madera, Mariposa,
Merced, and Tulare counties
Eastern Los Angeles Regional Center
1000 South Fremont
Alhambra, CA 91802-7916
Mailing Address:
P.O. Box 7916
Alhambra, CA 91802-7916
Gloria Wong(626) 299-4700
Eastern Los Angeles county
including the communities of Alhambra and Whittier
Far Northern Regional Center
1900 Churn Creek Road, #319
Redding, CA 96002
Mailing Address:
P. O. Box 492418
Redding, CA 96049-2418
Laura Larson(530) 222-4791
Butte, Glenn, Lassen, Modoc, Plumas,
Shasta, Siskiyou, Tehama, and Trinity counties
Frank D. Lanterman Regional Center
3303 Wilshire Boulevard, Suite 700
Los Angeles, CA 90010
Diane Campbell Anand(213) 383-1300
Central Los Angeles county
including Burbank, Glendale, and Pasadena
Golden Gate Regional Center
875 Stevenson Street, 6th Floor
San Francisco, CA 94103
James Shorter(415) 546-9222
Marin, San Francisco, and San Mateo
counties
Harbor Regional Center
21231 Hawthorne Boulevard
Torrance, CA 90503
Patricia Del Monico(310) 540-1711
Southern Los Angeles county
including Bellflower, Harbor, Long Beach, and Torrance
Inland Regional
Center
674 Brier Drive
San Bernardino, CA 92408
Mailing Address:
P. O. Box 6127
San Bernardino, CA 92412-6127
Mary Lynn Clark(909) 890-3000
Riverside and San Bernadino
counties
Kern Regional Center
3200 North Sillect Avenue
Bakersfield, CA 93308
Michal C. Clark, Ph.D.(661) 327-8531
Inyo, Kern, and Mono counties
North Bay Regional
Center
10 Executive Court, Suite A
Napa, CA 94558
Bob Hamilton(707) 256-1100
Napa, Solano, and Sonoma counties
North Los Angeles
County Regional Center
15400 Sherman Way, Suite 170
Van Nuys, CA 91406-4211
George Stevens(818) 778-1900
Northern Los Angeles county
including San Fernando and Antelope Valleys
Redwood Coast Regional Center
525 Second Street, Suite 300
Eureka, CA 95501
Clay Jones(707) 445-0893
Del Norte, Humboldt, Mendocino, and
Lake counties
Regional Center of the East Bay
7677 Oakport Street, Suite 300
Oakland, CA 94621
James M. Burton(510) 383-1200
Alameda and Contra Costa counties
Regional Center of Orange County
801 Civic Center Drive West, Suite 100
Santa Ana, CA 92701
Janis White, Interim(714) 796-5100
Orange county
San Andreas Regional Center
300 Orchard City Drive, Suite 170
Campbell, CA 95008
Santi J. Rogers(408) 374-9960
Monterey, San Benito, Santa Clara,
and Santa Cruz counties
San Diego Regional Center
4355 Ruffin Road, Suite 200
San Diego, CA 92123-1648
Carlos Flores(858) 576-2996
Imperial and San Diego counties
San Gabriel/Pomona Regional Center
761 Corporate Center Drive
Pomona, CA 91768
R. Keith Penman(909) 620-7722
Eastern Los Angeles county
including El Monte, Monrovia, Pomona, and Glendora
South Central Los
Angeles Regional Center
650 West Adams Boulevard, Suite 200
Los Angeles, CA 90007-2545
Dexter Henderson(213) 744-7000
Southern Los Angeles county
including the communities of Compton and Gardena
Tri-Counties Regional Center
520 East Montecito Street
Santa Barbara, CA 93103-3274
Omar Noorzad, Ph.D.(805) 962-7881
San Luis Obispo, Santa Barbara, and
Ventura counties
Valley Mountain Regional Center
702 North Aurora Street
Stockton, CA 95202
Richard W. Jacobs(209) 473-0951
Amador, Calaveras, San Joaquin,
Stanislaus, and Tuolumne counties
Westside Regional
Center
5901 Green Valley Circle, Suite 320
Culver City, CA 90230-6953
Michael Danneker(310) 258-4000
Western Los Angeles county
including the communities of Culver City, Inglewood, and Santa Monica
Regional Center Service Area Map
genetic
brain
genetic
U.S.
Autism
Autism
Pervasive Developmental Disorder
eye contact
mental retardation
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Autism Society of America
San Diego
CA
childhood disintegrative disorder
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Ph.D
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Play: Lack
Barbara
Most Effective Approaches
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Email Address Phone Number of
Than One Type of Autism
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Communication: Language
Landau-Kleffner Syndrome
TEACH
MYTH
Local Regional Center Link
Regional Center Service Area California
Regional Centers Executive Director Areas Serve Alta California Regional Center
Butano Drive Sacramento
Phil Bonnet
Alpine
Colusa
El Dorado
Placer
Sierra
Sutter
Yuba
Central Valley Regional Center
North Marty Avenue Fresno
Robert Riddick
Kings
Madera
Mariposa
Merced
Tulare
Eastern Los Angeles Regional Center
South Fremont Alhambra
P.O. Box
Alhambra
Gloria Wong
Eastern Los Angeles
Whittier Far Northern Regional Center
Churn Creek Road
Redding
P. O. Box
Laura Larson
Butte
Glenn
Lassen
Modoc
Plumas
Shasta
Siskiyou
Tehama
Trinity
Frank D. Lanterman
Wilshire Boulevard
Diane Campbell Anand
Central Los Angeles
Burbank
Pasadena Golden Gate Regional Center
Stevenson Street
James Shorter
San Mateo
Harbor Regional Center
Hawthorne Boulevard Torrance
Patricia Del Monico
Southern Los Angeles
Bellflower
Harbor
Torrance Inland Regional Center
Brier Drive San Bernardino
San Bernardino
Mary Lynn Clark
San Bernadino
Kern Regional Center
North Sillect Avenue Bakersfield
Michal C. Clark
Inyo
Kern
Mono
North Bay Regional Center
Executive Court
Napa
Bob Hamilton
Solano
Sonoma
North Los Angeles County Regional Center
Sherman Way
George Stevens
Northern Los Angeles
San Fernando
Antelope Valleys Redwood Coast Regional Center
Street
Eureka
Clay Jones
Del Norte
Humboldt
Mendocino
Lake
East Bay
Oakport Street
James M. Burton
Alameda
Costa
Orange County 801 Civic Center Drive West
Santa Ana
Janis White
Orange
San Andreas Regional Center
Orchard City Drive
Santi J. Rogers
San Benito
Santa Cruz counties
Ruffin Road
Carlos Flores
San Gabriel/Pomona Regional Center
Corporate Center Drive Pomona
Keith Penman
El Monte
Monrovia
Pomona
Glendora South Central Los Angeles
Dexter Henderson
Tri-Counties Regional Center
East Montecito Street Santa
Omar Noorzad
San Luis Obispo
Santa Barbara
Ventura
Valley Mountain Regional Center
North Aurora Street Stockton
Richard W. Jacobs
Amador
Calaveras
San Joaquin
Stanislaus
Tuolumne
Westside Regional Center
Green Valley Circle
Michael Danneker
Western Los Angeles
Santa Monica Regional Center Service Area
(916) 978-6400
722-4186
(559) 276-4300
802-7916
(626) 299-4700
049-2418
(530) 222-4791
(213) 383-1300
(415) 546-9222
(310) 540-1711
412-6127
(909) 890-3000
(661) 327-8531
(707) 256-1100
406-4211
(818) 778-1900
(707) 445-0893
(510) 383-1200
(714) 796-5100
(408) 374-9960
123-1648
(858) 576-2996
(909) 620-7722
007-2545
(213) 744-7000
103-3274
(805) 962-7881
(209) 473-0951
230-6953
(310) 258-4000
91740
95825
93722-4186
91802-7916
96002
49241
96049-2418
90010
94103
21231
90503
92408
92412-6127
93308
94558
15400
91406-4211
95501
94621
92701
95008
92123-1648
91768
90007-2545
93103-3274
95202
90230-6953
West Adams Boulevard
applied behavior analysis
diagnoses
occupational therapy
auditory integration training
physical therapy
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music therapy
Autism465
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Information on Autism
About Autism
Autism is one of the most common developmental disabilities in the world, affecting approximately 1 out of every 166 children. Its prevalence rate makes it the second most common developmental disability-even more common than Down Syndrome. By conservative estimate, more than 400,000 people in the U.S. today have some form of autism. In North Carolina, between 25,000 and 30,000 individuals have been diagnosed with the condition. It is a lifelong disability with no known cure at this time.
The symptoms of autism tend to appear very early in life, usually within the first three years. In general, these include:
Significant problems in language development
Significant problems with understanding and engaging in social interactions
Inconsistent sensory response patterns-for instance, periods when hearing appears to function normally and periods of apparent deafness
Uneven pattern of intellectual development
Significant, highly-focused restriction of interests and activities
The symptoms and characteristics of autism can present themselves in a variety of combinations and with a range of severity from mild to severe, so two children with the same diagnosis of autism can act very differently from one another and have very different skills, abilities and functioning levels.
Evaluation Guidelines When Considering Nontraditional Therapies in Autism: TEACCH Staff
A Family's Reference Guide to Services For Youth and Young Adults with Autism: TEACCH Staff
Autism Primer : Twenty Questions and Answers: TEACCH and Autism Society of North Carolina
Las 20 Preguntas que m s se preguntan sobre autismo!: TEACCH and Autism Society of North Carolina
Autism and the Importance of Choice: A Position Paper of the Autism Society of North Carolina
Errores Generalizados sobre Autismo vs. Informaci n de la Sociedad Nacional para ni os con Autismo:
Asperger's Syndrome: Guidelines for Assessment and Diagnosis: Ami Klin, Ph.D., and Fred R. Volkmar, M.D.
Asperger's Syndrome: Guidelines for Treatment and Intervention: Ami Klin, Ph.D., and Fred R. Volkmar, M.D.
General Information about Autism and Pervasive Developmental Disorder: National Information Center for Children and Youth with Disabilities (NICHCY)
The Culture of Autism: Gary B. Mesibov and Victoria Shea
U.S.
Autism
TEACCH
North Carolina
Ami Klin
Disabilities
NICHCY
down syndrome
M.D
Autism:
Autism Society
Fred R. Volkmar
Autism About Autism Autism
Evaluation Guidelines When Considering Nontraditional Therapies
Young Adults
Autism Society of North Carolina Autism
Choice: A Position Paper
Autism Society of North Carolina Errores Generalizados
Informaci
Syndrome: Guidelines for Assessment and Diagnosis:
Syndrome: Guidelines for Treatment and Intervention:
Pervasive Developmental Disorder: National Information Center for Children and Youth
Gary B. Mesibov
Victoria Shea
Autism466
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It's very hard to unscare people after you've scared them.
-- Dr. Paul Offit, INVENTOR OF ROTAVIRUS VACCINE,DIRECTOR, VACCINE EDUCATION CENTER AT CHILDREN'S HOSPITAL OF PHILADELPHIA
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Paul Offit
PHILADELPHIA
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Autism467
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What is Autism? Autism is a disorder that severely impairs a person's ability to communicate, interact socially, and think. Autism also impairs many processes throughout the body. It affects the brain and central nervous system, and a growing body of research indicates that the immune system, the gastro-intestinal tract and other bodily systems may also be affected. Some children seem to have autism from birth. Another group appears to develop normally up to sometime between 12 to 36 months and then lose abilities such as language and social skills. People with autism have great difficulty learning from the natural environment as most people do. A child with autism frequently shows little interest in the world or people around them. Many children with autism never learn to talk. Autism inhibits a child's growth and development to such a degree that a large portion of people with the disorder require lifelong support. Autism is diagnosed by the observation of commonly found symptoms, not by a blood test or other objective medical technique. And the number and severity of symptoms range greatly from person to person. Consequently, autism is consider a spectrum disorder with subgroups including AspergerÕs syndrome, and Pervasive Developmental Delay-Not Otherwise Specified (PDD-NOS) among others. How common is autism?Autism is an out-of-control epidemic growing at a rate of about 20% per year. Twenty-five years ago autism was an extremely rare condition--now it is the leading disabling disease of children in the United States. Twenty-five years ago autism afflicted 1 in 5,000 children, now 1 in 150 has it. Recent studies have shown autism spectrum disorders affecting as many as one in fifty boys in some regions. What causes autism?Autism is a list of symptoms rather than a biologically identifiable disease and a number medical conditions are know to cause autism including of tuberous sclerosis, and two genetic disorders are known to cause autistic symptoms , RettÕs syndrome and Fragile X syndrome. In utero exposure to thalidomide is also known to cause autistic symptoms. However, these causes cannot explain the vast majority of cases. Up until the 1970s the prevailing accepted theory blamed autism on bad mothering. Fortunately, this scientifically invalid theory was completely discredited through the efforts of the parents of autistic children. A great deal of research has been done on the possibility that autism is a genetically determined disorder due to the high proportion of identical twins who both have autism, and the tendency of autism to affect multiple members of the same families. Despite the effort no gene has yet been identified as a reliable predictor of autism. And the growing incidence of autism argues against a genetic cause. Many researchers believe that the evidence indicates that genetically-susceptible children acquire autism through early exposure to some insult from the environment such as viruses, heavy metals, or possibly even vaccines. Is there a cure?There is no known wonder drug or treatment that can cure reliably cure autism. There are a wide variety of treatments and methods that have relieved some of the symptoms in some autism victims. Some people with autism can improve to the extent that they can attend ordinary schools, hold jobs and have relatively normal social lives. Some of the medical interventions that have helped some people with autism include: Intensive early educational intervention Physical therapy Occupational therapy Sensory integration therapy Speech therapy Chelation therapy Gluten/Casein-free diets Applied behavior analysis Secretin Special-carbohydrate diets Intestinal anti-inflammatory therapy Anti-fungal and anti-yeast therapy Intravenous immuno-globulin therapy Hyperbaric oxygen Glutathione Ketogenetic diets Vitamin supplementation Mineral supplementation Omega fatty acids Psychotropic drugs This list should not be construed as an endorsement of any particular therapy by Autism United but as an illustrative list of therapies that some parents have reported as efficacious.
genetic
brain
genetic
fragile x syndrome
United States
PDD-NOS
Pervasive Developmental Delay-Not Otherwise Specified
Physical therapy Occupational
Anti-fungal
Psychotropic
applied behavior analysis
occupational therapy
physical therapy
Autism468
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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.
brain
Congress
U.S. Court of Federal Claims
Denise K. Vowell
Philadelphia
Paul Offit
Vowell
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Welcome! The Alta Vista Center for Autism, located in south Denver, is a treatment center for children with autism and related disorders serving families in Colorado and beyond since 2003.
Our services include full and half day programs, clinical and consultation services, home and school program development, and assessments.
Inclement Weather Information:
For information about Center operations during inclement weather, call 303-759-1192 after 7am or refer to local TV station updates.
Autism
Denver
Colorado
Alta Vista Center
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303-759-1192
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PHOENIX -- With a final total of $407,616 raised for the Southwest Autism Research and Resource Center, Tuesday's fundraiser will go down as a great success.
The money raised will help fund further research into autism.
"What we do in our research area is look to improve early detection of autism and research for better and more effective ways to deliver quality intervention to more people at a lower cost," said Dr. Christopher Smith, Vice President/Research Director for SARRC.
Smith said the money raised will help fund more technology-based interventions and treatments.
"We want to do more telemedecine, which helps deliver treatments and interventions to more people," he said.
Sanderson Ford Lincoln Mercury and Volvo, one of the presenting sponsors of the event, presented a $10,000 check to SARRC.
David Kimmerle, president of Sanderson Ford Lincoln Mercury and Volvo, said he and his family have been touched by everyone at SARRC.
"We're just trying to make it easier for the families of kids affected by autism affected by the condition because they need our help," he said.
The Arizona Diamondbacks Foundation gave $100,000 to the Southwest Autism Research and Resource Center Tuesday.
Other large donors during the 14-hour radiothon included Jaburg & Wilk, Attorneys at Law, $20,000, TriWest Healthcare Alliance, $15,000, and Tiffany & Bosco Law Firm, $10,000.
The D-backs Foundation gave one of its three $100,000 Grand Slam grants to SARRC's Good Deed Works Training Center. It is a program created to provide teens with autism spectrum disorders training, mentoring and volunteer experiences at community venues.
"Through SARRC's new D-backs Good Deed Works program, everyone wins," said SARRC founder Denise Resnik. "Our teens with autism increase their skill sets and build self-esteem, leading to greater independence.
"Peer mentors gain increased understanding and compassion for those with autism. And this year alone, 20 Valley non-profits will benefit from thousands of volunteer service hours and gain appreciation for the talents and abilities of individuals with autism."
Parents of children with autism told stories of their children's success during the radiothon.
Stephanie Papadopoulos said one of her triplets, Eleni, has autism. She said Eleni got her first friend at the age of 8 years, because of help from SARRC. Eleni's friend's mom heard Stephanie's story on the air and called in to donate.
She was one of many. In the first 10 hours of the radiothon, over $270,000 was raised. The effort continues until 7 o'clock tonight.
KTAR program director Russ Hill said the 14-hour radiothon is meant to "raise awareness and funds for SARRC. "
"Giving back is extremely important to the people who work at KTAR," Hill said.
"Hundreds of thousands of Valley residents tune into KTAR every day and it's important that we give back to the community. We're a part of the community and it's our way of giving back."
Ned Foster and Connie Weber, hosts of "Arizona's Morning News," and sports anchor Paul Calvisi opened the radiothon with an appeal to listeners to dig deep, even though the economy is strained, to help out.
Calvisi joked with listeners that they should "skip the right turn at Starbucks" once a week and donate $12 a month to SARRC.
SARRC is a resource for parents who have children with autism. It also funds research into autism.
Scott Celley with TriWest Healthcare Alliance was among those joining the fund-raising effort. He said SARRC's reputation is known far and wide, extending to the U.S. Defense Department.
The burdens of parents with partners serving overseas can be lightened by programs like SARRC has, Celley said. He said the U.S. owes military families who need help with their kids and SARRC is part of that equation.
Sergio Penaloza's son was diagnosed with autism at 2 years old. He said his son struggled with his colors and speech, but with the help of SARRC's Jump Start program, the now 10-year-old is markedly improved.
"He's starting to correct himself. He's communicating at a higher level." Penaloza said. He said SARRC "absolutely" has been a part of his son's improvement.
Right after his son was diagnosed, Penaloza said SARRC provided a "roadmap" of what resources parents have to help children with autism.
Penaloza is on the Board of Directors of SAARC and his employer, Cox Communications, donated $5,000. They also matched, dollar-for-dollar, some call-in donations from listeners.
Sanderson Ford Lincoln Mercury and Volvo is the presenting sponsor of the radiothon. Jaburg/Wilk Attorneys at Law is the Toteboard sponsor.
U.S.
Arizona
Christopher Smith
Smith
SARRC
Southwest Autism Research and Resource Center
Sanderson Ford Lincoln Mercury
Volvo
David Kimmerle
Arizona Diamondbacks Foundation
Jaburg & Wilk
Law
TriWest Healthcare Alliance
Tiffany & Bosco Law Firm
D-backs Foundation
Grand Slam
Good Deed Works Training Center
D-backs Good Deed Works
Denise Resnik
Valley
Stephanie Papadopoulos
Eleni
Stephanie
KTAR
Russ Hill
Hill
Ned Foster
Connie Weber
Paul Calvisi
Calvisi
Starbucks
Scott Celley
U.S. Defense Department
Celley
Sergio Penaloza
Jump Start
Penaloza
SAARC
Cox Communications
Autism471
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Welcome
Located in Petaling Jaya, Malaysia, we provide comprehensive Applied Behavior Analysis (ABA) therapy to individuals with Autism Spectrum Disorder (ASD) in collaboration with Autism Partnership Hong Kong. Autism Partnership s method, Contemporary Behavior Therapy (CBT), is based on an established and systematic research based strategy, ABA, which has been proven scientifically to be the most effective treatment Autism Spectrum Disorder (ASD).
About Us
Our Consultants
Our Staff
ASD
ABA
Autism Spectrum Disorder
Malaysia
Applied Behavior Analysis
Petaling Jaya
Autism Partnership Hong Kong
Autism Partnership
Contemporary Behavior Therapy
CBT
applied behavior analysis
aba
behavior therapy
Autism472
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Stem cell treatment of Autism
Introduction - Autism
Autism is a brain development disorder 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 involves many parts of the brain. How it occurs
is not well understood.
There is no cure for Autism. The main goals of treatment are to
lessen associated deficits and family distress, and to increase
quality of life and functional independence. No single treatment is
best and treatment is typically tailored to the child's needs.
Many medications are used to treat autism spectrum disorder
(ASD) symptoms that interfere with integrating a child into home or
school when behavioral treatment fails. More than half of U.S.
children diagnosed with ASD are prescribed psychoactive drugs or
anticonvulsants, with the most common drug classes being
antidepressants, stimulants, and antipsychotics.
The Xcell-Center Autism treatment
The XCell-Center's stem cell therapy is a drug-free alternative
focused on affecting physical changes in the brain that can improve
an autistic child's quality of life. These improvements usually
translate into improved quality of life for their parents and
siblings as well.
In a recent pilot study of 10 autistic patients, more than 70%
of the respondents showed improvement.
Autism patients are treated by lumbar puncture; injecting the
stem cells into the cerebrospinal fluid which transports them up
the spinal canal and into the brain.
Lumbar puncture is an outpatient procedure that requires
patients to stay in Germany 4 or 5 nights.
Bone Marrow Collection
On the
first day, bone marrow is collected from the patient's iliac crest
(hip bone) using thin-needle mini-puncture under general
anesthesia. The entire procedure normally takes about 30
minutes.
Because the bone marrow collection procedure requires patients
to sit still, it is performed under general anesthesia for children
and older patients who for any reason cannot keep still.
Once the bone marrow collection is complete, patients may return
to their hotel and go about normal activities after a short
recovery period in the clinic.
More detailed information on the bone marrow collection
procedure is available in the
Bone Marrow Informed Consent document (PDF file).
Laboratory Processing
The next
day, the stem cells are processed from the bone marrow in a
state-of-the-art, government approved (cGMP) laboratory. In the
lab, both the quantity and quality of the stem cells are measured.
These cells have the potential to transform into multiple types of
cells and are capable of regenerating or repairing damaged
tissue.
Stem Cell Implantation
On the third day, the stem cells are implanted back into the
patient by lumbar puncture.
Lumbar Puncture
A spinal needle is inserted between L4 and L5 vertebrae and a
small amount of spinal fluid is removed. A portion of that spinal
fluid is mixed with the stem cell solution which is then injected
into back into the patient's spinal fluid, not the spinal cord.
After the stem cells have been implanted, the patient will lie down
in the recovery room for a few hours before returning to his or her
hotel room. The lumbar puncture procedure is performed under
general anesthesia for children and older patients who cannot sit
still.
Following Treatment
Patients who are treated by lumbar puncture are required to stay
in town on the day after their procedure for general safety
purposes. They may return home on the fifth day.
Treatment Results
Follow-up statistics from 7 treated autism patients completed in
September 2009 show that over 70% (5 of 7) experienced improvements
after stem cell therapy.
The mean age of the patients was 10 years, while the median age
was 9.5 years. The oldest treated patient was 16 years of age and
the youngest 5. There was no apparent correlation between positive
outcome and the number of stem cells administered.
Overall, patients reported improvements in cognition, language,
social contact, eye contact, coordination, motor skills and
awareness
Below is a summary of results for 4 of the 5 patients who
improved after treatment:
Patient #1 - (M) Age 6 - Treated May 2009
Improved cognition and sensory processing
Patient can now climb onto the trampoline by himself, and play
on it for about 20 minutes. Before the treatment, he screamed when
the parents put him onto the trampoline.
Improved attention span - He watched TV for 30 minutes. Prior
to stem cell transplantation, his attention span was a few seconds
to no longer than a minute.
Meaningless play has reduced
The above improvements were confirmed by the patient's
doctor
Patient #2 - (M) Age 6 - Treated June 2009
Hand and finger motor skill improvement
Improved handwriting
Improved speech
Eating more independently
Can now ride a bicycle without fear
Improved ability to socialize with others
Improved cognition
Patient #3 - (F) Age 16 - Treated July 2009
Improved motor skills and coordination
More confident
Calmer at school
Grades have improved - especially math
Patient #4 - (F) Age 11 - Treated January 2009
Better behaved
Decreased hyperactivity
Less insomnia - patient can now sleep through the night
Improved attention span
Less frustrated
For safety information on 870 patients treated by lumbar
puncture, please view our Lumbar Puncture
Safety Statistics (PDF file).
Patient Stories
Lauren
DiCorcia, 10 years old
"ÉIn the past 6 weeks we have seen significant improvements in our
daughter«s behaviors, focus, hyperactivity and insomniaÉ"
Costs
Stem cell implantation via lumbar puncture: 9,000 Euros
(including general anesthesia)
Evaluation Process
In order to be evaluated for treatment, patients' parents must
complete an online medical history form. Once you've completed the
online medical history and submitted it, a patient relations
consultant will contact you within 3 business days. He or she will
assist you with the rest of the evaluation process. Upon treatment
approval, your consultant will also assist you with treatment
scheduling and trip preparation.
If you and your child will be in Germany, you may also schedule
an in-person consultation/evaluation with an XCell-Center
physician. You may also request a "fast-track" evaluation and
treatment schedule.
Start the online Medical Treatment
Evaluation
brain
U.S.
Autism
eye contact
ASD
social interaction
sleep
anticonvulsants
repetitive behavior
PDF
Autism Autism
Germany
Xcell-Center Autism
XCell-Center
Laboratory Processing
Grades
Lauren DiCorcia
Euros
Evaluation Process In
Medical Treatment Evaluation
Autism473
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Autism News From Medical News Today
Wed, 17 Mar 2010 04:50:18 +0100
Pediatrics Study By Autism Consortium Shows CMA Finds More Genetic Abnormalities Than Current Tests
The Autism Consortium, an innovative research, clinical and family collaboration dedicated to catalyzing research and enhancing clinical care for families with autism spectrum disorders (ASDs), announced today that the results of its comparison study of genetic testing methods for autism spectrum disorders is available from the journal Pediatrics through early online release in...
Tue, 16 Mar 2010 05:00:00 PDT
Gene Test More Effective At Detecting Autism
Genetic factors increase the risk of developing autism spectrum disorder (ASD), but the specific genetic cause for an individual patient can be elusive. Genetic testing is crucial to identifying a cause for ASD in many children who do not have an easily recognizable genetic syndrome. Current guidelines exist for two types of genetic testing - G-banded karyotype and fragile X DNA testing...
Tue, 16 Mar 2010 00:00:00 PDT
Statement From The Department Of Health & Human Services Regarding The Decisions Of The U.S. Court Of Federal Claims In The Omnibus Autism Proceeding
As these latest cases illustrated, there's no doubt that autism and autism spectrum disorders place a heavy burden on many families. We know that autism and related disorders are conditions that present many special challenges to all families touched by these disorders. That is why the U.S...
Mon, 15 Mar 2010 02:00:00 PDT
Federal Vaccine Court Rules Against Autism Families
Autism and mercury advocacy organization SafeMinds regrets today's ruling by the U.S. Court of Federal Claims against three families who argued that vaccines which contained the mercury-based preservative thimerosal contributed to their child's autism...
Sat, 13 Mar 2010 01:00:00 PDT
Autism Employment Campaigners Claim Victory From Government, UK
The Government announced Jobcentre Plus staff are to receive autism training in the adult autism strategy published on 3rd March. The National Autistic Society (NAS) celebrated the move, in response to their Don't write me off campaign, along with a raft of new measures to tackle the routine isolation, ignorance and inequality routinely experienced by people with autism in England...
Thu, 11 Mar 2010 01:00:00 PDT
Controlled Study Finds Possible Early Warning Signs For Autism Spectrum Disorders Within Families
A 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...
Tue, 09 Mar 2010 05:00:00 PDT
Autism Walk Expects 15,000 People
Thousands will unite for autism at the 8th annual Los Angeles Walk Now for Autism Speaks at the Pasadena Rose Bowl, Saturday, April 24, 2010. Powered by volunteers and families with loved ones on the autism spectrum, this fundraising effort generates vital funds for autism research, awareness and family services...
Tue, 09 Mar 2010 04:00:00 PDT
Loss Of Enzyme Reduces Neural Activity In Angelman Syndrome
Angelman Syndrome is a rare but serious genetic disorder that causes a constellation of developmental problems in affected children, including mental retardation, lack of speech, and in some cases, autism...
Sat, 06 Mar 2010 00:00:00 PDT
Government Announces Landmark Strategy To Transform Adult Autism Support, UK
The National Autistic Society (NAS) welcomed a raft of new measures in the landmark adult autism strategy published today aimed at tackling the isolation, ignorance and inequality routinely experienced by the over 300,000 adults with autism in England...
Thu, 04 Mar 2010 02:00:00 PDT
Asuragen And The UC Davis M.I.N.D. Institute Publish Results Of A Study Evaluating A Novel Fragile X PCR Assay
Asuragen, Inc. announced the results of a collaborative study with scientists at the M.I.N.D. Institute at the University of California Davis evaluating a new PCR technology that reproducibly reports mutations associated with Fragile X syndrome (FXS)...
Wed, 03 Mar 2010 01:00:00 PDT
genetic
genetic
mutations
depression
dna
G-banded
mental retardation
ASD
Autism Speaks
fragile x syndrome
National Autistic Society
neural
Los Angeles
U.S. Court of Federal Claims
SafeMinds
M.I.N.D. Institute
Enzyme Reduces Neural
Landmark Strategy To Transform Adult Autism Support
Gene Test More
Department Of Health & Human Services
Decisions Of The
U.S..
Jobcentre Plus
NAS
England..
April 24, 2010
16 Mar 2010
Autism Consortium Shows CMA Finds More Genetic Abnormalities Than Current Tests The Autism Consortium
U.S. Court Of Federal Claims In The Omnibus Autism Proceeding As
PDT Federal Vaccine Court Rules Against Autism Families Autism
UK The Government
Pasadena Rose Bowl
Angelman Syndrome Angelman Syndrome
UK The National Autistic Society
UC Davis M.I.N.D. Institute Publish Results Of A Study Evaluating A Novel
University of California Davis
17 Mar 2010
15 Mar 2010
13 Mar 2010
11 Mar 2010
09 Mar 2010
06 Mar 2010
04 Mar 2010
03 Mar 2010
Autism News From Medical News Today
PDT Autism Employment Campaigners Claim Victory From Government
PDT Controlled Study Finds Possible Early Warning Signs For Autism Spectrum Disorders Within Families A
PDT Government
Autism474
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What Caused That?
- John W. Jacobson, Ph.D., BCBA
One of the questions heard often in the field of developmental disabilities
today is, What causes autism spectrum disorders (ASD)?
Questions of cause are very difficult questions to address with full
candor and confidence, not only in the case of autism spectrum disorders,
but also in other conditions for which diagnosis is made based primarily
on behavior. For example, some individuals speculate or assert that biological
and/or toxic agents in the MMR vaccination cause autism. This article
will focus upon that controversy to explore the complexities of cause
and effect.
The scientific method is a process by which researchers seek to answer
a variety of questions. Some of these questions do not involve causes,
while others do. For example, neurological or neuroscientific studies
may attempt to determine differences typically present in the structure
or neurochemical features of the brains of children with ASD, compared
to the brains of same-aged children without diagnosed disabilities. In
other words, the question posed is not what causes autism, but rather
what differences exist in autistic versus non-autistic brains.
On the other hand, some studies do attempt to identify causes such as
causes of a disability. To do so, certain tasks must already have been
accomplished. For example, the disability must be well-defined. The decision
that the disability is present and that the disability is not present
must be accurate. The group that is defined as having the disability must
be as homogeneous as possible. That means, for example, researchers should
consider the question of what causes autism separately from the question
of what causes PDD or Asperger syndrome. This is not to suggest that autism,
PDD and Asperger s are not a spectrum as typically thought, but
rather that the question what causes autism? is a much more
specific question than what causes autism spectrum disorders. There
is also the consideration that, because the diagnosis of autism and other
ASDs is based on breadth and severity of effects, logically, differences
in brain structure or other features should be more apparent for these
children.
Assuming that we can accurately decide whether children have autism,
and we are able to identify biological differences between these children
accurately as well, we could then approach the question of cause in two
ways. Taking into account possible multiple medical or neurological factors,
we can conduct a detailed investigation into the backgrounds and developmental
history of the children, identifying events that differ between diagnosed
and non-diagnosed children. In this approach, we start with a group of
children who are identified, and then look back on their histories. This
is termed a retrospective study. Retroactive studies are important
to conduct, but there are also challenges associated with them, including
documenting that reported events occurred, reliance upon incomplete or
differing clinical records, and the fact that universal screening for
disabilities like autism usually does not exist, so only the children
who happened to be identified and referred are included in the study.
Children who are referred are likely to differ in several ways from those
who are not referred, and some of these ways may be related to risk factors
for autism.
The preferred method for conducting a study of causes is to use a prospective approach.
Prospectively, one begins by using outreach to screen a population of
children for a disability, to detect instances of the disability that
might not otherwise be identified, as well as those who would have been
identified. Then, background and history data can be collected on a group
that is more likely to actually represent children with autism or any
other condition. Historical information could include vaccinations and
other medical events (e.g., exposure to general anesthesia, recurrent
health conditions), as well as information about child development. More
ideally, a prospective study would follow children from birth, and all
of the information needed to consider causes could be collected as events
occur. This would assure that the information is more complete, and in
a standardized form. In the case of autism, even though it is now being
identified more frequently, this approach is very difficult to carry out;
for each child who may develop autism, there may be from 250 to 1,000
other children who need to be screened and followed. For this reason,
some researchers may attempt to use prospective approaches to study causes
of autism within larger studies that look at child development in large
population groups, and consider a variety of disabilities. This often
means that information that is specific to risks for ASD may not be fully
collected.
Of course, there are other research designs that can shed light on causes
of disabilities. Certainly genetic studies can indicate genetic factors
that increase risk for a childhood-onset disability. Research with animals
that involve brain surgery during early development that result in behavioral
changes akin to those typical of a disability may also be suggestive.
Basic research at the level of neurons and the effects of toxic substances
and side-effects of medications may also be suggestive. But . . . there
is no substitute for actually studying the occurrence of a condition among
children prospectively.
Why do we need scientific studies to indicate what the causes
of a condition like autism might be? Why isn t it enough that some
research might identify some differences between children with autism
and their peers? First, some differences that are identified initially
do not necessarily differentiate children with autism from those who are
accurately diagnosed as not having autism. For example, research findings
have suggested the unexpected presence of measles virus in the gastrointestinal
tracks of children with autism, but subsequently at least one report has
found this for children without autism as well. This does not mean, in
and of itself, that the initial gastrointestinal findings are not possibly
suggestive, but does point out the need for careful assessment of the
likelihood that particular factors are plausible risk factors. In this
case, scientific research needs to address why, if gastrointestinal measles
is a risk factor or cause, or reflects a risk factor, some children are
affected, and others are not.
But, if many people develop a consensus that a given event--vaccination,
for example--is regularly observed to occur shortly prior to detection
of autism, is this not sufficient to warrant research on this issue? The
short answer is yes whether observed by parents, clinicians,
educators, or researchers, events that may be plausible causes or risk
factors for a disability should reasonably be studied. Parents or others
in the lives of children with disabilities may certainly detect events
that are not apparent or considered by clinicians or researchers. But
the fact that a belief is widely held is not, in itself, evidence
that the belief is valid or accurate.
The brains of human beings are structured and function in ways that are
the joint product of evolution and experience. One of the well-known biases
associated with human perception and thinking is the tendency to conclude
that there is a cause and effect relationship between two events, when
it can be shown through precise research that this is not the case. Carl
Sagan, in his 1997 book, The Demon-Haunted World: Science as a Candle
in the Dark, referred to such tendencies as irreducible human
error. To err in this manner is human, but to insist that reliance
on mere consensus is sufficient to accurately identify causes of events,
such as the occurrence of autism, is folly. Errors of this type may be
even more likely when the identification of a chain of cause and effect
is especially important to the person making a judgment about cause and
effect; many parents of children with autism believe that identifying
the causes of autism, for their child and other children, is important.
This may increase the chances that some or many may conclude that certain,
unproven events are causes of the disorder, without solid evidence. However,
this is a very human thing to do, and clinicians and researchers are prone
to do this as well.
The critical distinction that needs to be made is between correlation and causation.
Correlation means that two events tend to occur together. When one does
not occur, the other tends not to occur as well (called a positive correlation);
or that when one occurs, the other tends not to occur (called
a negative correlation). Sometimes correlations, like cause and effect,
are perceived accurately, and sometimes they are not. But while necessary
for showing cause and effect, correlation does not prove cause
and effect. Sometimes correlation might be presumed, because of cultural
factors; for example, autism is often diagnosed, by definition, at ages
when children are subject to frequent vaccinations. Thus vaccinations
and autism could be hypothetically correlated, despite the fact that there
is no present scientific evidence that this is the case. Correlation does
not in itself show causation, because the fact that two events occur together
may be influenced, or caused, by a third factor that has been ignored,
or that was not studied.
Causation, on the other hand, requires a higher standard of proof than
the fact that two events occur together (that is, have a positive correlation).
Proving causation, or that an event is a risk factor for a disability,
requires that several conditions be met: (1) the purported cause has to
consistently or always occur before the purported effect; (2) when the
purported cause occurs, the effect regularly occurs; and (3) when the
purported cause does not occur, the effect tends not to occur, is less
likely to occur than it does generally, or does not occur at all. Other
criteria associated with the strengths of prospective studies also need
to be met; for example, that the group of people studied is representative
of the larger group of people with the condition (in this case, all children
with autism or all children with ASD). This can be done by including all
children in a general population with the condition, or by randomly sampling
the children with the condition. But, if sampling is used, there also
must be a sufficient number of children to generalize to the larger group
of children, and the required number to do so increases as the complexity
and range of issues under study increases.
Where do we stand today in understanding the causes of autism? It is
fair to say that researchers are developing a more complete understanding
of the neurological factors associated with autism, but some degree of
modesty is also appropriate with respect to the predictions that can be
made or confidence with which particular neurological findings can be
said to characterize autism. Many neuroscientific studies focus on specific
aspects of the brain. Therefore, different aspects of the brain have been
studied in different samples; there is seldom concrete evidence that these
samples are very much alike, or that they represent a larger group of
children with autism. This points out the need for independent researchers
to conduct studies with other samples, to verify that the findings with
one sample also apply to others.
In addition, many neuroscientific studies include small numbers of subjects.
As a result, such studies are not able to detect relatively subtle but
consistent differences that may exist between individuals who have autism
and those who do not, and the studies may not be representative of children
with autism more generally. Advances in research design, including identification
of subjects with better measures, are addressing these limitations. Neuroscientific
knowledge about autism is steadily advancing, but there are, nonetheless,
considerations that affect the strength of the conclusions that can be
drawn today.
One must also consider that the group of children diagnosed with autism
is heterogeneous: some also have diagnoses of mental retardation, while
others don t; some have seizure disorders, while others don t;
some manifested regression or loss of attained skills, while others did
not. Although there is a strong (and warranted) presumption that genetic
factors play a strong role in the occurrence of autism, the heterogeneity
of children with the condition and current research findings suggest that
the relevant genetic factors are complex and multiple in nature. At this
point one may reasonably argue that the behavioral condition of autism
and ASD are final common pathways, or results, of differing genetic factors that
there is no single genetic factor that accounts for occurrence of the
condition. Events prior to birth have also been implicated by neuroscientific
studies. It may also be that in some cases, environmental events, such
as reactions to toxins, may play a role. It may be that all of these factors,
and others, are involved as risks or causes.
The Scientific Method
Observe and describe a phenomenon or group of phenomena.
Formulate a hypothesis to explain the phenomena.
Use the hypothesis to predict the existence of other phenomena, or
to quantitatively predict the results of new observations.
Perform experimental tests of the predictions.
Modify the hypothesis based upon the test results.
Repeat steps 4 and 5.
Replicate the tests by several independent experimenters and properly
performed experiments.
This article originally appeared in an issue of Science in
Autism Treatment , the newsletter of the Association for Science
in Autism Treatment (ASAT). It may not be republished or reprinted
without advance permission from ASAT. For reprint permission please
contact reprints@asatonline.org
genetic
brain
genetic
gastrointestinal
mental retardation
regression
PDD
Autism Treatment
ASD
MMR
Association for Science in Autism Treatment
John W. Jacobson
BCBA One
Carl Sagan
Demon-Haunted World: Science
Dark
Scientific Method Observe
reprints@asatonline.org
asatonline.org
screening
diagnoses
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Autism: A Chiropractic Perspective
Clinical Chiropractic 2006 (Mar): 9 (1): 6-10 ~ FULL TEXT
Aguilar et al. (25) carried out a series of chiropractic adjustments on 26 autistic children over a 9-month period. Twelve were found to have a left atlas laterality and 14 had a right atlas laterality. Outcomes from the study were varied but included normalization of deep tendon reflexes and dermatomal subjective sensation, increased cervical range of motion and reduction of other health problems. Many of the children were taken off Ritalin, bladder and bowel control improved, some children started to speak and eye contact and attention span also improved in some children. Hyperactivity and aggressive behaviour were reduced in other children and five children were able to attend mainstream classes at school for the first time. Behavioural data, recorded by the teachers and parents, showed significant improvements in most cases.
Clinical Efficacy of Upper Cervical Versus Full Spine Adjustmenton Children with Autism
WFC'S 7th Biennial Congress Conference Proceedings MAY 1-3, 2003, 7th Ed: 328-9
Children with autism are presented with multiple categories of clinical pictures that affect their social, sensory, speech, and physical development. In addition to chiropractic care, parents of autistic children seek all possible therapies available. In this study, the clinical outcome of chiropractic care showed higher efficacy of upper cervical adjustment when compared to full spine adjustment in autistic children.
A Case Study of a Five Year Old Male with Autism/Pervasive Development Disorder who Improved Remarkably and Quickly with Chiropractic Treatment
Proceedings of the World Federation of Chiropractic Congress 2001 (May); 6: 313
Extraordinary progress was noted in the patient by all involved parties. The subjective and objective monitoring system revealed a 96% overall improvement after 2 weeks of treatment. A 102% overall improvement was revealed on a 3.5 year follow-up, the mother adding that the child appeared near normal. This progress is vastly superior to typical progress following standard medical treatment.
Autism, Asthma, Irritable Bowel Syndrome, Strabismus, and Illness Susceptibility: A Case Study in Chiropractic Management
Todays Chiropractic 1998; 27 (5): 32?47 ~ FULL TEXT
Pathologies of organic origin are commonly thought to be the exclusive realm of medical treatment and not part of the mainstay of chiropractic care. The clinical observations of a patient presenting with autism, asthma, irritable bowel syndrome, strabismus, and illness susceptibility are reported. Alleviation of symptoms is seen subsequent to corrections of abnormal biomechanical function of the occipito-atlanto-axial complex. A relationship between biomechanical faults in the upper cervical spine and the manifestation of abnormal central neurophysiological processing is suggested as the genesis of this patient?s symptomatology.
The Effect of Chiropractic Adjustments on the Behavior of Autistic Children:A Case Review
Journal of Chiropractic 1987 (Dec); 24 (12): 21-25
Extraordinary progress was noted in the patient by all involved parties. The subjective and objective monitoring system revealed a 96% overall improvement after 2 weeks of treatment. A 102% overall improvement was revealed on a 3.5 year follow-up, the mother adding that the child appeared near normal. This progress is vastly superior to typical progress following standard medical treatment.
The Story of John...A Little Boy With Autism
International Review of Chiropractic 1996 (Nov); 43-46
Behavioral improvements were observed in such diverse areas as picking up toys, use of sign language, reduction of self-abuse and appropriate use of language. It is hoped that this pilot study will generate further research into the effects of chiropractic adjustments on similar neurological disorders.
The Status of Research into Vaccine Safety and Autism
Washington, D.C. - On June 19, 2002, at 11:00 a.m., in Room 2154 of the Rayburn House Office Building, the Committee on Government Reform, chaired by Congressman Dan Burton (R-IN), will conduct a hearing to evaluate the status of research concerning the possible relationship between vaccines and neurological disorders, including autism.
Review More Abstracts on Chiropractic and Autism
Review abstracts about chiropractic and a variety of organic and visceral disorders at the wonderful International Chiropractic Pediatric Association (ICPA) website
Autism
eye contact
ritalin
D.C.
Asthma
Dan Burton
Irritable Bowel Syndrome
Autism: A Chiropractic Perspective Clinical Chiropractic
Aguilar
Ritalin
Upper Cervical Versus
Autism WFC'S 7th Biennial Congress Conference Proceedings
Case Study
Autism/Pervasive Development Disorder
Chiropractic Treatment Proceedings
World Federation of Chiropractic Congress
Effect of Chiropractic Adjustments
Autistic Children:A Case Review Journal of Chiropractic
John...A Little Boy With Autism International Review of Chiropractic
Status of Research into Vaccine Safety
Autism Washington
Rayburn House Office Building
Committee on Government Reform
R-IN
Chiropractic
Autism Review
International Chiropractic Pediatric Association
ICPA
June 19, 2002
Susceptibility: A Case Study in Chiropractic Management Todays Chiropractic
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Click the question to learn the answer to these frequently asked questions about Autism:
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.40
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).41
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 other
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.42
What does it mean to be Òon the spectrumÓ?
Autism is a spectrum disorder, which means it manifests itself in many different forms. A diagnosis can range from mild to severe, and though children who have it (i.e. are on the spectrum) are likely to exhibit similar traits, they're also as individual as the colors of a rainbow, each one managing a grab bag of symptoms. While one child may rarely speak and have difficulty learning how to read and write, another can be so high-functioning he's able to attend classes in a mainstream school. Yet another child may be so sensitive to the feel of fabric that all tags must be cut off before he wears a piece of clothing, while his friend who's also autistic may not have any sensory issues at all.43
How common is autism?
According to the Centers for Disease Control, autism affects as many as 1 in every 150 children in the United States. Therefore, it is estimated that 1.5 million Americans may be affected with autism. Also, government statistics suggest the rate of autism is rising 10-17 percent annually. Unfortunately, the numbers appear to be continuing their upward climb. In fact, it is the most prevalent developmental disorder to date; according to the Centers for Disease Control, of the approximately 4 million babies born every year, 24,000 of them will eventually be identified as autistic. Also, recent studies suggest boys are more susceptible than girls to developing autism. In the United States alone, 1 out of 94 boys are suspected of being on the spectrum, with perhaps more going undiagnosed to this day. That said, girls appear to manifest a more severe form of the disorder than their male counterparts.44
How did my child develop autism?
No one knows for sure. Though it's understandable to expect that a disorder as common as autism would have a known cause, in many ways it's still quite mysterious. Recent studies suggest a strong genetic basis for autism -- up to 20 sets of genes may play a part in its development. Genetics alone, however, can't account for all the cases, and so scientists are also looking into possible environmental origins, as well as other triggers.45
What causes autism?
The simple answer is we donÕt know. The vast majority of cases of autism are idiopathic, which means the cause is unknown.
The more complex answer is that just as there are different levels of severity and combinations of symptoms in autism, there are probably multiple causes. The best scientific evidence available to us today points toward a potential for various combinations of factors causing autism Ð multiple genetic components that may cause autism on their own or possibly when combined with exposure to as yet undetermined environmental factors. Timing of exposure during the childÕs development (before, during or after birth) may also play a role in the development or final presentation of the disorder.
A small number of cases can be linked to genetic disorders such as Fragile X, Tuberous Sclerosis, and AngelmanÕs Syndrome, as well as exposure to environmental agents such as infectious ones ( maternal rubella or cytomegalovirus) or chemical ones ( thalidomide or valproate) during pregnancy.
There is a growing interest among researchers about the role of the functions and regulation of the immune system, both within the body and the brain, in autism. Piecemeal evidence over the past 30 years suggests that people with autism may involve inflammation in the central nervous system. There is also emerging evidence from animal studies that illustrates how the immune system can influence behaviors related to autism.46
Are vaccines to blame?
Though the debate over the role that vaccines play in causing autism grows more heated every day, researchers have still not found a definitive link between the two. According to organizations such as the Centers for Disease Control and Prevention, the American Academy of Pediatrics and the World Health Organization, there's just not enough evidence to support the contention that vaccines Ð specifically thimerosal-containing vaccines Ð cause children to develop autism. One study published in the medical journal Lancet faulting the measles-mumps-rubella (MMR) shot has since been questioned by its own authors, and many others have also failed to pass scientific muster. Still, the accusations continue, largely from parents of children on the spectrum, and it's easy to understand why: There are still no answers to this day about what's causing a disorder that appears to steadily be expanding its reach.47
Is there a cure for autism?
Unfortunately, experts have been unable thus far to come up with a cure for autism. Many treatments and therapies have surfaced since the disorder has grown more visible in the mainstream press, but reputable doctors have yet to agree on any that will reverse the diagnosis. But there's hope: Scientists are hard at work every day finding a solution for this growing problem. While advocacy groups have said for years that lack of funding for research is to blame for the dearth of definitive answers, a bill known as the Combating Autism Act, which would funnel millions of dollars to developing a cure, was passed through Congress and signed by the President ensuring that $162 million has been appropriated to fund autism research, services and treatment. Until such cure is discovered, parents have been relying on early intervention programs such as applied behavior analysis, or ABA, and play therapy to mitigate the behaviors associated with autism. For some, these treatments have proven to be very successful, helping kids on the spectrum lead a full and active life.48
How can I tell if a child has autism?
No two children with autism are alike, but here are some signs that many of them share and that experts agree may be as recognizable as early as the toddler years, or even sooner. Children on the spectrum generally have difficulty relating to others; they may hardly speak, and if they do, they may not communicate in ways that other people can easily understand (they may screech loudly when they're upset, for example, instead of crying). They don't usually sustain eye contact Ð it's too intense -- and have trouble reading social cues. They're also prone to repetitive behaviors, flapping their hands constantly or uttering the same phrase over and over again. They may also be more sensitive than typically developing children, or dramatically less so, to sights, sounds and touch.49
What should I do if I suspect something is wrong with my child?
Don't wait Ñ talk to your doctor about getting child screened for autism. New research shows that children as young as one may exhibit signs of autism, so recognizing early signs and knowing developmental milestones is important. Early intervention is key.50
How do I get my child the help he needs?
You can start by making sure he has a reputable healthcare team by his side. That means finding doctors, therapists, psychologists and teachers who understand and have experience with autism and can respond to his shifting needs appropriately. Ask your child's pediatrician to recommend a developmental pediatrician with whom you can consult about the next step. She, in turn, can guide you toward various intervention programs and suggest complementary therapies. It also helps to plug into an already existing network of parents facing the same challenges as you.51
How do I deal with this diagnosis?
First, be kind to yourself. It's not easy to recover from the shock of learning your child has a developmental disorder that has no known cause or cure. Accept any and all feelings the diagnosis may elicit, and try not to blame yourself: It would've been impossible for you to figure out a way to shield your child from autism completely. The next step is to arm yourself with all the facts about the disorder. Knowledge is power, and the more you know, the more capable you'll feel about navigating the daunting autism gauntlet. That said, it's also important to give yourself a ÒbreakÓ from autism when it becomes too overwhelming. And if you find that the diagnosis has been so crippling that you've been unable to get past it, consider talking to a counselor or therapist. You can't Ñ and aren't expected to Ñ weather this storm alone.52
Will my child be able to attend school?
Most likely yes. Much depends on where your child falls on the spectrum, but with your support, as well as that of doctors, therapists and teachers, your child should be able to attend school. In fact, it's his right: According to the Individuals with Disabilities Act of 1990, which mentions autistic children specifically, your child deserves access to a Òfree and appropriateÓ education funded by the government, whether it be in a mainstream or special education classroom.53
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.54
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.55
What should we know about our younger or future children?
Although autism is believed to have a strong environmental component, there is little doubt that autism is a disorder with a strong genetic basis. If you are expecting another child, or have plans to expand your family in the future, you may be concerned about the development of any younger siblings of your child with autism.
Studies have estimated that families affected with one child with autism have roughly a 5-10% percent chance of having a second child with autism. This risk increases if two or more children in the family are already affected.
More recent evidence suggests that early signs of autism may be seen in some children as young as 8-10 months of age. For example, infants who later develop autism may be more passive, are more difficult to soothe, or fail to orient when their name is called. Some of these early signs may be noticed by parents, others may only be observed with the help of a trained clinician.56
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Autism
Autism is classified as a neurodevelopmental disorder which manifests itself in markedly abnormal social interaction, communication ability, patterns of interests, and patterns of behavior.Although the specific aetiology of autism is unknown, many researchers suspect that autism results from genetically mediated vulnerabilities to environmental triggers.
While there is disagreement about the magnitude, nature, and mechanisms for such environmental factors, researchers have found seven genes prevalent among individuals diagnosed as autistic. Some estimate that autism occurs in as many as one United States child in 166, however the National Institute of Mental Health gives a more conservative estimate of one in 1000.
For families that already have one autistic child, the odds of a second autistic child may be as high as one in twenty. Although autism is about 3 to 4 times more common in boys, girls with the disorder tend to have more severe symptoms and greater cognitive impairment. Diagnosis is based on a list of psychiatric criteria, and a series of standardized clinical tests may also be used.
Autism may not be physiologically obvious. A complete physical and neurological evaluation will typically be part of diagnosing autism. Some now speculate that autism is not a single condition but a group of several distinct conditions that manifest in similar ways.
By definition, autism must manifest delays in "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 be "manifest before the age of three years." There have been large increases in the reported incidence of autism, for reasons that are heavily debated by researchers in psychology and related fields within the scientific community.
Some children with autism have improved their social and other skills to the point where they can fully participate in mainstream education and social events, but there are no indications that a cure from autism is possible with current technology or advances in medicine.
History
The word autism was first used in the English language by Swiss psychiatrist Eugene Bleuler in a 1912 issue of the American Journal of Insanity. It comes from the Greek word for "self". Bleuler used it to describe the schizophrenic's seeming difficulty in connecting with other people.
However, the classification of autism did not occur until the middle of the twentieth century, when in 1943 psychiatrist Dr. Leo Kanner of the Johns Hopkins Hospital in Baltimore reported on 11 child patients with striking behavioral similarities, and introduced the label early infantile autism. He suggested "autism" from the Greek 'autos', meaning "self", to describe the fact that the children seemed to lack interest in other people.
Although Kanner's first paper on the subject was published in a now defunct journal, The Nervous Child, almost every characteristic he originally described is still regarded as typical of the autistic spectrum of disorders.
At the same time an Austrian scientist, Dr. Hans Asperger, made similar observations, although his name has since become attached to a different, "higher-functioning", form of autism known as Asperger's syndrome. However, widespread recognition of Asperger's work was delayed by World War II in Germany, and by the fact that his seminal paper wasn't translated into English for almost 50 years.
The majority of his work wasn't widely read until 1997.
These two conditions are today listed in the Diagnostic and Statistical Manual of Mental Disorders DSM-IV-TR (fourth edition, text revision 1) as two of the five pervasive developmental disorders (PDD), more often referred to today as autism spectrum disorders (ASD).
All of these conditions are characterized by varying degrees of difference in communication skills, social interactions, and restricted, repetitive and stereotyped patterns of behavior.
Few clinicians today use only the DSM-IV criteria, which are based on the absence or delay of certain developmental milestones, to diagnose autism.
Terminology
Look up autism, autistic in Wiktionary, the free dictionary.When referring to someone diagnosed with autism, the term autistic is often used. However, the terms person with autism or person who experiences autism can be used instead. These are referred to as person-first terminology. The autistic community generally prefers the term autistic for reasons that are fairly controversial. This article uses the term autistic.
Characteristics
There is a great diversity in the skills and behaviors of individuals diagnosed as autistic, and physicians will often arrive at different conclusions about the appropriate diagnosis. Much of this is due to the sensory system of autistics, which is quite different from the sensory system of other people, since certain stimulations can affect an autist differently than a non-autist, and the degree to which the sensory system is affected varies wildly from one autistic person to another.
Nevertheless, professionals within pediatric care and development often look for early indicators of autism in order to initiate treatment as early as possible. However, some people do not believe in treatment for autism, either because they do not believe autism is a disorder or because they believe treatment can do more harm than good.
Social Development
Typically, developing infants are social beings - early in life they do such things as gaze at people, turn toward voices, grasp a finger, and even smile. In contrast, most autistic children prefer objects to faces and 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 seem indifferent to other people because they avoid eye contact and do not interact with them as often as non-autistic children.
Children with autism often appear to prefer being alone to the company of others and may passively accept such things as hugs and cuddling without reciprocating, or resist attention altogether. Later, they seldom seek comfort from others or respond to parents' displays of anger or affection in a typical way. Research has suggested that although autistic children are attached to their parents, their expression of this attachment is unusual and difficult to interpret. Parents who looked forward to the joys of cuddling, teaching, and playing with their child may feel crushed by this lack of expected attachment behavior.
Children with autism often also appear to lack a "theory of mind", the ability to see things from another person's perspective, a behavior cited as exclusive to human beings above the age of five and, possibly, other higher primates such as adult gorillas, chimpanzees and bonobos. Typical 5-year-olds can develop insights into other people's different knowledge, feelings, and intentions, interpretations based upon social cues (e.g., gestures, facial expressions).
An individual with autism seems to lack these interpretation skills, an inability that leaves them unable to predict or understand other people's actions. The social alienation of autistic and Asperger's people can be so intense from childhood that many of them have imaginary friends as companionship.Although not universal, it is common for autistic people to not be able to regulate their behavior.
This can take the form of crying or verbal outbursts that may seem out of proportion to the situation or self-injurious behaviours. Individuals with autism generally prefer consistent routines and environments; they may react negatively to changes in them. It is not uncommon for these individuals to exhibit aggression, increased levels of self-stimulatory behavior, self-injury or extensive withdrawal in overwhelming situations.
Sensory System
A key indicator to clinicians making a proper assessment for autism would include looking for symptoms much like those found in sensory integration dysfunction. Children will exhibit problems coping with the normal sensory input. Indicators of this disorder include oversensitivity or underreactivity to touch, movement, sights, or sounds; physical clumsiness or carelessness; poor body awareness; a tendency to be easily distracted; impulsive physical or verbal behavior; an activity level that is unusually high or low; not unwinding or calming oneself; difficulty learning new movements; difficulty in making transitions from one situation to another; social and/or emotional problems; delays in speech, language or motor skills; specific learning difficulties/delays in academic achievement.
One common example is an individual with autism hearing. A person with autism may have trouble hearing certain people while other people are louder than usual. Or the person with autism may be unable to filter out sounds in certain situations, such as in a large crowd of people (see cocktail party effect). However, this is perhaps the part of the autism that tends to vary the most from person to person, so these examples may not apply to every autistic person.
Communication Difficulties
By age 3, typical children have passed predictable language learning milestones; one of the earliest is babbling. By the first birthday, a typical toddler says words, turns when he or she hears his or her name, points when he or she wants a toy, and when offered something distasteful, makes it clear that the answer is "no." Speech development in people with autism takes different paths.
Some remain mute throughout their lives with varying degrees of literacy; communication in other ways - images, visual clues, sign language, and typing may be far more natural to them. Some infants who later show signs of autism coo and babble during the first few months of life, but stop soon afterwards. Others may be delayed, developing language as late as the teenage years. Still, inability to speak does not mean that people with autism are unintelligent or unaware. Once given appropriate accommodations, some will happily converse for hours, and can often be found in online chat rooms, discussion boards or websites and even using communication devices at autism-community social events such as Autreat.
Those who do speak often use language in unusual ways, retaining features of earlier stages of language development for long periods or throughout their lives. Some speak only single words, while others repeat the same phrase over and over. Some repeat what they hear, a condition called echolalia. Sing-song repetitions in particular are a calming, joyous activity that many autistic adults engage in. Many people with autism have a strong tonal sense, and can often understand spoken language. Some children may exhibit only slight delays in language, or even seem to have precocious language and unusually large vocabularies, but have great difficulty in sustaining typical conversations.
The "give and take" of non-autistic conversation is hard for them, although they often carry on a monologue on a favorite subject, giving no one else an opportunity to comment. When given the chance to converse with other autistics, they comfortably do so in "parallel monologue"?taking turns expressing views and information. Just as "neurotypicals" (people without autism) have trouble understanding autistic body languages, vocal tones, or phraseology, people with autism similarly have trouble with such things in people without autism. In particular, autistic language abilities tend to be highly literal; people without autism often inappropriately attribute hidden meaning to what people with autism say or expect the person with autism to sense such unstated meaning in their own words.
The body language of people with autism can be difficult for other people to understand. Facial expressions, movements, and gestures may be easily understood by some other people with autism, but do not match those used by other people. Also, their tone of voice has a much more subtle inflection in reflecting their feelings, and the auditory system of a person without autism often cannot sense the fluctuations. What seems to non-autistic people like a high-pitched, sing-song, or flat, robot-like voice is common in autistic children. Some autistic children with relatively good language skills speak like little adults, rather than communicating at their current age level, which is one of the things that can lead to problems.
Since non-autistic people are often unfamiliar with the autistic body language, and since autistic natural language may not tend towards speech, autistic people often struggle to let other people know what they need. As anybody might do in such a situation, they may scream in frustration or resort to grabbing what they want. While waiting for non-autistic people to learn to communicate with them, people with autism do whatever they can to get through to them. Communication difficulties may contribute to autistic people becoming socially anxious or depressed or prone to self-injurious behaviors.
Repetitive Behavior Patterns
Although people with autism usually appear physically normal and have good muscle control, unusual repetitive motions, known as self-stimulation or "stimming," may set them apart. These behaviors might be extreme and highly apparent or more subtle. Some children and older individuals spend a lot of time repeatedly flapping their arms or wiggling their toes, others suddenly freeze in position. As children, they might spend hours lining up their cars and trains in a certain way, not using them for pretend play. If someone accidentally moves one of these toys, the child may be tremendously upset. Autistic children often need, and demand, absolute consistency in their environment.
A slight change in any routine - in mealtimes, dressing, taking a bath, or going to school at a certain time and by the same route - can be extremely disturbing to them. People with autism sometimes have a persistent, intense preoccupation. For example, the child might be obsessed with learning all about computers, movie schedules or lighthouses. Often they show great interest in different languages, numbers, symbols or science topics. Repetitive behaviors can also extend into the spoken word as well. Perseveration of a single word or phrase, even for a specific number of times can also become a part of the child's daily routine.
Effects in Education
Children with autism are affected with these symptoms every day. These unusual characteristics set them apart from the everyday normal student. Because they have trouble understanding people?s thoughts and feelings, they have trouble understanding what their teacher may be telling them. They do not understand that facial expressions and vocal variations hold meanings and may misinterpret what emotion their instructor is displaying. This inability to fully decipher the world around them makes education stressful.
Teachers need to be aware of a student's disorder so that they are able to help the student get the best out of the lessons being taught.Some students learn better with visual aids as they are better able to understand material presented this way. Because of this, many teachers create ?visual schedules? for their autistic students. This allows the student to know what is going on throughout the day, so they know what to prepare for and what activity they will be doing next. Some autistic children have trouble going from one activity to the next, so this visual schedule can help to reduce stress.
Research has shown that working in pairs may be beneficial to autistic children. Autistic students have problems in schools not only with language and communication, but with socialization as well. They feel self-conscious about themselves and many feel that they will always be outcasts. By allowing them to work with peers they can make friends, which in turn can help them cope with the problems that arise. By doing so they can become more integrated into the mainstream environment of the classroom.
A teacher's aide can also be useful to the student. The aide is able to give more elaborate directions that the teacher may not have time to explain to the autistic child. The aide can also facilitate the autistic child in such a way as to allow them to stay at a similar level to the rest of the class. This allows a partially one-on-one lesson structure so that the child is still able to stay in a normal classroom but be given the extra help that they need.
There are many different techniques that teachers can use to assist their students. A teacher needs to become familiar with the child?s disorder to know what will work best with that particular child. Every child is going to be different and teachers have to be able to adjust with every one of them.
Students with Autism Spectrum Disorders typically have high levels of anxiety and stress, particularly in social environments like school. If a student exhibits aggressive or explosive behavior, it is important for educational teams to recognize the impact of stress and anxiety.
Preparing students for new situations by writing Social Stories can lower anxiety. Teaching social and emotional concepts using systematic teaching approaches such as The Incredible 5-Point Scale or other Cognitive Behavioral strategies can increase a student's ability to control excessive behavioral reactions.
Types of Autism
Autism presents in a wide degree, from those who are nearly dysfunctional and apparently mentally handicapped to those whose symptoms are mild or remedied enough to appear unexceptional ("normal") to the general public. In terms of both classification and therapy, autistic individuals are often divided into those with an IQ<80 referred to as having "low-functioning autism" (LFA), while those with IQ>80 are referred to as having "high-functioning autism" (HFA).
Low and high functioning are more generally applied to how well an individual can accomplish activities of daily living, rather than to IQ. The terms low and high functioning are controversial and not all autistics accept these labels. Further, these two labels are not currently used or accepted in autism literature.
This discrepancy can lead to confusion among service providers who equate IQ with functioning and may refuse to serve high-IQ autistic people who are severely compromised in their ability to perform daily living tasks, or may fail to recognize the intellectual potential of many autistic people who are considered LFA.
For example, some professionals refuse to recognize autistics who can speak or write as being autistic at all, because they still think of autism as a communication disorder so severe that no speech or writing is possible.
As a consequence, many "high-functioning" autistic persons, and autistic people with a relatively high IQ, are underdiagnosed, thus making the claim that "autism implies retardation" self-fulfilling. The number of people diagnosed with LFA is not rising quite as sharply as HFA, indicating that at least part of the explanation for the apparent rise is probably better diagnostics.
Asperger's and Kanner's Syndrome
In the current Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR), the most significant difference between Autistic Disorder (Kanner's) and Asperger's syndrome is that a diagnosis of the former includes the observation of "[d]elays or abnormal functioning in at least one of the following areas, with onset prior to age 3 years:
social interaction,
language as used in social communication, or
symbolic or imaginative play", while a diagnosis of Asperger's syndrome observes "no clinically significant delay" in these areas.
While the DSM-IV does not include level of intellectual functioning in the diagnosis, the fact that those with Asperger's syndrome tend to perform better than those with Kanner's autism has produced a popular conception that Asperger's syndrome is synonymous with "higher-functioning autism," or that it is a lesser disorder than autism.
Similarly, there is a popular conception that autistic individuals with a high level of intellectual functioning in fact have Asperger's syndrome, or that both types are merely 'geeks' with a medical label attached.
The popular depiction of autism in the media has been of relatively severe cases, for example, as seen in the films Rain Man (autistic adult) and Mercury Rising (autistic child), and in turn many relatives of those who have been diagnosed in the autistic spectrum choose to speak of their loved ones as having Asperger's syndrome rather than autism.
Autism as a Spectrum Disorder
Another view of these disorders is that they are on a continuum known as autistic spectrum disorders. A related continuum is Sensory Integration Dysfunction, which is about how well we integrate the information we receive from our senses. Autism, Asperger's syndrome, and Sensory Integration Dysfunction are all closely related and overlap.
There are two main manifestations of classical autism, regressive autism and early infantile autism. Early infantile autism is present at birth while regressive autism begins before the age of 3 and often around 18 months. Although this causes some controversy over when the neurological differences involved in autism truly begin, some believe that it is only a matter of when an environmental toxin triggers the disorder. This triggering could occur during gestation due to a toxin that enters the mother's body and is transferred to the fetus. The triggering could also occur after birth during the crucial early nervous system development of the child due to a toxin directly entering the child's body.
Increase in diagnoses of autism
The number of reported cases of autism has increased dramatically over the past decade. Statistics in graph from the National Center for Health Statistics.
There has been an explosion worldwide in reported cases of autism over the last ten years, which is largely reminiscent of increases in the diagnosis of schizophrenia and multiple personality disorder in the twentieth century. This has brought rise to a number of different theories as to the nature of the sudden increase.
Epidemiologists argue that the rise in diagnoses in the United States is partly or entirely attributable to changes in diagnostic criteria, reclassifications, public awareness, and the incentive to receive federally mandated services. A widely cited study from the M.I.N.D. Institute in California (17 October 2002), claimed that the increase in autism is real, even after those complicating factors are accounted for (see reference in this section below).
Other researchers remain unconvinced, including Dr. Chris Johnson, a professor of pediatrics at the University of Texas Health Sciences Center at San Antonio and cochair of the American Academy of Pediatrics Autism Expert Panel, who says, "There is a chance we're seeing a true rise, but right now I don't think anybody can answer that question for sure." (Newsweek reference below).
The answer to this question has significant ramifications on the direction of research, since a real increase would focus more attention (and research funding) on the search for environmental factors, while little or no real increase would focus more attention to genetics. On the other hand, it is conceivable that certain environmental factors (vaccination, diet, societal changes) may have a particular impact on people with a specific genetic constitution. There is little public research on the effects of in vitro fertilization on the number of incidences of autism.
One of the more popular theories is that there is a connection between "geekdom" and autism. This is hinted, for instance, by a Wired Magazine article in 2001 entitled "The Geek Syndrome", which is a point argued by many in the autism rights movement. This article, many professionals assert, is just one example of the media's application of mental disease labels to what is actually variant normal behavior - they argue that shyness, lack of athletic ability or social skills, and intellectual interests, even when they seem unusual to others, are not in themselves signs of autism or Asperger's syndrome.
Others assert that it is actually the medical profession which is applying mental disease labels to children who in the past would have simply been accepted as a little different or even labeled 'gifted'. See clinomorphism for further discussion of this issue.
Due to the recent publicity surrounding autism and autistic spectrum disorders, an increasing number of adults are choosing to seek diagnoses of high-functioning autism or Asperger's syndrome in light of symptoms they currently experience or experienced during childhood. Since the cause of autism is thought to be at least partly genetic, a proportion of these adults seek their own diagnosis specifically as follow-up to their children's diagnoses. Because autism falls into the pervasive developmental disorder category, strictly speaking, symptoms must have been present in a given patient before age seven in order to make a differential diagnosis.
Causes of Autism
Autism Therapies
Autistic Culture
Autistic Adults
Autistic Savant
Autism Wikipedia
Autism in the News ...
Autism's earliest symptoms not evident in children under 6 months PhysOrg - February 16, 2010
New clue why autistic people don't want hugs PhysOrg - February 11, 2010
Vaccine-Autism Link Had Long, Inaccurate History Live Science - February 11, 2010
New study confirms link between advanced maternal age and autism PhysOrg - February 8, 2010
Rate of Autism Disorders Climbs to One Percent Among 8-Year-Olds Science Daily - December 20, 2009
The Queen and I: How autistic brain distinguishes oneself from others PhysOrg - December 14, 2009
Autism alters how kids sense motion New Scientist - July 14, 2009
New gene linked to autism risk, especially in boys PhysOrg - May 19, 2009
New Study: Autism Linked to Environment Scientific American - January 10, 2009
Inherited Retardation And Autism Corrected In Mice Science Daily - December 20, 2007
Autism symptoms reversed in lab BBC - June 28, 2007
Solving the Puzzle of Autism Baby Talk - March 25, 2007
Clues to autism revealed in copied genes New Scientist - March 22, 2007
Autism gene breakthrough hailed BBC - February 21, 2007
Scientists link paternal gene, autism Science Daily - January 26, 2007
Scientists Decode Molecular Details Of Genetic Defect That Causes Autism Science Daily - September 26, 2006
'X' marks the spot in hunt for autism genes New Scientist - September 9, 2006
Large rise in pupils with autism BBC - May 10, 2006
'Copying' nerves broken in autism BBC - December 5, 2005
Lack of "Mirror Neurons" May Help Explain Autism Scientific American - December 5, 2005
Researchers Closing In On The Genetic Structure Of Autism And Related Disorders Science Daily - May 16, 2005
The Age of Autism Science Daily - April 2005
Autism Linked To Mirror Neuron Dysfunction Science Daily - April 2005
Research Reveals That Eye Contact Triggers Threat Response in Autistic Children Scientific American - March 2005
Genius explains how he can perform mind-boggling mathematical calculations at breakneck speeds Guardian - March 2005
Research Reveals That Eye Contact Triggers Threat Response in Autistic Children Scientific American - March 2005
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In February 2009, the court ruled against three families who claimed vaccines caused their children's autism, saying they had been "misled by physicians." The families sued under the National Vaccine Injury Compensation Program, a no-fault system that has a $2.5 billion fund built up from a 75-cent-per-dose tax on vaccines. The families said a combination vaccine for measles, mumps and rubella, or MMR, plus a mercury-containing preservative called thimerosal, caused the children's symptoms. More than 5,300 cases were filed by parents who believed vaccines may have caused autism in their children. Autism is a condition that affects as many as one in 110 U.S. children. The spectrum ranges from mild Asperger's Syndrome to severe mental retardation and social disability, and there is no cure or good treatment. Researchers says a new genetic test called chromosomal microarray analysis can detect abnormalities that predispose a child to autism. However, it doesn't provide all the answers. Between 10 percent and 15 percent of autism cases can be traced to a known genetic cause researchers said leaving 85 percent or more with little explanation for the disorder. Autism Speaks, an advocacy group, has said it would also not completely abandon the theory that vaccines might cause autism. The organization said it would invest "in research to determine whether subsets of individuals might be at increased risk for developing autism symptoms following vaccination." But the group also said it was clear that if such a link did exist, it would be rare. "While we have great empathy for all parents of children with autism, it is important to keep in mind that, given the present state of the science, the proven benefits of vaccinating a child to protect them against serious diseases far outweigh the hypothesized risk that vaccinations might cause autism," Autism Speaks said in a statement.
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Add to my webjam DIAGNOSIS AND CONSULTATION There are no medical tests for diagnosing autism. An accurate diagnosis must be based on observation of the individual's communication, behavior, and developmental levels. However, because many of the behaviors associated with autism are shared by other disorders, various medical tests may be ordered to rule out or identify other possible causes of the symptoms being exhibited. At first glance, some persons with autism may appear to have mental retardation, a behavior disorder, problems with hearing, or even odd and eccentric behavior. To complicate matters further, these conditions can co-occur with autism. However, it is important to distinguish autism from other conditions, since an accurate diagnosis and early identification can provide the basis for building an appropriate and effective educational and treatment program.A brief observation in a single setting cannot present a true picture of an individual's abilities and behaviors. Parental (and other caregivers' and/or teachers) input and developmental history are very important components of making an accurate diagnosis.EARLY DIAGNOSISResearch indicates that early diagnosis is associated with dramatically better outcomes for individuals with autism. The earlier a child is diagnosed, the earlier the child can begin benefiting from one of the many specialized intervention approaches treatment and educationDIAGNOSTIC TOOLSThe characteristic behaviors of autism spectrum disorders may or may not be apparent in infancy (18 to 24 months), but usually become obvious during early childhood (24 months to 6 years).As part of a well-baby/well-child visit, your child's doctor should do a developmental screening asking specific questions about your baby's progress. The National Institute of Child Health and Human Development (NICHD) lists five behaviors that signal further evaluation is warranted:Does not babble or coo by 12 monthsDoes not gesture (point, wave, grasp) by 12 monthsDoes not say single words by 16 monthsDoes not say two-word phrases on his or her own by 24 monthsHas any loss of any language or social skill at any age.Having any of these five red flags does not mean your child has autism. But because the characteristics of the disorder vary so much, a child showing these behaviors should have further evaluations by a multidisciplinary team. This team may include a neurologist, psychologist, developmental pediatrician, speech/language therapist, learning consultant, or other professionals knowledgeable about autism.SCREENING INSTRUMENTS While there is no one behavioral or communications test that can detect autism, several screening instruments have been developed that are now being used in diagnosing autism:CARS rating system (Childhood Autism Rating Scale), developed by Eric Schopler in the early 1970s, is based on observed behavior. Using a 15-point scale, professionals evaluate a child's relationship to people, body use, adaptation to change, listening response, and verbal communication.The Checklist for Autism in Toddlers (CHAT) is used to screen for autism at 18 months of age. It was developed by Simon Baron-Cohen in the early 1990s to see if autism could be detected in children as young as 18 months. The screening tool uses a short questionnaire with two sections, one prepared by the parents, the other by the child's family doctor or pediatrician.The Autism Screening Questionnaire is a 40 item screening scale that has been used with children four and older to help evaluate communication skills and social functioning.The Screening Test for Autism in Two-Year Olds is being developed by Wendy Stone at Vanderbilt and uses direct observations to study behavioral features in children under two. She has identified three skills areas that seem to indicate autism - play, motor imitation, and joint attention.CONSULTING WITH PROFESSIONALSWhether you or your child's pediatrician is the first to suspect autism, your child will need to be referred to someone who specializes in diagnosing autism spectrum disorders. This may be a developmental pediatrician, a psychiatrist or psychologist, and other professionals that are better able to observe and test your child in specific areas.This multidisciplinary assessment team may include some or all of the following professionals (they may also be involved in treatment programs):Developmental pediatrician - Treats health problems of children with developmental delays or handicaps.Child psychiatrist - A medical doctor who may be involved in the initial diagnosis. He/she can also prescribe medication and provide help in behavior, emotional adjustment and social relationships). - Specializes in understanding the nature and impact of developmental disabilities, including autism spectrum disorders. May perform psychological and assessment test, as well as help with behavior modification and social skills training. - Focuses on practical, self-help skills that will aid in daily living such as dressing and eating. May also work on sensory integration, coordination of movement, and fine motor skills.Physical therapist - Helps to improve the use of bones, muscles, joints, and nerves to develop muscle strength, coordination and motor skills.Speech/language therapist - Involved in the improvement of communication skills, including speech and language.Social Worker - May provide counseling services or act as case manager helping to arrange services and treatments.It is important that parents and professionals work together for the child's benefit. While professionals will use their experience and training to make recommendations about your child's treatment options, you have unique knowledge about his/her needs and abilities that should be taken into account for a more individualized course of action.Once a treatment program is in place, communication between parents and professionals is essential in monitoring the child's progress. Here are some guidelines for working with professionals:Be informed. Learn as much as you can about your child's disability so you can be an active participant in determining care. If you don't understand terms used by professionals, ask for clarification.Be prepared. Be prepared for meetings with doctors, therapists, and school personnel. Write down your questions and concerns, and then note the answers.Be organized. Many parents find it useful to keep a notebook detailing their child's diagnosis and treatment, as well as meetings with professionals.Communicate. It's important to ensure open communication - both good and bad. If you don't agree with a professional's recommendation, speak up and say specifically why you don't.GETTING PAST THE DIAGNOSISOften, the time immediately after the diagnosis is a difficult one for families, filled with confusion, anger and despair. These are normal feelings. But there is life after a diagnosis of autism. Life can be rewarding for a child with autism and all the people who have the privilege of knowing the child. While it isn't always easy, you can learn to help your child find the world an interesting and loving place. TREATMENT Add to my webjam Discovering that your child has an autism spectrum disorder (ASD) can be an overwhelming experience. For some, the diagnosis may come as a complete surprise; others may have had suspicions and tried for months or years to get an accurate diagnosis. In either case, a diagnosis brings a multitude of questions about how to proceed. A generation ago, many people with autism were placed in institutions. Professionals were less educated about autism than they are today and specific services and supports were largely non-existent. Today the picture is much clearer. With appropriate services and supports, training, and information, children on the autism spectrum will grow, learn and flourish, even if at a different developmental rate than others.While there is no known cure for autism, there are treatment and education approaches that may reduce some of the challenges associated with the condition. Intervention may help to lessen disruptive behaviors, and education can teach self-help skills that allow for greater independence. But just as there is no one symptom or behavior that identifies individuals with ASD, there is no single treatment that will be effective for all people on the spectrum. Individuals can learn to function within the confines of ASD and use the positive aspects of their condition to their benefit, but treatment must begin as early as possible and be tailored to the child's unique strengths, weaknesses and needs.Throughout the history of the Autism Society of America, parents and professionals have been confounded by conflicting messages regarding what are, versus what are not, appropriate treatment approaches for children and adults on the autism spectrum.The purpose of this section is to provide a general overview of a variety of available approaches, not specific treatment recommendations. Keep in mind that the word treatment is used in a very limited sense. While typically used for children under 3, the approaches described herein may be included in an educational program for older children as well.It is important to match a child's potential and specific needs with treatments or strategies that are likely to be effective in moving him/her closer to established goals and greatest potential. ASA does not want to give the impression that parents or professionals will select one item from a list of available treatments. A search for appropriate treatment must be paired with the knowledge that all treatment approaches are not equal, what works for one will not work for all, and other options do not have to be excluded. The basis for choosing any treatment plan should come from a thorough evaluation of the strengths and weaknesses observed in the child.UNDERSTANDING YOUR OPTIONSTreatment approaches are constantly evolving as more is learned about the autism spectrum. There are many therapeutic programs, both conventional and complementary, that focus on replacing dysfunctional behaviors and developing specific skills.As a parent, it's natural to want to do something immediately. The literature states time and time again the importance of early treatment for individuals on the autism spectrum However, it is important not to rush in with changes. It does no good to push ahead with a treatment that is not appropriate for the individual or one that may be harmful. You also much consider the larger implications of beginning a new treatment. A child may have already learned to cope with his or her current environment and sudden changes or unexpected different expectations could be stressful and confusing. Various treatment approaches should be investigated and information gathered concerning various options before proceeding with any child's treatment.Parents will encounter numerous accounts from other parents about successes and failures with many of the treatment approaches mentioned. Professionals also differ in their theories of what they feel is the most successful treatment for autism. It can be frustrating! Parents do learn to sift through the information, examine options with a critical eye and make rational, educated decisions on what is appropriate given the individual circumstance. Parents live with the individual on the spectrum every day and best know his/her needs and the unique ways that autism impacts their lives. Parents must be empowered to trust their instincts as various options are explored, considered and implemented.The descriptions of treatment approaches provided here are for informational purposes only. They serve as overviews and should always be followed with contact with qualified professionals and should be discussed with parents or individuals on the spectrum who have person experiences. The Autism Society of America does not endorse any specific treatment or therapy.While doing research, parents and professionals will hear about many different treatments approaches, such as auditory training, discrete trial training, vitamin therapy, anti-yeast therapy, facilitated communication, music therapy, occupational therapy, physical therapy, and sensory integration. These approaches can generally be broken down into three categories:Learning ApproachesBiomedical & Dietary ApproachesComplementary ApproachesSome of these treatment approaches have research studies that support their efficacy; others may not. Some parents will only want to try treatment methods that have undergone research and testing and are generally accepted by the professional community. But keep in mind that scientific studies are often difficult to do since each individual on the autism spectrum is different.For others, formal testing might not be a pre-requisite for them to try a treatment with their child. Even for those with scientific proof, the Autism Society of America recommends that all options available are investigated to determine the approach that is most appropriate.Experts agree though, that early intervention is important in addressing the symptoms associated with ASD. The earlier treatment is started, the more opportunity for the individual to reach their highest potential. Many of the approaches described can be used on children as young as age 2 or 3. They may also continue to be used in conjunction with special education programs or traditional elementary school for children who are mainstreamed.PROGRAMS FOR CHILDREN UNDER AGE 3If a child is younger than 3 years old, he or she is eligible for early intervention assistance. This federally-funded program is available in every state, but may be provided by different agencies. Contact the local chapter of the Autism Society of America in your area for more specific information, search program listings in Autism Source™ located on the web at http://www.autismsource.org/, or obtain a state resource sheet from the National Information Center for Children and Youth with Disabilities.This early education assistance may be available in two forms: home-based or school-based. Home-based programs generally assign members of an early intervention team to come to the home to train parents or caregivers to educate the child on the spectrum. School-based programs may be in a public school or a private organization. Both of these programs should be staffed by teachers and other professionals who have experience working with children with disabilities specifically autism. Related services should also be offered, such as speech, physical or occupational therapy, depending on the needs of each child. The program may be only for children with disabilities or it may also include typically developing peers.PROGRAMS FOR SCHOOL AGE CHILDRENFrom the age of 3 through the age of 21, every child diagnosed on the autism spectrum is guaranteed a free appropriate public education supplied by the local education agency. The Individuals with Disabilities Education Act (IDEA) is a federal mandate that guarantees this education. Whatever the level of impairment, the educational program for an individual on the autism spectrum should be based on the unique needs of the student, and thoroughly documented in the IEP (Individualized Education Program). If this is the first attempt by the parents and the school system to develop the appropriate curriculum, conducting a comprehensive needs assessment is a good place to start. Consult with professionals who are well versed in the spectrum of autism and related conditions about the best possible educational methods that will be effective in assisting the student to learn and benefit from his/her school program. Educational programming for students with ASD often addresses a wide range of skill development, including: academics, language, social skills, self-help skills, behavioral issues, and leisure skills.Parents can and should be an active and equal participant in deciding on an appropriate educational plan for their child. Parents know the child best and can provide valuable information to teachers and other professionals who will be providing educational services. Collaboration between parents and professionals is essential; open communication will certainly lead to better evaluation of progress and improved outcomes for the student.To learn about other services specific to an area, contact resources in the community, such as the local ASA chapter, a local University Affiliated Program for Developmental Disabilities, the local ARC, Easter Seals, or Parent Training and Information Center. Be persistent but be patient it may take days or weeks to find the information you need. If a local resource is not able to provide the information or services sought, ask for a referral to another agency or local resource that may be helpful.EVALUATING APPROACHESBecause no two children on the autism spectrum have the exact same symptoms and behavioral patterns, a treatment approach that works for one child may not be successful with another. This makes evaluating different approaches difficult and that much more essential. There is little comparative research between treatment approaches. Primarily this is because there are too many variables that have to be controlled. So, it's no wonder that parents might be confused about what to do.The Autism Society of America has long promoted the empowerment of individual consumers (including people on the spectrum, parents and professionals) to critically examine a variety of available options and be forearmed with a set of parameters under which they can better determine associated threats and opportunities and, therefore, make informed decisions. Further, better educated consumers, would help control the embracing of unproven notions that may distract from effective courses of treatment for individuals with ASD.In the article Behavioral and Educational Treatment for Autistic Spectrum Disorders (Autism Advocate, Volume 33, No. 6), Bryna Siegel, Ph.D., suggests thinking about each symptom as an autism specific learning disability… that tells something about a barrier to understanding. Using this model, what the student can and cannot do well can be evaluated. …take stock of which autistic learning disabilities are present, and then select treatments that address that particular child's unique autism learning disability profile. Understanding these learning differences is the first step in assessing whether a specific treatment approach may be helpful; understanding a child's strengths is equally important. For example, some children are good visual learners, while another child may need written, rather than oral, cues.Finding Treatment Programs in Your AreaOnce familiar with the treatments that are available and appropriate for individuals with ASD, parents begin to think about where they can receive these services. Treatments may be obtained through either the medical or educational community, depending on the nature of the treatment. There are also a variety of resources useful in finding qualified professionals or service providers in your area. There are several state agencies established to provide this type of information and support, including Protection and Advocacy agencies; Developmental Disabilities Councils; Vocational Rehabilitation Centers; Parent Training Centers; and Educational Resources. Local chapters of the Autism Society of America are run by parents of individuals on the autism spectrum and have been established to provide guidance, advice and referrals to programs and professionals in a specific geographic region.
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There's Hope For Us Yet, Eh?
This entry was written on Apr 13, 2009 by our Autism Guru Jennifer Warwick
There was study done by Guillermo Montes, PhD and Jill Halterman, MD, MPH from the Children s Institue in Rochester, NY and Department of Pediatrics at the University of Rochester, School of medicine and Dentristy. They were concerned about small-scale studies which found having a child with autism was detrimental to maternal psychological functioning. They wanted to investigate this theory using a large-scale population-based study. They also wanted to determine how the relationship between the mother and her child were affected by autism. The title of their research article is Psychological Functioning and Coping Among Mothers of Children With Autism: A Population-Based Study 1.
When I first read the title, a little voice inside me asked: What psychological functioning and coping? Late night web surfing does not bring out the optimists. Or maybe cynicism is brought on by sleepless nights when your child decides they are going to tear paper until 3 in the morning. Or it could be from those 10 minute meltdowns at the grocery store just when you thought you were going to make it out of there incident-free.
So, when the results of this study which interviewed mothers of 61,772 children (364 of which had autism), indicated mothers of children with autism were highly stressed and more likely to report poor or fair mental health than mothers in the general population, I believed my question had been answered. Yes, we are stressed. Not much of a shock, there. What did surprise me, though, was the results which showed mothers of children with autism also report having a close relationship with their child and better coping with parenting tasks. We were also less like to be angry with our child, and there were no indications of an increase in violence in our households. The results were based on self-evaluations and compared with those given by mothers in the general population. In addition, the results were also adjusted to accomodate for the child s social skills and demographic background. Based on my own personal experiences and those of my other friends with children with autism, I would say these results were spot on. I have the medical bills to prove my mental health has seen better days. Many mothers, including myself, have found relief from some of the anxiety from medications such as SSRI s. Nonetheless, some days I feel like a mountain collapsed on me. But other days, particularly those when I relfect on how far my child has come, I am convinced I can move mountains.
So, if you are a mother new to the world of autism and reading this for the first time, do not give up hope. While most of us will agree living with autism is no picnic, it has its rewards. Think of yourself as a contestant on Survivor. While some of the challenges and situations on this reality show seem surreal (come on, who s going to have to eat a rat or perch atop a pole for 30 minutes?), so will be some of the trials and tribulations you will experience as a parent of a child with autism. When you have a child who needs to be taught inhibition, you learn quickly what surreal is all about. But unlike the reality show, there is one bonus they ll never vote you off the island.
1 Psychological Functioning and Coping Among Mothers of Children With Autism: A Population-Based Study , Guillermo Montes, PhD and Jill S. Halterman, MD, MPH, Published online May 1, 2007, PEDIATRICS Vol. 119 No. 5 May 2007, pp. e1040-e1046 (doi:10.1542/peds.2006-2819).
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Autism/Pervasive Developmental Disorder (PDD) is a neurological disorder that affects a childÕs ability to communicate, understand language, play, and relate to others. PDD represents a distinct category of developmental disabilities that share many of the same characteristics.
The different diagnostic terms that fall within the broad meaning of PDD, include:
¥ Autistic Disorder, ¥ AspergerÕs Disorder,¥ RettÕs Disorder, ¥ Childhood Disintegrative Disorder, and¥ Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS).
While there are subtle differences and degrees of severity among these conditions, treatment and educational needs can be very similar for all of them.
In the diagnostic manual used to classify mental disorders, the DSM-IV-TR (American Psychiatric Association, 2000), ÒAutistic DisorderÓ is listed under the heading of ÒPervasive Developmental Disorders.Ó A diagnosis of autistic disorder is made when an individual displays 6 or more of 12 symptoms across three major areas: (a) social interaction, (b) communication, and (c) behavior. When children display similar behaviors but do not meet the specific criteria for autistic disorder (or the other disorders listed above), they may receive a diagnosis of Pervasive Developmental Disorder Not Otherwise Specified, or PDD-NOS.
Autism is one of the disabilities specifically defined in the Individuals with Disabilities Education Act (IDEA), the federal legislation under which infants, toddlers, children, and youth with disabilities receive early intervention, special education and related services. IDEA defines the disorder as Òa developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that adversely affects a childÕs educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.Ó [See 34 Code of Federal Regulations ¤300.8(c)(1).]
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Researchers find early autism signs in some kids
12 March 2010
By Bruce Bower
BALTIMOREÑSome infants headed for a diagnosis of autism, or autism spectrum disorder as itÕs officially known, can be reliably identified at 14 months old based on the presence of five key behavior problems, according to an ongoing long-term study described March 11 at the International Conference on Infant [...]
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Legislative Breakfast March 12:
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participating in a major campaign to avert what could be devastating service reductions. Legislative Breakfast March 12 flyer
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March 12, 2010
Division of Autism Funding for Social Skills Groups
Click here for information
Advocates For Autism Massachusetts
Legislative Alert
HMEA Children's Division 2010 Conference
Identifying Language Intervention
Priorities for Children with Language Delays
A One Day Workshop presented by:
Mark L. Sundberg, Ph.D
Monday April 26, 2010
For more information click here
M.A.S.S. - Mass Advocates Standing Strong
Information night March 22. HMEA invites those who are interested in self-advocacy. Flyer available here.
MFOFC Central Leadership Series
MFOFC-Central is holding a mini-leadership series in April. To participate a family must be DDS eligible. For More information and an application click here
Upcoming Programs
Music Swim and Gym Programs
For more information click here
View all Events
March 12, 2010
News Legislative Breakfast March
Legislative Breakfast March
Newsletter The Resource Connection
Newsletter Archive Weekly Update March
Autism Funding for Social Skills Groups Click
Advocates For Autism Massachusetts Legislative Alert HMEA Children
Conference Identifying Language Intervention Priorities for Children with Language Delays A One Day Workshop
Mark L. Sundberg
Mass Advocates Standing Strong Information
HMEA
Upcoming Programs Music Swim and Gym Programs For
April 26, 2010
Autism486
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Autism - Page 1
Autism
Classification and external resources
Repetitively stacking or lining up objects may indicate autism.[1]
ICD-10
F84.0
ICD-9
299.0
OMIM
209850
DiseasesDB
1142
MedlinePlus
001526
eMedicine
med/3202 ped/180
MeSH
D001321
Autism is a brain development disorder that impairs social interaction and communication, and causes restricted and repetitive behavior, all starting before a child is three years old. This set of signs distinguishes autism from milder autism spectrum disorders (ASD) such as Asperger syndrome.[2]Autism has a strong genetic basis, although the genetics of autism are complex and it is unclear whether ASD is explained more by multigene interactions or by rare mutations.[3] In rare cases, autism is strongly associated with agents that cause birth defects.[4] Other proposed causes, such as childhood vaccines, are controversial and the vaccine hypotheses lack convincing scientific evidence.[5] Most recent reviews estimate a prevalence of one to two cases per 1,000 people for autism, and about six per 1,000 for ASD, with ASD averaging a 4.3:1 male-to-female ratio. The number of people known to have autism has increased dramatically since the 1980s, at least partly due to changes in diagnostic practice; the question of whether actual prevalence has increased is unresolved.[6]Autism affects many parts of the brain; how this occurs is poorly understood. Parents usually notice signs in the first two years of their child's life. Early behavioral or cognitive intervention can help children gain self-care, social, and communication skills. There is no cure.[7] Few children with autism live independently after reaching adulthood, but some become successful,[8] and an autistic culture has developed, with some seeking a cure and others believing that autism is a condition rather than a disorder.[9]
Contents
1 Classification
2 Characteristics
2.1 Social development
2.2 Communication
2.3 Repetitive behavior
2.4 Other symptoms
3 Causes
4 Mechanism
4.1 Pathophysiology
4.2 Neuropsychology
5 Screening
6 Diagnosis
7 Management
8 Prognosis
9 Epidemiology
10 History
11 References
12 External links
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genetic
brain
genetic
mutations
ASD
social interaction
birth defects
repetitive behavior
cognitive
Prognosis
Causes
Page
Classification
ICD-10 F84.0 ICD-9
OMIM
MeSH D001321 Autism
Contents
Characteristics
Mechanism
Pathophysiology
Neuropsychology
Epidemiology
0
OMIM
2098
20985
00152
00132
screening
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The U.S. Court of Federal Claims ruled Friday that thimerosal-containing vaccines do not cause autism, rejecting a second theory advanced by plaintiffs lawyers who blame the injections for contributing to the developmental disorder in children.
The rulings in three test cases mark the second defeat for the plaintiffs lawyers who are litigating autism-related claims in the federal claims court in Washington. More than 5,500 families have filed claims in the Federal Vaccine Compensation Program.
In February 2009, the court in three rulings rejected the argument that measles, mumps and rubella vaccines and thimerosal-containing vaccines can combine to play a role in causing autism. The second theory advanced by the plaintiffs attorneys was that thimerosa, a mercury-based preservative, was alone responsible for causing autism.
None of the causation hypotheses advanced were reliable as medical or scientific theories, Special Master Denise Vowell said in her ruling in one of the cases. In another case, Special Master George Hastings Jr. found the evidence was overwhelmingly contrary to the plaintiffs' claims.
This article first appeared on The BLT: The Blog of Legal Times.Subscribe to The National Law Journal
Washington
U.S. Court of Federal Claims
George Hastings Jr.
Federal Vaccine Compensation Program
Denise Vowell
BLT:
Blog of Legal Times.Subscribe
National Law Journal
Autism488
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But opponents ? mostly older teens and adults with Asperger's ? disagree.Liane Holliday Willey, a Michigan author and self-described Aspie whose daughter also has Asperger's, fears Asperger's kids will be stigmatized by the autism label ? or will go undiagnosed and get no services at all.Grouping Aspies with people "who have language delays, need more self-care and have lower IQs, how in the world are we going to rise to what we can do?" Willey said.Rebecca Rubinstein, 23, a graduate student from Massapequa, N.Y., says she "vehemently" opposes the proposal and will think of herself as someone with Asperger's no matter what.Autism and Asperger's "mean such different things," she said.Yes and no.Both are classified as neurodevelopmental disorders. Autism has long been considered a disorder that can range from mild to severe. Asperger's symptoms can vary, but the condition is generally thought of as a mild form and since 1994 has had a separate category in psychiatrists' diagnostic manual. Both autism and Asperger's involve poor social skills, repetitive behavior or interests, and problems communicating. But unlike classic autism, Asperger's does not typically involve delays in mental development or speech.The American Psychiatric Association's proposed revisions, announced Wednesday, involve autism and several other conditions. The suggested autism changes are based on research advances since 1994 showing little difference between mild autism and Asperger's. Evidence also suggests that doctors use the term loosely and disagree on what it means, according to psychiatrists urging the revisions.A new autism spectrum category recognizes that "the symptoms of these disorders represent a continuum from mild to severe, rather than being distinct disorders," said Dr. Edwin Cook, a University of Illinois at Chicago autism researcher and member of the APA work group proposing the changes.The proposed revisions are posted online at http://www.DSM5.org for public comment, which will influence whether they are adopted. Publication of the updated manual is planned for May 2013.Dr. Mina Dulcan, child and adolescent psychiatry chief at Chicago's Children's Memorial Hospital, said Aspies' opposition "is not really a medical question, it's an identity question.""It would be just like if you were a student at MIT. You might not want to be lumped with somebody in the community college," said Dulcan who supports the diagnostic change."One of the characteristics of people with Asperger's is that they're very resistant to change," Dulcan added. The change "makes scientific sense. I'm sorry if it hurts people's feelings," she said.Harold Doherty, a New Brunswick lawyer whose 13-year-old son has severe autism, opposes the proposed change for a different reason. He says the public perception of autism is skewed by success stories ? the high-functioning "brainiac" kids who thrive despite their disability.Doherty says people don't want to think about children like his son, Conor, who will never be able to function on his own. The revision would only skew the perception further, leading doctors and researchers to focus more on mild forms, he said.It's not clear whether the change would affect autistic kids' access to special services.But Kelli Gibson of Battle Creek, Mich., whose four sons have different forms of autism, thinks it would. She says the revision could make services now designated just for kids with an "autism" diagnosis available to less severely affected kids ? including those with Asperger's and a variation called pervasive developmental disorder-not otherwise specified.Also, Gibson said, she'd no longer have to use four different terms to describe her boys."Hallelujah! Let's just put them all in the same category and be done with it," Gibson said.
American Psychiatric Association
repetitive behavior
Asperger
Michigan
Chicago
APA
University of Illinois
MIT
Aspie
Willey
Massapequa
N.Y.
Edwin Cook
Mina Dulcan
Memorial Hospital
Dulcan
New Brunswick
Doherty
Conor
Kelli Gibson
Battle Creek
Mich.
Gibson
Holliday Willey
Aspies'
www.DSM5.org
Autism49
http://medical-dictionary.thefreedictionary.com/Autism
Q. can a child with autism have fibromyalgia? I really hope these pains are caused of something else cause that is just too much...A. ok, we're safe...it aint fibromyalgia....that was real scary though, just a bit too much to handle...thanks for your help and may we all be healthy!Q. How is the diagnosis of autism made? My friend has a child who is suspected to have autism. I wanted to find out more about making the diagnosis of autism.A. Diagnosing autism is not an easy task, especially when there are several other conditions that might confuse the clinician with this disorder or spectrum of disorders. The child usually has several symptoms that suggest an autistic disorder, such as impaired social behavior. Several diagnostic instruments (tests) are available. Two are commonly used in autism research: the Autism Diagnostic Interview-Revised (ADI-R) is a semistructured parent interview, and the Autism Diagnostic Observation Schedule (ADOS) uses observation and interaction with the child. The Childhood Autism Rating Scale (CARS) is used widely in clinical environments to assess severity of autism based on observation of children. A pediatrician commonly performs a preliminary investigation by taking developmental history and physically examining the child.. If warranted, diagnosis and evaluations are conducted with help from ASD specialists, observing and assessing cognitive, communication, family, and other factorsQ. worried again about autism... I wrote the community some time ago about the baby who doesnt smile. he was 3 months old and just wouldnt smile, looked like he didnt even wanna be here. I thought all was ok cause he started smiling and grabing fingers at some point but he is 5.5 months old now and it seems he's a bit stuck at one stage and is still very slow and not very communicative. should I worry he has autism?? mught he have??A. against????.you people..about autism..?treated silly....?Read more or ask a question about Autism
Autism
ASD
ADOS
Autism Diagnostic Observation Schedule
cognitive
ADI-R
Childhood Autism Rating Scale
Autism Diagnostic Interview-Revised
medical-dictionary.thefreedictionary.com/Autism
safe...it
autism diagnostic observation schedule
ados
cars
childhood autism rating scale
Autism490
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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 3 or 4 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.THE TOLE is dedicated to understanding the workings and inter-relationships 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 and brain damage or vegetable. http://www.freewebs.com/autismtreatment8/
Online Informations News Data Treatment on -AUTISM, AUTISTIC, ADHD, ADD, Coma Brain Damage, Special Kids Herbs Treatment Cure By our Master Tole In Malaysia. These Autism Treatment, Epilepsy Treatment, coma Treatment, brain damage Treatment etc has been on our research and treatment top list from 1984.
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1. Autism Autistic Kids qualitative impairment in social interaction, as manifested by at least two of the following:
(a) Impairment in the use of multiple non-verbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction
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First you have to become the member of The Tole Research Team and then we can guide you from here. You have to send in your full details, qualifications and experience for our assessment and if not good enough, then you have to take up a intensive online course . At the end of the course there will be one assessment, when you have pass then you will be entitle to our membership of The Tole's research Team and we will guild you from here to all your patients at a small cost each patient.
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3. Autism restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following:
(a) autism encompassing preoccupation with one or more stereotyped patterns of interest that is abnormal either in intensity or focus
(b) autism apparently inflexible adherence to specific, nonfunctional routines or rituals
(c) stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or complex whole-body movements)
(d) autism persistent of liking an object.
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Akupunktur adalah satu daripada perubatan yang tertua didunia yang sering digunakan bagi menyembuhkan penyakit. Ditemui di China pada 3,500 tahun yang lalu, dan hanya selepas 3 dekad ia menjadi salah satu daripada perubatan yang terkenal di seluruh dunia. Kini, Pusat Perubatan Herba Akupunktur Sdn. Bhd The Tole adalah salah satu Pusat Perubatan yang tertua dan terkenal di Malaysia.
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He still continuing doing acupuncture and take medication (The Tole's Brain Powder). After a few months doing THE TOLE'S NEURO Acupuncture, all people around him keep saying that he has been improving everyday and now time he was 80% recovered. Now his eyes contact are perfect, he can make facial expression and his body posture and gestures are improve. No un-meaningful screaming from his mouth anymore and he can SPEAK like normal kids. That was impressed anybody (all the regular patients) who see him. They were surprised for him because he started with 0 communication 0 eyes contact in his own world and always scream whenever he cannot get his own way and severe Autism but now can communicate and answer the question back and play normally very chamming all the time with others. He also can share interest and enjoyment with other people. His super hyperactive behavior also change and now he is smarter and love to study. He is excellent in Mathematics and love to do his school homework. He can focus in whatever he does now and he is not in his world anymore. He is almost 100% recovered! When we see him. He still continue the same treatment to build up his confident to begin a normal life like other kids.
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The Tole Institute Acupuncture and Chinese Herbal Medicine Cure is one of Malaysia's oldest and most established Alternative Medical Centres epilepsy ,epilepsy , kedinginan, masalah sex,stroke herbs,infertility herbal cure,conceiving problems herbal cure,autistic and epilepsy cure by Master Leong, herbal exporter, malaysia herbs
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Autism
routines
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Autism Autistic Kids
Tole
Autism491
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Autism is the most severe developmental disability. Appearing within the first three years of life, autism involves impairments in social interactionÑsuch as being aware of other peopleÕs feelingsÑand verbal and nonverbal communication.Some people with autism have limited interests, strange eating or sleeping behaviors or a tendency to do things to hurt themselves, such as banging their heads or biting their hands.Adapted from the Encyclopedia of Psychology
Encyclopedia of Psychology
Autism492
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Sign the Act for Autism Petition
I'm joining Easter Seals to make life better for the millions of people touched by autism.
Autism is treatable, and people living with autism can make significant progress at any age. But for children, getting the right support early in life is critical to gaining the skills they need to be successful.
We must improve the educational and medical services available to individuals and families living with autism. There is an urgent need for increased funding, services and support for people living with autism to lead more independent lives.
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Autism494
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Its HistoryLeo Kanner was the first scientist to give a name and a face
to a disorder he referred to as
infantile autism and what we know it as Autism today.
In 1943 He published a paper entitled, Autistic Disturbances of Affective
Contact, which described the symptoms of 11 children who all exhibited signs of
Autism. This publication gave the world its first look inside the world of
Autism. Since this time Autism as grown
to affect 1 in 150 and is most prevalent in males.
What is Autism?Autism is one of many Autistic Spectrum Disorders(ASDs). It
shares the spectrum with other well known disorders
such as Aspergers Syndrome, Fragile X Syndrome and PDD , among others. Autism is a neurological disorder, this means that it is a disorder that affects the
nervous system due to disease, injury, developmental abnormalities or toxins. It
impairs the main functions of the Nervous System which is rooted in sensory,
integration and motor skills.
What Causes Autism?
Researchers believe that Autism is caused by both genetics
and environmental factors with genetics playing the role of susceptibility and environmental
factors acting as triggers. Diabetes
could be an example. Most people are more susceptible of contracting diabetes
if their mother or father has it but may not ever develop it. In most cases of diabetes it can be controlled
or prohibited by exercise and a proper diet but the genetic disposition is
still there.
What are the Signs
and Symptoms?
The effects of Autism are deeply rooted in three areas;
communication, social interactions and repetitive behaviors. Most children with autism have little to no
speech and if they posses speech it is not uncommon for that speech to be lost
over time. They also possess an inability to interact with others, lack of eye
contact, standoffish, do not like to be touched, intolerable to change. Other
signs may be no real sense of danger, seems as deaf, spinning objects,
inappropriate laughing or giggling, inappropriate attachment to objects,
sustained play , sensory problems, bad motor skills. The signs and symptoms of
Autism may vary from person to person. Ê
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genetic
genetic
Autism
eye contact
PDD
aspergers
fragile x syndrome
Aspergers Syndrome
Autistic Spectrum Disorders
HistoryLeo Kanner
Autistic Disturbances of Affective Contact
Fragile X Syndrome
Autism495
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Autism is a complex brain disorder that inhibits a person's ability to communicate and develop social relationships, and is often accompanied by extreme behavioral challenges. In February 2007, the Centers for Disease Control and Prevention stated that Autism Spectrum Disorders are diagnosed in one in 150 children in the United States, affecting up to seven times as many boys than girls. The diagnosis of autism has increased tenfold in the last decade. The CDC has called autism a national public health crisis whose cause and cure remain unknown.
Facts and Figures
Recent studies show the rate of autism occurs in 1 out of 150 births. The occurrence in boys is up to 7 times more prevalent than girls.
Autism can often be detected as early 18 months of age. However, the average diagnosis age is still 5 years.
While there is no known cause or cure for autism, we do know that intervention, particularly early-intervention, can help tremendously.
To date there are no long-term studies on autism and what therapies are most effective. Therefore, it is up to the parents to research what is best for their child.
Under federal mandates, basic services may be covered by local school districts or government entities. However, the cost of contemporary services most likely fall outside of their purview and are not covered by medical insurance and, therefore, fall squarely on the caretakers.
Autism Myths
There are many misleading myths concerning autism. It's imperative that people understand that these are, in fact, myths and that every person should be treated as an individual.
Autism is an emotional disability.
You can tell right away if someone has Autism.
Children with Autism never make eye contact.
Children with Autism cannot show affection.
Children with Autism all exhibit the same traits.
Children with Autism do not talk.
Children with Autism do not smile.
Children with Autism do not want friends.
Children with Autism can perform amazing mental feats, such as memorizing the telephone book or multiplying large numbers in their heads.
Children with Autism are completely cut off from human relationships.
All of these statements are false. They are all myths.
brain
Autism Spectrum Disorders
eye contact
United States
CDC
Centers for Disease Control and Prevention
Autism
Autism496
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Local Autism Therapy Directory: Albany, NY, Albuquerque, NM, Atlanta, GA, Austin, TX, Baltimore, MD, Birmingham, AL, Boston, MA, Buffalo, NY, Charlotte, NC, Chicago, IL, Cincinnati, OH, Cleveland, OH, Columbus, OH, Dallas, TX, Dayton, OH, Denver, CO, Detroit, MI, Fort Worth, TX, Fresno, CA, Hartford, CT, Honolulu, HI, Houston, TX, Indianapolis, IN, Jacksonville, FL, Kansas City, MO, Las Vegas, NV, Los Angeles, CA, Louisville, KY, Memphis, TN, Miami, FL, Milwaukee, WI, Minneapolis, MN, Nashville, TN, New Haven, CT, New Orleans, LA, New York City, NY, Oklahoma City, OK, Orlando, FL, Philadelphia, PA, Phoenix, AZ, Raleigh, NC, Richmond, VA, Rochester, NY, Pittsburgh, PA, Portland, OR, Providence, RI, Riverside, CA, Sacramento, CA, Saint Paul, MN, San Diego, CA, San Francisco, CA, Seattle, WA, St. Louis, MO, Salt Lake City, UT, San Antonio, TX, San Jose, CA, Stamford, CT, Tampa, FL, Tucson, AZ, Tulsa, OK, Virginia Beach, VA, Washington D.C., All states
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Autism497
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WELCOME TOFRIENDS OF AUTISMEvery sixteen minutes, a child in the United States is diagnosed with autism. In Wisconsin, at least one child is diagnosed with autism every day. Autism is now the most prevalent developmental disabilityÑaffecting more children than cerebral palsy, Down syndrome, hearing loss, and vision impairment. In fact, more children will be diagnosed with autism than with childhood leukemia, diabetes, and cancer combined.
Friends of Autism was established in 2000 as the only autism charity in Wisconsin dedicated to raising money to fund autism research, awareness, and education. Friends of Autism is powered by volunteers and relied upon by parents and professionals throughout the state.
We invite you to learn more about autism and our organization on the pages of our website. WeÕre hoping that you, too, will become a Friend of Autism.
See our NEW Facebook page at Friends of Autism - Wisconsin.
Autism
United States
down syndrome
Wisconsin
Autism50
http://www.atc-gsi.org/AboutAutism.htm
About Autism and Autism Spectrum Disorders
Under the umbrella of Pervasive Developmental Disorders in the
Diagnostic and Statistical Manual of Mental Disorders (4th Ed. Text Rev. 2000),
there are five disorders that share distinct characteristics unique to classify
and identify an Autism Spectrum Disorder (ASD). These are Autistic Disorder,
Asperger?s Disorder, Rett?s Disorder, Childhood Disintegrative Disorder, and
Pervasive Developmental Disorder-Not Otherwise Specified. Autistic Disorder or
Autism is more prevalent in boys than girls at a ratio of 4:1. The Autism
Society of America and other organizations estimate that 1 in 166 children are
currently diagnosed with an Autism Spectrum Disorder.
What is Autistic Disorder?
The criteria for Autistic Disorder are qualitative or
highly noticeable impairments in social interaction, communication, speech and
language skills, play and imagination appropriate to developmental age, and
restricted repetitive and stereotyped behaviors or sequences of behavior,
interests and activities or routines that are difficult to change or modify
(DSM-IV-TR, 2000). In many cases, Mental Retardation may also be present with
Autistic Disorder ranging from mild to severe and profound (DSM-IV-TR, 2000).
Diagnostic characteristics usually emerge before age 3.
Red Flags for Autism (DSM-IV-TR, 2000):
Social Interaction:
Child does not reciprocate or imitate eye-to-eye gaze, gestures such
as waiving goodbye or hello to promote social interaction, facial
expressions such as smiling, and body postures.
Child does not develop peer relationships appropriate to age.
Child lacks social or emotional reciprocity such as pointing to
objects in environment to share interest or clings and hoards toys
and/or atypical objects that no one else can touch or play with.
Child does not socially or emotionally reciprocate such as appearing
to ignore adults and children in the room, and does not initiate social
interaction.
Communication:
Spoken language is severely delayed or there are no words spoken, no
approximation of words spoken, or no gestures or mime are used to
compensate for the lack of words and communicating with others.
Spoken language is used but child cannot sustain a conversation or
begin a conversation with others.
Spoken language is repetitive, stereotyped and/or idiosyncratic such
as may recite scripts from movies or commercials but cannot make a
sentence to ask for a cookie.
Spontaneous make-believe play or social imitative play that is
appropriate to developmental level is lacking such as child does not
pretend to eat play food or drive a car, use a variety of toys and
objects to act out a scene or play sequence.
Behavior:
Child shows a preoccupation or obsessive focus with one or more
stereotyped and restricted patterns of interest that is abnormal in
intensity or focus such as holding the same object all day long but does
not play with the object or watches the same video, TV program, or
commercial over and over again.
Child demonstrates specific rituals and routines that are inflexible
and nonfunctional such as keeping doors closed, turning off and on light
switches, insists on following the same route to school or stores, and
tantrums when routines and rituals are not followed.
Child demonstrates stereotyped and repetitive motor mannerisms such
as rocking while walking or sitting, wiggling fingers in the air,
twirling around, hand flapping, or other complex and atypical body
movements.
Child demonstrates a persistent preoccupation with parts of objects
such as spinning the wheels of a toy car over and over but never pushes
car across the floor, opening and closing a part of a pop-up toy but
does not explore the other parts, etc.
If the red flags are evident or emerging, talk to
your pediatrician and get a referral to a neurologist, pediatric psychiatrist,
or other clinicians that can perform a formal evaluation and diagnosis as soon
as possible. Research shows that early intervention and education can help
children with ASD. Remember, a ?label? of ASD will get your child important
services such as speech therapy, occupational therapy, developmental therapy,
and more.
What is Asperger?s Disorder also known as Asperger?s Syndrome?
A diagnosis of Asperger?s Disorder is given when
there is a severe and sustained impairment in social interaction, and a
development of restricted and repetitive patterns of behavior, interests and
activities that causes significant impairment in social, occupational and/or
other important areas of functioning (DSM-IV-TR, 2000). For example, the child
may know and express everything about trains, ceiling fans, historical dates and
integral details pertaining to his/her interests, but does not know how to give
and take in conversations or relate to information the communicative partner
expresses. With AD, there are no clinically significant delays or impairments in
language development or cognitive development and Mental Retardation is not
present although some very mild Mental Retardation cases have been reported
(DSM-IV-TR, 2000). Many children are diagnosed with Attention
Deficit/Hyperactivity Disorder prior to a diagnosis of AD and AD has been
associated with other conditions such as Depressive Disorders (DSM-IV-TR, 2000).
According to the DSM-IV-TR (2000), the social
disability becomes more obvious over time and individuals may learn how to use
areas of strengths to compensate for areas of weaknesses such as memorizing
social responses to use in social situations. Asperger?s Disorder is diagnosed
5 times more in males than in females (DSM-IV-TR, 2000).
What is Rett?s Disorder?
Rett?s Disorder is much less common than Autistic
Disorder and has only been reported in females (DSM-IV-TR, 2000). Prenatal and
perinatal development is normal for the first 5 months. However, between 5 and
48 months, the child?s head growth decelerates, and the child?s purposeful
hand skills are replaced with repetitive hand wringing or hand washing type
movements (DSM-IV-TR, 2000). After a few years of the onset of Rett?s
Disorder, there is a decreased interest in the child?s social environment,
problems develop in gait and/or trunk movements along with severe psychomotor
retardation, and severe impairments in expressive and receptive language
development emerge (DSM-IV-TR, 2000).
What is Childhood Disintegrative Disorder?
After a period of at least 2 years of typical
development in all areas of functioning, the child develops a severe and
clinically significant loss of skills in at least two of the following areas:
expressive or receptive language, social skills and/or adaptive behavior, loss
of bladder or bowl control, play skills, and/or motor skills (DSM-IV-TR, 2000).
The characteristics of Childhood Disintegrative Disorder resemble Autistic
Disorder but onset of CDD can be up to age 10 and Severe Mental Retardation is
usually present. Other complications may include seizure disorder and abnormal
EEG?s (DSM-IV-TR, 2000). This disorder is very rare and recent data suggest
that the condition is more common among males than females (DSM-IV-TR, 2000).
What is Pervasive Developmental Disorder ? Not Otherwise
Specified (PDD-NOS)?
Pervasive Developmental Disorder ? Not Otherwise
Specified or Atypical Autism is diagnosed when all of the criteria for the other
four pervasive developmental disorders are not met, as well as criteria for
Schizophrenia, Schizotypal Personality Disorder, or Avoidant Personality
Disorder are not met (DSM-IV-TR, 2000). There may be deviations in developmental
milestones or sequences that are atypical but not clinically significant to give
a diagnosis of another ASD.
Strategies for Working with Children with Autism Spectrum
Disorders:
There are many strategies and techniques for working
with children with ASD. It is important to understand the child?s unique
personality, learning style, developmental levels, sensitivities to
environmental stimuli, and other relevant issues of the child in order to
develop and provide the best educational program in school, help the child at
home and in the community, and prepare the child with self-help and independent
living skills for adult life.
Applied Behavior Analysis-Discrete Trial, TEACCH,
Errorless Learning, Video learning, visual strategies, social stories,
schedules, first-then model, sensory integration strategies, and
forward/backward chaining are just a few of the many techniques and strategies
for working with students diagnoses with ASD.
For more information or training in specific
techniques, please contact the Autism Training Center, Inc., to set up
training or consultation services at (630) 864-3800 or email the ATC Director, Susan
Hamre
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Mom's age linked to child's autism risk
Mothers over 40 are nearly twice as likely to have a child with autism, according to the analysis of California births. The study finds that in most cases, the father's age plays little role.
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Women who give birth after age 40 are nearly twice as likely to have a child with autism as those under 25, but it is unlikely that delayed parenthood plays a big role in the current autism epidemic, California researchers reported.
The findings were expected to draw widespread attention because of the intense public interest in autism, but their true impact was expected to be simply in suggesting further avenues of research.
Surprisingly, the age of the father plays little role unless the mother is younger than 30 and the father is over 40, according to the analysis of all births in California in the 1990s.
The number of women over age 40 in California giving birth increased by 300% in the 1990s, while the diagnosis of autism increased by 600%. At first glance, it might seem that the rise in older pregnancies could be responsible for the rise in autism, which is now thought to affect as many as one child in every 100. But the authors, from UC Davis, calculate that older mothers account for less than 5% of the increase in autism diagnoses.
"There is a long history of blaming parents" for the development of autism, said senior author Dr. Irva Hertz-Picciotto, a professor of public health sciences and a researcher at the UC Davis MIND Institute who has been studying potential causes for the autism increase. "We're not saying this is the fault of mothers or fathers. We're just saying this is a correlation that will direct research in the future."
Researchers have long known that the age of the parents plays a role in a child's risk of developing autism, but how big a role and how that role varies with the sex of the parent has remained confusing, with contradictory results reported in different studies.
To investigate, Hertz-Picciotto, graduate student Janie E. Shelton and epidemiologist Daniel J. Tancredi of UC Davis analyzed all the singleton births in California during the 1990s for which information was available about the ages of both parents, a total of about 4.9 million births and 12,159 cases of autism.
Because of the large sample size, they were able to show how the risk was affected by each parent's age. They reported in the February issue of the journal Autism Research that women over 40 were 77% more likely to deliver an autistic child than those younger than 25 and 51% more likely than those age 25 to 29, independent of the age of the father.
For men over 40, there was a 59% increased risk of autism if the mother was younger than 30, but virtually no increased risk if the mother was over 30.
The researchers also calculated that the recent trend toward delayed childbearing contributed about a 4.6% increase in autism diagnoses over the decade.
"Five percent is probably indicating that there is something besides maternal age going on because we are seeing a rise in every age group of parents," Shelton said.
Also, noted Hertz-Picciotto, older women may be followed more closely during pregnancy, which would mean more ultrasounds - which a few researchers have suggested might play a role in autism. Older women are more likely to suffer gestational diabetes and to develop autoimmune disorders, both of which have been linked to an increased risk of autism.
"We still have a real long way to go" in determining the causes of autism, she concluded.
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Autism Spectrum Disorders: News and Research on Autism. Parenting help and advice on autistic children and latest finding on Autism Spectrum Disorder.
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You must be the change you want to see in the world.
The best way to find yourself is to lose yourself in the service of others.
Mahatma Gandhi
---------------------------
We cannot do great things on this earth, only small things with great love.
Mother Teresa
----------------------------
Any fact facing us is not as important as our attitude toward it, for that determines our success or failure.
Norman Vincent Peale
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How Heavy Metal Detoxification May Help Your Child
Our Detoxamin Kids formula, is 375mg of Calcium Disodium EDTA, suspended in a small cocoa butter suppository. It is the exact formula used for our adult suppositories with ? the dosage. It is very gentle and well tolerated by children. We recommend starting off with 30 Detoxamin suppositories, taking one every other evening before bed for sixty days. Then take one Detoxamin suppository weekly as needed or as recommended by your child's healthcare professional. Many doctors and parents worldwide are using this well established formula and reporting to us excellent results.
Detoxamin Offers Heavy Metal Detoxificaton Specifically For Kids
Detoxamin is backed by two clinical studies that have proven its safety and medical superiority to IV EDTA Chelation. Detoxamin has proven to be safe and effective for thousands of people in hundreds of medical clinics worldwide. Rita Ellithorpe MD, a physician practicing integrative medicine for over 30 years has used Detoxamin on well over 2,000 patients to date with clear evidence of this amazing product's efficacy and safety.
Autism is a complex neurobiological disorder. It is part of a group of disorders known as autism spectrum disorders (ASD). Today, 1 in 150 individuals is diagnosed with autism, making it more common than pediatric cancer, diabetes, and AIDS combined. It occurs in all racial, ethnic, and social groups and is four times more likely to strike boys than girls. Autism impairs a person's ability to communicate and relate to others. It is also associated with rigid routines and repetitive behaviors, such as obsessively arranging objects or following very specific routines. Symptoms can range from very mild to quite severe.
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 $90 billion per year, a figure expected to double 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
Autism was first identified in 1943 by Dr. Leo Kanner of Johns Hopkins Hospital. At the same time, a German scientist, Dr. Hans Asperger, described a milder form of the disorder that is now known as Asperger Syndrome. These two disorders are listed in the DSM IV (Diagnostic and Statistical Manual of Mental Disorders) as two of the five developmental disorders that fall under the autism spectrum disorders. The others are Rett Syndrome, PDD NOS (Pervasive Developmental Disorder), and Childhood Disintegrative Disorder. All of these disorders are characterized by varying degrees of impairment in communication skills and social abilities, and also by repetitive behaviors.
Autism spectrum disorders can usually be reliably diagnosed by age 3, although new research is pushing back the age of diagnosis to as early as 6 months. Parents are usually the first to notice unusual behaviors in their child or their child's failure to reach appropriate developmental milestones. Some parents describe a child that seemed different from birth, while others describe a child who was developing normally and then lost skills. Pediatricians may initially dismiss signs of autism, thinking a child will Òcatch up,Ó and may advise parents to Òwait and see.Ó New research shows that when parents suspect something is wrong with their child, they are usually correct. If you have concerns about your child's development, don't wait: speak to your pediatrician about getting your child screened for autism.
Heavy Metal Detoxification May Help Some Children With Autism
The debate about Vaccinations, heavy metals and Autism has been shifted by a recent court settlement. Jon S. Poling, the father of 9-year-old girl who received a government settlement from a federal vaccine compensation fund, published an item in The Atlanta Journal-Constitution regarding the way that the case has shifted the autism-vaccine debate. See the entire article here.
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What is Autism?
Autism is a life-long condition of a developmental disability, affecting the individual s understanding of what he/she sees, hears and senses. As a result, people with autism can have problems in social relationships, communication and behaviour.
Autism affects approximately one in five hundred people and boys are more likely to be affected than girls. It affects all ethnic and social groups. The cause of autism remains unknown, however it is definitely not caused by poor parenting (as was once believed). Understanding of autism has improved greatly over the years, although there is no known cure.
What are the features of autism?
Autism is a developmental disability. A person with autism will have significant difficulties in several areas of his/her development. Individuals with autism typically show uneven skill development. All people with autism will have problems with communication, social interaction and behaviour, regardless of the level of intellectual functioning. The degree of severity of characteristics differs from person to person, but can include the following:
Communication: Autism affects the ability of a person to understand the meaning and purpose of body language and the spoken and written word. There may be delay or absence in language development, difficulties understanding speech, difficulties using language, difficulties understanding and using gesture.
Social Interaction: Social interaction is an essential part of life for most people. For people with autism being sociable is difficult. Problems usually occur with: understanding relationships, relating to others, maintaining eye contact, forming friendships, understanding other peoples thoughts and feelings. Some appear to withdraw and become isolated; others try very hard to be sociable but never seem to get it right.
Variable Sensory Responses - may appear to be deaf, may appear to have selective hearing, may use peripheral vision, may show extreme fear reactions, apparent insensitivity to pain, may show lack of responsiveness to cold or heat, may overreact to any of these
Intellectual Functioning - uneven pattern of skills, some things may be done quite well in relation to overall functioning eg memorising dates, numbers, advertising jingles, the majority of people with autism have varying degrees of intellectual disability
Activities and Interests - Restricted range of activities and interests: unusual repetitive body movements eg hand flicking, spinning or rocking. walking on tip-toe, rigidity in routines, obsessive and ritualistic behaviour eg peeling paint/wallpaper, smelling food before eating, resistance to and difficulty adapting to change
Play - lack of imaginative play eg make-believe games, play inappropriate to the function of the toy eg spinning wheels, lining up Textas, may have difficulty learning through imitations
How is Autism diagnosed?
Assessments are provided by most Child and Adolescent Mental Health Services, specialist paediatricians and child psychiatrists, and private teams or clinics. If affected, most children will show signs of autism by two years of age, but a diagnosis may not be confirmed until three years of age, and sometimes older.
The main criteria used for diagnosis are:
qualitative impairment in verbal and non verbal communication
qualitative impairment in reciprocal social interaction
markedly restricted number of activities and interests and impaired imaginative play
symptoms evident during first 30 months of life
Autism may be diagnosed using the above criteria, or there may be varying amounts of disability in other areas of development which result in diagnosis of conditions called Asperger Syndrome or Pervasive Developmental Disorder - Not Otherwise Specified (PDD - NOS). These developmental disabilities are referred to as Autism Spectrum Disorders. People with these disorders are affected differently, but all require specialised assistance and support.
What is the Treatment for Autism?
Behavioural and Developmental Therapy:
There is no one therapy or approach to the treatment of autistic disorders. The needs of each person vary greatly. Specialised educational approaches enhance development in social, language, self-help, co-operation and other basic skills. These are best when provided controlled, consistent, predictable and organised routines to assist children to progress with learning. Early intervention is highly desirable.
Most able. Most school aged children will be eligible for assistance with Government programs for students with disabilities and impairments. Children benefit greatly from being with their peers and may attend a specialist school, or a mainstream school with additional support.
Medications:
Medication has no specific role in autism; however some may be useful to manage co-existing conditions eg. anticonvulsants are required if epilepsy develops, and medications may be prescribed to treat aggression, depression, anxiety, etc, if they develop. These would be prescribed by a suitably qualified medical practitioner.
Diet Therapy:
All people benefit from a diet that is nutritionally adequate. The National Health and Medical Research Council (NHMRC) has produced dietary guidelines for Australians to promote healthy eating. Eating a wide variety of nutritious foods including grains and cereals, fruits, vegetables, dairy and meat foods daily is an important part of a healthy diet.
Children need appropriate food and physical activity for normal physical growth and development. It is important to achieve an adequate food intake to balance the physical activity and growth of childhood and adolescence.
There have been some suggestions that a casein-free/gluten-free diet may be beneficial in the treatment of Autism. Significant research into the role of this diet has been undertaken by the Autism Research Unit of the University of Sunderland, UK.
It is strongly recommended that anyone considering such dietary management should seek the support of their medical practitioner and a knowledgeable dietitian. The dietary restrictions can be challenging. It is recommended that you discuss your child s diet with a dietitian to ensure that it includes all of the important nutrients for growthand development.
How Can Orgran Products Assist Me?
The entire range of Orgran products are gluten free casein free. For those choosing to follow a gluten-free/casein-free diet for the management of autism, Orgran products are ideal. For those wanting to follow general principles of healthy eating, you can enjoy the benefits of alternative grains, with Orgran products that are also low fat, and do not have added sucrose. Orgran s great range of pastas, crispbreads, bread and baking mixes, breakfast cereals, biscuits and fruit snacks are a delicious inclusion in a nutritious diet.
Who Can I contact for More Support?
Autism Victoria
PO Box 235,
Ashburton
Vic 3147
Phone: (03) 9885 0533
Email:
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Find thought provoking articles on helping your students with autism written by and for special education teachers. Autism is a condition that can range from mild forms of aspergers to severe autism. Students with this condition often have impaired social interaction and communication. There are a number of things we as teacher can do to help autistic students, from assistive technology to effective classroom management techniques.
aspergers
social interaction
Autism506
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After years of criticism for not including self-advocates in its leadership, Autism Speaks said Tuesday it is appointing an individual with autism to one of its committees for the first time.
The organization, which is the the nation s largest for autism advocacy, says self-advocate John Elder Robison is joining its scientific advisory board.
Other members of the 30-person board, which is responsible for reviewing grant applications for millions of dollars worth of autism research,Êare researchers and family members of those with autism.
Robison, who wrote the book Look Me in the Eye: My Life with AspergerÕs, teaches at Elms College in Chicopee, Mass. and previously served on the public review board for the National Institutes of Mental Health.
It is essential that our grant funding reflects the needs and perspectives of the community we serve, namely, people with autism spectrum disorders, said Geraldine Dawson, chief science officer at Autism Speaks, in a statement. We are very pleased to welcome John to our scientific review boards. His insight and skills will prove invaluable.
For self-advocates, however, the appointment of one person with autism does not go far enough. They re calling for systemic change at Autism Speaks to include people with autism of varying perspectives at all levels throughout the organization.
If you have an organization for women and you had an advisory board and it had one female on it, that would not be acceptable, says Scott Michael Robertson, vice president of the Autistic Self-Advocacy Network. This doesn t really change anything.
Even Robison acknowledges that he is just one voice.
IÕm aware that my vote is only one among thirty, but the fact that I myself am on the spectrum will make a difference, and I certainly believe in speaking up for whatever I support, Robison said.
Copyright © 2010 Disability Scoop, LLC. All Rights Reserved. For reprints and permissions click here.
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John Elder Robison
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Look Me
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Mass.
National Institutes of Mental Health
Scott Michael Robertson
Autistic Self-Advocacy Network
Autism507
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Dr. Mielke in the media
Re biomedical treatmentÊon "Conversations with Robin Fahr."Ê Re Gluten-free treats on "ABC7-View from the Bay." Re vaccinations and autism on KTVU News. Slide presentation to Parents Helping Parents.ÊÊ
Mielke
Robin Fahr
KTVU News
Autism509
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LET THE CHIPS FALL WHERE THEY MAY
Letting the chips fall where they may is the motto here at AutismFACTS. As parents, we must seek the truth. The emerging theory that Thimerosal, a preservative which is half mercury that was increased in vaccines during 1988 and 1991, continues to heat up the debate as to whether or not it fueled the dramatic increase in autism and other developmental disabilities in the United States and other countries around the world.
AutismFACTS will look closely at this issue and all information, debates, and research concerning Thimerosal. Research will be looked at very closely as to validity, structure and usefulness. Who conducted the research? What type of research was done and how reliable is the information and conclusions? Is there criticism surrounding the research and how valid is that criticism? Debates surrounding Thimerosal will also be closely looked at. Are the points being made valid and true or are they speculative and unsupported? Where did the debate points begin? And who is making the arguments?
Information extends into the political arena and this be closely looked at, as well. There are politicians who are supporting research into the cause of autism, including investigating Thimerosal, and there are those who are not. All political support and interference concerning various issues and Bills concerning autism will be explored and reported.
AutismFACTS is dedicated to taking an unbiased and factual look at this issue. We, the public, cannot stand by blindly accepting any and all statements we hear, dismissing important research of any kind, nor can we reject any relevant information. We must stand together strong, seek answers and continue to ask questions. We must fight for research in all areas of autism and other developmental disabilities and find correct and safe ways to help our children.
The controversy surrounding Thimerosal is strong because of the political and potential fallout concerning Federal Agencies such as the Centers for Disease Control (CDC) and the Food and Drug Administration (FDA), as well as private organizations such as the American Academy of Pediatrics (AAP). However, the truth is not something that can be compromised for any reason and any controversy surrounding these agencies will be looked at as well. The same goes for any research or debate disputing their position. The truth must prevail, whichever way the truth turns.
Let the chips fall where they may.
United States
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Food and Drug Administration
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WASHINGTON, D.C. - 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.
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 covered one theory, and a second was dropped after that. Friday's decision covers the last of the three theories.
That 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.
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Symptoms
Core symptoms
The severity of symptoms varies greatly between individuals, but all people with autism have some core symptoms in the areas of:
Social interactions and relationships. Symptoms may include:
Significant problems developing nonverbal communication skills, such as eye-to-eye gazing, facial expressions, and body posture.
Failure to establish friendships with children the same age.
Lack of interest in sharing enjoyment, interests, or achievements with other people.
Lack of empathy. People with autism may have difficulty understanding another person's feelings, such as pain or sorrow.
Verbal and nonverbal communication. Symptoms may include:
Delay in, or lack of, learning to talk. As many as 40% of people with autism never speak.1
Problems taking steps to start a conversation. Also, people with autism have difficulties continuing a conversation after it has begun.
Stereotyped and repetitive use of language. People with autism often repeat over and over a phrase they have heard previously (echolalia).
Difficulty understanding their listener's perspective. For example, a person with autism may not understand that someone is using humor. They may interpret the communication word for word and fail to catch the implied meaning.
Limited interests in activities or play. Symptoms may include:
An unusual focus on pieces. Younger children with autism often focus on parts of toys, such as the wheels on a car, rather than playing with the entire toy.
Preoccupation with certain topics. For example, older children and adults may be fascinated by video games, trading cards, or license plates.
A need for sameness and routines. For example, a child with autism may always need to eat bread before salad and insist on driving the same route every day to school.
Stereotyped behaviors. These may include body rocking and hand flapping.
Symptoms during childhood
Symptoms of autism are usually noticed first by parents and other caregivers sometime during the child's first 3 years. Although autism is present at birth (congenital), signs of the disorder can be difficult to identify or diagnose during infancy. Parents often become concerned when their toddler does not like to be held; does not seem interested in playing certain games, such as peekaboo; and does not begin to talk. Sometimes, a child will start to talk at the same time as other children the same age, then lose his or her language skills. They also may be confused about their child's hearing abilities. It often seems that a child with autism does not hear, yet at other times, he or she may appear to hear a distant background noise, such as the whistle of a train.
With early and intensive treatment, most children improve their ability to relate to others, communicate, and help themselves as they grow older. Contrary to popular myths about children with autism, very few are completely socially isolated or "live in a world of their own."
Symptoms during teen years
During the teen years, the patterns of behavior often change. Many teens gain skills but still lag behind in their ability to relate to and understand others. Puberty and emerging sexuality may be more difficult for teens who have autism than for others this age. Teens are at an increased risk for developing problems related to depression, anxiety, and epilepsy.
Symptoms in adulthood
Some adults with autism are able to work and live on their own. The degree to which an adult with autism can lead an independent life is related to intelligence and ability to communicate. At least 33% are able to achieve at least partial independence.2
Some adults with autism need a lot of assistance, especially those with low intelligence who are unable to speak. Part- or full-time supervision can be provided by residential treatment programs. At the other end of the spectrum, adults with high-functioning autism are often successful in their professions and able to live independently, although they typically continue to have some difficulties relating to other people. These individuals usually have average to above-average intelligence.
Other symptoms
Many people with autism have symptoms similar to attention deficit hyperactivity disorder (ADHD). But these symptoms, especially problems with social relationships, are more severe for people with autism. For more information, see the topic Attention Deficit Hyperactivity Disorder.
About 10% of people with autism have some form of savant skillsÑspecial limited gifts such as memorizing lists, calculating calendar dates, drawing, or musical ability.1
Many people with autism have unusual sensory perceptions. For example, they may describe a light touch as painful and deep pressure as providing a calming feeling. Others may not feel pain at all. Some people with autism have strong food likes and dislikes and unusual preoccupations.
Sleep problems occur in about 40% to 70% of people with autism.3
Other conditions
Autism is one of several types of pervasive developmental disorders (PDDs), also called autism spectrum disorders (ASD). It is not unusual for autism to be confused with other PDDs, such as Asperger's disorder or syndrome, or to have overlapping symptoms. A similar condition is called pervasive developmental disorder-NOS (not otherwise specified). PDD-NOS occurs when children display similar behaviors but do not meet the criteria for autism. It is commonly called just PDD. In addition, other conditions with similar symptoms may also have similarities to or occur with autism.
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Oxytocin Hormone May Treat Autism
Study Shows Oxytocin May Improve Social Skills for Some People With Autism
By Jennifer Warner
WebMD Health News
Reviewed By Louise Chang, MD
Feb. 15, 2010 -- Oxytocin, the so-called hormone of love, may help promote social skills and social behavior in people with high-functioning autism.
A new study shows people with high-functioning autism disorders, such as Asperger's syndrome, who were treated with oxytocin responded more strongly to
others and displayed more appropriate social behaviors.
Despite high intellectual abilities, people with high-functioning autism lack the social skills to engage appropriately with others in social
situations.
Oxytocin is nicknamed the hormone of love because it is known to promote mother-infant bonds. It is also thought to be involved in the regulation of
emotions and other social behaviors. Other research has found that children with autism have lower levels of oxytocin than children without autism.
In this study, published in the Proceedings of the National Academy of Sciences, researchers examined the effect of inhaled oxytocin on social
behavior in 13 young adults with high-functioning autism in two separate experiments. A comparable group of 13 people without autism was also included
in the study.
In the first experiment, researchers observed the participants' social behavior in a computer ball-tossing game in which the players could choose
between passing the ball to a good, bad, or neutral character.
Typically, people with autism would exhibit little preference between the three choices, but in the experiment those treated with oxytocin engaged more
with the good character and sent more balls to the good character than the bad one. People with autism who were given a placebo showed no difference in the
way they responded to the three characters. The comparison group without autism sent more balls to the good character.
In the second experiment, researchers measured the participants' attentiveness and responses to pictures of human faces. Those treated with
oxytocin were more attentive to visual cues in the pictures and looked longer at the socially informative region of the face, namely the eyes.
"Thus, under oxytocin, patients respond more strongly to others and exhibit more appropriate social behavior and affect, suggesting a therapeutic potential
of oxytocin through its action on a core dimension of autism," write researcher Elissar Andari of the Centre N‡tional de la Recherche Scientifique in Bron,
France, and colleagues.
They say the results suggest further long-term studies are needed to examine the effects of oxytocin on social skills and behaviors in people with
high-functioning autism.SOURCES:
Andari, E. Proceedings of the National Academy of Sciences, Feb. 15, 2010; advance online edition.
News release, Proceedings of the National Academy of Sciences.
© 2010 WebMD, LLC. All rights reserved.
National Academy of Sciences
France
LLC
Jennifer Warner
Louise Chang
Elissar Andari
Centre N‡tional de la Recherche Scientifique
Bron
Andari
E. Proceedings
National Academy of Sciences.
Feb. 15, 2010
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The
following test can be used by a Pediatrician or Family
Doctor during the 18 month developmental check-up. The
CHAT should not be used as a diagnostic instrument,
but can alert the primary health professional to the
need for an expert referral.
Yes
No
I.
During the appointment, has the child made eye contact
with you?
Yes
No
*ii.
Get the child's attention, then point across the
room at an interesting object and say, Oh
look! There's a (name of toy)! Watch the child's
face. Does the child look across to see what your
are pointing at? (1)
Yes
No
*iii.
Get the child's attention, then give child a miniature
toy cup and teapot and say, Can you make a
cup of tea? (Substitute toy pitcher and glass
and say, Can you pour a glass of juice? )
Does the child pretend to pour out tea (juice),
drink it, etc? (2)
Yes
No
*iv.
Say to the child, Where's the light? ,
or Show me the light. Does the child
POINT with his/her index finger at the light? (3)
Yes
No
v.
Can the child build a tower of bricks (blocks)?
(If so how many?) (Number of bricks....)
*
Indicates critical questions that are most indicative
of autistic characteristics.
1.
(To record YES on this item, ensure the child has not
simply looked at your hand, but has actually looked
at the object you are pointing at.)
2.
(If you can elicit an example of pretending in some
other game, score a YES on this item.)
3.
(Repeat this with, Where's the Teddy Bear?
or some other unreachable object; if child does not
understand the word light . To record a YES
on this item, the child must have looked up at your
face around the time of pointing.)
The
British Journal of Psychiatry, 1996, vol 168, pp. 158-163
The
British Journal of Psychiatry, 1992, vol 161, pp. 839-843
pointing
eye contact
pretend
British Journal of Psychiatry
I. During the appointment
Teddy Bear
Autism514
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Autism
A Case Study
Fred's parents were concerned. Fred was two and a half years old, but had
not begun to talk. He didn't babble like other children his age. Fred
did not make eye contact, but his vision seemed fine. He loved watching
his own hands. He could sit for hours watching his hands move back and
forth.
Fred was diagnosed with autism, a neurological disorder that disrupts
normal development. Some children with autism can attend school with
children their own age; others need special care.
The Symptoms Autism is classified as a pervasive
developmental disorder. The "pervasive" part of the name implies that the
disorder is serious, or that it affects many areas of development.
Symptoms vary greatly from person to person. People with autism may appear
to daydream constantly or be unaware of people around them. Most children
with autism prefer to play by themselves, and treat other people like
furniture. The major symptoms of autism include: Symptoms of Autism Communication
Problems Many people with autism are uncommunicative -
they will not speak, gesture, or make facial expressions. When they do
speak, the speech may be in a sing-song pattern or monotone (no variation
in pitch, like playing a single note on an instrument). Other people with
autism may talk at length with no regard to what another person says or
does.
Repetitive
Motions
Most people with autism enjoy repetitive motions, such as spinning
objects,
running water, or sniffing objects. A sense of routine is very important,
and it can be extremely upsetting to them when part of their routine is
changed. This could be something as trivial as changing the route to the
grocery store or moving an item within the house.
Problems with Social
Interactions People with autism have trouble
interpreting
other people's facial expressions. Most of the time they will not make eye
contact with others and have trouble making friends. Some people with
autism are hypersensitive to sound and may get very upset when they hear
sirens or dogs barking. Others are fascinated by faint noises such as the
ticking of a watch. To some, bright lights are distressing, while others
will stare at bright lights for hours. Many people with autism can not
stand
light touch: scratchy clothing could be unbearable. Others seem immune to
pain and may hurt themselves. Mood swings are common.
The
Cause of Autism is Unknown
It was once thought that poor parenting caused autism. This is definitely
not true. Although the cause of autism is unclear, it is known that
genetics do play a role. The disorder is seen often in identical twins:
different studies have shown that if one identical twin has autism then
there is a 63-98% chance that the other twin will have it. For
non-identical twins (also called fraternal or dizygotic twins), the chance
is between 0-10% that both twins will develop autism. The chance that
siblings will be affected by autism is about 3%.
Chance that
both people will develop
autism
63-98%Identical Twins
0-10%Fraternal Twins
3%Siblings
Autism appears to be associated with other chromosomal abnormalities, such
as Fragile X syndrome or brain abnormalities such as congenital rubella
syndrome. A large number of people with these disorders are also
diagnosed with autism. Furthermore, complicated births, such as difficult
pregnancies, labor, or delivery may to contribute to the disorder.
Diagnosis Autism is a behaviorally defined syndrome. There
is no simple test for it. Usually parents notice that their child is not
developing in the same way as other children the same age. A physician can
perform a psychiatric exam, ruling out other disorders such as
schizophrenia, selective mutism (when the child chooses not to speak but
can speak if he wanted to), or mental retardation, to name a few.
Other tests examine language skills. When all test results are
examined, a physician can make a diagnosis.
Treatment Although symptoms in children may lessen with age,
autism is a lifelong disorder. Many people with autism will remain in
institutionalized care and approximately 50% will remain without the
ability to speak. Structured programs that do not allow the child to
"tune out" have proved successful at helping many children gain language
and some social skills. Many times children with autism will have other
disorders, such as epilepsy (seizures), hyperactivity, and attention
problems. Epilepsy, in particular, appears to get worse as autistic
children get older.
Drugs that inhibit the reuptake of the neurotransmitter called serotonin
have some success in treating patients with autism. These drugs, such as
Fluxoetine, slow the reuptake of serotonin by the
neuron that releases it. Therefore, serotonin stays in the synapse
for a longer time.
Normal Synapse
With Fluxoetine
A Look at the Brain of a Person with Autism
Brain imaging techniques, such as magnetic resonance imaging (MRI), have
been used to examine the brains of people with autism. However, results
have been inconsistent. Abnormal brain areas in people with autism
include the:
Cerebellum - reduced size in parts of the
cerebellum.
Hippocampus and Amygdala - smaller
volume. Also, neurons in these areas are smaller and more tightly packed
(higher cell density).
Lobes of the Cerebrum - larger size than
normal.
Ventricles - increased size.
Caudate nucleus - reduced volume.
Quick Facts About Autism
Autism occurs in approximately four or five out of every 10,000
children in the U.S.
Autism is the third most common developmental disorder in the U.S.,
affecting at least 500,000 people.
Autism is seen more often in boys; four or five boys will have autism
compared to one girl. But girls with autism are often more severely
affected than boys and score lower on intelligence tests.
Leo Kanner first described autism as the "inability to relate
themselves in the ordinary way to people and situations from the beginning
of life" in the 1943 paper "Autistic Disturbances of Affective Contact."
Autism usually is seen within the first three years of life.
Approximately 80% of people with autism function at a mentally
retarded level (usually within the moderate range of retardation).
Some people with autism are gifted in certain areas such as math or
music. These are termed "splinter skills."
Autism has also been called "early infantile autism," "childhood
autism," "Kanner's autism," and "pervasive developmental
disorder."
References and further reading:
American Psychiatric Association: Diagnostic Manual of Mental
Disorders (DSM-IV), 4th Edition, Washington, D.C., American
Psychiatric
Association, 1994.
Griffiths, D. 5-Minute Clinical Consult, Baltimore: Williams
and Wilkins, Inc., 1999.
Kaplan, H.I. and Sadock, B.J., Comprehensive Textbook of
Psychiatry, 6th Edition, Baltimore: Williams and Wilkins, 1995.
Kates, W.R. et al., Neuroanatomical and neurocognitive differences in
a pair of monozygous twins discordant for strictly defined autism, Ann.
Neurol., 43:782-791, 1998.
Rapin, I. Autism in search of a home in the brain. Neurology,
52:902-904, 1999.
Rowland, L.P., Merritt's Textbook of Neurology, 9th Edition,
Malvern: Williams and Wilkins, 1995.
Autism Information
from the National Institute of Child Health and Human Development
Autism Resources
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Mental Disorders
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System
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Prepared by Ellen Y. Kuwana
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brain
U.S.
eye contact
mental retardation
seizures
fragile x syndrome
Washington
American Psychiatric Association
Leo Kanner
Kanner
Rapin
D.C.
DSM-IV
D.
Kaplan
Sadock
Comprehensive Textbook of Psychiatry
Ann
Kates
Neurology
Case Study Fred
Fred
Social Interactions People
Cause of Autism
Amygdala
Quick Facts About Autism Autism
Autistic Disturbances of Affective Contact
American Psychiatric Association: Diagnostic Manual of Mental Disorders
Griffiths
Baltimore: Williams
Wilkins
H.I.
B.J.
Neurol.
I. Autism
Rowland
Merritt
Malvern: Williams
National Institute of Child Health and Human Development Autism Resources BACK TO: Neurological
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ÊScotty is a happy and affectionateÊ6 year old in Kindergarten at Sycolin Creek Elementary School. In his second year of Kindergarten, he is showing an immense increase in his social overtures, and his schoolmates are really good at supporting him. ...ReadÊMore
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View Our Autism State Profiles
Easter Seals and the Autism Society of America have partnered together to prepare a state-of-the-state report of autism services in the 50 states, the District of Columbia and Puerto Rico.
View Other ResourcesAutism 101
What Exactly is Autism?Autism Spectrum Disorder (ASD) or autism is a developmental disability considered the result of a neurological condition affecting normal brain function, development and social interactions. Children and adults with autism find it difficult or impossible to relate to other people in a meaningful way and may show restrictive and/or repetitive patterns of behavior or body movements. While great strides are being made, there is no known cause, or a known singular effective treatment for autism.
Learn About Signs and Symptoms
There is no single behavior that is always typical of autism or any of the autistic spectrum disorders. Learn about the signs and symptoms.
There is Hope Autism is a baffling, life-long disorder. And while there is no cause or cure, nor a known singular effective treatment, it is treatable. People with autism -- at any age -- can make significant progress through therapy and treatments, and can lead meaningful and productive lives.
However, experts agree that early diagnosis and early intervention are critical - because the earlier people with autism get help, the better their outcomes will be in the future.
Did you Know? The annual cost of providing services for people with autism is $90 million, in 10 years that number is projected to be $200 - 400 billion. With early diagnosis and intervention, the overall cost of treatment can be reduced by two-thirds over an individual with autism s lifetime.
London School of Economics Study, 2001Opening the Door to AutismThere are five developmental disorders that fall under the Autism Spectrum Disorder umbrella and are defined by challenges in three areas: social skills, communication, and behaviors and/or interests.
Autistic Disorder -- occurs in males four times more than females and involves moderate to severe impairments in communication, socialization and behavior.
Asperger's Syndrome -- sometimes considered a milder form of autism, Asperger s is typically diagnosed later in life than other disorders on the spectrum. People with Asperger's syndrome usually function in the average to above average intelligence range and have no delays in language skills, but often struggle with social skills and restrictive and repetitive behavior.
Rett Syndrome -- diagnosed primarily in females who exhibit typical development until approximately five to 30 months when children with Rett syndrome begin to regress, especially in terms of motor skills and loss of abilities in other areas. A key indicator of Rett syndrome is the appearance of repetitive, meaningless movements or gestures.
Childhood Disintegrative Disorder -- involves a significant regression in skills that have previously been acquired, and deficits in communication, socialization and/or restrictive and repetitive behavior.
Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS) -- includes children that do not fully meet the criteria for the other specific disorders or those that do not have the degree of impairment associated with those disorders.
Read the full glossary of ASD-related terminology.
Living with AutismPeople with autism have challenges in the areas of communication, socialization and restricted/repetitive behaviors. A few examples:
Communication
Development of language is significantly delayedSome do not develop spoken languageExperience difficulty with both expressive and receptive languageDifficulty initiating or sustaining conversationsRobotic, formal speechRepetitive use of languageDifficulty with the pragmatic use of language
Socialization
Difficulty developing peer relationshipsDifficulty with give and take of social interactionsLack of spontaneous sharing of enjoymentImpairments in use and understanding of body language to regulate social interactionMay not be motivated by social reciprocity or shared give-and-take
Restricted/Repetitive Behavior
Preoccupations atypical in intensity or focusInflexibility related to routines and ritualsStereotyped movementsPreoccupations with parts of objectsImpairments in symbolic play
brain
routines
regression
Autism Society of America
ASD
childhood disintegrative disorder
repetitive behavior
Asperger
Pervasive Developmental
rett syndrome
Autism Spectrum Disorder
PDD-NOS
atypical
Rett
Rett
District of Columbia
Puerto Rico
Hope Autism
London School of Economics Study
ASD-related
examples: Communication Development
Restricted/Repetitive Behavior Preoccupations
Autism518
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FAQ
autism
inherited diseases
Learning About Autism
What is autism?
What are the symptoms of autism?
How is autism diagnosed?
What is the treatment for autism?
Is autism inherited?
NHGRI Clinical Research on Autism
Additional Resources for Autism
What is autism?
Autism - or more precisely the autism spectrum disorders (ASDs) - represent a broad group of developmental disorders characterized by impaired social interactions, problems with verbal and nonverbal communication, and repetitive behaviors or severely limited activities and interests.
The ASDs include a variety of medical autism diagnoses, which vary in the severity of the individual symptoms and include autistic disorder (sometimes called classical autism), Asperger's syndrome and a general diagnostic category called Pervasive Developmental Disorders (PDD).
Autism has become the most commonly diagnosed childhood developmental disorder. According to the Centers for Disease Control Prevention in 2007, autism spectrum disorders now affect 1 in every 150 children in the United States. Statistics from the U.S. Department of Education and other government agencies indicate that autism diagnoses are increasing at the rate of 10 to 17 percent per year.
Autism can affect any individual and is not based on ethnic, racial or social background. The incidence of autism is the same all around the world. It is four times more common in boys than in girls.
Top of page
What are the symptoms of autism?
Autism usually develops before 3 years of age and affects each individual differently and to varying degrees. It ranges in severity from relatively mild social and communicative impairments to a severe disability requiring lifelong parental, school and societal support.
The hallmark symptom of autism is impaired social interaction. 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 don't understand social cues provided by tone of voice or facial expressions and they don't watch other people's faces to pick up on these cues.
Many children with autism engage in repetitive movements such as rocking, spinning, twirling or jumping, or in self-abusive behavior such as hand biting or head-banging.
Of children being diagnosed now with an autism spectrum disorder, about half will have mental retardation defined by nonverbal IQ testing and 25 percent will also develop seizures. Though most children show signs of autism in the first year of life, about 30 percent will seem fine and then regress in both their language and social interactions at around 18 months of age.
About 30 percent of children with autism have physical signs of some alteration in early development such as physical features that differ from their parents (sometimes called dysmorphic features), small head size (microcephaly) or structural brain malformations.
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How is autism diagnosed?
Diagnosis of autism is based on standardized testing plus a clinical evaluation by an autism specialist. These professionals are usually psychologists, psychiatrists, developmental pediatricians, pediatric neurologists or medical geneticists.
The diagnosis of autism is made when there are a specific number of symptoms as defined by the Diagnostic and Standard Manual of Mental Disorders (DSM-IV). Some commonly used diagnostic tests are the CARS (Childhood Autism Rating Scale), the ABC (Autism Behavior Checklist) and the GARS (Gilliam Autism Rating Scale). Formal diagnosis by an autism specialist usually depends on completing the ADOS (Autism Diagnostic Observation Scale), and ADI-R (Autism Diagnostic Interview-Revised). The CHAT (Checklist for Autism in Toddlers) is often used in pediatrican's offices to screen for autism symptoms.
When physical features, small head size or brain malformations are present or there is a family history of relatives with autism, genetic testing such as chromosome analysis and single-gene testing is done.
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What is the treatment for autism?
There is currently no cure for autism. However, autism can be managed and shaped at a young age, even as early as pre-school. Early intensive therapy can have a positive effect on development later in life.
Treatment of autism involves medical and behavioral therapies to help children with conversational language and social interactions. Treatment also involves helping children decrease their repetitive, self-stimulatory behaviors, tantrums and self-injurious behavior.
Medications can help treat specific symptoms such as aggressive or self-injurious behavior, inattention, poor sleep and repetitive behaviors. However, no medications are autism specific and medications should be used in conjunction with a family-centered, behavioral and educational program.
Top of page
Is autism inherited?
Scientists are not certain what causes autism, but it's likely that both genetics and environment play a role.
The causes of autism may be divided into 'idiopathic', (of unknown cause) which is the majority of cases, and 'secondary,' in which a chromosome abnormality, single-gene disorder or environmental agent can be identified. Approximately 15 percent of individuals with autism can be diagnosed with secondary autism; the remaining 85 percent have idiopathic autism.
Exposure during pregnancy to rubella (German measles), valproic acid, and thalidomide, are recognized causes of secondary autism; however, it remains unclear whether those who develop autism after such an exposure are also genetically predisposed.
The search for new environmental causes of secondary autism has centered primarily on childhood immunizations given around the time that regressive-onset autism is recognized. Both childhood immunizations and mercury in thimerosal, which was used as a preservative in some routine immunizations until 2001, have both been under scrutiny; however, no scientific evidence for a relationship between vaccines and autism has been identified.
Researchers have identified a number of genes associated with autism. 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 indicate that autism usually results 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. These are preliminary findings and require further study.
The risk that a brother or sister of an individual who has idiopathic autism will also develop autism is around 4 percent, plus an additional 4 to 6 percent risk for a milder condition that includes language, social or behavioral symptoms. Brothers have a higher risk (about 7 percent) of developing autism, plus the additional 7 percent risk of milder autism spectrum symptoms, over sisters whose risk is only about 1 to 2 percent.
When the cause of autism is a chromosome abnormality or a single-gene alteration, the risk that other brothers and sisters will also have autism depends on the specific genetic cause.
Top of page
NHGRI Clinical Research on Autism
Currently, NHGRI is not conducting studies on autism:
There are 70 research trials on autism recruiting volunteers conducted by other institutions and organizations that are listed on the ClinicalTrials Web Site www.clinicaltrials.gov.
Search ClinicalTrials.gov [clinicaltrails.gov]
Current NHGRI Clinical Studies
Clinical Research FAQ
Top of page
Additional Resources for Autism
Autism Fact Sheet [ninds.nih.gov]An information page on Autism developed by the National Institute of Neurological Disorders and Stroke (NINDS)
Autism Spectrum Disorders (Pervasive Developmental Disorders) [nimh.nih.gov]From The National Institute of Mental Health (NIMH)
Autism Research at the NICHD [nichd.nih.gov] From The National Institute of Child Health and Human Development (NICHD)
Autism [nlm.nih.gov]From MEDLINEplus, the National Library of Medicine Web site.
Autism [nlm.nih.gov]From MEDLINEplus, the National Library of Medicine Web site.
Autism Society of America (ASA) [autism-society.org]
The Autism Society of America (ASA) is the leading voice and resource of the entire autism community in education, advocacy, services, research and support.
Autism Speaks [autismspeaks.org]Dedicated to awareness, fundraising, science and advocacy.
Autism Research Institute (ARI) [autism.com] The hub of a worldwide network of parents and professionals concerned with autism founded in 1967 to conduct and foster scientific research designed to improve the methods of diagnosing, treating and preventing autism.
Autism [rarediseases.info] Information from the Genetics and Rare Diseases Information Center.
Finding Reliable Health Information OnlineA listing of information and links for finding comprehensive genetics health information online.
Top of page
Last Updated: August 28, 2009
genetic
brain
genetic
eye contact
mental retardation
National Institute of Neurological Disorders
NINDS
National Institute of Mental Health
Autism Research Institute
ARI
Autism Society of America
PDD
Autism Speaks
social interaction
seizures
United States
sleep
valproic acid
ADOS
German
NICHD
NIMH
tantrums
ASDs
Pervasive Developmental Disorders
DSM-IV
National Institute of Child Health and Human Development
U.S. Department of Education
Stroke
ASA
Centers for Disease Control Prevention
Scale
Gilliam
ADI-R
ABC
chromosome abnormality
Also: Talking Glossary of Genetic Terms Definitions
NHGRI Clinical Research
Diagnostic and Standard Manual of Mental Disorders
Diagnostic Observation Scale
Interview-Revised
NHGRI
ClinicalTrials Web Site
NHGRI Clinical Studies Clinical Research FAQ Top
Spectrum Disorders
National Library of Medicine Web
Genetics and Rare Diseases Information Center
Reliable Health Information OnlineA
August 28, 2009
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Names
in this article have been changed to protect the identities of patients,
parents, and healthcare professionals who wish to remain anonymous.
Autism
Dr. Molly McButter, Ph.D., is a much sought-after child psychologist
working near Stanford University in Palo Alto, California. For the past several
years, she's been counseling a suspiciously large number of well-to-do (but
freaked out) moms and dads living in the Bay Area. They come to her from different
cities and unique socioeconomic backgrounds, but they do have one thing in common:
their kids have all started acting funny.
"Tommy," age two and a half, suddenly stopped recognizing his parents
and 5-year-old sister. Instead of responding when called to, he'd sway back
and forth in slow circles, pausing only to bonk his head repeatedly against
a ceramic dog bowl. One day he ceased making eye contact with his family members
altogether. He'd drag his head across the floor, walk on his toes, make odd
gurgling sounds, and spend long hours filling and emptying buckets of sand in
the sandbox. Then the screaming began; he'd wail inconsolably at all hours of
the day and night, refusing to be held or comforted in any way. Shortly thereafter,
he developed chronic diarrhea. Tommy's mother compared this incomprehensible
phenomenon to someone coming into her perfectly healthy son's bedroom in the
night, stealing his personality and ability to communicate, and then leaving
behind the empty cardboard box of an utterly bewildered child.
At
age six, "Kelly" developed some eccentric habits of her own. She began
tugging uncomfortably at the collar of her shirt or the footpads of her pajama
bottoms. Sometimes she'd go as far as to rip all her clothes off during
an otherwise routine trip to Safeway. At the corner Blockbuster, Kelly would
windmill both of her arms and run sweeping down the aisle, knocking entire racks
of video boxes onto the floor. When this caused a scene, she too would scream
and lash out with her fists, biting her father and lifting up her shirt to bare
her bee-stung breasts at flabbergasted customers. At home, she'd refuse to sleep
more than a few minutes at a time. She began urinating in the fireplace and
all four corners of the hardwood family room floor, making an exaggerated show
of it whenever company came over for extended periods of time -- to the understandable
consternation and embarrassment of her parents.
And
when "Harrison" reached the age of ten, his mother and father could
no longer deny the disparity between his development and that of other children
his age. He seemed to exist alternately in one of two possible states: passed
out and sound asleep, or running tirelessly around the house from room to room
wearing different wigs and clanging iron pots together. He developed an obsessive,
breakfast time fascination with the Pocahontas-style illustration of the Indian
princess on the Land O'Lakes spreadable butter tub. He would kick chairs, curse
and shriek, and throw forks whenever it was time for her to return to the refrigerator.
On his birthday, Harrison crept into his father's room as he lay sleeping, and
stabbed him in the buttocks with a turkey thermometer.
After a battery of tests, these children were diagnosed with varying degrees
of autism, and Dr. McButter herself was responsible for delivering the
bad news. She knows firsthand that the medical and psychiatric literature covering
autism employs daunting words like "hopeless" and disparaging phrases
like "no known treatment". Autism is a disorder which can seize upon
someone instantly, or sneak up on them over the course of many months. It hinders
the development of a person's ability to communicate, interact with other people
and maintain normal contact with the outside world.
The
symptoms of autism are extremely noticeable and can be recognized as
early as infancy. In most cases, a perfectly normal child will begin to regress:
he or she loses the power of speech, abandons social skills, or gets stuck in
infinite loops of obsessive physical activity. Most children completely withdraw
into a world all their own.
When parents learn their child is autistic, they describe it as one of the
most traumatic, stressful events of their lives. Non-autistic people see autism
as an enormous tragedy, and mothers and fathers alike experience continuing
disappointment and grief at nearly all stages of an autistic child's life. Mostly
this grief stems from profound sorrow over the loss of the "normal"
child they'd been hoping for.
In forty-eight states, one out of every 500 children has been diagnosed
with autism. But two regions in the two remaining states -- the California Bay
Area and a borough of New Jersey -- stand out: the ratio is a disturbing one
in 250. Studies of the New Jersey phenomenon suggest contributing factors like
environmental toxins and genetic predisposition, but age attributes of the mothers
also apply. Teen mothers, as well as women in their thirties or forties are
more likely to produce autistic children than a female in her twenties. New
theories attempting to reconcile explanations for the Silicon Valley autism
phenomenon are more sinister, and they've begun to orbit around moms and dads
who met each other online.
Before we explore that, let's turn our attention to the animal world for just
a moment. Specialized dog factories offering their customers purebred terriers,
greyhounds, German shepherds and the like are in the inbreeding business. It's
been long understood that any sufficiently advanced mammal species requires
a more dynamic population source. From the standpoint of maintaining a genetically
healthy stock, limited mating options guarantee progressive genetic degeneration,
brittle bones, deafness, heart problems and a substantial loss of vigor. Any
one of these disabilities alone can saddle dog owners with the unhappy responsibility
of wrangling unhealthy pets. But if you go to the Humane Society and adopt
a dog, you're likely to find -- pardon the term -- a
mutt, a mixed breed dog with rich, colorful DNA. These dogs are profoundly
smarter, better adjusted to living with humans, and far more loving than their
blue blooded cousins.
In large cities, the men and women who hook up in bars get together because
they find each other cute. Successful unions between such couples are
more likely to produce cute kids with healthy, happy genes. After all,
they're the output of parents who ostensibly came together with no similar
genetic markers beyond physical appearance. Their offspring are mutts as well,
and statistically predisposed to a healthier, happier life. In smaller cities
(or rural areas where sexual intercourse is the preferred method of passing
time because nobody has a car or a computer to escape the tedium of everyday
life) people of similarly limited characteristics mix and mingle in a woefully
homogenous petri dish. Such a localized gene pool is tantamount to a single
block of low-income housing: there's far less opportunity for the population
to enjoy the diversity required to encourage evolution, and
there's a much greater chance of propagating genetic defects.
The Internet as we know it is more of a puddle than a massive, unwieldy universe.
Online portals like Orkut, Friendster, Tribe.Net, MySpace, Nerve, and Craigslist
which foster the illusion of value by belonging to privatized, incestuous "communities"
are inbreeding a new generation of individuals with genetic markings nearly
identical to those of autism -- and its lesser cousin Asperger's.
Asperger's
syndrome is a Pervasive Development Disorder (PDD) characterized by severe and
sustained impairment with social interaction. Adults with Asperger's have trouble
feeling empathy for others, especially when it comes to decoding social cues
like gestures, facial expressions and body language. Normal communicative behaviors
like humor or the emotional nuances of sarcasm, idioms or metaphors are often
wholly lost on sufferers of Asperger's. Relationship issues depicted in books,
movies, and television programs will not be understood. While their reading
recognition skills are excellent, language comprehension remains weak -- and
it cannot be assumed that they fully understand what they so fluently read.
People with autism and Asperger's can often be egocentric, meaning that
in some cases they find it difficult to believe other people actually have their
own thoughts, feelings, or opinions of their own.
The pervasiveness of individual thoughts, feelings, and opinions in tech-savvy
metropolitan areas (like Silicon Valley) might be cause for alarm. Steve Silberman,
a Wired magazine reporter examined the autism phenomenon several years
ago, limiting his focus primarily to men and women working in the software industry:
"It's a familiar joke that many of the hardcore programmers in IT strongholds
like Intel, Adobe, and Silicon Graphics -- coming to work early, leaving late,
sucking down Big Gulps in their cubicles while they code for hours -- are residing
somewhere in Asperger's domain. Kathryn Stewart, director of the Orion Academy,
a high school for high-functioning kids in Moraga, California, calls Asperger's
syndrome the engineers' disorder. Bill Gates is regularly diagnosed
in the press: His single-minded focus on technical minutiae, rocking motions,
and flat tone of voice
are all suggestive of an adult with some trace of the disorder. In Microserfs,
novelist Douglas Coupland observes, 'I think all tech people are slightly autistic.'"
In January of 2001, Microsoft became the first major US corporation to
offer its employees insurance benefits to cover the cost of behavioral training
for their autistic children. But elsewhere, a building army of autistic offspring
threatens to bankrupt families, school systems and states nationwide. Federal
law mandates that special-needs students be removed from traditional
classrooms and stationed inside the portables at the far, far end of the football
field where they can receive specialized tutoring. Such a law requires hiring
more expensive teachers (those with master's degrees in special education) who
wrangle classrooms of five students as opposed to twenty-five. These classrooms
also include deaf and blind students, children with head injuries or learning
disabilities like dyslexia, severe emotional disorders or bipolar conditions.
The alternative to this arrangement is equally expensive: a privatized care
facility where you can park your kid in front of construction paper for the
day.
Meanwhile, as more and more women step up to claim their rightful place in
online communities by blogging themselves silly, pumping up their perceived
street value with mutually fanatical, hyperactive and hug-heavy "testimonials,"
e-viting one another into their electroclash pilates tribes, staging impromptu
stitch-n-bitch knitting circles or hosting day-long Burning Man "decompression"
parties, mentally obtuse men and boys who might never have found a compatible
female partner suddenly discover they can hurl an iPod out the window and crack
one square in the head with increasing accuracy. As long as men and women continue
to meet online based exclusively on shared interests, the mental stability of
future generations remains in grave peril -- and new technologies will need
to be developed to keep them alive.
Office
furniture, for instance, may need to be ergonomically redesigned to take advantage
of the Hug Box, a three-dimensional calming mechanism developed specifically
for autism sufferers.
In cooperation with noted researcher Temple Grandin, the Hug Box is an ingenious
pressurized snuggle system used for deep touch stimulation, producing a calming
effect on autistic or otherwise attention deficient individuals. Hug Boxes are
already being used in schools, clinics, and homes around the world. Each machine
is 60" tall, 60" long and 32" wide, constructed from 13-grade
3/4" birch plywood which is sealed and lacquered for a smooth durable finish.
All edges are rounded to ensure safety. The air controls are of outstanding
quality and multiple safety devices are included. Remaining components are fashioned
from wood, metal, and plastic. The overall look is that of traditional office
cubicle, with a classy, contemporary style suitable for those working in the
software, Internet, gaming or design industry.
The operator
places his head in the top area, against soft fuzzy padding. His hands slide
through the bottom opening to manipulate a keyboard or control joystick. As
the furry side panels close in at a slow pace, overstimulated nerves become
calm. Employees who previously paced, panted or hid under their desks during
a morning meeting will soon be able to make their way to the conference room
in a much calmer state -- without the use of a plastic mouth guard or ironcage
safety helmet.
The Hug Box, adjustable in many ways, can be used by software engineers, QA
testers, videogame "producers," artistic "directors," and
special needs students. The machine has a series of slots and holes to accommodate
a laptop, a 12-oz cup of coffee, a 17" flat-panel display, and either a
softcover O'Reilly reference or a rolled-up yoga mat. There are also slots which
adjust the arm rests, sliders which allow for oversized head girths, and a hands-free
speaker phone. In time, rather than clamoring for standup videogame units, Segways
or Air Hockey tables, tomorrow's crop of autistic office workers borne of Orkut-sanctioned
relationships or Friendster-branded marital unions will undoubtedly learn to
love their complementary Hug Boxes. In a nation of eight million socially impaired
Rain Mans unable to make human connections, at least everyone involved can boast
they're a very good driver.
The U.S. Department of Education recorded a nationwide autism increase of 600
percent between 1992 and 2004. The average child with autism will require $8
million in lifetime supervision and care. It's a disability with a normal life
expectancy affecting boys five times more than girls -- although girls are more
severely affected. In the United States, over one million individuals live with
autism, making it more prevalent than Down Syndrome, diabetes, and cancer combined.
Pornopolis |
Rotten |
Faces of Death |
Famous Nudes
genetic
genetic
dna
eye contact
PDD
Internet
social interaction
United States
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California
US
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down syndrome
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MySpace
Silicon Valley
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Stanford University
New Jersey
Indian
Palo Alto
Bay Area
Bill Gates
Microsoft
Library Medicine Epidemics Autism
Molly McButter
Tommy
Kelly
Safeway
Harrison
Pocahontas-style
Land O'Lakes
McButter
Humane Society
Orkut
Friendster
Tribe.Net
Nerve
Craigslist
Steve Silberman
Intel
Adobe
Silicon Graphics
Big Gulps
Kathryn Stewart
Orion Academy
Moraga
Microserfs
Douglas Coupland
Man
Hug Box
Hug Boxes
QA
Orkut-sanctioned
Rain Mans
1992 and 2004
Autism52
http://www.asmonline.org/default.asp
Important Autism Society of Maine News
April is Autism Awareness Month!
FREE workshops being offered by the Autism Society of Maine during Autism Awareness Month. [ More Info ]
Join Our Email List
Email:
Our Mission Statement
The Autism Society of Maine is a non-profit organization that serves individuals
with autism and their families, professionals, and communities by providing education,
advocacy, referrals, and resource development. The Society provides current information
in support of informed choice of treatments and services.
New Legislative section of our website makes it easy to stay informed and bring your voice to the table!
There is a lot happening these days of significant importance to those impacted by autism both on Capitol Hill, and during the upcoming session of the 124th Maine Legislature. We have a newly expanded legislative area of our website that will enable you to stay better informed and bring your voice to the table. Get involved! Check out and bookmark our pages on Recent and Pending State and Federal Legislation, which includes a summary of priority legislation, as well as links to details of specific bills and recently enacted laws, contact information for legislators, and links to information that will help you most effectively participate in the legislative process (how a bill becomes a law, what you should know about a a legislative document, how to testify at public hearings, and tips on communicating with legislators).
2010 Walk for Autism
Our 2010 Walk will be held on April 25 at three locations across Maine: Biddeford, Bangor, and a new site in Farmington. For more information, to register yourself or your team, or to become a sponsor of the event, click here.
2010 Ride for Autism
Our 2010 Ride will be held on September 18. We will be offering 50-mile, 25-mile, and fun-run routes, and the ride again this year will be based out of the Kennebunkport Conservation Trust building on Gravely Brook Road in Kennebunkport, Maine. For more information, to register yourself or your team, or to become a sponsor of the event, click here.
Make A Donation
The Autism Society of Maine relies on donations to cover the cost of running programs
and activites that bring awareness and community to individuals and families dealing with Autism
Spectrum Disorders.
Please take a moment today and provide a tax-deductible, direct donation to the Autism Society of Maine. A gift of $15, $25, or $50 or more will go a long way toward supporting ASM's programs for the people of Maine. Click here to learn how your donations make a difference!
Click here to learn how you can make a donation to the Autism Society of Maine.
The Autism Society of Maine can also accept donations made through Network For Good. You can click on the
button below to make a donation using their secure online form.
Board of Directors
The Autism Society of Maine is pleased to announce that Steven Berry, Jane Brennan, Anne Palmer Graham, Liza Little, Joseph Stone and Beth Whitehouse are joining its Board of Directors. ASM also offers our congratulations to our new Board officers: Returning Board members Lynda Mazzola will serve as President, Janine Collins will serve as Vice-President, and Michael Lamoreau will serve as Treasurer. For more information about our Board members, click here.
Become a Member!
The Autism Society of Maine invites you to join families and professionals in the
pursuit of knowledge about autism spectrum disorders, treatments and support for
Maine children and adults with autism.
The Autism Society of Maine seeks to provide information, referrals
and advocacy services to the community to help Maine better understand, protect
and serve individuals with Autism.
Other activities sponsored by ASM include presentations
and workshops, a statewide newsletter, an annual meeting, a family weekend retreat
and a summer camp program.
Click here to learn how you can join.
Interested in being a Volunteer?
Call the Autism Society of Maine, or visit our volunteer page for
more information!
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Characteristics
of Autism and
the Pervasive Developmental Disorders (PDD)
What
are the Pervasive Developmental Disorders?
What
causes Pervasive Developmental Disorders?
What
is the difference between autism and PDD-NOS?
How
do professionals tell the difference between autism and PDD-NOS?
What
is the difference between autism and Asperger's Syndrome?
Does
my child have an intellectual impairment (mental retardation)? How
is this different from autism?
What
is the long term prognosis for children diagnosed with autism/PDD-NOS?
My
doctor says my child will never learn to talk. Is this true?
How
is autism/PDD-NOS diagnosed? What are the areas of concern?
What
should I do about my child's autism/PDD-NOS?
What
are the Pervasive Developmental Disorders?
The
Pervasive Developmental Disorders or Autism Spectrum Disorders (ASD)
are a group of developmental disabilities, which according to recent
estimates, affect as many as 1-2 out of every 500 people. The
Pervasive Developmental Disorders are also known as the autism-spectrum
disorders, and they include Autistic Disorder, Pervasive Developmental
Disorder-Not Otherwise Specified (PDD-NOS), Asperger?s Disorder, Rett?s
Disorder, and Childhood Disintegrative Disorder. They affect up
to 4-5 times as many boys as girls, occur in all cultures, and are present
among all socioeconomic classes. They usually become noticeable
between the ages of 1 and 3 years, and affect the way in which social
behavior, communication (verbal and nonverbal communication), and attention/interests
develop. There is a wide spectrum of impairment associated with
the Pervasive Developmental Disorders, which can range from mild to
severe. The PDDs do not describe a delay in development, but rather
a difference or deviation in development in these three areas.
Back
to top
What
causes Pervasive Developmental Disorders?
Pervasive
Developmental Disorders are neurologically-based, medical disorders
that are not caused by errors in parenting, a specific environmental
toxin, poor prenatal care, etc. In a percentage of cases, there
may be a genetic cause. Although scientists are making strides
in identifying their cause(s), right now, there does not appear to be
one specific cause for all cases. A physician or psychologist
may diagnose one of these conditions using a medical model (following
the criteria set forth in the Diagnostic and Statistical Manual-Fourth
Edition, DSM-IV). Alternatively, an education team may assign
an educational eligibility (autism), based on a child's special needs
for educational modifications. At the present time, there is no
medical test that indicates an autism spectrum disorder; however, routine
medical screenings (metabolic, genetic, and Fragile X) are recommended
to rule out the presence of another identifiable condition. In
either case, the diagnosis of a PDD is based on behavioral observations
and clinical experience.
Back
to top
What
is the difference between Autism and PDD-NOS?
Pervasive
Developmental Disorder is a general category used to describe a pattern
of behavioral differences (which may include deviations, excesses, or
difficulties) in the areas of social relating, communication, and attention/interest.
Children who demonstrate a number of characteristics or symptoms in
these three areas, and whose problems are not better explained by other
disorders, may receive a diagnosis of PDD. This diagnosis may
also be applied if the child exhibits a variety of symptoms associated
with Autism, but in an unusual pattern. It should be stressed
that this is still a relatively new label, dating back only 15 years,
so that some professionals may not be familiar with its correct use.
In some cases, it has been incorrectly used synonymously with "significant
developmental delay? or ?general delay" or "developmental delay."
Both Autism and PDD-NOS can occur in conjunction with a wide spectrum
of intellectual ability. The defining feature must be a qualitative
difference in social and language development for these diagnoses.
Autism
and PDD-NOS are subtypes of the Pervasive Developmental Disorders.
It is common for a person to be given the general diagnosis of PDD,
which indicates an autism spectrum disorder without clarifying the exact
form of PDD. The differential diagnosis of the PDDs is based on
a particular pattern or clustering of symptoms, and specific criteria
on the number of symptoms that are observed. In both disorders,
there is a higher likelihood of developing seizures than in individuals
without autism.
Back
to top
How
do professionals tell the difference between autism and PDD-NOS?
Primarily
by the pattern and degree or number of characteristics observed or reported. However,
there are difficulties associated with this differential diagnosis,
and it often takes a clinician
with extensive experience with both disorders to make the call.
Problems
may occur when a child's developmental level is quite low, so that assessing
the areas of concern would be quite difficult at a similar age equivalent.
A second problem occurs with children who are toddlers and young preschool-age
children. Many of the behaviors that are considered crucial for
diagnosis are still very variable in typically developing young children
in this age range. Some children may receive a diagnosis of PDD-NOS
as a toddler because they did not have any communicative behavior; later
they may qualify for a diagnosis of autism as their communication develops
and it becomes more evident that a qualitative difference exists in
that area. For parents and educators, the important thing to focus
on is not the specific label a child receives, but what can be done
to help the child develop skills in the areas of concern.
Back
to top
What
is the difference between Autism and Asperger?s Disorder?
Asperger?s
Disorder was only added as a subtype of the PDDs in the DSM-IV in 1994,
so its characteristics are still under a great deal of study.
Similar to distinguishing Autism from PDD-NOS, there are specific criteria
that distinguish Autism and Asperger?s. Some of the key differences
between Autism and Asperger?s are that the individual could not have
had a clinically significant language delay (although unusual patterns
of communication and impaired nonverbal communication is generally present),
and the individual must function within average to above average intellectual
(cognitive) levels. There is currently much debate between professionals
whether Asperger?s Disorder should really be distinguished from high-functioning
Autism, and clinical experience is often important to determine how
these diagnoses should be applied to a particular individual.
Back
to top
Does
my child have an intellectual impairment (mental retardation)?
How is this different from Autism?
Intellectual
impairment (mental retardation) is a term used to describe individuals
who follow a slower developmental path than others their age.
?Intellectual impairment? is the term generally used by educators and
?mental retardation? is the term used in the DSM-IV; however, these
terms generally refer to the same types of learning difficulties.
People with an intellectual impairment continue to develop skills and
abilities as they grow, although they typically progress more slowly
than their peer group. Intellectual Impairment is identified by
comparing a person's intellectual performance on standardized tests
with others in his/her age group, and by looking at how well that individual
can function in adaptive skills (self-care, safety knowledge, independent
living skills).
Autism
and PDD-NOS can be present in people who also have an intellectual impairment;
however, they can also be present in individuals who have superior intellectual
skills. It varies from individual to individual. However,
because communication skills are an integral part of what most people
consider intelligence, the problems people with autism show in this
area may affect their ability to perform on standardized intelligence
tests. Some individuals with Autism may receive a diagnosis of
intellectual impairment or mental retardation due to suppressed performance
in areas involving verbal expression or understanding, while performing
above average in some other areas (such as memory and visual problem-solving).
In such cases, the term is not particularly meaningful or predictive
of long-term outcome.
When
assessing the skills of a child with a PDD, it is important to evaluate
the skills that they show on an everyday basis in situations that are
meaningful and familiar to them. Evaluation should not only focus
on identifying a child?s intellectual level, but should aim to identify
the child?s learning characteristics so that meaningful goals can be
planned to help the child develop to his or her potential.
Back
to top
What
is the long-term prognosis for children diagnosed with Autism/PDD-NOS?
Autism/PPD-NOS
is a life-long disability, and individuals with Autism live a full lifetime.
There are no cures, and even those individuals who proclaim themselves
"recovered" continue to have difficulties with subtle social processes.
However, with advances in education, early intervention, and research,
today individuals with Autism/PDD have a greatly expanded range of outcomes
as adults. In the past, the majority of individuals with Autism
lived in institutional care as adults. Current trends, based on
increased knowledge of how to educate children with Autism and the importance
of early education, emphasize building skills and abilities in order
to prepare young adults with Autism/PDD to work, to live in the community,
and in some cases, to pursue higher education. Outcome appears
to depend on both degree of overall impairment and intensity of educational/treatment
effort. Prognosis is markedly better for individuals who develop
verbal language before the age of 5 years
Back
to top
My
doctor says my child will never learn to talk. Is this true?
For
most children with Autism, there is no physical reason to preclude learning
to use verbal communication. Unless there is a specific physical
problem (such as deafness, absence of larynx/pharynx, focal lesion the
brain), there is no reason to make such an assumption. It should
be noted that speech does not frequently come easily to individuals
with Autism, and research suggests that intensive efforts and education
are often needed for children with Autism to develop speech. However,
given the relationship between speech development and prognosis, aggressively
pursuing verbal communication skills is highly recommended for young
children with Autism/PDD-NOS.
Back
to top
How
is Autism/PDD-NOS diagnosed? What are the areas of concern?
Individuals
with Autism frequently display certain clusters of behavior that distinguish
them from individuals who do not have Autism. Diagnosing this
syndrome using the DSM-IV involves consideration of the following characteristics.
Note:
The child need not show all of these characteristics.
I. Qualitative impairment in reciprocal social interactions:
This refers to a developmental difference in the
individual's interest and competence in achieving reciprocal interactions.
It does not mean that the individual is not affectionate, or cannot
make contact with other people, or is simply behind schedule in the
development of social skills. What is different is the quality of interaction
and interest.
Behaviors
suggesting this area may be affected include:
difficulty
understanding/perceiving the emotions of others
difficulty
sustaining interactions initiated by others
poor,
fleeting or abnormal eye contact
lack
of comfort-seeking when distressed
difficulty
making peer friendships appropriate to developmental level
lack
of social or emotional reciprocity
lack
of effort to share interests or enjoyment with others (may not show,
point out or bring objects to share with others)
in
preschool children, lack of turn-taking play with peers (although
the child may enjoy active and rough-and-tumble play)
difficulty
understanding social cues
difficulty
understanding and expressing his/her own emotions
seeking
touch and affection on own terms, but shunning affection when offered
by others (not on own terms)
preference
for solitary play instead of group or paired play
absence
of symbolic play behavior, very literal and concrete in comprehension
(e.g., would not use a block as a telephone)
frequent
or sustained giggling, laughing or crying without visible cause
may
appear deaf at times, yet hear sounds from a distance at other times
(ignore voice when name is called, yet run to window when ice cream
truck is two blocks away)
II. Qualitative impairment in verbal and non-verbal
communication and imaginative activities:
Again, this does not refer to a delay in development,
but rather a difference in the way verbal and nonverbal communication
proceeds. Behaviors suggesting this area may be affected include:
normal
development of early babbling and first words which are later lost
between the ages of 1 and 3 years, while other development appears
to proceed on course
difficulty
developing verbal communication
pulling
adults to items of interest rather than pointing or gesturing
lack
of use of gestures, demonstration, mime to compensate for lack of
verbal expression
repeating
phrases verbatim frequently (echolalia)
repeating
phrases (often from TV) out of context after a period of time has
passed (delayed echolalia)
using
words out of communicative context (walks around saying "hi daddy"
when daddy is at work, and nobody is present)
answering
question by parroting question back to you
poor
timing and content variation in topic
difficulty
taking turns in maintaining a conversation
difficulty
with abstract concepts (learns nouns better than verbs or adjectives)
difficulty
understanding the "theme" of a story
inventing
own words for objects and rigidly uses them (neologism)
talking
mainly about one restricted topic, or using one word repeatedly (perseveration)
acting
as if adults can read his/her mind
question-like
or sing-song cadence to their speech
difficulties
in imitation
III. Restricted repetitive and stereotyped
patterns of behavior, interests, and activities:
engaging
in repetitive non-functional body movements (for example, spinning
or whirling
around,
flapping arms or hands, rocking, walking on tiptoes, looking at fingers
(stereotypies)
difficulty
with changes or transitions
under-
or over-sensitivity to sensory stimuli (sounds, lights, textures,
odors)
restricted
food preferences, sometimes related to food texture
may
explore environment in unusual ways (smelling objects, mouthing excessively,
scratching, licking)
develop
attachments to objects that are not typical for children (must sleep
with twigs)
may
carry around objects without ever playing with them, and become upset
when they are taken away
becomes
fascinated with parts of objects (wheels, lines, writing)
may
spin objects that are round in shape
may
focus on ordering and reordering or categorizing toys instead of playing
with them (lining up cars, amassing red blocks)
plays
with materials in the same sequence across a period of time where
variation would be expected (has Ernie follow same route to hospital
every time he plays with car mat)
develops
routines that are difficult to break
may
get upset over trivial changes in environment (moving a lamp)
not
interested in a wide variety of toys and materials
peculiar
insistence in selected items, sequences, or routines (will only drink
milk out of a certain cup)
does
not ask for help, but figures out how to get what he/she wants
OTHER CONCERNS:
eating
inedible objects
undersensitive
to pain
attention
span fleeting for most activities, yet can spend long periods of time
focused on one activity of his/her own interest (can watch videos
for hours, but can't sit for 30 seconds for other tasks)
high
overall activity level
may
need less sleep than typical children of the same age
absence
of fear or appreciation of dangerous situations
self-injurious
behavior that does not appear to be directed at achieving any result
(head banging, eye poking, biting)
uneven
intellectual ability (skills show a great deal of variability)
peculiar
fascination with one specific medium (country music, TV station, Wheel
of Fortune, preview guide), etc.
more
interested in credits and commercials than TV shows
unusual
fear reactions
STRENGTHS:
good
memory, especially for visually presented information
enjoys
completing tasks with a set end point
may
have precocious interest in letters and numbers
cuddly
and affectionate with parents, usually on own terms
mechanical
aptitude (can program the VCR at age 2)
higher
skills/talents in art, music, math, balance
enjoy
vestibular stimulation (tosses, being turned upside down, etc)
stamina
good
non-verbal problem solving abilities (can get what they want)
Back
to top
What
should I do about my child's Autism/PDD-NOS?
The most successful approach to dealing
with the symptoms of Autism involves systematic and intensive educational
programming. You may want to pursue a second opinion regarding diagnosis;
however, the most prudent approach is to assume that the diagnosis is
correct and proceed to develop plans to deal with the language and social
difficulties of the child through educational programming (including
speech therapy, therapeutic play groups, etc.) while you are also looking
for a second opinion. If the original diagnosis was incorrect,
no valuable time will be lost. The Emory Autism Center is available
at (404) 727-8350 to provide you with information, referrals, evaluations,
and recommendations for your child.
Back
to top
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genetic
Autism Spectrum Disorders
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Autism
Pervasive Developmental Disorder
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routines
echolalia
PDD
ASD
childhood disintegrative disorder
seizures
sleep
Diagnostic
cognitive
Pervasive Developmental Disorders
DSM-IV
Disorder
PDD-NOS
imitation
Fragile X
gesturing
solitary
Pervasive Developmental Disorder-Not Otherwise Specified
Emory Autism Center
Ernie
Autistic Disorder
Statistical Manual-Fourth Edition
Autism/PDD
I. Qualitative
Fortune
(404) 727-8350
diagnoses
cars
Autism521
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DISCLAIMER: This
page is not science, it's just some thoughts by a Dad who has
done a bit of reading and is lucky enough to spend lots of time with
two great kids.
[ More
definitions and points of view | Asperger's
Syndrome ]
Autism (or PDD, PDD-NOS, "autism spectrum disorder")
Autism (and the related pervasive developmental disorders) is
a severe developmental disorder
which, left unchecked, usually progresses to developmental disability
at a
young age. The causes of the disorder are largely unknown; they include
genetic and
environmental (chemical and biological) factors, or some interaction of
the two. (Many in
the psychoanalytic community once believed that lack of parental
nurturing was the cause,
but that is perhaps the only factor we now know is not
important.) Symptoms may be
present from or even before birth (yes, Moms can tell), or appear
gradually or suddenly after two or more years of apparently
normal development. Although some related conditions such as
Landau-Kleffner syndrome
cause measurable changes in brain activity, in most cases the only
diagnostic information
is the child's behavior. Other biological markers are sketchy: there is
some evidence of altered neurotransmitter (serotonin)
levels; some children show slight physical changes, such as the shape
of their
ears; there is a strong correlation with maleness and
non-right-handedness; and
there is correlation with certain genes. There is about a one in nine
chance
that a sibling will also have autism.
The early symptoms may include grossly delayed language or
motor development; atypical
play, such as spinning, lining up, staring at, or feeling toys (but no
pretend play); lack
of peer play or friendships; stereotyped (repeated unchanging) body
movements; or
pronounced fears, crying fits, sleeplessness, or noise sensitivity. In
place of the
typical progression of skills, the young child with autism may develop
some skills early,
such as the ability to recognize letters and signs (or even read), or
the ability to make people smile by
flirting or acting silly. These strengths may mask the severity of the
many real deficits.
(It is a common misconception that children with autism must be
withdrawn; some are, but
others are perfectly friendly. Real, and tragic, isolation sets in
later if they do not
develop the social and communication skills expected of older children.)
Older children may develop aggressive, hazardous, or
self-injurious behavior to such a
degree that they require institutional care. Most do develop language,
but it may consist
largely of "echoed" words and phrases. If functional language appears,
it is
frequently missing important social context. Asked to talk about a
picture of an activity,
for example, the child may say "The boy's shirt is red and he has five
fingers on his
left hand and five fingers on his right hand." He may insist on extreme
sameness,
counting every step to the kitchen, tantruming if interrupted or the
number of steps is
not exactly 16. Although not all suffer severe symptoms, individuals
with autism frequently
have difficulty achieving independence, forming stable relationships,
or being free of
anxiety.
There is strong evidence that many or even most children with
autism are actually able
to learn as much as typically developing children, given the right
environment.
For many, there may
be no deficit at all in the 'underlying' (cognitive) brain functions ,
but
for some reason the information does not get in and skills do not
develop normally. There
is, in effect, a learning 'blockage.' Some research points to the
attention
mechanism as a factor. As infants, children who later are diagnosed
with
autism are unable to switch attention from one stimulus to another as
readily as
their peers. (Can you read this and make sense of it while you are
talking on
the phone?)
We also don't understand well the 'subtypes' or boundaries of
autism. For any individual, professionals will differ on what deficits
may be
due to autism, and what may be due to other disorders, such as ADHD,
"nonverbal learning disorder," or other cognitive and learning
difficulties. This leads to a proliferation of related official and
not-quite-official diagnostic labels for people with different mixes of
skills
and deficits: hyperlexia, semantic-pragmatic disorder, Asperger's
Syndrome,
sensory integrative dysfunction, and so on. Many people put these into
the
bucket "autism spectrum disorder."
It is a very mysterious disorder. No one understands why our
kids are the way
they are, or can explain why their responses to everyday things can be
so very
strange. The particular excesses and deficits vary so greatly from one
child to
another that an explanation or strategy that seems to work for one
child may be
a disaster for another. We know mostly how little we know. One measure
of a
professional's ability to help your child is a willingness to admit how
little
he knows, and a commitment to use your child's progress as the only
sure guide.
Having said all this, here are a few things that are mostly
true -
likely to apply to most - or mostly
false - concepts that may work for an individual child here
or there but
probably don't apply to most.
Autism (and the related pervasive developmental
disorders) is...
Uncommon but not rare. The "accepted" incidence is around
one per thousand, but many parents in the USA report a "head count" in
their schools that gives an incidence closer to one in every two or
three hundred. Research
in England gives a total incidence of all autism spectrum
disorders at one in 160.
A severe
disorder, one that substantially affects most life activities. When an evaluator or administrator speaks of "mild
autism" or "mild PDD," ask, "What is a mild severe
disorder?"
Genetically linked to some degree.
Evidenced as an impairment in learning by social imitation.
Spoken language, body language, the rules of play and friendship, are
all typically learned at an amazingly early age by observing and
imitating other's behaviors. If our kids are to learn those things at
all, they need a lot of expert help.
Related to overall brain functioning rather than one
specific site. See
Scientists Discover Biological Basis for Autism.
Autism is probably
not...
Caused by entirely genetic or entirely environmental factors
A "sensory disorder," or a dysfunction of any specific
sense (hearing, balance, vision, and so on). Exaggerated responses
(fear, anxiety) to normal sensory stimuli are very common, but the
response is probably not simply a normal response to an exaggerated or
distorted sensation. (There may be a disorder in how sensory
information is processed, but it is not likely as simple as "too loud"
or "not clear.")
Caused by vaccinations. The symptoms of autism often show
up suddenly after one to three years of apparently normal development.
Kids get lots of vaccinations during this time so the odds are
significant that "sudden autism" will follow a shot. This is a case
where only careful statistical analysis can untangle the facts.
Highly treatable by drugs. There is no medication specific
to autism. Some individuals do benefit from psychoactive medications
such as SSRIs (used to treat depression and OCD), antipsychotics
(schizophrenia), stimulants (ADHD), or anticonvulsants (bipolar
disorder). Some get a lot of benefit, so careful trials may be
warranted. The dosages may be different - often lower - than those used
for the associated clinical condition.
More definitions and points of
view
DIAGNOSING AUTISM AND PDD-NOS PER THE DSM-IV IN LAYMAN S TERMS
demystifies the "official" Diagnostic and Statistical Manual definition
Is Asperger s
syndrome/High-Functioning Autism
necessarily a disability? Simon Baron-Cohen
What is autism? Autism Society of
America
National Institute of Mental Health
USA
Personal views Autism Network
International
Asperger's Syndrome
My Web site does not distinguish Asperger's from autism. They
are not the
same thing, however, so here are some answers to "What is
Asperger's?".
Barb Kirby
See also
The
Neurodevelopment of Autism: Recent Advances by George Niemann
Back to ABA Resources
This document is rsaffran.tripod.com/autism.html,
updated Sunday, 08-Nov-2009 15:55:37 EST
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Consortium recommends CMA be adopted as first-line diagnostic
Boston March 15, 2010 The Autism Consortium, an innovative research, clinical and family collaboration dedicated to catalyzing research and enhancing clinical care for families with autism spectrum disorders (ASDs), announced today that the results of its comparison study of genetic testing methods for autism spectrum disorders is available from the journal Pediatrics through early online release in their eFirst pages today and will appear in the journal's April issue. The study revealed that chromosomal microarray analysis (CMA) had the highest detection rate among clinically available genetic tests for patients with autism spectrum disorders and should be part of the initial diagnostic evaluation of all patients with ASDs unless a genetic diagnosis has already been made.
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The study, a collaboration between the Autism Consortium and Children's Hospital Boston, led by Consortium members Bai-Lin Wu, David Miller, Kira Dies, and Yiping Shen, examined 933 families (children and parents) who received clinical genetic testing for a diagnosis of Autism Spectrum Disorder (ASD) between January 2006 and December 2008. The researchers compared the findings from three clinical genetic tests: G-banded karyotype and fragile X testing, the current standard battery of genetic testing, and chromosomal microarray analysis, for which testing guidelines have not yet been established. Chromosomal microarray analysis is similar to a karyotype, but can find much smaller chromosomal deletions and duplications.
The results showed that chromosomal microarray analysis identified more genetic abnormalities associated with autism than the standard testing methods combined:
Standard testing method G-banded karyotype testing yielded abnormal results in 19/852 patients (2.23%)
Standard testing method Fragile X testing results were abnormal in 4/861 patients (0.46%)
In contrast, chromosomal microarray analysis (CMA) identified deletions or duplications in 154/848 (18.2%) patients and 59/848 (7.0%) were clearly abnormal.
As a result, chromosomal microarray was better than a karyotype for all but a small number of patients with balanced rearrangements, and those were not necessarily a cause of ASD.
"This is the largest study of clinical genetic testing for patients with autism spectrum disorders, and the results clearly show that chromosomal microarray analysis detects genetic abnormalities leading to ASD more often than a standard karyotype and fragile X testing," said David Miller, MD, PhD, assistant director of the DNA Diagnostic Laboratory at Children's. "Chromosomal microarray was much better than a karyotype, but most clinical guidelines still recommend a karyotype and consider the microarray a second tier test." Because of the dramatic increase in variations identified using CMA, the Autism Consortium recommends that CMA should be included in the first tier of diagnostic testing for children with ASD symptoms who have no clear genetic cause. Start Previous 1 2 3 Next End
genetic
genetic
dna
David Miller
Hospital Boston
Bai-Lin Wu
Autism Consortium
G-banded
ASD
MD
ASDs
Autism Spectrum Disorder
March 15, 2010
Yiping Shen
Kira Dies
Autism Consortium and Children
CMA
Consortium
DNA Diagnostic Laboratory at Children
3 Consortium
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ArticleKrista's younger brother seemed really quiet when Iris met him for the first time. "Yeah, he has autism," Krista said while they sorted through her CDs. Then she started talking about a new band, so Iris didn't have a chance to ask her any questions. It left her wondering: What is autism? How does someone get it? Can it be treated?
What Is Autism?
Autism is a developmental disorder that some people are born with it's not something you can catch or pass along to someone else. It affects the brain and makes communicating and interacting with other people difficult.
People who have autism often have delayed language development, prefer to spend time alone, and show less interest in making friends. Another characteristic of autism is what some people describe as "sensory overload": Sounds seem louder, lights brighter, or smells stronger. Although many people with autism also have mental retardation, some are of average or high intelligence.
Not everybody with autism has the exact same symptoms. Some people may have autism that is mild, whereas others may have autism that is more severe. Because it affects people differently, autism is known as a spectrum disorder. Two people with the same spectrum disorder may not act alike or have the same skills.
As many as 1 in 150 people have autism, and it's more common in guys than in girls. Although doctors do not know exactly what causes it, many researchers believe autism is linked to differences in brain chemicals (neurotransmitters). These differences may be caused by something in our genes families who have one child with autism have a higher risk of having another child with autism or a similar disorder. Research suggests that in most cases it's probably a combination of genes that causes the disorder, not a single autism gene.
Sometimes you may hear other developmental disorders mentioned in the same way as autism, such as Asperger syndrome, Rett syndrome, and childhood disintegrative disorder. These disorders, along with autism, are all considered pervasive developmental disorders. People diagnosed with any of these disabilities have problems with social skills and communication.
What Do Doctors Do?
Autism is usually diagnosed at a very young age, when a child is 11/2 to 4 years old. There are no medical tests to determine whether someone has autism, although doctors may run various tests to rule out other causes of the symptoms.
The best way to identify autism is to watch how a child behaves and communicates. Parents can help by telling the doctor how the child acts at home. Then a team of specialists which may include a psychologist, a neurologist, a psychiatrist, a speech therapist, and a developmental pediatrician will evaluate the child and compare levels of development and behavior with those of other kids the same age. Together, they will decide whether the child has autism or something else.
How Is Autism Treated?
Autism is not treated with surgery or medicine (although some people with autism may take medicine to improve certain symptoms, like aggressive behavior or attention problems). Instead, people who have autism are taught skills that will help them do the things that are difficult for them. The best results are usually seen with kids who begin treatment when they're very young and as soon as they're diagnosed.
Special education programs that are tailored to the child's individual needs are usually the most effective form of treatment. These programs work on breaking down barriers by teaching the child to communicate (sometimes by pointing or using pictures or sign language) and to interact with others. Basic living skills, like how to cross a street safely or ask for directions, are also emphasized.
A treatment program might also include any of the following: speech therapy, physical therapy, music therapy, changes in diet, medication, occupational therapy, and hearing or vision therapy. The same specialists who helped diagnose the condition usually work together to come up with the best combination of therapies to use in addition to the educational program.
By the time they are teens, people with autism may be taking regular classes, attending special classes at the high school level, or attending a special school because of ongoing behavioral problems.
What Are Teens With Autism Like?
Because their brains process information differently, teens with autism may not act like other people you know (or each other, because the severity of symptoms of autism varies from person to person). They can have trouble talking and sometimes communicate with gestures instead of words. Some spend a lot of time alone, don't make friends easily (and may not act like they want to), and don't react to social cues like someone smiling or scowling at them. They often do not make eye contact when you are talking to them. They also find it hard to join in a game or activity with other people. If they are sensitive to sensory stimuli, they might draw back when hugged or startle easily when they hear a sudden noise, even if it's not very loud.
Some teens with autism are passive and withdrawn, whereas others are overactive and may have tantrums or act aggressively when they are frustrated; it's important to realize that this is part of the disorder.
Many teens with autism also continue to have intellectual limitations and learning problems. Because they don't have the ability to express emotions like anger and frustration in more acceptable ways, they might express themselves in ways that seem inappropriate. Many have difficulty coping with change and get anxious if their daily routine is altered. In more severe cases, a teen might fixate on different objects or ideas or display repetitive motions like rocking or hand flapping.
One common misconception is that people with autism don't feel or show emotion. Although they can feel affection, they often don't express it the same way others do. To an outsider, this can come across as being cold or unemotional.
Living With Autism
Perhaps the most difficult part of coping with autism is interacting with other people every day. Because the brain of a teen with autism works a little differently, learning to communicate can be like learning a foreign language. This can make it hard for people with autism to express themselves or for others to understand them, so just talking with a classmate becomes stressful and frustrating.
When even a casual conversation requires so much effort, it's hard to make friends. Teens with autism may have to think constantly about how other people will perceive their actions and make a conscious effort to pay attention to social cues the rest of us handle without even thinking. Basically, it takes a lot of work for someone with autism to do what comes naturally to most people.
So if you know someone who has autism, be extra patient when you're talking with him or her. Don't expect a person with autism to look at things the same way you do. You should also realize that some behaviors you think are rude (like interrupting you when you're talking) come from a different perception of the world: It's tough for people who can't read social cues and recognize the natural pauses in a conversation to know when to jump in with their own thoughts. The more understanding and supportive you are, the more enjoyable your time together will be.
Despite all the day-to-day hurdles, though, many people with autism lead fulfilling, happy lives on their own or with help from friends and family. Most teens with autism like school, and some can attend regular classes with everyone else. They have individual tastes and enjoy different activities, just like you do.
Some people with autism go on to vocational school or college, get married, and have successful careers. Consider Temple Grandin, for example. Despite having autism, she was able to earn a PhD and become a college professor. She's even written a book about her experience called Thinking in Pictures: And Other Reports From My Life With Autism. Although she still struggles with the disorder almost daily, she leads a "normal" life, just like many other people with autism.
Reviewed by: Steven Dowshen, MD
Date reviewed: April 2008
Originally reviewed by: Anne M. Meduri, MD
pointing
brain
eye contact
mental retardation
MD
childhood disintegrative disorder
tantrums
Temple Grandin
rett syndrome
Krista
Iris
Pictures: And Other Reports From My Life
Steven Dowshen
Anne M. Meduri
occupational therapy
physical therapy
vision therapy
music therapy
Autism525
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THE vaccine additive thimerosal is not to blame for autism, a special US court has ruled 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 on Friday they had failed to show a connection between the mercury-containing preservative and autism.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. 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.
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The ruling came in the so-called vaccine court, a special branch of the US Court of Federal Claims established to handle claims of injury from vaccines. It can be appealed in federal court.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 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 lawyers defend a government program, using government-funded science, before government judges, Rebecca Estepp, of the Coalition for Vaccine Safety said in a statement.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 US Court of Claims is different from many other courts: The families involved did not 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.
US
Congress
Andrew Wakefield
Vaccine Injury Compensation Program
Coalition for Vaccine Safety
Philadelphia
Paul Offit
Rebecca Estepp
British
United States.In
George Hastings Jr
US Court of Federal Claims
US Court of Claims
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UC Davis researchers searching for autism clusters in hopes of finding an environmental cause for the disorder have identified 10 clusters around the state, but the source of the clusters is not exactly what they expected. The clusters, including five in metropolitan Los Angeles and one in San Diego, are centered on regional developmental services centers in areas with highly educated parents, primarily Caucasians, with high incomes. In short, what they found were clusters of increased diagnostic rates for autism. In one respect, the results were not surprising because it has long been known that high-income, highly educated white parents are more likely to have their children diagnosed with autism and more likely to have them diagnosed at an early age.
Looking at clustering is often a way to uncover leads about problems in the environment, said epidemiologist Irva Hertz-Picciotto, the senior author of the study. Mapping has a long history of being a way to get clues about causes of disease. She was, indeed, surprised by the findings -- not that there are clusters with parents with higher education, but that it was so consistent across the board. In virtually every cluster they identified, the rate of autism was about twice as high within the cluster as in adjacent regions.
Hertz-Picciotto and her colleagues obtained birth records for 2,453,717 children born in the state between 1996 and 2000. By 2006, the children had all reached at least age 6, the age by which diagnosis of autism is generally accomplished. State records showed that about 9,900 autism cases were in the records of the Department of Developmental Services. The team reported in the journal Autism Research that they identified 10 clusters of autism among the 21 regional offices of the department and two potential clusters. The clusters were primarily in the high-population areas of Southern California and, to a lesser extent, in the San Francisco Bay area.
The clusters were:
-- The Westside Regional Center in Culver City, which serves western Los Angeles County, including Culver City, Inglewood and Santa Monica.
-- The Harbor Regional Center, headquartered in Torrance, which serves southern Los Angeles County.
-- The North Los Angeles County Regional Center, in Van Nuys, which serves the San Fernando and Antelope valleys. Two clusters were in this region.
-- The South Central Regional Center in Los Angeles, which serves Compton and Gardena.
-- The Regional Center of Orange County in Santa Ana.
--The Regional Center of San Diego County, which serves San Diego and Imperial counties.
-- The Golden Gate Regional Center in San Francisco, which serves San Francisco, Marin and San Mateo counties. There are two clusters in this area.
-- The San Andreas Regional Center in Campbell, which serves Santa Clara, Santa Cruz, Monterey and San Benito counties.
Increased incidence was also noted in two other regions, the Central Valley Regional Center in Stockton and the Valley Mountain Regional Center in Fresno. The incidence of autism was not as high in those regions, however.
Because the team analyzed birth locations and not the location of diagnosis, it is highly unlikely that the parents moved into the cluster regions to seek care, Hertz-Picciotto said.
In the U.S., the children of older, white and highly educated parents are more likely to receive a diagnosis of autism or autism spectrum disorder, said lead author Karla C. Van Meter, who was a graduate student when the data were collected but is now at the Sonoma County Department of Public Health. For this reason, the clusters we found are probably not a result of a common environmental exposure. Instead, the differences in education, age and ethnicity of parents comparing births in the cluster versus those outside the cluster were striking enough to explain the clusters.
The team is now looking elsewhere for possible causes. Some previous studies have hinted that exposure to pesticides may play a role and a study in Texas showed that exposure to mercury in the environment --but not in vaccines -- could be a causative agent. We are casting a wide net, looking at everything we can--pesticides, medical conditions in the mother, medications, flame retardants, etc., Hertz-Picciotto said. The problem, she conceded, is that, if the exposure is truly widespread, then linking it to autism will be very difficult.
-- Thomas H. Maugh II
Credit: UC Davis M.I.N.D. Institute
U.S.
San Diego
Department of Developmental Services
Los Angeles
Public Health
Autism Research
Texas
UC Davis
San Francisco
Irva Hertz-Picciotto
Hertz-Picciotto
Southern California
San Diego County
UC Davis M.I.N.D. Institute
Fresno
Regional Center
Marin
Van Nuys
Campbell
Monterey
Santa Clara
Imperial
Compton
Gardena
Culver City
Inglewood
Caucasians
The Westside Regional Center
Los Angeles County
Santa Monica
The Harbor Regional Center
Torrance
North Los Angeles County Regional Center
San Fernando and Antelope
The South Central Regional Center
The Regional Center of Orange County
Santa Ana.
The Golden Gate Regional Center
San Mateo
San Andreas Regional Center
Santa Cruz
San Benito
Central Valley Regional Center
Stockton
Valley Mountain Regional Center
Karla C. Van Meter
Sonoma County Department
Thomas H. Maugh II Credit:
1996 and 2000
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NEWS
Click on the links below to skip to the news items of interest:
World Autism Awareness Day 2010
Victorian Autism Conference Update
Logo Competition Winners
Conference Update
Campaign for Change - State and Federal Elections
Training for Teachers and Educational Support Staff
A Fair Go For All Letter Writing Campaign
2009 Autism Victoria ASD Research Forum Proceedings
Autism Victoria Service Directory
World Autism Awareness Day 2010
Autism Victoria is calling on the community to get behind World Autism Awareness Day on Thursday April 1st 2010.
World Autism Awareness Day is an event that falls annually on the 2nd of April. Unfortunately this year, this date happens to also be Good Friday. In order to be able to give full attention to the day, Autism Victoria decided to move the event back a day and celebrate on Thursday 1st April.
We have been working on this event for the past 4 weeks and unfortunately last week the World body have advised a change of date to mid-March. As this notice has arrived far too late to change our plans we have decided to continue with the events in hand.
Please join us on
Thursday 1st April 2010 for a march from the Autism Victoria offices to the State Library. Once there, we will release 1000 multicoloured balloons into the sky to visually respect and represent the individuality of those on the Autism Spectrum. The balloons will also represent the number of Early Intervention hours the 1000 hours campaign is fighting for.
Where? Autism Victoria 24 Drummond St, Carlton
When? 12pm Thursday 1st April
If you are not able to make it for the walk, please meet us at the State Library located at 328 Swanston St, Melbourne. We would really like to make an impact and to help to raise awareness of Autism Spectrum Disorders in the community. Please mark the date in your diary we look forward to seeing you there!
Other Initiatives Planned
Autism Victoria has also contacted a number of television programs including The Footy Show, Sunrise, The Morning Show and The Circle requesting presenters wear Autism Awareness Ribbons on their shows. We have also approached the producers of the Royal Children s Hospital Good Friday Appeal to request the ribbons been worn and to present a short piece on World Autism Awareness Day.
If you have any further questions regarding any of these events please contact:
Sasha Lilford
Ph: 9657 1629
Email: sasha.lilford@autismvictoria.org.au
Victorian Autism Conference Update
9th March 2010
Logo Competition Winners
The Victorian Autism Conference (VAC) organising committee had an overwhelming response to our logo competition, with an extraordinarily high standard of entries. We received submissions from a wide cross-section of the community, from individuals and family members of those affected by Autism Spectrum Disorder (ASD), to students, graphic designers, professionals in education and health sectors, and artists. The competition attracted national and international attention, and it is fantastic to see that that our conference has had such far-reaching effects to draw interest from individuals from such a wide variety of backgrounds. Due to the high standard of entries, we have invited all artists to showcase their submissions at the conference (at the Melbourne site as well as all our regional locations), which is sure be a highlight of the two-day event.
We are pleased to present the winning logo entries for the 2010 Victorian Autism Conference. Our congratulations go out to our two winners, who have each been awarded a double pass to conference to be held on August 5th and 6th 2010. The winning logo was created by Josh Chan, and is displayed above. Our theme for this year s conference is Promoting Positive Practice Across the Spectrum, and an image submitted by Jaime Kelly, was selected to represent this year s theme. The image is available here.
Keep an eye out for other conference material to be released soon!
Conference Update
In other conference news, the organising committee is very excited to confirm that planning is well underway for the Victorian Autism Conference, hosted by Autism Victoria, to be held on the 5th and 6th of August 2010. With Early Bird registrations opening mid-March and only a limited number of places, we recommend that you Save The Date now!
With the aim of promoting lively discussion about strategies and information on Autism Spectrum Disorders to enhance the quality of life of families and individuals affected by ASD, this two day event, targeted at families, individuals and professionals with an interest in ASDs is shaping up to be a major event on the disability calendar.
Whilst the conference itself is being conducted in Melbourne, it will also be held simultaneously in several key regional centres across the state to ensure that we maximise participation. With the assistance of live streaming and partner organisations, families and professionals living in regional or rural areas won t miss out on being involved in this exciting event. It is anticipated that we will be announcing the key regional satellite centres in the next Conference Update, so keep an eye out for the next eSpectrum!
The VAC organising committee has been working tirelessly to ensure that this year s conference program is a spectacular success, and we are delighted to announce the involvement of Dr Richard Eisenmajer, Wendy Lawson and Chris Glennon. The call for presentations closed late February, and we are looking forward to shortly announcing the involvement of numerous other exciting speakers in the two-day program.
Finally, we would like to announce some exciting opportunities for individuals and organisations to become involved in the conference via various sponsorship programs. Sponsorship is an investment that will yield a positive and rewarding return for you and your organisation. With significant exposure across the state, sponsorship involvement in this event presents an excellent opportunity to network and promote your business throughout the ASD and broader communities. We would encourage anyone interested in sponsorship opportunities to contact the committee at conference@autismvictoria.org.au.
Campaign for Change - State and Federal Elections
4th March 2010
Call for Campaign Activists
This is an unusual year within a political context with both the Victorian and Federal Governments facing an election. Interestingly, although Labour looks safe at a Federal level the State government is looking somewhat shakier.
This provides us with an opportunity to try to influence the policies of all major parties as they recognise that small shifts may determine the election outcome.
Autism Victoria intends to develop and submit position papers to State and Federal Government. To support this approach and to ensure we develop comprehensive and detailed position papers we invite our members to become involved in the process.
I would like to stress that this work is not for the faint hearted as it requires much effort and commitment if we are to achieve any meaningful outcome. It will also mean the group will need to liaise with and co-ordinate action with other pressure groups at times.
To this end the first stage is to gauge interest from members who may wish to come together and work on specific topics.
I am keen to seek expressions of interest from members in the following areas:
Early Childhood services
Transition to and through school
Current funding models for school support
Transition to work and higher education
Employment support
Housing and Accommodation options
Recreation and social networking
Please note, subject to the level of interest, each working group will be required to develop specific program responses and to cost same. This will form the basis of the Autism Victoria election document and then the groups both individually and as a whole will develop a broad promotional campaign around the document.
Please advise your expression of interest by email to ceo@autismvictoria.org.au. Please note the cut off date for expressions of interest will be the 31st of March.
Murray Dawson-Smith
Training for Teachers and Educational Support Staff
3rd March 2010
The Learning and Development team at Autism Victoria is offering a one-day training session in Melbourne to teachers and educational support staff who work with students with Autism Spectrum Disorders (including Autism and Asperger syndrome). For information on the training session, click here. To register, please click here.
A Fair Go For All Letter-Writing Campaign
1st March 2010
Help increase funding for disability support services in Victoria
A letter writing campaign has taken off to support the state-wide campaign A Fair Go For All. The letters aim to raise political awareness of the urgent need to increase funding of disability support services.
With the State Budget (May) and 2010 State election (November) just around the corner, every letter sent will make a difference. We are calling on our members, support people, friends and professionals to Sign and Send letters to help support better outcomes for people with a disability. Letters to Community Services Minister Lisa Neville and Premier John Brumby aim to increase pressure on the current government to act on the findings of the Price Review: Out-of-Home Disability Services and address the true cost of providing support services. It also aims to apply pressure to respond to the recommendations of the Parliamentary inquiry into supported accommodation for people with a disability and/or mental illness.
Now is the time to show your support. Current media attention on disability and the government s own data help the case for increased funding. Your letter, along with the hundreds of others from across Victoria, will make the difference.
You can download example letters at the links below:
Letter to Premier Brumby calling for A Fair Go For All
Letter to Minister Neville calling for A Fair Go For All
2009 ASD Research Forum Proceedings available now!
16th November 2009
The 2009 ASD Research Forum was held on Tuesday 10th November. Around 100 delegates had the pleasure of attending to hear a fascinating summary of the latest research into the genetics of autism, presented by our keynote speaker, Dr Natasha Brown. The forum also provided an opportunity for participants to hear about some of the latest research findings in the autism field across Victoria.
Please click here for a copy of the 2009 ASD Research Forum Proceedings.
The Autism Victoria Service Directory
3rd April 2009
The Autism Victoria Service Directory is in desperate need of both updating and expanding!
The service directory is one of the few central information sources in Victoria that families, individuals and professionals can utilise to discover or share ASD services that range from ASD specific counsellors and therapists to hairdressers or naturopaths who have experience with ASD children.
The service directory has evolved from parents, carers and individuals wanting to share a helpful service or professional with the wider Victorian ASD community.
Over the years the service directory has become a very useful tool for many people, as it can take the leg work out of navigating through the service maze that is not ASD specific. As awareness of ASD grows and more services designed to benefit those on the spectrum become available, it is important that Autism Victoria s service directory grows also, as we are often the first port of call for parents or individuals with a recent diagnosis. More than half of the 300 odd calls a week that come through Autism Victoria s info-line concern accessing our service directory.
So if you are already on our service directory, we would greatly appreciate it if you could fill out a service directory application form. If you do not want to fill out the whole form just simply list your contacts and service offered on page 3, but we have tried to make the form as brief and simple as possible!
If you know of anyone that you think should be on the service directory please either pass the application form onto them or ask them to contact the infoline on 1300 308 699 or email.
Autism Spectrum Disorders
Autism
Spectrum
ASD
Victoria
Autism Spectrum Disorder
Autism Spectrum
Autism Victoria
Federal
World Autism Awareness Day
Neville
Melbourne
Victorian Autism Conference Update
Logo Competition Winners Conference Update Campaign for Change
State and Federal Elections Training for Teachers and Educational Support Staff A Fair Go For All Letter Writing Campaign
Autism Victoria ASD Research Forum Proceedings Autism Victoria Service Directory World Autism Awareness Day
World body
State Library
Drummond St
Carlton When
Swanston St
Other Initiatives Planned Autism Victoria
Footy Show
Sunrise
Morning Show
Circle
Autism Awareness Ribbons
Royal Children
Sasha Lilford
Logo Competition Winners The Victorian Autism Conference
VAC
Victorian Autism Conference
Josh Chan
Jaime Kelly
Conference Update
Richard Eisenmajer
Wendy Lawson
Chris Glennon
State and Federal Elections 4th March
Victorian
Federal Governments
Labour
State government
State and Federal Government
Murray Dawson-Smith Training
Educational Support Staff
Fair Go
State Budget
Lisa Neville
John Brumby
Brumby
ASD Research Forum Proceedings
ASD Research Forum
Natasha Brown
Autism Victoria Service Directory
657 1629
sasha.lilford@autismvictoria.org.au
conference@autismvictoria.org.au
ceo@autismvictoria.org.au
April 1st 2010
1st April 2010
9th March 2010
and 6th 2010
4th March 2010
3rd March 2010
1st March 2010
16th November 2009
autismvictoria.org.au
autismvictoria.org.au.
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What is Occupational Therapy (O.T.)?Occupational Therapy aims to maximize a child s participation in home, school, play and leisure activities i.e. activities of daily living. Occupational Therapy is important when a child s ability to participate in/ or perform these tasks is affected or compromised by illness, disease, disability or disorder. How Occupational Therapy Helps the Autistic Child Children are assessed in terms of age-appropriate life tasks. Occupational Therapy addresses areas that interfere with the child's ability to function in such life tasks. An occupational therapist would assess the child s fine motor skills, coordination and self-help skills. (eating with utensils, dressing etc) The occupational therapist would also look at how the child responds to and uses what he sees, hears, feels, tastes and smells. The occupational therapist would identify the child s impairments and provide intervention services to develop skills in these identified areas. Occupational Therapy benefits a child with autism by attempting to improve the quality of life for the individual through successful and meaningful experiences. This may be accomplished through the maintenance, improvement, or introduction of skills necessary for the child to participate as independently as possible in meaningful life activities. These are some of the skills occupational therapy may foster: daily living skills, such as toilet training, dressing, brushing teeth, and other grooming skills fine motor skills required for holding objects while handwriting or cutting with scissors gross motor skills used for walking or riding a bike sitting, posture, or perceptual skills, such as telling the differences between colors, shapes, and sizes visual skills for reading and writing play, coping, self-help, problem solving, communication, and social skills By working on these skills during occupational therapy, a child with autism may also do the following: develop peer and adult relationships learn how to focus on tasks learn how to delay gratification express feelings in more appropriate ways engage in play with peers learn how to self-regulate And this from Andrea Roche, ASD Unit Teacher Scoil Mhuire Coolcotts Wexford. The Benefits of Occupational Therapy for children with Autism. In Scoil Mhuire Wexford we are lucky enough to have a purpose built, fully equipped occupational therapy room. We are also fortunate enough to have a group of dedicated parents from the Cottage Autism Network who have raised enough funds to employ an occupational therapist who works with children in our school and in St Senans, Enniscorthy and members of C.A.N county wide. This has provided us with a consistent occupational therapy service. Each child has individual sensory and motor needs and so has an individual programme to meet these needs. The sensory levels of the children can change from day to day and moment to moment and because our staff are familiar with the recommendations and equipment, they can immediately react to calm a child who is over stimulated or vice versa. The recommendations are carried out not only during occupational therapy sessions but throughout the day when needed. Weighted jackets, weight bearing exercises, fidget toys, structured movement breaks along with consistent behavioural plans and vigilant staff have helped to reduce significantly inappropriate behaviour. These strategies have been a huge benefit to the children in aiding concentration, listening skills and participation in group work. We have also seen improvements in fine motor co-ordination, which is an area of great difficulty for our children. The use of slant boards, weights, pencil grips and specific fine motor exercise have aided this. There is no doubt that occupational therapy is of huge benefit to children with sensory processing problems. We have found when it is used in conjunction with consistent behavioural plans by staff who are aware of the difficulties facing children with autism, the benefits are even greater.
Autism
Therapy
Therapy Helps the Autistic Child Children
Andrea Roche
ASD Unit Teacher Scoil Mhuire
Coolcotts Wexford
Scoil
Mhuire Wexford
Cottage Autism Network
St Senans
Enniscorthy
C.A.N
occupational therapy
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Home Mental Disorders and Psychological Distress Autistic Spectrum Disorders
Autism Spectrum Disorders (from NIMH) - Part 1
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By National Institute of Mental Health (NIMH)
If you have questions about autism spectrum disorders, this detailed booklet describes symptoms, causes, and treatments, with information on getting help and coping.
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Article Contents
...Part One
Autism Spectrum Disorders (Pervasive Developmental Disorders)
Rare Autism Spectrum Disorders
Rett Syndrome
Childhood Disintegrative Disorder
What Are the Autism Spectrum Disorders?
Possible Indicators of Autism Spectrum Disorders
Some Other Indicators
Social Symptoms
Communication Difficulties
Repetitive Behaviors
Problems That may Accompany ASD
The Diagnosis of Autism Spectrum Disorders
Screening
Comprehensive Diagnostic Evaluation
Available Aids
...Part Two
Treatment Options
The Adolescent Years
Dietary and Other Interventions
Medications Used in Treatment
Adults with an Autism Spectrum Disorder
Living Arrangements for the Adult with an Autism Spectrum Disorder
Research into Causes and Treatment of Autism Spectrum Disorders
Research on the Biologic Basis of ASD
The Children's Health Act of 2000 -- What It Means to Autism Research
References
Autism Spectrum Disorders (Pervasive Developmental Disorders)
Not until the middle of the twentieth century was there a name for a disorder that now appears to affect an estimated one of every five hundred children, a disorder that causes disruption in families and unfulfilled lives for many children. In 1943 Dr. Leo Kanner of the Johns Hopkins Hospital studied a group of 11 children and introduced the label early infantile autism into the English language. At the same time a German scientist, Dr. Hans Asperger, described a milder form of the disorder that became known as Asperger syndrome. Thus these two disorders were described and are today listed in the Diagnostic and Statistical Manual of Mental Disorders DSM-IV-TR (fourth edition, text revision)1 as two of the five pervasive developmental disorders (PDD), more often referred to today as autism spectrum disorders (ASD). All these disorders are characterized by varying degrees of impairment in communication skills, social interactions, and restricted, repetitive and stereotyped patterns of behavior.
The autism spectrum disorders can often be reliably detected by the age of 3 years, and in some cases as early as 18 months.2 Studies suggest that many children eventually may be accurately identified by the age of 1 year or even younger. The appearance of any of the warning signs of ASD is reason to have a child evaluated by a professional specializing in these disorders.
Parents are usually the first to notice unusual behaviors in their child. In some cases, the baby seemed different from birth, unresponsive to people or focusing intently on one item for long periods of time. The first signs of an ASD can also appear in children who seem to have been developing normally. When an engaging, babbling toddler suddenly becomes silent, withdrawn, self-abusive, or indifferent to social overtures, something is wrong. Research has shown that parents are usually correct about noticing developmental problems, although they may not realize the specific nature or degree of the problem.
The pervasive developmental disorders, or autism spectrum disorders, range from a severe form, called autistic disorder, to a milder form, Asperger syndrome. If a child has symptoms of either of these disorders, but does not meet the specific criteria for either, the diagnosis is called pervasive developmental disorder not otherwise specified (PDD-NOS). Other rare, very severe disorders that are included in the autism spectrum disorders are Rett syndrome and childhood disintegrative disorder. This brochure will focus on classic autism, PDD-NOS, and Asperger syndrome, with brief descriptions of Rett syndrome and childhood disintegrative disorder on the following page.
Rare Autism Spectrum Disorders
Rett Syndrome
Rett syndrome is relatively rare, affecting almost exclusively females, one out of 10,000 to 15,000. After a period of normal development, sometime between 6 and 18 months, autism-like symptoms begin to appear. The little girl's mental and social development regresses -- she no longer responds to her parents and pulls away from any social contact. If she has been talking, she stops; she cannot control her feet; she wrings her hands. Some of the problems associated with Rett syndrome can be treated. Physical, occupational, and speech therapy can help with problems of coordination, movement, and speech.
Scientists sponsored by the National Institute of Child Health and Human Development have discovered that a mutation in the sequence of a single gene can cause Rett syndrome. This discovery may help doctors slow or stop the progress of the syndrome. It may also lead to methods of screening for Rett syndrome, thus enabling doctors to start treating these children much sooner, and improving the quality of life these children experience.*
Childhood Disintegrative Disorder
Very few children who have an autism spectrum disorder (ASD) diagnosis meet the criteria for childhood disintegrative disorder (CDD). An estimate based on four surveys of ASD found fewer than two children per 100,000 with ASD could be classified as having CDD. This suggests that CDD is a very rare form of ASD. It has a strong male preponderance.** Symptoms may appear by age 2, but the average age of onset is between 3 and 4 years. Until this time, the child has age-appropriate skills in communication and social relationships. The long period of normal development before regression helps differentiate CDD from Rett syndrome.
The loss of such skills as vocabulary are more dramatic in CDD than they are in classical autism. The diagnosis requires extensive and pronounced losses involving motor, language, and social skills.*** CDD is also accompanied by loss of bowel and bladder control and oftentimes seizures and a very low IQ.
*Rett syndrome. NIH Publication No. 01-4960. Rockville, MD: National Institute of Child Health and Human Development, 2001. Available here.
**Frombonne E. Prevalence of childhood disintegrative disorder. Autism, 2002; 6(2): 149-157.
***Volkmar RM and Rutter M. Childhood disintegrative disorder: Results of the DSM-IV autism field trial. Journal of the American Academy of Child and Adolescent Psychiatry, 1995; 34: 1092-1095.
What Are the Autism Spectrum Disorders?
The autism spectrum disorders are more common in the pediatric population than are some better known disorders such as diabetes, spinal bifida, or Down syndrome.2 Prevalence studies have been done in several states and also in the United Kingdom, Europe, and Asia. Prevalence estimates range from 2 to 6 per 1,000 children. This wide range of prevalence points to a need for earlier and more accurate screening for the symptoms of ASD. The earlier the disorder is diagnosed, the sooner the child can be helped through treatment interventions. Pediatricians, family physicians, daycare providers, teachers, and parents may initially dismiss signs of ASD, optimistically thinking the child is just a little slow and will catch up. Although early intervention has a dramatic impact on reducing symptoms and increasing a child's ability to grow and learn new skills, it is estimated that only 50 percent of children are diagnosed before kindergarten.
All children with ASD demonstrate deficits in 1) social interaction, 2) verbal and nonverbal communication, and 3) repetitive behaviors or interests. In addition, they will often have unusual responses to sensory experiences, such as certain sounds or the way objects look. Each of these symptoms runs the gamut from mild to severe. They will present in each individual child differently. For instance, a child may have little trouble learning to read but exhibit extremely poor social interaction. Each child will display communication, social, and behavioral patterns that are individual but fit into the overall diagnosis of ASD.
Children with ASD 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 in communication and social skills become more noticeable as the child lags further behind other children the same age. Some other children start off well enough. Oftentimes between 12 and 36 months old, the differences in the way they react to people and other unusual behaviors become apparent. Some parents report the change as being sudden, and that their children start to reject people, act strangely, and lose language and social skills they had previously acquired. In other cases, there is a plateau, or leveling, of progress so that the difference between the child with autism and other children the same age becomes more noticeable.
ASD is defined by a certain set of behaviors that can range from the very mild to the severe. The following possible indicators of ASD were identified on the Public Health Training Network Webcast, Autism Among Us.3
Possible Indicators of Autism Spectrum Disorders
Does not babble, point, or make meaningful gestures by 1 year of age
Does not speak one word by 16 months
Does not combine two words by 2 years
Does not respond to name
Loses language or social skills
Some Other Indicators
Poor eye contact
Doesn't seem to know how to play with toys
Excessively lines up toys or other objects
Is attached to one particular toy or object
Doesn't smile
At times seems to be hearing impaired
Social Symptoms
From the start, typically developing infants are social beings. Early in life, they gaze at people, turn toward voices, grasp a finger, and even smile.
In contrast, most children with ASD 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 indifferent to other people, and often seem to prefer being alone. They may resist attention or passively accept hugs and cuddling. Later, they seldom seek comfort or respond to parents' displays of anger or affection in a typical way. Research has suggested that although children with ASD are attached to their parents, their expression of this attachment is unusual and difficult to read. To parents, it may seem as if their child is not attached at all Parents who looked forward to the joys of cuddling, teaching, and playing with their child may feel crushed by this lack of the expected and typical attachment behavior.
Children with ASD also are slower in learning 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 frowning 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 ASD have difficulty 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 ASD may lack such understanding. This inability leaves them unable to predict or understand other people's actions.
Although not universal, it is common for people with ASD also to have difficulty regulating their emotions. This can take the form of immature behavior such as crying in class or verbal outbursts that seem inappropriate to those around them. The individual with ASD might also be disruptive and physically aggressive at times, making social relationships still more difficult. They have a tendency to lose control, particularly when they're in a strange or overwhelming environment, or when angry and frustrated. They may at times break things, attack others, or hurt themselves. In their frustration, some bang their heads, pull their hair, or bite their arms.
Communication Difficulties
By age 3, most children have passed 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 clear that the answer is "no."
Some children diagnosed with ASD remain mute throughout their lives. Some infants who later show signs of ASD coo and babble during the first few months of life, but they soon stop. Others may be delayed, developing language as late as age 5 to 9. Some children may learn to use communication systems such as pictures or sign language.
Those who do speak often use language in unusual ways. They seem unable to combine words into meaningful sentences. Some speak only single words, while others repeat the same phrase over and over. Some ASD children parrot what they hear, a condition called echolalia. Although many children with no ASD go through a stage where they repeat what they hear, it normally passes by the time they are 3.
Some children only mildly affected may exhibit slight delays in language, or even seem to have precocious language and unusually large vocabularies, but have great difficulty in sustaining a conversation. The give and take of normal conversation is hard for them, although they often carry on a monologue on a favorite subject, giving no one else an opportunity to comment. Another difficulty is often the inability to understand body language, tone of voice, or phrases of speech. They might interpret a sarcastic expression such as Oh, that's just great as meaning it really IS great.
While it can be hard to understand what ASD children are saying, their body language is also difficult to understand. Facial expressions, movements, and gestures rarely match what they are saying. Also, their tone of voice fails to reflect their feelings. A high-pitched, sing-song, or flat, robot-like voice is common. Some children with relatively good language skills speak like little adults, failing to pick up on the kid-speak that is common in their peers.
Without meaningful gestures or the language to ask for things, people with ASD are at a loss to let others know what they need. As a result, they may simply scream or grab what they want. Until they are taught better ways to express their needs, ASD children do whatever they can to get through to others. As people with ASD grow up, they can become increasingly aware of their difficulties in understanding others and in being understood. As a result they may become anxious or depressed.
Repetitive Behaviors
Although children with ASD usually appear physically normal and have good muscle control, odd repetitive motions may set them off from other children. These behaviors might be extreme and highly apparent or more subtle. Some children and older individuals spend a lot of time repeatedly flapping their arms or walking on their toes. Some suddenly freeze in position.
As children, they might spend hours lining up their cars and trains in a certain way, rather than using them for pretend play. If someone accidentally moves one of the toys, the child may be tremendously upset. ASD children need, and demand, absolute consistency in their environment. A slight change in any routine -- in mealtimes, dressing, taking a bath, going to school at a certain time and by the same route -- can be extremely disturbing. Perhaps order and sameness lend some stability in a world of confusion.
Repetitive behavior sometimes takes the form of a persistent, intense preoccupation. For example, the child might be obsessed with learning all about vacuum cleaners, train schedules, or lighthouses. Often there is great interest in numbers, symbols, or science topics.
Problems That may Accompany ASD
Sensory problems. 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, the child's experiences of the world can be confusing. Many ASD children are highly attuned or even painfully sensitive to certain sounds, textures, tastes, and smells. Some children find the feel of clothes touching their skin almost unbearable. Some sounds -- a vacuum cleaner, a ringing telephone, a sudden storm, even the sound of waves lapping the shoreline -- will cause these children to cover their ears and scream.
In ASD, the brain seems unable to balance the senses appropriately. Some ASD children are oblivious to extreme cold or pain. An ASD child may fall and break an arm, yet never cry. Another may bash his head against a wall and not wince, but a light touch may make the child scream with alarm.
Mental retardation. Many children with ASD have some degree of mental impairment. When tested, some areas of ability may be normal, while others may be especially weak. For example, a child with ASD may do well on the parts of the test that measure visual skills but earn low scores on the language subtests.
Seizures. One in four children with ASD develops seizures, often starting either in early childhood or adolescence.4 Seizures, caused by abnormal electrical activity in the brain, can produce a temporary loss of consciousness (a blackout ), a body convulsion, unusual movements, or staring spells. Sometimes a contributing factor is a lack of sleep or a high fever. An EEG (electroencephalogram -- recording of the electric currents developed in the brain by means of electrodes applied to the scalp) can help confirm the seizure's presence.
In most cases, seizures can be controlled by a number of medicines called anticonvulsants. The dosage of the medication is adjusted carefully so that the least possible amount of medication will be used to be effective.
Fragile X syndrome. This disorder is the most common inherited form of mental retardation. It was so named because one part of the X chromosome has a defective piece that appears pinched and fragile when under a microscope. Fragile X syndrome affects about two to five percent of people with ASD. It is important to have a child with ASD checked for Fragile X, especially if the parents are considering having another child. For an unknown reason, if a child with ASD also has Fragile X, there is a one-in-two chance that boys born to the same parents will have the syndrome.5 Other members of the family who may be contemplating having a child may also wish to be checked for the syndrome.
Tuberous Sclerosis. Tuberous sclerosis is a rare genetic disorder that causes benign tumors to grow in the brain as well as in other vital organs. It has a consistently strong association with ASD. One to four percent of people with ASD also have tuberous sclerosis.6
The Diagnosis of Autism Spectrum Disorders
Although there are many concerns about labeling a young child with an ASD, the earlier the diagnosis of ASD is made, the earlier needed interventions can begin. Evidence over the last 15 years indicates that intensive early intervention in optimal educational settings for at least 2 years during the preschool years results in improved outcomes in most young children with ASD.2
In evaluating a child, clinicians rely on behavioral characteristics to make a diagnosis. Some of the characteristic behaviors of ASD may be apparent in the first few months of a child's life, or they may appear at any time during the early years. For the diagnosis, problems in at least one of the areas of communication, socialization, or restricted behavior must be present before the age of 3. The diagnosis requires a two-stage process. The first stage involves developmental screening during well child check-ups; the second stage entails a comprehensive evaluation by a multidisciplinary team.7
Screening
A well child check-up should include a developmental screening test. If your child's pediatrician does not routinely check your child with such a test, ask that it be done. Your own observations and concerns about your child's development will be essential in helping to screen your child.7 Reviewing family videotapes, photos, and baby albums can help parents remember when each behavior was first noticed and when the child reached certain developmental milestones.
Several screening instruments have been developed to quickly gather information about a child's social and communicative development within medical settings. Among them are the Checklist of Autism in Toddlers (CHAT),8 the modified Checklist for Autism in Toddlers (M-CHAT),9 the Screening Tool for Autism in Two-Year-Olds (STAT),10 and the Social Communication Questionnaire (SCQ)11 (for children 4 years of age and older).
Some screening instruments rely solely on parent responses to a questionnaire, and some rely on a combination of parent report and observation. Key items on these instruments that appear to differentiate children with autism from other groups before the age of 2 include pointing and pretend play. Screening instruments do not provide individual diagnosis but serve to assess the need for referral for possible diagnosis of ASD. These screening methods may not identify children with mild ASD, such as those with high-functioning autism or Asperger syndrome.
During the last few years, screening instruments have been devised to screen for Asperger syndrome and higher functioning autism. The Autism Spectrum Screening Questionnaire (ASSQ),12 the Australian Scale for Asperger's Syndrome,13 and the most recent, the Childhood Asperger Syndrome Test (CAST),14 are some of the instruments that are reliable for identification of school-age children with Asperger syndrome or higher functioning autism. These tools concentrate on social and behavioral impairments in children without significant language delay.
If, following the screening process or during a routine well child check-up, your child's doctor sees any of the possible indicators of ASD, further evaluation is indicated.
Comprehensive Diagnostic Evaluation
The second stage of diagnosis must be comprehensive in order to accurately rule in or rule out an ASD or other developmental problem. This evaluation may be done by a multidisciplinary team that includes a psychologist, a neurologist, a psychiatrist, a speech therapist, or other professionals who diagnose children with ASD.
Because ASD's are complex disorders and may involve other neurological or genetic problems, a comprehensive evaluation should entail neurologic and genetic assessment, along with in-depth cognitive and language testing.7 In addition, measures developed specifically for diagnosing autism are often used. These include the Autism Diagnosis Interview-Revised (ADI-R)15 and the Autism Diagnostic Observation Schedule (ADOS-G).16 The ADI-R is a structured interview that contains over 100 items and is conducted with a caregiver. It consists of four main factors -- the child's communication, social interaction, repetitive behaviors, and age-of-onset symptoms. The ADOS-G is an observational measure used to press for socio-communicative behaviors that are often delayed, abnormal, or absent in children with ASD.
Still another instrument often used by professionals is the Childhood Autism Rating Scale (CARS).17 It aids in evaluating the child's body movements, adaptation to change, listening response, verbal communication, and relationship to people. It is suitable for use with children over 2 years of age. The examiner observes the child and also obtains relevant information from the parents. The child's behavior is rated on a scale based on deviation from the typical behavior of children of the same age.
Two other tests that should be used to assess any child with a developmental delay are a formal audiologic hearing evaluation and a lead screening. Although some hearing loss can co-occur with ASD, some children with ASD may be incorrectly thought to have such a loss. In addition, if the child has suffered from an ear infection, transient hearing loss can occur. Lead screening is essential for children who remain for a long period of time in the oral-motor stage in which they put any and everything into their mouths. Children with an autistic disorder usually have elevated blood lead levels.7
Customarily, an expert diagnostic team has the responsibility of thoroughly evaluating the child, assessing the child's unique strengths and weaknesses, and determining a formal diagnosis. The team will then meet with the parents to explain the results of the evaluation.
Although parents may have been aware that something was not quite right with their child, when the diagnosis is given, it is a devastating blow. At such a time, it is hard to stay focused on asking questions. But while members of the evaluation team are together is the best opportunity the parents will have to ask questions and get recommendations on what further steps they should take for their child. Learning as much as possible at this meeting is very important, but it is helpful to leave this meeting with the name or names of professionals who can be contacted if the parents have further questions.
Available Aids
When your child has been evaluated and diagnosed with an autism spectrum disorder, you may feel inadequate to help your child develop to the fullest extent of his or her ability. As you begin to look at treatment options and at the types of aid available for a child with a disability, you will find out that there is help for you. It is going to be difficult to learn and remember everything you need to know about the resources that will be most helpful. Write down everything. If you keep a notebook, you will have a foolproof method of recalling information. Keep a record of the doctors' reports and the evaluation your child has been given so that his or her eligibility for special programs will be documented. Learn everything you can about special programs for your child; the more you know, the more effectively you can advocate.
For every child eligible for special programs, each state guarantees special education and related services. The Individuals with Disabilities Education Act (IDEA) is a Federally mandated program that assures a free and appropriate public education for children with diagnosed learning deficits. Usually children are placed in public schools and the school district pays for all necessary services. These will include, as needed, services by a speech therapist, occupational therapist, school psychologist, social worker, school nurse, or aide.
By law, the public schools must prepare and carry out a set of instruction goals, or specific skills, for every child in a special education program. The list of skills is known as the child's Individualized Education Program (IEP). The IEP is an agreement between the school and the family on the child's goals. When your child's IEP is developed, you will be asked to attend the meeting. There will be several people at this meeting, including a special education teacher, a representative of the public schools who is knowledgeable about the program, other individuals invited by the school or by you (you may want to bring a relative, a child care provider, or a supportive close friend who knows your child well). Parents play an important part in creating the program, as they know their child and his or her needs best. Once your child's IEP is developed, a meeting is scheduled once a year to review your child's progress and to make any alterations to reflect his or her changing needs.
If your child is under 3 years of age and has special needs, he or she should be eligible for an early intervention program; this program is available in every state. Each state decides which agency will be the lead agency in the early intervention program. The early intervention services are provided by workers qualified to care for toddlers with disabilities and are usually in the child's home or a place familiar to the child. The services provided are written into an Individualized Family Service Plan (IFSP) that is reviewed at least once every 6 months. The plan will describe services that will be provided to the child, but will also describe services for parents to help them in daily activities with their child and for siblings to help them adjust to having a brother or sister with ASD.
There is a list of resources at the back of the brochure that will be helpful to you as you look for programs for your child.
Continue to Part Two...
This brochure was written by Margaret Strock, Office of Communications, NIMH. Scientific information and review were provided by NIMH staff members Stephen Foote, MD; Ann Wagner, PhD; Audrey Thurm, PhD; Benjamin Vitiello, MD; Douglas Meinecke, PhD; and Judith Cooper, PhD, National Institute on Deafness and Other Communication Disorders. Editorial assistance was provided by Ruth Dubois and Antoinette Cooper.
NIH Publication No.04-5511
April 2004
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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?Links[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 FrontRelated TopicsChildhood Mental Disorders and IllnessesParentingMental Well-BeingAnger ManagementEmotional ResilienceExerciseFamily & Relationship IssuesLife IssuesNutritionSelf-EsteemSleep DisordersStress ReductionWellnessPsychological DisordersAnxiety DisordersBipolar DisorderConversion DisorderDepressionDisorders of ChildhoodEating DisordersObsessive Compulsive DisorderPersonality DisordersPost-Traumatic Stress DisorderSchizophreniaSuicidal Thoughts & Self-HarmAddictionAlcohol & Substance AbuseImpulse Control DisordersInternet AddictionAssessments & InterventionsPsychological Self-ToolsPsychological TestingPsychotherapyPsychotropic MedicationsTreatments & InterventionsParenting & Child CareAbuseADHDAdoptionAutismChild & Adolescent DevelopmentChild CareDevelopmental Delays & Mental RetardationDivorceEarly Childhood DevelopmentFamily & Relationship IssuesInfant DevelopmentLearning DisabilitiesOppositional Defiant DisorderParentingAging & Elder CareAging & GeriatricsAlzheimers & Other DementiasDeath & DyingElder CareGrief & BereavementMemory ProblemsRetirementNewer Genetic Test for Autism More Effectiveby By Jenifer GoodwinHealthDay ReporterUpdated: Mar 15th 2010MONDAY, March 15 (HealthDay News) -- A newer type of genetic test is better at detecting abnormalities that predispose a child to autism than standard genetic tests, new research has determined.
Researchers offered about 933 people aged 13 months to 22 years who had been diagnosed with an autism spectrum disorder three genetic tests: G-banded karyotype testing, fragile X testing or chromosomal microarray analysis (CMA), which has been available only for the past few years.
Karyotype tests identified chromosomal aberrations associated with autism in about 2 percent of patients, while the fragile X genetic mutation was found in about 0.5 percent of patients.
CMA detected chromosomal abnormalities in slightly more than 7 percent of patients, making it the best available genetic test for autism spectrum disorders, the study authors said.
"The CMA test alone has triple the detection rate of karyotyping or fragile X," said co-senior author Bai-Lin Wu, director of the Genetics Diagnostic Laboratory at Children's Hospital Boston. "CMA should be added to first-tier genetic testing for autism spectrum disorders."
The study appeared online March 15 and will be published in the April print issue of Pediatrics.
"When parents have a child diagnosed with an autism spectrum disorder, one of the first questions they often ask is 'how did this happen?' " said Dr. Robert Marion, a pediatric geneticist at Children's Hospital at Montefiore Medical Center in New York City.
"In the vast majority of cases, we believe there is at least a genetic predisposition to autism, but the ability to identify a specific genetic cause has been very elusive," Marion said. "Part of that is because of the technology that's been available. A larger part is at this point, we just don't fully understand what the genetic mechanism that leads to autism is."
Standard practice is to offer children with autism two tests as a first-line genetic work-up: karyotype and fragile X testing, the researchers said.
In karyotyping, forms of which have been around since the 1960s, geneticists use a microscope to look for chromosomal abnormalities that are associated with autism, explained Dr. David Miller, a clinical geneticist and assistant director of the Genetics Diagnostic Laboratory at Children's Hospital Boston, which conducted the new research along with Boston's Autism Consortium.
Like karyotyping, CMA also looks for chromosomal abnormalities, but does so at 100 times the resolution of the earlier test, Miller said. CMA, a genome-wide test, can identify sub-microscopic deletions of duplications of DNA sequences, called copy-number variants, known to be associated with autism, he said.
"Think of chromosomes as a library full of books and each book as a gene," Miller said. "What we look for are shelves of books that have gone missing, which represent a missing fragment of a chromosome, or extra fragments of chromosome, that could contain genes related to autism."
While both Children's Hospital Boston and Montefiore have offered CMA testing for several years, not all hospitals do, nor does all insurance pay for it, the researchers noted.
The main purpose of genetic testing of children with autism is to help parents determine if they're at a higher risk of having another child with autism, Marion said.
If tests pinpoint an autism-related chromosomal abnormality in the child, the parents are then offered testing. If a parent is also found to have the abnormality, geneticists conclude that the couple is at higher risk of having a child with autism. (The precise risk depends on what the variant is.)
But if the parents don't have the abnormality, geneticists conclude that the deletion or duplication happened by chance, and the parents are probably not at any greater risk of having another child with autism than the general population, Marion said.
Still, there is much geneticists can't tell parents. Between 10 percent and 15 percent of autism cases can be traced to a known genetic cause, the researchers noted. Of that, CMA alone can detect 7 percent of those.
There are a few other genetic tests that can explain another few percentage points of autism cases.
But that leaves 85 percent or more families with little explanation for the disorder, Marion said.
"CMA is better, but it's not great," Marion said. "The vast majority of children who have autism have no identifiable genetic markers that will help in genetic counseling for future pregnancies. That is very frustrating."
More information
The U.S. National Institute of Neurological Disorders and Stroke has more on autism.
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Autism54
http://www.livestrong.com/disease/917-autism/
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Treatments
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)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 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.TEACCHAnother 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.MEDICINEMedicines are often used to treat behavior or emotional problems that people with autism may have, including:AggressionAnxietyAttention problemsExtreme compulsions that the child cannot stopHyperactivityImpulsivenessIrritabilityMood swingsOutburstsSleep difficultyTantrumsCurrently, 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.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 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 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. 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.
TEACCH
North Carolina
ABA
aggression
Autistic
risperidone
methylphenidate
Related Communication Handicapped Children
MedicationsOccupational
www.livestrong.com/disease/917-autism/
applied behavior analysis
aba
vision therapy
Autism55
http://www.cnn.com/SPECIALS/2008/news/autism/
Kids with autism get joyful launch into worldAll parents have dreams for their children, even those with disabilities. At P.S. 176X in the Bronx, the families of teens with autism are celebrating a day many never imagined would arrive: high school graduation. full story
P.S.
Bronx
www.cnn.com/SPECIALS/2008/news/autism/
Autism56
http://www.autism-mi.org/about_autism/index.html
What is Autism Spectrum Disorder?
Defining 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. One should keep in mind however, that autism is a spectrum disorder and it affects each individual differently and at varying degrees - this is why early diagnosis is so crucial. By learning the signs, a child can begin benefiting from one of the many specialized intervention programs.
Autism is one of five disorders that falls under the umbrella of Pervasive Developmental Disorders (PDD), a category of neurological disorders characterized by "severe and pervasive impairment in several areas of development."
The five disorders under PDD are:
Autistic Disorder
Asperger's Disorder
Childhood Disintegrative Disorder (CDD)
Rett's Disorder
PDD-Not Otherwise Specified (PDD-NOS)
Each of these disorders has specific diagnostic criteria which been outlined in the American Psychiatric Association's Diagnostic & Statistical Manual of Mental Disorders (DSM-IV-TR).
Prevalence of Autism
Autism is the most common of the Pervasive Developmental Disorders, affecting an estimated 1 in 150 births (Centers for Disease Control Prevention, 2007). Roughly translated, this means as many as 1.5 million Americans today are believed to have some form of autism. And this number is on the rise.
Based on statistics from the U.S. Department of Education and other governmental agencies, autism is growing at a startling rate of 10-17 percent per year. At this rate, the ASA estimates that the prevalence of autism could reach 4 million Americans in the next decade. Autism knows no racial, ethnic, social boundaries, family income, lifestyle, or educational levels and can affect any family, and any child. And although the overall incidence of autism is consistent around the globe, it is four times more prevalent in boys than in girls.
The above information is from the Autism Society of America. For more information on Autism and related disorders, visit the Autism Society of America?s website at http://www.autism-society.org.
More Information
What is Autism Spectrum Disorder? by Dr. Sally Burton Hoyle
Unraveling the Myths of Autism by Dr. Sally Burton Hoyle
What is Autism? by Gail Gillingham Wylie
Miss Some of our Old Website's Content? Download the entire Autism Packet.
Miss Some of our Old Website's Content? Download the entire Asperger Syndrome Packet.
Miss Some of our Old Website's Content? Download the entire Person Centered Planning Packet.
brain
Americans
Autism
Autism Society of America
PDD
childhood disintegrative disorder
social interaction
American Psychiatric Association
DSM-IV-TR
Pervasive Developmental Disorders
Autism Spectrum Disorder
U.S. Department of Education
CDD
PDD-NOS
ASA
Autism Autism
Centers for Disease Control Prevention
Diagnostic & Statistical Manual of Mental Disorders
Sally Burton Hoyle Unraveling
Sally Burton Hoyle What
Gail Gillingham Wylie Miss Some
Old Website
Content
Autism Packet
Miss Some
Asperger Syndrome Packet
Person Centered Planning Packet
www.autism-mi.org/about_autism/index.html
www.autism-society.org.
Autism57
http://www.ont-autism.uoguelph.ca/what_is_autism.shtml
Autism is
a very confusing diagnostic label. The term is used both for a more specific
syndrome of abnormal development and also for a much broader range of
related disorders. As their causes are not yet known for sure, these disorders
are defined in terms of sets of behavioural symptoms which are not the
same in every affected person. If we were to enter a room full of persons
who had been diagnosed with autism, we would be struck far more by the
differences than by the similarities among them.
After a great
deal of research interest during the 1990s, we can now understand several
things about autism more clearly. There is general agreement that, in
its full-blown form, autism involves a triad of impairments?in
social interaction, in communication and the use of language, and in limited
imagination as reflected in restricted, repetitive and stereotyped patterns
of behaviour and activities. Those who combine all three impairments to
a marked degree have the classic form of autism, so named by Leo Kanner,
a psychistrist at Johns Hopkins University, in 1943. But much larger numbers
have some of the traits of autism.
The idea
of a spectrum or continuum of autism disorders is helpful to include
persons who have some if not all the symptoms of autism, sometimes in
combination with other disabilities. Asperger?s Syndrome, defined in 1944
but a diagnostic label not widely used until the 1990s, may affect seven
times as many people as classic autism.
We now know
that autism consists of disorders of development of brain functions.
It is not a mental illness. Nor is it psychogenic, caused by anything
in a child?s psychological environment. Earlier notions, that autism was
caused by emotional deprivation or emotional stress, have long been discredited.
Autism affects families in all races, cultures and socioeconomic groups
and is found everywhere in the world. More males than females are affected,
the ratio being 4:1 with classic autism, 9:1 with Asperger?s Syndrome.
For a diagnosis
of autism, the main symptoms must be clear before the age of 3 years.
The disabilities are lifelong and there is no known cure, though
careful training and sensitive support can bring improvements. The autistic
impairments may be associated with cognitive disabilities. Two-thirds
of those with classic autism (or Kanner syndrome) are severely to mildly
handicapped in cognition and intellect. Most people with Asperger?s have
average to higher IQ. Across the autistic spectrum, perhaps 10 per cent
have distinctive abilities?in such fields as art, music, mathematics or
memory?and are called autistic savants. (The proportion of people with
such special abilities in the whole population is only one per cent).
Websites
concerned with autism all present some information about the disorders,
though some do not make clear the distinction between the more specific
Autistic Disorder and the whole spectrum of autism disorders. The most
coherent and comprehensive account, with great visual impact, is autism99
http://www.autism99.org (we
advise you to restart your browser when exiting from this site).
Useful reviews
of autism for professionals and parents include:
An article
by Dr Isabelle Rapin in The New England Journal of Medicine (1997)
at www.autism-info.com/autism.html
US
National Institute of Mental Health http://www.nimh.nih.gov/publicat/autism.pdf
See also:
Autism Research Institute www.autism.com/ari
Autism
Resources Website www.autism-resources.com
Center
for the Study of Autism www.autism.org
brain
Autism Research Institute
www.autism.com/ari
www.autism.org
Study of Autism
social interaction
Leo Kanner
Kanner
cognitive
www.autism-resources.com
Johns Hopkins University
New England Journal of Medicine
Isabelle Rapin
US National Institute of Mental Health
Autism Resources Website www.autism-resources.com Center
www.ont-autism.uoguelph.ca/what_is_autism.shtml
www.autism99.org
www.autism-info.com/autism.html
www.nimh.nih.gov/publicat/autism.pdf
Autism58
http://www.newsvine.com/autism
Temple Grandin on her struggles and Ôyak yaksÕFeb 2 - By Joan Raymond, msnbc.com - Only on msnbc.comTemple Grandin knows sheÕs different. But she wouldnÕt have it any other way. In 1950, Grandin was diagnosed with autism. The disorder, seen in about 1 in 110 U.S. kids, spans a range of complex neurodevelopmental problems: an inability to make social connections, language difficulties and bizarre, repetitive behaviors. There is no known cause or cure. Some children may have a mild form of the disorder, yet have difficulties holding down a job in adulthood. Others may never be able to live on their own. people, animals, kids, science, mental-health, autism, autistic, you, mild, temple-grandin50
U.S.
Temple Grandin
Grandin
msnbc.com
Ôyak
Joan Raymond
www.newsvine.com/autism
Autism59
http://www.reuters.com/article/idUSTRE62B41820100312
WASHINGTON (Reuters) - Vaccines that contain a mercury-based preservative called thimerosal cannot cause autism on their own, a special U.S. court ruled on Friday, dealing one more blow to parents seeking to blame vaccines for their children's illness.
U.S. | HealthThe special U.S. Court of Federal Claims ruled that vaccines could not have caused the autism of an Oregon boy, William Mead, ending his family's quest for reimbursement."The Meads believe that thimerosal-containing vaccines caused William's regressive autism. As explained below, the undersigned finds that the Meads have not presented a scientifically sound theory," Special Master George Hastings, a former tax claims expert at the Department of Justice, wrote in his ruling.In February 2009, the court ruled against three families who claimed vaccines caused their children's autism, saying they had been "misled by physicians who are guilty, in my view, of gross medical misjudgment".The families sought payment under the National Vaccine Injury Compensation Program, a no-fault system that has a $2.5 billion fund built up from a 75-cent-per-dose tax on vaccines.Instead of judges, three "special masters" heard the three test cases representing thousands of other petitioners.They asked whether a combination vaccine for measles, mumps and rubella, or MMR, plus a mercury-containing preservative called thimerosal, caused the children's symptoms.MYSTERIOUS CONDITIONMore than 5,300 cases were filed by parents who believed vaccines may have caused autism in their children. The no-fault payout system is meant to protect vaccine makers from costly lawsuits that drove many out of the vaccine-making business.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 good treatment.The U.S. Institute of Medicine has reported several times that no link can be found between vaccines and autism.Supporters of the scientific community welcomed the ruling."It's time to move forward and look for the real causes of autism," said Alison Singer, president of the Autism Science Foundation. "There is not a bottomless pit of money with which to fund autism science. We have to use our scarce resources wisely."But advocates for the idea that vaccines are dangerous said they would not give up. "We hope that Congress will intervene in what is clearly a miscarriage of justice to vaccine-injured children," said Jim Moody of the Coalition for Vaccine Safety.Autism Speaks, another advocacy group, said it would also not completely abandon the theory that vaccines might cause autism.The organization said it would invest "in research to determine whether subsets of individuals might be at increased risk for developing autism symptoms following vaccination."But the group also said it was clear that if such a link did exist, it would be rare."While we have great empathy for all parents of children with autism, it is important to keep in mind that, given the present state of the science, the proven benefits of vaccinating a child to protect them against serious diseases far outweigh the hypothesized risk that vaccinations might cause autism," Autism Speaks said in a statement.(Editing by Philip Barbara)
U.S.
mental retardation
Oregon
Autism Speaks
Congress
U.S. Court of Federal Claims
WASHINGTON
Reuters
National Vaccine Injury Compensation Program
William Mead
Meads
William
George Hastings
Department of Justice
Autism Science Foundation
Alison Singer
Meads
U.S. Institute of Medicine
Jim Moody
Philip Barbara
Coalition for Vaccine Safety.Autism Speaks
4182010031
www.reuters.com/article/idUSTRE62B41820100312
418201003
Autism6
http://www.autism-resources.com/
o o o o o
AUTISM
RESOURCES
o o o o o
Welcome to Autism Resources,
with information and links
regarding the developmental disabilities
autism and Asperger's Syndrome.
Autism Links.
A bunch of them, categorized.
Frequently Asked Questions Memo (FAQ).
Background information, a lengthy document, still useful,
but assembled in the 90s and misses some new thinking.
Advice to parents who discover
their child is autistic.
Thoughts from parents, for parents who have found
their child is autistic.
Autism Books.
Lots of them, of all types.
More material at this website.
Some contributed material and some links to Syracuse NY
autism sites.
About this website.
Autism Resources pages
maintained by John Wobus.
www.autism-resources.com
Autism Resources
Autism Links
www.autism-resources.com
AUTISM RESOURCES
Memo
Autism Books
Syracuse NY
John Wobus.
www.autism-resources.com/
Autism60
http://www.startribune.com/lifestyle/health/87498002.html?elr=KArks7PYDiaK7DUvDE7aL_V_BD77:DiiUiacyKUnciaec8O7EyUr
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.
Autism Speaks
Coalition for Vaccine Safety
Philadelphia
Paul Offit
Rebecca Estepp
SafeMinds
8749800
www.startribune.com/lifestyle/health/87498002.html?elr=KArks7PYDiaK7DUvDE7aL_V_BD77:DiiUiacyKUnciaec8O7EyUr
87498
Autism61
http://www.walknowforautismspeaks.org/site/c.igIRL6PIJrH/b.4356939/k.BF85/Home.htm
Autism Speaks' Walk Now for Autism is North America's largest grassroots autism walk program and our signature fundraising and awareness event. Join us at one of our walks across the United States, Canada or the United Kingdom.
2010 US National Sponsors:
To find a walk near you, please check the list below. Walks appear by country, then alphabetically by state/province. To sort by a different column, click the column name.
Autism
Canada
United States
United Kingdom
North America
Autism Speaks' Walk Now
US National Sponsors: To
.4356939
www.walknowforautismspeaks.org/site/c.igIRL6PIJrH/b.4356939/k.BF85/Home.htm
43569
Autism62
http://www.theautismnews.com/tag/autism/
The Autism News | English
Eric Fritz yells with joy as he plays in shaving cream at Wyoming Valley ChildrenÕs Association. (Photo by FRED ADAMS/FOR THE TIMeS LEADER)
By Mary Therese Biebel | Times Leader
He squirms. He twists. He bounces up and down.
Anyone can see itÕs not easy for 4-year-old Eric Fritz to sit quietly at the little table in his preschool.
ÒCÕmon, Eric. Stop,Ó a therapeutic support staff worker says, gently massaging the little boyÕs shoulders and trying to hold his torso still.
ItÕs snack time at the Wyoming Valley ChildrenÕs Association in Forty Fort Ð and itÕs time for Eric to pay attention to speech pathologist Terry Tokach, who has put Goldfish crackers, pumpernickel pretzels and pieces of shortbread cookie on the table.
ÒWhat do you want, Eric?Ó Tokach repeats again and again, holding out her hand. ÒWhich one do you want?Ó
She doesnÕt expect Eric to say ÒcrackerÓ or ÒpretzelÓ Ð the little boy, who was diagnosed with autism when he was going on 2 years old Ð doesnÕt communicate verbally.
But, Tokach hopes he will communicate another way, by picking up a picture of a ÒcrackerÓ or ÒpretzelÓ and handing it to her.
Again and again, he simply grabs at the pretzels and crackers (not the cookies, which he doesnÕt seem to like.) Again and again, Tokach steers his hand toward the appropriate picture.
When he finally hands her one, she rewards him with food and praise.
ÒGood job, Eric,Ó she tells the child, ÒI like it when you ÔtalkÕ to me. I like it when you look at me, too.Ó
A reluctance to engage in eye contact is one symptom of autism, a developmental disorder that, according to the national Centers for Disease Control and Prevention, affects 1 in 110 children to some extent.
Delayed verbal skills and tendencies toward hyperactivity and repetitive motions are other symptoms.
But, it was a lack of eye contact that first prompted EricÕs father, also named Eric, to suspect something was amiss.
ÒMy husband noticed he wasnÕt getting enough eye interaction,Ó Lori Fritz explained during an interview in the familyÕs Nanticoke home.
Young Eric also Òhad a few words, but they went away,Ó his mother said. ÒHis speech isnÕt there, so we do signing.Ó
Eric knows how to ask his parents for things he wants through sign language. The gesture for ÒmilkÓ looks like youÕre moving your hands to milk a cow. The gesture for ÒbookÓ looks as if youÕre opening the covers of a book.
ÒEricÕs come so far,Ó Lori Fritz, 37, said with a smile as Eric, her firstborn, climbed over his fatherÕs lap and onto his shoulders, and leaned over to do a jigsaw puzzle on the floor.
ÒHeÕs good at puzzles,Ó said the elder Eric, who is 38.
The coupleÕs younger son, David, 2, favors dinosaurs, and played with several colorful ones on a recent evening.
ÒDavid likes to do everything Eric does, and Eric is usually pretty tolerant of David,Ó said the boysÕ father, who gave up a job in sales and service to become ÒMr. Mom.Ó
EricÕs job required out-of-state travel to cover a large territory, which caused him to miss out on a considerable amount of family time. With young EricÕs special needs, it made sense for Dad to give up his career.
ÒWe definitely play it as a team,Ó said Lori, who kept her job in pharmaceutical sales. ÒWhat IÕm good at doing, I do. What heÕs good at doing, he does. For example, you would not want me to cook.Ó
Laughing, Eric the cook lets on that he likes to make homemade chili and spaghetti sauce.
A typical day for young Eric involves getting up around 7 a.m., getting dressed, perhaps watching a cartoon, and seeing a TSS worker from 8:30 to 11:30 a.m.
From noon to 2:30 most days, he attends a preschool program at the childrenÕs association, where he is in a class of seven students, each of whom receives lots of one-on-one attention.
On Mondays and Wednesdays a TSS worker spends time with him at home in the late afternoon, and every day there are familiar routines of supper, bath, story time and songs. Bedtime is about 9:30 p.m.
ÒHeÕs less resistant to going to bed than he used to be,Ó his father said.
Rejoicing in small triumphs
Children with autism tend to become overwhelmed by certain stimuli Ð it could be too many bright colors, too many people, or a whiff of a strangerÕs perfume, Lori Fritz explained.
ÒEric isnÕt a fan of crowds,Ó she said.
To cope, children with autism sometimes Òself-stimulate,Ó using repetitive motions or sounds to distract themselves from the overwhelming stimuli.
In addition to sights, sounds and aromas, textures can be a challenge.
Eric, for example, doesnÕt like the way rice feels, his mother said.
Yet he doesnÕt have a problem with shaving cream.
That became apparent on a recent afternoon when the staff at EricÕs preschool had an exercise designed to help the class become accustomed to the smoothness of the cream.
TeacherÕs aide Cathy Wolfe spread some foam on a table and Eric plunged his hands into it with gusto.
Later that day, after his session with the speech pathologist, he met with occupational therapist Shari Aude, who soon had him coloring a picture of a bear with crayons, then finger-painting various shapes and lines.
ÒThis is to get him used to the idea of holding a pencil,Ó Aude said.
One part of his therapy Eric really seemed to enjoy was swinging on his stomach in a contraption called a Òprone swingÓ or Òvestibular swing.Ó
Lying in a canvas swing that was suspended from the ceiling and hanging just a few inches above a thick rubber mat on the floor, Eric reached down to the mat with his hands and propelled himself around.
ÒThis is to help him understand his place in space, to deal with gravitational insecurity,Ó Aude said. ÒItÕs exercising his arms and hands too, and that will be helpful for holding a pencil. ThatÕs something he needs for kindergarten readiness.Ó
What kind of school Eric eventually attends is a matter as yet undecided, his dad said, and itÕs hard to predict what his life will be like as an adult. Web sites devoted to autism suggest careers as diverse as caring for animals or searching for abnormal cells on a microscope slide can be ideal for some with autism.
For now, EricÕs parents rejoice in the small triumphs, as when their son communicates through sign language or obeys a simple request, perhaps to put away a toy.
He does seem to be in perpetual motion, and the reason for all that jumping and running around sometimes mystifies his parents.
ÒWe donÕt know if heÕs being willful,Ó Lori Fritz said. ÒOr is it because he canÕt help it?Ó
The Fritz family of Nanticoke relaxes in the family room of their Nanticoke home. Lori, left, watches her husband, Eric, and son Eric, 4, play. (photo by Pete G. Wilcox/The Times Leader)
Source: http://www.timesleader.com/features/Eric_rsquo_s_world_03-14-2010.html
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Autism64
http://www.findinggodinautism.com/
Finding God In Autism And Other Special Needs And Disabilities
Finding God In Autism is a website put together to help parents that have children who have special needs. We need all the help that we can get in raising our special children. It is my prayer and my desire that this website will restore some hope, inspire you and make you think about putting God in the equation as you go about finding answers to help and heal your child. So many sites are doing a good job of helping us to help our children by informing us of therapies, diets and ways to educate our children.
This site is designed to help YOU. To give you strength, inspiration, encouragement and teach you how to pray effectively. Take some time and see the different things on this site. I add to this site regularly, so check back often. Sign up for the email to be notified as new things are added. One book, an ebook on prayer, a journal and gifts are available now. More ebooks and other forms of inspirations will become available soon. Maybe your child has the same diagnosis as my son, or has cerebral palsy, adhd, cancer, a learning disability or was in a bad accident. If you are a parent who needs hope, you have come to the right place!
A Great Book Of Hope For Parents
Finding God In Autism is great book of Biblical resources to help you as a parent raising your special child. From mild to aggressive and challenging behavior you can have peace, hope and strength. Your toughest questions will be answered in this book. Done in a devotional style it is an easy read that will inspire you! You will learn that support is available...not only from friends and family but...from God as well.
Some of us are blessed to have support from our family and friends. Others are not. Some family and friends understand what it is like to raise a child who has special needs. Some family and friends don't understand but we know that they are trying to. Regardless of the help that we may or may not have, we need to know how God is leading us on our journey. If we don't have the family and friends encouraging us it is even more important to get the understanding and help from God. You have to know that you are not alone on this journey. This is a site that will help and encourage all parents. I promise that the book, Finding God In Autism will give you the encouragement and tools that you need.
Questioning Where God Is
Are you questioning where God is while you are raising your child who has special needs? Are you looking for encouragement? I searched the book shelves for help and found none that answered where God was in raising my child. I want to share with you the answers that I have learned. What if you had the opportunity to learn from another parent who is raising a son who is has a label of special needs?
Answers For You
Now you can have the answers that I have found! The questions that I so DESPERATELY sought answers to, just to survive, are in my new book: FINDING GOD IN AUTISM. This is a book with Biblical answers, truths and encouragement. I will show you where God is in raising your child. This is the book that I was looking for a few years back!
If your child does not have autism, do not turn away. Just replace the word autism with whatever you are dealing with and you be personally uplifted and blessed and strengthened.
Some Things The Book Will Teach You
How to know that God is hearing your every prayer.
How to fix your eyes on not what we see but what is unseen.
Learn what God wants and expects from you.
Learn who God is, what His different names are and why they are important to you.
Learn what to do if your weary, angry, confused and losing hope.
Learn why having faith alone is pointless.
Learn what it means when God is silent.
Learn how to FIND GOD IN ANY DISABILITY OR SPECIAL NEEDS NOW!
If you are questioning where God is while raising a child who has any kind of special needs, then this book is for you! I count it a privilege to share the answers that I have learned while raising our son. Yes, God wants to be a part of the team that it takes to support us in raising our children. Lets not leave God out of the equation! I have compiled my Bible study notes, my journals, sermon notes and answers that I sought from different pastors into this book. I put it in an easy to read format. Every answer is backed with Biblical Scriptures to help us raise our children. Finally, a book to give YOU the tools to get you through your day and you won't be leaving God out of the picture! This book will teach you so much and I worked hard at keeping the price affordable so everyone can get a copy. This book makes a GREAT gift too! This book is only $9.99
Click here to watch and listen to a song that will immediately lift your spirits!
CHECK OUT THE GIFT/STORE PAGE BEFORE YOU GO! THERE ARE SOME GREAT INSPIRATIONAL GIFTS!
Click Here To Go To The Store And See The Great Gifts!
Click Here To Learn About The Author
Click Here To Learn About Raising A Child With Aspergers
Click Here To How To Get Help From God In Raising A Child On The Spectrum
Click Here Learn About What God Has To Say In Our Greatest Time Of Need
Click Here To Buy The Finding God In Autism Book
Click Here To Buy A Bookmark
Click Here To Understand How God Helps Christians In Raising A Child With Autism
Click Here To Get Tools To Overcome The Difficulties That You Face With God's Help
Click Here To Contact The Author
Click Here To Learn If There Is A Cure For Autism
Click Here To Learn About Special Diets To Help Our Kids
Click Here To Read Endorsements And Testimonials
Click Here If You Are A Grandparent And Learn What You Can Do To Help!
Click Here To Learn When The Next Book Will Be Available
Click Here To Learn Different Autism Resources
Click Here To Learn To How To Parent Our Children
Click Here Learn About Pdd (Pervasive Developmental Disorder)
Click Here For Some Great Links
Click Here To Read A Sample Devotional From The Book
Send Someone A Free ECARD And Brighten Up Their Day!
Get Your Church Started With A Special Needs Ministy Sunday School Class
New E-Book! How To Pray Effectively For Your children. The follow up book to Finding God In Autism
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http://www.helpguide.org/mental/autism_spectrum.htm
Understanding the autism spectrum
The Autism Spectrum
The term spectrum refers to
a continuum of severity or developmental impairment. Children
and adults with autism spectrum disorders usually have particular
communication and social characteristics in common, but the
conditions cover a wide spectrum, with individual differences
in:
Number and particular kinds of symptoms
Severity - mild to severe
Age of onset
Levels of functioning
Challenges with social interactions
Source: Autism
Society Canada
Autism is not a single disorder, but a spectrum of closely-related
disorders with a shared core of symptoms. Every individual
on the autistic spectrum has problems to some degree with social
skills, empathy, communication, and flexible behavior. But
the level of disability and the combination of symptoms varies
tremendously from person to person. In fact, two kids with
the same diagnosis may look very different when it comes to
their behaviors and abilities.
If you re a parent dealing with a child on the autism
spectrum, you may hear many different terms including high-functioning
autism, atypical autism, autism spectrum
disorder, and pervasive developmental disorder.
These terms can be confusing, not only because there are so
many, but because doctors, therapists, and other parents may
use them in dissimilar ways.
But no matter what doctors, teachers, and other specialists
call the disorder, it s your child s unique needs
that are truly important. No diagnostic label can tell you
exactly what problems your child will have. Finding treatment
that addresses your child s needs, rather than focusing
on what to call the problem, is the most helpful thing you
can do.
The autism spectrum disorders (ASDs)
One Boy on the Autism Spectrum
Three-year-old
Dylan doesn t seem interested in playing with other
kids, and completely ignores his siblings. He doesn t
pay attention to his mom or dad either, even to smile or
greet them when they get home.
Dylan barely talks. Sometimes he mimics a certain word or
phrase he s heard, saying it over and over in the same
tone of voice and accent of the original speaker. On the
rare occasions when he uses words to communicate, he does
so in peculiar ways. For example, he asks Do you want
a drink? when he s thirsty.
Moving objects fascinate Dylan. He loves to watch the credits
roll at the end of TV shows or the cars drive by on the street,
flapping his hands in excitement. He has a favorite toy truck
that he carries at all times. He doesn t play with
it other than to spin its wheels, but if the truck is taken
away or his routine is disrupted in even minor ways, Dylan
throws a tantrum that can last for hours.
The autism spectrum disorders belong to an umbrella category
of five childhood-onset conditions known as pervasive developmental
disorders (PDD). Some autism specialists use the terms pervasive
developmental disorder and autism spectrum disorder interchangeably.
However, when most people talk about the autism spectrum disorders
(ASDs), they are referring to the three most common
PDDs:
Autism
Asperger's Syndrome
Pervasive Developmental Disorder - Not Otherwise Specified
(PDD-NOS)
Childhood disintegrative disorder and Rett Syndrome are the
other pervasive developmental disorders. Because both are extremely
rare genetic diseases, they are usually considered to be separate
medical conditions that don't truly belong on the autism spectrum.
The three autism spectrum disorders differ in their impact.
Classic autism, or autistic disorder, is the most severe of
the autism spectrum disorders. Asperger s Syndrome, sometimes
called high-functioning autism, is the mildest. PDD-NOS, or
atypical autism, falls somewhere in between. According to the Autism
Spectrum Resource Center, only 20% of people on the autism
spectrum have classic autism. The overwhelming majority fall
somewhere on the milder range of the spectrum.
In both children and adults, the signs and symptoms of the
autism spectrum disorders revolve around problems with social
interaction, language, and restricted activities and interests.
However, there are enormous differences when it comes to the
severity of the symptoms, their combinations, and the patterns
of behavior.
Since the autism spectrum disorders share many similar symptoms,
it can be difficult to distinguish one from the other, particularly
in the early stages. If your child is developmentally delayed
or exhibits other autism-like behaviors, you will need to visit
a medical professional for a thorough evaluation. Your doctor
can help you figure out where, or even if, your child fits
on the autistic spectrum. Keep in mind that just because a
child has a few autism-like symptoms does not mean he or she
has an autism spectrum disorder. These disorders are diagnosed
based on a distinct pattern of multiple symptoms that disrupt
the child s level of functioning.
Sometimes Autism Really Means Autism
Spectrum Disorder
When people use the term autism, it can mean one of two
things. They may actually be referring to autistic disorder,
or classical autism. But autism is often used in a more general
sense to refer to all autism spectrum disorders. So if someone
is talking about your child s autism, don t assume
that he or she is implying that your child has autistic disorder,
rather than another autism spectrum disorder. If you re
unsure what is meant, don t be afraid to ask.
Social interaction in autism spectrum
disorders
Basic social interaction can be difficult for children with
autism spectrum disorders (ASDs). Many kids on the autism spectrum
seem to prefer to live in their own little world, aloof and
detached from others. This detachment from others can sometimes
be seen even in babies. Some autistic infants don't respond
to cuddling, reach out to be picked up, or look at their mothers
when being fed. When they're older, autistic children may not
hear when others are speaking to them or respond to affection
in typical ways (standing stiffly when hugged, for example).
Common social interaction impairments seen in autism spectrum
disorders include:
Poor eye contact.
Unusual or inappropriate body language and facial expressions.
Lack of interest in other people.
Prefers to be alone.
Lack of empathy.
Doesn't share interests or achievements with others (drawings,
toys).
Resistance to being touched.
Difficulty or failure to make friends.
Communication in autism spectrum disorders
Children with autism spectrum disorders have difficulty with
both verbal and non-verbal communication.
Speech problems
Problems with verbal communication are a telltale sign of
the autism spectrum disorders. According to the Yale
Developmental Disabilities Clinic, speech is absent in
about 50 percent of classical autism cases. In other cases,
kids may not start to talk until very late. Those with classical
autism who do speak, often do so in odd or unusual ways. For
example, children on the autism spectrum may:
Speak in an abnormal tone of voice, or with an odd rhythm
or pitch.
End every sentence as if asking a question.
Use echolalia (the parrot-like repetition of the same
words or phrases).
Respond to a question by repeating it, rather than answering
it.
Refer to themselves in the third person.
Language comprehension
Language comprehension is also commonly impaired in children
with autism spectrum disorders. Kids with autism may not understand
simple directions or questions. Those who do have a firm grasp
of spoken language often take what is said too literally. Metaphors
and other figures of speech (such as it's raining cats
and dogs ) can be confusing, and they are typically oblivious
to attempts at humor, irony, and sarcasm. Kids with autism
spectrum disorders often:
Have trouble starting a conversation or keeping it going.
Use language incorrectly (grammatical errors, wrong words).
Have difficulty communicating needs or desires.
Don t understand simple statements or questions.
Confuse pronouns.
Nonverbal Communication
When kids with autism spectrum disorders do choose to interact
with others, they sometimes come across as cold or robot-like. But
while they may appear emotionally flat, the reality is that
autistic individuals are far from unfeeling. What can look
like indifference or insensitivity is actually due to mind
blindness, or an inability to see things as other people
do.
This makes the give-and-take of social interaction
very difficult for children with autism spectrum disorders.
Subtle social cues such as facial expressions, tone of voice,
and gestures are often lost on them. They may also have trouble
communicating through their own nonverbal behaviors. For example,
your child may avoid eye contact, make very few gestures, or
use facial expressions that don't match what he or she is saying.
Restricted behaviors in autism spectrum
disorders
Children with autism spectrum disorders are often restricted,
rigid, and even obsessive in their behaviors, activities, and
interests. This can show up as:
Repetitive body movements
Following an inflexible schedule
Attachment to unusual objects
Preoccuption with a narrow topic of interest
Repetitive movements
Children with autism spectrum disorders commonly engage in
repetitive movements such as hand flapping, rocking, or twirling.
Such self-stimulatory behavior, also known as stimming ,
may preoccupy your child to the exclusion of all other activities
and interests. Alternately, he or she may spend hours arranging
toys in specific ways, watching moving objects such as a ceiling
fan, or focusing on one specific part of an object.
Common self-stimulatory behaviors:
Hand flapping
Rocking back and forth
Spinning in a circle
Finger flicking
Head banging
Staring at lights
Moving fingers in front of the eyes
Snapping fingers
Tapping ears
Scratching
Lining up toys
Spinning objects
Wheel spinning
Watching moving objects
Flicking light switches on and off
Repeating words or noises
Often, kids on the autism spectrum also exhibit clumsiness,
abnormal posture, or eccentric ways of moving. For example,
a child with autism may walk exclusively on tiptoe.
Inflexible or obsessive activities and interests
Some children with autism spectrum disorders follow rigid
routines and are resistant to any changes in their schedule
or environment. For example, they may insist on taking a certain
route to school and become extremely upset if they have to
go another way. They may have a temper tantrum if the furniture
in their house is rearranged or they have to eat lunch at a
different time than they're used to. Many children with ASDs
also form obsessive attachments to unusual objects such as
keys or rubber bands, or become preoccupied with a very specific
topic. This topic often involves numbers or symbols (maps,
train schedules, sports statistics), and the child may spend
hours memorizing and reciting facts about it.
Play
behavior in autistic children
Children with autism spectrum disorders tend to be less
spontaneous than other kids. Unlike a typical curious little
kid pointing to things that catch his or her eye, autistic
children often appear disinterested or unaware of what's
going on around them. They also show differences in the way
they play. They usually don't play make-believe, engage
in group games, imitate others, or use their toys in creative
ways.
Common problems on the autism spectrum
While not part of autism s official diagnostic criteria,
kids on the autism spectrum often suffer from one or more of
the following problems:
Sensory Problems - Many children with
ASDs either underreact or overreact to sensory stimuli. At
times they may ignore people speaking to them, even to the
point of appearing deaf. However, at other times they may
be disturbed by even the softest sounds. Sudden noises such
as a ringing telephone can be upsetting, and they may respond
by covering their ears and making repetitive noises to drown
out the offending sound. Children on the autism spectrum
also tend to be highly sensitive to touch and to texture.
They may cringe at a pat on the back or the feel of certain
fabric against their skin.
Emotional Difficulties Kids with
autism spectrum disorders may have difficulty regulating
their emotions or expressing them appropriately. For instance,
your child may start to yell, cry, or laugh hysterically
for no apparent reason. When stressed, he or she may exhibit
disruptive or even aggressive behavior (breaking things,
hitting others, or harming him or herself). The National
Dissemination Center for Children with Disabilities also
notes that autistic kids may be unfazed by real dangers like
moving vehicles or heights, yet be terrified of harmless
objects such as a stuffed animal.
Uneven Cognitive Abilities - The autism
spectrum disorders occur at all intelligence levels. However,
even kids with normal to high intelligence often have unevenly
developed cognitive skills. Not surprisingly, verbal skills
tend to be weaker than nonverbal skills. In addition, children
with ASDs typically do well on tasks involving immediate
memory or visual skills, while tasks involving symbolic or
abstract thinking are more difficult.
Savant Skills
Approximately
10% of people with autism spectrum disorders have special savant skills,
such as Dustin Hoffman portrayed in the film Rain Man. The
most common savant skills involve mathematical calculations,
artistic and musical abilities, and feats of memory. For
example, an autistic savant might be able to multiply large
numbers in his or her head, play a piano concerto after hearing
it once, or quickly memorize complex maps.
Asperger's Syndrome and PDD-NOS
Symptoms of Asperger s syndrome
Asperger s syndrome is the mildest of the autism spectrum
disorders. Unlike autism, speech is not delayed or impaired
in Asperger s. Children with this disorder have good
language and verbal skills. They have normal to high intelligence.
However, they have problems socializing and communicating effectively
with others. Children with Asperger s syndrome
often come across to others as socially clueless or
eccentric.
The signs and symptoms of Asperger s syndrome include:
Obsession with a specific topic.
Long, one-sided conversations.
Inability to read other people s reactions or nonverbal
cues.
Unusual or inappropriate eye contact, gestures, and facial
expressions.
Insensitivity to the feelings of others.
An overly-formal, high-pitched, or robotic speaking voice.
Failure to grasp humor, irony, and figures of speech.
Repetitive routines and rituals.
Clumsy or odd movements.
Sensitivity to light, sound, and pain.
Of all the signs and symptoms, an excessive, all-encompassing
preoccupation with a narrow subject or interest (such as airplanes,
spiders, or weather) is often the most prominent. A person
with Asperger s may spend a great deal of time memorizing
facts or collecting and organizing things related to his or
her obsession.
Symptoms of PDD-NOS
For children who meet some, but not all, of the criteria for
autism or Asperger s syndrome, a diagnosis of PDD-NOS
(Pervasive Developmental Disorder - Not Otherwise Specified)is
given. PDD-NOS is also sometimes called atypical autism).
The PDD-NOS diagnosis is reserved for kids who have many autistic-like
symptoms, but don t quite fit into the box for
the other autism spectrum disorders. For example, their symptoms
might have started after the age of three, or they may demonstrate
repetitive behaviors and abnormal speech, but have better social
skills than other autistic kids. In some cases, a diagnosis
of PDD-NOS is eventually changed to something else as the child
gets older and the symptoms become clearer.
Related articles
Autism Signs, Symptoms, and Causes
Early Signs of Autism in Children
Autism Therapy, Treatment, and Diagnosis
Getting Help for Your Autistic Child
More Helpguide articles:
Support for Autistic Children: Autism Services, School Resources, and Treatments
Preventing Caregiver Burnout: Tips and Support for Family Caregivers
Stress Management: How to Reduce, Prevent, and Cope with Stress
Related links for autism spectrum
disorders
General information about autism spectrum disorders
All
About Autistic Spectrum Disorders (PDF) Booklet
for the parents of autistic children. Covers symptoms, causes,
and treatment options. (Foundation for People with Learning
Disabilities)
Autism
Information Center: Symptoms Describes the symptoms
of autism and the autism spectrum disorders, including deficits
in social skills, communication, and repetitive behaviors
and routines. (Centers for Disease Control and Prevention)
Autism
Characterized by Extraordinary Variability Article
on the wide degree of variability among people with autism
spectrum disorders. (Autism Speaks)
Social skills, communication, and repetitive behavior
Autism
and Communication Covers the normal development
of speech and language, and how this developmental process
differs in autistic kids. Features a detailed description
of autistic communication problems. (National Institute on
Deafness and Other Communication Disorders)
Core
Features of Autism: Social Skills Fact sheet
on the impairment in social skills shown by infants and children
with autism. (Autism Consultation and Training Now)
Core
Features of Autism: Communication Fact sheet
from the Australian government on the language, verbal comprehension,
and nonverbal communication problems demonstrated by children
with autism. (Autism Consultation and Training Now)
Core
Features of Autism: Play and Behavior Fact sheet
from the Australian Child to Adult Development Study covers
the symptoms of autism involving play and repetitive or stereotyped
behavior. (Autism Consultation and Training Now)
Stereotypic (Self-Stimulatory)
Behavior Covers the common self-stimulatory
behaviors, also known as stimming, seen in autistic kids.
(Center for the Study of Autism)
Asperger s syndrome
Asperger s
Disorder Guide to the characteristics of Asperger s
syndrome, diagnosis, educational issues, and what the disorder
looks like in adults. (Autism Society of America)
How
Might Asperger's Appear to a Parent? Excerpt
from the book School Success for Kids With Asperger s
Syndrome describes what Asperger s disorder
looks like. (Prufrock Press Inc.)
Asperger's
Syndrome Guide to the signs, symptoms, causes,
and treatment of Asperger s syndrome. (Kid s
Health)
Asperger's
Syndrome Comprehensive overview of Asperger s
syndrome, including symptoms, diagnosis, and treatment. (Yale
Developmental Disabilities Clinic)
Pervasive Developmental Disorder - Not Otherwise Specified
(PDD-NOS)
Pervasive
Developmental Disorder - Not Otherwise Specified - Provides
a definition of PDD-NOS and a case study of a child with
the diagnosis. (Yale Developmental Disabilities Clinic)
Melinda Smith, M.A. and Jeanne
Segal, Ph.D.
contributed to this article. Last modified in December 2007.
pointing
genetic
genetic
sensitivity
eye contact
routines
echolalia
Autism Society of America
childhood disintegrative disorder
social interaction
repetitive behavior
National Institute
Deafness
Other Communication Disorders
cognitive
Pervasive Developmental
Dustin Hoffman
rett syndrome
PDD-NOS
atypical
Australian
M.A.
Centers for Disease Control and Prevention
School Resources
PDF
Australian Child
Adult Development Study
Melinda Smith
Jeanne Segal
Rett Syndrome
Asperger
PDD-NOS
Dylan
National Dissemination Center for Children with Disabilities
restricted behaviors
Autism Spectrum The
Source: Autism Society Canada Autism
Autism Spectrum Three-year-old
Syndrome Pervasive Developmental
Yale Developmental Disabilities Clinic
Finger
Head
Uneven Cognitive Abilities
Savant Skills Approximately
Rain Man
Your Autistic Child More
Burnout: Tips
Foundation for People with Learning Disabilities
Autism Information Center:
Autism Characterized
Autism Speaks ) Social
Autism and Communication
Core Features of Autism: Social Skills Fact
Autism Consultation and Training Now
Core Features of Autism: Communication Fact
Core Features of Autism: Play and Behavior Fact
Stereotypic
Study of Autism ) Asperger
Appear
School Success for Kids With Asperger
Prufrock Press Inc
Kid
www.helpguide.org/mental/autism_spectrum.htm
cars
Autism66
http://www.theautismeducationsite.com/
Although the Wrightslaw conferences aren t specific to autism spectrum disorders, they are one of the best resources available for parents that want to learn more about special education law. The more you know about IDEA 2004, 504s, IEPs, etc, the better advocate you can be for your child. The following is a list of the Wrightslaw Special Education Law Conferences scheduled in the second quarter of 2010.
April 10, 2010: Davenport, IA
April 15, 2010: Hackensack, NJ
April 22, 2010: Bowie, MD
April 30-May 1, 2010: Portland, ME
Registration is limited at most of these events so early registration is key. For more information, visit the Wrightslaw website.
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What is Autism?
Autism is the most common condition in a group of developmental disorders known as the autism spectrum disorders (ASDs).
Autism is characterized by three distinctive behaviors. Autistic children have difficulties with social interaction, display problems with verbal and nonverbal communication, and exhibit repetitive behaviors or narrow, obsessive interests. These behaviors can range in impact from mild to disabling. Autism varies widely in its severity and symptoms and may go unrecognized, especially in mildly affected children or when more debilitating handicaps mask it. Scientists aren?t certain what causes autism, but it?s likely that both genetics and environment play a role.
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 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 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 I or me. Children with autism 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.
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 child?s 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 aren?t certain what causes autism, 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 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.
Source: National Institutes of Health
Free Autism Articles
Reports summarize autism study results from University of Aberdeen
Research conducted at National Institute of Mental Health has updated our knowledge about Asperger syndrome
Research from C.Y. Pan and co-researchers yields new findings on autism and developmental disorders
Research from University of London provides new data about autism
Studies from Indiana University, Medical Department in the area of Fragile X syndrome published
Studies from University of Wisconsin update current data on behavior disorders
Studies from Yale University provide new data on autism and developmental disorders
Treatments for Asthma and Pre-Term Labor May Increase Risk of Autism-Spectrum Disorders in the Developing Fetus
WebMD Announces 2009 Health Heroes
Reports outline autism and developmental disorders study results from Dalhousie University
2009 DEC 14 - (NewsRx.com) -- "Self-perception in high-functioning children and adolescents with Autism Spectrum Disorder (ASD) was examined by comparing parent- and self-reports on the Autism Spectrum, Empathy, and Systemizing Quotients (AQ, EQ and SQ). were 20 youths with ASD and 22 typically developing controls," researchers in Halifax, Canada report. "Both parents and participants in the ASD group reported more autistic traits (higher AQ) and less empathy (lower EQ) than the control group. SQ ratings did not differ between groups. Comparisons of self- and parent-reports indicated that youths with ASD reported significantly fewer autistic traits and more empathic features than their parents attributed to them. There were no discrepancies between parent- and self-reports in the control group," wrote S.A. Johnson and colleagues, Dalhousie University. The researchers concluded: "Regarding the use of self-report in ASD are discussed." Johnson and colleagues published their study in the Journal of Autism and Developmental Disorders (Discrepancies Between Self- and Parent-Perceptions of Autistic Traits and Empathy in High Functioning Children and Adolescents on the Autism Spectrum. Journal of Autism and Developmental Disorders, 2009;39(12):1706-1714). For additional information, contact S.A. Johnson, Dalhousie University, Dept. of Psychology, Halifax, NS B3H 4J1, Canada. Publisher contact information for the Journal of Autism and Developmental Disorders is: Springer, Plenum Publishers, 233 Spring St., New York, NY 10013, USA. Keywords: City:Halifax, Country:Canada, Autism, Autism and Developmental Disorders, Developmental Disabilities, Developmental Disorders, Life Sciences, Neurology, Pediatrics This article was prepared by Mental Health Weekly Digest editors from staff and other reports. Copyright 2009, Mental Health Weekly Digest via NewsRx.com.
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In this photo taken Aug, 21, 2009, Kaleb Drew, 6, right with his autism service dog, Chewey, leaves the Villa Grove Elementary School in Villa Grove, Ill. , with his sister Kelsey, 7, and mother, Nichelle, after attending a half day of school. Kaleb will start his first full day of...
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Welcome to Autism Action Partnership! On our site, you can learn about Autism Spectrum Disorders, explore Autism Action Partnership's initiatives, and find a comprehensive resource center for families and professionals in Nebraska and southwest Iowa. Click here to receive our weekly calendar updates.
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Autism Spectrum Disorders (Pervasive Developmental Disorders)
Introduction
What Are the Autism Spectrum Disorders?
The Diagnosis of Autism Spectrum Disorders
Treatment Options
Adults with an Autism Spectrum Disorder
Research into Causes and Treatment of Autism Spectrum Disorders
References
Introduction
Not until the middle of the twentieth century was there a name for a disorder that now appears to affect an estimated 3.4 every 1,000 children ages 3-10, a disorder that causes disruption in families and unfulfilled lives for many children. In 1943 Dr. Leo Kanner of the Johns Hopkins Hospital studied a group of 11 children and introduced the label early infantile autism into the English language. At the same time a German scientist, Dr. Hans Asperger, described a milder form of the disorder that became known as Asperger syndrome. Thus these two disorders were described and are today listed in the Diagnostic and Statistical Manual of Mental Disorders DSM-IV-TR (fourth edition, text revision)1 as two of the five pervasive developmental disorders (PDD), more often referred to today as autism spectrum disorders (ASD). All these disorders are characterized by varying degrees of impairment in communication skills, social interactions, and restricted, repetitive and stereotyped patterns of behavior.The autism spectrum disorders can often be reliably detected by the age of 3 years, and in some cases as early as 18 months.2 Studies suggest that many children eventually may be accurately identified by the age of 1 year or even younger. The appearance of any of the warning signs of ASD is reason to have a child evaluated by a professional specializing in these disorders.Parents are usually the first to notice unusual behaviors in their child. In some cases, the baby seemed ÒdifferentÓ from birth, unresponsive to people or focusing intently on one item for long periods of time. The first signs of an ASD can also appear in children who seem to have been developing normally. When an engaging, babbling toddler suddenly becomes silent, withdrawn, self-abusive, or indifferent to social overtures, something is wrong. Research has shown that parents are usually correct about noticing developmental problems, although they may not realize the specific nature or degree of the problem.The pervasive developmental disorders, or autism spectrum disorders, range from a severe form, called autistic disorder, to a milder form, Asperger syndrome. If a child has symptoms of either of these disorders, but does not meet the specific criteria for either, the diagnosis is called pervasive developmental disorder not otherwise specified (PDD-NOS). Other rare, very severe disorders that are included in the autism spectrum disorders are Rett syndrome and childhood disintegrative disorder. This brochure will focus on classic autism, PDD-NOS, and Asperger syndrome, with brief descriptions of Rett syndrome and childhood disintegrative disorder below.PrevalenceIn 2007 - the most recent government survey on the rate of autism - the Centers for Disease Control (CDC) found that the rate is higher than the rates found from studies conducted in the United States during the 1980s and early 1990s (survey based on data from 2000 and 2002). The CDC survey assigned a diagnosis of autism spectrum disorder based on health and school records of 8 year olds in 14 communities throughout the U.S. Debate continues about whether this represents a true increase in the prevalence of autism. Changes in the criteria used to diagnose autism, along with increased recognition of the disorder by professionals and the public may all be contributing factors. Nonetheless, the CDC report confirms other recent epidemiologic studies documenting that more children are being diagnosed with an ASD than ever before.Data from an earlier report of the CDC's Atlanta-based program found the rate of autism spectrum disorder was 3.4 per 1,000 for children 3 to 10 years of age. Summarizing this and several other major studies on autism prevalence, CDC estimates that 2-6 per 1,000 (from 1 in 500 to 1 in 150) children have an ASD. The risk is 3-4 times higher in males than females. Compared to the prevalence of other childhood conditions, this rate is lower than the rate of mental retardation (9.7 per 1,000 children), but higher than the rates for cerebral palsy (2.8 per 1,000 children), hearing loss (1.1 per 1,000 children), and vision impairment (0.9 per 1,000 children).3 The CDC notes that these studies do not provide a national estimate.For additional data, please visit the autism section of the CDC Web site.Rare Autism Spectrum DisordersRett SyndromeRett syndrome is relatively rare, affecting almost exclusively females, one out of 10,000 to 15,000. After a period of normal development, sometime between 6 and 18 months, autism-like symptoms begin to appear. The little girl's mental and social development regressesÑshe no longer responds to her parents and pulls away from any social contact. If she has been talking, she stops; she cannot control her feet; she wrings her hands. Some of the problems associated with Rett syndrome can be treated. Physical, occupational, and speech therapy can help with problems of coordination, movement, and speech.Scientists sponsored by the National Institute of Child Health and Human Development have discovered that a mutation in the sequence of a single gene can cause Rett syndrome. This discovery may help doctors slow or stop the progress of the syndrome. It may also lead to methods of screening for Rett syndrome, thus enabling doctors to start treating these children much sooner, and improving the quality of life these children experience.*Childhood Disintegrative DisorderVery few children who have an autism spectrum disorder (ASD) diagnosis meet the criteria for childhood disintegrative disorder (CDD). An estimate based on four surveys of ASD found fewer than two children per 100,000 with ASD could be classified as having CDD. This suggests that CDD is a very rare form of ASD. It has a strong male preponderance.** Symptoms may appear by age 2, but the average age of onset is between 3 and 4 years. Until this time, the child has age-appropriate skills in communication and social relationships. The long period of normal development before regression helps differentiate CDD from Rett syndrome.The loss of such skills as vocabulary are more dramatic in CDD than they are in classical autism. The diagnosis requires extensive and pronounced losses involving motor, language, and social skills.*** CDD is also accompanied by loss of bowel and bladder control and oftentimes seizures and a very low IQ.*Rett syndrome. NIH Publication No. 01-4960. Rockville, MD: National Institute of Child Health and Human Development, 2001. Available at http://www.nichd.nih.gov/publications/pubskey.cfm?from=autism**Fombonne, E. Prevalence of childhood disintegrative disorder. Autism, 2002; 6(2): 149-157.***Volkmar RM and Rutter M. Childhood disintegrative disorder: Results of the DSM-IV autism field trial. Journal of the American Academy of Child and Adolescent Psychiatry, 1995; 34: 1092-1095.What Are the Autism Spectrum Disorders?
What Are the Autism Spectrum Disorders?The autism spectrum disorders are more common in the pediatric population than are some better known disorders such as diabetes, spinal bifida, or Down syndrome.2 A recent study of a U.S. metropolitan area estimated that 3.4 of every 1,000 children 3-10 years old had autism.3 The earlier the disorder is diagnosed, the sooner the child can be helped through treatment interventions. Pediatricians, family physicians, daycare providers, teachers, and parents may initially dismiss signs of ASD, optimistically thinking the child is just a little slow and will Òcatch up.ÓAll children with ASD demonstrate deficits in 1) social interaction, 2) verbal and nonverbal communication, and 3) repetitive behaviors or interests. In addition, they will often have unusual responses to sensory experiences, such as certain sounds or the way objects look. Each of these symptoms runs the gamut from mild to severe. They will present in each individual child differently. For instance, a child may have little trouble learning to read but exhibit extremely poor social interaction. Each child will display communication, social, and behavioral patterns that are individual but fit into the overall diagnosis of ASD.Children with ASD 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 in communication and social skills become more noticeable as the child lags further behind other children the same age. Some other children start off well enough. Oftentimes between 12 and 36 months old, the differences in the way they react to people and other unusual behaviors become apparent. Some parents report the change as being sudden, and that their children start to reject people, act strangely, and lose language and social skills they had previously acquired. In other cases, there is a plateau, or leveling, of progress so that the difference between the child with autism and other children the same age becomes more noticeable.ASD is defined by a certain set of behaviors that can range from the very mild to the severe. The following possible indicators of ASD were identified on the Public Health Training Network Webcast, Autism Among Us.4Possible Indicators of Autism Spectrum DisordersDoes not babble, point, or make meaningful gestures by 1 year of ageDoes not speak one word by 16 monthsDoes not combine two words by 2 yearsDoes not respond to nameLoses language or social skillsSome Other IndicatorsPoor eye contactDoesn't seem to know how to play with toysExcessively lines up toys or other objectsIs attached to one particular toy or objectDoesn't smileAt times seems to be hearing impairedSocial SymptomsFrom the start, typically developing infants are social beings. Early in life, they gaze at people, turn toward voices, grasp a finger, and even smile.In contrast, most children with ASD 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 indifferent to other people, and often seem to prefer being alone. They may resist attention or passively accept hugs and cuddling. Later, they seldom seek comfort or respond to parents' displays of anger or affection in a typical way. Research has suggested that although children with ASD are attached to their parents, their expression of this attachment is unusual and difficult to Òread.Ó To parents, it may seem as if their child is not attached at all. Parents who looked forward to the joys of cuddling, teaching, and playing with their child may feel crushed by this lack of the expected and typical attachment behavior.Children with ASD also are slower in learning to interpret what others are thinking and feeling. Subtle social cuesÑwhether a smile, a wink, or a grimaceÑmay have little meaning. To a child who misses these cues, ÒCome hereÓ always means the same thing, whether the speaker is smiling and extending her arms for a hug or frowning 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 ASD have difficulty 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 ASD may lack such understanding. This inability leaves them unable to predict or understand other people's actions.Although not universal, it is common for people with ASD also to have difficulty regulating their emotions. This can take the form of ÒimmatureÓ behavior such as crying in class or verbal outbursts that seem inappropriate to those around them. The individual with ASD might also be disruptive and physically aggressive at times, making social relationships still more difficult. They have a tendency to Òlose control,Ó particularly when they're in a strange or overwhelming environment, or when angry and frustrated. They may at times break things, attack others, or hurt themselves. In their frustration, some bang their heads, pull their hair, or bite their arms.Communication DifficultiesBy age 3, most children have passed 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 clear that the answer is Òno.ÓSome children diagnosed with ASD remain mute throughout their lives. Some infants who later show signs of ASD coo and babble during the first few months of life, but they soon stop. Others may be delayed, developing language as late as age 5 to 9. Some children may learn to use communication systems such as pictures or sign language.Those who do speak often use language in unusual ways. They seem unable to combine words into meaningful sentences. Some speak only single words, while others repeat the same phrase over and over. Some ASD children parrot what they hear, a condition called echolalia. Although many children with no ASD go through a stage where they repeat what they hear, it normally passes by the time they are 3.Some children only mildly affected may exhibit slight delays in language, or even seem to have precocious language and unusually large vocabularies, but have great difficulty in sustaining a conversation. The Ògive and takeÓ of normal conversation is hard for them, although they often carry on a monologue on a favorite subject, giving no one else an opportunity to comment. Another difficulty is often the inability to understand body language, tone of voice, or Òphrases of speech.Ó They might interpret a sarcastic expression such as ÒOh, that's just greatÓ as meaning it really IS great.While it can be hard to understand what ASD children are saying, their body language is also difficult to understand. Facial expressions, movements, and gestures rarely match what they are saying. Also, their tone of voice fails to reflect their feelings. A high-pitched, sing-song, or flat, robot-like voice is common. Some children with relatively good language skills speak like little adults, failing to pick up on the Òkid-speakÓ that is common in their peers.Without meaningful gestures or the language to ask for things, people with ASD are at a loss to let others know what they need. As a result, they may simply scream or grab what they want. Until they are taught better ways to express their needs, ASD children do whatever they can to get through to others. As people with ASD grow up, they can become increasingly aware of their difficulties in understanding others and in being understood. As a result they may become anxious or depressed.Repetitive BehaviorsAlthough children with ASD usually appear physically normal and have good muscle control, odd repetitive motions may set them off from other children. These behaviors might be extreme and highly apparent or more subtle. Some children and older individuals spend a lot of time repeatedly flapping their arms or walking on their toes. Some suddenly freeze in position.As children, they might spend hours lining up their cars and trains in a certain way, rather than using them for pretend play. If someone accidentally moves one of the toys, the child may be tremendously upset. ASD children need, and demand, absolute consistency in their environment. A slight change in any routineÑin mealtimes, dressing, taking a bath, going to school at a certain time and by the same routeÑcan be extremely disturbing. Perhaps order and sameness lend some stability in a world of confusion.Repetitive behavior sometimes takes the form of a persistent, intense preoccupation. For example, the child might be obsessed with learning all about vacuum cleaners, train schedules, or lighthouses. Often there is great interest in numbers, symbols, or science topics.Problems That May Accompany ASDSensory problems. 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, the child's experiences of the world can be confusing. Many ASD children are highly attuned or even painfully sensitive to certain sounds, textures, tastes, and smells. Some children find the feel of clothes touching their skin almost unbearable. Some soundsÑa vacuum cleaner, a ringing telephone, a sudden storm, even the sound of waves lapping the shorelineÑwill cause these children to cover their ears and scream.In ASD, the brain seems unable to balance the senses appropriately. Some ASD children are oblivious to extreme cold or pain. An ASD child may fall and break an arm, yet never cry. Another may bash his head against a wall and not wince, but a light touch may make the child scream with alarm.Mental retardation. Many children with ASD have some degree of mental impairment. When tested, some areas of ability may be normal, while others may be especially weak. For example, a child with ASD may do well on the parts of the test that measure visual skills but earn low scores on the language subtests.Seizures. One in four children with ASD develops seizures, often starting either in early childhood or adolescence. 5 Seizures, caused by abnormal electrical activity in the brain, can produce a temporary loss of consciousness (a ÒblackoutÓ), a body convulsion, unusual movements, or staring spells. Sometimes a contributing factor is a lack of sleep or a high fever. An EEG (electroencephalogramÑrecording of the electric currents developed in the brain by means of electrodes applied to the scalp) can help confirm the seizure's presence.In most cases, seizures can be controlled by a number of medicines called Òanticonvulsants.Ó The dosage of the medication is adjusted carefully so that the least possible amount of medication will be used to be effective.Fragile X syndrome. This disorder is the most common inherited form of mental retardation. It was so named because one part of the X chromosome has a defective piece that appears pinched and fragile when under a microscope. Fragile X syndrome affects about two to five percent of people with ASD. It is important to have a child with ASD checked for Fragile X, especially if the parents are considering having another child. For an unknown reason, if a child with ASD also has Fragile X, there is a one-in-two chance that boys born to the same parents will have the syndrome. 6 Other members of the family who may be contemplating having a child may also wish to be checked for the syndrome.A distinction can be made between a father's and mother's ability to pass along to a daughter or son the altered gene on the X chromosome that is linked to fragile X syndrome. Because both males (XY) and females (XX) have at least one X chromosome, both can pass on the mutated gene to their children.A father with the altered gene for Fragile X on his X chromosome will only pass that gene on to his daughters. He passes a Y chromosome on to his sons, which doesn't transmit the condition. Therefore, if the father has the altered gene on his X chromosome, but the mother's X chromosomes are normal, all of the couple's daughters would have the altered gene for Fragile X, while none of their sons would have the mutated gene. Because mothers pass on only X chromosomes to their children, if the mother has the altered gene for Fragile X, she can pass that gene to either her sons or her daughters. If the mother has the mutated gene on one X chromosome and has one normal X chromosome, and the father has no genetic mutations, all the children have a 50-50 chance of inheriting the mutated gene.The odds noted here apply to each child the parents have 7 in terms of prevalence, the latest statistics are consistent in showing that 5% of people with autism are affected by fragile X and 10% to 15% of those with fragile X show autistic traits.Tuberous Sclerosis. Tuberous sclerosis is a rare genetic disorder that causes benign tumors to grow in the brain as well as in other vital organs. It has a consistently strong association with ASD. One to 4 percent of people with ASD also have tuberous sclerosis.8The Diagnosis of Autism Spectrum Disorders
Although there are many concerns about labeling a young child with an ASD, the earlier the diagnosis of ASD is made, the earlier needed interventions can begin. Evidence over the last 15 years indicates that intensive early intervention in optimal educational settings for at least 2 years during the preschool years results in improved outcomes in most young children with ASD.2In evaluating a child, clinicians rely on behavioral characteristics to make a diagnosis. Some of the characteristic behaviors of ASD may be apparent in the first few months of a child's life, or they may appear at any time during the early years. For the diagnosis, problems in at least one of the areas of communication, socialization, or restricted behavior must be present before the age of 3. The diagnosis requires a two-stage process. The first stage involves developmental screening during Òwell childÓ check-ups; the second stage entails a comprehensive evaluation by a multidisciplinary team.9ScreeningA Òwell childÓ check-up should include a developmental screening test. If your child's pediatrician does not routinely check your child with such a test, ask that it be done. Your own observations and concerns about your child's development will be essential in helping to screen your child.9 Reviewing family videotapes, photos, and baby albums can help parents remember when each behavior was first noticed and when the child reached certain developmental milestones.Several screening instruments have been developed to quickly gather information about a child's social and communicative development within medical settings. Among them are the Checklist of Autism in Toddlers (CHAT),10 the modified Checklist for Autism in Toddlers (M-CHAT),11 the Screening Tool for Autism in Two-Year-Olds (STAT),12 and the Social Communication Questionnaire (SCQ)13 (for children 4 years of age and older).Some screening instruments rely solely on parent responses to a questionnaire, and some rely on a combination of parent report and observation. Key items on these instruments that appear to differentiate children with autism from other groups before the age of 2 include pointing and pretend play. Screening instruments do not provide individual diagnosis but serve to assess the need for referral for possible diagnosis of ASD. These screening methods may not identify children with mild ASD, such as those with high-functioning autism or Asperger syndrome.During the last few years, screening instruments have been devised to screen for Asperger syndrome and higher functioning autism. The Autism Spectrum Screening Questionnaire (ASSQ),14 the Australian Scale for Asperger's Syndrome,15 and the most recent, the Childhood Asperger Syndrome Test (CAST),16 are some of the instruments that are reliable for identification of school-age children with Asperger syndrome or higher functioning autism. These tools concentrate on social and behavioral impairments in children without significant language delay.If, following the screening process or during a routine Òwell childÓ check-up, your child's doctor sees any of the possible indicators of ASD, further evaluation is indicated.Comprehensive Diagnostic EvaluationThe second stage of diagnosis must be comprehensive in order to accurately rule in or rule out an ASD or other developmental problem. This evaluation may be done by a multidisciplinary team that includes a psychologist, a neurologist, a psychiatrist, a speech therapist, or other professionals who diagnose children with ASD.Because ASDs are complex disorders and may involve other neurological or genetic problems, a comprehensive evaluation should entail neurologic and genetic assessment, along with in-depth cognitive and language testing.9 In addition, measures developed specifically for diagnosing autism are often used. These include the Autism Diagnosis Interview-Revised (ADI-R)17 and the Autism Diagnostic Observation Schedule (ADOS-G).18 The ADI-R is a structured interview that contains over 100 items and is conducted with a caregiver. It consists of four main factorsÑthe child's communication, social interaction, repetitive behaviors, and age-of-onset symptoms. The ADOS-G is an observational measure used to ÒpressÓ for socio-communicative behaviors that are often delayed, abnormal, or absent in children with ASD.Still another instrument often used by professionals is the Childhood Autism Rating Scale (CARS).19 It aids in evaluating the child's body movements, adaptation to change, listening response, verbal communication, and relationship to people. It is suitable for use with children over 2 years of age. The examiner observes the child and also obtains relevant information from the parents. The child's behavior is rated on a scale based on deviation from the typical behavior of children of the same age.Two other tests that should be used to assess any child with a developmental delay are a formal audiologic hearing evaluation and a lead screening. Although some hearing loss can co-occur with ASD, some children with ASD may be incorrectly thought to have such a loss. In addition, if the child has suffered from an ear infection, transient hearing loss can occur. Lead screening is essential for children who remain for a long period of time in the oral-motor stage in which they put any and everything into their mouths. Children with an autistic disorder usually have elevated blood lead levels.9Customarily, an expert diagnostic team has the responsibility of thoroughly evaluating the child, assessing the child's unique strengths and weaknesses, and determining a formal diagnosis. The team will then meet with the parents to explain the results of the evaluation.Although parents may have been aware that something was notÒquite righÓ with their child, when the diagnosis is given, it is a devastating blow. At such a time, it is hard to stay focused on asking questions. But while members of the evaluation team are together is the best opportunity the parents will have to ask questions and get recommendations on what further steps they should take for their child. Learning as much as possible at this meeting is very important, but it is helpful to leave this meeting with the name or names of professionals who can be contacted if the parents have further questions.Available AidsWhen your child has been evaluated and diagnosed with an autism spectrum disorder, you may feel inadequate to help your child develop to the fullest extent of his or her ability. As you begin to look at treatment options and at the types of aid available for a child with a disability, you will find out that there is help for you. It is going to be difficult to learn and remember everything you need to know about the resources that will be most helpful. Write down everything. If you keep a notebook, you will have a foolproof method of recalling information. Keep a record of the doctors' reports and the evaluation your child has been given so that his or her eligibility for special programs will be documented. Learn everything you can about special programs for your child; the more you know, the more effectively you can advocate.For every child eligible for special programs, each state guarantees special education and related services. The Individuals with Disabilities Education Act (IDEA) is a Federally mandated program that assures a free and appropriate public education for children with diagnosed learning deficits. Usually children are placed in public schools and the school district pays for all necessary services. These will include, as needed, services by a speech therapist, occupational therapist, school psychologist, social worker, school nurse, or aide.By law, the public schools must prepare and carry out a set of instruction goals, or specific skills, for every child in a special education program. The list of skills is known as the child's Individualized Education Program (IEP). The IEP is an agreement between the school and the family on the child's goals. When your child's IEP is developed, you will be asked to attend the meeting. There will be several people at this meeting, including a special education teacher, a representative of the public schools who is knowledgeable about the program, other individuals invited by the school or by you (you may want to bring a relative, a child care provider, or a supportive close friend who knows your child well). Parents play an important part in creating the program, as they know their child and his or her needs best. Once your child's IEP is developed, a meeting is scheduled once a year to review your child's progress and to make any alterations to reflect his or her changing needs.If your child is under 3 years of age and has special needs, he or she should be eligible for an early intervention program; this program is available in every state. Each state decides which agency will be the lead agency in the early intervention program. The early intervention services are provided by workers qualified to care for toddlers with disabilities and are usually in the child's home or a place familiar to the child. The services provided are written into an Individualized Family Service Plan (IFSP) that is reviewed at least once every 6 months. The plan will describe services that will be provided to the child, but will also describe services for parents to help them in daily activities with their child and for siblings to help them adjust to having a brother or sister with ASD.Treatment Options
There is no single best treatment package for all children with ASD. One point that most professionals agree on is that early intervention is important; another is that most individuals with ASD respond well to highly structured, specialized programs.Before you make decisions on your child's treatment, you will want to gather information about the various options available. Learn as much as you can, look at all the options, and make your decision on your child's treatment based on your child's needs. You may want to visit public schools in your area to see the type of program they offer to special needs children.Guidelines used by the Autism Society of America include the following questions parents can ask about potential treatments:Will the treatment result in harm to my child?How will failure of the treatment affect my child and family?Has the treatment been validated scientifically?Are there assessment procedures specified?How will the treatment be integrated into my child's current program? Do not become so infatuated with a given treatment that functional curriculum, vocational life, and social skills are ignored.The National Institute of Mental Health suggests a list of questions parents can ask when planning for their child: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?Among the many methods available for treatment and education of people with autism, applied behavior analysis (ABA) has become widely accepted as an effective treatment. Mental Health: A Report of the Surgeon General states,ÒThirty years of research demonstrated the efficacy of applied behavioral methods in reducing inappropriate behavior and in increasing communication, learning, and appropriate social behaviorÓ20 The basic research done by Ivar Lovaas and his colleagues at the University of California, Los Angeles, calling for an intensive, one-on-one child-teacher interaction for 40 hours a week, laid a foundation for other educators and researchers in the search for further effective early interventions to help those with ASD attain their potential. The goal of behavioral management is to reinforce desirable behaviors and reduce undesirable ones.21, 22An effective treatment program will 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. Parental involvement has 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.As soon as a child's disability has been identified, instruction should begin. Effective programs will teach early communication and social interaction skills. In children younger than 3 years, appropriate interventions usually take place in the home or a child care center. These interventions target specific deficits in learning, language, imitation, attention, motivation, compliance, and initiative of interaction. Included are behavioral methods, communication, occupational and physical therapy along with social play interventions. Often the day will begin with a physical activity to help develop coordination and body awareness; children string beads, piece puzzles together, paint, and participate in other motor skills activities. At snack time the teacher encourages social interaction and models how to use language to ask for more juice. The children learn by doing. Working with the children are students, behavioral therapists, and parents who have received extensive training. In teaching the children, positive reinforcement is used.23Children older than 3 years usually have school-based, individualized, special education. The child may be in a segregated class with other autistic children or in an integrated class with children without disabilities for at least part of the day. Different localities may use differing methods but all should provide a structure that will help the children learn social skills and functional communication. In these programs, teachers often involve the parents, giving useful advice in how to help their child use the skills or behaviors learned at school when they are at home.24In elementary school, the child should receive help in any skill area that is delayed and, at the same time, be encouraged to grow in his or her areas of strength. Ideally, the curriculum should be adapted to the individual child's needs. Many schools today have an inclusion program in which the child is in a regular classroom for most of the day, with special instruction for a part of the day. This instruction should include such skills as learning how to act in social situations and in making friends. Although higher-functioning children may be able to handle academic work, they too need help to organize tasks and avoid distractions.During middle and high school years, instruction will begin to address such practical matters as work, community living, and recreational activities. This should include work experience, using public transportation, and learning skills that will be important in community living.25All through your child's school years, you will want to be an active participant in his or her education program. Collaboration between parents and educators is essential in evaluating your child's progress.The Adolescent YearsAdolescence is a time of stress and confusion; and it is no less so for teenagers with autism. Like all children, they need help in dealing with their budding sexuality. While some behaviors improve during 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. 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 motivates them to learn new behaviors and acquire better social skills.Dietary and Other InterventionsIn an effort to do everything possible to help their children, many parents continually seek new treatments. Some treatments are developed by reputable therapists or by parents of a child with ASD. Although an unproven treatment may help one child, it may not prove beneficial to another. To be accepted as a proven treatment, the treatment should undergo clinical trials, preferably randomized, double-blind trials, that would allow for a comparison between treatment and no treatment. Following are some of the interventions that have been reported to have been helpful to some children but whose efficacy or safety has not been proven.Dietary interventions are based on the idea that 1) food allergies cause symptoms of autism, and 2) an insufficiency of a specific vitamin or mineral may cause some autistic symptoms. If parents decide to try for a given period of time a special diet, they should be sure that the child's nutritional status is measured carefully.A diet that some parents have found was helpful to their autistic child is a gluten-free, casein-free diet. Gluten is a casein-like substance that is found in the seeds of various cereal plantsÑwheat, oat, rye, and barley. Casein is the principal protein in milk. Since gluten and milk are found in many of the foods we eat, following a gluten-free, casein-free diet is difficult.A supplement that some parents feel is beneficial for an autistic child is Vitamin B6, taken with magnesium (which makes the vitamin effective). The result of research studies is mixed; some children respond positively, some negatively, some not at all or very little.5In the search for treatment for autism, there has been discussion in the last few years about the use of secretin, a substance approved by the Food and Drug Administration (FDA) for a single dose normally given to aid in diagnosis of a gastrointestinal problem. Anecdotal reports have shown improvement in autism symptoms, including sleep patterns, eye contact, language skills, and alertness. Several clinical trials conducted in the last few years have found no significant improvements in symptoms between patients who received secretin and those who received a placebo.26Medications Used in TreatmentMedications are often used to treat behavioral problems, such as aggression, self-injurious behavior, and severe tantrums, that keep the person with ASD from functioning more effectively at home or school. The medications used are those that have been developed to treat similar symptoms in other disorders. Many of these medications are prescribedÒoff-labelÓ This means they have not been officially approved by the FDA for use in children, but the doctor prescribes the medications if he or she feels they are appropriate for your child. Further research needs to be done to ensure not only the efficacy but the safety of psychotropic agents used in the treatment of children and adolescents.On October 6, 2006 the U.S. Food and Drug Administration (FDA) approved risperidone (generic name) or Risperdal (brand name) for the symptomatic treatment of irritability in autistic children and adolescents ages 5 to 16. The approval is the first for the use of a drug to treat behaviors associated with autism in children. These behaviors are included under the general heading of irritability, and include aggression, deliberate self-injury and temper tantrums.Olanzapine (Zyprexa) and other antipsychotic medications are used "off-label" for the treatment of aggression and other serious behavioral disturbances in children, including children with autism. Off-label means a doctor will prescribe a medication to treat a disorder or in an age group that is not included among those approved by the FDA. Other medications are used to address symptoms or other disorders in children with autism. Fluoxetine (Prozac) and sertraline (Zoloft) are approved by the FDA for children age 7 and older with obsessive-compulsive disorder. Fluoxetine is also approved for children age 8 and older for the treatment of depression.Fluoxetine and sertraline are antidepressants known as selective serotonin reuptake inhibitors (SSRIs). Despite the relative safety and popularity of SSRIs and other antidepressants, some studies have suggested that they may have unintentional effects on some people, especially adolescents and young adults. In 2004, after a thorough review of data, the Food and Drug Administration (FDA) adopted a "black box" warning label on all antidepressant medications to alert the public about the potential increased risk of suicidal thinking or attempts in children and adolescents taking antidepressants. In 2007, the agency extended the warning to include young adults up to age 25. A "black box" warning is the most serious type of warning on prescription drug labeling. The warning emphasizes that patients of all ages should be closely monitored, especially during the initial weeks of treatment, for any worsening depression, suicidal thinking or behavior, or any unusual changes in behavior such as sleeplessness, agitation, or withdrawal from normal social situations.A child with ASD may not respond in the same way to medications as typically developing children. It is important that parents work with a doctor who has experience with children with autism. A child should be monitored closely while taking a medication. The doctor will prescribe the lowest dose possible to be effective. Ask the doctor about any side effects the medication may have and keep a record of how your child responds to the medication. It will be helpful to read the Òpatient insertÓ that comes with your child's medication. Some people keep the patient inserts in a small notebook to be used as a reference. This is most useful when several medications are prescribed.Anxiety and depression. The selective serotonin reuptake inhibitors (SSRI's) are the medications most often prescribed for symptoms of anxiety, depression, and/or obsessive-compulsive disorder (OCD). Only one of the SSRI's, fluoxetine, (Prozac¨) has been approved by the FDA for both OCD and depression in children age 7 and older. Three that have been approved for OCD are fluvoxamine (Luvox¨), age 8 and older; sertraline (Zoloft¨), age 6 and older; and clomipramine (Anafranil¨), age 10 and older.4 Treatment with these medications can be associated with decreased frequency of repetitive, ritualistic behavior and improvements in eye contact and social contacts. The FDA is studying and analyzing data to better understand how to use the SSRI's safely, effectively, and at the lowest dose possible.Behavioral problems. Antipsychotic medications have been used to treat severe behavioral problems. These medications work by reducing the activity in the brain of the neurotransmitter dopamine. Among the older, typical antipsychotics, such as haloperidol (Haldol¨), thioridazine, fluphenazine, and chlorpromazine, haloperidol was found in more than one study to be more effective than a placebo in treating serious behavioral problems.27 However, haloperidol, while helpful for reducing symptoms of aggression, can also have adverse side effects, such as sedation, muscle stiffness, and abnormal movements.Placebo-controlled studies of the newerÒatypicaÓ antipsychotics are being conducted on children with autism. The first such study, conducted by the NIMH-supported Research Units on Pediatric Psychopharmacology (RUPP) Autism Network, was on risperidone (Risperdal¨).28 Results of the 8-week study were reported in 2002 and showed that risperidone was effective and well tolerated for the treatment of severe behavioral problems in children with autism. The most common side effects were increased appetite, weight gain and sedation. Further long-term studies are needed to determine any long-term side effects. Other atypical antipsychotics that have been studied recently with encouraging results are olanzapine (Zyprexa¨) and ziprasidone (Geodon¨). Ziprasidone has not been associated with significant weight gain.Seizures. Seizures are found in one in four persons with ASD, most often in those who have low IQ or are mute. They are treated with one or more of the anticonvulsants. These include such medications as carbamazepine (Tegretol¨), lamotrigine (Lamictal¨), topiramate (Topamax¨), and valproic acid (Depakote¨). The level of the medication in the blood should be monitored carefully and adjusted so that the least amount possible is used to be effective. Although medication usually reduces the number of seizures, it cannot always eliminate them.Inattention and hyperactivity. Stimulant medications such as methylphenidate (Ritalin¨), used safely and effectively in persons with attention deficit hyperactivity disorder, have also been prescribed for children with autism. These medications may decrease impulsivity and hyperactivity in some children, especially those higher functioning children.Several other medications have been used to treat ASD symptoms; among them are other antidepressants, naltrexone, lithium, and some of the benzodiazepines such as diazepam (Valium¨) and lorazepam (Ativan¨). The safety and efficacy of these medications in children with autism has not been proven. Since people may respond differently to different medications, your child's unique history and behavior will help your doctor decide which medication might be most beneficial.Adults with an Autism Spectrum Disorder
Some adults with ASD, especially those with high-functioning autism or with Asperger syndrome, are able to work successfully in mainstream jobs. Nevertheless, communication and social problems often cause difficulties in many areas of life. They will continue to need encouragement and moral support in their struggle for an independent life.Many others with ASD are capable of employment in sheltered workshops under the supervision of managers trained in working with persons with disabilities. A nurturing environment at home, at school, and later in job training and at work, helps persons with ASD continue to learn and to develop throughout their lives.The public schoolsÕ responsibility for providing services ends when the person with ASD reaches the age of 22. The family is then faced with the challenge of finding living arrangements and employment to match the particular needs of their adult child, as well as the programs and facilities that can provide support services to achieve these goals. Long before your child finishes school, you will want to search for the best programs and facilities for your young adult. If you know other parents of ASD adults, ask them about the services available in your community. If your community has little to offer, serve as an advocate for your child and work toward the goal of improved employment services. Research the resources listed in the back of this brochure to learn as much as possible about the help your child is eligible to receive as an adult.Living Arrangements for the Adult with an Autism Spectrum DisorderIndependent living. Some adults with ASD are able to live entirely on their own. Others can live semi-independently in their own home or apartment if they have assistance with solving major problems, such as personal finances or dealing with the government agencies that provide services to persons with disabilities. This assistance can be provided by family, a professional agency, or another type of provider.Living at home. Government funds are available for families that choose to have their adult child with ASD live at home. These programs include Supplemental Security Income (SSI), Social Security Disability Insurance (SSDI), Medicaid waivers, and others. Information about these programs is available from the Social Security Administration (SSA). An appointment with a local SSA office is a good first step to take in understanding the programs for which the young adult is eligible.Foster homes and skill-development homes. Some families open their homes to provide long-term care to unrelated adults with disabilities. If the home teaches self-care and housekeeping skills and arranges leisure activities, it is called aÒskill-developmenÓ home.Supervised group living. Persons with disabilities frequently live in group homes or apartments staffed by professionals who help the individuals with basic needs. These often include meal preparation, housekeeping, and personal care needs. Higher functioning persons may be able to live in a home or apartment where staff only visit a few times a week. These persons generally prepare their own meals, go to work, and conduct other daily activities on their own.Institutions. Although the trend in recent decades has been to avoid placing persons with disabilities into long-term-care institutions, this alternative is still available for persons with ASD who need intensive, constant supervision. Unlike many of the institutions years ago, todayÕs facilities view residents as individuals with human needs and offer opportunities for recreation and simple but meaningful work.Research into Causes and Treatment of Autism Spectrum Disorders
Research into the causes, the diagnosis, and the treatment of autism spectrum disorders has advanced in tandem. With new well-researched standardized diagnostic tools, ASD can be diagnosed at an early age. And with early diagnosis, the treatments found to be beneficial in recent years can be used to help the child with ASD develop to his or her greatest potential.Disorders/VaccinationsThe Institute of Medicine (IOM) conducted a thorough review on the issue of a link between thimerosal (a mercury based preservative that is no longer used in vaccinations) and autism. The final report from IOM, Immunization Safety Review: Vaccines and Autism, released in May 2004, stated that the committee did not find a link.Until 1999, vaccines given to infants to protect them against diphtheria, tetanus, pertussis, Haemophilus influenzae type b (Hib), and Hepatitis B contained thimerosal as a preservative. Today, with the exception of some flu vaccines, none of the vaccines used in the U.S. to protect preschool aged children against 12 infectious diseases contain thimerosal as a preservative. The MMR vaccine does not and never did contain thimerosal. Varicella (chickenpox), inactivated polio (IPV), and pneumococcal conjugate vaccines have also never contained thimerosal.A U.S. study looking at environmental factors including exposure to mercury, lead and other heavy metals is ongoing.Research on the Biologic Basis of ASDBecause of its relative inaccessibility, scientists have only recently been able to study the brain systematically. But with the emergence of new brain imaging toolsÑcomputerized tomography (CT), positron emission tomography (PET), single photon emission computed tomography (SPECT), and magnetic resonance imaging (MRI), study of the structure and the functioning of the brain can be done. With the aid of modern technology and the new availability of both normal and autism tissue samples to do postmortem studies, researchers will be able to learn much through comparative studies.Postmortem and MRI studies have shown that many major brain structures are implicated in autism. This includes the cerebellum, cerebral cortex, limbic system, corpus callosum, basal ganglia, and brain stem.29 Other research is focusing on the role of neurotransmitters such as serotonin, dopamine, and epinephrine.Research into the causes of autism spectrum disorders is being fueled by other recent developments. Evidence points to genetic factors playing a prominent role in the causes for ASD. Twin and family studies have suggested an underlying genetic vulnerability to ASD.30 To further research in this field, the Autism Genetic Resource Exchange, a project initiated by the Cure Autism Now Foundation, and aided by an NIMH grant, is recruiting genetic samples from several hundred families. Each family with more than one member diagnosed with ASD is given a 2-hour, in-home screening. With a large number of DNA samples, it is hoped that the most important genes will be found. This will enable scientists to learn what the culprit genes do and how they can go wrong.Another exciting development is the Autism Tissue Program (http://www.brainbank.org), supported by the Autism Society of America Foundation, the Medical Investigation of Neurodevelopmental Disorders (M.I.N.D.) Institute at the University of California, Davis, and the National Alliance for Autism Research. The program is aided by a grant to the Harvard Brain and Tissue Resource Center (http://www.brainbank.mclean.org), funded by the National Institute of Mental Health (NIMH) and the National Institute of Neurological Disorders and Stroke (NINDS). Studies of the postmortem brain with imaging methods will help us learn why some brains are large, how the limbic system develops, and how the brain changes as it ages. Tissue samples can be stained and will show which neurotransmitters are being made in the cells and how they are transported and released to other cells. By focusing on specific brain regions and neurotransmitters, it will become easier to identify susceptibility genes.Recent neuroimaging studies have shown that a contributing cause for autism may be abnormal brain development beginning in the infantÕs first months. ThisÒgrowth dysregulation hypothesiÓ holds that the anatomical abnormalities seen in autism are caused by genetic defects in brain growth factors. It is possible that sudden, rapid head growth in an infant may be an early warning signal that will lead to early diagnosis and effective biological intervention or possible prevention of autism.31The ChildrenÕs Health Act of 2000ÑWhat It Means to Autism ResearchThe ChildrenÕs Health Act of 2000 was responsible for the creation of the Interagency Autism Coordinating Committee (IACC), a committee that includes the directors of five NIH institutesÑthe National Institute of Mental Health, the National Institute of Neurological Disorders and Stroke, the National Institute on Deafness and Other Communication Disorders (NIDCD), the National Institute of Child Health and Human Development (NICHD), and the National Institute of Environmental Health Sciences (NIEHS)Ñas well as representatives from the Health Resource Services Administration, the National Center on Birth Defects and Developmental Disabilities (a part of the Centers for Disease Control), the Agency for Toxic Substances and Disease Registry, the Substance Abuse and Mental Health Services Administration, the Administration on Developmental Disabilities, the Centers for Medicare and Medicaid Services, the U.S. Food and Drug Administration, and the U.S. Department of Education. The Committee, instructed by the Congress to develop a 10-year agenda for autism research, introduced the plan, dubbed aÒmatriÓ or aÒroadmapÓ at the first Autism Summit Conference in November 2003. The roadmap indicates priorities for research for years 1 to 3, years 4 to 6, and years 7 to 10.The five NIH institutes of the IACC have established the Studies to Advance Autism Research and Treatment (STAART) Network, composed of eight network centers. They will conduct research in the fields of developmental neurobiology, genetics, and psychopharmacology. Each center is pursuing its own particular mix of studies, but there also will be multi-site clinical trials within the STAART network.The STAART centers are located at the following sites:University of North Carolina, Chapel HillYale University, ConnecticutUniversity of Washington, SeattleUniversity of California, Los AngelesMount Sinai Medical School, New YorkKennedy Krieger Institute, MarylandBoston University, MassachusettsUniversity of Rochester, New YorkA data coordination center will analyze the data generated by both the STAART network and the Collaborative Programs of Excellence in Autism (CPEA). This latter program, funded by the NICHD and the NIDCD Network on the Neurobiology and Genetics of Autism, consists of 10 sites. The CPEA is at present studying the worldÕs largest group of well-diagnosed individuals with autism characterized by genetic and developmental profiles.The CPEA centers are located at:Boston University, MassachusettsUniversity of California, DavisUniversity of California, IrvineUniversity of California, Los AngelesYale University, ConnecticutUniversity of Washington, SeattleUniversity of Rochester, New YorkUniversity of Texas, HoustonUniversity of Pittsburgh, PennsylvaniaUniversity of Utah, Salt Lake CityThe NIEHS has programs at:Center for Childhood Neurotoxicology and Assessment, University of Medicine Dentistry, New JerseyThe Center for the Study of Environmental Factors in the Etiology of Autism, University of California, DavisReferences
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Available from: http://www.publichealthgrandrounds.unc.edu/autism/webcast.htm.5. Volkmar FR. Medical Problems, Treatments, and Professionals. In: Powers MD, ed. Children with Autism: A ParentÕs Guide, Second Edition. Bethesda, MD: Woodbine House, 2000; 73-74.6. Powers MD. What Is Autism? In: Powers MD, ed. Children with Autism: A ParentÕs Guide, Second Edition. Bethesda, MD: Woodbine House, 2000, 28.7. Families and Fragile X Syndrome: U.S. Department of Health and Human Services, Public Health Service, National Institutes of Health, National Institute of Child Health and Human Development. 20038. Smalley SI, Autism and tuberous sclerosis. Journal of Autism and Developmental Disorders, 1998; 28(5): 407-414.9. Filipek PA, Accardo PJ, Ashwal S, Baranek GT, Cook Jr. EH, Dawson G, Gordon B, Gravel JS, Johnson CP, Kallen RJ, Levy SE, Minshew NJ, Ozonoff S, Prizant BM, Rapin I, Rogers SJ, Stone WL, Teplin SW, Tuchman RF, Volkmar FR. Practice parameter: screening and diagnosis of autism. Neurology, 2000; 55: 468-479.10. Baird G, Charman T, Baron-Cohen S, Cox A, Swettenham J, Wheelwright S, Drew A. A screening instrument for autism at 18 months of age: A 6-year follow-up study. Journal of the American Academy of Child and Adolescent Psychiatry, 2000; 39: 694-702.11. Robbins DI, Fein D, Barton MI, Green JA. The modified checklist for autism in toddlers: an initial study investigating the early detection of autism and pervasive developmental disorders. Journal of Autism and Developmental Disorders, 2001; 31(2): 149-151.12. Stone WL, Coonrod EE, Ousley OY. Brief report: screening tool for autism in two-year-olds (STAT): development and preliminary data. Journal of Autism and Developmental Disorders, 2000; 30(6): 607-612.13. Berument SK, Rutter M, Lord C, Pickles A, Bailey A. Autism Screening Questionnaire: diagnostic validity. British Journal of Psychiatry, 1999; 175: 444-451.14. Ehlers S, Gillberg C, Wing L. A screening questionnaire for Asperger syndrome and other high-functioning autism spectrum disorders in school age children. Journal of Autism and Developmental Disorders, 1999; 29(2): 129-141.15. Garnett MS, Attwood AJ. The Australian scale for AspergerÕs syndrome. In: Attwood, Tony. AspergerÕs Syndrome: A Guide for Parents and Professionals. London: Jessica Kingsley Publishers, 1997.16. Scott FJ, Baron-Cohen S, Bolton P, Brayne C. The Cast (Childhood Asperger Syndrome Test): preliminary development of a UK screen for mainstream primary-school-age children. Autism, 2002; 2(1): 9-31.17. Tadevosyan-Leyfer O, Dowd M, Mankoski R, Winklosky B, Putnam S, McGrath L, Tager-Flusberg H, Folstein SE. A principal components analysis of the autism diagnostic interview-revised. Journal of the American Academy of Child and Adolescent Psychiatry, 2003; 42(7): 864-872.18. Lord C, Risi S, Lambrecht L, Cook EH, Leventhal BL, DiLavore PC, Pickles A, Rutter M. The autism diagnostic observation schedule-generic: a standard measure of social and communication deficits associated with the spectrum of autism. Journal of Autism and Developmental Disorders, 2000; 30(3): 205-230.19. Van Bourgondien ME, Marcus LM, Schopler E. Comparison of DSM-III-R and childhood autism rating scale diagnoses of autism. Journal of Autism and Developmental Disorders, 1992; 22(4): 493-506.20. Department of Health and Human Services. Mental Health: A Report of the Surgeon General. Rockville, MD: Department of Health and Human Services, Substance Abuse and Mental Health Services Administration, Center for Mental Health Services, National Institute of Mental Health, 1999.21. Lovaas OI. Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 1987; 55: 3-9.22. McEachin JJ, Smith T, Lovaas OI. Long-term outcome for children with autism who received early intensive behavioral treatment. American Journal on Mental Retardation, 1993; 97: 359-372.23. Couper JJ, Sampson AJ. Children with autism deserve evidence-based intervention. Medical Journal of Australia, 2003; 178: 424-425.24. American Academy of Pediatrics Committee on Children With Disabilities. The pediatricianÕs role in the diagnosis and management of autistic spectrum disorder in children. Pediatrics, 2001; 107(5): 1221-1226.25. Dunlap G, Foxe L. Teaching students with autism. ERIC EC Digest #E582, 1999 October.26. Autism Society of America. Biomedical and Dietary Treatments (Fact Sheet) [cited 2004], 2003. Bethesda, MD: Autism Society of America. Available from: http://www.autism-society.org/site/PageServer?pagename=BiomedicalDietaryTreatments.27. McDougle CJ, Stigler KA, Posey DJ. Treatment of aggression in children and adolescents with autism and conduct disorder. 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pointing
genetic
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genetic
mutations
U.S.
Autism
depression
Autism Spectrum Disorders
dna
Autism
gastrointestinal
ocd
eye contact
mental retardation
babbling
routines
regression
echolalia
National Institute of Neurological Disorders
National Institute of Mental Health
Autism Society of America
North Carolina
PDD
National Alliance for Autism Research
Internet
Cure Autism Now Foundation
ASD
National Institutes of Health
childhood disintegrative disorder
social interaction
seizures
anxiety
fragile x syndrome
United States
MMR
Institute of Medicine
sleep
UK
ABA
Pittsburgh
Diagnostic
American Psychiatric Association
JAMA
University
Vitamin B6
stimulant
Leo Kanner
antidepressant
Rockville
Rapin I
anticonvulsants
ÒblackoutÓ
birth defects
repetitive behavior
valproic acid
German
Centers for Disease Control
Gillberg
IOM
Autism Diagnostic Observation Schedule
Agency for Toxic Substances and Disease Registry
Congress
NIH
National Institute
Deafness
Bethesda
NICHD
NIMH
cognitive
Food and Drug Administration
FDA
pretend
tantrums
attention deficit hyperactivity disorder
aggression
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sertraline
IEP
Developmental Disorders
Los Angeles
haloperidol
OCD
Disabilities Education Act
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MD: Woodbine House
Developmental Disabilities
Journal of Autism
University of California
fluvoxamine
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down syndrome
Hans Asperger
Jessica Kingsley Publishers
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National Institute of Child Health and Human Development
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CT
Medicaid
Autism:
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National Institute of Child Health
Human Development
National Institute of Environmental Health Sciences
National Center
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U.S. Department of Health and Human Services
U.S. Department of Education
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NIH Publication No.
antipsychotic
CDC
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England Journal of Medicine
Immunization Safety Review: Vaccines
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DNA
U.S. Food and Drug Administration
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Biologic
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Rogers SJ
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Journal of the American Medical Association.
Autism Among Us: Rising Concerns
Public Health Response [ Video
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Medical Problems
In: Powers MD
Powers MD
Smalley SI
Ashwal S
Kallen RJ
Ozonoff S
Teplin SW
Baird G
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Swettenham J
A. A
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Robbins DI
Barton MI
Green JA
Coonrod EE
SK
Pickles A
Bailey A. Autism
Ehlers S
L. A
Garnett MS
In: Attwood
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Bolton P
Tadevosyan-Leyfer O
Dowd M
Mankoski R
Winklosky B
Putnam S
McGrath L
Risi S
Lambrecht L
DiLavore PC
Van Bourgondien ME
Marcus LM
E. Comparison
DSM-III-R
MD: Department of Health and Human Services
Mental Health Services
Journal of Consulting and Clinical Psychology
American Journal
Couper JJ
Sampson
Medical Journal of Australia
American Academy of Pediatrics Committee
Dunlap G
L. Teaching
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MD: Autism Society of America
Stigler KA
Posey DJ
Journal of Clinical Psychiatry
Research Units
Pediatric Psychopharmacology Network
Pierce K
Korvatska E
Van de Water J
Anders TF
Gershwin ME
E. Carper R
N. Evidence
221-1226.25
2000 and 2002
October 6, 2006
www.nimh.nih.gov/health/publications/autism/complete-index.shtml
www.nichd.nih.gov/publications/pubskey.cfm?from=autism**Fombonne,
www.brainbank.org),
www.brainbank.mclean.org),
www.publichealthgrandrounds.unc.edu/autism/webcast.htm.5.
www.autism-society.org/site/PageServer?pagename=BiomedicalDietaryTreatments.27.
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Autism70
http://www.medhelp.org/tags/show/146/Autism
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.
brain
www.medhelp.org/tags/show/146/Autism
Autism71
http://www.autism.net.au/
Autism, Asperger's, Diagnosis and Treatment
The Behavioural Neurotherapy
Clinic is a FaHCSIA Autism Panel Provider
Autism, Asperger's Syndrome, PDD, PDD NOS are Functional Disorders
requiring expert Diagnosis, Biomedical assessment and Treatment, ABA
therapy and family support. The Clinical staff of the Behavioural Neurotherapy clinic
and associated Health Professionals are committed to investigating and treating the
many possible Biomedical and Physiological factors that underpin Autism Spectrum Disorders.
Furthermore we are committed to researching and implementing the
most effective ABA treatment options that research offers. To
this end we have introduced Pivotal Response Treatment into our
ABA therapy.
autism victoria
Autism Victoria is the designated
Autism Advisor for the state of Victoria, while the Behavioural Neurotherapy
Clinic is a FaHCSIA Autism Panel Provider. The clinic provides
assessment and treatment for children with Autism, as well as
providing the necessary parental support and training.
Definition of Autism
The Autism Spectrum Disorders
are a group of disorders
with common deficits in three key areas - communication, social
interaction and imaginative thought and play. The disorder is defined by a list
of behaviour criteria set by the American
Psychiatric Association. The criteria is used to
define subtypes in what has become known as Autism Spectrum Disorders
(ASD). The word 'spectrum' reflects the fact that no two people
with an Autism Spectrum Disorder behave the same.
At the least affected end of the spectrum diagnostic labels such
as Asperger's Syndrome , High Functioning Autism and Pervasive
Developmental Disorder - Not Otherwise Specified (PDD-NOS) are
used. At the more impaired end labels such as
Autism , Classic Autism and Kanner Autism are used.
Read more...
Autism
Diagnosis
Autism is not diagnosed through
any specific
diagnostic laboratory tests. The diagnosis of Autism is
based entirely on observation and classification of behaviours and does not take into
account the underlying causal factors. A
multi-disciplinary assessment is usually recommended for a
diagnosis. At the Behavioural Neurotherapy Clinic, younger children
are assessed by a team
of Allied Health Professionals, who will provide information that
will enable parents to make educated decisions about our ABA program and
Biomedical treatment approaches. For older children, teenagers and adults, a psychologist
experienced with Autism Spectrum Disorders usually makes the
diagnosis. We prefer to provide a diagnosis as early as possible
preferably from approximately 18 months through to
three years of
age, to allow for early intensive intervention.
Read more...
Causes
of Autism
Although there are no single
specific causes identified in the aetiology of Autism Spectrum
disorders, there are published scientific theories that Autism may be caused by
genetic polymorphisms which express themselves when interacting with
nutrient deficiencies to create less than optimum
cell structures. These in turn can potentially cause
multiple dysfunctions in systems in the body. Environmental
toxins may then further compromise these systems resulting
in the range of health and behaviour deficits seen in the
Autistic population.
Read more...
Biomedical Assessment
The investigation of possible
underlying causal factors at the clinic, based on biomedical tests, provides evidence supporting
a scientific
model that leads to treatment protocols designed to
address nutrient deficiencies and gut dysfunction.
Read more...
Applied Behaviour Analysis (ABA)
for Autism
The Clinic's approach uses behavioural interventions (ABA) to modify
Autistic behaviours and provide family support.
The Clinic provides training to parents and carers in ABA
interventions
Read more...
Biomedical Treatment
The
systematic
Biomedical and Nutritional
treatment protocols used at the clinic
attempt to
redress food sensitivities, cellular malnutrition,
Leaky Gut, heavy metal toxicity, methylation and
other metabolic problems that may underpin Autism or
exacerbate symptoms.
Read more...
Neurotherapy Treatment
for Attention deficits in Autism
Neurotherapy is a Clinical
Neuroscience technique for training abnormal
Brainwave activity towards normal. After Biomedical
and nutritional interventions have resulted in
sufficient gains, Neurotherapy may help to improve
Attention Deficits and Learning Difficulties and
improve general brain connectivity and function.
Read more...
genetic
brain
genetic
Autism
Autism Spectrum Disorders
Autism
Pervasive Developmental Disorder
PDD
ASD
social interaction
ABA
American Psychiatric Association
Asperger
Autistic
Victoria
Diagnosis
Autism Spectrum Disorder
malnutrition
Autism Advisor
Autism Spectrum
Kanner Autism
Autism Victoria
Behavioural Neurotherapy Clinic
FaHCSIA Autism
Functional Disorders
Behavioural Neurotherapy
Health Professionals
Pivotal Response Treatment
Allied Health Professionals
Autism Although
Autism The Clinic
The Clinic
Leaky Gut
Neurotherapy
Autism Neurotherapy
www.autism.net.au/
aba
Autism72
http://www.reuters.com/article/idCNN1218720720100312
* Ruling is the fourth against autism claims
* Court says mercury preservative did not cause autism
(Adds reaction) By Maggie Fox, Health and Science Editor WASHINGTON, March 12 (Reuters) - Vaccines that contain a
mercury-based preservative called thimerosal cannot cause
autism on their own, a special U.S. court ruled on Friday,
dealing one more blow to parents seeking to blame vaccines for
their children's illness. The special U.S. Court of Federal Claims ruled that
vaccines could not have caused the autism of an Oregon boy,
William Mead, ending his family's quest for reimbursement. "The Meads believe that thimerosal-containing vaccines
caused William's regressive autism. As explained below, the
undersigned finds that the Meads have not presented a
scientifically sound theory," Special Master George Hastings, a
former tax claims expert at the Department of Justice, wrote in
his ruling. In February 2009, the court ruled against three families
who claimed vaccines caused their children's autism, saying
they had been "misled by physicians who are guilty, in my view,
of gross medical misjudgment". The families sought payment under the National Vaccine
Injury Compensation Program, a no-fault system that has a $2.5
billion fund built up from a 75-cent-per-dose tax on vaccines. Instead of judges, three "special masters" heard the three
test cases representing thousands of other petitioners. They asked whether a combination vaccine for measles, mumps
and rubella, or MMR, plus a mercury-containing preservative
called thimerosal, caused the children's symptoms. MYSTERIOUS CONDITION More than 5,300 cases were filed by parents who believed
vaccines may have caused autism in their children. The no-fault
payout system is meant to protect vaccine makers from costly
lawsuits that drove many out of the vaccine-making business. 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 good treatment. The U.S. Institute of Medicine has reported several times
that no link can be found between vaccines and autism. Supporters of the scientific community welcomed the
ruling. "It's time to move forward and look for the real causes of
autism," said Alison Singer, president of the Autism Science
Foundation. "There is not a bottomless pit of money with which
to fund autism science. We have to use our scarce resources
wisely." But advocates for the idea that vaccines are dangerous said
they would not give up. "We hope that Congress will intervene
in what is clearly a miscarriage of justice to vaccine-injured
children," said Jim Moody of the Coalition for Vaccine Safety. Autism Speaks, another advocacy group, said it would also
not completely abandon the theory that vaccines might cause
autism. The organization said it would invest "in research to
determine whether subsets of individuals might be at increased
risk for developing autism symptoms following vaccination." But the group also said it was clear that if such a link
did exist, it would be rare. "While we have great empathy for all parents of children
with autism, it is important to keep in mind that, given the
present state of the science, the proven benefits of
vaccinating a child to protect them against serious diseases
far outweigh the hypothesized risk that vaccinations might
cause autism," Autism Speaks said in a statement. (Editing by Philip Barbara)
U.S.
mental retardation
Oregon
Autism Speaks
Congress
U.S. Court of Federal Claims
WASHINGTON
Reuters
Coalition for Vaccine Safety
National Vaccine Injury Compensation Program
William Mead
Meads
William
George Hastings
Department of Justice
Autism Science Foundation
Alison Singer
Meads
U.S. Institute of Medicine
Jim Moody
Philip Barbara
Maggie Fox
1218720720
www.reuters.com/article/idCNN1218720720100312
121872072
01003
Autism73
http://autismcc.org/
Putting It All Together - ASCC Informative Brochure
More Information
Monthly Parent Education Program
Amanda Smith, M.S.
Psychoeducational Therapist, Fayetteville TEACCH Center
will present...
Managing Behavior of Children with Autism:
When Because I Said So Doesn t Work
March 8, 2010 at 6:30 pm
Dorothy Spainhour Center
223 Hull Road, Fayetteville, NC
Download Flyer
Autism Empowerment Program at Elite Training Center
This is a 6 month program for children with autism. Starting in
February there will be one class per week. Classes will be
limited to 8 children per class. The cost is $80 per month.
Financial scholarships may be available.
More Information
Camp Sunshine 2010
Downlaod Information Application
More Information
Vera Bradley Bingo for Autism Awareness
April 16, 2010 @ St. Pat s Church, 6 pm
4th Annual Autism Awareness Golf Invitational
June 5, 2010 @ Cypress Lakes Golf Course, 8 am
Camp Sunshine Employment Applications
Call 826-3004 for more information.
Autism Society of North Carolina offers the following services for people with autism through our office:
CAP?services as outlined in the participant?s plan of care. This can include Specialized Consultative Services to help families with issues relating to their child?s behaviors and possibly to develop a behavior plan. Contact: Regina Black, Regional Director (910) 864-2769 ext 1207
Developmental Therapy?professional and para-professional levels. Contact: Regina Black, Regional Director (910) 864-2769 ext 1207
Academy of Life Skills Development, a licensed Day Program for adults. We are a Vocational Rehabilitation vendor and help adults develop vocational skills as well as find employment. Also have a Comp. Ed. class weekdays through Fayetteville Tech. Contact: Thomasina McKenzie, (910) 307-0319 or (910) 391-4413.
Learning Center?Licensed after-school day program for children through age 18. Primarily for use by ASNC participants receiving CAP & DT, but some activities are open to the public for a small fee. Contact: Susie Gaylord, (910) 864-2769 ext 1211. Extra activities include:
1. Social Skills Groups for high functioning teenagers, which meets weekly during the school year ($20.00 per month).
2. Art and Music sessions during the summer months ($5.00 per class)
3. Bowling team?meets Fridays at 4 p.m. at B&B Lanes. Cost is $3.00 per game.
Social Skills Groups for high-functioning adults: Meets every Tuesday evening from 5:00 to 6:30. Occasional community outings. Fee is $20.00 per month. Contact: Susie Gaylord, (910) 864-2769 ext 1211.
Adapted Physical Education: Weekly classes for ages 5 and up. No fee! Contact: Susie Gaylord, (910) 864-2769 ext 1211.
TDF Support
As many of you know, the Team Daniel Foundation is providing Respite services for North Carolina families of children with disabilities who do not have services. The foundation also provides a quarterly magazine EMPOWERED. Our first fundraiser is simple and easy for everyone to participate.
If you are surfing the net or shopping online, you can help raise money for the Team Daniel Foundation by using GoodSearch.com or GoodShop.com! Select the Team Daniel Foundation (Fayetteville, NC) as the charity of your choice. The more you search and shop, the more you help support EMPOWERED and the Team Daniel Respite fund.
www.goodsearch.com
www.goodshop.com
Important Information about the CAP
Please share with families in need on wait lists. They need to contact their Case Managers/LME s to ensure their psychological is current, other info is current on file and LME s have completed prioritization tool.
These new slots are available immediately.
Our federally approved waivers and guidance from the Generl Assembly require us to redistribute slots if they are not used promptly, so I encourage you to promptly begin identifiying individuals to fill these slots.
North Carolina Department of Health and Human Services
Division of Mental Health, Developmental Disabilities and Substance Abuse Services
Download PDF
or visit www.autismsociety-nc.org
Call for Volunteers: Research Opportunity for Caregivers
of People with an Autism Spectrum Disorder
Visit our volunteers page for more information.
More Information
Support the Special Olympics of
Cumberland County
Special Olympics Golf will be gearing up in February and wanted to give you all a heads up. Registration through January 29th via Gilmore TRC.
More Information
Home Weatherization Help for Low-income Families
Please let your consumers know about this important Department of Energy (DOE) program. Families whose household incomes are at or below 200 percent of the federal poverty guidelines are eligible for up to $6,500 in home improvements that will make houses more energy efficient. Cumberland Community Action is administering the program for our county. You may contact them at (910) 485-6131. For more information including poverty guidelines and reguired documentation.
More Information
No. No, Thank You
by Catherine Pollard
My bright, beautiful, and loving six-year old grand-daughter, Catherine
Jane, whom we call CJ, has autism. One of the earliest indications of her
autism was delayed speech. As CJ slowly developed communication skills,
she began to quote entire sections of dialogue from movies that she viewed.
However, it has taken longer for her to express her thoughts using her own
words.
So we were quite pleased when she began to respond to situations
with which she did not agree with a firm No. No, thank you. We have
encountered some interesting and often humorous situations when she has
used this response.
For example, when my husband and his brother visited my daughter, Mary, she called to
CJ saying that someone had come to see her. CJ called back hopefully, Gramme? Mary said, No, it s Grandpa and Uncle Robert. CJ quickly responded, No. No, thank you, expressing her
preference with whom she wanted to play that day.
Ever since she was a toddler, CJ has objected in the strongest ways, which usually
included kicking and screaming, when her pediatrician needed to examine her ears. This summer
while we were on vacation, CJ began saying that her ear hurt. After Grandpa, who is a doctor,
checked her throat and indicated it was time for him to look in her ear, she looked at Grandpa and
said, No. No, thank you. No matter how uncomfortable she was, she definitely did not want to
have that otiscope in her ear, and she used her words to express that fact to Grandpa.
More recently, my daughter decided to try to reduce the fat content in CJ s diet by
preparing lower-fat turkey dogs instead of regular hot dogs. When the turkey dog was served, CJ
leaned over, took one sniff, and dismissed the turkey dog with a simple, No. No, thank you, and
a more descriptive, Ewww. It was obvious CJ, like all of us, has her own set of standards,
especially where hot dogs are concerned.
All of us who love CJ are delighted that she is expressing her thoughts in her own words,
and we enjoy hearing the unique and interesting ways that she phrases those thoughts.
North Carolina
www.autismsociety-nc.org
March 8, 2010
Gilmore
NC
Autism:
GoodSearch.com
All Together
ASCC
Information Monthly Parent Education Program
Amanda Smith
M.S. Psychoeducational Therapist
Fayetteville TEACCH Center
Dorothy Spainhour Center
Hull Road
Fayetteville
NC Download Flyer Autism Empowerment Program
Elite Training Center
Information Camp Sunshine
Downlaod Information Application More Information
Vera Bradley Bingo
Autism Awareness April
St. Pat
Autism Awareness Golf Invitational
Cypress Lakes Golf Course
am Camp Sunshine Employment Applications Call
Autism Society of North Carolina
CAP
Specialized Consultative Services
Contact: Regina Black
Regional
Developmental Therapy
Academy of Life Skills Development
Day Program
Vocational Rehabilitation
Fayetteville Tech
Contact:
Thomasina McKenzie
Learning Center
ASNC
Susie Gaylord
B&B Lanes
Adapted Physical Education: Weekly
TDF Support As
Team Daniel Foundation
EMPOWERED
Team Daniel Respite
LME
Generl Assembly
North Carolina Department
Health and Human Services Division of Mental Health
Developmental Disabilities and Substance Abuse Services Download PDF
Volunteers: Research Opportunity for Caregivers of People
Autism Spectrum Disorder Visit
Information Support the Special Olympics
Cumberland County Special Olympics Golf
Information Home Weatherization Help
Department of Energy
DOE
Cumberland Community Action
No. No
Catherine Pollard
Catherine Jane
CJ
Mary
Gramme
No
Robert
826-3004
(910) 864-2769 ext 1207
(910) 307-0319
(910) 391-4413
(910) 864-2769 ext 1211
(910) 485-6131
April 16, 2010
June 5, 2010
autismcc.org/
GoodShop.com!
www.goodsearch.com
www.goodshop.com
Autism76
http://www.nydailynews.com/news/national/2010/03/13/2010-03-13_vaccine_additive_thimerosal_not_to_blame_for_autism_court.html?ref=rss
Vaccine additive thimerosal not to blame for autism: court
THE ASSOCIATED PRESS
Saturday, March 13th 2010, 12:43 PM
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.
Related NewsJournal retracts paper that linked autism to MMR vaccineEditorial: Hippocrates would puke1 in 4 parents believes autism linked to vaccines
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.
ÊVowell 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.
brain
MMR
Congress
U.S. Court of Federal Claims
Denise K. Vowell
WASHINGTON
George Hastings Jr.
10/03/13
Hippocrates
March 13th 2010
www.nydailynews.com/news/national/2010/03/13/2010-03-13_vaccine_additive_thimerosal_not_to_blame_for_autism_court.html?ref=rss
Autism77
http://www.regionalautismcenter.org/autism_faq.cfm
Some of the content of this Question and Answer section is a modification of material from the the web site of the TEACCH program (The Treatment and Education of Autistic and Related Communications Handicapped Children, the University of North Carolina at Chapel Hill).
Questions and answers about autism
First it is important to note that autism does not impact all individuals in the same way. While there are certain characteristics common to most people with autism, not all people with autism have all of the same characteristics, e.g., many people with autism have extreme difficulty in developing social skills, and others are very comfortable in social situations displaying good eye contact and affection
to others.
What is autism?
Autism is a life-long developmental disability that affects an individual s ability to process sensory information and
causes difficulties in developing communication skills, the interpretation of social relationships, and in learning appropriate ways to relate to people, objects and events.
What are some characteristics of autism?
The degree of severity of characteristics differs from person to person, but usually includes the following:
Significant delays in language development
Verbal language is slow to develop, and in some instances the person is completely non-verbal. Some individuals exhibit peculiar speech patterns or the use of words without attachment to their normal meaning. Those who are able to use language effectively may still use unusual metaphors or speak in a formal and monotone voice.
Significant delays in understanding social relationships
The autistic person often avoids eye contact, resists being picked up, and may seem to tune out the world around him. This results in a lack of cooperative play with peers, and impaired ability to develop friendships, and difficulty in understanding other people s feelings.
Inconsistent patterns of sensory responses
The child who has autism at times may appear to be deaf and fail to respond to words or other sounds. At other times, the same child may be extremely distressed by an everyday noise such as a vacuum cleaner or a dog s barking. The child also may show an apparent insensitivity to pain and a lack of responsiveness to cold or heat, or touch, or may overreact to any of these sensations.
Uneven patterns of intellectual functioning
The individual may have special skills such as drawing, music, memorizing facts, or math skills, while at the same time having great challenges with everyday life skills such as shoe tying, using eating utensils, toilet training, etc. May persons with autism have average or above average intelligence while others may have some degree of mental retardation.
Marked restriction of activity and interests
A person who has autism may perform repetitive body movements, such as hand flicking, twisting, spinning, or rocking. Persons with autism often display repetition by following the same schedule every day, the same order or doing tasks such as dressing, waking or mealtimes. If changes occur in these routines, the person with autism often becomes very distressed. People with autism often will develop obsessions about certain topics, or people either real or fictional.
What causes autism?
Autism is a brain disorder, which affects the way the brain uses information. The cause of autism is still unknown. Some research suggests that there is a genetic predisposition along with other factors such as exposure to some element which ithe child s body is unable to process which becomes a toxin in the child s system, causing abnormal brain development. Autism is not caused by ineffective or cold parenting.
How does autism affect behavior?
In addition to significant language and socialization problems, people with autism often experience extreme hyperactivity or unusual passivity in relating to parents, family members, and other people.
Do all people with autism have behavior problems?
No. Many people with autism have developed ways of coping with some of the challenges presented by their condition. Therapists, teachers and parents work to determine what may be upsetting to the individual. A variety of therapies are often used, as well as special items like weighted vests and environmental modifications, which all help the person with autism to function without anxiety and stress.
In autism, behavior problems range from very severe to mild. Severe behavior problems may take the form of highly unusual, aggressive, and in some cases even self-injurious behavior, these behaviors may persist and be difficult to change.
In its milder form, autism may resemble a learning disability, usually, however, even people who are only mildly affected may need a significant amount of instruction and support to be successful at school and work because of deficits in the areas of communication and socialization.
Does autism occur in conjunction with other disabilities?
Autism can occur by itself or in association with other developmental disorders such as mental retardation, learning disabilities, epilepsy, etc.
Autism is best considered as a spectrum disorder, meaning that the degree that the individual is handicapped by the condition depends on the location on the spectrum from mild impairment to significant impairment.
Can people with autism be helped?
Yes. Although at the present time there is no cure for autism, people with autism can make substantial improvement in their functioning ability when given proper instruction with the necessary level of intensity. You will find information about specific treatment approaches elsewhere on this web site.
Many studies have indicated that intensive early intervention (preferable in the early childhood period) can lead to significant positive outcomes for a child with autism. A child with autism does not have brain damage, but rather certain areas of the brain have not developed in a way that is helpful to the processing of sensory information. A child who receives intensive instruction early on has the opportunity of having the needed brain development ot occur which becomes the basis for language development, the understanding of social relationships, imaginative play skills, basic academic skills needed for preschool success, etc.
How can persons with autism learn best?
Since each person with autism has different needs and strengths, it is important that a program of instruction be based on a comprehensive assessment of the person s present level of functioning. An individualized plan can then be developed taking into consideration the individual s needs, strengths, fears, physical environmental factors and motivational aspects. Young children often require a period of intensive, individualized, one-on-one instruction, which can be reduced as the child develops communication, socialization and coping skills.
What services are available for people with autism in Indiana?
Children with autism who are under the age of three can access a full range of services through Indiana s First Steps Program. First Steps evaluations are offered at no cost to the family. When it is determined that the child would benefit from on-going services through First Steps charges for services are based on a sliding fee scale based on household income and number of persons in the household.
Children over age three are eligible for an evaluation through the public school Special Education Department. When a child is determined to be eligible, the public school will make arrangements for the child to receive the services needed at no charge to the family.
In Indiana children with special needs are eligible for public school special education services until their 22nd birthday.
When children leave public schools they are eligible for service through the Indiana Department of Vocational Rehabilitation, and there is an option for seeking a community job with the assistance of a community job coach or work in a sheltered workshop setting.
The Bureau of Developmental Disabilities, a branch of the Indiana Department of Family and Social Services, can assist individuals to apply for the Medicaid Waiver program. The Medicaid Waiver is a funding source that can pay for case management services, therapies, respite services and other services.
IN*SOURCE, The Indiana Resource Center for Parents, is a statewide program that provides information, advocacy and supports for families of school age children. IN*SOURCE provides training for families on Indiana and Federal Special Education laws, the case conference process, the development of the Individual Education Plan, mediation of disputes and other topics.
The Regional Autism Center has a family support group that meets monthly, and we maintain a list of contact information for other support groups in the region.
Many other services are available through area therapy providers, behavioral and mental health centers, hospitals, recreation providers and others. The Regional Autism Center is developing a directory of service providers in Indiana and Michigan. Contact information for service providers as well as the services listed above can be obtained by calling the Regional Center at 574-289-4831 or by email: danr@logancenter.org.
genetic
brain
genetic
eye contact
mental retardation
routines
University of North Carolina
Chapel Hill
anxiety
Indiana Resource Center
Indiana
Medicaid
Michigan
TEACCH
Treatment and Education of Autistic and Related Communications Handicapped Children
First Steps Program
First Steps
Special Education Department
Indiana Department of Vocational Rehabilitation
Bureau of Developmental Disabilities
Indiana Department of Family and Social Services
Federal Special Education laws
Individual Education Plan
Regional Autism Center
Regional Center
574-289-4831
danr@logancenter.org
www.regionalautismcenter.org/autism_faq.cfm
logancenter.org.
Autism78
http://www.childrenshospital.org/az/Site613/mainpageS613P0.html
Level two
The second level of screening should be performed if a child is identified in the first level of screening as developmentally delayed. The second level of screening is a more in-depth diagnosis and evaluation that can differentiate autism from other developmental disorders. The second level of screening may include more formal diagnostic procedures by clinicians skilled in diagnosing autism, including medical history, neurological evaluation, genetic testing, metabolic testing, electrophysiologic testing (CT scan, MR Imaging, PET scan) among others.
Genetic testing involves an evaluation by a medical geneticist (a physician who has specialized training and certification in clinical genetics), particularly as there are several genetic syndromes which may cause autism, including Fragile-X, untreated phenylketonuria (PKU), neurofibromatosis, tuberous sclerosis, Rett syndrome, as well as a variety of chromosome abnormalities. A geneticist can determine whether the autism is caused due to a genetic disorder, or has no known genetic cause. If a genetic disorder is diagnosed, there may be other health problems involved. The chance for autism to occur in a future pregnancy would depend on the syndrome found. For example, PKU is an autosomal recessive disorder with a reoccurrence risk of one in four, or 25 percent, chance, while tuberous sclerosis is an autosomal dominant disorder, with a reoccurrence risk of 50 percent.
In cases where no genetic cause for the autism is identified, there is still a slightly increased chance for a couple to have another child with autism, with ranges averaging from 3 to 7 percent. The reason for this increase over the general population is thought to be because autism may result from several genes inherited from both parents acting in combination, in addition to unknown environmental factors. There is no action/inaction known that parents could have done, or did not do, to cause autism to occur in a child.
Always consult your child's physician for a diagnosis and for more information.
genetic
genetic
PKU
rett syndrome
CT
MR Imaging
Fragile-X
www.childrenshospital.org/az/Site613/mainpageS613P0.html
screening
Autism79
http://www.autismcolorado.com/
I Paint, Therefore I AmA Benefit for the Autism Society of Colorado
Join us for a cultural and artistic evening featuring local artists and the work of Matt Hardwick, an artist with AspergerÕs Syndrome.
Host: eventgallery 910Arts, Denise Robert Where: 910 Santa Fe Drive Denver, COÊ 80204 When: Friday March 19, 6 - 8:30p.m. Cost: $20 in advance, $25 at the door
AspergerÕs Syndrome
Autism Society of Colorado
Matt Hardwick
Denise Robert Where:
Santa Fe Drive Denver
COÊ
80204
www.autismcolorado.com/
Autism8
http://www.nlm.nih.gov/medlineplus/autism.html
Autism is a disorder that is usually first diagnosed in early childhood. The main signs
and symptoms of autism involve communication, social interactions and repetitive
behaviors.
Children with autism might have problems talking with you, or they might not look you in
the eye when you talk to them. They may have to line up their pencils before they can pay
attention, or they may say the same sentence again and again to calm themselves down. They
may flap their arms to tell you they are happy, or they might hurt themselves to tell you
they are not. Some people with autism never learn how to talk.
Because people with autism can have very different features or symptoms, health care
providers think of autism as a spectrum disorder. Asperger syndrome is a milder version of the disorder.
The cause of autism is not known. Autism lasts throughout a person's lifetime. There is
no cure, but treatment can help. Treatments include behavior and communication therapies
and medicines to control symptoms.
National Institute of Child Health and Human Development
National Institute of Child Health and Human Development
www.nlm.nih.gov/medlineplus/autism.html
Autism80
http://www.guardian.co.uk/society/2010/mar/03/labour-adult-autism-strategy
Many people assume that all autistic people are the same as Dustin Hoffman's character (left) in Rain Man. Photograph: Allstar/United Artists/Sportsphoto Ltd./Allstar
Adults with autism are set to get the same access to jobs, education and good health care as everybody else following a pledge from government today in its first autism strategy for England.Care services minister Phil Hope says the strategy is not about creating a raft of new services, but about reorganising those that exist to help people with autism better. "The success of the strategy will depend upon those existing services changing to recognise and respond to the needs of people with autism," he says.Although a modest amount of new money Ð in the shape of £500,000 to train frontline professionals to better recognise and understand autism and its needs Ð is being announced, the strategy is expected to be implemented without substantial extra finance. The first year's delivery plan will be published later this month.Simon Baron-Cohen, director of the Autism Research Centre at Cambridge University, warmly welcomes the document. "Encouragingly, it pinpoints achievable solutions that could radically improve the lives of people with autism," he says. "This is an important new development, following on the heels of the historic new Autism Act." But he suggests that additional finance might be required. "The hope is that the autism strategy will lead to the identification of desperately needed funding to meet the cost of these essential provisions," he says.Around one in 100 adults have a condition somewhere on the autistic spectrum, according to the recent Adult Psychiatric Morbidity Survey. "By applying the one in 100 figure, we estimate that over 300,000 adults in England have autism," says the report. "Together with their families, they make up over 1 million people whose lives are touched by autism every day."The report defines autism as "a lifelong condition that affects how a person communicates with, and relates to, other people. It also affects how a person makes sense of the world around them." Those affected have problems communicating and interacting, and find it hard to imagine other people's feelings and predict their behaviour. For the purposes of the strategy, the Department of Health includes Asperger's syndrome, which can affect people who are very articulate and talented but still suffer from considerable communication difficulties.The Autism Act 2009 was passed in response to increasing evidence that people with autism suffer social and economic exclusion. Only 15% of adults have jobs, they have poorer health than the rest of the population, and 49% of adults live with and are dependent on their parents. The launch of the strategy is a requirement of the act."Adults with autism spectrum conditions have been invisible, marginalised, and left to suffer in a system they cannot negotiate unaided," says Baron-Cohen.Among the aims of the strategy are to increase awareness and understanding of autism among frontline public services staff. Too often, people with autism are thought to be rude and difficult by the police, or they avoid going to see a GP because of crowds in the waiting rooms. Employment advisers may recommend only certain types of job, and some social workers assume that all people with autism have a learning disability."Although most people have heard of autism, they do not actually understand the whole spectrum and how it affects people differently," said one contributor to the strategy's consultation process. "Most will cite Rain Man and assume that all autistic people are the same as the character in the film."The National Institute for Healthcare and Clinical Excellence is developing diagnosis guidelines, and the strategy aims to ensure that support and services follow diagnosis, and to identify and promote service models that have been proved to make a positive difference.The strategy will allow adults with autism, and their families, to have more control over where they live Ð recognising sensitivities to, for instance, harsh lighting in a home, and offering support to those who want to live independently.A National Autism Programme Board will be set up to lead the public service changes.The National Autistic Society believes it is critical that specialist autism teams should be set up in every local area, responsible for providing a range of services, including diagnosis and support, but the strategy appears to leave it up to each area to develop its own commissioning plan. "What really matters is delivery on the ground," says chief executive Mark Lever. "We will look to see how we can work with local authorities to ensure that the words deliver real change."
National Autistic Society
Rain Man
Dustin Hoffman
Ð
England
Autism Act
Mark Lever
Rain Man
England.Care
Phil Hope
Baron-Cohen
Autism Research Centre at Cambridge University
Adult Psychiatric Morbidity Survey
Department of Health includes Asperger
GP
National Institute for Healthcare and Clinical Excellence
National Autism Programme Board
www.guardian.co.uk/society/2010/mar/03/labour-adult-autism-strategy
Autism82
http://www.autismnwaf.org/index.htm
OUR PARTNERS
Easter Seals of OregonSwindells Resource Center
OrPTIAutism Society of Oregon
Autism Research InstituteARRO
Help Autism Now Society (HANS)Oregon Technical Assistance Corp. (OTAC) OrFIRST
OregonSwindells Resource Center OrPTIAutism Society
Oregon Autism Research InstituteARRO Help Autism Now Society
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Virtual Pediatric Hospital: CQQA: Autism
Pediatrics Common Questions, Quick Answers
Autism
Donna D'Alessandro, M.D.
Lindsay Huth, B.A.
Peer Review Status: Internally Reviewed
Creation Date: March 2002
Last Revision Date: April 2002
Common Questions, Quick Answers
What is autism?
What causes it?
Who can get it?
What are signs my child could be autistic?
How is it diagnosed?
What are the symptoms?
Is it contagious?
How is it treated?
What can I do to help?
How long does it last?
Can it be prevented?
When should I call the doctor?
What is autism?
Autism is a developmental disability.
It is a brain disorder.
It is a type of pervasive developmental disorder, or PDD.
It is sometimes called infantile autism or autistic disorder.
It causes a wide range of developmental problems in young children.
An autistic child often has problems with social skills, communication,
and behavior.
What causes it?
The cause is unknown.
It may have something to do with genetics or how the brain works.
Different children may have autism for different reasons.
Parents do not cause autism.
Autism has not been linked to vaccines. Symptoms usually become more obvious
in the second year of life, which happens to be around the same time most
children get a vaccine for measles. The vaccine does not cause the symptoms.
Who can get it?
Anyone can get autism.
It is more common in boys than in girls.
Parents of a child with autism are more likely to have another child with
autism.
What are signs my child could be autistic?
Most babies are very social. They like to cuddle and laugh. They respond
positively to interaction. A child with autism does not interact in these
ways.
An autistic child's physical appearance is normal.
She may not like to be touched or held.
She may have strange, repetitive behaviors.
She may seem to be in her own world and lack interest in other people.
She may prefer to play with toys or objects instead of people.
Parents may worry that their child is deaf because she hasn't learned to
talk and doesn't respond to people.
Autistic children often seem withdrawn.
How is it diagnosed?
Autism cannot be diagnosed at birth.
It is usually diagnosed by the time a child is 3 years old.
Parents usually begin to notice symptoms when the child is young. 25% of
children are diagnosed in the first year of life. 50% are usually diagnosed
in the second year. 25% are usually diagnosed in the third year.
The child should be seen by a doctor as soon as parents notice symptoms.
She may need to be seen by a developmental pediatrician or psychiatrist
(special doctors who are trained to diagnose autism).
The doctor will watch your child and ask you about her symptoms. How have
her social and language skills changed over time? Her behavior?
She may need tests.
What are the symptoms?
Autism usually affects a child's social skills, communication skills, and
behavior. Symptoms can be mild or severe. Every child has different symptoms.
Symptoms often get worse in adolescence (10 - 14 years old).
Social Skills
Lacks social skills, does not seem interested in others.
Seems unaware of others' feelings.
Avoids eye contact.
Does not like to be touched or held.
Does not respond to name.
Likes to play alone.
Seems in her own world.
Communication Skills
Begins speaking later than most children.
May not speak at all.
Has problems with language. May call herself "she" instead of "I."
Forgets how to say words and sentences that she knew before.
Doesn't know how to use words.
Can't start a conversation or keep one going.
Repeats what other people say.
Repeats a word or phrase over and over again.
Speaks in rhyme or a singsong voice.
Behavior
Has repetitive routines.
Routines often reflect a need to maintain order. (Child may need to
line up her shoes every morning before she is ready to leave. Gets upset
if you move the shoes.)
Is upset if routines are changed. (May get very upset if bus is late.)
Repetitive behavior, such as rocking back and forth or flapping hands.
Self-injury, such as banging her head or biting.
May have tantrums.
Overly active.
May play with one part of a toy. Fascinated by things that spin, for
example.
Likes to play alone.
Does not often play imaginary games.
May react in strange ways to loud noises and high-pitched sounds.
May have one extreme talent (drawing, solving math problems, remembering
statistics, etc.)
May learn quickly and be very intelligent.
Despite intelligence may still lack social skills or have problems communicating.
May be slow to learn new skills.
May have problems adjusting to new situations.
Is it contagious?
No. Autism is not contagious.
How is it treated?
There is no cure.
Treatment is aimed at helping your child reach her highest potential (learn
as much as she can).
Every child has strengths and weaknesses.
Children often benefit from special education programs and behavior training.
Some children may need special teachers or classes or may need to go to
a special school. Other children may work best in a "regular" classroom.
Children can often be trained in specific skills.
Medication may help.
What can I do to help?
Join your child where she is playing.
Try to introduce her to a variety of activities. If she likes spinning toys,
show her several toys that spin.
She may not respond to spoken praise. Try other ways to reward her. After
she behaves well, give her extra time to play with a favorite toy.
Use lots of visuals to help her understand spoken language. Use pictures,
photos, symbols, or gestures. Teach her how to use the pictures to talk to
you.
Try to teach your child important life skills, such as crossing the street,
taking the bus, dialing her home phone number, and cooking.
Autistic children have special needs that can be stressful. Developmental
pediatricians, psychiatrists, teachers, social workers, and others can help
families cope and teach them how to manage a treatment plan for their child.
Get help if you are having problems coping. Parents often experience stages
of grief when their child is diagnosed with autism. Talk to your doctor.
How long does it last?
Autism cannot be cured but treatment can often help reduce symptoms.
Success often depends on how severe the symptoms are.
The child may be able to learn new skills or taught how to control her behavior.
Some children may be able to live on their own.
Children with more severe autism may never learn how to do the everyday
tasks they need to be independent.
Can it be prevented?
There is no known way to prevent autism.
When should I call the doctor?
Call your doctor if your child shows behaviors from "Signs"
and "Symptoms" above.
Call your doctor, your child's doctor, your child's school, or a support
group for help. There are many organizations that can help you cope and teach
you how to manage life with an autistic child.
Your autistic child has a legal right to receive special services at school.
Talk to your doctor or teachers for more information. They can help you decide
what school setting and education plan will be best for your child.
Quick Answers
Autism is a developmental disability.
The cause is unknown. Different children may have autism for different reasons.
Anyone can get autism. It is more common in boys than in girls.
Most babies respond positively to interaction. A child with autism often
does not.
It is usually diagnosed by the time a child is 3 years old.
Autism usually affects a child's social skills, communication skills, and
behavior.
It is not contagious.
Treatment is aimed at helping your child learn as much as she can.
Use lots of visuals to help her understand spoken language.
Autism cannot be cured but treatment can often help reduce symptoms.
There is no known way to prevent it.
Call your doctor, your child's doctor, your child's school, or a support
group for help.
References
American Academy of Child and Adolescent Psychiatry. The Child with Autism.
1997 (cited 2002 February 19). URL: http://www.aacap.org/publications/factsfam/autistic.htm
MayoClinic. What is Autism? 2001 February 13 (cited 2002 February 19). URL:
http://www.mayoclinic.com/findinformation/conditioncenters/invoke.cfm?objectid=3710611C-2A4D-4E6B-B91023AC481ECA12
Walter, R. Understanding Autism. KidsHealth. 2001 October (cited 2002 February
19). URL: http://kidshealth.org/parent/medical/brain/autism.html
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Sensory Integration Disorder And Autism
Sensory Integration Disorder (SID) is a a neurological condition in and of itself, but it is most often associated with other neurological conditions, including Autism Spectrum Disorders, Attention Deficit/Hyperactive Disorder, and Tourette s Syndrome. Unlike blindness or deafness, where a person is unable to sense or receive input from sight or sound, a person with SID is able to perceive sensory stimuli. The deficit lies in the brain s inability to process the stimuli. If the person with SID is hyposensitive to sensory input such as touch, he or she may be more likely to be injured walking into objects or not realizing an object was too hot. A SID patient who is hypersensitive to input such as noise, will often respond loudly and negatively to surprise noises. They may also be able to hear soft noises, such as the buzz from fluorescent lights which is imperceptible to a typical person. Sensory Integration Therapy is a proven treatment for SID and is typically implemented by occupational therapists who also treat patients with autism.
brain
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Autism Sensory Integration Disorder
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Autism85
http://www.msgtruth.org/autism.htm
Breaking NEWS:
November 21, 2009 - the FDA has just
approved Abilify (Aripiprazole) to treat autism symptoms. This
GLUTAMATE BLOCKER
is now being used to treat autism. At the VERY SAME TIME, behavioral
therapists are feeding MSG-laden junk food to children with autism as
REWARDS for behavior.
Dr. Oz explains autism as a disease affected by
inflammation, which is affected by
DIET.
Dr. Oz
didn't mention vaccines, but vaccines stimulate the immune response.
That is exactly what they are designed to do. Unfortunately, MSG
exacerbates the immune response further and most folks don't know that VACCINES are a
very real source of Free Glutamic acid as well. It is in the
hydrolyzed gelatin added as a preservative in nearly all vaccines - but
especially in the MMR vaccine.
For
children with the RNF8 gene mutation which inhibits the formation of
glutathione to begin with, the following scientific explanation of what
happens in the mitochondria should be chilling enough to force the
immediate removal of free glutamic acid (hydrolyzed gelatin) from all
vaccines.
According
to Dr. Eduardo E. Benarroch, M.D. on Pg 296 of his book Basic
Neurosciences with Clinical Applications
?There is a low-affinity glutamate
transporter that acts as a 1:1 cystine-glutamate exchanger and carries
cystine to the interior of the cell in exchange for intracellular
glutamate. The released glutamate undergoes rapid uptake via the Na+/K+
glutamate transporter. Accumulation of extra-cellular glutamate inhibits
the cystine-glutamate exchanger, resulting in depletion of cell stores of
cystine. This predisposes to oxidative stress, because cysteine, a
derivative of cystine, is required for synthesis of the anti-oxidant
glutathione. Oligodendrocytes are particularly susceptible to
glutathione-induced cystine depletion and excitotoxicity.?
In recent research papers by
S. H Fatemi, Autism is described as a hyper-glutamatergic disorder. In other words, in
autistic individuals, glutamate is in excess in the nervous system.
And so
based on well-accepted scientific information, children with ASD but
especially those who present with heavy metal toxicity or the RNF8 mutation,
and ASD symptoms of taurine deficiency (taurine is also made from cysteine)
like epilepsy, irregular heartbeat, frequent diarrhea or constipation, and
trouble digesting fats, should be avoiding ALL sources of excess glutamate
found in PROCESSED wheat, dairy, soy, and corn and VACCINES with any
hydrolyzed protein or gelatin in them.
FLOW CHART
showing how MSG and autism are connected.
Autism is directly impacted by genes that affect the nervous system
and the neurotransmitter glutamate according to research reported in
Scientific
American February 17, 2007.
However, because vaccines, and
processed gluten and
casein (wheat and dairy), are high in the amino acid glutamate in its free
form, we firmly believe these items WILL affect a child's brain during development - prior to
age 7.
= FREE GLUTAMIC ACID (glutamate)
Autism appears very similar to the disease
PKU,
which causes brain damage by the buildup of the amino acid phenylalanine due
to an error of metabolism that prevents the breakdown of this one amino acid.
The treatment is a special limited amino acid diet until the age of 7.
Based on
the precedent of the disease
PKU,
which is tested for at birth, and treated with diet, and also involves one
amino acid, we completely agree with Jenny McCarthy and her organization
Generation Rescue, that the behaviors of autism can be reversed by
greening vaccines (specifically removing glutamic acid), changing the
vaccination schedule, and adhering to a strict diet limiting the excitatory
amino acids glutamate and aspartate in their free form. However, since
a child's brain is generally hard-wired by age 7, early treatment is
essential.
Carol Hoernlein wrote the
following to the NIH in January. It still sums up
our thoughts. It should be noted that one of the genes for autism
discovered last year codes for a MITOCHONDRIAL
aspartate/glutamate carrier:
I am a former food process engineer who
believes, because recent studies have implicated genes which code
for glutamate synapses in ASD, we should investigate the effects of
both INGESTED and INJECTED excitatory free amino acids (glutamic
acid and aspartic acid) on children with these autism
genes. If excitatory free amino acids
affect ASD children, it would explain both the impact of GF-CF diets
AND a vaccine link. Vaccines have free glutamic acid added to
preserve the virus. I have created and attached a chart showing
where free glutamic acid comes from. It is found in extremely high
amounts in processed wheat and dairy products -
so much so that food manufacturers use these two items routinely to
produce free glutamic acid in foods but with a clean
label.
Consequently, a child may not improve on a GF-CF diet alone,
because it doesn't limit all potential
sources of free glutamic acid - like soy.
Children are tested at birth for PKU and phenylalanine is limited
until the brain is hardwired by the age of 7. Why not treat the
predisposition for autism similarly and limit the glutamic and
aspartic amino acids in the diets of children with autism genes?
ASD also includes errors of metabolism for sulfur containing
amino acids - like cysteine. Cysteine is
converted to taurine and glutathione by the liver. Taurine regulates
heartbeat and osmotic balance as well as bile production and was
found to be low after a seizure. In ASD, symptoms include
arrhythmias, digestive disorders and a high rate of epilepsy
- suggesting that taurine production may
be compromised. Glutathione levels are also lower in ASD leading one
to conclude that possibly, cysteine metabolism may be responsible
for the myriad and seemingly unrelated additional symptoms of ASD.
It should be noted that glutamate interferes with the handling of
cysteine. When cysteine metabolism is compromised, homocysteine
levels may increase. The lower levels of glutathione may put ASD
individuals at risk of mercury poisoning, since glutathione helps
eliminates mercury from the body.
It should be noted that the NMDA receptors that respond to both
glutamate and aspartate are found in the amygdala - part of the
limbic system involved in the perception of taste and smell as well
as fear. Activating the amygdala in ASD, causes gaze avoidance. ASD
children may also over-react to smells and tastes and face to face
encounters can overwhelm them with fear. Limiting excitatory amino
acids that target the amygdala may help.
Japan consumes more MSG, and fish (a dietary source of mercury)
than nearly any other country. Compared to the amount of mercury
consumed in fish and the amount of MSG consumed in the diet, the MMR
contribution was probably small compared to a typical Japanese diet.
In Japan, the MMR vaccine was stopped in 1993. Autism rates still
increased. Perhaps in Japan, the diet plays more of a role in autism
than the vaccines. Children from other countries with a lower
consumption of fish and MSG may find a stronger correlation between
vaccines and autism.
New research studies into ASD should include people who are
sensitive to the food additives MSG and aspartame. MSG-sensitive
persons have reported a distinct lessening of symptoms by using
taurine, ibuprofen, CoQ10, Vitamins B6 and B12, carbohydrate, foods
high in butyric acid - like butter, and
Magnesium. Perhaps they share some of the same genes that predispose
a child to ASD. New treatment studies should look into these easily
available, inexpensive and relatively safe compounds.
Based on what I have observed, here are my recommendations:
1. Treatment of ASD?
REMOVAL of excitatory amino acids (glutamate, aspartate) from
VACCINES.
Glutamate and aspartate restricted diet (similar to treatment for
PKU) in addition to GF/CF diet.
Supplementation of taurine, glutathione, vitamins B6, C, magnesium,
CoQ10. Increased carbohydrate.
Labeling of free glutamic and aspartic acid on food labels.
Glutamate blockers, anti-histamines and leukotriene blockers for
children already suffering or getting vaccinated.
We should calm their surroundings, encourage quiet tasks and
less-threatening contact to enhance communication. We need to give
them space and not overwhelm them.
2. Diagnosis of ASD?
Test for autism genes preferably AT BIRTH like PKU.
Tests for aspartic acid, glutamic acid, glutathione, taurine,
cysteine, homocysteine.
3. Risk factors for ASD?
Autism Genes
Sensitivity to excitatory amino acids
Low taurine,
Low glutathione
Sulfite Sensitivity
Vaccination with glutamic acid as a preservative
Damage to the microglia
Overactive immune system Junk food
diet
Aspartame in medications or vitamins or foods
Multiple food allergy
4. Biology of ASD?
Excess CNS sensitivity,
Inability to handle sulfur-containing amino acids,
Overactive immune response - linked to
Nerve Growth Factor
5. Other areas of ASD research?
Common genes in Alzheimer's, Parkinsons,
ALS, MS, and excitatory amino acid sensitivity.
Study persons without ASD who suffer from overactive CNS or
neurodegenerative disease and sensitivity to excitatory amino acids.
See if they share same genes. Could Alzheimer's
sufferers simply be ADS children whose brains were hard-wired before
damage by the environment?
Thank you for this opportunity to share my ideas on this very
important topic,
Please see this webpage that clearly shows why a wheat and dairy
based processed food diet may be very harmful to a child sensitive
to excitatory amino acids:
http://www.msgtruth.org/avoid.htm
Since the
above letter was written to the NIH in January, new research has uncovered 6
genes related to autism. One specifically is involved in making
glutathione (which is the body's natural chelating agent) from cysteine and
glutamate. Cysteine is one of the sulfur-containing amino acids. We
were on the right track all along ......More about the
AUTISM GENES.
On May 12,
2008 John Erb and I traveled to Washington DC to address the
Federal Interagency Autism Coordinating Committee. John and I were able to address
the Committee for five minutes each - I showed and explained our flow chart
while John Erb held it for me.
On the bright
side, we were able to meet Margaret Dunkle who is on the forefront of
efforts to actually help families dealing with autism. Although
Margaret Dunkle was unable due to time constraints, to address the
Committee, I was able to obtain the statement she was going to give.
It is excellent. Here it is in its entirety:
Statement of Margaret Dunkle
Senior Fellow, Center for Health Services Research and Policy,
George Washington University Director, Early Identification and
Intervention Collaborative for Los Angeles CountyRecipient, American
Academy of Pediatrics' Dale Richmond Award for Outstanding Achievement
in the field of Child Development
May 12,
2008
Federal Interagency Autism Coordinating Committee
My name
is Margaret Dunkle. Some of you know me through my current position as
Senior Fellow with the Center for Health Services Research and Policy at
George Washington University, and some from my prior work running policy
seminars on Capitol Hill.
Some of
you know me as recipient of the American Academy of Pediatrics' Dale
Richmond Award for outstanding achievement in the field of child
development, or for the collaborative efforts I direct in Los Angeles
County to ensure all children receive good developmental screenings and
effective follow-up.
More
recently, some of you have come to know me because my nephew's daughter,
Hannah Poling, is the little 9 -year-old girl from Athens, Georgia who
was the subject of a case the government conceded in vaccine court.
The nine vaccines Hannah received on one day in July of 2000
significantly aggravated an underlying mitochondrial disorder, which
predisposed her to deficits in cellular energy metabolism and manifested
as a regressive encephalopathy with features of autism spectrum
disorder. Indeed, Hannah has autism, with a clear DSM-IV diagnosis
based on the Diagnostic and Statistical Manual of Mental Disorders.
I
believe in a strong and safe immunization program. Yet, every
day more parents and some pediatricians reject the current vaccine
schedule. I am concerned that many people are missing Hannah's
clearly scribbled handwriting on the wall. She has provided a
critical clue (mitochondrial dysfunction) and a historic opportunity for
our public health leaders and policymakers to act responsibly and
decisively - undertaking serious science to address the very real
concerns so many parents and families are raising.
Hannah's condition is not rare. The best evidence available
strongly suggests that at least 7%, and perhaps as many as 20% or 30%,
of children with autism have mitochondrial dysfunction similar to
Hannah's. With one in every 150 children on the autism spectrum,
these issues are both urgent and important.
Now that
we know this, it is time to follow the prestigious Institute of
Medicine's 2004 report that said:
Determining a specific cause [for autism] in the
individual is impossible unless the etiology is known and there is a
biological marker. Determining causality with population-based
methods requires either a well-defined at-risk population or a large
effect in the general population.
Mitochondrial dysfunction defining an autistic subpopulation and the
role of neuro-inflammation in autism are not esoteric theories. They are
real leads that need to be quickly followed.
I urge
you to support the following recommendations that reflect your
Committee's mission to coordinate, monitor, and recommend changes
concerning federal autism efforts.
#1
First and most importantly... With Marshall Plan speed and focus, I
recommend a new, intense basic science research program to get to the
bottom of what is going on with the many Hannahs out there -
specifically focusing on the role of mitochondrial dysfunction and neuro-inflammation
in autism.
How
many Hannahs with mitochondrial dysfunction are there? 4%?, 7%?,
10%?, 20%? Where do these dysfunctions come from? How do
they work? Can the negative effects be undone or limited?
This
research must be bold, going wherever the science takes it, with
nothing off the table.
I
estimate $200 million will be needed to jump-start this research.
This money must be a new or redirected appropriation, not borrowed
or taken from the Vaccine Injury Compensation Program (VICP).
#2
Quickly find ways to screen for and identify the subset of children like
Hannah for whom vaccines can cause or exacerbate mitochondrial damage
and lead to symptoms of autism.
For
example, start screening the siblings of children with autism to
identify biomedical markers that could lead to screening tests and
treatment.
#3
Piggyback new research onto existing studies to answer important
questions about autism, vaccines, mitochondrial dysfunction and neuro-inflammation.
For example:
Test
alternative vaccine schedules and frequencies through the National
Children's Study and use this data set of 100,000 children to get
longitudinal data on these issues; and
Build
new analyses into existing studies and cohorts of patients with
known mitochondrial dysfunction - such as research already underway
at Hopkins, the Cleveland Clinic Foundation and Columbia.
#4
Institute an immediate nationwide initiative to spot children, like
Hannah, who have adverse vaccine reactions and speed them into intense
early intervention (specifically, the federal IDEA Early
Intervention program for children ages 0-36 months and the Preschool
Education program for children ages 3-5).
An
important corollary is to strengthen the Vaccine Adverse Event
Reporting System (VAERS) so that it actually does the job it was set
up to do - collecting information about adverse events, including
side effects, that occur after the administration of vaccines.
#5
Reform and improve the current vaccine schedule and practices to ensure
they are as safe as they possibly can be. For example, examine
the number and frequency of vaccines, use of combo vaccines,
preservatives used, and ages administered to identify changes that would
minimize damage to children, especially susceptible children such as
Hannah Poling.
It is
significant that the federal Advisory Committee on Immunization
Practices' recently downgraded its preference for a MMRV vaccine
(four-vaccines in one shot: measles, mumps, rubella and varicella)
to no preference because of increased
seizures among children receiving the MMRV.
#6
Update the Vaccine Injury Compensation Program. For example:
Allow
parents longer than three years to file, especially given the newly
identified mitochondrial dysfunction implications of the Hannah
Poling decision and because we want parents and families to devote
100% of their energy to early intervention as soon as they learn
their child has a problem; and
Update the list of table injuries to reflect the emerging
discoveries about autism, mitochondrial dysfunction and
immunological disorders.
#7
Improve the way the federal government approves and monitors vaccines
and vaccine safety - perhaps establishing an independent agency
(separate from the Centers for Disease Control, which also runs the
National Immunization Program) to research, approve, and monitor vaccine
safety and effectiveness.
****
I am
proud that my family is providing hope and voice to many families across
our country who have their own Hannahs. I am also proud of their
leadership to nudge those of us who care about good public health and
good public policy to do the right thing and to do it right.
A little
9-year-old girl has raised incredibly tough and important questions.
Your challenge, as leaders concerned about autism, is to tackle these
issues in a way that is effective and unflinching - and that responds to
her clear scribbling on the wall with equally clear advances in science
and improvements in immunization practices.
In addition
to Margaret Dunkle, Jenny McCarthy's Generation Rescue is doing a tremendous
job trying to educate parents that autism CAN BE treated and children can
improve dramatically if treated as early as possible. We also are
grateful to the family of Hannah Poling for coming forward and bringing
Hannah's story to the public.
July 10, 2008, studies indicated that at least 6 genes
may be related to autism. The genes are:
1) C3orf58 -
located at 3q24 (chromosome 3 - position q24)
This gene codes for a protein found in the human testes. It was
deleted in cases of autism. The protein this codes for is not well
known currently, but it is interesting that the protein is found in the male
reproductive system considering that the risk of autism is greater in males
than females. It is connected to tyrosine phosphorylation and
epidermal growth factor. Is this a genetic clue as to why autism is
more prevalent in males?
2) NHE9 - located
at 3q24 (chromosome 3 - position q24)
This gene codes for solute carrier family 9 members. These proteins
are linked to the CPA1 transporter family that is involved with sodium
channels in the nervous system. It is found in large amounts in the
heart muscle and the skeletal muscles as well as lesser amounts in the
placenta, kidney and liver, brain, medulla, and spinal cord. It is
also found in the ovary and the spleen. It is obviously involved in
the proper development and operation of the nervous system. In persons
with a mutation in this gene, ADHD symptoms may appear.
3) PCDH10 - located
at 4q283 (chromosome 4 - position q283)
This gene codes for protocadherin 10 precursor. This gene is involved
with cell-adhesion protein, calcium ion binding and cell communication.
It is found in the brain, testes, and ovary. Again, the nervous system
and the endocrine system are involved. Note that glutamate
neurotoxicity involves
calcium channels.
4) CNTN3 - located at 3p26 (chromosome 3 - position p26)
This gene codes for plasmacytoma associated neuronal glycoprotein.
What is fascinating about this protein is that it is found in the brain -
the frontal lobe, the occipital lobe, the cerebellum, and the amygdala.
NOTE: the amygdala is what is targeted by MSG - it is involved in smell and
taste as well as fear and may be responsible for the gaze-avoidance seen in
autism. It is also associated with immunoglobulin. And so here
is a link to the immune system, which in individuals with autism often is over-stimulated - resulting in multiple allergies.
5) RNF8 - located
at 6p21.2 (chromosome 6 - position 21.2)
This gene codes for RING finger protein 8. What is extremely
interesting about this protein is that it is used in E3 ubiquitin - protein
ligase formation. That may not mean much to you at the moment, but
ligases are important in forming amino acids. Specifically, the ones
that jumped out at us here were:
a) glutamate-cysteine ligase,
b) glutathione-synthase.
In other words, this gene is critical for the formation of
glutathione.
Glutathione is the body's natural means of chelating mercury and getting rid
of it. No matter WHERE it comes from. Could THIS gene be the
reason some children with autism often suffer from
heavy metal toxicity? Is
THIS the common genetic source of trouble with cysteine and sulfur
metabolism seen in both children with autism and those of us sensitive to
MSG?
6) SCN7A - located
at 2q21-q23 (chromosome 2 - position q21 - q23)
This gene codes for proteins found in the heart and the uterus.
Mutations in this gene result in: muscle weakness, trouble swallowing,
blocked and inflamed blood vessels, swelling, and
erythromelalgia, (which
can be caused by MERCURY POISONING, and even bromocriptine - a drug used to
treat both Parkinson's and prolactin - secreting pituitary tumors.
Apparently the drug Effexor - and SSRI has been reported to relieve
symptoms.) It is interesting that mutations in this gene ALSO give the
same symptoms as mercury
poisoning.
Neurexin 1 -
In addition,
in February of 2007, it was reported that
the area of the human genome found to be associated with
autism, contains the genes
involved in building glutamate synapses
- the very locations where glutamate is used as a
neurotransmitter by the nerve cells.
The Amygdala and
Fear Response in
Autistic Children
Research about autism links overstimulation
of the amygdala in the brain to perceiving faces as threatening. This
explains why autistic children avoid the gaze of others.
It should be noted that the NMDA receptors that
respond to both glutamate and aspartate (the amino acid found in aspartame)
are found in the amygdala. The amygdala is part of the limbic system
and is involved in the perception of taste and smell as well as fear. See
glutamate receptors in the amygdala.
Could ingestion of MSG and aspartame, by targeting
the amygdala, result in the perceptions and behaviors typically associated
with autism?
Mercury
Children with
autism have lower
levels of glutathione, and may have difficulty chelating mercury (a
suspected cause of autism) and removing it from
the body. Excess glutamic acid has been proven to reduce glutathione
levels that are protective against mercury poisoning.
It is our belief that the large amount of free glutamic acid still present
in all vaccines today as well as increasing amounts of free glutamic acid in
processed food, is responsible for the autism epidemic.
We also
believe that the mercury toxicity present in children with autism is a SIDE
EFFECT of the disease, not the primary cause. Therefore, removal of
thimerosol, will not reduce the incidence of autism, because mercury is
still present in our food and water, and our dental fillings, and glutamic
acid is STILL in the vaccines and present in ever larger quantities in
processed wheat and dairy foods. The problem in autism is that no
matter where the mercury comes from, it is not being removed as it normally
should be. The excess of mercury caused by excess glutamate, then
results in heavy metal toxicity. Considering that the newly discovered
autism gene RNF8 is essential in FORMING glutathione, any additive in a
vaccine that hinders
glutathione formation is a not a good idea. Therefore free
glutamic acid should absolutely be removed from vaccines given to children
with autism genes.
Vaccines
MMR vaccines first came
under scrutiny due to autism rates in Scotland climbing 18% in just one year. Also,
other vaccines have been suspected as well.
http://news.bbc.co.uk/1/hi/programmes/newsnight/2224126.stm
http://news.bbc.co.uk/2/hi/programmes/newsnight/2232111.stm
http://www.vaccinationnews.com/dailynews/March2002/ExpertSaysMMRWillBeProved.htm
This
ingredient list
of the MMR vaccine includes
hydrolyzed gelatin, which contains 10% free glutamic acid.
Vaccine makers claim one study done in one Japanese city
shows no link between autism and vaccines simply because after MMR vaccines were stopped in 1993, autism rates
still rose. However, the study included only one city in a country that consumes
more MSG, and
fish (a dietary source of mercury) than most in the world. Also, only
one
vaccine was stopped - the MMR.
Compared to the
amount of mercury consumed in fish, the amount of MSG in the
diet, and the amount of glutamic acid in other vaccines, the MMR contribution of mercury and
glutamate was small. Autism rates in
Japan still increased.
Glutamate
in any vaccine
WILL put children at greater risk of mercury poisoning by hindering the ability of a child to rid
themselves of mercury from ANY source.
Unfortunately, free glutamic acid is found in nearly every vaccine in use
today.
For more
information about autism climbing and the MMR vaccine:
NOTE: We would be
remiss if we did not mention TEACCH, an organization
which helps address the behaviors of autism in an effort to enable autistic
children and adults to lead productive lives in society.
For while the causes of autism are still being
investigated, these children are growing up and need to enter our society in
meaningful ways. We should be ready to welcome them.
Gluten-Free, Casein-Free (GFCF) Diet
Current treatments
for autism include gluten-free and casein-free diets.
A current theory is that incomplete breakdown of gluten and
casein result in the formation of casomorphins and gliadorphins, morphine-like
compounds which act on the brain. Another theory (ours) is based on the fact
that 15.5% of all the amino acids in wheat are glutamic acid in its
free or active form and 22.9% of the amino acids present are aspartic acid
in its free and active form (which can be converted to glutamate in only one
step). In fact, wheat gluten is a considerable source of
natural MSG in the diet. Items containing casein, like cheese, also are high
in free glutamic acid. For example - 18.5 % of the amino acids found
in cheddar cheese are free (active) glutamic acid. Parents helping
their child adhere to a strict gluten-free, casein (dairy) -free diet may
wish to consider also eliminating soy products from their child's diet as well, if
glutamate is suspect.
For more information about autism and diet see the following links:
Generation Rescue
- Jenny McCarthy's autism organization.
Autism Network for Dietary
Intervention (ANDI)
Autism Society of America
The Autism Research Unit
(Sunderland, UK) - The Use of Gluten and Casein Free Diets with People with
Autism
GFCF Diet - Gluten Free Casein
Free Diet Support Group
McDonalds French Fries
Be aware that foods stating natural flavor on the label can be made from
wheat and dairy products. As of February 22, 2006, McDonalds is in legal
trouble after admitting their French fries which had been labeled
gluten-free actually contain beef, wheat and dairy products due to the use
of a seasoning placed into the oil where the fries are precooked before
being shipped to restaurants. McDonalds spokespeople don't think the
fries contain enough allergens or protein to cause a problem - or to label -
but consumers are angry at not being told that dairy and wheat products were
involved at all. Let the consumer be informed then they can decide to
take the risk. Parents with autistic and celiac children are furious
at being deliberately misled. Currently, there are three lawsuits
pending.
The fact that McDonalds spokespeople are stating that
there is no more protein left in the seasoning - tells this food scientist
that the entire reason for using this seasoning is because it probably
contains free glutamic acid broken down from the high glutamate containing
protein foods mentioned (beef, wheat, and milk) - another way of flavoring
their fries as if they were using MSG, without having to label it as such.
Very clever, but completely unethical.
MSG symptoms and Autism symptoms
have quite a lot in common:
AUTISM SYMPTOMS
Timothy
Syndrome-cardiac arrhythmia
Rhett Syndrome which affects girls
breathing difficulty
speech
movement
Tremors
Asperger's Syndrome
which affect boys
ADHD
ODD
Depression
Bipolar
Anxiety
OCD
Heller's syndrome
Loss of communication skills
Common Autism Syndrome symptoms
Epilepsy
Sensitivity to light
Sensitivity to sound
Sensitivity to pain
Fatty Acid digestion problems
Multiple Food allergy
Constant motion
Type I diabetes
Thyroid disorder
Inability to metabolize sulphur compounds
Celiac symptoms
Tantrums
MSG SENSITIVITY
SYMPTOMS
A-Fib (Taurine deficiency?)
Asthma
Slow speech - Brain Fog
Restless Legs
Dopamine decrease - also present with Parkinson's and pituitary
tumors
ADHD symptoms
Anger/Rage
Depression
Panic
Slow speech, Brain Fog
Seizures
Flashes of light
Ringing in ears -
Tinnitus
Fibromyalgia, Migraine
Diarrhea/IBS
Hives, Anaphylaxis,
Mastocytosis
Restless Legs
Type 1 diabetes with GAD immunity
Hypothyroid Disorder
Sulfite sensitivity, Taurine deficiency?
Casein, Gluten (milk and wheat)
intolerance
Rage/Panic Attacks
genetic
brain
genetic
mutations
depression
sensitivity
Autism
ocd
M.D.
ASD
seizures
anxiety
MMR
Institute of Medicine
UK
Statistical Manual of Mental Disorders
Centers for Disease Control
NIH
ADHD
FDA
tantrums
adhd
Los Angeles
B6
Federal Interagency Autism Coordinating Committee
Institute
Diagnostic
American
John
PKU
French
Washington DC
Jenny McCarthy
DSM-IV
GFCF
Generation Rescue
Advisory Committee
Capitol Hill
Vaccine Injury Compensation Program
VICP
VAERS
Hannah
MS
Parkinson
Georgia
Magnesium
ANDI
Committee
Sunderland
Japan
Japanese
ASD
AUTISM
Heller
Hannah Poling
Athens
Child Development
ssri
MSG-laden
Oz
RNF8
Eduardo E. Benarroch
Clinical Applications
Na+/K+
S. H Fatemi
MSG
Carol Hoernlein
MITOCHONDRIAL
INGESTED
INJECTED
GF-CF
NMDA
Vitamins B6
Autism Genes Sensitivity
Sulfite Sensitivity
Parkinsons
AUTISM GENES
John Erb
Margaret Dunkle
Margaret Dunkle Senior Fellow
Center for Health Services Research and Policy
George Washington University
Intervention Collaborative
American Academy of Pediatrics'
Richmond Award
Fellow
Marshall Plan
Hannahs
National Children 's Study
Hopkins
Cleveland Clinic Foundation
Columbia.
IDEA Early Intervention
Preschool Education
Vaccine Adverse Event Reporting System
Immunization Practices'
MMRV
MMRV.
National Immunization Program
Autistic Children Research
Scotland
Autism Society of America The Autism Research Unit
Gluten
Casein Free Diets with People
Autism GFCF
Support Group McDonalds French Fries
McDonalds
Timothy Syndrome-cardiac
Rhett Syndrome
Common Autism Syndrome
Multiple Food
Taurine
Brain Fog Restless
Brain Fog
Tinnitus Fibromyalgia
Diarrhea/IBS Hives
Mastocytosis Restless Legs
Rage/Panic Attacks
2224126
2232111
November 21, 2009
February 17, 2007
May 12,
2008
July 10, 2008
February 22, 2006
www.msgtruth.org/autism.htm
www.msgtruth.org/avoid.htm
news.bbc.co.uk/1/hi/programmes/newsnight/2224126.stm
news.bbc.co.uk/2/hi/programmes/newsnight/2232111.stm
www.vaccinationnews.com/dailynews/March2002/ExpertSaysMMRWillBeProved.htm
22241
22321
effexor
screening
Autism86
http://www.sd-autism.org/aspergerSyndrome.html
Asperger Syndrome
Asperger's Disorder was first described in the 1940s by Viennese pediatrician Hans Asperger who observed autistic-like behaviors and difficulties with social and communication skills in boys who had normal intelligence and language development. Many professionals felt Asperger's Disorder was simply a milder form of autism and used the term high-functioning autism to describe these individuals. Professor Uta Frith, with the Institute of Cognitive Neuroscience of University College London and author of Autism and Asperger Syndrome, describes individuals with Asperger's Disorder as having a dash of Autism. Asperger's Disorder was added to the American Psychiatric Association's Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) in 1994 as a separate disorder from autism. However, there are still many professionals who consider Asperger's Disorder a less severe form of autism.
What distinguishes Asperger's Disorder from autism is the severity of the symptoms and the absence of language delays. Children with Asperger's Disorder may be only mildly affected and frequently have good language and cognitive skills. To the untrained observer, a child with Asperger's Disorder may just seem like a normal child behaving differently.
Children with autism are frequently seen as aloof and uninterested in others. This is not the case with Asperger's Disorder. Individuals with Asperger's Disorder usually want to fit in and have interaction with others; they simply don't know how to do it. They may be socially awkward, not understanding of conventional social rules, or may show a lack of empathy. They may have limited eye contact, seem to be unengaged in a conversation, and not understand the use of gestures.
Interests in a particular subject may border on the obsessive. Children with Asperger's Disorder frequently like to collect categories of things, such as rocks or bottle caps. They may be proficient in knowing categories of information, such as baseball statistics or Latin names of flowers. While they may have good rote memory skills, they have difficulty with abstract concepts.
One of the major differences between Asperger's Disorder and autism is that, by definition, there is no speech delay in Asperger's. In fact, children with Asperger's Disorder 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 Disorder may not understand the subtleties of language, such as irony and humor, or they may not understand the give and take nature of a conversation.
Another distinction between Asperger's Disorder and autism concerns cognitive ability. While some individuals with Autism experience mental retardation, by definition a person with Asperger's Disorder cannot possess a clinically significant cognitive delay and most possess an average to above average intelligence.
While motor difficulties are not a specific criteria for Asperger's, children with Asperger's Disorder frequently have motor skill delays and may appear clumsy or awkward.
Characteristics
Diagnosis
Working with an Individual with Asperger's
Educational Issues
Adults with Aspergers
Source: The Autism Society of America (view source page here)
The San Diego Autism Society offers support groups in north county and east county for parents of children with HFA/Asperger s. Click here for more information.
Autism
Asperger Syndrome
eye contact
mental retardation
Autism Society of America
aspergers
Diagnostic
Statistical Manual of Mental Disorders
American Psychiatric Association
cognitive
Asperger
Hans Asperger
DSM-IV
Disorder
Asperger Syndrome Asperger 's Disorder
Viennese
Uta Frith
Institute of Cognitive Neuroscience of University College London
Educational Issues Adults
Aspergers Source: The
San Diego Autism Society
HFA/Asperger
www.sd-autism.org/aspergerSyndrome.html
Autism87
http://actionforautism.co.uk/
Polly Tommey and the Adult Autism Strategy.
Last year I wrote a couple of posts (here andÊhere) criticizing Polly Tommey for pulling expensive publicity stunts that resulted in her meeting with PrimeÊMinisterÊGordonÊBrownÊand his wife at Downing Street. She presented herself as justÊa mother speaking for thousands of other mothers. Her remarkable success was contrasted with the apparent failure of autism organizations to work together for the benefit of autistic people.
At the time I pointed out that many other organizations had come together to support the Autism Bill, soon to become an Act of Parliament and to to advise the government via the External Reference Group. Chaired by the NAS chief executive, Mark Lever, with an autistic vice chair, it included organizations of autistic adults as well as parents. The only significant absence from the campaign were representatives of the biomedical cure organizations, including Polly Tommey s Autism Trust, which seemed intent on disregarding the rest of us in pursuit of its own agenda.
The result of all our campaigning and lobbying of government officials and politicians saw the government adopt the Autism Bill, guaranteeing its passage into law, and shaped the adult strategy for autism that was published this week. ThenÊPolly Tommey appeared on GMTV to discuss the strategy. We learned that it was her poster campaign that galvanized the government. They had consulted with her on the strategy and the next step was to be a new poster campaign which presumably would drive the next phase of the project.
Then I turned toÊAge of Autism (AoA)which provided more details.
In 2009 Polly Tommey was approached by Gordon Brown to represent The Autism Trust within the External Reference Group (ERG).Ê This followed a meeting with the Prime Minister as a result of The Autism TrustÕs Dear Gordon Brown charity billboard campaign.Ê Polly was part of the ERG that helped formulate The strategy for adults with autism in England (2010).
Actually, after months of patient negotiation in which various organizations learned to work together and gained the respect of government officials and ministers, I can think of nothing more disruptive to the process than for someone to be parachuted in on the strength of an advertizing campaign and lay claim to all the credit. AoA also suggests that she organized the public consultation on the strategy.
Last year, following the campaign, Polly announced on national television that everybody could take part in formulating this plan; no one was left out of the strategy. It was announced via a direct email address to the Department of Health so that everyone who wanted could get involved.
AoA does not mention the 14 other organizations led by the NAS that campaigned for the Autism Act and organized over a thousand responses from their members to the consultation process. It does not mention any of the other members of the ERG. It does not explain why the ERG report does not list Polly Tommey as a member or that it published its report before she is supposed to have been invited to join it. Nor, if she already has the ear of the prime minister, are we told why another poster campaign is needed. Perhaps it will be aimed at persuading the rest of the autism community that we are all wrong and we should be following her lead instead.
One thing is certain. Although Tommey continues to support Andrew Wakefield and his failed hypothesis you will not hear about that in her campaign to take credit for the success of a movement in which she was at best peripheral and at times a hindrance.
All these organizations supported the passage of the Autism Bill through Parliament. No mention ofÊPollyÊTommey s Autism Trust.
This is the membership of the External Reference Group on Autism that published theÊInitial Report by theÊExternal Reference Group for the AdultÊAutism Strategy for England. No mention of Polly Tommey
External Reference Group Members
Chair Mark Lever, Chief Executive, The National Autistic Society
Vice Chair and Chair, Choice and Control Group Anya Ustaszewski, Member of the Autism Rights Movement and an adult withÊAsperger syndrome
Chair, Health Group Juli Crocombe, Consultant in Neurodevelopmental Psychiatry
Chair, Social Inclusion Group Eileen Hopkins, Director Ð International Development, Autism Speaks
Chair, Employment GroupÊCarolyn Bailey, Chief Executive, Autism West Midlands
Chair, Training GroupÊClive Stobbs, Chief Executive, Autism Anglia
Members:
Wendy Atkinson Oldham County Council
Chris Austin Liverpool Asperger team
Amanda Batten Head of Policy and CampaignsÊThe National Autistic Society
Richard BremerÊGoldman Sachs
Maria BremmersÊAutism London
John DickensonÊParent of an adult with ASD
Christina EarlÊSurrey County Council
Graham EnderbyÊCarer of an adult with ASD
Ian EnsumÊClinical Psychologist
Andrew GraingerÊAutism Initiatives
Ian HallÊRoyal College of Psychiatrists
Carolann JacksonÊParent of an adult with ASD and chairÊof SAFE (Supporting Asperger
Families in Essex)
Sandra KnaggsÊLiving Ambitions
Ann Le CouteurÊProfessor of Child and AdolescentÊPsychiatry, University of Newcastle
Marie LovellÊSkills for Care
Julie Lynes-GraingerÊLearning and Skills Council
Campbell MainÊParent of an adult with ASD
Melissa McAuliffeÊEast London NHS Foundation Trust
Andrew MerchantÊPriory
Richard MillsÊResearch DirectorÊResearch Autism
Chris MitchellÊAdult with ASD
Thomas MooreÊSurrey County Council
Andrew MonaghanÊHampshire Autistic Society
Liz OsmanÊSecondee to Treehouse fromÊConnexions
Fred ParsonsÊNORSACA
David PerkinsÊProspectsÊThe National Autistic Society
Rebecca RennisonÊPolicy OfficerÊThe National Autistic Society
Carole Rutherford Parent of an adult with ASD
Dinesh SatteeÊAdult with ASD
David ShamashÊMember of the London Autism RightsÊMovement and an adult with AspergerÊsyndrome
Sarabjit SinghÊAdult with Asperger syndrome
Kobus Van Rensburg Northamptonshire Transition andÊLiaison Team
Adrian WhyattÊMember of the London Autism RightsÊMovement and an adult with AspergerÊsyndrome
March 5th, 2010
Posted by
Mike |
National Autistic Society, Uncategorized, adults, campaigns, government, politics |
2 comments
Autism
ASD
National Autistic Society
Andrew Wakefield
England
Polly Tommey
Autistic Society
Autism Act
Mark Lever
Adult Autism Strategy
Downing Street
External Reference Group
Autism Trust
ThenÊPolly Tommey
AoA
Gordon Brown
ERG
Autism TrustÕs Dear
Polly
Department of Health
Tommey
theÊExternal Reference Group
AdultÊAutism Strategy for England
External Reference Group Members Chair
National Autistic Society Vice Chair
Chair
Control Group
Anya Ustaszewski
Autism Rights Movement
Health Group
Juli Crocombe
Social Inclusion Group
Eileen Hopkins
Ð International Development
Autism Speaks Chair
GroupÊCarolyn Bailey
Autism West Midlands Chair
GroupÊClive Stobbs
Autism Anglia Members: Wendy Atkinson Oldham County Council
Chris Austin Liverpool Asperger
Amanda Batten Head
CampaignsÊThe National Autistic Society
Richard BremerÊGoldman Sachs Maria BremmersÊAutism London
John DickensonÊParent
ASD Christina EarlÊSurrey County Council Graham EnderbyÊCarer
Ian EnsumÊClinical Psychologist Andrew GraingerÊAutism Initiatives Ian HallÊRoyal College
Carolann JacksonÊParent
Asperger Families
Essex
Sandra KnaggsÊLiving Ambitions Ann Le CouteurÊProfessor
Newcastle Marie LovellÊSkills for Care Julie Lynes-GraingerÊLearning and Skills Council Campbell MainÊParent
Melissa McAuliffeÊEast London
Foundation Trust Andrew
Richard MillsÊResearch
Chris MitchellÊAdult
Thomas MooreÊSurrey County Council Andrew MonaghanÊHampshire
Fred ParsonsÊNORSACA David PerkinsÊProspectsÊThe
Rebecca RennisonÊPolicy OfficerÊThe
Carole Rutherford Parent
Dinesh SatteeÊAdult
David ShamashÊMember
London Autism RightsÊMovement
Sarabjit SinghÊAdult
Kobus Van Rensburg Northamptonshire Transition
Adrian WhyattÊMember
Mike
March 5th, 2010
actionforautism.co.uk/
Autism88
http://irishhealth.com/article.html?id=17010
New tool to aid children with autism[Posted: Mon 15/03/2010 by Deborah Condon]
A Wicklow-based mother of two has launched a new iPhone application, aimed at helping children with autism to develop their communication skills.Lisa Domican s two children have autism and the application, which has already been successfully trialled in a Dublin school, is called Grace after her daughter.It has been designed to be used in a similar way to how the existing Picture Exchange Communication System is used by parents and tutors of children with autism. This system allows them to build sentences using a book of laminated pictures attached to a board by Velcro. As the child learns new words through pictures, they are added to the book, reflecting the child s growing vocabulary. However, while the existing system is very effective in the home or classroom, it is not very portable for everyday situations outside of these settings.The inspiration for Lisa s application came to her when she spotted an advertisement for the iPhone on the side of a bus in Dublin. She noticed that the main screen of the device in the ad, which featured a range of colourful application photos, looked like an electronic version of a Picture Exchange book. At that point, she realised the phone s potential as a portable alternative to the existing system and set to work in developing the new application in conjunction with software developer, Steve Troughton-Smith.The main benefits of the new application are that it is simple and works in real time. It can be customised to the individual child using their picture and photo vocabulary and it is compact but can hold hundreds of images. Furthermore, adding new images and sharing them with the child s parent/carer/tutor is simple and instant - this encourages consistency in language development for the child. For example, Lisa s daughter Grace now has over 300 symbols and photos stored on her iPhone to reflect her current vocabulary, to which she can instantly add new photos at any time as her vocabulary grows. Lisa can also share new words and interests instantly with Grace s carers and tutors in school using the phone to ensure they are aware and can use the new words in their interaction with Grace.The development of the new application has been supported by O2, which supplied iPhones for the creation and testing of it and which also funded the development of the final artwork used. I m absolutely delighted that thanks to Steve and O2, we have been able to bring this project to fruition. As the mother of two children with autism, I know it works, I ve seen the positive impact it has had on my own children and therefore I can confidently recommend it to other parents and tutors of children with autism, Ms Domican said.The new application is now available in the official iPhone Application Store. It costs 29.99 for up to five users, to facilitate family members accessing it.
To join the discussion, register by clicking here
add
Velcro
Dublin
Grace
Lisa
Picture Exchange Communication System
Deborah Condon
Wicklow-based
Domican
Picture Exchange
Steve Troughton-Smith.The
Grace.The
O2
Steve
15/03/2010
irishhealth.com/article.html?id=17010
17010
Autism89
http://www.symptoms-of-autism.com/autism-symptoms/autism-checklist-symptoms-to-look-for-in-your-child.html
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Autism Checklist Symptoms to look for in your child.
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Autism symptoms can be hard to diagnose as autism itself covers a wide spectrum of symptoms. It is a neurological disorder that affects the way a person interprets the things around them. It effects them on a behavioural, social and communicative level. Sometimes the first symptoms are visible right after birth, but it most cases it takes till the ages 1-2 for it to become more evident. Though there are different levels of autism, there are some common traits or a checklist of symptoms to be aware of in your developing child.
Here is a brief autism symptoms checklist of the most common traits.
Impairment of social interaction. Simply put the child has problems interacting with those around them. They often have marked delays in the use of non-verbal behaviour or body language such as eye to eye contact, facial expressions ( they often look at the world around them with a blank expression), body posture and gestures regularly used in social interactions. They may also have delays or inability to develop peer relationships appropriate for their age or mental development level. As a young child they also do not seek to share enjoyment with others. While other children will take you by the hand to show and share their accomplishments the autistic child lacks this.
Impairments or delays in their communications skills.The autistic child will often lack or have a delay in their language skills. This is not accompanied by them making up for their lack of speech with hand gestures or other ways of communicating. They also tend to have an impairment in being able to hold a conversation or start a conversation with another person. Characteristics of autism can also include a repetitive use of language ( only saying certain phrases).
Repetitive and stereotyped behaviours. Characteristic of autism is a preoccupation of specific interests. For example that of an obsessive compulsive disorder. The autistic child is also inflexible in schedule. Little changes in routine cause an autistic child extreme distress. Their routine is very specific in its rituals and timing.
Delays in at least one of the following areas. If any or all of the following are present you may have an autistic child ( onset prior to age 3). Delays in social interactions, language used in social interactions and or lack of imaginative play.
This is just a brief autism symptoms checklist, if you child displays a large number of these it is imperative that you follow up with a doctor. Early intervention is the best possible way to prevent or minimize the impairment your child may have from autism. You as the parent are your child best advocate.
Ê
Parenting a child with autism can be a difficult task indeed. By being prepared with this autism symptoms checklist can help you to be better prepared for your child s future and to advocate on their behalf.
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eye contact
social interaction
obsessive compulsive disorder
Post Delicious Digg This Post Facebook MySpace
-9279991
4412340
4849264693
9965000987
1841574838
3/5/10
3/6/10
www.symptoms-of-autism.com/autism-symptoms/autism-checklist-symptoms-to-look-for-in-your-child.html
927999144
12340
484926469
996500098
184157483
Autism9
http://www.autism.org/
The Autism Research Institute is also collaborating with the following international autism groups:
Defeat Autism Now! - Europe
(headquarters in Bologna, Italy)
Treating Autism
United Kingdom
Mindd Foundation
Australia New Zealand
Mexico
France
Canada
Our Lady of Guadalupe Health and Defeat Autism Nigeria
Emergenz Autismo
Italy
Autism Research Institute
Europe
United Kingdom
Italy
Bologna
Foundation Australia New Zealand Mexico France Canada
Lady of Guadalupe Health and Defeat Autism Nigeria Emergenz Autismo Italy
www.autism.org/
Autism90
http://www.cheapceus.com/Autism_05.html
AUTISM
GOALS AND OBJECTIVES
Course Description
ÒAutismÓ is
a home study continuing education program for therapists and assistants.Ê The course focuses on the etiology,
diagnosis, behavioral traits, treatment strategies, and social impact of
autism.
Course Rationale
The
information presented in this course is critical for rehabilitation
professionals in all settings who work with individuals who are afflicted with
autism.Ê A greater understanding of this
condition will facilitate the development of effective treatment programs that
address the specific challenges faced by autistic individuals.
Course Goals Objectives
Upon
completion of this course, the therapist or assistant will be able to:
identify the symptoms
associated with autism
identify the diagnostic
components of autism
recognize the theoretical
causes of autism
list the many disorders that
frequently accompany autism
differentiate the treatment
approaches for autism
recognize the educational
options for autistic individuals
recognize the family and social
impact of autism
recognize the current research
on autism
identify resources available to
families of autistic individuals.
Course Instructor
Michael
Niss PT
Target Audience
Occupational
Therapists, occupational therapist assistants, physical therapists, physical
therapist assistants
Course Educational Level
This course
is applicable for introductory learners.
Course Prerequisites
None
Criteria for Issuance of Continuing Education Credits
A
documented score of 70% or greater on the written post-test.
Continuing Education Credits
Two (2)
hours of continuing education credit (2 NBCOT PDUs/2 contact hours)
AOTA - .2 AOTA CEU, Category 1: Domain of OT Ð Client Factors, Context, Performance skills
Category 2:
Intervention
Determination of Continuing
Education Credit Hours
This course will require at least 2 hours to complete.Ê This estimate is based on the accepted
standard for home based self-study courses of approximately 10-12 pages of text
per hour.Ê This course is 33 pages
(excluding the references and post-test)
AUTISM
OUTLINE
ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ
page
Goals and ObjectivesÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 1
Course OutlineÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 2
IntroductionÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ
Ê 3
Autism DefinedÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ
ÊÊÊÊÊÊÊÊ 3-8ÊÊ
ÊÊÊÊ Social symptomsÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ
ÊÊÊÊÊÊÊÊ 4-5
ÊÊÊÊ Language difficultiesÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ÊÊÊÊÊÊÊÊ 5-6
ÊÊÊÊ Repetitive behaviors and obsessionsÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ÊÊÊÊÊÊ 7
ÊÊÊÊ Sensory SymptomsÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ÊÊÊÊÊÊÊÊÊ 7-8
ÊÊÊÊ Unusual abilitiesÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ
ÊÊÊÊÊÊÊÊÊ 8
How Autism is DiagnosedÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 8-11
ÊÊÊÊ Diagnostic proceduresÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ÊÊÊÊÊÊÊÊ 10-11
ÊÊÊÊ Diagnostic criteriaÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ
ÊÊÊÊÊÊÊÊ 11
EtiologyÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 11-14
Accompanying DisordersÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 14-16
ÊÊÊÊ Mental RetardationÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ
ÊÊÊÊÊÊÊÊ 15
ÊÊÊÊ SeizuresÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ
ÊÊÊÊÊÊÊÊÊÊ 15
ÊÊÊÊ Fragile XÊÊÊÊÊÊÊÊÊÊÊÊÊ ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 15
ÊÊÊÊ Tuberous SclerosisÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ
ÊÊÊÊÊÊÊÊ 16
Reasons for HopeÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ
ÊÊÊÊÊÊÊÊ 16
Social Skills and BehaviorÊÊÊÊÊÊÊÊÊÊÊÊÊ ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 16-20ÊÊÊÊÊÊÊÊÊÊÊÊÊ
ÊÊÊÊ Developmental approachesÊÊÊÊÊÊÊÊÊ ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 17
ÊÊÊÊ Behaviorist approachesÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ÊÊÊÊÊÊÊÊÊÊ 17-18
ÊÊÊÊ Nonstandard approachesÊÊÊÊÊÊÊÊÊ ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 18-19
ÊÊÊÊ Selecting a treatment programÊÊÊÊ ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 19
MedicationsÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 20-21
Educational OptionsÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 22
AdolescenceÊÊÊÊÊÊÊÊÊÊÊÊ ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 23
Independence ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 23-25
Coping as a FamilyÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ
ÊÊÊÊÊÊ 25-26
ResearchÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ26-27
ResourcesÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ
ÊÊÊÊÊÊÊ 28-31
ReferencesÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ
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Research AbstractsÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ÊÊÊÊÊÊÊÊÊÊÊÊ ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ33-34
Post-TestÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ
35-36
AUTISM
Introduction
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.
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.
Autism Defined
Autism is a brain disorder
that typically affects a person's ability to communicate, form relationships
with others, and respond appropriately to the environment.
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
Seek pleasure and avoid pain
ÊMove from one engrossing object or
activity to another
Use body purposefully to reach
or acquire objects
Explore and play with toys
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 9.
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.
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 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 Autism is 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.
Indicators of Normal
Development
Age
Skills
or Abilities
Awareness and Thinking
Communication
Movement
Social
Self-help
birth-
3 months
Responds
to new sounds
Follows movement of hands
with eyes
Looks at object and people
Coos and
makes sounds
Smiles at mother's voice
Waves
hands and feet
Grasps objects
Watches movement of
own hands
Enjoys
being tickled and
held
Makes brief eye contact
during feeding
Opens
mouth to bottle or
breast and sucks
3-6
months
Recognizes
mother
Reaches for things
Turns head
to sounds and
voices
Begins babbling
Imitates sounds
Varies cry
Lifts head
and chest
Bangs objects in play
Notices
strangers and new
places
Expresses pleasure or
displeasure
Likes physical play
Eats baby
food from spoon
Reaches for and holds
bottle
6-9
months
Imitates
simple gestures
Responds to name
Makes
nonsense syllables
like gaga
Uses voice to get attention
Crawls
Stands by holding on to things
Claps hands
Moves objects from one
hand to the other
Plays
peek-a-boo
Enjoys other children
Understands social signals like
smiles or harsh tones
Chews
Drink from a cup with help
9-12
months
Plays
simple games
Moves to reach desired objects
Looks at pictures in books
Waves
bye-bye
Stops when told no
Imitates new words
Walks
holding on to furniture
Deliberately lets go of an object
Makes marks with a pencil or
crayon
Laughs
aloud during play
Shows preference for one toy
over another
Responds to adult's change in
mood
Feeds self
with fingers
Drinks from cup
12-18
months
Imitates
unfamiliar sounds
and gestures
Points to a desired object
Shakes
head to mean no
Begins using words
Follows simple commands
Creeps
upstairs and downstairs
Walks alone
Stacks blocks
Repeats a
performance
laughed at
Shows emotions like fear or
anger
Returns a kiss or hug
Moves to
help in dressing
Indicates wet diaper
18-24
months
Identifies
parts of own body
Attends to nursery rhymes
Points to pictures in books
Uses two
words to describe
actions
Refers to self by name
Jumps in
place
Pushes and pulls objects
Turns pages of book one
by one
Uses fingers and thumb
Cries a
bit when parents leave
Becomes easily frustrated
Pays attention to other
children
Zips
Removes clothes without
help
Unwraps things
24-36
months
Matches
shapes and objects
Enjoys picture books
Recognizes self in mirror
Counts to ten
Joins in
songs and rhythm
Uses three-word phrases
Uses simple pronouns
Follows two instructions at
a time
Kicks and
throws ball
Runs and jumps
Draws straight lines
Strings beads
Pretends
and plays make
believe
Avoids dangerous situations
Initiates play
Attempts to take turns
Feeds self
with spoon
Uses toilet with some help
Adapted from Growth and Development
Milestones, Maryland Infants and
Toddlers
Program, Baltimore, MD, 1995.
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.
Etiology
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
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 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, researchers 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.
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.
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 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.
Social Skills and Behavior
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 similar to their own.
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?
Medications
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 (Prozacª), fluvoxamine (Luvoxª),
sertraline (Zoloftª), and clomipramine (Anafranilª). 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
Ritalinª 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.
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.
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 become more sociable, or some,
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.
Independence
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 adults 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.
Coping as a Family
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.
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 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.
Research
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.
Resources
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.
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 of topics 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
References
Aarons, Maureen Gittens,
Tessa: The handbook of
autism: a guide for parents and professionals, revised and updated 2nd edition.
Routledge, 1999.
Abrams, Philip
Henriques, Leslie: The
Autistic Spectrum Parents' Daily Helper: A Workbook for You and Your Child.
Ulysses Press, 2004
Alecson, Deborah Golden: Alternative Treatments for Children Within.
NTC Publishing Group, 1999.
Anderson, Johanna: Sensory Motor Issues in Autism.
Psychological Corp, 1999.
Balsamo, Thomas
Rosenbloom, Sharon: Souls: Beneath
Beyond Autism. McGraw-Hill, 2003.
Baron-Cohen, S., and Bolton, B. Autism: The Facts. New
York: Oxford
University Press, 1993
Beck, Victoria:
Confronting Autism: The Aurora on the Dark Side of
Venus: A Practical Guide to Hope, Knowledge and Empowerment . New
Destiny Educational Products, 1999.
Beyer, Jannik
Gammeltoft, Lone: Autism and Play.
London: Jessica
Kingsley Publishers, 1999.
Buton,Ê Howard: Through the Glass Wall: Journeys Into the Closed-Off Worlds of the
Autistic. Bantam, 2004.
Cohen, Shirley: Targeting Autism: What We Know, Don't Know,
and Can Do to Help Young Children With Autism and Related Disorders, updated
edition. University
of California Press,
2002.
Frith, Uta: Autism: Explaining the Enigma, 2nd edition
Blackwell, 2003.
Gerlach, Elizabeth K.:Ê Autism
Treatment Guide, Third Edition Future Horizons, 2003.
Gillingham, Gail I.: Autism
A New Understanding! Tacit Publishing, Inc., 2000.
Groden, G., and Baron, M., eds.
Autism: Strategies for Change. New York:
Gardner Press,
1988
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.
Huebner, Ruth A.: Autism: A Sensorimotor Approach to Management
Aspen Publishers, 2000.
Koegel, Lynn Kern
LaZebnik, Claire: Overcoming Autism.Viking
Press, 2004.
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.
National Autistic Society: The Autism Handbook. National
Autistic Society, 2000.
Neuwirth, S. NIH Publication No. 97-4023, 1997
Powers, M. Children with
Autism: A Parents' Guide. Rockville,
MD: Woodbine House, 1989.
Rastelli, Linda
Tajeda-Flores, Lito: Understanding
Autism For Dummies. John Wiley Sons, 2003.
Sacks, O. An Anthropologist
on Mars. New York:
Knopf, 1995. .
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.
Appendix A
RECENT RESEARCH ABSTRACTS
Eaves LC, Ho HH.
The very early identification of autism: outcome to age 4 1/2-5.
J Autism Dev Disord. 2004
Aug;34(4):367-78.
Forty-nine 2 years olds with
social and language characteristics suggestive of autism were identified by
community professionals and screening tools, then given a diagnostic assessment
and reexamined at age 4 1/2. Agreement between autism clinic and screenings was
high, with 88% receiving a diagnosis on the autism spectrum. The children were
lower functioning relative to the autism population, thus more likely to be
identified early. Reliability of diagnoses from 2 1/2 to 4 1/2 was high with
79% staying in the same diagnostic category, but more so for clear autism than
for PDDNOS. About a third improved over 20 IQ points and similar number similarly
declined. Changes were not related to amount or type of intervention but were
related to the children's characteristics. Higher functioning children with
milder autism were the most improved.
Parsons S, Mitchell P,
Leonard A.
The use and understanding of virtual
environments by adolescents with autistic spectrum disorders.
J Autism Dev Disord. 2004 Aug;34(4):449-66.
The potential of virtual
environments for teaching people with autism has been positively promoted in
recent years. The present study aimed to systematically investigate this
potential with 12 participants with autistic spectrum disorders (ASDs), each
individually matched with comparison participants according to either verbal IQ
or performance IQ, as well as gender and chronological age. Participants
practised using a desktop 'training' virtual environment, before completing a
number of tasks in a virtual caf̩. We examined time spent completing tasks,
errors made, basic understanding of the representational quality of virtual
environments and the social appropriateness of performance. The use of the
environments by the participants with ASDs was on a par with their PIQ-matched
counterparts, and the majority of the group seemed to have a basic
understanding of the virtual environment as a representation of reality.
However, some participants in the ASD group were significantly more likely to
be judged as bumping into, or walking between, other people in the virtual
scene, compared to their paired matches. This tendency could not be explained by
executive dysfunction or a general motor difficulty. This might be a sign that
understanding personal space is impaired in autism. Virtual environments might
offer a useful tool for social skills training, and this would be a valuable
topic for future research.
Bieberich AA, Morgan SB.
Self-regulation and affective
expression during play in children with autism or Down Syndrome: a short-term
longitudinal study.
ÊJ Autism Dev Disord. 2004
Aug;34(4):439-48.
Our study examined stability
of self-regulation and affective expression in children with autism or Down
syndrome over a 2 year period. A behaviorally-anchored rating scale was used to
assess a self-regulation factor (attention, adaptability, object orientation,
and persistence), negative affect factor (hostility, irritability, and
compliance), and positive affect factor (positive affect, affective sharing,
and dull affect) from videotapes of play sessions involving each child and his
or her mother. The patterns of ratings within each group were similar from time
1 to time 2, with the autism group showing more deviant ratings on measures of
self-regulation and affective sharing. From time 1 to time 2, children with
autism showed relatively high stability for the self-regulation factor, but
less stability than children with Down syndrome for all three factors.
Merrick J, Kandel I, Morad
M.
Trends in autism.
ÊInt J Adolesc Med Health. 2004
Jan-Mar;16(1):75-8.
Leo Kanner described autism in
1943, and Hans Asperger described the syndrome in 1944. The term Pervasive
Developmental Disorders (PDD) was first used in the 1980s to describe a class
of disorders that include (1) Autistic disorder, (2) Rett disorder or syndrome,
(3) Childhood Disintegrative Disorder, (4) Asperger's disorder or syndrome, and
(5) Pervasive Developmental Disorder Not Otherwise Specified, or PDDNOS. Autism
prevalence studies published before 1985 showed prevalence rates of 4 to 5 per
10,000 children for the broader autism spectrum, and about 2 per 10,000 for the
classic autism definition. Since 1985 there have been higher rates of autism
reported from several countries. From the UK a prevalence rate of 16.8 per
10,000 children for autistic disorder was reported, and 62.6 per 10,000 for the
entire autistic spectrum disorders. Sweden reported a prevalence of 36
per 10,000 for Asperger and 35 per 10,000 for social impairment, or a total
prevalence of 71 per 10,000 for suspected and possible cases. From the US, 40 per
10,000 in three to ten year old children for autistic disorder and 67 per 10,000
children for the entire autism spectrum was reported. From the north region in Israel for
children born between 1989-93 in the Haifa
area, an incidence rate of 10 per 10,000 was found for autism. In recent years
concern has been shown about the possible increase in the prevalence of
autistic spectrum disorders. Studies have shown an increase, but during these
last twenty years diagnostic criteria and definition have also changed.
Although many factors are at play, it is evident that there has been an increase.
Malow BA.
Sleep disorders, epilepsy, and autism.
Ment Retard Dev Disabil Res Rev. 2004;10(2):122-5.
The purpose of this review
article is to describe the clinical data linking autism with sleep and epilepsy
and to discuss the impact of treating sleep disorders in children with autism
either with or without coexisting epileptic seizures. Studies are presented to
support the view that sleep is abnormal in individuals with autistic spectrum
disorders. Epilepsy and sleep have reciprocal relationships, with sleep
facilitating seizures and seizures adversely affecting sleep architecture. The
hypothesis put forth is that identifying and treating sleep disorders, which
are potentially caused by or contributed to by autism, may impact favorably on
seizure control and on daytime behavior. The article concludes with some
practical suggestions for the evaluation and treatment of sleep disorders in
this population of children with autism. MRDD Research Reviews 2004;10:122-125.
Bernard-Opitz V, Ing S,
Kong TY.
Comparison of behavioural and natural
play interventions for young children with autism.
Autism. 2004 Sep;8(3):319-33.
The article reports the
results of a pilot study comparing traditional behavioural approaches and
natural play interventions for young children with autism over a 10 week
period. Two matched groups of eight young children with autism participated.
Using a crossover design, children in both groups showed positive gains in
compliance, attending, play and communication with their therapists and
parents. Improvements in attending and compliance were higher following the
behavioural condition compared with the natural play condition. Seven
participants had reduced autism scores after the intervention. The findings
suggest that behavioural and play approaches affect behaviour in different ways
and that autistic symptomatology of young children may be amenable to
treatment. The discussion focuses on the active ingredients of treatments and
the need to base efficacy research on well-planned treatment comparisons.
Pinto-Martin J, Levy SE.
Early Diagnosis of Autism Spectrum
Disorders.
Curr Treat Options Neurol. 2004 Sep;6(5):391-400.
Autistic spectrum disorders
(ASD) are an often-disabling continuum of disorders affecting two to four in 1000 children. These
disorders have a core set of defining features including impaired verbal and
nonverbal communication, impaired social interaction, and restricted or
repetitive patterns of behavior. The cause of autism is unclear. The disorder
can be defined only by related behaviors. Although there has been considerable
improvement in standardized screening techniques for ASD in the past 10 years,
screening and diagnostic practices in medicine and education lag far behind
clinical research. Various studies have found the average age of diagnosis to
be between 3 and 6 years, with significant differences as a function of
ethnicity and socio-economic status. Preliminary research suggests that in some
populations, missed diagnosis and misdiagnosis of ASD are common. This may be
caused partly by inadequate screening practices. It also may reflect that
presentation of symptoms varies from patient to patient. Lack of resources for
appropriate referral, diagnosis, and treatment may play an important role. This
article discusses recent progress in ASD screening, what is known of current
screening and diagnostic practices, and future directions for research and
practice improvement. The best practice model for the screening and early
diagnosis of autism spectrum disorders and other developmental disabilities
should include routine developmental surveillance as part of well-child
pediatric care. General developmental screening should be followed by
autism-specific screening for those children who fail the initial developmental
screen, or whose parents report suspect behaviors.
Howlin P, Goode S, Hutton J, Rutter M.
Adult outcome for children with autism.
J Child Psychol Psychiatry. 2004 Feb;45(2):212-29.
BACKGROUND: Information on
long-term prognosis in autism is limited. Outcome is known to be poor for those
with an IQ below 50, but there have been few systematic studies of individuals
with an IQ above this. METHOD: Sixty-eight individuals meeting criteria for
autism and with a performance IQ of 50 or above in childhood were followed up
as adults. Their mean age when first seen was 7 years (range 3-15 years); at
follow-up the average age was 29 years (range 21-48 years). Outcome measures
included standardised cognitive, language and attainment tests. Information on
social, communication and behavioural problems was obtained from the Autism
Diagnostic Interview (ADI). RESULTS: Although a minority of adults had achieved
relatively high levels of independence, most remained very dependent on their
families or other support services. Few lived alone, had close friends, or
permanent employment. Communication generally was impaired, and reading and
spelling abilities were poor. Stereotyped behaviours or interests frequently
persisted into adulthood. Ten individuals had developed epilepsy. Overall, only
12% were rated as having a 'Very Good' outcome; 10% were rated as 'Good' and
19% as 'Fair'. The majority was rated as having a 'Poor' (46%) or 'Very Poor'
(12%) outcome. Individuals with a childhood performance IQ of at least 70 had a
significantly better outcome than those with an IQ below this. However, within
the normal IQ range outcome was very variable and, on an individual level,
neither verbal nor performance IQ proved to be consistent prognostic
indicators. CONCLUSIONS: Although outcome for adults with autism has improved
over recent years, many remain highly dependent on others for support. This
study provides some information on prognostic indicators, but more fine-grained
research is needed into the childhood variables that are associated with good
or poor outcome.
AUTISM
POST-TEST
What percentage of children with autism remain
mute throughout their lives?
10%
25%
50%
75%
Odd repetitive motions by autistic children are
also known as
stereotypies
repetations
oscillating behaviors
shadowing
Normally, at what age does an infant imitate
simple gestures?
birth to 3 months
3 Ð 6 months
6 Ð 9 months
9 Ð 12 months
The diagnostic criteria for autism requires that
symptoms must appear by age
2
3
4
5
The area of the brain that regulates aspects of
social and emotional behavior is known as the:
amygdala
parietal lobe
hippocampus
substantia negra
About ____ of the children with autism develop
seizures.
10%
33%
50%
75%
Dr. O. Ivar Lovaas pioneered which treatment
method for autistic children?
Developmental
Behaviorist
Facilitated Communication
Auditory Integration Training
Which of the following drugs have been approved
by the FDA for the treatment of autism?
Sertraline
Ritalin
Haloperidol
None of the above
The 1991 Disabilities Education Act ensures that
public schools must provide services to children who are developmentally
delayed beginning at the age of
1
2
3
4
About ____ of all adults with autism can live
and work in the community with some degree of independence
15%
20%
25%
33%
genetic
brain
genetic
Autism
depression
Autism Spectrum Disorders
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
CA
ASD
National Institutes of Health
MD
childhood disintegrative disorder
social interaction
seizures
anxiety
fragile x syndrome
sleep
UK
PA
Washington
Baltimore
Vitamin B6
stimulant
Leo Kanner
repetitive behavior
Autism Diagnostic Interview
ADI
US
Harris
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
cognitive
ADHD
Food and Drug Administration
FDA
R.
pretend
tantrums
attention deficit hyperactivity disorder
adhd
aggression
ritalin
ASDs
Sweden
Asperger
Pervasive Developmental Disorders
National Autistic Society
MRI
J.
20814
fluoxetine
sertraline
UCLA
Auditory Integration Training
IEP
Hope
Temple Grandin
Alan
Israel
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
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
Explore
Dustin Hoffman
X-chromosome
O. Ivar Lovaas
Inc
down syndrome
Hans Asperger
Ð
PDDNOS
Frith
Normal Development Age Skills
Abilities Awareness
Thinking Communication Movement Social Self-help
Coos
Imitates
Chews Drink
Uses
Zips Removes
Joins
Jessica Kingsley Publishers
Ment Retard Dev Disabil
Growth and Development Milestones
Maryland Infants
Michael Niss
Continuing Education
AOTA
OT Ð Client Factors
Continuing Education Credit Hours This
IntroductionÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ Ê
Autism DefinedÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ
ÊÊÊÊÊÊÊÊ
ÊÊÊÊ Social
ÊÊÊÊ Language
ÊÊÊÊ Repetitive
ÊÊÊÊÊÊ
ÊÊÊÊ Sensory SymptomsÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ÊÊÊÊÊÊÊÊÊ
ÊÊÊÊ Unusual
ÊÊÊÊÊÊÊÊÊ
DiagnosedÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ÊÊÊÊÊÊÊÊÊÊÊÊÊÊ
ÊÊÊÊ Diagnostic
EtiologyÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ
ÊÊÊÊ Mental RetardationÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ
ÊÊÊÊ SeizuresÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ
ÊÊÊÊ Fragile XÊÊÊÊÊÊÊÊÊÊÊÊÊ ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ
ÊÊÊÊ Tuberous SclerosisÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ
HopeÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ÊÊÊÊÊÊÊÊ
ÊÊÊÊ Developmental
ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ
ÊÊÊÊ Behaviorist
ÊÊÊÊ Nonstandard
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MedicationsÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ
AdolescenceÊÊÊÊÊÊÊÊÊÊÊÊ ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ
Independence ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ
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Autism: Peer-Reviewed Analysis
This document has undergone peer-review by an independent group of scientific experts in the field. Autism: Do Environmental Factors Play a Role in Causation?Ted Schettler MD, MPH, Science DirectorScience and Environmental Health NetworkJune 2004SummaryAutism is a complex disorder with social, language, sensory, and motor deficits, behavioral abnormalities, and may also be associated with mental retardation. These components may have widely varying expression in individuals. In recent years, associated co-morbidities, including gastrointestinal, metabolic, and immune system abnormalities, have raised new questions about the causes and manifestations of the full spectrum of autism-like disorders. Autism prevalence is generally thought to be increasing, though changing diagnostic criteria and increased reporting are likely to be contributing somewhat to that increase. Genetic factors are important in the causation of autism but are not fully explanatory. Various environmental factors, including infectious and chemical agents, are known, suspected, or theorized to play a role, as well.åÊåÊWhat is Autism?Autism is a pervasive developmental disorder that involves social, language, sensory, and motor deficits, behavioral abnormalities, and may also be associated with mental retardation. Kanner coined the term ‰??autism‰?? in 1943 to characterize a group of children in whom he identified a complex set of characteristics that clustered together, including abnormalities in social development, verbal and non-verbal communication, and symbolic thinking. In 1944 Asperger described a similar set of characteristics, except that his patients did not have language delays as described by Kanner.Autism usually becomes apparent by the age of three or four, though the timing of diagnosis depends on the severity of symptoms. Autistic children display varying degrees of impairment of social skills, limitations in the use of language, echolalia (repetition of a word or sentence just spoken by another person), deficiencies in symbolic thinking, stereotypic/repetitive behavior, self-injury behavior, seizures, and mental retardation (Rapin 1997).The diagnostic criteria for autism have evolved over the years. According to current criteria found in the American Psychiatric Association‰??s Diagnostic and Statistical Manual of Mental Disorders (DSMIV), the diagnosis of autism depends on combinations of symptoms and signs from the realms of social interaction, communication, and behavior. Other pervasive developmental disorders (PDDs) include PDD-not-otherwise-specified (PDD-NOS) and Asperger syndrome. PDD-NOS includes individuals who do not fulfill the autism criteria in one of the three categories, or did not do so early enough in life. Rett‰??s syndrome, generally thought to be seen only in females, and childhood disintegrative disorder are two relatively unusual additional severe developmental disorders that share some features of autism but are unlikely to have the same causes.Children with pervasive developmental disorders are not always easy to diagnose and classify. Considerable effort has been invested in developing the Autism Diagnostic Interview (ADI) and the Autism Diagnostic Observation Schedule (ADOS) (LeCouteur et al. 1989, DiLavore et al. 1995) as reliable diagnostic instruments These tools have made it possible to combine samples of people with autism for study purposes, but their use is time-consuming, and they are not the standard of care in clinical practice. As a result, clinicians vary considerably in their use of diagnostic labels.In recent years, autism has increasingly been considered a spectrum of conditions (autism spectrum disorders‰??ASD), but the value of using such a continuum is a matter of debate because of considerable variability in manifestations of altered social interaction, communication, and behavior. Yet, it is generally agreed that ASDs are likely to share at least some risk factors and causal mechanisms, such as overlapping genetic predisposition and gene expression, although these may be involved in different ways at varying times during development.Autism Prevalence and TrendsThe prevalence of autism and trends over time is the topic of considerable debate and disagreement. Uncertainties arise from two main sources. First, record keeping has been relatively sparse and inconsistent since Kanner first coined the term ‰??autism‰??. Second, inconsistencies in the use of diagnostic terminology over time or from place to place make it difficult to achieve consensus.Prevalence surveys in the 1960s and 1970s dealt with a narrow definition of autism as defined by Kanner, and did not account for people who were not also mentally retarded. Autism prevalence from studies published before 1985 are 4-5 per 10,000 for the broader spectrum of conditions and about 2 per 10,000 for Kanner‰??s more narrowly defined classic autism (Wing 1993).In the 1990s, pervasive developmental disorder‰??not otherwise specified (PDD-NOS) and Asperger syndrome were added to the DSMIV. Clinicians often use these diagnostic categories for milder or less formulaic manifestations of developmental abnormalities. As a result, prevalence surveys in recent years often, but not always, include individuals with conditions that would not have been included in earlier surveys.In 1999, a 210% increase in the number of children with autism reported to the Department of Developmental Services in California from 1987 to 1998 suggested that the incidence of autism was rapidly increasing (California HHS 1999). Considerable debate since then has focused on whether or not the reported increase is a result of changing diagnostic patterns and changing terminology‰??for example, substituting ‰??autism‰?? for ‰??pervasive development disorder‰??‰??or whether the increase can be explained by ‰??diagnostic substitution‰?? of patients who would previously been diagnosed as mentally retarded (Croen and Grether 2003, Fombonne 2003).Reanalysis of the original California data indicates that the increase cannot be explained entirely by diagnostic substitution (Blaxill et al. 2003, Croen and Grether 2003). In that reanalysis, over the period of 1987-1994, the probability of becoming a Department of Developmental Services client for mental retardation by age 4 remained relatively constant while the probability of becoming a client for autism increased steadily from about 2/10,000 births in 1987 to 10/10,000 births in 1994. The discussion surrounding the validity of the California data emphasizes the importance of accounting for case ascertainment bias, distinguishing between incidence (rate of new cases of autism) and prevalence (point estimate of total cases, new and old, at any time in a given population), and considering the prevalence of autism in annual birth cohorts independently as they age. Considering these factors, Blaxill et al. conclude that the increase is real.Another recent survey in Atlanta, GA found autism prevalence of 1.9 per 1000 in 3-year-old children to 4.7 per 1000 in 8-year-olds (Yeargin-Allsopp et al. 2003). In this survey, the term ‰??autism‰?? included autistic disorder, Asperger syndrome, and PDD-NOS. A recent study in the United Kingdom reported a prevalence of 1.7 per 1000 children for autistic disorder and 6.3 per 1000 for the entire autism spectrum.The debate over autism prevalence and trends has important practical consequences for two major reasons. First, an increasing prevalence of ASD buttresses arguments for additional research into their causes and identification of opportunities for prevention, as well as additional resources for clinical and educational services. Second, if the prevalence of autism is increasing, as recent surveys suggest, an important contributing role for environmental factors becomes more plausible.In all studies, males are about 3-4 times more likely to be affected with ASD than females. In the Atlanta study, among the children with autism, 20% had mild mental retardation (MR), 11% moderate MR, 7% severe MR, and 3% profound MR. Eight percent of the children with autism also had epilepsy and 5% had cerebral palsy.Autism:åÊA Singular Disorder of Brain Development or Multisystem Disease?In the past two decades autism and ASD came to be considered to be primarily disorders of brain development. This formulation was an advance over prior psychoanalytic formulations associated with Bruno Bettelheim, who attributed autism to the social reticence of ‰??refrigerator mothers‰??, even though it was later shown that social reticence was more likely in fathers (Eisenberg 1957). A significant contributor to this shift was the discovery of abnormalities in postmortem brain tissue, particularly in the limbic system and cerebellum (Bauman and Kemper 1985). The nature of these abnormalities suggested to some people a prenatal origin for autism, probably before 30 weeks gestation. This finding, in conjunction with the high concordance in monozygotic twins, led to a formulation that autism was a genetically programmed disorder that begins in utero.While postmortem brain tissue of young autistic subjects is hard to obtain, it has been easier to study brain abnormalities using various types of neuroimaging. After years of poorly replicated findings, the single most common observation has been that head circumference, brain volume and brain weight are all greater in children with autism than in children who are developing typically. Moreover, retrospective head circumference studies in children diagnosed with autism show that the brain volume increase occurs postnatally, as autistic children are usually born with normal or even slightly small head circumferences, but have an unusually rapid brain growth trajectory in the first few years of life (Lainhart et al. 1997, Woodhouse et al. 1996, Courchesne et al. 2001). While this post-natal brain volume increase could result from abnormalities in brain development that are set in motion in utero, it also raises the possibility that post-natal influences are having an impact on autistic brain development. In either case, environmental factors could play a role.Along with evidence that brain development may be altered postnatally and not just in utero, other findings suggest that not just the central nervous system but other organ systems as well may be affected in autism. Associated gastrointestinal, immunologic, and metabolic abnormalities that co-occur with neurologic signs and symptoms in many people with autism suggest that autism may actually be a multi-system disorder with a variety of manifestations (Gillberg and Billstedt 2000). Consequently, some clinicians, research scientists, and advocates have begun to think about autism as associated with a number of potential co-morbidities, which may, in some instances, be causally related to the entire symptom complex.Intestinal abnormalities: Gastrointestinal abnormalities reported in children with autism include gastritis, reflux esophagitis, non-specific colitis, constipation, and altered intestinal absorption (Horvath et al. 1999, D‰??Eufemia et al. 1996, Accardo and Bostwick 1999, Wakefield et al. 1998, Afzal et al. 2003). These conditions can cause bloating, abnormal bowel movements, abdominal pain, and irritability, which in turn, can trigger behavioral abnormalities and abnormal sleep patterns. Pathological examination of intestinal biopsies has revealed abnormal immunological markers (Torrente et al. 2004, Ashwood et al. 2003). It appears that some dietary interventions may help improve these symptoms in autistic children. Whether or not these gastrointestinal abnormalities are in any way related to the cause of neurological manifestations of autism is a matter of conjecture. One hypothesis that has not been well studied, for example, theorizes that abnormal intestinal absorption of dietary components or toxic chemicals facilitates toxic impacts on brain development.Altered metabolic processes: Another hypothesis that has received some attention focuses on abnormal metabolic processes in some autistic people. This theory holds that at least some autistics have an impaired ability to properly metabolize toxic chemicals or metals to which they may be exposed through normal dietary intake or through exposure to contaminated food, water, or air. (Alberti et al. 1999, Waring 1997) Most reports that address this hypothesis are anecdotal or involve studies of relatively small numbers of children. This is also an area of profound uncertainty and debate. Larger well-designed and well-controlled studies will be necessary in order to draw any meaningful conclusions.Immune system abnormalities: Cell-mediated immunity and antibody levels have been reported to be abnormal in some people with autism (Gupta 2000, Singh et al. 1991, Burger and Warren 1998, Jyonouchi et al. 2001). Autoimmune antibodies have also been described (Singh et al. 1988, Gupta 2000) and increased autoimmune disease has been documented in family members of autistic individuals (Comi et al. 1999). As a result, abnormalities of the immune system are the basis for additional hypotheses about the causes of autism. Genetically determined immune system abnormalities might theoretically help to explain an abnormal response to toxic chemicals or metals in autistic people as well. This, too, remains an area of conjecture and significant research interest.Causes of AutismGenetic factors: The causes of autism are unknown. A limited number of twin studies show that genetic factors undoubtedly play an important role but are not fully explanatory. In monozygotic twins (‰??identical twins‰??), if one twin is diagnosed with autism, the other twin has a 70-90% chance of having a similar diagnosis (Steffenburg et al. 1989, Folstein and Rosen-Sheidley 2001). The severity of the condition in identical twins, however, may differ considerably. (Bailey et al. 1995) In dizygotic (fraternal) twins, if one is diagnosed with autism, the chance of the other having a similar diagnosis is to 5-10%. Non-twin siblings of people with autism also have a 3-8% chance of having the same diagnosis, which is more than a 10-fold increase in risk compared to the general population. (Rutter et al. 1997)These family studies of autism and related conditions help provide clues to both genetic and environmental causes. If, for example, dizygotic twins have a higher likelihood of a shared diagnosis than non-twin siblings, it suggests that a uterine environmental factor or something in the early postnatal shared environment may play a role. But dizygotic twin data are relatively sparse, making it difficult to draw firm conclusions. It is also important to note that differing levels of severity of characteristics of autism among twins and siblings with similar diagnoses raise the possibility that, while genes may play an important role in autism causation, these genetic factors may be influenced to a greater or lesser extent by exposure to environmental agents, whether chemical, biological, or nutritional.Environmental agents: Many different environmental agents have been considered as possible contributors to the development of autism, in combination with a genetic predisposition. A number of problems complicate the design of research programs to explore these possibilities. Among them is the suspicion that the spectrum of disorders that are included in ASD may actually represent a very heterogeneous mix of conditions with disparate causes. Under these circumstances, no simple combination of genetic and environmental factors will ever be identified as contributing to the majority of cases of autism. Because of this, some researchers suggest a shift of research focus to identification of subtypes of autism that, while not purely homogeneous, will nevertheless have lower variability within the group being studied. A complementary shift in emphasis comes out of the argument that the autism is not a unitary diagnosis but rather is a manifestation of a final common pathway that can result from multiple types of injuries to or abnormalities in the developing nervous system.No clear picture has emerged from research into environmental contributors to autism, though there are tantalizing clues. In utero exposure to the rubella virus (the cause of ‰??German measles‰??) can impair brain development of the fetus leading to varying degrees and combinations of blindness, deafness, birth defects, mental retardation and autism (Desmond et al. 1967). Children with autism resulting from gestational exposure to rubella virus may improve, worsen, or remain about the same. Post-natal herpes simplex virus brain infections (encephalitis) may also result in an autism-like syndrome. (Ritvo et al. 1990).Two pharmaceutical agents, thalidomide and valproic acid, are also implicated in the development of some cases of autism. The morning-sickness drug, thalidomide, is best known for the tragic and often severe limb defects that it caused in the offspring of some women who took it while pregnant. A 1994 Swedish study, however, reported that five out of a group of 100 children who had been exposed to the morning-sickness drug thalidomide in utero developed autism. The risk was particularly increased when the exposure to the drug occurred early in pregnancy‰??20-24 days after conception (Stromland et al. 1994).Subsequently, in an autopsy examination of a person with autism, Rodier and colleagues found abnormalities in the brain stem and cranial nerves. (Rodier et al. 1996). This kind of abnormality is best explained by altered brain development during early gestation, similar to the time of increased risk in people exposed to thalidomide. Together these findings suggest that a critical period for autism induction may be very early in gestation. Valproic acid, an anti-seizure medication, has also been implicated as a cause of autism after gestational exposure (Christianson et al. 1994, Williams et al. 2001, Moore et al. 2000).A recent review of the medical literature by the Agency for Toxic Substances and Disease Registry of the US Department of Human Services identified reports of chemical exposures that are potentially related to autism. (Allred and Wilbur 2002) Preconception parental occupational exposure to chemicals generally and maternal abuse of drugs have been linked to autism in offspring, but most of these studies have significant limitations. Studies of the potential role of anesthetics and labor-inducing drugs have mixed and inconclusive results. Maternal use of alcohol during pregnancy can result in fetal alcohol syndrome, a mixture of birth defects, intellectual and behavioral problems. Asperger syndrome and autism can coexist with other manifestations of fetal alcohol syndrome, suggesting that alcohol may, in some cases, be responsible for autism as a result of early gestational exposures (Aronson et al. 1997, Harris et al. 1995).In recent years, other environmental factors have been suggested as playing a role in the development of autism. Interactions between genetic susceptibility and toxic exposures that may trigger those genetic factors are the subject of considerable research into the causes of autism. For example, inter-individual variation in the absorption or excretion of heavy metals like mercury in susceptible individuals is under close scrutiny. Each hypothesis and the evidence that supports it, has attracted staunch, outspoken advocates, many of whom have organized in networks and organizations dedicated to further research, services for affected individuals, and treatment. (Defeat Autism Now, Autism Research Institute, Safe Minds, among others)Autism and vaccines: Concerns about a potential relationship between vaccines and autism developed in the 1990s and intensified in 1998 after reports of a study of 12 children with regressive autism and gastrointestinal disease (Wakefield et al. 1998). The children referred for study had all been reported to be developing normally before losing acquired skills, including language, and all had developed diarrhea and abdominal pain. For 8 of the 12 children, parents or clinicians reported retrospectively that the onset of their behavioral symptoms began shortly after receiving MMR (measles, mumps, rubella) vaccine. On detailed examination, including biopsies and imaging studies, each of the children showed intestinal abnormalities, including inflammation. The study was noted to have limitations because it did not include any control patients and may have been influenced by retrospective ascertainment of vaccination timing and status, among other reasons. (Chen and DeStefano 1998) Nonetheless, although the authors clearly stated that the results did not show that MMR vaccine was responsible for the symptoms and findings, this study increased the concern of many about the safety of the MMR vaccine. The observations raised the possibility that MMR vaccine causes inflammation of the intestinal lining, facilitating increased intestinal permeability and excessive absorption of toxic compounds derived from certain foods.In 2001, a committee of the Institute of Medicine at the National Academy of Sciences addressed the topic, reviewing published and unpublished literature addressing MMR vaccines and autism spectrum disorders, and interviewing research scientists who had investigated the matter (Institute of Medicine 2001a). The committee concluded ‰??the evidence favors rejection of a causal relationship at the population level between MMR vaccine and autism spectrum disorders‰??. However, the committee notes that its conclusion does not exclude the possibility that MMR vaccine could contribute to autism spectrum disorders in a small number of children‰??..‰?? The committee noted ‰??the proposed biological models linking MMR to vaccine to ASD, although far from established, are nevertheless not disproved.‰?? They also noted that vaccine protection from infectious disease is an extremely important public health measure and that the diseases that the vaccines prevent have significant associated morbidity and mortality.Autism and mercury‰??vaccines and beyond: Another vaccine-related concern stems from the use of thimerosal as a preservative in vaccine preparations. Thimerosal is an organic mercury compound, metabolized to ethylmercury and thiosalicylate, and has been used in vaccines since the 1930s until it began to be phased out in the late 1990s. Concerns centered on the observation that organic mercury is a potent toxicant in the developing brain and that children receiving a full set of recommended vaccinations were often exposed to mercury at levels that exceed a ‰??safe‰?? reference dose, established by the Environmental Protection Agency and affirmed by the National Academy of Sciences.In 2001, a committee of the Institute of Medicine (IOM) examined the evidence that might help clarify any relationship or lack of relationship between thimerosal and autism (Institute of Medicine 2001b) That committee concluded that there was insufficient evidence to establish the link, but that the hypothesis is biologically plausible.Since that IOM report, in a study of mercury levels in the blood of 40 children who had received vaccines containing thimerosal and 21 control children, the authors reported that no children in the treatment group had mercury blood levels that exceeded the ‰??safe‰?? level as estimated by the EPA. (Pichichero) The authors, however, determined that the half-life of ethylmercury is 5-7 days, and in some cases, blood samples were obtained well after peak blood levels would have occurred. As a result, and because only single blood samples were tested, the investigators were unable to determine what peak blood levels of mercury had actually been after vaccination. Moreover, no attempt was made to calculate the fluctuating mercury levels that will result over time as a child receives multiple vaccines beginning in infancy. Limitations of this study are discussed in some detail in correspondence (Colman 2003, Halsey and Goldman 2003, Westphal and Hallier 2003), and on the Safe Minds website www.safeminds.org.A subsequent report in 2003 evaluated doses of mercury from thimerosal-containing vaccines and the incidence of neurodevelopmental disorders, including autism, using the Vaccine Adverse Events Reporting System, maintained by the Centers for Disease Control since 1990. (Geier and Geier 2003) Though the authors concluded that there was strong epidemiological evidence for a link between the thimerosal exposure and neurodevelopmental disorders, the study, as published, does not provide sufficient data to justify the conclusion. It is severely limited by its design and sources of data. It is an ecological study that examines vaccine use and adverse reactions reported in the entire population without being more precise about actual exposures to mercury in individual children who did, or did not, develop neurological disorders. Reporting bias is also likely to be a serious limitation. Moreover, the authors do not supply any of the detailed data, such as incidence of adverse effects and number of doses of vaccine administered, necessary to evaluate the significance of their conclusions. This study is uninterpretable and inadequate for drawing conclusions regarding a causal relationship between thimerosal and autism.In 2004, Hornig et al. reported the results of a study of the impacts of thimerosal in autoimmune-sensitive mice. The investigation was prompted by reports of increased autoimmune disease in families of people with autism, which generated the hypothesis that, in some people with autism, autoimmunity might play a causal role. Mice were treated with thimerosal at levels intended to mimic the exposures of children given thimerosal-containing vaccines. Autoimmune-sensitive mice showed altered growth, reduced locomotion, exaggerated response to novelty, and changes in microscopic brain structure, including increased cell density in some brain regions, after exposure to thimerosal. Control mice resistant to autoimmunity did not show similar changes. These results suggest an interaction of thimerosal with the immune system, causing neurobehavioral toxicity and structural brain changes, although it remains unclear if they are analogous with those seen in people with autism.A final IOM report on vaccines and autism was released in 2004 after the committee reviewed the most current data and interviewed research scientists and authors. That report concludes, ‰??the evidence favors rejection of a causal relationship between thimerosal-containing vaccines and autism.‰?? (Institute of Medicine 2004) Commenting on the mice studies, the IOM committee said that the ‰??connection with autism and these models is theoretical‰??. An important unresolved issue is whether the immune system may play a contributory role in causing autism in some people or rather, that immune system abnormalities are another manifestation of the complex condition. This is likely to remain an important line of ongoing research.Despite concerns about administering mercury-containing vaccines to pregnant women, infants, and children, thimerosal is not the source of largest mercury exposures in people. Methylmercury contamination of fish and dental amalgam fillings in teeth are other significant sources. Methylmercury easily crosses the placenta and is well known to impact normal fetal brain development. Cumulative mercury exposures from multiple sources, therefore, must be considered when assessing a potential link between autism and mercury.Perhaps as well as any other example, the debate about the potential role of mercury in vaccines as a contributing cause of autism highlights the intense interest of parents, the general public, research scientists, and public health agencies in learning more about a possible causative role of environmental factors in autism. Fortunately, thimerosal-free vaccines are now available in the US, so parents are not faced with wondering about the safety of vaccines for this reason. Lifting this burden has been a relief, since vaccinations are extremely important public health interventions in the prevention of dangerous infectious diseases.åÊSummaryAutism is a complex disorder with social, language, sensory, and motor deficits, behavioral abnormalities, and may also be associated with mental retardation. These components may have widely varying expression in individuals. In recent years, associated co-morbidities, including gastrointestinal, metabolic, and immune system abnormalities, have raised new questions about the causes and manifestations of the full spectrum of autism-like disorders. Autism prevalence is generally thought to be increasing, though changing diagnostic criteria and increased reporting are likely to be contributing somewhat to that increase. Genetic factors are important in the causation of autism but are not fully explanatory. Various environmental factors, including infectious and chemical agents, are known, suspected, or theorized to play a role, as well.
genetic
brain
genetic
Autism
gastrointestinal
mental retardation
echolalia
Autism Research Institute
ASD
childhood disintegrative disorder
social interaction
seizures
MMR
Institute of Medicine
sleep
Diagnostic
Statistical Manual of Mental Disorders
Kanner
California
birth defects
repetitive behavior
valproic acid
ADOS
Autism Diagnostic Interview
ADI
US
Wakefield
Williams
gene expression
United Kingdom
Rodier
DeStefano
Geier
Harris
Ritvo
German
Bailey
Centers for Disease Control
EPA
Singh
conception
National Academy of Sciences
Environmental Protection Agency
960s and 1970
Horvath
Warren
Gillberg
Gupta
MR
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Autism is the most common condition in a group of developmental disorders known as the autism spectrum disorders (ASDs). Autistic children have difficulties with social interaction and verbal and nonverbal communication, and exhibit repetitive behaviors or narrow, obsessive interests. Autism varies widely in its severity, with symptoms ranging from mild to severe. In some cases the disorder may go unrecognized. Scientists arenÕt certain what causes autism, but itÕs likely that both genetics and environment play a role.
Autism and the brain. Source:NIH
Contents
1 Other Names
2 Signs and Symptoms
3 Causes
4 Diagnosis
5 Treatment
5.1 Medications
5.2 Therapies
5.3 Holistic and alternative treatments
6 Living with Autism
7 Chances of Developing Autism
8 Related Problems
9 Clinical Trials
10 Research
10.1 Future Research
11 Controversy
11.1 Vaccines
11.2 Heavy metals and chelation
12 Expected Outcome
13 History
14 Interesting Facts
14.1 Famous people
15 Notable Experts
15.1 Organizations
16 References
17 External Links
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Other Names
Classic autism
pervasive developmental disorder (PDD)
Autism Spectrum Disorders
Signs and Symptoms
Children with autism generally have problems in three crucial areas of development Ñ social interaction, language, and behavior. But because the symptoms of autism vary greatly, two children with the same diagnosis may act quite differently and have strikingly different skills. Many children show signs of autism in early infancy. Other children may develop normally for the first few months or years of life but then suddenly become withdrawn, aggressive, or lose language skills they've already acquired. Though each child with autism is likely to have a unique pattern of behavior, these characteristics are common signs of the disorder:
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
Causes
There is no single known cause of autism. Contributing causes may include: [1].
Genetics: There is convincing evidence that autism is a heritable disorder. The identity and number of genes involved remain unknown.
Environmental: Epidemiologic studies indicate that environmental factors such as toxic exposures, teratogens, perinatal insults, and prenatal infections such as rubella and cytomegalovirus account for few cases.
Toxic exposure: Studies done to date fail to find evidence that immunizations with the measles-mumps-rubella vaccine are responsible for the surge in autism. There has been considerable controversy about a possible toxic or heavy metal (especially mercury) component to autism.
Diagnosis
The diagnostic criteria for autistic disorder (from the Diagnostic and Statistical Manual of Mental Disorders (Fourth Edition---Text Revision) (DSM-IV-TR) [2]:
A total of six (or more) items from (1), (2), and (3), with at least two from (1), and one each from (2) and (3):
1. 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
2. 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
3. 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 manners (e.g., hand or finger flapping or twisting, or complex whole-body movements)
Persistent preoccupation with parts of objects
Delays or abnormal functioning in at least one of the following areas, with onset prior to three years of age: (1) social interaction, (2) language as used in social communication, or (3) symbolic or imaginative play.
The disturbance is not better accounted for by RettÕs Disorder or Childhood Disintegrative Disorder.
Treatment
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. Treatment options for autism include:
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.
Therapies
The National Institute of Mental Health says that psychosocial and behavioral interventions are key parts of comprehensive treatment programs for children with autism. Some of the most common interventions include:
Applied behavior analysis (ABA): the science of applying experimentally derived principles in order to improve behavior.
Discrete trial training (DTT): directly training a variety of skills that individuals with disabilities may not pick up naturally
Early intensive behavioral intervention (EIBI): a structured approach to teaching which is carefully designed and follows specific patterns of instruction. It is based on well-studied principals of human learning and designed primarily for young children (ranging from 3 to 14 years of age) whose clinical diagnoses falls along the autism spectrum and/or who present significant behavioral challenges. [3]
Incidental teaching: structuring and sequencing education in order to take advantage of interests and motivation.
Pivotal response training (PRT): a treatment based on the principals of applied behavior which focuses on choices and direct reinforcement.
Verbal behavior intervention (VBI): a form of EIBI which uses language and verbal behavoir.
Developmental, individual differences, relationship-based approach (DIR/Floortime Model): focuses on helping children master the building blocks of relating, communicating and thinking, rather than on symptoms alone. [4]
Relationship development intervention (RDI): a parent-centered treatment program which is intended to help lay missing pathways in the brain.
Treatment and education of autistic and communication- related handicapped children (TEAACH): provides training and services designed to help patients and families deal with the condition of autism.
Therapies often used with those listed previously:
Occupational Therapy
Sensory Integration Therapy
Speech Therapy
The Picture Exchange Communication System (PECS): a program designed to teach communication using nonverbal cues.
Holistic and alternative treatments
There is no known cure for autism. To relieve the symptoms of autism, some parents and providers may use treatments that are outside of what is typically recommended by their pediatrician. These types of treatments are known as complementary and alternative treatments or CAM. They may include special diets, chelation (a treatment to remove heavy metals like lead from the body), biologicals (e.g., [[Human Secretin|secretin), or body-based systems (like deep pressure). [5]
These types of treatments are controversial. Current research shows that as many as one third of children with autism may have tried complementary or alternative medicine treatments, and up to 10% may be using a potentially dangerous treatment. [6]
Many biomedical interventions call for changes in diet. Such changes include removing certain types of foods from a childÕs diet and using vitamin or mineral supplements. Dietary treatments are based on the idea that food allergies cause symptoms of autism or that the lack of a specific vitamin or mineral may cause some autistic symptoms. Some parents feel that changes in their childÕs diet may make a difference in how the child feels or acts. A diet that some parents have found to be helpful for their autistic child is a gluten-free, casein-free diet. Gluten is a substance that is found in the seeds of various cereal plantsÑwheat, oat, rye, and barley. Casein is the principal protein in milk. A supplement that some parents feel is beneficial for an autistic child is Vitamin B6, taken with magnesium (which makes the vitamin effective). The results of research studies are mixed. Some children get better, some get worse, and some change not at all or very little.
Living with Autism
A childÕs autism diagnosis affects every member of the family in different ways. Parents must now place their primary focus on helping their child with ASD, which may put strains on their marriage, other children, work, finances, and personal relationships and responsibilities. The needs of a child with ASD complicates familial relationships, especially with siblings. However, parents can help their family by informing their other children about autism and the complications it introduces, understanding the challenges siblings face and helping them cope, and involving members of the extended family to create a network of help and understanding. [7]
There are many organizations that can provide helpful information about autism. These include:
The Sibling Support Project of The Arc of the United States [8], based in Seattle, Washington, offers a range of information on siblings of children with disabilities, including: reading lists for children and adults, information on local sibling group meetings, information on facilitating sibling discussion groups, and online resources.
The New Jersey Center for Outreach and Services for the Autism Community (COSAC) [9] matches siblings with pen pals around the country as well as internationally. Online resources are also available. For example, a chat room for siblings of children with disabilities, called "SibChat," meets periodically.
While growing up as the sibling of someone with autism can certainly be trying, most siblings cope very well. It is important to remember that while having a sibling with autism or any other disability is a challenge to a child, it is not an insurmountable obstacle. Most children handle the challenge effectively, and many of them respond with love, grace and humor far beyond their years. A final resource to consider for siblings, particularly for those who are experiencing difficulty in adapting to the disability, would be individual counseling.
Chances of Developing Autism
The prevalence of autism was estimated at 13 per 10,000 in the United States in 2005. [10]
Related Problems
Seizures: One in four children with autism develops seizures, often starting either in early childhood or adolescence. [11] Seizures, caused by abnormal electrical activity in the brain, can produce a temporary loss of consciousness (a ÒblackoutÓ), a body convulsion, unusual movements, or staring spells. Sometimes a contributing factor is a lack of sleep or a high fever. An EEG (electroencephalogramÑrecording of the electric currents developed in the brain by means of electrodes applied to the scalp) can help confirm the seizure's presence. In most cases, seizures can be controlled by a number of medicines called anticonvulsants. The dosage of the medication is adjusted carefully so that the least possible amount of medication will be used to be effective.
[[Fragile X Syndrome|Fragile X syndrome: This disorder is the most common inherited form of mental retardation. It was so named because one part of the X chromosome has a defective piece that appears pinched and fragile when under a microscope. Fragile X syndrome affects approximately 2% to 5% of people with autism [12]
Tuberous Sclerosis: Tuberous sclerosis is a rare genetic disorder that causes benign tumors to grow in the brain as well as in other vital organs. It has a consistently strong association with autism. Between 1% and 4% of people with autism also have tuberous sclerosis. [13]
Clinical Trials
A list of clinical trials is available at: Clinical Trials.gov autism trials
Research
Recently completed studies relating to autism include:
Whether galantamine, a medication used in the treatment of Alzheimer's disease, is an effective treatment modality for childhood autism. [14]
Whether divalproex sodium (DS) (a medicine used to treat epilepsy) is an effective treatment for childhood autism. [15]
The efficacy of Nambudripad's Allergy Research Foundation procedures (an alternative treatment) in the treatment of autism. [16]
Using tongue acupuncture (an alternative treatment) to treat autism. [17]
Advanced maternal-grandpaternal age as a possible risk factor for autism [18]
Future Research
Whether peer interaction training interventions are effective in enhancing the social relationships of children with autism. [19]
Whether human immunoglobulin given by mouth twice a day is effective in treating the persistent gastrointestinal (GI) problems such as diarrhea, constipation, abdominal pain, and bloating, in children with autism. [20]
Whether D-cycloserine is effective in reducing symptoms of autism in autistic children. [21]
Identifying factors that distinguish children with autism from children with developmental delay and those with normal development and study the efficacy of intensive behavioral therapy in children with autism. [22]
Controversy
Vaccines
In the past few years, there has been public interest in a theory that suggested a link between measles-mumps-rubella (MMR) vaccine, and autism. Some have suggested that this was associated with the use of thimerosal, a mercury-based preservative. However thimerosal is no longer found in childhood vaccines in the United States, and was never a component of the UK's MMR vaccine - were the discredited theory originated. Many robust large-scale epidemiological studies have now been done that have failed to show a link between MMR vaccine and autism, and virological studies have also undermined the original research which raised concerns. A panel from the Institute of Medicine is now examining these studies, including a large Danish study that concluded that there was no causal relationship between childhood vaccination using thimerosal-containing vaccines and the development of an autism spectrum disorder [23]
Heavy metals and chelation
Chelation, the process of administering chemical chelating agents that bind to metals in the body and allow the resulting complex to be eliminated though the liver or kidneys, has become a controversial treatment for autism spectrum disorders. The theory is that chelation will remove the heavy metals that result from environmental exposure or possibly from vaccines. Studies are ongoing, including the following:
A U.S. study looking at exposure to mercury, lead, and other heavy metals showed only one elevated (mercury) level which was reduced into the normal range when fish was removed from the child's diet. [24]
The National Institutes of Health recently suspended a study involving mercury chelation to treat autism. [25]
Expected Outcome
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 three, 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.
As they mature, some children with autism become more engaged with others and show less marked disturbances in behavior. Some, usually those with the least severe problems, eventually may lead normal or near-normal lives. Others, however, continue to have great difficulty with language or social skills, and the adolescent years can mean a worsening of behavior problems.
The majority of children with autism are slow to acquire new knowledge or skills and some have signs of lower than normal intelligence. Other children with autism have normal to high intelligence. These children learn quickly yet have trouble communicating, applying what they know in everyday life and adjusting in social situations. An extremely small number of children with autism are "autistic savants" and have exceptional skills in a specific area, such as art, math or music.
History
Autism was first identified as a specific disorder in 1943 by child psychiatrist Dr. Leo Kanner (1894-1981). Based on a study of 11 children, Dr. Kanner published the first description of what he called ÒAutistic Disturbances of Affective Contact" (The Nervous Child, New York, 1943, 2: 217-250.)
Interesting Facts
Famous people
There are several celebrities who have children with autism and who have been active and vocal about the condition:
Doug Flutie (former professional football player and current college football analyst) has a son with autism and has started an organization: the Doug Flutie, Jr. Foundation for Autism.
Actresses Jenny McCartney and Holly Robinson-Peete, who both have sons with autism, have both spoken in public on the subject of autism. McCartney has written a book entitled Louder Than Words: A Mother's Journey in Healing Autism.
Notable Experts
Organizations
The ATN is the nation's first network of hospitals and physicians dedicated to improving medical care for children and adolescents with autism. [26]. Institutions participating in the ATN are:
Massachussetts General Hospital (Boston, MA)
ATN Data Coordinating Center, EMMES Corporation (Rockville, MD)
University of Arkansas and Arkansas Children's Hospital (Little Rock, AR)
Kaiser Permanente Medical Care Program Northern California (San Jose, CA)
University of Colorado Denver, School of Medicine and The Children's Hospital (Denver, CO)
Kennedy Krieger Institute (Baltimore, MD)
LADDERS/Mass General Hospital (Boston, MA)
University of Missouri (Columbia, MO)
Columbia University Medical Center (New York, NY)
University of Rochester (Rochester, NY)
Cincinnati Children's Hospital Medical Center (Cincinnati, OH)
Bloorview Kids Rehab, Surrey Place Centre and The Hospital for Sick Children (Toronto, ON, Canada)
Oregon Health Science University (Portland, OR)
University of Pittsburgh (Pittsburgh, PA)
Vanderbilt University Medical School (Nashville, TN)
Baylor College of Medicine (Houston, TX)
University of Washington (Seattle, WA)
References
? Muhle R, Trentacoste SV, Rapin I. The genetics of autism. Pediatrics. 2004 May;113(5):e472-86. Abstract | Full Text
? American Psychiatric Association. (2000). Pervasive developmental disorders. In Diagnostic and statistical manual of mental disorders (Fourth edition---text revision (DSM-IV-TR). Washington, DC: American Psychiatric Association, 69-70.
? Area Cooperative Educational Services web site. Early Intensive Behavioral Intervention (EIBI)
? The Floortime Foundation web site. Our Approach
? Gupta VB. Complementary and Alternative Medicine. Pediatric Habilitation, volume 12. New York Medical College and Columbia University, 2004.
? Levy SE, Mandell DS, Merhar S, Ittenbach RF, Pinto-Martin JA. Use of complementary and alternative medicine among children recently diagnosed with autistic spectrum disorder. J Dev Behav Pediatr. 2003 Dec;24(6):418-23. Abstract
? Autism Society of America. Family Issues
? The Sibling Support Project website. [1]
? New Jersey Center for Outreach and Services for the Autism Community web site. Home Page
? Fombonne E. Epidemiology of autistic disorder and other pervasive developmental disorders. J Clin Psychiatry. 2005;66 Suppl 10:3-8. Abstract
? Canitano R, Luchetti A, Zappella M. Epilepsy, electroencephalographic abnormalities, and regression in children with autism. J Child Neurol. 2005 Jan;20(1):27-31. Abstract
? Brown WT, Jenkins EC, Cohen IL, et al. Fragile X and autism: a multicenter survey. Am J Med Genet. 1986 Jan-Feb;23(1-2):341-52. Abstract
? Smalley SL. Autism and tuberous sclerosis. J Autism Dev Disord. 1998 Oct;28(5):407-14. Abstract
? Clinicaltrials.gov. Galantamine Versus Placebo in Childhood Autism
? ClinicalTrials.gov. Divalproex Sodium vs. Placebo in Childhood/Adolescent Autism
? ClinicalTrials.gov. Treatment of Autistic Children Using NAET Procedures
? ClinicalTrials.gov. Randomized Control Trial of Using Tongue Acupuncture in Autistic Spectrum Disorder Using PET Scan for Clinical Correlation
? ClinicalTrials.gov. Advanced Grandparental Age as a Risk Factor for Autism
? ClinicalTrials.gov. Relationship Training for Children With Autism and Their Peers
? ClinicalTrials.gov. Safety and Efficacy Study in the Treatment of Intestinal Problems Associated With Autism
? Clinicaltrials.gov. Safety and Effectiveness of D-Cycloserine in Children With Autism
? ClinicalTrials.gov. http://clinicaltrials.gov/ct2/show/NCT00090415?term=autism rank=24 Early Characteristics of Autism]
? Hviid A, Stellfeld M, Wohlfahrt J, Melbye M. Association between thimerosal-containing vaccine and autism. JAMA. 2003; 290(13): 1763-1766. Abstract | Full Text
? Soden SE, Lowry JA, Garrison CB, Wasserman GS. 24-hour provoked urine excretion test for heavy metals in children with autism and typically developing controls, a pilot study. Clin Toxicol (Phila). 2007 Jun-Aug;45(5):476-81.Abstract
? ClinicalTrials.gov: Mercury Chelation to Treat Autism
? Autism Speaks web site. Autism Treatment Network
External Links
Autism Society of America
Autism Research Institute
Interdisciplinary Council on Developmental Learning Disorders, ICDL
Floortime
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A series of free online computer games designed for children with autism has been created by a group of final year multimedia students from Swinburne University, in collaboration with Bulleen Heights Autism School and the National eTherapy Centre.
The games portal can be accessed at: www.whizkidgames.com The site for parents and teachers can be accessed at www.autismgames.com.au
WhizKid Games is an online portal that aims to help autistic children develop their independent living skills, focusing on areas such as coping with change, recognising emotions and non-verbal communication.
It includes 16 therapeutic games themed around everyday activities such as getting dressed, going to school and following a schedule.
In developing WhizKid Games, students were given expert advice by researchers from the Swinburne Autism Bio-Research Initiative (SABRI) and teachers from Bulleen Heights Autism School.
According to SABRI director, Associate Professor David Austin, the games will provide a real benefit for children with moderate to severe autism.
ÒAutistic children can be difficult to engage in traditional educational settings, but most autistic children are very happy to work with a computer. The idea is to capitalise on that and have autism-specific computer-based activities that work for them in building their skills,Ó he said.
In addition to the WhizKid portal, the Swinburne students created an accompanying site for parents and teachers of autistic children.
ÒThis portal allows parents and teachers to learn more about the theory behind each game, and how the goals of the games can be supported at home and in school environments,Ó Austin said.
WhizKid Games, which was created by 80 final year multimedia design students, represents over 16,000 hours of research and development.
The site will be officially launched on Tuesday December 8 by the CEO of Autism Victoria, Murray Dawson Smith.
The games portal can be accessed at: www.whizkidgames.com The site for parents and teachers can be accessed at www.autismgames.com.au
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Centers, Autism www.patientcenters.com/autism
Spectrum
http://www.autism-spectrum.com
Son-Rise
Program, The Autism Treatment Center of America http://www.son-rise.org
Tinsnips
www.tinsnips.org
Tools for Coping www.coping.org
University of North Carolina Division TEACCH http://www.unc.edu/depts/teacch
Yale Child Studies Center Developmental Disabilities Clinic, The http://info.med.yale.edu/chldstdy/autism
You Can Handle Them All www.disciplinehelp.com
www.autismuk.com
Autism
Independent UK, formerly The Society for the Autistically Handicapped exists
to increase awareness of autism and improve the quality of life for
persons with autism. The
site offers numerous resources such as trainings, research news, current
treatments, and libraries. The
site also has a discussion room and additional autism links for further
information. The site is
easy to navigate and provides the user with a simple search tool.
http://members.tripod.com/~transmil/alp.htm
The
Autism Link Page offers a compilation of
worldwide links to autism-related sites organized by topic so the search
is easy and efficient! It is a wonderful general resource to help
anyone searching for specific sites on autism on the Internet.
The
website contains categories such as ÒInstitutionsÓ,
ÒAssociationsÓ, and ÒPrivate HomepagesÓ, along with more
label-oriented categories, such as ÒAspergerÓ.
There are links for magazines, books, articles, conferences, and
information specifically for families.
Some of the links are for well-known websites and associations,
while others are for new, interesting sites that IÕd never
encountered. The website is
currently undergoing more changes, and soon it will be possible to add
and edit links directly online. There
is no end to the resources you can find about autism on this site!
www.autism.com/ari
Autism
Research Institute. If you are willing to supply your email
address, this site will send you periodic announcements about
website
updates, upcoming televised programs on autism, etc. Located in
San Diego, CA, this site also offers a quarterly newsletter (The Autism
Research Review International by Bernard Rimland, Ph.D.), a
comprehensive table of contents, and easy navigation.
www.autism-society.org
and www.autismsociety-nc.org
The
Autism Society of America. Comprehensive, easy to navigate.
www.autismtoday.com
I've
been looking at a lot of sites lately, and this one is really a
standout! The site covers everything you need to know
about autism, offering the latest Autism and Asperger Syndrome resources and
information available online. The site is based in Canada, but has a
worldwide presence. There are links to many other Autism sites in the
U.S., as well as Europe and the U.K. I would recommend going to their
About Us link before exploring.
This
is a state-of-the-art site--easy to use and comprehensive. There is
something for everyone here: medical updates, educational links, and family
supports. A very good site for the beginner or seasoned parent.
www.autism.org
The
Center for the Study of Autism, located in Portland, Oregon,
provides information about autism to parents and professionals and
conducts research on the efficacy of various therapeutic interventions.
The site is mostly text dealing with related disorders,
interventions, pertinent issues and interviews with experts.
The information presented is in the form of papers or published
articles and covers nearly every topic imaginable!
Enjoy!
http://www.unc.edu/~cory/autism-info/CHALU.html
The
Chapel Hill Autism Local Unit is a North Carolina-based group
established for the support and benefit of area families, teachers, and
others with an interest in autism.
The site offers local events and support meetings as well as
information on TEACCH. There
are also a wide variety of informative articles and a link to an Autism
Bookstore for additional literature.
www.canfoundation.org
The
Cure Autism Now Foundation is a non-profit organization of parents,
clinicians, and scientists dedicated to finding effective biological
treatments, prevention, and a cure for autism and related disorders.
The website centers around recent scientific advances, research
projects and political actions related to autism.
The site is also parent friendly and features a photo gallery of
children with autism.
www.autism.com/ari/e23.html
Diagnostic
Checklist Form E-2. Developed by the Autism Research Institute (ARI),
this website provides information on Form E-2, which is used to help diagnose children with severe
behavior disorders. To obtain the form, it links you back to ARIÕs Table of
Contents, where you then choose the Information Request Form to print and mail
in. Upon receipt, a score is assigned and an interpretation is sent to the person submitting the E-2.
According to the site description, the
data collected is compiled on a regular basis and shared with families and
professionals world-wide. Our parent representative liked the idea of submitting
her own observations and getting feedback
without going through a third party
www.do2learn.com
Do2Learn.
This website offers printable picture cards, along with help on how to
use them as aids to communication, organization, and scheduling.
You'll also find a kids' magazine, art projects, games, teacher tips,
product reviews, information resources, and activities from the
University of North Carolina at Chapel Hill's TEACCH Center's Home
Teaching Kit. (review provided by Bruce Siceloff, News and Observer,
Raleigh, North Carolina)
http://www.feat.org
Families for Early Autism Treatment (FEAT). This website lists FEAT chapters by state
and a comprehensive collection of links. According to our parent
representative, this site is most notable for its pop-up survey, which
asks about one's biggest difficulty surrounding having a child with
autism: receiving services, knowledgeable health care
providers, schools, or behaviors. After a response is selected, the survey results pop up by
percentage. Our parent rep was interested
in what other parents see as their biggest difficulty!
http://nav.webring.yahoo.com/hub?ring=fwt4c list uniq=7108
Families Working Together. Developed as a family
support for parents who have children with autism, this site provides
numerous links to various autism-related sites, as well as an advocacy
page and a bulletin board.
www.ninds.nih.gov/health_and_medical/disorders/autismshortdoc.htm
National
Institute of Neurological Disorders and Stroke (NINDS)
Autism Information Page. Our parent representative, Ann
Balogh, liked this
page under Disorder/QuickLinks/Autism so much that she printed the three-page overviews including links to organizations for
autism, PDD, and Asperger's Syndrome to include in a file she shares
with other
parents. The site was last
reviewed on 8/1/00.
http://www.mayoclinic.org
Mayoclinic.com. This website provides the following
information on autism:
Signs
and Symptoms: very comprehensive description of the early signs/symptoms of
Autism
Causes:
Current research about possible causes, from genetics to
environmental factors.
Diagnosis:
Criteria listing in making a diagnosis of Autism.
Treatment:
Brief explanation of available treatments in use.
Best-studied treatments include education, behavior, and medical
interventions.
www.naar.org
The
National Alliance for Autism Research is a national, nonprofit,
tax-exempt organization established by parents to find the causes,
prevention, effective treatment of, and ultimately the cure for, autism
spectrum disorders. NAAR
attempts to accelerate the funding of biomedical research with the help
of families, researchers, and others interested in autism.
The site provides legislative information, current research news,
and opportunities for involvement.
http://www.nimh.nih.gov/publicat/autism.cfm
The
National Institute of Mental Health website has posted a 64 page
booklet that speaks to, among other things, the nature and causes of
autism, how autism is diagnosed, and accompanying disorders.
It also addresses common questions about medications that are
available, how families cope, what research offers, and sources of
information. For parents
and professionals who are just beginning to learn about autism, this
website serves as a great conduit to provide information in a nonbiased
manner. It is easy to read
and readily accessible
www.udel.edu/bkirby/asperger
Online
Asperger Syndrome Information and Support is an Internet resource
sponsored by Barbara Kirby, a parent of a child with AspergerÕs
Syndrome, and the University of Delaware. This site is an inspiring support system for parents and a
useful resource for teachers and service providers.
YouÕll find supportive literature and groups, topics on family
issues, activities and lesson plans as well as newsletters, research
projects, software, and information on related disorders.
www.isn.net/~jypsy/
Oops...Wrong Planet! Syndrome. This website is an
excellent resource on autism, as well as a source for a wealth of other
useful links, such as the South Dakota University Affiliated Program's
comprehensive dictionary of terms, which are useful for anyone in early
intervention/disability fields. The site is written by a parent
with Asperger's Syndrome, who has one son with autism and one with
Aspergers. (This review provided by Catherine Alguire, an
occupational therapist at the Center for Development and Learning at UNC-Chapel
Hill.)
www.patientcenters.com/autism
Patient Centers - Autism. This site contains an
updated-monthly listing of books, as well a listing of articles and
brief synopses. Article subject matter ranges from dietary
supplements and herbs to ÒAfter Diagnosis:
Beginning to Take Action.Ó This site also houses the PDDNOS Connections Web Ring,
in which sites are
linked to one another and designed to help people find useful information about
autism/PDD-NOS. At the Web Ring,
there were many links to both informative and family sites.
http://www.autism-spectrum.com
Spectrum. Spectrum provides a variety of links.
Finding Supports in Your Area proved to be difficult to use
and unhelpful to our parent representative, Ann Balogh.
http://www.son-rise.org
The Son-Rise Program, The
Autism Treatment Center of America. This website
provides information on a method for helping children with autism,
autism-spectrum disorders, and related developmental challenges.
According to the website's descriptive information, the program's core
philosophy is based on the work of Barry Neil Kaufman and Samahria Lyte
Kaufman, whose son was diagnosed at 18 months with autism. The
site offers information about the Son-Rise program, autism,
autism-spectrum disorders, and related developmental challenges, a
message board, a free Q A session with Son-Rise teachers, as well as
inspirational quotes and letters.
http://www.tinsnips.org
Tinsnips is a special education resource for teachers of
individuals with autistic spectrum disorders, related developmental
disabilities, and young children with special needs. The site
provides activities, worksheets,
folder games, picture recipes, and a variety of ideas and links.
www.coping.org
The
Tools for Coping website at www.coping.org
is one of those found-on-the-way-to-looking-for- something-else
bonuses. The site consists of a series of on-line manuals designed as
a public service by James and Constance Messina, both Ph.D.s in
Florida. The manual topics are related to stressors that people cope
with every day. The sensory modulation section has clear definitions
of sensory modulation problems and draws on information from Stanley
Greenspan's work with children with autism (Floortime experiences). As
an occupational therapist working with school-age clients, I found the
worksheets and activities in the module designed to assist children and
teenagers to develop good study skills of particular interest.
The
site offers several practical suggestions for working with sensory
modulation issues. My favorite is the sensory path developed by a
volunteer working with children with autism. The site provides clear
pictures of the path design, as well as of children using the path and of
their reactions to the various textures they found along the path. The
information provided has suitable precautions regarding children's reactions
to various kinds of sensory input. This page would be a good teaching
tool for professionals to share with a group when discussing basic concepts
regarding sensory modulation.
http://www.unc.edu/depts/teacch
The
University of North CarolinaÕs Division TEACCHÕs website
is a wonderful resource for parents, service providers, and teachers
involved with autistic or communication handicapped children. TEACCH was developed in the early 70Õs and focuses on the
person with autism and the development of a program around this
personÕs skills, interests, and needs.
The site offers information on autism, educational approaches,
communication approaches, preschool models, publications, research, and
training opportunities. The
site is easy to navigate and contains a wealth of information.
http://info.med.yale.edu/chldstdy/autism
The
Yale Child Study Center Developmental Disabilities Clinic web page
focuses on comprehensive and multidisciplinary diagnosis and
intervention for children and adults with social disabilities.
The website highlights the research of the clinic heads, Fred
Volkmar, M.D., and Ami Klin, Ph.D., two well respected experts in Autism
and PDD. The site also
offers resources for upcoming conferences, literature about Autism and
PDD, and helpful links.
www.disciplinehelp.com
The
You Can Handle Them All website is a good resource for teachers, daycare workers, and parents who are
interested in solutions to common behavioral problems in any setting.
The website features a tip of the month, solutions for misbehavior
section, a discussion room, and various other resources to use with students
that are having behavior problems. Some
of the information is specific to children with disabilities, such as autism
or oppositional defiant disorders, or provides links to other associated
websites. In addition, the site provides a printable version of their
behavioral philosophy and rationale behind their strategies so that
educators and parents understand the ideas behind their recommendations.
Resources for teachers and parents include printed cards that can be pulled
for immediate, quick response to challenging behaviors in classroom settings
and numerous books specific to behavioral issues.
This website offers a variety of information that could be reviewed
and used as additional strategies when attempting to deal with challenging
behaviors in the classroom or home environments.
Go
to Top
U.S.
Autism
Autism
National Institute of Neurological Disorders
NINDS
National Institute of Mental Health
Autism Research Institute
ARI
Autism Information Page
www.autism-society.org
U.K.
Autism Society of America
TEACCH
North Carolina
San Diego
James
add
PDD
National Alliance for Autism Research
University of North Carolina
Chapel Hill
Stanley Greenspan
Internet
Son-Rise Program
Bernard Rimland
Florida
Canada
aspergers
CA
M.D.
Oregon
www.autism.com/ari
www.autism.org
AspergerÕs Syndrome
www.nimh.nih.gov/publicat/autism.cfm
Autism Treatment
Autistically Handicapped
Ami Klin
FEAT
Cure Autism Now Foundation
Portland
Europe
www.autismtoday.com
Autism Treatment Center of America
www.son-rise.org
Fred Volkmar
Raleigh
Autism Return
Spectrum
Study of Autism
www.autismsociety-nc.org
Quick Click Index Click
Autism Independent UK
Autism Link Page
The http://members.tripod.com/~transmil/alp.htm
The www.autism-society.org
Autism Today www.autismtoday.com Center
Chapel Hill Autism Local Unit
The http://www.unc.edu/~cory/autism-info/CHALU.html
The www.canfoundation.org
Diagnostic Checklist
Autism Treatment http://www.feat.org Families Working Together
Mayo Clinic
The http://www.mayoclinic.org National Alliance for Autism Research
The www.naar.org National Institute of Mental Health Autism
The Autism Treatment Center of America
Tinsnips www.tinsnips.org Tools for Coping www.coping.org University of North Carolina Division TEACCH
Yale Child Studies Center Developmental Disabilities Clinic
The http://info.med.yale.edu/chldstdy/autism You Can Handle Them All
The Society
The Autism Link Page
ÒPrivate HomepagesÓ
The Autism Research Review International
The Autism Society of America
The Center
North Carolina-based
Autism Bookstore
E-2
ARIÕs Table
Contents
TEACCH Center 's Home Teaching Kit
Bruce Siceloff
Observer
Ann Balogh
Autism Causes: Current
Barbara Kirby
University of Delaware
South Dakota University Affiliated Program
Catherine Alguire
Center for Development and Learning
UNC-Chapel Hill
PDDNOS Connections Web Ring
Web Ring
Your Area
Ann Balogh.
Barry Neil Kaufman
Samahria Lyte Kaufman
Son-Rise
Constance Messina
Ph.D.s
University of North CarolinaÕs Division TEACCHÕs
Yale Child Study Center Developmental Disabilities Clinic
Handle Them All
8/1/00
www.cdl.unc.edu/link/autismlinks.htm
www.autismuk.com
members.tripod.com/~transmil/alp.htm
www.unc.edu/~cory/autism-info/CHALU.html
www.canfoundation.org
www.autism.com/ari/e23.html
www.do2learn.com
www.feat.org
nav.webring.yahoo.com/hub?ring=fwt4c
www.ninds.nih.gov/health_and_medical/disorders/autismshortdoc.htm
www.mayoclinic.org
www.naar.org
www.udel.edu/bkirby/asperger
www.isn.net/~jypsy/
www.patientcenters.com/autism
www.autism-spectrum.com
www.tinsnips.org
www.coping.org
www.unc.edu/depts/teacch
info.med.yale.edu/chldstdy/autism
www.disciplinehelp.com
Mayoclinic.com.
Autism96
http://aacap.org/page.ww?name=The+Child+with+Autism§ion=Facts+for+Families
No. 11; Updated May 2008Click here to download and print a PDF version of this document.
Most infants and young children are very social creatures who need and want contact with others to thrive and grow. They smile, cuddle, laugh, and respond eagerly to games like peek-a-boo or hide-and-seek. Occasionally, however, a child does not interact in this expected manner. Instead, the child seems to exist in his or her own world, a place characterized by repetitive routines, odd and peculiar behaviors, problems in communication, and a total lack of social awareness or interest in others. These are characteristics of a developmental disorder called autism.
Autism is usually identified by the time a child is 30 months old. It is often discovered when parents become concerned that their child may be deaf, is not yet talking, resists cuddling, and avoids interaction with others.
Some of the early signs and symptoms which suggest a young child may need further evaluation for autism include:
no smiling by six months of age
no back and forth sharing of sounds, smiles or facial expressions by nine months
no babbling, pointing, reaching or waving by 12 months
no single words by 16 months
no two word phrases by 24 months
regression in development
any loss of speech, babbling or social skills
A preschool age child with classic autism is generally withdrawn, aloof, and fails to respond to other people. Many of these children will not even make eye contact. They may also engage in odd or ritualistic behaviors like rocking, hand flapping, or an obsessive need to maintain order.
Many children with autism do not speak at all. Those who do may speak in rhyme, have echolalia (repeating a person's words like an echo), refer to themselves as a he or she, or use peculiar language.
The severity of autism varies widely, from mild to severe. Some children are very bright and do well in school, although they have problems with school adjustment. They may be able to live independently when they grow up. Other children with autism function at a much lower level. Mental retardation is commonly associated with autism.
Occasionally, a child with autism may display an extraordinary talent in art, music, or another specific area.
The cause of autism remains unknown, although current theories indicate a problem with the function or structure of the central nervous system. What we do know, however, is that parents do not cause autism.
Children with autism need a comprehensive evaluation and specialized behavioral and educational programs. Some children with autism may also benefit from treatment with medication. Child and adolescent psychiatrists are trained to diagnose autism, and to help families design and implement an appropriate treatment plan. They can also help families cope with the stress which may be associated with having a child with autism.
Although there is no cure for autism, appropriate specialized treatment provided early in life can have a positive impact on the child's development and produce an overall reduction in disruptive behaviors and symptoms.
For more information, click here for the eAACAP Autism Resource Center.
pointing
eye contact
mental retardation
babbling
routines
regression
echolalia
PDF
aacap.org/page.ww?name=The+Child+with+Autism§ion=Facts+for+Families
ritualistic behaviors
Autism97
http://www.mentalhelp.net/poc/view_doc.php?type=news&id=126670&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 & DyingNewer Genetic Test for Autism More Effectiveby By Jenifer GoodwinHealthDay ReporterUpdated: Mar 15th 2010MONDAY, March 15 (HealthDay News) -- A newer type of genetic test is better at detecting abnormalities that predispose a child to autism than standard genetic tests, new research has determined.
Researchers offered about 933 people aged 13 months to 22 years who had been diagnosed with an autism spectrum disorder three genetic tests: G-banded karyotype testing, fragile X testing or chromosomal microarray analysis (CMA), which has been available only for the past few years.
Karyotype tests identified chromosomal aberrations associated with autism in about 2 percent of patients, while the fragile X genetic mutation was found in about 0.5 percent of patients.
CMA detected chromosomal abnormalities in slightly more than 7 percent of patients, making it the best available genetic test for autism spectrum disorders, the study authors said.
"The CMA test alone has triple the detection rate of karyotyping or fragile X," said co-senior author Bai-Lin Wu, director of the Genetics Diagnostic Laboratory at Children's Hospital Boston. "CMA should be added to first-tier genetic testing for autism spectrum disorders."
The study appeared online March 15 and will be published in the April print issue of Pediatrics.
"When parents have a child diagnosed with an autism spectrum disorder, one of the first questions they often ask is 'how did this happen?' " said Dr. Robert Marion, a pediatric geneticist at Children's Hospital at Montefiore Medical Center in New York City.
"In the vast majority of cases, we believe there is at least a genetic predisposition to autism, but the ability to identify a specific genetic cause has been very elusive," Marion said. "Part of that is because of the technology that's been available. A larger part is at this point, we just don't fully understand what the genetic mechanism that leads to autism is."
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Standard practice is to offer children with autism two tests as a first-line genetic work-up: karyotype and fragile X testing, the researchers said.
In karyotyping, forms of which have been around since the 1960s, geneticists use a microscope to look for chromosomal abnormalities that are associated with autism, explained Dr. David Miller, a clinical geneticist and assistant director of the Genetics Diagnostic Laboratory at Children's Hospital Boston, which conducted the new research along with Boston's Autism Consortium.
Like karyotyping, CMA also looks for chromosomal abnormalities, but does so at 100 times the resolution of the earlier test, Miller said. CMA, a genome-wide test, can identify sub-microscopic deletions of duplications of DNA sequences, called copy-number variants, known to be associated with autism, he said.
"Think of chromosomes as a library full of books and each book as a gene," Miller said. "What we look for are shelves of books that have gone missing, which represent a missing fragment of a chromosome, or extra fragments of chromosome, that could contain genes related to autism."
While both Children's Hospital Boston and Montefiore have offered CMA testing for several years, not all hospitals do, nor does all insurance pay for it, the researchers noted.
The main purpose of genetic testing of children with autism is to help parents determine if they're at a higher risk of having another child with autism, Marion said.
If tests pinpoint an autism-related chromosomal abnormality in the child, the parents are then offered testing. If a parent is also found to have the abnormality, geneticists conclude that the couple is at higher risk of having a child with autism. (The precise risk depends on what the variant is.)
But if the parents don't have the abnormality, geneticists conclude that the deletion or duplication happened by chance, and the parents are probably not at any greater risk of having another child with autism than the general population, Marion said.
Still, there is much geneticists can't tell parents. Between 10 percent and 15 percent of autism cases can be traced to a known genetic cause, the researchers noted. Of that, CMA alone can detect 7 percent of those.
There are a few other genetic tests that can explain another few percentage points of autism cases.
But that leaves 85 percent or more families with little explanation for the disorder, Marion said.
"CMA is better, but it's not great," Marion said. "The vast majority of children who have autism have no identifiable genetic markers that will help in genetic counseling for future pregnancies. That is very frustrating."
More information
The U.S. National Institute of Neurological Disorders and Stroke has more on autism.
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YOUNG: The Centers for Disease Control estimate six out of every thousand U.S. children are diagnosed with some form of autism. The apparent increase in autism has alarmed parents and stymied scientists searching for a cause. Dr. Philip Landrigan argues in a medical journal that we should look to our environment for answers on autism. He's a professor of pediatrics and community and preventative medicine at the Mount Sinai School of Medicine. Dr. Landrigan thinks a sustained focus on chemical exposures in the womb could tell us more than genetic studies have.
LANDRIGAN: I'll begin by pointing out that there has been some very elegant genetic research done over the past five or ten years that has very successfully identified a number of genes and gene mutations that are responsible for a certain number of cases of autism. All together these genetic causes are responsible for something like 20 or 25 percent of cases. Well, that's very important work and it's very important to know that there are genetic causes, but at the same time those findings leave the causation of something like 75 percent of cases of autism unexplained.
YOUNG: So, genetics alone can't explain this, what evidence do we have that environmental exposures might be a cause here?
LANDRIGAN: We know from other research on toxic chemicals that the developing human brain is very vulnerable to environmental toxins, we know about lead, we know about mercury, we know about PCBs, we know about certain pesticides, and for each of those chemicals we know that if the developing brain is exposed to the chemical early in development, especially in the early months of pregnancy, that the potential is very high for injury to the developing brain.
The second line of evidence I would call proof of principle. And this is the finding that there is a short list of chemicals that have been directly found to be linked to autism. The fact that early life exposure to these drugs can cause autism in certain children says to me that it's possible other drugs, other environmental chemicals might also be responsible for some cases of autism.
The structure of the insecticide chlorpyrifos. Until 2001, the chemical was used in homes and other places where children could be exposed. It is still widely used in agriculture. (Source: Wikimedia Commons)
YOUNG: Now, also in this list that you have here you have a pesticide, a pretty commonly used pesticide.
LANDRIGAN: Yes, well, this is the most recent finding that a particular pesticide known as Clorpirifos, and organophosphate pesticide, is associated with pervasive developmental disorder, which a form of autism. There are more than 100 synthetic chemicals measurable in the bodies of virtually all Americans. So, we know that pregnant women, we know that children are being exposed to these chemicals.
The real problem is that we don't know the potential toxicity of 80 percent of these high volume chemicals. In other words, we just no testing has ever been done to determine whether these chemicals are safe or not, and as a pediatrician, I find this very worrisome that we're allowing children to be exposed to chemicals whose possible hazard is simply not known.
YOUNG: We should also talk about the focus on vaccines. There's some much attention to vaccines as a possible link to autism. How has that affected the overall field of looking for a real possible cause here?
LANDRIGAN: The question of the possible link between vaccines and autism is clearly a question that needed to be addressed. And approximately a dozen high quality studies were launched. It turns out now that not one of them has found any epidemiological connection between vaccines and autism. It's time to begin to look systematically at other potential environmental causes of autism to see if we can find the triggers and then do something about them.
Major brain structures implicated in autism (Source: Wikimedia Commons)
YOUNG: There's a lot of attention right now on reforming toxic chemical regulation and on increasing scrutiny on certain chemicals of concern. What evidence are you seeing that people are taking autism into account when they do these things?
LANDRIGAN: Well, I think people are beginning to connect the dots and realizing that there exists at least the potentiality, at least the possibility, that certain untested chemicals that are in children's environments may be contributing to neuro-behavioral problems in children and the possibility exists that autism is among those.
The chemicals that I would put at the top of my list of suspicion are chemicals that fulfill two criteria: number one, they're widely distributed in children's environments, or the environments of pregnant women; and number two, there are chemicals where we already have some suspicion from experimental studies or from studies in adult workers exposed occupationally that these chemicals are neurotoxic.
YOUNG: You know, in a way this is pretty scary because the upshot of what you're suggesting here is that there are exposures that in many cases may be well beyond our control that may determine whether or not our child is autistic, but on the other hand, it also implies we can figure this out and do something about it.
LANDRIGAN: Yes, at the end of the day, I think the message here is fundamentally optimistic. I strongly believe that for 500 years knowledge has guided medicine, evidence has guided prevention, and time and again we have shown as a society that when we understand the causes of disease we can take action to prevent it.
YOUNG: Dr. Philip Landrigan at the Mount Sinai School of Medicine in New York. Thank you for your time.
LANDRIGAN: You're very welcome, Jeff. Thank you.
YOUNG: Dr. Landrigan's proposal appears in Current Opinion in Pediatrics. For more information, go to our website, l-o-e dot org.
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