Autism Spectrum Disorder - Better Diagnosis Or Growing Epidemic?

Current incidence of Autism Spectrum Disorder, or ASD is unbelievably 1 out of every 95 children. As compared with the number of children diagnosed with this disorder in 1980, the percentage of ASD has quadrupled. In 1980, autism was considered a rare disorder, with an estimated 2-5 per 10,000 people.

Autism is generally diagnosed during a child's first 3 years of life, however new research is now identifies diagnostic indicators as early as 6 months. One may wonder what is happening to cause such a dramatic increase in this relatively new disability. Autistic children display difficulties in Sensory Integration Disorder (SID), comprehension problems, expressive language disorders, and a variety of social/pragmatic difficulties. A review of medical, professional, and research literature will result in an array of various explanations. An extensive review of the medical, professional, and autism interest group literature results in a wide diversity of opinion and explanation to the apparent escalating rise of autism. Some believe that autism has no cure, while others claim that there is a complete and definite cure.

During the 1970's, research data began to be reported which showed strong evidence in the role of genetics in the causation of autism. The theory of environmental influence in the causation of autism has only recently taken a more prominent stance amongst the professional and medical communities. In his book Changing the Course of Autism, Dr. Bryan Jepson states that even though finding the gene that triggers autism could lead to developing a medication for treatment, "understanding the role of the environment and studying the biochemistry of autistic children seems much more likely to lead to effective treatment immediately, and in fact would pinpoint which genes should be targeted...understanding the genetic factors requires understanding the impact of the environment on the genetic code." Most proponents of this theory do believe that there is a genetic predisposition to autism, however that changes in the environment and in the practice of modern day medicine are "activating", you might say, the genetic flaw.

As a Speech/Language Pathologist of 25 years, I have noted an unprecedented increase in the diagnosis of autism or one of the various diagnostic labels that fall within the autism spectrum of disorders among the pediatric client population I work. The "picture" of the typical autistic child has made dramatic and wide range changes in the years since beginning in the field of speech and language therapy. The profile of a regular classroom has been transformed in the past 20 years. School nurses are inundated with various medications from those for ADD/ADHD to Bipolar Disorder to ASD. So, are we experiencing an epidemic of Autism Spectrum Disorders or are we just getting better in diagnosing it? Regardless of the causation, children with autism can be helped! New technology, learning therapies, and integrative techniques are available to assist in better brain learning and networking. These new methods can increase the overall abilities for the autistic child so that he or she can learn to understand his or her world.

Lucy Gross-Barlow: As a Speech/Language Pathologist of over 26 years and having practiced in a wide variety of therapeutic settings, Lucy brings to her clients a diversity of patient care knowledge. For the past 12 years, she has specialized her practice in the area of processing disorders and remediation of learning impairments, and she has a passion in seeing her clients succeed in their communicative and learning skills. Lucy now desires to extend the knowledge she has gained in processing and learning remediation to as many children as possible to enable them to reach their full learning and communicative potential in life. Lucy is a founding partner of The Therapy Group, an association of Speech-Language Pathologists, Occupational Therapists, learning specialists, Speech-Language Pathology Aides, parent teachers, administrators and advocates pioneering an industry in web-based consulting for parents who seek to help their children with learning challenges or those learning with disabilities in achieving academic and social success. Providing parents with resources, learning therapies, proprietary products and programs worldwide.

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Autism - Help With the High Cost of Therapy

Having a child diagnosed on the Autism spectrum is difficult and heart breaking for parents. There are so many unknowns with which to contend. How functional will the child be as an adult? How severe is their specific diagnosis? As a spectrum of developmental disorders, diagnoses can range from classic autism to high functioning autism, from Asperger's syndrome to Pervasive Developmental Delay. Each has different challenges and potential outcomes in terms of a child's development and later independence. Once the initial shock of the diagnosis wears off, however, there are additional challenges in terms of paying for treatments and therapies.

For a young family without healthcare insurance, an autism diagnosis can be even more difficult to face. Treatment for autism includes occupational therapy, play/socialization therapy, behavior modification therapies, visits to developmental pediatricians, neurologists, psychologists, and even psychiatrists when needed. Children on the spectrum may need a variety of medications at different times in their development to help with things such as anxiety, impulse control, and other challenges. It often takes a team of medical and developmental professionals for a child on the spectrum to reach their full potential and learn to overcome some of their challenges. These multidisciplinary teams and their suggested treatment options are expensive for someone without insurance.

Even those families who have health insurance often struggle with overwhelming costs not covered by medical insurance. Adaptive toys, therapeutic equipment, and home safety devices are often not covered. Children with autism are characteristically wanderers, requiring parents to invest in specially designed home security systems that warn them if their child opens a door or window during the night or while the parent isn't looking. These systems can cost hundreds or thousands of dollars. Likewise, therapeutic tools such as weighted clothing and sun lamps for sensory issues are not covered by every healthcare insurance plan.

Numerous organizations and charities can assist with out of pocket expenses relative to an autism spectrum diagnosis. There are loaner programs for equipment, charities which help find donated equipment, toys, and home therapy tools. There are also nonprofit organizations that can assist with respite care, play therapy, and appropriate day care arrangements for children on the spectrum. For families who are uninsured, underinsured, or simply cannot bear the burden of out of pocket expenses, the best place to start is your local community health agencies. The health department, department of human resources or family and children services, or local children's hospital can point you in the direction of many resources designed to help families struggling with autism.

If you need assistance in locating particular coverages at a pre-determined price, we can help save on health insurance.

Sean L Johnson is a journalist for Health Insurance Buyer a referral service that refers consumers to the insurance carriers that can best fit their wants and needs. Get a free reduce quote today at www.health-insurance-buyer.com.

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Autism - Getting the Resources in Place When the Child Is Young Is Very Important

Autism is a disorder that develops in young children. Some babies show symptoms as young as six months while others appear to be normal until age two or three before showing signs. In any case, the disorder shows up in three ways: communication impairment, social interaction issues, and repetitive behavior with restricted interests. People affected with the disorder will show their own unique combination of symptoms. To deal with the long-term medical issues related to the disorder, the family needs to have good health insurance in place and keep it there. That will insure the family has the resources necessary to deal with the disorder through the years.

Many families are lucky enough to have health insurance in place when they first get a diagnosis of autism. However, life goes on. They might find themselves laid off or moving to a new area. In any case, they may have to get new health insurance in place. If you are in this situation, take action as soon as you know your medical insurance will lapse. The government makes health insurance companies accept people with existing health within a period after their insurance lapses. It is important to take action to find affordable health insurance.

What are some of the long-term costs of autism? Most of the treatment options available today involve behavioral therapies with the use of behavior modifying drugs. Treatment is costly. It is best to have health insurance in place to deal with those costs wherever possible. That will give you the ability to focus on the diagnosis and treatment instead of worrying too much about where you will get the money to pay for it all. Your focus needs to be on getting the right treatments going in the time frame available in order to give your child the best chances.

Treatment for autism continues to advance every year. With recent increase in focus from the media, people are starting to understand the implications of this disorder. The support networks are growing for families that have children dealing with the disorder. It is important to give you and your child the best medical options available. Without it, the prognosis for long-term quality of life is not as good. The costs for any treatment can be crippling for many family budgets. Take the time and resources now to ensure that you have health insurance in place throughout your child's life.

If you need assistance in locating particular coverages at a pre-determined price, we can help you find a Free health insurance quote and save up to 50% on your monthly premium

Sean L Johnson is a journalist for Health Insurance Buyer a referral service that refers consumers to the insurance carriers that can best fit their wants and needs. Get a free reduce quo

Did Helen Keller Demonstrate Paranormal Abilities Similar to Some Individuals With Severe Autism?

"The best and most beautiful things cannot be seen or heard-they must be felt with the heart." --Helen Keller

That simple quotation reminds me of my former student' directive: "Open Your Heart and Join." This directive, I believe, meant to link consciousness together in a state of surrendering self to soul. In this state, language impairments based on a conscious selection of words become obsolete. A higher understanding based on subconscious knowing becomes apparent. Separation of ideas ceases to exist, as a mutual flow of blended communication comes to the fore. Unconditional love, trust, and expectation of competence open up this channel for subconscious blending. A sense of balance is created as we establish a rhythm and move in tandem. I am part of them and they are part of me. We are in communion. By linking souls with individuals with severe autism, I appear less alien to them and they appear less alien to me. I speculate that Annie Sullivan and Helen Keller had a similar link.

Helen had typical sensory experiences until she was 18 months old. At that point, she was struck with fever. Age of onset correlates to the many reports of parents who say that their autistic children were developing normally and then suddenly regressed. For whatever reason, I suspect that Helen's typical sensory processes were disrupted. Nothing seemed as it once was. Try to imagine!

Helen appeared lost until Annie Sullivan came along. I see a correlation between Helen's journey and her relationship with Annie Sullivan with some of the kids I have worked with. This type of catalytic relationship is both humbling and awe-inspiring.

Many of the students I have worked with have demonstrated paranormal abilities. Helen and Annie's relationship was also noted as having extrasensory elements, according to Dennett's (1998) article titled "Helen Keller: did the deaf blind genius posses ways of sensing beyond normal?" I have wondered whether these extreme intuitive elements were a part of the initial "key' for unlocking Helen's understanding. Like the severely autistic children I have was Helen able to tune into Annie? Did this ability help her to understand, through Annie's sensory system, information that formerly was incomprehensible?

The article quotes author Lawrence Hutton in 1894 as saying: "Miss Sullivan told us that with no conscious movement, no intentional or perceptible 'talking with her fingers,' she could make the child follow her own thoughts, do what she wished her to do, go where she wished her to go, perform any of the acts of 'mind- reading' which the professional psychologists exhibit on stage, or in an amateur way."

I had one former student who acted according to my fears. Otherwise, none have physically acted upon what I was thinking, as Helen did with Annie. Yet, I certainly have served as a catalyst for having children select the words or pictures or type of letter based on my conscious thought. I used a type of telepathy, or image-sending with sub-vocalizations. In addition, I have been able to assist many kids with low-verbal capability to "say" the word I mentally and sublingually suggest, if I limit the field of possibilities, i.e. numbers from 1-10, or shapes and colors.

As Helen has been quoted, "When one door closes, another one opens." According to Dennett, Sullivan stated: "Helen Keller's development suggest to me that the loss of one or more faculties may, by way of discipline, drive the handicapped person to deeper levels of will-power than is required of normally equipped human beings. I have no doubt whatever that most people live in a very restricted sphere of their potential capacities. They make use of only a small portion of their possible powers and resources of their minds. It is as if, out of all their physical furnishings, they should use only a fraction of each sense."

I agree with Annie. Typical people, no matter how extreme their cultural differences, have a shared perceptual reality based on information received through their senses. I suggest that it would be natural to develop a different perceptual reality when one has atypical sensory experiences. Imagine being an infant who was having typical sensory experiences for the first eighteen months of life, and then a sudden disruption changes everything forever. This surely would have an altering effect on your perceptual reality and ability to interact with the world.

The article mentions Mark Twain's meeting with Helen and Annie: "Annie asked, 'What is Mr. Clemens distinguished for?' Helen answered, in her crippled speech, 'For his humor.' Mark Twain spoke up modestly and said, 'And for his wisdom.' Helen said the same words instantly- 'and for his wisdom.'" Twain says: "I suppose it was mental telegraphy for there was no way for her to know what I had said." I have often experienced this instantaneous knowing with my students. Fleeting anticipatory thoughts often resulted in immediate responses. It is a much faster transfer than a communication system based on words.

The article quotes Helen: "It has always been a strong belief with me that there are powers in many animals which can be developed beyond the physical senses, and it is a gratification to note that orthodox scientists are beginning to seek other causes than mechanical ones to explain telepathy...Surely if creatures without the reasoning faculty can perform such wonders, Man endowed with spiritual and intellectual powers can achieve phenomena not to be explained by mechanism but by laws still waiting to be discovered."

Individuals with severe autism have demonstrated to me that they have developed their senses beyond the ordinary. I speculate that they are more in touch with the subconscious knowing and the spiritual side of life. Their souls may not have totally integrated with their bodies. This lack of integration may leave the soul in a unique position, unlike those who have fully integrated, resulting in a greater attunement with the subconscious or spiritual self. This lack of grounding may leave the body unsure of how to direct itself in the physical world. As if in a dream state, the individual has difficulty controlling or categorizing thought. The knowledge itself, however, is vast, covering innate understanding of universal truths lost by the more integrated individual.

Artist and sculptor Gutzon Borglum, mentioned in the article, wrote of his meeting with Helen Keller, "I shall never forget that hour with Helen Keller...From it I learned that soul, over and above the body, has eyes." I came to the same realization when working with some amazing autistic children and young adults.

According to the article, Helen appeared to have a profound out-of- body experience. Helen said, "I had been sitting quietly in the library for half an hour. I turned to my teacher and said, 'Such a strange thing had happened! I have been far away all this time and I haven't left the room.' 'What do you mean, Helen?' she asked, surprised. 'Why,' I cried, 'I have been in Athens.' Scarcely were the words out of my mouth when a bright amazing realization seemed to catch my mind and set it ablaze. I perceived the realness of my soul and its sheer independence of all conditions of place and body. It was clear to me that it was because I was a spirit that I had so vividly 'seen' and felt a place thousands of miles away. Space was nothing to spirit! In that new consciousness shone the presence of God, Himself a Spirit everywhere at once, the Creator dwelling in all the universe simultaneously."

My response to that final quote based on my experiences is AMEN!

It appears Helen eventually was fully independent of Annie, functioning in this world without giving up her gifts of thought sharing, remote viewing, or spiritual attunement. I hope that someday individuals with nonverbal low functioning autism will do the same.

Reference:

Dennett, P.E. (1998) Helen Keller: did the deaf blind genius posses ways of sensing beyond normal? Atlantis Rising 17,

Perhaps if we open our consciousness as the article indicates Annie had done, miraculous improvements in understanding of may occur.

Mary Ann Harrington

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Autism - Unexpected Scientific Discoveries and the Metaphysics Behind Them

An article on the Discover web site and the publisher's print magazine revealed that the traditional views of autism as a genetic disorder originating in the brain are changing. New discoveries reveal that autism is possibly a neuroinflammatory disorder that is also linked to the immune system and "the gut".

Autism, as you may have heard, is on the rise at an alarming rate. So are many other disorders, including those no one knows about until commercials for the wonder drugs that manage those disorders are aired on television. Is it a coincidence that we are plagued with so many diseases and disorders? No. As we continue to pollute our bodies (and the planet) with increasingly toxic food, air, water, politics, cultural habits, etc, I hardly see the great mystery behind our exploding health crisis. In a piece I posted some years ago on our country's Disorder Disorder - the disorder of having many disorders - I touched on the need for us to start addressing the larger health issues (including emotional and spiritual health issues) that surely underly our crises.

Interestingly, the new findings on autism may open that door. From a physical perspective, pieces of the autism puzzle could open the health industry's eyes to the interconnectedness of seemingly unrelated disorders and potentially (fingers crossed) take the world down a new path and approach to medicine. The link between "the gut" and autism in terms of Energy Medicine is a very interesting and revealing bit of information. The subtle or spiritual anatomy of the gut is involved with the processing of emotion. Metaphysically speaking, in a society where members have become largely disengaged from one another at the spiritual and emotional levels, and in which attention is frequently focused on the negative and the destructive (which often makes people want to disengage), it does not surprise me that a condition like autism would manifest and be on the rise at this particular point in time.

Look at this summary of the behavioral characteristics of autistic disorder from the Cambridge Center of Behavioral Studies web site:

1. significant difficulties with social interactions - does not pay attention to other people; does not play with other children; does not reciprocate
2. significant difficulties in verbal and nonverbal communication - grabs what is wanted or leads to get what is wanted; copies or parrots words (echolalia); if has words, does not converse
3. significant difficulties in the development of play - uses only parts of toys; lines up or stacks objects; no imaginative play
4. highly restricted, repetitive and stereotyped patterns of behavior and interests. May talk continuously about one topic or repeat the same questions; may spin and stare at objects; may flap fingers or pieces of string; mouth or hit self
5. highly resistant to even slight changes in routines

If you read that summary with your spiritual eyes, do you not see in it a description of how our society behaves? I certainly do.

"The Inner Power Doctor" Antonia M, Ph.D. is a spiritual health professional holding a doctorate in metaphysics, and pursuing a second in metaphysical psychology. She is the host of the Inner Power Hour on Evolve Radio and is the author of The Self Mastery & Fulfillment Workbook.

Discuss this article on her web site at http://www.HealingSpirit.com

Copyright 2007, Antonia Martinez, Ph.D.

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Early Intervention by Parents and Schools Can Make ABA Therapy More Successful

For parents with autistic children, dealing with school systems can often be a nightmare. Simply put, many of today's schools are underfunded, and as a result, many teachers and guidance counselors are undereducated when it comes to understanding how to treat children with autism spectrum disorder. No matter where the cycle begins, however, placing blame on schools offers little benefit. Instead, it is up to parents and schools to work together to provide ABA therapy for students who have been diagnosed with ASD. Studies show that the earlier the treatment is started, the more successful it will be.

Treating autism spectrum disorder using ABA therapy is shown to be the most effective method possible. There are more than three decades of studies that have been done on ABA, both through the government and through independent researchers. The one thing the studies have in common is that they show that ABA, especially when introduced early, can greatly improve a child's ability to learn, react, and thrive within a social or classroom setting. Better still, the skills learned through ABA will stay with the child for the rest of their life.

For schools that cannot afford to send all of their educators and guidance counselors off for special training, there are still options. In fact, a well designed DVD course can provide teachers with all that they need to properly administer ABA therapy. The courses, when offered along with necessary materials such as data sheets, picture cards, and other items, can help teachers learn the most important parts of providing ABA therapy as well as how to integrate it into their teaching style. So often, children with autism are forced to simply sit in the back of a special needs classroom when they are capable of so much more.

A DVD course that helps educators learn to provide ABA therapy can be an integral part of learning for children with ASD. These courses enable teachers to begin providing therapy as soon as the child enters the school system. Repeated studies show that ABA is more successful in younger children, and that early intervention provides the most successful outcome rate. With this in mind, and with the availability of well designed, professional DVD courses known, the only question is why you haven't talked to your school system about using these classes to help teach your child or other children with autism spectrum disorder.

Garrett Butch is the father of a 6 year old with autism and the founder of Maximum Potential Group.

Maximum Potential has developed courses that train parents and school systems how to work with children with autism.

http://www.maximumpotentialkids.com

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Addressing the Vaccine Dilemma

While doing your research on vaccinations, keep the above questions in mind.

THINGS YOU NEED TO KNOW:

The immune system is an individual's mechanism for recognizing and responding to a pathogen. Our immune system is something we have evolved over millions of years. People who are alive today have evolved to fend off most of the pathogens we are exposed to.

THE IMMUNE SYSTEM

The immune system is complex and made up of many components that work together to protect us from any harmful microorganisms that can get into our bodies to infect us and make us sick.

SKIN Component:
SKIN (impermeable), mucus membranes (semi-permeable): we need them to absorb food and oxygen from our environment to live, and excrete wastes.

CELL-MEDIATED Component:
CELL MEDIATED system involving INFLAMMATION and SPECIALIZED BLOOD CELLS. This involves chemicals that cause inflammation (definition, redness, pain - local or systemic - fever, malaise,

Why fevers are seen as bad:
Some fevers if left too long and too high, can cause potential complications. Homeopathy helps the body move through and recover from the fever faster, with less complications and suffering. It is supportive, not suppressive.

HUMORAL Component:
HUMORAL system which is the antibody production. While the body is fighting off the germs, another part of the immune system is making antibodies to the specific germs that have invaded. These antibodies circulate in the blood long after the germs are killed off and eaten. Their job is to recognize these same germs if they ever show up again and stick to their surface when they do. The humoral system is the only part of your immune system that a vaccine affects.

How do Conventional Vaccines Work?

Vaccines are injected in modified form to avoid causing a fever the immune system's natural response (fever/inflammation). There is no involvement of the cell mediated system. You don't get sick. The viruses are not disposed of in the way that your immune system is naturally designed to do. You may have viruses migrating to the susceptible tissues. This may be correlated to an increase in the potential for chronic diseases including autoimmune diseases. When an infection that we haven't been vaccinated for comes along, the compromised immune system may be challenged to fight it off properly.

Many people who have been vaccinated end up catching a various strain of the disease anyway, and it may present in an altered form that is harder to recognize and treat. There is a potential to experience a more severe with complications such as what has been know as "Masked Whooping Cough" for example.

CHILDREN
Development of the immune system: Developmental stages

Newborns are not able to form antibodies specific to different diseases. They get these from mother through colostrum (mother's milk secreted with antibodies and high protein content). The colostrum lasts 1 to 5years. During these growth stages, they can mount inflammation process including fevers and discharges. The ability to form antibodies to specific diseases happens from after first 12months up to age 5. The immune system development is fully mature by age 6.

What is Suppression?
A generalized reaction to attempt to rid the body of a viral pathogen is usually fever or runny nose. The body will attempt to isolate the pathogen in one spot in order to deal with it, normally the middle ear. If you give antibiotics, the child appears better for a short time. The fever is suppressed and the body is not able to completely get rid of the virus. When suppression wears off, the body tries again which results in another cycle of fever, ear infection etc... and the cycle begins again.

Are all vaccines safe for all individuals?

Just like one person can eat peanuts, and another one can die from eating them; People have allergies to all sorts of things: house dust, pollens, pet dander, different foods. People can also be sensitive to the different substances that are found in the vaccines that are used as preservatives and stabilizers. This includes formaldehyde, mercury, and aluminum.

What happens?

Viruses can make proteins that stick on the outside of our cell membranes that makes the body see its own cells as foreign invaders, so it attacks them. The body sees its own cells as foreign and attacks those tissues. This can happen in the joints, nerves, connective tissues and intestinal linings. This is shown in the experience of Rhuematoid Arthritis, Multiple Schlerosis, Sclreoderma, Celiacs and Crohn's Diseases.

Learning from Mistakes?

Hospitals in Japan started vaccinating in the delivery room. After 37 infant deaths, the Japanese government raised the DPT (diptheria, perussis, tetanus) age from 3 months to 24 months and stopped the delivery room vaccinations. The results were that SIDS (Sudden Infant Death Syndrome) disappeared. Other deaths and complications fell dramatically, too.

HomeoImmunePro (HIP)

A 15 year study to assess the safety and efficacy was done for this protocol by Dr. Isaac Golden with the Australia University. The protocol was designed to target the infectious diseases that are appropriate in this era according to what is most of concern for parents (the infectious diseases that are commonly found and dangerous for children). This study's statistics showed that the protocol is 90.4% effective.

For the Homeopathic Immunization Protocol a Homeopathic Remedy is administered in the patients mouth (oral dose). It comes in either a liquid, water based form or a pellet/tablet form. These are put into the mouth to be touched by the blood vessels in the gums and under the tongue for immediate entry into the blood stream. The basic HIP protocol covers for the following diseases: Pertussis (Whooping Cough), Influenzae, Polio, Meningitis, HIB Meningitis, Tetanus, Pneumococcal infections (includes infections of the brain, blood, lungs and middle ear).

Although negative reactions to the Homeopathic Immunizations are statistically rare, the reactions are short lasting (up to two days long) and do not have lasting effects. If there is a reaction, the symptoms may include fatigue, irritability, and some mild symptoms mimicking those of the disease targeted.

OPTIONS: Vaccinate as suggested by conventional health authorities; Vaccinate only against diseases which you feel are potentially very dangerous (most omit MMR and HepB); Vaccinate for some diseases, and use HIP for the rest; Use HIP only against diseases which you feel are potentially very dangerous; Use HIP against all the diseases suggested by orthodox authorities; Only use general methods to constitutionally strengthen your child in order to provide disease specific immunity.

Options: (taken from Dr. Isaac Golden's Homeoprophylaxis publication).

Vaccinate as suggested by conventional health authorities;
POINTS FOR: substantial protection, support of the orthodox health system, you will not be criticised
POINTS AGAINST: risk of short-term and long term correlated damage.

Vaccinate only against diseases which you feel are potentially very dangerous (most omit MMR and HepB);
POINTS FOR: Substantial protection, Support of orthodox health system
POINTS AGAINST: criticised by some in orthodox system

Vaccinate for some diseases, and use HIP for the rest; Use HIP only against diseases which you feel are potentially very dangerous;
POINTS FOR: Substantial protection, Support of few in the conventional medical system
POINTS AGAINST: criticised by some in orthodox system

Use HIP against all the diseases suggested by orthodox authorities;
POINTS FOR: Substantial protected against the diseases you've chosen to cover.
POINTS AGAINST: criticized by most in the conventional health system

Use HIP against all the diseases suggested by orthodox authorities;
POINTS FOR: Substantial protection, Positive effects on general health
POINTS AGAINST: Criticism by many in the orthodox medical system.

Only use general methods to constitutionally strengthen your child in order to provide disease specific immunity.
POINTS FOR: Partial protection against all of the diseases in the vaccine program, High level of overall health, according to their individual constitution.
POINTS AGAINST: Criticism by many in the orthodox medical system.

NOTES:
Addressing the Vaccine Dilemma with the HomeoImmunePro (HIP)

Websites
Dr. Isaac Golden's research
http://www.homstudy.net/research/index.htm
Generation Rescue
Think Twice Global Vaccine Institute

For other sites discussing General Vaccine / Informed Consent Search these keywords:
NVIC (National Vaccine Information Center)
NMASeminars - Dr. Sheri Tenpenny
Well Within
Vaccination News
VIA (Vaccine Information and Awareness)

Addressing the Vaccine Dilemma: A Guidebook
Suite 101, 1416 Commercial Drive
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604-568-4663
For more information on homeopathy vancouver and in north vancouver, drop in and see us at Access Natural Healing ~Holistic Health Centre~
It is the centre for homeopathy in Vancouver. Call 604-568-4663 or email info@accessnaturalhealing.com
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Call for information on vancouver homeopathy and find all the best homeopathy here and in North Vancouver.

A 15 year study to assess the safety and efficacy was done for this protocol by Dr. Isaac Golden with the Australia University. The basic HIP protocol covers for the following diseases: Pertussis (Whooping Cough), Influenzae, Polio, Meningitis, HIB Meningitis, Tetanus, Pneumococcal infections (includes infections of the brain, blood, lungs and middle ear). OPTIONS: Vaccinate as suggested by conventional health authorities; Vaccinate only against diseases which you feel are potentially very dangerous (most omit MMR and HepB); Vaccinate for some diseases, and use HIP for the rest; Use HIP only against diseases which you feel are potentially very dangerous; Use HIP against all the diseases suggested by orthodox authorities; Only use general methods to constitutionally strengthen your child in order to provide disease specific immunity.

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Clomid and Other Fertility Drugs a Cause of Autism

On May 20, 2010, researchers from the Harvard School of Public Health presented their findings from a study exploring the possible relationship between the use of fertility drugs and autism spectrum disorder (ASD). The scientists reported to attendees at the International Meeting for Autism Research in Philadelphia that women who used fertility drugs to get pregnant had almost double the risk of having a child with ASD verses nonusers. The drugs studied included Clomid (clomiphene citrate) and Pergonal (gonadotropin).

This recent study is part of a growing body of research that strengthens the argument that Clomid and other similar drugs are a cause of ASD via their ability to deny cholesterol to a developing embryo shortly after conception. About 58% of ASD children have low total cholesterol Clomid has a long half-life and is present during the embryonic period (first 8 weeks) even when taken before conception. Studies have shown it to be biologically active for up to 54 days after ingestion and that it can accumulate over successive cycles of treatment. In the Harvard study they found that the longer the use of fertility drugs, the higher the risk of developing ASD. A critically important fact - and one not known by most physicians prescribing the drug - is that Clomid is a cholesterol inhibitor and impairs its production by acting upon enzymes in the body similar to Lipitor and other statin drugs. Its chemical structure is also similar to the cholesterol-reducing drug, Triparanol, which was briefly available during the 1960s. Animal studies have shown that Clomid and Triparanol both act on the same enzyme and affect developing organs in a similar way, with Triparanol being slightly more potent.

Pergonal (also known as human menopausal gonadotropin or hMG) likewise reduces cholesterol, but by way of a different mechanism. Namely, it suppresses cholesterol levels in early pregnancy via its ability to elevate estrogen production. Studies have established that following hyperstimulation of the ovaries by Pergonal, the resulting elevated estrogen during the luteal (post-ovulation) phase of the cycle suppresses the level of total cholesterol. In fact, there is an inverse correlation between concentrations of estrogen and the level of total cholesterol - the higher the level of estrogen, the lower the concentration of total cholesterol.

The GOOD NEWS is that many ASD children with low cholesterol, treated with cholesterol supplementation, have shown dramatic improvement. Scientists at Johns Hopkins University Medical Center, led by Dr. Richard Kelley, have shown such treatment resulting in improved mobility, verbalization, growth, behavior, sociability and alertness. More importantly, once we have a full understanding about a cause of ASD, we will be in a position to eliminate that cause and reduce the number of families impacted by this tragic abnormality.

Terence Mix is a trial attorney who spent over 2 1/2 decades successfully litigating fertility drug cases on behalf of malformed babies. He is a former president of the Los Angeles Trial Lawyers Association and spent 12 years on the Board of Governors of California Trial Lawyers Association. He is a legal author and lecturer on trial techniques and strategies, including the trial of drug product cases, which was his specialty for over 30 years. He is a former biographee in Who's Who in California (1983) and Who's Who in American Law (1985). He has recently completed a nonfiction book: "THE PRICE OF OVULATION: The Truth about Fertility Drugs and Birth Defects - and a Solution to the Problem." During the course of researching the book, he reviewed in excess of 1000 scientific papers on the subject. He has also testified in front of the FDA on the topic of fertility drugs and birth defects. www.terencemix.com

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How Do You Calm Down and Cheer Up With Your Autistic Child?

Have you thought about exploding or have done it with your child who has autism because of his or her behavior? I have. I found it difficult to calm down and to cheer up. I felt like a person out of control, until I realized I do not have to display that kind of action. I learned how to calm down and cheer up. You can do the same.

With my experience of viewing, being with children who have autism, their family members feel an explosion of stress that keeps them from calming down or finding a way to cheer up because they let the little things take control them.

You and I were designed and created to bring forth a certain amount of mental, physical and emotional stress and strain day after day. There are days when your child with the disorder of autism spectrum, will bring you problems that arise when you allow yourself to come under more of a load than you are capable of handling.

Your child can get you off guard from managing your time and being selective of your priorities. If you are not being careful as to how you manage your time, energy, strength and health, you will not be able to calm down or have the ability to cheer up.

Even though you are either parent(s), caregiver(s), with an autistic child, for you to cheer up and calm down, you need to know your limits and how much you can handle.

Instead of pushing yourself into overload to please others or to satisfy your own goals, you need to be selective with your priorities. It may be challenging to calm down and cheer up because you have an autistic child, but it can be done.

If you do not have knowledge about stress, learn that stress can be big or little, that causes you to become out of control. In addition, what causes your stress with your child, may not be the same stress that will be caused in another person. Nobody can remove the areas of stress, to make you calm down and cheer up with your child. Therefore, it is imperative for you to try to identify what is the particular stress that affects you and learn how to respond to it correctly and manage it. By taking this step, you will learn to calm down and cheer up.

When stress is not managed or acknowledged properly, it can mount up and bring you to an explosive breaking point. For you to calm down and cheer up, you must concentrate on reducing the stress that has an effect on you, that may be caused from the autism spectrum disorder in your child. You are not always able to control your circumstances, but you can adapt by having a positive attitude and not allow them to pressure you.

To calm down and cheer up, you need to have a healthy change of attitude. Having a healthy attitude and approach can completely turn a situation around. Instead of stressing out, exploding, being tense, take a deep breath, calm down and get some new perspective on the situation and then cheer up.

One thing I have been aware of is, when you approach a circumstance when you are already stressed out, you are setting yourself up for more misery before you begin. It is wise to refuse to allow your circumstances to dictate how you are going to feel. Remember, you may not be able to control the situation, but you can control how you respond to it. You will calm down and cheer up if you take a positive, healthy approach to new and challenging issues.

When you learn to calm down and cheer up, you will be able to enjoy your child, yourself, family members, and be a happier person, because you have learned to take a new, healthy and positive approach to your circumstances by not getting out of control.

Bonita Darula provides you with imperative information about Autism. If you desire more information on a particular topic that will benefit both your child and you, be her guest at ==> http://www.autismintoawareness.com and learn more about this subject-matter.

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How to Help Children With Autism to Integrate With Others

How can we help our children with autism fit in with other kids?

As parents, it can break our hearts when we see our child with autism struggle with feeling different. Often children with autism may end up avoiding social situations altogether because of the challenges of decoding social signals. In addition, the noises, sounds, and smells of those around them may be too much for them from a sensory standpoint. Finally, they may have episodes of being bullied, and thus are afraid to deal with any more social situations.

Deal With Your Own Thoughts and Feelings About Your Child With Autism

Sometimes, we are unaware of the depth of thought and emotion we have with our child. We may be in denial of his/her differences. We may unconsciously be angry that they are not like neurotypical children, and we may be trying to make them be someone they aren't. We may be either overly focused on their weaknesses.

Make sure, as a parent, that you take the time to read autobiographies of children, teenagers, and adults on the autism spectrum. Watch TV shows and movies that portray Aspergers and Autism in a realistic, yet positive light. Go on YouTube, for example, and view the videos that Taylor Morris has put out. As parents, teachers, friends of individuals with autism, we need to give them the respect of understanding what autism spectrum is, and respecting the differences, strengths, and challenges.

Once You Have Learned All About Autism, Teach Your Child About His/Her Strengths

It's absolutely paramount that you let your child know how unique s/he is. Learn about his/her special talents, interests, and abilities. Help him find activities in which he can participate, which can help him learn more and build on those strengths. Once your child is involved in some of these activities, she may find out that she connects with other kids with those same interests.

Start Off Small

Be on the lookout for other kids in your child's class who may have connected with him/her. There are some special kids out there (NT's) who are genuinely nice, extroverted kids, and they will often serve as a kind of social buddy and friend to your child. Be proactive about getting your child together for play dates when younger, and help your child learn how to use the phone to invite another child over. By doing this on a regular basis, you can help your child appreciate her friend/s.

It's best to begin with one-on-one interactions, since triads (three or more kids) can be very confusing for your child.

Take Time to Teach: Before, During, and After

It's not always easy, but you are your child's best advocate and teacher. In as non-intrusive a way as possible, talk with your child about what a good friend is like. You may want to check your local library for kids' books that talk about and teach friendship in a story. This will hep prepare your child for the concept of friendship.

During the play date, you may need to intervene if you see really inappropriate behaviors, or if you see that your child is not very engaged.

After the play date, you can talk with your child about how the time went, and discuss what went well, and what can be done differently.

Realize That Your Child May Truly Enjoy and Need Time Alone

Being alone is not the worst thing in the world. In fact, individuals on the autism spectrum are often mystified by how desperately NT's seem to want to connect with each other. Time alone in between time with friends allows your child to explore his/her interests, be away from distracting sounds and lights, and in his/her own comfort zone, which would usually be his/her room or home.

Research Helpful Social Skill Materials and Share Them With the School Social Worker

School social workers have limited time, but they can be very helpful in helping your child on the autism spectrum learn appropriate social skills. If you are involved in your child's individualized education planning, I would suggest that you look up Michelle Garcia Winner on the internet. All her material on social thinking is invaluable, and is written with teachers in mind, so that these social skills can be literally written into your child's individualized education plan. She writes in a way that educators can understand, so that social and emotional intelligence can be broken down into goals and objectives for your child.

I hope these tips come in helpful for you. Let me know of any other ideas you have!

About the Author: Stephen Borgman is a licensed clinical professional counselor, and the author of the blog, Prosper With Aspergers, http://www.myaspergers.net, dedicated to bringing Hope, Understanding, and Solutions to people on the autism spectrum. Please stop by for more helpful articles!

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How Autism Is Different For Everyone

Autism is a neurological disorder developed in young children usually before the age of three. Autism affects the information processing in the brain causing impaired social interaction, communication and restricted and repetitive behavior. Unfortunately autism is one of the disorders that we have not been able to figure that much about. Because autism affects the way that nerve cells connect to their synapses it is hard to determine where the mutation, genetic abnormality or association of other agents fit into this disease. Although we have come along way to discover how the body and its mechanisms work unfortunately in the case of autism we have yet to come up with how autism occurs.

Parents usually start to notice signs of autism within the first two years of a child's life. Symptoms usually progress gradually over time however in rare cases children will develop normally and then regress backwards. Severity of symptoms varies from case to case. Some individuals with autism are able to live on their own and only have minimal developmental challenges where as others are completely reliant on the care of another person. Early recognition and intervention can facilitate the child to live a more socially competent life however this will not stop the child from living with autism for the rest of their life. As there is no cure for autism presently, autistic communities have cropped up to aid in the fight against this disorder.

Several theories have been offered, tested and disproved, however the search is still on. Presently the strongest theory is based on genetics, although even if autism is caused by genetics researchers are unsure whether it is a rare mutation of genes or whether it is a rare combination of genetic variants. Either way autism is on the rise and if it is genetic it is important to figure out these specific mutations or variants to stop the rapid increase of autistic kids.

Other theories include environmental factors such as heavy metals, pesticides or the most common childhood vaccines. Several research studies have been conducted over the years but not a signal study can conclusively link childhood immunizations to the cause of autism. Although there is no scientific evidence to support the causal link between autism and vaccines some will not put this theory to rest. Even after a Federal court ruled there is no scientific basis and it lacks biological plausibility, some parents cannot give up the idea that a childhood vaccine could have caused their child's autism.

At this point in time research is still being conducted to find a cure for autism however until that time comes the American Academy of Pediatrics encourages parents to be their child's advocate. Learn as much as you can about your child's condition and the types of treatments that are available. The main goal when treating a child with autism is to lessen the deficits that a child with autism has and increase their quality of life and functionality. There isn't just one treatment out there and the same treatment will not affect children the same. It's important to find the treatment that works best for your child's needs. Researchers have show that some type of treatment is better than no treatment in the case of autism. Special educational programs have improved autistic children's functionality to the extent that they have decreased the severity of the child's behaviors. These programs can also allow the child to acquire much needed social; job and self care skills for future independence.

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Heavy Work Activities for Proprioceptive Input in the Classroom - For Kids With Sensory Issues

All children, but particularly those with sensory processing disorder, can benefit from movement activities in the classroom that provide input to the proprioceptive receptors in the joints and ligaments. In addition to providing exercise, these types of "heavy work" movements make it easier for the child to focus and attend. For the child with SPD, it's vital to get proprioceptive and deep pressure input throughout the course of the day as part of what's called a "sensory diet" of activities. It is not enough to get plenty of exercise and calming input before or after school, or during one session of OT. Most children with SPD need to be encouraged and guided to get the input they need throughout the course of the day.

There are many ways to help kids get this input within an ordinary classroom and school building. The child who is a sensory seeker will likely eagerly participate and even find her own ways to get the input she senses her body needs (be sure to guide her in finding appropriate activities, though). In contrast, the child with sensory issues who is underaroused or a sensory avoider may have to be reminded to follow the sensory diet the OT has set up. In either case, while it is great to provide opportunities for input, a child who isn't disciplined or self-motivated enough to carry out a sensory diet on her own will definitely need guidance to ensure that it happens. Given that the alternative is a child who is unfocused, becoming more anxious and agitated, and moving toward sensory overload and a fight-or-flight panic reaction such as aggression or total withdrawal, implementing a sensory diet during the school day during the school day is crucial.

When you integrate these activities into the classroom routine, and other children may participate as well, it helps the child with SPD to not feel quite so different or singled out. If the child is the only one doing the activity, give it a positive spin. Let her be the "playground equipment monitor," carrying the balls and equipment to and from the playground, or the "whiteboard monitor" who erases the whiteboard at the end of each day. You might even have a team of kids, including the children with sensory issues, in charge of washing desks or helping the janitor, and give them an honorary name such as the "clean crew." All of these strategies will reduce the stigma for the sensory child who must have an in-school sensory diet in order to stay focused.

Remember, the child who is focused on the discomfort in her body and her urge to move may be polite and obedient, appearing to pay attention when, in reality, her mind is not on what the teacher is saying. By incorporating a sensory diet tailored to the sensory child's specific, unique needs by a sensory smart school or private OT, you make it far easier for her to focus on what we would all like her to focus on: learning! If the child is verbal, be sure to include her in the setting up of a sensory diet. What works for one child may not work for another.

And check in regularly to be sure that she's really getting the benefit of the activities set up for her, and make it a goal to have her advocate for herself and meet her sensory needs in a socially acceptable way.

Here are some easy ways to get proprioceptive and deep pressure input within a classroom and school environment (of course, the playground and gym offer plenty more activities during recess and gym time, too):

* Move stacks of books

* Deliver items from one classroom to another place in the building (especially if it requires carrying something and climbing stairs)

* Stack items, such as reams of paper, books, or storage bins

* Erase blackboards and whiteboards

* Move chairs or tables, put chairs on top of tables at the end of the day and take them down at the beginning of the day

* Wash desks or cafeteria tables

* Set up and put away folding chairs and tables

* Carry bins of lunchboxes into and out of cafeteria

* Empty wastebaskets, sweep, mop

* Sharpen pencils with an old-fashioned, crank pencil sharpener

* Assist gym teacher or playground supervisor with taking out and putting away equipment such as bags full of balls, mats, scooters, etc.

* Do laps around the gym or playground

* Climb stairs

* Cut cardboard and heavy paper card stock

* Do pushups against the wall

* Do chair push ups (holding the chair on either side as you sit, then pushing up to lift the body)

* Bounce while sitting on an exercise ball (loose or in a holder)

* Press legs against a lycra band stretched around chair or desk legs

* Sit on an inflatable cushion such as the Disc O' Sit

* Walk up a ramp or incline such as a wheelchair ramp or hill on the playground

* Hold open heavy doors, or open them for individuals entering or exiting the building

* Push or drag boxes, carts, or furniture across carpeted floor.

Nancy Peske is a professional writer and editor and the mother of a child diagnosed with sensory processing disorder and multiple developmental delays. She is the coauthor of the award-winning book Raising a Sensory Smart Child: The Definitive Handbook for Helping Your Child with Sensory Processing Issues and has been active in the special needs community since 2002. She sends out a weekly newsletter of practical tips for parents and provides helpful information on SPD on her website at http://www.sensorysmartparent.com

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