December 2010 - Issue #15
South Florida Autism Newsletter
FRE Tak E eO ne
In this Issue:
Autism and Sports Children With Autism Learning To Swim In Just Five Days Ice Skating for ASD Recipe of the Month GFCF & SCD Empanadas!!!
Inside This Issue... GENERAL ARTICLES
Fighting Flu Season!
Page 3
Contact Us.
Learning To Swim In Just Five Days
Page 5
Ice Skating for ASD
Page 6
For general information or advertisement opportunities, please call us at (954) 530-5992 or email at autisminsidernewsletter@gmail.com
Autism and Sports
Page 7, 10
Community Spotlight: VILLA LYAN
Page 8
Communication Patterns in the Brain
Page 9
Children With Autism
Luciana C Leo (786) 306-4967 Sarah Sweeney (954) 258-1898
Recipe of the Month GFCF & SCD Empanadas
Call us to advertise in the Autism Insider Newsletter
Page 11
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www.soloprinting.com 2 - Autism Insider Newsletter, December 2010 Issue
Fighting Flu Season! By Luciana C. Leo A.P. DOM Many of us look forward to the Holiday Season! But unfortunately, it comes hand on hand with the “Flu Season”. Flu is unpredictable, and it's impossible to say with any certainty what kind of season we're going to be in for. This flu season started officially in October and flu activity usually peaks in January, February, and March. The flu is a virus usually acquired through contact with an infected individual. The young and old population are the ones at most risk, specially if they have an impaired immune system which is the case for many children and adults with autism. The flu makes most people feel sick all over. Common flu symptoms are fever, cough, sore throat, runny or stuffy nose, body aches, headache, dizziness, chills, and fatigue. Some also might have vomiting and diarrhea. Mostly it last for five to seven days. Because the flu is a virus, there is not a particular medicine that will help you get rid of it. Treatment is usually geared toward improving the present symptoms. What to do if your child gets the flu For Fever: Dip: Let your child sits in a tub of coolish water (definitely not ice cold water, which can induce shock) for half an hour. Strip: With the body exposed as much as possible, the sweat glands will be better able to release moisture, which will make the person feel more comfortable. Strip down to your skivvies, that means a diaper for an infant and underpants and thin undershirt for an older child or adult. Sip: Fever can be accompanied with vomiting or diarrhea, leading the body to fluid loss and an electrolyte imbalance, so it's important to keep drinking. Some cool natural kitchen remedies to help dehydration during fever are: Ÿ Pour a pint of boiling water over an entire head of lettuce and let it steep, covered, for 15 minutes. Strain, sweeten the liquid to taste (with stevia, honey or xylitol), and drink. This lettuce infusion may help improve sleep pattern also.. Ÿ Pineapple. Fresh is best. It's one of nature's anti-inflammatory agents that can fight fever. Pineapple is also packed with juice that can prevent dehydration. These two decoctions can be made into popsicles for children. Resort to over-the-counter relief: If a fever is making you or your child very uncomfortable, a nonprescription antipyretic (feverreducing) drug can be used. For children, stick to Ibuprofen. For other flu symptoms: The best way to fight the flu is by strengthen your child’s immune system and by giving him/her natural antiviral to help relieve some symptoms of the flu, reduce the length of time it will take to recover from it, and reduce the risk of serious complications from the flu such as pneumonia. Here are some options for natural antiviral: 1. Echinacea - It has long been used as an antiviral remedy for colds and flu. It appears to work by boosting production of interferon, the body’s own antiviral fighter, as well as stimulating infection-fighting white blood cells. The compounds of Echinacea have specific antiviral properties that can resist viruses. The best way of testing if you bought a good strength of Echinacea is the tongue test. After tasting it with your tongue,
the tongue should feel numb or tingly. Dose: Adults should follow the dose in the label. For children do 1/3 of the adult dose on the label. 2. Virastop from Enzymedica - It contains a blend of proteases which can help to break down protein pathogens in blood, including viruses. Dose: Adults and children take one capsule three times a day in an empty stomach (meaning one hour before or two hours after a meal). 3. Vitamin C - It is a powerful antioxidant that protects against infection and enhances immunity. Dose: Adults take up to 5000 mg per day. Children take up to 2000 mg per day, for children younger than two years old consult with your primary physician. You can also give 15 mg of Zinc daily to improve the body’s absorption of vitamin C. How to prevent the flu Wash your child’s hands frequently. Use warm water and soap. The flu virus can enter the body through the mouth, nose and eyes. During flu season all the family members in the household can take 500 to 1000 mg of vitamin C to boost the immune system combined with 15 mg of Zinc to increase vitamin C’s absorption. Encourage physical activities for at least 30 minutes a day for your child by going to the park, riding the bike, playing the Wii, dancing, jumping, or by signing them up in sports or activities. Children need a good night sleep in order for the body to recharge itself. A good sleep is essential for the immune system. Something to know about the flu vaccine To vaccinate or not to vaccinate??? That is the question! When it comes to a child’s health, parents need to educate themselves to decide what is best for their children!!! It takes about two weeks after vaccination for antibodies to develop in the body and provide protection against influenza virus infection. Therefore, if your child presents initial symptoms of the flu, do not vaccinate. By the time the vaccine starts to work, the virus will be out of your child’s body and the body would have developed antibodies to the flu on its own. DO NOT GET YOUR CHILD VACCINATED IF HE/SHE IS SICK!!! According to Dr J. Anthony Morris, the former Chief Vaccine Control Officer at the FDA, “There is no evidence that any influenza vaccine, thus far developed, is effective in preventing or mitigating any attack of influenza”. The 2010-2011 multi-dose vials seasonal flu vaccine DO contain thimerosal (mercury-based preservative) as explain in the Q&A page of the Centers for Disease Control and Prevention (CDC) web site (http://www.cdc.gov/flu/protect/vaccine/thimerosal.htm). If you decide to vaccinate, the single dose units and the nasal spray vaccine do not contain thimerosal. Keep in mind that the nasal spray flu vaccine is live virus and should not be given to children younger than two years of age, children with a weak immune system, children younger than five years old with severe allergy/asthma/wheezing problems, anyone with muscle or nerve disorders (such as seizures or cerebral palsy) or anyone in long-term aspirin treatment. Influenza vaccine virus is grown in eggs. Children with an egg allergy should not get flu vaccine. This year the flu season does not have to get you and your family down! Remember that the best attack is a good defense. Take care of yourself and the ones you love by implementing the necessary measures of prevention against the influenza. Don’t let the flu virus be the center of attention during these holidays season!
3 - Autism Insider Newsletter, July 2010 Issue
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Puzzle Peace is a forum for local families trying to define themselves without allowing a developmental disorder to do it for them. Join the movement! Visit to say your peace, or contribute to our network of autism friendly faces and places.
Proceeds from our groovy car magnet benefit the Evan Reed Dermer Scholarship Fund
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Learning To Swim Children With Autism Learning To Swim In Just Five Days In Our Heated Salt Water Pool!
Water safety for children is obvious as it protects children from drowning and helps keep them safe in and around the water. All children need to learn to swim, but in the situation of a child who is less aware of his or her surrounding and challenged with communication, it is even more crucial. Julie Gross and her certified swim instructors are making great strides in teaching children of all ages and abilities to swim safely. The Swim With Mr. Blue crew celebrates children with Autism by participating in multiple community events that promote water safety, swimming lessons and Autism Awareness through their fun-packed water safety puppet show. Ms. Julie has a deep love and compassion for kids that have special needs and is having great success in teaching children with autism to swim. She believes that each child is precious and some of us just need a little more tender love and care. She understands that many children with Autism really do well in the water because they feel relaxed and all of their senses become fully engaged. Children with Autism adapt and learn very well with repetition, association and memorization of stories and songs. This is why so many children who are on the spectrum benefit from the Swim with Mr. Blue program. “It seems as if Miss Julie’s lesson plan was created just for children on the Spectrum,” said a mom of a three year old boy with autism. “Within five days ...he was swimming like a little fish ...not just swimming, diving to the bottom of the pool to pick up toys! Autistic children, in general, learn very well from visuals, repetition, and from associating. Her lessons were PERFECT for this aspect of this learning.” It is especially important for children with emotional, behavioral, and communication disorders to learn to swim through one-on-one instruction offered by certified swim instructors that understand and have worked with children with autism or special needs before. Children who have difficulty processing their sensory input in the world often find swimming to be a welcome respite and the Swim with Mr. Blue program makes every effort to connect with each of their swim students for a fun and comfortable experience. Ms. Julie has also been instrumental in creating and launching the Super Swimmers Foundation which was created to help children with autism and special needs learn to swim. For more information about teaching your child with Autism to swim and the Super Swimmer Foundation, visit www.swimwithmrblue.com, www.superswimmersfoundation.com, or call (954) 956-9955.
5 - Autism Insider Newsletter, July 2010 Issue
Ice Skating for ASD By Luciana C. Leo A.P. DOM
An unusual, but very beneficial sports for children with ASD: Ice Skating
that Ice skating is a very difficult sport, but because of that, it helps children to increase their ability to concentrate, improves their motor function, strengthens postural control, encourages communication, promotes social skills, and helps children gain a greater sense of self esteem.
When parents start looking for a sport or activity for their children with special needs, usually, they try more conventional sports like soccer, baseball or karate. Any type of physical or group activities are beneficial in one way or a n o t h e r . Sometimes the options can be expanded if we think outside the box! What about ice skating? I was surprised when I found out that there is a coach in Broward County that teaches ice skating to children with autism.
I had the opportunity to meet one Saturday at the Ice arena with Kris and one of her students, Wesley who is 11 years old. When I went inside the ring, I saw how many people were skating all over the place, I heard the loud music, and how cold it was. Right away I though to myself, this is not the appropriate environment for a child with autism considering how many sensory issues they can have. Kris approached me at the ring and asked me if I saw Wesley already, I answered no. She pointed at him, he was already skating on the ice all by himself. I was amazed and surprised at the same time watching him skating with a big smile from ear to ear. Wesley blended so well between the other skaters. He was enjoying the people, the music, and the ice. Wesley has been able to cope with these stressor by concentrating on the skating. He has been showing great improvement on behavior, social skills, coordination and speech.
Kris Davidson has been ice skating for over 30 years and she teaches this fabulous sport to individuals diagnosed with ASD at the Pines Ice Arena in Pembroke Pines, Florida . Somehow, Kris always showed interest in the special needs population. Ever since she used to go to work with her father, who worked with children with hearing impairment. Kris’s interest to learn more about ASD increased when her own cousin was diagnosed with autism. Since then, she got a bachelor degree in exceptional education, and she is a fifth grade ESE teacher at the Autism Charter School in Hialeah. Due to her extensive background in both areas, exceptional education and figure skating, Coach Kris is able to incorporate both of her passions into one and share it with families who are looking for a special activity for their children.
Coach Kris not only teaches children how to skate, she also teaches them social skills, communication, confidence, and how to make a friend. She also uses the ice to draw for educational purposes, to play and to work in sensory input. Ice skating in South Florida is an amazing experience to have without living in a northern climate, it is also a great sport that can be done indoors and without sweating! Two of the most important factors that sport and treating a child with special needs have in common are CONSTANCY and CONTINUITY. It is recommended to start classes at least for 30 minutes, once a week. Ice skating is a sport that can help children gain great skills while having fun‌ When you think that there is nothing else you can do, just think outside the box!
Coach Kris Davidson Professional Figure Skating Instructor B. S Exceptional Education USFSA ISI PSA
Ice skating is a well-chosen physical program for a child with autism, or any other exceptionality, that will assist with a child using appropriate behavior, selfcontrol, and learning. There is not a doubt
Pines Ice Arena (954)826-5591
6 - Autism Insider Newsletter, December 2010 Issue
Autism and Sports By Sarah Sweeney A sport is an organized, competitive, entertaining and skillful physical activity requiring commitment, strategy, and fair play, in which a winner can be defined by objective means. After reading this concept you may think: Is it possible for my child to play a sport? The best way to approach teaching a child with autism any sport is to do what we always do when we teach them something new… repetitiveness and reinforcers are the keys. Depending on your child you will want to start teaching a sport with 1:1 ratio, in a familiar space, such as a park or your backyard. Like all kids they have different preference, they may like to play solo or with others. They can enjoy sports that involve a tool (ball, racquet, etc) or the body (martial arts, gymnastics, ballet, or dancing). You probably will have to try several forms of activities and sports to find out one that catches your child’s attention. There are some sports that you can try by yourself like: Soccer, Baseball, Basketball, Tennis, Bowling, Ping-Pong, Swimming, Volleyball, Camping, Bicycle, Hiking, Sailing, Surfing, etc. Other sports you will need to try them through an academy, some of them are: martial arts (judo, karate, kung fu or taekwondo), gymnastics, and ballet, among others.
How sports can help autism Ÿ Better coordination: neurological connections are strengthened leading to better stability, balance and coordination. Ÿ Improve Visual tracking: during sports we can have visual attention on a target, or eye jump from one target to another, follow a moving target, or work on our hand-eye coordination. Ÿ Faster mental processing: there are three stages: sensation - environmental stimulus acts on the body, as a result, an electric impulse is sent to the brain for extensive processing, perception - the results of the sensation stage are further processed, resulting in usable patterns of object movement that bring fuller meaning to the athlete’s situation, and response selection - During the response -selection stage, the athlete decides whether or not a response is necessary to address the stimulus. For examples source: http://www.humankinetics.com/excerpts/excerpts/impro ve-your-mental-processing-speed Continues in page 10
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“ Achieving Success One Child at the Time” 7 - Autism Insider Newsletter, July 2010 Issue
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Community Spotlight VILLA LYAN, A Place Where Your Child CAN!!! Villa Lyan has been extremely successful throughout its various recreation programs teaching children with ASD and other developmental disabilities including how to play baseball, ride a bicycle, complete basic and more advanced fitness skills, engage in group fitness social games and activities as well as ride a horse. Many of the recreation activities culminate with a game
Villa Lyan was founded as a non-profit organization designed to meet the educational, developmental and emotional demands of children with special needs within the school setting. The school was created following the vision of Creative Children Therapy (CCT), a non-profit pediatric outpatient rehabilitation center in Kendall that was founded in 2003. As an affiliate school, Villa Lyan has enabled CCT to expand its vision and more readily meet its mission of enhancing the quality of life of children with special needs and that of their families by using a holistic, team oriented approach to develop educational, recreational and rehabilitation programs that encourage children with special needs to explore actively new interests and broaden their involvement in the community. Villa Lyan’s vision is to advance a life without limits for children with special needs and their families by empowering them to lead lives of meaning and purpose through growth and independence. Its mission is to offer the highest quality of service to its students by providing therapeutically infused instruction to foster cognitive, academic, physical and personal development. We are dedicated to examine every child in his/her natural environment in order to develop individual skills in the most meaningful way. Our Recreational Programs are innovative and truly allow each individual child with ASD and other developmental disabilities the best opportunity for growth and success in their lives. Every child fully participates in each program activity with assistance, adaptations, and modifications provided by the therapeutic staff. We will focus on the child’s ability, not the disability in order to engage him/her in every activity.
or demonstration event for parents, families and the community. Fitness Recreation Programs include: Ÿ Therapeutic Riding (Horses) Ÿ SPARK (Sports, Play, and Active Recreation for Kids)– Group and Individual Ÿ Baseball Ÿ Soccer Ÿ Basketball Ÿ Yoga Programs run Mondays through Saturdays. For specific groups and times please contact Yani.
8 - Autism Insider Newsletter, December 2010 Issue
Communication Patterns in the Brain By Elaine Schmidt LA study reveals how autism-risk gene rewires the brain Finding could suggest therapies to rebalance brain's circuitry in early development Many gene variants have been linked to autism, but how do these subtle changes alter the brain, and ultimately behavior? Using a blend of brain imaging and genetic detective work, scientists at UCLA's David Geffen School of Medicine and Semel Institute for Neuroscience and Human Behavior are the first to illustrate how a gene variant tied to autism rewires the brain. Published in the Nov. three online edition of the journal Science Translational Medicine, their discovery pinpoints the crucial missing mechanism that links altered genes to modified brain function and disrupted learning. "This is a key piece of the puzzle we've been searching for," said co-principal investigator Dr. Daniel Geschwind, a professor of neurology and psychiatry who holds UCLA's Gordon and Virginia MacDonald Distinguished Chair in Human Genetics. "Now we can begin to unravel the mystery of how genes rearrange the brain's circuitry, not only in autism but in many related neurological disorders." The UCLA team scrutinized the differences in brain connectivity and function that result from two forms of the CNTNAP2 gene, one of which boosts the risk of autism. Earlier studies by Geschwind and others demonstrated that the gene is most active during brain development in the frontal lobe. The region is highly involved in learning, which is often disrupted in autistic children. Suspecting that CNTNAP2 might influence brain activity, the researchers used functional magnetic resonance imaging (fMRI) to scan the brains of 32 children as they performed learning-related tasks. Half of the children had autism, and half did not. The team's goal was to measure the strength of various communication pathways in different regions of the brain as they connected with each other. The fMRI images excited the scientists — and confirmed their suspicions. Regardless of their diagnosis, the children carrying the risk variant showed a disjointed brain. The frontal lobe was over-connected to itself and poorly connected to the rest of the brain. Communication with the back of the brain was particularly diminished. "In children who carry the risk gene, the front of the brain appears to talk mostly with itself," said the study's first author, Ashley Scott-Van Zeeland, who is now a Dickinson Research Fellow at the Scripps Translational Science Institute. "It doesn't communicate as much with other parts of the brain and lacks long-range connections to the back of the brain." Depending on which CNTNAP2 version the child carried, the researchers also observed a difference in connectivity between the
left and right sides of the brain. In most people, the left side processes functions tied to language, like speech and understanding. In the children with the non-risk gene, communication pathways in the frontal lobe linked more strongly to the left side of the brain. In children with the risk variant, communications pathways in the front lobe connected more broadly to both sides of the brain. The unusual symmetry suggests that the gene variant rewires connections in the brain, perhaps explaining why this version of CNTNAP2 is associated with delayed speech. "We saw that if you had the risk variant, your brain showed disrupted activation patterns whether you were diagnosed on the autism spectrum or not," said coprincipal investigator Susan Bookheimer, a professor of psychiatry who holds UCLA's Joaquin Fuster Chair in Cognitive Neurosciences. "We suspect that CNTNAP2 plays an important role in wiring neurons at the front of the brain and that the risk variant interferes with that process." By enhancing understanding of the relationship between genes, the brain and behavior, the UCLA finding could lead to earlier detection for autism and new interventions to strengthen connections between the frontal lobe and the left side of the brain. "If we determine that the CNTNAP2 variant is a consistent predictor of language difficulties," said Scott-Van Zeeland, "we could begin to design targeted therapies to help rebalance the brain and move it toward a path of more normal development." Researchers could test whether specific therapies actually change brain function by measuring the connectivity of patients before and after therapy, she added. The authors emphasized that the patterns of connectivity found in the study still fall along the spectrum of normal gene variation. "One third of the population carries this variant in its DNA," Geschwind said. "It's important to remember that the gene variant alone doesn't cause autism, it just increases risk." Led by the UCLA Autism Center of Excellence, the research was supported by grants from the National Institute of Child Health and Human Development, the National Alliance for Autism Research, the National Center for Research Resources, Autism Speaks, the Whitehall Foundation, and the Training Program in Neurobehavioral Genetics at UCLA, and by a National Research Service Award. Other UCLA co-authors included Ana Alvarez-Retuerto, Lisa Sonnenblick, Jeffrey Rudie, Dara Ghahremani, Jeanette Mumford, Russell Poldrack, Mirella Dapretto and Brett Abrahams, who is now at Albert Einstein College of Medicine. Source: http://newsroom.ucla.edu/portal/ucla/ucla-autism-studyreveals-how-177848.aspx
9 - Autism Insider Newsletter, July 2010 Issue
Autism and Sports By Sarah Sweeney Comes form page 7 Ÿ Better attention spam: sports increases visual skills such as eye-hand coordination and tracking, this increases our capacity to concentrate. Ÿ Improve gross motor skills: balance - the ability to maintain equilibrium, body awareness - for improved posture and control, laterality - awareness of the left and right sides of the body, major muscle coordination, spatial orientation - awareness of the body position in space and in relation to other objects or people. Ÿ Social skills: some children will have difficulty interacting and understanding group sports (strategies, rules and communication), however team sports are very positive if awareness of the disability is understood by all. Ÿ Stress management: Research has found that almost any kind of physical activity can help reduce stress. Ÿ Brain Communication: bilateral exercises improve communication between the left and right hemisphere of the brain. Some of these sports are: Hiking and bicycling.
Factors that may influence sports in your child Ÿ Aide or Shadow: that will help and teach your child
How to choose a sport?
Ÿ Supportive, understanding and flexible Coach
1. What does your child enjoy: running, water (swimming or surfing), playing with balls (soccer, basketball), bicycling? 2. Does your child prefer to be outdoor (hiking or walking) or indoor (ping-pong or bowling)? 3. What skills do you want to improve? For example attention spam (martial arts), gross motor skills (running, bicycling), or social skills (dancing).
Where can your child participate in sports? Ÿ At home, with the family Ÿ At School: It is important to include in your child I.E.P. any information related to sports (shadow, ratio, or timing) Ÿ Community League Ÿ Church Ÿ Parks and Recreational Centers
Ÿ Visual Supports; P.E.C.S. or a Social Story Ÿ Family interest and encouragement: positive reinforcers and motivation are keys to maintain interest in sports Ÿ Supportive peers or peers models Ÿ Sport that includes your child interest Ÿ Positive reinforcers Even typical kids will go through several sports before selecting one. But, when there is a will there is a way!!! Keep reinforcing and motivating your child during sports activities. Find a family member, maybe a brother or a body that can become his/her sport partner. Do not discard any options for your child without trying it first. Be open minded when it comes to your child’s activities. Sometimes a child schedule is so tight between school and therapist, that parents tend to postpone physical activities. School and therapist are very important for the progress of your child, but physical and group sports can also be a great opportunity for your child to learn, to socialize and increment their physical activity (mentally and physically) while doing something that he/she really likes.
10 - Autism Insider Newsletter, December 2010 Issue
Recipe of the Month: GFCF & SCD Empanadas By Aristides and Sandra parents of Marco (4 years)
One of the kid’s most preferred foods is the well-known Empanada. The empanada is mostly originally from the Latin-American countries; although one can find it in a variety of versions. For children who have strictly dietary restrictions, e.g. gluten-, casein-free and/or SCD, here we will learn how to prepare the Empanadas using alternative ingredients, while keeping the original concept and good taste. To make three empanadas you will need: 1 large organic egg 1 cup of fine almond-flour (*) Ÿ lb of ground beef (or any other kind of meat for the filling) Sea salt Canola or coconut oil, or ghee for frying the empanadas (unless baked) 1 plastic bag 1 small fry-pan 1 bowl 1 round flat-plate (or simply a flat surface) (*) You can also make it at home in just a few minute with some basic kitchen equipment. For this you will need to buy almonds (raw slivered, unsalted and blanched). Place them in a clean food chopper and grind them using short pulsations or low-speed, to avoid the release of almond oil.
3. Divide the dough into three same-sized parts. Shape them like spherical balls.
4. Now the most interesting part will follow. Open the plastic bag creating two plastic foils. They will help you form the Empanada. Place one of the dough balls above of the first plastic foil. Cover the ball with the second plastic foil. Use the round plate to flatten the ball homogeneously, creating lowthickness dough. Retire the last plastic foil and keep the one placed below the dough. 5.
Place the filling in the middle of the flatted dough.
6. Fold the dough through the middle and put the borders together, keeping the filling inside the pocket created. Retire the remaining plastic foil.
Instructions:
1.
First prepare the filling. For this you can fry the ground beef with a little of oil, adding a few pinch of salt for seasoning. Put aside.
2.
In the bowl put the almond flour with the egg, and knead until obtaining homogeneous dough. Be careful of not kneading too much, otherwise the dough will release some oil making the handling more difficult.
7. In the fry-pan preheat sufficient oil to cover the Empanadas when frying (or preheat the oven if you prefer to bake). Once the oil is very hot, immerse the Empanadas for frying. When necessary turn over the Empanada and do it as much as needed to achieve an even cooking. DO NOT TURN OVER THE EMPANADA TOO EARLY, IT CAN CRACK.
8.
Enjoy it!
11 - Autism Insider Newsletter, July 2010 Issue
9112 Griffin Rd, Suite A Copper City, Fl 33328 (954)530-5992
Spectrum Health Center provides integrative holistic healthcare for all ages, specializing in care for children and adults with special needs and treating people with a variety of physical and cognitive conditions. The treatments and services focus on balancing the whole body using a natural approach with a Western and Eastern Medicine foundation. The programs provided at Spectrum Health Center have scientific bases utilizing state of the art testing and services to determine root causes of illnesses. We conduct thorough individual testing to determine our clients’ health status. Based on our findings, we provide each individual with the proper guidance and treatments for optimal health. At Spectrum Health Center, we promote education and partnership with our clients to help them achieve and maintain their highest healthcare goals. Physicians: Luciana C Leo AP Deborah Mellen ARNP
There are many parents and families whose children clearly need biomedical help, but who simply cannot afford it. In order to make biomedical interventions more available for the families and children, we created the KidsMed Programs. The KidsMed Programs gives families access to specialized healthcare to help their children with disabilities to reach their full potential academically, mentally and physically. KidsMed Basic ($84.99 per month) - Includes all consultations at the office and over the phone and weekly follow up calls.
le ! u t Att ed en Paren ention h ts, The sc ntm Teach rapist i o e s, rs, Ca ll t po r e F g a i v m er ily me Ca r ap mbers s, . .. During u Yo the m
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We are at an exciting time in medicine for autism as we are learning more every day about this disorder and its co-existing medical conditions. Sadly, treatments for autism related issues are not easily covered by insurance; unfortunately, this is similar with most other disorders.
onth
Decem b
er
30 min utes str ess red Acupun uct cture tr eatmen ion ts for Only $4 0
KidsMed Plus ($200 per month) - Includes all consultations at the office and over the phone and weekly follow up calls plus acupuncture treatments (up to three times per week) The KidsMed programs also include the electrodermal testing (There is an initial copayment of $99, to be charge only once) The KidsMed Programs give families 15% discount in all supplements sold at the office and 15% discount in services offered at our facility that are not included in the programs.
www.spectrum-centers.com 12 - Autism Insider Newsletter, December 2010 Issue