HAPPY NEW YEAR FOR EVERYBODY
"What the best and wisest parent wants for his/her child,
that must the community want for all its children."
Dr. John Dewey, American philospher, psychologist, educator
sábado, 31 de dezembro de 2011
quinta-feira, 15 de dezembro de 2011
Camel Milk USA, a company founded by Dr. Millie Hinkle, ND, is devoted to the research, development, sales, and promotion of camel milk and camel milk products in the United States.
Testimonials
Here's some good news from around the world and across the U.S.
Diabetes
We've heard from people with diabetes or who have a diabetic child:
- One little girl in
- One person who is a Type II diabetic was able to stop medication totally because he owns a camel and is able to milk his own camel. This is such good news.
- “Type I and Type II diabetics need specific doses of the camel milk for their insulin levels, and should not be consuming any dairy products other than camel milk while they are trying to reduce their glucose levels,” states Dr. Hinkle. “Studies have shown that cow’s milk can raise glucose levels and cholesterol, while camel milk has shown to reduce glucose and cholesterol levels in trial studies,” explains Dr. Hinkle. “Diabetics need specific nutrients for the camel milk to work even better in lowering the glucose levels.” She tests each patient to determine the specific nutrient protocol for each individual patient.
Autism
Several autistic children are on the milk and are doing great.
- One mother says that within the first day her little boy started to have imaginary play with his toys and talking with them, something that most autistic children do not do. She was amazed because her little boy never played and spoke only a few words previously.
- Another mother of an autistic child states that within minutes her child looked her directly in the face and did as he was asked. The mother said for the first time ever, her child did not have a blank look on his face when she spoke to him. She says that he is talking more and more each day. She is very excited.
- One six-year-old autistic child who was still in diapers and did not speak in complete sentences started to speak in complete sentences on the first day he drank the milk. He did not know his address, his ABCs, numbers, etc. By the end of 28 days, he knew his name and how to spell it, his address, phone number, all of his ABCs and how to count. His mother wrote on the 13th day: "For the first time in his life, out of nowhere, my child said, 'I love you mommy, I love you daddy.'" By the end of 28 days, he was completely potty trained and is no longer in diapers. His mother called to say that he has started school, is now able to memorize the words to songs, stories, etc., and repeat them back and he gets gold stars every day for his great behavior.
- There are also the two mothers with autistic children who live several states away and are trying to raise money with yard sales, bake sales, etc., to be able to buy a camel so that they may share the milk. These are such dedicated mothers who love their autistic children. One mother told me of looking at videos of her child when he was "normal" and she broke down and cried when she said, "I will do anything to make my son normal again."
- Autistic children need specific nutrients that enable them to detox and to heal. They need to detox-stored toxins as well as toxins they are exposed to daily. Sulfur drugs, acetaminophen and antibiotics block detox pathways and must be removed, before any removal of vaccines or heavy metals, to enable the liver to handle the overload better. Many babies are given one or more of these drugs before they even leave the hospital. Children often get worse in the spring and summer due to pesticides and insecticides being sprayed. Sixty to 80% of everything that touches the body is absorbed through the skin and has to be processed by the liver, which in autistic children is already stressed. When parents apply paraben-based sunblock on their children and allow them to swim in chlorinated pools, they are overloading their children with these toxins. We use homeopathic remedies that are specific for each child to enable them to tolerate these things without excess overload.
Many children become toxic on antifungal drugs and have to be detoxed before they can improve. The antifungal drugs will kill off good bacteria as well as bad, and therefore she has had excellent results over the years with using the good bacteria to crowd out the bad, and all the probiotics must be rotated on a specific basis to overcome mutations of pathogens. There are good supplements and there are some that are mostly filler. “We test each child to find the best supplement for each,” states Dr. Hinkle. “Many parents are giving their children too many supplements and it just overloads the system and can cause negative reaction.” When children are on supplements that they test well for, then they usually make much more progress in the battle with autism, and combined with the camel milk seem to excel within a short period of time.
Dr. Hinkle says that for the camel milk to be effective, all autistic children must be on a gluten-free/casein-free diet.
I have been contacted by several people with cancer.
- One man stated that he had Stage 4 prostate cancer seven years ago and that the doctors told him there was nothing else they could do. He started the camel milk and within three months there was no trace of the cancer. It has been seven years and he is still cancer free.
- An American woman called me from the Middle East where she had gone to drink the milk for advanced breast cancer and the cancer was gone she said that after being on the milk for four weeks there was no trace of the cancer but that she wanted to continue to drink the milk when she returned to the U.S. and was asking for help to get the milk here. This will have to wait until the test kits are complete.
- Cancer is a very serious illness and studies show that camel milk actually improves chemotherapy treatment and reduces many of the negative side effects of the treatment. Dr. Hinkle recommends that patients go on a gluten-free/casein-free diet for a short period of time, except for the camel milk. She also asks patients to avoid soy, food coloring and food additives, such as MSG, etc., while undergoing treatment. This enables inflammation from the food to cease, and the body to use its resources to try and heal itself instead of fighting the allergic reactions to food. “It is very good to avoid any foods that you know you are allergic to when trying to heal the immune system,” states Dr. Hinkle. There are specific nutrients that can help cancer patients while undergoing treatment, and Dr. Hinkle recommends that all patients take a good quality brand of supplements that are not loaded with fillers. “Many cancer patients ask about the urine antibodies as well as the milk. There is a specific protocol and dosage that must be followed,” states Dr. Hinkle. Too much of the urine antibodies can become cytotoxic, and therefore she recommends each patient be tested to see the exact dosage of milk and supplements that they need. Each individual is different.
- Several people diagnosed with Crohn's Disease have contacted Dr. Hinkle to tell her of the great results they have had with the camel milk. One California resident told of being bedridden for two years before he was able to go to Israel to drink camel milk. Within five days, all of his symptoms had disappeared. He said that he had his life back again. He continues to drink the milk and has had no Crohn's symptoms in the last three years.
- Dr. Hinkle has heard from several families with HIV/AIDS patients who tell her that their sons and daughters are thriving on the milk and it is giving them such relief from symptoms such as diarrhea and fatigue, etc. Dr. Hinkle is working to try and get a clinic in Africa to start a study with the camel milk. She says that the funds that were available in the past have been reduced and we need to do everything we can to help with this disease.
- Pets are benefitting from the milk as well as humans. The owner of a valuable show dog was worried because the mother was unable to nurse her puppies. She had her veterinarian consult with Dr. Hinkle before putting the puppies on the milk. The owner sent a recent photo with the quote, "All puppies are happy, healthy and fat!!!"
- One cat owner contacted Dr. Hinkle to say that her cat had lost most of its hair from an immune system disorder, but after being on the milk for eight weeks, the cat's fur was thick and healthy. These are just a few of the hundreds of emails from pet owners.
segunda-feira, 21 de novembro de 2011
Autism's mysteries remain as numbers grow
Until they were 18 months old, the Gaston triplets seemed like normal, healthy babies.
It remains one of the greatest mysteries of medicine. Although autism will be diagnosed in more than 25,000 U.S. children this year, more than new pediatric cases of AIDS, diabetes and cancer combined, scientists and doctors still know very little about the neurological disorder.
Unlike childhood diabetes or pediatric leukemia, there is no blood test, no scan, no image that can detect autism. Diagnosis relies totally on behavioral observation and screening. And that's not easy.
According to the National Institute of Neurological Disorders and Stroke, three distinctive behaviors characterize autism: lack of social interaction, problems with verbal and nonverbal communication, and repetitive behaviors or narrow, obsessive interests. But children with autism display these symptoms in many different ways, some as mild as avoiding eye contact, while others are totally immersed in a world of their own.
Unlike childhood diabetes or pediatric leukemia, there is no blood test, no scan, no image that can detect autism. Diagnosis relies totally on behavioral observation and screening. And that's not easy.
According to the National Institute of Neurological Disorders and Stroke, three distinctive behaviors characterize autism: lack of social interaction, problems with verbal and nonverbal communication, and repetitive behaviors or narrow, obsessive interests. But children with autism display these symptoms in many different ways, some as mild as avoiding eye contact, while others are totally immersed in a world of their own.
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Dr. Gary Goldstein, president of Kennedy Krieger Institute, one of the leading U.S. facilities for autism research and treatment, says although doctors know more about autism than ever, plenty of questions remain unanswered. Over the past few years, it has become clear that genetics play a big role in the development of autism. But researchers believe something -- a trigger -- sets off autism in a child.
"It's a combination of being genetically vulnerable, and then having some kind of social or toxic exposure that tips you over," Goldstein says. If scientists find that trigger, they could find the missing piece of the autism puzzle.
It's that missing puzzle piece that frustrates families with autistic children. When the Gaston triplets of Ellicott City, Maryland, were born seven years ago, their parents, Lynn and Randy, were thrilled. For years, they had been trying to have children. After in vitro fertilization, Lynn gave birth to identical twins, Hunter and Nicholas, and a fraternal brother named Zachary. Though they were born prematurely, they grew to be healthy, happy babies. Then something changed.
At around 18 months, the boys began to display unusual behaviors. Zach became compulsive, lined up cereal boxes and toys; he wouldn't socialize and kept to himself. Hunter would roam the house at night and scream at the top of his lungs. Nick just stopped talking.
"It's a combination of being genetically vulnerable, and then having some kind of social or toxic exposure that tips you over," Goldstein says. If scientists find that trigger, they could find the missing piece of the autism puzzle.
It's that missing puzzle piece that frustrates families with autistic children. When the Gaston triplets of Ellicott City, Maryland, were born seven years ago, their parents, Lynn and Randy, were thrilled. For years, they had been trying to have children. After in vitro fertilization, Lynn gave birth to identical twins, Hunter and Nicholas, and a fraternal brother named Zachary. Though they were born prematurely, they grew to be healthy, happy babies. Then something changed.
At around 18 months, the boys began to display unusual behaviors. Zach became compulsive, lined up cereal boxes and toys; he wouldn't socialize and kept to himself. Hunter would roam the house at night and scream at the top of his lungs. Nick just stopped talking.
UNRAVELING THE MYSTERY OF AUTISM
http://www.svsu.edu/emplibrary/wendybuse_braun03.pdf
Autism is a lifelong disability affecting nearly 1 in 250 children
born in the world today. With the diagnosis of autism reaching
epidemic proportions, it is important that accurate information is made
available to anyone who will be working with, living with, or loving a
person with autism. And let's face it, with numbers as small as these,
it is becoming more likely than not that each and every one of us will
be touched by a person with autism in our lifetime.
It is with this in mind that I assembled my PowerPoint
Presentation. It is a comprehensive presentation that includes
statistics, symptoms, causes, and treatments regarding the subject of
autism, as well as providing a brief glimpse into the life of a child
with autism. The following is a synopsis of what you will find in this
presentation:
DEFINITION
§ Autism is a complex developmental disability that typically
appears during the first three years of life. It impacts the
normal development of the brain in the areas of social
interaction and communication skills. It is a spectrum disorder,
meaning that the symptoms and characteristics can present
themselves in a wide variety of combinations, from mild to
severe.
(Autism Society of America)
§ Autism is widely recognized as a neurodevelopmental disorder that
affects the functioning of the brain. It is not a behavioral,
emotional or conduct disorder. It is not a mental illness.
There are no medical tests that can be used to diagnose autism.
(Shriver, 1999)
STATISTICS
§ 1 in 1000 individuals are diagnosed with "classic" autism.
§ 1 in 500 individuals are diagnosed within the autism spectrum,
including Pervasive Developmental Disorders.
§ 1 in 200 individuals are diagnosed within the autism spectrum,
including Pervasive Developmental Disorders and Aspergers
Syndrome.
(Autism Society of Wisconsin)
o Pervasive Developmental Disorder-Not Otherwise Specified is
the diagnosis made for children who do not meet the
criteria for a specific diagnosis, but there is a severe
and pervasive impairment in specified behaviors.
o Asperger's Syndrome (Disorder) is 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.
(Autism Society of America)
§ Every day 53 babies are born in the United States who will later
be diagnosed with Autism Spectrum Disorders. (Autism Society of
Wisconsin)
§ Autism is four times more prevalent in boys than in girls. It
has no racial, ethnic or social boundaries. Family income,
2
lifestyle, and educational levels do not affect the chance of
autism's occurrence. (Autism Society of America)
§ Research shows that 50% of children diagnosed with autism will
remain mute throughout their lives.
(National Institute of Mental Health)
§ Approximately 10% of autistic individuals have savant abilities.
(Edelson)
· Savant abilities refers extraordinary skills
not exhibited by most persons.
SYMPTOMS
§ The National Institute of Mental Health listed many of the
symptoms that might occur with an autistic individual. Deficits
in the area of communication, social interaction and exploration
of environment are the three main areas cited.
(National Institute of Mental Health)
§ Children and adults with autism typically have difficulties in
verbal and non-verbal communication, social interactions, and
leisure play or activities. Stereotypic (self-stimulatory)
behaviors may be present, and in some cases, aggressive and/or
self-injurious behaviors might be present.
(Autism Society of America)
CAUSES
§ A specific cause of autism is unknown.
§ Current research links autism to biological and neurological
differences in the brain.
(Autism Society of America)
§ Studies of twins in the UK confirm that autism has a heritable
component but suggest that environmental influences play a role
as well. By examining the inheritance of the disorder,
researchers have shown that autism does run in families, but not
in a clear-cut way. Siblings of people with autism have a 3 to 8
percent chance of being diagnosed with the same disorder.
(Rodier, 2000)
§ Autism is not caused by bad parenting.
(Autism Society of America)
§ Autism is not caused by "refrigerator moms" as suggested by
psychiatrist Bruno Bettelheim in the 1950s. (Jones, 1999)
TREATMENTS
§ Sensory Integration
o Integration and interpretation of sensory stimulation from
the environment by the brain. (Hatch-Rasmussen)
§ Behavioral Interventions
o Early, intensive behavioral interventions may improve
outcomes for children with autism and help them to achieve
their maximum potential.
(Center for Disease Control)
§ Diet
3
o People with autism are more susceptible to allergies and
food sensitivities than the average person. (Edelson) The
most common food sensitivity for children with autism is to
gluten and casein.
o Special diets, as described in Karyn Seroussi's book, may
be helpful to some children. (Seroussi, 2000)
§ Vitamin Therapy
o parents have reported that they have tried B6/magnesium and
/or DMG often with good or spectacular results (Rimland,
1994)
TEACHING TIPS FOR CHILRDEN WITH AUTISM
§ Use visuals
§ Avoid long strings of verbal instruction
§ Encourage developing child's special talents
§ Use child's fixations to motivate school work
§ Use concrete, visual methods to teach number concepts
§ Let child use a typewriter instead of writing
§ Protect child from sounds that hurt their ears
§ Place child near a window and avoid using fluorescent lights
§ Use weighted vests to calm nervous system
§ Interact with child while they are swinging or rolled in a mat
§ Don't ask child to look and listen at the same time
§ Teach with tactile learning materials (sandpaper alphabet)
§ Use printed words and pictures on flashcard
§ Generalize teaching
(Grandin, 2001)
PARENTING A CHILD WITH A DISABILITY
§ Seek the assistance of another parent
§ Rely on positive resources in your life (church, counselors)
§ Take it one day at a time
§ Learn the terminology
§ Seek information (internet, support groups, library)
§ Do not be intimidated
§ Maintain a positive outlook
§ Find programs for your child
§ Take care of yourself
§ Decide how to deal with others
§ Keep daily routines as normal as possible
§ Know that you are not alone
§ Most importantly, keep your sense of humor
(Smith, 2000)
There are no known causes, no known cures and no good answers as
to how to work with children with autism. However, it is important to
dispel some of the myths and mysteries of autism. View the enclosed
PowerPoint Presentation regarding this subject. My goal is to do just
that.
References
Autism Society of America (2002) What is Autism? Retrieved
March 17, 2002,
from http:www.autismsociety.
org/whatisautism/autism.html
Autism Society of Wisconsin Autism Spectrum Disorders –
Statistics. Retrieved March
17, 2002, from
http://www.asw4austism.org/Incidence.htm
Center for Disease Control. FAQs about Autism. Retrieved
March 17,
2002, from
http://www.cdc.gov/nip/vacsafe/concerns/autism/autism.htm
Edelson, Stephen M. Allergies and Food Sensitivities.
Retrieved March 17, 2002, from
http://www.autism.org/allergy.html
Edelson, Stephen M. Autistic Savant. Retrieved March 17,
2002, from http://www.autism.org/savant.html
Grandin, Temple (2001) Teaching Tips for Children and
Adults with Autism.
Retrieved March 17, 2002, from
http://www.autism.org/temple/tips.html
Hatch-Rasmussen, Cindy Sensory Integration. Retrieved
March 17, 2002, from
http://www.autism.org/si.html
Jones, Nancy (1999) About Autism: A Severe Disorder of the
Nervous System.
Retrieved March 17, 2002, from
http://www.closingthegap.com/lib/pdf/1999/Oct-
Nov99/jones.pdf
National Institute of Mental Health. Autism. Retrieved
March 17, 2002, from
http://www.nimh.nih.gov/publicat/autism.cfm
Rimland, Bernard (1994). The Second Great Autism
Watershed. Retrieved July 23,
2003, from
http://www.autism.com/ari/editorial/watershed.html
Rodier, Patricia M. (2000). Early Origins of Autism.
Scientific American, 282, 56-63.
Seroussi, Karyn (2000). Unraveling the Mystery of Autism
and Pervasive
Developmental Disorders. New York, NY: Simon &
Schuster
Shriver, Mark D., Allen, Keith D., Mathews, Judith R.
(1999). Effective assessment of the
shared and unique characteristics of children with
autism. The School Psychology
Review, 28, 538-58.
Smith, Patricia McGill (2000) You Are Not Alone: For
Parents When They Learn
That Their Child Has a Disability. Retrieved March
26, 2002, from
http://www.kidsource.com/NICHCY/parenting.disab.all.4.
2.html
Autism is a lifelong disability affecting nearly 1 in 250 children
born in the world today. With the diagnosis of autism reaching
epidemic proportions, it is important that accurate information is made
available to anyone who will be working with, living with, or loving a
person with autism. And let's face it, with numbers as small as these,
it is becoming more likely than not that each and every one of us will
be touched by a person with autism in our lifetime.
It is with this in mind that I assembled my PowerPoint
Presentation. It is a comprehensive presentation that includes
statistics, symptoms, causes, and treatments regarding the subject of
autism, as well as providing a brief glimpse into the life of a child
with autism. The following is a synopsis of what you will find in this
presentation:
DEFINITION
§ Autism is a complex developmental disability that typically
appears during the first three years of life. It impacts the
normal development of the brain in the areas of social
interaction and communication skills. It is a spectrum disorder,
meaning that the symptoms and characteristics can present
themselves in a wide variety of combinations, from mild to
severe.
(Autism Society of America)
§ Autism is widely recognized as a neurodevelopmental disorder that
affects the functioning of the brain. It is not a behavioral,
emotional or conduct disorder. It is not a mental illness.
There are no medical tests that can be used to diagnose autism.
(Shriver, 1999)
STATISTICS
§ 1 in 1000 individuals are diagnosed with "classic" autism.
§ 1 in 500 individuals are diagnosed within the autism spectrum,
including Pervasive Developmental Disorders.
§ 1 in 200 individuals are diagnosed within the autism spectrum,
including Pervasive Developmental Disorders and Aspergers
Syndrome.
(Autism Society of Wisconsin)
o Pervasive Developmental Disorder-Not Otherwise Specified is
the diagnosis made for children who do not meet the
criteria for a specific diagnosis, but there is a severe
and pervasive impairment in specified behaviors.
o Asperger's Syndrome (Disorder) is 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.
(Autism Society of America)
§ Every day 53 babies are born in the United States who will later
be diagnosed with Autism Spectrum Disorders. (Autism Society of
Wisconsin)
§ Autism is four times more prevalent in boys than in girls. It
has no racial, ethnic or social boundaries. Family income,
2
lifestyle, and educational levels do not affect the chance of
autism's occurrence. (Autism Society of America)
§ Research shows that 50% of children diagnosed with autism will
remain mute throughout their lives.
(National Institute of Mental Health)
§ Approximately 10% of autistic individuals have savant abilities.
(Edelson)
· Savant abilities refers extraordinary skills
not exhibited by most persons.
SYMPTOMS
§ The National Institute of Mental Health listed many of the
symptoms that might occur with an autistic individual. Deficits
in the area of communication, social interaction and exploration
of environment are the three main areas cited.
(National Institute of Mental Health)
§ Children and adults with autism typically have difficulties in
verbal and non-verbal communication, social interactions, and
leisure play or activities. Stereotypic (self-stimulatory)
behaviors may be present, and in some cases, aggressive and/or
self-injurious behaviors might be present.
(Autism Society of America)
CAUSES
§ A specific cause of autism is unknown.
§ Current research links autism to biological and neurological
differences in the brain.
(Autism Society of America)
§ Studies of twins in the UK confirm that autism has a heritable
component but suggest that environmental influences play a role
as well. By examining the inheritance of the disorder,
researchers have shown that autism does run in families, but not
in a clear-cut way. Siblings of people with autism have a 3 to 8
percent chance of being diagnosed with the same disorder.
(Rodier, 2000)
§ Autism is not caused by bad parenting.
(Autism Society of America)
§ Autism is not caused by "refrigerator moms" as suggested by
psychiatrist Bruno Bettelheim in the 1950s. (Jones, 1999)
TREATMENTS
§ Sensory Integration
o Integration and interpretation of sensory stimulation from
the environment by the brain. (Hatch-Rasmussen)
§ Behavioral Interventions
o Early, intensive behavioral interventions may improve
outcomes for children with autism and help them to achieve
their maximum potential.
(Center for Disease Control)
§ Diet
3
o People with autism are more susceptible to allergies and
food sensitivities than the average person. (Edelson) The
most common food sensitivity for children with autism is to
gluten and casein.
o Special diets, as described in Karyn Seroussi's book, may
be helpful to some children. (Seroussi, 2000)
§ Vitamin Therapy
o parents have reported that they have tried B6/magnesium and
/or DMG often with good or spectacular results (Rimland,
1994)
TEACHING TIPS FOR CHILRDEN WITH AUTISM
§ Use visuals
§ Avoid long strings of verbal instruction
§ Encourage developing child's special talents
§ Use child's fixations to motivate school work
§ Use concrete, visual methods to teach number concepts
§ Let child use a typewriter instead of writing
§ Protect child from sounds that hurt their ears
§ Place child near a window and avoid using fluorescent lights
§ Use weighted vests to calm nervous system
§ Interact with child while they are swinging or rolled in a mat
§ Don't ask child to look and listen at the same time
§ Teach with tactile learning materials (sandpaper alphabet)
§ Use printed words and pictures on flashcard
§ Generalize teaching
(Grandin, 2001)
PARENTING A CHILD WITH A DISABILITY
§ Seek the assistance of another parent
§ Rely on positive resources in your life (church, counselors)
§ Take it one day at a time
§ Learn the terminology
§ Seek information (internet, support groups, library)
§ Do not be intimidated
§ Maintain a positive outlook
§ Find programs for your child
§ Take care of yourself
§ Decide how to deal with others
§ Keep daily routines as normal as possible
§ Know that you are not alone
§ Most importantly, keep your sense of humor
(Smith, 2000)
There are no known causes, no known cures and no good answers as
to how to work with children with autism. However, it is important to
dispel some of the myths and mysteries of autism. View the enclosed
PowerPoint Presentation regarding this subject. My goal is to do just
that.
References
Autism Society of America (2002) What is Autism? Retrieved
March 17, 2002,
from http:www.autismsociety.
org/whatisautism/autism.html
Autism Society of Wisconsin Autism Spectrum Disorders –
Statistics. Retrieved March
17, 2002, from
http://www.asw4austism.org/Incidence.htm
Center for Disease Control. FAQs about Autism. Retrieved
March 17,
2002, from
http://www.cdc.gov/nip/vacsafe/concerns/autism/autism.htm
Edelson, Stephen M. Allergies and Food Sensitivities.
Retrieved March 17, 2002, from
http://www.autism.org/allergy.html
Edelson, Stephen M. Autistic Savant. Retrieved March 17,
2002, from http://www.autism.org/savant.html
Grandin, Temple (2001) Teaching Tips for Children and
Adults with Autism.
Retrieved March 17, 2002, from
http://www.autism.org/temple/tips.html
Hatch-Rasmussen, Cindy Sensory Integration. Retrieved
March 17, 2002, from
http://www.autism.org/si.html
Jones, Nancy (1999) About Autism: A Severe Disorder of the
Nervous System.
Retrieved March 17, 2002, from
http://www.closingthegap.com/lib/pdf/1999/Oct-
Nov99/jones.pdf
National Institute of Mental Health. Autism. Retrieved
March 17, 2002, from
http://www.nimh.nih.gov/publicat/autism.cfm
Rimland, Bernard (1994). The Second Great Autism
Watershed. Retrieved July 23,
2003, from
http://www.autism.com/ari/editorial/watershed.html
Rodier, Patricia M. (2000). Early Origins of Autism.
Scientific American, 282, 56-63.
Seroussi, Karyn (2000). Unraveling the Mystery of Autism
and Pervasive
Developmental Disorders. New York, NY: Simon &
Schuster
Shriver, Mark D., Allen, Keith D., Mathews, Judith R.
(1999). Effective assessment of the
shared and unique characteristics of children with
autism. The School Psychology
Review, 28, 538-58.
Smith, Patricia McGill (2000) You Are Not Alone: For
Parents When They Learn
That Their Child Has a Disability. Retrieved March
26, 2002, from
http://www.kidsource.com/NICHCY/parenting.disab.all.4.
2.html
quarta-feira, 7 de setembro de 2011
terça-feira, 16 de agosto de 2011
The impact of autism
While many people with autism and their families will cope well with the additional challenges autism brings, the emotional impact of autism is often difficult and sometimes devastating for people with autism and the families of those affected.
In the case of people with, for example, Asperger Syndrome, levels of mental health problems and depression are high as individuals struggle to cope in everyday society. Whilst many people argue that people with autism should be regarded simply as different rather than 'disordered', there is no doubt of the very real distress that autism can cause.
People with autism and learning disabilities may have no speech and complex special needs and may need full-time care.
For the individual with autism, the world can be a confusing and lonely place, where everyone except them understands the rules of appropriate behaviour.
For the family of an autistic child life is often stressful. Parents and siblings usually have to cope with unyielding challenging behaviour and possibly sleep deprivation, as many children with autism do not sleep for long periods of time.
Because children and adults with autism find it difficult to manage in social situations, many families become isolated.
Added to this, is the difficult and lengthy processes to obtain from local authorities the special education to which children with autism are entitled.
Many parents with autistic children believe that they will be primary carer for life and are often very concerned about what will happen to their child when they die.
The stresses to family life can lead to relationship breakdowns, divorce and, in extreme circumstances, suicide.
Just under half of parents of children with autism experience mental distress.
Research by the National Autistic Society has found that
- 90% of parents of children with Asperger Syndrome report their child has been a target of bullying in the past year
- 20% children with autism have been excluded from school
- 15% of adults with autism are in full time paid employment
- 49% of adults with autism still live with their parents
Each year, autism costs families and public services some £28 billion in the UK. Of this:
- £15 billion provides services for adults
- £9.2 billion is the cost of lost employment
- £2.7billion is the cost of supporting children with autism in their education
The remaining costs are the additional family expenses.
Of the medical conditions so far researched, autism appears to have the highest cost to the country.
The average additional lifetime costs for living support and education for someone with autism and learning disabilities is £4.7m.
The average lifetime costs for living support and education of someone with, for example, Asperger Syndrome is £2.9m.
domingo, 14 de agosto de 2011
What is autism?
Autism is a condition which is usually diagnosed before a child is three. Autistic children have delayed speech or no speech at all, problems interacting socially, limited interests and odd or repetitive behaviors. Autism is a neurodevelopmental disorder caused by abnormal brain development and functioning. Many children with autism also have an intellectual disability.
Finding the right treatment plan can be challenging because every child is unique and has different strengths and weaknesses. Often parents have their child tested for hearing problems because their child does not respond to conversation or commands. They may also show strange or difficult to manage behaviors. Early detection and getting the right educational, medical, behavioral, and supportive services can improve the functioning and long-term outlook of children with autism.
frequently asked questions
- What is autism?
- What are early signs of autism?
- What are some symptoms of autism that parents and caregivers can look for?
- What is the difference between autism and Asperger’s disorder?
- Are there treatments available for autism?
- Are there medication treatments for autism?
- Why do children with autism have difficulty learning in a regular classroom setting?
- What is the difference between autism and pervasive developmental disorder, not otherwise specified (PDD, NOS)?
The Child With Autism
No. 11; Updated May 2008
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:
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.
http://aacap.org/page.ww?name=The+Child+with+Autism§ion=Facts+for+Families
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
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.
http://aacap.org/page.ww?name=The+Child+with+Autism§ion=Facts+for+Families
sábado, 30 de julho de 2011
Autism disorder
Posted by Sylvia on Wednesday, November 26, 2003 (12:20:25)
By David Whitney - Bee Washington Bureau 21/11/2003
WASHINGTON - Autism, the perplexing brain disorder that has been the personal tragedy of thousands of families, is spreading so fast that it is creating a huge financial liability for the government, California experts told a national summit here Thursday.
Rick Rollens, co-founder of the UC Davis MIND Institute for research into autism, told the first-ever Autism Summit Conference that since January the state has been adding an average of 11 a day to its list of severely autistic children qualifying for state-financed services.
At an average lifetime cost of $4 million each, Rollens said the growth rate represents $44 million a day in long-term state liability.
"In the first nine months of 2003, over $1 billion in taxpayer liability has been added," said Rollens, the former secretary of the California Senate who now is a leading national advocate for the autistic, including his 13-year-old son, Russell.
Autism typically affects a person's ability to communicate, form relationships and respond appropriately to the external world. It has a wide range of symptoms, sometimes so mild as to allow a child to function in a regular classroom with special services and at other times so severe that a child cannot speak and is institutionalized. It is three times more prevalent in males.
Four years ago, Rollens shocked Congress in reporting on a state study that found the incidence of the disorder was up 300 percent in a decade. Its spread has more than doubled since then, he reported Thursday.
Rollens spoke at the national summit on autism that drew people from around the country. Among the speakers were Education Secretary Rod Paige and Health and Human Services Secretary Tommy Thompson.
But in sessions dealing with the grim details of the worldwide epidemic, researchers said they were no closer to knowing why so many more children are being afflicted with the disorder now than a decade ago, a year ago and even a few months ago.
Rollens' figures from California show a continuing upward trend just since December when there were 20,377 receiving assistance for the severest form of autism through the state Department of Developmental Services. Today the number is over 22,000.
Judith Grether, a Berkeley researcher for the state health services department, told the conference that what's happening in California appears to be a phenomenon throughout the industrialized world.
But she said there is no scientific certainty behind any of the numbers because there is no single source for the data.
The MIND Institute in Sacramento is one of the leading centers studying autism. The name is an acronym for the Medical Investigation of Neurodevelopmental Disorders. Grether said the institute has begun a large study that will help identify what may be behind the escalating numbers, but that task is complicated because it is unknown whether autism is prenatal, triggered by environmental factors or neither.
A leading suspect is preservatives in serums used in inoculations against childhood diseases, but Rollens said the evidence for that is mostly coincidental because the rapid increase in autism began about the time the state began requiring proof of inoculations before children could enter public schools.
The cause also could be linked to household chemicals or chemicals that make their way into common foods. And although there is agreement that the earliest intervention by behavioral psychologists can make a dramatic difference in a child's prognosis and future care needs, in some children the first evidence of the disorder doesn't appear until age 4 or 5.
"We have to develop tests that can be given at birth that tell us to start treatment now," said Kathleen Berry of Elk Grove, an advocate for Families of Early Autism Treatment with two autistic children of her own.
quarta-feira, 27 de julho de 2011
ENZYME THERAPY OF AUTISM
By Karen Defelice, Natural Solutions magazine
The pounding went on all day and all night. My son was a chronic head-banger from early on. Our efforts to help him resolve this and other debilitating problems, such as extreme sensory sensitivities and socialization difficulties, led us down many roads. Enzymes provided one of the key paths.
In the past five years, enzyme therapy has emerged as one of the most successful treatments for autism-related conditions, based on a new understanding about how closely the digestive, nervous, and immune systems function together and on how to use specific enzymes. Since taking them, my older son, who was diagnosed with an autism spectrum condition (ASC), no longer bangs his head on the floor 10 to 14 hours a day. He now interacts with others around him and communicates well. His sleep and sensory problems have also improved. The rest of us took enzymes as well, and my younger son’s reflux and bowel problems faded away and my chronic migraines disappeared.
My family isn’t the only one to experience these outcomes. After tracking results for more than five years, I’ve found that 90 to 93 percent of people with ASC see improvements after trying a good-quality enzyme product. Benefits appear in a wide range of behavior, language, cognitive, and physical issues, and older children and adults experience these benefits as much as younger kids.
Food Intolerances and Allergies
Autistic children often suffer from numerous kinds of food intolerances and digestive problems. My son was so sensitive to dairy, he would begin banging his head hard on the floor about three hours after eating it. While this reaction occurred with other foods and stimuli, we knew that dairy was a specific trigger. To resolve it we found a product containing several proteases including one known as DPP IV, which breaks down dairy and gluten proteins.
Autistic children often suffer from numerous kinds of food intolerances and digestive problems. My son was so sensitive to dairy, he would begin banging his head hard on the floor about three hours after eating it. While this reaction occurred with other foods and stimuli, we knew that dairy was a specific trigger. To resolve it we found a product containing several proteases including one known as DPP IV, which breaks down dairy and gluten proteins.
Unlike many drug therapies, enzymes are a quick and relatively inexpensive option to try, with a high probability for success. You will usually see results within the first four weeks, and often with just one bottle. While we found success by focusing on specific enzymes, some ACS children respond equally well to a broad-spectrum enzyme product that focuses on the digestion of carbohydrates and fats in addition to proteins. As you plan out a course of enzyme therapy, think in terms of categories: Children who have trouble digesting proteins need proteases; amylases break down carbohydrates; problems with candida yeast respond well to fiber digesting enzymes; and those with dairy intolerance benefit from lactase and DPP IV enzymes. Ascertain which category applies best to your child’s particular problem and then choose among the enzyme products within this category. Most families with children who have developmental delays tend to get best results using one of the broad-spectrum products at all meals along with one of the strong protease products.
The Bug Connection
Many children with autism related conditions also suffer from candida yeast or bacterial overgrowth in the gut. To resolve the problem try yeast-targeting products with high levels of fiber-digesting enzymes (like cellulases) to break down the outer walls of yeast cells. The product should also contain a high level of proteases to help clear out pathogenic yeast and reduce any die-off reactions. Consider combining a yeast-controlling herbal supplement such as grapefruit seed extract or oregano with the enzymes for a synergistic effect.
Many children with autism related conditions also suffer from candida yeast or bacterial overgrowth in the gut. To resolve the problem try yeast-targeting products with high levels of fiber-digesting enzymes (like cellulases) to break down the outer walls of yeast cells. The product should also contain a high level of proteases to help clear out pathogenic yeast and reduce any die-off reactions. Consider combining a yeast-controlling herbal supplement such as grapefruit seed extract or oregano with the enzymes for a synergistic effect.
Underlying persistent viral infections also seem prevalent in autistic children, and when these are addressed, the children show some permanent improvements in language, socialization, behavior, and cognitive ability. Several autism specialists are turning to Valtrex, a prescription antiviral medication that provides good results. Another alternative, ViraStop, is a specialty blend of enzymes used between meals at high therapeutic doses (12 to 15 capsules per day). Two preliminary investigations using ViraStop resulted in a program that has delivered excellent results. Combining this with other supplements that have antiviral properties, such as olive leaf extract, vitamin C, or monolaurin, increases its effectiveness against viruses.
While the exact mechanisms of enzyme therapy remain obscure in the case of autism, it clearly works on underlying causes, not just symptoms. Even though not all my son’s sensory problems have disappeared, he has became much more social, his grades have improved, and his general anxiety has gone away. Now when people ask me how my son is, I’m thankful I’m able to say, truthfully, “He’s fine!”
Read more: http://www.care2.com/greenliving/enzyme-therapy-for-autism.html#ixzz1TJkL2UJC
terça-feira, 19 de julho de 2011
Autism - Symptoms
Autism - Symptoms
Core symptoms
The severity of symptoms varies greatly, but all people with autismhave 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. Manyteens 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 skills-special 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.
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. Also, other conditions with similar symptomsmay also have similarities to or occur with autism.
segunda-feira, 18 de julho de 2011
Dear Future,
I have to be honest, I don’t know you very well. I don’t know if I can count on you or how reliable you’ll be. I’d like to think that you have only good intentions and that you’ll only get better, but I’m not naive. I know that you’re just as uncertain as I am and quite frankly, that scares me.
You see, my child has autism and as such, the past has presented me with a lot of fears as well as challenges that I’ve had to learn to overcome. I’ve also had to learn how to teach my child to overcome them. The past tends to remind me of those that turned their backs on us, had nothing left to help us with, gave us a lot more questions than answers and basically dropped a bomb on us before leaving us to the cold. To put it mildly, the past has not been too kind to my family. I’d much rather forget the past and move on, which is where you come in.
Dear future, I’m coming to you with an open mind. I know you’re not perfect and that there is already a lot of demand being placed on you. But I have to make you understand that I have a lot riding on you as well. I need you to be kind and compassionate. More so, I need you to have a lot of understanding and to be very accepting.
You see, I don’t know how much longer I’ll be around to take care of my child. And my child needs me so very much. Autism has made my child and I feel very alone in this world. We are looking to you to pick up where I will eventually leave off. I will be depending on you to be there for my child when I no longer can be and I’ll be depending on you to be bright and loving.
I am doing the best that I can now to prepare my child for you, but that’s a daunting task for the best of us. Since my child has autism, it’s just so very much harder. My child needs more guidance, more support, more understanding and more acceptance. The present provides some of these things and it has been helpful. But if I wasn’t here, it wouldn’t be enough.
The present is very nice and friendly but to be honest, I feel like I’m in a dentist’s waiting room and the present is the receptionist. I’m asked a lot of questions to which I answer, but have no idea what any of it means. I’m made to feel welcome with some magazine articles to read and the present even makes some small talk that resembles information sharing. But again, gives me no real answers.
For what seems like forever, I sit and stare at the present while they are constantly writing things down, filing things and taking phone calls from everyone and no one, while I sit there trying to keep my child calm. We’re waiting for you… the future.
Dear future, I’m going to need for you to be prepared. I need for you to do more than just wait until I get to you. The past gave me an awful lot of questions for which the present had no answers to. I will be needing you to provide those answers.
I can’t imagine what life will be like for my child if you don’t have those answers. Answers such as where my child will live, and with whom. Will my child job have a job waiting? Will there be better medications and treatments available that offer more consistent results? Will there be love waiting for my child with the possibilities of a family as well?
I have no one else. You’re it. I’m sending you my child whether you like it or not… for better or worse. Dear future, if you’re not ready for that, please do whatever it is you have to do to be ready. My name will be called soon and my child will be needing you. So I’m needing you right now. Please be ready.
“In Their Own Words” is a series within the Autism Speaks blog which shares the voices of people who have autism, as well as their loved ones. If you have a story you wish to share about your personal experience with autism, please send it to editors@autismspeaks.org. Autism Speaks reserves the right to edit contributions for space, style and content. Because of the volume of submissions, not all can be published on the site.
This “In Their Own Words” is by Stuart Duncan. His son Cameron has autism and was diagnosed at two and a half. Stuart lives in Toronto, Canada. Check out his Facebook and Twitter.
http://blog.autismspeaks.org/2010/12/16/itow-dear-future/
SPREAD AUTISM CASE: A special request, an Autism Birthday Wish
My birthday is coming up, June 5th, and I wanted to ask a special request of you.
No I don’t want presents or money. I don’t really even want anyone to know that it is my birthday to be honest. I’m quite content with just going about my business.
However, there are a few things that I’d like for you to do for me, if you’d be so inclined. I’ve listed them below and I ask that you do one or more or all of them.
Donate to the charity of your choice
It would mean even more to me if it’s an Autism charity but it’s not necessary. If you have a favourite charity that improves peoples lives, that really helps people and is working hard to make a real difference, please make a donation.I’m not asking for any specific amount, nor for you to do it in my name. I’m not even giving you a charity or list of charities to choose from. But to just do it because I asked you too.
Volunteer your time
Much like charity, donating your time is a wonderful way to help out and make a difference. It need only be for a few hours, it can be in any place that works to benefit people.Just set aside some time one day and dedicate a little time to volunteering at a place that will have you. It doesn’t even have to be on June 5th. You can do it one long week-end where you get an extra day off anyhow.
Don’t let the negativity out one time
This is something that I practice as much as I can and it really does make a difference in your own personal life.What I do is, each day, I catch myself before I say, write, share or even think one negative thing. Whether it’s me thinking that I can’t do something or being upset with someone else for what they said or did… I stop myself, realize what it is that I’m doing and stop myself.
Instead, I think I can do it, I am not here to judge and I don’t have to get into an argument just because someone on the internet was wrong (that one is hard!).
One time, when you feel down on yourself or get mad at someone in the next few days, or each day if you can…. think about me and think about how I asked that you not do it.
Conclusion
I don’t need anything for myself. What I really want is for people to stop fighting, for people to work together and for people to pitch in a few of their off hours or a little money.You don’t have to tell me you did it and you don’t have to do it in my name. Just do it and feel good about doing it.
That’s what I like to see most.
http://www.stuartduncan.name/autism/2011-an-autism-birthday-wish/
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