Do Children with Autism Need Blood Tests When Being Treated for Autistic Symptoms?

The latest medical research has proven that there is a biochemical basis to the neurological challenges that our kids experience. So if the literature says that there are clear problems in the majority of kids with ASD (autistic spectrum disorder), wouldn't it make sense to see if any of these problems were happening inside of your child?

My doctor never told me to have blood tests done…

by Dr. Mike Gruttadauria and Dr. Steven Geanopulos http://www.nycfuturedocs.com/utility/showArticle/?objectID=11256&back=javascript:history.back();

Autism and Vaccines are in the News Again: Autism is a Whole Body Disorder

by Dr. Mike Gruttadauria and Dr. Steven Geanopulos

Autism and vaccines are in the news again. This time a study clearly shows that the numbers of children who developed autism once the mercury preservative was removed went DOWN. Interestingly, that part of the study was never published until now…

A POSITIVE ASSOCIATION FOUND BETWEEN AUTISM PREVALENCE AND CHILDHOOD VACCINATION UPTAKE ACROSS THE U.S. POPULATION


Gayle DeLong Department of Economics and Finance
Baruch College/City University of New York, NY, USA

The reason for the rapid rise of autism in the United States that began in the 1990s is a mystery. Although individuals probably have a genetic predisposition to develop autism, researchers suspect that one or more environmental triggers are also needed. One of those triggers might be the battery of vaccinations that young children receive.

Using regression analysis and controlling for family income and ethnicity, the relationship between the proportion of children who received the recommended vaccines by age 2 years and the prevalence of autism (AUT) or speech or language impairment (SLI) in each U.S. state from 2001 and 2007 was determined. A positive and statistically significant relationship was found: The higher the proportion of children receiving recommended vaccinations, the higher was the prevalence of AUT or SLI. A 1% increase in vaccination was associated with an additional 680 children having AUT or SLI.

Neither parental behavior nor access to care affected the results, since vaccination proportions were not significantly related (statistically) to any other disability or to the number of pediatricians in a U.S. state. The results suggest that although mercury has been removed from many vaccines, other culprits may link vaccines to autism.Further study into the relationship between vaccines and autism is warranted.

Columbia/Harvard study offers preliminary confirmation of link between GI disturbances and behaviors associated with ASD

A new study finds altered gene expression in children with gastrointestinal disturbances and autism according to researchers* at the Center for Infection and Immunity (CII) at Columbia University’s Mailman School of Public Health and at the Harvard Medical School. The study, titled Impaired Carbohydrate Digestion and Transport and Mucosal Dysbiosis in the Intestines of Children with Autism and Gastrointestinal Disturbances, found a relationship between human intestinal gene expression and bacterial community structure and may provide insights into the pathophysiology of gastrointestinal disturbances in children with autism.

Many children with autism have been reported to experience GI problems along with the social and cognitive deficits that are the hallmark of the disorder. The recent study suggests that irregular bacteria in the intestines of these children caused by genetic variations they detected may be a contributing factor. This finding is consistent with the increasing evidence that autism is a whole-body disorder.

Full study findings are reported online in the journal PLoS ONE.

Sleep Issues and Autism

Parents of newborns often commiserate about sleep deprivation, later looking back with fond memories of those early sleep-deprived days when their infants awoke frequently for feedings during the night. But what if the sleepless nights were to continue year after year with no break in sight? This is exactly the scenario for many families impacted by autism. A study last year from noted Vanderbilt ASD and sleep disturbances researcher Suzanne Goldman, Ph.D., found that, “…sleep problems persist through adolescence in ASD with differences in types of problems experienced and emphasize the need for clinicians to address sleep behaviors not only in young children with ASD but throughout the age span.” [i] Clearly, many families impacted by autism do not have sleep deprivation in the rear view mirror no matter the age of the ASD child.

Sleep disorders can impact many areas of day-to-day functioning including behavior, school performance, nutrition, physical fitness and overall health status. Additionally, earlier research by Dr. Goldman and her team found that some symptoms often associated with autism—hyperactivity, obsessive and ritualistic behaviors– worsened when sleep disturbance was a factor. [ii]

What options do families have in facilitating improved sleep habits in their children with autism? Many are understandably reluctant to implement steady doses of pharmaceuticals and instead go in search of alternate routes to encourage healthy sleep patterns. There is a growing body of evidence to support that establishing a melatonin protocol may be a safe and effective means by which to improve sleep quality and duration in individuals with autism.

Melatonin is a hormone secreted by the pineal gland in the brain. Its functions include helping to regulate other hormones, and maintaining the body’s circadian rhythm, an important factor in determining when people fall asleep and when they wake up. A new study published last month concluded that melatonin, “…was effective in week 1 of treatment, maintained effects over several months, was well tolerated and safe, and showed improvement in sleep, behavior, and parenting stress.” [iii] As an added benefit to often financially-strapped families, melatonin is inexpensive and readily available at retail outlets and online. As with any medicine or supplement, parents should check with their child’s physician before implementing a melatonin protocol.

There are also several strategies for successful sleep habits that families can employ. As with so many other aspects of life once autism has become a factor, consistency is key. Here are some tips that may prove beneficial to the entire family in getting a good night’s sleep:

• Develop a bedtime routine. Whether it’s reading a story, having a bath, or listening to soft music, develop a schedule and stick to the same order of pre-bedtime activities each night.
• Avoid high-energy activities. Turn off the TV, video games, and avoid any other stimulating activities before bedtime.
• Set a certain time for bed every night and stick to it. Being consistent with bedtime can help train the body to get ready for sleep.
• Prevent sensory distractions. You might consider heavy, dark draperies or shades, and tend to any squeaky doors or any other noises that might cause night-time waking.
• Remove potential temptations. Put away any toys or games in your child’s room that might prompt him to get out of bed.
• Establish a set wake-up time. Consistency in wake-up time is just as important as consistency in bedtime in helping to set the body’s internal clock.

Establishing good sleep habits can take considerable effort but the potential rewards are substantial. For more information on sleep disorders and how you can help your child with autism, subscribe to the Autism File. Real Challenges. Real Solutions

i] Goldman, Suzanne, et al. Parental Sleep Concerns in Autism Spectrum Disorders: Variations from Childhood to Adolescence. Journal of Autism and Developmental Disorders. Department of Neurology-Sleep Disorders Program, Vanderbilt University Medical Center. May, 2011.

[ii] Goldman, Suzanne, et al. Defining the sleep phenotype in children with autism. Developmental Neuropsychology. Sleep Disorders Division, Department of Neurology and Kennedy Center, Vanderbilt University School of Medicine. 2009 Sep;34 (5):560-73.

[iii] Marlow, Beth et al. Melatonin for Sleep in Children with Autism: A Controlled Trial Examining Dose, Tolerability, and Outcomes. Journal of Autism and Developmental Disorders. Sleep Disorders Division, Department of Neurology and Kennedy Center, Vanderbilt University School of Medicine. December, 2011.

Source: The Autism File

Medication Additives that May Cause Adverse Reactions

Source: Mercola Website

Autism Groups Oppose Redefinition of "Autism"

From Autism Action Network

The following is a press release that was released earlier today by a coalition of autism related organizations, including the Autism Action Network, opposing the redefiniton of "autism" proposed in the Diagnostic and Statistical Manual V by the American Psychiatric Association. We believe that the new definiton of "autism" will result in tens of thousands, perhaps hundreds of thousands of people with autism losing their autism diagnosis and with that the services, education and insurance coverage we have fought so hard to provide.

Changes in DSM-5 Autism Definition Could Negatively Impact Millions

Autism organizations concerned that autism diagnostic changes will jeopardize services, impair tracking, and disrupt research around the globe.

WASHINGTON, DC – Proposed changes to the diagnostic criteria for autism spectrum disorders in the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders – 5 (DSM-5) will potentially disrupt appropriate and necessary services to hundreds of thousands of individuals in the US, hamper the ability to track the numbers of people with autism, and interfere with efforts to establish biological causes of autism.

“The proposed criteria make it significantly more difficult to qualify for an autism spectrum diagnosis and they completely eliminate the categories of PDD-NOS and Asperger’s Disorder,” stated Wendy Fournier, National Autism Association President. “In a well-intentioned desire to improve the specificity of an ASD diagnosis, the new criteria may, in fact, go too far and create unintended consequences. It is critically important that any diagnosis address all the symptoms of an individual and allow them the supports they need.”

The new criteria, rationale and previous criteria are available at: http://www.dsm5.org/ProposedRevisions/Pages/proposedrevision.aspx?rid=94

Currently, the federal government is spending millions of dollars to track prevalence of ASDs in 11 states; the 2000 birth cohort is due out this year. The Individuals with Disabilities Education Act (IDEA) requires schools to report the number of students with autism annually. Both sets of data have shown dramatic increases in autism spectrum disorders. One in 110 children in the US is now affected by autism compared to one in 10,000 in the early 1980’s. By significantly changing the criteria for diagnosis, the new DSM-5 will impair the ability of public health officials to compare future rates of autism spectrum disorders to past rates, since the definition will have changed. Accurate projections of trends in autism rates are critical to planning educational interventions, Medicaid and adult services. "By analogy, if the medical community chose to only count melanoma in the future instead of all types of skin cancer, it would look like skin cancer rates had gone down, even though other types were still present and needed treatment,” said Ginger Taylor, Canary Party Executive Director.

In addition, incidence and prevalence are critically important to investigating environmental causes of autism. “Toxic exposures to the general population change

time and having good consistent epidemiology allows researchers to judge the likelihood of a toxin being involved in autism,” stated Eric Uram, SafeMinds Executive Director. “The APA’s new criteria should add a specific mechanism to map the old diagnoses onto the new ones in order to allow researchers to compare new and old datasets. We also would like to see the APA address the issue of regressive autism by including age of onset as part of the criteria. The etiologies of infantile vs. regressive autism may be entirely different, but the new criteria do not distinguish them in any way.”

A primary concern for parents is the likelihood that many children on the autism spectrum may not be diagnosed under the new criteria, thereby depriving them of appropriate early intervention and treatment. “Even in the states that have passed autism insurance legislation, the tightening of the criteria for autism may exclude children who need treatment with Applied Behavior Analysis,” said Mary Holland, Managing Director of the Elizabeth Birt Center for Autism Law and Advocacy. “Our organizations advocate that the criteria should err on the side of over-diagnosing rather than under-diagnosing since no harm is likely from providing educational services to a young child, but great potential can be lost by not providing treatment.” Early intensive treatment improves outcomes for children with autism, making it highly cost-effective for tax-payers when compared to providing adult services.

"The autism community strongly recommends that the proposed DSM-5 autism spectrum disorder diagnostic criteria be revisited with these concerns in mind," concludes Sallie Bernard, President of SafeMinds. “These issues are too important to remain unresolved.”

Lisa Ackerman

TACA Founder

Irvine, California

(949) 640-4401

Mary Kay Betz
Executive Director, The Autism Society of Illinois
Lombard, Illinois

(630) 691-1270

Doreen Caruso
President/Co-Founder, The Pilot House
Fairfield, Connecticut
(203) 292-8452

Rebecca Estepp
Director of Communications, Elizabeth Birt Center for Autism Law

Elizabeth Birt Center for Autism Law and Advocacy

Poway, California

(858) Poway, California

(858) 829-6454

Angela Fish
Executive Director, Exceptional Families Network

Puyallup, Washington

(253) 830-4368

Wendy Fournier

President, National Autism Association

Portsmouth, Rhode Island

(401) 835-5828

John Gilmore
Executive Director, Autism Action Network
Garden City, New York

(516) 382-0081

Rita Shreffler

Executive Director, The Autism File

Springfield, Missouri

(417) 818-9030

Ginger Taylor
Executive Director, The Canary Party
Brunswick, Maine
(855) 711-5282

Parents heed 'Buyer Beware' When Looking at Reading Programs!

We've all heard the term 'Buyer beware'. This concept is a very important one when it comes to your child and the programs you choose to use with them.

Just a few weeks ago I had several parents in the community I know come and ask me about a new reading program they had just read about. The reading program had been highlighted in an article published in a newsletter which was produced by a educational support organization.

I researched the program and also contacted the creators to discuss it with them. I spent about forty-five minutes on the telephone one day after watching an on-line demonstration and assessment. I asked questions and listened very carefully. I did not give my own input or opinion.

The program was being promoted as a solution for dyslexia. The creators had indeed done their research and even admitted to me on the phone that their approach was opposite most dyslexia program approaches in that they taught reading in an opposite manner as an Orton-Gillingham approach.

If you are not aware, a proficient reader uses both a visual memory of the shape of words and a phonetic ability to read unfamiliar words (using sound and rules). It is the orchestration of these two skills in combination that allow a reader to be able to conquer almost all material. It is also very important to note that instruction in the phonetic area MUST coordinate and work along side the teaching of sight words - these should not be separate. Typically someone with dyslexia will have difficulty with one or both of these ways of reading. Of course there are many other issues that may be adding to the difficulty but today I am focusing on just these two - sight word (picture reading) and phonetic reading.

The reading program creators explained to me on that there are two ways to learn to read, phonetically which they labeled as the slow way to read and sight words which they call the fast way to reading. Their program provides words flashed on a computer screen which are pronounced by the computer. The student is expected to look at the word on the screen and then repeat what the computer had pronounced. They explained that by doing this over and over the child will learn to recognize and read the word. Their program would provide 3500 to 4500 words for the student.

The program will work for some students but it is providing a temporary patch for the problem because the child will only be able to read the words that were flashed before them and that they remembered. Any new words they encounter at higher grades, in college work, or in business will not be decodable. The second issue not being addressed is the fast that there are no spelling skills being taught.

I asked how a child would learn to spell and was told hesitantly that eventually they would just remember the spelling by seeing the word over and over. I remember when California tried that in their public schools in the early 90s when I was teaching. We ended up with about five years of students who did not have spelling skills because we were only allowed to teach spelling through exposure.

Another big issue here is many dyslexic student tend to be day dreamers and/or hyperactive. This program would not keep their attention and would just be another, in a long list, of attempts to teach them to read. I did ask what kind of motivation was provided through this computer reading program and was told that the stories are really fun and that the kids would enjoy them. Dyslexics tend to be strong picture thinkers and the flat 2 dimensional word is difficult to process and boring to work with. The children we work with usually are not motivated by reading until their phonetic and sigh words skills have been built up and are not longer a strain.

When I came back to these parents who had first asked me about this program and explained what I had learned they were very disappointed. The question that I kept getting was, then why was this educational support organization even printing an article about this reading program? The educational support organization, while having good intentions, simply prints informational articles relating to education that are submitted. They are not equipped to judge if a program is good or not, and even more so able to judge if a program would work for someone with dyslexia.

It is so important for parents to talk to multiple sources about thoughts, opinions, and approaches in order to begin to get a good understanding about their children's challenges and solutions. If you get an explanation that doesn't really make sense - then it doesn't really work.

So many parents out there struggle with programs which kind of work and each time a student is made to go through a program that kinda works they become more discouraged.

Visual versus Verbal Learners OR Pictures Thinkers versus Word Thinkers

Using a simple True/False Learning Styles questionnaire (like the one below), researchers found that people could reliably predict whether they are predominantly visual or verbal learners. When verbal learners remember pictures, they translate pictures into words (their preferred style of storing information); whereas visual learners will do the reverse - translating words in pictoral representations. Verbal learners activated their left supramarginal gyrus, whereas visual learners activated their right fusiform cortex.

Great to see these individual differences in learning confirmed with functional MRI imaging. Even among some of our esteemed colleagues we've heard such opposite remarks as, "Who can think without words?" and "I can't make any pictures in my mind..." For different subjects, this visual-verbal divide can have dramatic consequences on student achievement (or lack thereof).

Verbal teachers may have very little understanding for students who can't explain their work, whereas visual teachers may be baffled why their verbal students can't understand what's right in front of them to see. Interestingly, the translation of visual information into verbal, or verbal into visual is rarely taught - most successful adults have stumbled into effective strategies for learning difficult visual or verbal material, but maybe studies such as this will change.

Visualizer - Verbalizer tendencies do seem to run in families, so parents and relatives may be more natural tutors than teachers who may have a very different cognitive thinking style. In some cases, it is one parent who is more like the child - and that's the one that needs to help the most and provide strategies for learning and retaining difficult material.

The Visualizer-Verbalizer Cognitive Style (REVISED)

T F 1. I enjoy doing work that requires the use of words.
T F 2. My daydreams are not so vivid that I feel as if experience the scene.
T F 3. I enjoy learning new words.
T F 4. I can easily think of synonyms for words.
T F 5. My powers of imagination are not higher than average.
T F 6. I seldom dream.
T F 7. I am not a slow reader.
T F 8. I cannot generate a mental picture of a friend's face when I close
my eyes.
T F 9. I don't believe that anyone can think in terms of mental pictures.
T F 10. I prefer to read instructions about how to do something rather than have someone show me.
T F 11. My dreams are not extremely vivid.
T F 12. I have better than average fluency in using words.
T F 13. My daydreams are rather indistinct and hazy.
T F 14. I have to spend very little time attempting to increase my vocabulary.
T F 15. My thinking does not often consist of mental pictures or images.

Let each True = 1 and False = 0. Scoring

The individual's score is computed simply by adding up their scoreson all fifteen items and dividing by fifteen. Verbalizers will be equal to or approaching 1, whereas visualizers will be equal to or approaching 0.

fMRI of Visual and Verbal Learners pdfVisual learners convert words to pictures and vice versa
Eide Neurolearning Blog: The Tyranny of Our Thinking Styles