A Look at When ADHD and Autism Strike Simultaneously in Preadolescent Children

Millions of parents have heard about ADHD and autism, and they are aware of some of the signs and symptoms a parent should be on the lookout for. Perhaps their own kids have been diagnosed with one of these disorders, or perhaps they have friends who have an ADHD child. What many people do not realize however is that a child can have both of these disorders simultaneously.
In fact, the number of American children with ADHD and autism has been steadily rising, and it's been rising quickly enough to have warranted further research funding by the National Institute of Mental Health (NIMH). Just recently, the NIMH awarded an additional three million dollars to a team of researchers at the University of Pittsburgh in order to conduct further studies regarding treatment for autistic children who also have symptoms of ADHD.
As any psychiatrist or child psychologist will attest to, ADHD symptoms can be extremely similar to the symptoms of autism. Autistic children who also have ADHD are often only treated for one of these disorders. The problem with this type of approach is that kids who have both these disorders rarely respond well to regular ADHD stimulant drugs, and this is actually what often alerts a specialist in the first place, that a child might have both disorders.
In the study mentioned above, researchers recruited 144 children between the ages of five and thirteen in order to carry out a safety assessment of two types of treatment:
* Atomoxetine (non-stimulant norepinephrine uptake inhibitor)
* PMT (Parental Management Training)
The results of the study were quite promising, at least in terms of safety. Prior to 2002 when atomoxetine was first approved by the FDA (Food and Drug administration), stimulant drugs were the order of the day, and used almost exclusively for treating these types of disorders. Unfortunately however, the most commonly prescribed stimulant drug has been linked to several deaths; it's known to be highly addictive (the DEA has it in the same class as cocaine and morphine), and it has a mile long list of possible side effects, many of which are extremely serious, such as suicidal tendencies for example. The biggest downside to atomoxetine is the fact that it alters brainwave activity, as do stimulant drugs, and this is exactly the type of thing many parents are hoping to avoid.
Parental Management Training aims to teach parents how to intervene in undesirable behavior, but in a positive way, rather than in a disciplinary manner. While this is of course the best possible form of treatment, it's simply not suitable in all cases for a number of reasons. To begin, in many households, both parents work, and therefore they aren't able to invest the necessary amount of time. Also, many parents simply don't have the amount of patience this type of treatment calls for. In order to treat a child using this form of treatment, one quite literally needs to have the patience of a saint.
It seems, at least for the time being, that the natural homeopathic remedies are still one of the best choices parents have for treating ADHD and autism. This is especially true if, like millions of others, they don't want their kids taking powerful mind altering stimulant drugs.

If you desire useful information on adhd and autism I invite you to visit my website at: http://www.adhd-treatment-info.com/. Not only can you really tackle the issue of ADHD but you will also discover very effective natural homeopathic remedies to help your child. Brought to you by V K Rajagopalan, strongly advocating Natural Healthy Living.

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Benefits of Beginning or Upgrading Your Child's Diet for Autism and ADHD in Summer

In my last article, I wrote about why it's important to stay consistent with your child's diet for Autism or ADHD during the summer months, even though the pressure to conform to school standards is not there.
This time, I'd like to talk about the benefits of starting or upgrading your child's new diet during summer. This truly is the absolute ideal time to work healthy foods into your child's diet!
These are my top reasons why NOW is the time to take action:

1. Time of Plenty: There is an abundance of fresh fruits and vegetables this time of year. The variety of colorful fruits and veggies just draws you in when you see it. Explore your many options by trying a new produce item every week. Let your children choose what's next and have great fun with it!


2. It is hot out: Cool, simple meals and snacks are easy and fun this time of year. Turn off that hot oven and experiment with what you can eat without cooking your food. Salads, fresh veggies with a yummy dip, sweet fresh fruits are all enjoyable when the weather is warm. You can also hide all kinds of superfoods, greens, and supplements in blended fruit smoothies - a super healthy fast food! If your kids don't want drinkable smoothies, freeze them into homemade Popsicle molds and make other non-dairy ice creams that are so healthy you don't have to feel bad about giving your kids sweet treats!


3. No school means more control over what your child eats: It's more difficult to change your child's diet when they are around other kids eating "regular" foods and all the things you are trying to move away from. Use this opportunity to form new healthy habits. It's easier on your child while they are at home more and away from the influence of others.


4. Fewer Activities: With no school parties and extra-curricular activities is to plan for and no school lunch to work around, its not only easier on your child, but it's easier on YOU! Get grounded in your new lifestyle at home and you can worry about school lunches and activities later!


5. Fewer Holidays: With the exception of 4th of July in the US, (please forgive me if I'm unaware of your country's holiday!) there are no other large holidays revolving around food. Christmas, Easter, Thanksgiving, Halloween, Valentine's Day, etc. can be a cause of stress and overwhelm for those new to the Autism and ADHD diet and who aren't prepared for it.


6. Less Stress: Use these months to go through the diet transitioning process outside the stress of school, teachers, homework, tests, expectations and conformity. Your child is under less pressure so your home is likely to be more peaceful and it's just an easier time to make changes.

I recommend that we use this time of ease in many aspects of our lives as the opportunity to begin a new diet or revamp your family's current one.
Do some evaluation: Determine what it is you want to see improve or change, evaluate your current diet, decide how you want to upgrade it, and go for it! Take it one step at a time and focus on one change only. It will be easier to make progress this way.
Do you still feel overwhelmed or just need a bit of help to work through the whole process? I also offer private coaching to help you reach your goals.
As a final thought, some parents attempt to use the summer months to lower or eliminate medication doses**, which is a great idea. If that is the case for you, and you have been toying with the idea of trying dietary changes, this is your perfect opportunity to begin an elimination diet. You can go without or reduce your child's medications** for a couple of weeks to get an idea what your child is like without them in case you've lost touch with that. (**Always work under the supervision of your child's doctor when reducing or eliminating medications!)
After your child's system has had a chance to re-adjust, simply begin eliminating the big offenders (artificial ingredients like preservatives, flavorings, colorings, MSG, artificial sweeteners, etc.) and possible allergens like gluten, casein and soy. Use this less stressful time to go through the trial elimination process and keep a journal to record all your results. Who knows? You may just decide that this is the route for you!
Whatever your choices are for your child, I wish you a very happy and healthy summer with lots of family fun!

If you're a parent of a child with ADHD, ASD and other special needs and are looking for natural methods to help your family, visit Stephani McGirr's http://www.NourishingJourney.com to receive a free twice monthly ezine full of tips, tools and recipes to help you move from struggle to success while creating a peaceful home life your family loves.

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6 Benefits of Exercise for Children With ADHD and Autism

A special diet is critically important for children with autism and ADHD to promote a healthy digestive system and heal the gut. But it is only one part of the puzzle.
Exercise is just as important and the following reasons explain how it can help your child:
1. Immune System - The more active children are, the stronger their immune system. They will have fewer colds, allergies, and other diseases like cancer, heart disease and diabetes. A stronger immune system will help our children with autism and ADHD recover more quickly from leaky gut issues and strengthen the effects of a healthy diet.
2. Stress Reduction - Regular exercise reduces the amount of stress hormones in the body. Children with autism and ADHD live with a greater amount of stress because they must constantly adapt and fit into a world not set up for their needs. Exercise will help decrease the buildup of stress hormones and their negative effects on the body.
3. Hyperactivity and Energy Release - When kids are wound up and have difficulty staying calm, a round of exercise is often the perfect solution. Before sitting to do homework or study, have your child do something physical to release any pent up energy. Request exercise or movement breaks for your child during school if your child struggles with sitting still in class. Be sure that the teacher does not take away recess time as a classroom consequence!
4. Brainpower - Exercise increases the transport of oxygen and nutrients to the brain due to increased blood flow throughout the body. This literally means you can think quicker, with increased focus and concentration. The brain functions optimally with regular exercise.
5. Sleep - The more active children are during the day, the more energy they use and the better they will sleep. It will be easier to fall asleep when they are tired out from plenty of exercise.
6. Mood - Hormones called endorphins give us a "feel good" feeling and are associated with happy, positive emotions. Exercise is known to increase the amount of endorphins in the body and contribute to better moods and emotions.
Neurotransmitters like serotonin are also increased due to exercise. These chemicals act as messengers that transmit signals between brain cells. Low serotonin levels are associated with depression and increased levels maintain calm moods and are known to aid in sleep and learning.
Interestingly, only a very small amount of serotonin is present in the brain. 90% of the serotonin in our bodies is found within the intestines! This is part of what is known as the gut-brain connection and a key to why a healthy digestive system is so important for a properly functioning neurological condition.
While diet is key for children with autism and ADHD, exercise is an important boost to your efforts and should not be overlooked.

If you're a parent of a child with ADHD, ASD and other special needs and are looking for natural methods to help your family, visit Stephani McGirr's http://www.NourishingJourney.com to receive a free twice monthly ezine full of tips, tools and recipes to help you move from struggle to success while creating a peaceful home life your family loves.

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ADHD or Sensory Needs - Signs and Symptoms to Look for in Your Child Before Seeking an Evaluation

This month, with a new school year starting, I thought it might be an appropriate time to talk about key signs that you might see in a child with Sensory Processing Disorder that would necessitate a more thorough evaluation.

Keep in mind that the following list is in no way exclusive and that your child may have other variations. Also, for a person to actually be shown to have a sensory processing disorder, the symptoms must have a definite impact on activities of daily living such as dressing, grooming, eating, bathing, learning, etc...

- responds to being touched with withdrawal or aggression (hates to be kissed or hugged unless they initiate it)

- irritated by tags, seams or other variations in clothing texture

- is seen as a very "picky" eater; may get stuck on certain foods and/or avoid others

- May be extremely sensitive to smells that do not bother most or may be overly oblivious to smells most cannot stand

- May be uncomfortable in loud or busy environments such as malls or sporting events; May cover ears with hands; Or may seek out loud sounds (i.e. turning up the volume on the radio or television )

- Has significant difficulty with most transitions and/or resists new situations

- May show problems with fine motor (using small muscles for handwriting or buttoning) or gross motor (using large muscles for skipping or jumping ) coordination, muscle tone and motor planning (which basically is figuring out how to make your body do what you want it to).

- May avoid doing schoolwork and/or peer group activities because of motor and/or sensory "differences"

- May show extreme behavioral outbursts, even in public, when confronted with aversive stimuli (such as variations in temperature, loud noises, and smells). Sometimes it may seem as if the person is experiencing extreme pain given the scope of the reaction.

- Often times the child with SPD is seen as having significant behavioral problems, low self-esteem, trouble concentrating, trouble making friends, having frequent temper tantrums, and/or having learning problems. Children with SPD may also be labeled as being "aggressive", "distractible", "impulsive"," withdrawn", "clumsy" etc.

- Often times symptoms of SPD overlap with symptoms of other diagnoses such as ADHD (Attention Deficit Hyper Activity Disorder). Research has shown that SPD can exist alone or in combination with other diagnoses.

It is really imperative to seek the support and guidance of knowledgeable professional(s) when you see these types of signs and symptoms in a child you know. It can mean the difference between a lot of suffering for the child and family or a guiding source of help and hope! Take it from me. I've been there and am still working through many daily challenges with my own child with SPD!

Christopher R. Auer, MA is the author of Parenting a Child with Sensory Processing Disorder: A Family Guide to Understanding and Supporting Your Sensory Sensitive Child (New Harbinger, 2006) Additional information at http://www.spdresources.com or email spdresources@comcast.net

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Dietary Intervention Step One for Children With a Suspected Neurodevelopmental Disorder

Since we have already discussed general nutrition tips that apply to all children (see 'Good Nutrition is the Cornerstone of Treatment'). Lets move to specific nutritional interventions that may be helpful for children with a neurodevelopmental disorder.

Feingold Diet:

One that may be useful is the Feingold diet. This was originally developed for children with ADHD but really applies to any disorder in which hyperactive behavior is a symptom. This can be tried without any lab testing and should be used as an elimination diet. One part of the diet involves removing all artificial sweeteners, flavorings, colorings, high fructose corn syrup, msg, and some specific preservatives from the diet. If you recall we talked about avoiding this in the general nutrition section as applicable to all children. The second part of the diet includes a list of about thirty foods, which include different fruits, vegetables and condiments, which should be eliminated. The foods listed are actually healthy so it is not the original product that is the problem. The trouble arises as these foods and the artificial products are being processed in the body in preparation for excretion. If these steps are deficient in any manner the middle products of the process can build up in the system. They are then available to travel to the brain and cross the blood/brain barrier. These middle products fit nicely into receptors in the brain that are stimulatory and can cause hyperactive behavior. This process is not deficient in every child but since the intervention requires no testing and no out of pocket expense it should be tried in every child for at least four weeks. If after four weeks of vigilant avoidance you notice no difference in behavior then your child does not have that problem and you can return to normal consumption of those food products, minus all the artificial products.

Gluten Free/Casein Free Diet:

We are going to continue discussing nutritional interventions and look at one of the more commonly used diets for children on the spectrum. If you have a child with autism you have most likely have heard or read something about the Gluten Free/Casein Free diet. The descriptions have probably been anywhere from " amazing difference " to " did not notice a difference at all". This diet requires removing gluten, the protein in wheat and other grains, and casein, a protein in milk from the diet COMPLETELY for at least six months. This diet, just like any other intervention in medicine, will work for some and not others and it important not to proceed with unrealistic expectations.

There is confusion, even among parents with autistic children, as to why this diet may be helpful. There are two main reasons for restricting these food sources. The first is based on an inflamed and dysbiotic gastrointestinal tract. This dysbiosis will often include a yeast overgrowth. When there is dysbiosis and inflammation the connections between the cells lining the gastrointestinal tract start to allow food particles to enter before they have been completely broken down. This is known as leaky gut. These food particles, in the case of proteins, are called peptides and they are brought into the blood stream in a larger segment than is usual. These peptide fragments then travel through the body and eventually make their way to the brain. Once there they happen to fit very nicely into the same receptors that opioids, like oxycontin, use when they are affecting the brain. This is not the only example of this as we mentioned during our last discussion. Phenols from foods wreck havoc the same way by fitting nicely onto the same receptors for adrenaline. As you would imagine providing substances that target opioid and adrenaline receptors is not desirable and will produce some unwanted behaviors. This will include hyperactivity, emotional instability, and cravings for the foods that cause those effects. Just like an addict who needs a fix a child with this problem will seek out the offending foods for the pleasurable feeling they get from eating it. For many children on the spectrum this mechanism is the reason why avoiding these foods should be attempted while at the same time taking care of the inflammation and dysbiosis. It is important to remember that the gluten and casein peptide fragments look similar and they can fit interchangeably into the receptor so it is necessary to remove both of these foods to truly see if it helps.

The second reason these foods can cause problems is that the immune system is actually mounting a response to the protein portion of the food. This is evidenced by elevated antibodies to gluten, gliadin and casein that are seen on blood tests. This means the immune system is inappropriately using its resources against an ingested food. These allergies are IGG not IGE so they do not cause immediate life-threatening symptoms but with constant exposure and inappropriate upregulation of the immune system secondary effects are felt. The body may start to mistakenly attack other parts of the body, which is called an autoimmune disorder, or it may lose its potentcy in taking care of true threats to the body. Upregulation of the immune system may also have a negative impact on gut inflammation and contribute to the leaky gut. Not all children have an immune system that is fighting food so it is important to check as that will affect long term treatment.

In beginning treatment almost all children are going to need to avoid gluten and casein due to inflammation and leaky gut. If children have no evidence of elevated antibodies to these proteins then it may not need to be a long term intervention. If the dysbiosis is corrected and the inflammation resolved then they will be able to eat those foods without any problems. The child who shows evidence of an immune response to one or both of the food proteins really should avoid them life long even if the gut issues are resolved. If the exposure remains the inflammation will persist, the immune system will not function at its best, and there is the risk of a secondary autoimmune disorder.

Traditionally we have looked at two different reasons for avoiding gluten and casein in the diet. The first is because of the gut dysbiosis and inflammation that affects so many children on the spectrum. This inflammation allows these protein pieces to be absorbed in sizes that are larger than normal. These pieces, also known as peptides, then circulate and hit receptors in the brain that are also used for opioids. The treatment for this is to resolve the dysbiosis and inflammation which will prevent the leakage of these peptides into the gut.

The second reason is due to an immunological response to these peptides as the body inappropriately recognizes them as foreign and produces antibodies to them. These antibodies are of the IGG variety and can remain elevated even after consumption of these foods has ceased. An individual with elevated antibodies to gluten and casein should maintain a diet free of these substances. The twist on this scenario is that individuals may still be having an immune response to these proteins even if the antibody levels are low. This can happen if the attack is being led by the portion of the immune system that attacks directly and without the help of antibodies.

This means that all chidren on the spectrum, which includes children with ADD and ADHD, should do a trial of eating gluten free and casein free even if antibody levels are not elevated. This diet should be followed strictly for at least 6 months before deciding if it is producing results. Recognizing that this is difficult to do it is helpful to use digestive enzymes. These will help if there are any dietary infractions and will break down the proteins into smaller pieces so they do not fit nicely into the opioid receptors. When using enzymes you should pick one that helps digest proteins, carbohydrates as well as phenols. This is because many children have trouble with carbohydrate digestion as well as being sensitive to foods with phenols in them. Restricting foods with phenols is the premise behind the Feingold diet.

The take home message is that almost all children should do a trial of eating gluten free/ casein free and using digestive enzymes for six months. Everyone should also do a trial of the Feingold diet.

Dr. Lisa Rankin is a Family Medicine physician who lives and practices in Port Saint Lucie, FL. She has a solo practice [http://www.lisarankinmd.com] which serves patients of all ages from newborn to geriatrics. Dr. Rankin also has a special interest in children with a Functional Disconnection Syndrome because her son is on the Autistic Spectrum. She is a co-founder of the Brain Training center of the Treasure http://www.flbraintraining.com - a practice dedicated to improving the lives of children and adults with Autism, ADD, ADHD, Dyslexia, Aspergers, and other neurodevelopmental disorders.

Dr. Rankin holds a Bachelor's Degree in Nutrition, graduated from University of Miami Medical School, and did her residency at the University of Florida. She and her husband, Sean Rankin DDS, have three children altogether.

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Biomedical Autism Treatment - Intervention For Autistic Children

What is Biomedical Autism Treatment?

Biomedical autism treatment is the practice of treating the medical problems that can trigger autism and other disorders. Many children, teenagers and adults with an autism-spectrum disorder (ASD) have a true, underlying medical condition that includes genetic susceptibilities, detoxification imbalance, immune dysfunction, nutritional deficiencies, dietary sensitivities, biochemical abnormalities and more as causative factors in their ASD condition. A biomedical autism treatment approach comes from the awareness that ASD for many individuals is NOT just a psychological condition with no hope for improvement or recovery, like some say. It is, instead, a medical condition that has the potential to be reversed. Biomedical autism treatment for someone with an Autism-Spectrum Disorder works! It should be considered essential for any comprehensive program you are implementing to improve the health and quality of your child's (and your) life.

Basic Overview of Biomedical Autism Treatment:

* It is more than just a neuro-developmental disorder. Autism and other autism-spectrum disorders are truly a medical condition.

* It is the knowledge that the majority of autism-spectrum children (as well as teenagers and adults) are dealing with an underlying biological (aka. medical) disorder.

* Biomedicine can help children with attention-deficit (ADD), attention deficit hyperactivity disorder (ADHD), and other neuro-developmental problems even if they are not diagnosed with autism.

* Heavy metals, food sensitivities, nutritional deficiencies, chronic infections, immune dysfunction and genetic susceptibilities are at the core of their health problems. When these health issues are identified and treated many children's autism condition either improves or goes away.

* Biological problems involving the brain, immune, digestive, hormone and biochemical systems are at the root for many children on the autism-spectrum. The key is to recognize that autism is reversible for many children.

* Some of the biomedical autism treatments include dietary intervention such as the gluten and casein-free diet, vitamin and mineral therapy, detoxification treatment including the removal of heavy metal toxins, digestive support therapy including bacterial and yeast eradication, hyperbaric oxygen therapy for ongoing neurological inflammation and poor oxygen circulation and more.

* It is totally false that there is no hope for recovery - Autism Is Treatable. Many children have the potential to improve and in some their autism can be reversed. Biomedical autism treatment can also improve the effectiveness of other therapies such as speech, occupation therapy and Applied Behavioral Analysis (ABA). Many parents see a dramatic improvement in their child's response with these "traditional" autism interventions once they begin biomedical intervention.

Don't let ANYONE tell you there is nothing you can do to help your child. Autism really is treatable! Start your child down the road to recovery from autism. Biomedical Autism treatments and therapies have resulted in many, many children improving - even losing their autism-spectrum disorder diagnosis. For more information and a free ebook on biomedical autism treatment go to http://www.AutismActionPlan.org

Dr. Kurt Woeller is an autism biomedical specialist, with a private practice in Southern California for over 10 years. He has helped children recover from autism, ADD, ADHD, and other disorders, and has the information you need to help your child. Get his ebook, "7 Facts You Need To Know About Autism (But Probably Weren't Told)." You can download it right now for free at http://www.AutismActionPlan.org

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Developmental Delay Syndrome - The "Real" Diagnosis for Autism Spectrum Disorders, ADHD, and LD?

According to Robert Melillo and Gerry Leisman (2004) in their textbook, Neuro behavioral Disorders of Childhood, "Attention deficit disorder (ADD), attention deficit hyperactive disorder (ADHD), pervasive developmental disorder (PDD), obsessive-compulsive disorder (ODD), Asperger's syndrome, and autism, to name but a few, may be viewed as points on a spectrum of developmental disabilities in which those points share features in common and possibly etiology as well, varying only in severity and in the primary anatomical region of dysfunctional activity (p. 1)."

These authors state that the childhood behavioral disorders share many things in common, including learning disabilities. Their theory is based on the idea that the human ability to think (cognition) is tied inextricably with movement and that, indeed, cognitive and motor functions are actually part and parcel of the same biological function.

They cite as evidence that problems of motor movement such as in coordination or clumsiness are very common symptoms of developmental disabilities. The following are some further core tenets of their theory:

1) Under-stimulation of the cerebellum and thalamus affects both executive and motor functions. In other words, the cerebellum and thalamus (portions of the brain) are under-stimulated, and this affects the ability to move in a fully coordinated way and to think and process information in optimal ways.

2) A primary problem is dysfunction of hemisphericity, i.e. the right and left hemispheres are not talking to each other properly.

3) Most conditions in this spectrum are the result of a right hemisphere dysfunction or delay.

4) Environment is a fundamental problem. The authors point out that if these disorders were primarily genetic, they would not be increasing at such an alarming rate.

5) All of these disorders are variations of the same problem. They point out that there is a high rate of comorbidity for all these conditions.

6) These problems are correctable. They state that the main focus of treatment should be on improving motor function in conjunction with cognitive training and behavior modification.

7) Hemisphere specific treatment is the key to success. "Motor activity, sensory stimulation, and cognitive functions directed toward the under-functioning hemisphere is the most important consideration in treatment (p. 4)."

Hyperactivity may actually be the brain's attempt to correct itself, i.e. provide enough stimulation to the under-stimulated cerebellum. Further, this may be why stimulant medications such as Ritalin, Adderall, Concerta, etc., allow some children with hyperactivity to calm down and focus.

Robin Pauc, author of The Learning Disability Myth, puts the neuro behavioral disorders (learning problems, ADD, ADHD, OCD, Asperger's, autism, PDD, etc.) under one umbrella and calls it Developmental Delay Syndrome (DDS). Notice that he calls it "delay" and not "disorder." Pauc, Melillo and Leisman are among a growing number of clinicians and researchers who believe that the areas of the brain that are immature due to genetics or environment can be brought to maturity through cognitive-motor treatments. This is very exciting and is also the basis of the BrightHouse Comprehensive Learning Program.

Carlene M. Wentworth, Ph.D. has worked in the public and private spheres of child and adolescent therapy and education for close to 20 years. She currently is the Director of an educational services agency in South Carolina. Dr. Wentworth has written learning and reading programs for kids who do not fit the cookie cutter mold of public education. She writes a bi-weekly ezine, Learning Connections, for parents, therapists, and educators. Twice a month she provides 21st century strategies and a common sense approach to the education of our children.

Visit her website at [http://www.BrightHouseLearningSpecialists.com], and subscribe to her free ezine. If you have questions, feel free to call her at 1.888.898.8867.

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The Connection Between ADHD and Autism

The connection between ADHD and autism is one many parents have suspected for years. After all, an amazing 92 percent of autistic children will receive some other diagnosis, or educational label, with the most frequent being ADHD (attention deficit hyperactivity disorder). As you can see even the experts seem to be somewhat unclear as to how to separate the two conditions, especially when hyperactivity is present.

Additionally, both those with ADHD and autism tend to share similar features in three main areas: social interaction, behavior, and communication.

Before we go any further why don't we briefly scan behavioral checklists for each condition to see if the connection between ADHD and autism is reality or perhaps just wishful thinking on behalf of those trying to stake out a position.

ADHD children tend to not pay close attention to details; make careless mistakes; may not listen when spoke to directly; when hyperactivity is present seem as if they are always on the move; at an early age may not respond well to being held; interrupt, disrupt, or talk inappropriately; throw severe temper tantrums; exhibit impulsive behavior without considering the consequences; are short on patience and struggles with waiting or standing in line; cannot talk or play quietly; and last but not least may struggle with motor skills.

Autistic children tend to make careless mistakes; exhibit impulsive behavior; be extremely overactive or under-active; may not enjoy being held or cuddled; laugh or giggle at inappropriate times; throw severe temper tantrums for no apparent reason; tend to not be a good judge of what is real danger; and poor or non-existent social skills.

As you may have already concluded the connection between ADHD and autism is fuzzy at best with the exception of struggling with motor skills and impulse driven behaviors. But when you boil it down these are not insignificant similarities since most agree ADHD is a mental disorder centered around the inability to self regulate. This factors are thought to be driven by brain chemical imbalances and inconsistencies in brain development both of which have not been ruled out when it comes to autism.

The Connection Between ADHD and Autism - New Research

Besides the behavioral similarities listed above we also know that both ADHD and autism impact three times more boys than girls, have a strong genetic component, and have shown a staggering increase in diagnosed cases with each doubling over the last decade.

The information linking these two conditions in the past has been mostly subjective, depending on subjective evaluation from parents, teachers, acquaintances, and doctors. Now for the first time there seems to be hard evidence linking the two conditions.

A recent groundbreaking study collected and analyzed DNA and behavioral data from 248 children with ADHD and from 349 children with autism over a 5 year period. The result seems to have finally shed some light on this complicated, and often ignored, comparison.

The first step was to determine whether the participants actually had either ADHD or autism. Once confirmed, only then, did the study move forward.

The next step was to analyze the DNA of both groups of children searching for a type of genetic change know as copy number vibrations (CNV). Put simply it is the search for abnormal sequencing of genes (too many too few). When the DNA of the two groups was compared the findings were that both ADHD and autistic patients share a number of common CNVs.

According to senior scientist of psychiatry at the Hospital for Sick Children in Toronto twenty two children with attention deficit hyperactivity disorder had a CNV not found in healthy children, and five of those had CNVs that also appeared in nine children with autism.
He went on to say "I would just characterize our results as a modest amount of overlap, but overlap nonetheless.".

In conclusion, the connection between ADHD and autism seems to be real but not necessarily an everyday occurrence. Nevertheless, new research building off of what we now suspect may eventually play an important role in diagnostic criteria. Until then it seems parents are left with the status quo relying on the opinion of their medical professional based on current diagnostic criteria. The end result is generally a prescription for some type of harsh medication designed to temporarily suppress symptoms.

For parents of children who are struggling with ADHD symptoms, or are mildly autistic, concerned about the side effect risks of prescription medications you should know that there are a number of natural options currently available. The most widely accepted as of this article writing seem to be behavioral therapy and/or homeopathic remedies.

Robert D. Hawkins is an enthusiastic consumer advocate for natural health and natural living with over 10 years experience in the field. To learn more about ADHD along with information about natural herbal and homeopathic ADHD remedies Click Here

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Is a Gluten and Casein-Free Diet an Answer to Autism or ADHD?

A gluten- and casein-free diet is as much of an answer to autism and ADHD as a band-aid that is soaked in antiseptic, and blood-clotting solution is an answer to a bullet that causes infection and bleeding in the body.
So, if one looks at some symptomatic improvement in both situations, autism and the bullet, and is happy to report it, there is nothing wrong with this, per se. However, if one assumes, in the process, that something of essence has been accomplished in autism, ADHD or in the overall health of this child, one has made the wrong assumption. The distributors of this and other diets often convey an impression that there is something fundamental or genetically sinister about these proteins - gluten and casein or other foods such as soy, corn, etc. - and, therefore, these and other diets are presented as some big answers to autism and chronic diseases. As "proof" to this, autism and other diseases do seem aggravated by allergic foods. However, in spite of the fact that these aggravations are formally correct, such an approach to chronic diseases is wrong because it confuses the trigger and the cause of disease. In practically 100% of all cases with allergens triggering any chronic disease, allergens are never the cause of autism or any other disease. Furthermore, the preoccupation with allergens detracts from the search for the 'bullets' - the true causes of disease - which by remaining in the body will inevitably continue causing further damage and destruction and, thus, leading to more advanced and more diseases.That is why avoiding triggers leads to neither substantial nor long-lasting progress. And that is why once the diet is broken, even if on few occasions, whichever the symptoms that seemed to have been subdued in autism and other diseases rebound viciously. In addition, even if the diets are maintained religiously, new triggers find their victim, anyway. That is why I have seen multitudes of patients who started out with excluding just 3-4 allergic foods from their diets and who have subsequently ended up becoming allergic to so many foods that they were down to only 3-4 foods, total. That is because that the bullets or the causes of allergies have remained in the body and kept eating it away as the disease and overall health worsened. So, the bottom line is don't chase triggers, but pursue the bullets, instead.
What are these bullets in the case of gluten and casein in autism or in all food allergies, in general, and how to and how not to go about identifying and addressing these?
These "bullets" are primarily toxicological agents such as mercury, lead, methylmercury, pesticides and a few others as well as gastrointestinal infections such as parasitic, yeast, and, sometimes, bacterial infections also. The best way to misdiagnose these is to do exactly what most of the alternative practitioners do - that is, to order blood, stool and other lab tests. (Conventional doctors are even out of the equation here because they act as if their patients are immune to these toxicants or infections and that is why they hardly ever look for these.)
The main reason why blood, stool and other lab tests are unreliable is because their detection ability is very low. And even if a blood test confirms allergy to gluten or casein it is not worth subjecting your child to being stuck with needles because the blood test, even if positive, cannot tell what symptoms these or other foods or nonfood allergens will or will not trigger. This, one can establish simply by avoidance or observation.
As far as stool is concerned for gastrointestinal infections, in order for these tests to be positive, a sufficient and large number of infectious organisms or parasitic eggs must show up in the specimen on the day of collection. This rarely happens because these infectious agents may not be present in sufficient numbers on the intestinal surface itself but burrow inside it where they become undetectable to stool tests. And even if stool or lab tests catch one or two infections this does not mean that the tests did not overlook other infectious agents at the same time. It is often, that these other infections are the ones which cause most of the allergies and the notorious leaky gut which are commonly present in autism and other chronic diseases.
Of course, this is not anything that a diagnostic lab will share readily with a doctor or a doctor with you. As a result, most of the time, the lab tests end up misleading instead of leading. This, as many other important facts in medicine remains "classified", i.e., not for patients' ears. Besides, even if and when these infections become partially detected, the pharmaceutical treatments for these with using drugs or "natural treatments" can often be worse than the infections themselves. The reason for this we explain in the DVD, Autism -A curable disease that also explains why any chronic infections remain incurable whether in autism or Lyme disease or other as long as toxicological and other agents mentioned in the DVD continue causing the state of immuno suppression in the body. Concerning heavy metals and other toxicants, both lab and chelators/detoxifiers are not capable of properly addressing these either. Instead, the chelators can cause unpredictable and even worse toxic effects than the metals themselves. This is also reflected in the DVD, Autism - A curable disease and in my article Chelators of Mercury, Lead and Other Heavy Metals: Theoretical Benefits, Suboptimal Results and Real Dangers. The Implications for Autism, Other Brain- and Somatic Diseases. (This article, even in spite of being supported by scientific references, has been rejected for publication by several alternative medical peer review journals. Certainly, it flies in the face of their editorial staff which tries to dress up the store window of alternative medicine as "natural", "progressive" and harmless. The reader may also find the DVD, The power of missing knowledge: An explanation for the failures of conventional and alternative medicine in chronic and degenerative diseases. An introduction to FCT as very edifying as it explains why terminology as "natural", "progressive" or "harmless" belongs rather to the territory of fairy tales or naive assumptions, rather than to the real facts or factual science.)
The main diagnostic tool that I use and that overcomes all of the lab hurdles and omissions is - bioresonance testing. This noninvasive test that is capable of tuning into gastrointestinal and any other organs energetically and completely pain free is ideal for children and adults, also. This is particularly the case for children with autism who have been through the proverbial mills of tests.
Homeopathic treatment that begins with the removal of the immunosuppressive agents and residues of antibiotics or side-effects of vaccines, the necessary requirements without which all infections are doomed to chronicity, treats these infections very effectively. As the rule, "genetic" gluten and casein and other food allergies disappear. Following the treatment course, children or adults consume formerly allergic foods without untoward reactions.

For more details and viewing presentations of cured children from autism go to Autism - A curable disease.

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Autism Improvement Using NT

Only in the past few years have some Neurofeedback (NFB) clinicians worked with autistic children. Success has been rare. Few parents can afford the horrible cost, and few clinicians are willing to take on an autistic child, because of the difficulties involved.

1. How do you attach sensors to an autistic child? Even using a helmet?

2. If you do get a connection, how do you motivate such a child? (A key to success).

3. The cost can bankrupt any family except the very wealthy.

Enter Neuroliminal Training (NT). All three of the above problems above are solved with its usage. There is no sensor attachment needed, nor any helmet, nor is motivation important. Since NT works by using a subliminal messaging technique that works during sleep, or as a background to play or study, It can be done at home using a repeating CD, and at an affordable cost to even a low income family. NT improves autism symptoms gradually over time in the same way as NFB.

Neuroliminal Training (NT) does for autistics exactly the same three things that NFB training does - namely raise the SMR brain wave, lower the Theta brainwave, and increase the brain blood flow. (The latest NFB therapy includes HEG biofeedback which does this by feedback techniques). Hyperbaric therapy has had some known success with increasing oxygen as well, although it's relatively expensive.

With volunteer tests and studies, it has been well proven that success rates are very similar for both NFB and NT. The only real difference is cost. For an average ADHD child to be "cured" (cure being defined in current NFB circles as "sitting still in class, paying attention to study, getting good grades, and in most cases, jumping in IQ scores") costs $4000. For NT, the total cost is $197. (An autistic child requires many more sessions than an ADD/ADHD child).

Although I believe that there is a "continuum" between the simplest ADD child that cannot seem to concentrate on studying and a true non-communicative autistic child, there is one major difference. A person on the autism portion of that continuum may have had actual brain damage, whereas, the ADD/ADHD child has probably had little or none. Thus, a "cure" for ADD/ADHD is possible, but for not for autism.

To improve autism symptoms, simple "baby steps" toward "normal behavior" are what is seen using either NFB or NT. The good news is that continued usage continues improvement. This is a long slow process, and there are several alternate therapies which may be used at the same time. These are described in the NT literature. These include diets, the use of enzymes, probiotics, free allergy tests etc.

This "brain damage" that makes autism such a problem may be caused by various traumatic episodes such as an overload of mercury or other mineral toxicity, a birth or pregnancy injury, continual malnutrition (or drug addiction) by the mother during pregnancy, etc.

Of course, this autism spectrum is large and variable with each individual. Not to mention, the misdiagnosed cases. A high functioning autistic child might easily be thought to be in the ADD/ADHD range. Remember that all doctors have to make a diagnosis that will allow them to be paid from insurance carriers, and this makes the whole diagnostic process a mockery.

The "accepted" average success rate of Neurofeedback (NFB) (aka EEG BF) for
ADD/ADHD is between 85-90%. I suspect that a large part of these 10-15% "failures" are due to misdiagnosis of ADD/ADHD, where there has been brain damage, and the diagnosis should have been autism.

Another portion of these failures has to be due to the failure of the clinicians to be "good motivators of their patients. Motivation is a key to success of NFB.

Almost 40 years ago, it was found that by raising one small brain wave adjacent to the Alpha brain wave (around 13-14 Hz) - since named the SMR brain wave), some almost miraculous things happened. We do not "know" what causes these good changes, but the theory I put forth in 2000 is that "raising the SMR brain wave somehow changes the affect of allergens on the brain". (If you look at the mental problems that are caused by allergens, and compare that list to the NFB cures over the past 30 + years, you can easily see the reason why I came up with that theory..)

In orthomolecular circles, it is well known that allergens, usually unsuspected, are the basic cause of stress causing all mental "disease". There is also a lot of anecdotal evidence that raising the SMR brain wave either "cures" some allergies, or lessens the effect on the patient.

NASA scientists found that lowering the Theta brain wave increases concentration (attention), and they spend hours "brainwashing" jet pilots and astronauts to lower their Theta brain wave. This has become a "standard therapy" for NFB as a result.

However, what most NFB clinicians don't know is that by lowering Theta, we also lower "creativity", or "artistic ability". Of course, in all "attention" cases, including autism, this is not as important as social happiness of the child involved. In the case of the astronauts, concentration on the myriad dials and readouts and controls is critical to their jobs, and artistic ability is easily sacrificed.

In a recent conference, I heard about an autistic girl that was a real savant in mathematics and music. They used an experimental stem cell transplant on her, and it improved her autism symptoms dramatically, but it also cut her savant ability in half.
The Autism CD package does lower Theta, while the SMR plus does not. SMR Plus is the recommended one for all forms of depression, including PTSD, insomnia, epilepsy, Fibromyalgia, etc.

NFB works by a sort of beneficial brainwashing using the conscious mind getting feedback on what the SMR brain wave is doing, and trying by conscious concentration to raise this wave. (Or lower the Theta brain wave at the same time with attention issues).

NT also works by a beneficial brainwashing that raises the SMR brain wave, but NT uses subliminal messaging instead of feedback using the conscious mind.. It also lowers the Theta brain wave if there are "attention issues" (ADD/ADHD/autism). For other brain problems, such as insomnia, depression, epilepsy, PTSD, anxiety, etc there is no useful purpose served in lowering the Theta brain wave, so it is not done. (This is the SMR Plus CD package.)

Dr Bate is a retired orthomolecular psychologist who invented Neuroliminal Training, a simpler and affordable way to change brain wave amplitudes solving ADD-Autism, depression, insomnia, and more.
http://drbate.com, http://Neuroliminal.com

Article Source: http://EzineArticles.com/?expert=Phil_Bate_Ph.D.

Symptoms of ADHD and Autism - Know the Signs

The Symptoms of ADHD:

Difficulties staying on task - People who have attention deficit disorder are easily distracted by what is going on around them. This can make for problems in a traditional classroom setting.

Inattentiveness - A tendency to get lost in their own world. Time may pass before they become aware again. Chunks of time can be "lost" when this occurs.

Excessive Talking

Excessive interruptions and intrusions on other's conversations and personal space.

Aggression - Some people with ADHD are aggressive with other people and may seem "pushy".

Difficulty finishing projects - Someone with attention deficit hyperactivitiy disorder may have multiple projects that are only partially done. Many children with ADHD do not complete their homework or do not turn it in when done.

Type "A" personality - May go so far as to take risks without thinking of the consequences.

Forgetfulness - This can affect doing projects that take steps to complete, missing appointments, forgetting names and places...

Hyperactivity - It may seem that a person with ADHD cannot sit still. In fact, many can't be completely still. If forced to sit or stand in one place, a child or adult may tap their fingers, chew on a pencil, bounce a ball... or do anything to keep themselves in action.

Note: Many with ADHD defy the typical signs and instead exhibit a tendency to daydream or appear to be "lazy".

The Symptoms of Autism:

Inability to empathize with other people - A lack of an understanding of the emotions and reactions of the people around them.

Inability to communicate with others - this varies in degree from having trouble staying on the subject of conversation to an inability to communicate at all. This may not only impact social interaction, but education as well.

Repetitive Behaviors - This may involve actively repeating the same actions or saying the same sound, word or phrase over and over again.

Obsession with putting things in a straight line - A tendency to line things up and be wildly upset if the line is disrupted is a sign of autism.

Isolation - Someone who is autistic may seem to be in their own world. In fact, many who have autism will panic or over-react to stimulation.

Hyperfocusing - A child or adult might stare at one object for lengthy amounts of time.

Here's something you probably don't know about autism symptoms. Explore the symptoms of ADHD and Autism at http://www.autism-symptoms-checklist.com/ before you get late.

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Dinosaurs and Their Appeal to Children on the Autism Spectrum

Dinosaurs and the Autism Spectrum

Autism is a life-long, debilitating condition that affects a surprising number of people. Research from the National Autistic Society suggests that as many as half a million people in the UK have some form of Autism or have a related condition such as Asperger Syndrome. Autism is a condition that affects the way in which people relate to themselves and the world around them. Sufferers can be over-sensitive to sensory stimuli, they can find it difficult to make sense of their environment. Asperger Syndrome is a form of Autism. People with Asperger Syndrome find it difficult to communicate and interact with others. Neither Autism or Asperger Syndrome are related to low intelligence, indeed, from our experience with children that have Asperger Syndrome the child concerned is often shown to have a higher than average IQ. For example, one of the attractions of dinosaurs to children on the Autism Spectrum are the long names and all the complicated facts associated with these prehistoric monsters. Some children on the spectrum, seem able to retain vast amounts of information related to their favourite dinosaurs and can recite an astonishing amount of factual information about them.

Detecting Children on the Autism Spectrum

These conditions cannot be detected just by looking at a person, there are no visual symptoms but they do manifest themselves in certain behaviours. If these behaviours can be identified in young children at an early age than steps and processes can be put in place to help them and their families manage their condition in an effective way. As these are termed "hidden disabilities" it can be very difficult to diagnose the condition. Fortunately, thanks to the campaigning of a number of charities and other organisations the awareness of both Autism, Asperger Syndrome and other related conditions has risen substantially over the last twenty years or so and many teachers and teaching assistants are now trained in being able to identify Autism in the school children in their class.

Children with Asperger Syndrome may have fewer difficulties with their speech and they usually do not have the accompanying learning difficulties associated Autism, but they may have specific learning issues. These can include dyspraxia and dyslexia and attention deficit hyperactivity disorder (ADHD). Fortunately, society's understanding of these conditions has greatly improved since my own time at school. Recently a friend was diagnosed as being on the Autism Spectrum and having related dyslexia but as a school child her condition was not noticed and she did not (and nor did her parents), receive the help and support needed.

With the right help and encouragement, people on the Autism Spectrum and with Asperger Syndrome can lead completely fulfilled and independent lives. The important thing from our perspectives as teachers is to understand the condition and to put in place support at an early stage to help children and their parents/guardians/family members manage.

Autism is a Spectrum

When teaching a class it can be difficult to identify the behaviours in a young child that could indicate that this child has Autism or a related condition. The problem is there are "degrees" of Autism. I always prefer the term Autism Spectrum condition rather than the alternative title Autism Spectrum syndrome, but in my experience both are used. I imagine the condition of Autism like a long bar with a person with this condition fitting somewhere along this bar as each individual can be affected differently. It is true to say that whilst all people with Autism will share certain behaviours and difficulties making sense of their world and their environment, some people will be able to live independent lives whilst others, who may have related learning difficulties and disabilities will require specialist support throughout their lives.

Where do Dinosaurs Fit In?

There are certain types of behaviour associated with children on the Autism Spectrum. Not all people will display the same behaviours, Autism affects individuals in different ways. One of the mantras I use when teaching in a class where there is a child or children on the Autism Spectrum is to remember to "celebrate their uniqueness and to rejoice in the way that they are able to see the world differently from myself". However, there are common behaviours and the subject of dinosaurs seems to lend itself to them.

For example, some children may be natural scholars and become extremely knowledgeable about a subject they enjoy. Studying dinosaurs seems to tick many of the boxes for them and they become almost totally immersed in their subject. Children on the Autism Spectrum may be able to recall information better than their peers, with so many facts and figures surrounding the study of dinosaurs they seem to be naturally drawn to this topic. For instance, being able to quote facts and statistics about dinosaurs - which was the biggest, fiercest, heaviest, fastest, longest? Vertebrate palaeontology and the Dinosauria in particular seem to be a rich source of information that is often recited repeatedly with parents/guardians being bombarded with questions and demands for more data.

In addition, young people on the Autism Spectrum may often not want to join in games with other children, preferring to play alone, immersing themselves in their favourite subject area and playing with dinosaur models and other replicas. Often they can repeat the game over and over again or insist on doing the same activity over and over again at the same time each day. The availability of videos and DVDs on dinosaurs can help with this. Children on the Autism Spectrum can enjoy watching repeated plays of the same DVD.

Dinosaur Days Out

Fortunately, there are a number of museums that have displays of dinosaur fossils and other items that can be visited. However, for a family taking a child on the Autism Spectrum out for the day can be a daunting prospect and one difficult episode can result in the parents/guardians losing all confidence.

There are some hopefully helpful tips and advice we can pass on to help parents/guardians manage the day out ensuring that it is a rewarding activity for all concerned.

1). Remember the Sensitivity

Some children on the Autism Spectrum can be over sensitive to loud noises and bright lights. If intending to visit a dinosaur attraction we recommend contacting the providers before you go to gain an understanding of any elements that may be distressing to your child.

2). Contact the Provider before you Visit

Getting in touch with the museum before the day gives you the chance to learn about any special arrangements that may be in place to help you get the most out of your day. You can also receive specialist advice and organise support on the day should it be needed.

3). Get the Guidebook before you Go

By getting a guidebook or leaflet before you visit you and your child can plan their day. This can help the child preparing them for the experience to a degree and enable you and your family to be able to get the most out of the visit

Obsessing on Dinosaurs

Not all children on the Autism Spectrum will have obsessions. Those that do may not obsess on dinosaurs and prehistoric animals. For instance, we have encountered a number of young children who become totally immersed in subjects as diverse as cars and "Thomas the Tank Engine", but a number of children do develop a fascination for the Dinosauria. This in itself is no bad thing, as with the establishment of the creative curriculum in most parts of the United Kingdom schools are often covering this subject area within their teaching schemes of work. Learning about dinosaurs can help develop confidence, after all, many children will share this common interest and love of all things to do with dinosaurs. There are a large number of supplies of resources that can assist, everything from the local library, the regional museum and of course the internet. For parents/guardians too, learning about dinosaurs can be a rewarding experience especially if it is an area the enables them to celebrate the way in which their particular child views the world.

Everything Dinosaur is a company run by parents, teachers and real dinosaur experts. It specialises in developing educational dinosaur toys, models, clothing and games and strives to help young people learn more about science through their fascination with prehistoric animals. Many of the items featured on the Everything Dinosaur website http://everythingdinosaur.com/ have been designed and tested by the teachers and real dinosaur experts in the company.

To learn more about the products and services we offer at Everything Dinosaur click on our website links.

Our aim is to help young people learn more about Earth sciences through their fascination with dinosaurs and other prehistoric animals. Team members are happy to provide advice and support supplying free quizzes, drawing materials, puzzles, games even recipes for dinosaur themed biscuits and birthday cakes. With something like 600 products on line including dinosaur party supplies, Everything Dinosaur http://everythingdinosaur.com/ has built up a strong reputation assisting parents, guardians and fellow teachers, helping young people to learn more about science through creative play.

Article Source: http://EzineArticles.com/?expert=Mike_Walley

Ways To Help Children With Autism

When a child has been diagnosed with autism there are many characteristics of autism that children may display. Children with autism do not demonstrate the same symptoms as the other so it's important to recognize every symptoms in case there are just one of the symptoms recognized.

Children with autism may not act as though anything is wrong until after the age of two when the child development stages are not noticed. By the age of two, children usually display many different signs that show they are progressing well. However children with autism may show one of the following symptoms:

Cannot smile and return a smile when you smile at them. This can occur anywhere from age six months and up. They cannot mimic sounds and facial expressions. This is usually noticeable by the age of nine months however if the child doesn't mimic your facial expressions or sounds by the age of two there may be a problem.

Children with autism cannot talk by the age of sixteen months of age. If a child said something at first but then quite talking then this may also be a sign of autism. The child cannot point, reach, wave, or show you something by the age of one year old.

Parents and child care providers may notice that a child is not responding in as early as a year old but may decide to wait until the child turns two before worrying about it. When the doctor is notified that the parents and or child care giver has noticed a problem, they may order further testing to rule out other types of disabilities.

When children with autism interact with other children, they do not want to play with others, mimic others, or share toys with others. They simply focus on one part of a toy, usually something that goes around or runs, and will not play with any toys other than that one. They will not share that toy with others either.

Children with autism will need to be placed on medications to control the behavioral outbursts as well as other medication depending on what the doctor decides to do.

It's important that parents of children with autism learn all they can about the condition and learn how to help their child handle activities of daily living. When you work together as a family, children with autism tend to display less symptoms than those who do not have a complete support team. Everyone involved in that child's life should be a part of their care.

Children with autism like to have a routine that doesn't change in any way. A simple change is something that upsets them and therefore you should create a schedule that does allow some freeway in schedule changing. Don't jam pack their schedule so they do not have an opportunity to change anything. Take charge of your child's schedule and don't allow anyone to change the schedule without first checking with you. Children with autism can lead a happy life surrounded by those who love and care for them.

For the latest videos and training information on child development as well as books and curricula on ADHD children please visit childdevelopmentmedia.com.

Article Source: http://EzineArticles.com/?expert=Maxine_Wagner

Are Symptoms of Autism Different From ADHD?

Autism is affecting more children today and doctors still do not know exactly what might be causing this disorder. Some of the symptoms of Autism can vary and may resemble other types of disorders out there and this could possibly lead to misdiagnoses. Learning the symptoms now will help you better understand how Autism works.

Every person diagnosed with Autism doesn't have all the same symptoms. That is why it is difficult to sometimes diagnose. Every person acts differently. You may see one person who is bright, seems controlled, and can carry on with every day tasks. Others may be withdrawn, doesn't like to talk to others, and prefers to be on his or her own instead. The main symptom that every person diagnosed with Autism does share is the disabilities, delays, or challenges that involve socialization.

Diagnosing Autism

As mentioned before, Autism is not easy to diagnose. That is why doctors follow a certain type of manual that helps them to diagnose this disorder.

Social Interaction

A child may use nonverbal behavior that would include any body postures, gestures, facial expression, or just staring into your eyes while you talk to them. This is a way that they regulate how they socialize with others. A child may not develop relationships with their peers at the right developmental level. A child may not show any interest in sharing achievements, enjoyment, or interest. Instead, they keep to themselves as though they do not want any attention at all. They may not reciprocate emotions or social interaction.

Communication

When a child doesn't communicate, most parents take this as a sign that something could be wrong. You may overlook socialization hesitation but communication is a definite warning sign. A child may not speak, or is delayed in speaking when they are young. When spoken to, a child may not keep the conversation going with clear answers. He or she will try to avoid conversations with anyone. A child may use repetitive language or vocabulary. They may not play make-believe or be creative at the developmental level.

Behavior

When it comes to behavior, there are certain times when a parent wonders if something is wrong with their child or is it normal behavior. When trying to diagnose Autism, a child may display one or more of these symptoms.

The child may seem preoccupied with patterns or focus on abnormal things. They may repeat the same routines day in and day out instead of changing anything. They may flap their hands, twist their hands, or move their body in the same way. They may pay excessively preoccupied with parts of an object.

Before the age of three, if your child is showing some type of socialization delay, trouble with basic language skills, or they do not use their imaginations with play you may want to discuss this with your doctor. Sometimes a child may need a little more time to develop and that is okay. At least your doctor is aware of the situation and if things do not change you can go back for further testing.

For the latest videos and training information on child development as well as books and curricula please visit www.childdevelopmentmedia.com.

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Biomedical Autism Intervention - Autism and Aggressive Behavior - Part 1

A Biomedical Autism Doctor Explains The Causes Behind Aggressive Behavior in Autistic Children

The Need For Biomedical Autism Intervention

A very troubling issue with some individuals on the autism-spectrum is aggressive and/or self-injury behavior (SIB). This can be quite common in children (and as teenagers and adults) who lack the ability to communicate verbally, as well as those kids transitioning from one developmental stage to another. No particular time is more challenging than when a child is transitioning through puberty to become a young adult. There is no doubt that some individual's behavior is benefitted by prescription medicine - particularly when aggressive behaviors put themselves or others in danger. However, biomedical autism intervention and treatment has benefits as well, and is often an overlooked issue in autism.

Biomedical Autism intervention Strategy # 1 - Diet

As a biomedical specialist I have seen on many occasions that biomedical autism intervention such as the gluten and casein-free diet has helped with aggressive and/or SIB. Other food sensitivities can be problematic as well such as corn, corn syrup, artificial colors, flavors and more. Each person is different, but food sensitivities should definitely be assessed.

Biomedical Autism intervention Strategy #2 - Digestive Issues

Another contributing factor for aggressive and/or SIB is intestinal problems such as bacteria and/or yeast overgrowth, along with chronic constipation and intestinal pain. Toxins from the microbes can affect ASD individuals quite profoundly, and the pain associated with constipation, inflammation and cramping can create tremendous stress - particularly in a child, teenager, or ASD adult who cannot adequately communicate their discomfort. Again, all of these issues can be addressed through biomedical autism treatment.

Biomedical Autism intervention Strategy #3 - Environmental Allergies

Another issue that contributes to aggressive and/or SIB is environmental allergies - many of which go undetected. Contributing factors include pollen, grass or other airborne allergies. Animal dander or mold spores can be problematic as well. Allergens trigger histamine release which triggers inflammation. Increased inflammation can affect an individual not only in their respiratory areas such as the lungs, sinuses and nasal passages, but neurologically as well. Systemic inflammation is a common issue in autism, particularly nervous system inflammation. Increased allergens can contribute to chemical imbalances in the brain resulting in adverse behavior. Many times biomedical autism treatment such as nutritional supplements can reduce sensitivity to environmental allergens. Also, the addition of an allergy medication can be helpful as well.

The important thing to realize is that not all behavior problems are related to a psychiatric imbalance, but that aggressive behavior can be influenced by biomedical issues as well. In part two of this article I will explore some other important things to consider with respects to aggressive and/or self-injury behavior in autism.

Don't let ANYONE tell you there is nothing you can do to help your child. Autism really is treatable! Start your child down the road to recovery from autism. Biomedical autism intervention and treatments have resulted in many, many children improving - even losing their autism-spectrum disorder diagnosis. For more information and a free ebook on biomedical autism intervention and treatment go to http://www.AutismActionPlan.org

Dr. Kurt Woeller is an autism biomedical specialist, with a private practice in Southern California for over 10 years. He has helped children recover from autism, ADD, ADHD, and other disorders, and has the information you need to help your child. Get his ebook, "7 Facts You Need To Know About Autism (But Probably Weren't Told)." You can download it right now for free at http://www.AutismActionPlan.org

Article Source: http://EzineArticles.com/?expert=Dr._Kurt_Woeller

Autism - Proprioception and Sensory Needs - What I Do to Help My Son Settle and Sleep

My four year old is a bundle of energy. He flits from one thing to the next without a breath. Diagnosed with Autism and also ADHD he has many of the usual difficulties faced by children with this diagnosis. When I talk about proprioception in relation to my son I am talking about some of these challenges.

Proprioceptive is about knowing where we are in our space. Most of us can tell if we are standing straight or leaning, near an object or farther away. For Billy this is not always the case. Before his diagnosis and before I had any sort of understanding of his world, he drove me crazy... Don't get me wrong, I love this little boy to the extreme, however - not one night went by without he ended up not only in my bed, but trying to sleep so pressed against me that I had to hold myself from falling out. Day after day, he would run around and around our house with countless bumps and falls. His constant need to feel surfaces against him as he ran would result in all sorts of injuries. As a mum it was horrible to see him bumping himself all the time, but because at that time I did not understand what he needed, the attempts to help him were not enough. Reading books and working with our OT has changed things for the better and once I began to understand my sons condition I could be more proactive. Taking a look at what I had been doing, I realised that I was on the right track, but I had to do more.

Problem - Billy needs to concentrate to gain sensory input from the world around him. Nuro-typicals do not.

The answer - Give him what he needs.

These are some of the strategies that I am using with Billy.

Swinging Hammock - Billy has a hammock that is attached under our veranda with both ends tied in the one spot. This means the hammock is like a pocket for him to climb into. He gets in on his tummy and can spin himself around, back and forth, side to side. While he is doing this he is getting a pressure feedback against his skin and body that is sending messages to his brain and allowing his system to relax and not have to think about where he is.

Trampoline - Trampolines are great in so many ways. Billys has a cover over it and he can go out there when ever needed. Sometimes he is so unsettled at night that he asks to go out and jump just to help him relax. He has a 2 minute timer that he takes with him. When the timer goes off he comes back in and settles down. The netted trampolines provide an enclosed place to play and also is a spot we use for his activities. Billy has many crash mats that we use for him to jump into and these can be put onto the tramp and he can jump around in them while bouncing. Like everything, you need to be careful while on the trampoline with children.

Crash mats - As I mentioned "crash mats" can be used anywhere. We have them on our veranda as well as in Billys room. They are mainly bean bags filled with foam offcuts but the ones that work best are the big ones made from old dooner covers. Just get offcuts from places like clark rubber and fill the cover, then sew it up. Make sure that there is enough foam in the bag for it to be safe to jump on and also provide a good safe area for them to play in while using it. Make sure little kids are not able to get under the crash mats especially while the big kids are using them.

Blankets - Squash Squash Squash - Billy and his brother love this game. Just pack some blankets under them and then also on top - make sure you only cover their mid section so that their head and legs are free. Light pressure only is needed, but make a lot of noise about it. I tend to say silly things like 'Im a squissy monster, I'm going to squish you" - They laugh at me and love it. Billy tells me he likes to be a Billy sandwich, meaning that he is in the middle of the blankets.

Obstacle games - These ones are great, you get them down on the floor going under things, using all fours (this is great locality sensation for their system and also has many other benefits in the cognitive functions) climb around and in between objects, make a pillow mountain to climb over and then do a puzzle while laying under the coffee table. (anything you can come up with that will challenge them safely.)

Weighted toys - Weighted blankets and toys are fairly new to me. Since diagnosis I understand much more, but before that when someone suggested a weighted blanket I thought the idea was ridiculous because my children never liked to have any covering on them to sleep at all and if they did it had to be the exact one that they had chosen. It did not make sense to me that a child that did not like anything to touch him, should have a heavy weighted blanket on him to help him sleep. - Then I found out what was really the issue with Billy and his brother. It is actually the light touch of the sheet or blanket that is the problem. It is not that they don't like anything touching them, it is that they don't like to light touch of things. It took no time for Billy to take to his weighted blanket. Not only that, he also has a 2 kilogram weighted snake that he runs with around his neck and also has beside him while he sleeps. Running with the snake does not stop him, but you would be amazed as to how much slower and safer he is with it on. ( It also has the added benefit of making him tired carrying it around ) Billy still sleeps with his favourite blanket and it has to be the right way around and very exact, however he also has the weighted blanket over the top. He still ends up in my bed, but thankfully not as often.

There is no 1 magic cure, working with your child to figure out what they need is the key. Don't worry if you are asking the right questions, just keep asking and listen to what they tell you. Many times I have heard my son trying to explain what he is needing but only since I have tuned into his needs am i really hearing him.

If you are reading this right now, you are already trying to understand your child and therefore are well on the way to providing them with their needs. Keep up the good work.

Suzanne

Tell me your child's story, visit my web site and click Blog. http://www.forourspecialsomeone.com

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Our Modern Epidemic of Autism, ADHD and Behavioral Problems

The Secretary of Health and Human Services, Kathleen Sebelius, has made it official the CDC now reports that 1 in 100 children are autistic. A study conducted by the National Survey of Children's Health (NSCH) found a staggering 1 in 63 children were reported to be autistic and the rate climbed to 1 in 38 if the child was a boy! Even more frightening is that 1 in 6 infants have developmental delays. The rate of ADHD has now reached levels of 1 in 10 children; this can be easily verified by talking with most elementary school teachers. Why is this epidemic exploding within our modern society? More importantly what can be done that is safe and effective to help these children? It is vital that parents are provided an understanding of these disorders, what affects the health of their child's brain and metabolically what can be done to restore health.

One approach that is gaining ground is biomedical care for children with autism, ADHD, OCD and behavioral problems. Biomedical care for these disorders is a science-based, metabolic approach to treatment. Everyone is now agreed that psychotropic drugs do not treat the problem; they simply reduce or suppress some of the symptoms. It would seem that a better choice is to address the underlying metabolic issues and health problems in these disorders. The primary guiding principle then is simple: remove what is causing harm, and add what is missing!

Research is now demonstrating that children with these disorders often have an exaggerated response to specific foods, airborne allergens, toxic chemicals and metals in our environment. It is well documented that they often lack various nutrients, enzymes, anti-oxidants, and essential fatty acids, and that they require methylation support. The combination of these factors leads to or aggravates neuroimmune dysfunction causing low-grade inflammation in affected brain tissues. This state of oxidative stress and chronic inflammation in the brain causes the nerve cells to not communicate properly with one another. These disorders have aptly been called disconnection syndromes, one area the brain is not communicating well with other areas leading to symptoms in cognition, emotion and behavior.

A partial outline of possible biomedical care for a child with one of these disorders:

1st: Laboratory tests through blood, urine and stool are performed to rule out any frank pathology and provide vital clues on what road to take for real healing.

2nd:The diet is improved along with specific dietary restrictions. A primary dietary goal may be a casein and gluten-free diet, along with removal of sugar, preservatives, and food additives.

3rd: Specific laboratory IgG food allergy testing may be performed to identify other food allergies that could be leading to brain inflammation, and then remove these foods from the diet.

4th: It is vital to identify any problems with maldigestion, malabsorption, and dysbiosis through specific laboratory tests such as comprehensive stool analysis. Then improve GI function by overcoming any dysbiosis and leaky gut problems, a primary source for chronic inflammation in these disorders.

5th: At this point specific supportive nutrients for autism and ADHD are added, depending on what has been found on history, exam and clinical lab.

6th: Support methylation and sulfoxidation-sulfation inadequacies and other cellular detoxification pathways

7th: Chelation of heavy metals can have marked benefit once all other factors have been addressed.

Dr. Greg Fors, D.C. is a Board-certified Neurologist (IBCN), certified in Applied Herbal Sciences (NWHSU) and acupuncture. Trained through the Autism Research Institute he is a registered Defeat Autism Now! Doctor. As the clinic director of the Pain and Brain Healing Center in Blaine Minnesota he specializes in a natural biomedical approach to chronic pain and neurological conditions. He is a sought after international lecturer for various post graduate departments and state associations. Dr. Fors is the author of the highly acclaimed book, "Why We Hurt" available through booksellers everywhere. Click here to learn more about this Minnesota Autism Clinic or this Dan Doctor.

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Fish Oil and Its Influence on Autism

We live in a very ignorant and pessimistic world, where we are quick to stigmatize people for medical conditions and then sideline them in every way. This is also the plight of children suffering from 'Autism', as the society considers them mentally weak, retarded and incapable of performing any activity.
However the truth is, autistic children are not retarded nor are they incapable of socializing. Autism can be best described as a neurological disorder that affects the functioning of the brain, and impairs a child's communication and creative skills. Health practitioners and researchers have attributed the growing incidence of Autism, to the lack of Essential fatty acids in children.
Several studies have been conducted on children suffering from Autism, in order to identify the ways in which their brain and its composition differs from that of a "normal" child. Most of these studies have shown a clear lack of DHA (one of the omega 3 fatty acids) in autism-affected children.
Omega 3 is the name given to a group of Essential fatty acids that are critical for a healthy brain and nervous system. But these fatty acids cannot be synthesized by our bodies, which is why we need to obtain omega 3 fats through our diet. However, most people do not get enough of these fats and end up suffering from a variety of health disorders.
In children Omega 3 deficiency is manifested in the form of various disorders such as Autism, ADHD, ADD etc. Emotional problems like depression, psychosis, anxiety etc can also be attributed to lack of DHA fatty acids. Thus it is absolutely essential that your kids get adequate amounts of Omega 3 fatty acids either through their diet or through supplements.
Benefits of Fish Oil for Children with Autism
Regular consumption of Omega 3 supplements can help your child in many ways. Some of the most significant benefits include -

• Improvement in cognitive abilities and communication skills
• Increase in memory and learning abilities
• Better concentration levels
• Increased attention span
• Remarkable development in Speech and Intellectual capacity
• Enhanced Quality of Sleep
• Reduction in Hyperactivity and Aggression
• Improved Emotional and mental health
• Better Adaptability and Enhanced social skills

If your child is autistic, fish oil is definitely the most important supplement you should be giving them regularly.
Omega 3 fatty acids can increase the quality of life of your children as well as improve their ability to learn and adapt to new environments. Just ensure that you buy the purest form and give your child the right dosage of omega 3 for maximum health benefits.

If you would like to know more information on fish oil benefit for children, please visit my blog at http://starvina.linktrackr.com/omega3oil4kids, this will give you a compiled comprehensive list of omega oil benefits for the young ones.

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