UNIT 7 – 8 CAMs
9. hyperbaric oxygen therapy PART 5 – UNIT 7 – 8 CAMs
10. immunoglobulin infusions
NOTE: PROCEED WITH CAUTION. Many Complementary and Alternative Medicine (CAMs) treatments are still very controversial and may even be dangerous. Before starting any treatment program, investigate thoroughly, and ALWAYS, ALWAYS talk to your child’s primary physician first.
(NOTE: ‘Intervention’ disclaimer is also provided in introduction to INTERVENTIONS, and in NONTRADITIONAL THERAPIES)
PLEASE READ DISCLAIMERS
9. hyperbaric oxygen therapy PART 5 – UNIT 7 – 8 CAMs
10. immunoglobulin infusions
NOTE: PROCEED WITH CAUTION. Many Complementary and Alternative Medicine (CAMs) treatments are still very controversial and may even be dangerous. Before starting any treatment program, investigate thoroughly, and ALWAYS, ALWAYS talk to your child’s primary physician first.
(NOTE: ‘Intervention’ disclaimer is also provided in introduction to INTERVENTIONS, and in NONTRADITIONAL THERAPIES)
PLEASE READ DISCLAIMERS
Hyperbaric chamber photo
9. Hyperbaric Oxygen Therapy
Hyperbaric Oxygen Therapy (HBOT) is the term for providing oxygen to a patient at concentrations greater than ambient air (21% oxygen under increased pressure). According to the authors Bent, et al. (2012) HBOT increases the oxygen content of plasma and body tissues. The clinical study that they considered in the study, was looking for a significant Improvement over a 20-week period, for 16 children with ASD, receiving this treatment. They videotaped the children in play sessions before, during, and after 80 HBOT sessions. Although there were some improvements in blood plasma levels, they “found no improvements in a large number of core autism behaviors.”
Despite the claims that HBOT can cure a number of disorders from diabetes to autism, the U. S. Food & Drug Administration (FDA) has NOT cleared or approved it. What it has been approved for are some cases of decompression sickness suffered by divers; often known as ‘the bends’. In fact, according to the FDA website (www.fda.gov/), they have received 27 HBOT complaints about fraudulent health claims, over the past three years.
< My Thoughts > “…core autism behaviors.”
‘Core autism behaviors’ are universally considered to be problems with social/communication interaction; restricted/repetitive behavior/interests; which impact learning. These ‘behaviors’ vary in their symptoms and severity; thus, appearing as a ‘spectrum’ of behaviors.
As well as creating a practice or program, the principal must meet all qualifying professional standards, certification, and licensing. It’s up to you to find out if they do.
9. Hyperbaric Oxygen Therapy
Hyperbaric Oxygen Therapy (HBOT) is the term for providing oxygen to a patient at concentrations greater than ambient air (21% oxygen under increased pressure). According to the authors Bent, et al. (2012) HBOT increases the oxygen content of plasma and body tissues. The clinical study that they considered in the study, was looking for a significant Improvement over a 20-week period, for 16 children with ASD, receiving this treatment. They videotaped the children in play sessions before, during, and after 80 HBOT sessions. Although there were some improvements in blood plasma levels, they “found no improvements in a large number of core autism behaviors.”
Despite the claims that HBOT can cure a number of disorders from diabetes to autism, the U. S. Food & Drug Administration (FDA) has NOT cleared or approved it. What it has been approved for are some cases of decompression sickness suffered by divers; often known as ‘the bends’. In fact, according to the FDA website (www.fda.gov/), they have received 27 HBOT complaints about fraudulent health claims, over the past three years.
< My Thoughts > “…core autism behaviors.”
‘Core autism behaviors’ are universally considered to be problems with social/communication interaction; restricted/repetitive behavior/interests; which impact learning. These ‘behaviors’ vary in their symptoms and severity; thus, appearing as a ‘spectrum’ of behaviors.
As well as creating a practice or program, the principal must meet all qualifying professional standards, certification, and licensing. It’s up to you to find out if they do.
10. Immunoglobulin Infusion Therapy
Website https://www.usa.gov/federal-agencies/food-and-drug-administration provides a full manufacture list, with brand information and indicators for which conditions Immunoglobulin Infusion Therapy is used. The condition of Autism Spectrum Disorder (ASD) did NOT appear on the list.
According to DelGiudice-Asch, et al. (1999) ‘immunoglobulin’
is the part of your blood’s plasma which has antibodies to fight germs or disease. It has been used to treat multiple sclerosis and recurrent epilepsy. Because the ASD disorder shares features of autoimmune disease, it has been hypothesized that it could work for Autism.
In a 1996 study, 10 Autistic children received 6 months of immunoglobulin (IVIG) treatment and a marked improvement in communication and autistic behaviors was reported. However, in another 6-month trial of IVIG, NO changes in the subject’s educational or medical treatment were seen. Authors say that since autism is a lifelong disorder, further systematic research on all therapeutic interventions is needed.
< My Thoughts > “…immunoglobulin (IVIG) treatment…”
An immunoglobulin test is said to show whether or not there is a problem with the immune system. Homeopathic care practitioners are among the clinicians who prescribe IVIG treatments and have claims of boosting the immune system through their various treatments. However, these are NOT usually recommended for pediatric patients, and may cause dangerous side-effects for which the young patient is unaware.
Fallows (2014) said that she had just finished reading a book on treating Autism Spectrum Disorder, when a three-year-old-boy with autism was presented at her Homeopathic clinic.
Martin’s mother Kate, asked if we could treat her son’s overall wellbeing with homoeopathic medicine. “He is extremely sensitive to noise. He’s had a runny nose for two months, and several rounds of antibiotics,” his mom said. Martin sat in her lap, his eyes rolling upward. Flapping his hands and tilting his head to one side, he didn’t speak, but seemed cranky when emitting irritable murmuring, and grunting sounds.
Armed with enthusiasm, insight and encouragement from my recent reading, we began homoeopathic treatment at our clinic. Although, still in progress, our management has greatly improved his muscle strength, and there have been reductions in his repetitive and ritualistic behaviors.
WebMD Reviewer Ratini (2019) wants you to know that homeopathic medicines can contain large amounts of heavy metals; which can be dangerous.
Homeopathy is a medical system based on the belief that the body can cure itself. Those who practice this use tiny amounts of natural substances, like plants and minerals. They believe these elements stimulate the healing process.
NCCIH Staff Writer (2020) states that there is no uniform prescribing standard for homeopathic practitioners. Saying that there are hundreds of different homeopathic remedies, which can be prescribed in a variety of different dilutions for thousands of symptom types.
Thom, et al. (2019) tell us that immune dysregulation is shared with mechanisms that drive both the behavioral and physical illnesses associated with autism. Currently there are NO studies proving a connection between immune dysregulation and disorders of the eyes, ears, nose and throat. Such as the prevalence of ear infections, respiratory disorders, gastrointestinal (GI) disorders and their connection with anxiety and sensory over-responsivity, chronic constipation and/or diarrhea. These negative results are often underreported, due to the child’s difficulty with expressive language. Immune dysregulation is usually treated with medications for the individual symptoms. There is NO evidence of any treatment which reduces the progression of a disease, NOR improves overall health or quality of life.
< My Thoughts > “…progression of a disease…”
Autism is NOT considered to be a ‘disease’, but a debilitating condition.
Rossignol & Frye (2012) reviewed the abnormalities in autism spectrum disorder, such as Immune dysregulation, inflammation, oxidative stress, mitochondrial dysfunction & environmental toxicant exposures. They found that although there has been a strong interest in this area, it may be an overestimation of this association between immunoglobulin (IVIG) treatment and an improvement in autism symptoms.
They also reviewed trends in physiological abnormalities, potentially related to ASD. These Bacteriotherapy & Immune Dysregulation trends were –
Authors claim that the information in the study, may be bias in this area, and could have led to overestimation of this association. But they also believe that it may provide insight into processes contributing to ASD and other psychiatric disorders.
Hinds (2014) asks – How harmful would it be to make an appointment to see someone known in ‘autism’ circles as miracle worker? That call to Dr. Goldberg’s office changed Ryan’s life forever. Also, luck and timing were very much a part of our son’s recovery.
Doctor Goldberg told us on that first visit what I already knew to be true. Ryan didn’t really have autism, even though it sure looked like it. I didn’t understand what Neuro-Immune Dysfunction Syndrome (NIDS) meant back then. I didn’t care. I had HOPE! My kid was sick and there was hope that he could get better. Finally, I found someone who not only wanted to help Ryan, but also had a way to do it. And he didn’t think I was crazy – at least not yet.
It was the NIDS approach combined with intensive rehabilitation that helped my son recover from autism. Recovery began by rebuilding his immune system. But just doing the NIDS protocol without any intensive rehabilitation wouldn’t have been enough. Years of behavioral and educational interventions were also necessary to correct Ryan’s deficits in speech and social skills.
NIDS Staff Writer (2019) NIDS Staff Writer (2019) tells us that The Goldberg Approach is treating both the ‘disease’ and ‘dysregulation’ behind the autism. Saying that the safest and best way to fix the ‘dysregulation’ is to have the body correct the imbalance within its own complex mechanisms.
Treating the abnormalities found in medical history and physical exams. The neuro-immune system and its interaction with the endocrine system is incredibly complex.
Attempting to adjust a single part of the system that is not normal can trigger negative consequences in another part of the system.
When NIDS is successful, the indicators were said to be positive changes in cognitive functions, overall alertness, eye brightness, and alleviation of persistent fatigue; along with dark circles under the eyes. Over time, they claim that there will also be a reduction of symptoms commonly associated with autism.
McAllister (2017) article states that more recent research highlights the increasing interest, in the field of ‘immune dysregulation’ as it relates to ASD. They say that research in this new area of ‘neuroimmunology’, provides real hope for new therapies. In the future, this could prevent or correct immune dysregulation in ASD.
Vojdani & Lambert (2012) conclude that for people on the spectrum suffering from immune dysregulation and neuroinflamation, saying this – “Scientists have not yet uncovered all of the human body’s secrets. But they have brought to light many important concepts that can assist us in bettering the lives of persons affected by autism spectrum disorders.” “Many biomarkers have been studied and established to help pinpoint effective tailored treatment protocols, for persons on the spectrum. Armed with biological knowledge and tenacity, more people are living well-rounded, healthy lives’; and parents are reconnecting with their children who were once lost to autism.”
< My Thoughts > **Remember… As well as creating a practice or program, the principal must meet all qualifying professional standards, certification, and licensing. It’s up to you to find out if they do.
Warber (2020) wants to talk about what are the newest biomedical therapies which focus on treating imbalances in the body which she feels contributes to autism symptoms. These are methods which work on body imbalances such as GI issues, food allergies, hormone imbalances, and metabolic disturbances. This community, she relates, believes that children with autism can be helped when treated with an individual plan according to environmental insults. This covers possible viral infections, toxic metal exposure, and childhood vaccine reactions.
REFERENCES: UNIT 7-8 CAMS CHAPTER 4 – PART 5 – 9. hyperbaric oxygen therapy, 10. immunoglobulin infusions
Bent, S., Bertoglio, K., et al. 2012). Brief Report: Hyperbaric Oxygen Therapy (HBOT) in Children with Autism Spectrum Disorder: A Clinical Trial; Journal of Autism & Developmental Disorders; V42, p1127-1132.
DelGiudice-Asch, G., Suimon, L., et al. (1999). Brief Report: A Pilot Open Clinical Trial of Intravenous Immunoglobulin in Childhood Autism; Journal of Autism & Developmental Disorders; V29:2.
Fallows, A. (2014). Can Autism Be Treated Successfully with Homoeopathic Medicine?; Journal of the Australian Traditional–Medicine Society; V20:2, p120-123.
Hinds, M. (2014). I Know You’re In There: Winning Our War Against Autism; eBook Edition.
McAllister, K. (2017). Immune Research Advances Understanding of Autism Spectrum Disorder; A Biological Psychiatry Journal, Special Issue;2/21/2017.
NCCIH Staff Writer (2020). Health & Homeopathy; Retrieved online from – https://www.nccih.nih.gov/health/homeopathy/
NIDS Staff Writer (2019). NIDS Protocol: The Goldberg Approach; Retrieved online from – www.nids.net/
Rossignol, D., & Frye, R. (2012). A review of research trends in physiological abnormalities in autism spectrum disorder: Immune dysregulation, inflammation, oxidative stress, mitochondrial dysfunction & environmental toxicant exposures; Molecular Psychiatry; V17:4, p389-401.
Thom, R., Keary, C. et al. (2019). Beyond the brain: A multisystem inflammatory subtype of autism spectrum disorder; Psychopharmacology; V236, p3045-3061.
Vojdani, A., & Lambert, J. (2012). A Gut Feeling for Immune Dysregulation and Neuroinflammation; Biomedical Journal; Issue 31.
Warber, A. (2020). The Newest Biomedical Treatment for Autism; Retrieved online from – https://autism.lovetoknow.com/autism-treatments/newest-biomedical-treatments-autism/
WebMD Reviewer, Ratini, M. (2019). What Is Homeopathy: What You Need to Know; Retrieved online from – https://www.webmd.com/balance/what-is-homeopathy/
DISCLAIMER (2023) Know Autism – Know Your Child: with < My Thoughts > by Sara Luker; 2023
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.
Website https://www.usa.gov/federal-agencies/food-and-drug-administration provides a full manufacture list, with brand information and indicators for which conditions Immunoglobulin Infusion Therapy is used. The condition of Autism Spectrum Disorder (ASD) did NOT appear on the list.
According to DelGiudice-Asch, et al. (1999) ‘immunoglobulin’
is the part of your blood’s plasma which has antibodies to fight germs or disease. It has been used to treat multiple sclerosis and recurrent epilepsy. Because the ASD disorder shares features of autoimmune disease, it has been hypothesized that it could work for Autism.
In a 1996 study, 10 Autistic children received 6 months of immunoglobulin (IVIG) treatment and a marked improvement in communication and autistic behaviors was reported. However, in another 6-month trial of IVIG, NO changes in the subject’s educational or medical treatment were seen. Authors say that since autism is a lifelong disorder, further systematic research on all therapeutic interventions is needed.
< My Thoughts > “…immunoglobulin (IVIG) treatment…”
An immunoglobulin test is said to show whether or not there is a problem with the immune system. Homeopathic care practitioners are among the clinicians who prescribe IVIG treatments and have claims of boosting the immune system through their various treatments. However, these are NOT usually recommended for pediatric patients, and may cause dangerous side-effects for which the young patient is unaware.
Fallows (2014) said that she had just finished reading a book on treating Autism Spectrum Disorder, when a three-year-old-boy with autism was presented at her Homeopathic clinic.
Martin’s mother Kate, asked if we could treat her son’s overall wellbeing with homoeopathic medicine. “He is extremely sensitive to noise. He’s had a runny nose for two months, and several rounds of antibiotics,” his mom said. Martin sat in her lap, his eyes rolling upward. Flapping his hands and tilting his head to one side, he didn’t speak, but seemed cranky when emitting irritable murmuring, and grunting sounds.
Armed with enthusiasm, insight and encouragement from my recent reading, we began homoeopathic treatment at our clinic. Although, still in progress, our management has greatly improved his muscle strength, and there have been reductions in his repetitive and ritualistic behaviors.
WebMD Reviewer Ratini (2019) wants you to know that homeopathic medicines can contain large amounts of heavy metals; which can be dangerous.
Homeopathy is a medical system based on the belief that the body can cure itself. Those who practice this use tiny amounts of natural substances, like plants and minerals. They believe these elements stimulate the healing process.
NCCIH Staff Writer (2020) states that there is no uniform prescribing standard for homeopathic practitioners. Saying that there are hundreds of different homeopathic remedies, which can be prescribed in a variety of different dilutions for thousands of symptom types.
Thom, et al. (2019) tell us that immune dysregulation is shared with mechanisms that drive both the behavioral and physical illnesses associated with autism. Currently there are NO studies proving a connection between immune dysregulation and disorders of the eyes, ears, nose and throat. Such as the prevalence of ear infections, respiratory disorders, gastrointestinal (GI) disorders and their connection with anxiety and sensory over-responsivity, chronic constipation and/or diarrhea. These negative results are often underreported, due to the child’s difficulty with expressive language. Immune dysregulation is usually treated with medications for the individual symptoms. There is NO evidence of any treatment which reduces the progression of a disease, NOR improves overall health or quality of life.
< My Thoughts > “…progression of a disease…”
Autism is NOT considered to be a ‘disease’, but a debilitating condition.
Rossignol & Frye (2012) reviewed the abnormalities in autism spectrum disorder, such as Immune dysregulation, inflammation, oxidative stress, mitochondrial dysfunction & environmental toxicant exposures. They found that although there has been a strong interest in this area, it may be an overestimation of this association between immunoglobulin (IVIG) treatment and an improvement in autism symptoms.
They also reviewed trends in physiological abnormalities, potentially related to ASD. These Bacteriotherapy & Immune Dysregulation trends were –
- immune dysregulation/inflammation (body’s response to infection or environmental hazards)
- oxidative stress (body cannot detoxify readily)
- mitochondrial dysfunction (energy powerhouse of body cells not producing energy)
- environmental toxicant exposures (exposure to lead, mercury, arsenic & other toxicants during the infant’s neurodevelopment)
Authors claim that the information in the study, may be bias in this area, and could have led to overestimation of this association. But they also believe that it may provide insight into processes contributing to ASD and other psychiatric disorders.
Hinds (2014) asks – How harmful would it be to make an appointment to see someone known in ‘autism’ circles as miracle worker? That call to Dr. Goldberg’s office changed Ryan’s life forever. Also, luck and timing were very much a part of our son’s recovery.
Doctor Goldberg told us on that first visit what I already knew to be true. Ryan didn’t really have autism, even though it sure looked like it. I didn’t understand what Neuro-Immune Dysfunction Syndrome (NIDS) meant back then. I didn’t care. I had HOPE! My kid was sick and there was hope that he could get better. Finally, I found someone who not only wanted to help Ryan, but also had a way to do it. And he didn’t think I was crazy – at least not yet.
It was the NIDS approach combined with intensive rehabilitation that helped my son recover from autism. Recovery began by rebuilding his immune system. But just doing the NIDS protocol without any intensive rehabilitation wouldn’t have been enough. Years of behavioral and educational interventions were also necessary to correct Ryan’s deficits in speech and social skills.
NIDS Staff Writer (2019) NIDS Staff Writer (2019) tells us that The Goldberg Approach is treating both the ‘disease’ and ‘dysregulation’ behind the autism. Saying that the safest and best way to fix the ‘dysregulation’ is to have the body correct the imbalance within its own complex mechanisms.
Treating the abnormalities found in medical history and physical exams. The neuro-immune system and its interaction with the endocrine system is incredibly complex.
Attempting to adjust a single part of the system that is not normal can trigger negative consequences in another part of the system.
When NIDS is successful, the indicators were said to be positive changes in cognitive functions, overall alertness, eye brightness, and alleviation of persistent fatigue; along with dark circles under the eyes. Over time, they claim that there will also be a reduction of symptoms commonly associated with autism.
McAllister (2017) article states that more recent research highlights the increasing interest, in the field of ‘immune dysregulation’ as it relates to ASD. They say that research in this new area of ‘neuroimmunology’, provides real hope for new therapies. In the future, this could prevent or correct immune dysregulation in ASD.
Vojdani & Lambert (2012) conclude that for people on the spectrum suffering from immune dysregulation and neuroinflamation, saying this – “Scientists have not yet uncovered all of the human body’s secrets. But they have brought to light many important concepts that can assist us in bettering the lives of persons affected by autism spectrum disorders.” “Many biomarkers have been studied and established to help pinpoint effective tailored treatment protocols, for persons on the spectrum. Armed with biological knowledge and tenacity, more people are living well-rounded, healthy lives’; and parents are reconnecting with their children who were once lost to autism.”
< My Thoughts > **Remember… As well as creating a practice or program, the principal must meet all qualifying professional standards, certification, and licensing. It’s up to you to find out if they do.
Warber (2020) wants to talk about what are the newest biomedical therapies which focus on treating imbalances in the body which she feels contributes to autism symptoms. These are methods which work on body imbalances such as GI issues, food allergies, hormone imbalances, and metabolic disturbances. This community, she relates, believes that children with autism can be helped when treated with an individual plan according to environmental insults. This covers possible viral infections, toxic metal exposure, and childhood vaccine reactions.
REFERENCES: UNIT 7-8 CAMS CHAPTER 4 – PART 5 – 9. hyperbaric oxygen therapy, 10. immunoglobulin infusions
Bent, S., Bertoglio, K., et al. 2012). Brief Report: Hyperbaric Oxygen Therapy (HBOT) in Children with Autism Spectrum Disorder: A Clinical Trial; Journal of Autism & Developmental Disorders; V42, p1127-1132.
DelGiudice-Asch, G., Suimon, L., et al. (1999). Brief Report: A Pilot Open Clinical Trial of Intravenous Immunoglobulin in Childhood Autism; Journal of Autism & Developmental Disorders; V29:2.
Fallows, A. (2014). Can Autism Be Treated Successfully with Homoeopathic Medicine?; Journal of the Australian Traditional–Medicine Society; V20:2, p120-123.
Hinds, M. (2014). I Know You’re In There: Winning Our War Against Autism; eBook Edition.
McAllister, K. (2017). Immune Research Advances Understanding of Autism Spectrum Disorder; A Biological Psychiatry Journal, Special Issue;2/21/2017.
NCCIH Staff Writer (2020). Health & Homeopathy; Retrieved online from – https://www.nccih.nih.gov/health/homeopathy/
NIDS Staff Writer (2019). NIDS Protocol: The Goldberg Approach; Retrieved online from – www.nids.net/
Rossignol, D., & Frye, R. (2012). A review of research trends in physiological abnormalities in autism spectrum disorder: Immune dysregulation, inflammation, oxidative stress, mitochondrial dysfunction & environmental toxicant exposures; Molecular Psychiatry; V17:4, p389-401.
Thom, R., Keary, C. et al. (2019). Beyond the brain: A multisystem inflammatory subtype of autism spectrum disorder; Psychopharmacology; V236, p3045-3061.
Vojdani, A., & Lambert, J. (2012). A Gut Feeling for Immune Dysregulation and Neuroinflammation; Biomedical Journal; Issue 31.
Warber, A. (2020). The Newest Biomedical Treatment for Autism; Retrieved online from – https://autism.lovetoknow.com/autism-treatments/newest-biomedical-treatments-autism/
WebMD Reviewer, Ratini, M. (2019). What Is Homeopathy: What You Need to Know; Retrieved online from – https://www.webmd.com/balance/what-is-homeopathy/
DISCLAIMER (2023) Know Autism – Know Your Child: with < My Thoughts > by Sara Luker; 2023
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.
11. massage therapy
Escalona, et al. (2001) maintains that the children after being in the ‘massage therapy' group studied had less touch-aversion and were becoming more attentive at school; with an increase in ‘on-task’ behavior in the classroom and playground. More frequent massages by a parent or a familiar person, also improved sleep-behaviors, as was reflected in their ‘sleep’ diaries. Parents shared that they expressed ‘really liking’ the before bedtime massage routine as much as their child.
Bestbier, L. & Williams, T. (2017) believe that deep pressure appears to be of immediate benefit to the population with autism and severe intellectual difficulties. Deep pressure has been defined as the ‘sensation produced when an individual is hugged, squeezed, stroked, or held. Sometimes a combination of Deep Touch Pressure (DTP) therapy methods will be successful.
< My Thoughts > “…a combination of Deep Touch Pressure (DTP) therapy methods…”
Many Occupational Therapists use a combination of DPT therapy methods, depending upon the individuals needs. Occupational Therapist’s may often include deep-pressure and/or brushing therapy treatments within sensory-integration treatments.
As well, trained special education classroom teachers will offer a weighted vest or a ‘Wilbarger’ brushing to calm a student who is becoming anxious. All such actions should be approved of as part of the student’s Individualized Educational/ ‘Behavior Intervention Plan’ (BIP).
DPT can be tailored to the needs of the individual, deep-pressure benefits which may be found are the person becoming –
‘Wilbarger’ brushing, joint compression, weighted vests and blankets have usually brought about the benefits of seemly calming children. The study also shows that the therapy may be a choice of ‘reward’ for some children during therapy intervention sessions. However, not all children preferred deep pressure as a ‘task completion reward’. Some even had adverse reactions to this method being applied.
< My Thoughts > “… ‘task completion reward’
Using DPT deep pressure in tandem with other therapies; or, as a ‘task completion reward’ can work. DPT hugging, squeezing, or Wilbarger brushing can become a ‘reward’ or ‘consequence’ achieved as a result of a child with ASD performing/completing a desired ‘task’, or learning a new one.
Deep-pressure is said to improve the mood of some persons with ASD, who are anxious or otherwise upset. Although more experimentally designed techniques may be needed for more challenging behavior. Due to this and other reasons, DPT type of therapy does NOT fall under what is considered evidence-based practice (EBP).
Howe & Stagg (2016) cite the sensory pain of hugging to be so stressful as to cause real pain to the recipient. Some say that being hugged made them lose concentration, ‘feel tired’ and was physically uncomfortable to the degree that it could bring on severe anxiety. Contrary to this, there are some children experience sensory-seeking behavior which is only satisfied by deep pressure hugs.
Losinski, et al. (2016) say that this study which discusses Deep Touch Pressure (DTP) on students with disabilities had three study participants. Two boys seemed to have positive effects, while the third participant, also a boy, had limited positive results.
The study was defined as a ‘single-case alternative treatments design’. The alternative treatments were Deep Touch Pressure (DTP) as opposed to aerobic and non-aerobic exercise. A ‘single-case’ research design does not compare the participants with another group of participants.
The object is to observe how one group of particular participants respond to certain treatments or therapies. It does not show how this action would serve the participants in ‘all’ circumstances, but only in this particular study setting. The intention of the study is not to show how either treatment was used to meet the standards of Evidence-Based-Practices (EBP).
< My Thoughts > “…standards of ‘Evidence’-Based-Practices (EBP).”
Both the No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act (IDEA) mandate that all ‘instructional strategies’ and ‘therapeutic methods’ used in the classroom must be evidence-based-practices (EBP). When authorized, there are circumstances where the Occupational Therapist (OT) may have implemented the use of ‘mat-wraps’ (swaddling) and/or brushing techniques (Wilbarger protocol) to calm students experiencing escalating anxiety, in a special education classroom situation.
The reason there may NOT have been a description or time duration of the aerobic and non-aerobic exercise stated in the study could have been many. One, is that OT’s sometimes have the child do ‘push-ups’, or just want to run around the room, until they no longer feel anxious. It’s whatever works for the child, depending on their age. Younger students who don’t want to ‘exercise’, may want to jump up and down, until they feel calm.
Weighted vests, blankets, swaddling, and therapeutic brushing was used here to calm the three disabled students. These were participants. with intellectual disabilities (ID), attention deficit hyperactivity disorder (ADHD), and autism spectrum disorder (ASD). The alternative treatment offered was aerobic and non-aerobic exercise. One of the study’s limitations, was the missing description of the length of treatment duration time using the aerobic and non-aerobic exercise.
Escalona, et al. (2001) maintains that the children after being in the ‘massage therapy' group studied had less touch-aversion and were becoming more attentive at school; with an increase in ‘on-task’ behavior in the classroom and playground. More frequent massages by a parent or a familiar person, also improved sleep-behaviors, as was reflected in their ‘sleep’ diaries. Parents shared that they expressed ‘really liking’ the before bedtime massage routine as much as their child.
Bestbier, L. & Williams, T. (2017) believe that deep pressure appears to be of immediate benefit to the population with autism and severe intellectual difficulties. Deep pressure has been defined as the ‘sensation produced when an individual is hugged, squeezed, stroked, or held. Sometimes a combination of Deep Touch Pressure (DTP) therapy methods will be successful.
< My Thoughts > “…a combination of Deep Touch Pressure (DTP) therapy methods…”
Many Occupational Therapists use a combination of DPT therapy methods, depending upon the individuals needs. Occupational Therapist’s may often include deep-pressure and/or brushing therapy treatments within sensory-integration treatments.
As well, trained special education classroom teachers will offer a weighted vest or a ‘Wilbarger’ brushing to calm a student who is becoming anxious. All such actions should be approved of as part of the student’s Individualized Educational/ ‘Behavior Intervention Plan’ (BIP).
DPT can be tailored to the needs of the individual, deep-pressure benefits which may be found are the person becoming –
- Calm
- Responsive
- Engaged
- Communicative
- Happy
‘Wilbarger’ brushing, joint compression, weighted vests and blankets have usually brought about the benefits of seemly calming children. The study also shows that the therapy may be a choice of ‘reward’ for some children during therapy intervention sessions. However, not all children preferred deep pressure as a ‘task completion reward’. Some even had adverse reactions to this method being applied.
< My Thoughts > “… ‘task completion reward’
Using DPT deep pressure in tandem with other therapies; or, as a ‘task completion reward’ can work. DPT hugging, squeezing, or Wilbarger brushing can become a ‘reward’ or ‘consequence’ achieved as a result of a child with ASD performing/completing a desired ‘task’, or learning a new one.
Deep-pressure is said to improve the mood of some persons with ASD, who are anxious or otherwise upset. Although more experimentally designed techniques may be needed for more challenging behavior. Due to this and other reasons, DPT type of therapy does NOT fall under what is considered evidence-based practice (EBP).
Howe & Stagg (2016) cite the sensory pain of hugging to be so stressful as to cause real pain to the recipient. Some say that being hugged made them lose concentration, ‘feel tired’ and was physically uncomfortable to the degree that it could bring on severe anxiety. Contrary to this, there are some children experience sensory-seeking behavior which is only satisfied by deep pressure hugs.
Losinski, et al. (2016) say that this study which discusses Deep Touch Pressure (DTP) on students with disabilities had three study participants. Two boys seemed to have positive effects, while the third participant, also a boy, had limited positive results.
The study was defined as a ‘single-case alternative treatments design’. The alternative treatments were Deep Touch Pressure (DTP) as opposed to aerobic and non-aerobic exercise. A ‘single-case’ research design does not compare the participants with another group of participants.
The object is to observe how one group of particular participants respond to certain treatments or therapies. It does not show how this action would serve the participants in ‘all’ circumstances, but only in this particular study setting. The intention of the study is not to show how either treatment was used to meet the standards of Evidence-Based-Practices (EBP).
< My Thoughts > “…standards of ‘Evidence’-Based-Practices (EBP).”
Both the No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act (IDEA) mandate that all ‘instructional strategies’ and ‘therapeutic methods’ used in the classroom must be evidence-based-practices (EBP). When authorized, there are circumstances where the Occupational Therapist (OT) may have implemented the use of ‘mat-wraps’ (swaddling) and/or brushing techniques (Wilbarger protocol) to calm students experiencing escalating anxiety, in a special education classroom situation.
The reason there may NOT have been a description or time duration of the aerobic and non-aerobic exercise stated in the study could have been many. One, is that OT’s sometimes have the child do ‘push-ups’, or just want to run around the room, until they no longer feel anxious. It’s whatever works for the child, depending on their age. Younger students who don’t want to ‘exercise’, may want to jump up and down, until they feel calm.
Weighted vests, blankets, swaddling, and therapeutic brushing was used here to calm the three disabled students. These were participants. with intellectual disabilities (ID), attention deficit hyperactivity disorder (ADHD), and autism spectrum disorder (ASD). The alternative treatment offered was aerobic and non-aerobic exercise. One of the study’s limitations, was the missing description of the length of treatment duration time using the aerobic and non-aerobic exercise.
Duan-Young (2014) discloses that when Janey first arrived in the group home, she was dressed in a sparkly pink shirt and short green pants. Her hair was dark brown, and very curly. Janey’s mother Yolanda, stood in the doorway with Janey nervously beside her.
This was it. The day they had been waiting for. I greeted Yolanda, Janey, and her brother. This was going to be a new adventure.
One thing that struck me about Janey, after getting to know her and spending so much time with her, was how much she appreciated, even what seemed enjoying, the smallest things in life. Yes, she would get frustrated and violent. But, we had strategies to help her with that.
What we could never teach was the pureness in her heart, the appreciation, and the sense of wonder that Janey had about life.
Janey loved and enjoyed each moment. A butterfly might land on a nearby flower, and Janey would sit and stare with amazement and joy every time, even if it was the 100th butterfly she had seen that week.
Sometimes. when the other children would be upset, Janey would comfort them. By being totally present in the moment, and appreciating her friends for who they were; not judging them for their inconvenient behavior.
Every night at dinner Janey would say things like, “This is the best spaghetti I’ve ever tasted,” even if it was the 5th time we had spaghetti that month. Every bedtime story was the best she had ever heard.
Of course, there were times when Janey did things that required us to intervene. Sometimes the interventions could appear harsh from an outsider’s view. One ‘outing’ night in a neighborhood restaurant we had to use a ‘mat wrap’ to calm Janey down; to keep her from hurting herself, or others around her.
A ‘mat wrap’ is thinly made, like a yoga mat. When a child is so out of control that nothing else can be done to calm the situation, this mat is wrapped around the child like a blanket. Then we just hold the child until he or she calms down; never leaving them alone.
< My Thoughts > “…mat-wrap…”
Many children with autism and sensory processing issues are calmed and comforted by the deep pressure therapy of being tightly wrapped; also known as a ‘swaddle’ wrap.
Children with sensory issues respond to weighted blankets filled with the same kind of poly-foam used in children’s toys. Similar, the ‘mat-wrap’ seems to create the deep pressure, which calms and comforts the over-stimulated child or adult.
In addition to the ‘mat-wrap’, there are several ‘crisis management escort / therapeutic holds’ which, when used by trained professionals, can safely calm the child and/or adult. Or, this strategy can be used to move non-compliant individuals to a safe location; thus, preventing them from hurting themselves or others.
Schools, group homes, and other care facilities are subject to rules and regulations regarding ‘mat-wrap’ and/or DPT use and strategies. Individual states have laws to protect citizens from ‘restraint and seclusion’ actions. Medicare, www.Medicare.gov cautions the client/patient has the right to take part in developing their own health care plan; including a ‘say’ as to whether physical restraints and/or chemical restraint (medication) will or will not be used for their child.
Parents also have the right to state in a letter, exactly what the ‘institution/facility/school’ has permission to use as their child’s behavior intervention protocol.
Caution to parents – Be careful not to sign away those ‘rights’ in documents you may rush to sign, in order to place your child into a public or private school or facility; during a crisis situation.
This is why doing things from a place of love, not frustration or anger, is so important. Janey knew that we were helping her calm down. But she still fought us tooth and nail at times.
There’s no ‘magic pill’ that’s going to take a child from 300+ violent acts per month to zero. It’s a gradual learning process. Janey seemed to understand this. She never held a grudge. She could always sense that we were there to help her. What she didn’t realize was how much she was helping us. Every day seeing the joy in Janey’s face when she made the smallest steps of progress was an inspiration.
Sequeira & Amed (2012) say several non-traditional approaches to help treat autism can be found, however few studies are there to support their validity.
PART 6 –
This was it. The day they had been waiting for. I greeted Yolanda, Janey, and her brother. This was going to be a new adventure.
One thing that struck me about Janey, after getting to know her and spending so much time with her, was how much she appreciated, even what seemed enjoying, the smallest things in life. Yes, she would get frustrated and violent. But, we had strategies to help her with that.
What we could never teach was the pureness in her heart, the appreciation, and the sense of wonder that Janey had about life.
Janey loved and enjoyed each moment. A butterfly might land on a nearby flower, and Janey would sit and stare with amazement and joy every time, even if it was the 100th butterfly she had seen that week.
Sometimes. when the other children would be upset, Janey would comfort them. By being totally present in the moment, and appreciating her friends for who they were; not judging them for their inconvenient behavior.
Every night at dinner Janey would say things like, “This is the best spaghetti I’ve ever tasted,” even if it was the 5th time we had spaghetti that month. Every bedtime story was the best she had ever heard.
Of course, there were times when Janey did things that required us to intervene. Sometimes the interventions could appear harsh from an outsider’s view. One ‘outing’ night in a neighborhood restaurant we had to use a ‘mat wrap’ to calm Janey down; to keep her from hurting herself, or others around her.
A ‘mat wrap’ is thinly made, like a yoga mat. When a child is so out of control that nothing else can be done to calm the situation, this mat is wrapped around the child like a blanket. Then we just hold the child until he or she calms down; never leaving them alone.
< My Thoughts > “…mat-wrap…”
Many children with autism and sensory processing issues are calmed and comforted by the deep pressure therapy of being tightly wrapped; also known as a ‘swaddle’ wrap.
Children with sensory issues respond to weighted blankets filled with the same kind of poly-foam used in children’s toys. Similar, the ‘mat-wrap’ seems to create the deep pressure, which calms and comforts the over-stimulated child or adult.
In addition to the ‘mat-wrap’, there are several ‘crisis management escort / therapeutic holds’ which, when used by trained professionals, can safely calm the child and/or adult. Or, this strategy can be used to move non-compliant individuals to a safe location; thus, preventing them from hurting themselves or others.
Schools, group homes, and other care facilities are subject to rules and regulations regarding ‘mat-wrap’ and/or DPT use and strategies. Individual states have laws to protect citizens from ‘restraint and seclusion’ actions. Medicare, www.Medicare.gov cautions the client/patient has the right to take part in developing their own health care plan; including a ‘say’ as to whether physical restraints and/or chemical restraint (medication) will or will not be used for their child.
Parents also have the right to state in a letter, exactly what the ‘institution/facility/school’ has permission to use as their child’s behavior intervention protocol.
Caution to parents – Be careful not to sign away those ‘rights’ in documents you may rush to sign, in order to place your child into a public or private school or facility; during a crisis situation.
This is why doing things from a place of love, not frustration or anger, is so important. Janey knew that we were helping her calm down. But she still fought us tooth and nail at times.
There’s no ‘magic pill’ that’s going to take a child from 300+ violent acts per month to zero. It’s a gradual learning process. Janey seemed to understand this. She never held a grudge. She could always sense that we were there to help her. What she didn’t realize was how much she was helping us. Every day seeing the joy in Janey’s face when she made the smallest steps of progress was an inspiration.
Sequeira & Amed (2012) say several non-traditional approaches to help treat autism can be found, however few studies are there to support their validity.
PART 6 –
12. mindfulness & meditation
Mindfulness
Hofer, et al. (2019) have studied a questionnaire created to gather data about the use of Complementary & Alternative Medicine (CAM) by patients in Germany with autism. The specific CAMs the in-study’s data collection, were ‘mind-body’ interventions such as, yoga, music therapy.
< My Thoughts > “…‘mind-body’ interventions.”
While the authors seem to consider yoga, music therapy, first; a newer extension of the mind-body interventions could be ‘mindfulness’ and ‘meditation’.
This questionnaire was used by patients with autism, from a clinic in Germany, in the treatment of somatic and psychiatric disorders, including autism. They found that typically, along with using traditional medicine, parents had chosen to incorporate CAM therapy for treatment of their child’s core autism symptoms.
Also, the study revealed that one of the reasons parents leaned towards CAMs, was due to the seemingly ‘incurable’ nature of autism. Also, they feared that they faced a lack of ‘causal’ treatment options.
< My Thoughts > “…lack of ‘causal’ treatment options.”
By saying parents feared a lack of ‘causal’ treatment options, possibly makes reference to the fact that ‘autism’ is not a ‘disease’, but a ‘neurodevelopmental disorder’. Therefore, one cannot look for a ‘causal treatment’ or, ‘cure’, or a preventative ‘solution’ as one would a ‘disease’.
They also found that the reason parents don’t disclose the use of CAMs to their clinicians, may be due to a fear that they will be ‘judged’, and/or asked to discontinue what could be considered a ‘conflicting’ or ‘risky’ therapy.
After the use of CAMs, patients have reported some satisfaction with symptom improvement, according to outpatient participants recruited for this study. Also, the questionnaire showed evidence that parents seldom disclosed the use of CAMs to their child’s physician.
Hwang, et al. (2015) have investigated recent ‘mindfulness’ intervention studies which successfully addressed problem behaviors, in children with Autism Spectrum Disorder. Along with a pattern of complex impairments such as, heightened anxiety, unwanted stress, and clinically significant problem behaviors which had caused parenting challenges.
‘Mindfulness’ intervention addresses both parents’ issues, as well as that of their child’s. ‘Mindfulness’ is defined as the awareness that emerges through attention to purpose; to being present in the moment, and to experiencing things in moment-by-moment engagement. The ‘mindfulness’ exercised in this article included relaxing, meditating on elements, focusing on breathing, exploring moving, watching and feeling.
< My Thoughts> “…moment by moment engagement…”
Staying in the moment is necessary to becoming engaged enough to learn new things, or even to perform previously learned skills. What is engaging one time, may not be engaging the next time. Changing-up the task to ‘focusing’ on your setting, in a ‘mindful’ way, may be helpful.
Some ‘mindfulness’ suggestions for the family might be to practice ‘waking up with a purpose’, such as to watching the morning’s sunrise. ‘Mindful eating’ by focusing on every morsel or mouthful. Or, by labeling feelings and emotions when taking a nature walk and experiencing the surroundings outdoors. Perhaps naming and comparing the trees, flowers, and birds that you encounter while walking.
Decker (2011) declared that the whole autism thing slipped up on me like the flu – the symptoms fairly banal until it felt like I needed to be hooked up to life support and have a priest administering last rites. After that, nothing else mattered.
Will and I were raising a family, too busy making it from day to day unscathed to worry about such trifles as being in love. I came to the conclusion that there is no shame in playing the hand you are dealt. Don’t cry for me, Argentina. That’ll just piss me off.
< My Thoughts > “…too busy making it from day to day.”
Recently, ‘mindfulness’ programs have become available to help parents learn the necessary skills to help them become proactive and still stay in the moment. They can take the action they needed to feel empowered. Acceptance and commitment may be the key to playing the hand you are dealt when your child is on the autism spectrum.
Harris (2020) has these words on the ‘Act Mindfully’ website – “Try learning the psychological skills to handle painful thoughts and feelings effectively. To handle them in such a way that they have much less impact and influence – these are known as ‘mindfulness’ skills.”
“Helping to clarify what’s truly important and meaningful – that is to clarify our values and use that knowledge to guide, inspire and motivate us. To set goals and to take the action that enriches our lives.”
Conner & White (2018) explain that many adults with autism can experience emotion regulation (ER); typically defined as the inability to control one’s emotions by using goal-orienting behaviors. Mindful awareness, ‘mindfulness’, can be brought into everyday activities to reduce anxiety, depression, and sleep problems. Notably, they say that there is evidence that this can become a ‘stand-alone’ therapy, however long or brief. Or, ‘mindfulness’ can be used when walking, running, or doing yoga. Mindful awareness begins by focusing on your breathing and enjoying the moment.
Siebelink, et al. (2018) state a study that describes using ‘mindfulness’ intervention to improve ‘self-control’ in children with autism, as opposed to using an unwanted ‘pharmalogical’ approach. They say that having ‘self-control’ can be seen as an umbrella to cover certain ‘cognitive’ problems with executive function, impulse control, attention and emotional regulation, cognitive flexibility, planning, and delayed gratification. Several distinct program protocols were used; aside from training the parents to provide a basic ‘learned’ intervention.
Semple (2019) says that when used as a supplemental intervention ‘mindfulness’ can be safe, effective and even build self-confidence. Nevertheless, they may also be a great misappropriation of time, money, and missed opportunity. In fact, saying that for some, intentionally focusing awareness on body sensations can increase physical discomfort and agitation, if the person also has sensory issues. And, that the effect on developing brains and bodies is yet unknown. Remarking too, that the individuals leading the sessions, as well as the setting in which the session takes place, may have ‘positive’ or ‘negative’ an effect on the subject.
Meditation
Moffitt (2020) maintains, I’ve known for a long time that my now-adult son with autism would benefit from ‘meditation and mindfulness’, but didn’t know how to get from ‘here’ to ‘there’. When he was upset, I would exhort him to take deep breaths and he would exaggeratedly huff and puff, then start screaming again. I took him to a ‘mindfulness’ class but he was so excited to be around other kids that he couldn’t contain himself long enough, during the quiet time, to get to the socializing part. And, having to sit still on cue made him more anxious than ever.
A lovely and wise neighbor answered my prayer. We happened upon her in a beautiful Seattle park, nearby. She told us that she had lupus and total kidney failure which sent her on a quest for healing. She meditated and studied Chinese medicine until she became a doctor and claimed to have healed herself.
She asked if I meditated. I said, “not formally” and I was aware she already knew that. “Ah! You and your son need to meditate together.” She knew that I was the caregiver NOT taking care of herself. My son was a child hypersensitive to the parent’s mood and the parent’s feeling.
She instructed us to do the following – “One minute at a time. Breathe in ‘one,’ out ‘two;’ up to 10 and start over. If your attention wanders, start over at one. Your mind is in a rut and you fill in the rut with sand so your mind becomes a smooth pathway. The sand is one minute of breathing — keep filling the rut one minute at a time and it will change the structure of your brain. Your breath is an anchor — keep coming back to your anchor.” She bid us farewell and said she would be in touch.
At first, I didn’t think my son would do it. “We’ve been given a gift, accept it,” I said as we walked back from the lake through the tall grasses to the car. He conceded that he would try. That was a couple of weeks ago. At first, my son meditated out of obligation, but soon into it he whispered, “I feel better,” upon opening his eyes.
Now he’ll ask for more minutes. Most promisingly, he reports when he feels anxious and asks to meditate with me for a minute, heading off what would’ve been a spectacular meltdown. Sometimes, he will tell himself he needs to meditate. Self-regulation seemed more than a lofty dream.
There’s a notion that there are two paths in life: One path is easy to get on but almost impossible to stay on. The other is a path that is almost impossible to get on, but once on it, you’re assured of your destination. For us, the path forward began with a single minute of breathing.
Grant (2020) gives us what is believed to be the secret. “Breathe in, breathe out, if you are breathing you can meditate.” She goes on to say that ‘mindfulness’ is not a religious practice, but a way to pay attention to your breathing, which is the foundation of your ‘mindfulness’.
Some believe that our brains are ‘hardwired’ for negativity. Negative thoughts trigger stress. But this can be overcome by focusing on the moment, in a non-judgmental way, to appreciate the sensation of letting out breaths, letting go of stress, imagining you are a leaf floating on the breeze. Some asked the ‘difference’ between ‘meditation’ and ‘mindfulness’. ‘Meditation’ is quieting the mind. Realizing your mind’s wandering to past judgments and anxious future events is becoming ‘mindful’. You are becoming ‘mindful’ when you are back in the moment feeling the sensation of your breathing.
< My Thoughts> “…You are becoming mindful…”
Sometimes, as a mom and as a teacher, it helps to stop long enough to get into the rhythm of my own breathing when tasks are becoming purposeless. Sometimes my great plans go awry and it’s time to refocus. Meditation can help quiet the mind so one can get to an objective place.
Orenstein (2014) suggests TM (Transcendental Meditation) as “sitting in a comfortable position with your eyes closed and repeating a mantra.” The mantra can be a resonating sound (“Ohmmm”), or a saying which brings you to a peaceful place. This article cautions that “TM is not a replacement for medical treatment”, but it can, after 6 months of practicing, provide benefits.“ Just 10 minutes in the morning and 10 minutes after school and before dinner should result in the child being less likely to act out, seem happier and more focused.”
Sequeira & Ahmed (2012), in their section about ‘meditation’, say that along with meditation to treat some symptoms of autism, “Several approaches have been suggested such as acupuncture, massage, auditory integration training, detoxification, and neurofeedback.” They caution, “However the studies available so far are insufficient to support or oppose their validity.”
Siri (2010) recommends trying meditation. In just three months, you can create more ‘gray matter’ in areas of the brain, impacting self-awareness and compassion. Meditation can quiet your overactive thinking, which can fill your mind with worries and distractions. Meditation helps prevent your mind from wandering so you can stay focused on the task at hand. Meditation also blocks stress and protects your brain from stress-related damage to attention and memory.
REFERENCES: UNIT 7 – 9 CAMS Part 6
11. massage therapy 12. mindfulness & meditation
Bestbier, L. & Williams, T. (2017). The Immediate Effects of Deep Pressure on Young People with Autism and Severe Intellectual Difficulties Demonstrating Individual Differences; Occupational Therapy International; V2017, p1-7.
Conner, C. & White, S. (2018). Brief Report: Feasibility and Preliminary Efficacy of Individual Mindfulness Therapy for Adilts with Autism Spectrum Disorder; Journal of Autism Developmental Disorders; V48, p290–300.
Decker, J. (2011). I Wish I Were Engulfed in Flames: My Insane Life Raising Two Boys with Autism; eBook Edition.
Duan-Young, D. (2014). Autism: Why I Love Kids with Autism; eBook Edition.
Escalona , A., Field, T., et al. (2001). Brief Report: Improvements in the Behavior of Children with Autism Following Massage Therapy; Journal of Autism Developmental Disorders; V31, p513–517.
Grant, D. (2020). Developing a Mindfulness Meditation Practice for Well-being and Resilience; Canadian Minds; V Spring 2020
Harris, R. (2020). Act Mindfully; Retrieved online from – www.actmindfully.com.au/
Howe, E., & Stagg, S. (2016). How Sensory Experiences Affect Adolescents with an Autistic Spectrum Condition within the Classroom; Journal of Autism & Developmental Disorders; V46, p1931-1940.
Hwang, Y., Kearney, P., et al. (2015). Cultivating Mind: Mindfulness Interventions for Children with Autism Spectrum Disorder and Problem Behaviors, & Their Mothers; Journal of Child and Family Studies; V24, p3093-3106.
Losinski, M., Sander, S., et al. (2016). Examining the Use of Deep Touch Pressure to Improve the Educational Performance of Students with Disabilities: A Meta-Analysis; Research & Practice for Persons with Severe Disabilities; V41:1, p3-18.
Moffitt, S. (2020). Meditation and Mindfulness for Autism; Retrieved online from – https://www.autismkey.com/meditation-Xand-mindfulness-for-autism/
Orenstein, B. (2014). No-Cost, Drug-Free Therapy Helps Children With Autism; Retrieved online from –http://www.everydayhealth.com/news/this-no-cost-drug-free-therapy-helps-children-with-autism/
Semple, R. (2019). Review: Yoga and Mindfulness for Youth with Autism Spectrum Disorder: Review of the Current Evidence; child & Adolescent Mental Health; V24:1, p12-18.
Sequeira, S., Ahmed, M. (2012). Meditation as a Potential Therapy for Autism; Autism Research & Treatment; V2012, p1-11.
Siebelink, N., Bogels, S., et al. (2018). Mindfulness for Children with ASHD and Mindful Parenting: Protocol of a Randomized Controlled Trial Comparing a Family Mindfulness-Based Interventions as an Add-on to Care-As-Usual with Care-As-Usual Only; BMC Psychiatry; V18:237, p1-19.
Siri, K. (2010).1,001 Tips for the Parents of Autistic Boys; Skyhorse Publishing, New York, N.Y.
DISCLAIMER (2023) Know Autism – Know Your Child: with < My Thoughts > by Sara Luker; 2023
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 downloading you agree to these terms unconditionally. No ‘rights’ are given or transferred.
UNIT 7 – 10 CAMs
13. neurotherapy PART 7 – UNIT 7 – 10 CAMs
14. physical activity program
NOTE: PROCEED WITH CAUTION. Complementary and Alternative Medicine (CAMs) treatments are still very controversial and may even be very dangerous. Before starting any treatment program, investigate thoroughly, and ALWAYS, ALWAYS talk to your child’s doctor first.
(NOTE: ‘Intervention’ disclaimer is also provided in introduction to INTERVENTIONS, and in NONTRADITIONAL THERAPIES)
PLEASE READ DISCLAIMER –
Mindfulness
Hofer, et al. (2019) have studied a questionnaire created to gather data about the use of Complementary & Alternative Medicine (CAM) by patients in Germany with autism. The specific CAMs the in-study’s data collection, were ‘mind-body’ interventions such as, yoga, music therapy.
< My Thoughts > “…‘mind-body’ interventions.”
While the authors seem to consider yoga, music therapy, first; a newer extension of the mind-body interventions could be ‘mindfulness’ and ‘meditation’.
This questionnaire was used by patients with autism, from a clinic in Germany, in the treatment of somatic and psychiatric disorders, including autism. They found that typically, along with using traditional medicine, parents had chosen to incorporate CAM therapy for treatment of their child’s core autism symptoms.
Also, the study revealed that one of the reasons parents leaned towards CAMs, was due to the seemingly ‘incurable’ nature of autism. Also, they feared that they faced a lack of ‘causal’ treatment options.
< My Thoughts > “…lack of ‘causal’ treatment options.”
By saying parents feared a lack of ‘causal’ treatment options, possibly makes reference to the fact that ‘autism’ is not a ‘disease’, but a ‘neurodevelopmental disorder’. Therefore, one cannot look for a ‘causal treatment’ or, ‘cure’, or a preventative ‘solution’ as one would a ‘disease’.
They also found that the reason parents don’t disclose the use of CAMs to their clinicians, may be due to a fear that they will be ‘judged’, and/or asked to discontinue what could be considered a ‘conflicting’ or ‘risky’ therapy.
After the use of CAMs, patients have reported some satisfaction with symptom improvement, according to outpatient participants recruited for this study. Also, the questionnaire showed evidence that parents seldom disclosed the use of CAMs to their child’s physician.
Hwang, et al. (2015) have investigated recent ‘mindfulness’ intervention studies which successfully addressed problem behaviors, in children with Autism Spectrum Disorder. Along with a pattern of complex impairments such as, heightened anxiety, unwanted stress, and clinically significant problem behaviors which had caused parenting challenges.
‘Mindfulness’ intervention addresses both parents’ issues, as well as that of their child’s. ‘Mindfulness’ is defined as the awareness that emerges through attention to purpose; to being present in the moment, and to experiencing things in moment-by-moment engagement. The ‘mindfulness’ exercised in this article included relaxing, meditating on elements, focusing on breathing, exploring moving, watching and feeling.
< My Thoughts> “…moment by moment engagement…”
Staying in the moment is necessary to becoming engaged enough to learn new things, or even to perform previously learned skills. What is engaging one time, may not be engaging the next time. Changing-up the task to ‘focusing’ on your setting, in a ‘mindful’ way, may be helpful.
Some ‘mindfulness’ suggestions for the family might be to practice ‘waking up with a purpose’, such as to watching the morning’s sunrise. ‘Mindful eating’ by focusing on every morsel or mouthful. Or, by labeling feelings and emotions when taking a nature walk and experiencing the surroundings outdoors. Perhaps naming and comparing the trees, flowers, and birds that you encounter while walking.
Decker (2011) declared that the whole autism thing slipped up on me like the flu – the symptoms fairly banal until it felt like I needed to be hooked up to life support and have a priest administering last rites. After that, nothing else mattered.
Will and I were raising a family, too busy making it from day to day unscathed to worry about such trifles as being in love. I came to the conclusion that there is no shame in playing the hand you are dealt. Don’t cry for me, Argentina. That’ll just piss me off.
< My Thoughts > “…too busy making it from day to day.”
Recently, ‘mindfulness’ programs have become available to help parents learn the necessary skills to help them become proactive and still stay in the moment. They can take the action they needed to feel empowered. Acceptance and commitment may be the key to playing the hand you are dealt when your child is on the autism spectrum.
Harris (2020) has these words on the ‘Act Mindfully’ website – “Try learning the psychological skills to handle painful thoughts and feelings effectively. To handle them in such a way that they have much less impact and influence – these are known as ‘mindfulness’ skills.”
“Helping to clarify what’s truly important and meaningful – that is to clarify our values and use that knowledge to guide, inspire and motivate us. To set goals and to take the action that enriches our lives.”
Conner & White (2018) explain that many adults with autism can experience emotion regulation (ER); typically defined as the inability to control one’s emotions by using goal-orienting behaviors. Mindful awareness, ‘mindfulness’, can be brought into everyday activities to reduce anxiety, depression, and sleep problems. Notably, they say that there is evidence that this can become a ‘stand-alone’ therapy, however long or brief. Or, ‘mindfulness’ can be used when walking, running, or doing yoga. Mindful awareness begins by focusing on your breathing and enjoying the moment.
Siebelink, et al. (2018) state a study that describes using ‘mindfulness’ intervention to improve ‘self-control’ in children with autism, as opposed to using an unwanted ‘pharmalogical’ approach. They say that having ‘self-control’ can be seen as an umbrella to cover certain ‘cognitive’ problems with executive function, impulse control, attention and emotional regulation, cognitive flexibility, planning, and delayed gratification. Several distinct program protocols were used; aside from training the parents to provide a basic ‘learned’ intervention.
Semple (2019) says that when used as a supplemental intervention ‘mindfulness’ can be safe, effective and even build self-confidence. Nevertheless, they may also be a great misappropriation of time, money, and missed opportunity. In fact, saying that for some, intentionally focusing awareness on body sensations can increase physical discomfort and agitation, if the person also has sensory issues. And, that the effect on developing brains and bodies is yet unknown. Remarking too, that the individuals leading the sessions, as well as the setting in which the session takes place, may have ‘positive’ or ‘negative’ an effect on the subject.
Meditation
Moffitt (2020) maintains, I’ve known for a long time that my now-adult son with autism would benefit from ‘meditation and mindfulness’, but didn’t know how to get from ‘here’ to ‘there’. When he was upset, I would exhort him to take deep breaths and he would exaggeratedly huff and puff, then start screaming again. I took him to a ‘mindfulness’ class but he was so excited to be around other kids that he couldn’t contain himself long enough, during the quiet time, to get to the socializing part. And, having to sit still on cue made him more anxious than ever.
A lovely and wise neighbor answered my prayer. We happened upon her in a beautiful Seattle park, nearby. She told us that she had lupus and total kidney failure which sent her on a quest for healing. She meditated and studied Chinese medicine until she became a doctor and claimed to have healed herself.
She asked if I meditated. I said, “not formally” and I was aware she already knew that. “Ah! You and your son need to meditate together.” She knew that I was the caregiver NOT taking care of herself. My son was a child hypersensitive to the parent’s mood and the parent’s feeling.
She instructed us to do the following – “One minute at a time. Breathe in ‘one,’ out ‘two;’ up to 10 and start over. If your attention wanders, start over at one. Your mind is in a rut and you fill in the rut with sand so your mind becomes a smooth pathway. The sand is one minute of breathing — keep filling the rut one minute at a time and it will change the structure of your brain. Your breath is an anchor — keep coming back to your anchor.” She bid us farewell and said she would be in touch.
At first, I didn’t think my son would do it. “We’ve been given a gift, accept it,” I said as we walked back from the lake through the tall grasses to the car. He conceded that he would try. That was a couple of weeks ago. At first, my son meditated out of obligation, but soon into it he whispered, “I feel better,” upon opening his eyes.
Now he’ll ask for more minutes. Most promisingly, he reports when he feels anxious and asks to meditate with me for a minute, heading off what would’ve been a spectacular meltdown. Sometimes, he will tell himself he needs to meditate. Self-regulation seemed more than a lofty dream.
There’s a notion that there are two paths in life: One path is easy to get on but almost impossible to stay on. The other is a path that is almost impossible to get on, but once on it, you’re assured of your destination. For us, the path forward began with a single minute of breathing.
Grant (2020) gives us what is believed to be the secret. “Breathe in, breathe out, if you are breathing you can meditate.” She goes on to say that ‘mindfulness’ is not a religious practice, but a way to pay attention to your breathing, which is the foundation of your ‘mindfulness’.
Some believe that our brains are ‘hardwired’ for negativity. Negative thoughts trigger stress. But this can be overcome by focusing on the moment, in a non-judgmental way, to appreciate the sensation of letting out breaths, letting go of stress, imagining you are a leaf floating on the breeze. Some asked the ‘difference’ between ‘meditation’ and ‘mindfulness’. ‘Meditation’ is quieting the mind. Realizing your mind’s wandering to past judgments and anxious future events is becoming ‘mindful’. You are becoming ‘mindful’ when you are back in the moment feeling the sensation of your breathing.
< My Thoughts> “…You are becoming mindful…”
Sometimes, as a mom and as a teacher, it helps to stop long enough to get into the rhythm of my own breathing when tasks are becoming purposeless. Sometimes my great plans go awry and it’s time to refocus. Meditation can help quiet the mind so one can get to an objective place.
Orenstein (2014) suggests TM (Transcendental Meditation) as “sitting in a comfortable position with your eyes closed and repeating a mantra.” The mantra can be a resonating sound (“Ohmmm”), or a saying which brings you to a peaceful place. This article cautions that “TM is not a replacement for medical treatment”, but it can, after 6 months of practicing, provide benefits.“ Just 10 minutes in the morning and 10 minutes after school and before dinner should result in the child being less likely to act out, seem happier and more focused.”
Sequeira & Ahmed (2012), in their section about ‘meditation’, say that along with meditation to treat some symptoms of autism, “Several approaches have been suggested such as acupuncture, massage, auditory integration training, detoxification, and neurofeedback.” They caution, “However the studies available so far are insufficient to support or oppose their validity.”
Siri (2010) recommends trying meditation. In just three months, you can create more ‘gray matter’ in areas of the brain, impacting self-awareness and compassion. Meditation can quiet your overactive thinking, which can fill your mind with worries and distractions. Meditation helps prevent your mind from wandering so you can stay focused on the task at hand. Meditation also blocks stress and protects your brain from stress-related damage to attention and memory.
REFERENCES: UNIT 7 – 9 CAMS Part 6
11. massage therapy 12. mindfulness & meditation
Bestbier, L. & Williams, T. (2017). The Immediate Effects of Deep Pressure on Young People with Autism and Severe Intellectual Difficulties Demonstrating Individual Differences; Occupational Therapy International; V2017, p1-7.
Conner, C. & White, S. (2018). Brief Report: Feasibility and Preliminary Efficacy of Individual Mindfulness Therapy for Adilts with Autism Spectrum Disorder; Journal of Autism Developmental Disorders; V48, p290–300.
Decker, J. (2011). I Wish I Were Engulfed in Flames: My Insane Life Raising Two Boys with Autism; eBook Edition.
Duan-Young, D. (2014). Autism: Why I Love Kids with Autism; eBook Edition.
Escalona , A., Field, T., et al. (2001). Brief Report: Improvements in the Behavior of Children with Autism Following Massage Therapy; Journal of Autism Developmental Disorders; V31, p513–517.
Grant, D. (2020). Developing a Mindfulness Meditation Practice for Well-being and Resilience; Canadian Minds; V Spring 2020
Harris, R. (2020). Act Mindfully; Retrieved online from – www.actmindfully.com.au/
Howe, E., & Stagg, S. (2016). How Sensory Experiences Affect Adolescents with an Autistic Spectrum Condition within the Classroom; Journal of Autism & Developmental Disorders; V46, p1931-1940.
Hwang, Y., Kearney, P., et al. (2015). Cultivating Mind: Mindfulness Interventions for Children with Autism Spectrum Disorder and Problem Behaviors, & Their Mothers; Journal of Child and Family Studies; V24, p3093-3106.
Losinski, M., Sander, S., et al. (2016). Examining the Use of Deep Touch Pressure to Improve the Educational Performance of Students with Disabilities: A Meta-Analysis; Research & Practice for Persons with Severe Disabilities; V41:1, p3-18.
Moffitt, S. (2020). Meditation and Mindfulness for Autism; Retrieved online from – https://www.autismkey.com/meditation-Xand-mindfulness-for-autism/
Orenstein, B. (2014). No-Cost, Drug-Free Therapy Helps Children With Autism; Retrieved online from –http://www.everydayhealth.com/news/this-no-cost-drug-free-therapy-helps-children-with-autism/
Semple, R. (2019). Review: Yoga and Mindfulness for Youth with Autism Spectrum Disorder: Review of the Current Evidence; child & Adolescent Mental Health; V24:1, p12-18.
Sequeira, S., Ahmed, M. (2012). Meditation as a Potential Therapy for Autism; Autism Research & Treatment; V2012, p1-11.
Siebelink, N., Bogels, S., et al. (2018). Mindfulness for Children with ASHD and Mindful Parenting: Protocol of a Randomized Controlled Trial Comparing a Family Mindfulness-Based Interventions as an Add-on to Care-As-Usual with Care-As-Usual Only; BMC Psychiatry; V18:237, p1-19.
Siri, K. (2010).1,001 Tips for the Parents of Autistic Boys; Skyhorse Publishing, New York, N.Y.
DISCLAIMER (2023) Know Autism – Know Your Child: with < My Thoughts > by Sara Luker; 2023
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 downloading you agree to these terms unconditionally. No ‘rights’ are given or transferred.
UNIT 7 – 10 CAMs
13. neurotherapy PART 7 – UNIT 7 – 10 CAMs
14. physical activity program
NOTE: PROCEED WITH CAUTION. Complementary and Alternative Medicine (CAMs) treatments are still very controversial and may even be very dangerous. Before starting any treatment program, investigate thoroughly, and ALWAYS, ALWAYS talk to your child’s doctor first.
(NOTE: ‘Intervention’ disclaimer is also provided in introduction to INTERVENTIONS, and in NONTRADITIONAL THERAPIES)
PLEASE READ DISCLAIMER –
13. Neurotherapy
Sicile-Kira (2014) says that due to the nature of Autism, it is difficult to ascertain the cognitive level of people on the spectrum. Some or all of their senses are a 100 times more sensitive than others and therefore they process the environment differently. More and more it is understood that there is a challenge with ‘output’. That is, they are NOT able to respond verbally to what they are thinking, or what they hear and understand.
She goes on to say that the field of neuroscience has grown tremendously in the last decade, giving us a greater understanding of the brain, the spinal cord, and networks of sensory nerve cells which are involved. We are learning how neurons, throughout the body relate to behaviors, reason, and emotions – all important to the understanding of autism. We recognize that the first step in gaining and knowing autism is to gather knowledge.
Robb-Dover (2020) relates that ‘neurotherapy’ can be an effective ‘standalone’ tool for many issues, such as Traumatic Brain Injury (TBI), sleep disorders (SD), Post Traumatic Stress Disorder (PTSD), Attention Deficit Hyperactivity Disorder (ADHD), headaches/migraines, Tourette’s/Tics. Yet, for other issues like addictions, eating disorders, smoking cessation, abusive relationships, character disorders, and issues related to one’s discipline for or resistance to change, it is only a powerful adjunct to other effective healing modalities.
Neurotherapy, also called neurofeedback (NFB), electroencephalography (EEG) biofeedback, or brainwave training, and is a type of alternative therapy. More specifically, it is a type of biofeedback that uses ‘real time’ displays of EEG to illustrate brain activity. By recording brain wave activity using sensors placed on the head, a practitioner can gather information about why an individual may be having clinical symptoms, based on what is happening in their brain.
States of neurophysiological over-arousal or under-arousal can contribute to why a client may be manifesting symptoms of anxiety, depression, obsessive compulsive disorder Obsessive Compulsive Disorder (OCD), attention deficit disorder (ADD), and a variety of other stressful conditions.
Once initial information has been gathered, neurofeedback can be used to track brain wave activity, and train the brain to operate more efficiently, by providing visual and auditory feedback to the client as their brain wave patterns improve and self-regulation occurs.
Louise (2011) feels that feedback itself is built into our very reality. Things like temperature, digestive comfort, and fabric texture are all forms of feedback. My son Dar was a smelly, scary mess of a man. That is, until neurofeedback. After that, we could actually watch him learn to calm himself and communicate. The whole thing was happily surprising. Why had I been able to teach some of my children to perceivably change but not all? And, what made neurofeedback strong enough to help even an adult? Why was it not limited to the under five-year-old child?
Weinstein, et al. (2011) ask – “Does neurofeedback help individuals reduce anxiety, which in turn, helps with self-regulation and enhances learning strategies? Persons may also be able to decrease self-injurious behavior, because that seems to be associated with irritability, which may be reduced with this therapy. Self-regulation is both the fuel and the engine that helps students manage their strategic learning, on both a global and real-time levels. On the ‘real-time’ level, self-regulation helps to reduce anxiety, focus attention, and monitor learning success.”
It seems that through successful neurofeedback therapy a person becomes more self-regulated, i.e., more balanced, more focused and therefore has less problems with learning and sensory issues.
Louise (2011) continuing, I was so curious to find the answers. I knew neurofeedback must have its limitations, but that it could be applied to all kinds of disorders. I decided to find out what they were. After all, what better test of a therapy than my own diverse family with it’s very damaged Dar?
I believed understanding Dar was the key to figuring out how to teach him. That’s when I decided to figure this disorder out, change the course of my own children’s lives, and share the magic with whoever else wished to know what I had learned.
Brain disorders always present as clusters of symptoms rather than just one singular problem. For example, a child with autism may have sleep issues, depression, and/or sensory-seeking behavior that is only satisfied by great big deep pressure hugs, and tics. While another with the same disorder may have outbursts, periods of despondency, contact avoidance, seizures, and self-abusive behavior.
Thus, it is true to say that ‘autism’ is a group of symptoms rather than a particular thing. And that these symptoms, these clusters, are connected and reinforced by each other, so as you heal one you affect the others. While you heal the cluster, you smooth out all the behaviors created by the ‘sub-disorders’ contained within it.
Ulrich, K. (2006) understands the goal of neurofeedback is for the patients to come to recognize the onset of electrical negativity and then to push it in a positive direction. Attention Deficit Hyperactivity Disorder (ADHD) subjects train their brains to produce fewer ‘theta’ waves and thereby more ‘beta’ waves. They also learn how to sustain pleasant feelings longer.
Louise (2011) says she credits neurofeedback with doing amazing things – for my family and for everyone I work with. It is not as if you need a neurofeedback system to give feedback to your children’s brains. You give them feedback every time you express praise or disappointment.
If you feel more regulated, more balanced, more comfortable in your body, then it’s easier to learn. Changes in your brain lead to changes in how you experience your body, your ability to attend, and your desire to become ‘more’ than what you already are.
< My Thoughts > “…more comfortable in your body…”
Changes in your brain lead to the positive and negative ways the body interprets what it receives from the brain, which in turn determines the body’s responses.
Wigham, et al. (2015) tell us that low neurological threshold characteristics of poor registration and sensation seeking can result in sensory processing interruptions. The brain may misinterpret signals or sensations, therefore placing the person in an anxious state. Neurofeedback changes brains.
< My Thoughts > “Neurofeedback changes brains.”
By studying the circuitry of how the brain develops, in the future, scientists say that they hope to identify the ‘when’ and ‘for what’ reasons development goes ‘off track’. Changing the balance in the brain might provide clues as to how children with autism have an appetite for novelty and a disregard for risk.
Louise (2011) believes that neurofeedback has the ability to teach us how to tune up and rebuild our own ‘motherboard’ to a degree and at a level that was previously unheard of.
The first difference is that neurofeedback is never judgmental, thus it is never overwhelmed by the job ahead. The second difference is neurofeedback’s site-specific speed of delivery to individual neurons. What does this mean and how does being site specific create an advantage over behavioral cues and biomedical interventions?
Well, after five days of neurofeedback Dar began moving his tongue to form new sounds – happy sounds – no cries indicating numbness or headache pain. He stopped punching himself in the face. His shifts in state of mind were mostly subtle but – there were all these little things – like how he pointed excitedly to the food in the fridge. Pointing – I’d been trying to teach that since he was four – he’d finally gotten it. He pointed with his whole hand. It was so cute. Dar was 23 years old when he learned to point.
The brain is responsible for controlling impulses and planning ahead – the hallmark of adult behavior, but the last to mature. The volume of gray matter seen in brain images, shows that the brain does not begin to resemble that of an adult brain, until the early 20’s.
Anderson (2016) states the brain is said to be largely wired for social interaction; to insure the continuance of the species. If something goes wrong with the hardwiring, due to genetics or environment, then one may lose a sense of who they are.
Siegel (2013), in his book specifies that, “Family support gives teens a good sense of who they are.”
That it is important to have strong relationships with parents, extended family, and family friends. Then even though the child may have a “disorganized narrative” in their model of attachment, they will have a better chance of interpreting the world as a balanced one.
< My Thoughts > “…model of attachment…”
Fortunately, Lynette Louise (2011), aka ‘The Brain Broad’, taught her family to successfully see beyond a world with few choices, and her daughter and author in her own right, Tsara Shelton has carried that wisdom along to shape her family.
Shelton (2015) says – Funnily, I used to wonder if there was something wrong with me. People who knew me growing up, as well as people who know me today, use words like ‘satisfied’, ‘happy’, ‘sweet’, positive’, and ‘bubbly’ to describe me. But as it turns out, I’ve got a pretty balanced brain.
Eventually, in search of a tool that could help Dar, my most severely autistic brother, my Mom Lynette Louise (2011) discovered neurofeedback was the tool. A tool that would, essentially, save all of us from a life of floating and wondering and searching. Neurofeedback is truly wonderful. Putting nothing in the body but information, and offering feedback (in the form of beeps) that helps balance the brain nearly the instant the brain behaves in the way it’s encouraged to.
Both Mom and Dar benefited so quickly, and in such surprising ways, it became a passion project for my mother. To help the family, to certify and educate, and to help families around the world.
Eventually, I had a turn with her brain reading and balancing buddy. I’ll admit it, I was nervous. I was being silly because all it does is just read ‘delta’, ‘theta’, and ‘beta’ brain waves. It doesn’t judge at all. Well, my mother found my brain to be kind of boring! Turns out, it’s rather balanced.
We – myself, my mom, and my son – have always had a pretty clear picture of who we wanted to be. And it’s been fascinating and fun to see clearly that our dreams have come true. Even if they look different that when we once dreamed them.
Steiner, et al. (2014), say that in reward for careful concentration, the computer interface provides children with constant and immediate auditory and visual feedback about their success in paying attention.
< My Thoughts > “…Paying attention…”
Paying attention is the ability for self-regulation, which refers to the ability to maintain a calm, alert, and attentive state. A state which promotes involvement in learning experiences and interaction with others; the opposite of perseveration.
Self-regulation is taught to students for acquiring better results in their academic life. For instance, when reading, practicing a type of ‘self-regulation’ is stopping after a paragraph and asking yourself, “What is the new information here? Might it be important to learn?”
Or, when writing, ‘self-regulation’ can be closely following a Rubric necessary for making all ‘grade’ points for this type of essay. And, when attempting a math problem, especially one with text involved, self-regulation is making certain you are paying close attention and following all the steps necessary to solving the problem. For younger children self-regulation can be following Power Card Steps which show calming steps to take when upset.
Senator (2016) shares that a mother she knew, Liz, talks about her son Tyler whom she found standing by the front door, almost frozen. His routine was to get off the school bus, come in the house, take off his backpack and let her know he was home. But today, this boy she was usually chasing throughout the house had been standing stoically for 15 minutes at the front door. Frightened by this behavior, she contacted the doctor who prescribed something for depression, which only seemed to make things worse.
< My Thoughts > “…His routine…”
Persons with autism thrive on consistency and ‘routine’. Self-regulation, when learned, can make everyone’s life a little bit easier. But, a visit to a neurologist becomes necessary when things change, the results of therapeutic strategies fade, and lives are interrupted.
Eventually Tyler was referred to a neurology specialist for ‘catatonia’. Testing resulted in finding he had low levels of the neurotransmitters dopamine and serotonin. He was also low in the folate Vitamin B9. Liz remarks that after beginning a new treatment, Tyler returned to us.
Sicile-Kira (2014) says that due to the nature of Autism, it is difficult to ascertain the cognitive level of people on the spectrum. Some or all of their senses are a 100 times more sensitive than others and therefore they process the environment differently. More and more it is understood that there is a challenge with ‘output’. That is, they are NOT able to respond verbally to what they are thinking, or what they hear and understand.
She goes on to say that the field of neuroscience has grown tremendously in the last decade, giving us a greater understanding of the brain, the spinal cord, and networks of sensory nerve cells which are involved. We are learning how neurons, throughout the body relate to behaviors, reason, and emotions – all important to the understanding of autism. We recognize that the first step in gaining and knowing autism is to gather knowledge.
Robb-Dover (2020) relates that ‘neurotherapy’ can be an effective ‘standalone’ tool for many issues, such as Traumatic Brain Injury (TBI), sleep disorders (SD), Post Traumatic Stress Disorder (PTSD), Attention Deficit Hyperactivity Disorder (ADHD), headaches/migraines, Tourette’s/Tics. Yet, for other issues like addictions, eating disorders, smoking cessation, abusive relationships, character disorders, and issues related to one’s discipline for or resistance to change, it is only a powerful adjunct to other effective healing modalities.
Neurotherapy, also called neurofeedback (NFB), electroencephalography (EEG) biofeedback, or brainwave training, and is a type of alternative therapy. More specifically, it is a type of biofeedback that uses ‘real time’ displays of EEG to illustrate brain activity. By recording brain wave activity using sensors placed on the head, a practitioner can gather information about why an individual may be having clinical symptoms, based on what is happening in their brain.
States of neurophysiological over-arousal or under-arousal can contribute to why a client may be manifesting symptoms of anxiety, depression, obsessive compulsive disorder Obsessive Compulsive Disorder (OCD), attention deficit disorder (ADD), and a variety of other stressful conditions.
Once initial information has been gathered, neurofeedback can be used to track brain wave activity, and train the brain to operate more efficiently, by providing visual and auditory feedback to the client as their brain wave patterns improve and self-regulation occurs.
Louise (2011) feels that feedback itself is built into our very reality. Things like temperature, digestive comfort, and fabric texture are all forms of feedback. My son Dar was a smelly, scary mess of a man. That is, until neurofeedback. After that, we could actually watch him learn to calm himself and communicate. The whole thing was happily surprising. Why had I been able to teach some of my children to perceivably change but not all? And, what made neurofeedback strong enough to help even an adult? Why was it not limited to the under five-year-old child?
Weinstein, et al. (2011) ask – “Does neurofeedback help individuals reduce anxiety, which in turn, helps with self-regulation and enhances learning strategies? Persons may also be able to decrease self-injurious behavior, because that seems to be associated with irritability, which may be reduced with this therapy. Self-regulation is both the fuel and the engine that helps students manage their strategic learning, on both a global and real-time levels. On the ‘real-time’ level, self-regulation helps to reduce anxiety, focus attention, and monitor learning success.”
It seems that through successful neurofeedback therapy a person becomes more self-regulated, i.e., more balanced, more focused and therefore has less problems with learning and sensory issues.
Louise (2011) continuing, I was so curious to find the answers. I knew neurofeedback must have its limitations, but that it could be applied to all kinds of disorders. I decided to find out what they were. After all, what better test of a therapy than my own diverse family with it’s very damaged Dar?
I believed understanding Dar was the key to figuring out how to teach him. That’s when I decided to figure this disorder out, change the course of my own children’s lives, and share the magic with whoever else wished to know what I had learned.
Brain disorders always present as clusters of symptoms rather than just one singular problem. For example, a child with autism may have sleep issues, depression, and/or sensory-seeking behavior that is only satisfied by great big deep pressure hugs, and tics. While another with the same disorder may have outbursts, periods of despondency, contact avoidance, seizures, and self-abusive behavior.
Thus, it is true to say that ‘autism’ is a group of symptoms rather than a particular thing. And that these symptoms, these clusters, are connected and reinforced by each other, so as you heal one you affect the others. While you heal the cluster, you smooth out all the behaviors created by the ‘sub-disorders’ contained within it.
Ulrich, K. (2006) understands the goal of neurofeedback is for the patients to come to recognize the onset of electrical negativity and then to push it in a positive direction. Attention Deficit Hyperactivity Disorder (ADHD) subjects train their brains to produce fewer ‘theta’ waves and thereby more ‘beta’ waves. They also learn how to sustain pleasant feelings longer.
Louise (2011) says she credits neurofeedback with doing amazing things – for my family and for everyone I work with. It is not as if you need a neurofeedback system to give feedback to your children’s brains. You give them feedback every time you express praise or disappointment.
If you feel more regulated, more balanced, more comfortable in your body, then it’s easier to learn. Changes in your brain lead to changes in how you experience your body, your ability to attend, and your desire to become ‘more’ than what you already are.
< My Thoughts > “…more comfortable in your body…”
Changes in your brain lead to the positive and negative ways the body interprets what it receives from the brain, which in turn determines the body’s responses.
Wigham, et al. (2015) tell us that low neurological threshold characteristics of poor registration and sensation seeking can result in sensory processing interruptions. The brain may misinterpret signals or sensations, therefore placing the person in an anxious state. Neurofeedback changes brains.
< My Thoughts > “Neurofeedback changes brains.”
By studying the circuitry of how the brain develops, in the future, scientists say that they hope to identify the ‘when’ and ‘for what’ reasons development goes ‘off track’. Changing the balance in the brain might provide clues as to how children with autism have an appetite for novelty and a disregard for risk.
Louise (2011) believes that neurofeedback has the ability to teach us how to tune up and rebuild our own ‘motherboard’ to a degree and at a level that was previously unheard of.
The first difference is that neurofeedback is never judgmental, thus it is never overwhelmed by the job ahead. The second difference is neurofeedback’s site-specific speed of delivery to individual neurons. What does this mean and how does being site specific create an advantage over behavioral cues and biomedical interventions?
Well, after five days of neurofeedback Dar began moving his tongue to form new sounds – happy sounds – no cries indicating numbness or headache pain. He stopped punching himself in the face. His shifts in state of mind were mostly subtle but – there were all these little things – like how he pointed excitedly to the food in the fridge. Pointing – I’d been trying to teach that since he was four – he’d finally gotten it. He pointed with his whole hand. It was so cute. Dar was 23 years old when he learned to point.
The brain is responsible for controlling impulses and planning ahead – the hallmark of adult behavior, but the last to mature. The volume of gray matter seen in brain images, shows that the brain does not begin to resemble that of an adult brain, until the early 20’s.
Anderson (2016) states the brain is said to be largely wired for social interaction; to insure the continuance of the species. If something goes wrong with the hardwiring, due to genetics or environment, then one may lose a sense of who they are.
Siegel (2013), in his book specifies that, “Family support gives teens a good sense of who they are.”
That it is important to have strong relationships with parents, extended family, and family friends. Then even though the child may have a “disorganized narrative” in their model of attachment, they will have a better chance of interpreting the world as a balanced one.
< My Thoughts > “…model of attachment…”
Fortunately, Lynette Louise (2011), aka ‘The Brain Broad’, taught her family to successfully see beyond a world with few choices, and her daughter and author in her own right, Tsara Shelton has carried that wisdom along to shape her family.
Shelton (2015) says – Funnily, I used to wonder if there was something wrong with me. People who knew me growing up, as well as people who know me today, use words like ‘satisfied’, ‘happy’, ‘sweet’, positive’, and ‘bubbly’ to describe me. But as it turns out, I’ve got a pretty balanced brain.
Eventually, in search of a tool that could help Dar, my most severely autistic brother, my Mom Lynette Louise (2011) discovered neurofeedback was the tool. A tool that would, essentially, save all of us from a life of floating and wondering and searching. Neurofeedback is truly wonderful. Putting nothing in the body but information, and offering feedback (in the form of beeps) that helps balance the brain nearly the instant the brain behaves in the way it’s encouraged to.
Both Mom and Dar benefited so quickly, and in such surprising ways, it became a passion project for my mother. To help the family, to certify and educate, and to help families around the world.
Eventually, I had a turn with her brain reading and balancing buddy. I’ll admit it, I was nervous. I was being silly because all it does is just read ‘delta’, ‘theta’, and ‘beta’ brain waves. It doesn’t judge at all. Well, my mother found my brain to be kind of boring! Turns out, it’s rather balanced.
We – myself, my mom, and my son – have always had a pretty clear picture of who we wanted to be. And it’s been fascinating and fun to see clearly that our dreams have come true. Even if they look different that when we once dreamed them.
Steiner, et al. (2014), say that in reward for careful concentration, the computer interface provides children with constant and immediate auditory and visual feedback about their success in paying attention.
< My Thoughts > “…Paying attention…”
Paying attention is the ability for self-regulation, which refers to the ability to maintain a calm, alert, and attentive state. A state which promotes involvement in learning experiences and interaction with others; the opposite of perseveration.
Self-regulation is taught to students for acquiring better results in their academic life. For instance, when reading, practicing a type of ‘self-regulation’ is stopping after a paragraph and asking yourself, “What is the new information here? Might it be important to learn?”
Or, when writing, ‘self-regulation’ can be closely following a Rubric necessary for making all ‘grade’ points for this type of essay. And, when attempting a math problem, especially one with text involved, self-regulation is making certain you are paying close attention and following all the steps necessary to solving the problem. For younger children self-regulation can be following Power Card Steps which show calming steps to take when upset.
Senator (2016) shares that a mother she knew, Liz, talks about her son Tyler whom she found standing by the front door, almost frozen. His routine was to get off the school bus, come in the house, take off his backpack and let her know he was home. But today, this boy she was usually chasing throughout the house had been standing stoically for 15 minutes at the front door. Frightened by this behavior, she contacted the doctor who prescribed something for depression, which only seemed to make things worse.
< My Thoughts > “…His routine…”
Persons with autism thrive on consistency and ‘routine’. Self-regulation, when learned, can make everyone’s life a little bit easier. But, a visit to a neurologist becomes necessary when things change, the results of therapeutic strategies fade, and lives are interrupted.
Eventually Tyler was referred to a neurology specialist for ‘catatonia’. Testing resulted in finding he had low levels of the neurotransmitters dopamine and serotonin. He was also low in the folate Vitamin B9. Liz remarks that after beginning a new treatment, Tyler returned to us.
14. Physical Activity Program
Zhao, M. & Chen, S. (2018) found that physical activity plays a vital role in influencing people’s life from many aspects. And, that this is especially important for children with autism because physical activity improves their self-esteem, social skills, and behavior. It gives people positive lifestyle benefits for their future wellbeing and self-determination. They go on to say that there are two main kinds of therapy programs; land-based and aquatic-based aerobics. During these programs, when used as an intervention, the inappropriate behavior of participants was analyzed and targeted. The program was especially designed for improvement in social and communication functions. as well as sensory and feeling behaviors. The ‘natural environment’ of the program setting was also structured to help with enhancing interpersonal relationships and increasing the frequency of social interaction.
Parents felt that the 12-week physical activity program was found to be effective at improving social interaction and communication. And according to follow-up feedback from parents and teachers, the children were much more social and communicative. They were using greetings and interacting with peers more in everyday situations. Authors say it was also noted that non-verbal and even verbal children with autism didn’t know how to ask for exercise or physical activity. So, it’s up to parents and teachers to build it into their daily routine, as appropriate.
Bogdashina (2016) believes that autistic individuals do not respond in the way we expect them to because they have different systems of perception and communication; senses, abilities and thinking systems. She says that sensory perceptual differences impact not only cognition, but acquisition of social and communication skill development, as well as physical activity. And, for the same reasons, sensory deprivation can lead to autistic-like-behaviors. Also, that a sensory memory, good and bad, can be created.
< My Thoughts > “…autistic-like-behaviors.”
Much of the current literature reflects the premise that children and adults with autism do NOT want to be isolated and anti-social. They seem to resort to those behaviors when overwhelmed and feeling trapped in their sensory-defense mode. Also, on the topic of ‘sensory memory’ being created, if it’s an unpleasant memory, then this may be the basis for a Post Traumatic Stress flashback moment.
REFERENCES: UNIT 7 – 10 CAMS PART 7 13. Neurotherapy, 14. Physical activity program
Anderson, J. (2016). The Teenage Brain: Under Construction; American College of Pediatricians Article.
Experiences – Different Perceptual Worlds; Second Edition: London; Philadelphia: Jessica Kingsley Publishers.
Louise, L. (2011). Miracles Are Made: A Real-life Guide to Autism; eBook Edition.
Robb-Dover, K. (2020). Understanding How Neurotherapy Can Help Mental Health; Retrieved online from – https://fherehab.com/learning/how-does-neurotherapy-work
Senator, S. (2016). Autism Adulthood: Creative Strategies & Insights for a Fulfilling Life; eBook Edition.
Shelton, T. (2015). Spinning In Circles & Learning from Myself: A Collection of Stories that Slowly Grow Up; eBook Edition.
Sicile-Kira, C. (2014). Autism Spectrum Disorder (revised): The Complete Guide to Understanding Autism; New York, N. Y.: Penguin Random House Company.
Siegel, D. (2013). Brainstorm: The Power & Purpose of the Teenage Brain; Tarcher Book Publishing.
Steiner, N., Frenette, E., et al. (2014). A Pilot Feasibility Study of Neurofeedback for Children with Autism; Applied Psychophysiology & Biofeedback; V39, p99-107.
Ulrich, K. (2006). Train Your Brain; Scientific American, Feb/Mar 2006; V17:1, p58-63.
Weinstein, C., Acee, T., et al. (2011). Self-regulation & Learning Strategies; Published by Wiley Online Library (wileyonlinelibrary.com).
Wigham, S., Rodgers, J., et al. (2015). The interplay Between Sensory Processing Abnormalities, Intolerance of Uncertainty, Anxiety & Restricted & Repetitive Behaviors in Autism Spectrum Disorder; Journal of Autism & Developmental Disorders; V45:4, p943-952.
Zhao, M. & Chen, S. (2018). The Effects of Structured Physical Activity Program on Social Interaction and Communication for Children with Autism; BioMed Research International; V11, p13.
DISCLAIMER (2023) Know Autism – Know Your Child: with < My Thoughts > by Sara Luker; 2023
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
UNIT 7 – 11 CAMs
15. stem cell therapy
16. vitamin/supplement therapy
NOTE: PROCEED WITH CAUTION. Complementary and Alternative Medicine (CAMs) treatments are still very controversial and may even be very dangerous. Before starting any treatment program, investigate thoroughly, and ALWAYS, ALWAYS talk to your child’s doctor first.
(NOTE: ‘Intervention’ disclaimer is also provided in introduction to INTERVENTIONS, and in NONTRADITIONAL THERAPIES)
PLEASE READ DISCLAIMERS –
Zhao, M. & Chen, S. (2018) found that physical activity plays a vital role in influencing people’s life from many aspects. And, that this is especially important for children with autism because physical activity improves their self-esteem, social skills, and behavior. It gives people positive lifestyle benefits for their future wellbeing and self-determination. They go on to say that there are two main kinds of therapy programs; land-based and aquatic-based aerobics. During these programs, when used as an intervention, the inappropriate behavior of participants was analyzed and targeted. The program was especially designed for improvement in social and communication functions. as well as sensory and feeling behaviors. The ‘natural environment’ of the program setting was also structured to help with enhancing interpersonal relationships and increasing the frequency of social interaction.
Parents felt that the 12-week physical activity program was found to be effective at improving social interaction and communication. And according to follow-up feedback from parents and teachers, the children were much more social and communicative. They were using greetings and interacting with peers more in everyday situations. Authors say it was also noted that non-verbal and even verbal children with autism didn’t know how to ask for exercise or physical activity. So, it’s up to parents and teachers to build it into their daily routine, as appropriate.
Bogdashina (2016) believes that autistic individuals do not respond in the way we expect them to because they have different systems of perception and communication; senses, abilities and thinking systems. She says that sensory perceptual differences impact not only cognition, but acquisition of social and communication skill development, as well as physical activity. And, for the same reasons, sensory deprivation can lead to autistic-like-behaviors. Also, that a sensory memory, good and bad, can be created.
< My Thoughts > “…autistic-like-behaviors.”
Much of the current literature reflects the premise that children and adults with autism do NOT want to be isolated and anti-social. They seem to resort to those behaviors when overwhelmed and feeling trapped in their sensory-defense mode. Also, on the topic of ‘sensory memory’ being created, if it’s an unpleasant memory, then this may be the basis for a Post Traumatic Stress flashback moment.
REFERENCES: UNIT 7 – 10 CAMS PART 7 13. Neurotherapy, 14. Physical activity program
Anderson, J. (2016). The Teenage Brain: Under Construction; American College of Pediatricians Article.
Experiences – Different Perceptual Worlds; Second Edition: London; Philadelphia: Jessica Kingsley Publishers.
Louise, L. (2011). Miracles Are Made: A Real-life Guide to Autism; eBook Edition.
Robb-Dover, K. (2020). Understanding How Neurotherapy Can Help Mental Health; Retrieved online from – https://fherehab.com/learning/how-does-neurotherapy-work
Senator, S. (2016). Autism Adulthood: Creative Strategies & Insights for a Fulfilling Life; eBook Edition.
Shelton, T. (2015). Spinning In Circles & Learning from Myself: A Collection of Stories that Slowly Grow Up; eBook Edition.
Sicile-Kira, C. (2014). Autism Spectrum Disorder (revised): The Complete Guide to Understanding Autism; New York, N. Y.: Penguin Random House Company.
Siegel, D. (2013). Brainstorm: The Power & Purpose of the Teenage Brain; Tarcher Book Publishing.
Steiner, N., Frenette, E., et al. (2014). A Pilot Feasibility Study of Neurofeedback for Children with Autism; Applied Psychophysiology & Biofeedback; V39, p99-107.
Ulrich, K. (2006). Train Your Brain; Scientific American, Feb/Mar 2006; V17:1, p58-63.
Weinstein, C., Acee, T., et al. (2011). Self-regulation & Learning Strategies; Published by Wiley Online Library (wileyonlinelibrary.com).
Wigham, S., Rodgers, J., et al. (2015). The interplay Between Sensory Processing Abnormalities, Intolerance of Uncertainty, Anxiety & Restricted & Repetitive Behaviors in Autism Spectrum Disorder; Journal of Autism & Developmental Disorders; V45:4, p943-952.
Zhao, M. & Chen, S. (2018). The Effects of Structured Physical Activity Program on Social Interaction and Communication for Children with Autism; BioMed Research International; V11, p13.
DISCLAIMER (2023) Know Autism – Know Your Child: with < My Thoughts > by Sara Luker; 2023
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
UNIT 7 – 11 CAMs
15. stem cell therapy
16. vitamin/supplement therapy
NOTE: PROCEED WITH CAUTION. Complementary and Alternative Medicine (CAMs) treatments are still very controversial and may even be very dangerous. Before starting any treatment program, investigate thoroughly, and ALWAYS, ALWAYS talk to your child’s doctor first.
(NOTE: ‘Intervention’ disclaimer is also provided in introduction to INTERVENTIONS, and in NONTRADITIONAL THERAPIES)
PLEASE READ DISCLAIMERS –
15. Stem Cell Therapy
The Alternative and Complementary Treatments (CAMs), not sufficiently supported by medical literature, include stem cell therapy. Siniscalco, et al. (2012) say that available treatments can be found based on the theory that stem cell transplantation could offer a unique tool to provide better resolution for autism. Stem cell therapy is said to have the potential for improving the effects of ASD, because Mesenchymal Stem Cells (MSC) have the ability to migrate to sites of injury and participate in the repair process. But these strategies are limited, partially because the exact causes of autism are unknown.
Aigner et al. (2014) contribute that autism is a ‘neurodevelopmental’ disorder with symptoms to include intellectual disability, seizures, anxiety, aggression, and sleep disorders. Current treatments are focusing on educational and behavioral interventions aimed at improving maladaptive behaviors and promoting social interactions. Because autism is possibly heritable, landmark studies are including the use of stem cells; both embryonic and patient-derived. It is proposed that these advances offer and opportunity to advance or at least help to understand the ASD pathology.
Mazonson et al. (2017) measured conditions under which umbilical cord blood (UCB) might be stored for future use. They continue to say that millions of units of UCB are stored in private cord blood banks. Now the medical community is gathering data which could impact this need for stem cell storage. For example, the donor or the donor’s family may use UCB to treat conditions they may face in the years ahead; conditions such as Autism Spectrum Disorder.
**Remember… As well as creating a practice or program, the principal must meet all qualifying professional standards, certification, and licensing. It’s up to you to find out if they do.
The Alternative and Complementary Treatments (CAMs), not sufficiently supported by medical literature, include stem cell therapy. Siniscalco, et al. (2012) say that available treatments can be found based on the theory that stem cell transplantation could offer a unique tool to provide better resolution for autism. Stem cell therapy is said to have the potential for improving the effects of ASD, because Mesenchymal Stem Cells (MSC) have the ability to migrate to sites of injury and participate in the repair process. But these strategies are limited, partially because the exact causes of autism are unknown.
Aigner et al. (2014) contribute that autism is a ‘neurodevelopmental’ disorder with symptoms to include intellectual disability, seizures, anxiety, aggression, and sleep disorders. Current treatments are focusing on educational and behavioral interventions aimed at improving maladaptive behaviors and promoting social interactions. Because autism is possibly heritable, landmark studies are including the use of stem cells; both embryonic and patient-derived. It is proposed that these advances offer and opportunity to advance or at least help to understand the ASD pathology.
Mazonson et al. (2017) measured conditions under which umbilical cord blood (UCB) might be stored for future use. They continue to say that millions of units of UCB are stored in private cord blood banks. Now the medical community is gathering data which could impact this need for stem cell storage. For example, the donor or the donor’s family may use UCB to treat conditions they may face in the years ahead; conditions such as Autism Spectrum Disorder.
**Remember… As well as creating a practice or program, the principal must meet all qualifying professional standards, certification, and licensing. It’s up to you to find out if they do.
16. Vitamin/Supplement Therapy
Liu, et al. (2017) studied 64, 1 to 8-year-old children with ASD and also did a 6-month follow-up study using Vitamin A. They selected Vitamin A because it is known to regulate central nervous system development by in turn promoting intestinal immunity. The purpose was that Vitamin A has been known to increase beneficial microbiota; thus, benefiting some of the symptoms of autism. Conclusions were that Vitamin A may help some of the symptoms related to ASD.
The only published piece found on Vitamin B12 was by Malhotra, et al. (2013). This one studied a 14-year-old boy with pervasive developmental disorder (PDD). He was injected intramuscularly daily for 5 days, then weekly for 8 weeks. After 2 months there seemed to be no improvement in his speech. But after 4 months there was improvement in his inappropriate pacing, touching and tapping behavior. He also could now sit in one place for about an hour. His parents reported a definite improvement in his condition. It has been proposed that oxidative stress, which may be caused by depleted Vitamin B12, may contribute to autism.
Hashemzadeh, et al. (2015) have stated that this is a case-controlled study of 13 children (3-year-old to 12-year-old) with ASD, Among the test group were children who were considered to have moderate to severe autism. They pointed out first that Vitamin D is not a true vitamin but a steroid that is produced by a chemical cascade when the skin is exposed to ultraviolet sunlight. One of the reasons this study was pursued, according to the authors, was because children with ASD seem to have reduced levels of Vitamin D, compared to children without ASD. But they found no significant relationship with serum levels to the severity of autism. They felt that Vitamin D had no effects.
Cannell (2010) claims that concentrates of Vitamin D deficiencies during early childhood, and/or during the gestational period; especially in early pregnancy may play a part in autism. Also, that low levels of Vitamin D may come from lack of adequate sunshine. Either way, the author suggests that Vitamin D supplements could be given year-round if needed, because they are available and inexpensive and may affect autism symptoms.
Siri (2015) says children with autism as a group have notoriously poor nutrition coupled with vitamin and mineral deficiencies. This may be due, in part to extreme eating habits, because they are notoriously picky eaters. Deficiencies are also likely due to a tendency towards malabsorption of nutrients.
U.S. Food (2010) found that ‘added’ food ingredients have been used for many years to preserve, flavor, blend, thicken and color foods, and have played an important role in reducing serious nutritional deficiencies among consumers. These ingredients also help ensure the availability of flavorful, nutritious, safe, convenient, colorful and affordable foods that help to meet consumer expectations year-round.
Adding vitamin supplement nutrients to a cereal employs a variety of techniques in the food fortification process. In general, those nutrients that are heat stable; such as vitamins A and E and various minerals. These are incorporated into the cereal itself; they're baked in. Nutrients that are not stable to heat, such as B-vitamins, are applied directly to the cereal after all heating steps are completed. Each cereal is unique. Some can handle more nutrients than others can. This is one reason why fortification levels are different across all cereals.
Food manufacturers are required to list all ingredients in the food on the label. On a product label, the ingredients are listed in order of predominance, with the ingredients used in the greatest amount first; followed in descending order by those in smaller amounts.
Siri (2015) implies that ‘bacteriotherapy’ might be helpful in other ways for those with autism. That some supplements may help in keeping the ‘gut’ free of undigested material and prevent putrefaction, which might lead to pathogenic bacterial blooms and yeast problems. Giving ‘probiotics’ and ‘prebiotics’ after a meal to maximize absorption, such as stomach acid, might be considered.
Patel & DuPont (2015), add ‘synbiotics’ to that group. In their article they define ‘bacteriotherapy’ as to include all three, ‘probiotics’ and ‘prebiotics’, because they each have slightly different agents. They describe ‘probiotics as ‘living bacteria or fungi that benefit the host; as having nondigestible compounds that favorably change intestinal microbiota. And, ‘synbiotics’ are defined as products that contain/combine both ‘probiotics’ and ‘prebiotics’. All three are used to treat and prevent an array of diseases. The human gut microbiota plays an important role in human health.
REFERENCES: UNIT 7 – 11 CAMS PART 8 – 15. stem cell therapy 16. Vitamin/supplements
Aigner, S., Heckel, T., et al. (2014). Human pluripotent stem cell models of autism spectrum disorder: emerging frontiers, opportunities, and challenges towards neuronal networks in a dish; Psychopharmacology; V231, p1089-1104.
Cannell, J. (2010). On the Aetiology of Autism; Acta Paediatrica; V99:8, p1128-1130.
Hashemzadeh, M., Moharreri, F., et al. (2015). Comparative study of Vitamin D levels in children with Autism Spectrum Disorder and normal children: A Case-control Study; Fundamentals of Mental Health; July/August; p197-201.
Liu, J., et al. (2017). Effect of Vitamin A supplement on gut microbiota in children with autism spectrum disorder: a Pilot Study; BioMed Central Microbiology; V17:204.
Malhotra, S., Subodh, B., et al. (2013). Brief Report: Childhood Disintegrative Disorder as a Likely Manifestation of Vitamin B12 Deficiency; Journal of Autism Developmental Disorders; V43, p2207-2210.
Mazonson, P., Kane, M., et al.( (2017). Prevalence of Medical Conditions Potentially Amenable to Cellular Therapy among Families Privately Storing Umbilical Cord Blood; Maternal Child Health Journal; V21; p208-214.
Patel, R. & DuPont, H. (2015). New Approaches for Bacteriotherapy; Prebiotics, New-Generation Probiotics, and Synbiotics; Clinical Infectious Diseases; Supplement 2, V60, p108-121.
Siniscalco, D., Sapone, A., et al. (2012). Autism Spectrum Disorders: Is Mesenchymal Stem Cell Personalized Therapy for the Future?; Journal of Biomedicine & Biotechnology; V2012.
Siri, K. (2015). 1,001 Tips for the Parents of Autistic Boys; eBook Edition.
U.S. Food & Drug Administration (FDA) (2010). Overview of Food Ingredients, Additives & Colors; Retrieved online from – https://www.fda.gov/food/food-ingredients-packaging/overview-food-ingredients-additives-colors/
APPENDIX
See FOOD ADDITIVE APPENDIX document from –
U.S. Food & Drug Administration (FDA) (2010). Overview of Food Ingredients, Additives & Colors; Retrieved online from – https://www.fda.gov/food/food-ingredients-packaging/overview-food-ingredients-additives-colors/
DISCLAIMER (2023) Know Autism – Know Your Child: with < My Thoughts > by Sara Luker; 2023
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.
Liu, et al. (2017) studied 64, 1 to 8-year-old children with ASD and also did a 6-month follow-up study using Vitamin A. They selected Vitamin A because it is known to regulate central nervous system development by in turn promoting intestinal immunity. The purpose was that Vitamin A has been known to increase beneficial microbiota; thus, benefiting some of the symptoms of autism. Conclusions were that Vitamin A may help some of the symptoms related to ASD.
The only published piece found on Vitamin B12 was by Malhotra, et al. (2013). This one studied a 14-year-old boy with pervasive developmental disorder (PDD). He was injected intramuscularly daily for 5 days, then weekly for 8 weeks. After 2 months there seemed to be no improvement in his speech. But after 4 months there was improvement in his inappropriate pacing, touching and tapping behavior. He also could now sit in one place for about an hour. His parents reported a definite improvement in his condition. It has been proposed that oxidative stress, which may be caused by depleted Vitamin B12, may contribute to autism.
Hashemzadeh, et al. (2015) have stated that this is a case-controlled study of 13 children (3-year-old to 12-year-old) with ASD, Among the test group were children who were considered to have moderate to severe autism. They pointed out first that Vitamin D is not a true vitamin but a steroid that is produced by a chemical cascade when the skin is exposed to ultraviolet sunlight. One of the reasons this study was pursued, according to the authors, was because children with ASD seem to have reduced levels of Vitamin D, compared to children without ASD. But they found no significant relationship with serum levels to the severity of autism. They felt that Vitamin D had no effects.
Cannell (2010) claims that concentrates of Vitamin D deficiencies during early childhood, and/or during the gestational period; especially in early pregnancy may play a part in autism. Also, that low levels of Vitamin D may come from lack of adequate sunshine. Either way, the author suggests that Vitamin D supplements could be given year-round if needed, because they are available and inexpensive and may affect autism symptoms.
Siri (2015) says children with autism as a group have notoriously poor nutrition coupled with vitamin and mineral deficiencies. This may be due, in part to extreme eating habits, because they are notoriously picky eaters. Deficiencies are also likely due to a tendency towards malabsorption of nutrients.
U.S. Food (2010) found that ‘added’ food ingredients have been used for many years to preserve, flavor, blend, thicken and color foods, and have played an important role in reducing serious nutritional deficiencies among consumers. These ingredients also help ensure the availability of flavorful, nutritious, safe, convenient, colorful and affordable foods that help to meet consumer expectations year-round.
Adding vitamin supplement nutrients to a cereal employs a variety of techniques in the food fortification process. In general, those nutrients that are heat stable; such as vitamins A and E and various minerals. These are incorporated into the cereal itself; they're baked in. Nutrients that are not stable to heat, such as B-vitamins, are applied directly to the cereal after all heating steps are completed. Each cereal is unique. Some can handle more nutrients than others can. This is one reason why fortification levels are different across all cereals.
Food manufacturers are required to list all ingredients in the food on the label. On a product label, the ingredients are listed in order of predominance, with the ingredients used in the greatest amount first; followed in descending order by those in smaller amounts.
Siri (2015) implies that ‘bacteriotherapy’ might be helpful in other ways for those with autism. That some supplements may help in keeping the ‘gut’ free of undigested material and prevent putrefaction, which might lead to pathogenic bacterial blooms and yeast problems. Giving ‘probiotics’ and ‘prebiotics’ after a meal to maximize absorption, such as stomach acid, might be considered.
Patel & DuPont (2015), add ‘synbiotics’ to that group. In their article they define ‘bacteriotherapy’ as to include all three, ‘probiotics’ and ‘prebiotics’, because they each have slightly different agents. They describe ‘probiotics as ‘living bacteria or fungi that benefit the host; as having nondigestible compounds that favorably change intestinal microbiota. And, ‘synbiotics’ are defined as products that contain/combine both ‘probiotics’ and ‘prebiotics’. All three are used to treat and prevent an array of diseases. The human gut microbiota plays an important role in human health.
REFERENCES: UNIT 7 – 11 CAMS PART 8 – 15. stem cell therapy 16. Vitamin/supplements
Aigner, S., Heckel, T., et al. (2014). Human pluripotent stem cell models of autism spectrum disorder: emerging frontiers, opportunities, and challenges towards neuronal networks in a dish; Psychopharmacology; V231, p1089-1104.
Cannell, J. (2010). On the Aetiology of Autism; Acta Paediatrica; V99:8, p1128-1130.
Hashemzadeh, M., Moharreri, F., et al. (2015). Comparative study of Vitamin D levels in children with Autism Spectrum Disorder and normal children: A Case-control Study; Fundamentals of Mental Health; July/August; p197-201.
Liu, J., et al. (2017). Effect of Vitamin A supplement on gut microbiota in children with autism spectrum disorder: a Pilot Study; BioMed Central Microbiology; V17:204.
Malhotra, S., Subodh, B., et al. (2013). Brief Report: Childhood Disintegrative Disorder as a Likely Manifestation of Vitamin B12 Deficiency; Journal of Autism Developmental Disorders; V43, p2207-2210.
Mazonson, P., Kane, M., et al.( (2017). Prevalence of Medical Conditions Potentially Amenable to Cellular Therapy among Families Privately Storing Umbilical Cord Blood; Maternal Child Health Journal; V21; p208-214.
Patel, R. & DuPont, H. (2015). New Approaches for Bacteriotherapy; Prebiotics, New-Generation Probiotics, and Synbiotics; Clinical Infectious Diseases; Supplement 2, V60, p108-121.
Siniscalco, D., Sapone, A., et al. (2012). Autism Spectrum Disorders: Is Mesenchymal Stem Cell Personalized Therapy for the Future?; Journal of Biomedicine & Biotechnology; V2012.
Siri, K. (2015). 1,001 Tips for the Parents of Autistic Boys; eBook Edition.
U.S. Food & Drug Administration (FDA) (2010). Overview of Food Ingredients, Additives & Colors; Retrieved online from – https://www.fda.gov/food/food-ingredients-packaging/overview-food-ingredients-additives-colors/
APPENDIX
See FOOD ADDITIVE APPENDIX document from –
U.S. Food & Drug Administration (FDA) (2010). Overview of Food Ingredients, Additives & Colors; Retrieved online from – https://www.fda.gov/food/food-ingredients-packaging/overview-food-ingredients-additives-colors/
DISCLAIMER (2023) Know Autism – Know Your Child: with < My Thoughts > by Sara Luker; 2023
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.