Radio Interviews

Owner wrote:

Radio Interviews

Radio Interviews – Listen In!

I have just completed three radio interviews about my new book EnVISIONing a Bright Future.  What fun it is being on the “other side” of the table after a year as interviewer on Autism One Radio.  It’s amazing how much you can fit into a half hour with a good show host.  I was fortunate to be interviewed by the BEST!

First was on May 28th, with DC area nutritionist, Dana Laake, a long time DDR supporter and friend.  Dana’s show, “Essentials of Healthy Living™” is broadcast live Wednesday nights 5-6 pm on 1260 AM in the Washington, DC area.  If you are not in range, you can listen online at www.progressivetalk1260.com . This show is sponsored by The Village Green Apothecary in Bethesda, MD, another long time friend of DDR. Look in your new 2008 DDR Directory, which you should receive next week, for a discount coupon for nutritional supplements from the Village Green.  They also have copies of my book for sale. To listen to my interview, click on http://ehlradio.com/ArchivedShows/Index.htm

On July 9th, I was jointly interviewed by Chiropractor Larry Bronstein and Special Educator, Deborah Alecson, of CHILD Treatment and Consulting Services, on WBCR, 97.7 FM in Great Barrington, MA for their program, “Food For Thought: Children, Nutrition and Learning.”  We had a lively hour-long discussion of the various treatment options described in my book.  Since the station does not archive shows, I have the program on a CD.  As soon as I figure out how to upload it, I will put the link here. 

For the above two interviews I simply dialed a phone number, and was magically broadcast live on the airways.  For my third interview, on July 23rd, I drove to Pittsburgh’s South Side to the studios of the Radio Information Service, a radio reading service for people with visual and physical disabilities.  There I was greeted warmly by Marilyn Egan, the host of ‘Towntalk,” who fitted me with a microphone and showed me how to use the “cough box,” should I feel the urge. 

I had met one of the show’s co-producers, Joyce Driben, at a Disabilities Awareness Fair at PNC Park one beautiful evening in June, when the Pittsburgh Pirates honored individuals with all types of disabilities. Sight-impaired, Joyce had used a special machine to write down my phone number in Braille, and had her co-producer Jeanne Kaufman call me to set the date for my interview.  Radio Information Service (RIS) has been reading all types of print materials from newspapers to magazines, advertisements, books, death notices, and even TV listings to people with eyesight loss due to many causes for over 30 years. Qualified listeners can tune in for a small fee.  To listen to Joyce’s targeted interview of me, go to www.readingservice.org Click on “Listeners” and log in with the User Name: volunteer, and the Password: guest05.  Then click on Towntalk to hear the archived show.

I thank all those who have made these interviews possible and would be happy to do any others.  Please let me know if you have access to other opportunities. 

 

My Book is Here!

The doorbell rang.  With great expectation, I opened the door, knowing it was UPS delivering a single copy of my newly published book, EnVISIONing a Bright Future: Interventions that Work for Children and Adults on the Autism Spectrum.  I was shaking, I was so excited. Recalling the event brings tears to my eyes.  After 5 years, this project is finally reality!

Books will be in stores soon.  In the meantime, go to the link above and buy it directly from the Optometric Extension Program (OEP), the publisher.  This is the ONLY guidebook you will need to choose the right therapies, learn about options and how to integrate and prioritize them. 

Many heartfelt thanks to my 23 contributors, all experts in their fields.  They are the names you know in nutrition, diet, sensory, vision, motor, language, sound, vaccines, and every other area related to autism and related disorders. 

Prioritizing Revisited

“In raising your children, spend half as much money and twice as much time.”

Anonymous

The horrific events of 9/11 threw everyone into a state of counting blessings and reordering priorities. DDR shares the shock and grief of those affected. Because the editorial I wrote almost two years ago on Prioritizing Therapies (see New Developments 5:3) received so much positive response, I’m using the terrorist attacks as an opportunity to expand upon that theme. I have categorized my thoughts into specific areas important for children with special needs. Let me know your ideas.

FOOD — Restaurants are half full. I hope that means people have rediscovered cooking. Take time to bake gluten-free bread (use mixes from Miss Robens or Gluten-Free pantry), make pureed soup (hide the vegetables and EFAs) and can tomatoes. We now have time to cook and eat. Try out some new recipes from the great cookbooks we offer. Sit down at the table to eat. Add a prayer. Children with the most severe special needs can benefit from sharing a meal with their families.

NUTRIENTS — Up the antioxidants. Vitamins C, E, DMG, Calcium and Magnesium are not only protection against the flu and other winter bugs, but could protect small bodies against biological warfare. At DAN!, Dr. Rimland toldof a rabbit study where those that took DMG and Vitamin C did not get anthrax. If your children do get sick this winter, try natural alternatives to antibiotics. If you need an antibiotic for an infection, always combine it with a probiotic to replenish the good bacteria in the gut.

EFAS — It is impossible to argue with the benefits of essential fatty acids. Fish oils are key to brain development, sound mental health and appropriate behavior. EFAs are probably deficient in most people with mental illness and in the breast milk of mothers whose children are delayed. DDR is honored to have Coromega as this issue’s sponsor. Buy their premiere product from Kirkman, the Apothecary Pharmacy or your local vitamin store. In his illuminating talk at last months DAN! Conference, Dr. Andrew Stoll shared information destined to rank among the most important biological findings to date. Learn more about Omega 3 from his new book. (See booklist.) Grandma was right! Take your fish oils. Use only products that are free of heavy metal contamination and have minimal oxidation, like Coromega.

EXERCISE — You don’t have to wait for the first of the year to start that fitness regime. Get a head start on the holidays by raking leaves and hiking in the fall beauty. Put well balanced backpacks on the kids. Keep them moving. Movement is food for their nervous systems. They’ll eat and sleep better after vigorous exercise. For those fortunate enough to live in the north, try some cross-country skiing or snowshoeing. You’ll be amazed how well our youngest children do downhill without poles. Their low centers of gravity help them stay balanced.

TV & VIDEO GAMES — Turn them off now more than ever. The endless news of terrorism, anthrax and potential vaccines is as toxic as the chemicals in the air and food.

REDISCOVER BOARD AND PARLOR GAMES — When was the last time you played Charades or Pictionary? Remember how much fun they are? Laughing along with family and friends is a boost for the immune system. Pull out the checker board or that dusty game of Clue. In addition to the obvious positive interactions, kids learn the wh questions, visual-spatial skills and taking turns.

HOMEWORK — Encourage exercise, not TV breaks. Play Mozart, not rap for background music. Remember proper positioning: feet touching the floor, desk hitting the middle of the torso. Provide supportive structure, then let children do their own work. You did fifth grade already; you don’t need to do it again. Communicate with teachers through e-mail or notes, rather than through the child.

SLEEP — Many of our children are sleep deprived. Teens need ten hours to function well; most are getting far less. Lack of sleep adds to total load risk factors. Tired bodies make less melatonin, which in turn confuses other hormones. Now is a good time to establish sleep routines for our youngest: bath, pjs, story, song, kiss, lights out, good-night. Allow older children to set their own alarms and awake on their own rather than depend upon parental nudging.

Turn today’s rage and fear into an opportunity to reconsider priorities at home and at work. To quote Billy Ray Cyrus’ country song, Busy Man, “No one ever died wishing they had spent more time at work.” Spend these precious days with your family!

[Executive Director's Column, Fall 2001]

Been There, Done That..

[Executive Director's Column, Summer 2001]

Annette and Tom were stunned by an article they read in Parents’ Magazine. A boy just like their Skyler had improved markedly on a special diet for children with autism. When his family removed foods containing gluten (protein found in grains) and casein (protein found in dairy products) from his diet, he had begun speaking and was now considered “typical.”

At first, Annette and Tom were skeptical and apprehensive about taking away Skyler’s cereal and milk. He could starve! But the immediate differences they saw were encouraging. He looked at them now, spoke in sentences and slept better. He still hated those tags, and twiddled his fingers in front of his eyes when he was tired. They contacted DDR for suggestions.

Debbie called from Maine. She’d read The Out-of-Sync Child. “It was as if Carol Kranowitz had spent a day with my Sarah. I found a good OT nearby who knew about sensory integration. She is a new child,” she said excitedly. “I’m wondering though, she’s had so many ear infections; she’s so pale. I’ve also noticed that her old tactile defensiveness returns when she’s sick. Why?”

I met Jane at a DAN! conference. She was a pro, speaking like a biochemist. Her pantry was squeaky clean, without a trace of anything artificial. Vitamin supplements were lined up like soldiers on her kitchen counter. Tim had been on the GF/CF diet and in OT for three years. He was now in his fifth loop of auditory training. Overall, he had made remarkable progress, but still had many “autistic” symptoms.

Jane proudly asked me if I wanted to some photos of Tim. “Of course,” I said. Tim¹s head was cocked to the left in all four. “Who did you go to for an eye exam?”   She paused, “Oh, he sees perfectly well.”   My mouth hung open. “What’s with the head tilt then?” I responded, unceremoniously.

These are true stories of parents I have had the privilege of encountering. Annette and Tom found diet to be significant. Debbie discovered sensory integration therapy. Jane was an expert on both. On their odysseys, driven by insatiable desires to help their children, they have devoured information, learning more about biology and biochemistry than about their chosen fields. They had all “been there, done that.”

Let’s examine each case.

The profound difference diet made for Skyler tempts his parents to become even stricter about what he eats. They could look for other allergens that might be affecting him. However, he is unlikely to progress further without the intervention of an occupational therapist or optometrist. Important though it is, diet is only part of the big picture. Skyler was sick for so long that he fell behind in sensory development. Although Annette and Tom should check for allergies, I told them to get both a good OT and a developmental vision exam too. Skyler needs a good sensory diet to complement his GF/CF diet. (See article page 6.) He may also benefit from special glasses, a brushing program,  Brain Gym and vestibular input. I recommended that she read Smart Moves and The Out-of-Sync Child. (See booklist.)

Debbie realizes that SI is also part of a larger picture. She needs to look at diet to address Sarah’s pallor. Her first step is to call the Feingold Association (631- 369-9340).  Removing artificial colors, flavors, and preservatives will take a huge burden off her body. If she is a heavy milk drinker and a picky eater, the GF/CF diet could help her too. DDR has many new cookbooks with recipes for kids’ favorites without wheat. Hagman’s new bread cookbook even has a recipe for challah. (See booklist.) Debbie might also consult an allergist as well as a DAN!-trained nutritionist or doctor.

Tims case is so obvious that when I explained vision to Jane, she burst into tears. “Why didn’t I see it?” she berated herself. It’s easy to miss something when you are looking in the wrong room. Jane had concentrated so heavily on diet and sensory processing that she had overlooked another key ingredient: vision. Any binocular, focus or eye movement disorder will wreak havoc with learning to read, maintaining eye contact, or “reading” people’s behavior. I sent Jane off to a local COVD certified optometrist.

Even though you’ve “been there and done that,” have you overlooked any important aspect of a child’s program? Think how easy professionals’ jobs would be if all parents were as well-informed as Annette, Tom, Debbie and Jane. I look forward to hearing your stories too.

The Nosology of Childhood Disorders

[Executive Director's Column, Spring 2001]

Nosology? According to Webster, it’s the systematic classification of diseases. I first heard the term from Sid Baker at the 1999 DAN! Conference. He drew a tree, using the latest PowerPoint technology, to demonstrate the absurdity of this concept by applying it to his socks. He has blue, brown, black, grey and white socks; summer and winter socks, dress, casual and sports socks. And orphan socks, waiting for the dryer to spit back their mates.

Sid neatly placed each category on a separate branch. Unlike trees, for which a single leaf identifies its class, socks fit multiple categories: color, season and use. So do disorders like ADHD, autism, language delays, sensory integration dysfunction and learning disabilities. I just met a webmaster who still has autism labeled as an “emotional disturbance” on his site. I suggested that he move it to “biological disorders.” “You mean it’s genetic?” he asked. “Maybe,” I said. “There are clear metabolic, nutritional and immunological markers.” “No kidding!” he responded.

Medigenesis, DDR’s first sponsor, grew from the idea that children’s disorders, like most ailments Baker sees in his medical practice, have no single cause, and that they thus cannot neatly be placed on a single tree branch. Baker found support in the medical literature for the idea that diseases are not things. Trees and socks are things. Autism, AD(H)D and learning disabilities are notions - concepts that one group of people (psychiatrists) have formed about another (children). I agree with Baker that we get into deep trouble when we confuse things and notions.

Baker notes that AD(H)D in three different people can have different underlying causes. One’s hyperactivity may be a result of school over-placement, another’s by metabolic problems and a third’s by food sensitivities. Unless you know the cause, how do you know whether to have the child repeat first grade, take zinc supplements or avoid dairy products?

I enjoyed a recent article in the New York Times (2/4/01). In “Pathology in the Hundred Acre Wood,” Canadian researchers diagnosed a range of clinical, personality and psycho-social disorders among the characters of “Winnie the Pooh.” Yes, Christopher Robin, Piglet, Eeyore, Owl, and the Bear of little brain were all labeled using the infamous DSM-IV. And each was prescribed medication.

Eeyore has clinical depression and needs fluoxetine, Poor Owl has dyslexia, and Pooh carries the burden of co-morbid (or dual) diagnoses: ADHD (the inattentive type) and OCD. He clearly needs a low dose of stimulant medication and psychotherapy! Reader’s reactions ranged from uncontrollable laughter to outrage.

Some may be reading this and saying, but you must have a diagnosis to know where to turn. There are some good reasons for obtaining a traditional diagnosis. If a child is determined to have an autism spectrum disorder, that diagnosis leads one to books, websites and specialists. But, as the sponsor article points out, that diagnosis can also lead to extreme confusion about which treatments could work for that individual. If one buys the spectrum concept, a dual diagnosis makes no sense because a more severe problem assumes less severe ones. Pressure from those who have invested their time and money in a specific method or treatment is inevitable.

Another reason for a one-word diagnosis is statistical. Without the diagnosis, autism, how else would we be certain that we are in the midst of an epidemic? How else could school systems plan for special education needs of the future? The best reason, though, is to remove blame and guilt from the family. When a child I know screamed all night at a Disneyland hotel, the patrons who didn’t care or understand. But the manager might show some empathy when told the child is autistic.

It’s time to recognize that sick people are not their diagnoses. They are human beings with thoughts, feelings and a cluster of symptoms. We now speak of a child with autism, not an autistic child. Like the author of an anonymous letter to the Autism Research Institute newsletter, I too “long for the day when the DSM is no longer of any value…. and that instead, doctors will run a series of tests to determine what caused the body and brain to malfunction, and then know what medical interventions to use, based on that individual’s needs.”

Nosology is a term for the Dark Ages. Let’s put it in the depths of our drawers with our orphan socks. DDR welcomes Medegenesis founder, Sidney Baker and CEO, and parent, Judy Gorman. I encourage you to empower yourself with this brilliant approach to a new beginning in medicine.

Change: Notice it; Adapt to it Anticipate; and Go With It!

[Executive Director's Column, Winter 2000 - 2001]

Everything changes: winter to spring, summer to fall, youth to adolescence, health to illness. We expect, accept and adapt naturally to the irreversible cycles of the seasons and to aging. Changes from health to illness and illness to health are not so predictable and irreversible. We can benefit from fine tuning our responses to these changes.

How people deal with change is the basis for a profound, new, little book, Who Moved My Cheese?, given to me by my dear friend Diana Henry, OTR. Cheese, a metaphor for what we want in life, is elusive. As I read the book, I saw how its wisdom can help us attain our “cheese” — good health and function for our kids.

CHANGE HAPPENS: NOTICE IT

Health changes appear first in those subtle differences in skin, digestion and behavior. Do those little bumps persist? Is elimination less regular? Are sleep patterns disturbed?  In many children these early warning signs are precursors of later developmental delays, including PDD, ADD and autism.

How many of us would love to rewind the clock and return to that first year of life when our babies had eczema, thrush, reflux, colic or croup? Instead of using palliative creams, laxatives or antibiotics, we might have searched for possible causes and responded differently. Could we have prevented yeast infections and asthma?  If health means balance in the body¹s systems, sickness is an imbalance or disharmony among those systems, manifested by bumps, diarrhea and fitful sleep. Let’s inform new mothers about alternatives that could help avoid later developmental, speech/language and learning delays in their children.

THE BODY ADAPTS

Survival depends upon an organism’s capacity to maintain balance or equilibrium. When eczema disappears with the use of a cream, the unaddressed imbalance that caused it goes deeper into the body and effects inner organs. Thrush, a mild fungal infection in the mouth, can become a systemic yeast infection. A case of mild reflux is often followed by chronic constipation or diarrhea; croup, which is mild, by chronic, incapacitating asthma.

…AND SO DO WE

Change occurs not only with our kids.  Without other options, well-intentioned families and schools accommodate children’s out-of-balance behavior. They modify the home and school environment, providing structure, support, special education services and therapies of all kinds. In the meantime our children are getting sicker. The disequilibrium is still there, we’re just handling it better.

What if the parents had also changed their children’s diets by removing dairy and wheat products and started them on vitamins, essential fatty acids and other supplements? These important actions could be steps on the road back to balance.

CHANGE YOUR PHILOSOPHY, CHANGE YOUR LIFE

Changing one’s philosophy about sickness and health can be life-changing. If you believe that a child’s diagnosis is permanent, then you will adapt and adapt, not look for recovery. If, however, you change that philosophy, then you have hope.

“Get over it,” says Karyn Seroussi to those complaining about how hard the GF/CF diet is.  She did, and look at the miraculous results. I know of another entire family that, inspired by her book, did the diet to support their child with autism. Not only did he improve, but so did his brother with asthma and his mother with endometriosis!

WE MUST RE-ADAPT AS CHILDREN CHANGE FOR THE BETTER

Sometimes we forget how much we’ve adapted the environment and our behavior. Then what needs to happen when our children improve? Yes, we must change again! This realization became very clear to me last week, when I evaluated a child with significant oral motor needs. His occupational therapist had provided him with a “chewy” to help him stay organized during the testing. He entered the room gnawing on it with great relish. As the testing progressed, he became increasingly focused and the chewy fell out of his mouth. He was so rapt in attention that he didn¹t even notice. His mother panicked, however, and admonished him to put it back in. The truth was that he didn’t need it. His chewy was a means to an end. It had done its job, and for a few precious moments, this little boy was focused!

Think about some of the changes for the worse you have observed in your children. Reflect on how you adapted. Are you now in a good position to anticipate changes for the better, and readapt as they occur? I hope so. In the meantime, “Be ready…. they keep moving the cheese!”

Treat Needs not Behavior: Maslow for the Milennium

[Executive Director's Column, Fall 2000]

Mental health professionals and schools often depend on a behavioral model to address  emotional and learning issues. Programs such as 1-2-3 Magic, discrete trial training, time out and even tutoring reward positive behaviors and attempt to extinguish less desirable ones. An alternative way to approach problematic behaviors is to look for the underlying needs that drive them. Let’s visit a third grade class, where I recently observed Emily, a mainstreamed nine year old with PDD.

Emily wiggled and squirmed, walked to the water fountain, took a long drink, sharpened her pencil and sat down.  She tucked her foot under her leg, which dangled above the floor, chewed on her pencil, tapped it on the desk, and twirled it in her hair.  She stared hard at the visitor. “Teacher, teacher!” she called.  No answer.  Emily glared again, and then tried to make an arithmetic sentence using 8, 3 and 5. “Ooo…ww,” she wailed suddenly.  Her classmates rolled their eyes.  The teacher stared.  “Ooo…ww,” Emily cried louder. Finally, she jumped from her seat. “OOO…WWW,” she screamed. I couldn’t help thinking of psychologist Abraham Maslow’s hierarchy of human needs. Obviously, Emily’s basic needs for water and recognition were competing with her teacher’s need for her to learn mathematics. Are there any solutions, I wondered, that meet both Emily’s and her teacher’s needs?

Coincidentally, the same day I discovered the new book, The Irreducible Needs of Children, by Drs. T. Berry Brazelton and Stanley I. Greenspan. Each of the needs they describe applies to Emily and others whom DDR supports. Four needs are analogous to Maslow’s.
Maslow Brazelton & Greenspan
Biological           Experiences tailored to individual differences
Safety                 Physical protection, safety and regulation
Security              Ongoing  nurturing relationships
Knowledge         Developmentally appropriate experiences

Maslow believed that only after children’s most primitive biological needs are met should adults address the higher level needs for safety, security and knowledge. Unfortunately, in today’s schools many teachers put acquisition of knowledge first.  Emily and others have basic biological, safety and security needs that must take precedence.  Her behavior shows us what these needs are.

Biological needs:  Water nourishes the brain; the mouth organizes it. Emily’s brain, like everyone’s, needs water to function. According to Carla Hannaford, author of Smart Moves: Why Learning is not all in Your Head (see booklist), optimal hydration enhances the brain’s ability to process information efficiently. The mouth is also key to a well-organized brain. Both sipping water and chewing on a pencil are calming. Emily unconsciously did both to get focused. Ideas: Provide everyone with a water bottle. String plastic tubing on a cord for chewing. Hydration and oral-motor work will increase focus for all students.

Safety needs: Children struggle to look/listen when underlying senses are inefficient. Feeling “safe” means more than being out of range of gunfire. Emily has sensory processing and regulatory problems that cause her much anxiety. When children fear unexpected movement, touch and sounds, they become hyper-vigilant, as Emily’s staring suggests. Emily simply cannot pay attention to staying seated and do her math problem simultaneously. Ideas: Provide Emily with occupational therapy to normalize her regulatory and sensory processing dysfunction. Put a fidget toy in her pocket to provide appropriate touch and pressure as needed. Do Brain Gym activities before  lessons. Allow movement breaks at least every 20 minutes.

Security needs: Ignored needs don’t go away; they become stronger and undermine nurturing relationships. Being posturally/gravitationally secure helps a child to feel emotionally secure. Emily’s desk and chair are ill-fitting, and her dangling feet, disconcerting. Emily tucks her leg to feel more secure, but the total sensory experience of two ungrounded legs puts her “over the edge.” Her Teacher ignores her, hoping to extinguish her outbursts, but Emily’s need to be heard overtakes her need to learn. Ideas:  Provide Emily with a footstool, a cushion or seat wedge and a chair with arms. Pair her with another student, so that they can work together and Emily has someone who might listen.

Knowledge needs: Children learn and remember lessons when they are developmentally ready.  Emily’s math lesson makes no sense to her. She cannot make number families because she still doesn’t know that eight is more than five. Ideas: Use manipulative materials and story problems to give the mathematics lesson some meaning. Have Emily use the manipulatives while her partner makes the number sentences.

A combination of behavioral therapies and sensory-based, developmentally appropriate activities are best for young children.

The “Diet”

[Executive Director's Column, Summer 2000]

“Are you on ‘the diet’? is a query commonly heard wherever I go. At my weight loss clinic “the diet” is the protein shake that allowed me to drop 25 pounds. At the health club, “the diet” could mean The Zone, Atkins or “Eat Right for your Type.” Friends have used these programs to drop poundage and feel better.

Most DDR members have heard of the Feingold diet, a program that eliminates artificial colors flavors, preservatives and salicylates. It has helped many children overcome difficult behaviors. In disability circles, however, “the diet” that probably works best is a gluten/casein-free program. I find it one of the simplest, most exciting discoveries in my 30 years in this field.

Originally, Lisa Lewis dug into diet literature looking for a way to help her son. She located the research of Paul Shattock and Karl Reichelt, who link gluten and casein with autism spectrum disorders. In 1998, she wrote Special Diets for Special Kids, sharing her findings with other families. Later she co-founded the Autism Network for Dietary Intervention (ANDI) with Karen Seroussi, who popularized “the diet” further in her book, Unraveling the Mystery of Autism and Pervasive Developmental Disorder: A Mother’s Story of Research & Recovery (see DDR booklist).

These two courageous women have changed the lives of many families. Others have joined their bandwagon. More and more companies now produce time-saving, quality, gluten- , dairy- , soy- and yeast-free products. Lists of gluten-free products are available from Whole Foods, Trader Joe’s and MOMS (in the DC area). Contact two DDR sponsors, Gluten-Free Pantry (800-291-8386 or www.gluten-free.com) and Miss Roben’s (800-891-0083 or www.missroben.com.)

Whatever ‘the diet,‘ here are some ways to assure best results with the least amount of distress: Switch to additive-free, real foods. Eliminate junk. Because strawberries are available all year round, most of today’s kids don’t have the experience of eating a just-picked local, organically grown berry in May. What a shame! Shop at stores like Trader Joe’s and Whole Foods that specialize in wholesome products. Eat a varied diet. Menus that reflect the seasons provide natural variety. If you serve corn cereal for breakfast, use a rice product for dinner. Rotate seed and nut butters for extra calcium. Vary cooking methods according to season, using long-cooked foods in the winter and raw or steamed foods in the summer. Watch those fats, including good ones such as olive and flaxseed oils. Eliminate hydrogenated fats and oils.

Eat better; exercise more. Today’s kids are chubby because they are eating empty calories, playing video games instead of hopscotch, and riding school buses instead of their bikes. Put the whole family on “the diet”; everyone’s health will improve. Children with autism frequently have siblings with similar issues to a lesser degree. AD(H)D, learning disabilities and perceptual issues could dissipate. So could adult arthritis, mental and physical fatigue, asthma and allergies.

Find out individual needs through elimination or laboratory testing. Some call food sensitivities “allergies,” while others say a true allergy requires a reaction such as hives. Nutritionist and DDR co- founder Kelly Dorfman described this phenomenon in the Fall ‘99 New Developments. She believes that the best and least expensive test for food reactions is elimination of that food followed by a challenge.

If that process overwhelms you, and if your pocketbook can withstand the cost, have your physician order laboratory tests. A wide variety of reliable tests, including organic acid tests for yeast problems and urinary peptide testing for gluten and casein sensitivities, is available from Great Plains Laboratory

Learn to cook again. Share the kitchen with your children, who are more apt to experiment with new foods if they are involved in making them. Cooking is also a great way to gain fine motor control and to learn some math, physics and chemistry. Use soy products. Although some children on the autism spectrum are sensitive to soy, many are not. Try miso (fermented soy paste) for soup, tempeh for a meatless stew, and tofu for salad dressings and delicious pudding and “cheesecake.” All are high in essential vitamins and minerals. Use new natural sources of vitamins and minerals. In addition to soy, try sea vegetables.

Ever eat sushi? That black wrapper is nori, a seaweed rich in minerals. You can buy it in sheets or flakes. It is salty and adds flavor to popcorn, soups and any foods. Dulse, another seaweed, is the world’s highest source of iron.

Be open and flexible. If a child ingests a little gluten or a muffin made with milk, don’t panic. Most children will not go into anaphylaxis. The constant assault of problematic foods causes illness, not a single serving. That’s why I ate wedding cake without guilt last weekend, and because I exercised and watched the rest of “the diet,” I still lost another pound!

Serious Talk About Humor

[Executive Director's Column, Spring 2000]

On my answering machine was a message from the mother of Lance, a fifth grader with Asperger’s Syndrome. She was distraught. Sassing the speech-language pathologist (SLP) who ran a weekly social skills group, Lance had exclaimed, “You can’t tell me what to do.” “To the office!” she spat. “You are suspended from this group for three weeks. And you are sentenced to detention, besides!î

“Patty, find us another schoo!!” Lance’s mother cried. “I can’t take this anymore.”

Listening, I agreed wholeheartedly. I had just returned from the 15th annual international conference on the Positive Power of Humor and Creativity. sponsored by The Humor Project in Saratoga Springs, NY. After spending the weekend taking life seriously and myself lightly, I wished that the SLP had been with me to hear Joel Goodman’s sage words.

Seven Good Reasons to be Serious about Humor

Jest for the health of it - The health-humor connection is well documented. Norman Cousins helped alleviate pain by watching Marx Brothers movies. Laughter (”jogging for the guts”) increases the immune system’s functioning and reduces stress-related hormones. For kids with immune system dysfunction, laughter is essential.

Love And Understanding Give Hope To Emotional Recovery. Teachers and parents need a readily available “mirth aid kit,” equipped with bubbles, stickers, and zany props. A smile is the shortest distance between two people- Transcending age, rank and size, humor connects people. It helps people disagree without being disagreeable. Whereas businesses use

Total Quality Management (TQM), schools and families need TQH (Total Quality Humor). Laughter loves company, and company loves laughter- Do announcements over the loudspeaker at school get much attention? What if they were humorous? Suppose the principal offered a joke- of-the-day prize. Would more ears perk up? Ben and Jerry’s awards “joy grants” to its employees for good performance. How about joy grants for can-do teachers and students? How about a trip to the toy store for Lance’s good behavior - instead of detention for sassing?

It’s laughademic- Laughter and learning can go hand in hand. Humor in a lesson captures attention, reduces tension, and increases retention. The act of laughing adds energy that further increases learning. Humor creates inverse paranoids- An inverse paranoid is someone who thinks the world is there to do her good! Seeing the world through positive, optimistic eyes is crucial to success as a parent, teacher and student.

Laughter has no accent- Laughter bridges international barriers. It speaks a common language and brings people from different backgrounds together. In our increasingly diverse world, laughter can unite us.

Laughter lessens stress and tension- It allows people to move from “Grin and BEAR it” to Grin and SHARE it.” Imagine the tension of that moment when Lance erupted. What if the teacher had been humorous instead of authoritarian?

Here are some reasons that might have stymied her:

Five BLOCKs to Using Humor

Barriers to perception — Lance is labeled as a child with autism.
Lack of a positive outlook — The adult perceives him as problematic.
Old ways of doing things — Good teachers never let kids take control.
Conformity — Kids must conform to specific behaviors.
KIller statements — “Yes, but I” kills everything before the but.

Let’s rewind the tape and try again. What would have been the outcome had the SLP used humor to disarm Lance and find out what provoked him? Responding to Lance’s “You can’t tell me what to do,” she could have shrugged and said, “Oh, I’m so confused. I thought I ran this group. Hey, if you want to try, I would welcome your assistance.” “Thanks,” Lance might have said. “I have some fun ideas.” “Let’s hear them,” the flexible and fun-loving SLP might have said.

If the SLP had connected with Lance and agreed with him, maybe we wouldn’t need to seek a new school. Humor might have made a huge difference. Fortunately, it’s possible for Lance’s SLP - and you - to take advantage of the wisdom of Joel Goodman and his wife, Margie Ingram. You can order tapes of all sessions of the recent conference from Professional Programs (661-255-7774). Better yet, attend their Adirondacks summer camp for grown-ups, July 23rd-28th. The focus is, “Humor and Stress Management: Tickling Stress Before It Tackles You.” Contact The Humor Project at 518-587-8770 or, mark your 2001 calendar and join me, March 30-April Fool’s Day. I always look forward to my annual jump-start and would love to C U there!

Prioritizing Interventions

[Executive Director's Column, Winter 1999 - 2000]

Families who join DDR sometimes share that they are confused about the order in which to pursue interventions for their child. They hear from well-meaning friends, parents and teachers about the benefits of various treatments. Which should they try? B6 and Magnesium? Auditory training? Special glasses? Tutoring? If only a sequence were available to guide them….

Here I attempt to grant their wish. I devised the following chart to clarify how to proceed. Explanatory details follow the table.

OPTIMUM THERAPIES AT EACH AGE LEVEL (Patty: We need to straighten this table out!)
Age 0-3: SI-based OT/PT; Nutrition Speech/Language; OsteopathicMovement
Age 4-7: SI-based OT/PT; Speech/LanguageSpeech/Language Play TherapyMusic Therapy
Age 8-12:Vision Therapy; Speech/Language; Martial Arts Perceptual-Motor
Age13-18: Psychological AcademicVision Therapy NutritionHippotherapy
Age 19-Adult: Social-Emotional VocationalAcademic NutritionHobbies

Remember that every child is unique. Find experienced professionals within each specialty who will take a very thorough developmental history before suggesting an individual protocol. Then, get a second opinion before you decide upon a course of treatment. Next, understand that a child’s “age” is not chronological, but developmental. A child is as old as she acts. Determine whether your child’s developmental skills are on target and whether lower level needs have been addressed. Focus on one or two primary therapies that utilize about 75% of your available time and financial resources. You may want to select another, secondary, therapy that will take up 15%. A less intensive, “fun,” therapy will complement the goals of the other treatments.

Step 1 (Age 0-3): Therapies at this level lay the foundation for motor, sensory-motor, language and cognitive development, which must wait until the body is ready physiologically. Nutrition includes both dietary modification and nutritional supplementation. A proper protocol can reverse damage done by allergic and vaccine reactions and boost the immune system. Occupational therapy, physical therapy and movement of all kinds (especially sensory integrative) enhance binocular vision, depth perception, bilaterality and language. Balance and anti-gravity activities stimulate the language center of the brain. If your child had a difficult birth, osteopathic manipulation and CranioSacral therapy can help realign bones to allow bodily fluids to flow appropriately.

Step 2 (Age 4-7): Once the body is ready, language should emerge naturally, as it does in typical development. If language is delayed, it is time to focus on understanding and expression with a speech-language pathologist who utilizes sensory integration techniques. Different types of auditory training enhance language and eye movements by stimulating the vestibular system, located in the inner ear. Play therapy encourages a child to use language purposefully through interpersonal interactions. Music therapy, using a variety of instruments, combines auditory, social and movement activities with singing and dancing.

Step 3 (Age 8-12): Now, focus on academics. Ascertain that the child’s sensory systems are working properly. If not, in-office and home vision therapy by a behavioral optometrist, using a combination of lenses, prisms and movement-based activities, may be necessary to resolve eye movement difficulties or binocular dysfunction. There is a myriad of ways to teach reading and writing. Tutoring by an experienced practitioner using a specialized program or trade books comes next. If vision is working well, a child will “break the code” and read with good comprehension. Pre-teen years are a fine time to build self-esteem through martial arts or group psychotherapy.

Step 4 (Age 13-18): Step 4 is an extension of Step 3. Further work on academics and a focus on self- esteem are essential. This is the time to begin transition planning and to determine post-secondary school options. As your child’s hormonal changes occur, revisit nutritional needs. Supplements may need adjusting as eating habits change. Vision therapy may move from work on binocular skills to visual thinking and organization. Horseback riding (hippotherapy) is an amazingly empowering intervention for teens unable to participate in group sports.

Step 5 (Age 19-Adult): Resolving delays does not necessarily end because a child moves into adulthood. There are many ways to fine-tune and encourage growth. Depending on his literacy level, a child now develops life skills in the working world. A complete evaluation of vocational aptitudes and interests is essential. Grooming, cooking and using money are all part of vocational training. This can focus on getting and keeping a job as well as developing hobbies. It is important that adults with disabilities find pleasure in animals, plants, the out-of-doors and other alternatives to television and computer games. Whatever the age of your child, use this guide to choose appropriate interventions.

Trying an interesting new option may make a huge difference.