Kids with Autism have Feelings Too! Don’t Bully Them

Sometimes, children with autism get upset easily because and act out in frustration of not knowing what else to do. On the outside, they appear to us to be  out of control. Sometimes it’s hard for others to understand what’s going on. When children with autism get teased it can be very frustrating, as they usually don’t  know how to express themselves or what to do when they are bullied. Deep down inside, these kids are genuine, and feel the effects of bullying.
Jonny was being bullied by the other kids on the bus one day, and just didn’t know how to handle it. He was really frustrated, so he cut the seat in the bus. Well, he was told to write an apology letter to the bus driver for cutting the seat. In this letter, Jonny’s sincerity and sensitivity really shines through

Dear Pat,

I am sorry for the seat, but I got angry because of Nicholas, because he’s annoying me sometimes (99.9% of the time he is) and he’s on the first bus I get on to go to school. He throws leftover chocolate Jello pudding (in a container with holes on the lid) at me when he’s getting off, and it gets my clothes dirty (mom doesn’t want me to wear dirty clothing). While he’s on, he and his friend gang up on me (and, occasionally, tell other big kids to do it), and they occasionally move from seat to seat to get at me! They move ahead, one pair of seats at a time, bonk me on the head, and rush back to their seat. Fortunately, his buddy had to move to the front seat. And sometimes, still in their seats, they throw assorted junk at me (jello Pudding, paper balls, etc.) sometimes they miss.

He sometimes says I live in a garbage dump, a cardboard box, and on certain times he calls me “gaylord,” gay not meaning happy. Matt told me to say, “Gee, thanks, I’ll remember that!” when Nicholas says I am a gaylord. He sometimes swears. The one kid I saw and liked in his family was Nicholas’s kid brother! Since I can only sit in the 4th seat or farther up, I’m a supreme target. Fortunately, they have never stolen my lunch yet.

The reason I made those holes was because I needed to do something to release my tension. My aide and I talked about what I could do instead of damaging other people’s stuff.

Sincerely,
Jonny

How is Digestion, Elimination and Nutrition Absorption Related to Autism Spectrum Disorders?

A Gut Feeling! The Importance of Digestion, Elimination

Dr Michael Nowazek M.N.D. is amazing is his explanation on Nutrient Absorption in Autism Spectrum Disorders. He knows more about the importance of bowel function and how it is directly related to neurological function than you or I can even imagine!  He can tell you in detail how problems within the bowel can lead to autistic symptoms and aggravations. Dr Nowazek can tell you what signs and symptoms to look for in the various problems within the bowel that could be contributing to autistic problems. His knowledge of testing available and what to look for goes beyond what many people know.  He can tell you all about what options are available, based on test results, as well as other considerations for bowel function.

Dr. Nowazek is also highly-specialist in his knowledge on liver function, testing  and treatment options available as well as its importance to neurological health.

What do you know about methylation, conjugation and other important liver enzyme actions that when not working will cause neurological problems including autism? I have heard these terms used many times and want to know more about how this works, and how I can help others with autism!

It’s amazing how much infectious, vaccine damage, metals toxicity affect the bowel and liver.

How do the symptoms of bowel problems contribute to autism? How do liver problems contribute to autism? And, what are some of the original causes of bowel and liver problems and how does it all relate to autism?
You can find out more at Hope, Healing & Possibilities in Edmonton March 26th to March 28th

Find out why nutrition and autism spectrum disorders are so interrelated and what you can do to help those you love!

This ground-breaking autism conference  ‘Hope, Healing & Possibilities‘ is a must attend event

To Learn and Gain Knowledge is Autism Insight

Karen,

I am honored that you reach out to me regarding my writings which is a chronicle of my experiences both happy and sad and from the perspective of a father who is committed to his family and wish to do his very best. I am so affected by my son’s epilepsy and autism and I am trying to do all I can to help support and encourage my son to be the very best he can.

I am trying to write in a diary format for my wife and son and express my feelings as it is a way of getting through the difficult times. I need to express it rather than keep it bottled up inside. I welcome the opportunity of sharing my writings. I am sure you know of my blog. I also have a page on facebook called Autism Insight where my writings post to.

You certainly are welcome to view my facebook page Autism Insight.

I wish to continue writing for the rest of my life for my love for my wife and son is eternal and I am inspired.

Thank you for your support and guidance.
Edward D. Iannielli III

Chicken Soup, Children with Special Needs

Dear Edward,

One of the most special books I have ever had a hand in bringing to realization is Chicken Soup for the Soul, Children with Special Needs. Though I approached Mark Victor Hansen and Jack Canfield in the late 90’s to bring these heart-warming, inspirational stories to the world, it wasn’t until much persuasion and convincing of the importance of this book that it came about. Over 5,000 stories were submitted and we had to narrow it down to less than 100 touching accounts from all walks of special needs children and their significant others.

Since the beginning of time stories were told around the campfire! When we share these stories, we heal each other because we come to understand and share another’s joy, sadness, pain, trials and tribulations. We will be offering you a place to share your stories with the world so others can be touched and feel better. I will let you know more as this plan unfolds.

Sincerely,
Karen Simmons, mother, author, founder CEO Autism Today

Self Injurious Behavior and Autism

I lost your last letter while trying to respond to it. I am returning to the school where I had taught for several years. Last week I saw a student that was there when I was a teacher. His new teacher did not know his history but had seen his behavior. When this student came to the school he had calluses on his hands. The calluses were from biting his hands. We decided to ignore his hand biting and work on his communication problems. Ignoring his hand biting was hard on us. We wanted to interfere and stop the hand biting. Doing this encouraged the hand biting to continue.

My feelings about hand biting is that the student realizes that it is improper for him to hurt other people. The student hurts the only person he feels he can hurt, himself. For this procedure to work he has to do it in front of an audience that cares. This student reverted to perform once for his new teacher. He started to bite his hand and to make sure he had her attention head butted the teacher. Ignoring the hand biting and self hitting is hard on his audience and on the student. If you pretend not to care about his biting and hitting himself, the student will stop doing this self injurious behavior.

There are two problems that have to be addressed when the student is biting his hand. What was happening immediately before he started biting and why did the student object to this occurrence. You then have to give the student a way to express his displeasure that does not involve self injurious behavior. Hand signals, sign language, grunts or whatever you can get the student to do that gets your attention. You have to pay attention when he makes these gestures. You may have to explain to the student that he will have to participate even though he does not want to. You have acknowledged his position, and given hi the opportunity to express his feelings.

This student no longer had calluses on his hands. His hands were absolutely smooth. He still has trouble communicating but his communication is working well enough that he no longer has to bite himself to express his displeasure.
Ken

How Parents Can Help a Child with Autism

Share the knowledge; Understanding autism is to raise awareness and the issues surrounding it. Typically, children with autism may have issues around what is safe and what is not.  Because of their literal way of understanding, they can be perceived as being blunt and offensive in what they say and do.  Educate peers, teachers, family and community members, when you say “He was born with a silver spoon in his mouth”, children with autism look for the spoon!

Remember, learning styles:  All people learn in different ways.  Whether they process their world through sight, sound or touch, determines the quality of their communication.  Since generally people with autism are visual learners, it is important to communicate with pictures and words.  For example, while preparing for this talk, I needed to see the details outlined for our trip down here while Pat needed for me to tell her over the phone what was going on! And when it comes to learning, remember that as all kids do!

Children with autism also change dramatically from year to year.  One year you may think they will never “get” a concept and then the following year they totally understand it.  One example was when Jonny as twelve he said “I think I’ll take my kids to Disney World when I have them” I was shocked he was even thinking about having kids!  I immediately said “where are you and your wife going to live when you get married?”  He replied “well, here mom!”  I then explained that he would have to get a job and have his own house if he was going to have kids.  I wasn’t going to be taking care of his family.  The next year he totally knew this was the case!  Remember to live in the now. Be in the now.  After all, we are human beings, not human doings or human dones.

Everyone evolves, including people with autism.

Early Learning – A Child with Autistic Tendencies

A Story by Cherry Davis

At the age of 2 1/2 years old, our daughter was evaluated and we were told she had “autistic tendencies“. This was 20 years ago when they did not necessarily want to label a child. She did not receive the diagnosis of PDD-NOS (Pervasive Developmental Disorder-Not Otherwise Specified) until age 9. Her language skills were that of a 4-16 month old at that initial evaluation. We were told after one year that perhaps we should consider institutionalization as she might not be teachable nor even trainable. This of course, was not a consideration for us. We knew in our hearts that everything was going to work out somehow in the long run.
We did then and still do continue to have a great deal of hope for her future. After two years in special needs pre-school programs with intensive one-on-one teaching and speech therapy, her language was still very limited and had a tendency to be “muffled”. Her speech sounded as though she were talking through a glass.

One day I arrived to take her home from her school and the staff greeted me with, “Your child said a whole sentence today, clear as a bell”. Well, I can tell you I was so excited! An entire sentence??? That had never occurred. Words all strung together that made sense and in a sharp crisp manner? That was so wonderful! I couldn’t wait to hear what she said. Was it in regards to her day or maybe she actually noticed what other kids or adults were doing and made a comment about someone else. Wouldn’t that be wonderful if she made eye contact and followed through with a comment about something she saw or felt! My heart plummeted after the next comment from the staff members. “Yes, she spoke in a full sentence, clear as a bell, but we simply cannot have her talking like this”.
Now, I was confused–she spoke, a full sentence, something she hadn’t done in four years of life and they didn’t want her to do it again? The “incident” happened when they were finger painting. All the children were being asked to cover their hands with red fingerpaint and then make a picture of their choice. Well, another area that she was very loudly vocal was when textures were not to her liking—usually screeching was her way of expressing herself. However, on this particular day, in front of all the teachers and the other twelve students, she decided to proclaim loudly and clearly, “I am NOT sticking my hands in that red sh__t”.

I was speechless at that point myself! I was thrilled that she had felt something with such emotion that she had to strongly object, however, I knew that “cussing” was not the way to go about it! I promised that I would try to work on her “language problem at home”.
As I left with her I was cheering internally while smiling and trying to explain to a child who I wasn’t sure could understand me, how it was not polite to use certain words at all, ever.
To this day, she has not used an “improper” social word in my presence.

Find out more about Children with Autism

Dextromethorphan – Opiate, or Not?

I am afraid the person with “medical qualifications” is confused about dextromethorphan. It is not an opiate.

It is used widely as a cough suppressant.  Previously, other ingredients that were opiates were used in over-the-counter cough medicines, but that is no longer the case in the US.  ??The way that dextromethorphan works is by blocking a fast excitatory neurotransmitter, known as glutamate.  There are several types of glutamate receptors, and the one that is affected by dextromethorphan is known as an NMDA receptor.  In this way, it is similar to a drug of abuse known as ketamine, which has a similar mechanism.

The doses effective at cough suppression and that are present in cough syrup are, of course, much lower than you would need to get “high” from, and I can not personally imagine the idea of drinking 10 or 15 bottles of cough syrup to have a dubiously mild sedative effect, but addicts are what they are. Dextromethorphan has recently been investigated as a potential therapeutic agent in a numerous different and seemingly unrelated fields, ranging from autism, Tourette’s to stroke.  The reason for this, to oversimplify, is that in healthy brains excitation and inhibition are balanced.  Damage (such as stoke) can cause levels of excitation that can be toxic.  Some diseases may, at least in part, manifest some of their symptoms because some pathways controlling certain behaviors are over-excited, or are not inhibited properly.  The nerve pathway that controls coughing (via the vagus nerve) actually controls a lot of other involuntary motor behaviors, for example.  The hope is that some of the involuntary repetitive behaviors in autism and Tourette’s might be reduced by this treatment.

Maria Gulinello, Ph.D. in Behavioral Neuroscience

Autism Hope in ‘Love Hormone’

A hormone thought to encourage bonding between mothers and babies may foster social behaviour in some adults with autism, say researchers. They found patients who inhaled the hormone oxytocin paid more attention to expressions when looking at pictures of faces and were more likely to understand social cues in a game simulation, the researchers said in the journal Proceedings of the National Academy of Sciences. Angela Sirigu of the Centre of Cognitive Neuroscience in Lyon, who led the study, said the hormone has a therapeutic potential in adults as well as in children with autism.

More about children with autism

For other stories from Autism Today News click here

Who is Dr. William Shaw and What is his View on Immunization?

Dr. William Shaw’s will be sharing his perspective on the metabolic causes of autism and developmental disorders at the ‘Hope, Healing & Possibilities’ conference in Edmonton this March 26th to 28th, 2010.

Genetic variations of the immune system, inborn errors of metabolism, or adverse reactions to immunizations lead to recurrent infections that are commonly treated with antibiotics. A yeast overgrowth of the gastrointestinal (GI) tract occurs following the elimination of the GI normal flora with antibiotic treatments. Yeast produce abnormal compounds called gliotoxins and other immunotoxins harmful to the immune system.

Because the immune system is weakened, the child gets another infection and more antibiotics until a vicious cycle is established. The yeast produces a number of harmful effects on the child’s metabolic and neurological functioning, including impairing gastrointestinal functioning, production of excess oxalates, inhibiting energy production, and eliciting food allergies that may manifest as behavior disorders.   Dr William Shaw will include why high oxalate foods may contribute to negative effects including formation of crystals in tissues.

Learn about the most common metabolic causes of autism and developmental disorders: intestinal dysbiosis, cholesterol deficiency, food allergies, industrial pollution, heavy metals intoxication, mineral imbalances and high levels of oxalates. There will be a discussion on how IgG food allergies affect behavior and how to detect the most common allergens. Find out how the mechanism of opiate peptides affect the brain, their connection with allergies, and the importance of a gluten and casein-free diet.

During the presentation there will be a focus on the damaging effects of heavy metals, such as mercury, lead, cadmium, arsenic, aluminum and others, the mechanism of their effect on human development and ways to detect and treat high levels of these metals.  Learn about the correlation between low cholesterol and brain function. Dr. Shaw will introduce the concept of cholesterol supplementation for certain patients, and review many other effective ways of correcting or reducing abnormalities with biomedical interventions.

Read more about what Dr. William Shaw has to say on immunizations.

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1 in
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Diagnosed with Autism

Over
100

Autism Diagnosis a Day

Costs
238

Billion per Year

Boys are
4

Times More at Risk