MAY 28, 2002
In this Issue...(click on topic to jump to it)
Welcome to part two of “Interventions for
Autism/PDD”! When I
started compiling information for an issue on therapies, I quickly
realized it would need to be presented in more than one issue of our
If you have tried any of the therapies
mentioned here or in part one (or any not mentioned), we’d love to hear from you. A follow-up issue written by parents* about their experiences with therapies is in the works and
contributions are welcomed!
Some of these treatments are considered controversial. Inclusion in this issue does not constitute endorsement.
We do believe you have a right to know what is out there and with
that in mind, hope you find this latest issue informative. The contents
are not to be taken as medical or professional advice, but to be used as
a starting point in your research.
please note that some of the therapy descriptions have been adapted from
websites endorsing said therapy. Please
keep this in mind in your quest for information! J
I would like to credit Autism Network Resources for Physicians Website. This site helped me with descriptions and links to some of the lesser-known interventions and is very helpful!
CONTRIBUTE TO AN UPCOMING e-news ISSUE: We are looking for input on an “all
about siblings” issue.
Have you told your "NT" child about your
ASD child's dx? How old were they at the time? How did you do it (i.e.
straight out, used ASD books etc)?
DISCLAIMER: May contain links to other
sites. We are not responsible for the contents of those sites.
Autism’s newest feature is a workshop for this group entitled “How
to Help the Child Newly Diagnosed with ASD/PDD at Home”
(Help@Home). After a successful trial run, We are proud to announce that
this presentation has been honored with positively encouraging feedback
We discuss issues such
we all have when starting out
as case managers and advocates
vs. Autism – are they different?
stories, advice, experiences
lists, places to call
funding and more funding!
funding a Home Program
behavioral intervention in every day life.
therapies – an overview designed to introduce families to what’s
to tell if a therapy is working
a home program?
changes after age six? What remains the same?
Included is a great
handout packed with resources, service, agency and local vendor
brochures, ideas, articles and more.
This workshop was designed by the parent of a child with ASD;
with input from hundreds of other families and addresses what the family
needs to know when beginning their journey.
It runs for an entire day or two evening sessions. Please contact us for pricing and more information. Workshop may be customized to suit region and audience. To contact us, click the BEE icon below or email mailto:firstname.lastname@example.org.
Tuesday June 3rd and 4th from 10:00 am to 2:00 pm
at the Loyal True Blue and Orange House, 11181 Yonge Street, Richmond
- or –
June 15th from 9:30 to 5:00pm (same location)
register, for pricing or to ask questions, email mailto:email@example.com
Please note: Our children our precious to us. We
always substitute their real names for an initial (unless otherwise
we never include last names of contributors (or any personal
information) without permission.
|1. Floortime||2. Miller Method||3. Auditory Integration Training (AIT)|
|4. The Tomatis Method||5. The Berard Method||6. Samonas Sound Therapy|
|7. Options Institute||8. Irlen Lenses||9. Chelation of Mercury|
|10. Vitamin B6 and Magnesium||11. Epsom Salts Baths||12. NIDS|
|13. Secretin||14. Verbal Behavior||15. Social Stories|
|16. TEACCH||17. Picture Exchange Communication System (PECS)|
Although we’ve provided a short
description of some autism/PDD interventions here, it is of utmost importance
that you do full research on any therapy you try with your child. Some of these
descriptions are from website selling products (where no others were available),
so be aware there may be a slant there! (Note: Descriptions taken directly from
websites are in "quotes" and the link takes you directly to that
website). Be smart, be cautious, ask for input from doctors, team members,
and professionals and be educated. Also,
be aware that some of these therapies are costly.
To obtain more information on these interventions and others, search the Internet by inserting “therapy + autism” into your search engine or check out the therapies section of our website. Even if you don’t have Internet access, most public libraries offer this service for free. This list is, by no means exhaustive.
is in a Hyperbaric oxygen chamber. The
logic for using Hyperbaric oxygen treatment for developmental disorders relates
to the autoimmune and/or viral theory of these conditions. Hyperbaric oxygen has
been studied for autoimmune disorders.
alternative means of expression for people who cannot speak, or whose speech is
highly limited (e.g. echoed, limited to one or a few word utterances), and who
cannot point reliably. The method has been used as a means to communicate for
individuals with severe disabilities, including persons with labels of autism,
Down syndrome and other developmental disabilities.
should not be a stand-alone treatment for autism.
If, for example, you are experiencing behaviors that are violent, self
injurious, out of control, and have tried a number of other interventions
(always call physician first and check out medical, such as physical, dental,
sensory, behavioral, communication). It
may be time to discuss medications with your doctor.
disorders such as seizures or OCD may require meds of their own.
Sometimes, getting another issue taken care of can help diminish some of
these challenging behaviors.
Medications and autism
Evaluating the Effects of Medication by Temple Grandin
unlocking certain areas in the body that are blocked in order for the cerebral
spinal fluid to flow correctly. Among the practitioners are some chiropractors.
A form of myofacial release performed by physical therapists and
A hormone that has a role in the immune system and in controlling ones sleep cycle. It is sometimes given to children who have trouble sleeping at night. For that reason and others, it has been tried on Autistic children.
Melatonin – The Sleep Master
Welch is the primary proponent who argues that autism results from a failure to
bond with the child. The child is forcibly held by the mother. Both Temple
Grandin and Bernard Rimland have argued that it provides sensory stimulation and
the psychogenic basis is erroneous. Temple Grandin has stated that forced
holding is not necessary. Under such a theory, Holding Therapy can be classified
as a kind of sensory stimulation. You can read about one mother’s experience
with Holding Therapy in “Let Me Hear Your Voice”.
Let Me Hear Your Voice: A Family's Triumph over Autism by Catherine Maurice, Trade Paperback, ISBN: 0449906647, Published by Young Adult Series
children, play is a mode of communication and a vehicle for working out ideas
about social roles, fears, and relationships. Counselors working with young
children often use hand puppets, stuffed animals, dolls, and sand tables with
small figurines to encourage them to "talk" about what's on their
minds by playing.
“Music Therapy is the unique application of music to enhance personal lives by creating positive changes in human behavior. It is an allied health profession utilizing music as a tool to encourage development in social/ emotional, cognitive/learning, and perceptual-motor areas. Music Therapy has a wide variety of functions with the exceptional child, adolescent and adult in medical, institutional and educational settings. Music is effective because it is a nonverbal form of communication, it is a natural reinforcer, it is immediate in time and provides motivation for practicing nonmusical skills. Most importantly, it is a successful medium because almost everyone responds positively to at least some kind of music.” Read the rest of this article here
Pivotal Response Training (PRT)
Pivotal Response Training, like ABA, is based on discrete trials. Unlike most traditional ABA programs, these trials take place in a more natural play setting. In this way it has similarities to Dr. Greenspan's floor-time program--one might say that it elements of both of these proven approaches.
was developed by Robert L. Koegel and Laura Schreibman.
As of this writing, the efficacy of PRT is still under investigation.
Clinicians at the University of California at San Diego's Autism Research
Laboratory have received NIMH funding to work with children and their parents
using either PRT or an ABA-style discrete trials method.
Focus on PRT
“DMG is another nutrient that, according to reports from thousands of families, is quite beneficial to many autistic individuals. Similar to vitamin B6 and magnesium, DMG is safe, relatively inexpensive, and helps about half of autistic children and adults.
on humans and laboratory animals have shown that DMG strengthens the immune
system. The immune system is dysfunctional in many autistic individuals. Some
autistic children and adults have seizures, and there are two published reports
of decreases in seizure activity as a result of DMG.
have also reported positive results with a similar product, tri-methyl-glycine (TMG).
There are, as yet, no published reports on its efficacy for autistic
individuals. TMG breaks down into DMG and SAMe in the body. SAMe is a
nutritional supplement and is sometimes used to treat mood disorders such as
“Hippotherapy, or the practice of using a horse as a therapy tool, was first applied by the Greeks to help rehabilitate war injuries. In recent history, hippotherapy came to the attention of the world in 1952 at the Helsinki Olympics when Liz Hartel won a silver medal and told the world that horseback riding had helped her recover from polio. In the 1960s, horses were incorporated into physical therapy programs in Germany, Switzerland, and Austria. In the 1970s, a team of American speech, physical, and occupational therapists went to Germany to learn about hippotherapy. This was the very beginning of the American Hippotherapy Association.
Hippotherapy is provided by a licensed physical, occupational, or speech therapist. It is a collaborative learning, healing, and rehabilitative effort by therapist, horse, and client.”
“Food additives, and the products that rely upon them, are big business. In addition, the drugs used to treat symptoms that are triggered by these additives, are also extremely profitable.
since Dr. Feingold first described the harmful effects of these chemicals, this
work has been the target of well-funded and intensive distribution of
misinformation from the food and chemical lobbies, which continues to this
Feingold Association of the United States
Fast ForWord Family of Programs™ develops the critical thinking, listening,
and reading skills that are necessary for success in the classroom, the
workplace and in everyday life. Based
on over twenty-five years of brain research, Scientific Learning's interactive,
adaptive programs use patented technology to target the language and reading
skills widely recognized as the keys to all learning.
Learning programs use neuroscience principles to create an optimal learning
environment that enables you to:
cross-train multiple skill sets to maximize learning.
reading and language difficulties.
|Attack the underlying causes of these difficulties.|
Temple Grandin's "Hug Machine" aka "Squeeze Machine"
Temple Grandin is an adult with autism who has written two books about her life-Emergence Labeled Autistic and her recent book, Thinking in Pictures. In her books, she describes her severe anxiety and how her discovery of deep pressure ultimately helped her reduce the anxiety's debilitating effects.
her childhood years, Temple would crave deep pressure. She would crawl under
sofa cushions or wrap herself in blankets to provide pressure. She stated that
she could not obtain the 'right' amount of pressure from people because they
either gave her too much deep pressure or too little.
a teenager, Temple observed cattle being branded in a squeeze chute at a
relative's farm and noticed that they immediately calmed down after pressure was
administered to them in the chute. Temple reasoned that the deep pressure from
the chute led to an overall calming effect and thought it might be able to
settle her 'over-stimulated nerves.' She then built her own device which is
referred to as the 'Hug Box,' the 'Hug Machine', the 'Squeeze Machine,' or the
'Squeeze Box.' Temple still uses her 'Hug Box' on a regular basis to provide her
the necessary deep pressure to cope with her anxiety.
Thinking in Pictures: And Other Reports from My Life with Autism by Temple Grandin
Trade Paperback ISBN: 0679772898, Published by Random House
Emergence: Labeled Autistic by Temple Grandin, Margaret M. Scariano, ISBN: 0446671827
Published by Warner Books
Higashi (Daily Life Therapy)
Daily Life Therapy, pioneered by Dr Kiyo Kitahara at the Higashi School in Japan, provides an education and emphasizes vigorous physical education and the arts. The school is open to students 3-22, who are on the autism.
method is developed in Japan and imported into the USA. It includes elements
normally found in the education of autistic children, but places unusual
attention to physical exercise. Upon
entering high school, all students participate in community work and ultimately
employment. Areas of employment opportunities include clerical, custodial,
stocking, food service and landscaping. All vocational students are paid
Boston Higashi School
Cod Liver Oil
Cod Liver Oil is being used in autism and ADHD base on the findings of Dr. Mary Megson in Virginia. Dr. Megson has found that many autistic/ADHD children have "G" protein defects, which cause classic symptoms of these disorders. "G" proteins are cellular proteins, which are responsible for sending signals in sensory organs. These sensory organs regulate vision, hearing, smell, taste, and touch and are therefore very involved in awareness and response behavior. "G" proteins stimulate Vitamin A receptors and when these G protein pathways are blocked, Vitamin A absorption is restricted. With Vitamin A stores depleted, behavior, vision and learning are severely affected and the immune system is suppressed.
Dr. Mary Megson's website
The Earobics Literacy Launch is based on two decades of literacy research, incorporating the techniques proven most effective for developing essential listening and sound awareness skills, vocabulary, alphabet knowledge, decoding and spelling and beginning reading and writing. These include the theories and principles of speech acoustics, speech perception, speech and language development, and literacy learning. Earobics Literacy Launch delivers an optimal blend of sensory and language-based training techniques.
Proponents believe these highly intelligent creatures have the extraordinary ability to help treat children with autism, Down's Syndrome and other neurological and movement disorders.
able to play with the dolphins is the motivator in a behaviour modification
procedure used in dolphin therapy. It works like this: the child goes through an
intense, one-to-one session with a therapist. Then, the child is rewarded for
good responses with a dolphin swim.
EEG Biofeedback is a learning strategy that enables persons to alter their brain waves. When information about a person's own brain wave characteristics is made available to him, he can learn to change them. You can think of it as exercise for the brain.
Biofeedback is used for many conditions and disabilities in which the brain is
not working as well as it might. These include Attention Deficit Hyperactivity
Disorder and more severe conduct problems, specific learning disabilities, and
related issues such as sleep problems in children, teeth grinding, and chronic
pain such as frequent headaches or stomach pain, or pediatric migraines.
training is also helpful with the control of mood disorders such as anxiety and
depression, as well as for more severe conditions such as medically uncontrolled
seizures, minor traumatic brain injury, or cerebral palsy.
Some, not all, children with autism exhibit behavioral problems that are lessened when dairy and wheat products are removed from their diet. There is evidence that certain pancreatic and stomach enzymes (pepsin, trypsin, elastase) cleave casein and gluten in a specific way such that exorphin peptides are produced. These peptides act as opiates, binding to opiate receptors (proteins on the surface of cells which convey outside signals into the cell) in the gut and brain. In autism, this receptor-peptide interaction causes behavior different from that in neurotypical individuals: stimming, aggression, lack of socialization, etc. have all been attributed to opiate peptides. If an injection of naloxone is given, which temporarily blocks peptides from interacting with opiate receptors, an improvement in the child is noticed. This is evidence that the opiate receptor system is somehow involved.
Now, if we can subvert the cleavage of casein/gluten such that the peptides are not produced, then casein and gluten ingestion should not have an effect. Supplementation with proteases having different specificities of cutting the protein can alter the ultimate production of exorphins. It is similar to adding additional scissors to the cutting of a ribbon, it gets cut faster and in different spots, so different (smaller) lengths of ribbon are produced. What if, on top of this feature of additional cutting, we added a peptidase, which could specifically destroy casomorphin? We would then be assured of not only stopping production of exorphins from the diet, but also have a means of eradicating casomorphin produced from gut bacteria, yeast or as a by-product of cellular metabolism. This is the advantage of having DPP IV peptidase in the formula. Casomorphin is highly resistant to proteolytic cleavage; DPP IV is one of two enzymes that can produce this effect. (From the Houston Nutroceuticals Website) Enzymes and Autism Yahoo! Group (support and information)
Melvin Kaplan, O.D., of the Center for Visual Management, explains that children with autism or PDD frequently display abnormalities due to visual distortions in the way they perceive their environment. The aspect of vision involved in spatial organization — related to body posture, locomotion, and the perception of self-motion — is referred to as ambient vision. The public is more familiar with a separate visual system, known as focal or acuity vision. Ambient lenses, often referred to in the literature as conjugate prisms, yoked prisms, or performance or transitional lenses, can be used to help modify ambient vision. They are distinct from “prism glasses,” which are also recommended for autistic children by some professionals.
"Essential fatty acids (EFAs) are a vital part of the biology of autism. EFAs are important for maintaining cell membrane structure, forming hormones, creating and controlling inflammation and in making memory and neurotransmitters. Imbalances can contribute to allergies, asthma, eczema and digestive problems. It seems likely therefore given the histories of people with autism, that they may have EFA deficiencies."
Ojibwa Tea of Life
"Ojibwa Tea of Life is a four herb, organic/ethically wild-crafted blend. When considering using Ojibwa Tea of Life for Autistic children, please consider the following information. This is not medical advice. This tea is traditionally used for detoxification. This may be just one of the many reasons why the tea has been shown to be beneficial for some of the conditions associated with Autism."
GFCF Diet (Tea)
Edelson Center for Environmental and Preventative Medicine
Autism Resources: Methods, Treatments, Programs
Treatments and Therapies
Quackwatch – Questionable Treatments
There are many types of
interventions available today for autistic individuals, including nutritional,
biomedical, educational, sensory, and behavioral. When beginning a new
intervention, it is important to be as objective as possible to determine
whether the treatment truly helped the person. If the treatment is not helping,
then it does not make sense to continue it especially if it involves a great
deal of time, money, or effort.
When deciding to try a new
treatment, whether ‘proven’ or not, here are a few tips to help determine
whether the person may have improved from the specific treatment:
When a parent begins to learn about all of the
various treatments given to autistic children, he/she sometimes tries many at
once in order to see improvement as soon as possible. However, if the child
improves after receiving several treatments, it will be impossible to determine
which one (s) really made a difference. A general rule is to try a treatment for
about two months before beginning a new one, to determine whether or not the
treatment was helpful. However, if it is quite clear that the child improved
from a treatment, even after a week or two, then another treatment can be
Parents should consider completing the Autism
Treatment Evaluation Checklist (ATEC) monthly for a few months prior to the
intervention and then monthly following the intervention. The ATEC was designed
specially to evaluate treatment effectiveness. If improvement occurs due to
maturation, then one typically sees gradual improvement over time. However, if
there is a sharp improvement after the intervention is started, then the
treatment may be helping. There is no charge for use of the ATEC. You can
complete the checklist on the Internet
at: www.autism.com/atec or obtain a hardcopy of the checklist by writing to the
Autism Research Institute (4182 Adams Ave., San Diego, CA 92116; fax:
If at all possible, tell no one when a child starts a new treatment. This
includes teachers, friends, neighbors, and relatives. If there is a noteworthy
change in the child, it is likely that the people who come in contact with the
child will say something about the improvement. It is also a good idea not to
ask “Have you noticed any changes in my child?” In this way, any spontaneous
statements regarding the child’s improvement will be credible.
People who do know that the child received a specific treatment can,
independently, compile a list of what changes they have noticed in the child.
After a month or two, you can compare their observations. If similar changes are
observed by different people, then there is a reasonable chance that these
changes are real. It is important they these observations be written down;
otherwise, when appropriate behaviors replace inappropriate ones, you may not
remember what the child’s behavior was like before the treatment, especially
if the behavior was an undesirable one.
Parents and others should note in writing when the child’s behavior
‘surprises’ them. Basically, parents usually know how their child will
respond in various situations; and once in a while, their child may do something
that is unexpected. If a child improves soon after an intervention is begun, one
can assume that the child will act differently than before; and his/her behavior
will likely lead to more ‘surprises’ than usual-hopefully good ones!
Some people suggest that parents should give their
children only treatments for which there is ample research evidence to support
their effectiveness. However, when a relatively new treatment is introduced,
there will likely be a limited amount of research, if any, on its effectiveness.
It takes, on average, 5 to 10 years to complete enough research to support or
refute an intervention’s efficacy. Additionally, chances are fairly good that
even after 10 years, the results will be mixed, because researchers often use
different populations and assess changes using different measures. Be leery of
any treatment if it has been around for ten or more years, and there are no
research studies to support its effectiveness. For example, Ritalin is one of
the most frequently prescribed treatments for autism, but we are not aware of
any published studies supporting its effectiveness with this population.
Before trying a new treatment,
learn as much as possible about the treatment. Rather than just focusing on
positive reports, it is also important to seek out criticisms of the treatment.
When evaluating conflicting claims, look to the nature of the studies and their
methodologies--poorly conducted studies should not be given the same credence as
methodologically sound research.
It is important to keep in mind that no treatment will help everyone with autism. Although one child may have improved dramatically from a certain treatment, another child, even with similar characteristics, may not benefit from the same treatment. Careful observation along with a critical perspective will allow parents and others to decide whether or not a treatment is truly beneficial.
would like to thank Dr. Bernard Rimland for his constructive comments on an
earlier draft of this article.
Permission is granted to copy this
document, at no charge and in its entirety, provided that the copies are not
used for commercial advantage, that the source is cited and that the present
copyright notice is included in all copies, so that the recipients of such
copies are equally bound to abide by the present conditions. Prior written
permission is required for any commercial use of this document, in whole or in
part, and for any partial reproduction of the contents of this document
exceeding 50 lines of up to 80 characters, or equivalent.
The purpose of this copyright is to protect your right to make free copies of this paper for your friends and colleagues, to prevent publishers from using it for commercial advantage, and to prevent ill-meaning people from altering the meaning of the document by changing or removing a few paragraphs.
POT LUCK SOCIAL
June 10th, 7:00 p.m.
you to hosts Paul and Janet Kalmykow for offering their home again this year. RSVP to Janet at home, 905-473-7648 or <firstname.lastname@example.org>
Presented by Behaviour Management Services,
Mental Health Program of York Central Hospital & Kerry's Place Community
Services Autism Consultants
June 4, 11, 18 & 25, 2002 4-consecutive
Tuesday evenings from 7:00-9:00 pm at Loyal True Blue & Orange Home
building, 11181 Yonge Street, Richmond Hill, ON
Please Register early as space is limited to a
first come first serve basis. Cost is $15 per person.
Register by voicemail: (905) 780-1590 or
The Parent Education Course is geared to
parents whose children are under 12 years of age.
up situations for success
of your behaviour on your child's behaviour
Teaching new skills
METABOLIC CONSULTANTS - DAN PROTOCOL
Dr. Cynthia Heavener D.C.
and Dr. Frank Janowicz D.C., Nutritional and Metabolic Consultants For Autism
Spectrum Disorders, Aurora Family Health Clinic
13 Church St., Aurora, ON (905) 727-0119
As parents of a child with
a diagnosis in the autistic spectrum of disorders (ASD), it can be overwhelming
trying to decipher all the therapies and options that are out there. We know
because, as well as being Chiropractors and DAN! practitioners, we are also the
parents of two ASD children.
When our first child, now
11 years old, was about a year old, we noticed that certain foods exacerbated
his symptoms. There our quest began. For the past decade we have been
researching the relationships between diet, biochemistry, and autism. We have
also done laboratory testing in Canada, the U.S. and Europe and, based on that
testing, have implemented dietary changes and supplement regimes. We have found
this approach to be very fruitful with our own sons and with the children we
have worked with. We would like to present this as a pathway you may wish to
In 1995, Dr. Bernard
Rimland, director of the Autism Research Institute, brought together about 30
clinicians and researchers, all of whom had a special interest in autism
spectrum disorders. Their goal was "to accelerate the development and
dissemination of information that will be helpful to many families of autistic
children". The conference was called Defeat Autism Now!, or DAN! From that
meeting, a consensus was formed and the DAN! Protocol was published. The report
outlines several laboratory tests and corresponding treatment options that have
been found to be helpful for children with autism. The report is updated as new
information is discovered. The latest version, entitled, Biochemical Assessment
Options For Children With Autism, is the guide we use in assessing and treating
The key point here is that
we are treating children, not autism. All children are different and the
approach will vary from child to child. Many of our children are not healthy.
They may be pale, have eczema, chronic ear infections, gastrointestinal
disturbances, mercury toxicity, or any number of health problems. Some of them
may have genetically induced biochemical or metabolic abnormalities. Others may
have nutritional deficiencies due to a restricted diet, or an inability to
absorb some nutrients. Identifying the cause of these problems and correcting
them, can often lead to dramatic changes in the symptoms of autism. One simple
example is seen in serum ferritin. Serum ferritin, or blood iron levels, are
often found to be low in children in the autistic spectrum. A recent study
showed that low serum ferritin levels adversely affects neurological
development, even in the absence of anaemia. Any child with developmental issues
should have their serum ferritin checked, and iron supplements should be given
Essential fatty acids are
called essential because they are. They are especially critical in building
brain tissue. In the past several years numerous studies have linked fatty acid
deficiencies or impaired fatty acid metabolism with learning difficulties,
including ADD and autism. This is not surprising because the brain is composed
primarily of lipids (fats). An essential fatty acid test can reveal if your
child is lacking the fatty acids required to build a healthy brain or if there
are problems in how his or her body is metabolising their fats. Supplementation
can greatly improve fatty acid biochemistry.
Allergies are a huge
problem for many children in the autistic spectrum. While some people's
allergic responses are restricted to hives, others may exhibit behavioural
responses. A family history of allergies, or symptoms such as red ears, chronic
ear infections, gastrointestinal disturbances, dark circles under the eyes or
eczema are some of the findings that would prompt us to explore the possibility
of an allergic connection in your child.
In the past few years a
connection has been made between heavy metal toxicity and autism. Symptoms of
mercury toxicity can mimic the symptoms of autism. It is important to test each
child's heavy metal levels. If the levels are high, we need to look at possible
sources of contamination, as well as any impairment the child may have in his
own detoxification systems. A process called chelation is effective in removing
the metals, although it can take some time.
There are many other
assessments, and treatment protocols in the DAN! Protocol. My goal here is to
give you a sampling of what could be happening with your child. I don't mean to
give the impression that there is usually a 'magic bullet' that will cure your
child's autism. Most often it is a long and arduous task of determining which
foods and/or supplements will bring optimum health to your child. Obviously a
child will have the best chance of achieving their potential if they are
The DAN! approach to autism
is an adjunct to other therapies, not a replacement. It addresses the metabolic
and physiological needs of the child. In our experience, it has been
NEW SOCIAL SKILLS GROUP
ORGANIZING FOR 5 - 7 YR. OLDS.
A new Social Skills group
for 5 - 7 year olds being developed, with a planned start in September 2002.
We are collecting the names of families interested in planning, participation
and further details.
An autism conference is in
the planning stages. Please suggest topics and speakers that are of interest to
Ontario Adult Autism
Resource & Support Network
ADULT AUTISM NETWORK OAARSN offers a rich and expanding collection of
up-to-date information and communication tools that can put you in touch with
others. We can all benefit from the opportunities for mutual support,
encouragement and information sharing. We especially hope that OAARSN's efforts
to draw attention to positive approaches and best practices in supporting adults
with autism can help all who live and work on the front lines. Click
CENTRE SUMMER TRAINING INSTITUTE, GENEVA
CENTRE INTERNATIONAL SYMPOSIUM
The Summer Training
Institute is scheduled for August 19-23, 2002 in Toronto. Brochure may be viewed
in PDF format here.
The Geneva Centre International Symposium is scheduled for October 23, 24, 25, 2002 at the Metro Toronto Convention Centre. The Symposium 2002 brochure has been mailed out and is available at here This year you have the option to register on-line; major discounts for early bird registrations. Also, for the first time, delegates from around the world can access 8 presentations of the International Symposium 2002 live through the Internet.
BEHAVIOUR - WORKSHOP
The following workshop is
being offered by the Child Development Centre of
Teaching Verbal Behavior:
Hands-on Training for Tutors & Therapists
Presenters: Cherish Richards, BCABA and Holly Smith, BCABA (from Dr. Vincent J. Carbone, Ed.D., Florida, USA)
Dates: June 4 & 5, 2002 or June 6 & 7, 2002
Location: Hilton Garden Inn, 2774 South Sheridan Way, Oakville, Ontario
Prerequisites: Workshop #1 by Dr. Vincent J. Carbone (or equivalent)
Participants Limited to 20 participants per session (As May 3, 2002 - only 2 spots available for June 4/5th and approximately 6 spots available for June 6/7th, 2002)
Contact Information: Tracie Lindblad (905) 849-7993 e-mail: email@example.com, Director, Child Development Centre of Oakville, President, Four Points Inc.
The Autism Society Ontario York Region Chapter would like to thank IBM Canada Limited for their generous donation of a computer. IBM (is a corporate supporter of the ASO York Region
To subscribe, please provide your name and location.
To unsubscribe, please write 'unsubscribe' in subject line.
To change your address or make changes to your subscription.
If you think you know someone who might enjoy or benefit from these newsletters, kindly forward us their email address.
PLEASE CLICK ON THE BEEMAIL ICON FOR ANY OF THE ABOVE...
To request, email firstname.lastname@example.org and indicate which volume/issue(s) you prefer. Issues are available by link in HTML, plain text and PDF. Newsletter Archives are also available on our website at www.bbbautism.com/news_arch.htm
Volume 1; Issue
1 WELCOME ISSUE!
Volume 1; Issue 2 SUMMER CRISIS
Volume 1; Issue 3 SPOUSAL CONCERNS
Volume 1; Issue 4 SENSORY INTEGRATION
Volume 1; Issue 5 CHALLENGING BEHAVIORS
Volume 1; Issue 6 BACK TO SCHOOL
Volume 2; Issue 1 IEP
Volume 2; Issue 2 KEEPING YOUR COOL - WHEN YOUR EMOTIONS ARE ON FIRE
Volume 2; Issue 3 DEALING WITH STRESS
Volume 2; Issue 4 GIFTS FOR THE CHILD WITH ASD
Volume 2; Issue 5 ONE CHILD’S STORY – A TALE OF LOVE AND INTERVENTIONS
Volume 3; Issue 1 SURVIVING THE HOLIDAYS
Volume 3; Issue 2 HOW TO ENJOY DISNEY WORLD
Volume 3; Issue 3 PARENT (AND GRANDPARENT) PIONEERS 2002
Volume 3; Issue 4 EVERYDAY HEROES
Volume 4; Issue 1 DE-MYSTIFYING THE GFCF DIET
Volume 4; Issue 2 ACCEPTANCE AND DENIAL
Volume 4; Issue 3 EVERYDAY TIPS (PART ONE)
Volume 4; Issue 4 EVERYDAY TIPS (PART TWO)
Volume 4; Issue 5 EVERYDAY TIPS (PART THREE)
Volume 5; Issue 1 INTERVENTIONS (PART ONE)
Volume 5; Issue 2 INTERVENTIONS (PART TWO)
Permission to reproduce &d hand out is granted, provided
the document is displayed in its entirety. Other permissions may be
requested by email: email@example.com
BBB PARENT GUIDES
PRACTICAL INFORMATION BY PARENTS FOR PARENTS Available on request, e-mail firstname.lastname@example.org and ask for: (now available in PDF format).
BBB GUIDES ARE NOW AVAILABLE IN PLAIN TEXT VERSIONS ONLINE AT:
Epsom Salts (expanded version)
Epsom Salts (condensed)
Pros and Cons of telling your ASD child his/her diagnosis
How we advocate for our children
Guide to holidays and large family gatherings
notice to our readers...
founders of this newsletter and the BBB Autism support club are not physicians.