October 2010 - Issue #13
South Florida Autism Newsletter
FREE ne O e k a T
타5 Tips for Halloween Fun 타Functional Disconnection Syndrome and Autism 타Music Therapy 타Research Review: Acupuncture Improves Language and Social Interaction in Children with ASD 1 - Autism Insider Newsletter, July 2010 Issue
Inside This Issue... BioMedical Q&A By Debbie Mellen Nurse Practitioner
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Nutritional, Developmental and Social Milestone Guide
Evidence of differences in brainâ€™s cortex in people with autism disorders found
5 Tips for Halloween Fun
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Functional Disconnection Syndrome and Autism By Dr Conde
Research Review: Acupuncture Improves Language and Social Interaction in Children with ASD
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Movie Review The Horse Boy
Luciana C Leo (786) 306-4967 Sarah Sweeney (786) 413-8017
Recipe of the Month GFCF Candy for Halloween
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2 - Autism Insider Newsletter, October 2010 Issue
Nutritional, Developmental and Social Milestones Guide (Part 2) Taken from Pediatric Nursing: Caring for Children, fourth edition, by Jane Ball and Ruth Bindler Autism is a complex developmental disability that typically appears during the first two years of life and is the result of a neurological disorder that affects the functioning of the brain, impacting development in the areas of social interaction and communication skills. It is very important to be able to follow your child’s developmental stages in order to choose the right therapies and treatments. Children with autism have their strengths and their weakness, just like everyone else. By detecting which ones are your child’s weaknesses, you are going to be able to prioritize the skills that need to be address first. Below there is a guide that describes the nutrition, developmental and social milestones that children have to reach at particular ages. In the September issue we covered ages 12 months to 10 years old, and in this issue we will cover ages 11 to 18 years old. 11-12 Years Nutrition: Growth spurt timing varies. Bones grow in length and density. During grow spurt girls gain 7-25 kg (15-55 lbs) and grow 2.5-20 cm (2-8 inches); boys gain 7-30 Kg (15-65 lbs) and grow 11-30 cm (4½-12 inches). Gross Motor: Demonstrates skill and coordination in running, ball throwing, jumping; adds endurance, fluidity, distance, and speed to skills; may have some awkwardness if growth uneven. Fine Motor: Neat handwriting; uses tools well; more advance artistic ability; adept at manipulating small objects into place; finger dexterity demonstrated in playing musical instruments. Sleep: Establish personal bedtime rituals; sleep needs vary with activity and individuals. Language: Oral Vocabulary>7200 words; reading vocabulary of 50,000 words; improved grammar and correct use of parts of speech; oral and written stories more logical, detailed; dictionary definitions given to words. Cognitive Development: Memory improves, uses mnemonic devices to ail memory; understands concept of displaced volume, conservation, time, speed, and movement; beginning to solve problems with less trial and error and dependence on concrete objects. Self concept: Takes responsibility for own behavior; appropriate response to situations and acceptance of restrictions; works to complete assignment or project to meet personal goal; mood swings; vacillates between dependence and independence; compares self with peers. Roles and Relationships: social involvement expands with activity participation; roles within family and peer group change, follower or leader roles emerge; able to assume more responsibilities but tends to argue about what parents expect done; begins to objectify interactions; learns strategies for compromise and competition. Coping and Resiliency: Takes responsibility for own behavior; fears and emotional expression more appropriate and specifically related to event, eg, meticulousness in schoolwork to cope with fear of failure, and displacement or denial to cope with anger about parent’s divorce.
Coping and Resiliency: Continues to use proven coping strategies; somatic complains increase during stressful times; may use an imaginary audience to help anticipate and prepare for unfamiliar experiences; possible maladaptive coping includes substance abuse and runaway behavior. 16-18 Years Nutrition: Caloric requirements vary. Eating and weight patterns often persist into adulthood. Discuss need for continued calcium, iron, and other requirements. Gross Motor: Skill perfection related to interest, practice and involvement in activity or sport. Fine Motor: Precise hand-eye coordination and finger dexterity. Sleep: Need varies, 9 hours is recommended; many children are sleep deficient Language: Reading and writing complex sentences; follows abstract ideas; enjoys fantasy and scientific literature. Cognitive Development: Understands abstract ideas (justice, honesty); generates hypotheses to consider possible solutions and follows idea through to logical conclusion; plans ahead, goal-oriented; idealistic. Self concept: Mood swings; introspective; spends time daydreaming; adopts lifestyle that fits with sense of self and goals; string sexual urges are test of self and peer pressure; fear of bodily changes, peer acceptance, pregnancy, or failure may interfere with autonomy. Sexuality: Develops sex role and sexual identity. Roles and Relationships: Predominant orientation is to peer group; chooses own friends, contacts widen with increased mobility; seeks to establish own identity with family. Coping and Resiliency: Uses the more mature coping strategy of intellectualization via discussions, debate, and ideation challenge; learns to control destructive impulses, tolerate frustration, and live by reality principle; uses displacement and rationalization frequently.
13-15 Years Nutrition: Growth spurt timing varies. Bones grow in length and density. During grow spurt girls gain 7-25 kg (15-55 lbs) and grow 2.5-20 cm (2-8 inches); boys gain 7-30 Kg (15-65 lbs) and grow 11-30 cm (4½-12 inches). Gross Motor: Speed and accuracy improve; interests more focused and efforts concentrated; awkwardness disappears; may be involved in competitive sports Fine Motor: Refines skills; adept at building models or doing crafts; capable of small printing or writing; speed and individuality in handwriting. Sleep: Need varies; 9 hours is recommended; many children are sleep deficient Language: Speech and writing understandable; peer dialect commonly used; expansion of oral and reading vocabulary. Cognitive Development: Concrete-formal operational thinking; increased ability to reason abstractly; solves verbal and mental problems using scientific method; flexible in thinking; makes independent decisions using deductive logic; memory capabilities peak; understands other perspectives. Self concept: Establishing sense of self-identity; may try out different roles; demands privacy; identifies heroes; seeks independence without sacrificing having dependents needs met; time of turmoil, may experiment with extremes in search of autonomy. Roles and Relationships: Roles models diverse and important, include relatives and respected adults; family strain may be present as part of drive for independence expressed in rebellion; prefers peer to family activities; same-sex friends important for learning about self, social role, and relationships.
3 - Autism Insider Newsletter, July 2010 Issue
BioMedical Q&A By Debbie Mellen, Biomedical Practitioner Ms Debbie: I have been reading about mold and how it affects people. Now I am worry, specially because we live in Florida which is a very humid State. Can you please let me know what is your intake in mold. Thank you. Michelle from Coconut Grove, Fl There is yet another thing that could be affecting our children’s learning, behavior and health. It can be missed by most people, or explained away by having some ‘other’ issue. Take notice if you as a parent is seeing any of these behaviors or complaints in your family: a poor attention span, irritability, mood swings, homework difficulty, anxiety, excessive aggression, limited ability to focus, headaches, difficulty learning, agitation, difficulty relating to peers. School is back in session and that always means that there is a transitioning period. So let’s wait and see first, before we begin to investigate what is the reason behind this or that complaint or behavior. Having said that, there are new issues that need to be watched and if they don’t get better, deal with them. The information in this article can be applied to adults as well. I am talking about inflammation in the brain caused by mold. Biotoxins from mold can cause inflammation in the brain. Certain types of mold can cause an illness that is toxic to the brain tissue. Have you ever smelled a damp musty smell? Have you shut up your house for a few days and returned after vacation and maybe a room has a stale or musty odor? That moldy smell might be… mold. Many people, when having been in the vicinity of mold may have simultaneously been around dust or pollen also and that could trigger an allergic reaction or symptoms of asthma. In addition, there could be symptoms of a sinus infection. What I am talking about isn’t an infection. It is a true illness. That is what makes it so difficult to diagnose. It can hide behind other illnesses. Research in the US and Europe shows that many neurological symptoms are a direct result of “breathing” toxins that are produced by the same toxin-producing molds found in “sick buildings”. We know what molds make us sick and when a building is hosting the mold they are called sick buildings. If you spend time in the building every day you are breathing in the air. If the building has mold, you may be breathing in the toxins that the mold produces. You can’t see it, but you can smell mold …sometimes. If there are symptoms of having been in contact with mold toxins, we can begin to investigate to see if that person has been in an environment where there is mold. The environment can be tested by taking an air sample from the room(s) that the person spends a lot of time in. If mold shows up in that air sample, testing would then be done on that mold to see what species it is. It is usually the type of mold that people have already had documented
in that they were complaining about getting sick from sick buildings. Work offices and schools are suspect for having mold in the air conditioning ducts (due to flat roofs). Before you begin to investigate your environment, and where your family spends their time when not at home, think about water. Mold needs water. The water isn’t only a leaky roof, it can be a sink. Water has a way of traveling down and along walls going unnoticed. Carpets are places where mold can grow after the carpets have been shampooed and the pads underneath stay damp. You may not see mold, it may not be evident. Many doctors, neurologists and psychiatrists are unaware of how serious indoor mold can be to your health. Some cleaning methods used may kill the mold’s spores but not affect the biotoxins on the spores. The biotoxins are what make us sick. The biotoxin’s affects on the body are much deeper than sinus trouble, post nasal drip or a chronic cough. Unlike typical viral or bacterial infections, mold toxins can be active throughout virtually the entire body. Many mold exposed people are indeed sick, with significant brain function impairment. Our homes are designed to collect moisture. Air conditioning condenses this moisture. Mold loves wet paper, drywall, wood and carpet. Only a small number of molds are toxic. However, they only need a few days in a wet room or a flooded wall board to take hold. They create spores to multiply. The spores are very tiny and are like powder. They have biotoxins in them. Once they are in a room or house with air flowing they can be very difficult to remove. Subtle personality signs show up that are easily missed by relatives, friends and physicians. The tiny biotoxins easily are breathed into the body and from there can travel anywhere in the body. If they can travel past the blood-brain barrier and get into the brain they can cause inflammation. This is an illness that you can have, walk around with, and continue with life as usual. Life becomes a little more difficult, physically possible, but more difficult. Because we can walk around like this, it becomes chronic inflammation in the body. If brain tissue is irritated or inflamed, that will influence the normal function. It may show up to the person as being easily distracted. This may be new news for an old problem, and you may have a hard time finding a diagnosis for it let alone a treatment that works. Antifungals won’t work and the neurotoxin is not affected by antibiotics. Mold toxins have been known to cause damage to the integrative neuro-endocrine pathways in the hypothalamus of the brain. When this pathway is affected we see complaints of non restorative sleep, body pain and unexplained weight gain as some of the symptoms. This is an illness that you can have, walk around with, and continue with life as usual. Life becomes a little more difficult, physically possible, but more difficult. Because we can walk around like this, it becomes chronic inflammation in the body.
4 - Autism Insider Newsletter, October 2010 Issue
Twenty-five percent of people have genetics that make removal of mold biotoxins from their body very difficult. That means that their brain, fat cells, immunity, hormones and other systems in the body are affected. Neurobehavioral impairment will follow due to the neurotoxic mycotoxins interfering with neurotransmitters or receptors in the brain. Mold toxins harm a very wide range of body functions. Pro-inflammatory cytokines may attack the liver and the liver function test will show elevations. There is a DNA test to show if you are genetically vulnerable to mold toxins. We look at the special gene markers found in a blood test. If you are prone to inflammation the blood test to check is the HLA DRB, DBQ Disease Evaluation done by Lab Corp (test code 012542). If you have fatigue, weakness, body aches, memory problems, focus trouble, concentration difficulty, trouble finding words, skin sensitivity, headaches, sinus congestion, cough, abdominal pain, joint pain, frequent urination, sweats, mood swings or appetite swings; you could benefit from this testing. The function of these antigens in the test appears to be at the level of cell-to-cell communication and regulation of the immune response. Mold toxins can cause blood inflammation and test high for MMP-9 and C3a. Another test is the hormone alpha MSH. Mold clean up: You should get a professional to remove the mold from the building or you can contaminate yourself and become ill. If you try to remove the mold by your self you can easily cause the mold’s spores to spread. Treatment for illness from mold is to bind mold toxins. I know of this being done by using CSM or cholestyramine. SE includes bloating, reflux and constipation. It must be taken 4 times a day on an empty stomach 30 minutes prior to eating or taking other meds/supplements. Some people change jobs to get away from the sick building. Some parents have removed their child from a school that they said had mold. Florida mold is not “fixed” by general house cleaning. Indoor mold should not be ignored, trivialized or painted over.
Evidence of differences in brain’s cortex in people with autism disorders found A six-year long study of brain tissue has for the first time provided physical evidence of short-range over-connectivity in the outer layer of the brain’s cortex in people with autism spectrum disorders. The study by University of Nevada, Reno psychologist has added to the body of knowledge that researchers around the world are compiling to try to demystify, prevent and treat the mysterious condition. “Autism is a unique developmental disability,” said Jeffrey Hutsler, assistant professor of psychology at the University of Nevada, Reno. “It creates a lot of noise in the brain, so to speak. There was a higher density of synaptic connections, about 20%,” he explained. Although this short-range over-connectivity had been hypothesized, Hutsler is the first to examine postmortem tissue samples and provide physical evidence of the condition. He said his study supports the types of treatments the University is providing at its Early Childhood Autism Program, with early intervention behavioral therapies. “This is in the layer of the cortex that is one of the last to develop, and a lot of these connections are refined after birth up to about age 4. As you interact with the environment, you sculpt them out,” explained Hutsler. Those with autism are typically detached from their environment. Hutsler said that their interaction with the environment, or lack thereof, may interfere with that sculpting process. Early intervention with behavioral therapy during the preschool years could aid that sculpting or weeding-out process. The study was published recently in the journal, Brain Research.
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5 - Autism Insider Newsletter, July 2010 Issue
Five Tips for Halloween Fun by Shannon Nash
Tip 1 - Expose them to it early and often Halloween is scary enough even for children without development delays, physical limitations, neurological disorders or other issues that cause them to be in part of the more than 6 million children who are labeled “special needs.” Getting an early start in explaining Halloween to special needs children can go a long way in ensuring a successful goblin night. Petrice Young, an early childhood educator from Silver Spring, Maryland counsels her parents to start discussing the concept of Halloween, “as soon as you start seeing costumes and advertisements.” As is often the case with special needs kids, repetition is key to helping the child better understand the event or holiday. Ms. Young adds, “We try to take the scariness out of Halloween and describe it as a day for dressing up like a make-believe costume day.” Try and avoid discussing Halloween as a day of evil sprits, witches and warlocks. This will go a long way in making Halloween a “fun event.” Ms. Young said. Tip 2 - Pick the right costume Of course, picking a non-scary costume is key for getting your special needs child ready for Halloween. Avoiding popular costumes like vampires, witches, and warlocks is probably a good thing for most special needs children. But the costume is also another chance for you to improve your child's literacy and teach your child great social skills. “Costumes can be based off of storybook characters which can also help some children with either reading themselves or being read to, “ Ms. Young said. Top picks for storybook costumes include such old favorites as: “Little Red Riding hood,”“Mary had a Little Lamb,”“Little Boy Blue,”“Twinkle, Twinkle, Little Star,”“Peter, Peter Pumpkin eater,” and “Little Jack Horner.” Ms. Young explains, “Parents should be creative based on the books that inspire their child or books used in the classroom.”
and can prove to be dangerous as well. For games in the classroom, make sure to talk to your child’s teacher to see if you agree it’s appropriate practice the game at home. Also,don’t pressure your child to participate in games at home or at parties you attend. Pumpkin carving and face painting can be fine for some children and daunting for others. As with most things with special needs children, it’s best to test these out on your child at home first, before trying at school or at a party. “Halloween and trick or treating is hard enough for special needs children so make sure games will be fun for the child and educational if Ms. Young said. She suggests games and activities such as painting a pumpkin, roleplaying/character acting based on their costume, and cooking Halloween treats like cookies, cupcakes Carmel apples and baking pumpkin seeds to name a few. Tip 4 - Try a New Tradition Like a Private Party Did you know the act of knocking on doors and tricking or treating is actually on the decline? Many people are trying new traditions such as private parties where parents can control the environment and the type of candy and food their child receives. Private parties can be an excellent way to teach your special needs child about Halloween without having to worry about sending mixed messages. Ms. Young, explains, “For 364 days a year, we tell our special needs children not to talk to strangers, but yet on this magical day they can knock on a door an get candy? This concept is hard for any child, but for a special needs child, the lesson is that much harder to teach.” As private Halloween parties are now en vogue, check with your local special needs nonprofit or even your local child oriented nonprofit such as the Boys and Girls Club, for parties they may already be planning. If you opt to plan a party or attend a party, be careful of the “many safety hazards that may arise from candles and extension cords,” Young said. Tip 5 – Do a Trial Run for Trick or Treating
Although, it may be hard to find these costumes at your local toy store, they are very easy to make at home. For example, “Twinkle, Twinkle, Little Star”, can be made with a sheet, some glitter, glue or Velcro and a star purchased from a local fabric store. Ms. Young adds, “Whatever you choose, make sure the costume is easy for the child to get into and out of and avoid lots of buttons or awkward costumes. Simplicity is best here.” Tip 3 - Avoid Scary Games and Activities Halloween games are almost as popular as the act of trick or treating, often serving as the tailgate before the game. But games like bobbing for apples or swinging the apple on the stick can be difficult for special needs children to grasp
If you want your child to experience trick or treating firsthand, remember, practice really does make perfect. Repetition of the route you will take for trick or treating will make it easier for child to grasp the act of trick or treating. Keep in mind, it’s also not the quantity of house visited that is important, but instead the quality of the interactions for your child. Picking a few homes where you know the families can go a long way in making the actual act of tricking or treating enjoyable for your special needs child. Also, start trick of treating early and “before it gets dark,” Young said. Source: http://www.celebratingchildren.com/article_sn_halloweentips.htm
6 - Autism Insider Newsletter, October 2010 Issue
7 - Autism Insider Newsletter, July 2010 Issue
Functional Disconnection Syndrome and Autism By Dr Conde The human brain is divided into two halves called hemispheres. It is of paramount importance for the hemispheres to communicate to maintain optimum function of the brain. This is done through a part of the brain termed the corpus collosum. In children with developmental delays there is exists a functional breakdown in communication between the hemispheres. One side becomes very low functioning and the other side becomes very high functioning. This phenomenon is called Functional Disconnection Syndrome. We typically see that the right hemisphere gets affected the greatest and therefore becomes very low functioning. As a result, children affected by this syndrome may display characteristic behavioral and learning delays of those on the autism spectrum. Lack of focus, hyperactivity, obsessivecompulsive tendencies, speech delays, social awkwardness, poor muscle tone, and exhibiting difficulty with change are just some to name a few. Addressing the under-functioning brain is imperative to bringing about neurological balance. Hemispheric integration therapy aims at addressing this under-functioning side of the brain through neurologically based exercises. This therapy is based on the concepts of plasticity, the understanding that the brain can change according to the environment it is exposed to. Some of the therapies include specific eye tracking exercises, onesided vestibular (inner-ear) exercises, hemi-stimulation computer exercises, therapeutic use of light, therapeutic use of sound, therapeutic use of smell, and metronome applications just to name a few. The key to these neurological exercises is individuality, each child is unique in terms of the stamina of their brain therefore the program has to be customized to fit the child’s particular needs. Dietary and nutritional changes also help greatly to provide the environment suitable for neurological growth. This therapy work very well in conjunction with speech and occupational therapy. To learn more about Dr Conde and the services he provides, check his ad in page 7.
Helping Children Reac h
ir O p
Oriental Medicine Acupuncture Specialty Testing Dietary Interventions Mild Hyperbaric Therapy And more... We are at an exciting time in medicine for autism as we are learning more every day about this disorder and its co-existing medical conditions. There are many parents and families whose children clearly need biomedical help, but who simply can not afford it. In order to make biomedical interventions more available for the families and children, we created the KidsMed Programs. The KidsMed Programs gives families access to specialized healthcare to help their children with disabilities to reach their full potential academically, mentally and physically.
Luciana C Leo A. P. - Debb ie Mellen ARNP
For More Information: Call (954)530-5992 or visit us at:
Miami Dade County Schools Parent Workshops Ÿ “Raising a child with special needs” - Tuesday, October 5th from 6 PM to 7:30 PM at 555 SW 93 Ave. Call (305)274-3501 to RSVP
Ÿ “La crianza de un niño con necesidades especiales” Martes 19 de Octubre de 9:30 AM a 11 AM, en 5555 SW 93 Ave. Llamar (305)274-3501 para RSVP
Ÿ “Overview of Special Education” - Tuesday, October 12 from 6 PM to 7:30 PM at 5555 SW 93 Ave. Call (305)2743501 to RSVP
Ÿ “Informacion general acerca de educacion especial” Martes 16 de Octubre de 9:30 AM a 11 AM, en 5555 SW 93 Ave. Llamar (305)274-3501 para RSVP.
Ÿ “Support group for parents of children with autism spectrum disorder in elementary school” - Thursday, October 14 from 9:30 AM to 11 AM at 5555 SW 93 Ave. Call (305)274-3501 to RSVP
Ÿ “FDLRS-South Open House” - Thursday, October 28 from 9:30 AM to 12 PM at 5555 SW 93 Ave. Call (305)274-3501 to RSVP
8 - Autism Insider Newsletter, October 2010 Issue
Music Therapy Music therapy can be a rich and rewarding part to a comprehensive treatment program. In fact, many parents seeking music therapy have been receiving other therapies for many years. Music therapy is the use of specifically prescribed music experiences to address non-musical goals. Frequently, music therapy goals and objectives mirror those of speech, occupational, and behavior therapists; however, the approach is vastly different. Music therapists use a variety of active music interventions to provide opportunities to integrate emotional, physical, and cognitive experiences. For children who have autism and related conditions, music therapy often treats four main qualitative impairments: behavior, communication and symbolic play, socialization, and sensory issues. Goal-oriented music experiences may involve activities such as: singing, dancing, imitation and action songs, musical games, song writing, etc. In addition to the socio-emotional and educational benefits, individuals with autism often make gains in generalization of previously learned skills, sensory integration and motor planning, self-regulation and executive functioning, and language and communication skills. Individuals are typically seen weekly either in an individual or group setting.
Is more animated and engaged when involved in music activities,
Spends time humming, singing, or vocalizing to himself,
Has limited joint attention skills and/or poor imitation,
Has limited meaningful interaction with others
All therapy using music is not created equal. Music therapists have completed a degree from an accredited university program, have extensive clinical training and supervision, and hold Board-Certification. Because music therapy is not a licensed profession in Florida, it is not covered by private insurance. However, the Cadenza Center is please to be the only south Florida agency with BoardCertified music therapists who are also licensed psychotherapists and can bill insurance. For more information about how music therapy may benefit your family member, please contact the Cadenza Center for Psychotherapy & the Arts at 954-925-3191 or visit www.CadenzaCenter.com
Dr. Michelle Reitman is a licensed psychologist, licensed mental health counselor, and Board-Certified music therapist who specializes in treating individuals with autism Easily learns words to songs, but has deficits in verbal and their families. communication,
An individual may benefit from music therapy if he/she: Ÿ
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www.posthastepharmacy.net Hablamos Español * Parlons Francaise * Sign Language 9 - Autism Insider Newsletter, July 2010 Issue
The Horse Boy In 2004, Rupert Issacson and his wife Kristin found out their little boy, Rowan, was suffering from autism. Traditional medicines and therapies weren't helping the child, who fell further into fits of tantrums and incontinence. Raising Rowan they best they could, Rupert and Kristin faced a bleak future with a boy unable to break free from his mental containment. And then Rowan met Betsy, a neighboring horse, and he opened up in ways his parents never
thought possible. Directed by Michel Orion Scott, "The Horse Boy" is a potent documentary studying Rowan as he finds comfort in the presence of horses, encouraging Rupert to consider a rather bold alternative to the daily grind of pills and meltdowns. Flying the family over to Mongolia, Rupert and Kristen would introduce Rowan to the world of shamanistic healing, crossing the countryside by horse and van to reach an area where packs of reindeer roam, hoping to engage the little boy's obsession with animals. The documentary depicts nearly every single step of the odyssey, observing the family struggle with Rowan's mental and physical fatigue, looking to shamanism as a way of challenging western methods of autism treatment, where Rowan is made to feel the outcast, facing a troubling lifelong battle with his disorder. It's a lengthy journey for Rupert, Kristin, and Rowan, and an arduous one for the viewer. Here is a depiction of autism in its most naked form, examining Rowan and his hourly breakdowns, communicating to the outside through a series of whimpers and grunts. It's an exhaustive, unnerving portrait of the mind at its most mysterious, with Scott detailing both Rowan's mania and brilliance, buried within the layers of an affliction too difficult to understand, much less accurately remedy. "Horse Boy" doesn't dig too deeply into autism specifics, though it does articulate the concerns of an environmental origin and fear that isolation, not investigation, will develop the more the disorder is diagnosed. The path to Mongolian enlightenment is fraught with setbacks and frustration. Though they do have cameras right up in their faces, Rupert and Kristin show outstanding patience throughout the film, though their weariness (the common, often overlooked shrapnel of autism) is palpable. The vistas are gorgeous, and "Horse Boy" captures Rowan as he opens up to the world while riding along, even befriending a child of similar age. While still prone to his panic buttons, Rowan shows astounding development out in the middle of Mongolia, embracing the experience the best he can.
GFCF Candies for Halloween!!! Just Born, Mike and Ike's candy, Zours and Hot Tamales are GFCF. All their products are casein free except for peanut chews and anything Wrigley products: All of there products are GFCF except for Cremesavers and Altoids with the dark chocolate
Wonka Products: Bottle Caps, Soda Pop Candy, Gobstopper, Runts Fruit, Laffy Taffy, Sparkle Jerry Cherry, Rope Candy, Banana Rope, Lik-M-Aid, Mixups, Nerds, Pixy Stix, SweeTARTS, Shockers and Tart 'N Tinys
Jolly Ranchers Hard Candy
Haribo Gummy Bears
Farley's & Sathers Candy Company Heide, Jujyfruits, Now and Later, Super Bubble, Rain-Blo, Fruit Stripe, Sweet Stripes, Bobs and Trolli.
Jelly Belly Beans
Tootsie Rolls Products: The only GFCF products are dots, cotton candy and dubble bubble.
Gimbals Candy (licorice), chews, gummy fish
You can purchase the DVD in www.amazon.com
10 - Autism Insider Newsletter, October 2010 Issue
Sharkies Fruit Chews
Research Review: Acupuncture Improves Language and Social Interaction in Children with ASD By Luciana C Leo A. P. The Center for Neurocognitive Function Enhancement at The Chinese University of Hong Kong did a randomized controlled trial to evaluate the effect of an acupuncture technique, called “Seven-Star Needle Stimulation”, for the treatment of children with Autism Spectrum Disorder (ASD). Thirty-two children were assigned randomly into the treatment group and the control group. Children in the treatment group underwent 30 sessions of stimulation over 6 weeks (Sessions were 5 to 10 minutes long, 5 times per week), while children in the control group were on a waiting list and did not received any treatment during this period. Children in the treatment group were stimulated at the front and back sides of their body and the head by using a Seven-Star Needle. The tool for the Seven-Star Needle Stimulation looks like a thin long hammer with a handle on one side and a head that consist of 7 blunt needles forming the shape of a seven-point star on the other side. Due to the way this tool is designed, it can provide maximum stimulation without penetrating the skin making the treatment very suitable for children. SevenStar Needle Stimulation has been used for over 1000 years in China. Two underlying mechanisms might explain the therapeutic effect of this technique. The first is based on the Traditional Chinese Medicine concept that there are 20 channels distributed over the human body, and the channel on the front and the one on the back govern the harmony of the body, including the brain. The other hypothesis suggested that the treatment effect of Seven-Star Needle
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Stimulation is related to the stimulation of the sympathetic nervous system distributed along the spine (Bai, 1989). Children in both groups were assessed before and after the treatment group underwent treatment, first at baseline and then 6 weeks later. They were assessed by parent’s rating on 3 major areas that characterized children with ASD: language, social interaction and behavioral problems; as well as motor functioning. In addition, their change in quantitative electroencephalography (qEEG) profile was assessed to serve as a relatively objective outcome measure. Results showed that the treatment group demonstrated significant improvement in language and social interaction, but not in stereotyped behavior or motor function, compared to the control group. qEEG spectral amplitudes in the treatment, but not the control group, were also reduced significantly. The results suggested that Seven-Star Needle Stimulation might be an effective intervention to improve language and social functioning of children with ASD. “Seven-Star Needle Stimulation Improves Language and Social Interaction of Children with Autistic Spectrum Disorders” Agnes Chan, Mei-Chun Cheung, Sophia Sze and Winnie Leung For more information about Luciana C Leo A. P and the services she provides call (954)530-5992 or go to www.spectrum-centers.com
Thursday, October 28 at Pump It Up... Sensory Jump Halloween Party!!! Ÿ Bounce, jump and slide in a private arena filled with gigantically fun inflatable’s for 90 minutes Ÿ Get a free trick or treat bag full of goodies (All GFCF candy) and cool toys. Ÿ Great opportunity for play therapy and to network with other families and professionals!!! Ÿ Come dress as your favorite character!!! Sponsored by...
Entrance is $8.50 per child and parents are free!!! Thursday, October 28 from 4:30 PM to 6:00 PM at Pump It Up 6555 Nova Drive, Suite 308 Socks and Signed waiver are always required to play at Pump It Up Davie, Fl 33317
11 - Autism Insider Newsletter, July 2010 Issue
“ Achieving Success One Child at the Time”
Friendly and Family staff
Parents are part of the team
Abeka and therapeutic curriculum
Daily Feedback on your child
Intense social training
NOW ING L L O NR
Gr ade th
e-K to 4 r P
LO O K I N G FOR A SCHOOL?
12 - Autism Insider Newsletter, October 2010 Issue
Published on Sep 30, 2010
5 Tips for Halloween Fun, Functional Disconnection Syndrome and Autism, Music Therapy, Research Review: Acupuncture Improves Language an...