Autism Insider Newsletter Jul2010 by Autism Insider Newsletter

July 2010 - Issue #10

FREE ne O e k Ta South Florida Autism Newsletter

Alternative and Traditional Therapies for Autism 타 The role of the pediatrician in early intervention and management of ASD

In this issue...

타 The Brain Balance by Mrs. Debbie 타 Calendar of events & Recipe of the month 타 And much more!!!! 1 - Autism Insider Newsletter, July 2010 Issue

Inside This Issue... GENERAL ARTICLES What is the role of the Pediatricians in early intervention and management of ASD

Page 3

Learning about therapies available for ASD

Page 6-8

Revolutionary New Research and Brain-Based Treatments in the Fight Against Autism

Page 9

(Make sure we receive the information the first week of the month prior to the event) For Articles Subject: Article

BioMedical Q&A By Debbie Mellen Nurse Practitioner

Page 4

Calendar of Events

Page 10

For general information or advertisement opportunities, please call us at (954)584-3198 or email at autisminsidernewsletter@gmail.com

Luciana C Leo (786) 306-4967 Sarah Sweeney (786) 413-8017

Recipe of the Month Almond Rocca Candy (GFCF & SDC Legal)

Page 11

On the August Issue:

SPECIAL THANKS TO:

Ÿ What is the difference between an allergy and a food sensitivity Ÿ How can I follow up my child’s development? Ÿ And much more...

FOR SUPPORTING THE AUTISM COMMUNITY www.soloprinting.com

Speech Therapy on the Go!

Specializing in Pediatric Communication Disorders A mobile business providing speech & language therapy in the home, day care or private school setting. Bilingual therapy available!

Mild Hyperbaric Therapy at The monthly plan gives access to 1 hour daily of mHBOT, up to 5 days a week!!! * Offer valid only until July 31, 2010. Session schedule depends on availability.

For more info call (954)584-3198

Clinically Competent and Certified Licensed by the State of Florida P: (954)540-4808 F: (954)382-5781 E: StontheGo@aol.com Web: www.MyLanguageLink.com

2 - Autism Insider Newsletter, July 2010 Issue

What is the Role of the Pediatrician in Early Intervention and Management of ASD By Luciana C Leo The numbers of children affected with autism has been increasing for the past couple of years at a very high speed. An early diagnosis and early intervention are crucial to help the children reach their highest potential academically, physically and mentally. Pediatricians are usually the first physicians to examine and evaluate children. They are also the first point of contact for parents. Because of the ongoing visitations to the Pediatricians during the children first years of life, they are the ones that can follow up on how the children are developing, playing an important role in early recognition and evaluation of autism spectrum disorders (ASD), but also in the chronic management of ASD. A survey completed in 2004 revealed that 44% of Primary Care Pediatricians (PCP) had at least 10 children with ASDs in their practices; however, only 8% of PCPs stated that they routinely screened for ASDs. It is critical that Pediatricians are able to recognize early signs of autism and be aware of the new data regarding treatments and interventions programs that may benefit the children outcomes. In November of 2007, the American Academy of Pediatrics (AAP) in combination with the Council on Children With Disabilities created an autism tool kit for clinicians rendering pediatric care. The tool kit contains two guides with screening and surveillance tools, practical forms, tables, and parent handouts (You can download the autism kit at www.aap.org/pressroom/aappr-autism-issuekit.htm): 1) Identification and Evaluation of Children with Autism Spectrum Disorders. Chris Plauche Johnson, MD, Med, Scott M. Myers, MD, and the Council on Children With Disabilities. Pediatrics, Nov 2007; 120:1183-1215 2) Management of Children With Autism Spectrum Disorders Scott M. Myers, Chris Plauche Johnson and the Council on Children With Disabilities Pediatrics, Nov 2007; 120:1162-1182 The purpose of the Identification and Evaluation of Children with Autism Spectrum Disorders Guide is to support the Pediatricians in the identification and care of children with ASD. This guide explains the diagnostic criteria for the 3 pervasive developmental disorders that fall inside the autism spectrum: autistic disorders, Asperger’s syndrome and pervasive developmental disorder-not otherwise specified (PDD-NOS). The guide explains in detail the clinical signs for each disorder in order for the PCPs to be able to identify them and it provides Pediatricians with a written policy to follow in order to do developmental surveillance and screening in children. It also provides with all the necessary diagnostic tools and forms, and the download site for the forms. All the forms are available to the PCPs free of charge. According to the AAP policy statement, “Surveillance” is the ongoing process of identifying children who may be at risk of developmental delays. This group of children will include younger siblings of children diagnosed with ASD or with a family history of cognitive conditions. “Screening” is the use of standardized tools at specific intervals to support and refine risk of autism spectrum disorder or any other cognitive delays. The protocols for surveillance include preventive care visit. During the visits the Pediatricians should monitor for early abnormal signs, ask parents open ended questions about their concerns regarding child’s development and behavior, ask age-specific questions about whether certain developmental milestones have been attained (you can find a list of these milestones at www.firstsigns.org). In addition, a Pediatrician should be pay attention to concerns mentioned by the parents stimulated by comments made by other care providers such as child care staff or school teacher. According to the AAP, A standardized screening tool

should be administered at any point when concerns about ASDs are raised spontaneously by a parent or as a result of clinician observations or surveillance questions about social, communicative, and play behaviors. If the screen on a child is positive for possible ASD, the Pediatrician should provide the parents material and education tools on autism, referred the child for a comprehensive ASD evaluation, to early intervention/early childhood education services (An official diagnosis is not needed for a child to receive early intervention), and an audiologic evaluation. The AAP policy recommends that all children be screened with a standardized developmental tool at the following specific intervals: 9, 18, 24 and 30 month visits regardless of whether a concern has been raised or at risk has been identified during the surveillance process. The Identification and Evaluation of Children with Autism Spectrum Disorders Guide states that “the PCPs have to do an ASD-specific screening when parents raise a concern about a possible ASD, and PCPs SHOULD NOT TAKE A WAIT-TOSEE APPROACH”. On the other hand, The Management of Children With Autism Spectrum Disorders Guide reviews the educational strategies and associated therapies that are the primary treatments for children with autism spectrum disorders. The Guide addressed management of associated medical problems, pharmacologic and no pharmacologic intervention for challenging behaviors or coexisting mental health conditions, and use of complementary and alternative medical treatment. It is very important for a Pediatrician not only to be able to recognize early symptoms of ASD, but also to be able manage the care for this chronic condition being that they are the main physicians for the children for the first 18 years of life. The AAP protocols for Pediatricians for the management of children with ASDs implies that “to deliver appropriate and effective medical care, the history, approach to the patient, physical evaluation, and treatment options must be considered in the context of the patient’s ASD. Familiarizing the patient with the office setting and staff, allowing ample time while talking before touching the patient, allowing the child to manipulate instruments and materials, keeping instructions simple, using visual cues and supports, slowing down the pace and exaggerating social cues. In a nationally representative sample, it was found that children with ASDs spent twice as much time with the physician per outpatient visit compared with children in control groups”. The AAP also has a session in the second guide that talks about complementary and alternative medicine and it suggests Pediatricians to recognize that many parents are going to choose nonstandard therapies for their children. It is very important for Pediatricians to become knowledgeable about the alternative therapies and treatment available for ASD. PCPs should ask parents about the current and past complementary treatments or therapies use. Pediatricians should educate the parents about how to evaluate information in order to decide the right treatment for their children AVOIDING BECOMING DEFENSIVE OR DISMISSING ALTERNATIVE TREATMENTS OR THERAPIES IN WAYS THAT CONVEY A LACK OF SENSITIVITY OR CONCERN, MAINTAINING OPEN COMMUNICATION, AND CONTINUING TO WORK WITH FAMILIES EVEN IF THERE IS DISAGREEMENT ABOUT TREAMENT CHOICES. The involvement of the primary pediatrician of the children with ASD is extremely important in their plan of care. Families and practitioners are still learning about this syndrome, and it is very important that everyone works together in order to help our children reach their fully potentials. Share this information with your practitioners or other parents, a copy of the complete guides can be downloaded at www.aap.org/pressroom/aappr-autism-issuekit.htm

3 - Autism Insider Newsletter, 3 July 2010 Issue

BioMedical Q&A By Debbie Mellen, Biomedical Practitioner Debbie Mellen is a nurse practitioner who blends traditional medicine with biomedical interventions to help children and adults with special needs and many other conditions!!!

The Brain Balance Acting on impulse, suddenly and sometimes unexpectedly; issues with mood, problems staying on task and inability to focus... Do you know anyone like this? Research tells us that some of the behavioral problems such as disrupted sleep, anxiety, difficulty paying attention, lack of motivation, lack of focus and lack of energy can be traced back to the chemical activity of the brain. To study this relationship, scientists are studying chemical messengers in the brain called neurotransmitters. They play a big role in our thought processes, the emotions we feel, and essential body functions like sleep and energy levels. Normally the brain chemistry, the neurotransmitters and other necessary compounds function properly and the person remains healthy. Within the autism spectrum, we are finding things that can interrupt this perfect process as we sometimes see an imbalance in the neurotransmitters. When we see this, we expect to see an imbalance in thought and behavior. If the body is under continued stress, it will get sick. When we think about stress, we know that stress can be either emotional or physical. Physical stress could be an infection in the body, an infection could be bacterial (an ear infection) or viral (a cold or flu) or fungal (a yeast infection). Another source of physical stress on the body is related to a poor diet. We all know that junk food is on the poor diet food list. Sugar, sugar substitutes, refined products are bad for us. What can produce health (milk and whole grains) in one person can produce illness in another person. People claim they are eating a good diet and it is not a good diet for that person. The food that is eaten may be causing the body great distress and inflammation because their body cannot digest it properly. This improper digestion may be the cause of a reaction which causes antibodies to be released to attack the food that is not digested properly and then the antibodies begin to attack the body itself. When we come in contact with pollution, pesticides, or BPA released from plastic; stress begins when the body is somehow retaining what it should be normally metabolizing out of the body. Another source of stress on the body is sleep deprivation. There is also a genetic component where the genetic response shows up as a trait in the family. An example is if depression or anxiety issues can be seen in relatives. All of this is stress on the body and will affect your neurotransmitter levels. If we study neurotransmitters, we will find that they can be divided into two categories; either excitatory or inhibitory. Excitatory neurotransmitters will stimulate the brain and the body. Inhibitory

neurotransmitters calm the brain and body. We can take a look at the neurotransmitters through a urine test. When the results come back we will be able to see what the levels are and if they are balanced. It is complex to balance the neurotransmitters. There are many other factors involved. If we see high levels of any one calming neurotransmitter that does not necessarily mean that you will feel calm. It means that there is an imbalance in the neurotransmitters. It may mean your body is having trouble using the neurotransmitter. It could mean that there may be a problem with the brainâ&#x20AC;&#x2122;s receptor sites or over production of the calming neurotransmitter when it is not needed. How does this manifest in the person? This is where we may see reduced inhibition in one person and anxiety in another. Each person is different in their excitatory levels that are reacting with the inhibitory levels. I say this to stop the logic of thinking that it is simply balancing by adding something that is low. Too high levels may give explanation of the source of insomnia or panic attacks in one person but not hold true in another person. It truly is a puzzle. You need to know what else is involved, so a health care professional can help with this. Some of the more familiar neurotransmitters that are of interest to most people are serotonin, dopamine and epinephrine/nor epinephrine. Serotonin is a neurotransmitter that is inhibitory in the brain and is necessary to feel calm and relaxed. If there is a problem with serotonin levels, it may manifest in the behavior and body of that person. Examples are uncontrolled appetite when serotonin levels are high, headaches, OCD, self injury or repetitive behaviors when levels are low. GABA is a neurotransmitter that is inhibitory in the brain. If there is a problem in the balance of GABA in the brain it may manifest either as hyperactivity or anxiousness or sleep difficulties. The excitatory neurotransmitters, in optimal health, are balanced by the calming ones. The excitatory neurotransmitters are Epinephrine and Nor-epinephrine. They are important for mental focus, energy and motivation. Nor-epinephrine helps with emotional stability or stable mood swings. If they are too high or too low, we see behavioral issues. Dopamine is both excitatory but can also be an inhibitory neurotransmitter. It can bind to an excitatory receptor or an inhibitory receptor in the brain. Low levels may be seen with high soy intake. Low levels manifest with attention difficulties, and with some poor handwriting. High levels of dopamine can be seen in people with hyperactivity, ADD/ADHD. Pharmaceuticals have been very effective in modulating the neurotransmitters in people when they have an imbalance of the neurotransmitters. There are more natural treatments available. Treatment includes supplements that support the inhibitory or excitatory neurotransmitters. Herbs are helpful as are certain amino acids and fatty acids. Maintenance of the proper balance of neurotransmitters is important. Neurotransmitter imbalances have been implicated in the autism spectrum. The testing requires urinary neurotransmitter testing with a specialty lab. Perhaps by restoring balance, it can help lead to improvement in symptoms and function.

4 - Autism Insider Newsletter, July 2010 Issue

5 - Autism Insider Newsletter, July 2010 Issue

Learning about therapies available for ASD By Sarah Sweeney Everyone knows that ASD is a very wide spectrum, there are not two children or adults that present exactly the same symptoms. In addition, the challenges that an individual with autism may have vary drastically with time. All the therapies that are available to treat ASD are useful at one point or another in the life of a person with autism. Getting informed about the therapies and services available for their children, gives parents the right tools to make decisions about the children’s plan of treatment.

Music Therapy, MT. Music therapy is a controlled music experience that is used to facilitate positive change in human behavior. Each session of music therapy is carefully planned, carried out, and evaluated to suit the specific needs of each patient. Music therapy can include any of the following musical activities: listening to music and/or musical creation, playing musical instruments (any instrument can be used), moving to music, or singing. Participating in music therapy allows children with autism the opportunity to experience non-threatening outside stimulation, as they don't engage in direct human contact. MT will improve social skills, develop language comprehension, enhanced the desire to communicate, make creativeself expression possible, reduce non-communicative speech, and decreasing echolalia (uncontrolled and instant repetition of the words spoken by another). Applied Behavior Analysis, ABA. ABA assumes that children are more likely to repeat behaviors or responses that are rewarded (or "reinforced"), and they are less likely to continue behaviors that are not rewarded. Eventually, the reinforcement is reduced so that the child can learn without constant rewards. The most well-known form of ABA is discrete trial training (DTT). Skills are broken down into the smallest tasks and taught individually. Discrete, or separate, trials may be used to teach eye contact, imitation, fine motor skills, selfhelp, academics, language and conversation. Students start with learning small skills, and gradually learn more complicated skills as each smaller one is mastered. Applied Verbal Behavior, VB. It uses B.F. Skinner's 1957 analysis of Verbal Behavior to teach and reinforce speech, along with other skills. VB program focus on getting a child to realize that language will get him what he wants, when he wants it. Requesting is often one of the first verbal skills taught; children are taught to use language to communicate, rather than just to label items. Learning how to make requests also should improve behavior. Treatment and Education of Autistic and Related Communication-Handicapped Children, TEACCH. It was developed by psychologist Eric Schopler at the University of North Carolina in the

1960s; it is used by many public school systems today. A TEACCH classroom is usually very structured, with separate, defined areas for each task, such as individual work, group activities, and play. It relies heavily on visual learning, a strength for many children with autism and PDD. The children use schedules made up of pictures and/or words to order their day and to help them move smoothly between activities. Children with autism may find it difficult to make transitions between activities and places without schedules. Relationship Development Intervention, RDI. Relationship Development Intervention (RDI®) is a parent-based clinical treatment that seeks to correct the core social problems of autism, such as friendship skills, empathy and the desire to share personal experiences with others. Psychologist Steven Gutstein developed RDI with his wife, Dr. Rachelle Sheely. In so doing, they took into account the ways in which typically-developing children learn how to have emotional relationships from infancy onward. RDI tries to help children interact positively with other people, even without language. When children learn the value and joy of personal relationships, according to RDI, they will find it easier to learn language and social skills. RDI is based on the idea that children with autism missed some or many of the typical social development milestones as infants and toddlers. They can be taught these skills through play and other activities, according to RDI. Developmental, Individual-Difference, Relationship-Based model, DIR®/Floortime. Dr. Stanley Greenspan, a child psychiatrist, developed a form of play therapy that uses interactions and relationships to reach children with developmental delays and autism. Floortime is based on the theory that autism is caused by problems with brain processing that affect a child's relationships and senses, among other things. With Floor Time, the child's actions are assumed to be purposeful. It is the parent's or caregiver's role to follow the child's lead and help him develop social interaction and communication skills. Occupational Therapy, OT. The treatment of physical and developmental disorders through purposeful activities that improve & develop skills, needed for everyday independence. One of the activities that occupational therapists can address to meet children's needs is working on fine motor skills so that kids can grasp and release toys and develop good handwriting skills. Occupational therapists also address handeye coordination to improve play skills, such as hitting a target, batting a ball, or copying from a blackboard. Physical Therapy, PT. Doctors often recommend physical therapy for kids who have been injured or have movement problems from an illness, disease, or disability. Physical therapists teach kids exercises designed to help them gain strength range of motion, endurance, and gross motor functioning. PT may be needed any time a child has difficulty moving in such a way that it limits daily activities. Hanen. The Hanen program focuses on teaching parents to help their child communicate and connect with the world. There premise is: “It Takes Two To Talk.” It uses a variety of interventions and is one of the most widely used parent training programs. Parents can take advantage of everyday opportunities to develop their child's language skills in an enjoyable way.

6 - Autism Insider Newsletter, July 2010 Issue

Social Therapy or Social Story Therapy. In general, social skills therapists are social workers, psychologists, occupational therapists and speech/language therapists who specialize in working with autistic people. Over time, they have developed or learned techniques to build social interaction skills ranging from basic skills (such as making eye contact) to complex and subtle skills (like asking for a date). Children are grouped by age and ability, and may make use of specific social skills curricula as developed by well-established practitioners of social skills therapy. In theory, social skills therapy will provide people on the autism spectrum with the ability to converse, share, play and work with typical peers. Rapid Prompting Method, RPM. RPM uses a "Teach-Ask" paradigm for eliciting responses through intensive verbal, auditory, visual and/or tactile prompts. RPM presumes competence to increase students' interest, confidence and self-esteem. Prompting competes with each student's self-stimulatory behavior, and is designed to help students initiate a response. Student responses evolve from picking up answers, to pointing, to typing and writing which reveals students' comprehension, academic abilities and eventually, conversational skills. Tomatis Method. In 1953, Dr. Alfred Tomatis said: “The voice contains only the sounds which the ear hears.” This quote basically sums up the process he created to reteach the ear to listen. The program begins with an initial assessment to test present and potential hearing. The patient is also evaluated to ensure that auditory stimulation is the appropriate treatment. Then a program is custom made, but it follows a basic pattern. The Electronic Ear is a tape recorder where sound is filtered and frequency can be adjusted. Initially, workouts consist of sessions of listening to very high frequencies that stimulate the pre-natal sounds and reproduce the stages of development from an audial point of view. This training makes it possible to switch ear dominance, reteach the listening process. These passive exercises, which consist of listening to specific frequencies, are gradually combined with active exercises utilizing the voice to maintain the lessons learned. Berard Auditory Integration Training, Berard AIT. This training was developed by Dr. Guy Berard, an otolaryngologist in Annecy, France. Dr. Guy Berard originally invented AIT to rehabilitate disorders of the auditory system, such as hearing loss or hearing distortion (hypersensitive, hyposensitive, or asymmetrical hearing). After 35+ years of clinical practice and study, Dr. Berard determined that, in many cases, distortions in hearing or auditory processing contribute to behavioral or learning disorders. In the large majority of Dr. Berard's cases, AIT significantly reduced some or many of the handicaps associated with autism spectrum disorders, central auditory processing disorders (CAPD), speech and language disorders, sensory issues including auditory, tactile or other sensory sensitivities (hyper or hypo), dyslexia, pervasive developmental disorder (PDD), attention deficit disorder with or without hyperactivity, anxiety, and depression. Berard Auditory Integration Training was designed to normalize hearing and the ways in which the brain processes auditory information. Sensory Integration Therapy, SID. Sensory integration is the neurological process of organizing the information we get from our bodies and from the world around us for use in daily life. A common symptom of Pervasive Developmental Disorder and autism is an unusual response to the senses of hearing, sight, touch, smell and/or movement; they may seem under-responsive or over-responsive to

sensory stimuli. These treatments include prism lenses, physical exercise, auditory integration training, and sensory stimulation or inhibition techniques such as "deep pressure"—firm touch pressure applied either manually or via an apparatus such as a hug machine or a pressure garment. Weighted vests, a popular deep-pressure therapy, have only a limited amount of scientific research available, which on balance indicates that the therapy is ineffective. Speech and Language Therapy, ST. Speech-language therapy is the treatment for most kids with speech and/or language disorders. A speech disorder refers to a problem with the actual production of sounds, whereas a language disorder refers to a difficulty understanding or putting words together to communicate ideas. This therapy focuses on improving vocal communication and speech.

Art Therapy, AT. Art therapists are professionals trained in both art and therapy. AT uses visual art making and the creative process to help clients bring about therapeutic change. Art therapy is generally described as a highly illuminating, enjoyable, and unique experience. There are six major ASD treatment goal areas that art therapists are best qualified to treat: imagination/abstract thinking deficits, sensory regulation and integration, emotions/self-expression, developmental growth, recreation/leisure skills, and visual-spatial deficits.

Neurofeedback. It is a form of therapy that can help train your brain to respond in a desired manner. Neurofeedback sessions consist of a series of brainwave "training" exercises involving watching a computer video game. Three small electrodes are taped to the patient's head to provide the brainwave feedback. The electrodes are harmless and don't send out any signals. They simply monitor brainwave patterns during the training. The results can be seen on a screen allowing the therapist and patient to continue or modify the training until the desired brainwave pattern is achieved.

Hippotherapy or Therapeutic Riding. This therapy uses the horse's multidimensional rhythmic movement, to achieve specific therapeutic outcomes. Therapist’s help patients ride the horse in different positions, including sitting or laying forward, backward, or sideways; standing up in the stirrups; and riding on the horse without holding on. The movement of the horse moves the rider's pelvis in the correct way, while also stimulating other bones, ligaments, and joints. Sitting on a horse improves core muscle strength, muscle symmetry, balance, posture, flexibility, circulation, coordination, and breathing (which also makes it easier to speak).

7 - Autism Insider Newsletter, July 2010 Issue

The autistics are unable to integrate their senses and understand how their bodies relate to external forces and surfaces; hippotherapy can greatly improve an autistic child's sense of their own bodies in space. Hippotherapy frequently does not use a saddle, allowing the child to receive sensations from the horse's movements, which makes a child aware of where parts of his or her body are in relation to the horse. CranioSacral Therapy, CST. This therapy was pioneered and developed by osteopathic physician John E. Upledger following extensive scientific studies from 1975 to 1983 at Michigan State University, where he served as a clinical researcher and Professor of Biomechanics. It involves using gentle touch to help balance the cerebrospinal fluid and the membranes and tissues surrounding the spine and brain. A treatment takes about an hour and involves placing the hands on the neck, feet, jaws, and sacrum. Parents who have had their children treated with CranioSacral Therapy often report that the child is more relaxed, able to make better eye contact and is more verbal. Animal Therapy. Interactions with animals can have therapeutic and healing benefits. Many animals soothe, comfort, and calm, just by their quiet presence. And animals are now also being used as a form of autism therapy. The companionship of animals can help reduce any lonely feelings in autistic children, promoting a base of healthy character development within them, including personality traits such as being respectful, trusting, contributing, committed, self-confident, and responsible. Autistic children can also learn decision-making skills, problem-solving skills, and both language and social skills through interactions with animals. This kind of therapy can be beneficial overall, as well as in times of greater trial, such as puberty - when your child will go through many changes and have many questions and will be in need of greater stress relief.

Assistive Technology or Augmentative Communication, AAC. It refers to all means and modes a person uses to communicate, including pointing, manual signing, finger spelling, eye gaze and facial expressions as well as Assistive Technology. There are programmable devices that speak words when words are typed. There are also machines that use symbols or pictures to promote communication. These devices can be used in place of speech or to aide in the ability to gain speech. The low-tech versions include PECS, yes/no cards, wipe boards and others.

Aquatic therapy. Water activities provide autistic children with proprioceptive and tactile input. Children with Autism have significant sensory difficulties. Water provides a safe and supported environment, which not only supports the children, but also provides them with hydrostatic pressure that surrounds their body in the water. This pressure actually soothes and calms the children, providing the necessary sensory input they crave. Aquatics activities are a fun and enjoyable experience that have many physical, psycho social, cognitive, and recreational benefits. Research continues to support the concept that water is the ideal medium in which to exercise or rehabilitate the body. Water provides an environment, which reduces body weight by 90%, decreasing stress or impact on the body. Warm water also reduces spasticity and relaxes muscles. For children with Autism aquatic therapy can focus on therapeutic play-based functional movement, improving range of motion, helping to facilitate neurodevelopmental growth, improved body awareness, increased balance, sensory integration, mobility skills and most importantly, having fun.

Superbrain Yoga®. Is a simple and effective technique to energize and recharge the brain. It is based on the principles of subtle energy and ear acupuncture. This powerful technique is explained in Master Choa Kok Sui’s latest book Superbrain Yoga®. Pilot studies on the effects of Superbrain Yoga® on school children include children with disabilities such as ADHD/ADD, developmental and cognitive delays, Down syndrome and specific learning disabilities. Children studied showed significant increase in academic and behavioral performance, greater class participation and improved social skills. In one study, the result of an electroencephalograph showed increased amplitude in the parieto-occipital region of the brain following the Superbrain Yoga®. This indicates increased brain electrical activity following the exercise. More studies on the effects of Superbrain Yoga® are being conducted. Step by Step instructions at: http://www.theautismnews.com/2009/06/09/how-to-do-super-brainyoga/

8 - Autism Insider Newsletter, July 2010 Issue

Revolutionary New Research and Brain-Based Treatments in the Fight Against Autism By Dr John Conde Learning/behavioral disorders such as autism, Asperger’s syndrome, AD/HD, and Tourette’s syndrome are physical, neurological conditions involving dysfunction of brain. Dysfunction does not imply damage or disease, it indicates that certain clusters of cells in your brain are under-functioning and are not as active as they should be. Specifically, in children on the autism spectrum there exists an electrical imbalance in brain stimulation and activity between the right and left hemispheres. 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 self-esteem. As a result of the poor concentration and mental focus, learning becomes a real challenge. Understanding the functions of the right hemisphere allows for an extrapolation of what occurs when there is an imbalance of brain function. The right hemisphere is associated with stopping movement and filtering thought, controlling gross motor/postural movements utilizing the trunk, social learning, creativity, responding to new concepts, and processing low frequency sound and light. The results of decreased right hemispheric functions can be seen in the majority of children in the autism spectrum which include: preference for routine and rituals, difficulty engaging in lengthy conversation, poor social skills/how to play knowledge, tendency to fidget, tantrum

M UM

episodes, clumsiness/poor muscle tone, and challenges with depth perception. 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 specific unilateral (one-sided) sensory/motor modalities. Careful observation is taken not to exceed the stamina of the cells involved in the brain, 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 hemispheric appropriate frequencies of light and sound stimulation, olfactory (smell) stimulation, cross-crawl mechanisms, specific eye movement exercises, vestibular (inner ear) rehabilitation utilizing spins and abrupt changes in head positions, one sided chiropractic adjustments, hemistimulation computer exercise, and balance activities. Parents seeking to have their children partake in hemispheric integration therapy and to gain more information in general should purchase the book “Disconnected Kids” written by Dr. Robert Melillo. This publication will shed much needed light on how the brain and autism spectrum disorders are intimately related. Other great resources include the UM/NOVA Broward Center for Autism and Related Disorders and the Developmental Delay Resources Foundation. For more information regarding Dr John Conde and the services he provides, look at the ad in page 5

S US UR 9 L O L 47 9 CA OUT ! 1 B PS 6)25 A U 8 T O 7 o OU GR or ( z.inf D 4 id FIN 578 ll4k O 4 T .a ) 4 3 www 4 (95

Focusing on all behavior issues and the autism spectrum Aeleen B. Garrido-Tortorici MS LMHC

Ÿ Early Intervention Ÿ Behavior: Individual, Home Programs Ÿ Occupational: Sensory, Gross, Fine, Vestibular Ÿ Speech: Individual, Pragmatic Groups Ÿ

5 0 % ff O

Ÿ Auditory Integration: Berard Method Ÿ Tutoring Ÿ Groups: Summer, Winter, Spring Ÿ Schools: Observations, Shadowing, I.E.P. Rep.

When signing up for Auditory Integration Training * Offer valid only for months of June and July 2010

9 - Autism Insider Newsletter, July 2010 Issue

Calendar of Events Sensory Friendly film: Despicable Me Time: 10:00am Date: Saturday, July 17 Locations: Ÿ AMC Aventura 24 19501 Biscayne Blvd., Ste. 3001, Aventura, Fla. 33180 Ÿ AMC Coral Ridge 10 3401 NE 26th Ave, Fort Lauderdale, FL 33306 Ÿ AMC Sunset 24 5701 Sunset Dr., Ste. 300, South Miami, Fla. 33143 Social Skills Groups Teen Time: Dade County Location: UM-NSU CARD Main Office • Fred and Helen Donn Flipse Building5665 Ponce de Leon Blvd., Coral Gables, FL 33146 Time: 6:30 pm - 8:00 pm Facilitators Contact: 305-284-5263 Dates: Mondays - July 26, August 23, September 27, October 25, November 15, December 13 Broward County Location: UM-NSU CARD Satellite Office • 6100 Griffin Road • Davie, FL 33314 Time: 4:30 pm - 5:30 pm Contact: 954-262-7111 Dates: MIDDLE SCHOOL: Mondays - July 12, August 9, September 13, October 11, November 8 HIGH SCHOOL: Mondays - July 19, August 16, September 20, October 18, November 15 Together... You & Me: Interactive program for 2 year olds. Time: 10:00 am - 11:00 am Contact: 954-262-7111 Dates: July 6, 8, 13, 15, 20, 22, 27, 29 Social Outings for Adults (SOFA) with Asperger: Time: 7:00 pm - 9:00 pm Contact: 954-262-7111 Dates: Mondays - July 26, August 23, September 27, October 25, November 22

Employment Coalition of Florida Inc. (ECF) Monthly meetings provide an environment where professionals share resources, information, and expertise. Date: 2nd Wednesday Time: 3:00pm - 4:00pm Location: Center for Independent Living 4800 N State Road 7 Ft. Lauderdale, FL 33319 Broward County Programs and Activities for Special Populations Exercise, bowling, teens socials Contact: 954-357-8160 specialpopulations@broward.org 2ND Annual Space Coast Surfers for Autism Location: LORI WILSON PARK, COCOA BEACH FL Time: 8:00 am - 4:00 pm Contact: 954-262-7111 Date: Saturday, July 24 Registration: Facebook - Surfers for Autism SuperBrain Yoga Lecture Location: Nova University, Davie FL Carl DeSantis Building Room # 2229 Time: 10:00am - 1:00pm Contact: 954-262-7111 Date: Saturday, July 17 Registration: 954-274-1224 caritoayala@yahoo.com Parents to Parents Miami Location: 7990 SW 117th Avenue, Suite 200 Miami, Florida 33183 P: 305-271-9797 IEP WORKGROUPS Time: 9:30 AM - Date: Friday, July 02, 09, 16, 23 and 30 Entrenamiento Que Funciona! Time: 9:30 AM - Date: Wednesday, July 07, 14, 21 and 28 SUPPORT GROUP Time: 7:00 PM - Date: Wednesday, July 14 INDIVIDUALS WITH DISABILITIES EDUCATION ACT Time: 10:00 AM - Date: Tuesday, July 20 INDIVIDUAL EDUCATION PLAN (IEP) Time: 6:30 PM - Date: Tuesday, July 27

Autism Parent Support Group SPEC: Support for Parents of Exceptional Children Come join the group to share any questions or concerns that you may have regarding your loved one. Location: Miami Children’s Hospital Dan Marino Center • Weston, FL 33331 Contact: Broward Autism Society 954-577-4141, email ASA at info@asabroward.org Snap Florida: Special Needs Dad’s Group Monthly group for dads, grandpa's and other male caregivers to share their insight on areas pertaining to parenting, relationships, advocacy, professional goals, health, wellness, managing stress and being the best parent they can be. Location: 12550 NW 29th Manor, Sunrise For meeting schedule contact: Office: (954) 806 7589 or e-mail Rick@FloridaSNAP.com

PECS Basic Training - Presented by Pyramid Educational Consultants Participants will leave this workshop with a fundamental understanding of how to implement PECS (Pyramid Exchange Communication System). Call for group discounts! 1.3 ASHA CEUs & 7.0 BACB CEUs available. Time: 8:00am – 4:00pm Date: Jul 29 -30 Ocala and Oct 7-8 Tampa Contact: Alexis Bondy 888-732-7462 Cost: $395 professional - $295 parent

Upcoming events: Nov 11-14: National Autism Conference in Tampa Cost: $300 to $120 or scholarships Contact: 877-622-2884

10 - Autism Insider Newsletter, July 2010 Issue

Community: The Autism Services Grants Council & The Autism License Plate The Autism Services Grants Council was created by the Florida Legislature in 2009 to implement and oversee a grants process for the distribution of funds generated from the sales of the Florida Support Autism Programs Specialty License Plate. The primary purpose of the Council is to fund service programs for grants to nonprofit organizations to operate direct services programs for individuals with autism and related disabilities in Florida including direct services, evaluation, training, and awareness. Consideration for participation in such services and programs must be given to applicants who are children or adults with autism and related disabilities and their families and shall include those who are on the Agency for Persons with Disabilities waiting lists for services. The amount of funds available through the grant process will be dependent of the amount of revenue generated by sales of the Florida Support Autism Programs Specialty License Plate which went on sale in mid November, 2009. The Autism Specialty License Plate is available for sale at Local, County, and private Motor Vehicle License Plate Renewal Offices throughout the State. You can also get the plate online at www.autismlicenseplate.com or over the phone by calling 1.877.465.3824

Recipe of the Month ALMOND ROCCA Candy (SCD Legal and GFCF) By Elaine Gottschall

Ingredients: 1-1/3 cups of almond butter or any other SCD legal butter 1 cup honey. 2 cups roasted almond slices (275 degrees F for 15 minutes) or you can toast three cups of whole almonds and pulsed them in my food processor. (Use two cups in the recipe and spread one cup on top of the already made candy) 1. Cook butter and honey over medium heat to 'hard crack' temp (300 degrees F) 2. Add the almonds, stirring over heat for 1 minute. 3. Pour onto buttered cookie sheet. Refrigerate, to cool. 4. Crack, by hitting with the back of a large spoon. Use spatula to remove from sheet, then refrigerate the pieces. This candy tasted like the inside part of a Heath Bar! And has that same crunch (not too hard).

For more information go to www.autismlicenseplate.com, call 954.746.9400 (You wonâ&#x20AC;&#x2122;t be able to order the license pate at this number. To order a license plate call the number mentioned earlier) or email to info@autismlicenseplate.com Note: The Autism License Plate Fund and the Autism Services Grant Council are administered by Achievement and Rehabilitation Centers, Inc., a Florida, non-profit, Internal Revenue Code Section 501(c)(3) exempt organization.

Stay updated ... Network ... Express yourself ... Find Resources ... Invites you to...

Go to www.facebook.com and type in the Search Bar: Autism Insider Newsletter and become part of our online community!!! 11 - Autism Insider Newsletter, July 2010 Issue

594 Riverside Drive. Coral Springs, FL 33071 Call us at 954.344.6550

Acquisition Programs A comprehensive assessment will assist in the development and implementation of an individualized skill acquisition program targeting the following areas: behavioral, expressive and receptive communication, social reciprocity, cognitive, visual-motor imitation, fine motor, feeding, gross motor, etc

Pragmatic and Social Skill Groups Groups are offered to generalize new skills, improve social skills, develop friendships, increase play and leisure skills, improve communication and language and infuse turn-taking skills.

Therapy Links Therapy Links is an intensive therapeutic day program that is based on Behavior Reduction Programs the principles of ABA. This drop-off program is designed for children 1.5 Assessment will be completed and a behavior plan will be written and to 3 years of age. Individual schedules, visual aides and functional monitored to reduce maladaptive behaviors and teach appropriate communication systems are utilized as supports. The staff includes Board replacement skills. Certified Behavior Analysts, Licensed teachers and therapists with a strong background in ABA methodology. Class contains 4-5 children with 2 Parent Advocacy therapists. School observations Attending and supporting families at IEP meetings and informal teacher meetings.

w w w . f o u n d a t i o n s t h e r a p y . c o m

Great Prices Specialty Nutrition Support Sterile Compounded Formulas Allergen Free Formulas Potency & Sterility Testing 4401 Sheridan Street Hollywood, FL 33021 P (954) 989-6524 F (954) 985-8239

All Dosage Forms Available Insurance Welcome Free Ground Shipping in Florida

www.posthastepharmacy.net Hablamos Espa単ol * Parlons Francaise * Sign Language 12 - Autism Insider Newsletter, July 2010 Issue