Autism Health and Wellness Magazine, Vol. 1 Issue 2

Autism Health and Wellness Vol. 1 Issue 2 Summer 2009

Autism Health and Wellness Magazine In This Issue: • Guides to Educational Programs, Nutrition and Financial Planning • A Communications Breakthrough!

• The Role of Cholesterol in Autism and its Treatment

And much more….

THERAPY SPOT INC. State of the art services for children – Speech Therapy, Occupational Therapy and MUCH MORE!

Visit us in Boca Raton Camino Real Centre 7100 Camino Real, suite 201 Boca Raton, FL 33433 Monica M. Weller, MS, OTR/L

Ellen Stern, MS, CCC-SLP

Pediatric Occupational Therapist (561) 859-2100 moniot@aol.com

Pediatric Speech Language Pathologist (561) 859-2010 therapyspotinc@aol.com

www.therapyspotinc.com Specializing in treating the WHOLE CHILD Free Occupational & Speech Therapy Screens Social Pragmatic Groups for Children Ages 5 – 12 Play Groups for the Early Years (ages 3 ½ - 5) – Designed to improve social skills, play skills and learning Social Skills Summer Camp for 10 weeks – Ages 5 – 8 Occupational and Speech Therapy provided in office, at preschools and at private schools Individual & Group Services Provided

Offering The Interactive Metronome To Improve Attention And Processing Skills For Children 7 And Older

in this issue A Breakthrough for NonCommunicative Children Page 2 A parent’s engineering vision increases the ease and scope of communication for non-communicative children.

Current Evidence & Future Promise for Autism Spectrum Disorders Page 6 The latest in treatment and testing The difference they can make IQ Score Inaccuracies Page 10 When IQ Scores are Artificially Low Unlocking the Full Potential of Your Child’s Brain Page 13 Maximizing brain potential Benefits of Swings as Treatment Page 17 Educational Programming Strategies Page 20 Proper education for Aspergers One Parent’s Story Page 28 How therapies can really help More health Playing

Pages 32, 36, 41 Page 36

Directory of Businesses that Support Autism Information Page 43

The Role of Cholesterol in Autism Behaviors Page 4 Advanced treatment for synthesis and transport of cholesterol A Full Array of Resources in One Center Page 9 A therapy clinic that seeks to provide it all... and does!

Programs Available in Public School Page 11 Special Needs Financial Planning Page 14 Some keys to stability/avoiding pitfalls A Search for Optimal Nutrition Page 18 Purity of supplements is important Can the Nintendo Wii Change Lives if Used by a Trained Therapist?

Page 24 Innovative treatment changing lives!

Academic & Social Achievement Page 30 Uniquely beneficial therapies Autism, Omega 3's and Behavior Page 35 The Need for Advocacy & What We Can Do Page 41 Make a difference! Run for office!

A Nutritional Guide Page 33

Autism Health and Wellness Vol. 1 Issue 2 • Summer 2009 •

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An Autism Breakthrough for Nonverbal Children – The Logan ProxTalker

By Autism Health and Wellness Research and Editorial Board

For parents of children who cannot talk, the Logan ProxTalker provides a unique solution. The machine offers the greatest range in communication available. Even more important, it is not cumbersome and is easy for the child to navigate. It is also virtually indestructible and among the most reasonably priced on the market. The company is also making inroads to disseminate information to rural areas that are often left out of the latest innovations in special needs.

The ProxTalker is extremely innovative. It’s the first device of its kind to give users the ability to move word cards around and form five word sentences. This is accomplished through its unique use of RFID (radiofrequency identification) technology. This technology allows users to actually move the order of the cards, thereby forming complete sentences. It also allows them to record their own words onto other cards.

The Logan ProxTalker can hold over 10,000 words. Standard words are included in the original setting and custom words can be added right through the on-board microphone or by computer. The ProxTalker’s ability to piece together five word sentences and the device’s portability, makes it ideal for classroom, in home and outdoor communication. The picture cards can be customized using die cut labels and any picture generating software.

The beauty of the ProxTalker can be chalked up to the fact that it was designed by a parent of a child with autism. He saw firsthand how a child could become entangled with the complexities of the more expensive talking devices, making their thoroughness self defeating. At the same time, lesser systems fail to offer as complete and extensive a vocabulary as the ProxTalker affords its users. He also saw the need for any such product to be durable and long lasting.

When founder Glen Dobbs’ son Logan, the product’s namesake, once threw the ProxTalker device out of a car, the device continued to operate unaffected. At that point, Dobbs decided to test the ProxTalker by driving over it. The ProxTalker passed the test. The device is also water resistant – Logan has twice thrown it into a swimming pool. These durability factors should not be taken lightly. They’re of primary importance to any long term device for special needs children; most devices on the market cannot claim this level of durability.

Glen Dobbs is also using his invention to further the cause of nonverbal children throughout the nation. He and his company are taking significant steps to get the ProxTalker into rural areas where treatment methods are sparse. Down the line, the company is talking about going on the road to less populated areas to spread the news about alternative/augmentative communication and other methods of helping kids with autism.

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A MESSAGE TO READERS Autism Health and Wellness is a unique magazine, designed to explore healthy living, innovative dietary research and to provide families of special needs children with the latest in up to date information on everything from wellness breakthroughs, advocacy and even home budgeting tips. In short, we provide needed information to parents and to caregivers in a uniquely comprehensive and necessary way. We thank our advertisers for their critical role in this process.

SUPPORT OUR SUPPORTERS Dear Readers, Please support our supporters, those who play the truly vital role in providing you with all of the necessary information contained in this magazine.

Please take a moment to review our excellent advertisers throughout this magazine and please buy from them. It is they who bring you the cutting edge and information packed Autism Health and Wellness Magazine.

Thank you very much, Yomin Postelnik Publisher Autism Health and Wellness

To subscribe to Autism Health and Wellness please call (954) 353-1898 or email info@autismhealthandwellness.com for rates and information.

Our Advertisers Are Crucial in Our Effort to Provide You With Needed Information. For more information or to become an advertiser please call (954) 353-1898 or email info@autismhealthandwellness.com.

Cover art by Diana Kartojudo Photography, www.Karto.nl

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The ProxTalker shows what ingenuity and sincere dedication can result in. It also shows how a single individual can make a profound difference and benefit thousands. Glen Dobbs used his first hand knowledge, recognized the deficiencies in the current line of products and did something about it. But Dobbs emphasizes the importance of a great team, “I want to thank my business partner, Kevin Miller, who was instrumental in making this dream a reality, as well as my whole team for a job well done.”

ProxTalker.com LLC currently employs six people full time and will begin exporting the product to the UK through its office there. “It is wonderful to have created new jobs in this economy and to have done so though such an important endeavor,” Dobbs said.

Every aspect of the device is designed to be effective, of maximum benefit and long lasting. His passion to spread these benefits to rural areas is truly remarkable. The fact that Dobbs has added six full time jobs to the

market in this economy is further testimony to the great value of this innovation.

How are educators responding to the invention? In a word: Remarkably. New York Public Schools, Queens District now uses the ProxTalker for nonverbal students and the product is fast becoming the gold standard for parents and educators nationwide.

The ProxTalker isn’t only a communications breakthrough and the most effective communicative device for special needs children. It’s also the product behind a business with a heart and a dedicated team that is making a profound difference in the lives of children with some of the most severe cases of autism. And the lengths it goes in doing so is nothing short of remarkable.

Those interested in purchasing the ProxTalker should visit www.ProxTalker.com or call 860283-0966. 30 day trials of the product are available.

The Role of Cholesterol in Autistic Behaviors By: William Shaw, PhD

The concept of “good” and “bad” cholesterol is a frequent topic of conversation these days.

While diet plays an important role in the formation of cholesterol, the genetic factors involved with the synthesis and transport of cholesterol are what typically predispose an individual to cholesterol-related health problems. Many people are unaware that cholesterol is actually manufactured by the body’s own cells. Determining the significance of serum cholesterol values is not as simplistic as some might believe.

Discussions about cholesterol in the media are focused primarily on elevated levels in relation to cardiovascular risk; rarely taken into consideration are the risks associated with insufficient cholesterol values of 160 mg/dl or less. The truth is that low cholesterol can predispose people to violent behavior, suicide, depression, anxiety, bipolar disease, Parkinson’s disease, manganese deficiency, celiac disease, hyperthyroidism, liver disease, malabsorption, and malnutrition.

CONTINUED ON PAGE 16

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Autism Spectrum Disorders: Current Evidence & Future Promise

By Judith Aronson-Ramos, M.D. Medical Director, Developmental & Behavioral Pediatrics of South Florida Research Consultant, Health Sciences of America I have been diagnosing and treating children with Autism Spectrum Disorders for the past fifteen years. In this time there have been numerous changes in both diagnosis and treatment. This article is a summary of some key points of interest to parents and caregivers regarding new developments and standards of care which guide those of us who treat children with ASD on a regular basis.

Regarding Autism diagnosis we now have better tools to assess and diagnose children earlier and more accurately. Instruments such as the ADOS, Autism Diagnostic Observation Schedule, have become more widely available to clinicians and have standardized the assessment process. Early screening questionnaires such as the MCHAT can be quickly administered in a busy Pediatrician’s office to children as young as 15 months of age to help facilitate the process of early identification. Parents have access to numerous internet based resources with information about warning signs, red flags in their child’s development, and how to best help a child who they feel is not developing typically.

All of these developments have led to improved identification and earlier treatment for many children. However, there is unfortunately, still an unacceptable delay in many parts of the country to obtain an

accurate diagnosis for many children on the spectrum at an early age.

Regarding treatment, it has become well established that ABA, applied behavioral analysis therapy is an effective treatment.

Speech and Occupational therapies as well as other forms of instruction specially adapted to children with Autism such as the Teach Method, Verbal Behavior, Pivotal Response Training, Floor time, and other approaches are gaining in evidence and momentum as reasonable intervention strategies to use for children with ASD. Although there continues to be heated debate about the most effective treatment, access to different options is critical. We know there is heterogeneity amongst children in the spectrum, it is only logical that this will require a variety of approaches in the treatment of children with ASDs. We have yet to identify which subtypes of children with ASDs will respond best to specific therapeutic programs, however this may be the future.

Clinical Trial Research is another promising area which will provide families and children with ASDs more treatment options. There is a growing body of clinical trial research investigating various medications which may help improve the lives of children with ASDs. This research has focused on medications that improve symptoms, such as irritability, hyperactivity, aggression, behavioral rigidity, and self-injurious behaviors. There are also promising new studies investigating the treatment of the core deficits in autism such as socialization, and communication.

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Although the biomedical aspects of ASDs are yet to be fully elucidated, there is inquiry into these mechanisms including oxidative stress, deficits in detoxification pathways, and metabolic derangements. Many treatments in these areas still lack sufficient evidence, but many parents have chose to trail some of these methods resulting in vitamin and mineral supplementation, dietary changes, use of experimental treatments such as chelation and hyperbaric oxygen therapy.

nocere”, first do no harm. This principal is important for parents and their team of treating professionals to always adhere to regardless of the promises and claims of individuals who may offer hope. Clinical research and evidence based medicine both emphasize the use of treatments with well researched and proven benefits. Without a guiding framework such as this we will be vulnerable to the empty promises of cures without sufficient evidence.

As with many fields of medicine, there can be a lag between well documented evidence based treatments and interventions that hold promise. However a principal of medicine in clinical practice and research is “primum non

Parents of children with ASDs are often vulnerable and it is my duty, by the oath of my profession to make sure parents are given the most accurate information regarding effective treatments for autism. The world of clinical research, though imperfect, does set a

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reputable standard whereby the safety, efficacy, and reliability of a treatment must be rigorously tested and proven, for it to be offered as a reasonable therapy to patients.

Clinical Trials for autism treatments are in their infancy. The hope is they will add to the current evidence based treatments, and improve the lives of children and families with Autism Spectrum Disorders.

For more information about Clinical Trial Research in Autism contact, Health Sciences of America at 561-715-7032/ 561-376-7879 For more information about Dr. Judith Aronson-Ramos, M.D, visit her website at www.draronsonramos.com.

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South Florida’s Therapy Spot: A Full Array of Resources for Special Needs Children In One Center

By Yomin Postelnik Founder of Autism Health and Wellness In our research of treatment centers for special needs children, one full service therapy clinic stuck out for the vast array of services it offers, the dedication of its staff and the overall professionalism and quality that it offers. That place is South Florida’s own Therapy Spot, situated in Boca Raton and servicing all of South Florida.

Therapy Spot offers high quality pediatric occupational therapy and speech pathology, but it also offers so much more. Its social pragmatic groups offer a full array of social interaction that are simply unavailable in most treatment centers.

Therapy Spot is a year round facility, offering a special needs summer camp where social as well as developmental skills are built upon using fun and creative methods. They also host winter “mini-camps” as well as year round playgroups utilizing the same state of the art methods.

Independence skills learned at Therapy Spot go well beyond the norm. In addition to speech and OT, handwriting, reading, regular scholastic and other crucial skills are taught. Due to their unique methods as well as the dedication of their staff, the center has been directly responsible for the mainstreaming of many special needs clients into regular classrooms.

Therapy Spot includes specialized innovative therapies for all of the following:  Attention Deficit Hyperactivity Disorder (ADHD & ADD), Learning Disabilities (LD), Auditory and Visual Processing Disorders, Sensory Integration Dysfunction and other related disorders.  Autism, Pervasive Developmental Disorder (PDD), Aspergers, and other related diagnosis  Dyspraxia, Apraxia, Coordination Disorders and fine motor coordination difficulties that may interfere with a child's motor functioning.  Speech, language and communication delays.

They also service children who need skill refinement to improve their overall success and academic performance.

Therapy Spot was the combined brainchild of Occupational Therapist Monica Weller and Language Pathologist Ellen Stern. Stern and Weller, who have both achieved widespread recognition in their respective fields, saw a need to go beyond the normally offered array of services. In doing so without sacrificing quality, they have built a truly unique setting that is of truly exceptional benefit to special needs children and their families.

Therapy Spot can be reached at (561) 859-2100 for OT and at (561) 859-2010 for speech therapy.

Their website is www.therapyspotinc.com. This highly recommended clinic is situated just minutes from the I-95 and Palmetto Park Rd.

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Can This Score be Right? – IQ and Autism

By Allison Hertog, Esq., M.A. More and more often I am advocating for children on the autism spectrum who are achieving at or above grade level, but whose IQ scores show them to have below average or even mentally deficient intelligence levels. The IQ score is supposed to represent a person's ability to learn so, how could it be that a child could be learning so well but be mentally retarded?

The answer is that it can't be; it makes no sense.

Recent research shows that the IQ scores of children on the autism spectrum may not be accurate reflections of their innate intellectual potential. While in the past many psychologists have believed that the vast majority of children with autism had below normal intelligence, recent scientific studies have questioned it.

As it turns out, the standard IQ tests (the WISCIV and the Stanford-Binet), which school psychologists and others often use, do not tap the true cognitive ability of many children on the autistic spectrum. According to the highly respected National Research Council, in order for an autistic child to perform to their ability on a standard IQ test, they must be able to quickly respond to verbal questions and have well

developed motor skills. But if your disability by definition prevents you from doing that with the test administrator (as autism often does), you may not be able to demonstrate your true intelligence.

Some people might say "Well, if you can't engage interpersonally, listen and express yourself, then you're just not very smart, and you deserve the low IQ score you received." But, the truth is that IQ tests are supposed to measure a person's intellectual potential, and not their ability to communicate what they know to a stranger.

Other people might say "Well, who cares if my child's IQ score is inaccurately low -- it might actually help me get disability benefits."

The reason why as an advocate I care is because schools use the IQ score to place children. Often children with below average or mentally deficient IQ scores are placed in classrooms in which students are not expected to meet grade level standards (i.e. Sunshine State standards) and teachers are not held accountable under the No Child Left Behind Act for student progress. Once a child has been in that type of classroom for a few years, it

becomes extremely difficult to catch up to their mainstream peers.

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Special Education 101

By Louis H. Geigerman, President National ARD/IEP Advocates In my last article for Autism Health and Wellness, I discussed the preparations needed for a high functioning student with autism to prepare for higher education.

Today, we are going to work backwards, and discuss preparations for a student in the public schools.

A student with a diagnosis of an Autism Spectrum Disorder (ASD) may be entitled to services through their local public school district through the Individual’s with Disabilities Education Act aka IDEA. You notice that I intentionally used the phrase “may be entitled to”. IDEA states the number of qualifying conditions under the statute but also says that the condition must adversely affect a child’s educational performance. Therefore, eligibility is not necessarily an entitlement.

IDEA mandates that the school system assess students in all areas of suspected disabilities.

For a student with an ASD, assessments should be performed in the following areas psychological, functional behavioral, functional social, speech and occupational therapy with an emphasis on fine motor, motor planning and sensory deficits After the assessments are completed, an IEP team meeting must be convened to review the findings. Should you disagree with the findings of an assessment performed by a district, you have the right to an independent educational evaluation, or “IEE,” by a professional that is not an employee of the

district. The assessment must be performed in accordance with the local education agency’s criteria for qualifications.

IEEs effectively provide for the parent to receive a “second opinion” regarding their child’s abilities. This tool is quite probably one of the greatest weapons that a parent can use in their arsenal to get the help that their child needs. IEE requests are typically granted at the district administration level and not by IEP teams. Should you disagree with a district’s assessment it is not required that you tell the district why you disagree with their assessment as this could potentially hamper making a case later on in due process. When making the request to the school district for an IEE, the district can only make one of two responses, yes or no. If the answer is no, the district must take you to due process. This should not deter you as the district will act as the petitioner and will have the burden of proof to demonstrate why their assessments are valid. So if they want to take you to hearing, say fine, make my day.

Finally, when granting you an IEE, the district likely will provide you with a list of evaluators supposedly able to conduct the assessments. As a parent, you do not have to use the evaluators on their list. They are on the list for a reason and you are unlikely to obtain a truly objective assessment. A better way is to select your own evaluator that you think will be independent. When you have selected the IEE provider, be certain to chat with the provider prior to the appointment and ask them point blank that if the dispute with the district ends up in due process will the provider agree to defend their findings in a hearing? If they say so,

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then find another provider. Once the IEE is completed, an IEP team meeting should be scheduled to review the recommendations.

Remember, all an IEP team is required to do when reviewing an assessment is to consider it.

Consideration means that a discussion should ensue. If they merely read over it in the meeting and do not discuss it, that is not consideration. If the IEP team declines to adopt the assessment, demand that the district provide you with their reasons in writing through “Prior Written Notice of Refusal.” In effect, this will box in their arguments for due process.

While I am on the subject of the IEP team meeting, it is vital for you to listen and ask questions of the participants in the meeting. If you feel that they are speaking in jargon, don’t be bashful; ask them to explain what they said.

Also, it is vital that you make certain that the salient points that are discussed in the meeting are reflected in the minutes. Make certain that they are reread before ending the meeting correcting all inaccurate statements. Finally, always audio record your meetings and let them know prior to the meeting that you will be recording it.

To prepare for the meeting, I would obtain a current copy of all of your child’s school records.

You are entitled to copy any document that has you or your child’s name on it that is maintained by the district as per the Family Educational Rights Act (FERPA). You need to make the request in writing to the school district for this information. The district technically has 45 calendar days to produce the records unless the information is to be used for an IEP team meeting. In that event the information is to be used in preparation for an IEP team meeting then a shorter time line is warranted so that you can be an equal participant in the proceedings.

Additionally, I would request that the district provide you with all documents that will be discussed at the IEP team meeting including new assessments, progress reports, and present levels

of academic and functional performance, draft IEP’S and proposed placements. The better prepared that you are, the more likely you will have a better result in the meeting.

A couple of final points for you as you prepare for your IEP team meeting. One, do not take a bad attitude into the meeting. Listen and consider all points of view. It is important that you come off as someone that is thoughtful and considerate of others. Two, educate yourself on the requirements regarding the IDEA. Thirdly, consider hiring a professional advocate to take with you to the meeting. A knowledgeable advocate can guide you through the process and make it lot less painful. For a list advocates in your area check out http://www.yellowpagesforkids.com/help/legal.advoc acy.htm or http://www.copaa.net/find/ Louis H. Geigerman, President National ARD/IEP Advocates www.narda.org Email: louis@narda.org

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Unlocking the Full Potential of Your Child’s Brain

social learning, creativity, responding to new concepts, and processing low frequency light.

By Dr. John Conde Board Certified Chiropractic Neurologist and Diplomate of the American Chiropractic Neurology Board

The results of decreased right hemisphere function can be seen in the majority of children with spectrum disorders such as AD/HD and autism which include: preference for routine and rituals, difficulty engaging in lengthy conversation, poor social skills, tendency to fidget, tantrum episodes, clumsiness, and challenges with depth perception.

AD/HD, autism, and related spectrum disorders have been classically regarded as a deficiency in a particular brain messenger (neurotransmitter) termed dopamine. Mainstream treatments focus on stabilizing this dopamine system and addressing behavioral irregularities. While these treatments have a place and all are helpful, none focus on the asymmetries in brain function related to the frontal lobe, thalamus, and cerebellum.

Learning/behavioral disorders such as AD/HD and autism are physical, neurological conditions involving dysfunction of brain. Dysfunction does not imply damage or disease, it indicates that certain pools of cells in your brain are underfunctioning and are not as active as they should be.

Specifically, in children with AD/HD and autism there exists an electrical imbalance in brain stimulation and activity between the right and left hemisphere. The scientific term for this phenomenon is Functional Disconnection Syndrome. The result is a global decrease in brain activity primarily affecting the right hemisphere.

This profoundly affects executive functions performed by the frontal lobe region of the right hemisphere such as cognition, motivation, mental focus, concentration, and body movements.

The symptoms can range from impulsivity and hyper-activity to emotional outbursts and excessive rough play. Evidence of inappropriate social graces can alienate classmates causing feelings of low selfesteem. As a result of the poor concentration and mental focus, learning becomes a challenge.

Understanding functions of the right hemisphere allows for an extrapolation of what occurs when there is an imbalance in brain function. The right hemisphere is associated with stopping movement and filtering thought, controlling gross motor/postural movements utilizing the trunk,

Treatment options include Hemispheric Integration Therapy (H.I.T.). This therapy is centered around maximizing the child’s brain function, focusing on the specific under-stimulated area of the brain and utilizes sensory/motor modalities. Careful observation is taken not to exceed the stamina of the cells involved, not unlike the feeling of soreness after “overdoing it” at the fitness club. Therefore, the therapies are given at a specific intensity and frequency to match those stamina levels.

Examples include hemisphere appropriate light and sound stimulation, tactile stimulation, olfactory (smell) stimulation, cross crawl mechanisms, specific eye movements, vestibular (inner ear) rehabilitation utilizing spins and abrupt changes of head positions, auditory (sound) stimulation, chiropractic adjustments on the left side, and balance activities.

Dr. John Conde is a Board Certified Chiropractic Neurologist and Diplomate of the American Chiropractic Neurology Board, one of less than one thousand in the country. He is also the Director of the Unlimited Potential Program which provides a unique approach to improving health and function for individuals with spectrum disorders such as AD/HD, autism, Asperger’s, and dyslexia. Dr. Conde also focuses on neurological conditions when related to sports, balance issues and wellness care. His office is located at the Atlantic Grove, 401 W. Atlantic Ave. Ste.014, Delray Beach, FL 33444 and can be reached at (561) 330-6096 or at info@thecondecenter.com. Please visit their website at www.thecondecenter.com.

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Financial Planning For Families With Special Needs Children

Don't make the mistake of using a relative or friend if that person lacks the proper experience.

By Robert Weisbein, President of Complete Financial

Ask the attorney and CPA how many special needs trusts they've handled in the past year, what percentage of their client base is special needs families, and how well-versed they are in government benefits eligibility.

Financial planning for families with special needs children is complex and very different from the typical planning of ones own retirement and estate.

Structured properly, it can assure that a child retains the same quality of life that his parents provided. But if the financial and legal arrangements are mishandled, a well-intentioned parent could destroy a son or daughter's eligibility for essential -- and expensive -- services.

Social Security provides special-needs individuals with money for food, shelter, clothing and medical care. Having even a modest amount of assets in their own names can cut them off from benefits.

The complexity of laws and the emotional issues are the biggest problems for special needs families – resulting in a failure to plan.

"The federal law says if you leave a person with special needs with more than $2,000, they'll automatically lose benefits. It kind of paralyzes people to not doing any planning.

But without proper planning, a family member with special needs could become a ward of the state after his parents' death.

While every family's situation will be unique, there must always be a special needs trust, a letter of intent, a trustee and a guardian.

The special needs trust is a special trust with one purpose: to leave assets to care for a loved one while protecting his eligibility for government benefits.

It needs to be drawn up by an attorney with background in that area.

We stress that special needs planning requires a qualified team that includes a family member, a social worker or medical professional to discuss ongoing care needs, an attorney and a certified public accountant.

"This kind of estate planning is different. Here, oftentimes, you need to create money, not preserve it.

It's also critical to alert extended family members about the existence of the trust.

Funding options When considering funding sources for the trust, parents not only have to consider their own longevity for retirement, but the potential life spans of their children.

Your decisions for what happens to them depend on knowing very well could be there long after you are gone. You're not dealing with a 12-year-old. Your planning has to take into consideration not just your supporting you in retirement for 25 years or more but for the support of your child for this life expectancy which may be many years beyond that.

The most common source of funds in a special needs trust is life insurance. We recommend a second-to-die, or survivorship, policy, which only pays out when both named policyholders die and, thus, is more affordable than regular policies.

We caution against considering a house or an individual retirement account as the principal asset funding the trust.

You have to make sure your retirement is set first.

How will you be able to help your special needs child if you can't take care of yourself?

For those parents who can afford it you may want to consider an immediate annuity. You take a lump sum of money and give it to an insurance company in return for a lifetime income, no matter how long your child lives.

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Letter of intent The letter of intent is your instructions to the trustee and the guardian on how you want your child cared for when you're gone. It's not a legal document, so it should be witnessed and notarized. If the child has cognitive ability, he should be involved in drafting the letter.

It should be specific, and cover such issues as health care, education, living arrangements and religious preferences.

If your child loves baseball and you want him to be able to go to every home game, this is the place to discuss that.

Share it with the guardian because it tells them what you expect. When you just ask, 'You're always going to make sure Johnny's taken care of, right?' it's very vague. The name and address of physicians, areas of specialty, doctors you never want them to go back to, put that in.

Choosing who will care for your child In addition to establishing and funding a special needs trust, the most critical decisions for parents are the

selection of a trustee and a guardian. The trustee will have control over the child's money and its investment; the guardian will be responsible for his day-to-day care, including life-and-death medical decisions.

It's vitally important because "when someone turns 18, they're a legal adult whether they function as one or not Some families may decide to use the same person as trustee and guardian; most choose two people, or may use a family member as guardian and a financial institution as a trustee. Since the individuals will have responsibilities to the child for his lifetime, successors need to be selected as well.

Once a trustee and a guardian have been selected, it's important to review the plan on a regular basis, or at least after a major life event, such as a marriage, divorce, a job change, or the birth of a child. – www.cfinc.net

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- Continued from page 4 – This is because cholesterol plays an important role in many physiological factors in the body. The formation of sterol hormones, cell membranes, and bile acids, would not be possible without cholesterol. In fact, the brain is the most cholesterol rich organ in the body requiring a large amount to sustain the myelin sheath which coats nerve cells and helps conduct electrical impulses. More recently, it has been discovered that cholesterol is needed to activate a gene called Sonic Hedgehog (SHH) which plays a central role in neural patterning, mood regulation, and cerebral development. This could be why individuals with cholesterol deficiency are more prone to aggressive behavior, lack of attention, increased number of infections, and motor difficulty.

It is not surprising then that a genetic condition which causes deficiency of cholesterol in the body called Smith-Lemli-Opitz syndrome (SLOS) is associated with autistic features. Doctors and researchers have known about SLOS for decades, however most autistic children are not routinely screened for cholesterol deficiency because only a small portion of the autistic population carries this gene mutation. This paradigm may change in the near future due to recent research that is showing that cholesterol deficiency is common even in the autistic population absent the SLOS gene mutation.

Dr. Richard Kelly and Dr. E. Tierney at John Hopkins University involved in SLOS research investigated the incidence of cholesterol deficiency in blood samples from a group of subjects with autism spectrum disorder (ASD) from families in which more than one individual had ASD, but not SLOS. Although no sample had values consistent with SLOS, 19 samples (19%) had total cholesterol levels lower than 100 mg/dl. The researchers found that cholesterol was low, not as a result of excessive breakdown, but because of reduced production. These extremely low values are considered to be in the fifth percentile of normal children the same age. The prevalence in cholesterol deficiency was confirmed at The Great Plains Laboratory, Inc which performed cholesterol testing on 40 children diagnosed with ASD. Compared to the 19% of the Tierney study, 17.5% of those studied at The Great

Plains Laboratory, Inc had extremely low values under 100mg/dL. In addition to the population which presented extremely low values, another 57.5% of the children studied had moderately low cholesterol values of less than 160 mg/dL. When the low values are combined, as many as 75% of the children studied had low cholesterol.

The children with cholesterol deficiency who were given medical grade cholesterol supplementation quickly improved. Many accounts were within days of taking cholesterol supplementation before cholesterol values had increased in the blood. This indicates that the improvements may be a result of cholesterol forming its derivatives - such as steroid hormones or bile salts. Parents reported that their children were sleeping through the night, overcoming aggressive behaviors, learning to walk, speaking and becoming more responsive to family members. Other parents reported a decrease in the rate of infections, reduced skin rashes, reduction in self-injurious behaviors, improved muscle tone, rapid growth and improved behavior overall. It was reported that one autistic adult, without speech, even spoke for the first time.

Cholesterol screening is an extremely useful tool to determine if dietary changes and cholesterol supplementation are necessary. The Advanced Cholesterol Panel performed at The Great Plains Laboratory, Inc. includes reference ranges which take into account the significance of low cholesterol and also measure important markers in cholesterol transport, Apolipoprotein A-1 (Apo A-1), Apolipoprotein B (Apo B), Apolipoprotein a (Apo a) and homocystine. The test is inexpensive and should be ordered routinely by physicians for their autistic patients. Parents of autistic children should seek testing for cholesterol deficiency without hesitation. Individuals may also take advantage of the free nutritional consultation that is available to both patients and physicians with their lab report.

A pure medical grade cholesterol supplementation called “sonic cholesterol” is available with a physician prescription through New Beginnings Nutritionals for patients with cholesterol values that are below 160mg/dL.

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The Benefits of Swings Your child probably already knows and enjoys an activity that is improving his or her life…….swinging on a swing. The simple act of swinging can add so many dimensions to your child’s life. Every child should have the memory of playing on a swing set, swinging to and fro.

However, for a child with autism or Asperger’s syndrome, swinging is not only an activity that he or she enjoys, it is helping your child to develop.

Many children with autism actually learn better while swinging. It has been found that they retain more of the information being taught.

Your child may have less anxiety, improved behavior, and be more focused. If taught while swinging, the sensory input has been found to aid in improved eye contact, improve children’s responses and improve speech skills.

Sensory integration therapy often includes swinging which improves fine motor skills, which includes balance, touch, and a means to better manage his or her body in space and awareness of the body position.

Playing on swings develops relationships. A shared play experience can help with imagination, communication, and interactions with others. It can provide a positive experience that develops empathy for others. Swinging in your own backyard can create an activity in your child’s familiar setting that can build positive relationships within the family. When swinging with others, your child has a better understanding of other’s behavior and a better self awareness of his own behavior. Your child learns how to take turns, how to verbalize how he or she wants to swing, such as “higher”, “slower” and of course, “more”. Your child may have special needs, but sometimes, he or she just needs to be a kid, and swinging helps them develop socialization skills and to enjoy interacting with their peers.

American Swing Products Inc. offers many types of swing sets that work well with special needs children. One type is a light use frames for a single swing that is portable and can be used inside with feet that will protect your floor or carpet. This type of frame is for slower and lower swinging. However, American Swing Products Inc. offers other frames that are available for in the ground installation that are better for more vigorous swinging. These are metal frames that require very little installation time, tools, or mechanical knowledge. They can be set up in an afternoon. These frames can either be for a single swing or for two or more swings. If two or more swings are put on a frame, one can be a regular swing and one can be a more supportive swing.

This configuration can offer activities for siblings in a family. These frames are very heavy duty and will last years with very little maintenance.

One type of special needs swing offered by many American Swing Products Inc. is the JennSwing.

The JennSwing is convenient because a child can be more easily lifted onto the swing and quickly strapped in. With its partially reclined, bodyembracing design and easily adjustable safety harness, the JennSwing offers children a safe and comfortable fun ride. The seat is made out of durable, rotational molded plastic and will accommodate children up to 125 lbs. The seat is 14” wide x 11” deep. The seat back is 24” high and knee to foot length is 14” long. It is 45” overall and has a 3/16” thickness. The semireclined design offers better upper/lower body support. Leg rest gives added support and the arm rest provides lateral support. There is a fully adjustable safety harness that securely locks the child into place.

Through the activity of swinging, a child with autism can develop the desire to explore, experiment and express their unique perspective of their world. If you would like more information please call American Swing Products Inc. at 1-800-433-2573 or visit them at their website www.americanswing.com.

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A 10 Year Search For Optimal Nutritional Support For My Kids

By Mike Grubic As a parent, there are many ways to address the nutritional health of our children. With childhood (and adult) obesity hitting all-time highs, it appears we are building a generation that will not live as long as prior generations without a wide array of spare parts available for transplant or expensive drugs.

What has changed from the days of our parents and grandparents? The standard answer seems to be that in prior generations people/kids were more active and ate better. But is this true?

The past few generations ate very high-fat diets.

They ate more red meat, more high fat/calorie desserts, and a large amount of fried food (in lard). Fruits and vegetables were mostly from cans and most drank high-sugar sodas.

Yes, we rode our bikes instead of playing video games. But we also sat in front of the TV on Sat. mornings and evenings when it was too cold or dark to play hide-N-seek. But today, our kids spend hours playing, practicing, and competing in soccer, baseball, basketball, field hockey, dance, and swimming. We focus on buying lowcal, low-fat, no-fat, diet, all-natural, whole grain, with everything being “lite”, and obesity still rises.

Did they eat a Mediterranean diet decades ago?

Yes, but it was not salmon and tomato salad with olive oil, but instead, it was fish sticks, ketchup and butter-bread. I do not know about South Beach, but the East Beach diet on the Jersey Shore was pizza, french fries and soda.

So what is different? It is my opinion that the main difference is farming, poison and lifestyle. Our lifestyle is such that everyone is always running.

This makes it impossible to have meals at home, balanced or not. Hence, we live off fast food, processed food, and convenience food of virtually no nutritional value.

To compete in the world market, the farming industry has had to develop “intensive” farming techniques. They can now grow a tomato that looks like the tomato our grandparents ate, but there is a world of difference.

Rutgers University did a study many years ago where they compared grocery store produce to organic produce. The difference was astounding.

Here are a couple examples.

Tomatoes are high in potassium and iron. For Potassium, the organic tomato had 148 versus 59 for store-bought. It had 1938 for iron versus 1 for store-bought.

Then there is residue or additives and artificial sweeteners and all kinds of chemicals in the food we eat. If you graph the increase in chemical output in the U.S. with the increase in obesity, you will be amazed at the similarity. These poisons are altering our metabolism.

But not everyone can afford or find all organic food. In addition, those that have focused on organic food have been deceived to think that all organic food is 100% organic or has nothing harmful.

This could not be further from the truth. Just as an example, all of the organic and non-organic ginseng coming out of Asia a few years ago (and maybe still) had fungicide residue because organic certification only addresses the grower, not the wholesaler or distributor who may spray it. Besides, “Organic” in the U.S. does not have to be 100% organic to be certified. As well, one very popular supposedly high quality direct-sell

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Can it heal everything for everyone?

No. How do you find the proper materials, in the right quantities and delivered to the right spot? I went the route of health-food stores, Asian markets, and direct selling supplements. What I found that surprised me was that most of it is marketing, little is based on science, and a lot is poor quality.

I decided instead to find a source that was totally based on hard science, with little to do with marketing, and puts quality as the #1 priority. supplement manufacturer makes over 85% of its products in China. Does that sound healthy or even safe?

What are parents to do for their children? There is a wealth of information on the Internet, some contradictory, most unsubstantiated by science. They say a child with Autism can be helped with vitamin B6, or maybe B-12. They say their brain can develop better with Omega-3 fish oils. Is the fish oil made with large fish contaminated with heavy metals and pollutants?

After studying and searching for 10 years, I came to the following conclusion 11 years ago. God made our bodies in such a way that given the proper raw materials in enough quantity, delivered to the optimal location, and removing damaging items from ones food and environment, the body can heal itself of a wide range of conditions within a certain range of severity.

Like the guy who tried the Remington razor and bought the company, when I found the company that enables me to give my body a smorgasbord of nutrients that are proven safe and effective, I became a distributor so I could help educate other.

This company spent over $250 million on R&D instead of magazine and TV ads. It has so many patents I have lost count and more pending. It even has patents on a process that enables them to deliver specific nutrients to specific locations within the digestive system, where the body has the highest receptors for absorption. It is of such high quality and all natural that they go beyond “organic” requirements. When it comes to purity, they have a zero tolerance instead of a minimum government set amount of poison or chemical. After a 50–year history, they have never been required to pull a product off the market because of

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safety. They forgo profit until they can be assured a product is safe, effective and better than anything on the market, instead of just putting out what is popular.

Here is a sample. On 5/1/09, they released a line of products designed for babies/toddlers and one for kids.

The powder baby/infant multi-vitamin and mineral has an unheard of 23 essential nutrients that your baby may not be getting from foods, in healthful amounts which also includes a unique blend of clinically proven prebiotics nutrients that encourage the growth of friendly micro-flora in the digestive tract to help support a strong immune system; plus, it has 400 IU of vitamin D to support strong bones and teeth.

The multi-vitamin/mineral for kids is the first children’s chewable multi in the U.S. with Lactoferrin, a nutrient in breast milk that has been shown to help kids’ immune systems to stay supercharged.

that people who took Shaklee supplements had markedly better health and biomarkers then both single multivitamin users and non-supplement users.

It contains an amazing 80 bio-optimized nutrients, including 7 ultra-pure pharmaceutical-grade forms of Omega-3, 26 antioxidants, all 8 natural forms of vitamin E, and probiotics. This single product has 12 patents and 2 patents pending.

Am I now biased? Yes, I will always be biased towards hard science, safety, and truth. If you want to know what I uncovered in this maze of supplements and the deception that abounds, contact me at MikeGrubic@shaklee.net or take a look at what the web site of the largest all-natural supplement company in the country looks like at www.Shaklee.net/MikeGrubic.

Your Autistic child and their siblings can also get a soft, chewable, 100% natural, super-tasting, supersafe, and scientifically formulated powerpacked blast of a full 100 mg of ultra-pure DHA plus other Omega-3 oils. DHA has been shown to be an essential brain nutrient that supports a mighty memory, mad concentration, and fierce mind skills.

In addition, it promotes healthy eyes and rad vision for your multi-talented, multi-tasking superhero.

As parents, we also need superior nutrients beyond a multi to maintain a pace that matches our kids.

There is absolutely nothing on the market that compares to Shaklee’s Vitalizer, plus it is backed by an independent University of Berkley long-term clinical “Landmark” study that specifically showed

STRATEGIES FOR EDUCATIONAL PROGRAMMING FOR STUDENTS WITH ASPERGER SYNDROME

By Torin D. Togut, Esq.

step decision-making.”1

In general, problem-solving skills and strategies as well concepts and behavioral routines should be taught in an explicit and rote manner using parts-to-whole teaching approach with verbal instruction. A student with Asperger syndrome should be instructed on how to handle novel situations and a preplanned and rehearsed list of steps to be taken. This list should include a “description of the situation, retrieval of pertinent knowledge, and step-by-

The child should be exposed to social awareness at every opportunity. Discrepancies between the child’s perceptions and the perceptions of The others should be made explicit.2 educational program should foster generalization of learned strategies and skills.

Self-evaluation should be encouraged with the caveat that the process is completed in a

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concrete and explicit fashion concerning day-to-day activities.

The link between specific frustrating experiences and negative feelings should be taught in a concrete and cause-effect manner. Adaptive behavior skills that will increase selfsufficiency should be taught in a concrete situation such as developing rules for shopping and transportation. Other teaching techniques and strategies should be developed from the child’s profile of neuropsychological assets and deficits.3 Although children with Asperger syndrome often present maladaptive and disruptive behaviors in social settings, these behaviors are often the result of their narrow and overly concrete understanding of social phenomena, and the resultant overwhelming puzzlement they experience when required to meet the demands of interpersonal life.4 1. Social Skills and Communication Training There is limited evidence that social skills training is effective in improving the generalization of social skills for students with Asperger’s Syndrome.5 Nonetheless, social skills and communication training may prepare these students to cope with social and interpersonal relationships.6 There several concrete packages that are now available for socially disabled individuals: Social Stories (use of visual and written materials and techniques based upon a situations from a child’s actual experiences to teach social skills); Visual strategies for improving communication (compilation of effective visual tools and resources to assist the child in both communicating more effectively and understanding communication demands associated with the social environment); Social perception skills training (focus on social perception skills training for adolescents and adults); and Teaching theory of mind ((teaching children underlying social cognitive principles necessary to infer mental states of others).7 To be effective, all social skills training should promote the goal of awareness of conventional pragmatic or conversation rules. Another important goal is to teach appropriate “reading” of social cues so that the child can adjust to social demands, for determining the listener’s perspective and eschew communication breakdowns. Ultimately, it is essential that the child be taught how to self-monitor conversations.

These concepts and goals are often taught in an small group using a variety of techniques.8 2. Structured Teaching “Structured teaching is a general srt of educational principles involving the establishment of routines, schedules, physical organization of material, visual boundaries defining space,

and other individualized strategies designed to Structured teaching facilitate learning.”9 emphasizes “individual assessment, consistency and predictable events, clarifying expectations and instructions, understanding autism, and maintaining use of a student’s special interests.” 10 These strategies are used to manager a student with Asperger syndrome difficulties with sameness, emotional vulnerability and restricted range of interests.11 3. Organizational Skills It is well established that students with Asperger’s syndome have significant executive Deficits in executive function deficits.12 functioning involve the well-known real life difficulties that these students encounter in “organizing their activities, in completing tasks in an efficient manner, in avoiding getting stuck in counterproductive activities, and in learning from their ongoing experiences.”13 These difficulties can result in school failure or an inability to develop appropriate community-related living skills. The combination of both executive function and social skills deficits result in problems with grooming, scheduling and planning, and adaptive behavioral skills.14 One approach to address these difficulties is to use computer-based cognitive rehabilitation packages. Another approach is to identify the student’s frequently troublesome situations in which organizational skills are required and then use an assistive tool to remediate the problem.15 A student can provided with an electronic organizer or laptop computer to make schedules and complete homework assignments.16 4. Assistive Technology There is a paucity of literature on the use of assistive technology in the field of autism and related conditions. Students with Asperger syndrome do exhibit many disabilities that can be addressed by computer-based resources. For example, grapho-motor deficits can be found in Asperger syndrome - students cannot complete their assignments or their inability to work by hand results in a frustrating process. Software can provide the student with clear schedules, organizers, and ready-made routines to complete

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assignments. Behavioral management programs can also be written into the student’s computer or organizer. By using the Internet, students can access information and initiate social contacts in a less stressful setting through electronic mail. For older students, assistive technology may allow them to access vocational information.

5. Academic Curriculum The academic curriculum should be based upon long-term goals, and long-term benefits for the development of socialization skills, vocational potential, and quality of life issues. Emphasis should be placed on skills that correspond to the strengths for the student as well as the skills that may be necessary for development and transition into vocational programs and skills.17 6. Behavioral Management18 Behavioral interventions should focus on alternatives to inconsistent punishment and discipline that assume that student engage in deliberate misconduct. A discipline plan should focus on problem-solving strategies usually following a verbal rule or algorithm, may be taught for handling frequently occurring behavior problems. Anxiety management is an important component of intervention. Data collection procedures are necessary for a functional analysis of problematic behaviors. A list of frequent behaviors should be developed and then specific interventions used to address these behaviors.19 Other suggestions for management of students with Asperger syndrome in the classroom include: (1) routines should be kept consistent, structured and predictable as possible; (2) rules should be applied carefully preferably written down for the student; (3) educators should be aware of child’s areas of special interest when teaching; (4) use of visuals, schedules, charts, pictures, and lists and avoid language (e.g. confusing figurative speech and idioms) that may be misunderstood by student; (5) explicit didactic teaching of strategies to assist student gain proficiency in “executive function” areas such as organization and study skills; (6) insure that support staff such as physical education teachers, bus drivers librarians and so forth are familiar with student’s needs and have been provided adequate training; and (7) avoid escalating power struggles with student and take preventive action to avoid such struggles through calmness, negotiation, presentation of choices or diversion.20 Students with Asperger syndrome show an impairment in

social interaction and an inability to understand complex rules of social interaction. They misinterpret social cues, exhibit poor ability to initiate and sustain conversations, are easily taken advantage of by others, and have poor communications skills.

A few positive programming and behavior modification interventions are: (1) protecting the student from bullying and teasing; (2) praise classmates for treating student with compassion; (3) emphasize proficient academic skills of student by creating cooperative learning situations in which student uses reading skills, vocabulary, and memory in a positive manner; (4) teach student how to respond to social cues; (5) teach social skills intellectually; (6) use “buddy system” by seating model peer next to student; and (6) encourage active socialization.21 7. Restricted Range of Interests Students with Asperger syndrome have a preoccupation or intense fixations with collecting things. They are inclined to incessantly lecture on areas of interest, ask repetitive questions about interests, and follow own inclinations despite external demands. Some suggestions to address these deficits are: (1) do not allow student to perserverate or ask questions about isolated issues; (2) try to limit behavior by designating specific time during school day when student can discuss interests; (2) use positive reinforcement directed to shape a desired behavior by giving praise; (3) create firm expectations for completion of assignments; (4) initially individualize all assignments around interest area and gradually introduce other topics into assignments; (5) link student’s interests to the subject being studied; (6) and use student’s fixation as tool to broaden repertoire of interests.22 8. Poor Concentration Students with Asperger syndrome are often distracted by internal stimuli, disorganized, have difficulty staying focused, and have difficulty learning in group situations. A few techniques for addressing the student’s poor concentration are: (1) provide assignments into smaller units, teacher feedback, and redirection; (2) provide timed work

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sessions; (3) lessen homework or classwork load and provide time in resource room for additional structure; (4) provide preferential seating; (5) work on nonverbal signal with child for redirection; (6) provide structured play for younger children as an opportunity to practice social skills.23 9. Poor Motor Coordination Students with Asperger syndrome are sometimes physically awkward and have a stiff gait. They also experience fine motor control deficits that can cause handwriting problems and affect ability to draw. To address these deficits, the student should be: (1) referred for an adaptive physical education program, if appropriate; (2) involved in a health or fitness curriculum in physical education; (3) refrain from pushing student into a competitive sports program; (4) provided a highly individualized cursive program that covers tracing and copying on paper; (5) provided more time to complete tests.24 10. Academic Difficulties Students with Asperger syndrome can have average or above intelligence but may lack concrete thinking and comprehensive skills. These students also have poor abstraction and problem-solving skills. But these students also may have excellent rote memory. There are a number of strategies to address the academic strengthens and weaknesses of these students: (1) provide a highly individualized academic program with motivation and rewards; (2) simply lesson concepts that are abstract; (3) capitalize on good remote memory skills; (4) build upon excellent reading recognition skills and address weak language comprehension skills; and (5) set expectations for quality of work product. 25 11. Vocational Training Students with Asperger syndrome may form an inability to obtain gainful employment because of poor interviewing skills, social disabilities, eccentricities, or anxiety-related vulnerabilities. Vocational training concerns the acquisition of social skills in all areas. The skills necessary to obtain gainful employment may include grooming and presentation, letter writing, and interviewing skills. Individuals with Asperger syndrome should not be placed in a job without a certain degree of support and shelter. In a post-secondary setting, individuals with Asperger syndrome may require individual tutorial systems where a faculty member or peer can act as a resource for the student. This can also be replicated in a work setting. 26 - Torin Togut’s law firm may be reached at (678) 3721829.

Endnotes 1. Klin, Ami, Volkmar, Fred R. & Sparrow, Sara S.(Eds.) (2000) at 348.

2. Id. 3. Id. at 348-349.

4. Klin, A. And Volkmar, Fred R. (1995). Asperger’s Syndrome Guidelines for Treatment and Intervention at 3. Yale Child Study Center, New Haven, Connecticut, published by the Learning Disabilities Association of America.

5. Gresham, M.M. (1998). Social skills training: Should we raze, remodel, or rebuild? Behavioral Disorders, 24, 19-25.

6. There is scant research data available showing the efficacy of these programs. Klin, Ami, Volkmar, Fred R. & Sparrow, Sara S.(Eds.) (2000) at 352.

7. Id. at 352-353.

8. Id. at 355-356.

9. Safran, Stephen P. (2001). Asperger Syndrome: The Emerging Challenge to Special Education. The Council for Exceptional Children, Vol 67, No. 2, 157, 151-160.

10. Kunce, L. & Mesibov, G. B. (1998). Educational opportunities to high-functioning autism and Asperger syndrome. In re Schopler, G.b. Mesibov, & L.J. Kunce (eds.), Asperger syndrome or high-functioning autism? (Pp. 227-261).

New York Plenum.

11. Safran, Stephen (1998).

12. Pennington, B.F., & Ozonoff, S. (1996). Executive functions and developmental psychopathology. Journal of Child Psychology and Psychiatry, 371(1), 51-87.

13. Klin, A., Volkmar, Fred R. & Sparrow, Sara S.(Eds.) (2000) at 356.

14. Id. at 357.

15. Id. 16. Id. 17. Id. at 359.

18. For forms that address “Behaviors That May Be Personal Challenges For A Student With An Autism Spectrum Disorder” Nancy Dalrymple, Ph.D. and Lisa Ruble, Ph.D., see Attachment “B”.

19. Klin, A., Volkmar, Fred R. & Sparrow, Sara S. (Eds) at 360.

20. Bauer, S., M.D., M.P.H. (1996). Asperger Syndrome at 9, available at www.udel.edu/bkirby/asperger/as_thru_years.html. See also Williams, K. (1995). Understanding the Student With Asperger’s Syndrome: Guidelines for Teachers, reprinted from William, K, 1995, FOCUS ON AUTISTIC BEHAVIOR, Vol. 10, No. 2, Copyright, June 1995 by PRO-ED, Inc. 21. Williams, K. (1995). Understanding the Student With Asperger’s Syndrome: Guidelines for Teachers at 3. See also Moreno, S & O’Neal, C. (1999). Tips For Teaching High Functioning People With Autism. MAAP Services, Inc. Crown Pointe, Indiana available at www.udel.edu/bkirby/asperger/moreno_tips_for_teaching.htm l 22. Id. 23. Id. at 4.

24. Id. at 5 25. Id. 26. Klin, A., Volkmar, Fred R. & Sparrow, Sara S. (Eds) at 361.

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Can the Nintendo Wii Change Lives if Used by a Trained Therapist?

By Yomin Postelnik Autism Health and Wellness Magazine

Breakthrough Therapy Services has found a way to change lives. Its Director, Speech Language Pathologist Kimberly Bloom, is using Nintendo Wii and other fun and stimulating methods to achieve record progress for children with autism spectrum disorders.

Kim Bloom Working With Children And Changing Their Lives

Take the case of 4 year old Sebastian. The remarkable progress that Bloom and Breakthrough Therapy Services achieved for this child brought attention to their strong track record of changing kids’ lives in dramatic and meaningful ways. Sebastian’s remarkable progress actually resulted in the Sun-Sentinel dedicating an entire feature to Breakthrough Therapy Services.

Before starting therapy, Sebastian was unable to get dressed on his own or even begin to perform tasks that toddlers his age manage with ease. Sebastian also lacked coordination and was unable to hold a remote or stand in one place to play a coordinated game.

Four short weeks later, under Kim Bloom’s guidance, and Sebastian was playing interactive bowling like a pro.

And that’s not all! He began to make significant improvements in his overall independence skills. A child’s life was changed and he’s beginning to develop into a range of self sufficiency because of the treatment.

And he’s only one of hundreds of stories that have reacted similarly to Breakthrough’s unique treatment.

In fact, just last year Breakthrough Therapy Services staff organized a Breakthrough Musical performance at Hollywood’s Toddler Tech Academy, in which children with autism performed in front of a fairly large and

certainly enthralled audience, all thanks to the dedicated parents and therapists who volunteered their time for months to practice and prepare for this musical.

The key to Breakthrough Therapy Services’ success is simple yet remarkable: when kids are having fun, they learn easier and are motivated to succeed. Yet the remarkable progress that Bloom is able to achieve also comes from dedication, perseverance, experience and vast creativity. Nintendo Wii is only one of the creative and innovative ways that Bloom uses to engage children with obstacles in their way toward independence and to motivate them to succeed beyond what was deemed possible beforehand. This mixture of creative fun and “can do” attitude has changed countless lives and has made Bloom a real success story in the effort to mainstream or otherwise boost the quality of life of special needs children.

Having researched Breakthrough Therapy, I’ve found that all staff are dedicated, competent, friendly and passionate about their work. Their services, which are wide ranging, include: Speech Therapy, Occupational Therapy, Nintendo Wii Speak & Wii-Habilitation, Interactive Metronome, Music Therapy/Musical Theater and Art Therapy, as well as Behavior Modification, Cognitive Skills Training, Handwriting Training, Pragmatic Groups/Play Groups, a specialized Listening Program and Sensory Integration.

Innovative therapies do work, especially when performed in a fun and exciting way that actually motivates kids to succeed.

Combine that with experience, competence and dedication and the results are often life changing.

Breakthrough Therapy Services may be reached at (954) 474-8048, email kim@breakthroughtherapyservices.com or visit www. breakthroughtherapyservices.com.

Autism Health and Wellness Vol. 1 Issue 2 • Summer 2009 •

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- Continued from page 10 – What Can You Do About It? I like to give my readers practical solutions in this newsletter, and not just talk about theory. I have a few recommendations depending upon your specific circumstances: ▪If your child's public school evaluates him or her for special education services, the school psychologist will often want to do an IQ test. If your child is on the spectrum and you think they might not do so well on a standard IQ test, you can either: A) Refuse to consent to any IQ test -- when you sign the parental consent form authorizing the public school to evaluate your child, you could write-in that you do not agree to any IQ test. Be polite and simply say something like you "don't believe in the IQ test --never have." You wouldn't be the first one to have major problems with IQ testing -- it's falling out of favor in many quarters of the field of education; B) Refuse to consent to standard IQ tests (the WISC-IV and the Stanford Binet), but authorize the school to use other reputable IQ tests which may be more valid assessments of intellectual ability with autistic kids. Three of those other IQ tests are: i) the Raven Progressive Matrices test; ii) the Leiter International Performance Scale (your child needs to be able to communicate by gesturing for this test); and iii) the Kaufman Assessment Battery for Children. Understand that a parent may not have a legal right to tell the school district which IQ test you want administered. However, you can try this approach and see if it sticks.

the school psychologist administered an IQ test and you believe that the results may not be accurate, you have the legal right to request that the school district pay for a private evaluation called an "Independent Educational Evaluation."

For more information on your right to an "IEE," look it up on www.wrightslaw.com ▪If you want or need to pay for a privately administered IQ test, this article by Gary J. Heffner, M.A. has some good tips on how to best ensure a valid test administration. Some parents get a private IQ test done if they feel pretty confident that the school psychologist won't have the time and the resources to do a good enough job with their child, yet someone they trust has recommended that one be done.

I know this is a very complicated issue and I hope I've shed some light on it. If you have any questions, or want to share your personal experiences with the IQ test and the school system, please send me an email at AllisonHertog@gmail.com or call at 305-8562698. © 2009 Florida School Partners, P.L. Allison Hertog is a South Florida attorney who also has a Masters degree in special education. You can reach her through her web site www.MakingSchoolWork.com. Also view her blog at MakingSchoolWork.Wordpress.com.

▪ If the public school has recently evaluated your child for special education services, there will be a meeting during which the results of the evaluation are discussed. If

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One Parent’s Story on the Benefits of ABA and Special Needs Programs Managed and owned by Michael Moed for the past seventeen years, Friendly Tire has emerged as one of the top used and new tires facilities in all of Broward County. Through hard work and much experience, Moed has built the Friendly Tire business into prominent status in the discount tire industry. He is also the father of three boys, Seth, Ryan, and Aaron and one daughter, Sydney. The Moed family became aware of autism when his youngest son, Aaron, was diagnosed with a mild case of autism at the age of 2 in 2003.

Moed has been around the tire business since an early age. His father owned a tire store of his own, where he worked at and gained much valuable experience in the field that would later lead to success with his very own store not too many years later. Moed learned his strong work ethic and responsibility from his father while working for his father. Now with Friendly Tire, Moed carries along those strong morals and applies them to his own business that has held its own and become very successful.

Aaron’s family became determined to do everything they could to support Aaron and help him get better as much as possible. Even till this day Aaron goes through many speech, behavioral, and occupational therapy sessions. The hard work represented by Moed in his occupation highly resembles the family’s determination to make Aaron’s life better.

Before Aaron was diagnosed with autism, the family knew nothing about it. When Aaron was first diagnosed, they received much information from Nova Southeastern University Card Services.

As Aaron was already receiving speech therapy, the family added on Applied Behavior Therapy (ABA) as recommended by his preschool teacher and speech therapist.

Nova aided the family in finding a private ABA therapist who started working with Aaron when he was 3 years old. The therapist was instrumental in

Aaron’s progress as it was through her work that Aaron started to talk and follow 1-2 step directions.

In time the family started to see progress in other areas and realized the potential that Aaron had inside of him. It became clear how important therapy is to a child with autism.

Following the addition of ABA, the family also added occupational therapy to Aaron’s program.

Occupational therapy is generally a very important part of an autistic child’s program. Currently Aaron receives ABA therapy for eight hours week at Behavior Analysis. After the initial private therapist that Aaron first worked with, the family had a tough time searching for a new one that was just as effective. They experienced ones that just didn’t care about their jobs and ones that cared way too much but only because of the monetary value of it. Like the movies, it turned out that the sequel did not end up being as good or close to the first.

As a family, they were left clueless and they were not sure what to do in order to aid Aaron. Michael and his wife, Debbie, began to search for different special needs educational options. The task became difficult as it was soon to be discovered that there were such a limited amount of schools for special needs children and that the remoteness of the locations were less than favorable.

His parents eventually found a suitable education and finally Aaron began his education at a preschool program held at the Atlantic West Elementary public school of Broward County schools. He then went to a private school with a small amount of children that did not turn the way they expected it to. Once Aaron got older and entered elementary school age, they decided to send him to the special needs program at Parkside Elementary School where he still attends today.

The Moed family has tried to help Aaron in all aspects including joining different organizations such as the National Autism Society, Autism Speaks, and the Autism Society of America. Aaron also participates in a program called the Friendship Circle, which is a program that offers free events for special needs children in which they are partnered

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up with a teenage volunteer. The program is run by the Chabad of Parkland. He has also participated in sports leagues for special needs children where the sports included baseball. Aaron’s family does activities with him daily such as going outside and playing soccer or even just going to get groceries.

Everyone in the family has sacrificed a great deal in order to make Aaron’s life the best it can possibly be.

The future for Aaron is appearing to be brighter as time goes on. Aaron’s attendance at a typical camp this summer, combined with his new therapies will help with his progress and add to the potential for more classroom mainstreaming. Active treatment is worth it and the benefits derived from it are vast.

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The Link to Academic and Social Achievement for Children with Autism Spectrum Disorder (ASD)

By Ilene R. Rotman, M.S. CCC-SLP, Director/Owner of Language Link Therapy, Inc. When I opened up Language Link Therapy, Inc. in August 2008, I wanted to approach treatment for children with Autism Spectrum Disorder (ASD) with the idea of teaching them how to adapt and communicate in society. After working with children with ASD for the past decade, I have learned that through application, sensory, and pragmatic therapies, the children began to understand and apply the knowledge and language that they learned in therapy and used it appropriately.

What is Application Therapy? Application therapy takes what the child has learned, whether through previous speech therapy and/or ABA therapy, and teaches them how to use the language in a variety of social and academic settings. Application therapy focuses more on building a child’s expressive language repertoire and increases the child’s Mean Length of Utterance (MLU). MLU is the average amount of words a child uses per sentence.

What if my child is non-verbal or has severe verbal apraxia? Application therapy applies to the non-verbal child with the use of augmentative forms of communication (i.e. Augmentative devices, picture symbol communication, sign language, etc…). The ultimate goal for nonverbal and verbal children alike is for them to communicate with their peers and adults and assimilate as best as they can into society.

What is Sensory Integration Therapy? Most children with ASD suffer from an inability to regulate their sensory systems. When they are over stimulated, they have trouble bringing themselves down to a calm level. During this period behaviors such as flapping of the hands, high pitched yells and noises, jumping up and

down, walking rapidly in a pacing motion have been noted. When a child has reached this level and is forced to work in any therapeutic or academic fashion other then relating to the sensory deficit at hand, self injurious behaviors (SIB’s), injurious behaviors to others, and/or full on tantrums may occur. Immediately addressing the child’s overstimulation by working with them in a low light, pressure seeking, and calming environment helps the child to regulate their sensory over load and enables them to focus and work on their goals. Just like over stimulation can affect a child’s ability to focus and attend to task, under stimulation, lethargy, and the child’s inability to adjust to their place in space can also promote negative behaviors. Rocking back and forth, standing on the head, crying and/or tantrums are only some of the negative behaviors noted due to under stimulation. Allowing the child to roll over a ball, swing on a swing, and play in a spinning fashion, stimulates the child which promotes better focus and attention to task.

What is Pragmatic Therapy? Social/Pragmatic therapy focuses on the ability to interact and build relationships with family members, peers, and other individuals.

Language Link Therapy, Inc. offers social/pragmatic therapy in private therapy sessions or in customized pragmatic/social groups based on social age, chronological age, and common interests of the children. Some of the goals addressed in therapy include increasing eye contact, peer interaction, conversation initiation, conversation turn-taking, topic-maintenance, joint attention, reduction of obsessive talk, reduction of self-talk, and increase interest in others. Our goal is to help the family member with social skill deficits increase self-esteem and develop lasting friendships.

Language Link Therapy is a privately owned, family run therapy clinic that provides speech, language, occupational, and feeding therapy to children and young adults. Educational

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10th Annual WCD Expo

WCD EXPO

World Congress on Disabilities

FLORIDA - FALL ‘09

Thursday & Friday, November 19-20, 2009

Prime Osborn Convention Center, Jacksonville, FL WCD Expo is dedicated to improving the lives of those with developmental and physical disabilities, their families and professionals who work with them.

Join thousands of people for two days of learning, sharing, fun and excitement.

Huge Expo Floor with Thousands of Disability Products & Services 5 Comprehensive Educational Tracks with Over 50 Educational Sessions Special Guest Keynotes & Special Events CME/CEU Accreditation

Check the website for a complete list of Autism Sessions.

FREE EXHIBIT HALL & SPECIAL EVENTS PASS for Autism Health and Wellness readers register at www.wcdexpo.com/ahw

www.wcdexpo.com 1.877.923.3976

consultations and advocacy are also available to our families.

At Language Link Therapy we provide therapy utilizing a "whole family" approach that involves not just your child, rather the entire family. With

each therapy program we provide a customized plan for your child, sibling education and involvement, family education, and a home program. It is our feeling that a “whole family” approach can enhance a child’s progress and the family as a whole can see a substantial improvement.

Addressing Medical Issues for Children with Autism

By Luciana C Leo More and more children are being affected by autism than ever before. Each year we learn that the numbers are higher. Currently, the overall numbers of children on the autism spectrum is 1 in 150. For boys it is eceb higher, with 1 in 94 being on the autism spectrum. More and more children are being affected by this disorder, but what exactly is autism?

The definition of autism is based on meeting certain criteria (see the Diagnostic and Statistical Manual of Mental Disorders, Version 4; DSM IV).

Autism is considered a syndrome; meaning the affected person can have a group of symptoms that present at different levels of intensity. For example, repetitive movements, obsessive behaviors, high pain tolerance, lack of eye contact, delayed or no language development and head banging are just some of the symptoms that occur with children on the autism spectrum.

Most people who have heard about autism are aware of the symptoms or behaviors just mentioned because these are expected behaviors with children on the autism spectrum.

What many people do not recognize is that the children have other underlying symptoms that are referred to as “comorbid conditions.” These conditions are secondary disorders that present together with the primary problem. For example, a person with hypertension can develop headaches and neck pain when the blood pressure is too high. The headaches and neck pain are considered to be comorbid conditions.

Children on the autism spectrum also present with many comorbid conditions happening simultaneously such as food allergies, sleeping problems, painful gastrointestinal issues, constipation, diarrhea, bacterial and viral infections, immune system dysfunctions, dermatological manifestations, lack of focus, aggression, poor concentration and more. Most of the time, these conditions are considered to be just part of autism because they present at the same time as the primary symptoms.

Many practitioners share the idea that the main problems for the children on the autism spectrum are really the “comorbid conditions.” Why? Because they are the most noticeable medical conditions, some cause pain and they need to be addressed. Just like if a child breaks an arm it needs to be taken care of right away, similarly, if a child with autism has gastrointestinal issues that are causing pain they need to be taken care of right away. When these conditions are addressed the behaviors can improve to one degree or another. Illness is an illness and needs to be treated, but treating the underlying conditions are also important.

What is going on inside the bodies of the children with autism spectrum disorders and why do they have so many medical problems? We find that they either have an excess of a certain substance or a deficiency of another. Excesses in the body include candida (yeast) or bacteria overgrowth, heavy metal toxicity or some chemical/metabolism imbalances. Common deficiencies include a lack of enzymes or

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vitamins. Vitamin deficiency can be caused by a poor or imbalanced diet, malabsorption of the nutrients or when the body is not able to break down (metabolize) nutrients properly. The goal in treating children with autism spectrum disorder is to balance their body by getting rid of the excess and replenishing the deficiencies.

One of the major problems often found concerns the gastrointestinal tract. Seventy percent of our immune system lies in our gastrointestinal system.

That means that if the gut is not functioning correctly the immune system will not function correctly either. If a child is not properly digesting food it is usually because they are deficient in enzymes. This improper breaking down of the food can “leak” through the gut wall and into the blood stream. The immune system will immediately defend the body from this abnormal food particle, forming antibodies against it. Every time food is eaten, the body sends its soldiers in to action, creating a constant war in the gut between the defense of the body (soldiers) and food that needs to be broken down (enemy). This results in a lack of detoxification and as a result, virus, yeast and bacteria grow beyond optimal levels. This, in turn, causes more and more allergies appear.

With a weakened ability to get heavy metals out of the body, they start to build up and cause more problems. For example, mercury inside the body likes to stick to the nerve’s coat (myelin) like a strong magnet. The body thinks it is under attack and goes into action against that protective coat. The nerves are thereby exposed and brainbody communication is diminished. This is just one of the many severe medical problems that we find with children on the autism spectrum.

It has been proven that by treating the children’s medical symptoms their quality of life improves and most of the characteristics that are associated with autism diminish. Every child has the right to receive medical treatment in order to achieve optimal health. – BodyMed Wellness Center, www.BodyMedOnline.com - (954) 584-3198

A Nutritional Perspective On Autism

By Bill Cohen The Vitamin Connection More than a millennium ago Hippocrates wrote, "Let food be your medicine, and your medicine be your food." The food we put in our body and the chemicals and additives that we ingest are a far cry from Hippocrates call to arms.

Diet and nutrition are aspects of health care that deserve more of our attention. Scientific research has continually demonstrated safe and productive ways to improve health and disease management through improved nutrition. When a person becomes ill, nutrition can often be as helpful as drugs in contributing to restored health. Drugs are mostly synthetic and are designed to treat disease symptoms and interfere with biological symptoms after the body’s natural defenses have failed. Food, on the other hand, provides natural raw materials that the body uses to perform the functions of health maintenance and restoration.

David Sandoval is the founder and president of PHP (Purium Health Products) He is dedicated to shattering the walls that stand between disease and healing. He is an internationally recognized leader in natural health treatments, a formulator, researcher and educator.

Sandoval is the author of the Autism Battle Plan. He learned from some of the leading health researchers in the world and has traveled all over the world to get information that can impact some of the worst diseases of our time. This article is designed to inform those with loved ones who suffer from autism and to offer a nutritional map for them to follow.

I want to make it clear that we do understand that the underlying cause of autism is not known and that there can be many factors. We do, however, suggest looking at David’s nutritional battle plan to combat autism. Many causative factors of autism have been proposed which occur during pregnancy and infancy; 1. Phytate rich foods such as soy and grains 2. A severe imbalance of minerals 3.Fetal alcohol syndrome 4.Infant vaccination

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5.A decrease in seotonin activity in the central nervous system 6. Food allergies 7.Yeast infections 8.A deficiency of digestive enzymes 9 Viral infections 10. Lead poisoning 11. Genetic predisposition to develop the disease Here are some facts: • In the last ten years autism has gone from 1 in 100,000 births, to 1 in 150.

• Autism is the most common developmental disorder in boys • Only 1 in 20 kids show improvement by adulthood • Currently the medical community offers no effective treatment for autism.

According to Sandoval, the following is a nutritional battle plan in which symptoms have been shown to significantly improve in as little as three weeks.

Acceptable proteins: Salmon Mackerel Sardines Catfish Soaked almonds Hemp protein Fruit: Coconut Mango Prune Papaya Grapefruit Cranberries Vegetables: Broccoli Carrots Spinach Onions Cauliflower Beets Sweet potato Butternut squash Parsley

Fats: Tropical oils Butter Grapeseed oil Nutritional Supplements: Master Amino Complex Revive It All Enzyme Advantage Advanced Probiotic Blend C From Nature Apothe Cherry 40x Aloe Vera Concentrate Cracked Cell Chlorella Aside from good nutrition, craniosacral therapy is a treatment that manipulates the bones of the skull and the underlying membranes to alleviate pressure and restriction. It helps improve brain function, spinal cord range of motion and surrounding membranes as well as the bones of the skull. Behavior modification and counseling are also very important protocols to follow.

Our goal in this article has been to provide vital information which may not be commonly known. We have covered a lot of ground in this article in a relatively short time. I invite you to explore this area if you have a friend or loved one with autism. The program described here has been attested to be working all over America and to be changing lives.

We must remember Hippocrates' great call to use food as our medicine. The American diet is sadly lacking in essential nutrients that nourish mind and body and this is in addition to any toxins and poisons in vaccines or in our water and food supply.

We must be willing to think outside the box of conventional wisdom. We should not perish because of lack of knowledge. Let us open our minds to the possibility of change. And to change properly, we must have proper information. This is what we seek to provide at The Vitamin Connection (in addition to providing holistic treatments, natural vitamins and organic products) in far more detail than in one article and in a way that's tailored to your individual needs.

For more information please contact The Vitamin Connection at 561-361-7000 or email vitaminconnect@bellsouth.net.

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Autism, Omega 3's and Behavior

By Catherine Ebeling, RN, BSN Uswellnessmeats.com Autism rates in industrialized countries have risen dramatically in the last decade, and more research is being conducted looking more at the effects of diet and nutrition (both prenatal and post natal) on behavior.

Much has been written about the gluten-free/caseinfree diet for autism, and this diet has a lot of merit and many have seen noticeable improvement using it.

New studies are now looking more at the positive effects of fatty acids—primarily omega 3 fatty acids-on the brain and behavior, and specifically, autism. As previous studies have shown, the effects of omega 3 fatty acids on dementia, aggressive behavior, and ADHD have been very beneficial and have brought about marked improvements in these conditions. Now new research shows that there is increasing evidence that fatty acid deficiencies or imbalances may help autism behaviors.

In Scotland, where autism rates have risen at the same steep incline as in the U.S., researchers have conducted studies with omega 3 fatty acids. They made an exciting breakthrough: Childhood autism may be associated with a deficiency of fatty acids, primarily omega 3 fats.

According to a study of autistic children, cell membranes in the blood of autistic children processed fatty acids at a much faster rate than other children.

Brain cell membranes are largely made up of omega-3 and omega-6 fatty acids. Based on their discovery, researchers speculate fatty acid deficiency may be a partial trigger for autism. Omega-3 fatty acids appear to be very important in normal brain development and capability. These particular fatty acids are recognized as essential fatty acids that are vital to our health, but cannot be produced by the body.

These essential fatty acids appear to be particularly important for cognitive and behavioral function. In fact, infants who do not get enough omega-3 fatty acids from their mothers during pregnancy are at risk for developing vision difficulties, nerve problems, behavior problems, and ADHD.

Low levels of essential fatty acids in the general population are associated with a wide range of psychological disorders, including depression, postpartum depression, PMS bipolar (manic/depression) and Rett’s syndrome. Other less severe symptoms of omega-3 fatty acid deficiency include: extreme tiredness, poor memory, dry skin, heart problems, mood swings, and poor circulation.

Aggressive behaviors often associated with autism, and are theorized to have a relationship with omega-3 fatty acids. Studies have also found that children with autism have lower levels of omega 3 fatty acids than do typical children. In other research studies it’s been established that the use of essential fatty acids in children with autism significantly increases language and learning skills.

Since aggressive behavior often accompanies autism, omega- 3 fatty acids may be helpful in treating such behavioral difficulties. Another study showed that the use of fish oil supplements in children with autism increased red blood cell levels of omega-3 fatty acids while reducing omega-6s. These changes were accompanied by improvements in general health, cognitive skills, and sociability, as well as reductions in irritability, aggression, and hyperactivity, according to parental reports. Among children with developmental coordination disorder, which is common among people with autism, omega-3 supplementation improved reading, spelling and disruptive behaviors.

Scientific evidence suggests that imbalances or deficiencies of certain highly unsaturated fatty acids (HUFA) may contribute to a range of behavioral and learning difficulties including ADHD, dyslexia, dyspraxia, and autistic spectrum disorders. This could help to explain the strong familial associations between these conditions and their common overlap within the same individuals.

Omega-3 fatty acids--also known as polyunsaturated fatty acids (PUFAs), play a crucial role in brain function as well as normal growth and development.

There are three major types of omega 3 fatty acids that are ingested in foods and used by the body: alphalinoleic acid (ALA), eicosapentaenoic acid (EPA), and

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Docosahexaenoic acid (DHA). Two of the major omega 3 fatty acids are EPA and DHA. Once eaten, the body converts ALA to EPA and DHA. DHA is critical for early brain development, and EPA is useful for later development, cognition, and behavior.

It is important to maintain an appropriate balance of omega-3 and omega-6 (another essential fatty acid) in the diet, as these two substances work together to promote health. Omega-3 fatty acids help reduce inflammation, and most omega-6 fatty acids tend to promote inflammation.

fatty acids and everyone can benefit by including more omega 3-rich foods in their diet.

Catherine Ebeling is an RN, BSN and certified personal trainer, and has studied nutrition and health for the last 25 years. She has extensive knowledge in the areas of sports nutrition, celiac disease, and omega 3 fatty acids, and currently is a regular contributor to U.S. Wellness Meats bi-weekly newsletter. See www.USWellnessMeats.com for wholesome, organic grass fed meats and other nutritional products.

The overall benefits suggest that creating a diet heavy in omega 3’s and including grass-fed meats, can lead to the reduction of the negative behaviors associated with autism. Further, there is no apparent harm associated with omega-3 supplementation. As with any form of supplementation, the decision to supplement the diet with more omega 3 fatty acids in children with autism should be made in along with a primary care provider.

Infertility & Reproductive Medicine Of South Broward www.infertilitybroward.com

Omega 3’s can be found in fatty wild-caught fish, such as salmon, tuna, and halibut, and in grass-fed beef.

However, many fish are high in mercury and other toxins, especially the large predators (shark, swordfish, and tuna). One of the best solutions to this diet quandary is the inclusion of grass-fed meats in the diet. Grass-fed meats are high in omega 3 fatty acids, with none of the toxins that many fish may carry.

Grass-fed beef, as opposed to grain-fed commercially raised beef, has a similar omega 3 fatty-acid profile as fatty fish, without the danger of toxins such as mercury and PCB’s. Grass-fed meat is a rich source of this healthy fat because the cattle spend their lives eating green forage plants that are naturally rich in omega-3s themselves. Just by eating their natural diet, the cattle absorb these valuable fats and then pass the nutrition on. The result is beef that has nearly 60% more omega-3s than beef from cows that have been raised on a feedlot grain-based diet.

Dr. Gelman specializes in reproductive endocrinology and infertility for both men and women. His practice offers professional evaluation and treatment for a variety of reproductive disorders. He performs general fertility evaluation, ultrasound, semen analysis, ovulation induction, artificial insemination, and invitro-fertilitzation. The doctor also treats polycystic ovarian syndrome, recurrent pregnancy loss and more.

Ongoing research will help to clarify the importance of this vital nutrient and autism. Although deficiencies of omega 3’s are common in dyslexia, dyspraxia, ADHD and autistic spectrum disorders, they are certainly not confined to individuals with these conditions. The standard American diet is sadly lacking in omega 3

In today’s society, many couples try repeatedly to conceive a child without success. The office of Dr. Kenneth Gelman, Infertility and Reproductive Medicine of South Broward located in Cooper City is here to help.

Dr. Kenneth Gelman is board certified Endocrinologist and infertility specialist. We offer personalized care with state of the art ultrasound and laboratory testing.

Infertility and Reproductive Medicine of South Broward accepts most insurance plans and help patients manage the cost of their infertility treatments. Call today at (954) 432-2228 and let Dr. Gelman be a part of your journey to parenthood. www.infertilitybroward.com 9900 Stirling Road #300 Cooper City, Fla. 33024

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DIVISION OF RESEARCH AND GRADUATE STUDIES Continuing and Professional Studies Office

Online program offers introduction to equine facilitated activities & therapy Many parents of children with Autism are looking for more. More help. More answers. More information. More knowledge.

Children with autism often struggle to communicate, causing frustration not only for the child, but for the parent yearning to understand. Those individuals with cognitive and sensory, physical, emotional, or psychological disabilities, are benefitted by being engaged through Equine Facilitated Therapy; an emerging field of therapy for Autism.

But what is Equine Facilitated Therapy, or EFT, as it is commonly referred to? EFT is a type of Animal Assisted Therapy, which is a rapidly growing field of practice offering parents and therapists a unique and effective approach with those they care for.

The experience of seeing a child grow under the guidance of equine assisted activities is what makes it all worth it for those in the field. “We’ve already had riders say their first words and one child walked for the first time after riding for a few sessions. The parents of a four-year-old rider who has cerebral palsy used to put him in an apparatus to take baths. After a few sessions, he’s developed enough trunk strength to sit up in the bathtub on his own. Things like that are huge for a family, in addition to the confidence, bonding, and interpersonal skills,” says Lili Kellogg, an Instructor for Texas A&M’s Therapeutic Riding online program.

From a profession standpoint, a variety of skill sets are required in today’s equine facilitated activities, therapy, and horse management operations. As one of the leaders in its field, Texas A&M offers Equine Facilitated Activities & Therapy (EFAT), an online program flexible for a wide spectrum of professional career paths, from individuals with a genuine desire to know more about this emerging field, to those needing practitioner-based skills or advanced research to improve their knowledge. As the various tracks are completed, participants build professional development while earning continuing education in an area of expertise. But what makes EFAT at Texas A&M stand out as a leader, when compared to other programs? Kellogg says it’s about reputation. “Because it’s at the university level, and it’s offered at such a respected university. People from around the world are taking these online courses. They don’t have to be accepted as a student at Texas A&M. It’s one way to gain more knowledge about equine facilitated activities and therapy without having to go back to college. The program instructors are very experienced and are experts in the industry. The program participants get to benefit from that knowledge and experience level.”

EFAT is the first online continuing education available for, and specifically tailored to, individuals and specialists who want to become more knowledgeable about these benefits. Through self-paced programs, the world of teaching, learning, and understanding through the instincts and senses of the horse is available for everyone looking to educate themselves in proven activities and therapy options. Parents, volunteers, professionals (i.e. educators, therapists, psychologists, doctors, etc.) can explore, from home or on the go, the opening field of equine facilitated activities and therapy.

Leslie Moreau, LCSW, is author of Equine Facilitated Mental Health, A Field Guide for Practice -- the preeminent text on equine facilitated psychotherapy. Having been a psychotherapist for 30 years and involved in therapeutic riding and equine facilitated psychotherapy for 21 years, Moreau is the Instructor of the Equine Facilitated Psychotherapy online program.

Moreau states, “Equine Facilitated Therapy is about mind, body, spirit. I started volunteering in a therapeutic riding facility with handicapped and emotionally disturbed kids. One of the children I worked with was selectively mute; but after watching some of the other kids on the horse, she decided to talk to a horse after not talking for over a year.”

Donald L. Houston Center 200 Discovery Drive Suite 101 4460 TAMU College Station, TX 77843-4460 Tel. 979.845.6036 Fax 979.845.6407 capso@tamu.edu http://capso.tamu.edu

The benefits that the participants have experienced hands-on with interactions between horses and children have been profound. Roxanne Trent, a participant in the Equine Facilitated Activities & Therapy program at Texas A&M, had this to say about it; “I was very impressed at the depth and caliber of the curriculum. I knew this program was a good fit for me.

It being Texas A&M, I quit looking at other programs and knew I’d found the right program.”

The Equine Facilitated Activities & Therapy program at Texas A&M University launched in 2007 with four tracks: Therapy 1. Equine Facilitated Psychotherapy a. A unique way to look at relationships b. An effective way to invite behavioral change 2.

Hippotherapy- (simply put means treatment with the help of the horse) a. Ability to recommend individuals for hippotherapy b. Facilitate interest in using hippotherapy for clinical practice

Activities 3. Horse Care (of partnering horse) a. Improved confidence for a safer working environment with horses b. Better conditioned horses with improved performance 4.

Therapeutic Riding a. A greater understanding of the industry b. A foundational professional knowledge base upon which to build

Serving Seniors, People with Disabilities and their Families Howard S. Krooks, JD, CELA, CAP Ellen S. Morris, JD

For details, visit: http://equinefacilitated.tamu.edu.

David Sontag, L.Ac, A.P. Acupuncture Physician / Licensed Nutritionist NAET & Nutrition for ASD, PDD, ADHD 305-949-2990 acudoc@bellsouth.net www.davidsontag-ap.com

Elder Law Associates PA

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Please visit

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Kimberly Bloom, MS, CCC-SLP Director

about us

Parents and Children Celebrating Summer Together

By Christina Wallerstein PlayWorks.net Summer is here. Let's resolve to celebrate the season by slowing down and savoring what makes summer the season we dream about all winter.

Outdoor activities are a hallmark of summer, and children and adults alike delight in getting out of the house and into the sunshine. What better time for families to play and learn together?

Plant annuals, then cut flowers to bring indoors.

What says summer better than vibrant marigolds, sunflowers, and zinnias? Each comes in a variety of sizes, heights, and colors. If space is limited, plant a color pot of your favorites.

This will entail a trip to a nursery. Allow time to wander among the plants, learning the names of plants you like. Take snapshots of favorite flowers as well as pics documenting how your garden grew and plan on recalling your summer gardening adventure by making a one-of-a-kind scrapbook once cooler weather forces you inside again.

Children too young to print can dictate commentary; anyone who likes to draw can add garden inspired drawings.

Favorite blossoms can be laid between sheets of parchment paper and pressed between the pages of a thick book for a "straight from our garden" treasure.

Grow vegetables. Harvest and delight in the flavor of homegrown tomatoes, even if your garden is a pot on a patio. Check out square foot gardening, lasagna gardening and vertical gardening techniques for easy and bountiful harvests. One family nearby has successfully turned their urban parkway into an amazing intensive garden with a wide variety of vegetables, including corn and pumpkins, as well as giant sunflowers. I delight in walking by and watching their garden grow.

Visit your local farmers' market and breathe in the fragrance of locally grown fruit ripe from the tree.

Most farmers offer samples, allowing shoppers to savor the flavors before choosing their favorites to take home.

Studies show that children who participate in the growing of food gain an appreciation of where the food they eat comes from and are more willing to eat healthy foods. Meeting farmers and sampling their produce can spark an interest in fresh food and lead to more adventurous eating. Consider inviting your child(ren) to select ingredients for a simple meal that family members prepare and enjoy together.

Lie on the grass and watch clouds float overhead...Search for a four leaf clover...

Make daisy chains and clover necklaces...Watch butterflies flit among flowers...Chase fireflies...Run through sprinklers on a hot summer's day...

Take a walk in the rain. Just the thought of that makes me envious, living as I do where summer is the dry season.

Mix up a solution of 12 cups of water, 3 cups of liquid detergent, and 3/4 cup of corn syrup, and blow bubbles. Look around for everyday objects suitable for bubble making. Here's one idea: those green square plastic baskets from the produce section of the supermarket .

Play hide and seek...Run in a sack race...Jump rope...Shoot marbles...Throw jacks, then unwind and sip ice cold lemonade...Make popsicles from fruit juice and ice cream from your favorite summer fruits...Laze away an afternoon with a good book, ideally in a rocker on a porch with an iced tea by your side, if you're lucky enough to have a porch...Take a nap in a hammock under a shade tree, if you get the chance.

Play games outdoors on a picnic table. My favorite is Think-ets, a game of tiny treasures stored in a small cloth drawstring bag.

Just naming and talking about each one is fun, but

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that's just the beginning. Soon you'll be choosing favorites, alphabetizing, discussing similarities and differences, and playing memory games, as one trinket goes missing or another gets added or one shifts position, all while eyes are closed. No peeking allowed. Think-ets inspire creative imagination and storytelling and tuck easily in a pocket for take anywhere fun. [You can find these at playworks.net].

At Playworks, we prefer cooperative games, believing that learning to work together cooperatively beats competition when family and friends come together to play.

I recently discovered Family Pastimes, a family owned and operated company in Canada that specializes in such games. We're adding their best children's games to our website, www.playworks.net, and invite you to see for yourself what sets these games apart. I can tell you that any board game that can be played repeatedly and enjoyably by children and adults alike is a treasure. I recommend Max for starters. It's fun for all and provides ample opportunities for learning, thinking, and problem solving.

Whatever else you decide to do this summer, spend time with family and friends, sharing simple meals and making memories. Breathe deeply, smell the roses, jasmine, honeysuckle, or whatever fragrant plants grow where you live, and celebrate summer.

It will be gone all too soon.

PlayWorks.net offers one of the most extensive arrays of therapeutic toys anywhere, specializing in toys kids with autism as well as for all kids in general.

Complete Lead Generation System – Association of Entrepreneurs E-mail marketing to thousands of Broward and Palm Beach County entrepreneurs and business owners Exposure at over 20 business events per month and much more (954) 752-3930 marc@mybizuniverse.com www.MyBizUniverse.com

Choose to Be A Health Role Model To Your Children The Wellness Column Presented by Scott Herman, D.C. What “health-care attitude” are you teaching your children? One of the most valuable lessons a parent can impart to his/her children is to focus on prevention when it comes to staying healthy. This may sound like common sense, but it means battling the traditional “sick-care” model of health popular in today’s society — a system that focuses on the symptoms of disease rather than the underlying causes.

The good news is that this antiquated system is slowly being replaced by a more personal, wellnessoriented approach. And chiropractic is on the forefront of this health-care revolution!

To learn more about the chiropractic approach to wellness, call Dr. Scott Herman, a chiropractor and holistic-care provider, at (954) 917-4343 or check out his website at www.tropicalchiropractic.com. Dr. Herman is a noted health speaker and a member of the Doctor's Speaker's Bureau. If you would like Dr. Herman to speak to your local business or organization, please call at (954) 917-4343. Upcoming topics include: De-Clutter for Optimal Health and Happiness, Chiropractic Alleviates Auto Injuries and Hypothyroidism.

The Need to Advocate for Special Needs Children and Caregivers – What We Can All Do

By Leah Postelnik When my husband, Yomin Postelnik, found out that his state representative, Ellyn Bogdanoff, was about to go on to run for state senate, he decided to stand up to replace the void that would be left behind.

The current state rep is very much in tune with the needs of the special needs community and Yomin felt that it was important to continue that record.

Of course, there are many other issues that he feels

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strongly about, but special needs has a deep importance to him.

Yomin explains that special needs advocacy is an area that is particularly important, due to the fact that those who are most in need of a voice are most preoccupied with the noble and special task of caring for their loved ones.

He explains the need for advocacy as follows: There are many special interest groups, some of little benefit to society and others that do, in fact, campaign for causes of value. They are all, however, spearheaded by energetic people who can devote large amounts of their time to their cause.

Even advocacy to combat certain diseases, that we hope and pray no one will ever know first hand, benefit from the first hand advocacy of those who have been affected by them and have recovered.

Special needs advocacy is entirely different in this regard. Advocacy is generally initiated by parents or providers who work tirelessly for the wellbeing of their children and who have little time for political maneuvering. That is why being a voice for the special needs community is so important and why those who are sensitive to the issues facing special needs parents, guardians and provider agencies need to take a lead role and run for office or advise those who do.

Yomin decided to take the plunge and opened his campaign with the website www.ABetterFlorida.com.

His platform encompasses the needs of the district and what he feels are common sense solutions, but special needs advocacy is a central part of his mission.

Whether you’re a conservative, a liberal or a moderate; whether you are a Republican, a Democrat, an Independent, a member of any other party or a member of none, if you care about special needs and have expertise in this area or a desire to assist those who do get involved in the legislative process.

must be covered. Many kids can be mainstreamed through early detection and treatment. It’s the right thing to do and besides, it will save the system, the insurance companies and the government a substantial amount in the long run.

Advocacy for special needs parents must be made less cumbersome. Red tape must be eliminated and the system made more effective. Most importantly, the education system must adhere to basic standards of treatment for special needs kids and never ostracize children who need extra encouragement or attention.

These are not conservative or liberal issues. They’re basic decency issues that need to be addressed.

Common sense also dictates that everyone benefits from most of these solutions being implemented.

But these issues have rarely been on the front burner or at the forefront of public discussion due to the simple fact that those who seek their advancement are also the most time consumed, caring for the needs of their own family.

That’s where you come in. If you have time and the ability to run for public office, please do so – as the improvements that informed voices can bring to these areas cannot be overstated. And if you don’t have the time or the ability to run yourself, advise a politician or a campaign that is receptive to the needs of autism and of the special needs community in your area. The difference you may offer can be profound.

Libertas Strategic Communications LLC 561-866-0136 Libertas Strategic Communications is a consulting and public relations firm with expertise in communications, media relations, public policy research, political consulting, and new media strategies.

There is work to be done. Autism insurance discrimination must end and testing for autism

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Directory of Businesses Support our advertisers who bring you the needed information found in Autism Health and Wellness.

Below is a directory of businesses. To advertise please call (954) 353-1898 or email info@autismhealthandwellness.com.

ProxTalker (Breakthrough Communicative Device) Therapy Spot Inc (OT/Speech Path) Great Plains Laboratory (Allergy Testing) Grassland Meats (Grass Fed/Organics) AllegiCare (Allergy Therapy - Helps Autism) Health Sciences of America (Case Studies) American Swing Products (Therapeutic) Breakthrough Therapy (Speech Therapy) Shaklee (Green Cleaning Products & Vitamins) The Conde Center (Autism & General Chiro) Friendly Tire Company (New & Refurb. Tires) Playworks (Toys) Texas A&M University (Equine Therapy) Complete Financial (Special Needs Planning) Zambrano Insurance (Health Ins. Experts) BodyMed Wellness (Hyperbaric & More) The Vitamin Connection (Treatment & Store) Resource for Health (Advanced Air Cleaner) Ms. Courtney Pediatric Therapy (OT) Language Link Therapy (Speech/OT) A Premier Orthopedic & Rehab Infertility and Reproductive Therapy Transmission Srvc Ctr (Full Service Mechanic) Boys & Girls Clubs of Broward Tropical Chiropractic Prepaid Legal Services World Congress on Disabilities (Expo) Prosperity Life Planning (Activism) Lead Generation (Advertising) Elder Law (Representation of all disabled) Dr. David Sontag (Acupuncture/Nutrition) Advocacy: Louis H. Geigerman National ARD/IEP Advocates P.O. Box 16111 Sugar Land, Texas 77496-6111 louis@narda.org http://www.narda.org/

See Back Cover See Inside Cover & Pg 4 See Inside Back Flap See Pgs 5 See Pg 8 & 20 See Pg 7 See Pg 19 See Pgs 39 (and 25) See Pg 19 See Pg 15 See Pgs 29 (and 37) See Pg 25 See Pgs 39 (and 25) See Pg 10 See Pgs 37 (and 26) See Pg 8 & 20 See Pg 8 See Pg 19 See Pg 27 See Pg 37 See Pg 37 See Pg 37 See Pg 12 See Pg 26 See Pg 26 See Pg 25 See Pg 31 See Pg 29 See Pg 41 See Pg 39 See Pg 39 Ruth Heitin, Ph.D. Educational Consulting Services 100 West Howell Avenue, Alexandria, VA 22301 Phone: 703-519-7181; Email: HighTen@aol.com www.educationalconsultingva.com

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Torin D. Togut Attorney at Law 140 Hanarry Drive Lawrenceville, Georgia 30045 (Tel) 678-372-1829 (Fax) 678-407-2449 ______________ Medical: Syndion® is a liquid antioxidant, multivitamin and mineral supplement developed for children and adults with special nutritional needs and food sensitivities.

A pilot study showed beneficial effects on the Autism Treatment Evaluation Checklist Parental Impression Scale. www.syndion.com or call 1-877-SYNDION for more information. ____________ Dental Anesthesia For Children with Autism And Related Disorders Charles H. Kates, DDS Oral & Maxillofacial Surgeon | Board Certified Anesthesiologist 1 NE 168th St, Miami, Florida 33162 | 305.651.6442 ____________ Behavior Building Blocks Celena Benjamin BCBA LMHC 305 6th Rd SW Vero Beach, FL 32962 (772)713-4031 ____________ Dr. Thomas, Autism Specialist, ABA, N.E.T., Communication/Language Therapy.

561-370-3907 jody_thomas001@comcast.net ____________ Dr. Gary Cohn Ph.D. Treating children on the autism spectrum for over a decade Tel: 305-663-4773 Cell: 786-200-4951 E-mail: gspsyd@hotmail.com Optimum Wellness Marlene Cobb-Sime D.O.M.-A.P.D.N.B.H.E. 7442 Wiles Rd. Coral Springs, FL 33067 Office: 954-755-4550

Direct: 954-415-0914 NAET & NET Practitioner (Eastern & Western Medicine – Allergy Elimination) Speech Therapy: London Achievement Processes 5582 NE 4th Ct Suite 5 Miami, FL 33137 305-757-3482 888-922-5008 www.londonachievement.com info@londonachievementprocesses.com Director :Ricki London "We are more than a program, we are the solution” ______________ Promised Land Therapy Verbal Behavior School for Autism 10800 SW 186 St Cutler Bay, Fl 33157 (305)255-9561 www.promisedlandtherapy.com plandinc@bellsouth.net Music Therapy: Jeff Engel Licensed and Board Certified Treating all children on the Spectrum Operating In West Palm Beach, FL (914)316-6169 Educational Material: Silver Lining Multimedia Educational Materials for Special Needs Photo and Interactive Software www.silverliningmm.com 888-777-0876 Gluten Free Soap: Gluten-Free Savonnerie No dyes, soy, peanuts, corn, or casein.

Fragrance-free, allergen-specific, paraben-free soaps, hair care and skincare for the entire family. Full disclosure of all ingredients used.

Vegan and biodegradable. www.GFSoap.com Ph: (888) 643-7627

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Clinical testing and research for individuals with: Autism, AD(H)D, PDD, and Asperger’s Environmental Illness and Allergies Fibromyalgia and Chronic Fatigue Tourette Syndrome, Tics, OCD, & Depression Down Syndrome, Alzheimer’s, and Parkinson’s Disease Autoimmune, Behavioral, Intestinal, and Seizure Disorders

The Great Plains Laboratory, Inc. is the global leader in metabolic, environmental, and genetic testing for people with chronic illnesses and diseases. We offer a variety of clinical tests which help diagnose underlying conditions that are not routinely available through other laboratories.

Our laboratory is dedicated to helping both medical practitioners and patients to achieve their maximum potential through accurate and informative laboratory testing. As a client, you will appreciate the personal, one-on-one service that sets our laboratory apart from the rest.

Specialized Testing Available: • • • • • • • • • • • • • • • •

Advanced Cholesterol Amino Acids Comprehensive Stool Copper & Zinc Essential Fatty Acids Food & Inhalant Allergies Glutathione Gluten & Casein Peptides Immune Deficiency Metals: Hair, Urine, Blood, & Stool Nutrition & Metabolism Organic Acids Streptococcus Antibody Transglutaminase Antibody Vitamin D Yeast Culture with Sensitivity

CUSTOMER SERVICE Toll Free: 800-288-0383 Local: 913-341-8949 Fax: 913-341-6207 General Inquiries: customerservice@GPL4U.com Customer service support is available in multiple languages: Spanish, German, French, Portuguese, Italian, Japanese

www.greatplainslaboratory.com

The right tool for the job…

My son Logan has autism.

He cannot talk yet.

We invented the Logan ProxTalker to help meet my son’s communication needs. There is nothing on the market quite like it. It is the first moveable picture communication device that actually talks. There are no levels or menus to hinder the simple logic of basic communication. Simply place the picture sound tags on the buttons and press – out come the

Leveraging technology to improve quality of life.

words. There is an onboard microphone so words can be added or changed with ease using special function tags. It is built to last.

Whatever you do for your child, be sure to work closely with a team of professionals to develop the best program of treatment. Consult your Speech Therapist and your Assistive Technology Specialist to be sure you select the right tools for the job.

Sincerely,

Patents Pending

ProxTalker.com, LLC PO Box 190 Thomaston, Connecticut 06787 United States of America

Glen Dobbs, President ProxTalker.com LLC

(860) 283-0966 (866) 962-0966 (Toll free) info@ProxTalker.com http://www.ProxTalker.com