This document discusses autism spectrum disorders and potential environmental and genetic factors that may contribute to autism. It covers topics such as:
- Autism is caused by genetic and environmental factors that influence early brain development.
- Potential environmental factors include advanced parental age, maternal illness during pregnancy, difficult births, and combinations of genetic and environmental risks.
- There is evidence that oxidative stress, issues with methylation pathways, and other biochemical abnormalities may play a role in autism.
- Various studies have found associations between autism and factors like mercury exposure, inflammation, disturbances in one-carbon metabolism, and polymorphisms in genes like MTHFR.
This document summarizes autism spectrum disorder (ASD) according to the DSM-5. It describes the key characteristics of ASD including deficits in social communication/interaction and restricted, repetitive behaviors. While the specific causes are unknown, both genetic and environmental factors are thought to play a role. Common signs in young children include lack of eye contact and difficulties with social engagement, communication, and language. Diagnosis involves developmental screening and evaluation by a team of specialists. Early behavioral intervention programs, including applied behavior analysis therapy, provide the best outcomes when started as early as possible.
This document provides information about autism spectrum disorder (ASD), including its causes, characteristics, diagnosis, treatment and management strategies. It discusses how ASD affects social skills, communication, behavior and sensory processing. The document outlines common signs of ASD in infants and children. It also provides guidance for caregivers on modifying environments, visual supports, social skills training, and addressing sensory overload. Resources for families and support groups are also referenced.
Autism spectrum disorder (ASD) refers to a group of neurodevelopmental disorders characterized by impaired social interaction, communication, and behavior. About 1 in 88 children in the US have an ASD. While the causes are unknown, genetic and environmental factors are involved. ASD is diagnosed through behavioral assessments and is characterized by restrictive, repetitive behaviors and difficulties with social skills and communication. Treatment focuses on behavioral training, specialized therapies, and medication to improve symptoms. The lifetime costs of supporting an individual with ASD are estimated to be over $1 million.
This document discusses autism spectrum disorder. It begins with an introduction and overview of prevalence, symptoms, causes, diagnosis, treatment, education, and life as an adult with autism. Key points include that autism is marked by difficulties with social interaction and communication. Symptoms include lack of social skills and unusual repetitive behaviors. While the exact causes are unknown, autism is likely caused by a combination of genetic and environmental factors. Treatment focuses on therapy, education, and medication to manage associated symptoms, as there is no known cure. The document provides information on diagnosing autism and related disorders like Asperger's syndrome. It also notes controversies around potential causes and discusses some famous individuals who may have been on the aut
This document provides information about autism spectrum disorder (ASD), including:
- World Autism Awareness Day is celebrated on April 2nd to raise awareness and understanding of autism.
- ASD is characterized by difficulties with social skills, repetitive behaviors, communication, and sensory processing. It exists on a spectrum from mild to severe impairment.
- Challenges for parents of children with ASD include significant financial burden from care costs as well as caregiving burden from around-the-clock responsibilities. Behavior management strategies for students with ASD focus on preparation, consistency, and positive reinforcement.
Pervasive developmental disorder are characterized by severe and pervasive impairment in several areas of development: reciprocal social interaction skills, communication skills, or the presence of stereotyped behavior, interests, and activities.
This document summarizes autism spectrum disorder (ASD) according to the DSM-5. It describes the key characteristics of ASD including deficits in social communication/interaction and restricted, repetitive behaviors. While the specific causes are unknown, both genetic and environmental factors are thought to play a role. Common signs in young children include lack of eye contact and difficulties with social engagement, communication, and language. Diagnosis involves developmental screening and evaluation by a team of specialists. Early behavioral intervention programs, including applied behavior analysis therapy, provide the best outcomes when started as early as possible.
This document provides information about autism spectrum disorder (ASD), including its causes, characteristics, diagnosis, treatment and management strategies. It discusses how ASD affects social skills, communication, behavior and sensory processing. The document outlines common signs of ASD in infants and children. It also provides guidance for caregivers on modifying environments, visual supports, social skills training, and addressing sensory overload. Resources for families and support groups are also referenced.
Autism spectrum disorder (ASD) refers to a group of neurodevelopmental disorders characterized by impaired social interaction, communication, and behavior. About 1 in 88 children in the US have an ASD. While the causes are unknown, genetic and environmental factors are involved. ASD is diagnosed through behavioral assessments and is characterized by restrictive, repetitive behaviors and difficulties with social skills and communication. Treatment focuses on behavioral training, specialized therapies, and medication to improve symptoms. The lifetime costs of supporting an individual with ASD are estimated to be over $1 million.
This document discusses autism spectrum disorder. It begins with an introduction and overview of prevalence, symptoms, causes, diagnosis, treatment, education, and life as an adult with autism. Key points include that autism is marked by difficulties with social interaction and communication. Symptoms include lack of social skills and unusual repetitive behaviors. While the exact causes are unknown, autism is likely caused by a combination of genetic and environmental factors. Treatment focuses on therapy, education, and medication to manage associated symptoms, as there is no known cure. The document provides information on diagnosing autism and related disorders like Asperger's syndrome. It also notes controversies around potential causes and discusses some famous individuals who may have been on the aut
This document provides information about autism spectrum disorder (ASD), including:
- World Autism Awareness Day is celebrated on April 2nd to raise awareness and understanding of autism.
- ASD is characterized by difficulties with social skills, repetitive behaviors, communication, and sensory processing. It exists on a spectrum from mild to severe impairment.
- Challenges for parents of children with ASD include significant financial burden from care costs as well as caregiving burden from around-the-clock responsibilities. Behavior management strategies for students with ASD focus on preparation, consistency, and positive reinforcement.
Pervasive developmental disorder are characterized by severe and pervasive impairment in several areas of development: reciprocal social interaction skills, communication skills, or the presence of stereotyped behavior, interests, and activities.
The document provides an introduction to autism, covering what autism is, the autism spectrum, common impairments associated with autism, challenges autistic individuals face in communication and social interaction, prevalence statistics, and strategies for supporting autistic individuals. Key points include: autism is a lifelong developmental disability affecting social communication and relationships; all autistic individuals experience difficulties with social interaction, communication, and imagination ("triad of impairments") but to varying degrees; autism is considered a spectrum condition with a wide range of manifestations; and understanding autism from the perspective of autistic individuals is important for providing appropriate support.
A power point presentation on Autism Spectrum disorders I created in collaboration with a team of three other graduate students at the University of Dayton.
autism spectrum disorder-a general introduction varinder kumar
Autism spectrum disorder (ASD) is a developmental disorder characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication. The causes are both genetic and environmental. Symptoms begin in early childhood and can range from mild to severe. Treatment focuses on education, behavioral therapies, medication management and developing communication and life skills.
THIS PRESENTATION IS ABOUT AUTISM, ITS NOSOLOGY, NEUROBIOLOGY, CLINICAL FEATURES AND MANAGEMENT.
CLINICAL FEATURES- Persistent deficits in social communications and social interaction across multiple contexts, Restricted, repetitive patterns of behaviour, interests and activities
SPECIFIERS- ASD without disorder of Intellectual development (ID) and with mild or no impairment of functional language, ASD with disorder of ID and with mild or no impairment of functional language, ASD without disorder of ID and with impaired functional language, ASD without disorder of ID and with absence of functional language, ASD with disorder of ID and with absence of functional language
This document discusses autism, including what it is, potential causes, signs and symptoms, treatments, facts, and how autism manifests in classrooms. Autism is a disorder of brain development that exists on a spectrum, with some forms being more or less severe. Boys are more likely to be diagnosed than girls. Early intervention and therapies like behavioral, occupational and speech therapies can help treat autism, for which there is currently no cure. Visual aids, social stories and specialized teaching techniques can help students with autism in the classroom.
Autism Spectrum Disorder (ASD) refers to a range of conditions characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication. ASD can be detected as early as ages 1 to 3 and estimates show about 1 in 150 individuals are affected. Asperger syndrome is a mild form with better language skills but difficulty with social rules. Autistic disorder is more severe with deficiencies in social interaction and repetitive behaviors. ASD is thought to involve genetic factors and brain abnormalities, and boys are four times more likely to be affected than girls. Teachers can help students with ASD by structuring the classroom environment clearly with visual aids, schedules, small group work and behavior modification.
Autism and autism spectrum disorder (ASD) refer to a range of mental conditions present from early childhood that involve difficulties with social interaction and communication. The autism spectrum includes autism, pervasive developmental disorder, Asperger's syndrome, Rett syndrome, and childhood disintegrative disorder. While the specific causes of autism are unknown, genetic and environmental factors are believed to play a role. Characteristics of autism can include difficulties forming relationships, engaging in repetitive behaviors, impaired language development and intellectual disabilities. Resources for support and inclusion strategies for those with autism in mainstream classrooms are provided.
Autism spectrum disorder is a neurological condition that affects communication skills and one or more senses. There are five main types of autism: autistic disorder, childhood disintegrative disorder, Rhett's disorder, Asperger's syndrome, and pervasive developmental disorder. Children with autism often have issues with social interaction, communication, behaviors, and sensory processing. While the cause is unknown, autism is diagnosed more frequently today than in the past and managing it can impact family life.
Autism is a neurological disorder that affects how a person interacts with their world. It is generally caused by abnormalities in brain structure. Some key facts about autism include that 1 in 150 children are diagnosed, boys are more likely to be diagnosed than girls, and there is no known medical cure or early detection for autism despite it being the fastest-growing serious developmental disability. Early intervention is important to improve prognosis for children with autism.
This document provides an overview of autism spectrum disorder (ASD). It discusses the epidemiology, etiology, classification, course, prognosis, and treatment of ASD. Some key points include:
- ASD is a neurodevelopmental disorder characterized by deficits in social communication and restricted, repetitive behaviors.
- The prevalence of ASD is approximately 1 in 160 children worldwide. Boys are diagnosed with ASD 4 times more often than girls.
- The causes of ASD are complex and not fully understood but likely involve both genetic and environmental factors.
- Treatment aims to reduce disruptive behaviors and promote skills in areas like language, communication, and self-care. Educational, pharmacological, and psychosocial approaches
This document provides an overview of Autism Spectrum Disorder (ASD) including predictive factors, characteristics, changes from DSM-IV to DSM-V criteria, the diagnostic process, screening tools, controversies, and service options. It discusses how early diagnosis is important for intervention outcomes. Screening tools like MCHAT and diagnostic tools like ADI-R and ADOS are described. The capstone goal is to survey pediatricians on ASD diagnostic practices and training.
Autism is a developmental disorder that affects communication and behavior and is characterized by difficulties with social interaction and communication. While the specific causes are unknown, it is thought to involve a combination of genetic and environmental factors influencing early brain development. Statistics show that about 1 in 42 boys and 1 in 189 girls are diagnosed with autism in the US, and prevalence has been increasing 10-17% annually. Students with autism may struggle with social skills, focus, organization and processing sensory information. Common accommodations include extra time on tests, preferential seating, and visual aids, while modifications alter the curriculum or grading.
Autism spectrum disorder (ASD) is a developmental disorder that affects communication and behavior. It inhibits social skills, causes sensory issues, and can be accompanied by intellectual or language disabilities. ASD exists on a spectrum, ranging from mild to severe symptoms. It is caused by genetic and environmental factors, though not linked to vaccines. Diagnosis involves evaluating social, communication and behavioral development. While there is no cure, treatment aims to minimize symptoms and help people with ASD develop skills to achieve greater independence.
ADHD is a common neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity. It affects about 5% of children worldwide, with boys being diagnosed three times as often as girls. There are three main presentations of ADHD - predominantly inattentive, predominantly hyperactive/impulsive, and combined type. Diagnosis involves ruling out other possible causes and observing symptoms cross several environments. Treatment typically involves medication, behavioral therapy, and educational accommodations to help manage symptoms and improve functioning.
The document discusses autism spectrum disorders including communication disorders, socialization problems, and various conditions on the autism spectrum such as Asperger's syndrome and childhood disintegrative disorder. It notes that autism is characterized by impairments in social interaction and communication as well as restricted and repetitive behaviors. Early intervention is important and can address deficits in communication, social skills, academics and other areas. Treatment is tailored to the individual needs of the child and may involve educational or medical interventions.
It is vitally important for anyone who wants to work with children with Autism be aware of how ‘Autism’ is for their clients. The ‘Autism’ world can feel like a literal sensory minefield for those who have this condition and this can mean that day to day living can be confronting, frustrating and difficult. The consultant’s role is to make life more manageable and provide strategies that will assist clients who are on the Autism Spectrum to negotiate day to day living, as well as providing the best training for them to reach their potential.
This slide gives you an introduction to Autism Awareness,
A wealth of experience, research and knowledge has gone into developing this Autism Certification Course to provide you with the skills, training and strategies that can be used in the field, working with children and families who live with Autism.
Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by deficits in social communication and interaction, as well as restricted and repetitive behaviors. According to the DSM-5, ASD includes prior diagnoses of Asperger's syndrome and autistic disorder. ASD is often diagnosed before age 6 and causes impairment in social, occupational, and academic functioning. While there is no known cure, early diagnosis and a variety of treatments including behavioral therapy and specialized education services can help children with ASD develop skills.
Lars Christopher Gillberg is a Swedish professor of child psychiatry known for his pioneering research on autism spectrum disorders, Asperger syndrome, Tourette's syndrome, and attention deficit hyperactivity disorder (ADHD). In the 1970s, he developed the concept of Deficits in Attention, Motor control and Perception (DAMP), which refers to children with both ADHD and developmental coordination disorder. Gillberg's research has provided important insights into the genetics and diagnostic criteria of autism spectrum disorders.
The document provides a history of autism including its original use by Bleuler in 1911 and further definition by Kanner in 1943. It discusses research and definitions by Asperger, Eisenberg, Creak, and Rutter that helped characterize autism. The Diagnostic and Statistical Manual of Mental Disorders (DSM) included autism for the first time in 1980 and further defined pervasive developmental disorders. The DSM-IV criteria require impairments in social interaction, communication, and repetitive behaviors. Prevalence of autism has increased since first measured in 1966, estimated now at 1 in 150 children. Boys are 4 times more likely to be affected than girls.
Autism spectrum disorders (ASD) are a group of developmental disorders characterized by difficulties with social interaction and communication. The document discusses the various types of ASD and potential causes, such as genetic factors. Signs and symptoms vary but commonly include issues with social skills, communication, and repetitive behaviors. While there is no cure for ASD, early treatment can help reduce symptoms and improve skills. The document provides tips for teachers in meeting student needs through consistency, structure, visual supports, and social opportunities.
The document provides an introduction to autism, covering what autism is, the autism spectrum, common impairments associated with autism, challenges autistic individuals face in communication and social interaction, prevalence statistics, and strategies for supporting autistic individuals. Key points include: autism is a lifelong developmental disability affecting social communication and relationships; all autistic individuals experience difficulties with social interaction, communication, and imagination ("triad of impairments") but to varying degrees; autism is considered a spectrum condition with a wide range of manifestations; and understanding autism from the perspective of autistic individuals is important for providing appropriate support.
A power point presentation on Autism Spectrum disorders I created in collaboration with a team of three other graduate students at the University of Dayton.
autism spectrum disorder-a general introduction varinder kumar
Autism spectrum disorder (ASD) is a developmental disorder characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication. The causes are both genetic and environmental. Symptoms begin in early childhood and can range from mild to severe. Treatment focuses on education, behavioral therapies, medication management and developing communication and life skills.
THIS PRESENTATION IS ABOUT AUTISM, ITS NOSOLOGY, NEUROBIOLOGY, CLINICAL FEATURES AND MANAGEMENT.
CLINICAL FEATURES- Persistent deficits in social communications and social interaction across multiple contexts, Restricted, repetitive patterns of behaviour, interests and activities
SPECIFIERS- ASD without disorder of Intellectual development (ID) and with mild or no impairment of functional language, ASD with disorder of ID and with mild or no impairment of functional language, ASD without disorder of ID and with impaired functional language, ASD without disorder of ID and with absence of functional language, ASD with disorder of ID and with absence of functional language
This document discusses autism, including what it is, potential causes, signs and symptoms, treatments, facts, and how autism manifests in classrooms. Autism is a disorder of brain development that exists on a spectrum, with some forms being more or less severe. Boys are more likely to be diagnosed than girls. Early intervention and therapies like behavioral, occupational and speech therapies can help treat autism, for which there is currently no cure. Visual aids, social stories and specialized teaching techniques can help students with autism in the classroom.
Autism Spectrum Disorder (ASD) refers to a range of conditions characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication. ASD can be detected as early as ages 1 to 3 and estimates show about 1 in 150 individuals are affected. Asperger syndrome is a mild form with better language skills but difficulty with social rules. Autistic disorder is more severe with deficiencies in social interaction and repetitive behaviors. ASD is thought to involve genetic factors and brain abnormalities, and boys are four times more likely to be affected than girls. Teachers can help students with ASD by structuring the classroom environment clearly with visual aids, schedules, small group work and behavior modification.
Autism and autism spectrum disorder (ASD) refer to a range of mental conditions present from early childhood that involve difficulties with social interaction and communication. The autism spectrum includes autism, pervasive developmental disorder, Asperger's syndrome, Rett syndrome, and childhood disintegrative disorder. While the specific causes of autism are unknown, genetic and environmental factors are believed to play a role. Characteristics of autism can include difficulties forming relationships, engaging in repetitive behaviors, impaired language development and intellectual disabilities. Resources for support and inclusion strategies for those with autism in mainstream classrooms are provided.
Autism spectrum disorder is a neurological condition that affects communication skills and one or more senses. There are five main types of autism: autistic disorder, childhood disintegrative disorder, Rhett's disorder, Asperger's syndrome, and pervasive developmental disorder. Children with autism often have issues with social interaction, communication, behaviors, and sensory processing. While the cause is unknown, autism is diagnosed more frequently today than in the past and managing it can impact family life.
Autism is a neurological disorder that affects how a person interacts with their world. It is generally caused by abnormalities in brain structure. Some key facts about autism include that 1 in 150 children are diagnosed, boys are more likely to be diagnosed than girls, and there is no known medical cure or early detection for autism despite it being the fastest-growing serious developmental disability. Early intervention is important to improve prognosis for children with autism.
This document provides an overview of autism spectrum disorder (ASD). It discusses the epidemiology, etiology, classification, course, prognosis, and treatment of ASD. Some key points include:
- ASD is a neurodevelopmental disorder characterized by deficits in social communication and restricted, repetitive behaviors.
- The prevalence of ASD is approximately 1 in 160 children worldwide. Boys are diagnosed with ASD 4 times more often than girls.
- The causes of ASD are complex and not fully understood but likely involve both genetic and environmental factors.
- Treatment aims to reduce disruptive behaviors and promote skills in areas like language, communication, and self-care. Educational, pharmacological, and psychosocial approaches
This document provides an overview of Autism Spectrum Disorder (ASD) including predictive factors, characteristics, changes from DSM-IV to DSM-V criteria, the diagnostic process, screening tools, controversies, and service options. It discusses how early diagnosis is important for intervention outcomes. Screening tools like MCHAT and diagnostic tools like ADI-R and ADOS are described. The capstone goal is to survey pediatricians on ASD diagnostic practices and training.
Autism is a developmental disorder that affects communication and behavior and is characterized by difficulties with social interaction and communication. While the specific causes are unknown, it is thought to involve a combination of genetic and environmental factors influencing early brain development. Statistics show that about 1 in 42 boys and 1 in 189 girls are diagnosed with autism in the US, and prevalence has been increasing 10-17% annually. Students with autism may struggle with social skills, focus, organization and processing sensory information. Common accommodations include extra time on tests, preferential seating, and visual aids, while modifications alter the curriculum or grading.
Autism spectrum disorder (ASD) is a developmental disorder that affects communication and behavior. It inhibits social skills, causes sensory issues, and can be accompanied by intellectual or language disabilities. ASD exists on a spectrum, ranging from mild to severe symptoms. It is caused by genetic and environmental factors, though not linked to vaccines. Diagnosis involves evaluating social, communication and behavioral development. While there is no cure, treatment aims to minimize symptoms and help people with ASD develop skills to achieve greater independence.
ADHD is a common neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity. It affects about 5% of children worldwide, with boys being diagnosed three times as often as girls. There are three main presentations of ADHD - predominantly inattentive, predominantly hyperactive/impulsive, and combined type. Diagnosis involves ruling out other possible causes and observing symptoms cross several environments. Treatment typically involves medication, behavioral therapy, and educational accommodations to help manage symptoms and improve functioning.
The document discusses autism spectrum disorders including communication disorders, socialization problems, and various conditions on the autism spectrum such as Asperger's syndrome and childhood disintegrative disorder. It notes that autism is characterized by impairments in social interaction and communication as well as restricted and repetitive behaviors. Early intervention is important and can address deficits in communication, social skills, academics and other areas. Treatment is tailored to the individual needs of the child and may involve educational or medical interventions.
It is vitally important for anyone who wants to work with children with Autism be aware of how ‘Autism’ is for their clients. The ‘Autism’ world can feel like a literal sensory minefield for those who have this condition and this can mean that day to day living can be confronting, frustrating and difficult. The consultant’s role is to make life more manageable and provide strategies that will assist clients who are on the Autism Spectrum to negotiate day to day living, as well as providing the best training for them to reach their potential.
This slide gives you an introduction to Autism Awareness,
A wealth of experience, research and knowledge has gone into developing this Autism Certification Course to provide you with the skills, training and strategies that can be used in the field, working with children and families who live with Autism.
Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by deficits in social communication and interaction, as well as restricted and repetitive behaviors. According to the DSM-5, ASD includes prior diagnoses of Asperger's syndrome and autistic disorder. ASD is often diagnosed before age 6 and causes impairment in social, occupational, and academic functioning. While there is no known cure, early diagnosis and a variety of treatments including behavioral therapy and specialized education services can help children with ASD develop skills.
Lars Christopher Gillberg is a Swedish professor of child psychiatry known for his pioneering research on autism spectrum disorders, Asperger syndrome, Tourette's syndrome, and attention deficit hyperactivity disorder (ADHD). In the 1970s, he developed the concept of Deficits in Attention, Motor control and Perception (DAMP), which refers to children with both ADHD and developmental coordination disorder. Gillberg's research has provided important insights into the genetics and diagnostic criteria of autism spectrum disorders.
The document provides a history of autism including its original use by Bleuler in 1911 and further definition by Kanner in 1943. It discusses research and definitions by Asperger, Eisenberg, Creak, and Rutter that helped characterize autism. The Diagnostic and Statistical Manual of Mental Disorders (DSM) included autism for the first time in 1980 and further defined pervasive developmental disorders. The DSM-IV criteria require impairments in social interaction, communication, and repetitive behaviors. Prevalence of autism has increased since first measured in 1966, estimated now at 1 in 150 children. Boys are 4 times more likely to be affected than girls.
Autism spectrum disorders (ASD) are a group of developmental disorders characterized by difficulties with social interaction and communication. The document discusses the various types of ASD and potential causes, such as genetic factors. Signs and symptoms vary but commonly include issues with social skills, communication, and repetitive behaviors. While there is no cure for ASD, early treatment can help reduce symptoms and improve skills. The document provides tips for teachers in meeting student needs through consistency, structure, visual supports, and social opportunities.
The document outlines a training series on autism spectrum disorders for adults. It discusses 11 modules that cover topics like defining autism, characteristics, cognition, communication, behavior, and special issues in adolescence and adulthood. It also summarizes strategies for addressing social interaction difficulties, activity level issues, repetitive behaviors, and challenging behaviors that may occur in autism. The goal is to improve autistic individuals' ability to interact and participate rather than change who they are.
Autism is a disorder characterized by impaired social interaction and communication, as well as restricted and repetitive behaviors. It develops early in childhood and lasts a lifetime. The cause is unknown, but treatment can help manage symptoms. Autism affects how the brain processes information and how nerve cells connect. While there is no cure, early intervention therapies can help reduce challenges and promote independence.
Autism is a developmental disorder that appears in early childhood and affects social and communication skills. Boys are affected more than girls. While the causes are unknown, early signs may include lack of speech, repetitive movements, lack of eye contact and social skills. Treatment options include applied behavior analysis therapy, occupational therapy, speech therapy and sometimes medications to treat related symptoms. Diet changes eliminating gluten have helped some children with autism.
Autism spectrum disorders are a group of developmental disabilities characterized by difficulties in social interaction and communication. They affect about 1 in 110 children and are more common in boys. While the specific causes of autism are unknown, genetic factors are considered the most significant cause. There is no known cure for autism, though various treatments can help manage symptoms. Some successful individuals with autism include Temple Grandin and Tito Mukhopadhyay, who have advocated for autism awareness and research.
Autism Spectrum Disorder is a developmental disability affecting communication and social skills that is usually apparent before age 3. It includes conditions like Asperger's Syndrome and requires lifelong support. Characteristics include difficulties with social interaction, communication and repetitive behaviors. Educational adaptations focus on structure, routines, technology assistance and teaching social skills. Research continues on the causes and new treatment approaches to help those with autism achieve their full potential.
This document provides an overview of autism including:
1. Autism is a developmental disorder appearing in the first 3 years that affects social and communication skills.
2. It was first described by Kanner in 1943 and prevalence is estimated at 2-6 per 1000 individuals.
3. Prognosis depends on severity but proper therapy can help individuals improve socialization and live independently.
School training module eleven.behavior challenges and autismsworaac
This document outlines training modules on autism spectrum disorders for educators. It describes 21 modules that cover topics such as defining autism, physical and cognitive characteristics, classroom environment, communication, behavior, social skills, and issues throughout adolescence. The document also discusses characteristics of autism including social interaction, activity level, repetitive behaviors, and challenging behaviors. It provides strategies for addressing each of these characteristics. The overarching message is that understanding the reasons for behaviors is crucial before attempting to change them.
The document provides an overview and comparison of several common autism interventions: Lovaas (ABA), TEACCH, PECS, Greenspan (Floor Time), inclusion, and Social Stories. It describes the background, goals, implementation methods, reported outcomes, advantages, concerns, and potential errors to avoid for each approach. The interventions vary in their focus, with some emphasizing behavioral training, structured learning, communication, emotional development, inclusion strategies, or social skills instruction through stories and scripts. Research support and outcomes are reported for several of the approaches.
AUTISM SPECTRUM DISORDERS AND USE OF THE IPAD FOR CLASSROOM COMMUNICATIONKate Mard
I chose to focus on the Autism Spectrum disorder.
A PowerPoint presentation designed to illustrate how technology (focus on iPad) can be used to help with the communication issues and needs of Autistic individuals.
Focused on illustrating:
-What the disorder is
-Possible etiologies and incidence of the disorder
-Academic, educational, and social needs
-How curriculum could be modifed or adapted to achieve successful learning outcomes
This was done in APA format.
Autism Asperger's & ADHD - Introduction to the Module (2014)Simon Bignell
The first lecture in the University of Derby Psychology Module 'Autism Asperger's & ADHD' (6PS503) - Introduction to the Module (2014). Given by Dr Simon Bignell (Senior Lecturer in Psychology)
1) Between one-third to one-half of children admitted to the hospital for acute abdominal pain have non-specific abdominal pain, while another one-third have acute appendicitis.
2) A careful history, physical exam, and observation are important for evaluating acute abdominal pain in children. Additional tests like ultrasound, urine analysis, and bloodwork may also help diagnose conditions like UTIs, gastrointestinal issues, or appendicitis.
3) Non-specific abdominal pain is poorly localized, not worsened by movement, and rarely accompanied by guarding. It is usually self-limiting within 24 hours and may be caused by viral infections or transient intussusception.
Children With Autism: Nutritional Concerns and Interventionsteam_armijo
The document defines autism spectrum disorder and describes its characteristics and symptoms. It states that ASD is a developmental disorder that can cause social, communication and behavioral challenges. Children with ASD may exhibit signs like not pointing at objects or making eye contact, preferring to be alone, and difficulty with social interactions and communication. The causes are largely unknown but risk factors include genetic factors and older parents. Nutritional issues are also common for those with ASD.
The document provides an overview of autism spectrum disorders (ASD), including:
1) ASD was first identified in 1943 and includes autism, Asperger syndrome, and pervasive developmental disorder.
2) Causes are largely genetic and neurological, not environmental factors or parenting.
3) Early intervention focuses on structured teaching and is most effective with a supportive environment, low student-teacher ratios, and parent involvement.
4) In classrooms, teachers use accommodations, technology, visual supports, and data-based practices to address academic and social skills.
This document provides an overview of abdominal pain. It defines three types of pain: visceral, parietal, and referred. Visceral pain is poorly localized and involves hollow organs. Parietal pain is sharp and well-localized. Referred pain is felt remotely from the site of injury. Common causes of abdominal pain and their clinical features are described. Evaluation may involve imaging like ultrasound or CT scan depending on location of pain. Management is discussed for specific conditions like appendicitis, diverticulitis, and pancreatitis. Surgical consultation and antibiotics are often involved in treatment.
This document provides an introduction to autism spectrum conditions. It defines autism spectrum disorder and discusses its main characteristics, including difficulties with language and communication, problems with social interaction and relationships, and inflexibility in activities and interests. The document outlines the "triad of impairments" that individuals with autism often exhibit - language/communication issues, social challenges, and rigid or restrictive patterns of behavior. It also mentions showing a video to examine challenges a child with autism may face and lists areas the video portrays related to obsessive behaviors, interests, sensory difficulties, and school problems.
A 22-year-old woman presents with severe lower abdominal pain. The differential diagnosis includes appendicitis, pelvic inflammatory disease, ovarian cyst, and ectopic pregnancy. Given her age, a pregnancy test and pelvic exam are important to evaluate for potential gynecologic causes of her pain.
WRTG 3014 - Lydia Wallace - ASD Research ReviewLydia Wallace
The document analyzes potential causes of autism spectrum disorders (ASD) in Utah, specifically the Wasatch Front region which has one of the highest ASD diagnosis rates in the nation. It finds that ASD is caused by a complex combination of genetic and environmental factors. Genetic factors like single nucleotide polymorphisms and copy number variants increase risk when combined with environmental exposures during prenatal development, like air pollutants. Studies have identified ASD "hotspots" in densely populated areas along the Wasatch Front with higher pollution levels. Both the genetic characteristics of the local population from founders and current environmental exposures may contribute to elevated ASD rates in the region.
330 www.thelancet.comneurology Vol 13 March 2014Revie.docxtamicawaysmith
330 www.thelancet.com/neurology Vol 13 March 2014
Review
Neurobehavioural eff ects of developmental toxicity
Philippe Grandjean, Philip J Landrigan
Neurodevelopmental disabilities, including autism, attention-defi cit hyperactivity disorder, dyslexia, and other
cognitive impairments, aff ect millions of children worldwide, and some diagnoses seem to be increasing in frequency.
Industrial chemicals that injure the developing brain are among the known causes for this rise in prevalence. In 2006,
we did a systematic review and identifi ed fi ve industrial chemicals as developmental neurotoxicants: lead,
methylmercury, polychlorinated biphenyls, arsenic, and toluene. Since 2006, epidemiological studies have documented
six additional developmental neurotoxicants—manganese, fl uoride, chlorpyrifos, dichlorodiphenyltrichloroethane,
tetrachloroethylene, and the polybrominated diphenyl ethers. We postulate that even more neurotoxicants remain
undiscovered. To control the pandemic of developmental neurotoxicity, we propose a global prevention strategy.
Untested chemicals should not be presumed to be safe to brain development, and chemicals in existing use and all
new chemicals must therefore be tested for developmental neurotoxicity. To coordinate these eff orts and to accelerate
translation of science into prevention, we propose the urgent formation of a new international clearinghouse.
Introduction
Disorders of neurobehavioural development aff ect 10–15%
of all births,1 and prevalence rates of autism spectrum
disorder and attention-defi cit hyperactivity disorder seem
to be increasing worldwide.2 Subclinical decrements in
brain function are even more common than these
neurobehavioural developmental disorders. All these
disabilities can have severe consequences3—they diminish
quality of life, reduce academic achievement, and disturb
behaviour, with profound consequences for the welfare
and productivity of entire societies.4
The root causes of the present global pandemic of
neurodevelopmental disorders are only partly
understood. Although genetic factors have a role,5 they
cannot explain recent increases in reported prevalence,
and none of the genes discovered so far seem to be
responsible for more than a small proportion of cases.5
Overall, genetic factors seem to account for no more than
perhaps 30–40% of all cases of neurodevelopmental
disorders. Thus, non-genetic, environmental exposures
are involved in causation, in some cases probably by
interacting with genetically inherited predispositions.
Strong evidence exists that industrial chemicals widely
disseminated in the environment are important
contributors to what we have called the global, silent
pandemic of neurodevelopmental toxicity.6,7 The
developing human brain is uniquely vulnerable to toxic
chemical exposures, and major windows of
developmental vulnerability occur in utero and during
infancy and early childhood.8 During these sensitive life ...
MET gene and Autism development in regards to Pollutionhritika508
How mutated met gene and pollution with multiplicative interaction increase the chance of an individual developing ASD. Includes gene environment interaction as well
Lifelong impacts of moderate prenatal alcohol exposure on neuroimmune functionBARRY STANLEY 2 fasd
Moderate prenatal alcohol exposure is emerging as a risk factor for lifelong aberrant neuroimmune function. Recent studies in animal models support that even low to moderate levels of prenatal alcohol exposure can reprogram the developing central nervous system, leading to altered neuroimmune and neuroglial signaling in adulthood. While immune function may be normal at baseline, following challenges moderate prenatal alcohol exposure is associated with a proinflammatory phenotype and altered neuroimmune responses that may underlie various neuropathological outcomes like chronic pain and cognitive impairment. Human studies of moderate prenatal alcohol exposure are limited but suggest risks for early childhood behavioral problems, though a safe limit of alcohol during pregnancy remains unclear due to limited research.
The document discusses environmental endocrine disruption and its effects. It presents on the topic by Leslie Carol Botha at the AutismOne 2017 conference. Some key points made include:
- We have failed to consider the impacts of misdiagnosis and increased incidence of illness due to a more toxic environment affecting the endocrine system.
- Most people have little knowledge about the endocrine system and the diseases that can arise when it breaks down. Environmental degradation is even causing abnormal hormone responses in many women.
- Exposure to chemicals like BPA and ethinyl estradiol can cause gene expression changes in turtles' brains and alter their behaviors, indicating long-lasting effects from developmental exposure.
-
This document discusses the role of school psychologists in identifying autism spectrum disorders (ASD). It covers:
1) School psychologists need to be more vigilant in screening for ASD symptoms among students and better prepared to identify potential cases and make referrals for assessment.
2) They should also be prepared to assist in the diagnostic process for ASD.
3) The document outlines Filpek et al.'s algorithm for diagnosing autism, which involves case finding, screening, evaluation, diagnosis, and referral for services. School psychologists are important players in following this process.
SB2.ppt autism spectrum disorders part 02RachidBen15
This document provides an overview of autism spectrum disorders (ASD) including diagnostic assessment and the school psychologist's role in identification. It discusses the evolution of the term "autism" and contemporary classifications. School psychologists need to be vigilant for ASD symptoms, prepared to screen and refer students, and assist in the diagnostic process. The causes of ASD are complex and likely involve genetic, neurological, and environmental factors interacting in individuals with a biological susceptibility.
The Biological Plausibility of a Relationship between Vaccines and Autism Spectrum Disorders. A presentation to the Florida Governor's Task Force on Autism Spectrum Disorders
Gene–environment interactions in development and disease lovely - 2016 - wi...BARRY STANLEY 2 fasd
ETHANOL: THE EMPEROR OF ALL TERATOGENS
An account of gene/environment interaction in relation to the petro chemical age, and the historical significance of alcohol as teratogen.
A single etiology for autism or for any of the
disorders on the autistic spectrum has yet to be determined. In the past, suspected causes of these disorders included parentally induced autism, brain
injury/anomalies, constitutional vulnerability, and developmental aphasia, as well as deficits in the reticular activating system, and an unfortunate interplay between psychogenic and neurodevelopmental factors. Other suspected etiologies are structural cerebellar changes, genetics, viral infections, and immunological
abnormalities, with various teratogens, seizures and vaccines also being investigated. Until we know the multiple etiologies of those within the Autism
Spectrum; as researchers, health care providers, educators and optometrists, we must offer all within the autistic continuum the very best, most current and accessible care available based upon the latest known science.
A single etiology for autism or for any of the
disorders on the autistic spectrum has yet to be determined. In the past, suspected causes of these disorders included parentally induced autism, brain
injury/anomalies, constitutional vulnerability, and developmental aphasia, as well as deficits in the reticular activating system, and an unfortunate interplay between psychogenic and neurodevelopmental factors.Other suspected etiologies are structural cerebellar changes, genetics, viral infections, and immunological abnormalities, with various teratogens, seizures and
vaccines also being investigated. Until we know the multiple etiologies of those within the Autism Spectrum; as researchers, health care providers, educators and optometrists, we must offer all within
the autistic continuum the very best, most current and accessible care available based upon the latest known science.
GENE ENVIRONMENT INTERACTION
Subtle differences in one person’s genes can cause them to respond differently to the same environmental exposure as another person. As a result, some people may develop a disease after being exposed to something in the environment while others may not.
As scientists learn more about the connection between genes and the environment, they pursue new approaches for preventing and treating disease that consider individual genetic codes.
GENE ENVIRONMENT INTERACTION
Subtle differences in one person’s genes can cause them to respond differently to the same environmental exposure as another person. As a result, some people may develop a disease after being exposed to something in the environment while others may not.
As scientists learn more about the connection between genes and the environment, they pursue new approaches for preventing and treating disease that consider individual genetic codes.
This review article discusses Alzheimer's disease pathogenesis and the role of autophagy and mitophagy, with a focus on microglia. It first provides background on AD as the most common form of dementia. The key hallmarks of AD are amyloid plaques and neurofibrillary tangles composed of tau protein. Impaired autophagy and mitophagy are also involved in AD pathogenesis. Microglia are immune cells in the brain that normally support neurons but in AD contribute to neuroinflammation. The review discusses evidence that autophagy and mitophagy are impaired in microglia in AD, and that neuroinflammation and impaired degradation pathways interact and form vicious cycles that drive AD
Genetics of attention deficit hyperactivity disorder (adhd)Joy Maria Mitchell
Attention deficit hyperactivity disorder (ADHD) is a developmental disorder. ADHD is the commonly studied and
diagnosed as psychiatric disorder. Here we shall see the relation between extraversion and ADHD, neuroticism,
biological relation, Environmental factors and with diagnosis of ADHD. It is known that Genetics is one of the factors
that may contribute to, or exacerbate ADHD. Recent research probing towards the environmental and Genetic factors
causing ADHD differences is the main source for investigation
This presentation is a Grand Rounds for the Dept. of Pediatrics at Mt. Sinai Hospital in Chicago. Presented by child psychiatrist, Daniel B. Martinez, M.D. February 9, 2011
Prof. Dr. Vladimir Trajkovski was key note speaker at ReAttach conference in Eindhoven, Holland. He presented this topic: Medical aspects of Autism Spectrum Disorders
Summary Report: "Mental Health Throughout Life"
Herrenhausen Conference on Mental Illnesses, Hanover, April 3-5, 2013
Mechanisms of vulnerability for mental illnesses over lifetime were the focus of the Volkswagen Foundation’s second Herrenhausen Conference. Concentrating on particularly sensitive and susceptible phases of mental development, renowned experts shared their latest research and insights into risk for and resilience against mental illnesses. Building on this material, in a concluding Session new approaches for improving mental health and treating mental disorders were highlighted.
This document discusses various aspects of recovery from addiction or other struggles. It provides tips for recovery such as realizing your self-worth, overcoming demons, avoiding triggers, getting support from others, and not giving up despite possible relapse. Recovery is described as being worth it because the person is worth it. The 12 steps of addiction recovery and traditions of groups like AA are also outlined. Overall the document offers encouragement and guidance for people seeking recovery.
Dementia is an umbrella term that can affect even young individuals. This presentation investigates causes, assessment, diagnosis, and treatment options.
Integrative and Holistic approach to treating postpartum depression. Symptoms can be reduced with a combination of medications, dietary adjustments, supplements, and lifestyle changes.
Anxiety and stress are closely linked. Often health providers choose medications over dietary and lifestyle changes. Here are some visual aids to help you and your patients manage these conditions naturally.
Comparison of Popular diets for the Management of Type 2 DiabetesKimmer Collison-Ris
“Diabetes, a disorder of carbohydrate metabolism, is characterized by high blood glucose level and glycosuria resulting from dysfunction of pancreatic beta cells and insulin resistance; in advance stages of diabetes, metabolism of protein and lipids are altered. When patients are able to keep blood glucose levels closer to normal, fewer complications occur. Over 90% of known diabetic patients are Type 2 (Marieb, 2010) and diet plays a key role in the treatment. Nutrients needed for health, divide into carbohydrates, lipids, proteins, vitamins, minerals, and water. Most foods offer a combination of nutrients but some categories and larger quantities elevate glucose levels. This paper serves to compare the ADA low fat, low carbohydrate diet to the Paleo, the Atkins, the Alkaline Acid diets, and food combining; offering possible alternatives for the diabetic patient.
Hawthorn berry is proposed as a possible anti-inflammatory treatment in the management of Attention Deficit Hyperactivity Disorder (ADHD). This is not to be undertaken without supervision and management by a qualified licensed medical provider educated in CAM modalities. This novel paper implicates inflammation as one of the key causes of ADHD/ADD and suggests the use of a carefully prescribed and monitored supplement of Hawthorn might be beneficial in managing this condition.
This document discusses complementary and alternative medicine (CAM) modalities for managing attention deficit hyperactivity disorder (ADHD). It provides an overview of ADHD, including potential causes and conventional treatment. Integrative perspectives and protocols discussed include dietary modifications, nutritional supplementation, herbal medicine, digestive support, and homeopathy. Specific recommendations are made for foods, vitamins, minerals, herbs and digestive enzymes that may help address nutritional imbalances and decrease ADHD symptoms.
Many of the current chronic disease conditions including cardiovascular disease, Diabetes, hyperlipidemia, ADD, ADHD, Arthritis, and other chronic conditions implicate chronic inflammation as the main disease culprit. Much of our western diet and lifestyle is to blame for this increase. Bioflavinoids contained in whole foods plant based diets show promise in reducing whole body inflammation. This novel paper discusses it possible role in reimaging and treating patients suffering from chronic inflammation to improve their health.
Is there a role for Homeobotanicals in Conventional Medicine?Kimmer Collison-Ris
This document discusses Dynamic Phytotherapy (DP), an alternative treatment approach that combines herbalism and homeopathy. It summarizes a clinical evaluation of DP that found it significantly reduced the duration of cold and flu symptoms compared to a non-treatment control group. The evaluation also found DP applications effectively treated other conditions like pain and neurological symptoms. The document concludes DP remedies show promise as a complementary treatment that could be incorporated into conventional and integrative medicine to strengthen treatments for various resistant medical conditions.
Novel paper researched 3 vaccine preservatives: Aluminum, Ethyl Mercury, and Formaldehyde to assess if concerns regarding their presence in vaccines was valid in certain patient populations. Vaccine ingredient tables and graphics were included and determination that certain populations were at risk for negative health effects. Recommendations were made.
Presentation expands on the specific problems persons with SPD have. Also gives a checklist of characteristic behaviors and issues in persons w/Sensory Processing.
Presentation delineating the types of learning disorders, etiology, and possible treatments. Looks at current research and points to other areas to explore.
Essential information for NP and PA students beginning in Family Practice Residency. These are the tips most schools and preceptors fail to mention regarding time management skills and how the business of medicine works.
This document discusses various modes of genetic inheritance including single gene (Mendelian) inheritance, multifactorial inheritance, and mitochondrial inheritance. It defines different types of single gene inheritance such as autosomal dominant, autosomal recessive, X-linked, and codominance. Examples are provided for each type of inheritance pattern. The document also discusses polygenic inheritance which involves multiple genes influencing a trait and multifactorial inheritance where both genetic and environmental factors contribute to a condition.
This presentation details Osteogenic Imperfecta in its varying clinical manifestations in the population and offers a variety of adjunctive treatments not commonly used in OI management across the lifespan in order to decrease fracture, pain, and disability.
Novel CAM Therapies in the Management of Osteogenic ImperfectaKimmer Collison-Ris
Osteogenic Imperfecta (OI) is a lifelong disease variably affecting individuals across the lifespan from birth. This paper discusses the various manifestations of OI and suggests novel nutritional, dietary, and complimentary therapies in its management for increased quality of life.
Presentation covers the different types of nutritional status in individuals; undernutrition, malnutrition, and over nutrition. Also discusses different causes of those types.
Brief presentation on Homeobotanicals (aka Dynamic Phytotherapy), their founder, the Homeobotanical Institute, and recommendations for growth. I use these in my practice and have had great success in complimenting standard treatment therapies. They are classed as health supplements in the U.S.
Presentation on 3 Vaccine preservatives: Aluminum, Formaldehyde, & Mercury (Ethyl Mercury) and what the current research says about their impact on human health. Includes lists of common vaccine ingredients.
Sensory Processing Disorder is under-recognized among medical professionals but known well among Speech language and occupational therapists. Also known as Sensory Integration Dysfunction, it overlaps with Autism Spectrum, Aspergers, ADD, and ADHD or may be its own disorder. Person with this are often highly reactive to their environment (but can be under reactive). Knowing how to structure their environment, provide family and client support, and calm secondary symptoms with Homeobotanicals is key for managing it.
Spontaneous Bacterial Peritonitis - Pathogenesis , Clinical Features & Manage...Jim Jacob Roy
In this presentation , SBP ( spontaneous bacterial peritonitis ) , which is a common complication in patients with cirrhosis and ascites is described in detail.
The reference for this presentation is Sleisenger and Fordtran's Gastrointestinal and Liver Disease Textbook ( 11th edition ).
Osvaldo Bernardo Muchanga-GASTROINTESTINAL INFECTIONS AND GASTRITIS-2024.pdfOsvaldo Bernardo Muchanga
GASTROINTESTINAL INFECTIONS AND GASTRITIS
Osvaldo Bernardo Muchanga
Gastrointestinal Infections
GASTROINTESTINAL INFECTIONS result from the ingestion of pathogens that cause infections at the level of this tract, generally being transmitted by food, water and hands contaminated by microorganisms such as E. coli, Salmonella, Shigella, Vibrio cholerae, Campylobacter, Staphylococcus, Rotavirus among others that are generally contained in feces, thus configuring a FECAL-ORAL type of transmission.
Among the factors that lead to the occurrence of gastrointestinal infections are the hygienic and sanitary deficiencies that characterize our markets and other places where raw or cooked food is sold, poor environmental sanitation in communities, deficiencies in water treatment (or in the process of its plumbing), risky hygienic-sanitary habits (not washing hands after major and/or minor needs), among others.
These are generally consequences (signs and symptoms) resulting from gastrointestinal infections: diarrhea, vomiting, fever and malaise, among others.
The treatment consists of replacing lost liquids and electrolytes (drinking drinking water and other recommended liquids, including consumption of juicy fruits such as papayas, apples, pears, among others that contain water in their composition).
To prevent this, it is necessary to promote health education, improve the hygienic-sanitary conditions of markets and communities in general as a way of promoting, preserving and prolonging PUBLIC HEALTH.
Gastritis and Gastric Health
Gastric Health is one of the most relevant concerns in human health, with gastrointestinal infections being among the main illnesses that affect humans.
Among gastric problems, we have GASTRITIS AND GASTRIC ULCERS as the main public health problems. Gastritis and gastric ulcers normally result from inflammation and corrosion of the walls of the stomach (gastric mucosa) and are generally associated (caused) by the bacterium Helicobacter pylor, which, according to the literature, this bacterium settles on these walls (of the stomach) and starts to release urease that ends up altering the normal pH of the stomach (acid), which leads to inflammation and corrosion of the mucous membranes and consequent gastritis or ulcers, respectively.
In addition to bacterial infections, gastritis and gastric ulcers are associated with several factors, with emphasis on prolonged fasting, chemical substances including drugs, alcohol, foods with strong seasonings including chilli, which ends up causing inflammation of the stomach walls and/or corrosion. of the same, resulting in the appearance of wounds and consequent gastritis or ulcers, respectively.
Among patients with gastritis and/or ulcers, one of the dilemmas is associated with the foods to consume in order to minimize the sensation of pain and discomfort.
The Children are very vulnerable to get affected with respiratory disease.
In our country, the respiratory Disease conditions are consider as major cause for mortality and Morbidity in Child.
5-hydroxytryptamine or 5-HT or Serotonin is a neurotransmitter that serves a range of roles in the human body. It is sometimes referred to as the happy chemical since it promotes overall well-being and happiness.
It is mostly found in the brain, intestines, and blood platelets.
5-HT is utilised to transport messages between nerve cells, is known to be involved in smooth muscle contraction, and adds to overall well-being and pleasure, among other benefits. 5-HT regulates the body's sleep-wake cycles and internal clock by acting as a precursor to melatonin.
It is hypothesised to regulate hunger, emotions, motor, cognitive, and autonomic processes.
Are you looking for a long-lasting solution to your missing tooth?
Dental implants are the most common type of method for replacing the missing tooth. Unlike dentures or bridges, implants are surgically placed in the jawbone. In layman’s terms, a dental implant is similar to the natural root of the tooth. It offers a stable foundation for the artificial tooth giving it the look, feel, and function similar to the natural tooth.
Debunking Nutrition Myths: Separating Fact from Fiction"AlexandraDiaz101
In a world overflowing with diet trends and conflicting nutrition advice, it’s easy to get lost in misinformation. This article cuts through the noise to debunk common nutrition myths that may be sabotaging your health goals. From the truth about carbohydrates and fats to the real effects of sugar and artificial sweeteners, we break down what science actually says. Equip yourself with knowledge to make informed decisions about your diet, and learn how to navigate the complexities of modern nutrition with confidence. Say goodbye to food confusion and hello to a healthier you!
4. *
* Autism spectrum disorders (ASD) & autism are general terms
for a group of complex disorders of brain development.
* Believed to have its roots in early brain development yet there
is other evidence to suggest it is caused by either
* Genetics
* Faulty MTHFR genes
* post natal infections/viruses
* or environmental assaults
* These disorders are characterized, in varying degrees, by
* difficulties in social interaction,
* verbal and nonverbal communication
* repetitive behaviors.
* With the May 2013 publication of the DSM-5 diagnostic
manual, all autism disorders were merged into one umbrella
diagnosis of ASD.
* Previously, they were recognized as distinct subtypes including:
* autistic disorder,
* childhood disintegrative disorder,
* pervasive developmental disorder-not otherwise specified (PDD-
NOS)
* Asperger syndrome
5. *
*Autism statistics from the U.S.
Centers for Disease Control and
Prevention (CDC) identify around 1
in 68 American children as on the
autism spectrum–a ten-fold
increase in prevalence in 40 years.
*Careful research shows that this
increase is only partly explained
by improved diagnosis and
awareness.
*Studies demonstrate that autism is
4-5 times more common among
boys than girls.
*An estimated 1 out of 42 boys and
1 in 189 girls are diagnosed with
autism in the United States.
6. *
*There is no one cause of autism and
there is no one type of autism
*Most cases of autism appear to be
caused by a combination of
autism risk genes + environmental
factors = influence early brain
development
*RISK FACTORS:
*events before and/or during birth
or post-natally
*advanced parental age at time of
conception (both mom and dad)
*maternal illness during pregnancy
*certain difficulties during birth
(esp. fetal oxygen deprivation)
*combination of events with genetic
risk factors, appear to modestly
increase risk
7. *
* Herbert MR (2010). Contributions of the environment and environmentally vulnerable
physiology to autism spectrum disorders
* Purpose of review: This review presents a rationale and evidence for contributions of
environmental influences and environmentally vulnerable physiology to autism spectrum
disorders (ASDs). Recent findings: Recent studies suggest a substantial increase in ASD
prevalence above earlier Centers for Disease Control figures of one in 150, only partly
explicable by data artifacts, underscoring the possibility of environmental contributors
to increased prevalence. Some gene variants in ASD confer altered vulnerability to
environmental stressors and exposures. De-novo mutations and advanced parental age
as a risk factor for ASD also suggest a role for environment. Systemic and central
nervous system pathophysiology, including oxidative stress, neuroinflammation, and
mitochondrial dysfunction can be consistent with a role for environmental influence
(e.g. from air pollution, organophosphates, heavy metals) in ASD, and some of the
underlying biochemical disturbances (such as abnormalities in glutathione, a critical
antioxidant and detoxifier) can be reversed by targeted nutritional interventions.
Dietary factors and food contaminants may contribute risk. Improvement and loss of
diagnosis in some with ASD suggest brain circuitry amenable to environmental
modulation.
Summary: Prevalence, genetic, exposure, and pathophysiological evidence all suggest a
role for environmental factors in the inception and lifelong modulation of ASD. This
supports the need for seeking targets for early and ongoing medical prevention and
treatment of ASD.
8. *
* T Schettler (2001). Toxic threats to neurologic development of children.
Environ Health Perspect.
* Learning disabilities, attention deficit hyperactivity disorder, developmental
delays, and emotional and behavioral problems are among childhood disabilities
of increasing concern. Interacting genetic, environmental, and social factors are
important determinants of childhood brain development and function. For many
reasons, however, studying neurodevelopmental vulnerabilities in children is
challenging. Moreover, inadequate incidence and trend data interfere with full
understanding of the magnitude of the problem. Despite these difficulties,
extensive laboratory and clinical studies of several neurodevelopmental
toxicants, including lead, mercury, polychlorinated biphenyls, alcohol, and
nicotine, demonstrate the unique vulnerability of the developing brain to
environmental agents at exposure levels that have no lasting effect in adults.
Historically, understanding the effects of these toxicants on the developing brain
has emerged slowly while generations of children are exposed to unsafe levels.
Unfortunately, with few exceptions, neurodevelopmental toxicity data are
missing for most industrial chemicals in widespread use, even when
populationwide exposures are documented. The personal, family, and
communitywide costs of developmental disabilities are profound. In addition to
the need for more research, a preventive public health response requires
mitigation of exposures to potential neurodevelopmental toxicants when
available evidence establishes the plausibility of harm, despite residual
toxicologic uncertainties.
9. *
* Blaylock RL (2009).A POSSIBLE CENTRAL MECHANISM IN AUTISM SPECTRUM
DISORDERS, PART 2: IMMUNOEXCITOTOXiCITY.
* In this section, I explore the effects of mercury and inflammation on
transsulfuration reactions, which can lead to elevations in androgens, and how this
might relate to the male preponderance of autism spectrum disorders (ASD). It is
known that mercury interferes with these biochemical reactions and that
chronically elevated androgen levels also enhance the neurodevelopmental effects
of excitotoxins. Both androgens and glutamate alter neuronal and glial calcium
oscillations, which are known to regulate cell migration, maturation, and final brain
cytoarchitectural structure. Studies have also shown high levels of DHEA and low
levels of DHEA-S in ASD, which can result from both mercury toxicity and chronic
inflammation. Chronic microglial activation appears to be a hallmark of ASD.
Peripheral immune stimulation, mercury, and elevated levels of androgens can all
stimulate microglial activation. Linked to both transsulfuration problems and
chronic mercury toxicity are elevations in homocysteine levels in ASD patients.
Homocysteine and especially its metabolic products are powerful excitotoxins.
Intimately linked to elevations in DHEA, excitotoxicity and mercury toxicity are
abnormalities in mitochondrial function. A number of studies have shown that
reduced energy production by mitochondria greatly enhances excitotoxicity. Finally,
1 discuss the effects of chronic inflammation and elevated mercury levels on
glutathione and metallothionein.
10. *
How Inflammation Affects the Developing Brain
* Inflammation appears to play a role in the developing brain as the same damaging
effects of inflammatory chemical mediators of in the adult appear to cause the same
issues in the delicate brains of infants and young children.
* Recent study published in the journal BMC Pediatrics, researchers investigated
frequency of febrile illnesses in infants and blood markers of increased inflammation
* IL-1 beta, IL-6, and IL-4
* Discovered direct relationship between higher levels of inflammatory markers and risk for
developmental issues.
* Higher levels of IL-4
* is associated with lower levels of inflammation
* correlates with reduced risk for developmental issues
* authors cited “Every additional 10 days of fever is associated with:
* 1.9 decrease in language composite score
* 2.1 decrease in motor composite score.”
* Role of inflammation in brain health and function represents fundamental importance
through the age continuum.
* Re: infant health requires managing inflammation to maintain a healthy immune system/health.
* Steps to include:
* minimizing antibiotic exposure, spacing immunizations, breastfeeding, and avoiding caesarean
section
* (Retrieved from http://www.drperlmutter.com/inflammation-affects-developing-
brain/?utm_source=facebook&utm_medium=facebookpost&utm_content=bloginfantinflammation&utm_campaign=Facebook%20Posts)
11. *
* Stein J, Schettler T, Wallinga D, and Valenti M (2002). In harm's way: toxic threats to child
development.
* Developmental disabilities result from complex interactions of genetic, toxicologic (chemical), and
social factors. Among these various causes, toxicologic exposures deserve special scrutiny because
they are readily preventable. This article provides an introduction to some of the literature
addressing the effects of these toxicologic exposures on the developing brain. This body of research
demonstrates cause for serious concern that commonly encountered household and environmental
chemicals contribute to developmental disabilities. The developing brain is uniquely susceptible to
permanent impairment by exposure to environmental substances during time windows of
vulnerability. Lead, mercury, and polychlorinated biphenyls (PCBs) have been extensively studied
and found to impair development at levels of exposure currently experienced by significant portions
of the general population. High-dose exposures to each of these chemicals cause catastrophic
developmental effects. More recent research has revealed toxicity at progressively lower exposures,
illustrating a "declining threshold of harm" commonly observed with improved understanding of
developmental toxicants. For lead, mercury, and PCBs, recent studies reveal that background-
population exposures contribute to a wide variety of problems, including impairments in attention,
memory, learning, social behavior, and IQ. Unfortunately, for most chemicals there is little data
with which to evaluate potential risks to neurodevelopment. Among the 3000 chemicals produced in
highest volume (over 1 million lbs/yr), only 12 have been adequately tested for their effects on the
developing brain. This is a matter of concern because the fetus and child are exposed to untold
numbers, quantities, and combinations of substances whose safety has not been established. Child
development can be better protected by more precautionary regulation of household and
environmental chemicals. Meanwhile, health care providers and parents can play an important role
in reducing exposures to a wide variety of known and suspected neurodevelopmental toxicants that
are widely present in consumer products, food, the home, and wider community.
12. *
Mercury Exposure symptoms share
similarities w/ASD & NDD 2nd sx
* Mercury exposure at high levels harm the
brain, heart, kidneys, lungs, and immune
system across the age continuum
* Research confirms high methylmercury
blood levels in fetal & young children injure
the developing nervous system, decreasing
cognition and learning
* At high levels of exposure, methylmercury's
harmful effects on animals include
* death,
* reduced reproduction,
* slower growth & development,
* abnormal behavior.
* In utero exposure adversely affects the
fetal brain/nervous system.
* Children demonstrate deficits in:
* cognitive thinking,
* memory,
* attention,
* language,
* fine motor
* visual spatial skills
* Symptoms Methylmercury exposure:
* impairment of the peripheral vision
* disturbances in sensations
* "pins and needles" of hands, feet, peri oral
* Impaired coordination
* impaired speech, hearing, ambulation
* muscle weakness
* Symptoms high inorganic mercury exposure:
* skin rashes & dermatitis
* mood swings
* memory loss
* mental disturbances
* muscle weakness.
* Symptoms of elemental mercury effects:
* tremors
* emotional changes (mood swings, irritability,
nervousness, excessive shyness)
* insomnia
* neuromuscular changes (weakness, muscle
atrophy, twitching)
* headaches
* disturbances in sensations;
* changes in nerve responses;
* cognitive function deficits
13. *
*Methods of mercury exposure:
* Amalgam dental fillings (primary)
* Fresh water/farmed /salt water
fish (secondary)
* Some vaccines
* Industrial/work place exposures
(paint, hospital, home)
* Glass thermometers or Energy
efficient light bulbs (dropping or
breaking)
* Toxic mercury vapors released
* Computer/electronic equipment
* some cosmetics (calomel)
* Some hair bleaching products
*Classic signs of mercury poisoning
* loss of hair
* discolored fingernails
* Gums w/”Tatoo” staining from
amalgam leakage
Symptoms of human mercury poisoning
1. Psychological disturbances
* Angry fits, short term memory loss, low self
esteem, inability to sleep, loss of self-control,
sleepiness, loss of an ability to learn new
things, doing things by rote
2. Oral Cavity problems
* Inflammation of the mouth, loss of bone
around teeth, ulcerated gums and other areas
in the mouth, loose teeth, darkening of gums,
taste of metal, bleeding of gums.
3. Digestive tract problems
* Cramps, inflamed colon, GI problems, Diarrhea
and other digestive problems.
4. Cardiovascular problems
* Weak pulse, blood pressure changes, chest
pain, or feeling of pressure in the chest area.
5. Respiratory problems
* Weakness and problems with breathing,
Emphysema, Coughing persistently.
6. Neurological Problems
* Headaches, vertigo, tinnitus, shaking in various
areas of the body (eye lids, feet etc)
14. *
Mercury poisoning in Children is a cause of
many secondary sx s of ASD/NDD
Common pediatric neurological sx:
* decreased eye contact
* flat affect
* repeating certain actions over and over
again
* not responding to their name
* not looking at an object that is being
pointed at by another
* poor concentration or attention
* sensitivity to sensory stimulation
Common language/speech manifestations:
* loss of speech
* delayed speech decreased understanding
and articulating words
* remembering certain words
Common are social manifestations:
* withdrawal
* being irritated
* aggressive behavior
* night terrors
* other sleep problems
* mood swings
Other auto-immune symptoms:
* multiple sclerosis
* juvenile diabetes
* asthma
* chromic ear infections
* decreased immunity
The World Health Organization
(WHO): “there is NO KNOWN SAFE
LEVEL of mercury exposure”.
http://www.dentalwellness4u.com/layperson/symptoms.html
15. *
* Frustaci A, Neri M, Cesario A, Adams JB, Domenici E, Bernardina BD, and Bonassi S (2012).
Oxidative stress-related biomarkers in autism: Systematic review and meta-analyses.
* Autism spectrum disorders (ASDs) are rarely diagnosed in children younger than 2 years,
because diagnosis is based entirely on behavioral tests. Oxidative damage may play a central
role in this pathogenesis, together with the interconnected transmethylation cycle and
transsulfuration pathway. In an attempt to clarify and quantify the relationship between
oxidative stress-related blood biomarkers and ASDs, a systematic literature review was carried
out. For each identified study, mean biomarker levels were compared in cases and controls
providing a point estimate, the mean ratio, for each biomarker. After meta-analysis, the ASD
patients showed decreased blood levels of reduced glutathione (27%), glutathione peroxidase
(18%), methionine (13%), and cysteine (14%) and increased concentrations of oxidized
glutathione (45%) relative to controls, whereas superoxide dismutase, homocysteine, and
cystathionine showed no association with ASDs. For the C677T allele in the methylene
tetrahydrofolate reductase gene (MTHFR), homozygous mutant subjects (TT) showed a meta-OR
of 2.26 (95% CI 1.30–3.91) of being affected by ASD with respect to the homozygous nonmutant
(CC). Case-control studies on blood levels of vitamins suggest a lack of association (folic acid
and vitamin B12) or rare association (vitamins A, B6, C, D, E). Sparse results were available for
other biomarkers (ceruloplasmin, catalase, cysteinylglycine, thiobarbituric acid-reactive
substances, nitric oxide) and for polymorphisms in other genes. Existing evidence is
heterogeneous and many studies are limited by small sample size and effects. In conclusion,
existing evidence suggests a role for glutathione metabolism, the transmethylation cycle, and
the transsulfuration pathway, although these findings should be interpreted with caution, and
larger, more standardized studies are warranted.
16. *
*Allergy-an immune hyperactive response to substances considered
'foreign' to the body
* Common Allergens: food, pollen, drugs, dust
* acquired thru life
* some individuals are susceptible >others
* Requires 1 exposure to substance to become sensitized or allergic
*Conventional Medicine –
* directed to block the immune response or suppress immune function
w/steroids topically & systemically
*Naturopathic –
* identify & eliminate underlying cause verses masking symptoms
*Most allergies result from decreased mucous membranes integrity that
leak foreign substances, along w/repeat exposure to these
* weak digestion + poor diet increased volume of undigested food particles in
the gut
* Once foreign substance enters bloodstreamallergic responses triggered
* enter frequently as damaged mucous membranes unable to serve as barriers
18. *
*One carbon metabolism disturbances and the C677T MTHFR gene
polymorphism in children with autism spectrum disorders
* Autism spectrum disorders (ASDs), which include the prototypic autistic disorder (AD),
Asperger’s syndrome (AS) and pervasive developmental disorders not otherwise specified
(PDD-NOS), are complex neurodevelopmental conditions of unknown aetiology. The current
study investigated the metabolites in the methionine cycle, the transsulphuration
pathway, folate, vitamin B12 and the C677T polymorphism of the MTHFR gene in three
groups of children diagnosed with AD (n= 15), AS (n= 5) and PDD-NOS (n= 19) and their age-
and sex-matched controls (n= 25). No metabolic disturbances were seen in the AS patients,
while in the AD and PDD-NOS groups, lower plasma levels of methionine (P= 0.01 and P=
0.03, respectively) and α-aminobutyrate were observed (P= 0.01 and P= 0.001,
respectively). Only in the AD group, plasma cysteine (P= 0.02) and total blood glutathione
(P= 0.02) were found to be reduced. Although there was a trend towards lower levels of
serine, glycine, N, N-dimethylglycine in AD patients, the plasma levels of these
metabolites as well as the levels of homocysteine and cystathionine were not statistically
different in any of the ASDs groups. The serum levels of vitamin B12 and folate were in the
normal range. The results of the MTHFR gene analysis showed a normal distribution of the
C677T polymorphism in children with ASDs, but the frequency of the 677T allele was
slightly more prevalent in AD patients. Our study indicates a possible role for the
alterations in one carbon metabolism in the pathophysiology of ASDs and provides, for the
first time, preliminary evidence for metabolic and genetic differences between clinical
subtypes of ASDs (Paşca SP, Dronca E, Kaucsár T, Crǎciun EC, Endreffy E, Ferencz BK, Iftene F,
Benga I, Cornean R, Banerjee R and Dronca M; 2009).
19. *
* Currenti SA (2010). Understanding and Determining the Etiology of Autism. Cellular and
Molecular Neurobiology. March 2010, Volume 30, Issue 2, pp 161-171. Retrieved from
http://link.springer.com/article/10.1007/s10571-009-9453-8
* Worldwide, the rate of autism has been steadily rising. There are several environmental
factors in concert with genetic susceptibilities that are contributing to this rise. Impaired
methylation and mutations of mecp2 have been associated with autistic spectrum
disorders, and related Rett syndrome. Genetic polymorphisms of cytochrome P450
enzymes have also been linked to autism, specifically CYP27B1 that is essential for proper
vitamin D metabolism. Vitamin D is important for neuronal growth and
neurodevelopment, and defects in metabolism or deficiency have been implicated in
autistic individuals. Other factors that have been considered include: maternally derived
antibodies, maternal infection, heavy metal exposure, folic acid supplementation,
epigenetics, measles, mumps, rubella vaccination, and even electromagnetic radiation. In
each case, the consequences, whether direct or indirect, negatively affect the nervous
system, neurodevelopment, and environmental responsive genes. The etiology of autism
is a topic of controversial debate, while researchers strive to achieve a common
objective. The goal is to identify the cause(s) of autism to understand the complex
interplay between environment and gene regulation. There is optimism that specific
causes and risk factors will be identified. The results of future investigations will
facilitate enhanced screening, prevention, and therapy for “at risk” and autistic patients.
20. *
* Bradshaw AJL and Rinehart NJ (2005). Autism and Asperger's disorder: Are they
movement disorders involving the cerebellum and/or basal ganglia? Brain Research
Bulletin Volume 67, Issue 4, 30 October 2005, Pages 327–334
*Autism and Asperger's disorder (AD) are childhood developmental disorders of
unknown etiology. Autism and AD share several behavioral features, and it is not clear
whether they are distinct disorders or variants of the same disorder. Recent studies
indicate that disordered movement may be another feature of autism and AD, and
that this may reflect dysfunction within the frontostriatal and/or cerebellar motor
circuits. While disordered movement in autism and AD has been examined in a variety
of ways, it is relatively under-researched compared to the cognitive, affective, and
behavioral disturbances seen in these disorders. This review examines the role of the
frontostriatal and cerebellar motor systems in the behavioral features of autism and
AD, with gait as a proxy, and discusses difficulties with their diagnosis and their
possible pathogenesis.
23. *
*Sleep disorders are more common in persons with ASD
*Sleep Disorders include:
* Difficulty falling asleep
* Inconsistent sleep routines
* Restlessness or poor sleep quality
* Waking early, frequently, and abruptly
* increased sensitivity to outside stimuli (touch or sound)
*Studies demonstrate children with ASD fail to release melatonin at the
correct day times hours causing high levels of melatonin during the day
and lower levels when they need it at night
* Commonly, melatonin levels rise in response to darkness and dip during the
daylight hours
*Melatonin requires an amino acid tryptophan, which research has also
discovered is either higher or lower than normal in ASD children
*Anxiety is secondary symptom that may adversely affect sleep.
* ASD Children tend to test higher than other children for anxiety
24. *
* “Individuals with autism also have gifts. The gifts of autism occur as a
result of the strong visual abilities, attention to minute details,
unusual interests, and amazing memory. Other common traits, such as
honesty, naivetè, gentleness, compliance, and perfectionism, are
exceedingly refreshing and unexpected in this increasingly cynical
world”
Janzen, J. E. (1999). Autism: Facts and strategies for Parents, p. 151.
25. *
*No big smiles or other warm, joyful expressions
by six months or thereafter
*No back-and-forth sharing of sounds, smiles or
other facial expressions by nine months
*No babbling by 12 months
*No back-and-forth gestures such as pointing,
showing, reaching or waving by 12 months
*No words by 16 months
*No meaningful, two-word phrases (not
including imitating or repeating) by 24 months
*Any loss of speech, babbling or social skills at
any age
26. *
*“The major source of stress in life for the person
with Asperger's Syndrome is social contact, and
increased stress generally leads to anxiety
disorders and depression”
Attwood, T. Asperger's Syndrome: A Guide for Parents
and Professionals, 1998, p. 148.
27. *
* McAlonan GM, Daly E, Kumari V, Critchley HD, van Amelsvoort T, Suckling J, Simmons A,
Sigmundsson T, Greenwood K, Russell A, Schmitz N, Happe F, Howlin P and Murphy DGM
(2002). Brain anatomy and sensorimotor gating in Asperger’s syndrome.
* Asperger’s syndrome (an autistic disorder) is characterized by stereotyped and obsessional
behaviors, and pervasive abnormalities in socio‐emotional and communicative behavior.
These symptoms lead to social exclusion and a significant healthcare burden; however, their
neurobiological basis is poorly understood. There are few studies on brain anatomy of
Asperger’s syndrome, and no focal anatomical abnormality has been reliably reported from
brain imaging studies of autism, although there is increasing evidence for differences in
limbic circuits. These brain regions are important in sensorimotor gating, and impaired
‘gating’ may partly explain the failure of people with autistic disorders to inhibit repetitive
thoughts and actions. Thus, we compared brain anatomy and sensorimotor gating in healthy
people with Asperger’s syndrome and controls. We included 21 adults with Asperger’s
syndrome and 24 controls. All had normal IQ and were aged 18–49 years. We studied brain
anatomy using quantitative MRI, and sensorimotor gating using prepulse inhibition of startle
in a subset of 12 individuals with Asperger’s syndrome and 14 controls. We found significant
age‐related differences in volume of cerebral hemispheres and caudate nuclei (controls, but
not people with Asperger’s syndrome, had age‐related reductions in volume). Also, people
with Asperger’s syndrome had significantly less grey matter in frontostriatal and cerebellar
regions than controls, and widespread differences in white matter. Moreover, sensorimotor
gating was significantly impaired in Asperger’s syndrome. People with Asperger’s syndrome
most likely have generalized alterations in brain development, but this is associated with
significant differences from controls in the anatomy and function of specific brain regions
implicated in behaviors characterizing the disorder. We hypothesize that Asperger’s syndrome
is associated with abnormalities in frontostriatal pathways resulting in defective
sensorimotor gating, and consequently characteristic difficulties inhibiting repetitive
thoughts, speech and actions.
28. *
*Asperger Syndrome is a developmental disorder characterized
by:
*repetitive routines or rituals,
*peculiarities in speech/language (overly formal speech or monotone,
or takes speech literally)
*socially & emotionally inappropriate behavior
*inability to interact successfully with peers
*problems with non-verbal communication,
*restricted use of gestures
*limited or inappropriate facial expressions
*peculiar, stiff gaze
*Clumsiness and uncoordinated motor movements
29. *
*(characteristics cont.)
*intelligence appeared normal,
*lacked nonverbal communication skills,
*failed to demonstrate empathy with their peers,
*speaking disjointed or overly formal,
*Demonstrates all absorbing interest in a single topic which
dominates their conversations
*Individuals who are diagnosed with autism or autism spectrum
disorder who have normal cognitive abilities, and experienced
no significant delay in acquiring language skills, are very similar
to individuals with High Functioning Autism Spectrum Disorder
(HFA) and Asperger Syndrome share similar symptoms and are
helped by similar treatment approaches.
30. *
* AS may be hard to differentiate from those of other behavioral issues like attention deficit
hyperactivity disorder (ADHD)
* An ADHD diagnosis may be later changed to AS when issues appear to be caused more by the
inability to socialize instead of an inability to focus.
* Common AS sx:
* improper of very few social interactions
* "robotic" or repetitive speech
* average or below average nonverbal communication skills, yet average or above average verbal
communications skills
* tendency to discuss self rather than others
* inability to understand issues or phrases that are considered "common sense"
* lack of eye contact or reciprocal conversation
* obsession with specific unique topics
* one-sided conversations
* awkward movements and/or mannerisms
* inability to understand the actions, words or behaviors of other people
* often don’t understand humor or the implications of particular phrases or actions of other people
* unable to see the relationship between these nonverbal communication methods, and verbal
methods like speech and language
* have difficulty seeing things from another person’s perspective
* Difficulty regluating their emotions
31. *
*"Sensory Integration is the ability to take in information through
senses,...to put it together with prior information, memories and
knowledge stored in the brain, and to make a meaningful response.“
The SPD child may frequently respond to or register sensory
information without the ability to screen out nonessential sensory
information, or the child may fail to register the input from one or
more senses.
32. *
Miller LJ and Schaaf RC (2008). Sensory Processing Disorder
* Sensory processing disorder (SPD) is a complex developmental disorder affecting
children and adults. These people over-respond, under-respond, excessively
crave/seek out intense sensory experiences, have difficulty discriminating
sensation, or respond to sensory input in an atypical manner, impacting their
daily life activities. Sensory integration theory was developed by Dr. A. Jean
Ayres in the 1970s and 1980s. This article updates the theory and presents a new
taxonomy to classify SPD into three classic patterns: sensory modulation
disorder, sensory discrimination disorder, and sensory-based motor disorder.
Intervention for SPD, occupational therapy using a sensory integrative approach,
is briefly described. A brief review of intervention effectiveness studies is
presented in this article.
Reisman J (2008). Sensory processing disorders. Minnesota Medicine [2002,
85(11):48-51] Retrieved from http://europepmc.org/abstract/MED/12498067
* Most people are able to effectively process and respond to the sensory stimuli of
daily life. But people who have sensory processing disorders struggle to form
meaningful responses to sensory stimuli. As a result these individuals often
exhibit problems with coordination, sensory-seeking or sensory-avoiding
behaviors, and sensory modulation.
33. *
Effects of Disordered Sensory
Integration (SPD)
* Distractible, hyperactive, uninhibited
* Behavior Problems
* Poor Speech Development
* Difficulty establishing sleeping and
eating patterns
* Disorders of muscle tone
* Poor Gross and/or Fine Motor
Coordination
* Learning disabilities
* Social problems
* Unable to calm or console themselves
* Irritable, difficult to soothe,
emotionally liable
* Hypersensitive to touch
* Aggressive
* Avoidant, withdrawing
* Intolerant of daily routines
* Rigid about textures, "feel"
* Hypersensitive to auditory, visual,
olfactory,vestibular stimuli
* Lacks purpose in activity
* Often does not manipulate toys or
play with them creatively
* Often does not explore the
environment
* Plays very repetitively with toys
* Prefers only one type of activity
* Seeks excessive or vigorous sensory
input
* "Fight, flight, or fright” response to
sensory information most people
would consider harmless
34. *
*A high incidence of sensory processing difficulties exists in children with Autism
Spectrum Disorder (ASD) and children with Sensory Modulation Disorder (SMD)
* (Schoen SA, Miller LJ Brett-Green BA and Nielsen DM, 2009).
*Unusual sensory processing has been widely reported in autism spectrum
disorders (ASDs); however, the majority of research in this area has focused on
children. The present study assessed sensory processing in adults with ASD
using the Adult/Adolescent Sensory Profile (AASP), a 60-item self-report
questionnaire assessing levels of sensory processing in everyday life. Results
demonstrated that sensory abnormalities were prevalent in ASD, with 94.4
percent of the ASD sample reporting extreme levels of sensory processing on at
least one sensory quadrant of the AASP. Furthermore, analysis of the patterns
of sensory processing impairments revealed striking within-group variability in
the ASD group, suggesting that individuals with ASD could experience very
different, yet similarly severe, sensory processing abnormalities. These results
suggest that unusual sensory processing in ASD extends across the lifespan and
have implications regarding both the treatment and the diagnosis of ASD in
adulthood.
* Crane L, Goddard L, and Pring L. (2009). Sensory processing in adults with autism
spectrum disorders.
36. *
Inflammation: good or bad for ADHD? ADHD Attention Deficit and Hyperactivity Disorders
* Attention deficit hyperactivity disorder (ADHD) is characterized by the typical behavioral core
symptoms of inattentiveness, hyperactivity and impulsiveness. ADHD is a usually chronic health
conditions, mostly diagnosed in childhood, creating a significant challenge for youth, their families and
professionals who treat it. This disorder requires long-term treatments, including psychotherapeutic
and pharmacological interventions, which in some cases may lead to adverse effects. Understanding
the mechanism by which ADHD risk factors affect the biochemical processes in the human brain and
consequentially the behavior will help to identify novel targets for the development of therapeutics
with less adverse results and better efficacy including higher responder rates. Although inflammatory
responses in the brain have been recognized for years as critical in neurodegeneration and behavior in
a number of neurological and psychiatric disorders, their role for the development, treatment and
prevention of ADHD has been so far largely overlooked, although historically, ADHD symptoms were
initially observed in patients who survived an ONJ infection, i.e. inflammation. In this review, we
discuss the interrelationship between different ADHD risk factors and inflammation with respect to the
triggered molecular mechanisms and the contribution they are likely to have to this disorder. This
paper provides a rationale for future studies on ADHD with an intent to inspiring the development of
new agents for a more efficient management of this disorder (Doney and Thome, 2010).
* “According to the Centers for Disease Control, greater than 9 percent of children in the United States
suffer from ADHD (1). This is approximately half the percentage of children who are obese (2). I
suggest that both conditions are related to increased inflammation induced by radical changes in the
American diet during the past 40 years” (Sears, 2011).
37. *
* Mangeot SD, Miller LJ, McIntosh DN, McGrath-Clarke J, Simon J, Hagerman RJ and
Goldson E (2001). Sensory modulation dysfunction in children with attention-deficit-
hyperactivity disorder.
* This study investigates the presence of sensory modulation dysfunction (SMD) among
children with attention-deficit-hyperactivity disorder (ADHD). Twenty-six children with
ADHD (mean age 8.3 years, 18 males, 8 females), and 30 typically developing children
(mean age 8.2 years, 21 males, 9 females) were tested using a laboratory procedure
that gauges responses to repeated sensory stimulation by measuring electrodermal
reactivity (EDR). Parental report measures of limitations in sensory, emotional, and
attentional dimensions were administered using the Short Sensory Profile, the Leiter
International Performance Scale-Revised, Parent Rating subscales, and the Child
Behavior Checklist (CBCL). Compared to the typical sample, the children with ADHD
displayed greater abnormalities in sensory modulation on both physiological and parent-
report measures. The children with ADHD also displayed more variability in responses.
Within the group with ADHD, levels of SMD were highly correlated with measures of
psychopathology on the CBCL. Implications of findings relate to the importance of
considering sensory processing abilities in a subgroup of children with ADHD.
38. *
*While Homeobotanicals (Hb)
formulas do not cure sx of
ASD or NDD, they can lessen
or soften 2nd symptoms:
*Hb A (Allergy)
*Hb B (Blood Purifier)
*Hb E (Emotion/Stress)
*Hb D & G (Digestion & GI)
*Hb Z (Sleep)
*Hb Q (quiet/calm)
*Hb I (Immune/Infection)
*Hb T (Tired)
*Hb Detoxa
*Hb First Aid
*Hb Marina
*Hb Nutria
*Hb Promyer
*Hb Serena
39. *
* 1.Organic Diet-
* minimizes damage to intestinal lining
* provides required nutrients for intestinal regeneration
* Strengthens intestinal & respiratory mucous membrane integrity
* 2. Avoid eating same foods daily
* practice variety & rotation—decreases repeated contact with same foreign substances
* decreasing acquiring allergies.
* 3. Use dietary antioxidant supplements –
* assist mucous membranes' integrity
* prevent damage
* 4.Minimize environmental chemicals & toxin exposure (they overload the immune system)
* including:
* Heavy metal exposure (mercury, lead, aluminum)
* food additives/preservatives/colors/sugars
* cleaning materials/detergents
* Pesticides
* immunizations
* Paints
* 5. cleansing/detox program
* 6. Avoid immunizations or limit exposure by spacing out 1 per time
40. *
* Autism Speaks (2014). What is Autism/Autism Spectrum Disorders? http://www.autismspeaks.org/what-autism.
* http://www.hbci.com/~wenonah/new/9steps.htm
* Bradshaw AJL and Rinehart NJ (2005). Autism and Asperger's disorder: Are they movement disorders involving the
cerebellum and/or basal ganglia? Brain Research Bulletin Volume 67, Issue 4, 30 October 2005, Pages 327–334
* Blaylock RL (2009).A POSSIBLE CENTRAL MECHANISM IN AUTISM SPECTRUM DISORDERS, PART 2: IMMUNOEXCITOTOXiCITY.
Alternative Therapies in Health & Medicine . Jan/Feb2009, Vol. 15 Issue 1, p60-67. 8p Retrieved from
http://web.a.ebscohost.com/abstract?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=10786791&AN=375
70226&h=JpN2y%2b%2b6SmKzaEfH1cPa1eANggO0w08mWWjMYLQxcg%2bWBhvSuZfQYjDUcrc6X4kJcWZUXifdmHGXgGQrkC
c9tQ%3d%3d&crl=c
* Doney R and Thome J (2010). Inflammation: good or bad for ADHD? ADHD Attention Deficit and Hyperactivity Disorders
December 2010, Volume 2, Issue 4, pp 257-266 Retrieved from http://link.springer.com/article/10.1007/s12402-010-
0038-7.
* Dunn, Winnie; Bennett, Donna (). Patterns of sensory processing in children with attention deficit hyperactivity disorder.
Occupational Therapy Journal of Research, Vol 22(1), 2002, 4-15.Retrieved from http://psycnet.apa.org/psycinfo/2002-
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* Crane L, Goddard L, and Pring L. (2009). Sensory processing in adults with autism spectrum disorders. doi:
10.1177/1362361309103794 Autism May 2009 vol. 13 no. 3 215-228. Retrieved from
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* Currenti SA (2010). Understanding and Determining the Etiology of Autism. Cellular and Molecular Neurobiology. March
2010, Volume 30, Issue 2, pp 161-171. Retrieved from http://link.springer.com/article/10.1007/s10571-009-9453-8
* Frustaci A, Neri M, Cesario A, Adams JB, Domenici E, Bernardina BD, and Bonassi S (). Oxidative stress-related
biomarkers in autism: Systematic review and meta-analyses. Free Radical Biology and Medicine. Volume 52, Issue 10, 15
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pii/S0891584912001827
* Herbert MR (2010). Contributions of the environment and environmentally vulnerable physiology to autism spectrum
disorders. Current Opinion in Neurology: April 2010 - Volume 23 - Issue 2 - p 103–110. doi:
10.1097/WCO.0b013e328336a01f. Developmental disorders: Edited by Geraldine Dawson. Retrieved from
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41. *
* McAlonan GM, Daly E, Kumari V, Critchley HD, van Amelsvoort T, Suckling J, Simmons A, Sigmundsson T,
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http://www.citeulike.org/group/18153/article/12522264
* Paşca SP, Dronca E, Kaucsár T, Crǎciun EC, Endreffy E, Ferencz BK, Iftene F, Benga I, Cornean R, Banerjee
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http://europepmc.org/abstract/MED/12498067
* Sears B (2011).ADHD: An inflammatory condition. The link between ADHD and obesity. Published on July
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the-zone/201107/adhd-inflammatory-condition.
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*