Archive for the ‘Disabilities’ Category

‘Age of Autism: Mercury, Medicine, and a Manmade Epidemic,’ a new book by Dan Olmsted and Mark Blaxill, goes on sale today

September 14, 2010

Age of Autism by Dan Olmsted and Mark Blaxill

The Age of Autism: Mercury, Medicine, and a Manmade Epidemic, a new book by Dan Olmsted and Mark Blaxill, goes on sale today.  I interviewed Olmsted and Blaxill about the book for Examiner.com.

They make a strong case that the autism epidemic is very real, and more environmental than genetic.  Olmsted, a reporter who has devoted his career to writing about autism, and Blaxill, the father of a daughter with autism, argue that autism is largely the result of mercury from pollution, commercial products, and vaccines.

They investigated the backgrounds of some of the parents of the original children Leo Kanner identified in the late 1930s as having autism, and discovered that several of the parents had links to mercury in their backgrounds.

Olmsted and Blaxill say the increase in autism tracks with the use of mercury as a preservative in vaccines (thimerosal), though they say they are not anti-vaccine, just pro-vaccine safety.

Pollution is also a major factor in autism, say the authors, because coal emissions result in mercury that gets into the environment.  They also write that spikes in schizophrenia and other diseases occurred since the Industrial Revolution, perhaps due to pollution.

A couple of other interesting items – they theorize that Mozart may have died from accidental mercury poisoning as a treatment for syphilis.  They also note that the Amish, who vaccinate much less frequently than the general population, have a significantly lower rate of autism.

Obviously the theory that autism is linked to vaccines in some cases is controversial, but those who dismiss the theory outright should read the whole book before commenting on it.

The authors make excellent arguments that the traditional idea that autism is mostly genetic cannot be true because of the huge increase in cases of autism, now one in 110 according to the CDC.  Autism was unknown before the 1930s.

Click here for the interview.

Teaching kids with autism is not only rewarding, but also tons of fun

September 10, 2010

Helping children with autism learn social skills is fun for everybody involved.

I just wrote an column on Examiner.com about how people often react to what I do for a living with a strange mixture of pity and admiration. They patronize me by telling me what I do is great, but they don’t understand that it’s more than that — it’s simply a lot of fun.

I work with kids with autism, to improve their skills in academics, social skills, and sports.  As I point out in the article, it’s not without challenges.  I’ve been hit, scratched, and had my shirt grabbed so hard it tore in half.  But the great moments outweigh all that, and I’ve got enough memories to last a lifetime, and at least enough for a book.

The main point of the article is that it’s a lot more than rewarding to work with these kids.  It’s a huge amount of fun and I look forward to every session.

How could you not like teaching kids how to read, do math, make friends, play sports, and have fun?  How could you not love jumping on the trampoline, taking them swimming, or taking them sledding?  How could you not like running a play date for kids whose social skills don’t come naturally?

If I seem a little bitter in the article, it’s because there are a lot of women out there who seem to value someone who works in a boring but successful career over someone who would be a great father (not to mention a great husband).  But not everyone has their values upside down.

In “Authentic Happiness,” Martin Seligman writes that when we do things that are both kind and fun, when actions are meaningful, those acts result in true happiness.

See article on sports for children with autism in new Autism Spectrum Quarterly magazine

August 29, 2010

Jason McElwain, who has autism, scored 20 points in four minutes in a high school basketball game in 2006. AP Photo/Eric Sucar.

One of my articles has been published in the new issue of Autism Spectrum Quarterly magazine.  It’s about sports and exercise for children with autism, and how sports can help kids improve their social and cognitive skills.

A high functioning child with autism may be able to play in a typical league with help from a “shadow,” or a child can participate in organizations like Special Olympics or Kids Enjoy Exercise Now (KEEN).  Even playing catch during play dates can be a start.

Sports can be a great way to help kids with autism make friends, improve communication, and above all, have fun.

Here’s a sample of the article:

Four years ago, Jason McElwain, a teenager with autism, became an overnight sensation by scoring 20 points in four minutes of action in a high school basketball game. . . . Regardless of whether children with autism are high functioning like McElwain, or are less advanced cognitively, playing sports can have profound effects on several aspects of their lives. For example, sports can help kids with autism gain confidence, improve social skills, and develop better coordination. Improvements in balance and motor planning skills often go hand in hand with progress in cognitive function, academic achievement, and organizational skills.

Integrate Floortime, developmental approaches with ABA to enhance learning for children with autism

August 28, 2010

Stuffed animals, musical instruments, balls, and beanbags with text can be used during Floortime activities. Photo by Mike Frandsen.

Integrating developmental teaching models into behavioral approaches can help children with autism generalize skills so they can apply them in real world, natural environments.

Dr. Stanley Greenspan’s Developmental, Individual Differences, Relationship-based (DIR) model of autism therapy aims to improve social, emotional, and intellectual abilities in a way that is meaningful for the child rather than focusing on isolated skills and surface behaviors.

Applied Behavior Analysis (ABA), considered the gold standard for autism therapy, is a proven method of teaching children with autism functional and cognitive skills. One of the criticisms of ABA, though, is that it can result in answers that are scripted.

Children with autism need both structure and meaning when they learn. Therefore, combining elements of ABA and DIR may result in the best opportunities for success.

To read the rest of my article on Examiner.com, please click here.

Educational DVDs may help children with autism over age two read, count, learn concepts

August 21, 2010

Educational DVDs may help children with autism over the age of two learn basic concepts, but parents should check with their physicians for guidance on what age is best to allow their children to begin watching TV. Consulting with other parents, teachers, and therapists can also contribute to an informed decision.

Parents should note that TV should be limited or not shown at all to children under the age of two, according to the American Academy of Pediatrics.  Several studies, including one published in the February 2010 American Journal of Epidemiology, have concluded that hyperactivity and inattention are associated with TV exposure before the age of two.

Picture books and books on emotions can be used to introduce reading to children too young to watch TV.

To read the rest of my article on Examiner.com, click here.

Examiner “Upgrade”

August 15, 2010

Examiner.com is going through an “upgrade.”  Unfortunately, and hopefully not for long, there are a lot of formatting problems with the articles.  They’re working on fixing them.  Hopefully everything gets back to normal soon, but I wanted to say that I’m not responsible for the problems if you look at my autism and sports articles. If you commented on the articles, those comments should reappear soon.

Understanding and managing emotions are important life and social skills for children with autism

August 10, 2010

Children with autism are often notoriously poor at identifying, understanding, expressing, and handling their emotions. Meltdowns and tantrums can be common, and the ability to recover from these outbursts can be elusive. Emotion coaching is therefore a crucial component of any autism therapy program.

Helping children with autism deal with feelings should be accomplished not only during play dates and social skills practice, but also during more traditional cognitive and academic behavioral teaching. In fact, an argument can be made that the ability to handle emotions is more important than the ability to excel academically.

Dr. Stanley Greenspan, who emphasized the importance of learning emotions and social skills for children with autism, discussed the need to teach those skills together with academics in “Engaging Autism.”

To read the rest of my article on Examiner.com, click here.

Health advocates rally at Capitol for chemical safety bill; some chemicals linked to autism, cancer

July 31, 2010

Andy Igrejas, Brenda Afzal, and Dr. Sarah Janssen speak in favor of the Toxic Chemicals Safety Act. Photo by Mike Frandsen

Environmental advocates rallied in Washington, D.C. Thursday to support legislation to protect the public from toxic chemicals that have been linked to disorders and diseases such as autism and cancer.

Representatives from the Safer Chemicals, Healthy Families Coalition and Natural Resources Defense Council (NRDC) held a press conference in front of the Capitol Reflecting Pool, urging Congress to overhaul a 1976 law that does not require all chemicals to be tested for safety.

The press conference took place alongside a giant inflatable rubber duck to symbolize that even simple items such as toys may contain unsafe chemicals.

Dr. Sarah Janssen, a scientist with NRDC, said most people have a story of someone who has been affected by unsafe chemicals: “People who have had cancer, problems conceiving a child, children with learning or developmental problems, asthma, and parents or grandparents struggling with diseases like Alzheimer’s or Parkinson’s — all of these chronic illnesses have been associated to some extent with exposures to toxic chemicals.”

For the rest of my article on Examiner.com, click here.

Using humor, puppets in play therapy can enhance social, communication skills for kids with autism

July 28, 2010

Teaching humor to children with autism through imaginary play can encourage engagement, facilitate interaction, and promote the development of abstract thought. Studies have even shown that the ability to role-play in children with autism is related to communication abilities.

Traditional autism therapies have focused on the behavioral aspects of autism, but while structured skills taught at a desk have their place, many children with autism have trouble generalizing those skills into the real world.

Joking around with children with autism, especially using puppets for symbolic play, is an underused and underappreciated way of promoting creative, imaginative, and spontaneous thought.

To read the rest of my article on Examiner.com, click here.

Landrigan calls for more research into pesticides, toxic chemicals, environmental causes of autism

July 19, 2010

Dr. Philip Landrigan of the Mount Sinai Medical Center told the Interagency Autism Coordinating Committee (IACC) Friday that more research needs to be conducted on potential environmental causes of autism.

Dr. Philip Landrigan told the IACC Friday more research needs to be done into the environmental causes of autism. Photo by Mike Frandsen.

For decades, autism has been believed to be primarily a genetic disorder, but in recent years, scientists have acknowledged that environmental factors such as pesticides and other chemicals also play a significant role in the causes of autism.

Landrigan is one of the leaders of the National Children’s Study, which is expected to identify causes of autism and many other childhood disorders and diseases. The study will “examine the effects of environmental influences on the health and development of 100,000 children across the United States, following them from before birth until age 21.”

Landrigan has been investigating the effects of environmental toxicants on the development of children since the early 1970s when he determined that even very small levels of lead could affect cognitive ability.

His landmark work for the Centers for Disease Control and Prevention (CDC) resulted in the government banning lead from gasoline in 1976 and from paint in 1977, actions that decreased childhood lead poisoning in the U.S. by more than 90 percent.

To see the rest of my article on Examiner.com, click here.