Autism Therapy: science

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Research in Autism Spectrum Disorder, by Machalicek, W., K Shogren, R Lang, and and M Rispoli, MF O’Reilly JH Franco Sigafoos J., published in 2009, summarized Dec 23, 2009

Activity schedules may increase appropriate play during recess for children with autism.

Some children with autism may have problems during school recess. For example, they may have poor social skills, which makes it hard for them to join in play with other children, and they may have more problem behaviors. This study asked whether teachers might be able to help children with autism by providing some structure or guidance during recess. Three children (6-12 years old) were given activity schedules that used photos of activity choices during recess. Matching photos were also placed on the play equipment as a label. During recess, the boys picked three activities using the photos, and then the teachers would use guidance to help them follow their plan. The guidance from teachers helped all 3 boys stay engaged in play activities and they had fewer problem behaviors during recess.


Research in Autism Spectrum Disorders, by Goin-Kochel, RP, Mackintosh VH, and Myers BJ, published in 2009, summarized Dec 18, 2009

An Internet survey showed that most parents report that autism symptoms improve with drug, educational, and behavioral therapies.

This article reported results of an Internet-based survey of 479 parents of children with autism, Asperger’s syndrome, or pervasive developmental disorder-not otherwise specified (PDD-NOS). Parents reported 50% to 80% of children improved with drug therapy for 9 categories of medication, while 0% to 25% reported their child became worse. The results were different for different medications. Several other therapies were discussed. For example, half of children on a gluten-free dairy-free diet were reported as improved. And 50% to 70% of parents said their children improved with educational and behavioral therapies. Neurofeedback was tried by only 3.3% of families, and only 25% if those reported improvement.


Official Journal of the European Paediatric Neurology Society, by Mordekar, SR, Prendergast M., Chattopadhyay AK, and Baxter PS, published in 2009, summarized Dec 14, 2009

An immune system suppressant (corticosteroid) may help some children on the autism spectrum.

Two 4-year-old children had a rapid onset of childhood disintegrative disorder (CDD). They had a change in personality, loss of speech, and withdrew from people. They also had seizures. The authors treated them with the corticosteroid prednisolone, and their symptoms gradually disappeared over the next 4 years. Prednisolone acts to reduce inflammation and calm down the immune system, and may have other effects. The doctors found no sign of inflammation in their nervous system. The doctors do not know why the medication worked for these children.


Research in Autism Spectrum Disorders, by Adcock, J., and Cuvo AJ, published in 2009, summarized Dec 9, 2009

Teachers in a regular education classroom may use techniques to improve learning for their students with autism.

Some children with autism are fully included in the regular education classroom. Teachers may help children with autism manage the stimulus, or input they get during class. They may also use prompts and rewards to guide and encourage the children. In this study, these techniques were used in classrooms to help three children with autism. The three children rapidly learned skills that they had been trying to learn for a long time.


The Sage Colleges in New York are offering a BS in Computer Science and Networking for students with autism. The program, “Achieve Degree", is a non-traditional 4-year degree. Each student has a mentor who helps him through the online courses – whether the student opts to watch, read the transcript, or listen to the lessons. Kevin Stoner, who works with the students, explained, “Depending on their learning modality, they can adapt this to what works best for them.” A student at the first-of-its-kind program in the country said, “Finally someone is teaching the way my brain works”.

Read original article: New Degree for Students with Autism Offered at The Sage Colleges


The Boling Center is one of the first places in Tennessee parents go when they suspect their child has autism. The Boling Center, at the University of Tennessee Health Science Center, provides examinations by developmental pediatricians as well as speech and language therapy and applied behavior analysis (ABA). The support group the Boling Center recommends for parents is the Autism Society of the Mid-South. Another resource for Tennessee parents is the Harwood Center, a school that helps kids with developmental delays from birth to 5 years of age. Their goal is to mainstream each child to the best of his ability.The Boling Center is one of the first places in Tennessee parents go when they suspect their child has autism. The Boling Center, at the University of Tennessee Health Science Center, provides examinations by developmental pediatricians as well as speech and language therapy and applied behavior analysis (ABA). The support group the Boling Center recommends for parents is the Autism Society of the Mid-South. Another resource for Tennessee parents is the Harwood Center, a school that helps kids with developmental delays from birth to 5 years of age. Their goal is to mainstream each child to the best of his ability.

Read original article: Boling Center Focuses On Autism Awareness, Help


In South Texas, funds have been cut for school field trips including outside activities for children with autism. The kids in Room 623 love field trips, especially to the zoo. Those kids were lucky; their teacher understood the connection between children with autism and animals. She also found the zoo was a place to increase all sorts of skills, such as math, reading, science, and bathroom skills. This teacher contacted the Gladys Porter Zoo who happily sent an educator along with several zoo animals to visit the kids. Their teacher had read them Dear Zoo by Rod Campbell and the kids discovered they already knew a lot about the animals.

Read original article: Zoo Visit to Classroom Helpful For Autistic Students


Tui na, a form of Traditional Chinese Medicine (TCM), may help children with autism improve sensory issues and self-regulatory deficits. A recent research study, A Model and Treatment for Autism at the Convergence of Chinese Medicine and Western Science: First 130 Cases, looked at 130 children with autism who received Tui na, Their parents were taught how to administer the technique, which is a hands-on approach that includes brushing, kneading, and pressing on areas of the body. Not only did the children show increased improvements in sensory issues, but parents showed less stress as well.

Read original article: Autism Treatment Research Focuses on Efficacy of Chinese Medicine Tuina Methodology



Please comment on this autism topic.

A magical vacation...

Aug 20, 2009 by Anonymous

Okay. Here goes.
We had a wonderful vacation. I can only say that now, a few days later, after I’ve been given time to ponder and reflect. I wrote a blog on the airplane home, but after reading it now a few days later, I think it was a little harsh so I’m doing a re-write. I liken it to childbirth. After the baby is out and you’re thrilled to be a parent, you don’t really remember the agony of it all. You even start thinking about when you’ll have another one.
To be honest, most of the trip was exhausting to us. We learned a lot, which is a good thing. We’ll do things a bit differently next time, whenever that turns out to be. We think the kids had a great time; at least they’re saying that they did now. They were not very well-behaved for a large portion of the vacation. In fact, Donald Duck himself had to break up a fight between Thomas and Hayley at Chef Mickey’s at the Contemporary Resort. We were suitably mortified, I can assure you. We were, needless to say, disappointed in the kids and their behavior. We had hoped that they would be magically wonderful, since every Disney employee we ran into wished us a “magical” day. Even when I called the front desk for extra towels, I was wished a “magical” evening. I should have asked for “magical” towels.
There were two main pieces of advice that we received prior to our vacation that we should not have taken as gospel truth. The first was that autistic children can improve dramatically (magically!) while at Disney World. I really thought that this would happen for Thomas, since he is one of those kids who requires more stimulation than other kids. And Disney World is sensory overload extraordinaire. I’ll just say that Thomas has never acted more autistic in his life. I was quite disappointed. I’m not saying that I thought we’d spend ten days (too long, by the way, but more on that later) in Disney World and come home with a cured boy, but I at least thought that he might be better while on vacation. He was worse. And his badness rubbed off on his sister. Hayley copped an attitude most of the time which I’m sure has nothing to do with the fact that every Disney employee who crossed her path called her “princess.” I was called princess a couple times, but I know I’m not a princess. Trust me, I know. For Hayley, the jury in her brain is still out.
The second thing that we were told to do over and over again by everybody we talked to was to take a break in the middle of the day. Go back to the room, go swimming, take a nap, have a snack, re-charge the old batteries and then go back to the parks in the evening, fresh as daisies. Here’s what happened to us: We got on the bus to go back to the hotel, and during the bus ride the kids fell asleep. We made the trek back to the hotel room where the kids, having rested quite enough on the bus, would be bouncing off the walls just as Jonathan and I wanted to curl up and take a nap. Ha! So we maybe would take them swimming or watch cartoons for a while and then head out again. So this way, the kids were great for the rest of the day but Jonathan and I were completely frazzled and every little thing the kids did wrong set us off. The grown-ups were the cranky ones by day’s end. So some of the best days we had were ones where we went all day long, taking for our “break” a sit-down meal for lunch.
Despite our “go all day long” routine, I managed to pack on twelve pounds! Yes, despite walking around in the hot and humid Florida sun, sometimes toting a child on my back, I managed to gain several pounds over the course of the ten days. I can sum it up in two words: brownie sundaes. We did the basic Disney Dining plan which included one snack, one “quick-service” (fast food) meal and one sit-down table-service meal per person per day. Both the quick-service and the sit-down meal included a dessert for adults. Well, what are you supposed to do but order the dessert and scarf it down? We’d already paid for it! Next time, we think we’ll skip the dining plan, although it was very nice not to have to budget for food which can be a very inexact science. The food was all paid for before we left so that any extra money we brought could be used for incidentals and suchlike. We actually spent very little cash because we didn’t have to pay for food while we were there.
Again, in hindsight, it was a wonderful vacation but not without its ups and downs. We thought the kids would be better than they were. At the end of the trip, we decided that the kids were still a little too young to truly appreciate what they were enjoying. I don’t mean that we expected them to sit us down, look us in the eyes and say, “Mom, Dad, we know just how great an undertaking this has been for you, we understand the cost involved and we truly appreciate everything you’re doing for us. We will always treasure this time with you in our memories.” I don’t think I’ve even said that to my own parents now, who took us all to Disney World when I was in eighth grade. I can say that I have a huge appreciation for them having done it, and I understand what kind of planning and budgeting went into it.
Also, as I hinted at before, ten days was just straight-up too long. Next time, we’ll stay for maybe a week and get better accommodations. The All-Star Movies Resort was fine, but it was clear that it was Disney’s version of the nosebleed section given its proximity to the parks and the clientele. It was rather noisy and we dealt with rude people a lot. Really, at Disney in general, it’s every family for themselves, and those who realize this sooner rather than later will have a better time in general. Jonathan and I, being pushovers, care about other people’s feelings and were shocked at some of the rudeness we witnessed.
So next time – this hypothetical “next time” – we’d stay for shorter in a better hotel, rent a car so that we weren’t constantly at the mercy of the Disney Bus System and ditch the dining plan so that we could eat (less) outside the World and probably spend less. Everything at Disney is so expensive! I read that Disney will ride a money horse until it drops and boy, was that ever true! Plus, if you do the Dining Plan, Disney’s got you – all your money and you’re never leaving the parks until they shuffle you onto the bus to the airport and drop-kick your luggage to its final destination, and they don’t really care where that might happen to be. Our bags did show up, but somewhat smashed.
So that was our trip. If you have any questions, let me know. Now, we gear up for school! Hayley had her kindergarten assessment with Mrs. H. yesterday and she did a swell job! Pre-school really paid off in that respect. After her little interview, we went and visited Thomas’ new classroom and saw his teacher again. After seeing his teacher and class again, Thomas is much more…okay…with going to first grade. Plus, I told him that I’d make him cold pizza to eat for lunch. So that was great! I feel like he’ll be okay now and that he understands he’ll be at school all day and eat lunch with his friends. He’ll get a recess which will really help him out and Mrs. H. said that he will have sensory breaks in her classroom a couple of times per day or as needed. Thomas was pleased to hear that. When we were in his new classroom, he noticed many similarities between his kindergarten room and the first grade room which made him very happy. There was a chart on the wall for the weather, lots of numbers to count the days and the old “green-yellow-red light” cards on the wall to track everyone’s behavior.
As we walked home from school, I asked him again how he felt about it. I said, “So how do you feel about first grade now? Do you think you’ll like it?” He replied, “I think it’ll be great!” I really, REALLY hope he means it! School starts next Wednesday.
I can’t wait, for my own sake. It’s been one hell of a rough summer.


An hour of sunshine....

Jun 26, 2009 by Anonymous

 For me this has been a week of discovery, decisions and disbelief.    Discovery came in the form of the realization and finalization that my son’s autism support group had indeed fallen pray to budget cuts and that no 11th hour call for restoration would be forthcoming.   I admit that while I have become a very strong advocate for my son, I took comfort in knowing that reinforcements were always just a phone call away, and that his support person would always be there for me to help me  find the right program, piece of information or just sit quietly on the other end of the phone while I vented.   Although she was often quick to remark that I was as much a support system for her as she was for me (she herself a mother of a child with special needs) it was the knowledge that she would be there when I needed  her  that had gotten me through many emotionally difficult and overwhelming times.  I knew that in times of crisis all I had to do was break glass!  People so often take for granted the importance of emotional support from those who get truly get it, so today I feel a void and a profound loss that I had not anticipated even though I had been forewarned.

Perhaps borne out of a frenzied grasp at trying to make sense of my world and indeed to genuinely make a contribution to my community, and the ASD community at large I have decided to return to school and complete my degree.   Whoaaa, easy with the applause...do not read Masters, Ph. D. or anything so lofty just yet. Read Bachelors of Science (Human Services).   Many, many…(ok , to be blunt I left school mid-junior year…my son is now a junior in college, you do the math) years ago I fell on financial hard times and left school saying I would return in a semester, maybe two.   Life happens.   At least now I know what I want to do when I grow up.

Disbelief has come for me as it has for the world that we have lost two pop icons in one day.   While you may or may not have been a fan of one or both, their contributions to music and cinema, as well as to humanity were monumental and should not be diminished.   So maybe it’s just the unrelenting rain, or the overall feeling of sadness at this loss that has cast a dark pall over my day.   Suffice it to say that I can only sum up this weeks blog with these thoughts…Time is too precious to wallow in negativity, regret, superiority complexes, inferiority complexes, grief, despair and pain.    This week Joshua shaved almost 7 seconds off of his 50 meter freestyle meet time.   Not quite Michael Phelps and no, he did not come in first place, but in my eyes he is a winner.  Today the sun came out for an hour where I live (it has been raining almost nonstop all month).   That’s what I want to remember about this week, the little wins and  that brief moment of light and warmth.    God bless you all!


My 100th episode

Nov 19, 2008 by Anonymous

            Guess what?  This is my 100th blog on Healing Thresholds!  If this were a sitcom, I would be compelled to do a clip-show. 

            My birthday was yesterday and fun-filled, or at least peaceful, until the oven broke just as I was heading out to the PTA meeting.  My sister called from California and I was on the phone with her, watching Jonathan lay on the floor in front of the oven’s open broiler-drawer with a lit napkin in his hand.  I had no idea what he was doing and it didn’t occur to me, even after I was off the phone, that there might have been a problem.  He had to cook Thomas’ fish and Hayley’s chicken nuggets in the microwave, but overall, an oven is something you can get along without for a couple of days unless you’re a caterer.  We’re not caterers, so it was no big deal and a guy came out today and fixed it.  So we’ll be able to bring the green bean casserole to Jonathan’s mom’s house on Thanksgiving after all.

            Thomas actually had a pretty difficult time at school yesterday.  Since it was Tuesday, I went in to help the teacher in the classroom as usual, but Thomas was very sad at first!  The aide came in to help as she usually does when I’m there, but we couldn’t figure out what his trouble was.  I assumed it was the medicine he takes in the morning and I said something like, “I’m going to call his doctor and see if we can take him off the Clonidine in the morning,” but both the teacher and the aide said that he’s not like that every day.  It might have been because we drove to school yesterday instead of walked and it was my birthday so I brought in cookies for the kids and got to wear the birthday crown.  All of this might have thrown Thomas off a little bit.  He did recover after playing in centers and going to the library, though.  I also had a good talk with him today on our way to get Hayley from preschool.  I’m trying to make him understand that when I’m in the classroom, it’s to help his teacher and his teacher is there to help him.  He seemed receptive to what I was saying and he said that he definitely wants me to continue coming to school on Tuesdays, so I will for now.  If he has trouble again like he had yesterday, I may have to try to help out in some other way.

            Thomas’ conference is tomorrow night at 7:15.  We’re invited to bring Thomas (and Hayley) with us so that he can show us his portfolio and the work that he’s done, but I’m not sure it will work out like that.  Probably, Hayley will settle herself in the dress-up area and Thomas will play on the science table while we talk to his teacher.  I’m really interested in hearing what she has to say about his progress and his report card.  I get to see him in action at school every Tuesday and I’m kind of thinking of talking to her about whether or not she thinks I should continue coming in to help out.

            The kids have no school next week except for Hayley who has preschool on Monday.  Usually the preschool follows the district’s schedule, but Thomas’ school has what’s called a School Improvement Day on Monday.  Thomas and I will get some quality time then while Hayley’s at school.  I wonder what I’m going to do with them next week!  I still have to conduct my annual toy purge before the big Christmas influx.  It’s usually easier to do that when the kids aren’t home, but I might try to involve them in it this year.  Thomas has so many old broken cars that he doesn’t play with anymore and I’m hoping he’ll see the sense in throwing them out or giving them away.  I’ll try to introduce the idea of charitable giving – giving away toys that we don’t play with anymore to kids who don’t have as much.  I wonder if they’re still too young for this concept.  If so, I’ll have to be sneaky.

            This holiday season is shaping up to be the best and most exciting for the kids.  They’re really getting into the Santa Claus thing and are excited for Christmas to come.  In our house, we usually measure the days until a big event by telling the kids that there are “five sleeps until we go to the vacation house,” or whatever it is.  That means that they have to go to bed for the night five times – a kid-friendly way of saying five more days.  They keep asking, “Is it going to be Christmas tomorrow?” or “How many days until Christmas?”  They’re already getting in the spirit, probably because I took advantage of a warm day last week to put up the outdoor lights and put the big wreath on the front of the house.  I wonder how many more years we have of the kids being excited to see Santa and believing in the magic of it.

            I’ve been looking at the calendar and have realized that unless we want to do our Christmas shopping Thanksgiving weekend (ugh!), we’ll have to do it December 6.  That will probably mean an overnight trip to Grandma’s for the kids and that we have that one precious day to start and finish shopping.  I can’t believe it’s that time of year again.  Around now, I have to restrain myself from decking our halls and stringing lights all over every available square inch of wall space.  Thomas has been asking about the Christmas tree and when I’m going to put it up, and also if he can bring his pedal car back in the house since it’s cold outside now.  Over the summer, he took it outside to ride it and I said that it’s really an outside toy so we’d leave it in the garage until it was too cold to ride it outside.  The problem is that we spend all winter tripping over it, moving it around the living room and out of our way.  I’m hoping that he’ll forget about it when he sees the bicycle that Santa’s going to bring him.  Of course, then we’ll have that in the house.  The trade-off would be that I might finally get a chance to play with the Nintendo Wii.


Ch-ch-changes

Oct 15, 2007 by Anonymous

I've waited so long to create a blog post this week because I've been waiting to hear from the neurologist about the video EEG results.  She called this morning (and I was right...we did get the bill before the results!) to report that Thomas had no seizures while he was being observed.  Which doesn't mean that he doesn't have seizures because frontal-lobe seizures are apparently difficult to catch.  So why did we do the test?  Who knows?  I could be a neurologist!  All they have to do is shrug their shoulders and say, "Gee, I don't know.  How about another expensive test that will traumatize your child and most likely tell us nothing?"  Argh.  No disrespect to any neurologists out there, but I've just about had it and I know that there are many parents and kids out there who have gone through far more tests and trials than we have.  I guess I just want answers, but neurology seems to be such an imprecise field with so many gray areas that I'm not sure exactly how worthwhile this whole journey is.  So the doctor recommended that we do a sleep study and keep a log of Thomas' possible seizure behavior for the next two months.  We're going to do what the doctor recommends of course, but I'm very concerned that at the end of all this, we may not know any more about Thomas' sleep problems than we did at the beginning.  As far as the log goes, I'm going to have to rig up some kind of bell or whistle system to let me know when Thomas gets out of bed at night so that I can run into the kitchen and enter it in the freakin' log.  Now who's going to need a sleep study to figure out their sleep problems?  I'll be getting up every night for two months to write in the log!  Oh well.  Just another hoop to jump through.

We got a call from Thomas' teacher on Thursday night.  She wanted to know how we would feel about Thomas switching to the higher-functioning classroom full-time.  Of course, we're all for it.  She was mentioning that Thomas now seeks social situations in which he can interact with classmates.  He used to play in the messy-table all the time during play time; it was always his favorite activity.  Now, he only plays there if there's another child to talk to.  If nobody else is playing at the messy table, he'll go and play with another child, even if it's not his favorite thing to do.  Lately, "science" and "construction" and "art" have been circled on the sheet that comes home to me.  He's never done any science stuff and he dislikes creating art.  Apparently though, he'll do those things if there's another child to interact with at those stations.  He was also getting frustrated last week after he came back to his classroom from the other one.  He was talking to a non-verbal girl in his classroom about what he did in the other class.  The girl was not responding so Thomas thought she wasn't listening.  He apparently took her face in his hands (gently, I was told) and made eye contact and told her again what he did in the other class.  When he got no response again, he went and talked to his teachers about it.  His teacher (and Jonathan and I) feel that he should be in a classroom that offers ample opportunity for give-and-take conversation, as this is the only way he'll learn that social activity.  If he stays in a classroom where none of his peers responds to his language, he'll be getting the wrong message.  His teacher and I decided that he will start class in the new classroom next Monday.  We've been talking to him about it and he seems agreeable.  We also decided that he should be allowed to visit his old classroom when he feels inclined, at least at first.

While Jonathan and I are very excited to learn that Thomas is seeking social situations (which seems so strange for an autistic child...), we wonder if he should have been in this higher-functioning classroom all along.  Everyone at school has been saying that Thomas made a lot of progress over the summer though, so we don't really know how to feel about this.  Should he just have been in the more challenging classroom all along, or did he improve that much over the summer and we just didn't notice it because we see Thomas every day?  Either way, we're very happy that Thomas will be getting the social situations and activities he apparently wants to involve himself in right now.  We're a little concerned that Thomas is still in the "honeymoon" phase of the new school year; everything's great now but after he finds his "comfort zone" he'll be up to his old tricks of screeching outbursts and sensory-seeking behavior.  Then he might have to switch back to the old classroom and that would be just another change for him to accept.  Also, everyone at school says that Thomas is just great, so well-behaved and nice to the other kids; his teacher said that she and her aid call Thomas their "morning sanity" because he's their only potty-trained and highly verbal student, and apparently, he's quite funny.  So I call Thomas my "afternoon insanity" because for as well behaved as he allegedly is at school, he's twice as horrid at home after school!  We think that by the time he gets home from school, he's so wound up from controlling himself all morning that he has to blow off steam all afternoon and evening.  I guess I'd rather that he was well-behaved for school.

I now have to call and arrange for the sleep study and prepare Thomas for what will hopefully be the LAST TIME anybody will glue stuff to his head and expect him to sleep.  I also must devise some kind of system to alert me to Thomas' nighttime movements.  My mother suggested setting up an empty can pyramid in front of his bedroom door so that he can't get out without making a racket.  Of course, the whole neighborhood will wake up from it, but at least then I'll be wide awake to go and write in the log book.  After that, we'll spend several hours getting everyone back to bed.  Gee, yeah - I wonder what all the sleep trouble is about?  Figuring it out will cause more sleep problems than it solves!



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