Note: Next CAMs will continue with… Facilitated Communication, Hyperbaric Therapy, Massage Therapy, Physical Activity Therapy, Stem Cell Therapy, Vitamin Supplement Therapy.
UNDER... “What to Do While You Wait, Investigate!” you may want to understand about CAMs.
#4C CAMs, COMPLEMENTARY & ALTERNATIVE MEDICINE, Continued.
< 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.
CAMs, COMPLEMENTARY & ALTERNATIVE MEDICINE:
The following programs, therapies & interventions are described in alphabetical order, without intent or suggestion of status or effectiveness –
Such as –
NOTE: 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.
#4C CAMs, COMPLEMENTARY & ALTERNATIVE MEDICINE, Continued.
UNDER... “What to Do While You Wait, Investigate!” you may want to understand about CAMs.
#4C CAMs, COMPLEMENTARY & ALTERNATIVE MEDICINE, Continued.
< 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.
CAMs, COMPLEMENTARY & ALTERNATIVE MEDICINE:
The following programs, therapies & interventions are described in alphabetical order, without intent or suggestion of status or effectiveness –
Such as –
- acupuncture
- animal therapy
- auditory integration therapy
- chelation therapy
- creative therapy (art & music & dance) & adventure therapy
- facilitated communication
- hyperbaric oxygen therapy
- immunoglobulin infusions
- massage therapy
- physical activity program
- stem cell therapy
- vitamin supplements
NOTE: 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.
#4C CAMs, COMPLEMENTARY & ALTERNATIVE MEDICINE, Continued.
6. Facilitated Communication
Cardinal & Falvey (2014) explain that Facilitated Communication is a process to initially encourage communication in the form of prompts, supports, or stabilizing of the hand or arm. This would then, after becoming successful, be faded to the child making the choice independently. Fading support also minimizes the threat of facilitator influence on the writer/speaker.
The communication partner provides support in a variety of ways, perhaps emotional support to encourage communication, or help to focus on the keyboard, or desired words. Despite the challenges to the method, many find that with refining their techniques, individuals are able to ensure authenticity of authorship of the typed message. Allowing them to write their own stories, and for them the controversy has ended.
These authors found that the body of research which validates Facilitated Communication is growing. Methodologies used have appeased many critics. For example, this study used video eye-tracking of the FC user’s eye gaze to verify that the individual letter, or series of letters, was truly targeted by the individual. For clarity, they say, not everyone becomes independent at typing their own messages. Some, must continue to point, use a pointer, or have assistance pointing to words on a chart or keyboard. But, the ability to become successful at writing messages, authors say, has less to do with intellectual capacity and more to do with fine motor issues.
Along with this, The Association for persons with Severe Handicaps (TASH) representing an international human rights advocacy group, agrees. Singer, et al. (2014) updated their comments about the controversy over FC. They say that questioning the intellectual disability and untapped potential for speech and literacy was common in the beginning. And, that long standing claims that the messages are purely the work of the facilitators is still quite common. But those taught systematically and tested through science based methods, after rigorous data collection, are proven to have typed complex and authentic messages after working with a trained facilitator.
< My Thoughts > Why wouldn’t you believe? Well, some, like Shermer (2016), still think that FC may be just one more on a list of many ‘cruel discredited therapies’. Shermer believes that most “gaps in scientific knowledge are filled-in with anyone’s pet theory and their corresponding treatment.”
But then he goes on to say that there are those who believe and are enchanted by “… an autistic boy typing (with the assistance of a facilitator) a message on an iPad. He writes, “…now you can hear me. The iPad helps me to see not only my words, but to hold onto my thoughts.”
Excerpts from Paula’s Journal: Surviving Autism by Stephanie Marks. (Please find my complete extended review on my website.)
“After their telephone conversation, Mom tried to explain it to me. I couldn’t understand. How could you point letters out on a board and get anywhere? So we had a meeting with Ellie, and then it started to make sense. After I saw the Facilitation Board, it all made sense.”
“The board was 9 x 11 inches and set up exactly like a (typing) keyboard. First Ellie showed me how she helped another person use the technique. Ellie would support that person’s wrist while he pointed out each letter to form words and sentences. It looked so easy! But it wasn’t. It was hard!”
“Trying to facilitate made me feel like I was showing all my inner being. I tried it with Ellie. I couldn’t do it. This was the first time I had really had a chance to communicate with anyone, and it felt so strange! Finally, we had to stop because I started screaming out of fear. I was so horrified!”
“Later that night, after I had calmed down, Mom got out the board Ellie had given us, and we sat down together and tried to facilitate. I could not believe how wonderful it was to talk to Mom!”
End of excerpts from Paula’s Journal: Surviving Autism by Stephanie Marks. (Please find my complete extended review on my website.)
< 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.
Here are some other Extended Reviews you can find on my website which mention personal accounts of Facilitated Communication, aka Letterboard communication –
How Can I Talk If My Lips Don’t Move?: Inside My Autistic Mind, by Tito Rajarshi Mukhopadhyay; eBooks Edition 2011.
I Am In Here: The Journey of a Child with Autism Who Cannot Speak but Finds Her Voice, by Elizabeth M. Bonker & Virginia G. Breen, eBooks Edition 2011.
Ido in Autismland: Climbing Out of Autism, by Ido Kedar; eBooks Edition 2012.
References used:
Cardinal, D., & Falvey, M. (2014). The Maturing of Facilitated Communication: A Means Toward Independent Communication; Research & Practice for Persons with Severe Disabilities; V39(3); p189-194.
Marks, S. (2012). Paula’s Journal: Surviving Autism; eBook published by CreateSpace Independent Publishing Platform.
Shermer, M. (2016). If “facilitated Communication” is a Canard, Why Teach It? Facilitated Communication, autism and patient’s rights; retrieved from – https://www.scientificamerican.com
Singer, G., Horner, R., Dunlap, G. Wang, M. (2014). Standards of Proof: TASH, Facilitated Communication, and the Science-Based Practices Movement; Research & Practice for Persons with Severe Disabilities; V39(3); p178-188.
Cardinal & Falvey (2014) explain that Facilitated Communication is a process to initially encourage communication in the form of prompts, supports, or stabilizing of the hand or arm. This would then, after becoming successful, be faded to the child making the choice independently. Fading support also minimizes the threat of facilitator influence on the writer/speaker.
The communication partner provides support in a variety of ways, perhaps emotional support to encourage communication, or help to focus on the keyboard, or desired words. Despite the challenges to the method, many find that with refining their techniques, individuals are able to ensure authenticity of authorship of the typed message. Allowing them to write their own stories, and for them the controversy has ended.
These authors found that the body of research which validates Facilitated Communication is growing. Methodologies used have appeased many critics. For example, this study used video eye-tracking of the FC user’s eye gaze to verify that the individual letter, or series of letters, was truly targeted by the individual. For clarity, they say, not everyone becomes independent at typing their own messages. Some, must continue to point, use a pointer, or have assistance pointing to words on a chart or keyboard. But, the ability to become successful at writing messages, authors say, has less to do with intellectual capacity and more to do with fine motor issues.
Along with this, The Association for persons with Severe Handicaps (TASH) representing an international human rights advocacy group, agrees. Singer, et al. (2014) updated their comments about the controversy over FC. They say that questioning the intellectual disability and untapped potential for speech and literacy was common in the beginning. And, that long standing claims that the messages are purely the work of the facilitators is still quite common. But those taught systematically and tested through science based methods, after rigorous data collection, are proven to have typed complex and authentic messages after working with a trained facilitator.
< My Thoughts > Why wouldn’t you believe? Well, some, like Shermer (2016), still think that FC may be just one more on a list of many ‘cruel discredited therapies’. Shermer believes that most “gaps in scientific knowledge are filled-in with anyone’s pet theory and their corresponding treatment.”
But then he goes on to say that there are those who believe and are enchanted by “… an autistic boy typing (with the assistance of a facilitator) a message on an iPad. He writes, “…now you can hear me. The iPad helps me to see not only my words, but to hold onto my thoughts.”
Excerpts from Paula’s Journal: Surviving Autism by Stephanie Marks. (Please find my complete extended review on my website.)
“After their telephone conversation, Mom tried to explain it to me. I couldn’t understand. How could you point letters out on a board and get anywhere? So we had a meeting with Ellie, and then it started to make sense. After I saw the Facilitation Board, it all made sense.”
“The board was 9 x 11 inches and set up exactly like a (typing) keyboard. First Ellie showed me how she helped another person use the technique. Ellie would support that person’s wrist while he pointed out each letter to form words and sentences. It looked so easy! But it wasn’t. It was hard!”
“Trying to facilitate made me feel like I was showing all my inner being. I tried it with Ellie. I couldn’t do it. This was the first time I had really had a chance to communicate with anyone, and it felt so strange! Finally, we had to stop because I started screaming out of fear. I was so horrified!”
“Later that night, after I had calmed down, Mom got out the board Ellie had given us, and we sat down together and tried to facilitate. I could not believe how wonderful it was to talk to Mom!”
End of excerpts from Paula’s Journal: Surviving Autism by Stephanie Marks. (Please find my complete extended review on my website.)
< 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.
Here are some other Extended Reviews you can find on my website which mention personal accounts of Facilitated Communication, aka Letterboard communication –
How Can I Talk If My Lips Don’t Move?: Inside My Autistic Mind, by Tito Rajarshi Mukhopadhyay; eBooks Edition 2011.
I Am In Here: The Journey of a Child with Autism Who Cannot Speak but Finds Her Voice, by Elizabeth M. Bonker & Virginia G. Breen, eBooks Edition 2011.
Ido in Autismland: Climbing Out of Autism, by Ido Kedar; eBooks Edition 2012.
References used:
Cardinal, D., & Falvey, M. (2014). The Maturing of Facilitated Communication: A Means Toward Independent Communication; Research & Practice for Persons with Severe Disabilities; V39(3); p189-194.
Marks, S. (2012). Paula’s Journal: Surviving Autism; eBook published by CreateSpace Independent Publishing Platform.
Shermer, M. (2016). If “facilitated Communication” is a Canard, Why Teach It? Facilitated Communication, autism and patient’s rights; retrieved from – https://www.scientificamerican.com
Singer, G., Horner, R., Dunlap, G. Wang, M. (2014). Standards of Proof: TASH, Facilitated Communication, and the Science-Based Practices Movement; Research & Practice for Persons with Severe Disabilities; V39(3); p178-188.
7. Hyperbaric Oxygen Therapy
Hyperbaric Oxygen Therapy (HBOT) is the term for providing oxygen to a patient at concentrations greater than ambient air (21% oxygen under increased pressure). According to the authors Bent, et al. (2012) HBOT increases the oxygen content of plasma and body tissues. The clinical study that they considered was looking for a significant Improvement over a 20 week period, for 16 children with ASD, receiving this treatment. They videotaped the children in play sessions before, during, and after 80 HBOT sessions. Although there were some improvements in blood plasma levels, they “found no improvements in a large number of behaviors.”
Despite the claims that HBOT can cure a number of disorders from diabetes to autism, the U. S. Food & Drug Administration (FDA) has not cleared or approved it. What it has been approved for are some cases of decompression sickness suffered by divers; often known as ‘the bends’. In fact, according to the FDA website (www.fda.gov/), they have received 27 HBOT complaints about fraudulent health claims, over the past three years.
< 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:
Bent, S., Bertoglio, K., Ashwood, P., Nemeth,E., & Hendren, R. (2012). Brief Report: Hyperbaric Oxygen Therapy (HBOT) in Children with Autism Spectrum Disorder: A Clinical Trial; Journal of Autism & Developmental Disorders; 42:1127-1132.
Hyperbaric Oxygen Therapy (HBOT) is the term for providing oxygen to a patient at concentrations greater than ambient air (21% oxygen under increased pressure). According to the authors Bent, et al. (2012) HBOT increases the oxygen content of plasma and body tissues. The clinical study that they considered was looking for a significant Improvement over a 20 week period, for 16 children with ASD, receiving this treatment. They videotaped the children in play sessions before, during, and after 80 HBOT sessions. Although there were some improvements in blood plasma levels, they “found no improvements in a large number of behaviors.”
Despite the claims that HBOT can cure a number of disorders from diabetes to autism, the U. S. Food & Drug Administration (FDA) has not cleared or approved it. What it has been approved for are some cases of decompression sickness suffered by divers; often known as ‘the bends’. In fact, according to the FDA website (www.fda.gov/), they have received 27 HBOT complaints about fraudulent health claims, over the past three years.
< 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:
Bent, S., Bertoglio, K., Ashwood, P., Nemeth,E., & Hendren, R. (2012). Brief Report: Hyperbaric Oxygen Therapy (HBOT) in Children with Autism Spectrum Disorder: A Clinical Trial; Journal of Autism & Developmental Disorders; 42:1127-1132.
8. Immunoglobulin Infusion Therapy
Website https://www.usa.gov/federal-agencies/food-and-drug-administration provides a full manufacture list, with brand information and indicators of what conditions Immunoglobulin Infusion Therapy is used for. Autism Spectrum Disorder (ASD) did not seem to be on the list.
According to DelGiudice-Asch, et al. (1999) immunoglobulin is the part of your blood’s plasma which has antibodies to fight germs or disease. It has been used to treat multiple sclerosis and recurrent epilepsy. Because the ASD disorder shares features of autoimmune disease, it has been hypothesized that it could work for Autism.
In a 1996 study, 10 Autistic children received 6 months of immunoglobulin (IVIG) treatment and a marked improvement in communication and autistic behaviors was reported. However, in another 6-month trial of IVIG, no changes in the subject’s educational or medical treatment was seen. Authors say that since autism is a lifelong disorder, further systematic research on all therapeutic interventions is needed.
< 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:
DelGiudice-Asch, G., Suimon, L., Schmeidler, J., Cunningham-Rundles, C., Hollander, E. (1999). Brief Report: A Pilot Open Clinical Trial of Intravenous Immunoglobulin in Childhood Autism; Journal of Autism & Developmental Disorders; V29(2).
Website https://www.usa.gov/federal-agencies/food-and-drug-administration provides a full manufacture list, with brand information and indicators of what conditions Immunoglobulin Infusion Therapy is used for. Autism Spectrum Disorder (ASD) did not seem to be on the list.
According to DelGiudice-Asch, et al. (1999) immunoglobulin is the part of your blood’s plasma which has antibodies to fight germs or disease. It has been used to treat multiple sclerosis and recurrent epilepsy. Because the ASD disorder shares features of autoimmune disease, it has been hypothesized that it could work for Autism.
In a 1996 study, 10 Autistic children received 6 months of immunoglobulin (IVIG) treatment and a marked improvement in communication and autistic behaviors was reported. However, in another 6-month trial of IVIG, no changes in the subject’s educational or medical treatment was seen. Authors say that since autism is a lifelong disorder, further systematic research on all therapeutic interventions is needed.
< 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:
DelGiudice-Asch, G., Suimon, L., Schmeidler, J., Cunningham-Rundles, C., Hollander, E. (1999). Brief Report: A Pilot Open Clinical Trial of Intravenous Immunoglobulin in Childhood Autism; Journal of Autism & Developmental Disorders; V29(2).
9. Massage Therapy
Solomons (2005) allowed that for children in the sample studied, aromatherapy massage provided the first experience of a structured yet child-centered approach to communication through touch. Parents offered that the bottle of aromatherapy massage oil became a crucial part of the process, both as a representational object and as a potent olfactory prompt for the activity. It was determined that a highly structured and therapist-led based program increased ‘shared attention’ and reduced stereotypical and disruptive behaviors before they became established.
Escalona (2001) report a study designed to have parents administer massage therapy so that the children could receive the treatments daily at no cost. Positive effects were reported after one month of massage therapy was conducted twice weekly for 20 minutes. This involved using oil and firmly massaging with moderate pressure in five regions of the child’s body; in the following sequence – arms and hands, front and back of both legs.
Parents also recorded their children’s sleep behavior in sleep diaries on the first night and on the night before the last day. They noted the amount of fussing, restlessness, crying, self-stimulating behavior and the number of times the child got out up after being put to bed. Parents agreed that massage therapy seemed to be an effective way of diminishing a few major sleep problems and off-task behavior, for their children with autism.
< My Thoughts > Children with moderate to severe sensory integration issues may find it difficult to lie quietly, be ‘handled’ and then subjecting themselves to the ‘scented massage oil’ without some kind of aversion therapy first. But, if this becomes part of the child’s bedtime or rest time routine, perhaps they could adjust and even begin to look forward to one-on-one time with mom or dad. Just saying…
**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:
Escalona, A., Field, T., Singer-Struck, R., Cullen, C., Hartshorn, K. (2001). Brief Report: Improvements in the Behavior of Children with Autism Following Massage Therapy; Journal of Autism & Developmental Disorders; V31(5), p513-525.
Solomons, S. (2005). Using aromatherapy massage to increased shared attention behaviors in children with ASD and severe learning difficulties; British Journal of Special Education; V32(3), p127-135.
Solomons (2005) allowed that for children in the sample studied, aromatherapy massage provided the first experience of a structured yet child-centered approach to communication through touch. Parents offered that the bottle of aromatherapy massage oil became a crucial part of the process, both as a representational object and as a potent olfactory prompt for the activity. It was determined that a highly structured and therapist-led based program increased ‘shared attention’ and reduced stereotypical and disruptive behaviors before they became established.
Escalona (2001) report a study designed to have parents administer massage therapy so that the children could receive the treatments daily at no cost. Positive effects were reported after one month of massage therapy was conducted twice weekly for 20 minutes. This involved using oil and firmly massaging with moderate pressure in five regions of the child’s body; in the following sequence – arms and hands, front and back of both legs.
Parents also recorded their children’s sleep behavior in sleep diaries on the first night and on the night before the last day. They noted the amount of fussing, restlessness, crying, self-stimulating behavior and the number of times the child got out up after being put to bed. Parents agreed that massage therapy seemed to be an effective way of diminishing a few major sleep problems and off-task behavior, for their children with autism.
< My Thoughts > Children with moderate to severe sensory integration issues may find it difficult to lie quietly, be ‘handled’ and then subjecting themselves to the ‘scented massage oil’ without some kind of aversion therapy first. But, if this becomes part of the child’s bedtime or rest time routine, perhaps they could adjust and even begin to look forward to one-on-one time with mom or dad. Just saying…
**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:
Escalona, A., Field, T., Singer-Struck, R., Cullen, C., Hartshorn, K. (2001). Brief Report: Improvements in the Behavior of Children with Autism Following Massage Therapy; Journal of Autism & Developmental Disorders; V31(5), p513-525.
Solomons, S. (2005). Using aromatherapy massage to increased shared attention behaviors in children with ASD and severe learning difficulties; British Journal of Special Education; V32(3), p127-135.
10. Physical Activity Program
Zhao, M. & Chen, S. (2018) found that physical activity plays a vital role in influencing people’s life from many aspects. And, that this is especially important for children with autism because it improves their self-esteem, social skills, and behavior. It gives people positive lifestyle benefits for their future wellbeing and self-determination. They go on to say that there are two main kinds of therapy programs; land-based and aquatic-based aerobics. During these programs, when used as an intervention, the inappropriate behavior of participants was analyzed and targeted. The program was especially designed for improvement in social and communication functions. as well as sensory and feeling behaviors. The ‘natural environment’ of the program setting was also structured to help with enhancing interpersonal relationships and increasing the frequency of social interaction.
Parents felt that the 12-week physical activity program was found to be effective at improving social interaction and communication. And according to follow-up feedback from parents and teachers, the children were much more social and communicative. They were using greetings and interacting with peers more in everyday situations. Authors say it was also noted that non-verbal and even verbal children with autism didn’t know how to ask for exercise or physical activity. So, it’s up to parents and teachers to build it into their routine, as appropriate.
Bogdashina (2016) believes that autistic individuals do not respond in the way we expect them to because they have different systems of perception and communication; senses, abilities and thinking systems. She says that sensory perceptual differences impact not only cognition, but acquisition of social and communication skill development, as well as physical activity. And, for the same reasons, sensory deprivation can lead to autistic-like-behaviors. Also, that sensory memory, good and bad, can be created.
< My Thoughts > Much of the current literature reflects the premise that children and adults with autism do NOT want to be isolated and anti-social. They seem to resort to those behaviors when overwhelmed and feeling trapped in their sensory-defense mode.
**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:
Bogdashina, O. & Casanova (2016). Sensory Perceptual Issues in Autism and Asperger Syndrome, Different Sensory Experiences – Different Perceptual Worlds; Second Edition: London; Philadelphia: Jessica Kingsley Publishers.
Zhao, M. & Chen, S. (2018). The Effects of Structured Physical Activity Program on Social Interaction and Communication for Children with Autism; BioMed Research International; V11, 13p.
Zhao, M. & Chen, S. (2018) found that physical activity plays a vital role in influencing people’s life from many aspects. And, that this is especially important for children with autism because it improves their self-esteem, social skills, and behavior. It gives people positive lifestyle benefits for their future wellbeing and self-determination. They go on to say that there are two main kinds of therapy programs; land-based and aquatic-based aerobics. During these programs, when used as an intervention, the inappropriate behavior of participants was analyzed and targeted. The program was especially designed for improvement in social and communication functions. as well as sensory and feeling behaviors. The ‘natural environment’ of the program setting was also structured to help with enhancing interpersonal relationships and increasing the frequency of social interaction.
Parents felt that the 12-week physical activity program was found to be effective at improving social interaction and communication. And according to follow-up feedback from parents and teachers, the children were much more social and communicative. They were using greetings and interacting with peers more in everyday situations. Authors say it was also noted that non-verbal and even verbal children with autism didn’t know how to ask for exercise or physical activity. So, it’s up to parents and teachers to build it into their routine, as appropriate.
Bogdashina (2016) believes that autistic individuals do not respond in the way we expect them to because they have different systems of perception and communication; senses, abilities and thinking systems. She says that sensory perceptual differences impact not only cognition, but acquisition of social and communication skill development, as well as physical activity. And, for the same reasons, sensory deprivation can lead to autistic-like-behaviors. Also, that sensory memory, good and bad, can be created.
< My Thoughts > Much of the current literature reflects the premise that children and adults with autism do NOT want to be isolated and anti-social. They seem to resort to those behaviors when overwhelmed and feeling trapped in their sensory-defense mode.
**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:
Bogdashina, O. & Casanova (2016). Sensory Perceptual Issues in Autism and Asperger Syndrome, Different Sensory Experiences – Different Perceptual Worlds; Second Edition: London; Philadelphia: Jessica Kingsley Publishers.
Zhao, M. & Chen, S. (2018). The Effects of Structured Physical Activity Program on Social Interaction and Communication for Children with Autism; BioMed Research International; V11, 13p.
11. Stem Cell Therapy
Siniscalco, et al. (2012) say that based on the theory that stem cell transplantation could offer a unique tool to provide better resolution for autism, available treatments can be found. They continue, “Alternative and complementary treatments, not sufficiently supported by medical literature, include stem cell therapy.” Although it has been said to have the potential for improving the effects of ASD, because MSC cells have the ability to migrate to sites of injury and participate in the repair process. But the strategies are limited, partially because the exact causes of autism are unknown.
Aigner et al. (2014) contributes that autism is a ‘neurodevelopmental’ disorder with symptoms to include intellectual disability, seizures, anxiety, aggression, and sleep disorders. Current treatments are focusing on educational and behavioral interventions aimed at improving maladaptive behaviors and promoting social interactions. Because autism is highly heritable, landmark studies are including the use of stem cells; both embryonic and patient-derived. It is proposed that these advances offer and opportunity to advance or at least help to understand the ASD pathology.
Mazonson et al. (2017) measured conditions under which umbilical cord blood (UCB) might be stored for future use. They continue to say that millions of units of UCB are stored in private cord blood banks. Now the medical community is gathering data which could impact this need for stem cell storage. For example, the donor or the donor’s family may use UCB to treat conditions they may face in the years ahead.
< 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:
Aigner, S., Heckel, T., Zhang, J., Andreae, L., Jagasia, Ravi (2014). Human pluripotent stem cell models of autism spectrum disorder: emerging frontiers, opportunities, and challenges towards neuronal networks in a dish; Psychopharmacology; V231, p1089-1104.
Mazonson, P., Kane, M., Colberg, K., Harris, H., Brown, H., Mohr, A., Ziman, A., Santas, C. (2017). Prevalence of Medical Conditions Potentially Amenable to Cellular Therapy among Families Privately Storing Umbilical Cord Blood; Maternal Child Health Journal; V21; p 208-214.
Siniscalco, D., Sapone, A., Cirillo, A., Giordano, C.,Maione, S., Antonucci, N. (2012). Autism Spectrum Disorders: Is Mesenchymal Stem Cell Personalized Therapy for the Future?; Journal of Biomedicine & Biotechnology; V2012.
Siniscalco, et al. (2012) say that based on the theory that stem cell transplantation could offer a unique tool to provide better resolution for autism, available treatments can be found. They continue, “Alternative and complementary treatments, not sufficiently supported by medical literature, include stem cell therapy.” Although it has been said to have the potential for improving the effects of ASD, because MSC cells have the ability to migrate to sites of injury and participate in the repair process. But the strategies are limited, partially because the exact causes of autism are unknown.
Aigner et al. (2014) contributes that autism is a ‘neurodevelopmental’ disorder with symptoms to include intellectual disability, seizures, anxiety, aggression, and sleep disorders. Current treatments are focusing on educational and behavioral interventions aimed at improving maladaptive behaviors and promoting social interactions. Because autism is highly heritable, landmark studies are including the use of stem cells; both embryonic and patient-derived. It is proposed that these advances offer and opportunity to advance or at least help to understand the ASD pathology.
Mazonson et al. (2017) measured conditions under which umbilical cord blood (UCB) might be stored for future use. They continue to say that millions of units of UCB are stored in private cord blood banks. Now the medical community is gathering data which could impact this need for stem cell storage. For example, the donor or the donor’s family may use UCB to treat conditions they may face in the years ahead.
< 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:
Aigner, S., Heckel, T., Zhang, J., Andreae, L., Jagasia, Ravi (2014). Human pluripotent stem cell models of autism spectrum disorder: emerging frontiers, opportunities, and challenges towards neuronal networks in a dish; Psychopharmacology; V231, p1089-1104.
Mazonson, P., Kane, M., Colberg, K., Harris, H., Brown, H., Mohr, A., Ziman, A., Santas, C. (2017). Prevalence of Medical Conditions Potentially Amenable to Cellular Therapy among Families Privately Storing Umbilical Cord Blood; Maternal Child Health Journal; V21; p 208-214.
Siniscalco, D., Sapone, A., Cirillo, A., Giordano, C.,Maione, S., Antonucci, N. (2012). Autism Spectrum Disorders: Is Mesenchymal Stem Cell Personalized Therapy for the Future?; Journal of Biomedicine & Biotechnology; V2012.
12. Vitamin Supplement Therapy
Liu, et al. (2017) studied 64, 1-8 year old children with ASD and also did a 6-month follow-up study using Vitamin A. They selected Vitamin A because it is known to regulate central nervous system development by in turn promoting intestinal immunity. The purpose was that Vitamin A has been known to increase beneficial microbiota, thus benefiting some of the symptoms of autism. Conclusions were that Vitamin A may help some of the symptoms related to ASD.
The only published piece found on Vitamin B12 was by Malhotra, et al. (2013). This one studied a 14 year old boy with pervasive developmental disorder (PDD). He was injected intramuscularly daily for 5 days, then weekly for 8 weeks. After 2 months there seemed to be no improvement in his speech. But after 4 months there was improvement in his inappropriate pacing, touching and tapping behavior. He also could sit in one place for about an hour. His parents reported a definite improvement in his condition. It has been proposed that oxidative stress which may be caused by depleted Vitamin B12, may contribute to autism.
In this case controlled study of 13 children (3-12 year olds) with ASD, Hashemzadeh, et al. (2015) felt that Vitamin D had no effects. They pointed out first that Vitamin D is not a true vitamin but a steroid that is produced by a chemical cascade when the skin is exposed to ultraviolet sunlight. One of the reasons this study was pursued, according to the authors was because children with ASD seem to have reduced levels of Vitamin D, compared to children without ASD. Among the test group were children who were considered to have moderate to severe autism. But, they found no significant relationship with serum levels to the severity of autism.
< 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:
Hashemzadeh, M., Moharreri, F., SOItanifar, A. (2015). Comparative study of Vitamin D levels in children with Autism Spectrum Disorder and normal children: A Case-control Study; Fundamentals of Mental Health; July/August; p197-201.
Liu, et al. (2017). Effect of Vitamin A supplement on gut microbiota in children with autism spectrum disorder: a Pilot Study; BioMed Central Microbiology; V17:204.
Malhotra, S., Subodh, B., Parakh, Prenti, Lahariya, S. (2013). Brief Report: Childhood Disintegrative Disorder as a Likely Manifestation of Vitamin B12 Deficiency; Journal of Autism Developmental Disorders; V43, p.2207 – 2210.
Note: Next will be Section #5 Know Your Child.
////
NOTE about: “Programs, Therapies, & Interventions”
Information about INTERVENTIONS, THERAPIES, PROGRAMS, and/or TREATMENTS is presented without intent or suggestion of status or effectiveness; or even with the title of an autism ‘intervention’. Most places in the literature and even in some laws, the word ‘intervention’ is often used interchangeably with ‘instructional/educational program’, ‘therapy’, and ‘treatment’. The very word ‘INTERVENTION’ when used in the same sentence as ‘autism’ implies ‘cure’ or ‘long-term’ effect. That is NOT the intention here.
Autism ‘intervention’ as with the phrase, “Early Detection / Early Intervention” may simply mean an ‘action’, or an attempt to ‘change a course’ or trajectory of autism. Also, the expectation for success is that all ‘interventions/therapies/programs will have the cooperation of the participant, the parent, and/or the assigned therapist.
There are many different types of treatment programs, interventions, and services being tried by parents and schools. Also, your child’s challenges may require having several non-competing therapies at once. Therefore, carefully consider the cost and time involved for your child and your family. Be very careful to fully understand your obligations. Remember that gym/spa membership you paid for every month for three years, even though you only went there a few times? You could find yourself in the same type of situation.
Disclaimer: Just to let you know that I, Sara Luker, have put forth my best efforts to create the extended book reviews presented here on this website. I have permission from the authors to publish these Extended Book Reviews. This is just a sharing of stories of those who have gone on before us. Please, understand also that all health matters ALWAYS require professional medical decisions, diagnosis, and treatment by highly qualified and licensed individuals.
Recently, I have added “What to Do While You Wait” to the website. This collection of information is for educational purposes only. My hope is that you will not feel alone when dealing with the mysteries of Autism Spectrum Disorder.
Regards,
Sara Luker
Liu, et al. (2017) studied 64, 1-8 year old children with ASD and also did a 6-month follow-up study using Vitamin A. They selected Vitamin A because it is known to regulate central nervous system development by in turn promoting intestinal immunity. The purpose was that Vitamin A has been known to increase beneficial microbiota, thus benefiting some of the symptoms of autism. Conclusions were that Vitamin A may help some of the symptoms related to ASD.
The only published piece found on Vitamin B12 was by Malhotra, et al. (2013). This one studied a 14 year old boy with pervasive developmental disorder (PDD). He was injected intramuscularly daily for 5 days, then weekly for 8 weeks. After 2 months there seemed to be no improvement in his speech. But after 4 months there was improvement in his inappropriate pacing, touching and tapping behavior. He also could sit in one place for about an hour. His parents reported a definite improvement in his condition. It has been proposed that oxidative stress which may be caused by depleted Vitamin B12, may contribute to autism.
In this case controlled study of 13 children (3-12 year olds) with ASD, Hashemzadeh, et al. (2015) felt that Vitamin D had no effects. They pointed out first that Vitamin D is not a true vitamin but a steroid that is produced by a chemical cascade when the skin is exposed to ultraviolet sunlight. One of the reasons this study was pursued, according to the authors was because children with ASD seem to have reduced levels of Vitamin D, compared to children without ASD. Among the test group were children who were considered to have moderate to severe autism. But, they found no significant relationship with serum levels to the severity of autism.
< 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:
Hashemzadeh, M., Moharreri, F., SOItanifar, A. (2015). Comparative study of Vitamin D levels in children with Autism Spectrum Disorder and normal children: A Case-control Study; Fundamentals of Mental Health; July/August; p197-201.
Liu, et al. (2017). Effect of Vitamin A supplement on gut microbiota in children with autism spectrum disorder: a Pilot Study; BioMed Central Microbiology; V17:204.
Malhotra, S., Subodh, B., Parakh, Prenti, Lahariya, S. (2013). Brief Report: Childhood Disintegrative Disorder as a Likely Manifestation of Vitamin B12 Deficiency; Journal of Autism Developmental Disorders; V43, p.2207 – 2210.
Note: Next will be Section #5 Know Your Child.
////
NOTE about: “Programs, Therapies, & Interventions”
Information about INTERVENTIONS, THERAPIES, PROGRAMS, and/or TREATMENTS is presented without intent or suggestion of status or effectiveness; or even with the title of an autism ‘intervention’. Most places in the literature and even in some laws, the word ‘intervention’ is often used interchangeably with ‘instructional/educational program’, ‘therapy’, and ‘treatment’. The very word ‘INTERVENTION’ when used in the same sentence as ‘autism’ implies ‘cure’ or ‘long-term’ effect. That is NOT the intention here.
Autism ‘intervention’ as with the phrase, “Early Detection / Early Intervention” may simply mean an ‘action’, or an attempt to ‘change a course’ or trajectory of autism. Also, the expectation for success is that all ‘interventions/therapies/programs will have the cooperation of the participant, the parent, and/or the assigned therapist.
There are many different types of treatment programs, interventions, and services being tried by parents and schools. Also, your child’s challenges may require having several non-competing therapies at once. Therefore, carefully consider the cost and time involved for your child and your family. Be very careful to fully understand your obligations. Remember that gym/spa membership you paid for every month for three years, even though you only went there a few times? You could find yourself in the same type of situation.
Disclaimer: Just to let you know that I, Sara Luker, have put forth my best efforts to create the extended book reviews presented here on this website. I have permission from the authors to publish these Extended Book Reviews. This is just a sharing of stories of those who have gone on before us. Please, understand also that all health matters ALWAYS require professional medical decisions, diagnosis, and treatment by highly qualified and licensed individuals.
Recently, I have added “What to Do While You Wait” to the website. This collection of information is for educational purposes only. My hope is that you will not feel alone when dealing with the mysteries of Autism Spectrum Disorder.
Regards,
Sara Luker