PLEASE TAKE NOTE:

In allergy induced Autism, the symptoms usually become apparent during the first three years of life. Some children have autism that appears to have been triggered by intolerance to many foods and/or chemicals, the main offenders being wheat, cow's milk, corn, sugar and citrus fruits, although each child may be affected by different substances. The children also have many almost unnoticeable physical problems, namely excessive thirst, excessive sweating, especially at night, low blood sugar, diarrhea, bloating, rhinitis, inability to control temperature, red face and/or ears and dark circles under the eyes.

It has been reported that a high percentage of autistic children had a "mutant" protein in their urine that was created by eating gluten (found in wheat, oats, barley and rye grains) and/or casein (milk protein) containing food. The mutant protein was the gluten and casein protein bound to a morphine like substance. It's believed that this was what was causing the kids to become spacey and addicted to these foods. It won't cure autism, but may help with some secondary problems.
 

  Auditory training can be considered a form of sensory integration in which stimulation
  may sensitize or desensitize one or more senses. Theoretically speaking, if one or more
  senses are impaired in an individual, he or she may develop a distorted perception of the
  environment. There has been much research in the past 15 years to indicate that many
  autistic individuals have sensory dysfunction in one or more areas.
  There are two main types of auditory training methods, the Berard approach, lasting 10
  to 12 days, and the Tomatis approach, lasting 6 to 12 months.The Berard training is
  accomplished by a device which randomly selects high and low frequencies from a music
  source and then sends those sounds via headphones to the trainee. Filtering peaks are
  optional for the developmentally disabled population. The music is, in all cases, modulated
  throughout the 10 hours of listening, whether or not peaks are filtered.

  We do not know what percentage of autistic children may be helped by auditory training,
  if any at all, nor how much they may be helped. The treatment is safe, but expensive.
 

Includes singing, movement to music, and playing instruments. Supposed to be a
good medium for kids with developmental disabilities because it requires no verbal
interaction, music is by nature structured, facilitates play, can aid in socialization
and influence behavior.
 
 

  Carl Delacatto wrote a book called "The Ultimate Stranger". He had a few interesting
  points about "sensoryisms", a terrifying sensations or distortions to senses. The distortions
  can be hypersensitivity (too much stimulas entering the nervous system), hyposensitivity
  (too little stimulus entering the nervous system) or white noise (internal static that disrupts
  input from external stimuli).

  Delacto Method are brain stimulation activities for brain injured children developed by
  Glenn Doman and Carl Delacatto. It involves cross patterning, patterning and sensory
  exercises developed to enhance memory and processing.

  The delacato team evaluate a child and tailor a program to suit his/her needs. Programs
  are working on senses in order to normalize them and are devised for parents to carry
  out at home.They include massage for tactility, auditory and visual work, and tasks for
  smell and taste, mobility and development. All tasks are fitted into 2 to 5 minute slots so
  that the child does not become bored, and are repeated as necessary.
  We do not know what percentage of autistic children may be helped by Delacto
  Method, if any at all, nor how much they may be helped.
 
 

  Doctors who manipulate the bones of the cranium. We do not recommend this
  treatment!
 
 

 Holding therapy gained wide-spread attention when Dr Martha Welch, a child psychiatrist
 from New York, began using it as a means of working with children with autism. Her work
 is written in the book, Holding Time.

 During holding therapy the parent attempts to make contact with the child in various ways.
 This may mean simply comforting a distressed child, but often the parent may hold the child
 for periods of time, even if the child is fighting against the embrace. The child sits or lies
 face to face with the parent, who tries to establish eye contact, as well as to share feelings
 verbally throughout the holding  session. The parent remains calm and in control and offers
 comfort when the child stops resisting.

 Many people feel this is a variant of SIT (sensory integration therapy), which helps the child
 adjust  to and overcome sensory overload, and are holding therapy's advocates. Some high
 functioning autistic people have protested that this treatment is too traumatic.
 
 

  A person is trained to deal with sensory sensitivities. The goal is to reduce that anxiety
  through  repeated exposure.
 
 

  Developed by Temple Grandin. Supposed to reduce hyperactivity and tactile
  defensiveness. Gives the autistic control over the amount of pressure exerted.
 
 

Lovaas therapy refers to the treatment model developed by Ivar Lovaas, Ph.D., at
the UCLA Clinic for the Behavioral Treatment of Children, and is mostly behavior modification program. Dr. Lovaas has worked with autistic children for over 30 years, and studies show it helped some kids, but requires one-on-one with a trainer for 40 hours a week.
 
 

 Barry Neil and Samahria Kaufman "cured" their autistic son, Raun, and then proceeded
 to write a book about it "Son-Rise: The Miracle Continues". They also founded the Option
 Institute and Fellowship in Sheffield, MA. The Institute offers training for families wishing
 to create home based Son-Rise Programs for their children.
 At present, no formal studies or evaluations have validated the effectiveness of the
 Son-Rise Program as a treatment for children with autism.
 
 
 

 The Picture Exchange Communication System  (PECS) was developed as augmentative/
 alternative training package that allows nonverbal children and adults with autism and other
 communication deficits to initiate communication. It was created with educators, residential
 care providers and families in mind, and so it is readily used in a variety of settings. Verba
 prompts are not used, thus building immediate initiation and avoiding prompt dependency.
 The system goes on to teach discrimination of symbols and then puts them all together in
 simple "sentences."  Children are also taught to comment and answer direct questions.

 The PECS Training Manual, is written by Lori Frost, MS, CCC/SLP and  Dr. Andrew
 Bondy. The manual provides all of the necessary information to implement PECS
 effectively. It guides readers through the six phases of training and provides examples,
 helpful hints, and templates for data and progress reporting.
 
 

   Daily Life Therapy, pioneered by Dr Kiyo Kitahara at the Higashi School in Japan,
   provides an education and emphasizes vigorous physical education and the arts.
   The school is open to students 3-22, who are Autistic, Autistic like, or Pervasive
   Developmental Disorder, and do not serve Multi-Handicapped (physically disabled),
   Severe/Profound Mental Retardation, Emotionally Disturbed, Character Disorder, or
   Uncontrolled Seizure Disorder.

   A method is developed in Japan and imported into the USA. It includes elements
   normally found in the education of autistic children, but places unusual attention to
   physical exercise.
   Upon entering high school, all students participate in community work and ultimately
   employment. Areas of employment opportunities include clerical, custodial, stocking,
   food service and landscaping. All vocational students are paid employees.
   We do not know what percentage of autistic children may be helped by Daily
   Life Therapy , if any at all, nor how much they may be helped.
 
 

 TEACCH is not a teaching or learning system, but a behavioral management system,
 which, when properly implemented delivers more predictable behavior and greater
 cooperation from the TEACCH subject, an Autistic child. In general I believe TEACCH
 is a productive program for low functioning autistic children, helping the child learn self
 care skills and preparing the child and the family for some degree of lifelong institutional
 involvement. TEACCH uses structure and modified environment to teach skills, using
 children affinity for routines and rituals to teach and reinforce, classrooms so structured
 and routinized that children are happy, but cannot truly learn to adapt to transitions and
 changes.

 It is thought that this program is not as helpful for higher functioning children as it is for lower functioning. However there training is ever changing. For more information about TEACCH
 go to TEACH.
 
 

  It is recognised that autistic children have difficulties with language, but it is clear
  that traditional approaches emphasising mastery of the formal properties of language
  are largely inappropriate: training children to speak is not going to bring about a
  transformation of their behaviour. The autistic child needs to learn not so much how
  to speak as how to use language socially to communicate.
  That includes knowing how to hold a conversation, thinking about what the other
  person in a conversation understands and believes, and tuning in to the meta-linguistic
  signals of the other person, such as facial expression, tone of voice and body language.
  It is important to remember that communication is as much nonverbal as it is verbal,
  and autistic people have great difficulty understanding nonverbal language.

 A speech pathologist who specializes in the diagnosis and treatment of language problems
 and speech disorders can help a person learn how to more effectively communicate.
 Speech therapists working with a nonverbal autistic individuals, may consider alternatives
 to the spoken word such as signing, typing, or a picture board with words.
 
 

  Commonly focuses on improving fine motor skills, or sensory motor skills that include
  balance (vestibular system), awareness of body position (proprioceptive system), and
  touch (tactile system).

  After the therapist identifies a specific problem, therapy may include sensory integration
  activities such as: massage, firm touch, swinging, and bouncing.
 
 

Dimethylglycine (DMG), is a food substance and is most often used Vitamin/Mineral Therapy.
DMG is found, in small amounts, in brown rice and liver. Its chemical make-up resembles that
of water soluble vitamins, specifically vitamin B15. DMG does not require a prescription, and it
can be purchased at many health food stores. There are no apparent side effects.

Use 1/2 of a 125 mg tablet at breakfast for a few days. May be necessary to go up to one to
four tablets a day if the results are positive.

Reports from parents giving their child DMG indicate improvements in the areas of speech, eye
contact, social behavior, and attention span.

Two weeks after starting on the DMG, B6 and magnesium can be added. Studies have shown that
vitamin B6 may help control hyperactivity, and improve overall behavior. Although improvements
vary considerably among individuals, other possible improvements are: speech improvements,
improved sleeping patterns, lessened irritability, increased attention span, decrease in self stimulation,
and overall improvement in general health.
We do not know what percentage of autistic children may be helped by Vitamin/Mineral
Therapy , if any at all, nor how much they may be helped.

Flexyx Therapy (photo stimulation)

Dr. Ochs started Flexyx treatment (photo stimulation therapy). Several other therapists have been
conducting more formalized research using brain wave stimulation systems in various stages
of development.

Some patients and their families have been pleased with the results of this treatment, however,
we do not have clinical trials about using EDS with the autistic population, and, thus far,
is lacking sufficient clinical trials to met FDA approval, or to validated the effectiveness
of the treatment.

New information on Vitamin A-Dr. Mary Megson: