CLOSE to half a million Filipinos suffer from autism, a highly inherited brain development disorder that impairs social interaction and communication, and causes restricted and repetitive behavior—all starting before a child is three years old.
Luth Lamela, training coordinator at the Autism Society of the Philippines, says the figure is an estimate based on hospital records, and could be much higher.
“It is increasing in numbers at an alarming rate,” she said, adding autism may be detected in a child as early as 18 months, but there is no known cure.
Their disabilities aside, autistics also suffer from a scarcity of doctors and specialist teachers who can help bring a semblance of normality to their lives, says Buhay party-list Rep. William Irwin Tieng.
He has vowed to come up with bills to address the lack of medical specialists and teachers for autistic students, saying the treatment for autism is very expensive at P400 to P500 an hour.
“No wonder many parents no longer bother to put their children under medication,” he said.
Tieng’s interest in the disability grew after discovering that one of his staff, Rommel Dumilon, has an autistic child, but he has failed to seek treatment for Nikko, 12, because he cannot afford it.
Tieng has promised to help Dumilon.
In a recent consultation with the parents and teachers of 50 autistic children in Quezon City, Tieng learned that the teachers have no materials to help them deal with autistic children.
And some parents have to wait six months up to a year to secure the services of medical specialists, Jan Pena, an official of the Autism Society of the Philippines, told Tieng.
Tieng vowed to do everything he could to help autistic children.
Earlier, he asked some business establishments to comply with the provisions of the Magna Carta for Disabled Persons, a law that provides people with disability 20 percent discount on medicines and medical services and on the services provided by hotels, restaurants and recreation centers.
Friday, February 22, 2008
Wednesday, February 13, 2008
Philippines ABA Project: Tigas Ni Paolo Dy
Philippines ABA Project: Tigas Ni Paolo Dy
By Marisse Reyes
When I was told we would be viewing a TV commercial entitled “Project: TIGAS,” I was immediately intrigued. My fertile mind had conjured up different kinds of images and connotations. Before my imagination got the better of me, someone set up a laptop on a dining table at Hai Shin Lo, a Chinese restaurant along Pasay Road. The screen initially showed the black/white/gray blades of a fan rotating clockwise, & counting backward 5, 4, 3, 2, 1… You hear the cadence of a methodical thud, as though someone were tossing a ball against the wall. Then the camera pans across a pink and blue life-size dollhouse. If you observe closely, you would see the image of a young girl reflected on an antique life-size mirror. It was surreal, as though you were seeing a giant Alice in Wonderland. Something was not quite right. It tugged at my heartstrings to see a little girl banging her head on the wall. As if on cue, her mother gets up from the room next door. All you can see later is the mother’s hand, cupping the face of her child away from the wall, and then cuddling her. The voice-over says, “Wag nang matigas ang ulo. If you see signs of autism in your child, seek help and give them a chance at a better life. Call Project Embrace.” A logo shows a man and a woman embracing a child.
Project Embrace, a multi-media awareness campaign for autism conceived by Jimenez Basic Advertising, was formally launched recently. The officers of the Autism Society Philippines (ASP), headed by Erlinda (Dang) Uy Koe, and PABA, spearheaded by Shanti Kilduff, had a difficult task of selecting from the sixteen campaigns and twenty storyboards. Many volunteers stepped forward when Mon Jimenez, joint CEO of JIMBASIC, called in their Accounts and Creative teams to tell them about the pro-bono project. Which execution would make people more aware of the signs of Autism for families to accept their child’s condition and seek help? The storyboard for the TIGAS commercial was selected to launch the campaign. Nato Caluag and Manny Tirona of Out of the Box Productions volunteered to undertake the TV commercial’s production, which was directed by one of their Resident Directors, Paolo Dy. Optima pitched in for the post-production work. The string of volunteers was not about to end.
ASP President Dang Koe says, “If the advertising can just make people more understanding of children who throw tantrums in churches and show more compassion for the parents who are trying their best to manage them, the campaign would have done its job.”
Autism occurs once in 166 individuals, and is four times more prevalent among boys. In the Philippines, 250,000 to 300,000 are known to be afflicted with autism; however, only 5% are diagnosed and about 2% receive appropriate intervention.
How does one get across such an important message in a 30-second commercial, what’s more in 15 seconds? Director Paolo Dy says his brother Mark had had some on-the-job training in Autism, which brought the task to a more personal level. He had seen how some upper-middle class parents were usually in denial about their child’s autistic condition. Moreover, he could see that the kids really needed help. Because of the economy of story telling, the message had to be simple, compressed, effective, and straight to the point. Using visuals and audio, a well-cared for girl in a typical room relays the message: “This could be your kid. It doesn’t mean this normal kid couldn’t have autism.”
Twenty-six-year-old Paolo Dy is someone my 15-year-old son would probably call ASTIG, slang for impressive. Paolo holds a double degree in Management Engineering and Economics from Ateneo de Manila University. Nevertheless, he was obsessed with film, and decided to forego corporate life for that medium.
In January of 2004, Paolo won First Place on MTV Asia’s THE PITCH screenwriting competition in Singapore, with his screenplay, The Oracle of Avendale U. Paolo’s directorial work for Ayala Corporation has twice won Gold Quill Awards of Excellence for “Someday, Today” and “What Makes a Company Great?” These pieces were finalists in the 2004 and 2005 New York Festivals (Industrial Films Category).
Apparently, Paolo’s laurels have not given him real satisfaction. It comes to a point, he said, that you get a feeling of emptiness doing things for money. “I want to give something back…to do work which makes you feel good inside. And opportunities like this rarely come up.” Executive Producer Nato Caluag chimes in, “This is an act of gratitude for our blessings.”
Paolo Dy believes there are three things one can never have too much of: a passion for beauty, a thirst for excellence, and a supply of fresh 35MM film stock. We may not be cinematographers, directors, or screenwriters, but I have heard it said that we all have photographic memories. Some just do not have film. Perhaps the anonymous philosopher meant that God has given us so many gifts and talents, but some of us have not developed them.
By Marisse Reyes
When I was told we would be viewing a TV commercial entitled “Project: TIGAS,” I was immediately intrigued. My fertile mind had conjured up different kinds of images and connotations. Before my imagination got the better of me, someone set up a laptop on a dining table at Hai Shin Lo, a Chinese restaurant along Pasay Road. The screen initially showed the black/white/gray blades of a fan rotating clockwise, & counting backward 5, 4, 3, 2, 1… You hear the cadence of a methodical thud, as though someone were tossing a ball against the wall. Then the camera pans across a pink and blue life-size dollhouse. If you observe closely, you would see the image of a young girl reflected on an antique life-size mirror. It was surreal, as though you were seeing a giant Alice in Wonderland. Something was not quite right. It tugged at my heartstrings to see a little girl banging her head on the wall. As if on cue, her mother gets up from the room next door. All you can see later is the mother’s hand, cupping the face of her child away from the wall, and then cuddling her. The voice-over says, “Wag nang matigas ang ulo. If you see signs of autism in your child, seek help and give them a chance at a better life. Call Project Embrace.” A logo shows a man and a woman embracing a child.
Project Embrace, a multi-media awareness campaign for autism conceived by Jimenez Basic Advertising, was formally launched recently. The officers of the Autism Society Philippines (ASP), headed by Erlinda (Dang) Uy Koe, and PABA, spearheaded by Shanti Kilduff, had a difficult task of selecting from the sixteen campaigns and twenty storyboards. Many volunteers stepped forward when Mon Jimenez, joint CEO of JIMBASIC, called in their Accounts and Creative teams to tell them about the pro-bono project. Which execution would make people more aware of the signs of Autism for families to accept their child’s condition and seek help? The storyboard for the TIGAS commercial was selected to launch the campaign. Nato Caluag and Manny Tirona of Out of the Box Productions volunteered to undertake the TV commercial’s production, which was directed by one of their Resident Directors, Paolo Dy. Optima pitched in for the post-production work. The string of volunteers was not about to end.
ASP President Dang Koe says, “If the advertising can just make people more understanding of children who throw tantrums in churches and show more compassion for the parents who are trying their best to manage them, the campaign would have done its job.”
Autism occurs once in 166 individuals, and is four times more prevalent among boys. In the Philippines, 250,000 to 300,000 are known to be afflicted with autism; however, only 5% are diagnosed and about 2% receive appropriate intervention.
How does one get across such an important message in a 30-second commercial, what’s more in 15 seconds? Director Paolo Dy says his brother Mark had had some on-the-job training in Autism, which brought the task to a more personal level. He had seen how some upper-middle class parents were usually in denial about their child’s autistic condition. Moreover, he could see that the kids really needed help. Because of the economy of story telling, the message had to be simple, compressed, effective, and straight to the point. Using visuals and audio, a well-cared for girl in a typical room relays the message: “This could be your kid. It doesn’t mean this normal kid couldn’t have autism.”
Twenty-six-year-old Paolo Dy is someone my 15-year-old son would probably call ASTIG, slang for impressive. Paolo holds a double degree in Management Engineering and Economics from Ateneo de Manila University. Nevertheless, he was obsessed with film, and decided to forego corporate life for that medium.
In January of 2004, Paolo won First Place on MTV Asia’s THE PITCH screenwriting competition in Singapore, with his screenplay, The Oracle of Avendale U. Paolo’s directorial work for Ayala Corporation has twice won Gold Quill Awards of Excellence for “Someday, Today” and “What Makes a Company Great?” These pieces were finalists in the 2004 and 2005 New York Festivals (Industrial Films Category).
Apparently, Paolo’s laurels have not given him real satisfaction. It comes to a point, he said, that you get a feeling of emptiness doing things for money. “I want to give something back…to do work which makes you feel good inside. And opportunities like this rarely come up.” Executive Producer Nato Caluag chimes in, “This is an act of gratitude for our blessings.”
Paolo Dy believes there are three things one can never have too much of: a passion for beauty, a thirst for excellence, and a supply of fresh 35MM film stock. We may not be cinematographers, directors, or screenwriters, but I have heard it said that we all have photographic memories. Some just do not have film. Perhaps the anonymous philosopher meant that God has given us so many gifts and talents, but some of us have not developed them.
Monday, December 17, 2007
Hyperbaric Oxygen Therapy Shows Promising results for Autism
Autism is a mysterious disease-condition-behaviour disorder which causes a complex neurological disorder that typically occurs within the first 3 years of life, that results in developmental disabilities. Children will seemingly develop normally until 18 -24 months at which time an alarming regression in their development occurs and they may stop speaking and begin to lose interest in their surroundings and interactions with other people. Autism occurs two to four times more frequently in boys than in girls.
There are many theories as to the cause of Autism such as abnormal cerebral blood flow to areas of the brain, high fevers, birth trauma, brain injury, infections, reactions to vaccines (some reports implicate MMR) or lack of oxygen before, during or after delivery. Other theories suggest mineral deficiencies such as calcium, iron and zinc either in utero or after birth or fat and protein deficiencies.
The use of hyperbaric oxygen therapy (HBOT) for autism has been used in many countries worldwide. The results are varied and the individual reports from families and health professionals are encouraging. There are many testimonies on the net from families who have taken HBOT for their autistic child with varied results, mostly very encouraging.
HBOT increases the oxygen tissue concentration which increases cerebral blood flow to an area thus enabling the body to restore brain tissue metabolism of oxygen and nutrients, helping restoration of any areas which are suffering from hypoxia. New blood and oxygen begin to stimulate an area, especially one that has viable, recoverable brain cells that are "idling neurons" not knowing what to do instead of function normally. HBOT reduces swelling or excess fluid in the brain that might be pressing on centres of the brain which cause "confusion" in their function ability. HBOT has been demonstrated to exert positive objective changes from a safe, adjunctive therapy that has been overlooked by most healthcare professionals. Parents are encouraged to educate themselves on this new dynamic use of HBOT so they can make informed decisions for the future of their child.
The following study, testimony and article is just an example of the information one can obtain from the internet. The testimony is from one of our patients treated here at Reimer Hyperbaric.
Hyperbaric Oxygen Therapy (HBOT) adjunctive role in the treatment of Autism — Trish Planck, Hyperbaric Clinical Director
Autism is a complex neurological disorder that typically occurs within the first three years of life that results in usually severe developmental disability. Its incidence in the population is estimated to be 1 in 500 with a prevalence of boys to girls of 4 to 1. The ensuing effects of the disease result in severe impairment in areas of social interaction and communication and in some individuals self- injurious behaviour may occur.
Presently there are no effective cures for this disease as little is known as to the etioloby. Diet, psychotropic medications and other regimens have been tried with mixed and often disappointing results. Recently a therapy that has been in and out of favour has been shown to be of possible benefit in the treatment of this disease.
Initial results were objective improvements in a variety of diverse phenomenon. Each child demonstrated global reduction in aggressive behaviour. Parental summaries all stated substantial decrease in tendency to rage or exhibit tantrums. All children were reported to be easier to engage when the parent wished to initiate communication with marked improvement of direct eye contact. All three children enrolled in a school program displayed higher achievement with better performance and less instruction in classroom assignments. All children were improved with regard to understanding verbal commands. Reasoning abilities were noticeably enhanced in all individuals.
Clinical improvement was substantiated by pre and post treatment SPECT SCAN brain imaging which displayed enhanced neurophysiologic function in at least one of the members of this study.
The aim of hyperbaric oxygen therapy as an adjunct therapy was to evaluate the efficacy of the treatment in a series of 40 initial treatments, one or twice daily at 1.5 ata to 1.75 ata using a monoplace Sechrist chamber on 100% oxygen for a total time of 60 minutes per treatment. Patients were treated for 5 days consecutively with two days off. HBOT has been demonstrated to exert positive objective changes on a limited cohort of autistic children as evidenced by subjective and objective parameters. HBOT would seem to be useful and safe adjunctive therapy in the treatment of Autism.
B. M.
Autistic and Cerebral Palsy
Thirteen year old boy hearing impaired, mentally delayed and non-verbal. 3 Spect Scan images were taken of the brain at baseline, mid and after the 115th treatment:
Progress while undergoing hyperbaric oxygen therapy:
Major improvement in interactions with family members.
Plays with family pets.
Major improvements in understanding verbal commands.
Beginning to verbally communicate.
Responds to knocks at the door and answers the door in a normal manner
Major improvements in balance, especially when he starts to fall, he is able to regain his balance with a faster response. He cross patterns down the steps without holding on.
He is no longer raging/destructive of things in the home.
Sits through movies with more understanding.
Better understanding of public surroundings.
When music is played he responds in singing tones.
Hearing has improved and is no longer required to wear hearing devices.
Responds to things/awareness-like waiting for the school bus in the morning through the window.
Plays with various types of toys with more understanding.
Loves to work in the house and yard with Dad.
Mimics everything you ask him to do.
Is able to dress himself, is caring for himself in a independent manner.
Doing better in school with his assignments.
Happier child and smiles more.
Z. M.
Eleven year old boy with profound autism, who is non-verbal, and is still in diapers. Progress since undergoing hyperbaric oxygen therapy:
Major increase in understanding.
More eye contact.
Behavioural changes are easier to handle and function in public place, less aggressive, raging stopped and is much happier.
New ability to mimic simple vocal sounds-of major importance as pre-language sounds he makes have more tone and syllables.
Shows more interest and contact with his brother, increase in all interactions with others.
Accepts new people, places and situations easier.
Plays with a wide range of toys, instead of only one object.
Less sound sensitive.
Higher functioning in all ways.
Z. M. never noticed people let along mimic anything they did. He now mimics vocal tones and tuning forks and is more aware of sounds and things that people do. Parent gives credit to hyperbaric oxygen therapy.
L.S.
Autistic
Ten year old boy, high functioning with verbal skills and mimics.
Exhibiting receptive manner
Easier to engage.
Exhibiting great internalization of emotions.
Less tantrums.
Classroom achievement improved.
Completing work without re-direction and accuracy improving daily.
Easier to reason with especially in the home environment.
Open to re-direction with rages.
Great willingness to work and stay focused through all classroom assignments.
Much better transitioning, and flexible, open to variety of mediums with little assistance needed.
Much improved relatedness in sharing his emotions.
Abnormal Regional Cerebral Blood Flow In Childhood Autism
Takashi Ohmishi, Heroshi Matsuda, Toshiaki Hashimoto, Toshiyuki Kunihirok, Masami Nishidawa, Takeshi Uema and Masayuki Sasaki
Departments of Radiology, Psychiatry and Child Neurology, National Center Hospital of Mental, Nervous, and Muscular Disorders, National Centre of Neurology and Psychiatry, Kodaira City, Tokyo, Japan
Correspondence to: Takeshi Ohmishi, Department of Radiology, 4-1-1 Ogawa higashi, Kodairs City, Tokyo, Japan 197-0031
Neuroimaging studies of autism have shown abnormalities in the limbic system and cerebellar circuits and additional sites. These finding are not, however, specific or consistent enough to build up a coherent theory of the origin and nature of the brain abnormality in autistic patients. Twenty-three children with infantile autism and 26 non-autistic controls matched for IQ and age were examined using brain-perfusion single photon emission computed tomography (SPECT) with technetium-99m ethyl cysteinate dimer. In autistic subjects, we assessed the relationship between regional cerebral blood flow(rCBF) and symptom profiles. Images were anatomically normalized, and voxel-by-voxel analyses were performed. Decreases in rCBF in autistic patients compared with the control group were identified in the bilateral insula, superior temporal gyri and left prefrontal cortices. Analysis of the correlations between syndrome scores and rCBF revealed that each syndrome was associated with a specific pattern of perfusion in the limbic system and the medical prefrontal cortex. The results confirmed the association of (i) impairments in communication and social interaction that are thought to be related to deficits in the theory of mind (ToM) with altered perfusion in the medial prefrontal cortex and anterior cingulate gyrus, and (ii) the obsessive desire for sameness with altered perfusion in the right medial temporal lobe. The perfusion patterns suggest possible locations of abnormalities of brain function underlying abnormal behaviour patterns in autistic individuals.
5 year old boy treated at Reimer Hyperbaric (testimony)
We miss you !!!! Time has flown since we returned from Canada. We had such a nice time while we were there and will always be most grateful for your friendship and hospitality.
Things at home are going well, it took a little time to get settled in again, the children adapted very easily to the changes, although they miss all of you too. The changes in Christian are wonderful! He continues to speak much more often and in a "conversational" manner, which we are so thankful for.
For your records, I will give you a little background information on Christian and the changes that have occurred as a result of hyperbaric oxygen therapy.
Christian was 2 weeks overdue, and as a result, labour was induced. The procedure did not progress well and the labour and subsequent emergency C-section were very difficult. Christian was deprived of oxygen before & during delivery. The hospital records stated he suffered "mild to moderate hypoxia" and fetal distress. His apgars were ok and he did have a birth cry. He had suffered lung damage (double pneumothorax) as well as oxygen deprivation.
He lost a lot of weight in the hospital and we stayed 4 days. He was released and we went home - thinking everything was fine. Christian was breast fed and he did very well except that he seemed to have "colic", although it wasn't the normal colic, he never outgrew it (usually happens at 4 months). He was an extremely happy baby, even though he was in pain a lot. He never slept well and was awake most of the 24 hours of the day. At 4 months he suddenly developed "clenched fists" first one, then the other. They were severely clenched with thumbs out. He had an EEG - no seizures activity noted. He has a MRI, which showed no tumours or abnormalities.
The hands stayed clenched until about 16 months of age, where it sort of "wore itself out". He never developed proper use of his hands and fingers for fine motor. His "pointer" fingers are stunted in growth and usually icy cold.
Christian was never able to tolerate food, solid or other until I forced him to eat around 2 years of age. It was devastating to do so, but I had no choice. He had many sensory difficulties, noise was devastating to him, clothes were intolerable, smells made him gag. He didn't develop speech although he walked at 8 months, sat unassisted at 4 months and was running - fast at 1 year old. He was still very happy and friendly although as he got older his eye contact considerably lessened. He would connect for a very brief period and run away. In a group setting he would go to be on his own, preferably in a room by himself.
He was very physical and ran, climbed and jumped all the time. He was constantly in motion. He developed "eye ticks".
We were told that he had:
(1) a definite neurological disorder
(2) possibly autism
(3) possibly tourettes syndrome
(4) definitely sensory integration disorder
(5) definitely receptive (less) and expressive (more) language disorder
We were told - this is it, he will never be "normal" teach him sign language and get on with your life - don't try to "fix" him, it won't happen.
We never gave up on Christian and more importantly, Christian never gave up on Christian. Through much very hard work, tolerance, acceptance and love, Christian did progress. We found what we needed and we did it, simple as that. When he was 5, we decided he needed hyperbaric oxygen therapy and we were right, he did need it and these are the changes that occurred as a result.
(1) Although his sensory difficulties were already decreased, they did so even more after HBO- (we did 40 treatments). What occurred that is really wonderful is that his internal thermostat (which was defective especially in his fingers) has stabilized! His fingers are not icy cold anymore and his has completely stopped biting his nails and fingertips. There were always raw and bleeding. The tissue is healed and he doesn't bite them at all anymore. His hands look more normal and less stunted in growth. This is not wishful thinking, its really true. He also grew 1 whole inch from Dec. to Feb..
(2) His receptive ability is so much better. He understands consequences and can follow directions so much better. He doesn't seem "confused" like he did before.
(3) His expressive ability with language is outstanding. He actually talks on the phone and carries on a two-way conversation. His replies are no longer just one word. His desire to use language is much more pronounced. His teachers are amazed and very happy with the changes. They report that he is much better at "talking with" the other children and interacting in general.
(4) Although Christian was always a loving child, he is much more demonstrative now. he hugs and kisses his friends, spontaneously runs into Grandma's arms and tells her he loves her. He has more access into "our" world and is happier because of it.
Christian has overcome so very much in his life, many times thru very painful and difficult and frightening aspects. He has always remained loving, trusting and open. He deserved the chance to overcome his difficulties thru a non-invasive, pleasant atmosphere, where he doesn't have to work so hard. HBOT gave him this. We will always be so grateful for the opportunity to help him thru this method and grateful for the wonderful people who have allowed it to happen thru their hard word and dedication. That's you guys.
Sincerely,
J., G., C., & C
There are many theories as to the cause of Autism such as abnormal cerebral blood flow to areas of the brain, high fevers, birth trauma, brain injury, infections, reactions to vaccines (some reports implicate MMR) or lack of oxygen before, during or after delivery. Other theories suggest mineral deficiencies such as calcium, iron and zinc either in utero or after birth or fat and protein deficiencies.
The use of hyperbaric oxygen therapy (HBOT) for autism has been used in many countries worldwide. The results are varied and the individual reports from families and health professionals are encouraging. There are many testimonies on the net from families who have taken HBOT for their autistic child with varied results, mostly very encouraging.
HBOT increases the oxygen tissue concentration which increases cerebral blood flow to an area thus enabling the body to restore brain tissue metabolism of oxygen and nutrients, helping restoration of any areas which are suffering from hypoxia. New blood and oxygen begin to stimulate an area, especially one that has viable, recoverable brain cells that are "idling neurons" not knowing what to do instead of function normally. HBOT reduces swelling or excess fluid in the brain that might be pressing on centres of the brain which cause "confusion" in their function ability. HBOT has been demonstrated to exert positive objective changes from a safe, adjunctive therapy that has been overlooked by most healthcare professionals. Parents are encouraged to educate themselves on this new dynamic use of HBOT so they can make informed decisions for the future of their child.
The following study, testimony and article is just an example of the information one can obtain from the internet. The testimony is from one of our patients treated here at Reimer Hyperbaric.
Hyperbaric Oxygen Therapy (HBOT) adjunctive role in the treatment of Autism — Trish Planck, Hyperbaric Clinical Director
Autism is a complex neurological disorder that typically occurs within the first three years of life that results in usually severe developmental disability. Its incidence in the population is estimated to be 1 in 500 with a prevalence of boys to girls of 4 to 1. The ensuing effects of the disease result in severe impairment in areas of social interaction and communication and in some individuals self- injurious behaviour may occur.
Presently there are no effective cures for this disease as little is known as to the etioloby. Diet, psychotropic medications and other regimens have been tried with mixed and often disappointing results. Recently a therapy that has been in and out of favour has been shown to be of possible benefit in the treatment of this disease.
Initial results were objective improvements in a variety of diverse phenomenon. Each child demonstrated global reduction in aggressive behaviour. Parental summaries all stated substantial decrease in tendency to rage or exhibit tantrums. All children were reported to be easier to engage when the parent wished to initiate communication with marked improvement of direct eye contact. All three children enrolled in a school program displayed higher achievement with better performance and less instruction in classroom assignments. All children were improved with regard to understanding verbal commands. Reasoning abilities were noticeably enhanced in all individuals.
Clinical improvement was substantiated by pre and post treatment SPECT SCAN brain imaging which displayed enhanced neurophysiologic function in at least one of the members of this study.
The aim of hyperbaric oxygen therapy as an adjunct therapy was to evaluate the efficacy of the treatment in a series of 40 initial treatments, one or twice daily at 1.5 ata to 1.75 ata using a monoplace Sechrist chamber on 100% oxygen for a total time of 60 minutes per treatment. Patients were treated for 5 days consecutively with two days off. HBOT has been demonstrated to exert positive objective changes on a limited cohort of autistic children as evidenced by subjective and objective parameters. HBOT would seem to be useful and safe adjunctive therapy in the treatment of Autism.
B. M.
Autistic and Cerebral Palsy
Thirteen year old boy hearing impaired, mentally delayed and non-verbal. 3 Spect Scan images were taken of the brain at baseline, mid and after the 115th treatment:
Progress while undergoing hyperbaric oxygen therapy:
Major improvement in interactions with family members.
Plays with family pets.
Major improvements in understanding verbal commands.
Beginning to verbally communicate.
Responds to knocks at the door and answers the door in a normal manner
Major improvements in balance, especially when he starts to fall, he is able to regain his balance with a faster response. He cross patterns down the steps without holding on.
He is no longer raging/destructive of things in the home.
Sits through movies with more understanding.
Better understanding of public surroundings.
When music is played he responds in singing tones.
Hearing has improved and is no longer required to wear hearing devices.
Responds to things/awareness-like waiting for the school bus in the morning through the window.
Plays with various types of toys with more understanding.
Loves to work in the house and yard with Dad.
Mimics everything you ask him to do.
Is able to dress himself, is caring for himself in a independent manner.
Doing better in school with his assignments.
Happier child and smiles more.
Z. M.
Eleven year old boy with profound autism, who is non-verbal, and is still in diapers. Progress since undergoing hyperbaric oxygen therapy:
Major increase in understanding.
More eye contact.
Behavioural changes are easier to handle and function in public place, less aggressive, raging stopped and is much happier.
New ability to mimic simple vocal sounds-of major importance as pre-language sounds he makes have more tone and syllables.
Shows more interest and contact with his brother, increase in all interactions with others.
Accepts new people, places and situations easier.
Plays with a wide range of toys, instead of only one object.
Less sound sensitive.
Higher functioning in all ways.
Z. M. never noticed people let along mimic anything they did. He now mimics vocal tones and tuning forks and is more aware of sounds and things that people do. Parent gives credit to hyperbaric oxygen therapy.
L.S.
Autistic
Ten year old boy, high functioning with verbal skills and mimics.
Exhibiting receptive manner
Easier to engage.
Exhibiting great internalization of emotions.
Less tantrums.
Classroom achievement improved.
Completing work without re-direction and accuracy improving daily.
Easier to reason with especially in the home environment.
Open to re-direction with rages.
Great willingness to work and stay focused through all classroom assignments.
Much better transitioning, and flexible, open to variety of mediums with little assistance needed.
Much improved relatedness in sharing his emotions.
Abnormal Regional Cerebral Blood Flow In Childhood Autism
Takashi Ohmishi, Heroshi Matsuda, Toshiaki Hashimoto, Toshiyuki Kunihirok, Masami Nishidawa, Takeshi Uema and Masayuki Sasaki
Departments of Radiology, Psychiatry and Child Neurology, National Center Hospital of Mental, Nervous, and Muscular Disorders, National Centre of Neurology and Psychiatry, Kodaira City, Tokyo, Japan
Correspondence to: Takeshi Ohmishi, Department of Radiology, 4-1-1 Ogawa higashi, Kodairs City, Tokyo, Japan 197-0031
Neuroimaging studies of autism have shown abnormalities in the limbic system and cerebellar circuits and additional sites. These finding are not, however, specific or consistent enough to build up a coherent theory of the origin and nature of the brain abnormality in autistic patients. Twenty-three children with infantile autism and 26 non-autistic controls matched for IQ and age were examined using brain-perfusion single photon emission computed tomography (SPECT) with technetium-99m ethyl cysteinate dimer. In autistic subjects, we assessed the relationship between regional cerebral blood flow(rCBF) and symptom profiles. Images were anatomically normalized, and voxel-by-voxel analyses were performed. Decreases in rCBF in autistic patients compared with the control group were identified in the bilateral insula, superior temporal gyri and left prefrontal cortices. Analysis of the correlations between syndrome scores and rCBF revealed that each syndrome was associated with a specific pattern of perfusion in the limbic system and the medical prefrontal cortex. The results confirmed the association of (i) impairments in communication and social interaction that are thought to be related to deficits in the theory of mind (ToM) with altered perfusion in the medial prefrontal cortex and anterior cingulate gyrus, and (ii) the obsessive desire for sameness with altered perfusion in the right medial temporal lobe. The perfusion patterns suggest possible locations of abnormalities of brain function underlying abnormal behaviour patterns in autistic individuals.
5 year old boy treated at Reimer Hyperbaric (testimony)
We miss you !!!! Time has flown since we returned from Canada. We had such a nice time while we were there and will always be most grateful for your friendship and hospitality.
Things at home are going well, it took a little time to get settled in again, the children adapted very easily to the changes, although they miss all of you too. The changes in Christian are wonderful! He continues to speak much more often and in a "conversational" manner, which we are so thankful for.
For your records, I will give you a little background information on Christian and the changes that have occurred as a result of hyperbaric oxygen therapy.
Christian was 2 weeks overdue, and as a result, labour was induced. The procedure did not progress well and the labour and subsequent emergency C-section were very difficult. Christian was deprived of oxygen before & during delivery. The hospital records stated he suffered "mild to moderate hypoxia" and fetal distress. His apgars were ok and he did have a birth cry. He had suffered lung damage (double pneumothorax) as well as oxygen deprivation.
He lost a lot of weight in the hospital and we stayed 4 days. He was released and we went home - thinking everything was fine. Christian was breast fed and he did very well except that he seemed to have "colic", although it wasn't the normal colic, he never outgrew it (usually happens at 4 months). He was an extremely happy baby, even though he was in pain a lot. He never slept well and was awake most of the 24 hours of the day. At 4 months he suddenly developed "clenched fists" first one, then the other. They were severely clenched with thumbs out. He had an EEG - no seizures activity noted. He has a MRI, which showed no tumours or abnormalities.
The hands stayed clenched until about 16 months of age, where it sort of "wore itself out". He never developed proper use of his hands and fingers for fine motor. His "pointer" fingers are stunted in growth and usually icy cold.
Christian was never able to tolerate food, solid or other until I forced him to eat around 2 years of age. It was devastating to do so, but I had no choice. He had many sensory difficulties, noise was devastating to him, clothes were intolerable, smells made him gag. He didn't develop speech although he walked at 8 months, sat unassisted at 4 months and was running - fast at 1 year old. He was still very happy and friendly although as he got older his eye contact considerably lessened. He would connect for a very brief period and run away. In a group setting he would go to be on his own, preferably in a room by himself.
He was very physical and ran, climbed and jumped all the time. He was constantly in motion. He developed "eye ticks".
We were told that he had:
(1) a definite neurological disorder
(2) possibly autism
(3) possibly tourettes syndrome
(4) definitely sensory integration disorder
(5) definitely receptive (less) and expressive (more) language disorder
We were told - this is it, he will never be "normal" teach him sign language and get on with your life - don't try to "fix" him, it won't happen.
We never gave up on Christian and more importantly, Christian never gave up on Christian. Through much very hard work, tolerance, acceptance and love, Christian did progress. We found what we needed and we did it, simple as that. When he was 5, we decided he needed hyperbaric oxygen therapy and we were right, he did need it and these are the changes that occurred as a result.
(1) Although his sensory difficulties were already decreased, they did so even more after HBO- (we did 40 treatments). What occurred that is really wonderful is that his internal thermostat (which was defective especially in his fingers) has stabilized! His fingers are not icy cold anymore and his has completely stopped biting his nails and fingertips. There were always raw and bleeding. The tissue is healed and he doesn't bite them at all anymore. His hands look more normal and less stunted in growth. This is not wishful thinking, its really true. He also grew 1 whole inch from Dec. to Feb..
(2) His receptive ability is so much better. He understands consequences and can follow directions so much better. He doesn't seem "confused" like he did before.
(3) His expressive ability with language is outstanding. He actually talks on the phone and carries on a two-way conversation. His replies are no longer just one word. His desire to use language is much more pronounced. His teachers are amazed and very happy with the changes. They report that he is much better at "talking with" the other children and interacting in general.
(4) Although Christian was always a loving child, he is much more demonstrative now. he hugs and kisses his friends, spontaneously runs into Grandma's arms and tells her he loves her. He has more access into "our" world and is happier because of it.
Christian has overcome so very much in his life, many times thru very painful and difficult and frightening aspects. He has always remained loving, trusting and open. He deserved the chance to overcome his difficulties thru a non-invasive, pleasant atmosphere, where he doesn't have to work so hard. HBOT gave him this. We will always be so grateful for the opportunity to help him thru this method and grateful for the wonderful people who have allowed it to happen thru their hard word and dedication. That's you guys.
Sincerely,
J., G., C., & C
Monday, December 10, 2007
Activities for Autistic Children
Parents, teachers, and other caregivers often get so caught up in educating and providing structure to the lives of autistic children that they forget that, above all, he or she is a child. Like any other child in his or her age group, your autistic child wants to have fun. While some activities may not be suitable for those suffering from autism, there are a number of fun games and activities for autistic children, many of which can get them involved with others or help them further develop motor or social skills while just focusing on having a good time.
Autistic children in the elementary school age range can benefit greatly from song. Even children who do not verbally communicate with words can learn to hum along or play simple instruments, such as tambourines or whistles. Using sounds that are repetitive and with educational lyrics helps autistic children learn school lessons but also gives them an outlet for some of the sensory stimulation they need, such as yelling. Play follow the leader with the instruments to help the children focus their attention and improve socialization skills.
Depending on how mature your child is, he or she may also not only be able to participate in regular childhood games, but greatly benefit from them as well. These activities, including tag and other games, can be learned more easily than you think. Stick with games in which the autistic child is not forced to have close physical contact with other children, as this may be hurtful for autistic individuals. Also, remember to play to your child’s strengths or what he or she wishes to learn. If he or she has a problem with yelling inappropriately, for example, encouraging him or her to be involved with a game of hide and seek may help curb this behavior.
Autistic children often wish to be included in games with non-autistic peers, and so this may help with the learning process. At home, focus on games that involve closer contact with trusted family members. For example, make it a game to get across the room without touching the floor. Perhaps the only route in some instances is to be carried. Remember that each child is different developmentally, so stay in tune with how challenging the activities should be.
As your child matures, he or she may want to be involved with organized sports. This should be encouraged, but choose your sport carefully. Golf, baseball, and other sports that do not involve strong personal sensory stimulation may be better for your child than something like tackle football. However, be open to all possibilities. Be sure the team’s coach understands your child’s disability and is willing to work with him or her.
At this later developmental stage, also continue encouraging learning activities. Sensory games work well to further teach these children, and as they mature emphasize the importance of appropriate behavior as you are playing these games. Using things like water balloons in games your child already enjoys is often as fun for children with autism. Also realize that an autistic individual has trouble seeing things from another’s point of view. Therefore, they may be less likely to enjoy games in which something must be kept a secret from another person (like go-fish).
Overall, you and your child need to grow together. Remember that although he or she has many special needs, sometimes your child needs to simply be a kid as well. Encourage play along with work, and realize that games and activities for autistic children may fulfill two key elements, socialization skills for life and learning to enjoy playing with their peers.
There are many more resources and information about diagnosing, controlling and treating Autism in -
Autistic children in the elementary school age range can benefit greatly from song. Even children who do not verbally communicate with words can learn to hum along or play simple instruments, such as tambourines or whistles. Using sounds that are repetitive and with educational lyrics helps autistic children learn school lessons but also gives them an outlet for some of the sensory stimulation they need, such as yelling. Play follow the leader with the instruments to help the children focus their attention and improve socialization skills.
Depending on how mature your child is, he or she may also not only be able to participate in regular childhood games, but greatly benefit from them as well. These activities, including tag and other games, can be learned more easily than you think. Stick with games in which the autistic child is not forced to have close physical contact with other children, as this may be hurtful for autistic individuals. Also, remember to play to your child’s strengths or what he or she wishes to learn. If he or she has a problem with yelling inappropriately, for example, encouraging him or her to be involved with a game of hide and seek may help curb this behavior.
Autistic children often wish to be included in games with non-autistic peers, and so this may help with the learning process. At home, focus on games that involve closer contact with trusted family members. For example, make it a game to get across the room without touching the floor. Perhaps the only route in some instances is to be carried. Remember that each child is different developmentally, so stay in tune with how challenging the activities should be.
As your child matures, he or she may want to be involved with organized sports. This should be encouraged, but choose your sport carefully. Golf, baseball, and other sports that do not involve strong personal sensory stimulation may be better for your child than something like tackle football. However, be open to all possibilities. Be sure the team’s coach understands your child’s disability and is willing to work with him or her.
At this later developmental stage, also continue encouraging learning activities. Sensory games work well to further teach these children, and as they mature emphasize the importance of appropriate behavior as you are playing these games. Using things like water balloons in games your child already enjoys is often as fun for children with autism. Also realize that an autistic individual has trouble seeing things from another’s point of view. Therefore, they may be less likely to enjoy games in which something must be kept a secret from another person (like go-fish).
Overall, you and your child need to grow together. Remember that although he or she has many special needs, sometimes your child needs to simply be a kid as well. Encourage play along with work, and realize that games and activities for autistic children may fulfill two key elements, socialization skills for life and learning to enjoy playing with their peers.
There are many more resources and information about diagnosing, controlling and treating Autism in -
Friday, November 2, 2007
Kids With Asperger's Syndrome: 'Bullied on a Daily Basis'
High-Functioning Form of Autism Causes Social Awkwardness and Angst
Growing up, Daniel Corcoran was the odd kid at school. He wasn't slow, but his coordination was off, and he tended to obsess on certain subjects, like light bulbs and air conditioners. At the time, his preoccupations with random objects seemed quirky, but harmless.
But when Corcoran entered middle school, his quirks were not accepted by many of his classmates and his life became a social nightmare filled with name calling and other cruelties.
Corcoran is now out of middle school and a sophomore at Ramapo College in Mahwah, N.J. His uncomfortable encounters persist, especially after taking the dangerous step of "coming out," as he puts hit, with his condition. Corcoran has Asperger's syndrome, and his decision to announce the disorder yielded mixed results from his peers.
Asperger's syndrome is a form of high-functioning autism, characterized by social isolation and eccentric behavior during childhood. "It means my brain is different," Corcoran said.
Twelve-year-old Noah Orent also has Asperger's, and like Corcoran, he's mild-mannered and began to get bullied at an early age.
"I was just merely called 'Game Boy freak' or stuff. There was one kid that was the worst. He just called me names and he was not nice," Noah said. "He was mean -- mean to the bone. I was so mad that I couldn't let out my anger. I was just like hiding it. I just didn't feel like being at that school anymore."
'Bullied on a Daily Basis'
Noah is not alone, and some school systems are working on a solution to the social angst that affects many with the disorder. Jed Baker, a psychologist who works with many kids with Asperger's, found out the situation for kids with the disorder was very severe.
"In some areas, there have been reports of 90 percent of kids with Asperger's are getting bullied on a daily basis," he said.
Baker consults for the Milburn New Jersey Middle School, which has stepped up its focus on children with Asperger's and other conditions. His primary mission is to build a healthy social network of these kids. At Milburn, he partners children with Asperger's with volunteers from the student body.
High-Functioning Form of Autism Causes Social Awkwardness and Angst
"Building social skill groups, where we're creating an atmosphere of an accepting peer groups so these kids don't feel isolated," Baker said. "They have people who are at least friendly to them."
Working with what were once called the "uncool kids" has become a cool thing to do, and kids like Noah don't get picked on. "I was learning about basically just how to make friends and stuff," Noah said. "I mean, at my old school I never had many friends."
"When we moved, I was so happy to be finally away from them. I felt better," he said. "So then I started here and now I'm having a lot of friends. I like the school, the staff, even Dr. Baker. And I'm having a good time."
'Trying Too Hard'
As for Daniel Corcoran, it's too late to go back to middle school, but he's grown content with where he is now.
"I couldn't be happier, you know," Corcoran said. "I could be, but I mean this is, I haven't felt like in this amazing frame of mind since who knows when. It seems like all dreams start to come true."
And while he has grown up in many ways, he still sometimes has bad days. Women and romance now perplex Corcoran as much as the bullies who once tormented him, and the Asperger's is sometimes to blame.
"The thing that I realized -- I have to stop doing what's called trying too hard," he said. "Trying to force a conversation with a girl even if she's not fully interested in talking, asking too many questions, showing signs of being nervous, maybe."
Corcoran said he was building the confidence that was often absent in those with Asperger's.
"As long as I stand my ground, and I am who I'm supposed to be, and I get to love myself for who I am -- others are really really going to love me too," Corcoran said. "I really do think some people are going to like me. And I'm convinced I'm going to meet somebody really special one day."
If Corcoran can picture that day, so can those who have known him all his life. Fitting in while standing out -- it isn't always easy for anyone but some have to work harder to get there.
Growing up, Daniel Corcoran was the odd kid at school. He wasn't slow, but his coordination was off, and he tended to obsess on certain subjects, like light bulbs and air conditioners. At the time, his preoccupations with random objects seemed quirky, but harmless.
But when Corcoran entered middle school, his quirks were not accepted by many of his classmates and his life became a social nightmare filled with name calling and other cruelties.
Corcoran is now out of middle school and a sophomore at Ramapo College in Mahwah, N.J. His uncomfortable encounters persist, especially after taking the dangerous step of "coming out," as he puts hit, with his condition. Corcoran has Asperger's syndrome, and his decision to announce the disorder yielded mixed results from his peers.
Asperger's syndrome is a form of high-functioning autism, characterized by social isolation and eccentric behavior during childhood. "It means my brain is different," Corcoran said.
Twelve-year-old Noah Orent also has Asperger's, and like Corcoran, he's mild-mannered and began to get bullied at an early age.
"I was just merely called 'Game Boy freak' or stuff. There was one kid that was the worst. He just called me names and he was not nice," Noah said. "He was mean -- mean to the bone. I was so mad that I couldn't let out my anger. I was just like hiding it. I just didn't feel like being at that school anymore."
'Bullied on a Daily Basis'
Noah is not alone, and some school systems are working on a solution to the social angst that affects many with the disorder. Jed Baker, a psychologist who works with many kids with Asperger's, found out the situation for kids with the disorder was very severe.
"In some areas, there have been reports of 90 percent of kids with Asperger's are getting bullied on a daily basis," he said.
Baker consults for the Milburn New Jersey Middle School, which has stepped up its focus on children with Asperger's and other conditions. His primary mission is to build a healthy social network of these kids. At Milburn, he partners children with Asperger's with volunteers from the student body.
High-Functioning Form of Autism Causes Social Awkwardness and Angst
"Building social skill groups, where we're creating an atmosphere of an accepting peer groups so these kids don't feel isolated," Baker said. "They have people who are at least friendly to them."
Working with what were once called the "uncool kids" has become a cool thing to do, and kids like Noah don't get picked on. "I was learning about basically just how to make friends and stuff," Noah said. "I mean, at my old school I never had many friends."
"When we moved, I was so happy to be finally away from them. I felt better," he said. "So then I started here and now I'm having a lot of friends. I like the school, the staff, even Dr. Baker. And I'm having a good time."
'Trying Too Hard'
As for Daniel Corcoran, it's too late to go back to middle school, but he's grown content with where he is now.
"I couldn't be happier, you know," Corcoran said. "I could be, but I mean this is, I haven't felt like in this amazing frame of mind since who knows when. It seems like all dreams start to come true."
And while he has grown up in many ways, he still sometimes has bad days. Women and romance now perplex Corcoran as much as the bullies who once tormented him, and the Asperger's is sometimes to blame.
"The thing that I realized -- I have to stop doing what's called trying too hard," he said. "Trying to force a conversation with a girl even if she's not fully interested in talking, asking too many questions, showing signs of being nervous, maybe."
Corcoran said he was building the confidence that was often absent in those with Asperger's.
"As long as I stand my ground, and I am who I'm supposed to be, and I get to love myself for who I am -- others are really really going to love me too," Corcoran said. "I really do think some people are going to like me. And I'm convinced I'm going to meet somebody really special one day."
If Corcoran can picture that day, so can those who have known him all his life. Fitting in while standing out -- it isn't always easy for anyone but some have to work harder to get there.
Sunday, September 23, 2007
Autism: A gift of hope, courage and inspiration
By Jeanne Tan Te
It is my sincerest hope to continue inspiring parents who are facing the same dilemma that we've been through, that I share another story from the very courageous and giving lady, Awit Dalusong
THE emails I received in response to my article about my child's autism were very encouraging.
It is my sincerest hope to continue inspiring parents who are facing the same dilemma that we've been through, that I share another story from the very courageous and giving lady behind www.autismpinoy.com, Awit Dalusong:
"A few weeks before giving birth to Ethan, I was busy surfing the internet trying to update myself on the latest research on how to take care of a newborn. When, suddenly, I was directed to a website with these words on the front page, "God gives special children to special parents." Immediately, I turned off the computer and said, "Well, I don't think I want to be special."
As fate would have it, two and a half years later, I was once again in front of the computer, trying to figure out why my son lost his language and why he has failed to make eye contact with anybody including his mom and dad. It really started with an innocent question from a friend. She asked me, "How does Ethan call his Ate Colleen?" I answered, "He doesn't really call her anything. He had about 60+ words but after his second birthday, his words suddenly disappeared. I think it's because he's been watching too much TV." That night, I got a text message from her with these words, "not to alarm you or anything but please have Ethan checked right away because it's unusual for a child to lose his language according to my uncle who is a psychologist." I deleted her message right away. Fear had hit home, and it hit me hard.
The Autism Society's website confirmed any mother's worst nightmare. They enumerated fourteen behavioral signs and symptoms that may indicate autism. If the child manifested seven signs, then he needed to be diagnosed immediately. It was funny how my husband, Edward, and I desperately omitted some signs so Ethan wouldn't meet the seven signs or symptoms. I vividly recall saying, "I think he only has five signs, six max. Maybe he doesn't have autism after all." But, deep down, I knew the writing was on the wall. For the next several days, I never felt more scared, never felt more desperate and never thought I had so much tears to shed. We just knew he had autism. The diagnoses from the development pediatricians were mere formalities.
"Why my son?" was the question I asked myself everyday while I cried myself to sleep. Ethan crawled, lifted his head, sat, walked, uttered his first word exactly when he was supposed to, if not ahead of most kids his age. At eighteen months, he had uttered more words than his sister. His repertoire included the names of the secretaries in his Dad's office including complex words that a 3 year old may have difficulty pronouncing. He was a very happy boy with a constant smile plastered on his chubby little face. I fondly recall the Christmas before his second birthday, Ethan was dancing to the tune of the latest dance craze. He also gamely helped me show off his extraordinary verbal ability by perfectly identifying all the words in the flashcards. Everyone was really impressed with Ethan that I carried those flashcards wherever we went. Ethan (and I) enjoyed the applause and admiration. Then, out of the blue, autism entered our house, like a thief in the night it snatched my son's soul away from me. At two years old, our son virtually disappeared.
From a bubbly toddler, Ethan transformed into someone I barely know. He walked in circles, opted to play on his own, and the most devastating of all was that he seemed to have forgotten who his parents were. He had a blank look on his face all the time, our boy seemed lost, oblivious of our presence...
Edward had to kick me out of my depression and told me to "get to work because Ethan won't get well with you just sitting down." I called the Behavioral Management for Autistic Children (BMAC), Inc. (thank God for their website) and told them I wanted my son to undergo Applied Behavior Analysis (ABA) therapy ASAP.
Edward and I went to two developmental pediatricians and both confirmed that Ethan was indeed in the Autism Spectrum. We went back to the internet in search for hope. After a few days, we stumbled upon the website of the Autism Research Institute (ARI). ARI's theories on the biomedical approach in treating autism offered a new lease on life for our little boy. Incredulous as we were, our skepticism was still there. But it also offered us hope, and for a parent of a special kid, hope is all you could ask for. Prior to discovering the existence of BMAC, ABA therapy and the biomedical intervention of the Defeat Autism Now (DAN) movement, I felt so hopeless. I kept picturing Ethan ending up in an institution. My nightly prayer was for God to not let me lose patience in taking care of my boy for the rest of his life. In fact, one developmental pediatrician told us point blank, "Your son is autistic, and he'll forever be autistic." From that moment, we vowed to prove otherwise.
A month later, we went to Hongkong to meet with a DAN doctor who helped us get started with Ethan's biomedical and dietary intervention. If we were to help Ethan, Edward and I felt that we should address the behavioral and biomedical issues related to autism to ensure success. We felt we owed it to Ethan to explore every possible treatment available to help him recover. The DAN doctor told us that along with the ABA therapy, Ethan's biomedical interventions will put him on a faster track to recovery.
Ethan's first day of ABA was on June 28, 2004. I remember how frustrating the first session went. Ethan practically cried for the first two hours. I thought he could have cried longer had he not exhausted his energy from all that kicking, screaming, and running away. As the days rolled by, Ethan behaved better. For that alone, living with a child with autism seem to be more bearable.
However, Ethan's lack of expressive communication was still a very deep concern for everyone in the family (especially his grandparents). So, in the summer of 2005, I flew to Canada and the United States to attend a couple of workshops on Verbal Behavior spearheaded by Dr. Vince Carbone.
When I came back home, I was very eager to share what I learned from the workshops. I was ecstatic that the staff was excited to incorporate Verbal Behavior in Ethan's program. I have been blessed to work with a team that was very supportive in my endeavors to strengthen my son's program.
Ethan recently turned 4 years old. He knows all the uppercase and lowercase alphabets. He knows his numbers from 1- 20. He easily identifies all the shapes, colors, body parts and animal sounds. He has about 300+ receptive vocabulary. He knows the concept of opposites. His fine motor skills have dramatically improved to indicate that he now has the ability to concentrate on tasks. He feeds himself during mealtimes with great scooping control. Our greatest achievement by far is that Ethan can now sight read common words. But, Ethan is still a work in progress. He still has very limited expressive language. Most of his words are just approximations. His social skills need to be addressed. But there's no denying that he's had a major leap in his cognitive skills. A year and a half ago, he was a boy who didn't know any nursery song. Fast forward to today, Ethan can fill in words to some of his favorite songs. The point is, there is light at the end of the tunnel. The tunnel might be long and winding, but that light is a guide for me to persevere more for my son.
The year 2005 has been good to Ethan. Ethan got a coveted slot at International Montessori School, a school with a well-established inclusion program. The directress, Ms. Judith Gonzalez is very supportive with Ethan's dietary and biomedical intervention. She has been an answered prayer to a mother like me. The icing on the cake is that the school uses ABA techniques during Ethan's pull out sessions with his SPED teacher. Ethan's socialization skills practically blossomed overnight. He now enjoys being around other children. A far cry from several months ago when he opted to be left alone and showed no interest to be part of a group.
I am often asked what keeps me going despite the fact that my son has autism. The answer is simple, I have fully accepted Ethan's condition but I also haven't given up hope that I will recover him. Don't be afraid to tell people that your child has autism.
Upon confirming that Ethan was in the Autism Spectrum, I was afraid that my friends would pull away from me. Believe it or not, I never felt more loved and more understood by the people I cared about the most after I revealed Ethan's condition to them. Also, it's important to study. The best way to fight autism is to face it head on with courage, conviction and research. Nobody has all the answers to your child's condition. Parents are in the best position to decide what they feel is best for their children. I am currently doing some volunteer work for the Generation Rescue group. I also moderate an online support group for Filipino families affected by autism. Every week, I receive several emails from parents from here and abroad who wish to learn more about helping their children. Nothing excites me more than reading emails from parents inquiring about autism and recovery.
Yes, Ethan is a special child. He has made significant steps but he is still on the proverbial long road to recovery. Every now and then, my six year old daughter innocently assures me that "Ethan is on the road to recovery but there's just traffic, Mom." I still hope that Ethan will attend a good University, borrow my car to go on dates and get married someday. Edward still hopes that his little boy will be a world-class athlete. Yes, we still have high hopes for him and we will never give up until we find the solution.
They say that God gives special children to special people. We truly believe that parents of special children are some of the greatest caregivers in the world, the uber parents as they say. It's a tough honor, but it surely is worth living up to. Every child with autism deserves nothing less."
It is my sincerest hope to continue inspiring parents who are facing the same dilemma that we've been through, that I share another story from the very courageous and giving lady, Awit Dalusong
THE emails I received in response to my article about my child's autism were very encouraging.
It is my sincerest hope to continue inspiring parents who are facing the same dilemma that we've been through, that I share another story from the very courageous and giving lady behind www.autismpinoy.com, Awit Dalusong:
"A few weeks before giving birth to Ethan, I was busy surfing the internet trying to update myself on the latest research on how to take care of a newborn. When, suddenly, I was directed to a website with these words on the front page, "God gives special children to special parents." Immediately, I turned off the computer and said, "Well, I don't think I want to be special."
As fate would have it, two and a half years later, I was once again in front of the computer, trying to figure out why my son lost his language and why he has failed to make eye contact with anybody including his mom and dad. It really started with an innocent question from a friend. She asked me, "How does Ethan call his Ate Colleen?" I answered, "He doesn't really call her anything. He had about 60+ words but after his second birthday, his words suddenly disappeared. I think it's because he's been watching too much TV." That night, I got a text message from her with these words, "not to alarm you or anything but please have Ethan checked right away because it's unusual for a child to lose his language according to my uncle who is a psychologist." I deleted her message right away. Fear had hit home, and it hit me hard.
The Autism Society's website confirmed any mother's worst nightmare. They enumerated fourteen behavioral signs and symptoms that may indicate autism. If the child manifested seven signs, then he needed to be diagnosed immediately. It was funny how my husband, Edward, and I desperately omitted some signs so Ethan wouldn't meet the seven signs or symptoms. I vividly recall saying, "I think he only has five signs, six max. Maybe he doesn't have autism after all." But, deep down, I knew the writing was on the wall. For the next several days, I never felt more scared, never felt more desperate and never thought I had so much tears to shed. We just knew he had autism. The diagnoses from the development pediatricians were mere formalities.
"Why my son?" was the question I asked myself everyday while I cried myself to sleep. Ethan crawled, lifted his head, sat, walked, uttered his first word exactly when he was supposed to, if not ahead of most kids his age. At eighteen months, he had uttered more words than his sister. His repertoire included the names of the secretaries in his Dad's office including complex words that a 3 year old may have difficulty pronouncing. He was a very happy boy with a constant smile plastered on his chubby little face. I fondly recall the Christmas before his second birthday, Ethan was dancing to the tune of the latest dance craze. He also gamely helped me show off his extraordinary verbal ability by perfectly identifying all the words in the flashcards. Everyone was really impressed with Ethan that I carried those flashcards wherever we went. Ethan (and I) enjoyed the applause and admiration. Then, out of the blue, autism entered our house, like a thief in the night it snatched my son's soul away from me. At two years old, our son virtually disappeared.
From a bubbly toddler, Ethan transformed into someone I barely know. He walked in circles, opted to play on his own, and the most devastating of all was that he seemed to have forgotten who his parents were. He had a blank look on his face all the time, our boy seemed lost, oblivious of our presence...
Edward had to kick me out of my depression and told me to "get to work because Ethan won't get well with you just sitting down." I called the Behavioral Management for Autistic Children (BMAC), Inc. (thank God for their website) and told them I wanted my son to undergo Applied Behavior Analysis (ABA) therapy ASAP.
Edward and I went to two developmental pediatricians and both confirmed that Ethan was indeed in the Autism Spectrum. We went back to the internet in search for hope. After a few days, we stumbled upon the website of the Autism Research Institute (ARI). ARI's theories on the biomedical approach in treating autism offered a new lease on life for our little boy. Incredulous as we were, our skepticism was still there. But it also offered us hope, and for a parent of a special kid, hope is all you could ask for. Prior to discovering the existence of BMAC, ABA therapy and the biomedical intervention of the Defeat Autism Now (DAN) movement, I felt so hopeless. I kept picturing Ethan ending up in an institution. My nightly prayer was for God to not let me lose patience in taking care of my boy for the rest of his life. In fact, one developmental pediatrician told us point blank, "Your son is autistic, and he'll forever be autistic." From that moment, we vowed to prove otherwise.
A month later, we went to Hongkong to meet with a DAN doctor who helped us get started with Ethan's biomedical and dietary intervention. If we were to help Ethan, Edward and I felt that we should address the behavioral and biomedical issues related to autism to ensure success. We felt we owed it to Ethan to explore every possible treatment available to help him recover. The DAN doctor told us that along with the ABA therapy, Ethan's biomedical interventions will put him on a faster track to recovery.
Ethan's first day of ABA was on June 28, 2004. I remember how frustrating the first session went. Ethan practically cried for the first two hours. I thought he could have cried longer had he not exhausted his energy from all that kicking, screaming, and running away. As the days rolled by, Ethan behaved better. For that alone, living with a child with autism seem to be more bearable.
However, Ethan's lack of expressive communication was still a very deep concern for everyone in the family (especially his grandparents). So, in the summer of 2005, I flew to Canada and the United States to attend a couple of workshops on Verbal Behavior spearheaded by Dr. Vince Carbone.
When I came back home, I was very eager to share what I learned from the workshops. I was ecstatic that the staff was excited to incorporate Verbal Behavior in Ethan's program. I have been blessed to work with a team that was very supportive in my endeavors to strengthen my son's program.
Ethan recently turned 4 years old. He knows all the uppercase and lowercase alphabets. He knows his numbers from 1- 20. He easily identifies all the shapes, colors, body parts and animal sounds. He has about 300+ receptive vocabulary. He knows the concept of opposites. His fine motor skills have dramatically improved to indicate that he now has the ability to concentrate on tasks. He feeds himself during mealtimes with great scooping control. Our greatest achievement by far is that Ethan can now sight read common words. But, Ethan is still a work in progress. He still has very limited expressive language. Most of his words are just approximations. His social skills need to be addressed. But there's no denying that he's had a major leap in his cognitive skills. A year and a half ago, he was a boy who didn't know any nursery song. Fast forward to today, Ethan can fill in words to some of his favorite songs. The point is, there is light at the end of the tunnel. The tunnel might be long and winding, but that light is a guide for me to persevere more for my son.
The year 2005 has been good to Ethan. Ethan got a coveted slot at International Montessori School, a school with a well-established inclusion program. The directress, Ms. Judith Gonzalez is very supportive with Ethan's dietary and biomedical intervention. She has been an answered prayer to a mother like me. The icing on the cake is that the school uses ABA techniques during Ethan's pull out sessions with his SPED teacher. Ethan's socialization skills practically blossomed overnight. He now enjoys being around other children. A far cry from several months ago when he opted to be left alone and showed no interest to be part of a group.
I am often asked what keeps me going despite the fact that my son has autism. The answer is simple, I have fully accepted Ethan's condition but I also haven't given up hope that I will recover him. Don't be afraid to tell people that your child has autism.
Upon confirming that Ethan was in the Autism Spectrum, I was afraid that my friends would pull away from me. Believe it or not, I never felt more loved and more understood by the people I cared about the most after I revealed Ethan's condition to them. Also, it's important to study. The best way to fight autism is to face it head on with courage, conviction and research. Nobody has all the answers to your child's condition. Parents are in the best position to decide what they feel is best for their children. I am currently doing some volunteer work for the Generation Rescue group. I also moderate an online support group for Filipino families affected by autism. Every week, I receive several emails from parents from here and abroad who wish to learn more about helping their children. Nothing excites me more than reading emails from parents inquiring about autism and recovery.
Yes, Ethan is a special child. He has made significant steps but he is still on the proverbial long road to recovery. Every now and then, my six year old daughter innocently assures me that "Ethan is on the road to recovery but there's just traffic, Mom." I still hope that Ethan will attend a good University, borrow my car to go on dates and get married someday. Edward still hopes that his little boy will be a world-class athlete. Yes, we still have high hopes for him and we will never give up until we find the solution.
They say that God gives special children to special people. We truly believe that parents of special children are some of the greatest caregivers in the world, the uber parents as they say. It's a tough honor, but it surely is worth living up to. Every child with autism deserves nothing less."
Monday, August 20, 2007
Disadvantaged kids learn skills, have fun at Cradle Beach camp
At Cradle Beach, fostering uncommon abilities
Disadvantaged kids learn skills, have fun at Cradle Beach camp
By Louise Continelli - News Staff ReporterUpdated: 08/19/07 8:48 AM
They may have cerebral palsy or autism or cystic fibrosis. But the disabled and disadvantaged kids who arrived home from Cradle Beach camp on Saturday morning had at least this in common: they all had fun.
And that’s what they did best at the Town of Evans camp.
Nine-year-old Casey Burnett of Buffalo said he wants “to be a fireman” — he was impressed by a camp visit by firefighters and a fire truck, complete with siren.
Shawna Lauby, 10, of Buffalo, noted the camp “was safe, respectful and responsible. And I loved swimming.”
Cradle Beach Executive Director Cara Stillman pointed out that “the diversity of the children was amazing. Some of them said they made friends with kids they wouldn’t have usually talked to.”
The camp also promoted unity through state-of-the-art equipment like the adaptive challenge obstacle course, designed for kids ages 6 through 16 who function at different physical and cognitive levels.
All campers were able to participate in an obstacle-course activity, regardless of level of disability.
But campers returned with more than memories of a good time.
Camp leaders, Stillman said, were committed to instilling values like integrity, honesty and responsibility in their young charges.
Some of the youngsters deal with epilepsy, motor difficulties, heart defects, Down syndrome, spina bifida, speech delays and neurological impairments. Cradle Beach is the only summer camp program in the country to integrate children with and without disabilities “as far as we know,” Stillman said.
The camp’s director said she is certain campers left with higher expections for their lives, greater “friendship skills,” sensitivity and compassion. The majority were better able to solve problems without fighting, and to resist negative peer pressure.
“They did well with resolving conflict,” Stillman added. They were also more comfortable with people of different cultural, racial and ethnic backgrounds.
“Kids get more responsible and independent,” she said.
Camp is not cheap. It costs $1,000 to send one child to Cradle Beach camp for 10 days. Of the approximately 800 kids who attended this summer, most came from families who can’t afford to pay this fee. This means Cradle Beach relied on the generosity of supporters, so children with special needs could enjoy nature, campfires, arts and crafts.
lcontinelli@buffnews.com
Disadvantaged kids learn skills, have fun at Cradle Beach camp
By Louise Continelli - News Staff ReporterUpdated: 08/19/07 8:48 AM
They may have cerebral palsy or autism or cystic fibrosis. But the disabled and disadvantaged kids who arrived home from Cradle Beach camp on Saturday morning had at least this in common: they all had fun.
And that’s what they did best at the Town of Evans camp.
Nine-year-old Casey Burnett of Buffalo said he wants “to be a fireman” — he was impressed by a camp visit by firefighters and a fire truck, complete with siren.
Shawna Lauby, 10, of Buffalo, noted the camp “was safe, respectful and responsible. And I loved swimming.”
Cradle Beach Executive Director Cara Stillman pointed out that “the diversity of the children was amazing. Some of them said they made friends with kids they wouldn’t have usually talked to.”
The camp also promoted unity through state-of-the-art equipment like the adaptive challenge obstacle course, designed for kids ages 6 through 16 who function at different physical and cognitive levels.
All campers were able to participate in an obstacle-course activity, regardless of level of disability.
But campers returned with more than memories of a good time.
Camp leaders, Stillman said, were committed to instilling values like integrity, honesty and responsibility in their young charges.
Some of the youngsters deal with epilepsy, motor difficulties, heart defects, Down syndrome, spina bifida, speech delays and neurological impairments. Cradle Beach is the only summer camp program in the country to integrate children with and without disabilities “as far as we know,” Stillman said.
The camp’s director said she is certain campers left with higher expections for their lives, greater “friendship skills,” sensitivity and compassion. The majority were better able to solve problems without fighting, and to resist negative peer pressure.
“They did well with resolving conflict,” Stillman added. They were also more comfortable with people of different cultural, racial and ethnic backgrounds.
“Kids get more responsible and independent,” she said.
Camp is not cheap. It costs $1,000 to send one child to Cradle Beach camp for 10 days. Of the approximately 800 kids who attended this summer, most came from families who can’t afford to pay this fee. This means Cradle Beach relied on the generosity of supporters, so children with special needs could enjoy nature, campfires, arts and crafts.
lcontinelli@buffnews.com
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