Autism Insider Newsletter Jul2010

1 - Autism Insider Newsletter, July 2010 Issue

July 2010 - Issue #10

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Alternative and Traditional Therapies for Autism

In this issue...

� The role of the pediatrician in early intervention andmanagement of ASD

� The Brain Balance by Mrs. Debbie

� Calendar of events & Recipe of the month

� And much more!!!!

South Florida Autism Newsletter


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Inside This Issue...

Luciana C Leo (786) 306-4967Sarah Sweeney (786) 413-8017

GENERAL ARTICLES

What is the role of the Pediatricians inearly intervention and management of ASD Page 3

Learning about therapies available for ASD Page 6-8

Revolutionary New Research andBrain-Based Treatments in theFight Against Autism Page 9

BioMedical Q&ABy Debbie Mellen Nurse Practitioner Page 4

Calendar of Events Page 10

Recipe of the Month

Almond Rocca Candy (GFCF & SDC Legal) Page 11

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3 - Autism Insider Newsletter, July 2010 Issue3

What is the Role of the Pediatrician in Early Intervention and Management of ASDBy Luciana C Leo

The numbers of children affected with autism has been increasing forthe past couple of years at a very high speed. An early diagnosis andearly intervention are crucial to help the children reach their highestpotential academically, physically and mentally. Pediatricians areusually the first physicians to examine and evaluate children. Theyare also the first point of contact for parents. Because of the ongoingvisitations to the Pediatricians during the children first years of life,they are the ones that can follow up on how the children aredeveloping, playing an important role in early recognition andevaluation of autism spectrum disorders (ASD), but also in the chronicmanagement of ASD.A survey completed in 2004 revealed that 44% of Primary CarePediatricians (PCP) had at least 10 children with ASDs in theirpractices; however, only 8% of PCPs stated that they routinelyscreened for ASDs. It is critical that Pediatricians are able to recognizeearly signs of autism and be aware of the new data regarding treatmentsand interventions programs that may benefit the children outcomes.In November of 2007, the American Academy of Pediatrics (AAP) incombination with the Council on Children With Disabilities createdan autism tool kit for clinicians rendering pediatric care. The tool kitcontains two guides with screening and surveillance tools, practicalforms, tables, and parent handouts (You can download the autism kitat www.aap.org/pressroom/aappr-autism-issuekit.htm):

1) Identification and Evaluation of Children with AutismSpectrum Disorders.Chris Plauche Johnson, MD, Med, Scott M. Myers, MD,and the Council on Children With Disabilities.Pediatrics, Nov 2007; 120:1183-1215

2) Management of Children With Autism Spectrum DisordersScott M. Myers, Chris Plauche Johnson and the Council onChildren With DisabilitiesPediatrics, Nov 2007; 120:1162-1182

The purpose of the Identification and Evaluation of Children withAutism Spectrum Disorders Guide is to support the Pediatricians inthe identification and care of children with ASD. This guide explainsthe diagnostic criteria for the 3 pervasive developmental disorders thatfall inside the autism spectrum: autistic disorders, Asperger’ssyndrome and pervasive developmental disorder-not otherwisespecified (PDD-NOS). The guide explains in detail the clinical signsfor each disorder in order for the PCPs to be able to identify them andit provides Pediatricians with a written policy to follow in order to dodevelopmental surveillance and screening in children. It also provideswith all the necessary diagnostic tools and forms, and the downloadsite for the forms. All the forms are available to the PCPs free ofcharge.According to the AAP policy statement, “Surveillance” is the ongoingprocess of identifying children who may be at risk of developmentaldelays. This group of children will include younger siblings ofchildren diagnosed with ASD or with a family history of cognitiveconditions. “Screening” is the use of standardized tools at specificintervals to support and refine risk of autism spectrum disorder or anyother cognitive delays. The protocols for surveillance includepreventive care visit. During the visits the Pediatricians shouldmonitor for early abnormal signs, ask parents open ended questionsabout their concerns regarding child’s development and behavior, askage-specific questions about whether certain developmental milestoneshave been attained (you can find a list of these milestones atwww.firstsigns.org). In addition, a Pediatrician should be payattention to concerns mentioned by the parents stimulated bycomments made by other care providers such as child care staff orschool teacher. According to the AAP, A standardized screening tool

should be administered at any point when concerns about ASDs areraised spontaneously by a parent or as a result of clinician observationsor surveillance questions about social, communicative, and playbehaviors. If the screen on a child is positive for possible ASD, thePediatrician should provide the parents material and education toolson autism, referred the child for a comprehensive ASD evaluation, toearly intervention/early childhood education services (An officialdiagnosis is not needed for a child to receive early intervention), andan audiologic evaluation. The AAP policy recommends that allchildren be screened with a standardized developmental tool at thefollowing specific intervals: 9, 18, 24 and 30 month visits regardlessof whether a concern has been raised or at risk has been identifiedduring the surveillance process. The Identification and Evaluation ofChildren with Autism Spectrum Disorders Guide states that “the PCPshave to do an ASD-specific screening when parents raise a concernabout a possible ASD, and PCPs SHOULD NOT TAKE A WAIT-TO-SEE APPROACH”.On the other hand, The Management of Children With AutismSpectrum Disorders Guide reviews the educational strategies andassociated therapies that are the primary treatments for children withautism spectrum disorders. The Guide addressed management ofassociated medical problems, pharmacologic and no pharmacologicintervention for challenging behaviors or coexisting mental healthconditions, and use of complementary and alternative medicaltreatment. It is very important for a Pediatrician not only to be ableto recognize early symptoms of ASD, but also to be able manage thecare for this chronic condition being that they are the main physiciansfor the children for the first 18 years of life.The AAP protocols for Pediatricians for the management of childrenwith ASDs implies that “to deliver appropriate and effective medicalcare, the history, approach to the patient, physical evaluation, andtreatment options must be considered in the context of the patient’sASD. Familiarizing the patient with the office setting and staff,allowing ample time while talking before touching the patient,allowing the child to manipulate instruments and materials, keepinginstructions simple, using visual cues and supports, slowing down thepace and exaggerating social cues. In a nationally representativesample, it was found that children with ASDs spent twice as muchtime with the physician per outpatient visit compared with children incontrol groups”.The AAP also has a session in the second guide that talks aboutcomplementary and alternative medicine and it suggests Pediatriciansto recognize that many parents are going to choose nonstandardtherapies for their children. It is very important for Pediatricians tobecome knowledgeable about the alternative therapies and treatmentavailable for ASD. PCPs should ask parents about the current andpast complementary treatments or therapies use. Pediatricians shouldeducate the parents about how to evaluate information in order todecide the right treatment for their children AVOIDING BECOMINGDEFENSIVE OR DISMISSING ALTERNATIVE TREATMENTSOR THERAPIES IN WAYS THAT CONVEY A LACK OFSENSITIVITY OR CONCERN, MAINTAINING OPENCOMMUNICATION, AND CONTINUING TO WORK WITHFAMILIES EVEN IF THERE IS DISAGREEMENT ABOUTTREAMENT CHOICES.The involvement of the primary pediatrician of the children with ASDis extremely important in their plan of care. Families and practitionersare still learning about this syndrome, and it is very important thateveryone works together in order to help our children reach their fullypotentials. Share this information with your practitioners or otherparents, a copy of the complete guides can be downloaded atwww.aap.org/pressroom/aappr-autism-issuekit.htm


BioMedical Q&ABy Debbie Mellen, Biomedical Practitioner

Debbie Mellen is a nurse practitioner whoblends traditional medicine withbiomedical interventions to help childrenand adults with special needs and manyother conditions!!!

The Brain BalanceActing on impulse, suddenly and sometimes unexpectedly; issueswith mood, problems staying on task and inability to focus... Doyou know anyone like this? Research tells us that some of thebehavioral problems such as disrupted sleep, anxiety, difficultypaying attention, lack of motivation, lack of focus and lack ofenergy can be traced back to the chemical activity of the brain.To study this relationship, scientists are studying chemicalmessengers in the brain calledneurotransmitters. They play a big role in ourthought processes, the emotions we feel, andessential body functions like sleep andenergy levels.Normally the brain chemistry, theneurotransmitters and other necessarycompounds function properly and the personremains healthy. Within the autismspectrum, we are finding things that caninterrupt this perfect process as wesometimes see an imbalance in theneurotransmitters. When we see this, weexpect to see an imbalance in thought andbehavior. If the body is under continuedstress, it will get sick. When we think about stress, we know that stress can be eitheremotional or physical. Physical stress could be an infection inthe body, an infection could be bacterial (an ear infection) or viral(a cold or flu) or fungal (a yeast infection).Another source of physical stress on the body is related to a poordiet. We all know that junk food is on the poor diet food list.Sugar, sugar substitutes, refined products are bad for us. Whatcan produce health (milk and whole grains) in one person canproduce illness in another person. People claim they are eating agood diet and it is not a good diet for that person. The food thatis eaten may be causing the body great distress and inflammationbecause their body cannot digest it properly. This improperdigestion may be the cause of a reaction which causes antibodiesto be released to attack the food that is not digested properly andthen the antibodies begin to attack the body itself. When we come in contact with pollution, pesticides, or BPAreleased from plastic; stress begins when the body is somehowretaining what it should be normally metabolizing out of the body.Another source of stress on the body is sleep deprivation. Thereis also a genetic component where the genetic response shows upas a trait in the family. An example is if depression or anxietyissues can be seen in relatives. All of this is stress on the bodyand will affect your neurotransmitter levels.If we study neurotransmitters, we will find that they can be dividedinto two categories; either excitatory or inhibitory. Excitatoryneurotransmitters will stimulate the brain and the body. Inhibitory

neurotransmitters calm the brain and body. We can take a lookat the neurotransmitters through a urine test. When the resultscome back we will be able to see what the levels are and if theyare balanced. It is complex to balance the neurotransmitters.There are many other factors involved.If we see high levels of any one calming neurotransmitter thatdoes not necessarily mean that you will feel calm. It means thatthere is an imbalance in the neurotransmitters. It may mean yourbody is having trouble using the neurotransmitter. It could meanthat there may be a problem with the brain’s receptor sites or overproduction of the calming neurotransmitter when it is not needed.How does this manifest in the person? This is where we may seereduced inhibition in one person and anxiety in another. Eachperson is different in their excitatory levels that are reacting withthe inhibitory levels. I say this to stop the logic of thinking that itis simply balancing by adding something that is low. Too highlevels may give explanation of the source of insomnia or panic

attacks in one person but not hold true inanother person. It truly is a puzzle. You needto know what else is involved, so a health careprofessional can help with this.Some of the more familiar neurotransmittersthat are of interest to most people areserotonin, dopamine and epinephrine/norepinephrine. Serotonin is a neurotransmitterthat is inhibitory in the brain and is necessaryto feel calm and relaxed. If there is a problemwith serotonin levels, it may manifest in thebehavior and body of that person. Examplesare uncontrolled appetite when serotoninlevels are high, headaches, OCD, self injuryor repetitive behaviors when levels are low.GABA is a neurotransmitter that is inhibitory

in the brain. If there is a problem in the balance of GABA in thebrain it may manifest either as hyperactivity or anxiousness orsleep difficulties.The excitatory neurotransmitters, in optimal health, are balancedby the calming ones. The excitatory neurotransmitters areEpinephrine and Nor-epinephrine. They are important for mentalfocus, energy and motivation. Nor-epinephrine helps withemotional stability or stable mood swings. If they are too high ortoo low, we see behavioral issues.Dopamine is both excitatory but can also be an inhibitoryneurotransmitter. It can bind to an excitatory receptor or aninhibitory receptor in the brain. Low levels may be seen with highsoy intake. Low levels manifest with attention difficulties, andwith some poor handwriting. High levels of dopamine can beseen in people with hyperactivity, ADD/ADHD.Pharmaceuticals have been very effective in modulating theneurotransmitters in people when they have an imbalance of theneurotransmitters. There are more natural treatments available.Treatment includes supplements that support the inhibitory orexcitatory neurotransmitters. Herbs are helpful as are certainamino acids and fatty acids.Maintenance of the proper balance of neurotransmitters isimportant. Neurotransmitter imbalances have been implicated inthe autism spectrum. The testing requires urinary neurotransmittertesting with a specialty lab. Perhaps by restoring balance, it canhelp lead to improvement in symptoms and function.


Everyone knows that ASD is a very wide spectrum, there are not twochildren or adults that present exactly the same symptoms. In addi-tion, the challenges that an individual with autism may have varydrastically with time. All the therapies that are available to treat ASDare useful at one point or another in the life of a person with autism.

Getting informed about the therapies and services available for theirchildren, gives parents the right tools to make decisions about thechildren’s plan of treatment.

Music Therapy, MT. Music therapy is a controlled music experiencethat is used to facilitate positive change in human behavior. Eachsession of music therapy is carefully planned, carried out, and evalu-ated to suit the specific needs of each patient. Music therapy caninclude any of the following musical activities: listening to musicand/or musical creation, playing musical instruments (any instrumentcan be used), moving to music, or singing. Participating in musictherapy allows children with autism the opportunity to experiencenon-threatening outside stimulation, as they don't engage in directhuman contact. MT will improve social skills, develop languagecomprehension, enhanced the desire to communicate, make creative-self expression possible, reduce non-communicative speech, and de-creasing echolalia (uncontrolled and instant repetition of the wordsspoken by another).

Applied Behavior Analysis, ABA. ABA assumes that children aremore likely to repeat behaviors or responses that are rewarded (or"reinforced"), and they are less likely to continue behaviors that arenot rewarded. Eventually, the reinforcement is reduced so that thechild can learn without constant rewards. The most well-known formof ABA is discrete trial training (DTT). Skills are broken down intothe smallest tasks and taught individually. Discrete, or separate, trialsmay be used to teach eye contact, imitation, fine motor skills, self-help, academics, language and conversation. Students start with learn-ing small skills, and gradually learn more complicated skills as eachsmaller one is mastered.

Applied Verbal Behavior, VB. It uses B.F. Skinner's 1957 analysisof Verbal Behavior to teach and reinforce speech, along with otherskills. VB program focus on getting a child to realize that languagewill get him what he wants, when he wants it. Requesting is often oneof the first verbal skills taught; children are taught to use language tocommunicate, rather than just to label items. Learning how to makerequests also should improve behavior.

Treatment and Education of Autistic and Related Communica-tion-Handicapped Children, TEACCH. It was developed by psy-chologist Eric Schopler at the University of North Carolina in the

1960s; it is used by many public school systems today. A TEACCHclassroom is usually very structured, with separate, defined areas foreach task, such as individual work, group activities, and play. It reliesheavily on visual learning, a strength for many children with autismand PDD. The children use schedules made up of pictures and/orwords to order their day and to help them move smoothly betweenactivities. Children with autism may find it difficult to make transi-tions between activities and places without schedules.

Relationship Development Intervention, RDI. Relationship Devel-opment Intervention (RDI®) is a parent-based clinical treatment thatseeks to correct the core social problems of autism, such as friendshipskills, empathy and the desire to share personal experiences withothers. Psychologist Steven Gutstein developed RDI with his wife,Dr. Rachelle Sheely. In so doing, they took into account the ways inwhich typically-developing children learn how to have emotionalrelationships from infancy onward. RDI tries to help children interactpositively with other people, even without language. When childrenlearn the value and joy of personal relationships, according to RDI,they will find it easier to learn language and social skills. RDI is basedon the idea that children with autism missed some or many of thetypical social development milestones as infants and toddlers. Theycan be taught these skills through play and other activities, accordingto RDI.

Developmental, Individual-Difference, Relationship-Based mod-el, DIR®/Floortime. Dr. Stanley Greenspan, a child psychiatrist,developed a form of play therapy that uses interactions and relation-ships to reach children with developmental delays and autism. Floor-time is based on the theory that autism is caused by problems withbrain processing that affect a child's relationships and senses, amongother things. With Floor Time, the child's actions are assumed to bepurposeful. It is the parent's or caregiver's role to follow the child'slead and help him develop social interaction and communication skills.

Occupational Therapy, OT. The treatment of physical and develop-mental disorders through purposeful activities that improve & devel-op skills,needed for everyday independence. One of the activities that occupa-tional therapists can address to meet children's needs is working onfine motor skills so that kids can grasp and release toys and developgood handwriting skills. Occupational therapists also address hand-eye coordination to improve play skills, such as hitting a target,batting a ball, or copying from a blackboard.

Physical Therapy, PT. Doctors often recommend physical therapyfor kids who have been injured or have movement problems from anillness, disease, or disability. Physical therapists teach kids exercisesdesigned to help them gain strength range of motion, endurance, andgross motor functioning. PT may be needed any time a child hasdifficulty moving in such a way that it limits daily activities.

Hanen. The Hanen program focuses on teaching parents to help theirchild communicate and connect with the world. There premise is: “ItTakes Two To Talk.” It uses a variety of interventions and is one ofthe most widely used parent training programs. Parents can takeadvantage of everyday opportunities to develop their child's languageskills in an enjoyable way.

Learning about therapies available for ASDBy Sarah Sweeney


Social Therapy or Social Story Therapy. In general, social skillstherapists are social workers, psychologists, occupational therapistsand speech/language therapists who specialize in working with autis-tic people. Over time, they have developed or learned techniques tobuild social interaction skills ranging from basic skills (such asmaking eye contact) to complex and subtle skills (like asking for adate). Children are grouped by age and ability, and may make use ofspecific social skills curricula as developed by well-established prac-titioners of social skills therapy. In theory, social skills therapy willprovide people on the autism spectrum with the ability to converse,share, play and work with typical peers.

Rapid Prompting Method, RPM. RPM uses a "Teach-Ask" para-digm for eliciting responses through intensive verbal, auditory, visu-al and/or tactile prompts. RPM presumes competence to increasestudents' interest, confidence and self-esteem. Prompting competeswith each student's self-stimulatory behavior, and is designed to helpstudents initiate a response. Student responses evolve from pickingup answers, to pointing, to typing and writing which reveals students'comprehension, academic abilities and eventually, conversationalskills.

Tomatis Method. In 1953, Dr. Alfred Tomatis said: “The voicecontains only the sounds which the ear hears.” This quote basicallysums up the process he created to reteach the ear to listen. Theprogram begins with an initial assessment to test present and potentialhearing. The patient is also evaluated to ensure that auditorystimulation is the appropriate treatment. Then a program is custommade, but it follows a basic pattern. The Electronic Ear is a taperecorder where sound is filtered and frequency can be adjusted.Initially, workouts consist of sessions of listening to very highfrequencies that stimulate the pre-natal sounds and reproduce thestages of development from an audial point of view. This trainingmakes it possible to switch ear dominance, reteach the listeningprocess. These passive exercises, which consist of listening to specificfrequencies, are gradually combined with active exercises utilizingthe voice to maintain the lessons learned.

Berard Auditory Integration Training, Berard AIT. This trainingwas developed by Dr. Guy Berard, an otolaryngologist in Annecy,France. Dr. Guy Berard originally invented AIT to rehabilitate disor-ders of the auditory system, such as hearing loss or hearing distortion(hypersensitive, hyposensitive, or asymmetrical hearing). After 35+years of clinical practice and study, Dr. Berard determined that, inmany cases, distortions in hearing or auditory processing contributeto behavioral or learning disorders. In the large majority of Dr.Berard's cases, AIT significantly reduced some or many of thehandicaps associated with autism spectrum disorders, central audito-ry processing disorders (CAPD), speech and language disorders,sensory issues including auditory, tactile or other sensory sensitivi-ties (hyper or hypo), dyslexia, pervasive developmental disorder(PDD), attention deficit disorder with or without hyperactivity, anx-iety, and depression. Berard Auditory Integration Training was de-signed to normalize hearing and the ways in which the brainprocesses auditory information.

Sensory Integration Therapy, SID. Sensory integration is the neu-rological process of organizing the information we get from ourbodies and from the world around us for use in daily life. A commonsymptom of Pervasive Developmental Disorder and autism is anunusual response to the senses of hearing, sight, touch, smell and/ormovement; they may seem under-responsive or over-responsive to

sensory stimuli. These treatments include prism lenses, physicalexercise, auditory integration training, and sensory stimulation orinhibition techniques such as "deep pressure"—firm touch pressureapplied either manually or via an apparatus such as a hug machine ora pressure garment. Weighted vests, a popular deep-pressure therapy,have only a limited amount of scientific research available, which onbalance indicates that the therapy is ineffective.

Speech and Language Therapy, ST. Speech-language therapy is thetreatment for most kids with speech and/or language disorders. Aspeech disorder refers to a problem with the actual production ofsounds, whereas a language disorder refers to a difficultyunderstanding or putting words together to communicate ideas. Thistherapy focuses on improving vocal communication and speech.

Art Therapy, AT. Art therapists are professionals trained in both artand therapy. AT uses visual art making and the creative process tohelp clients bring about therapeutic change. Art therapy is generallydescribed as a highly illuminating, enjoyable, and unique experience.There are six major ASD treatment goal areas that art therapists arebest qualified to treat: imagination/abstract thinking deficits, sensoryregulation and integration, emotions/self-expression, developmentalgrowth, recreation/leisure skills, and visual-spatial deficits.

Neurofeedback. It is a form of therapy that can help train your brainto respond in a desired manner. Neurofeedback sessions consist of aseries of brainwave "training" exercises involving watching acomputer video game. Three small electrodes are taped to the patient'shead to provide the brainwave feedback. The electrodes are harmlessand don't send out any signals. They simply monitor brainwavepatterns during the training. The results can be seen on a screenallowing the therapist and patient to continue or modify the traininguntil the desired brainwave pattern is achieved.

Hippotherapy or Therapeutic Riding. This therapy uses the horse'smultidimensional rhythmic movement, to achieve specific therapeuticoutcomes. Therapist’s help patients ride the horse in differentpositions, including sitting or laying forward, backward, or sideways;standing up in the stirrups; and riding on the horse without holdingon. The movement of the horse moves the rider's pelvis in the correctway, while also stimulating other bones, ligaments, and joints. Sittingon a horse improves core muscle strength, muscle symmetry, balance,posture, flexibility, circulation, coordination, and breathing (whichalso makes it easier to speak).


The autistics are unable to integrate their senses and understand howtheir bodies relate to external forces and surfaces; hippotherapy cangreatly improve an autistic child's sense of their own bodies in space.Hippotherapy frequently does not use a saddle, allowing the child toreceive sensations from the horse's movements, which makes a childaware of where parts of his or her body are in relation to the horse.

CranioSacral Therapy, CST. This therapy was pioneered anddeveloped by osteopathic physician John E. Upledger followingextensive scientific studies from 1975 to 1983 at Michigan StateUniversity, where he served as a clinical researcher and Professor ofBiomechanics. It involves using gentle touch to help balance thecerebrospinal fluid and the membranes and tissues surrounding thespine and brain. A treatment takes about an hour and involves placingthe hands on the neck, feet, jaws, and sacrum. Parents who have hadtheir children treated with CranioSacral Therapy often report that thechild is more relaxed, able to make better eye contact and is moreverbal.

Animal Therapy. Interactions with animals can have therapeuticand healing benefits. Many animals soothe, comfort, and calm, justby their quiet presence. And animals are now also being used as aform of autism therapy. The companionship of animals can helpreduce any lonely feelings in autistic children, promoting a base ofhealthy character development within them, including personalitytraits such as being respectful, trusting, contributing, committed,self-confident, and responsible. Autistic children can also learn deci-sion-making skills, problem-solving skills, and both language andsocial skills through interactions with animals. This kind of therapycan be beneficial overall, as well as in times of greater trial, such aspuberty - when your child will go through many changes and havemany questions and will be in need of greater stress relief.

Superbrain Yoga®. Is a simple and effective technique to energizeand recharge the brain. It is based on the principles of subtle energyand ear acupuncture. This powerful technique is explained in MasterChoa Kok Sui’s latest book Superbrain Yoga®. Pilot studies on theeffects of Superbrain Yoga® on school children include childrenwith disabilities such as ADHD/ADD, developmental and cognitivedelays, Down syndrome and specific learning disabilities. Childrenstudied showed significant increase in academic and behavioralperformance, greater class participation and improved social skills.In one study, the result of an electroencephalograph showed in-creased amplitude in the parieto-occipital region of the brain follow-ing the Superbrain Yoga®. This indicates increased brain electricalactivity following the exercise. More studies on the effects of Super-brain Yoga® are being conducted. Step by Step instructions at:http://www.theautismnews.com/2009/06/09/how-to-do-super-brain-yoga/

Assistive Technology or Augmentative Communication, AAC. Itrefers to all means and modes a person uses to communicate, includingpointing, manual signing, finger spelling, eye gaze and facialexpressions as well as Assistive Technology. There are programmabledevices that speak words when words are typed. There are alsomachines that use symbols or pictures to promote communication.These devices can be used in place of speech or to aide in the abilityto gain speech. The low-tech versions include PECS, yes/no cards,wipe boards and others.

Aquatic therapy. Water activities provide autistic children withproprioceptive and tactile input. Children with Autism havesignificant sensory difficulties. Water provides a safe and supportedenvironment, which not only supports the children, but also providesthem with hydrostatic pressure that surrounds their body in the water.This pressure actually soothes and calms the children, providing thenecessary sensory input they crave. Aquatics activities are a fun andenjoyable experience that have many physical, psycho social,cognitive, and recreational benefits. Research continues to supportthe concept that water is the ideal medium in which to exercise orrehabilitate the body. Water provides an environment, which reducesbody weight by 90%, decreasing stress or impact on the body. Warmwater also reduces spasticity and relaxes muscles. For children withAutism aquatic therapy can focus on therapeutic play-based functionalmovement, improving range of motion, helping to facilitateneurodevelopmental growth, improved body awareness, increasedbalance, sensory integration, mobility skills and most importantly,having fun.


Focusing on all behavior issues and the autism spectrumAeleen B. Garrido-Tortorici MS LMHC

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Learning/behavioral disorders such as autism, Asperger’s syndrome,AD/HD, and Tourette’s syndrome are physical, neurologicalconditions involving dysfunction of brain. Dysfunction does notimply damage or disease, it indicates that certain clusters of cells inyour brain are under-functioning and are not as active as they shouldbe. Specifically, in children on the autism spectrum there exists anelectrical imbalance in brain stimulation and activity between theright and left hemispheres. The scientific term for this phenomenonis Functional Disconnection Syndrome. The result is a globaldecrease in brain activity primarily affecting the right hemisphere.This profoundly affects executive functions performed by the frontallobe region of the right hemisphere such as cognition, motivation,mental focus, concentration, and body movements. The symptomscan range from impulsivity and hyper-activity to emotional outburstsand excessive rough play. Evidence of inappropriate social gracescan alienate classmates causing feelings of low self-esteem. As aresult of the poor concentration and mental focus, learning becomesa real challenge.Understanding the functions of the right hemisphere allows for anextrapolation of what occurs when there is an imbalance of brainfunction. The right hemisphere is associated with stoppingmovement and filtering thought, controlling gross motor/posturalmovements utilizing the trunk, social learning, creativity, respondingto new concepts, and processing low frequency sound and light. Theresults of decreased right hemispheric functions can be seen in themajority of children in the autism spectrum which include: preferencefor routine and rituals, difficulty engaging in lengthy conversation,poor social skills/how to play knowledge, tendency to fidget, tantrum

episodes, clumsiness/poor muscle tone, and challenges with depthperception.Treatment options include Hemispheric Integration therapy (H.I.T.).This therapy is centered around maximizing the child’s brainfunction, focusing on the specific under-stimulated area of the brainand utilizes specific unilateral (one-sided) sensory/motor modalities.Careful observation is taken not to exceed the stamina of the cellsinvolved in the brain, not unlike the feeling of soreness after“overdoing it” at the fitness club. Therefore, the therapies are givenat a specific intensity and frequency to match those stamina levels.Examples include hemispheric appropriate frequencies of light andsound stimulation, olfactory (smell) stimulation, cross-crawlmechanisms, specific eye movement exercises, vestibular (inner ear)rehabilitation utilizing spins and abrupt changes in head positions,one sided chiropractic adjustments, hemistimulation computerexercise, and balance activities.Parents seeking to have their children partake in hemisphericintegration therapy and to gain more information in general shouldpurchase the book “Disconnected Kids” written by Dr. RobertMelillo. This publication will shed much needed light on how thebrain and autism spectrum disorders are intimately related. Othergreat resources include the UM/NOVA Broward Center for Autismand Related Disorders and the Developmental Delay ResourcesFoundation.

For more information regarding Dr John Conde and theservices he provides, look at the ad in page 5

Revolutionary New Research and Brain-Based Treatments in the Fight Against AutismBy Dr John Conde


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Teen Time:Dade CountyLocation: UM-NSU CARD Main Office • Fred and Helen Donn FlipseBuilding5665 Ponce de Leon Blvd., Coral Gables, FL 33146Time: 6:30 pm - 8:00 pm FacilitatorsContact: 305-284-5263Dates: Mondays - July 26, August 23, September 27, October 25,November 15, December 13Broward CountyLocation: UM-NSU CARD Satellite Office • 6100 Griffin Road • Davie,FL 33314Time: 4:30 pm - 5:30 pmContact: 954-262-7111Dates: MIDDLE SCHOOL: Mondays - July 12, August 9, September 13,October 11, November 8HIGH SCHOOL: Mondays - July 19, August 16, September 20, October18, November 15

Together... You & Me: Interactive program for 2 year olds.Time: 10:00 am - 11:00 amContact: 954-262-7111Dates: July 6, 8, 13, 15, 20, 22, 27, 29

Social Outings for Adults (SOFA) with Asperger:Time: 7:00 pm - 9:00 pmContact: 954-262-7111Dates: Mondays - July 26, August 23, September 27, October 25,November 22

Autism Parent Support Group

SPEC: Support for Parents of Exceptional ChildrenCome join the group to share any questions or concerns that you mayhave regarding your loved one.Location: Miami Children’s Hospital Dan Marino Center • Weston, FL33331Contact: Broward Autism Society 954-577-4141, email ASA [email protected]

Snap Florida: Special Needs Dad’s GroupMonthly group for dads, grandpa's and other male caregivers to sharetheir insight on areas pertaining to parenting, relationships, advocacy,professional goals, health, wellness, managing stress and being the bestparent they can be.Location: 12550 NW 29th Manor, SunriseFor meeting schedule contact: Office: (954) 806 7589 or [email protected]

Employment Coalition of Florida Inc. (ECF)Monthly meetings provide an environment where professionals shareresources, information, and expertise.Date: 2nd WednesdayTime: 3:00pm - 4:00pmLocation: Center for Independent Living 4800 N State Road 7 Ft.Lauderdale, FL 33319

Broward County Programs and Activities for Special PopulationsExercise, bowling, teens socialsContact: 954-357-8160 [email protected]

2ND Annual Space Coast Surfers for AutismLocation: LORI WILSON PARK, COCOA BEACH FLTime: 8:00 am - 4:00 pmContact: 954-262-7111Date: Saturday, July 24Registration: Facebook - Surfers for Autism

SuperBrain Yoga LectureLocation: Nova University, Davie FL Carl DeSantis Building Room #2229Time: 10:00am - 1:00pmContact: 954-262-7111Date: Saturday, July 17Registration: 954-274-1224 [email protected]

Parents to Parents MiamiLocation: 7990 SW 117th Avenue, Suite 200 Miami, Florida 33183 P:305-271-9797IEP WORKGROUPSTime: 9:30 AM - Date: Friday, July 02, 09, 16, 23 and 30Entrenamiento Que Funciona!Time: 9:30 AM - Date: Wednesday, July 07, 14, 21 and 28SUPPORT GROUPTime: 7:00 PM - Date: Wednesday, July 14INDIVIDUALS WITH DISABILITIES EDUCATION ACTTime: 10:00 AM - Date: Tuesday, July 20INDIVIDUAL EDUCATION PLAN (IEP)Time: 6:30 PM - Date: Tuesday, July 27

PECS Basic Training - Presented by Pyramid EducationalConsultantsParticipants will leave this workshop with a fundamental understandingof how to implement PECS (Pyramid Exchange CommunicationSystem). Call for group discounts! 1.3 ASHA CEUs & 7.0 BACB CEUsavailable.Time: 8:00am – 4:00pmDate: Jul 29 -30 Ocala and Oct 7-8 TampaContact: Alexis Bondy 888-732-7462Cost: $395 professional - $295 parent

Upcoming events:Nov 11-14: National Autism Conference in TampaCost: $300 to $120 or scholarshipsContact: 877-622-2884


Recipe of the Month

Ingredients:1-1/3 cups of almond butter or any other SCD legal butter1 cup honey.2 cups roasted almond slices (275 degrees F for 15 minutes) or youcan toast three cups of whole almonds and pulsed them in my foodprocessor. (Use two cups in the recipe and spread one cup on topof the already made candy)

1. Cook butter and honey over medium heat to 'hard crack' temp(300 degrees F)

2. Add the almonds, stirring over heat for 1 minute.3. Pour onto buttered cookie sheet. Refrigerate, to cool.4. Crack, by hitting with the back of a large spoon. Use spatula

to remove from sheet, then refrigerate the pieces.This candy tasted like the inside part of a Heath Bar! And has thatsame crunch (not too hard).

ALMOND ROCCA Candy (SCD Legal and GFCF)By Elaine Gottschall

Community:The Autism Services Grants Council& The Autism License Plate

The Autism ServicesGrants Council wascreated by the FloridaLegislature in 2009 toimplement and overseea grants process for thedistribution of fundsgenerated from thesales of the Florida

Support Autism Programs Specialty License Plate.The primary purpose of the Council is to fund service programs forgrants to nonprofit organizations to operate direct servicesprograms for individuals with autism and related disabilities inFlorida including direct services, evaluation, training, andawareness. Consideration for participation in such services andprograms must be given to applicants who are children or adultswith autism and related disabilities and their families and shallinclude those who are on the Agency for Persons with Disabilitieswaiting lists for services.The amount of funds available through the grant process will bedependent of the amount of revenue generated by sales of theFlorida Support Autism Programs Specialty License Plate whichwent on sale in mid November, 2009.

The Autism Specialty License Plate is available for sale atLocal, County, and private Motor Vehicle License PlateRenewal Offices throughout the State. You can also get theplate online at www.autismlicenseplate.com or over the phoneby calling 1.877.465.3824

For more information go to www.autismlicenseplate.com, call954.746.9400 (You won’t be able to order the license pate at thisnumber. To order a license plate call the number mentioned earlier)or email to [email protected]

Note: The Autism License Plate Fund and the Autism ServicesGrant Council are administered by Achievement and RehabilitationCenters, Inc., a Florida, non-profit, Internal Revenue Code Section501(c)(3) exempt organization.

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Acquisition Programs

A comprehensive assessment will assist in the development and imple-mentation of an individualized skill acquisition program targeting thefollowing areas: behavioral, expressive and receptive communication,social reciprocity, cognitive, visual-motor imitation, fine motor, feeding,gross motor, etc

Behavior Reduction Programs

Assessment will be completed and a behavior plan will be written andmonitored to reduce maladaptive behaviors and teach appropriatereplacement skills.

Parent Advocacy

School observations

Attending and supporting families at IEP meetings and informal teachermeetings.

Pragmatic and Social Skill Groups

Groups are offered to generalize new skills, improve social skills, developfriendships, increase play and leisure skills, improve communication andlanguage and infuse turn-taking skills.

Therapy Links

Therapy Links is an intensive therapeutic day program that is based onthe principles of ABA. This drop-off program is designed for children 1.5to 3 years of age. Individual schedules, visual aides and functionalcommunication systems are utilized as supports. The staff includes BoardCertified Behavior Analysts, Licensed teachers and therapists with a strongbackground in ABA methodology. Class contains 4-5 children with 2therapists.

594 Riverside Drive. Coral Springs, FL 33071

Call us at 954.344.6550

w w w . f o u n d a t i o n s t h e r a p y . c o m

w w w . p o s t h a s t e p h a r m a c y . n e tHablamos Español * Par lons Francaise * Sign Language

4401 Sheridan Street Hollywood, FL 33021

P (954) 989-6524 F (954) 985-8239

Great PricesSpecialty Nutrition SupportSterile Compounded FormulasAllergen Free FormulasPotency & Sterility TestingAll Dosage Forms AvailableInsurance WelcomeFree Ground Shipping in Florida

Autism Insider Newsletter Jul2010

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