​#4A More Information on Programs, Therapies & Interventions with < My Thoughts > by Sara Luker.

The following Interventions & Programs are described by the Centers for Disease Control & Prevention – Retrieved from: https://www.cdc.gov/ncbddd/autism/treatment.html

• Early Intervention Services; these services are provided through your state & may provide testing or evaluation for your child. This may be your first step.
• Treatments; some different types of treatments are Behavior/Communication; Dietary; Medication; Complementary & Alternative Medicine.
• Behavior & Communication; Applied Behavior Analysis (ABA), Developmental Individual Differences Relation-Based-Approach (aka DIR/Floortime), Treatment & Education of Autistic & related Communication-handicapped Children (TEAACH), Occupational Therapy (OT), Sensory Integration Therapy for Sensory Processing Disorder (SPD), Speech Therapy, Picture Exchange Communication System (PECS).
• Dietary Approaches; many of these treatments are unproven. But, a medical doctor may recommend biomedical intervention after testing your child for food allergies, gastrointestinal problems, and/or nutritional deficiencies.
• Medication; there are no specific medications for ASD, only medications to treat related symptoms such as energy levels, inability to focus, depression, and/or seizures. Most often these are costly substance controlled drugs which need extremely careful monitoring for dosage and side effects.
• Complementary & Alternative Medicine (CAMs); these are treatments outside those typically recommended by the medical profession and without rigorous scientific research. Such as – auditory integration therapy, facilitated communication, gluten/casein-free diets, hyperbaric oxygen therapy, probiotics, acupuncture, vitamin supplements, chelation therapy, immunoglobulin infusions, animal therapy, massage therapy, creative therapy (art & music) etc.

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< My Thoughts > #4A
Start gathering information about what Services and Interventions are out there. Here is one step described by the Centers for Disease Control & Prevention – Retrieved from: https://www.cdc.gov/ncbddd/autism/treatment.html

• Early Intervention Services; these services are provided through your state & may provide testing or evaluation for your child. This may be your first step.

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​MEDICATION –

< My Thoughts > … What you may find under MEDICATION is that there are no specific medications for ASD, only medications to treat related symptoms such as energy levels, inability to focus, depression, and/or seizures. Most often these are costly ‘substance controlled’ drugs which need extremely careful monitoring for dosage and side effects.

Deb, et al. (2001) discuss a study where 100 participants, ages 16 – 64, considered to have an intellectual disability, were shown to have their severe behaviors reduced with the use of psychotropic medication. This challenging behavior was rated as severe and frequent. Many of the behavioral disorders on the list were also seen in persons with autism. They were –

• Aggression
• Destructiveness
• Self-injury
• Temper tantrums
• Overactivity
• Screaming/shouting
• Scattering/throwing objects
• Wandering
• Night-time disturbances
• Objectionable personal habits
• Antisocial behavior

The medications used were antipsychotics, antidepressants; along with anti-epileptic drugs, as 24 of the participants had epilepsy. 

< My Thoughts >       Parents can expect that sometimes doctors will prescribe a drug to reduce your child’s symptoms of irritability and/or aggression. The original intent of the physician is to get your child to a place emotionally where behavioral treatment can begin. Then after behavioral treatment is in place, learning can usually begin. Sonny had been on one such drug so long (years & years) that when we tried to transition him off it was clear that his body couldn’t function without it. This of course was before he had a correct diagnosis for epilepsy, which looked to everyone like tantrumming and meltdown behavior. When in fact, he was experiencing a seizure. Scary, huh?

Lenne & Waldby (2011) say that ASDs lack a biological marker or set of pathology tests to aid in the diagnosis process. Pediatricians cannot send off blood samples to verify their intuition about a certain child. Even with the available observational diagnostic tests, ASDs are difficult to categorize.
Diagnostic tests referred to in this study were:

• ADOS: autism diagnostic observation schedule
• CARS: childhood autism rating scale
• ADI-R: autism diagnostic interview-revised

​These authors go on to say that pediatricians are faced with the complexities and inconsistencies of symptoms seen on the autism spectrum. And, those doctors would like to see themselves in the role of ‘facilitator’, helping parents after giving them the diagnosis. But doctors say, “In the ‘real-world’ we can only do the paperwork and refer them on to someone else.”
​
< My Thoughts > This pretty much says it all…doesn’t it? 

Floyd & McIntosh (2009) inform us that while behavioral and educational therapies are generally considered the most appropriate first-line interventions for individuals with ASD,

psychopharmacological intervention is often required. They found that over the past 10 years, antipsychotics, antidepressants and anti-epileptic drugs were used to treat the core features and associated symptoms of autism. The purpose for physicians subscribing these meds was to reduce the deficits in socialization, communication, repetitive behavior and maladaptive functioning in the child or adolescent with autism.

Medications, these authors caution, are considered to only be a short-term treatment. Or, to ‘boost’ the effects of other meds. And, the reduction or withdrawal of that therapeutic dosage of medication might result in relapse. Also considered was that these psychotropic drugs may have maximum side-effects and minimum effectiveness.

< My Thoughts >       I am not including the brand name of the drugs used in these studies, due to the slight chance that someone may interpret that mention as an endorsement or recommendation. Hope you understand. Thanks.
​
References used:
 
Deb, S., Thoman, M., Bright, C. (2001). Mental Disorder in Adults with Intellectual Disability; Journal of Intellectual Disability Research; V45, Part 6, p506-514.
 
Floyd, E. & McIntosh, D. (2009). Current Practice in Psychopharmacology for Children & Adolescents with Autism Spectrum Disorders; Psychology in the School; V49:9.
 
Lenne, B. & Waldby, C. (2011). Sorting Out Autism Spectrum Disorders: Evidence-based Medicine & the Complexities of the Clinical Encounter; Health Sociology Review; V20:1, 70-83.

​DIETARY APPROACHES –

< My Thoughts > … What you may find under DIETARY APPROACHES is that many of these treatments are unproven. Some professionals even put dietary approaches in the category of COMPLEMENTARY & ALTERNATIVE  MEDICINE (CAMs). But, a medical doctor may recommend biomedical intervention after testing your child for food allergies, gastrointestinal problems, and/or nutritional deficiencies. So this becomes somewhat of a ‘grey’ area when finding ethical and well founded approaches to programs and treatments. Just saying.
​
Marshall, et al. (2014) wrote a current paper which identifies, reviews, and analyzes early interventions for children less that 6 years old with ASD and feeding difficulties. They looked at interventions successful with ways to increase desirable mealtime behavior.

This reminds us that feeding and eating difficulties can lead to dangerous weight loss, malnutrition, iron deficiencies, anemia, gastrointestinal issues, and failure to thrive. And, that the current literature suggests that successful interventions for children with ASD and feeding difficulties is limited. One reason seems to be the ‘mismatch’ between the intent of the intervention and the actual outcome. In other words, the conclusions are unclear. As a result of the intervention, have they changed the mealtime behavior, or decreased the child’s food selectivity, or have they been successful increasing intake volume? These questions are left unanswered.

< My Thoughts > because of the above confusing conclusions, I will try to tackle both feeding/eating behaviors, food selectivity, and increasing intake volume. Included for good measure will be Bacteriotherapy and Immune Dysregulation.

Mari-Bauset, et al. (2014) tell us straight off that… “Few studies can be regarded as providing sound scientific evidence about dietary changes and autism.” They recommend that a child’s diet should be only be changed after the diagnosis of an intolerance or allergy to foods containing the allergens excluded in gluten-free, casein-free diets.

One of the reasons that there are ‘few’ sound studies, according to Pennesi & Klein (2012) is that staying on a ‘strict gluten-free & casein-free diet’ requires ‘strict’ implementation. Because the child may be with others during the day, or from time-to-time, s/he may be getting foods which are not allowed. Therefore, the data cannot always be authenticated. Then there is also the confusion between whether the child has gastrointestinal abnormalities or an immune system dysfunction.

They point out that the child may have sensitivities or social behaviors related to food. Thus these authors feel that the child must be diagnosed and certain things ruled out, before treatment can begin.

< My Thoughts > Parents often feel that this is a ‘non-invasive’ approach to solving some of their child’s problems. But Katuzna-Czaplinska & Jozwik-Pruska (2016) caution that the child with ASD may already suffer from nutritional and metabolic problems which may be made worse by reducing nutrient intake without proper supplementation or professional advice.

References used:
 
Katuzna-Czaplinska & Jozwik-Pruska (2016). Nutritional Strategies & Personalized Diet in Autism; Choice or Necessity?; Food Science & Technology; V49; p45-50.
 
Mari-Bauset, S., Zazpe, I., et al. (2014). Evidence of the Gluten-Free & Casein-Free Diet in autism Spectrum Disorders; Journal of Child Neurology; V29:12.
 
Marshall, J., Ware, R. Ziviant, Jl, Hill, R., Dodrill, P. (2014). Efficacy if Interventions to Improve Feeding difficulties in children with ASD: A Systematic Review and Meta-analysis; Childcare, Health & Development, Austrailia; V41:2.
 
Pennesi, C. & Klein, L. (2012). Effectiveness of the Gluten-free, Casein-free Diet for Children Diagnosed with ASD; Nutritional Neuroscience; V15:2; p85-91.

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#4B Programs (1-4), Therapies & Interventions with < My Thoughts > by Sara Luker

​The following is described by the Centers for Disease Control & Prevention – Retrieved from: https://www.cdc.gov/ncbddd/autism/treatment.html
 
This post is focused on…

• Behavior & Communication; Applied Behavior Analysis (ABA), Developmental Individual Differences Relation-Based-Approach (aka DIR/Floortime), Occupational Therapy (OT), Picture Exchange Communication System (PECS).

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#4B (1 - 4 )PROGRAMS, THERAPIES & INTERVENTIONS ABA, DIR, OT, PECS;
​with < My Thoughts > by Sara Luker:

​The following programs, therapies & interventions are described in alphabetical order, without intent or suggestion of status or effectiveness –

< My Thoughts > … 8 PROGRAMS you may find under BEHAVIOR & COMMUNICATION –

1. Applied Behavior Analysis (ABA)
2. Developmental Individual Differences Relation-Based-Approach (aka DIR/Floortime)
3. Occupational Therapy (OT)
4. Picture Exchange Communication System (PECS).
5. Relationship Development Intervention (RDI)
6. Sensory Integration Therapy for Sensory Processing Disorder (SPD)
7. Speech Therapy (ST)
8. Treatment & Education of Autistic & related Communication-handicapped Children (TEAACH)

< My Thoughts > Here are a few thoughts of parents, regarding early intervention programs.

Carlon, Carter, & Stephenson (2015) say that parents reported in a study of 62 parents that they didn’t pick a program on the recommendation of others. They felt there was enough ‘empirical’ information out their now to make an informed decision. This study found that the most frequently used programs… and these were often used simultaneously, were Applied Behavior Analysis (ABA), Relationship Development Intervention (RDI) & Complementary & Alternative Medical treatments (CAM); along with some support for Sensory Processing (sometimes called Sensory Integration Therapy).
 
Note: Understand that many of these programs have therapists holding long sessions in your home, while you are present. If you have siblings or other children present too, this can be problematic. Sometimes these program sessions can be also held at school with trained staff. The problem there can be that of ‘continuity’ and ‘fidelity’ to your child’s individual program. The staff may not be dedicated to that program alone, and/or may work with your child in a group setting. Also, there could be a lack of program continuity due to school holidays and extended breaks. Just saying

​#4C – INTRODUCTION to COMPLEMENTARY & ALTERNATIVE MEDICINE  (CAMs) with < My Thoughts > by Sara Luker
 
The following programs, therapies & interventions are described in alphabetical order, without intent or suggestion of status or effectiveness –
 
< My Thoughts >
 
**NOTE: Approach all of these Complementary & Alternative Medicine treatments with CAUTION. None have been approved for use for children and/or adults with Autism or Autism Spectrum Disorder and could be life threatening. I offer this only as an attempt to give you some information as to what you may hear or see when investigating Programs, Therapies & Interventions. A tip of the iceberg, so to speak. Now it’s up to you to investigate them thoroughly, before you move forward with a plan.
 
Protect your child and your wallet. And remember… that as well as creating a Therapy Program, the principal of the program has created a business which is bound by city, county, state, and/or federal business restrictions. This means that they must meet all professional standards, certification, and licensing requirements. It’s up to you to find out if they do. And… you are bound by any contractual agreements that you sign. Just saying… S.
 
COMPLEMENTARY & ALTERNATIVE MEDICINE (CAMs);
 
Such as –

1. acupuncture
2. animal assisted therapy
3. auditory integration therapy
4. chelation therapy
5. creative therapy (art & music & dance)
6. facilitated communication
7. hyperbaric oxygen therapy
8. immunoglobulin infusions
9. massage therapy
10. physical activity program
11. stem cell therapy
12. vitamin supplements

NOTE: Complementary & Alternative Medicine (CAMs POSTS 1 - 12) with < My Thoughts > by Sara Luker will be presented in separate posts, as follows –

​POST (1-2) Acupuncture, Animal Assisted Therapy 
POST (3-4) Auditory Integration Therapy, Chelation Therapy  
POST (5-6) Creative Therapy (art & music & dance & theatre),
Facilitated Communication,
POST (7-9) Hyperbaric Therapy, Immunoglobulin Infusions, Massage Therapy,
POST (10-12) Physical Activity Program, Stem Cell Therapy, Vitamin Supplement Therapy
 
ALSO, PROCEED WITH CAUTION. Complementary and Alternative Medicine (CAMs) treatments are still very controversial and may even be very dangerous. Before starting any treatment program, investigate thoroughly, and ALWAYS, ALWAYS talk to your child’s doctor first.

Complementary and Alternative Medicine: Definition –
According to Senel (2009) Complementary and Alternative Medicine (CAM) term is being used for defining health-related products and practices which are NOT part of conventional medicine. For example, herbal supplements, acupuncture, chiropractic manipulation; and more recently biofeedback and chelation.
 
Senel thinks that possibly disappointments with conventional medicine motivates people to try CAMs. Among the believers, she feels are those who ignore contradictive beliefs and lack of scientific inquiry. She thought the study reflected that the parents’ personal experience may have simply been about a change in diet, and/or increased exercise and/or relaxation. In other words, a more positive lifestyle change.
 
In the study mentioned here, parents reported that they were overall, very optimistic about this intervention. In study surveys, parents rated CAMs as either ‘improving their child dramatically’ or, ‘improving their child somewhat’. It was also stated that many of the requested parent surveys were not returned to the study, for whatever reason.
 
To learn more about CAM therapies, go to the National Center for Complementary and Alternative Medicine; https://nccih.nih.gov.
 
< My Thoughts > **Remember… As well as creating a practice or program, the principal must meet all professional standards, certification, and licensing. It’s up to you to find out if they do. Smiles.
 
Reference used:
 
Senel, H. (2009). Parents’ Views & Experiences About Complementary & Alternative Medicine Treatments for Their Children with Autistic Spectrum Disorder. Springer Science & Business Media; Novemer 2009.
 
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Additional Treatment Resources
The National Institute on Deafness and Other Communication Disorders has a website to help individuals with an ASD who have communication challenges.

The National Institute of Dental and Craniofacial Research has a website to help health professionals with the oral health care needs of patients with an ASD.

Clinical Trials.Gov lists federally funded clinical trials that are looking for participants. If you or someone you know would like to take part in an autism study, go to the website and search “autism.”

The Autism Treatment Network (ATN) seeks to create standards of medical treatment that will be made broadly available to physicians, researchers, parents, policy makers, and others who want to improve the care of individuals with autism. ATN is also developing a shared national medical database to record the results of treatments and studies at any of their five established regional treatment centers.

Complementary & Alternative Medicine (CAMs 1 - 12) with < My Thoughts > by Sara Luker will be presented in separate posts, as follows –
 
​POST (1-2) Acupuncture, Animal Assisted Therapy 
POST (3-4) Auditory Integration Therapy, Chelation Therapy  
POST (5-6) Creative Therapy (art & music & dance & theatre),
Facilitated Communication,
POST (7-9) Hyperbaric Therapy, Immunoglobulin Infusions, Massage Therapy,
POST (10-12) Physical Activity Program, Stem Cell Therapy, Vitamin Supplement Therapy

Complementary & Alternative Medicine (CAMs 1 - 12)​ with < My Thoughts > by Sara Luker
BEGINS HERE!  At any time... PLEASE USE BACK ARROW (<----) TO RETURN TO MAIN PAGE...

POST (1-2) Acupuncture, Animal Assisted Therapy ​

1.  Acupuncture
Retrieved from: https://www.pacificcollege.edu/news/blog/2014/09/17/autism
 
Autism Treatment through Traditional Chinese Medicine –
 
The acupuncturist must meet national and state standards through examination and certification process, according to the National Certification Commission for Acupuncture & Oriental Medicine (NCCAOM).
 
Tongue diagnosis is a central piece of the Chinese medical diagnostic system because the tongue is the only organ that can be seen externally. Its condition - color, thickness, dryness, smell and superficial growth reflects the condition of the heart and helps doctors determine treatment. Autism has been treated with acupuncture and massage. These two methods can be a difficult undertaking. It can take time for a child to adjust to touch treatments.
 
Wong (2009) tells us that Chinese Herbal Medicine has been used throughout the ages as a complement to acupuncture in order to balance the body’s opposite forces of Ying & Yang to interconnect them. Many parents, Wong says, have taken herbal medicines themselves and don’t believe them to be dangerous. However, studies show there are many contaminants in botanicals and without professional knowledge of the plants, severe complications, even death can occur. He states that while many Western doctors are well-trained in acupuncture and herbal medicine, this therapy is still considered ‘unconventional’.
 
< My Thoughts >   **Remember… As well as creating a practice or program, the principal must meet all qualifying professional standards, certification, and licensing. It’s up to you to find out if they do. Smiles.
 
References used:
 
Wong, V. (2009). Use of Complementary & Alternative Medicine (CAM) in Autism Spectrum Disorder (ASD): Comparison of Chinese & Western Culture; Journal of Autism Developmental Disorders; V43, p.2720 – 2725.
 
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 2. Animal Assisted Therapy

In studies where children with autism are shown pictures of humans and pictures of animals in order to see which group they reacted to most; overall the children respond more to the pictures of animals.

The animals used widely in therapy with the child were the following –
​

• dogs
• dolphins
• horses

< My Thoughts >    It’s hard to know whether or not the animal is the determining factor in the child’s behavioral change. Reviews showed increased social interaction and reported attempted communication, during the presence of an animal. But, this was not supported with any empirical study that I could find.
 
About Dog Assisted Therapy, Butterly, et al. (2013) interviewed “five providers who prepared dogs to work with a wide range of conditions and behaviors, mainly Asperger’s syndrome, autism and communication disorders. The majority felt that after placement of the service dog the recipient had improved attention span, communication skills, and increased familial cohesion.”

They established that “the parent was to be the primary handler of the dog, to maintain the training of the dog and to ensure the safety and wellbeing of both the dog and the child.” They also found in their inquiry that recipients “tended to overestimate the gains” expected from the dog placement. But they also said that there were unexpected gains in the reduced anxiety, increased empathy, and increased activities as a family.
 
Grandgeorge and her colleagues (2012), did a study that “evaluated the association between the presence or the arrival of pets in families with an individual with autism and the changes in his or her prosocial behaviors.” This was a rather large study of 260 individuals with autism who had the ability to engage in pro-social behavior. Two groups were assessed (through a parent questionnaire) about the presence or absence of pets in the household and whether or not new pro-social behavior occurred in the child with autism. 
 
In one group the children had been born into a household with a pet. In the other group, called the ‘pet arrival’ group, 5-year-old children were given a new pet. The results showed that the pet-child relationship was more qualitative (quality of pro-social behavior… ‘offering to share’ and ‘offering comfort’) than quantitative (number of times this behavior occurred). The conclusion was that more related studies were needed to better understand how the ‘pet-child’ relationship might improve pro-social behavior in the ASD child.
​
< My Thoughts >  Just so you know… The field of Animal Therapy is relatively new, therefore licensing and credentials may not be standard throughout the nation. Look under Animal Assisted Therapy, as an Animal Therapist works on animals, not humans. Smiles. It seems that there are several degrees available, those who are Human Service Specialists already, who want to incorporate the use of an animal as part of their therapy program. And, those who can help a family obtain a service animal for their child for support and comfort.

And, just a little background in this area – My husband and I trained assistance dogs for handicapped children, for several years. For our program candidates to receive the dog we interviewed the families several times and we made home visits to assess the appropriateness of the setting the dog would be living in.

We also had a strict ‘follow-up’ procedure where we made ‘surprise’ visits to the home to evaluate how the placement was succeeding. There have been cases where we found the dog chained-up in the backyard, or sharing space with other family dogs; instead of staying by the side of the child it was intended to serve and protect. At that point, contractually we had the right to remove the dog. Just saying. 
​
< My Thoughts >   **Remember… As well as creating a practice or program, the principal must meet all qualifying professional standards, certification, and licensing. It’s up to you to find out if they do. Smiles.
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Reminder: Complementary & Alternative Medicine (CAMs 1 - 12) will be presented in separate posts, as follows –
 
Complementary & Alternative Medicine (CAMs POSTS 1 - 12) 
POST (1-2) Acupuncture, Animal Assisted Therapy 
POST (3-4) Auditory Integration Therapy, Chelation Therapy  
POST (5-6) Creative Therapy (art & music & dance & theatre), Facilitated Communication,
POST (7-9) Hyperbaric Therapy, Immunoglobulin Infusions, Massage Therapy,
POST (10-12) Physical Activity Program, Stem Cell Therapy, Vitamin Supplement Therapy

POST (3-4) Auditory Integration Therapy, Chelation Therapy

​3. Auditory Integration Therapy
 
The most well-known auditory integration therapy seems to be the Berard Method of Auditory Integration Therapy (AIT). According to the Berard website, http://berardaitwebsite.com/, the Berard Method of AIT is to be differentiated from any other sound-based programs. They say that the key program elements here require that each practitioner follow the Berard AIT protocol. The key points of this protocol include – 10 days of listening sessions, directly through the Berard AIT designed headphones. This audio stimulation is provided 2 times a day for 30 minutes each session. It is acceptable, they say, to have a 1 or 2 day break but only after the first 5 days of listening. The minimum age for beginning this program is 3 years old, and there is no upper age limit.
 
Sokhadzel, et al. (2016) tell us that an auditory integration therapy developed by Dr. Guy Berard was studied and it was found that AIT provides important promise, but that a more standardized procedure and collection of ASD-specific data needed to be gathered. These authors did conclude that auditory discrimination of infrequent changes in streams of auditory stimuli appeared to influence sensory processing in children with ASD.
 
They also found that low functioning children were not able to cooperate with the ‘audiometry’ test procedures which help determine the kind of music, auditory level, sound frequency and other necessary data needed to proceed. Some children were given fidget toys to keep their hands away from the required headphones. While others were able to quietly watch nature videos with the sound off, allowing practitioners gathered that individual’s data.
 
< My Thoughts >   **Remember… As well as creating a practice or program, the principal must meet all qualifying professional standards, certification, and licensing. It’s up to you to find out if they do. Smiles.
 
Reference used:
 
Sokhadzel, E., Casanova, M., Tasman, A., Brackett, S. (2016). Electroysiological & Behavioral Outcomes of Berard Auditory Integration Training (AIT) in Children with ASD; Applied Psychophysiology & Biofeedback Journal; V41: p. 405-420.

​4. Chelation Therapy
 
In an article called Metals in Medicine & the Environment, by the faculty at Virginia University faculty.virginia.edu/metals/cases/rasnake2.html, they talk about chelation therapy in terms of its claims for usefulness in the treatment of atherosclerosis and of autism. They claim that children with autism are suspected to have put things with lead based paint in their mouth. Or, to have lead based paint in their environment. There are other man-made exposures to heavy metals in our homes in the form of treated lumber, paint, pesticides, herbicides, rodent poisons, contaminated seafood, old amalgam dental fillings and in prior mercury-based vaccines.
 
The proponents of chelaton therapy believe they can remove high levels of heavy metals through their treatments. The danger here, the investigators conclude, is that the high risk of the administering intravenous chelaton therapy (in at least one case death has occurred) can be worse that the effects of having heavy metals in one’s body.
 
Brown University, in their Child & Adolescent Behavior Letter, November 2008, advises that using chelaton therapy may put children at risk for an uncertain medical gain.” And, they caution that the National Institute of Mental Health (NIMH) has cancelled all plans of even studying this treatment, as it is too high-risk.
 
< My Thoughts >   **Remember… As well as creating a practice or program, the principal must meet all qualifying professional standards, certification, and licensing. It’s up to you to find out if they do. Smiles.
 
References used:
 
Metals in Medicine & the Environment, by the faculty at Virginia University faculty.virginia.edu/metals/cases/rasnake2.html
 
Editors: Chelaton Therapy; Brown University Child & Adolescent Behavior Letter, November 2008.

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UNDER... “What to Do While You Wait” … Reminder that these are the CAMs posting order… 
 
POST (1-2) Acupuncture, Animal Assisted Therapy
POST (3-4) Auditory Integration Therapy, Chelation Therapy 
POST (5-6) Creative Therapy (art & music & dance), Facilitated Communication
POST (7-9) Hyperbaric Therapy, Immunoglobulin Infusions, Massage Therapy
POST (10-12) Physical Activity Program, Stem Cell Therapy, Vitamin Supplement Therapy
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POST (5-6) Creative Therapy (art & music & dance), Facilitated Communication

5. Creative Therapy (a. Art, b. Dance, c. Music, & d. Theatre) & Adventure Therapy