Autism in Girls

Autism is girls are sometime completely overlooked or diagnosed later than boys, and this can sometime make it much hard for them to cope than boys.

Autism spectrum disorder (ASD) in girls can be different from ASD in boys. It might also be diagnosed differently. Girls with ASD can face different challenges because of differences in how they think and how fast they mature, as well as social factors, genetic factors and the influence of sex hormones.

 Autism spectrum disorder characteristics and girls

 Boys and girls with autism spectrum disorder (ASD) are similar in many ways. For example, they all have difficulties relating to and communicating with other people. They can repeat a particular behaviour over and over, or get fixated on a topic or special interest.

Evidence is still emerging about ASD and gender differences. But some characteristics of ASD can look a bit different in girls. In general, typically intelligent girls with ASD might:

  • seem more passive

  • seem to have better social skills

  • have better communication skills.

Girls with ASD have fewer repetitive behaviours and narrow interests than boys, and these can look different. For example, boys might be intensely interested in car companies, train timetables and facts about dinosaurs. But girls might develop special interests in areas such as teddy bears or doll collections. In many cases their interests are similar to those of typically developing girls.

Girls with ASD might be more likely than boys to have intellectual disability. Some people think that girls with ASD who have an average or slightly above average IQ are less likely to be diagnosed with ASD. But there’s no research to confirm this idea.

 About three-quarters of children with autism spectrum disorder (ASD) are boys, but it’s not clear why.

 Diagnosing autism spectrum disorder in girls

There are several factors that might influence whether autism spectrum disorder (ASD) is diagnosed, and how often. Here are some theories about how these factors work.

 Social factors
Girls with ASD, like typically developing girls, are likely to have better social skills than boys with ASD. Because of this, ASD characteristics in girls might stay ‘hidden’ from carers, school teachers and peers because girls are better at masking them.

 Although girls with ASD might seem to have better social skills when they’re younger, they have trouble making two-way friendships and can be bullied or socially isolated when they’re teenagers. Older girls with ASD might also struggle more socially because society tends to expect different social behaviour from girls than boys.

Social struggles in the early teenage years might lead to an ASD diagnosis for some girls.

 Genetic factors
Many genes can play a role in the development of ASD.

It’s also possible that the developing female brain might be ‘protected’ from neurodevelopmental disorders such as ASD. This is called the ‘female protective model’. In this model, developing male brains need fewer gene abnormalities than female brains to develop ASD. Girls get some protection from developing ASD by having a higher threshold for genetic abnormalities.

 This model might explain why more boys than girls have ASD.

 Sex hormones
Sex hormones produced soon after a child is conceived might influence the development of different thinking and learning styles in boys and girls.

 Boys seem to be better with systems, mechanical objects and factual information. They have good attention to detail and practical thinking styles. Girls, on the other hand, seem to be more people focused and better at understanding emotions.

 One theory is that people with ASD think, learn and act in ‘male’ ways, regardless of whether they’re girls or boys. This is called having a male profile. People might develop a male profile because more male hormones were produced in the womb around the time of their conception, regardless of whether they are male or female.

 Why girls with autism spectrum disorder aren’t diagnosed

Girls who have autism spectrum disorder (ASD) sometimes miss out on a diagnosis because their behaviour doesn’t match the current ASD diagnostic criteria. This might be because the criteria are weighted towards the more ‘male’ profile of ASD.

 Some people think that we need more research to understand the ‘female’ profile of ASD. They also think we need more appropriate diagnostic criteria for girls with ASD.

 There are some tests to diagnose the ‘female profile’ of ASD, but these tests are still being developed. And we can’t say whether a specific diagnostic test will identify girls with ASD more successfully than current methods.

Girls with ASD who are missed at an early age and who then find it hard to cope in complex social situations in their teenage years can be misdiagnosed with personality disorder, mood disorder, anxiety disorder or eating disorders such as anorexia.

 Other possible misdiagnoses for girls include attention deficit hyperactivity disorder (ADHD), attachment disorder and selective mutism.

 Other Articles:

https://med.stanford.edu/news/all-news/2015/09/girls-and-boys-with-autism-differ-in-behavior-brain-structure.html

http://www.scientificamerican.com/article/autism-it-s-different-in-girls/

https://www.psychologytoday.com/blog/the-athletes-way/201509/why-do-girls-and-boys-autism-have-differing-behaviors

http://www.dailymail.co.uk/health/article-3221338/Should-autism-treatment-gender-specific-Scientists-discover-boys-girls-display-different-symptoms-brains-different.html

https://spectrumnews.org/features/deep-dive/the-lost-girls/

Gluten free/Casein free/Soy free Diet: Introduction

Article from: TACA

GFCFSF Diet: Introduction

 The bad news:

This diet, for the first month or two, will make you crazy. This will pass however, and it will become second nature in your life. Everywhere you will travel with your child in tow, you will have a small cooler with all of the foods you need. (We even call ahead to restaurants and present the pre-prepared food to the restaurant manager to heat up and serve with our meals! Even attending family functions is a breeze. This all includes careful instructions to wash hands and to not mix with any other restaurant foods.)

 The good news:

It will make your child healthier than ever before and will not hurt your child. You cannot lose!

 What is GFCFSF?

Gluten is more than just wheat – it’s grains like wheat, barley, oats and rye. Casein is the protein found in all things dairy – more specifically, anything juiced from a mammal – including cow’s milk, sheep, goat and human breast milk. Soy needs to be removed too. Labels that say “wheat-free” do not necessarily mean gluten-free and certainly not GFCF. Dairy-free isn’t casein-free. Lactose is milk sugar. Lactose-free isn’t casein-free either. Organic doesn’t mean GFCF. Organic milk still comes from a cow and organic wheat is still wheat. Reading labels and understanding the difference is crucial. Gluten-free also includes things that do not have gluten in them but are either grown near them or processed in a facility with them, contaminating them, such as millet and oats.

 Here are some steps to help organize your life around the very complex and worthwhile hurdle of the GFCF diet.

 1. Keep in mind: the GFCF diet helps 91% of the children out there in improving everything about their learning disabilities and overall well-being. This includes better speech, better bowel movements than before, better sleep patterns, less cranky behaviors, less stimmy behaviors (stimmy is short for “self-stimulation” and is a term used to describe self-stimulating behaviors such as rocking, spinning, hand-flapping, etc.), less foggy/dazed looks, and more ready to learn than ever before. (Wow, how nice all these items are!)

 2. Read these four books in the order presented: (Study them! There will be a quiz later!)

  1. Unraveling the Mystery of Autism, by Karyn Seroussi (great story with good recipes)

  2. Changing the Course of Autism: A Scientific Approach for Parents and Physicians, by Bryan Jepson, Katie Wright, and Jane Johnson

  3. Special Diets for Special Kids, by Lisa Lewis (great recipes; some recipes use soy, so be mindful of your child’s allergies)

  4. Special Foods for Special Kids, by Todd Edelson (great recipes)

3. Get your child’s allergies tested with a blood test called the IgG and IgE (IgG and IgE are two different types of antibodies, also called immunoglobulins, that react and protect again foreign substances like pollen or bacteria in the body). You need to find a pediatrician that will perform the tests or an allergist to perform both of these tests. Both tests are NECESSARY.

 4. Try the peptides test from the Great Plains Laboratory. This test can help tell you what are some of your child’s health problems. For example, these problems may include high yeast growth, intolerance to GFCF foods, insufficient calcium or zinc, and/or other vitamin/mineral deficiencies. This can help you plan what supplements your child may need and what is internally going on with your child. Another testing lab is Genova Diagnostics, (previously known as Great Smokies Diagnostic Laboratory; same company, different name). Both labs do great jobs and can be very helpful.

 5. When you remove casein from your child’s diet, it also removes one very important mineral: CALCIUM.  However, the good news is that supplemental calcium is widely available in many forms such as a powder, a pill, a chewable, or as a liquid. Get the supplements you require to “balance” your child’s GFCF diet. My family supplements our son with daily doses of: Cod Liver Oil, Magnesium, Calcium, Zinc, TMG or SuperNuThera (the best new and improved formulas have no dyes or added flavors), and ProBioGold, a type of probiotic supplement (also known as acidophilous, a term describing probiotic supplements that have helpful bacteria that aid digestion in the body). All of these supplements are available from Kirkman Labs. The Kirkman folks are patient, will try to answer all your questions, and are a GOD SEND.

 Special note: Ask for their catalog. Their catalog contains information about all of their products and what each product is meant to do, and is a great resource to browse.

 6. Live the diet. Ninety-five percent of families see results in two to three months. Unfortunately, some folks may have to wait a year.  Remember that each child is unique. Typically, the first month is the hardest due to the child rebelling against the new foods. Some kids like my son Jeff, may not eat at first, in rebellion, but will eventually change their ways to include healthier eating and better symptoms. Do not give up on the diet! When you are frustrated, call or email us at TACA and we will talk you away from the ledge!

 I know this sounds like a lot. Do not go crazy! Take one day, one week, and then, one month at a time. How my family got started was just starting the diet, period! We tried each change to the diet one at a time, slowly. Typically, we would try one new diet change each week.

 Other hints:
  1. Keep a food-and-behaviors journal. Track all intake and yes, also outtakes. (Did he/she have good “poops” today or were they runny and icky?)

  2. Do not introduce too many changes all at once! Go slowly! Add/change one item per week. It is also easier to track down the source of a diet-caused problem when they are introduced slowly, one at a time.

  3. Read all food labels. When in doubt, make it yourself. Any questionable ingredients are probably not good for your child, so err on the side of caution .

  4. Watch for face and bottom rashes. These are definite signs telling you, “this new food change is not working.”

  5. Read the GFCF foodlist

Again… take the process slowly. Know you are in the same boat with HUNDREDS of other families working through the same process and that it will ALL come together.

 TAKE ONE DAY AT A TIME AND YOU CAN ACHIEVE ANYTHING!

The Tomatis Method

I also choose to post more information on this therapy method as Marina Grobler was one of the people I contacted in my search.

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The Tomatis® method is a type of sound therapy.

 It aims to improve listening and communication skills. The person uses headphones to listen to electronically modified music as well as other sounds, such as a mother’s voice.

 Who is it for?
Supporters of the Tomatis® method argue that it can be used to help people with language and speech difficulties, including children with autism spectrum disorder (ASD).

 What is it used for?
The Tomatis® method aims to improve speech and language skills, communication and behaviour. It’s also supposed to help with balance and coordination difficulties and to help people manage depression and anxiety.

 It has been used by singers and actors to improve their voices. Some people have used it to help with learning a new language.

 Where does it come from?
This method was developed in the 1960s by Dr Alfred Tomatis, a French ear, nose and throat specialist. Tomatis was interested in the difference between hearing and listening.

 What is the idea behind it?
Hearing is a passive process in which the ear simply perceives sound. It’s possible to hear sound without actually taking in the meaning of what you’re hearing.

 But listening is an active process. You concentrate on what you hear, and your brain processes the information. You choose what information to take in and what to filter out – for example, when you’re having a conversation with someone, you focus on what the person is saying and filter out the noise of traffic outside.

 Tomatis believed that people who can hear might not be able to listen properly because their middle ear muscles aren’t working properly.

 According to Tomatis, listening to modified music can exercise the muscles in the ear and can stimulate connections between the ear and the brain. This can improve listening.

Tomatis believed that listening ability affects spoken and written language development and communication.

 What does it involve?
The therapy involves the person listening to music (usually Mozart and Gregorian chants). The music has been filtered using an electronic device called the electronic ear to emphasise the high-frequency sounds.

 Sound travels to the inner ear through air conduction and bone conduction. In air conduction, sound travels through the outer ear to the middle ear, where it is changed to bone conduction and is sent to the inner ear. In bone conduction, sound travels through the skull directly to the inner ear, bypassing the middle ear.

 In the Tomatis® method, a person uses special headphones that transmit sound directly to the bones as well as through the air.

 Typically, the treatment involves an initial phase of 15 days with two hours listening each day. This is followed by around 3-5 weeks off and then another 2-3 blocks of two hours listening each day for 8-10 days. These blocks also have time off between them.

 Does it work?
Some studies have shown the Tomatis® method can increase social interaction and communication, and reduce stereotypical movements. But because of the methods used in these studies, the results can’t be attributed specifically to the Tomatis® method.

 Only one well-controlled experimentally designed study has been conducted so far. Its results suggest that the Tomatis® method doesn’t improve language skills in people with autism spectrum disorder (ASD).

 More high-quality research is needed to determine the effectiveness of the Tomatis® method for people with ASD.

 Who practises this method?
Certified Tomatis® practitioners are members of the International Association of Registered Certified Tomatis Consultants. They follow a code of Standards of Practice and Ethical Principle, which governs the professional use of the Tomatis® method.

 Parent education, training, support and involvement
No parental involvement is needed other than taking a child to sessions.

Speech-generating devices (SGDs)

I have decided to post this information on Speech-generating devices because there is a company in Cape Town that sells these devices:

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Speech-generating devices (SGDs) (communication) for people with ASD are hand-held electronic devices that play prerecorded words or phrases when the user flips a switch or presses buttons or keys.

 Who is it for?
SGDs can be used by people who have difficulty communicating in speech, including some people with ASD. SGDs can help these people give or express information. SGDs can also be used to help people with ASD understand information. Researchers are also looking into using SGDs to help children develop speech and tune into the sound patterns in language.

 What is it used for?
SGDs let people ‘speak’ words and sentences electronically. This technology is most often used by people who have difficulty pronouncing words because of a physical disability such as cerebral palsy or acquired brain injury. SGDs are also sometimes used by people with ASD.

 Where does it come from?
SGDs have been used to help children with ASD communicate since the 1990s.

 What is the idea behind it?
SGDs allow people who can’t use spoken language to ‘speak’ electronically. Children with ASD are often good at visual processing, and the idea is that this ability can be effectively combined with the use of an SGD to improve communication.

 What does it involve?
The child chooses the icon on the SGD that corresponds to what he wants to ‘say’. So if he wants something to eat – for example, an apple – he can push the button with a picture of the food he wants. The device plays a recorded human voice or computer-generated voice that says, ‘I want an apple’.

Does it work?
This therapy has not yet been rated. A recent study found it was ‘potentially effective’.

Who practises this method?
Many speech pathologists have experience in training people to use communication aids, including SGDs. Occupational therapists sometimes also have training in this area.

Parent education, training, support and involvement
Parents will need to select and purchase an appropriate SGD. They might need training by a speech pathologist or occupational therapist in the use of the device with their child. Parents will also need to encourage their child’s attempts to communicate using the devices.

My Son’s Autism Chanced Everything – Even out Church

http://www.christianitytoday.com/women/2016/march/my-sons-autism-changed-everything-even-our-church.html

My Son’s Autism Changed Everything—Even Our Church

 MAR 30, 2016

I came to see special needs families as an unreached people group.

Sandra Peoples, guest writer

 Editor’s note: National Autism Awareness Month is coming up in April. More than 3.5 million Americans live with autism spectrum disorder, whose symptoms vary widely from case to case. In light of the growing prevalence of autism, parents and church leaders are speaking out about the church’s role in welcoming families of children with autism or other developmental disorders.

 Below, Sandra Peoples shares her family’s story. You can also read five tips for churches from writer Nish Weiseth. — Kate

 Back in 2010, we held our three-year-old son’s hand and walked in to a meeting with a school psychologist, occupational therapist, and speech pathologist. We walked out holding our autistic son’s hand.

That moment changed everything in our lives. Our family dynamics shifted as we opened our home to four different therapists each week. Dinner became not only time to eat together, but also to help James regain the language skills he had lost (“Who is this? Daddy. Say ‘Daddy.’”). I settled into the idea of working from home to be available to him. Since insurance only covered a portion of his therapies, we adjusted our finances to cover the rest. We began to look into the future as a family of three, rather than envisioning me and my husband as eventual empty-nesters. I also turned to the Psalms and Job more and more.

 One thing that couldn’t change was the church we attended. My husband, the pastor of a small church in central Pennsylvania, felt called to stay despite our concerns that our congregation might not be able to meet our son’s needs. Then, a member of the church who works in occupational therapy got some sensory-friendly toys for his Sunday school room. She helped his teachers understand his behaviors. She hugged me outside his classroom and promised me he would be fine.

 After that, a special ed teacher volunteered to help as his “buddy,” and began to train others to do the same. They didn’t realize they were doing “special needs ministry;” they just got to know our son James and did what they could to help.

 With this team in place, I started inviting other parents I met in therapy waiting rooms and autism parent support groups. I told them how welcoming our church was and passed out flyers about our respite nights—when parents could drop off their kids at the church and have a date night.

 My husband stood at a booth for our church at an autism walk that drew thousands. Some asked him why the church was there; he said we wanted to share the good news of God’s love and tell families our church was a safe place for them and their special needs children. Sure enough, families from the walk showed up as visitors soon after.

 “We wanted to start taking the kids to church but were nervous,” one mom said. “When you said your church had a special needs ministry, we were interested. But when you said you have a son with autism and that your church loves him, we knew it could be the church home for us.”

 We now see the special needs community as an unreached people group. Too many of these families have been hurt by churches that turned them away either by their actions (or inaction), or by telling them they aren’t welcomed. Some of us may imagine it impossible for a congregation to reject any members—much less those with special needs—but it happens in routine ways.

 When a child’s age doesn’t match his developmental stage, Sunday school teachers struggle to situate him in a classroom and may conclude he doesn’t fit. Is there no place for an eight year old who can’t sit still to color pictures like his peers? A mom may have to opt one of her children out of Vacation Bible School because of his severe food allergies. When she asks about changing the snacks, the response seems callous: “We always have Goldfish crackers. The other kids would be so disappointed if we didn’t have them this year.”

 The sense of unwelcome can extend into the sanctuary, as well. When a preteen with sensory sensitivity gets overwhelmed by the lights, sounds, and smells of worship, a deacon’s initial reaction may be to request she and her family leave to preserve the sanctity of the service, rather than give her some time to adjust. When adult with developmental disabilities dances and claps along with the music, she may be allowed to stay, but still gets stares and dirty looks from those around her.

 I’ve heard enough stories like these, and worse, to know it’s not just fear of exclusion that keeps special needs families away. Whether it comes from the mouth of ministry leaders or just through the glares and huffs from church members, many families get the sense that they don’t belong.

 What made our positive experience so different from the stories I’ve heard from others? Primarily, the leadership welcomed special needs families and led the church to do the same. When we wonder about the cause of disabilities, we find Jesus’ answer to the disciples regarding the man born blind “so that the works of God might be displayed” (John 9:3). Our leaders trusted this message and were also led by pro-life views. The most vulnerable of us are not only in the womb, but also living lives dependent on the care of others. Each one is fearfully and wonderfully made (Ps. 139:14), every part of them: “Who has made man’s mouth? Who makes him mute, or deaf, or seeing, or blind? Is it not I, the Lord?” (Ex. 4:11).

 More denominations and churches have come to realize it’s not okay to turn families like mine away. From the largest church in the United States, Lakewood, whose Champions Club serves hundreds of special needs families each month, to Journey Church, the church my husband and I are planting in a nearby suburb, with the core value of welcoming special needs families. Organizations like Key Ministry and Joni and Friendsare helping to connect families with churches in their areas that will welcome them. Even curriculum providers like LifeWay are seeing the need and providing more resources for churches.

 The US Census indicates that 1 in 5 Americans live with disabilities. If people with physical or developmental disabilities never walk through the doors of our church, we must ask ourselves: Have we made it possible for them to participate in the life of our church? We can ask God to lead us in opening our congregation, to finding solutions to challenges, and being proactive to meet needs of the families who need to hear the hope we have through Christ.

 Like in our small church that rallied around my son following his autism diagnosis, many churches will soon realize it doesn’t take as much work as they fear. It just takes the body of Christ working together to meet the needs of each family who walks through their doors. For our congregation, it started with James, but it hasn’t ended with him. People like James are changing churches across the country. Families are being reached through these churches. They are hearing the gospel. They are experiencing God’s love. And ultimately, their worlds are changing in the best way possible.

 Sandra Peoples (M. Div, Women’s Studies) is the author of Held: Learning to Live in God’s Grip, a Bible study for special needs parents. She’s the editor of Not Alone and the social community and family support manager for Key Ministry. She serves alongside her husband as he plants Journey Church in Pearland, Texas. You can find her at sandrapeoples.com and on Twitter and Instagram at @sandrapeoples.

Landau-Kleffner Syndrome

What is Landau-Kleffner Syndrome?

Landau-Kleffner syndrome (LKS) is a rare, childhood neurological disorder characterized by the sudden or gradual development of aphasia (the inability to understand or express language) and an abnormal electro-encephalogram (EEG). LKS affects the parts of the brain that control comprehension and speech. The disorder usually occurs in children between the ages of 5 and 7 years. Typically, children with LKS develop normally but then lose their language skills for no apparent reason. While many of the affected individuals have seizures, some do not. The disorder is difficult to diagnose and may be misdiagnosed as autism, pervasive developmental disorder, hearing impairment, learning disability, auditory/verbal processing disorder, attention deficit disorder, childhood schizophrenia, or emotional/behavioral problems.

https://youtu.be/kWbKSw-oW3E

Is there any treatment?

Treatment for LKS usually consists of medications, such as anticonvulsants and corticosteroids, and speech therapy, which should be started early. A controversial treatment option involves a surgical technique called multiple subpial transection in which the pathways of abnormal electrical brain activity are severed

What is the prognosis?

The prognosis for children with LKS varies. Some affected children may have a permanent severe language disorder, while others may regain much of their language abilities (although it may take months or years). In some cases, remission and relapse may occur. The prognosis is improved when the onset of the disorder is after age 6 and when speech therapy is started early. Seizures generally disappear by adulthood.

A Conversation about ways to manage stress

This conversation was held on an Close Group on Facebook.

 NF Firstly, Thank you for allowing me onto the group.
Secondly, I am a mother of a recently diagnosed autistic boy – so I will have questions. Lots and lots of questions.
My Question and it might be a silly one: Apart from rocking, flapping hands or arms, spinning and the other was of stimming, what other was do you cope with emotional distress? Because my son does not do the rocking, flapping or spinning.

 TM You are welcome.

Stimming is not just for stress relief. It is also an expression of pleasure, or just a way of being, like some people whistle as they do carpentry or some other task, not because they are particularly elated, but simply because that is what humans sometimes do.

In addition to movement stims, many of which I do publicly, I have vocal stims which other people rarely hear, because I try to limit them to home. But I find myself occasionally doing them when I am with my mother. Mine tend to be high-pitched, but my non-speaking godchild makes growling type sounds.

 NF He is turning 4 in August, so still developing his personality, but he is strong willed. Currently not very vocal in a sense that he has a few words, but no sentances. He will show you what he wants. He likes being outdoors, but not amongst a lot of people. Currently his thing is trains, but he still loves his cars and planes. And he loves Lego. He does very well at memory games and like things to be in a straight line. He is just starting to dance to music and singing. He has been going through some eating issues. When he is upset he would rather go to his room and close the door. 

 C if he needs alone time when emotionally stressed then give it to him. wait for him to be ready. in public its a bit of a minefield. when my boy had emotional meltdowns i used to use my hand as a spider which he would talk to. he was able to tell spider what was wrong even though he couldn’t tell me. if your boy is starting to sing he probably know far more words than he uses. maybe see if he will talk to Thomas the tank engine?

 NF Thank you  for the suggestion, he has a Thomas lego engine I can maybe use. Once he starts talking more it might go easier with the public meltdowns, but at home, when he needs space, he gets the space.  Alex also has a high pitch shriek which makes anyone with a hearing aid turn down the volume :).

 TM Ohhhhh, if you had asked me how I prevent myself from having overload or a meltdown in a stressful public space, my answer would have been very different.

 NF Ok, how do you prevent from overloading in public? We are only now starting to work on it with his tutor. At the moment I just grin and try to get out of the public space as soon as possible, which is not very helpful to Alex.

 TM Number one, I treat the actual physcial causes of the problem, not just the hypomagnesaemia and hypokalaemia, but also the cofactors, such as the inflammation, amino acid issues and so on. This is because I prefer preventing or at least minimising the problem to having to ‘cope’ all the time; plus, leaving the physical problems untreated can lead to a cascade of other issues.

But when it comes to coping, then DEFINITELY custom-made earplugs would be part of the arsenal (I carry them with me wherever I go, even out in nature), plus twisting for joint stimulation (which I guess could count as a sort of stim), and actually avoiding the triggers or minimising exposure; dark glasses help too. For a small child, intra-aural noise prevention is often irritating, so headphones are often used.

Thanks to treatment, I rarely need my custom-made earplugs nowadays, but occasionally use them just in case, such as on Saturday when I went to Brownies & Downies, a coffee shop that is more noisy than most. 

 C going shopping at quietest times is helpfull. if left to come out of it naturally. how long does it last? or does it carry on untill you remove him from public

 C the NAS in the uk put this together which might help

http://www.autism.org.uk/get-involved/tmi/top-tips.aspx

 AUTISM.ORG.UK

 NF it last until we start driving because then he will have cried himself to sleep. Hence we don’t go to the shops much, just to a park near to the house. But we are working on it. It depends really on his mood, when he is having an off day, we stay out of the public spaces, but when he is in a good mood, we get about 2 hours before things go south.

 C only thing i can suggest is to follow those tips and remember. Dont feel intimidated by other peoples ‘judgey faces’, If they are put out by your sons autism its their problem.

http://www.autism.org.uk/get-involved/tmi/judgeyface.aspx

AUTISM.ORG.UK

JM I cope with emotional stress in public by shutting it down. But I’m an adult–I had to learn to do that. (Don’t worry guys, I let it out later, in private, at home). I think the beginning of learning how was an awareness that it was temporary. The time in public, I mean. Perhaps you could give him a stopwatch or something similar, easy to use. A count-down timer, really. And then do practice runs. Like “we’re going to go to the grocery store. We aren’t going to buy anything. When we leave the car, you press that countdown button. When it gets to five, (i.e., five minutes) you let me know and we will leave the store and go back to the car.” You of course pick the amount of time, but he controls the leaving, you see. When you’re a kid you’re not in control of anything and that makes stress in public situations worse. You can’t just leave. This way you’re letting him make the decision when to leave. (You can discuss the amount of time beforehand with him, even; let him set a time if he’ll do it.) Go at a time when not many people are there, like to a 24 hour grocery store at 7 am or 10 pm. And when you get back to the car, ask him how he feels. Even if he’s not verbal much, he can tell you (perhaps you could have toys in the car that range in size from small to big and he can show you that he feels “big” upset inside himself, or “little” upset). If you see where I’m going with this, you slowly work up the time until you’re spending enough time in the store that you could actually pick something off the shelf and pay for it.

It’s just an idea; I don’t know where you are in your journey with him and as a woman, I’m not really familiar with how boys’ autism manifests, not internally. But I know having control over the situation helps me, and being able to leave when I want to. (You should let him know that if he wants to leave before the agreed upon time is up, he can–but only if he can’t “hold on” until he gets to the car. If he does break down (crying, etc) but only in the car afterwards, consider that a victory. Learning to delay your reactions is a really helpful thing as an adult! 

 C its a cleaver idea

 NF It sounds like something I will give a try. I already have the timer for his potty training not that it is the same thing, but he has gotten use to the concept that there is a set time for doing something.

 JM Cool-but use a different style of timer if you can find one. It’s a lot to expect of an autistic mind to generalize stuff. Better if you have one type of timer for one thing and another type for another (even if it’s just a different color or a different shape).

 NF Thank you guys, for the input, as for the earplugs – he is not sound sensitive and likes the noise (unlike me who wish I can wear earplugs all the time), so I don’t think it is the noise that is causing him to react. Either has he shown any sensitivity to light yet, (his dad is light sensitive). He has not have any issue with smells yet (unlike me who can pick up scents very quickly), so it is not having a problem with the smells of the malls. His current doctor said he seeks sensory input. Maybe he is like me and just don’t like crowded spaces.

 JM It may be a “straw that broke the camel’s back” situation. You know, when a million tiny things go wrong and then a friend asks you if you’re okay, and you haven’t a clue what to say because there’s nothing “big” wrong, just lots of tiny things? Maybe it’s just a little bit of sensory issues, just a little bit of transition issues (we don’t like changes, and when young, even a change from “the car to the store” is a change we don’t like), just a little bit of this and that, so when you ask him why he’s upset, he can’t tell you because he can’t really identify any one thing as being the cause. Just an idea.

 TM Ah, it may actually be a fluctuating sensory profile. NVZ has some of the same characteristics — she seeks sensory input for some things (and at certain times), but avoids it at other times. When CB and I were tested some years ago, we both had a fluctuating profile, but I tended towards avoidance, while she tended towards seeking. It makes sense when one understands that these things are determined by electrolytes, and if that is unstable, one’s sensory needs will also not be constant. I have occasionally experienced hyposensitivity, and it felt just as yecchy as hypersensitivity to me, and in both cases, my reaction was to hit myself to feel better.

 NF His blood test showed his electrolytes to be fine. The only things out of place was one low iron store (was prescibed p5p), high b12 and folate and low vitD(was prescribed VitD supplement). He also had some inflammation on his white blood cells, but that the dr said is not a concern.

 TM High B12, interesting. Then no need to supplement there.

 TM Low Vitamin D can lead to feeling miserable, and also to ADHD type symptoms.

 AL I was going to say space.. It’s just as important. I am my sons trusted friend and the only one allowed to comfort in Times of stress. I have 3 autistic children. 6,5 and 3 years old. Go with the special interests, embrace and encourage them. Get excited about them and teach each other New things. Develop a close bond and encourage a friendship of love and understanding. Don’t ever stop him from expressing himself and make others respect and be aware of his space and need for privacy. Sensory websites that sell sensory aids are awesome. Have a shop around and above all.. Any therapy you seek must be play based. Avoid ABA like the plague. Pm me if you like x

 AL Ear defenders will help and learning to notice the que’s of when it’s getting too much.

 CL Could he have high b12 on a test but it isn’t being used properly? I thought things like b12 and folate can show up really high in blood tests when they aren’t actually being methylated?

 TM Wow, I hadn’t thought of something like that, but it makes sense. Like, people who have a CBS mutation can’t cope with sulphate rich foods, yet their bodies may actually be deficient in sulphates.

 CL I always thought that’s why folks who are mthfr take b12 supplements that are already methylated.

 TM Some of those people are undermethylating and some are overnethylating. At least, that is what some of the MTHFR experts say. Most autistics who have an MFTHR gene mutation are undermethylators, although overnethylators do exist amongst us too. Dr Lindenberg actually talked about it at a workshop where we were both speakers.

 CL Hmm. Either way I would be skeptical of a blood test.

 CL Also re: vitamin d supplements. I think good quality cod liver oil is usually the alternative to D supplements. Lots of other good stuff in there too.

 CL http://www.sciencealert.com/vitamin-d-tablets-may-be…

SCIENCEALERT.COM|BY TIM SPECTOR, THE CONVERSATION

 TM Unless you have histamine issues, then the fish oil things are not that great, AFAIK.

 CL Why not? I love taking it in winter when we can’t go outside here

 CB Look at the high quality butter and codliver oil product suggested by Weston Price foundation

Treatments and Therapies

At the last count there are almost 312 treatments and therapies out there, this includes complimentary activities like equine therapy, music and swimming. Some schools use only one others combined them.

For an effective Early Intervention you cannot have just one therapy or treatment. You sometimes need more than one to make sure that your child gets assistance in all areas of development.

Here is the list of treatments and therapies:

  1. Augmentative and Alternative Communication
  2. Animal Assisted Therapy e.g. dogs, horses, dolphins, elephants etc
  3. Applied Behaviour Analysis
  4. Acceptance and Commitment Therapy
  5. Acheive! Programme
  6. Across-Task Schedule
  7. Active Support
  8. Activism
  9. Acupressure
  10. Acupuncture
  11. Adapted Responsive Teaching
  12. Adult Day Services
  13. Advancing Social-Communication and Play
  14. Aerobics
  15. Affective Atunement
  16. Aided Language Modelling
  17. Aided Language Stimulation
  18. AIM HI
  19. Auditory Integration Training (AIT)
  20. AIT Plus
  21. Alert Program
  22. Ambient Prism Lenses
  23. Amino Acid Therapy
  24. Art Therapy
  25. ASCEND Prgramme
  26. Aspirations programme
  27. Attachment Therapy
  28. Autism 1-2-3 Project
  29. Autism MEAL Plan
  30. AutismPro System
  31. Balance Training
  32. Barnardo Cygnet programme
  33. Barnardo’s Forward Steps Programme
  34. Barnet Early Autism Model (BEAM)
  35. Behavioural Interventions for Anxeity in Children with Autism (BIACA)
  36. Benefit Finding
  37. Bio-Cranial Therapy
  38. Bio-feedback
  39. Biomedical interventions
  40. Bowen Technique
  41. Brain Balance Programme
  42. Brain Gym
  43. Brain Child
  44. Brushing Technique
  45. Building Blocks programme
  46. Building Confidence Programme
  47. Camel Milk
  48. Cognitive Behavioural Therapy (CBT)
  49. Cell Therapy
  50. Chelation
  51. Child Assisted Approach
  52. Child’s Talk
  53. Children’s Friendship Training Program
  54. Chinese Medicine
  55. Choreotherapy
  56. Chiropractic
  57. Chromotherapy
  58. Circle Time
  59. Coaching
  60. Collaborative Virtual Environment
  61. Colour Therapy
  62. Coloured lenses/filters
  63. Colourology
  64. Communication DEALL
  65. Complementary and Alternative Medicine e.g. Homeopathy
  66. Compliance Training
  67. Comprehensive Autism PRogram
  68. Computer Based Intervention
  69. Conductive Education
  70. Connect Therapy
  71. Cool Kids ASD Program
  72. Coping Cat Program
  73. Counselling
  74. Craniosacral Therapy
  75. Cuddle Time
  76. Cybertherapy
  77. Daily Life Therapy
  78. Dance Movement Therapy
  79. Davis Autism Approach
  80. DORE or DDAT programme
  81. Deep Pressure Therapy
  82. Dejian Intervention
  83. Denver Model
  84. Detoxification
  85. Developmental Reflexice Rehabilitation
  86. Developmental Social-Pragmatic Model
  87. Developmental Individual-Difference Relationship Based Model
  88. Dietary Supplements
  89. Dietary Changes e.g. Gluten free, allergen free, Casein free, lactose free etc
  90. DIR Method
  91. Direct Synchronous Bonding
  92. Discrete Trial Training
  93. Divine/Faith Healing
  94. Doman Therapy
  95. Douglas Developmental Disabilities Center PRogram
  96. Downing Technique
  97. Dramatherapy
  98. Dydadic Support Environment
  99. EARC Monarch Program
  100. Early Intervention Readiness Program (EIRP)
  101. Early Social Interaction Project
  102. Early Start Denver Model
  103. EarlyBird Plus Porgramme
  104. EarlyBird Programme
  105. Emotion-Based Social Skills Training programme (EBSST)
  106. ECHO Autism Project
  107. Electro-Convulsive Therapy
  108. Emotional Shuttling
  109. Enhancing Interactions Program
  110. Environmental Modification/ Support/ Arrangement
  111. EQUIP Programme
  112. Executive Function Training
  113. Exergaming
  114. FaceSay
  115. Facilitative Communication
  116. Facing Your Fears Programme
  117. Family Implemented TEACCH for Toddlers (FITT)
  118. Family Systems Therapy
  119. Family Therapy
  120. Fast ForWord
  121. Functional Communication Training
  122. Feldenkrais Method
  123. Feuerstein Technique
  124. Floortime
  125. Focus Parent Training
  126. Frameworks for Communication
  127. Frankfurt Early Intervention Programme
  128. Frankfurt Social Skills Training programme (KONTAKT)
  129. Gentle Containment
  130. Gentle Teaching
  131. Giant Steps Programme
  132. Greenspan Method
  133. Group Therapy
  134. Halliwick Method
  135. HANDLE Approach
  136. Hanen Program
  137. Healing Touch
  138. Helminthic Therapy
  139. Higashi
  140. Holding Therapy
  141. Home-Based Behaviour Intervention
  142. Hormonal Therapies
  143. Humanistic Therapy
  144. Hydrotherapy
  145. Hyperbaric Oxygen Therapy
  146. Hypnotherapy
  147. I Believe in Me Not OCB! Programme
  148. Immuno Therapies
  149. Incredible Years
  150. Infant Start Programme
  151. Integrated Movement Therapy
  152. Integrated Play Groups Model
  153. Integrative Medicine
  154. Interpersonal Problem-Solving for Workplace Adaptation Programme
  155. Intervention in BASIS programme (iBASIS)
  156. Jakey-Olsen Integrative Therapy
  157. JobTIPS Employment Program
  158. Keyhole Early Intervention
  159. Light Therapies
  160. Lovaas Method
  161. Makaton
  162. Managing Repetitive Behaviours Programme
  163. Mand-Model Approach
  164. Manual Signing
  165. MAXout
  166. May Institute Program
  167. Melodic Based Communication Therapy
  168. Mediated Learning
  169. Mental State Reading
  170. Metamorphic Technique
  171. Milne Method
  172. Milieu Method
  173. Mimetics
  174. Mind-Body Interventions
  175. Miracle Mineral Solution
  176. Monarch Program
  177. More than Words Program
  178. Motor-Sensory Intervention
  179. Multi-modal Anxiety and Social Skills Intervention (MASSI)
  180. Narrative Therapy
  181. Help! Programme
  182. Naturalistic Developmental Behavioural Interventions
  183. Naturopathy
  184. Neuro-linguistic Programming
  185. Neurofeedback Training
  186. Neuropsychotherapy
  187. Nova Scotia Early Intensive Behaviour Intervention Model
  188. Occupational Therapy
  189. Online and Applied system of Intervention Skills Distance Training Program
  190. Operant Conditioning
  191. Options Method
  192. Orthodox Medicine
  193. Osteopathy
  194. Packing Therapy
  195. Paired Associative Learning
  196. Parent Support Programmes
  197. Parent-Child Interaction Therapy (PCIT)
  198. Parent-Child Training Program
  199. Pathways Early Autism Intervention
  200. Patterning Therapies
  201. Picture Exchange Communication System (PECS)
  202. Peer Mediated Approach (PEER)
  203. PEGASUS programme
  204. Penguin for Autism Behavioral Interventions
  205. Perceptual Isolation Therapy
  206. Personal Frequency Modulation System
  207. Perspectives Program
  208. Physiotherapy
  209. Picture-In-The-Head Training
  210. Pivotal Response Training
  211. PLAY Project
  212. PlayWisely Program
  213. Portage Intervention
  214. Precision Teaching
  215. Preschoolers with Autism Programme
  216. Pressure Vest
  217. Prevent-teach-reinforce Model
  218. Princeton Child Development Institute Early Intervention Program
  219. Problem-Solving Skills training
  220. Program for the Education and Enrichment of Relational Skills
  221. Project SEARCH plus ASD Supports
  222. PROMPT (Prompts for Restructuring Oral Muscular Phonetic Targets)
  223. Psychiatry
  224. Psychoanalysis
  225. Psychodynamic Therapy
  226. Psychology
  227. Psychopharmacology
  228. Psychotherapy
  229. Rage Reduction Therapy
  230. Rapid Prompting Method (RPM)
  231. ReAttach Intervention
  232. Rebound Therapy
  233. Reciprocal Imitation Training
  234. Relationship Development Intervention (RDI)
  235. Respite Care
  236. Option 236Response Interruption and Redirection (RIRD)
  237. Responsive Teaching
  238. Restricted Environmental Stimulation Therapy
  239. Riding the Rapids: Living with Autism or Disability
  240. Rolfing
  241. Rutger’s Autism Program
  242. Sandplay Therapy
  243. Sauna Therapy
  244. SCERTS Model
  245. Option 245Scotson Technique
  246. Seaver-NETT
  247. Self-Advocacy
  248. Self-Injurious Behavior Inhibiting System
  249. Sensory Deprivation Therapy
  250. Sensory Integration Therapy
  251. Shaping
  252. Shared Reading
  253. Sheltered Employment
  254. Sheltered Housing
  255. Shiatsu
  256. Sign Language
  257. Simulation Training
  258. Sleeping Sound Program
  259. Snoezelen
  260. Social Adjustment Enhancement Intervention
  261. Social Cognitiion and Interaction Training-Autism Program
  262. Social Cognition Training Program
  263. Social Communication Intervention
  264. Option 264Social Emotional Neuroscience Endocrinology
  265. Social Skills and Theory of Mind Training
  266. Social Skills Groups
  267. Social Stories
  268. Social-Pragmatic Joint Attention Focused Parent Training Programme
  269. Son-Rise programme
  270. SOSTA-FRA programme
  271. Speech and Language Pathology (Speech Therapy)
  272. Option 272Speech Generating Device
  273. SpeechPromprs
  274. SPELL framework
  275. Spiritual Healing
  276. Squeeze Machine
  277. STAR Program
  278. Stener Waldorf Approach
  279. STEP-ASD
  280. Stepping Stones Triple P
  281. Stronger Families Project
  282. Structural Integration
  283. summerMAX program
  284. Support Group
  285. Supported Employment
  286. Supported Living
  287. Symbolic Play Intervention
  288. Systemic Therapy
  289. Tackling Teenage Training programme
  290. TAGteach
  291. Tai Chi
  292. TalkAbility Program
  293. Task Analysis
  294. TEACCH
  295. Thought Bubble Training
  296. Tomatis Method
  297. Trampoline Therapy
  298. TreeHouse School Model
  299. Unstuck and On Target
  300. Van Dijk Curricular Approach
  301. Video Modelling
  302. Visual Schedules
  303. Visual Supports
  304. Voice Output Communication Aid (VOCAs)
  305. Vojta Method
  306. Walden Programs
  307. Watsu
  308. Weighted Items e.g. Blanket, vest etc
  309. Welch Method
  310. Wilbarger Technique
  311. Work Systems
  312. Yoga Therapy

South Africa: Minister Angie Motshekga – Light It Up Blue for Autism Awareness Function

PRESS RELEASE 3 May 2016

 Speech delivered by the Minister of Basic Education, Mrs Angie Motshekga, MP, on the Occasion of the Light it up Blue for Autism Awareness Function, held in Durban, KwaZulu-Natal

“Hope for People with Autism and other Disabilities and Special Needs”

 Programme Director

 Principals of Schools

 Members of Governing Bodies

 Provincial and District Officials

 Representatives of Disabled Peoples’ and Parent Organisations

 Parents

 Distinguished guests

 It gives me great pleasure to address you on the occasion of the 2016 Light it up Blue for Autism Awareness function. We appreciate the work organisations such as the organisers of today’s event namely the Connect Special Needs Autism Forum do for the cause of autism. We also acknowledge the outstanding work done by the Autism South Africa and Action in Autism, as well as the other Disabled People’s entire Organisations do to serve the interests of learners with autism and other disabilities.

 Programme Director; we also value this opportunity given to us to be part of raising awareness about the rights of children with disabilities to access quality education and support in an inclusive education system.

 We are committed to take the Inclusive and Special Needs Education agenda forward with more vigour. In February 2016, we presented a Progress Report on the Implementation of Education White Paper 6 to the Parliamentary Portfolio Committee on Basic Education. This Report not only highlighted progress made in achieving access to education for children with disabilities, but also revealed alarming estimates of the large number of children with disabilities who are still out of school, or in school without being identified. Currently, the enrolment in the 74 special schools in Kwa-Zulu Natal stands at 44 065. But the estimated number of children of school-going age with disabilities who are not in school may be as high as 155 675.

 The DBE Progress Report on Inclusive Education further highlighted improvement in the quality of delivery of curriculum and provision of support services in special and full-service schools. But also in this area, there is still cause for concern, in terms of lack of availability of health professional staff such as nurses, therapists, social workers, caregivers and other staff needed to ensure that special schools can deliver services that are up to standard. Furthermore, the lack of specialised competencies amongst educators teaching at special schools is still a concern, e.g. knowledge of Braille, South African Sign Language, Autism, Augmentative and Alternative Communication, etc.

 In response, the Department is collaborating with the Department of Higher Education and Training, with the support of the European Union, to ensure that training of teachers in these areas of specialisation, is strengthened through the introduction of Advanced Diplomas in Education of Learners with Autism, Visual Impairment, Intellectual disability and those who are Deaf.

 Every province also has a substantial budget to ensure that teachers receive continued professional development that will ensure that they are able to identify barriers to learning and developmental delays from a very early age and provide the necessary interventions and support.

 The DBE is also currently finalising funding and post provisioning norms that will ensure that more therapists, psychologists, social workers and learning support teachers are appointed in itinerant teams in each circuit, to provide support to teachers, school-based support teams and school managers on how to support learners with special needs in their schools.

 According to the statistics of the DBE, there are currently 1171 learners with autism enrolled in public special schools in KwaZulu-Natal and 199 in ordinary public schools. Of the learners with autism enrolled in special schools 649 are boys and 197, girls. This is in line with international trends in autism, where the incidence is higher amongst boys than in girls. However, we are aware that the incidence of autism might be as high as 1 in every 80 children. The reality for parents is, therefore, that they continue to struggle to find access to education for their children, especially in the deep rural areas.

 After the Action in Autism Conference held at the University of KwaZulu-Natal in 2010, the KwaZulu Natal Department of Education introduced radical steps to increase access to education for all children with autism in the province, by allocating a special budget of at least R200 000 per annum to each of the 74 special schools. Each of the schools has therefore now started to admit learners with autism, having been supplied with specialised equipment, support materials, teacher training and teaching assistants.

 Inclusion of children with disabilities starts in the home and in the family. Families of children with complex disabilities such as autism need to be embraced and supported in their communities. These families, especially the mothers, should never have to fend for themselves and for their children without the support of the neighbours and the community in which they live.

 Furthermore, children with disabilities have a right to access early intervention services at their local clinics and Early Childhood Development (ECD) centres. We are working closely with the Departments of Health and Social Development to ensure that support to young children with disabilities is made available through the implementation of the Children’s Act, the ECD Policy and the National Curriculum Framework and the Integrated School Health Policy.

 It is during the period from conception to four years that disability must be identified as early as possible and early intervention provided so as to improve the chances of children to develop optimally, but also to be accepted and included in settings where they can learn and socialise with their peers.

By being enrolled in education sites, they have a better chance to have access to social, health and education services, than when they are kept at home.

 The implementation of the Policy on Screening, Identification, Assessment and Support (SIAS) which was promulgated in November 2014, has introduced a new dispensation with regard to how learners are identified early and receive the necessary support in the schools where they are. This Policy also overhauls admission procedures to special schools and outlines collaboration between the Departments of Basic Education, Health and Social Development.

 Through the Integrated School Health Programme more than 2 million children have already been screened for developmental delays and other health problems and referred for the necessary health interventions. Through the SIAS protocols, they will then also be placed on an individual support plan so that schools would take concerted efforts to ensure that their health condition or disability do not impact on their effective learning.

 A Draft Policy Framework and Learning Programme for Children with Severe to Profound Intellectual Disability have also been completed and the draft is now available for consultation. We acknowledge the right of these children to basic education and the Policy Framework outlines how these learners will incrementally be enrolled in schools.

 There are also already 101 Full-Service Schools in KwaZulu Natal. These schools have all received some form of orientation and some of the schools are truly excelling as flagships of best inclusive practice. This programme will ensure that there are more sites available where learners could receive specialised support closer to their homes.

Programme Director; our commitment to the cause of providing quality education for all is supported at the highest level of Government. On 10th March 2016 President Jacob Zuma committed this ANC-led Government to ensure that all children with disabilities, who are currently out of school, will have the opportunity to attend schools in their neighbourhoods by 2021 and receive the necessary support.

 In conclusion, the Convention on the Rights of Persons with Disabilities which was ratified by the South African Government in 2007, has introduced a new era for special education where it will no longer be business as usual. We expect of all special and ordinary schools to operate within a rights-based model of disability which respects the dignity, rights, wishes and autonomy of their learners, giving them a voice in all decisions that affect their lives.

 Let us now all join hands to focus on what needs to be done to ensure that every child with a disability of compulsory school-going age is enrolled in a registered educational programme and/or school, and has full access to the learning opportunities including access to appropriate accommodation.

 We all know that in every settlement in South Africa, rural, peri-urban and urban, there are children with disabilities who remain excluded from education. The time has come for all of us to take responsibility for exclusion, marginalisation and discrimination of children with learning difficulties. We, as Government must be held accountable. The rights-holders must have recourse when their rights have been violated.

 It is not the responsibility of parents of children with disabilities to go up and down seeking a door that will open, spending the family’s meagre budget on transport to move from one school to the next … it is the responsibility of all government officials and school managers in the value chain to ensure that children with disabilities access education through suitable assessment and support by the relevant district education offices and school-based support teams.

 We see stakeholder organisations such as yours, as well as the range of Disabled People’s and Parent Organisations as key partners in our programme of implementing an Inclusive Education and Training System and improve access for all children.

 All learners must be exposed to children, youth and adults with disabilities. By learning together, we can learn to live together.

 Programme Director; given early intervention and decent education, many people with autism are able to utilise their unique set of skills to the fullest.

 Finally, we acknowledge partnerships in today’s international “Light it up Blue” autism awareness campaign that is spearheaded the Imbalito Hope College and Therapy Centre. This partnership includes the Lifestyle Shopping Mall, the Alberlito Netcare Hospital, the King Shaka International Airport, Moses Mabhida Stadium and many more community partners who have agreed to light up their buildings blue to create autism awareness. Indeed, Together, we Move South Africa Forward.

I thank you.

Issued by: Department of Basic Education

To Vaccinate or not to Vaccinate – part 3

Is it really necessary to vaccinate your child?

According to a doctor’s website that mostly treat children with Autism:

“Vaccinations are effective and necessary, but need to be given in a responsible manner. 

Vaccinations have come to play an important role in disease prevention. We cannot deny the advantage of vaccination, but at the same time one wonders about the sense of a universal approach, where individualization would be more appropriate. Mass preventative measures require an overstated impact, while individualization be more targeted and fine-tuned. Unfortunately it does not make financial sense to individualize, because it requires specific evaluation of every case. We also lack the expertise and knowledge to be able to accurately predict all individual outcomes.We know that we are dealing with an epidemic of Allergies, Asthma, Attention Deficit Disorder and Autism in children. We are also seeing an increased incidence of auto-immune disease and malignancies in children (as well as our adult population). The reasons for this are hard to confirm, but there are numerous theories. Increased exposure to vaccination at a vulnerable age is one theory.”

I have heard of this individualizing of vaccines from a friend that had it done for all her children.

Again:

“What are the risks? When speaking to parents of children, who are absolutely certain that their children experienced regression in speech, behaviour and health directly after being vaccinated, one cannot deny the fact that vaccinations are playing a role in the development of sinister changes. In general it seems as though there are certain predisposing and existing conditions that are further compromised by vaccinating a vulnerable child.”

Also, an interesting fact on the vaccine for Whooping Cough:

“Acellular Pertussis (aP): Whooping cough: We still see cases of Whooping cough from time to time. There is some research showing an association between this immunisation and asthma. Vaccination gives an 80% successful conversion. This vaccine should not be administered to anyone with a history or risk of seizure, neurological disease or febrile convulsions.”

A note on the polio vaccine:

“The IPV contains antibiotics, antifungals, cow serum, formaldehyde and ethanol. This vaccine should not be given to anyone allergic to streptomycin, neomycin and polymyxin B.”

Then a word of caution: 

“NEVER vaccinate a child who is ill or on medication, no matter what illness he/she has. The most serious underlying disorder would be any gastro-intestinal abnormally: constipation, diarrhoea, nausea and vomiting, gastro-enteritis, even reflux, as the underlying gastro-intestinal inflammation predisposes to vaccine complications, especially where the measles vaccine is concerned. Recurrent infections, Eczema and Allergies present a risk as well. Make sure that development is well within normal limits before vaccinating. One can postpone vaccination until a safer time, if there is doubt about milestones. Obviously, where a child has to be enrolled in a crèche or care facility or in a third world situation, where there is concentrated exposure to many other children, the risk of contracting infections is higher, so that would affect one’s consideration.

Warning signs:
•    Gastro-intestinal disease (A stool analysis may be an effective tool to rule out inflammation)
•    Recurrent infections
•    Allergies, asthma and eczema
•    Seizures, febrile convulsions
•    Sleep issues
•    Developmental challenges
•    Sensory disregulation (auditory/hearing sensitivity)
•    Behavioural issues
•    Flushing:  red cheeks, red ears, red eyes, red or dark rings under the eyes
•    Failure to thrive

In short, it is very important to vaccinate your child, not doing so can create a risk of your child being more susceptible to other nasty infections. If you have the opportunity to individualize the vaccine, speak to your doctor to have a screening test done for any ingredients that might cause an allergic reaction to your child.  

Please note that not all children with Autism was vaccinated.