A Common Link Between Lyme's Disease, Autism, Celiac's Disease and Other Neuroimmune Disorders

Neuroimmunology is the study of how the immune system and nervous system relate to one another in the presentation of chronic conditions. Neuroimmune disorders are the eventual appearance and diagnosis of these conditions after they have created enough change to be spotted on a laboratory test such as blood analysis. Neuroimmune disorders are complex presentations that have three predisposing environmental factors.

1.) Infection (bacterial, viral, fungal, parasitic, etc)
2.) Toxic chemical/metal exposure (mercury, aluminum, formaldehyde, chlorine, etc)
3.) Food Intolerance/Sensitivity (gluten, casein, peanuts, etc)

Infections have long been associated with illness and disease. Certain microbial organisms have been attributed to the cause of numerous diseases. For example, in Lyme's Disease, the bacteria Borrelia burgdorferi is the most common trigger in North America, while Borrelia afzelii, and Borrelia garinii are more common in Europe. Once the bacteria begin to thrive in the body, immune function decreases, neurologic changes occur, digestion becomes impaired, and fatigue and other symptoms become more prevalent. Many infectious organisms also open the doors for co-infections, and other opportunistic infections to further complicate the patient's presentation. If the infection is not addressed early enough, chronic burdens become debilitating to those that continue to have immune system flare ups. Lyme's Disease is known as "The Great Mimicker" as over 300 different neurological, immunological, and other chronic conditions have been misdiagnosed and mistreated when the true cause was a bacterial infection. Neurologic complications triggered from viruses include: encephalitis, polio, meningitis, encephalomyelitis, Creutzfeldt-Jakob, and more.

Toxic chemical and metal exposure also contributes to the chronic effects of Neuroimmune disorders. Xenobiotics are chemicals found in our bodies that are not normally produced or expected to be there. Xenobiotics can include naturally occurring substances or manmade products as well. Common examples include plastics, mercury, formaldehyde, and dioxins. A common debate in the autism world is the possible correlation between vaccinations and current autism trends. Before 1983, the Center for Disease Control and Prevention (CDC) recommended 10 different immunizations before the age of 6. By 2007, the CDC had increased the immunization schedule to include 36 different vaccines in the same time frame. In 1982, the estimated prevalence of autism was 1 in 10,000 children, and by 2007, the rate had increased to an estimated 1 in 150. Vaccines contain different xenobiotics, including lead, aluminum, mercury, formaldehyde, antibiotics, and aborted fetal tissue.

The amount of xenobiotic exposure has stimulated numerous debates, research experiments, and court battles in regards to the safety of these products in our bodies. Whether or not vaccines cause autism is still for debate, yet xenobiotic exposure certainly contributes to the neuroimmune presentation that many patients experience. From pesticides, herbicides, vaccines, plastics, aerosol vapors, mercury fillings, and the hundreds of other sources of toxic chemicals and metals, a person that experiences neuroimmune disorders will often show improvement through the removal of the toxic substances.

Food intolerance's or sensitivities are very different from food allergies. A food allergy creates a potentially life threatening experience where a person has symptoms of anaphylaxis or death. Food allergies stimulate an IgE immune reaction. Common foods that create an IgE reaction include shellfish, and peanuts. Food intolerance's or sensitivities can create other symptoms such as headaches, bowel disturbances, inflammation, seizures, and more, but are not considered life threatening. Food intolerance's start an inflammatory response that involves the IgA, IgG, or IgM portions of the immune system. Common food sensitivities include gluten containing grains, dairy products, tomatoes, soy, and corn. Many people are familiar with someone who is "lactose intolerant." Lactose intolerance usually leads to symptoms such as bloating, flatulence, weight loss, nausea, headaches, etc. and it is estimated that 30 million Americans over the age of 20 experience this condition. Gluten intolerance's can vary from mild symptoms such as lactose intolerance, or can be severe enough to create autoimmune activity such in persons with Celiac's Disease. In both presentations, poorly digested gluten molecules stimulate IgA, IgM, and IgG immune responses which induce inflammation, and symptoms from consuming this substance. "Gluten" is a protein found in all grains, but the immune response is triggered from the gluten proteins of wheat, barley, and rye that contain the "gliadin" and "glutenin" molecules as well. Screening tests that include blood, saliva, stool, and intestinal biopsy are used to find food sensitivities. Once the sensitivity is identified, removing the dietary trigger is an important step in helping a person experiencing neuroimmune disorders.

Chronic conditions often frustrate doctors and patients alike due to the complexity of the patient's symptoms, and the wide range of patient complaints. Addressing the factors that contribute to the neuroimmune disorders are essential for helping a patient increase their level of wellness. Whether the patient is experiencing Lyme's Disease, autism, lupus, Celiac's Disease, or any other chronic or autoimmune illness, proper testing should be used to identify the presence of any infection, toxic burdens, and food sensitivities.

Dr. Chase Hayden, DC, QN is a holistic doctor that incorporates quantum neurology rehabilitation, functional endocrinology, chiropractic and functional nutrition in his practice. He is the owner of The Hayden Institute in Houston, TX where his general practice sees patients with a variety of symptoms and conditions including: menopause, PMS, epilepsy, thyroid imbalance, chronic pain, fibromyalgia, sports enhancement, and more through the use of complementary and alternative approaches. He is happily married and currently has two children. For more information regarding Dr. Chase Hayden and his services, please visit http://www.HaydenInstitute.com

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Speech Therapy Activities For Children With Speech and Motor Apraxia

There is only one effective way to get children actively involved with speech and motor Apraxia, and this is by engaging them in fun speech therapy activities. However, before you even begin to help your child with language articulation activities, you have to be in the right frame of mind.

It would be counter-productive if you are stressed, impatient, and thinking of other things at the same time. Thus, for the language activities to work out well between you and your child learn to set aside a specific time that's just for this purpose. Make it a date between you and your child and treat the time as special bonding hour that will create beautiful memories for you and your child.

Here are some fun language therapy activities that you can start under the supervision of a qualified therapist, and then branch out on your own at home. Remember what the purpose for the language activities are, focus on that, and not just having fun. Also do not be a stickler for how long your child should be doing the activity, otherwise it becomes a chore instead, and he will not be motivated to do it again.

Speech Therapy Activities Part 1

Using PECS or Picture Exchange Communications System uses pictures as an alternative way of communicating with your child. Naturally, you will need some practice with this because for a child, a picture of a sandwich could mean he's hungry but not necessarily for a sandwich.

You can go around the house tagging items with a picture and the word spelled out. Eventually, from practice, your child will recognize the word and not just the picture. By then you can take away the pictures and just have word tags.

Speech Therapy Activities Part 2

Use of music to teach pacing and pauses between words. The music therapy is a great way to introduce sounds and how they can be used. It works in conjunction with language therapy activities in many instances because of its universal appeal. There are special CDs for young children with Apraxia that you can buy as part of your language therapy activities at home.

With singing, children with Apraxia can enjoy speech therapy activities by learning how to elongate their vowels.

Speech Therapy Activities Part 3

Why not play Go Fish or the Memory Game using cards as your game tools. Cards are very good as part of your speech therapy activities as well as in helping develop dexterity and hand-eye coordination. These are just 3 language therapy activities that you can do without special tools. It will not work though if you do it a couple of times a month.

There has to be some form of schedule, 5 to 10 minutes a day, to make it work.

Ricardo Arbois Jr is the father of a child diagnosed with Speech Apraxia, Motor Apraxia and Autism. He is also the author of Understanding Childhood Apraxia One Step At A Time. To learn more about Childhood Apraxia, sign up now to receive your free "7 day e-course" valued at $47 at http://www.understandingchildhoodapraxia.com.

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How to Help Your Child With Autism Begin The School Day

The beginning of the school year, and the start of each school day, can create potentially stressful situations for you and your child with Autism Spectrum Disorder (ASD). Most children with Autism not only need routines, they require them in order to cope with an ever-changing environment. This article is designed to help prepare your child for the transition to a new year and for the beginning of each school day.

For children with autism, who typically have difficulty with transitions, the daily requirement of getting up and ready for school can cause tremendous stress and frustration. Starting school can present extreme difficulties for children with autism because children with ASD are required to conform to unpredictable and demanding schedules, rules, behaviors, and social norms.

As you prepare your child for a school year, begin by introducing new school supplies gradually. When purchasing clothing attempt to keep within the parameters of what fabrics, colors, and textures are suitable for your child. Tags may need to be cut out of clothes and all items should be clearly labeled. Depending on your child's specific needs, select materials that will appeal to his or her unique interests. For example, your child may want a certain cartoon character on his or her lunch box. For another children, this might pose too much of a distraction. Item can be purchased, set aside out of view, and introduced gradually. By the time school begins, however, your child needs to have the chance to become acquainted with each new item.

Visit the school, discuss, and walk through routines. For example, pack your child's lunch box and have a picnic in the lunch area at the school prior to the beginning of the year. As teachers begin to set up their new classrooms plan to visit the school. If possible take your child to see the classroom, the nurse's office, the library, etc. You also have the right to arrange a meeting before the school year starts. This is a good opportunity to get to know the team members and to make certain that your child's Individualized Education Plan (IEP) is up-to-date. Discuss concerns with the support staff and let the school know what your child needs in order to be successful. Request a follow-up meeting a week or two after the year begins to iron make adjustments.

Many children with autism respond well to visual stimuli and are comforted by what is familiar; establishing and maintaining a daily routine helps your child feel secure. Create a daily picture schedule to help your child prepare for the day and to transition between home and the external world. You may want to use picture cards. These cards can be laminated and attached with Velcro to laminated cardboard. This daily schedule will help your child with transitions. The picture schedule includes photos in chronological order that represent key transitional activities. Pictorial schedules may, but do not have to, include captions. If a picture schedule is used at home it may readily be adapted into the school setting. A picture symbol, such as a question mark, can indicate when an unexpected or unpredictable event may occur. Becoming familiar with such a symbol will help even the unexpected become more predictable. Another idea is to use timers and alarms to indicate the time for a transition from one activity to another. Your child's temperament will help in determining which schedules and devices will alleviates rather than promote anxiety.

Social stories that explain procedures and routines may also help your child to understand events and behavioral expectations.

Keep an open line of communication with the school, particularly the principal and teacher(s). While email is helpful, communication logs provide a hands-on method for relaying information between home and school. A small notebook for daily comments can eliminate hours of frustration for your child and his or her caretakers/teachers. Any change in routine can be documented in order to facilitate an understanding of unsettling events or changes in your child's routine.

While every child with ASD is unique the suggestions listed above have proven helpful in preparing for a smooth transition to a new school year and, with minor adjustments, to the daily school routines.

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Parenting Children: 5 Tips on Helping Deescalate Autistic Children

Parenting children with special needs often feels like a roller coaster ride: there are the slow climbs and the times when you look around at the top, admiring the world around you. Then there are those moments where you hang on by your canines, gripping the sides of the car with ferocious intensity.

It's frustrating to work with your child for hours and days and weeks, finally see progress, only to watch your child seemingly slip back to the same spot where they began. Here are some tips you can keep handy that will help you get through it the next time around:

1) Try and remember that all children's development consists of highs and lows.

Placid and peaceful one year olds turn into driven and conflicted two year olds. The calm, reflective six- year old rushes headlong into the moody, withdrawn seven year old. And the cheerful, happy go lucky ten year old transforms herself into a conflicted, on-the-verge-of-puberty eleven year old.

Remember to pay less attention to your child's physical age than their developmental age. This can be tricky because a 10 year old that acts like the wild, independent four year old is often hard for parents to accept emotionally even though intellectually they know it to be true.

2) Pay attention to the warning signs.

While it's natural for children to experience ups and downs, this doesn't mean you shouldn't keep an eye on your child's behavior. While it may seem pessimistic, it is in fact realistic to prepare yourself for a down turn.

Examine the last few times your child's behavior escalated. How did they react to regular stressors? Were they crankier? Did their sleep patterns become suddenly more erratic? Were they upset about things that usually don't bother them?

3) Avoid the ostrich syndrome.

Often it's hard for parents to accept emotionally that their child is about to lose it. It feels easier to ignore things: even though you know the problem won't go away, at least you'll have some time until you have to deal with what will undoubtedly be a less than fulfilling experience.

Instead, reframe the experience. Instead of assuming that you can do nothing to help the situation (other than damage control), take a proactive stance. Don't assume your child's behavior is the same as it always is a these times, because it isn't. If you examine the situation carefully, you will undoubtedly see several critical differences.

Use this information to reexamine the world from your child's point of view. What is the purpose of this behavior? What are they trying - albeit ineffectively- to achieve? Independence? Some children suddenly get frustrated with their capabilities and go haywire. Peace and quiet? Maybe their environment is too stressful.

Always consider what your child gains from their maladaptive behavior, and try and find a way to teach them or give them what they need.

4) Consider alternative medicine.

There are numerous treatments you can provide for your child that will help her get over this hump. Herbal remedies (check with your doctor or complementary medicine practitioner first) can often make a surprising difference. For example, passiflora with a bit of lobelia are wonderful for helping kids calm down, and lavender underneath a pillow or in a satchet near the bed helps induce restful sleep.

Other options such as massage or acupuncture can also provide relief. These are things that can be done as you need them; you don't need to commit to regular treatments in order to see good results.

5) Take time out for yourself.

After all is said and done, your home and your family will only function as well as you do. In fact, studies show that a mother's emotional and physical health are the critical factors in whether or not a family under stress survives.

Whether it's a night away with your husband at a luxurious hotel, or a luscious Swiss chocolate candy bar enjoyed from the confines of your closet, give yourself permission to jump out of the driver's seat every once in a while.

Had enough of parenting children who tantrum, backtalk, and engage in endless power struggles?

END misbehavior now.

Sign up for our FREE newsletter at http://teachingthefuture.net, and you'll learn the powerful tools you need to raise happy, responsible children.

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Special Education - 6 Factors to Consider When Advocating for Extended School Year Services

Are you the parent of a child with autism or a learning disability,
who believes that your child needs educational services outside of the
school day? Have you been told that your child does not qualify for
summer school because there is no proof of regression?
This article will discuss the 6 factors that IEP teams must consider
when discussing Extended School Year (ESY).

Extended school year is educational and related services outside of
the regular school year. The child must need ESY, in order to receive
a free appropriate public education (FAPE). ESY can extend beyond
summer school, if the child needs it.

In the court case Reusch vs. Fountain the court found six factors for
IEP teams to consider in deciding if a child is eligible for ESY
services.

Factor 1: Regression and Recoupment: Is the child likely to lose
critical academic or functional skills, or fail to recover these
skills within a reasonable time.
Many special education personnel only use regression and recoupment to
determine ESY eligibility. Courts and OSEP have ruled that this is not
the only consideration.

Factor 2: Degree of progress toward IEP goals and objectives. If
your child did not make progress during the school year, you could use
this to ask for ESY.

Factor 3: Emerging skills/and Breakthrough opportunities. Is your
child just starting to learn to read, and will a long summer break
prevent progress from continuing? You could use this as a reason to
ask for ESY, for your child with a disability.

Factor 4: Interfering Behavior. Behavior that affects your child's
ability to benefit from special education.

Factor 5: Nature and Severity of Disability. OSEP released a policy
letter on February 4, 2003 that states A public agency may not limit
ESY services to particular categories of disability, or unilaterally
limit the type, amount, or duration of these services. Many school
districts were only offering extended school year services to children
with the most severe disabilities, this is not allowed.

Factor 6: Special circumstances that interfere with your child's
ability to benefit from special education. Was your child ill, or
missed a lot of school because of illness. You could use this reason
to ask for ESY services for your child.

By using these 6 factors you will be able to advocate for ESY for your
child. Children with autism, and also learning disabilities often need
extended school year services, in order to benefit from their
education. You may have to fight for this important service, but it
will be worth it. After all, isn't your child worth the fight!

JoAnn Collins is the mother of two adults with disabilities, who is the author of recently released book "Disability Deception; Lies Disability Educators Tell and How Parents Can Beat Them at Their Own Game." JoAnn teaches parents how to assertively and persistently fight for an appropriate education for their child with a disability. For a free E newsletter entitled "The Special Education Spotlight" send an E mail to: JoAnn@disabilitydeception.com.

For a link to more free articles go to: http://www.disabilitydeception.com

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Summer Schools For Autism Education

Whilst during term time autistic students are able to learn and interact with their fellow peers, that support can be lost during holiday periods; particularly through the long summer months. However help is often at hand. With the increase in autism schools a similar rise has also been found in the number of specialist summer courses available to children with autism.

Summer schools are a great opportunity for autistic students to continue their education and enjoy activities amongst their peer group. It's a chance for children to work together and do something a little bit different to their usual term-time activities, whilst also of course learning all the time.

This kind of autism summer school can be a blessing for parents, particularly those who are working full-time. Whilst of course you want to spend as much time with your child as possible, it is at least reassuring to know that they are having fun and gaining some valuable life experience in a safe environment.

The kind of activities that the summer schools are able to provide can be hugely beneficial. And as they're run by trained autism educators, children can really make major strides in their interaction and general education. Of course each school is different and most will provide varying events and structured events for students to get involved in; but all will aid their development and ensure that they have the best summer possible.

Just as with the majority of specialist autism schools, these summer camps are unlikely to be free. However, it is very much an investment in your child's future as well as offering you some free time to continue working or anything else for that matter. Often they are structured so that you can pick certain time periods rather than committing to an entire summer; therefore you very much the option of when and for how long you choose to take your child to school.

Ordinarily these types of summer schooling events can be extremely popular. To avoid missing out it's usually best to contact any specialist autism schools in your area, or even beyond to see what options they have and to check on availability. It is also an opportunity to discuss exactly what they will be doing throughout the summer and reassure yourself that this is the best thing both for yourself and of course your child.

The most important thing to remember when deciding on whether or not to commit to summer school are the benefits for your child. Whilst team building activities, the opportunity to make new friends and learning all the while will obviously be great for their development, it isn't for everyone. You may well be of the opinion that they'd be better at home with their parents and friends, which of course is true for many.

However, summer school should really be seen as an alternative. An opportunity for working parents or those who need a short break from responsibilities through the days. Whatever your standpoint, be sure to discuss it with a couple of schools and your child to work out the best possible solution.

Derek Rogers is a freelance writer who represents a number of UK businesses. For more information on autism education, he recommends Eagle House Group, leaders in autistic schooling.

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Autism and Education - How Does it Affect Your Child's Education?

Autism is a disorder that affects the entire person and most often lasts for the lifetime of the person that it affects. Specifically this disorder affects one's ability to create emotions, memories, sensory abilities, non-verbal communication skills and much more. It affects one in one hundred and fifty individuals of all races and social status; and tends to affect more boys than it does girls.

A common description that I have heard among professionals is that many people who suffer from autism can think thoughts but cannot vocalize those same thoughts.

Key Symptoms Include the Following:

Repetitive Behavior - For example, a young child may seem unusually fixated on a particular toy, constantly arranging objects in a specific way or obsessive about certain things.

Lack of Social Interaction - Another symptom is in the area of relationships. Research has found that people who suffer with autism are usually 'socially unaware'. This means that they are oblivious to the feelings of people around them.

Verbal and Nonverbal Communication - By nature, autism is a neurobiological disorder. Hence it affects the manner in which the brain converts thoughts into words. Therefore, a child might be thinking of an answer to a question, but vocalizing it becomes a very difficult task! Non-verbal communication is difficult for many of us who are considered "normal", so imagine what it must be for one who has difficulty connecting with their emotions - let alone the emotions of others!

Limited interests in activities or play - For example, a child might focus on a part of a toy instead the whole toy or play a specific tune on a toy over and over again, rather than play the twenty-nine other tunes on the toy. Also the need for a rigid routine would mean that any new activities are met with resistance.

Tell Tale Signs
During early childhood it is not uncommon for parents to have troubling instincts about certain behaviors that their child may display - for example they may not want to be held, don't look people in the eye, have delayed speech, lack of interest in games or what I call 'super repetitive play" - where the child only seems interested in one toy - ever, etc. As both a parent and a teacher (as well as one who has an autistic half-sister), please, please, please follow your instincts.

Nobody knows your child the way you do, so if your pediatrician says "wait and see" yet you feel strongly that your child needs to be evaluated - do what YOU feel needs to be done. Parents that I have heard from have mentioned some of the following as red flags that got them concerned - their child was 'not pointing','not giving them eye contact', didn't seem to be 'able to focus', 'unaware of their surroundings' or as one lady put it "I just don't feel like she is connecting with me".

Early Intervention
Early intervention, especially in the pre-school years has been proven (by researchers) to, in many cases improve social, cognitive and communication skills - especially if it is in an educational setting that is tailored to meet the needs of a child with special needs. Remember, for some children, the earlier the intervention, the better!

Types Of Autism
A spectrum has been created for autism which makes it possible for the medical profession to accurately diagnose the disorder. The disorders range from mild (Asperger Syndrome) to severe (Autistic Disorder) and can be diagnosed by the age of three and sometimes as early as eighteen months. Autism Spectrum Disorders are categorized based on the degree of impairment that the sufferer encounters in the following areas;

o Communication Skills

o Social Interaction

o Restricted Patterns of Behavior

Asperger's Syndrome
In 1940, Hans Asperger's described a set of behavioral symptoms that occurred mostly in his male patients. They all seemed to have normal intelligence and language development, yet they had poor co-ordination and communication skills. In addition their social skills were very noticeably lacking.
Typical symptoms of Asperger's Syndrome include the child being diagnosed much later in life than with typical autism - usually between the ages of five through nine. In addition they are known to have limited facial expressions, obsessive behavior, poor social interactions, difficulty reading the body language of others, odd speech patterns and obsessive routines.

In addition to the above, symptoms of Asperger's Syndrome include an unusual sensitivity to sensory stimulii such as lights (that others will not notice as being too bright) or sounds (that others might barely be able to hear.

Childhood Disintegrative Disorder
Childhood Disintegrative Disorder or CDD was discovered by a special educator by the name of Theodore Heller. Children with CDD are said to develop a disorder that resembles autism, but only after two to four years of normal development. In other words, the children unexplainably seem to regress. They lose their language skills,their toileting and self care abilities, their interest in the environment, etc. While the disorder begins to look exactly like autism, the history is very different.

Symptoms include increased risk of seizures as well as the symptoms of autism.

Rett Syndrome
Rett Syndrome was first diagnosed in 1954 by Dr Andreas Rett, an Austrian Pediatrician. It is a developmental disorder that has a greater tendency to occur in girls more than it does boys. It is caused by mutations on the X chromosome on a gene called MECP2. Symptoms include normal development until six to eighteen months after which there is after which there is a stagnation or slowing down of skills. Following the stagnation, there is a period of regression when the child looses their communication skills and eventually all purposeful use of their hands. Symptoms that follow include the stereotypical hand washing movement, seizures, slowing of normal head growth and disorganized breathing patterns.

The disorder can be confirmed with a simple blood test.

Pervasive Developmental Disorder - Not Otherwise Specified
Otherwise known as PDD - NOS, is a condition on the spectrum in which one person doesn't act like another with the same disorder. In other words, John may display some symptoms, while Mary may display something totally different. Also they may often be subject to the same key symptoms, but may be in varying degrees.

Due to the very nature of PDD - NOS (meaning that there are no strict symptoms because they vary from one child to another), PDD-NOS is very difficult to diagnose and is therefore often misdiagnosed. Treatment also has to be very specific to the needs of the person in question and may often include alternative therapies such as martial arts and music.

Autistic Disorder or Classic Autism
Is sometimes referred to as 'mind-blindedness' - referring to the need to be in their own world, lack of social interaction and, limited ability to communicate, a display of repetitive behaviors and distress over changes - no matter how small. Children (or adults, for that matter) who suffer from classic autism are not considered to be "high functioning".

How Does Autism Affect Your Child's Education?
In many cases, the 'autistic child' will be required to be in Special Education classes - where teachers are trained to understand how to deal with the symptoms, autistic tendencies and other disorders. While "inclusion" is the new buzz word in special education, I find that children with severe autism do not usually benefit from it. However I have seen children with autism benefit and even excel in certain subjects; for example, I was observing a business computing class once where the code html was being taught. During a test, the teacher deliberately placed errors in part of the code for the students to correct and re-write. Well there was a young man in the class who corrected the teacher before the test began - and he had Asperger's Syndrome. His 'obsessive behavior' worked out to his advantage - it converted into 'attention to detail' resulting in him becoming an outstanding website designer.

Weaknesses can be turned to strengths sometimes - and I hope that they will for your child.

(c) Copyright Lydia Riddle 2009

For further details on education and kids, please take a look at my website at http://www.educatekidz.com

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