Accepting Auism - A Parent's Journey From Suspicion to Advocacy and Acceptance

In this day and age with the rise in disorders that were not quite as common twenty years ago, such as Alzheimer's and Autism - both neurological disorders - it is easy to worry and fret. The fear that either of these will arrive at your doorstep can fill anyone with concerns and anxiety if they let it.

Confronting the fact that your loved one may have a neurological disturbance that challenges their ability to communicate, interact and socialize with you is difficult to face. The possibility that your precious child may receive a diagnosis of autism is news that can drastically alter the course of the life you envisioned for you and your family.

As devastating as this can be it unfortunately is a fact of life for too many parents in this day and age! With the Center for Disease Control (CDC) reporting a prevalence of an autism spectrum disorder (ASD) as 1 in 110 children this is a situation that can potentially present itself to a large percentage of families across the world.

Deciding whether or not to get a diagnosis for any life altering condition can be wrought with confusion, anxiety and doubt and feel like a double-edged sword. On the one hand, knowing exactly what you are dealing with might provide you with some relief by giving you clear direction for the detour your life is about to take. On the other hand, fear of the unknown can easily instill fear and helplessness, thereby halting you in your tracks. Either side of this coin is a very uncomfortable and daunting place to be.

Taking a step towards a diagnosis not only involves a conscious effort to put one foot in front of the other but the courage to see what may lie around the corner. Staying where you are may feel safe for the moment but as frightening as it may be, the sooner you know, the sooner you will be able to move toward your preferred future and have your child reach his or her full potential.

Whether someone has mentioned a concern about your child's rate of development or your gut has been sending you suspicious messages about your child's progress, being in this space can fill you with angst. As unique as we are as individuals, we all move at our own pace and in our own time but sometimes we all need a little push. This impetus may come in the form of new information, the support of others, or the simple matter of listening to and trusting that nagging voice inside our head.

Wherever you currently might be on this anxiety-provoking path, here are some thoughts to contemplate. Parents who are facing a possible diagnosis of autism for their child usually fall into three different categories:

1) The Land of Denial

All parents of special needs children go through this phase. No parent wants to believe that their child will face challenges in any area. Every parent want their children to be as close to perfect as possible, or without significant challenges for sure.

If you are a first time parent you may not have an accurate frame of reference to refer to. If this is not your first child but you notice the difference in your child's development it is easy to explain it away with the notion that ALL children are unique and grow and develop at their own pace which is absolutely true.

If you secretly harbor a suspicion about your child's development, yet fight the thought whenever it enters your mind:

• Take some time for reflection; time to really listen and objectively observe what is before you.
• Educate yourself and do your research on typical child development then contemplate the facts.
• Listen to your gut and what it is telling you. Don't block your ears because you don't want to hear what it might be saying - this is your child we are talking about.

2) The Dismissal Zone

Some parents come to terms with the fact that something may not be right early on and are prepared to address it. They may have found some confirmation for their concerns from various reliable sources yet have difficulty finding a professional that will take them serious enough to explore the issue.

If you are requesting a conclusive diagnosis from your child's pediatrician and are frustrated with the response you are getting, consider the following:

• Don't accept excuses. If the professional you share your concerns with refuses to listen to you and responds with "he's just a boy..." or " Let's wait another year and see where she is." - listen to your wise self and go to plan B. Time is of the essence and early intervention and treatment is one of the most important things you can set into motion.


• Get a second opinion. This is no time to be intimidated. Shop around for pediatric professionals and other developmental specialists who diagnosis. Ask to be referred to a Developmental Pediatrician or interview pediatric practices that have Psychiatrists/Psychologists on staff.


• Advocate, advocate, advocate. Be persistent in your efforts to help your child - don't let your worries and concerns fall on deaf ears. Remember, you are your child's best and only advocate.

3) Floating in Limbo.

Once you have acknowledged the diagnosis of an autism spectrum disorder for your child the experience can be devastating and overwhelming. The disappointment, anger and the feeling of isolation can leave you in shock.

If you have accepted the diagnosis of autism but are confused about what to do next and often feel as if you are adrift at sea:

• Get the ball rolling. Taking action will eventually give you a clear direction and focus. Early intervention is extremely crucial in making a difference for your child because rewiring the brain while it is most malleable produces the best results.


• Do your homework. Clear away the debris and alleviate your confusion by turning to reliable sources of information such as experts, associations, and veteran parents of children on the spectrum. The Autism Society of America http://www.autism-society.org or Autism Speaks http://www.autismspeaks.org are good places to start. Autism Speaks offers a 100 Day Kit to assist families in getting the critical information they need in the first 100 days after an Autism diagnosis.


• Find and join a support group. Don't let any embarrassment or shame you might be feeling get in the way of reaching out to others. There are many other parents who have been in your shoes and experts out there to help you - go find them.

If fear of the unknown resonates with you and you feel that you just can't face this ordeal on your own, search for experts who can support and guide you through this journey. There are a growing number of parent coaches and consultants that are available to help parents address almost any challenge and guide them to take the necessary steps forward. A parent coach can save you valuable time in finding the best route possible to get you to your destination.

Regardless of your situation, should your worries and concerns turn out to be negative, you have lost nothing. If your suspicions are confirmed, you can at least prepare yourself well for your unexpected journey.

Connie Hammer, parent consultant, educator and coach, is your expert guide to the other side of Autism. A licensed social worker, with more than twenty years experience working with families, she supports parents of young children recently diagnosed with an autism spectrum disorder. Founder of Parent Coaching for Autism http://www.parentcoachingforautism.com, she will replace your worries and concerns with relief and results by uncovering abilities to change possibilities. To discover the support she offers with a membership in her Parent Chat Club, a coaching group that will take your parenting to a more confident level, visit http://parentcoachingforautism.com/coaching-services/parent-chat-club-membership/

The Powerful Use of Language and How It Impacts Autistic Children

When looking at the language we use with our autistic children it is useful to break it down into categories. There are four things on which to focus when you want to use appropriate language with your child.

1. Stay Away from Negatives

One thing to remember is that the subconscious mind does not "hear" negatives. When you tell a child "not" to do something, that child will actually do it because the negative word is filtered out by the subconscious. For instance, if you say to a child, "Don't run," the child will only hear the word "run." It is better to say, "Please walk," or "I would like you to walk," or simply, "Walk." Depending on how you generally speak to your child, you may have to work hard to change the way you phrase requests. Just try to focus on the positive and minimize the negative. This means that when you phrase requests for your child, you must use positive language and state what the child is to do, staying away from saying what the child is not to do.

2. Break Things/Requests Down

Another thing to remember when talking to autistic children is that they do not have the same level of concentration as an adult or even another child does. For this reason, it is important to break tasks down for them so that they won't feel overwhelmed. It is so easy for us to just say, "Clean your room," but an autistic child wouldn't know where to begin. You need to break it down and ask her to clean up only her clothes. You can even tell her to pick up the clothes according to color. Tell her to pick up the red clothes, then the blue clothes, then the pink clothes. Then ask her to clean up her toys. You will get better results and your child will feel better about it too.

3. Offer Choices

Children of any age need to feel like they are in control of their lives and this need may be even more pronounced in the autistic child. After all, she is trapped within a mind in which she knows she needs to communicate, but also knows she cannot. Autistic children also do not like change, which is a part of life. This must be extremely frustrating. By giving an autistic child the ability to make choices, you can help alleviate some of the frustration of the child's situation. The key to doing this is to ensure that the choices are simple, otherwise you risk overwhelming the autistic child, which will very likely cause undesirable behavior instead of preventing it. Of course, there are some things that children simply have to do, but you can make it easier for them by offering choices around those things. For instance, they have to eat, but by offering them a choice of what to eat, they can have what they like and feel good about it. If your child is non-verbal or not very verbal, then you can still offer choices by using pictures of food and having her point to the picture of what she wants. This ability to control one's life is something we all want and we must value that need in our children.

4. Talk to Them and about Them in a Positive Manner

Your child will be whatever you tell them consistently and your positive message can make the difference between your autistic child growing up to be a functioning adult in a career that she enjoys or an adult that has a difficult time functioning in society. Have you ever met an autistic adult who was happy in her life and career and said that her parents always told her she could do anything she wanted and that she could achieve anything? Well, guess what? She did exactly that. But if those same parents had told that same child that she wasn't able to do certain things or that something was out of her reach because of her autism, she would very likely not have achieved much of anything. The adult standing before you would likely have a very different life.

If you complain that your child is slow, then she will be slow. However, if you tell her she is smart and that she can do anything she wants, she will take that into her life and you will see it in her efforts at school and beyond. It is important to convey to your child that she is great. When you do this, the child will be great and they will believe they are great.

The key is that when you use the appropriate language with children it becomes a win-win situation for everyone.

Rachael Mah is a Master Neuro Linguistic Programming (NLP) Practitioner and Coach. Rachael's passion is to help parents and teachers to coach their children and students to succeed in life as individuals. Please visit http://www.motivateschoolkids.com for details.

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Have You Heard About Colored Lenses Helping Autistic Children?

I recently did some research about bright lights, fluorescent lights and sunlight, that can create problems for some autistic children. I started to read about these colored lens glasses. I had to find out more information and know what they were and what the effect is, by helping autistic children.

I discovered they were lenses that are a form of prism lenses. These type of lenses are useful for individuals who have autism spectrum and are hypersensitive to various kinds of lighting.

I remember when my brother had his disorder, he had a difficult time reading. He told my parents the words were like ants crawling on the page. Printed text with its many colors and color contrasts can be a challenge for people who have autism. Sometimes this will give a hypersensitive reaction.

I learned with my research that these lenses will improve the attention span and reading skills. In addition, they can help reduce the color sensitivities that your child might experience.

Some of the visual problems your child may have is peripheral vision issues, color sensitivity, light hypersensitivity, poor depth perception, and color contrast. This has been identified as Scotopic Sensitivity or Irlen Syndrome.

Autistic children have a common denominator of visual problems, which can cause reading disorders and learning disorders, that is a result from stress and appears in most environments.

Some of the symptoms of the sensitivity are:

* Bright lights, flashing lights, glare, certain kinds of lighting.

* Difficulty in reading, due to the fact that the words seem to vibrate on the pages.

* High contrast of color, may be difficult to see or read.

* To sustain attention and concentration may be a challenge,

* Tunnel vision and other vision problems may be difficult due to what is seen.

* Your child might get migraines and headaches.

Who is the founder and developer of Irlen lens system? Her name is Helen Irlen. She used two methods for helping children with autism.

1. Using colored overlays or transparencies to place over books, documents, and computer screens.

2. To better manage and look at what is surrounds the individual, Helen used tinted glasses to wear.

The reason this method seems to work or have value for some individuals with autism is, the transparencies reduces the stress they often have or feel from reading words and making them stable on the page.

The colored overlays are placed on printed text when reading., They are very simple to use. It has been proven most effective when they are used on a white background.

It has been reported that children with autism, who wear colored lens glasses, feel less stress from light and see better. They are more relaxed, have better motor skills, and experience fewer distortions of perception.

It might be beneficial to consider to do some research and find out if your child is suited for colored lens glasses. Ask your professional health care doctor for information on what he or she thinks would be good for your child. Check it out with your professional, for further advice.

Bonita Darula's informational web sight==> http://www.autismintoawareness.com is where you SIGN up and RECEIVE your FREE WEEKLY NEWSLETTER with updated topics that are imperative for your Autistic child and you. She also offers an e-book that has updated information about the signs and warnings of Autism. Check it out.

Asperger's Syndrome - The Pardox of Social Impairment and Profound Social Disconnectedness

The intricate labyrinth of this paradox exists within the assumption that a social impairment in and of itself, however that is defined and experienced in each individual (AS) life is tantamount to social disconnectedness

Gregory B. Yates, in his writing, "A Topological Theory of Autism," explains that the three founders of "autism", Eugen Bleuler, Leo Kanner, and Hans Asperger, "clearly saw other features of autism as secondary to social disconnectedness." and emphasizes that this disconnectedness "...is the central, eponymous feature of autism it is the primary feature..."- "it is social disconnectedness that most defines autism..."

The degree to which there are differences, generally, between autism and Asperger's Syndrome (AS), more specifically, in terms of this social disconnectedness varies greatly with each individual. It has been my experience that the manifestation of this social impairment and social disconnectedness also varies greatly between those with more classic forms of autism as opposed to those with Asperger's Syndrome (AS). Even within those with AS the extent to which this paradoxical synergetic syndrome is present depends upon many individual factors including age of diagnosis, intervention, support, counselling and general educational intervention.

I experience this social disconnectedness, as an adult with Asperger's Syndrome (AS), in ways that I imagine are more difficult for me and others like me than they may be for those with more classic autism. It is the awareness that one has with AS that often brings with it a more painful lack of connection. Many, like myself, with AS, to varying degrees, have strong desires to try to be as social as we can. This is, however, coalesced with what is an equally strong aversion to being social.

This paradox of simultaneously desiring and feeling aversion to social connectedness is born out of a lifetime of difficult and painful experiences in the social realm coupled with a lack of understanding and difficulty in truly being able to feel a sense of joining in what others are experiencing as a shared experience.

I am keenly aware, in the social realm, that while I have learned to do many things that one is supposed to do from all accounts and appearances I do not experience them in the same way that neuro-typicals (NTs) do. There is still this feeling of not totally understanding the feeling experience of the shared social experience. This reality is accompanied by the anxiety and the stress (overload to my system) that much of this activity produces within me. To state it outright and forthrightly, I do not derive joy from anything social.

My experience of joy is very much a by myself internalized proposition. Knowing this can be, at times, a source of frustration and pain. Even when I am social I am not really totally there. It's difficult to explain this but as Yates explains, "Autistic people live like Tantalus*, with the fluent social interaction of others suspended before their eyes, out of reach." I can relate to this. To try to actually join in and feel a shared experience socially is like reaching for forbidden fruit that moves ever so slightly back every time I reach up and forward toward it. I have been in many a social situation where I do just end up observing because the social interaction of others is suspended out there before me and for me is out of reach in terms of experiencing it the way that others appear to be and report experiencing shared meaningful times that fill them up. Trying to socialize, which I don't mind in small doses, despite the pain of it all, for me is so stressful most of the time that unlike my NT friends empties me out leaving me just wanting to retreat back into my own world.

The fact that most NT's describe socializing as being a "filling up" experience that adds something to them and I know that it is the opposite for me, I don't see this as needing to be defined as anything else aside from a profound difference after its recognition.

Yates continues with the assertion that, "Social disconnectedness is the horse of autism: Secondary features are baggage in its cart."

Not everything about this social disconnectedness is experienced as baggage. That said, I think it would be highly negating if I were to say that this disconnectedness doesn't in fact leave an adult with AS with some baggage. It does.

The most difficult aspect of this baggage, which I'm sure varies with each adult with AS, though having, no doubt, some common themes, is that we are left to fend for ourselves with it. There are (with rare exceptions) no services for adults with Asperger's Syndrome.

In my own experience, the mental health issues and co-morbid issues that can exist with AS and its incumbent or subsequent baggage, are not effectively being dealt with by traditional Mental Health delivery systems. While there are some therapists who will assist adults with AS they are not accessible to those without the funds and even then they are rare as most, if not all resources are currently focused on children with autism and/or Asperger's Syndrome.

Today's children are going to be tomorrow's adults. The baggage that they will encounter as adults will still be sitting here, as is mine and that of other adults with AS. I continue to not understand the lack of services for adults and for those who are transitioning from adolescents to adulthood with all its more complicated issues.

I must stress here too that not all that AS brings to my life is about baggage. In the arena of social disconnectedness and trying to navigate the world of social beings however, yes, I have some baggage that I am continually aware of, working through, and trying to come to terms with. In this area, this baggage does impinge upon my self-acceptance, still, though I'm getting through that more now too. This is the reality of a paradox that adults with AS must not only live with but wrestle with in order to not be left feeling less than. This is why I stress that we are differently abled as opposed to the common societal stereotypical assessment that we are just disabled

Yates also asserts, "While some secondary features of autism are unpleasant, in a social world one autistic trait is truly devastating. That is autism's defining characteristic itself - social disconnectedness.

I have found this trait quite devastating. While I continue to make progress in terms of what I have learned about mapping my social efforts I continue to find them often as painful as they are anything else. I am still in the process of dealing with this fact. The fact that I have to live with a high degree of social disconnectedness that I have enough insight about to feel saddened by at times. It is here, I have learned, that my self-acceptance depends upon my ability to continue to learn and grow in my ability to use compensatory strategies to meet my needs in the adult arena of relating.

Yates states that, "Autistic people vary in their desire for social interaction. However, even those who do not desire social contact can be devastated by its lack, for thriving in human society depends on social ability."

I agree totally with Yates here. I have known other adults with Asperger's Syndrome. I've seen vast differences between them and myself in many respects. I've also noticed that there are numerous and vast differences between men and women with Asperger's as well. (More on this in an up-coming article)

I have been devastated by "its lack". The lack of socialization in my life. By what remains (or certainly feels like) despite my best and most fervent efforts to socialize, relate, and be available in my primary relationship, a feeling of disconnectedness that often brings me back to a familiar pain that like a brick wall sitting between me and the world of social ability, has and continues to affect my thriving in the way in which most people define and value thriving

All is not lost here however. I am a great believer that even when diagnosed with AS in adulthood, as I was at the age of 40, we can make progress. I have learned a great deal. I continue to learn to compensate and to let those closest to me know what I need in order to be able to build bridges to them and have them build meaningful relational bridges to me.

I also believe that despite not experiencing a kind of social ability that clearly indicates thriving to our human society, I am thriving and will continue to build upon this thriving in my own way as defined by my own understanding, needs, wants, and my continued dedication to straddle what is at times a very unforgiving philosophical paradox.

What is defined as social impairment, again, can be construed as disabled or contrastingly as differently abled. One must take to task the notion that we are all supposed to be the same or that we all must have the same values and capacity in the social realm.

Having Asperger's and knowing it should be a gateway to understanding not some societally imposed label that implies lack and that sees that lack pathologized.

It is my hope and my intention the more I come to understand my Asperger reality and the more I write about it that my readers will come to appreciate the differences that manifest in many ways that are the indicators of difference in brain functioning. That NT brain wiring is not superior to the brain wiring of those with Asperger's and visa versa. This is all about difference and more specifically, acceptance of that difference and allowing each group of people to live as they must and flourish as they will.

To this end, coming out of this most basic difference in social ability and social connectedness or defined disconnectedness it is my hope that the system and parents of children with AS will stop believing and insisting on trying to normalize the autism/asperger's out of their children. We are born the way we are for good reason. Let society expand its definition and understanding of worth, and change itself, and stop requiring that those of us on the autistic spectrum change or have to fit the NT mold in order to matter, to be functional, and to be able. We are very gifted and talented in our own ways. Who we are needs to be "good enough". It needs to be "good enough" firstly to parents, secondly to society and equally to each adult diagnosed and left to fend for themselves, with Asperger's, in adulthood.

We need bridges of understanding to and from each other. We do not need to be the same. We are all okay as we are, differences and all.

© A.J. Mahari - All rights reserved.

A.J. Mahari is a Life Coach, BPD/Mental Health and Self Improvement Coach who also works with adults with Asperger's Syndrome in supporting them, and helping them to learn coping skills and compensatory strategies to take their different abilities and learn how to make the most out of what can be an incredible gift. If you'd like to read more about my own thoughts and experience with and about Asperger's Syndrome please visit my website at http://aspergeradults.ca

Pervasive Developmental Disorder - Consists of Five Neurodevelopmental Disorders Including Autism

Pervasive developmental disorder is a number of neurodevelopmental disorders classified under one umbrella. They are called either pervasive developmental disorder or, as they are more commonly known, autism spectrum disorders. There are five disorders included in this group. The most common one is known as autistic disorder, or Kanner's autism, and is considered the most severe. Asperger's syndrome is the milder form. They both share the same symptoms, verbal and non-verbal communication difficulties, lacking the ability for imaginative play with repetitive play instead and poor social interaction skills.

A third is Pervasive Developmental Disorder Not Otherwise specified. This one is for all the people who have many of the symptoms of these neurodevelopmental disorders but not enough symptoms to be definitely placed in one category or another. So, as they are not specifically sufferers of either Asperger's syndrome or Kanner's autism or either of the regressive autisms, they get lumped into this category.

The regressive autisms are more frightening because the child starts out making normal progress, which then not only stops but also disappears. All the progress made by the child is gone in a short period of time leaving the child to start again and the parent's completely bewildered. Both of these are very rare but they do occur. Rett Syndrome has another oddity; almost all those that suffer from this disorder are girls. The other autism disorders are more likely to affect boys, though girls do have autism too. The regression with Rett Syndrome begins as early as six months of age and not later than a year and a half. The child stops any of the developmental progress she has made, stops being that cuddly baby and pulls away, then begins to show the signs of autism. She also loses control of her feet and constantly wrings her hands.

The other regressive type of autism is called Childhood Disintegrative Disorder. This is worse to watch as the child meets all their milestones including speaking until they hit the age of three or at the latest four years of age. Then in the space of a few months it's all lost. They lose their sunny disposition, the ability to talk, and they can no longer control their bowels or bladder despite having already been potty trained. This regression can be very confusing for the child and earth shattering for the parents who watch their smiley child lose all interest in normal physical contact.

No matter which pervasive development disorder your child has early intervention is a must to give them the best chance in life. This should include occupation, speech and physical therapies.

If you think that there is "something not right" with your child you must find out as soon as possible if autism is the issue. Treatments are less effective with each passing day as we grow older, so find out now with the complete autism resource for determining symptoms and goes into depth about ALL treatment options for autism, natural AND medical. So do your family a favor and check out the information at Autism Symptoms.

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5 Things That May Cause Autism

Autism is a neural disorder that can affect how a person interacts and communicates socially. It is also characterized by either restricted or repetitive behaviors. It affects the way that information is processed in the brain because it affects the way that the nerve cells and synapses in the brain communicate and process information. Symptoms can begin before a child is before a child reaches the age of 3 years old.

Often, genetics are the cause of this disorder, while the entire range of genetic reasons are not completely understood, it is the result of some rare mutations or combinations of genetic variants. Studies at the, "National Institute of Health" have found that families that may have one Autistic child have a 1 in 20 chance of having another with Autism, while an autistic twin presents a 90% chance that the other twin is Autistic. Now, those are some scary statistics.

Conditions in the brain that affect the levels of neurotransmitters such as dopamine and serotonin can cause Autism. These conditions in the cerebral cortex area, affect concentration, mood and movement. Pharmaceuticals are possibly another cause of Autism. Unborn babies who have been exposed to various pharmaceuticals while in the womb have been born Autistic. The use of Thalidomide, a drug used for morning sickness, anxiety and sleeplessness in the 1950's, on expectant mothers, resulted in a number of Autistic children and birth defects.

While there is currently a difference of opinion, regarding whether or not vaccines and immunizations can lead to Autism; it's a fact that many of these contain levels of mercury and other neurotoxins that can lead to a number of disorders. Science has long known the neurological effects that mercury has had upon the human body and amalgam fillings, once used widely, are no longer used because amalgam is a form of mercury. Other vaccines contain Botulinum or BoNT/Z; also a neurotoxin that was introduced in the 1930's and has resulted in Botulism, which can lead to respiratory problems, even death. So, the possibility exists that vaccines and immunizations can lead to Autism, despite the opinions of numerous medical experts and government organizations.

A third reason for Autism is the exposure to chemicals like pesticides, insecticides and herbicides. Many of these are neurotoxins that are sprayed on our plants, trees, crops and are remain in our food supply. There is a definite link between the disease and these neurotoxins.

According to Dr. Mayo at Baylor College of Medicine in Houston, TX; these can interfere with genetics and the nervous system. These chemicals can also affect anyone predisposed to Autism and cause the disorder. Chemicals used to genetically alter foods, can also bring on the disorder, as well as, those in artificial sweeteners such as Splenda and Sweet-10. These sweeteners and others have been linked to Autism among other diseases.

Bacteria like that of Lyme disease and many viruses, like Hepatitis-B and Candida, also lead to Autism. Fetuses have yet to have their immune systems to form and are susceptible to all sorts of bad bacteria and won't have enough good bacteria to fight the bad. Viral infections can help to weaken the immune systems of babies and young children, leading the onset of Autism.

Lastly, the scariest cause of all is our modern technology. Electricity, microwaves and electro-magnetic waves and ultra-sonic waves have shown a definite link to Autism. These wave lengths are in our homes, offices, emitted by our appliances like televisions, radios, computers, microwaves, stoves, heating systems, iPods and iPads, cell phones and cell towers, satellite dishes, electrical lines outside of the home, power plants, cable boxes and towers and dishes on the tops of our office buildings; all emit wave lengths that can affect a fetus and cause Autism. The very environment in which we all live and work is toxic enough to cause this disease.

A 2007 study published in the "Australasian Journal of Clinical Environmental Medicine", says that: "...wireless communication and technology may be responsible for accelerating the rise in Autism." According to this study, these waves keep the body from detoxifying heavy metals in our food, water and air. Other studies show that they also increase our vulnerability to oxidative stress. These electromagnetic radio waves can negatively affect our cell membranes causing harmful heavy metals to build up in our bodies.

Heavy metals are all around us, in our food supply, our water supply, especially our air. Chemtrails and contrails are full of these toxins that we breathe daily. They are in all of our processed foods, shampoos, shower gels, soaps, detergents, etc., and can be absorbed by our bodies in place of minerals and other nutrients and they can, with long term exposure, cause a number of chronic ailments, including being passed to the unborn fetus.

There are ways to fight these toxins; vitamins and other nutrients; consuming a diet rich in fruits and vegetables, especially when conceiving and when pregnant because the anti-oxidants fight free radicals, molecules that are responsible for our tissue aging faster. These free radicals are multiplied by heavy metal toxins in our bodies.

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The Autistic Difference: From Correct Diagnosis to Accurate Treatment

Autism is a very complicated neuro biological disorder. It is actually part of a group of disorders known as ASD or Autism Spectrum Disorders. It is becoming a rather common ailment with 1 out of every 150 people being diagnosed with it. That is more common than diabetes, pediatric cancer and AIDS combined. It seems to afflict boys more often than girls. The main symptom of autism is the individual's inability to communicate and relate to others. They may also be very socially impaired, frightened around others or extremely shy. Other symptoms include being obsessed with a rigid routine or arranging and organizing objects. An autistic person may display repetitive behaviors, like constant hand or body gestures, rocking motions or eye blinking. These symptoms can be very mild or extremely severe. Sometimes autism symptoms are hidden behind more serious and debilitating handicaps. Asperger's Syndrome, a close "relative" of autism, has many of the same symptoms and characteristics.

There are no medical tests that can be administered to check for autism. Diagnosis takes place by observation of symptoms over a period of time. Scientists are not completely certain what causes autism, but they have concluded that both genetics and environmental causes can play a role. The Autism Research Institute believes strongly that environmental factors such as exposure to toxic substances and over-vaccinations of infants are key possible triggers for autism. This is due in part to the fact that the majority of individuals with autism do not present a strong family history of the illness. Recent research also seems to support the environmental connection theory, stating that autism is a whole body illness caused by a biological brain disorder.

There is at present no known cure for autism. However, there are treatment plans in place. And doctors agree that the earlier in life the treatments begin the better chance of improving symptoms. Traditionally, these involve drug therapies and behavioral interventions. These treatments are none the less designed to alleviate only the symptoms of autism. Risperdal is one such drug therapy that many doctors are using in connection with autism. It has also been used to treat bipolar disorder. The FDA recently approved its use in connection with treating children with irritability, aggression and temper tantrums. Originally, it was prescribed for people with schizophrenia as an antipsychotic drug. Parents should be aware that there are some pretty severe side effects with this drug, including weight gain, fatigue, rapid heart rate, dry mouth, respiratory infections, movement disorders, tremors, involuntary movements and muscle stiffness.

Another drug that is being used to treat autism is Secretin. It is a polypeptide neurotransmitter involved in digestion. Several reports have suggested that this drug may help alleviate some of the symptoms of autism. However, according to the American Academy of Child and Adolescent Psychiatry, the available evidence does not suggest that this drug is a useful treatment for children with autism. But many times, parents are so desperate in their attempts to treat their children's severe symptoms that they willingly participate in these types of treatment programs. A fairly recent method of treatment that is gaining popularity is Biomedical Treatment or Intervention. Biomedical means the application of natural science to clinical medicine.

At this point in time, the American Academy of Pediatrics still considers Biomedical Treatment to be an alternative method of therapy. That being said, there is some pretty convincing evidence presented by thousands of parents as to the benefits of Biomedical Treatment with regard to the treatment of autism and other developmental disorders like ADHD. Doctors and practitioners that promote the use of Biomedical Treatment consider the symptoms of autism to actually be an indicator of a more serious underlying condition. When the underlying condition receives proper treatment, then the symptoms of autism seem to diminish. The program starts with a systematic examination of the child's entire physical internal and external environment, starting with a gastrointestinal diagnosis to the regulation of the immune system. Metabolic and genetic abnormalities are also closely examined and treated with nutritional therapy.

More often than not, the child is put on a gluten and/or casein free diet. The system uses a combination of mainstream and alternative medicines to heal the child along with the removal of heavy metals in the body. These treatments are combined with behavior and social therapies among others. Another therapy that shows promise is the use of Methyl B12 (a vitamin) and Valtrex (a prescription drug for the treatment of certain viruses). Dr. Amy Yasko developed this method that focuses on treatment of specific genes and the removal of viruses and bacteria in the body. Therapeutic clay baths are also gaining popularity in the treatment of autism due to the powerful detoxifying effect that they claim to have. It was discovered that specifically bentonite clay draws out toxic chemicals and heavy metals through the pores in the skin when used in a bath.

It has also been reported that clay baths stimulate the immune and lymphatic systems and deep
clean the skin. Since so many children today are being diagnosed with developmental disorders like ASD and ADHD and many others, there is certainly a need for something that offers hope to these desperate parents.

By Suzanne Leavitt

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