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Tuesday, October 13, 2009

Autism and Medical Marijuana Revisited

Why not? It looks pretty tame compared to a lot of other treatments. Get the parents a prescription and it's a double winner! This for sure brings a new meaning to HERBal remedy.
Why give my 9 year old pot:
He has autism and a medical marijuana license.


By Marie Myung-Ok Lee | Double x

Question: why are we giving our nine-year-old a marijuana cookie?

Answer: because he can’t figure out how to use a bong.

My son J has autism. He’s also had two serious surgeries for a spinal cord tumor and has an inflammatory bowel condition, all of which may be causing him pain, if he could tell us. He can say words, but many of them—”duck in the water, duck in the water”—don’t convey what he means. For a time, anti-inflammatory medication seemed to control his pain. But in the last year, it stopped working. He began to bite and to smack the glasses off my face. If you were in that much pain, you’d probably want to hit someone, too.

J’s school called my husband and me in for a meeting about J’s tantrums, which were affecting his ability to learn. The teachers were wearing tae kwon do arm pads to protect themselves against his biting. Their solution was to hand us a list of child psychiatrists. Since autistic children like J can’t exactly do talk therapy, this meant sedating, antipsychotic drugs like Risperdal—Thorazine for kids.

Last year, Risperdal was prescribed for more than 389,000 children—240,000 of them under the age of 12—for bipolar disorder, ADHD, autism, and other disorders. Yet the drug has never been tested for long-term safety in children and carries a severe warning of side effects. From 2000 to 2004, 45 pediatric deaths were attributed to Risperdal and five other popular drugs also classified as “atypical antipsychotics,” according to a review of FDA data by USA Today. When I canvassed parents of autistic children who take Risperdal, I didn’t hear a single story of an improvement that seemed worth the risks. A 2002 study specifically looking at the use of Risperdal for autism, in the New England Journal of Medicine, showed moderate improvements in “autistic irritation”—but if you read more closely, the study followed only 49 children over eight weeks, which, researchers admitted, “limits inferences about adverse effects.”

We met with J’s doctor, who’d read the studies and agreed: No Risperdal or its kin.

The school called us in again. What were we going to do, they asked. As a sometimes health writer and blogger, I was intrigued when a homeopath suggested medical marijuana. Cannabis has long-documented effects as an analgesic and an anxiety modulator. Best of all, it is safe. The homeopath referred me to a publication by the Autism Research Institute describing cases of reduced aggression, with no permanent side effects. Rats given 40 times the psychoactive level merely fall sleep. Dr. Lester Grinspoon, an emeritus professor of psychiatry at Harvard Medical School who has been researching cannabis for 40 years, says he has yet to encounter a case of marijuana causing a death, even from lung cancer.

A prescription drug called Marinol, which contains a synthetic cannabinoid, seemed mainstream enough to bring up with J’s doctor. I cannot say that with a few little pills, everything turned around. But after about a week of playing around with the dosage, J began garnering a few glowing school reports: “J was a pleasure have in speech class,” instead of “J had 300 aggressions today.”

[FULL STORY]
Related:

Sunday, October 11, 2009

Autism: Neurofeedback 101: what is it?

Neurofeedback 101: what is it?

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"Neurofeedback is direct training of brain function, by which the brain learns to function more efficiently. We observe the brain in action from moment to moment. We show that information back to the person. And we reward the brain for changing its own activity to more appropriate patterns. This is a gradual learning process. It applies to any aspect of brain function that we can measure. Neurofeedback is also called EEG Biofeedback, because it is based on electrical brain activity, the electroencephalogram, or EEG. Neurofeedback is training in self-regulation. It is simply biofeedback applied to the brain directly. Self-regulation is a necessary part of good brain function. Self-regulation training allows the system (the central nervous system) to function better." As defined by EEGinfo.com

[FULL ARTICLE]


Related:

Biofeedback Solutions - Bellevue

Brian Neville, Ph. D. - Seattle, Woodinville

Seattle Neurofeedback and Counseling - Seattle

Quantum Neurocare - Seattle, Bellingham

Northwest Neurofeedback - Portland, Or

The mysterious effect of pets on sick kids

The mysterious effect of pets on sick kids

Tuesday, September 15, 2009

A barnful of therapists - The Denver Post

A barnful of therapists - The Denver Post

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Sunday, September 13, 2009

Verbal Behavior Approach (Mary Barbera)

The Big Three Skills for Individuals with Autism

I’ve been consulting with children and a few adults with autism for seven years now and I had a revelation about two years ago soon after I published my book. I now believe that there are three main skills every child and adult with autism needs to be successful. These skills, I believe, are the most important skills regardless of the person’s age or level of functioning.

The Big Three are:
1) Problem behaviors at or near 0
2) The ability to request wants and needs
3) Independent toileting

{more ... }

Related:

Mary Barbera's (author of the Verbal Behavior Approach blog) monthly radio show on the 2nd Friday of every month at 12 noon on Autism One Radio.

Archived Shows as of this posting ...

Episode Title Date Length
01 The Verbal Behavior Approach 09/2007 32:50
02 Adding ABA to your current biomedical treatment 10/2007 29:54
03 Reducing Problem Behaviors in Children with Autism 11/2007 31:29
04 Reinforcement and the Pairing Process 12/2007 32:43
05 Manding: Teaching your Child Requesting Skills 01/2008 29:19
06 Increasing Speech in Non-Vocal Children 02/2008 32:37
07 Errorless Teaching 03/2008 28:56
08 Non-Verbal Behavior 04/2008 39:00
09 Teaching the Verbal Operant 06/2008 31:48
10 Verbal Behavior: Putting it All Together 09/2008 31:56
11 Toilet Training 10/2008 32:44
12 Lessons Learned on My Autism Journey 01/2009 31:46
13 Getting Started on VB with Early Learners 02/2009 26:47
14 VB Programming for Intermediate Learners 04/2009 33:39


Using Omega-3 for Individuals with Autism?

omega

Many families choose to use complimentary and alternative medical (CAM) therapies with their children with autism. Most of the treatments are not yet scientifically proven to be effective. In an article recently publishing in the Journal for Autism and Developmental Disorders (Omega-3 Article – JADD August 2009) the authors systematically reviewed all the research around using Omega-3 supplements for people with autism. They found 6 studies which met the criteria for inclusion in the review. None of the studies scientifically proved the efficacy of this treatment option. Some of the studies indicated a benefit, but only one of the studies used a control group (use of a control group strengthens results by showing measures from an untreated group).

More ... FULL ARTICLE: Using Omega-3 for Individuals with Autism?

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Detecting Autism: Eye Movements May Help Detect Autism in Babies

Most parents will attest that infants convey their needs and interests in a variety of ways, many times without ever making a sound. For researchers in the School of Behavioral and Brain Sciences, it is what babies communicate with their eyes that could be key to understanding the development of certain disabilities, including autism.

Dr. Noah Sasson, an assistant professor in the school, and his colleagues at the UT Dallas Center for Children and Families, are currently tracking and measuring the eye movements of infants. Eye tracking technology is nothing new to Sasson — he has used it in previous research to investigate how children and adults perceive social and non-social information.

“By tracking eye movements, we can infer information about an infant based on what he or she views and for how long,” said Sasson. “Although this information alone is not diagnostic, certain patterns of eye movements may signify an abnormality that could reflect potential developmental difficulties.”

[FULL]

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