Autism

A Mother's Autism Campaign Article By: Kent Erdahl Article Date: 01/24/2008 Hi! I'm Lin Wessels. I felt it important to share with you my most recent efforts and more importantly, the results of of those efforts, on behalf of those living with autism and their loved ones. I hope you are able to access the links. I sincerely hope you enjoy this and it gives you new found hope... http://www.ksfy.com/results?keywords=Autism+the+Epidemic%3F&searchType=vid A Mother's Autism Campaign Autism is now the fastest growing childhood impairment in the country, affecting 1 in 150 children. Last month KSFY told you about a mother in Iowa who is determined to find out why. And now, after a trip to Washington D.C., she says she's a little bit closer to an answer. By Kent Erdahl Story Created: Dec 16, 2007 at 9:24 PM CST Story Updated: Dec 16, 2007 at 11:37 PM CST Multimedia Watch The Video Lin Wessels' campaign to find a cause for autism began when her son, Sam, was diagnosed three and half years ago, but it intersected with Senator John McCain's campaign for president on October 26th. "Would you commit to meeting with a special task force of parents such as myself? Anywhere, any time, you name the place, we'll be there," asked Wessels. Sen. McCain said, "Yes Ma'am and I will do it at your convenience either here or Washington D.C. or some other geographic location that is most convenient for the people that you want me to meet with." In November that meeting took place in Washington, where Lin says McCain acted more like a Senior Senator than a candidate. "When I walked into his Senate office, right in front of him on the table was the research I had given him at the town hall meeting here in town. The folder was tattered and bent and well used." Wessels has been pushing for more research into a link between autism and vaccines that contain a mercury based preservative, ever since she found that Sam suffers from mercury poisoning, but after she and the other parents shared their concerns with Senator McCain, "then he said, well this is what I think needs to happen. I think we need to request hearings in the Senate on behalf of your kids. And we were totally in awe," she said. Last week Lin received a copy of a letter formally requesting Senate hearings to examine potential causes of autism. It's signed by McCain and Senator Joe Lieberman. The request still has to clear some political hurdles before hearings become a reality, but Lin says she's hopeful her campaign will continue. "You have to. You have to keep marching on, keep speaking out, and hope that this may be the time for things to start to change." Senator McCain and Lieberman's request is now in the hands of the Senate Health, Education, Labor and Pensions Committee. It will decide if and when the autism hearings take place. December 10, 2007 A-CHAMP Parent-Advocates Meet With Senator McCain (11/20/2007) Senators McCain and Lieberman Request Senate HELP Committee to Conduct Hearing on Autism Research and Causation, including an inquiry into the role of thimerosal (mercury) in vaccines and other environmental factors. See McCain/Lieberman Letter and Photos of the A-CHAMP/Sen. McCain Meeting Here See A-CHAMP's Press Release covering the McCain-Lieberman Letter Here Best to all, Lin Wessels Sam's MAMA (Mom on A Mission for Autism) Parents of vaccine-injured children and many lawmakers on Capitol Hill believe VICA is long overdue for review and adjustment but passage of the Frist bill with all of its pro-drug company/anti-child regulations is not the solution. Jeff Sell, vice-president of the Autism Society of America, an attorney and father of autistic twins said, "It is unconscionable to slam the door on any relief for perhaps 500,000 families-who may face millions of dollars in expenses for lifetime care for a seriously injured child-without providing for an alternative and effective remedy." This isn't the first time Frist has been accused of catering to the pharmaceutical companies-many think in response to large campaign contributions. Last year, a $10,000 campaign contribution was reportedly given to Frist from a drug industry lobbying group the day after he submitted S. 2053 that contained similar language to S. 15 and what was quietly slipped into the Homeland Security Bill in the 11th hour. The corrupt rider was later repealed in response to media backlash and at the request of moderate Republicans. If the Frist Vaccine Injury Compensation Bill does pass, drug companies will not be required to pay for lifelong care of children damaged by Thimerosal, but taxpayers will. "U.S. taxpayers had no part in destroying my child's immune system, his health and his chance of a normal life ... why should they pay for it?" asked Loretta McMahon, mother of a child whose diagnosis recently switched from autism to mercury toxicity. Parents of children with mercury-induced autism say they look to the Burton/Waxman/Weldon Bill in the House as a viable alternative plan because of its due process to pursue civil litigation and for its look-back provision to incorporate thousands of families who presently do not fit into the VICA. They plan a rally at Upper Senate Park, Wednesday, March 19th from 10:00 a.m. - 1:00 p.m. Researchers will be in attendance to talk about the mercury/thimerosal and autism connection. In 1990, the rate of autism was 1 in 10,000. Today that number stands at 1 in 150 according to Centers for Disease Control. This dramatic rise in autism rates correlates with the increase in mercury-exposure through vaccines given to children in the late 1980s and through the 1990s.

A Look at Sensory Integration: When Kids Are Out of Sync With Their Surroundings A therapy created to help children process what they see, hear or feel has its proponents. But others want to see the proof. One child swings on a tire and tosses balls through a hoop; another sits in a sandbox filled with beans. The play may seem ordinary enough, but in the jargon of occupational therapists, these activities are known as sensory integration therapy. "It's almost like a gymnastics class," says Page Heenan, whose daughter, Isabel, underwent a year of sensory integration treatment as a toddler because of a cluster of unexplainable symptoms and behaviors she was experiencing. "She was having night terrors and day terrors," Heenan recalls. "Sometimes she'd just flip out for no reason." Therapists who use these techniques say they are beneficial for treating sensory processing disorders - nervous system problems that impair the way children process sensations such as sights, sounds and smells. They say that up to 5% of children are affected by these types of disorders which, they add, can lead to behavioral problems and learning disabilities. To some, they've made a convincing argument. Children with problems as varied as autism and simple clumsiness are being referred for this type of treatment. Some health insurers now pay for it, and certain school districts provide it free-of-charge to their students. But not everyone is sold on the therapy. Some suggest it is little more than supervised play, pointing out that there is no credible evidence that the therapy works. It's true that some children do seem to respond abnormally to sensory stimulation. In some cases, they seem overly sensitive to touch, movement, sights or sounds. "I couldn't take Isabel out into a crowd or to a party," Heenan says. "She would get overstimulated and just fall apart." Other children may be very insensitive to these same situations. Some children also have difficulty identifying certain sensations. A child might reach into a pocket and not be able to recognize what it contains. Others might have difficulty visually differentiating the letter P from the letter B, or trouble hearing the difference between the words "cat" and "cap." Advocates of sensory integration therapy say these types of problems can lead children to avoid certain experiences because they are unpleasant. "Normally, children seek out sensory challenges on their own - typical kids do this all the time," says Diane Parham, an associate professor in the department of occupational science and occupational therapy at USC. "Sensory integration therapy confronts the child who has avoided certain stimuli." During therapy, controlled sensory stimulation is used to help children learn to manage these experiences and gradually tolerate more difficult challenges. Therapy varies from one child to the next. For a child who has difficulty tolerating loud noise, treatment may involve swinging on a swing while blowing a whistle. A child who doesn't like to be touched might be rolled in a soft blanket. Medical professionals who are critical of this type of therapy point to a lack of proof that children who go through it fare any better afterward than comparable children who are simply left alone. The popularity of the therapy, they say, relies nearly exclusively on anecdotal reports from therapists and testimonials from parents who say their children were helped by it. Some health professionals reject the basic premise underlying sensory integration therapy. They say that sensory processing disorders have not been proven to exist and, even if they do, there is no reliable method to diagnose them. Some proponents of the therapy acknowledge that the results of research studies have been inconclusive. "For people to take it seriously, the research has to be there," says Lucy Miller, director of a sensory integration therapy research center at the Children's Hospital of Denver. The lack of rigorous science showing the safety and effectiveness of these treatments raises questions about whether parents should be offered the therapy and whether health plans and school systems should be paying for them. Still, it's understandable why a parent would want to try sensory integration when there are no other good options available to them. That was Heenan's attitude, particularly after learning that her insurance would cover most of the costs of the treatment. "It wasn't hurting Isabel, she liked it, and it was free." Although her daughter showed some improvement during the course of the therapy, Heenan isn't entirely convinced that the treatments are the reason why. "Was it just maturation?" she asks. Four years later, at age 7, Isabel still exhibits some of the behaviors that led to sensory integration therapy. "I've decided that's just who she is," Heenan says. "We're all different." Dr. Valerie Ulene is a board-certified specialist in preventive medicine practicing in Los Angeles.

A just-published report in the Journal of the American Association of Physicians and Surgeons, conducted by Dr. Mark Geier and David Geier, analyzed mercury doses children received from Thimerosal in childhood vaccines in comparison to Federal Safety Guidelines. The doctors concluded that mercury from Thimerosal did exceed Federal Safety Guidelines and that the study provides "strong epidemiological evidence" for a link between increasing mercury from Thimerosal-containing childhood vaccines and neurodevelopmental disorders such as autism which has reached epidemic proportions. The authors stated, "A causal relationship between Thimerosal-containing childhood vaccines and neurodevelopmental disorders appears to be confirmed." The new legislation, sponsored by Senator Judd Gregg, comes on the heels of the new revealations. The Geier research confirms the findings of an unreleased CDC study, obtained through the Freedom of Information Act, which found a relative risk of 2.48 between thimerosal exposures and autism. Courts of law have generally held that a relative risk of 2.0 or higher is sufficient to substantiate that a given exposure causes disease. Much like the Homeland Security Bill provision, the legislation is attached to a larger bill that most likely will pass swiftly through the Senate due to its anti-terrorism measures. The bill combines three interrelated issues: Bioterrorism-"BioShield", creating a Smallpox Compensation Program and reforming the Vaccine Injury Compensation Act (VICA). Parents of vaccine-injured children and many lawmakers on Capitol Hill believe VICA is long overdue for review and adjustment but passage of the Frist bill with all of its pro-drug company/anti-child regulations is not the solution. Jeff Sell, vice-president of the Autism Society of America, an attorney and father of autistic twins said, "It is unconscionable to slam the door on any relief for perhaps 500,000 families-who may face millions of dollars in expenses for lifetime care for a seriously injured child-without providing for an alternative and effective remedy." This isn't the first time Frist has been accused of catering to the pharmaceutical companies-many think in response to large campaign contributions. Last year, a $10,000 campaign contribution was reportedly given to Frist from a drug industry lobbying group the day after he submitted S. 2053 that contained similar language to S. 15 and what was quietly slipped into the Homeland Security Bill in the 11th hour. The corrupt rider was later repealed in response to media backlash and at the request of moderate Republicans. If the Frist Vaccine Injury Compensation Bill does pass, drug companies will not be required to pay for lifelong care of children damaged by Thimerosal, but taxpayers will. "U.S. taxpayers had no part in destroying my child's immune system, his health and his chance of a normal life ... why should they pay for it?" asked Loretta McMahon, mother of a child whose diagnosis recently switched from autism to mercury toxicity. Parents of children with mercury-induced autism say they look to the Burton/Waxman/Weldon Bill in the House as a viable alternative plan because of its due process to pursue civil litigation and for its look-back provision to incorporate thousands of families who presently do not fit into the VICA. They plan a rally at Upper Senate Park, Wednesday, March 19th from 10:00 a.m. - 1:00 p.m. Researchers will be in attendance to talk about the mercury/thimerosal and autism connection. In 1990, the rate of autism was 1 in 10,000. Today that number stands at 1 in 150 according to Centers for Disease Control. This dramatic rise in autism rates correlates with the increase in mercury-exposure through vaccines given to children in the late 1980s and through the 1990s.

Article By: Michelle March, PhD Article Date: 09/03/2010 There are many insightful elements of the developmental process individuals undergo across lifespan. Consequently, children diagnosed with Autism pectrum Disorders (ASD) and other learning disabilities are faced with additional challenges as they progress through the sequence of complex physical, psychological, educational, and social changes. Developmental Psychologists believe how individuals transition may inspire by a continuous or discontinuous process. As such, children may develop continuous, experiencing a process of gradual growth; whereas, others experience discontinuous development, presenting a series of transformations. Children diagnosed with ASD span varying degrees; therefore, such theoretical concepts should be integrated when developing treatment methods. A variety of treatment programs are available to implement with children diagnosed with autism. However, many represent unsuccessful outcome. One might ask, is it the program, or the implementers? Over ten years of working with children and families of ASD and other learning disabilities; I listened, interacted, and observed, while developing a program which continues to demonstrate successful outcomes. Accordingly, the program is diverse, engages children under treatment to span primary environments including (a) home, (b) educational settings, and (c) other populated areas within the community. The underlying principle is to support the ongoing development of intellectual skills (i.e., attending, imitation, receptive and expressive communication, self-help, community, educational, and relationship skills) at varying levels, which emerge from previously learned substance, allowing cognition to develop into broader, and more complex patterns; relative to the childs level of need. The reference of developmental theories of continuous or discontinuous development is important as this program is implemented with the idea of a dual application, in that it focuses on both processes of development. For instance, the accomplishment of one stage (beginning skill) is an opening for the emergence of the more complex (intermediate, advanced) stages, representing discontinuous development. In contrast, the process of cognitive development is seen as a continuous process, in that as the processing abilities within each set goal level becomes more efficient over time. As a result, combining differing theoretical concepts serves as a platform from which insightful, creative, reflective developmental therapists and educators can design and implement programs supporting the continued developmental process of children with ASD and other learning disabilities. The program of choice is significant, but the way the program is developed and implemented to meet the child and families needs is fundamental to successful outcome. Presenting a program with diversity, continues to present as more effective, as each stage or level a child masters shifts the child to a new level, the child processes information in preparation to advance to the next level, creating continual rises in development and progression. Although developmental theories might say different things about a childs development it is how one develops, implements and teaches, aiding each individual child through the developmental process, while generalizing skills and integrating each child into society at an individual pace.

ADD ADHD Linked to TV 1:18 PM CST Enid, OK From: Lisa Simmons RE: Watching TV May Cause ADD Symptoms And Permanently "Rewire" A Child's Developing Brain How much TV does your child watch? You may want to reduce it as much as possible due to the shocking results of a recent study in the April, 2004 issue of Pediatrics. This study says that very young children who watch television face an increased risk of attention deficit problems by school age, because TV might over-stimulate and permanently "rewire the developing brain". According to the study, for every hour of TV watched daily, two groups of children, ages 1 and 3, faced a 10 percent increased risk of having attention problems at age 7. According to the authors of the study, "ADHD affects between 4 and 12% of US children and is the most common behavioral disorder of childhood". Several studies confirm that the rapidly changing images, scenery and events on television may shorten children's attention spans. The author of the study, D. Christakis, M.D., says, "The newborn brain develops very rapidly during the first two to three years of life. It's really being wired" during that time. We know from studies of newborn rats that if you expose them to different levels of visual stimuli, the architecture of the brain looks very different" depending on the amount of stimulation..." As we all know, school/learning activities require a longer attention span and one of the most common complaints among parents and teachers, is that children just don't seem to want to pay attention. Here are a few suggestions to remedy the situation: Limit TV watching to one or two hours per week. If your child is younger, limit video game playing and computer time because it inhibits visual skill development needed for reading later on. Take your child to visit with friends and play more outdoor games (this develops the visual skills such as eye-hand coordination and tracking they need for reading also) Read to your child daily for at least 15 minutes and encourage them to create a "movie in their mind" of what you are reading to them about (this will increase their visual memory skills needed in all school activities and during test taking) Expose your child to some classical music a few times a week because research says this enhances their cognitive thinking skills For more information on ADD-ADHD solutions visit http://www.1shoppingcart.com/app/aftrack.asp?AFID=119137 All my best, Lisa Lisa Simmons: lisa@ideallives.com Founder, Director of http://www.ideallives.com Connecting Advocates to Answers

ABA- Program Development and Implementation for Children with Autism ADAPTING THE CLASSROOM DAYCARE AND HOME ENVIRONMENT This workshop will look at the use of visual supports in the classroom both as teaching tools and for assisting children within the classroom (transitions, behavioural). Participants will learn the principles of ABA and how to use and adapt thesse within the school daycare and home setting. We will look at various curriculum areas within a school program and assess the critical skills necessary and where to start programming. The ABLLS assessment tool will be reviewed as an important tool in determining what goals should be included in an Individual Education Plan and ABA program. Presenter: Shelley Feeney, program manager, Four Points Inc. Location: Centre Communautaire Beausoleil, 300 ch. Beaverbrook, Miramichi NB Date: Saturday, November 15, 2003 9:00 a.m. - 4:00 p.m. Registration fee: $75 professionals, $50 parents. Please make cheque payable to Conseil Communautaire Beausoleil. Space is limited. Registration is guaranteed only upon receipt of payment. Cancellations are not refundable however substitutions will be permitted. For more information contact: John Ferguson Conseil Communautaire Beausoleil 300, chemin Beaverbrook Miramichi NB E1V 6R1 506-627-4221 fergiej@nb.aibn.com

ADHD 101 for Parents Article By:  Cheryl Thacker Article Date: 09/01/2010 ADHD has had different names over the years, being first identified in the early 1900's. ADHD is a diagnosible illness, however, the cause is still debatable. ADHD is often not diagnosed until children are in grade two or three. There are four main things that parents can do for children who display ADHD-like characteristics: 1. It is important that parents and child to learn as much as they can about the disorder. Parents need to become their child's advocate. Some of the possible ways of doing this are by reading and parent networking groups. 2. Behaviour modification is also used both at home and at school. Some parents confuse this technique with bribery. Behaviour modification is a system of positive rewards for good behaviour (e.g. stickers on a reward chart). Negative rewards are given for inappropriate behaviour (e.g. time out). 3. ADHD is a medical condition, and as such, has to be diagnosed by a physician. Parents are encouraged to seek medical assistance for ADHD. 4. Parents need to reach out and connect with other parents who are experiencing similar issues. Parent support and networking are critical to maintaining a positive attitude when parenting a challenging child. There can be difficult moments when raising a child with challenging behaioural issues. Parents need extended families and their communities to be supportive and understanding. Parents need to realize that there are lots of happy moments and that most behavioural incidents are over quickly and that's the time for hugs and kisses!

Karen Siff spent two and a half years implementing an intensive behavioral intervention technique known as ABA with her son Jake, who was diagnosed with pervasive developmental disorder when he was two. She wrote a first-person account of her experience for ABCNEWS.com. Your 2-year-old toddler is more like a 15-month-old baby, at least developmentally." That's what a child psychiatrist, two speech pathologists, a Ph.D. psychologist, an occupational therapist and a developmental pediatrician agreed upon after four weeks, seven visits and 12 phone calls. I watched as they put my son through extensive testing, questioning, coaxing, poking and prodding ; recording each move on hidden video cameras. In the end, they concluded that Jake had what's called PDDNOS; Pervasive Developmental Disorder Not Otherwise Specified. That's what all the doctors said. Except one. The child psychiatrist told me he wanted to "give it to me straight." "Your child has autism," he said matter-of-factly. When I'd found my son lying face down on the driveway at his second birthday party, I stopped believing what our family pediatrician had been telling me over the past few months ; that I worried too much. The next week I took Jake to the first of many specialists. Dinner Time Jake could barely feed himself. While his peers devoured chicken nuggets and french fries, I spoon-fed Jake as if he were an infant, scooping the Cheerios into his mouth and making "yummy" noises as the milk dribbled down his chin. I gently wiped his face after each bite. He screamed if the milk touched his hands or trickled inside his shirt. Jake wanted to eat Cheerios in his plastic yellow bowl for breakfast, lunch and dinner but I wouldn't let him. I made pancakes in the shape of Mickey Mouse and rolled cheese into balls that I stacked like little snowmen. He grunted to tell me that these foods were not acceptable. One week he ate only hotdogs. They had to be sliced into nine even pieces on hisWinnie the Pooh plate and the ketchup could not touch the hotdog. But my husband Franklin didn't know the ketchup rule, and one night I came home to find a hysterical child lying on a red-splattered kitchen floor with his desperate father at his side trying to calm him down. Once, my son ventured to try a bite of spaghetti. He seemed to like it. In my excitement, I went out and bought every kind of pasta. And he ate them, devouring the red, green, yellow tubes, shells and bowties faster than I could shovel them into his mouth. He just wouldn't touch them with his hands. The rubbery feel of the pasta against his skin sent him reeling. Once, a bowtie brushed against his hand and he grabbed the tray on his highchair and shook it so hard he tipped himself over. I tried to comfort myself by reading parenting magazines that said a lot of 2-year-olds have eating issues. But when a typical child decides she wants bologna on white bread every day for lunch, even Dr. Spock deems it normal. When my kid did it, it was considered by the specialists to be "stereotypic autistic behavior." The magazines said that toddlers like to spin around and make silly noises. But when Jake did it, he was engaging in what his therapists call "self-stimulatory behavior." Jake's diagnosis came a month after that birthday. I guess I should have felt relieved that my fears about Jake's development were not imagined. I didn't. The specialists tried to make me feel better by explaining that PDDNOS was a mild autistic spectrum disorder, with the emphasis on "mild." But that diagnosis provided little comfort to me as I looked at my silent son who could barely make eye contact with his mother. No matter what label the doctors gave his condition, the word autism resonated through my head. Autism meant my son had entered into a realm of hopelessness and withdrawal from reality. I'd seen in it in the movies, I'd read about it in books. Initially, instead of dealing directly with Jake's diagnosis, I entered into what the doctors called the "denial" phase. The Tuesday Jake was diagnosed, I called my parents from the doctor's office to tell them the news. The following day, I called them back to "untell" them saying I suspected the diagnosis was a mistake. Luckily for Jake, my denial phase only lasted one week. As I later learned, time was of the essence. The earlier we began his therapy ; the better his potential of recovery. Jake developed normally until he was 17-months-old. He reached all of the typical developmental milestones ; he walked, talked and played just like the other kids his age. Gradually over the next few months, he stopped talking. He stopped playing. It was as if one by one, his circuit breakers began shutting down. My once energetic and spirited toddler was developing into a listless, disconnected boy. 40 Hours A Week Out of all of the doctors I consulted, the one I respected the most was the developmental pediatrician Cecilia McCarton. Her expertise in the world of childhood developmental disorders was matched only by her kindness. After thoroughly explaining Jake's diagnosis to me, she came around from behind her desk and gave me a hug. Despite her honesty and compassion, when Dr. McCarton told me how many hours Jake would need for his therapy, I almost consulted someone else. "Your son needs 40 hours of Applied Behavior Analysis a week," she told me. "Plus two half-hour sessions of speech and occupational therapy." "But he's only 2! He's still a baby." I hugged Jake closer to me as he sat on my lap in the office. "The sooner you begin his therapy the better. You're fortunate you caught him at such a young age." Dr. McCarton went on to explain about brain plasticity, and the brain's potential to make new connections if proper therapy is introduced. "The only therapy that