Book Index – Know Autism, Know Your Child, with < My Thoughts > by Sara Luker
UNIT 7 – 0 Who May Help?
CHAPTER 1 – INSTRUCTIONAL PROGRAMS & TREATMENTS
INTRODUCTION
APPENDIX
CHAPTER 2 – THERAPIES
INTRODUCTION
APPENDIX
CHAPTER 3 – OTHER THERAPIES
INTRODUCTION
APPENDIX
Unit 7 – 1 OTHER THERAPIES
Section 1: ABA, CBT, DIR, OT, PECS
Unit 7 – 2 OTHER THERAPIES
Section 2: RDI, SPD, ST, TEAACH
Unit 7 – 3 OTHER THERAPIES
Section 3: Introduction, Medication & Dietary Approaches
Unit 7 – 4 Complementary & Alternative Medicine (CAMs)
Section 4: CAMs
PART 1 –
1. acupuncture
2. animal assisted therapy
a. Dog Assisted Therapy
b. Dolphin Assisted Therapy
c. Horse Assisted Therapy
Unit 7– 5 CAMs
Section 5: CAMs Complementary & Alternative Medicine
PART 2 –
3. anti-inflammatory therapy
4. auditory integration therapy
Unit 7– 6 CAMs
Section 6: CAMs Complementary & Alternative Medicine
PART 3 –
5. chelation therapy
6. chiropractic
Unit 7– 7 CAMs
Section 7: CAMs Complementary & Alternative Medicine
PART 4 –
7. creative therapy
a. introduction
b. art
c. music
d. dance, theatre
e. adventure therapy
8. facilitated communication
Unit 7– 8 CAMs
Section 8: CAMs Complementary & Alternative Medicine
PART 5 –
9. hyperbaric oxygen therapy
10. immunoglobulin infusions
Unit 7– 9 CAMs
Section 9: CAMs Complementary & Alternative Medicine
PART 6 –
11. massage therapy
12. mindfulness & meditation
Unit 7– 10 CAMs
Section 10: CAMs Complementary & Alternative Medicine
PART 7 –
13. neuro-therapy
14. physical activity program
Unit 7– 11 CAMs
Section 11: CAMs Complementary & Alternative Medicine
PART 8 –
15. stem cell therapy
16. vitamin/supplements
Unit 7 – REFERENCES
Unit 7 – APPENDICES
UNIT 7 – 0 Who May Help?
(UNIT 7 – 0) CHAPTER 1 – INSTRUCTIONAL PROGRAMS & THERAPIES
INTRODUCTION (UNIT 7 – 0) CHAPTER 1 INSTRUCTIONAL PROGRAMS & THERAPIES
Who May Help? Getting ‘help’ for the child with autism is the key. Learning about who may help. Finding, or deciding on an intervention, therapy, program, and/or treatment program being offered to your child can be somewhat overwhelming. Then, there are all the things that you and your child will be subjected to, in order to qualify.
To clarify the task, it is important that you ‘know your child’ well enough to guide the process. Knowing what you and your child will respond to best, as well as what may be a possible ‘deal breaker’ is also critical. These results will hopefully, make it easier to find ways to help your child lead a more productive and independent life.
< My Thoughts > “…‘deal breaker’.”
You may find that you are accepted into a program which might be a recommended intervention/instruction for your child. But you have unresolved reservations about committing to, or continuing with, that particular intervention, once your child has tried it. For whatever reason, this becomes a ‘deal breaker’.
Examples of ‘deal breaker’ barriers to a ‘program’, which cannot be overlooked, may be –
The ‘program’ ...
Or, if a need to discontinue the process arises, you cannot easily be released from your commitment, obligation; financial, or otherwise.
Suma, et al. (2016) tell us that early diagnosis and the severity of the child’s ‘interactive difficulties’ appear to influence what the parents do next. Seemingly, lower quality interactions and/or growing isolation between parents and child, can lead parents to look for interventions. The ‘interactive difficulties’ they talk about were problems with ‘joint engagement’ and communication of ‘shared interests’. These seemed to be the greatest challenges rushing many of the 79 families in this study to find help. Ironically, parents complained that after finally deciding to get help, they couldn’t find services in their area, or they had to get on long waiting lists.
< My Thoughts > “…lead parents to look for interventions.”
A child’s ‘interactive difficulties’ with the environment, as well as with other family members, can lead parents to more actively look for solutions. There are other examples, such as the little brother or sister with autism tantrumming, or becoming physically aggressive when strangers are in the home. Autism affects everyone in the family. Shannon Brodie’s afterschool experience (in the following, Brodie 2013), is just one example.
Brodie (2013) takes us through his sister Shannon’s unexpected afterschool experience – I think the first time I really realized there was something wrong with Scott was when I was around 8 years old. That was when I started having friends over for longer than a few hours, and they asked me why the cupboards and refrigerator were locked? Before my friends started questioning me, I always thought it was a normal thing to have everything locked at all times, nothing strange.
Orsmond & Seltzer (2007) say that many siblings in their
study, reported feeling lonely, and that they had no friends. That those with friends, reported they were unable to explain ‘autism’ to someone outside the family. This is understandable, because how can a sibling feel comfortable inviting friends over, knowing his/her older brother with ASD at any moment may come running down the stairs with no clothes on?
< My Thoughts > “…inviting friends over…”
Sometimes the sibling with autism requires an ‘intervention’ so intense and all encompassing that it greatly impacts family life for long periods of time. Parents may have a difficult time remembering to make siblings part of the therapy ‘decision’ equation.
Rudy (2020) recommends exploring social skills and social thinking ‘group’ programs before making an intervention selection. The right ‘group’ chosen can help your child make connections, build friendships, and find a social circle.
< My Thoughts > “…‘group’…”
When a child with autism has siblings, it may be helpful to find a ‘group’ intervention program. If a child learns in a group setting, it just may help them adjust in a setting at home where there are siblings and sometimes their friends.
Looking for ‘group’ autism intervention programs, may be a possibility in some areas. Also, you may want to look for casual groups extended to having an ‘outreach’ for the siblings of the child with autism. Often there are community swimming, bowling, or other sports programs which will include persons with disabilities.
CHAPTER 1 – INSTRUCTIONAL, PROGRAMS & TREATMENTS
(UNIT 7 – 0) CHAPTER 1 – INSTRUCTIONAL PROGRAMS & THERAPIES
INTRODUCTION (UNIT 7 – 0) CHAPTER 1 INSTRUCTIONAL PROGRAMS & THERAPIES
Who May Help? Getting ‘help’ for the child with autism is the key. Learning about who may help. Finding, or deciding on an intervention, therapy, program, and/or treatment program being offered to your child can be somewhat overwhelming. Then, there are all the things that you and your child will be subjected to, in order to qualify.
To clarify the task, it is important that you ‘know your child’ well enough to guide the process. Knowing what you and your child will respond to best, as well as what may be a possible ‘deal breaker’ is also critical. These results will hopefully, make it easier to find ways to help your child lead a more productive and independent life.
< My Thoughts > “…‘deal breaker’.”
You may find that you are accepted into a program which might be a recommended intervention/instruction for your child. But you have unresolved reservations about committing to, or continuing with, that particular intervention, once your child has tried it. For whatever reason, this becomes a ‘deal breaker’.
Examples of ‘deal breaker’ barriers to a ‘program’, which cannot be overlooked, may be –
The ‘program’ ...
- Makes you feel uncomfortable, or unwanted; and you need to feel included.
- Has a setting or location impossible to reach on a regular basis; is, or seems unsafe.
- Involves receiving food or drink that you don’t allow; or ‘rewards’ that you disagree with, or cannot continue at home.
- Too challenging confining, controlling, prolonged, aggressive, too demanding or expensive.
- Has conflicting goals, or doesn’t have a follow-up process; isn’t flexible, or, just is not working.
- Doesn’t consider or allow for other therapies. Or, has undesirable factors, such as causes allergies; or works against your child’s established program/schedule, or your child’s positive strengths.
- Creates an unwanted dependency upon the program, its trainer, or devices.
- Goes against religious, ethnic, or other family traditions, beliefs, or circumstances.
Or, if a need to discontinue the process arises, you cannot easily be released from your commitment, obligation; financial, or otherwise.
Suma, et al. (2016) tell us that early diagnosis and the severity of the child’s ‘interactive difficulties’ appear to influence what the parents do next. Seemingly, lower quality interactions and/or growing isolation between parents and child, can lead parents to look for interventions. The ‘interactive difficulties’ they talk about were problems with ‘joint engagement’ and communication of ‘shared interests’. These seemed to be the greatest challenges rushing many of the 79 families in this study to find help. Ironically, parents complained that after finally deciding to get help, they couldn’t find services in their area, or they had to get on long waiting lists.
< My Thoughts > “…lead parents to look for interventions.”
A child’s ‘interactive difficulties’ with the environment, as well as with other family members, can lead parents to more actively look for solutions. There are other examples, such as the little brother or sister with autism tantrumming, or becoming physically aggressive when strangers are in the home. Autism affects everyone in the family. Shannon Brodie’s afterschool experience (in the following, Brodie 2013), is just one example.
Brodie (2013) takes us through his sister Shannon’s unexpected afterschool experience – I think the first time I really realized there was something wrong with Scott was when I was around 8 years old. That was when I started having friends over for longer than a few hours, and they asked me why the cupboards and refrigerator were locked? Before my friends started questioning me, I always thought it was a normal thing to have everything locked at all times, nothing strange.
Orsmond & Seltzer (2007) say that many siblings in their
study, reported feeling lonely, and that they had no friends. That those with friends, reported they were unable to explain ‘autism’ to someone outside the family. This is understandable, because how can a sibling feel comfortable inviting friends over, knowing his/her older brother with ASD at any moment may come running down the stairs with no clothes on?
< My Thoughts > “…inviting friends over…”
Sometimes the sibling with autism requires an ‘intervention’ so intense and all encompassing that it greatly impacts family life for long periods of time. Parents may have a difficult time remembering to make siblings part of the therapy ‘decision’ equation.
Rudy (2020) recommends exploring social skills and social thinking ‘group’ programs before making an intervention selection. The right ‘group’ chosen can help your child make connections, build friendships, and find a social circle.
< My Thoughts > “…‘group’…”
When a child with autism has siblings, it may be helpful to find a ‘group’ intervention program. If a child learns in a group setting, it just may help them adjust in a setting at home where there are siblings and sometimes their friends.
Looking for ‘group’ autism intervention programs, may be a possibility in some areas. Also, you may want to look for casual groups extended to having an ‘outreach’ for the siblings of the child with autism. Often there are community swimming, bowling, or other sports programs which will include persons with disabilities.
CHAPTER 1 – INSTRUCTIONAL, PROGRAMS & TREATMENTS
INSTRUCTIONAL PROGRAMS & THERAPIES
Deb, et al. (2020) recommend that when examining intervention programs to look for just the right one, that parents look for these program specifics –
< My Thoughts > “…finding the ‘right one’…”
The goal is finding the right ‘intervention’, regardless of what it’s called – treatments aka services, aka programs, aka therapies, aka interventions. Again, prioritizing your wants and needs, and your child’s wants and needs are a necessary ‘first’. Try asking for a ‘trial period’.
Understand that what you’ll find here are my attempts to ‘open the door’, or, ‘start the conversation’ about how ‘interventions’ may have a more successful outcome if they are mostly ‘compatible’ with both the child’s, and child’s family’s wants and needs.
Even if your child hasn’t been diagnosed yet, s/he may be eligible for Early Intervention Services. The IDEA Law says that children under the age of 3 years old who are at-risk for having developmental delays may be eligible for services.
Some programs/treatments are expensive, so understand your child well enough to know what things may work and what may not. While you are waiting, try to discover who your child is behind the autism. There is danger in believing that ‘one-program-fits-all’ because each child is so different in their abilities and their challenges. That’s just a reality. That is ‘autism’.
When trying to get to know the child behind the autism, understand that s/he may be showing symptoms of more than one problem, challenge, or disorder. Misdiagnosis can result in your child receiving unnecessary or inappropriate services.
Over-diagnosis can also have negative consequences. Some tests provide overlapping information and that’s okay, because clinicians will know how to sort everything out. Guard against becoming convinced that a program is going to ‘fix’ your child’s autism.
Before looking for a treatment or educational program, prioritize your child’s ‘needs’ and prioritize your ‘wants’.
In other words…
What are presently the most concerning
or harmful things going on
right now in your child’s world?
Much diagnostic information that these ‘service inquiries’ look for will come from parents. So once again, be sure that you know your child well enough to give insightful but honest responses to all inquiries. If your child is in school, then teachers, classroom aides, and other school personnel will also have critical input. Videotaping (most smart phones have apps) can show what you may have difficulty expressing in words. You are looking for a way to ease the current situation. This may take time and diligence.
Prioritize. Is your child repeatedly doing strange or undesirable things? Is s/he refusing to eat to the point where it is life threatening? Is s/he often biting you, screaming and kicking in walls? Tantrumming, having meltdowns and causing self-abuse? Is s/he a danger to his or herself or others? Then your child is asking for help the only way they are able to. Perhaps there are undiscovered issues which seem to keep them from learning or developing – sensory issues, inattention or distractedness, and/or seemingly withdrawing from the world.
Many different types of treatment programs, interventions, and services are currently being tried by parents and school programs. Therefore, your child’s challenges may require having several non-competing therapies at once. So, carefully consider the cost and time involved for your child and your family. Fully understand your obligations.
< My Thoughts > “…several non-competing therapies…”
Getting to ‘know’ your child will help you bring balance, peace, and harmony into your life, the life of your child, and the rest of your family; by choosing the best interventions suitable for everyone.
Clarify and prioritize what presently concerns you the most. Some of your concerns will be mild, while others are causing you to live in a state of extreme situational stress and hyper-vigilance, during to your child’s actions. Both need to be addressed. These are not ‘phases’ which will pass. He or she is not ‘just going through a stage.’ These are serious concerns which can be dealt with through treatment. The sooner the better, but not before you check things out thoroughly.
Remember that gym/spa membership you paid for every month for three years, even though you eventually stopped going? You could find yourself in the same type of financially obligatory situation.
Note: APPENDIX – How to find EARLY INSTRUCTIONAL / INTERVENTION SERVICES & Insurance approval. Also, UNIT 6, Chapter 2; Insurance.
REFERENCES: UNIT 7 – 0, WHO MAY HELP? CHAPTER 1, INTRODUCTION, INSTRUCTIONAL PROGRAMS & THERAPIES
Brodie, P. (2013). Secondhand Autism; eBook Edition.
Deb, S., Retzer, A., et al. (2020). The Effectiveness of Parent Training for Children with Autism Spectrum Disorder: A Systematic Review & Meta-analysis; BioMedCentral (BMC) Psychiatry, London, UK.
FDA Staff Writer (2019). Be Aware of Potentially Dangerous Products & Therapies, Food & Drug Administration (FDA); Retrieved online from – https://www.fda.gov/consumers/consumer-updates/
Frey, R., Sreenivasula, S, et al. (2011). Traditional & Non-Traditional Treatments for Autism Spectrum Disorder with Seizures: An Online Survey; Boston Medical Center Pediatrics; V11, Art. 37.
Fleury, V., Trevors, G., et al. (2019). Public Perception of Autism Treatments: The Role of Credibiity & Evidence; Journal of Autism Developmental Disorders; V49, p1876–1886.
Hart, A. (2011). Brains, Trains & Video Games, Living the Autism Life; eBook Edition.
Orsmond, G. Seltzer, M. (2007). Siblings of Individuals with Autism Spectrum Disorders Across the Life Course; Mental Retardation & Developmental Disabilities Research Reviews; V13:4, p313-320.
Park, A. (2015). Researchers Zero In on the Best Way to Diagnose Autism; TIME Magazine; V9:1:15; Retrieved online from – https://time.com/4017909/diagnosing-autism/
Reichow, B. & Volkmar, F. (2008). Development of the Evaluative Method for Evaluating & Determining Evidence-Based Practices in Autism; Journal of Autism & Developmental Disorders; V38, p1311-1319.
Rudy, L. (2020). What is the Best Treatment for Autism?; Very Well Health Online, Retrieved online from – https://www.verywellhealth.com/the-best-treatment-for-autism-4585131/
Sicile-Kira, C. (2014). Autism Spectrum Disorder (Revised): The Complete Guide to Understanding Autism; New York, N. Y.: Penguin Random House Company.
Siri, K. & Lyons, T. (2014). Cutting-Edge Therapies for Autism; 4th Edition; Skyhorse Publishing, New York, N.Y.
Suma, K., Adamson, L., et al. (2016). After Early Autism Diagnosis: Changes in Intervention and Parent – Child Interaction; Journal of Autism & Developmental Disorders; V26, p2720-2733.
APPENDIX
How to find the EARLY INTERVENTION / INSTRUCTIONAL SERVICES which may be provided through your state. Find out if they could test or evaluate your child. This may well be a good ‘first’ step.
The Centers for Disease Control & Prevention (CDC)
website gives information about available programs, but when one searches for government funded programs (in other words, which one of these programs does the government stand behind) there was no answer that I could find. Funding and help with funding starts at the state level and works up from there. I was trying to get beyond which therapy, program, or intervention has the best Public Relations Department, to which program offers the most help for the child with autism.
It seems that most/all programs require some help from your insurance. And some insurance companies will only pay for certain programs, such as Applied Behavior Analysis (ABA) programs. That doesn’t mean that will be the best fit for your child. So, you will find yourself in the maze trying to find a way to the best services for YOUR child.
Here are some of the Resources & Services described by the Centers for Disease Control & Prevention (CDC) – Retrieved online from: https://www.cdc.gov/ncbddd/autism/treatment.html/
For instance, they have contact information for Early Intervention (EI) services for Babies & Toddlers; Part C of IDEA. Also, Part B, Section 619 of IDEA which shows LINKS to find services for Preschoolers in your state. Through these links you may find FREE or sliding scale services which will help you get started. You do not need a diagnosis in order to start services for your child.
Early Childhood Technical Assistance Center (ECTA) has a webpage http://ectacenter.org/families.asp designed to help families understand their rights under the Individuals with Disabilities Education Act (IDEA). It is a way to find high-quality resources offered by the federal government and by individual state. There are easy LINKS online to reach the information you need. Also has a Spanish version.
The (CDC) seems to direct one back around to the IDEA Law which says – “Even if your child hasn’t been diagnosed yet, s/he may be eligible for Early Intervention Services. The IDEA Law says that children under the age of 3 years old who are at-risk for having developmental delays may be eligible for services.” The website also offers the following information. Retrieved online from – https://www.cdc.gov/ncbddd/autism/treatment.html/
Additional Treatment Resources:
You will find comprehensive information on the latest autism research contacts beneficial to parent & caregiver at the National Institute of Neurological Disorders & Stroke – www.ninds.nih.gov/
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.
Another online website with information is www.hhs.gov › Programs.This website has a wealth of information, but refers the viewer to other websites such as the Centers for Disease Control & Prevention (CDC) and the National Institutes of Health www.nih.gov. (NIH).
Note: DISCLAIMER – Autism ‘intervention’, as with the phrase ‘Early Detection / Early Intervention’, may simply mean to attempt an ‘action’, or attempt to ‘change a course’ or ‘trajectory’ of the person’s autism. Any expectation for a successful ‘change’ must have the cooperation of the participant, the parent, and/or the assigned therapist. Words such as, ‘intervention’, ‘treatment’, ‘therapy’, ‘service’, or ‘program’ imply ‘cure’, or ‘long-term’ positive effect. That is NOT my intention here, and all information is presented without intent or suggestion of status or effectiveness.
DISCLAIMER (2024) Know Autism – Know Your Child: with < My Thoughts > by Sara Luker; 2024
Just to let you know that I, Sara Hayden Luker, have put forth my best efforts in presenting what I have learned about autism, by sharing the stories and studies of those who have gone before us. Any author’s mention of products, services, therapies, treatments, and interventions or actions are not to be considered an endorsement, thereof. Know that to some, autism is an ‘unregulated business’. The content of this website material, digital or in any other form does not represent medical advice; nor does it constitute medical suggestions in any way. The material, including any downloadable parts, is for informational and/or educational purposes only. Your download and/or use of any of this material indicates your acceptance of this disclaimer.
This is a Personal Use Electronic Download. By downloading, you hereby agree and acknowledge that you are not acquiring any right, title or interest in, or to, the material; nor any associated copyrights, other than the right to possess, hold and use for personal, non-commercial purposes. Furthermore, you agree that you will: (i) not scan, copy, duplicate, distribute or otherwise reproduce the material(s) to resell, (ii) not use the material(s) for any commercial purposes. By purchasing/downloading you agree to these terms unconditionally. No ‘rights’ are given or transferred.
PLEASE READ DISCLAIMER –
CHAPTER 2 – TRADITIONAL THERAPIES (Speech & Language Therapy (SLT) (ST), Occupational Therapist (OT)
Deb, et al. (2020) recommend that when examining intervention programs to look for just the right one, that parents look for these program specifics –
- Program’s fidelity to protocols
- Accurate program report of outcomes
- Review of program’s parent education/training for involvement in child’s intervention
- Program’s anticipated effect on child’s targeted ‘core’ symptoms
- Additional effect of program on behavior, sleeping, and eating regimes
- Positive effect of program on parental stress, knowledge, confidence in the program
- Highly experienced & credentialed therapists to assure program’s integrity
< My Thoughts > “…finding the ‘right one’…”
The goal is finding the right ‘intervention’, regardless of what it’s called – treatments aka services, aka programs, aka therapies, aka interventions. Again, prioritizing your wants and needs, and your child’s wants and needs are a necessary ‘first’. Try asking for a ‘trial period’.
Understand that what you’ll find here are my attempts to ‘open the door’, or, ‘start the conversation’ about how ‘interventions’ may have a more successful outcome if they are mostly ‘compatible’ with both the child’s, and child’s family’s wants and needs.
Even if your child hasn’t been diagnosed yet, s/he may be eligible for Early Intervention Services. The IDEA Law says that children under the age of 3 years old who are at-risk for having developmental delays may be eligible for services.
Some programs/treatments are expensive, so understand your child well enough to know what things may work and what may not. While you are waiting, try to discover who your child is behind the autism. There is danger in believing that ‘one-program-fits-all’ because each child is so different in their abilities and their challenges. That’s just a reality. That is ‘autism’.
When trying to get to know the child behind the autism, understand that s/he may be showing symptoms of more than one problem, challenge, or disorder. Misdiagnosis can result in your child receiving unnecessary or inappropriate services.
Over-diagnosis can also have negative consequences. Some tests provide overlapping information and that’s okay, because clinicians will know how to sort everything out. Guard against becoming convinced that a program is going to ‘fix’ your child’s autism.
Before looking for a treatment or educational program, prioritize your child’s ‘needs’ and prioritize your ‘wants’.
In other words…
What are presently the most concerning
or harmful things going on
right now in your child’s world?
Much diagnostic information that these ‘service inquiries’ look for will come from parents. So once again, be sure that you know your child well enough to give insightful but honest responses to all inquiries. If your child is in school, then teachers, classroom aides, and other school personnel will also have critical input. Videotaping (most smart phones have apps) can show what you may have difficulty expressing in words. You are looking for a way to ease the current situation. This may take time and diligence.
Prioritize. Is your child repeatedly doing strange or undesirable things? Is s/he refusing to eat to the point where it is life threatening? Is s/he often biting you, screaming and kicking in walls? Tantrumming, having meltdowns and causing self-abuse? Is s/he a danger to his or herself or others? Then your child is asking for help the only way they are able to. Perhaps there are undiscovered issues which seem to keep them from learning or developing – sensory issues, inattention or distractedness, and/or seemingly withdrawing from the world.
Many different types of treatment programs, interventions, and services are currently being tried by parents and school programs. Therefore, your child’s challenges may require having several non-competing therapies at once. So, carefully consider the cost and time involved for your child and your family. Fully understand your obligations.
< My Thoughts > “…several non-competing therapies…”
Getting to ‘know’ your child will help you bring balance, peace, and harmony into your life, the life of your child, and the rest of your family; by choosing the best interventions suitable for everyone.
Clarify and prioritize what presently concerns you the most. Some of your concerns will be mild, while others are causing you to live in a state of extreme situational stress and hyper-vigilance, during to your child’s actions. Both need to be addressed. These are not ‘phases’ which will pass. He or she is not ‘just going through a stage.’ These are serious concerns which can be dealt with through treatment. The sooner the better, but not before you check things out thoroughly.
Remember that gym/spa membership you paid for every month for three years, even though you eventually stopped going? You could find yourself in the same type of financially obligatory situation.
Note: APPENDIX – How to find EARLY INSTRUCTIONAL / INTERVENTION SERVICES & Insurance approval. Also, UNIT 6, Chapter 2; Insurance.
REFERENCES: UNIT 7 – 0, WHO MAY HELP? CHAPTER 1, INTRODUCTION, INSTRUCTIONAL PROGRAMS & THERAPIES
Brodie, P. (2013). Secondhand Autism; eBook Edition.
Deb, S., Retzer, A., et al. (2020). The Effectiveness of Parent Training for Children with Autism Spectrum Disorder: A Systematic Review & Meta-analysis; BioMedCentral (BMC) Psychiatry, London, UK.
FDA Staff Writer (2019). Be Aware of Potentially Dangerous Products & Therapies, Food & Drug Administration (FDA); Retrieved online from – https://www.fda.gov/consumers/consumer-updates/
Frey, R., Sreenivasula, S, et al. (2011). Traditional & Non-Traditional Treatments for Autism Spectrum Disorder with Seizures: An Online Survey; Boston Medical Center Pediatrics; V11, Art. 37.
Fleury, V., Trevors, G., et al. (2019). Public Perception of Autism Treatments: The Role of Credibiity & Evidence; Journal of Autism Developmental Disorders; V49, p1876–1886.
Hart, A. (2011). Brains, Trains & Video Games, Living the Autism Life; eBook Edition.
Orsmond, G. Seltzer, M. (2007). Siblings of Individuals with Autism Spectrum Disorders Across the Life Course; Mental Retardation & Developmental Disabilities Research Reviews; V13:4, p313-320.
Park, A. (2015). Researchers Zero In on the Best Way to Diagnose Autism; TIME Magazine; V9:1:15; Retrieved online from – https://time.com/4017909/diagnosing-autism/
Reichow, B. & Volkmar, F. (2008). Development of the Evaluative Method for Evaluating & Determining Evidence-Based Practices in Autism; Journal of Autism & Developmental Disorders; V38, p1311-1319.
Rudy, L. (2020). What is the Best Treatment for Autism?; Very Well Health Online, Retrieved online from – https://www.verywellhealth.com/the-best-treatment-for-autism-4585131/
Sicile-Kira, C. (2014). Autism Spectrum Disorder (Revised): The Complete Guide to Understanding Autism; New York, N. Y.: Penguin Random House Company.
Siri, K. & Lyons, T. (2014). Cutting-Edge Therapies for Autism; 4th Edition; Skyhorse Publishing, New York, N.Y.
Suma, K., Adamson, L., et al. (2016). After Early Autism Diagnosis: Changes in Intervention and Parent – Child Interaction; Journal of Autism & Developmental Disorders; V26, p2720-2733.
APPENDIX
How to find the EARLY INTERVENTION / INSTRUCTIONAL SERVICES which may be provided through your state. Find out if they could test or evaluate your child. This may well be a good ‘first’ step.
The Centers for Disease Control & Prevention (CDC)
website gives information about available programs, but when one searches for government funded programs (in other words, which one of these programs does the government stand behind) there was no answer that I could find. Funding and help with funding starts at the state level and works up from there. I was trying to get beyond which therapy, program, or intervention has the best Public Relations Department, to which program offers the most help for the child with autism.
It seems that most/all programs require some help from your insurance. And some insurance companies will only pay for certain programs, such as Applied Behavior Analysis (ABA) programs. That doesn’t mean that will be the best fit for your child. So, you will find yourself in the maze trying to find a way to the best services for YOUR child.
Here are some of the Resources & Services described by the Centers for Disease Control & Prevention (CDC) – Retrieved online from: https://www.cdc.gov/ncbddd/autism/treatment.html/
For instance, they have contact information for Early Intervention (EI) services for Babies & Toddlers; Part C of IDEA. Also, Part B, Section 619 of IDEA which shows LINKS to find services for Preschoolers in your state. Through these links you may find FREE or sliding scale services which will help you get started. You do not need a diagnosis in order to start services for your child.
Early Childhood Technical Assistance Center (ECTA) has a webpage http://ectacenter.org/families.asp designed to help families understand their rights under the Individuals with Disabilities Education Act (IDEA). It is a way to find high-quality resources offered by the federal government and by individual state. There are easy LINKS online to reach the information you need. Also has a Spanish version.
The (CDC) seems to direct one back around to the IDEA Law which says – “Even if your child hasn’t been diagnosed yet, s/he may be eligible for Early Intervention Services. The IDEA Law says that children under the age of 3 years old who are at-risk for having developmental delays may be eligible for services.” The website also offers the following information. Retrieved online from – https://www.cdc.gov/ncbddd/autism/treatment.html/
Additional Treatment Resources:
You will find comprehensive information on the latest autism research contacts beneficial to parent & caregiver at the National Institute of Neurological Disorders & Stroke – www.ninds.nih.gov/
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.
Another online website with information is www.hhs.gov › Programs.This website has a wealth of information, but refers the viewer to other websites such as the Centers for Disease Control & Prevention (CDC) and the National Institutes of Health www.nih.gov. (NIH).
Note: DISCLAIMER – Autism ‘intervention’, as with the phrase ‘Early Detection / Early Intervention’, may simply mean to attempt an ‘action’, or attempt to ‘change a course’ or ‘trajectory’ of the person’s autism. Any expectation for a successful ‘change’ must have the cooperation of the participant, the parent, and/or the assigned therapist. Words such as, ‘intervention’, ‘treatment’, ‘therapy’, ‘service’, or ‘program’ imply ‘cure’, or ‘long-term’ positive effect. That is NOT my intention here, and all information is presented without intent or suggestion of status or effectiveness.
DISCLAIMER (2024) Know Autism – Know Your Child: with < My Thoughts > by Sara Luker; 2024
Just to let you know that I, Sara Hayden Luker, have put forth my best efforts in presenting what I have learned about autism, by sharing the stories and studies of those who have gone before us. Any author’s mention of products, services, therapies, treatments, and interventions or actions are not to be considered an endorsement, thereof. Know that to some, autism is an ‘unregulated business’. The content of this website material, digital or in any other form does not represent medical advice; nor does it constitute medical suggestions in any way. The material, including any downloadable parts, is for informational and/or educational purposes only. Your download and/or use of any of this material indicates your acceptance of this disclaimer.
This is a Personal Use Electronic Download. By downloading, you hereby agree and acknowledge that you are not acquiring any right, title or interest in, or to, the material; nor any associated copyrights, other than the right to possess, hold and use for personal, non-commercial purposes. Furthermore, you agree that you will: (i) not scan, copy, duplicate, distribute or otherwise reproduce the material(s) to resell, (ii) not use the material(s) for any commercial purposes. By purchasing/downloading you agree to these terms unconditionally. No ‘rights’ are given or transferred.
PLEASE READ DISCLAIMER –
CHAPTER 2 – TRADITIONAL THERAPIES (Speech & Language Therapy (SLT) (ST), Occupational Therapist (OT)
INTRODUCTION (UNIT 7 – 0) CHAPTER 2 – THERAPIES
‘Therapies’ are those proven through standard scientific methods; to be successful in treating symptoms, in the majority of cases. As well as, having being ‘proven’, through ‘Gold Standard’ or ‘Best-Practices’ consideration, these therapies will usually have a track record of readily being approved by most insurance companies.
Rudy (2020) declares that many insurance companies will cover the cost of well-established therapies – speech/language therapy, physical therapy, occupational therapy, behavioral therapy, feeding therapy; plus, some developmental and sensory integration therapies. She reminds us that many of these therapies are provided to qualified students, free of charge, through the public school system.
Speech/Language Therapists can address a range of issues for the autistic child, such as acquiring spoken words, learning to ask and answer question; as well as understanding body language, jokes and friendly ‘joshing’. Many schools provide this therapy service for eligible students.
Occupational Therapists also help ASD children with a variety of developmental challenges. They can work on sensory issues, interaction play skills, and much more. This service is often provided and paid for by the public school the disabled child has qualified to attend.
She points out that a Physical Therapist is usually prescribed by a medical doctor, but may provide services in a school playground or gym setting. Also, that children with ASD often have low muscle tone as well as compromised motor skills and coordination, which require therapy.
< My Thoughts > “…may provide services in a school playground…”
Occupational Therapy services may include services by physical therapists and sensory integration therapists. These are considered often ‘instructional’ therapies, because they are embraced by most public school systems.
Some students receiving physical therapy have the advantage of a therapist coordinating with the physical education teacher, in order to facilitate game playing with their non-disabled peers. Also, speech/language therapy may be available during school hours. This may not be as much therapy as your child needs, but still, this becomes an advantage in many ways. Therapy is provided for free; plus, you have an opportunity to find out what works and what doesn’t; before signing up for expensive program sessions.
THERAPIES
Advice to parents by the Centers for Disease Control & Prevention (CDC) – “An ideal treatment coordinates therapies to address the core disorders the child is experiencing. An effective treatment program builds on the child’s interests and engages the child. More reliable than miracle cures, which appear in magazines, parents should seek out the ‘thoroughly researched’ and ‘well-documented data’ derived from carefully controlled clinical research.”
Know that many of these programs, therapies, and interventions are costly. Some may even see your child’s ‘treatment’ as a lucrative, money-making business. That’s just the harsh reality. As a parent and ‘consumer of goods’ it is your responsibility to keep from being swept away with vague promises. Learn to ‘talk’ the ‘talk’. For each program there are long-term studies available. Find them. Know that the terms ‘High-correlation’, ‘Valid Predictor’ and ‘Evidence-based Practices’, ‘Best Practices’, or, ‘Gold Standard’, are not the same.
And even if you find an intervention/program/therapy which has worked for many families, will it work for yours? Children change, develop, and grow. If you sign-up for a 3-year program, your child could outgrow it in 2 years. Or, say that your child’s autism takes on a new twist or turn that shifts your priorities. Or, you may move. Where will you be with that 3-year program then? How will it fit in with your new situation? Or, will it work against it. This is not for the faint of heart.
< My Thoughts > “…not for the faint of heart.”
Start where you are. In other words, where you live, the age and stage of your child, your resources and your support system. Don’t forget to ask – How long before we can expect to see results? What ‘target behaviors’ are we focusing on? How much money should we budget for your program? Always try FREE programs first. Explore and keep notes on what you find and how you feel this service will ‘fit’ with your child and your family.
Reichow & Volkmar (2008) voice an interest in a study which evaluates
Evidence-Based-Practices (EPB), by pointing out that an ‘accepted definition’ of an evidence-based-practice does NOT exist. So, they evaluated the rigor of reports, by using two rubrics which were purposely developed for researchers, clinicians, and practitioners. Using this evaluative method, they determined there were three levels of research report strength, in order to meet the criteria of showing that the program was an evidence-based-practice (EPB).
Treatments receiving strong reviews from this ‘practitioner method’, would be expected to demonstrate excellent reliability. But further investigation, trained examiners, and fidelity of assessment conditions may be required.
< My Thoughts > “…excellent reliability.”
The caveat here to a treatment being considered to have ‘excellent reliability’, is that these programs have fidelity in presentation, qualified and certified personnel, as well as consistency in participant evaluation. All persons involved, child, parent, and personnel must desire and believe in the same goal; over time. And, just because it takes over you life and keeps your ‘wild child’ occupied for most of the day, doesn’t necessarily mean that it has been successful. The 'business of autism' is unregulated. Understand what that means.
Reichow & Volkmar restate that evidence-based practices have evaluations for which empirical evidence has been provided and documented. Although this process has become more ‘sophisticated’, there is still evidence of ‘research gaps’.
These ‘research gaps’ exist between the research knowledge and the applicability of the research in ‘real-world’ settings. Shortcomings of these evaluation methods were seen as –
Plus, they considered that further discussions of what constitutes ‘evidence-based’ practices still has challenges and represents conflicting terms, concepts, and research methods.
Shepherd, et al. (2018) share that often, following diagnosis, the New Zealand parents in their clinical study progressed through stages of mourning, adaptation, and adjustment. While they could be focusing on the interventions that their child will need; depending on the child’s age, symptom constellation, and symptom severity.
Parents may be vulnerable, feeling overwhelmed by the challenging selection of interventions; unless the child has severe deficits in communication, behavior, gastrointestinal, or toileting issues. If that is the case, then the choice is narrowed down to therapists or programs which specialize in those areas. The most commonly utilized interventions include –
According to the authors, they say that unlike in the United States, “Drug-based interventions are all but not used in New Zealand.”
Financial hardships have parents starting programs funded by government agencies. They reportedly choose interventions by ‘gut feeling’, or ‘intuition’.
They discontinue the same, by terminating because the program doesn’t seem to be targeting their child’s symptoms, satisfactorily. Or, parents feel disappointed when symptoms are not ‘generalized’ to help the child in ‘all’ settings. Another problem may be that the mother or father wanted to play a larger role in the therapy process; or, the opposite. Parents didn’t want to have a pivotal, or central role in the responsibility for success of the program.
Louise (2011) expresses – Slowly, I came to see Dar as a whole person, who just happened to have dirty blond hair, a flat butt, and autism. I didn’t want to think of him as mindlessly self-abusive, then it happened. I was there when it happened. Dar’s new sister (my third-born biological child) grabbed his crayons and offered to color a page for him. He grabbed the crayons back and, as I walked by, he said, “I can do it” with perfect enunciation. Dar immediately reverted to looking at the ceiling fan, while rocking his head side to side. The therapists and teachers didn’t believe that story. But I did, because I was there.
< My Thoughts > “…because I was there.”
Just another of autism’s mysteries. There are many, many stories about a child who seems to pop in and out of autism, when the need arises. Our Sonny has those moments, but has never had language the way Dar does. And, the 'autism' is always there.
‘Therapies’ are those proven through standard scientific methods; to be successful in treating symptoms, in the majority of cases. As well as, having being ‘proven’, through ‘Gold Standard’ or ‘Best-Practices’ consideration, these therapies will usually have a track record of readily being approved by most insurance companies.
Rudy (2020) declares that many insurance companies will cover the cost of well-established therapies – speech/language therapy, physical therapy, occupational therapy, behavioral therapy, feeding therapy; plus, some developmental and sensory integration therapies. She reminds us that many of these therapies are provided to qualified students, free of charge, through the public school system.
Speech/Language Therapists can address a range of issues for the autistic child, such as acquiring spoken words, learning to ask and answer question; as well as understanding body language, jokes and friendly ‘joshing’. Many schools provide this therapy service for eligible students.
Occupational Therapists also help ASD children with a variety of developmental challenges. They can work on sensory issues, interaction play skills, and much more. This service is often provided and paid for by the public school the disabled child has qualified to attend.
She points out that a Physical Therapist is usually prescribed by a medical doctor, but may provide services in a school playground or gym setting. Also, that children with ASD often have low muscle tone as well as compromised motor skills and coordination, which require therapy.
< My Thoughts > “…may provide services in a school playground…”
Occupational Therapy services may include services by physical therapists and sensory integration therapists. These are considered often ‘instructional’ therapies, because they are embraced by most public school systems.
Some students receiving physical therapy have the advantage of a therapist coordinating with the physical education teacher, in order to facilitate game playing with their non-disabled peers. Also, speech/language therapy may be available during school hours. This may not be as much therapy as your child needs, but still, this becomes an advantage in many ways. Therapy is provided for free; plus, you have an opportunity to find out what works and what doesn’t; before signing up for expensive program sessions.
THERAPIES
Advice to parents by the Centers for Disease Control & Prevention (CDC) – “An ideal treatment coordinates therapies to address the core disorders the child is experiencing. An effective treatment program builds on the child’s interests and engages the child. More reliable than miracle cures, which appear in magazines, parents should seek out the ‘thoroughly researched’ and ‘well-documented data’ derived from carefully controlled clinical research.”
Know that many of these programs, therapies, and interventions are costly. Some may even see your child’s ‘treatment’ as a lucrative, money-making business. That’s just the harsh reality. As a parent and ‘consumer of goods’ it is your responsibility to keep from being swept away with vague promises. Learn to ‘talk’ the ‘talk’. For each program there are long-term studies available. Find them. Know that the terms ‘High-correlation’, ‘Valid Predictor’ and ‘Evidence-based Practices’, ‘Best Practices’, or, ‘Gold Standard’, are not the same.
And even if you find an intervention/program/therapy which has worked for many families, will it work for yours? Children change, develop, and grow. If you sign-up for a 3-year program, your child could outgrow it in 2 years. Or, say that your child’s autism takes on a new twist or turn that shifts your priorities. Or, you may move. Where will you be with that 3-year program then? How will it fit in with your new situation? Or, will it work against it. This is not for the faint of heart.
< My Thoughts > “…not for the faint of heart.”
Start where you are. In other words, where you live, the age and stage of your child, your resources and your support system. Don’t forget to ask – How long before we can expect to see results? What ‘target behaviors’ are we focusing on? How much money should we budget for your program? Always try FREE programs first. Explore and keep notes on what you find and how you feel this service will ‘fit’ with your child and your family.
Reichow & Volkmar (2008) voice an interest in a study which evaluates
Evidence-Based-Practices (EPB), by pointing out that an ‘accepted definition’ of an evidence-based-practice does NOT exist. So, they evaluated the rigor of reports, by using two rubrics which were purposely developed for researchers, clinicians, and practitioners. Using this evaluative method, they determined there were three levels of research report strength, in order to meet the criteria of showing that the program was an evidence-based-practice (EPB).
- Strength Level One, Strong Research – demonstrate strong research of high quality.
- Strength Level Two, Adequate Research – demonstrates strong research in most, but not all areas.
- Strength Level Three, Weak Research – indicates research, but with many flaws and missing elements.
Treatments receiving strong reviews from this ‘practitioner method’, would be expected to demonstrate excellent reliability. But further investigation, trained examiners, and fidelity of assessment conditions may be required.
< My Thoughts > “…excellent reliability.”
The caveat here to a treatment being considered to have ‘excellent reliability’, is that these programs have fidelity in presentation, qualified and certified personnel, as well as consistency in participant evaluation. All persons involved, child, parent, and personnel must desire and believe in the same goal; over time. And, just because it takes over you life and keeps your ‘wild child’ occupied for most of the day, doesn’t necessarily mean that it has been successful. The 'business of autism' is unregulated. Understand what that means.
Reichow & Volkmar restate that evidence-based practices have evaluations for which empirical evidence has been provided and documented. Although this process has become more ‘sophisticated’, there is still evidence of ‘research gaps’.
These ‘research gaps’ exist between the research knowledge and the applicability of the research in ‘real-world’ settings. Shortcomings of these evaluation methods were seen as –
- Lack of fidelity in the methods used to evaluate each program.
- Lack of evidence that this is ‘the’ appropriate treatment.
- Narrow the ‘interpretation’ focus as to the method’s claim.
- Avoid misunderstanding the ‘evidence’, or data claimed to be evidence.
- Need for more than comparisons accomplished by ‘single subject’ research.
Plus, they considered that further discussions of what constitutes ‘evidence-based’ practices still has challenges and represents conflicting terms, concepts, and research methods.
Shepherd, et al. (2018) share that often, following diagnosis, the New Zealand parents in their clinical study progressed through stages of mourning, adaptation, and adjustment. While they could be focusing on the interventions that their child will need; depending on the child’s age, symptom constellation, and symptom severity.
Parents may be vulnerable, feeling overwhelmed by the challenging selection of interventions; unless the child has severe deficits in communication, behavior, gastrointestinal, or toileting issues. If that is the case, then the choice is narrowed down to therapists or programs which specialize in those areas. The most commonly utilized interventions include –
- Behavior Intervention (BI)
- Occupational Therapy (OT)
- Speech & Language Therapy (SLT)
- Dietary Intervention (DI)
According to the authors, they say that unlike in the United States, “Drug-based interventions are all but not used in New Zealand.”
Financial hardships have parents starting programs funded by government agencies. They reportedly choose interventions by ‘gut feeling’, or ‘intuition’.
They discontinue the same, by terminating because the program doesn’t seem to be targeting their child’s symptoms, satisfactorily. Or, parents feel disappointed when symptoms are not ‘generalized’ to help the child in ‘all’ settings. Another problem may be that the mother or father wanted to play a larger role in the therapy process; or, the opposite. Parents didn’t want to have a pivotal, or central role in the responsibility for success of the program.
Louise (2011) expresses – Slowly, I came to see Dar as a whole person, who just happened to have dirty blond hair, a flat butt, and autism. I didn’t want to think of him as mindlessly self-abusive, then it happened. I was there when it happened. Dar’s new sister (my third-born biological child) grabbed his crayons and offered to color a page for him. He grabbed the crayons back and, as I walked by, he said, “I can do it” with perfect enunciation. Dar immediately reverted to looking at the ceiling fan, while rocking his head side to side. The therapists and teachers didn’t believe that story. But I did, because I was there.
< My Thoughts > “…because I was there.”
Just another of autism’s mysteries. There are many, many stories about a child who seems to pop in and out of autism, when the need arises. Our Sonny has those moments, but has never had language the way Dar does. And, the 'autism' is always there.
Choosing the program which meets your child’s needs right now and, in the future, takes careful finding, funding, and planning. Retrieved online from a Pediatric Neurology site – http://www.childbrain.com/pddq11.shtml which offers that parents look at these three ‘behavior’ priorities –
- First priority: Temper tantrums & life-threatening behavior; such as hitting, throwing objects, jumping from high places, running into the street, or refusing to eat.
- Second priority: Learning sitting skills. Without this skill the child cannot sit to eat, or to learn, or use the toilet.
- Third priority: Dealing with unusual or bizarre habits which may result in social isolation. Such as – Pervasive repetition of activities, self-stimulatory behavior, production of unusual sounds, and/or severely restricted interests.
< My Thoughts > “…Priorities…”
Families learning to rate their priorities in terms of the child’s needs becomes critical. Know that the word ‘treatment’ is used loosely in the programs most companies and organizations present. Also, the term ‘therapist’ or ‘specialist’ or ‘whomever’ they tell you will be working with your child, may be skilled and accredited with their program, but know little about ‘autism’ itself. This includes any physicians and/or other clinicians you may be handed off to. Trust but verify.
According to Thompson (2012), intensive home-based therapies requiring strong family skills and collaboration. Sometimes it is not a viable option for a family. This is for a variety of mental health reasons, personality characteristics, belief systems, and other reasons some families are just unable to do this. Other families, however, may find that they can participate in interventions with reasonable goals, professional support and training, and other school or center-based services for their child.
When it comes to providing special insights into children with ASD, doctors, teachers, therapists, and interested professionals, all have their own perspectives and solutions. But in the last analysis, parents are the ones who know their children best.
< My Thoughts > “…parents are the ones…”
And, parents are the ones to DIAGNOSE, PRIOITIZE, and COMMIT! Yes, you will need professional agreement, but inevitably, PARENTS are the ones who know their child best, and know what the child and parent (family) realistically, can or cannot do. 'Developmentally delayed' doesn't mean that your child isn't 'extremely smart' about what s/he needs.
Sonny may have surprised us by doing something once or twice to get us to stop bothering him and interrupting his world. But, if we’ve paid for a month or years’ worth of this type of ongoing intervention only to have him stop ‘performing’ because he doesn’t see the need; then we’ve just lost time, money, and probably our minds! You see, our son can be a ‘critical thinker’ when he needs to be.
Parents serve as the conduit through which teachers’ and therapists’ efforts are realized. Parents and family must be comfortable with daily routines, their role and responsibility and the ecology of the home environment. Teachers and therapists play a very important role in a child’s life. But in the end, limited progress can be made without the full cooperation and participation of the family. And, doctors eventually confess, “Despite the progress that has been made, we are not able to stop Autism.”
Sicile-Kira (2014) says that individuals with autism have ‘meltdowns’ – expressions of frustration at themselves or others. It’s important to understand that all behavior is a form of communication and try to understand what is going on. Could the child be having a form of self-aggression; pain; sensory overload, or having a type of Post-Traumatic Stress Disorder (PTSD) flashback? Over time, individuals can learn to self-regulate these problems, but they will need help.
< My Thoughts > “…but they will need help.”
This is where it gets tricky. Children may have communication issues, sensory issues, gut issues, or all of the above. So, which therapist should you start with? If you go straight to a ‘behavior’ therapist because the child is hurting him or herself and others, you may be circumventing physical or communication issues for weeks or even months.
Meanwhile, your child is suffering because his/her needs aren’t being met. Then, the therapist increases the demands. This may make the child even more non-compliant, requiring lengthier sessions. That’s why ‘knowing your child’ and ‘knowing the autism’ is so critical to your child’s health and well-being.
For the very young, and those who are nonverbal, behaviors can be the only way for them to communicate a problem with their surroundings, or pain, anxiety, and even panic attacks. The brain structure of many people with ASD is unlike ours. Some processing circuits are wired differently. It is important to realize that they cannot help what they are doing; they are NOT ‘just being difficult’.
Sicile-Kira tells us that some children’s digestive systems are not working properly, making it impossible to digest essential nutrients needed for brain development. If the child has sensory challenges, this will impact everyday life. But, that no matter how bad the behavior or situation seems, there is always a solution. And mainly it is the parents’ attitude that will make the biggest difference.
And, for the family, sometimes it’s hard to harbor tender feelings toward someone who invades your personal space, or, tears your favorite pictures off the wall. Some of the behaviors exhibited by children with ASD are pretty typical of a much younger child’s behavior. It is hard for a sibling to deal with the idea that this child’s emotions and behaviors may never match his or her actual age.
< My Thoughts > “…a much younger child’s behavior.”
When Sonny acts out unexpectedly in front of others who don’t really know him, I often find myself saying. “I know he looks like an adult, but when he doesn’t understand what’s going on his Autism makes him seem like he’s stuck in the ‘Terrible Two’s’. That may be why some call Autism the ‘invisible disability.’
Even if your child hasn’t been diagnosed yet, s/he may be eligible for Early Intervention Services. The Individuals with Disabilities Education Act (IDEA Law) says that children under the age of 3 years old who are at-risk for having developmental delays may be eligible for services. Of course, it’s up to you to start finding them.
Kose, et al. (2017) found that for individuals with ASD and co-morbid Obsessive Compulsive Disorder (OCD), when standard Cognitive Behavioral Therapy (CBT) protocol is enhanced with modifications, tend to have symptom severity reduced. This is for therapy enhanced with modifications such as increased sessions, visual aids, and considerable personalized cues and parent involvement.
< My Thoughts > “…enhanced with modifications…”
Most times, a child cannot just be handed over to a therapist, with parents coming back to a changed child. Intervention requires extensive parental involvement, follow-up and follow-through over months, and even years, in order to see a reduction in their undesirable behavior.
Sicile-Kira (2014) warns parents, “Be prepared to answer a lot of questions.” During routine well-child visits, development screening is a way to tell if a child is learning basic skills. During this time, the doctor and observers interact with the child, asking the parents key questions. The doctor wants to know how the child learns, communicates, moves, and behaves.
Learn to answer questions in a way that fully explains your situation. The question “Can your child walk?” May be answered as a “Yes”, but that doesn’t express your concerns. “He runs, not walks and has no concern for his safety.” Or, “She walks on her tip-toes like a ballerina.”
< My Thoughts > “…in a way that fully explains your situation.”
If you can, show a cell phone video of your child. This will help someone see what you are seeing in your child. Then it’s up to you to explain more fully whether the child does this only occasionally, or constantly. Remember that you are trying to express your child’s level of ‘need’, as well as trying to get to know your child’s autism.
Parents need to ask a lot of key questions, too. Ignorance is not bliss and life will become easier if you ask questions about things you don’t understand. If you want to ask all your questions at once, write everything down, beforehand. Learn to ask the ‘right’ questions which will bring out the answers that people would not normally volunteer. If you don’t press them for clarification or more information, people may think that it’s not important; or doesn’t pertain to you, or won’t help you.
Then, I like to say, “Are there questions that I’m NOT asking which would help me understand autism (or my child) in a better way?” Or, I may ask, “When I get home and think of more questions or have forgotten to tell you something important, is there a time when I can call and talk to you?”
Another thing I say, when feeling trapped or overwhelmed, “What would you do if it were your child?” Run your questions by a friend or a family member who perhaps can help you articulate them more easily. Try to ask specific questions, because vague questions will bring vague answers. Don’t be afraid to speak up if you feel the person’s philosophies or attitude doesn’t match yours or your family’s.
Siri & Lyons (2014) say that mastering the functional capacities of the whole child will help them move up the ‘developmental ladder’. Strengthening the ‘whole child’ means attending to regulating their nervous system, their broad range of emotions, and their environment, in order to communicate physically and verbally. This will help them socialize and to think.
They caution parents that an intervention should have a model which knows how to identify areas needing support. The model would do this by looking at the child’s strengths as well as the challenges they face. This program should lead the child to more ‘functional’ behavior.
Lawson (2011) lets us know that – The inability to cope shows itself in behaviors such as agitation, aggression, frustration, fear and manipulation. Other issues can co-occur which may influence behaviors –
- Physical problems causing pain
- Mental problems causing depression
- Oppositional defiance and obsessive-compulsive disorders
- Phobias and psychotic dispositions
- Intellectual disability and developmental delays
- Epilepsy or other medical conditions
Siri (2015) advises that parents, physicians, and therapists must realize that difficult-to-treat ASD behaviors or behaviors that have not been responsive to standard behavioral interventions might be the manifestation of a GI problem. The process of determining the appropriate medication and the appropriate dosage cannot be completed overnight. The process will, at first, require weekly office visits with the prescribing physician.
REFERENCES: UNIT 7 – 0, WHO MAY HELP? CHAPTER 2 – INTRODUCTION, THERAPIES
Kose, L., Fox, L., et al. (2017). Effectiveness of Cognitive Behavioral Therapy for Individuals with Autism Spectrum Disorder and Comorbid Obsessive-Compulsive Disorder: A Review of the Research; Journal of Developmental & Physical Disabilities; V30, p69-87.
Lawson, W. (2011). The Passionate Mind: In the Mind of a Child with Autism; eBook Edition.
Louise, L. (2011). Miracles Are Made: A Real-Life Guide to Autism; eBook Edition.
Reichow, B. & Volkmar, F. (2008). Development of the Evaluative Method for Evaluating & Determining Evidence-Based Practices in Autism; Journal of Autism & Developmental Disorders; V38, p1311-1319.
Rudy, L. (2020). Get Autism Treatments Covered by Health Insurance Autism Coverage May Be More Generous Than You Think; Retrieved online from – www.verywellhealth.com/
Shepherd, D., Csako, R., et al. (2018). Documenting & Understanding Parent’s Intervention Choices for Their Child with Autism Spectrum Disorder; Journal of Autism & Developmental Disorders; V48; p988-1001.
Sicile-Kira, C. (2014). Autism Spectrum Disorder (revised): The Complete Guide to Understanding Autism; New York, N. Y.: Penguin Random House Company.
Siri, K. (2015). 1,001 Tips for the Parents of Autistic Boys; eBook Edition.
Siri, K. & Lyons, T. (2014). Cutting-Edge Therapies for Autism: 4th Edition; Skyhorse Publishing, New York, N.Y.
Thompson, T. (2012). Making Sense of Autism: Second Edition; Baltimore, Maryland: Brookes Publishing Company.
INTRODUCTION (UNIT 7 – 0) WHO MAY HELP? CHAPTER 3 – OTHER THERAPIES
Rudy (2020) reminds us that some ‘therapies’ are those which do not have the advantage, assurance, or insurance given to treating core autism symptoms. These are therapies which usually enjoy hopeful anecdotal success stories perpetuated by certain people in the autism community.
< My Thoughts > “…treating core autism symptoms.”
Choosing a ‘well-established’ or ‘other’ program for your child is such a slippery slope because there is so much at stake – time, money, and possibly even developmental regression.
Siri & Lyons (2014) caution that often, the word ‘program’ is tacked onto interventions and/or therapies in order to indicate a set or group of activities dedicated to a certain intervention or therapy. For instance, ‘behavior intervention program’, or, ‘speech therapy program’. In either case, the ‘program’ would most likely offer a series of sessions; or activities, intended to create a more desirable trajectory in the child’s development. These interventions usually take place during a ‘developmental period’. Schools may refer to special ‘programs’ offered to students with disabilities. Also, ‘program’ may be an abbreviation for ‘instructional program’.
A ‘program’ could be a group endeavor, based on a theme in which the autistic person may be interested. The program’s activities encompass social behavior, the child’s mental and physical capacities; as well as, motivating the person to participate to some degree within their ability level. They may or may NOT have a therapist on staff, or somehow involved. In some programs, the family members are trained to carry out the program.
FDA Staff Writer (2019) – First, be aware of treatments claims. “Claims to cure autism are deceptive and misleading and may carry significant health risks.” There are NO autism cures. The Food & Drug Administration (FDA) plays an important role in warning companies against making ‘claims’ in that regard.
If there are drugs which can help manage autism related symptoms, then they will have the FDA Approval rating well documented.
Here are some tips from the FDA to help you identify false and/or misleading claims –
< My Thoughts > “…Claims…”
Vulnerable parents and caregivers are very susceptible to hearing the ‘good news’ that false ‘claims’ offer. You, your child, and your family can easily become ‘victims’ of these false claims. Beware and always take care of your child. Safety and research first.
Fleury, et al. (2019) feel that ‘instructional programs’ are the ‘best hope’, but how are they supported? This study found that the credibility of interventions depended greatly upon whether or not they met Evidence-Based Practices (EBP) ratings.
They offer two websites for finding information on EBP and interventions –
Frey, et al. (2011) find it necessary that parents may help determine the effectiveness, or non-effectiveness of a ‘treatment’ by paying close attention to the wording of the program ‘claims’. Can the treatment be modified? What disability features of autism does it claim to have counteracted? What wide-range or limitation claims does it make? Are there noted side-effects? Does it conduct some sort of ‘trial-&-error’ process? And, are there any traceable, or published rating scales; or, a history of unchallenged insurance coverage.
< My Thoughts > “…paying close attention…”
It is necessary that parents help determine the effectiveness, or non-effectiveness of a ‘treatment’. Read the small print, ask critical questions. Ask for clarification on things you don’t understand. Determine what exactly your child’s ‘program’ will look like.
Procedures mentioned in this Frey journal article were as follows (in alphabetical order) –
< My Thoughts > “…procedures mentioned…”
Some, but not all the procedures mentioned above are considered in future book chapters. Persons with autism may have a co-existing conditions like a ‘seizure disorder’.
Recently, the use of a botanical extract from cannabis plants has been used as an alternative to treat seizure disorders. While visiting a neurologist’s office with Sonny, we were given literature about this new method being considered for seizures. We asked the nurse if the doctor was writing prescriptions for the use of cannabis. She said, “No, he does not.” This is something you may wish to investigate on your own.
“Wait, what?” All sorts or scenarios began to enter my mind. Investigate an illegal drug on our own? So, next we consulted our family physician. He was aware of several forms of cannabis extract, which was being used, but he didn’t know anything about what would be considered a ‘therapeutic’ dose for any specific condition. Such as a seizure disorder. Once again, the only information you may find will be anecdotal success stories.
Bowker & D’Angelo (2011) allow that a review of the literature reveals how some treatments have supporting evidence, while others were understated in their supporting evidence. Or, that the supporting evidence which was provided indicated that the treatment proved to be ineffective. A lack of knowledge about evidence-based interventions, leads to ill-informed decisions.
They say that parents who don’t investigate possible treatments, or don’t chose those which have evidence-based support, will most likely explore a variety of treatment alternatives. Also, this study reported that if parents did investigate the success of programs, and saw a dramatic improvement for most participants, then they may use the knowledge of that success as a basis for choosing it. But it was said that after starting a program, these same parents may stop prematurely, once they feel isn’t working for their child. Or, impatient parents may switch programs to something else, even if it is considered to be an ‘alternative’.
< My Thoughts > “…saw a dramatic improvement for most participants …”
Parents may hope that these dramatic improvements become valid for some, but will they have the same dramatic effect on their child?
At times, parents would discontinue a treatment when they felt that the ‘treatment’ was more detrimental than the targeted ‘unwanted’ behavior. But then some parents still continued with the treatment, feeling that they were being pro-active; or continuing because they were very obligated financially. And, possibly hoping that rather than just standing by, they were doing something about their child’s autism; whether it was beneficial or not.
The FDA (2019) cautions – “Before using any behavioral intervention or drug therapy that claims to treat or cure autism, you should check with your health care professional.”
< My Thoughts > “…FDA (2019) cautions…”
The FDA ‘cautions’, against ‘claims’, as well as advising that parents check with their ‘health care professional’. The clarification here may be that any ‘new therapies’ should be followed by the child’s physician. And/or a mental health specialist, dealing in autism or developmental disorders, should be consulted, before parents make any new medication or regime commitments.
Note that even prescribed ‘medications’ themselves may be considered ‘alternative’, because there is no ‘autism’ designated medication. There are only medications considered to treat some of the ‘core symptoms’ of autism. Also, it seems that Over-the-Counter (OTC) medications may cause interference with prescribed meds; so, parent beware. In all cases, consult your family physician, first.
Note: Along with the FDA, the National Institute for Child Health & Human Development (NIH) has information about therapies and interventions for ASD; as well as the Centers for Disease Control & Prevention (CDC). Check government websites online for the latest ‘autism therapy’ information.
Merchent (2007) – I was afraid that what I said would influence their expectations of my son and his behavior, and become a self-fulfilling prophecy.
At this point in time I had taken Clay to anyone I thought might be able to help.
The osteopath and herbalist were the only two who seemed to be helping. All the others said they could help, but we didn’t see any results. With a strict allergy diet, and removal of incoming aluminum, Clay’s head-banging and toe-walking had almost stopped, but he still wasn’t speaking. He was still cranky, sickly, and not sleeping well.
Siri & Lyons (2014) say that as researchers begin to understand enough about each individual’s autism, they can develop a particular treatment for that person’s specific dysfunction.
When doctors can do a ‘biochemical’ profile they will start to understand the child’s symptoms. For instance, there is ‘talk’ about how allergies can cause a ‘cascade’ of events which may look like an undesirable behavior. Or, how the presence of chronic gastrointestinal (GI) symptoms in children with ASD can cause diseases of the intestinal track.
This demands medical attention, evaluation, and changes which may include treating food intake, diet, nutrition. When treated, the unwanted behaviors may disappear, or diminish significantly. Also, necessary to improve overall health, some say is understanding how various environmental toxins can cause stress, and may even upset thyroid hormone levels, in a child with autism.
< My Thoughts > “…necessary to improve overall health.”
A thorough blood panel and physical examination sometimes becomes overlooked, because of all the other ‘critical’ issues to be addressed. Finding environmental toxins like lead, or mold in the home or school setting, may not be bothering anyone else, but children with ASD can be extremely susceptible to these.
Allergies and a malfunctioning thyroid can cause unidentified health and/or weight problems. Then too, there are the side effects of medications, in other words, now the treatment needs a treatment. Choose carefully. Some of the autism symptoms may result in your child being considered a ‘behavior’ problem; giving them the reputation of a ‘wild’ child.
REFERENCES: UNIT 7 – 0, WHO MAY HELP? CHAPTER 3
INTRODUCTION, OTHER THERAPIES
Bowker, A. & D’Angelo, N. (2011). Treatments for Autism Parental Choices & Perceptions of Change; Journal of Autism & Developmental Disorders; V41, p1373-1382.
Fleury, V., Trevors, G., et al. (2019). Public Perception of Autism Treatments: The Role of Credibiity & Evidence; Journal of Autism Developmental Disorders; V49, p1876–1886.
Food & Drug Administration (FDA) (2019). Be Aware of Potentially Dangerous Products & Therapies; Retrieved online from – https://www.fda.gov/consumers/consumer-updates/
Frey, R., Sreenivasula, S, et al. (2011). Traditional & Non-Traditional Treatments for Autism Spectrum Disorder with Seizures: An Online Survey; Boston Medical Center Pediatrics; V11, Art. 37.
Merchent, T. (2007). He’s Not Autistic, But – How We Pulled Our Son from the Mouth of the Abyss; eBook Edition.
Rudy, L. (2020). Get Autism Treatments Covered by Health Insurance Autism Coverage May Be More Generous Than You Think; Retrieved online from – www.verywellhealth.com/
Siri, K. & Lyons, T. (2014). Cutting-Edge Therapies for Autism; 4th Edition; Skyhorse Publishing, New York, N.Y.
Note: DISCLAIMER – Autism ‘intervention’, as with the phrase ‘Early Detection / Early Intervention’, may simply mean to attempt an ‘action’, or attempt to ‘change a course’ or ‘trajectory’ of the person’s autism. Any expectation for a successful ‘change’ must have the cooperation of the participant, the parent, and/or the assigned therapist. Words such as, ‘intervention’, ‘treatment’, ‘therapy’, ‘service’, or ‘program’ imply ‘cure’, or ‘long-term’ positive effect. That is NOT my intention here, and all information is presented without intent or suggestion of status or effectiveness.
DISCLAIMER (2024) Know Autism – Know Your Child: with < My Thoughts > by Sara Luker; 2024
Just to let you know that I, Sara Hayden Luker, have put forth my best efforts in presenting what I have learned about autism, by sharing the stories and studies of those who have gone before us. Any author’s mention of products, services, treatments, and interventions or actions are not to be considered an endorsement, thereof. Know that to some, autism is an ‘unregulated business’. The content of this website material, digital or in any other form does not represent medical advice; nor does it constitute medical suggestions in any way. The material, including any downloadable parts, is for informational and/or educational purposes only. Your download and/or use of any of this material indicates your acceptance of this disclaimer.
This is a Personal Use Electronic Download. By downloading, you hereby agree and acknowledge that you are not acquiring any right, title or interest in, or to, the material; nor any associated copyrights, other than the right to possess, hold and use for personal, non-commercial purposes. Furthermore, you agree that you will: (i) not scan, copy, duplicate, distribute or otherwise reproduce the material(s) to resell, (ii) not use the material(s) for any commercial purposes. By purchasing/downloading you agree to these terms unconditionally. No ‘rights’ are given or transferred.
Rudy (2020) reminds us that some ‘therapies’ are those which do not have the advantage, assurance, or insurance given to treating core autism symptoms. These are therapies which usually enjoy hopeful anecdotal success stories perpetuated by certain people in the autism community.
< My Thoughts > “…treating core autism symptoms.”
Choosing a ‘well-established’ or ‘other’ program for your child is such a slippery slope because there is so much at stake – time, money, and possibly even developmental regression.
Siri & Lyons (2014) caution that often, the word ‘program’ is tacked onto interventions and/or therapies in order to indicate a set or group of activities dedicated to a certain intervention or therapy. For instance, ‘behavior intervention program’, or, ‘speech therapy program’. In either case, the ‘program’ would most likely offer a series of sessions; or activities, intended to create a more desirable trajectory in the child’s development. These interventions usually take place during a ‘developmental period’. Schools may refer to special ‘programs’ offered to students with disabilities. Also, ‘program’ may be an abbreviation for ‘instructional program’.
A ‘program’ could be a group endeavor, based on a theme in which the autistic person may be interested. The program’s activities encompass social behavior, the child’s mental and physical capacities; as well as, motivating the person to participate to some degree within their ability level. They may or may NOT have a therapist on staff, or somehow involved. In some programs, the family members are trained to carry out the program.
FDA Staff Writer (2019) – First, be aware of treatments claims. “Claims to cure autism are deceptive and misleading and may carry significant health risks.” There are NO autism cures. The Food & Drug Administration (FDA) plays an important role in warning companies against making ‘claims’ in that regard.
If there are drugs which can help manage autism related symptoms, then they will have the FDA Approval rating well documented.
Here are some tips from the FDA to help you identify false and/or misleading claims –
- Claim to treat a wide range of symptoms or diseases
- Claim showing personal testimonials, but NO scientific evidence
- Claim as a ‘quick fix’ for the symptoms discussed
- Claim of scientific breakthrough, secret ingredient, or ‘miracle’ cure
< My Thoughts > “…Claims…”
Vulnerable parents and caregivers are very susceptible to hearing the ‘good news’ that false ‘claims’ offer. You, your child, and your family can easily become ‘victims’ of these false claims. Beware and always take care of your child. Safety and research first.
Fleury, et al. (2019) feel that ‘instructional programs’ are the ‘best hope’, but how are they supported? This study found that the credibility of interventions depended greatly upon whether or not they met Evidence-Based Practices (EBP) ratings.
They offer two websites for finding information on EBP and interventions –
- Evidence-based practice provides an acceptable level of researched procedures to follow in order to assure that certain outcomes will occur. Retrieved online from – https://autismpdc.fpg.unc.edu/evidence-based-practices/
- This offers a quick reference to assist parents in making treatment option decisions; according to strong scientific evidence instead of those programs with little or no research support. Retrieved online from – https://asatonline.org/research-treatment/
Frey, et al. (2011) find it necessary that parents may help determine the effectiveness, or non-effectiveness of a ‘treatment’ by paying close attention to the wording of the program ‘claims’. Can the treatment be modified? What disability features of autism does it claim to have counteracted? What wide-range or limitation claims does it make? Are there noted side-effects? Does it conduct some sort of ‘trial-&-error’ process? And, are there any traceable, or published rating scales; or, a history of unchallenged insurance coverage.
< My Thoughts > “…paying close attention…”
It is necessary that parents help determine the effectiveness, or non-effectiveness of a ‘treatment’. Read the small print, ask critical questions. Ask for clarification on things you don’t understand. Determine what exactly your child’s ‘program’ will look like.
Procedures mentioned in this Frey journal article were as follows (in alphabetical order) –
- Chelation therapy
- Co-enzyme Q10, B6, B12
- Gluten & casein free diets
- Ketogenic diet
- Neurofeedback
- Specific carbohydrate diet
< My Thoughts > “…procedures mentioned…”
Some, but not all the procedures mentioned above are considered in future book chapters. Persons with autism may have a co-existing conditions like a ‘seizure disorder’.
Recently, the use of a botanical extract from cannabis plants has been used as an alternative to treat seizure disorders. While visiting a neurologist’s office with Sonny, we were given literature about this new method being considered for seizures. We asked the nurse if the doctor was writing prescriptions for the use of cannabis. She said, “No, he does not.” This is something you may wish to investigate on your own.
“Wait, what?” All sorts or scenarios began to enter my mind. Investigate an illegal drug on our own? So, next we consulted our family physician. He was aware of several forms of cannabis extract, which was being used, but he didn’t know anything about what would be considered a ‘therapeutic’ dose for any specific condition. Such as a seizure disorder. Once again, the only information you may find will be anecdotal success stories.
Bowker & D’Angelo (2011) allow that a review of the literature reveals how some treatments have supporting evidence, while others were understated in their supporting evidence. Or, that the supporting evidence which was provided indicated that the treatment proved to be ineffective. A lack of knowledge about evidence-based interventions, leads to ill-informed decisions.
They say that parents who don’t investigate possible treatments, or don’t chose those which have evidence-based support, will most likely explore a variety of treatment alternatives. Also, this study reported that if parents did investigate the success of programs, and saw a dramatic improvement for most participants, then they may use the knowledge of that success as a basis for choosing it. But it was said that after starting a program, these same parents may stop prematurely, once they feel isn’t working for their child. Or, impatient parents may switch programs to something else, even if it is considered to be an ‘alternative’.
< My Thoughts > “…saw a dramatic improvement for most participants …”
Parents may hope that these dramatic improvements become valid for some, but will they have the same dramatic effect on their child?
At times, parents would discontinue a treatment when they felt that the ‘treatment’ was more detrimental than the targeted ‘unwanted’ behavior. But then some parents still continued with the treatment, feeling that they were being pro-active; or continuing because they were very obligated financially. And, possibly hoping that rather than just standing by, they were doing something about their child’s autism; whether it was beneficial or not.
The FDA (2019) cautions – “Before using any behavioral intervention or drug therapy that claims to treat or cure autism, you should check with your health care professional.”
< My Thoughts > “…FDA (2019) cautions…”
The FDA ‘cautions’, against ‘claims’, as well as advising that parents check with their ‘health care professional’. The clarification here may be that any ‘new therapies’ should be followed by the child’s physician. And/or a mental health specialist, dealing in autism or developmental disorders, should be consulted, before parents make any new medication or regime commitments.
Note that even prescribed ‘medications’ themselves may be considered ‘alternative’, because there is no ‘autism’ designated medication. There are only medications considered to treat some of the ‘core symptoms’ of autism. Also, it seems that Over-the-Counter (OTC) medications may cause interference with prescribed meds; so, parent beware. In all cases, consult your family physician, first.
Note: Along with the FDA, the National Institute for Child Health & Human Development (NIH) has information about therapies and interventions for ASD; as well as the Centers for Disease Control & Prevention (CDC). Check government websites online for the latest ‘autism therapy’ information.
Merchent (2007) – I was afraid that what I said would influence their expectations of my son and his behavior, and become a self-fulfilling prophecy.
At this point in time I had taken Clay to anyone I thought might be able to help.
- Two pediatricians
- Osteopath
- Homeopath
- Ear, nose, and throat specialist (ENT)
- Allergist
- Naturopath
- Emotional healer
- Herbalist
- Speech therapist
- Occupational therapist
- Immune disorder specialist
The osteopath and herbalist were the only two who seemed to be helping. All the others said they could help, but we didn’t see any results. With a strict allergy diet, and removal of incoming aluminum, Clay’s head-banging and toe-walking had almost stopped, but he still wasn’t speaking. He was still cranky, sickly, and not sleeping well.
Siri & Lyons (2014) say that as researchers begin to understand enough about each individual’s autism, they can develop a particular treatment for that person’s specific dysfunction.
When doctors can do a ‘biochemical’ profile they will start to understand the child’s symptoms. For instance, there is ‘talk’ about how allergies can cause a ‘cascade’ of events which may look like an undesirable behavior. Or, how the presence of chronic gastrointestinal (GI) symptoms in children with ASD can cause diseases of the intestinal track.
This demands medical attention, evaluation, and changes which may include treating food intake, diet, nutrition. When treated, the unwanted behaviors may disappear, or diminish significantly. Also, necessary to improve overall health, some say is understanding how various environmental toxins can cause stress, and may even upset thyroid hormone levels, in a child with autism.
< My Thoughts > “…necessary to improve overall health.”
A thorough blood panel and physical examination sometimes becomes overlooked, because of all the other ‘critical’ issues to be addressed. Finding environmental toxins like lead, or mold in the home or school setting, may not be bothering anyone else, but children with ASD can be extremely susceptible to these.
Allergies and a malfunctioning thyroid can cause unidentified health and/or weight problems. Then too, there are the side effects of medications, in other words, now the treatment needs a treatment. Choose carefully. Some of the autism symptoms may result in your child being considered a ‘behavior’ problem; giving them the reputation of a ‘wild’ child.
REFERENCES: UNIT 7 – 0, WHO MAY HELP? CHAPTER 3
INTRODUCTION, OTHER THERAPIES
Bowker, A. & D’Angelo, N. (2011). Treatments for Autism Parental Choices & Perceptions of Change; Journal of Autism & Developmental Disorders; V41, p1373-1382.
Fleury, V., Trevors, G., et al. (2019). Public Perception of Autism Treatments: The Role of Credibiity & Evidence; Journal of Autism Developmental Disorders; V49, p1876–1886.
Food & Drug Administration (FDA) (2019). Be Aware of Potentially Dangerous Products & Therapies; Retrieved online from – https://www.fda.gov/consumers/consumer-updates/
Frey, R., Sreenivasula, S, et al. (2011). Traditional & Non-Traditional Treatments for Autism Spectrum Disorder with Seizures: An Online Survey; Boston Medical Center Pediatrics; V11, Art. 37.
Merchent, T. (2007). He’s Not Autistic, But – How We Pulled Our Son from the Mouth of the Abyss; eBook Edition.
Rudy, L. (2020). Get Autism Treatments Covered by Health Insurance Autism Coverage May Be More Generous Than You Think; Retrieved online from – www.verywellhealth.com/
Siri, K. & Lyons, T. (2014). Cutting-Edge Therapies for Autism; 4th Edition; Skyhorse Publishing, New York, N.Y.
Note: DISCLAIMER – Autism ‘intervention’, as with the phrase ‘Early Detection / Early Intervention’, may simply mean to attempt an ‘action’, or attempt to ‘change a course’ or ‘trajectory’ of the person’s autism. Any expectation for a successful ‘change’ must have the cooperation of the participant, the parent, and/or the assigned therapist. Words such as, ‘intervention’, ‘treatment’, ‘therapy’, ‘service’, or ‘program’ imply ‘cure’, or ‘long-term’ positive effect. That is NOT my intention here, and all information is presented without intent or suggestion of status or effectiveness.
DISCLAIMER (2024) Know Autism – Know Your Child: with < My Thoughts > by Sara Luker; 2024
Just to let you know that I, Sara Hayden Luker, have put forth my best efforts in presenting what I have learned about autism, by sharing the stories and studies of those who have gone before us. Any author’s mention of products, services, treatments, and interventions or actions are not to be considered an endorsement, thereof. Know that to some, autism is an ‘unregulated business’. The content of this website material, digital or in any other form does not represent medical advice; nor does it constitute medical suggestions in any way. The material, including any downloadable parts, is for informational and/or educational purposes only. Your download and/or use of any of this material indicates your acceptance of this disclaimer.
This is a Personal Use Electronic Download. By downloading, you hereby agree and acknowledge that you are not acquiring any right, title or interest in, or to, the material; nor any associated copyrights, other than the right to possess, hold and use for personal, non-commercial purposes. Furthermore, you agree that you will: (i) not scan, copy, duplicate, distribute or otherwise reproduce the material(s) to resell, (ii) not use the material(s) for any commercial purposes. By purchasing/downloading you agree to these terms unconditionally. No ‘rights’ are given or transferred.