Autism Insider Newsletter Oct 2010

1 - Autism Insider Newsletter, July 2010 Issue

South Florida Autism Newsletter

October 2010 - Issue #13

FREETake O

ne

� 5 Tips for Halloween Fun

� Functional Disconnection Syndrome and Autism

� Music Therapy

� Research Review: Acupuncture Improves Language and Social Interaction in Children with ASD

2 - Autism Insider Newsletter, October 2010 Issue

Inside This Issue...

BioMedical Q&A

By Debbie Mellen Nurse Practitioner Page 4-5

GENERAL ARTICLES

Nutritional, Developmental andSocial Milestone Guide Page 3

Evidence of differences in brain’s cortex in people with autism disorders found Page 5

5 Tips for Halloween Fun Page 6

Functional Disconnection Syndrome and AutismBy Dr Conde Page 8

Music Therapy Page 9

Research Review: Acupuncture ImprovesLanguage and Social Interaction in Children with ASD Page 11

Movie Review

The Horse Boy Page 10

Recipe of the Month

GFCF Candy for Halloween Page 10

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Autism is a complex developmental disability that typically appears during thefirst two years of life and is the result of a neurological disorder that affectsthe functioning of the brain, impacting development in the areas of socialinteraction and communication skills. It is very important to be able to followyour child’s developmental stages in order to choose the right therapies andtreatments. Children with autism have their strengths and their weakness, justlike everyone else. By detecting which ones are your child’s weaknesses, youare going to be able to prioritize the skills that need to be address first. Belowthere is a guide that describes the nutrition, developmental and socialmilestones that children have to reach at particular ages. In the Septemberissue we covered ages 12 months to 10 years old, and in this issue we willcover ages 11 to 18 years old.

11-12 YearsNutrition: Growth spurt timing varies. Bones grow in length and density.During grow spurt girls gain 7-25 kg (15-55 lbs) and grow 2.5-20 cm (2-8inches); boys gain 7-30 Kg (15-65 lbs) and grow 11-30 cm (4½-12 inches).Gross Motor: Demonstrates skill and coordination in running, ball throwing,jumping; adds endurance, fluidity, distance, and speed to skills; may have someawkwardness if growth uneven.Fine Motor: Neat handwriting; uses tools well; more advance artistic ability;adept at manipulating small objects into place; finger dexterity demonstratedin playing musical instruments.Sleep: Establish personal bedtime rituals; sleep needs vary with activity andindividuals.Language: Oral Vocabulary>7200 words; reading vocabulary of 50,000words; improved grammar and correct use of parts of speech; oral and writtenstories more logical, detailed; dictionary definitions given to words.Cognitive Development: Memory improves, uses mnemonic devices to ailmemory; understands concept of displaced volume, conservation, time, speed,and movement; beginning to solve problems with less trial and error anddependence on concrete objects.Self concept: Takes responsibility for own behavior; appropriate response tosituations and acceptance of restrictions; works to complete assignment orproject to meet personal goal; mood swings; vacillates between dependenceand independence; compares self with peers.Roles and Relationships: social involvement expands with activityparticipation; roles within family and peer group change, follower or leaderroles emerge; able to assume more responsibilities but tends to argue aboutwhat parents expect done; begins to objectify interactions; learns strategies forcompromise and competition.Coping and Resiliency: Takes responsibility for own behavior; fears andemotional expression more appropriate and specifically related to event, eg,meticulousness in schoolwork to cope with fear of failure, and displacementor denial to cope with anger about parent’s divorce.

13-15 YearsNutrition: Growth spurt timing varies. Bones grow in length and density.During grow spurt girls gain 7-25 kg (15-55 lbs) and grow 2.5-20 cm (2-8inches); boys gain 7-30 Kg (15-65 lbs) and grow 11-30 cm (4½-12 inches).Gross Motor: Speed and accuracy improve; interests more focused and effortsconcentrated; awkwardness disappears; may be involved in competitive sportsFine Motor: Refines skills; adept at building models or doing crafts; capableof small printing or writing; speed and individuality in handwriting.Sleep: Need varies; 9 hours is recommended; many children are sleep deficientLanguage: Speech and writing understandable; peer dialect commonly used;expansion of oral and reading vocabulary.Cognitive Development: Concrete-formal operational thinking; increasedability to reason abstractly; solves verbal and mental problems using scientificmethod; flexible in thinking; makes independent decisions using deductivelogic; memory capabilities peak; understands other perspectives.Self concept: Establishing sense of self-identity; may try out different roles;demands privacy; identifies heroes; seeks independence without sacrificinghaving dependents needs met; time of turmoil, may experiment with extremesin search of autonomy.Roles and Relationships: Roles models diverse and important, includerelatives and respected adults; family strain may be present as part of drive forindependence expressed in rebellion; prefers peer to family activities; same-sexfriends important for learning about self, social role, and relationships.

Coping and Resiliency: Continues to use proven coping strategies; somaticcomplains increase during stressful times; may use an imaginary audience tohelp anticipate and prepare for unfamiliar experiences; possible maladaptivecoping includes substance abuse and runaway behavior.

16-18 YearsNutrition: Caloric requirements vary. Eating and weight patterns often persistinto adulthood. Discuss need for continued calcium, iron, and otherrequirements.Gross Motor: Skill perfection related to interest, practice and involvement inactivity or sport.Fine Motor: Precise hand-eye coordination and finger dexterity.Sleep: Need varies, 9 hours is recommended; many children are sleep deficientLanguage: Reading and writing complex sentences; follows abstract ideas;enjoys fantasy and scientific literature.Cognitive Development: Understands abstract ideas (justice, honesty);generates hypotheses to consider possible solutions and follows idea throughto logical conclusion; plans ahead, goal-oriented; idealistic.Self concept: Mood swings; introspective; spends time daydreaming; adoptslifestyle that fits with sense of self and goals; string sexual urges are test ofself and peer pressure; fear of bodily changes, peer acceptance, pregnancy, orfailure may interfere with autonomy.Sexuality: Develops sex role and sexual identity.Roles and Relationships: Predominant orientation is to peer group; choosesown friends, contacts widen with increased mobility; seeks to establish ownidentity with family.Coping and Resiliency: Uses the more mature coping strategy ofintellectualization via discussions, debate, and ideation challenge; learns tocontrol destructive impulses, tolerate frustration, and live by reality principle;uses displacement and rationalization frequently.

Nutritional, Developmental and Social Milestones Guide (Part 2)Taken from Pediatric Nursing: Caring for Children, fourth edition, by Jane Ball and Ruth Bindler


BioMedical Q&ABy Debbie Mellen, Biomedical Practitioner

Ms Debbie: I have been readingabout mold and how it affectspeople. Now I am worry, speciallybecause we live in Florida which isa very humid State. Can you pleaselet me know what is your intake inmold. Thank you. Michelle fromCoconut Grove, Fl

There is yet another thing that could be affecting ourchildren’s learning, behavior and health. It can be missedby most people, or explained away by having some ‘other’issue. Take notice if you as a parent is seeing any ofthese behaviors or complaints in your family: a poorattention span, irritability, mood swings, homeworkdifficulty, anxiety, excessive aggression, limited ability tofocus, headaches, difficulty learning, agitation, difficultyrelating to peers. School is back in session and thatalways means that there is a transitioning period. So let’swait and see first, before we begin to investigate what isthe reason behind this or that complaint or behavior.Having said that, there are new issues that need to bewatched and if they don’t get better, deal with them. Theinformation in this article can be applied to adults as well.

I am talking about inflammation in the brain caused bymold. Biotoxins from mold can cause inflammation in thebrain. Certain types of mold can cause an illness that istoxic to the brain tissue. Have you ever smelled a dampmusty smell? Have you shut up your house for a few daysand returned after vacation and maybe a room has a staleor musty odor? That moldy smell might be… mold. Manypeople, when having been in the vicinity of mold may havesimultaneously been around dust or pollen also and thatcould trigger an allergic reaction or symptoms of asthma.In addition, there could be symptoms of a sinus infection.What I am talking about isn’t an infection. It is a trueillness. That is what makes it so difficult to diagnose. Itcan hide behind other illnesses. Research in the US andEurope shows that many neurological symptoms are adirect result of “breathing” toxins that are produced by thesame toxin-producing molds found in “sick buildings”. Weknow what molds make us sick and when a building ishosting the mold they are called sick buildings. If youspend time in the building every day you are breathing inthe air. If the building has mold, you may be breathing inthe toxins that the mold produces. You can’t see it, butyou can smell mold …sometimes.

If there are symptoms of having been in contact with moldtoxins, we can begin to investigate to see if that personhas been in an environment where there is mold. Theenvironment can be tested by taking an air sample fromthe room(s) that the person spends a lot of time in. If moldshows up in that air sample, testing would then be doneon that mold to see what species it is. It is usually thetype of mold that people have already had documented

in that they were complaining about getting sick from sickbuildings. Work offices and schools are suspect for havingmold in the air conditioning ducts (due to flat roofs).Before you begin to investigate your environment, andwhere your family spends their time when not at home,think about water. Mold needs water. The water isn’t onlya leaky roof, it can be a sink. Water has a way of travelingdown and along walls going unnoticed. Carpets are placeswhere mold can grow after the carpets have beenshampooed and the pads underneath stay damp. Youmay not see mold, it may not be evident.

Many doctors, neurologists and psychiatrists are unawareof how serious indoor mold can be to your health. Somecleaning methods used may kill the mold’s spores but notaffect the biotoxins on the spores. The biotoxins are whatmake us sick. The biotoxin’s affects on the body are muchdeeper than sinus trouble, post nasal drip or a chroniccough. Unlike typical viral or bacterial infections, moldtoxins can be active throughout virtually the entire body.Many mold exposed people are indeed sick, withsignificant brain function impairment. Our homes aredesigned to collect moisture. Air conditioning condensesthis moisture. Mold loves wet paper, drywall, wood andcarpet.

Only a small number of molds are toxic. However, theyonly need a few days in a wet room or a flooded wall boardto take hold. They create spores to multiply. The sporesare very tiny and are like powder. They have biotoxins inthem. Once they are in a room or house with air flowingthey can be very difficult to remove. Subtle personalitysigns show up that are easily missed by relatives, friendsand physicians. The tiny biotoxins easily are breathed intothe body and from there can travel anywhere in the body.If they can travel past the blood-brain barrier and get intothe brain they can cause inflammation. This is an illnessthat you can have, walk around with, and continue withlife as usual. Life becomes a little more difficult, physicallypossible, but more difficult. Because we can walk aroundlike this, it becomes chronic inflammation in the body. Ifbrain tissue is irritated or inflamed, that will influence thenormal function. It may show up to the person as beingeasily distracted. This may be new news for an oldproblem, and you may have a hard time finding adiagnosis for it let alone a treatment that works. Anti-fungals won’t work and the neurotoxin is not affected byantibiotics. Mold toxins have been known to causedamage to the integrative neuro-endocrine pathways inthe hypothalamus of the brain. When this pathway isaffected we see complaints of non restorative sleep, bodypain and unexplained weight gain as some of thesymptoms. This is an illness that you can have, walkaround with, and continue with life as usual. Life becomesa little more difficult, physically possible, but more difficult.Because we can walk around like this, it becomes chronicinflammation in the body.


Twenty-five percent ofpeople have genetics thatmake removal of moldbiotoxins from their bodyvery difficult. That meansthat their brain, fat cells,immunity, hormones andother systems in the bodyare affected.

N e u r o b e h a v i o r a limpairment will follow dueto the neurotoxic

mycotoxins interfering with neurotransmitters or receptorsin the brain. Mold toxins harm a very wide range of bodyfunctions. Pro-inflammatory cytokines may attack the liverand the liver function test will show elevations. There is aDNA test to show if you are genetically vulnerable to moldtoxins. We look at the special gene markers found in ablood test. If you are prone to inflammation the blood testto check is the HLA DRB, DBQ Disease Evaluation doneby Lab Corp (test code 012542). If you have fatigue,weakness, body aches, memory problems, focus trouble,concentration difficulty, trouble finding words, skinsensitivity, headaches, sinus congestion, cough, abdominalpain, joint pain, frequent urination, sweats, mood swingsor appetite swings; you could benefit from this testing. Thefunction of these antigens in the test appears to be at thelevel of cell-to-cell communication and regulation of theimmune response. Mold toxins can cause bloodinflammation and test high for MMP-9 and C3a. Anothertest is the hormone alpha MSH.

Mold clean up: You should get a professional to removethe mold from the building or you can contaminate yourselfand become ill. If you try to remove the mold by your selfyou can easily cause the mold’s spores to spread.

Treatment for illness from mold is to bind mold toxins. Iknow of this being done by using CSM or cholestyramine.SE includes bloating, reflux and constipation. It must betaken 4 times a day on an empty stomach 30 minutes priorto eating or taking other meds/supplements. Some peoplechange jobs to get away from the sick building. Someparents have removed their child from a school that theysaid had mold. Florida mold is not “fixed” by general housecleaning. Indoor mold should not be ignored, trivialized orpainted over.

A six-year long study of brain tissue has for the firsttime provided physical evidence of short-rangeover-connectivity in the outer layer of the brain’scortex in people with autism spectrum disorders.The study by University of Nevada, Renopsychologist has added to the body of knowledgethat researchers around the world are compiling totry to demystify, prevent and treat the mysteriouscondition.“Autism is a unique developmental disability,” saidJeffrey Hutsler, assistant professor of psychologyat the University of Nevada, Reno.“It creates a lot of noise in the brain, so to speak.There was a higher density of synaptic connections,about 20%,” he explained.Although this short-range over-connectivity hadbeen hypothesized, Hutsler is the first to examinepostmortem tissue samples and provide physicalevidence of the condition.He said his study supports the types of treatmentsthe University is providing at its Early ChildhoodAutism Program, with early intervention behavioraltherapies.“This is in the layer of the cortex that is one of thelast to develop, and a lot of these connections arerefined after birth up to about age 4. As you interactwith the environment, you sculpt them out,”explained Hutsler.Those with autism are typically detached from theirenvironment. Hutsler said that their interaction withthe environment, or lack thereof, may interfere withthat sculpting process.Early intervention with behavioral therapy duringthe preschool years could aid that sculpting orweeding-out process.The study was published recently in the journal,Brain Research.

Evidence of differences in brain’s cortex in people with autism disorders found

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Tip 1 - Expose them to it early and often

Halloween is scary enough even forchildren without development delays,physical limitations, neurological disordersor other issues that cause them to be inpart of the more than 6 million childrenwho are labeled “special needs.” Getting

an early start in explaining Halloween to special needschildren can go a long way in ensuring a successful goblinnight. Petrice Young, an early childhood educator from SilverSpring, Maryland counsels her parents to start discussingthe concept of Halloween, “as soon as you start seeingcostumes and advertisements.”

As is often the case with special needs kids, repetition is keyto helping the child better understand the event or holiday.Ms. Young adds, “We try to take the scariness out ofHalloween and describe it as a day for dressing up like amake-believe costume day.” Try and avoid discussingHalloween as a day of evil sprits, witches and warlocks. Thiswill go a long way in making Halloween a “fun event.” Ms.Young said.

Tip 2 - Pick the right costume

Of course, picking a non-scary costume is key for gettingyour special needs child ready for Halloween. Avoidingpopular costumes like vampires, witches, and warlocks isprobably a good thing for most special needs children.

But the costume is also another chance for you to improveyour child's literacy and teach your child great social skills.“Costumes can be based off of storybook characters whichcan also help some children with either reading themselvesor being read to, “ Ms. Young said.

Top picks for storybook costumes include such old favoritesas: “Little Red Riding hood,”“Mary had a Little Lamb,”“LittleBoy Blue,”“Twinkle, Twinkle, Little Star,”“Peter, PeterPumpkin eater,” and “Little Jack Horner.” Ms. Youngexplains, “Parents should be creative based on the booksthat inspire their child or books used in the classroom.”

Although, it may be hard to find these costumes at your localtoy store, they are very easy to make at home. For example,“Twinkle, Twinkle, Little Star”, can be made with a sheet,some glitter, glue or Velcro and a star purchased from a localfabric store. Ms. Young adds, “Whatever you choose, makesure the costume is easy for the child to get into and out ofand avoid lots of buttons or awkward costumes. Simplicityis best here.”

Tip 3 - Avoid Scary Games and Activities

Halloween games are almost as popular as the act of trickor treating, often serving as the tailgate before the game.But games like bobbing for apples or swinging the apple onthe stick can be difficult for special needs children to grasp

and can prove to be dangerous as well.For games in the classroom, make sure to talk to your child’steacher to see if you agree it’s appropriate practice the gameat home. Also,don’t pressure your child to participate ingames at home or at parties you attend. Pumpkin carvingand face painting can be fine for some children and dauntingfor others. As with most things with special needs children,it’s best to test these out on your child at home first, beforetrying at school or at a party.

“Halloween and trick or treating is hard enough for specialneeds children so make sure games will be fun for the childand educational if Ms. Young said. She suggests gamesand activities such as painting a pumpkin, role-playing/character acting based on their costume, andcooking Halloween treats like cookies, cupcakes Carmelapples and baking pumpkin seeds to name a few.

Tip 4 - Try a New Tradition Like a Private Party

Did you know the act of knocking on doors and tricking ortreating is actually on the decline? Many people are tryingnew traditions such as private parties where parents cancontrol the environment and the type of candy and food theirchild receives.

Private parties can be an excellent way to teach your specialneeds child about Halloween without having to worry aboutsending mixed messages. Ms. Young, explains, “For 364days a year, we tell our special needs children not to talk tostrangers, but yet on this magical day they can knock on adoor an get candy? This concept is hard for any child, butfor a special needs child, the lesson is that much harder toteach.”

As private Halloween parties are now en vogue, check withyour local special needs nonprofit or even your local childoriented nonprofit such as the Boys and Girls Club, forparties they may already be planning. If you opt to plan aparty or attend a party, be careful of the “many safetyhazards that may arise from candles and extension cords,”Young said.

Tip 5 – Do a Trial Run for Trick or Treating

If you want your child to experience trick or treating first-hand, remember, practice really does make perfect.Repetition of the route you will take for trick or treating willmake it easier for child to grasp the act of trick or treating.

Keep in mind, it’s also not the quantity of house visited thatis important, but instead the quality of the interactions foryour child. Picking a few homes where you know the familiescan go a long way in making the actual act of tricking ortreating enjoyable for your special needs child. Also, starttrick of treating early and “before it gets dark,” Young said.

Source:http://www.celebratingchildren.com/article_sn_halloweentips.htm

Five Tips for Halloween Funby Shannon Nash



Functional Disconnection Syndrome and AutismBy Dr Conde

The human brain is divided into two halvescalled hemispheres. It is of paramountimportance for the hemispheres tocommunicate to maintain optimumfunction of the brain. This is done througha part of the brain termed the corpuscollosum. In children with developmentaldelays there is exists a functionalbreakdown in communication between thehemispheres. One side becomes very lowfunctioning and the other side becomesvery high functioning. This phenomenonis called Functional Disconnection

Syndrome. We typically see that the right hemisphere getsaffected the greatest and therefore becomes very lowfunctioning. As a result, children affected by this syndrome maydisplay characteristic behavioral and learning delays of thoseon the autism spectrum. Lack of focus, hyperactivity, obsessive-compulsive tendencies, speech delays, social awkwardness,poor muscle tone, and exhibiting difficulty with change are justsome to name a few.

Addressing the under-functioning brain is imperative to bringingabout neurological balance. Hemispheric integration therapyaims at addressing this under-functioning side of the brainthrough neurologically based exercises. This therapy is basedon the concepts of plasticity, the understanding that the braincan change according to the environment it is exposed to. Someof the therapies include specific eye tracking exercises, one-sided vestibular (inner-ear) exercises, hemi-stimulationcomputer exercises, therapeutic use of light, therapeutic use ofsound, therapeutic use of smell, and metronome applicationsjust to name a few. The key to these neurological exercises isindividuality, each child is unique in terms of the stamina of theirbrain therefore the program has to be customized to fit the child’sparticular needs. Dietary and nutritional changes also helpgreatly to provide the environment suitable for neurologicalgrowth. This therapy work very well in conjunction with speechand occupational therapy.

To learn more about Dr Conde and the services he provides,check his ad in page 7.

We are at an exciting time in medicine for autism aswe are learning more every day about this disorderand its co-existing medical conditions.

There are many parents and families whose childrenclearly need biomedical help, but who simplycan not afford it. In order to make biomedicalinterventions more available for the families andchildren, we created the KidsMed Programs.The KidsMed Programs gives families access tospecialized healthcare to help their children withdisabilities to reach their full potential academically,mentally and physically.

He l p i n g C h i l d r e n R e a c h Th e i r Op t ima l He a l t h Biomedical Interventions

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Mild Hyperbaric Therapy

And more...

For More Information:Call (954)530-5992 or visit us at:www.spectrum-centers.com

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Miami Dade County Schools Parent Workshops

� “Raising a child with special needs” - Tuesday, October5th from 6 PM to 7:30 PM at 555 SW 93 Ave. Call(305)274-3501 to RSVP

� “Overview of Special Education” - Tuesday, October 12from 6 PM to 7:30 PM at 5555 SW 93 Ave. Call (305)274-3501 to RSVP

� “Support group for parents of children with autismspectrum disorder in elementary school” - Thursday,October 14 from 9:30 AM to 11 AM at 5555 SW 93 Ave.Call (305)274-3501 to RSVP

� “La crianza de un niño con necesidades especiales” -Martes 19 de Octubre de 9:30 AM a 11 AM, en 5555 SW93 Ave. Llamar (305)274-3501 para RSVP

� “Informacion general acerca de educacion especial” -Martes 16 de Octubre de 9:30 AM a 11 AM, en 5555 SW93 Ave. Llamar (305)274-3501 para RSVP.

� “FDLRS-South Open House” - Thursday, October 28 from9:30 AM to 12 PM at 5555 SW 93 Ave. Call (305)274-3501to RSVP


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Music therapy can be a rich and rewarding partto a comprehensive treatment program. In fact,many parents seeking music therapy have beenreceiving other therapies for many years.Music therapy is the use of specifically prescribed

music experiences to address non-musical goals.Frequently, music therapy goals and objectives mirror thoseof speech, occupational, and behavior therapists; however,the approach is vastly different. Music therapists use avariety of active music interventions to provideopportunities to integrate emotional, physical, and cognitiveexperiences. For children who have autism and relatedconditions, music therapy often treats four main qualitativeimpairments: behavior, communication and symbolic play,socialization, and sensory issues. Goal-oriented musicexperiences may involve activities such as: singing,dancing, imitation and action songs, musical games, songwriting, etc.

In addition to the socio-emotional and educational benefits,individuals with autism often make gains in generalizationof previously learned skills, sensory integration and motorplanning, self-regulation and executive functioning, andlanguage and communication skills. Individuals are typicallyseen weekly either in an individual or group setting.

An individual may benefit from music therapy if he/she:

� Easily learns words to songs, but has deficits in verbalcommunication,

� Is more animated and engaged when involved in musicactivities,

� Spends time humming, singing, or vocalizing to himself,

� Has limited joint attention skills and/or poor imitation,

� Has limited meaningful interaction with others

All therapy using music is not created equal. Musictherapists have completed a degree from an accrediteduniversity program, have extensive clinical training andsupervision, and hold Board-Certification. Because musictherapy is not a licensed profession in Florida, it is notcovered by private insurance. However, the Cadenza Centeris please to be the only south Florida agency with Board-Certified music therapists who are also licensedpsychotherapists and can bill insurance.

For more information about how music therapy may benefityour family member, please contact the Cadenza Center forPsychotherapy & the Arts at 954-925-3191 or visitwww.CadenzaCenter.com

Dr. Michelle Reitman is a licensed psychologist, licensedmental health counselor, and Board-Certified musictherapist who specializes in treating individuals with autismand their families.

Music Therapy


GFCF Candies for Halloween!!!

In 2004, Rupert Issacson and his wifeKristin found out their little boy,Rowan, was suffering from autism.Traditional medicines and therapiesweren't helping the child, who fellfurther into fits of tantrums andincontinence. Raising Rowan theybest they could, Rupert and Kristinfaced a bleak future with a boy unableto break free from his mentalcontainment. And then Rowan metBetsy, a neighboring horse, and heopened up in ways his parents never

thought possible.

Directed by Michel Orion Scott, "The Horse Boy" is a potentdocumentary studying Rowan as he finds comfort in thepresence of horses, encouraging Rupert to consider arather bold alternative to the daily grind of pills andmeltdowns. Flying the family over to Mongolia, Rupert andKristen would introduce Rowan to the world of shamanistichealing, crossing the countryside by horse and van to reachan area where packs of reindeer roam, hoping to engagethe little boy's obsession with animals. The documentarydepicts nearly every single step of the odyssey, observingthe family struggle with Rowan's mental and physicalfatigue, looking to shamanism as a way of challengingwestern methods of autism treatment, where Rowan ismade to feel the outcast, facing a troubling lifelong battlewith his disorder.

It's a lengthy journey for Rupert, Kristin, and Rowan, andan arduous one for the viewer. Here is a depiction of autismin its most naked form, examining Rowan and his hourlybreakdowns, communicating to the outside through aseries of whimpers and grunts. It's an exhaustive,unnerving portrait of the mind at its most mysterious, withScott detailing both Rowan's mania and brilliance, buriedwithin the layers of an affliction too difficult to understand,much less accurately remedy. "Horse Boy" doesn't dig toodeeply into autism specifics, though it does articulate theconcerns of an environmental origin and fear that isolation,not investigation, will develop the more the disorder isdiagnosed.

The path to Mongolian enlightenment is fraught withsetbacks and frustration. Though they do have camerasright up in their faces, Rupert and Kristin show outstandingpatience throughout the film, though their weariness (thecommon, often overlooked shrapnel of autism) is palpable.The vistas are gorgeous, and "Horse Boy" captures Rowanas he opens up to the world while riding along, evenbefriending a child of similar age. While still prone to hispanic buttons, Rowan shows astounding development outin the middle of Mongolia, embracing the experience thebest he can.

You can purchase the DVD in www.amazon.com

Movie Review: The Horse Boy

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Research Review: Acupuncture Improves Language and Social Interaction in Children with ASDBy Luciana C Leo A. P.

The Center for Neurocognitive Function Enhancement at TheChinese University of Hong Kong did a randomized controlledtrial to evaluate the effect of an acupuncture technique, called“Seven-Star Needle Stimulation”, for the treatment of childrenwith Autism Spectrum Disorder (ASD). Thirty-two childrenwere assigned randomly into the treatment group and thecontrol group. Children in the treatment group underwent 30sessions of stimulation over 6 weeks (Sessions were 5 to 10minutes long, 5 times per week), while children in the controlgroup were on a waiting list and did not received anytreatment during this period. Children in the treatment groupwere stimulated at the front and back sides of their body andthe head by using a Seven-Star Needle.

The tool for the Seven-Star Needle Stimulation looks like athin long hammer with a handle on one side and a head thatconsist of 7 blunt needles forming the shape of a seven-pointstar on the other side. Due to the way this tool is designed,it can provide maximum stimulation without penetrating theskin making the treatment very suitable for children. Seven-Star Needle Stimulation has been used for over 1000 yearsin China. Two underlying mechanisms might explain thetherapeutic effect of this technique. The first is based on theTraditional Chinese Medicine concept that there are 20channels distributed over the human body, and the channelon the front and the one on the back govern the harmony ofthe body, including the brain. The other hypothesissuggested that the treatment effect of Seven-Star Needle

Stimulation is related to the stimulation of the sympatheticnervous system distributed along the spine (Bai, 1989).

Children in both groups were assessed before and after thetreatment group underwent treatment, first at baseline andthen 6 weeks later. They were assessed by parent’s ratingon 3 major areas that characterized children with ASD:language, social interaction and behavioral problems; as wellas motor functioning. In addition, their change in quantitativeelectroencephalography (qEEG) profile was assessed toserve as a relatively objective outcome measure. Resultsshowed that the treatment group demonstrated significantimprovement in language and social interaction, but not instereotyped behavior or motor function, compared to thecontrol group. qEEG spectral amplitudes in the treatment,but not the control group, were also reduced significantly.The results suggested that Seven-Star Needle Stimulationmight be an effective intervention to improve language andsocial functioning of children with ASD.

“Seven-Star Needle Stimulation Improves Language andSocial Interaction of Children with Autistic SpectrumDisorders” Agnes Chan, Mei-Chun Cheung, Sophia Szeand Winnie Leung

For more information about Luciana C Leo A. P and theservices she provides call (954)530-5992 or go towww.spectrum-centers.com

Thursday, October 28 at Pump It Up...Sensory Jump Halloween Party!!!

� Bounce, jump and slide in a private arena filled with gigantically funinflatable’s for 90 minutes

� Get a free trick or treat bag full of goodies (All GFCF candy) and cooltoys.

� Great opportunity for play therapy and to network with other familiesand professionals!!!

� Come dress as your favorite character!!!

Socks and Signed waiver are always required to play at Pump It Up

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Entrance is $8.50 per child and parents are free!!!Thursday, October 28 from 4:30 PM to 6:00 PM at Pump It Up6555 Nova Drive, Suite 308Davie, Fl 33317


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“ Achieving Success One Child at the Time”

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Parents are part of the team

Daily Feedback on your child

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Autism Insider Newsletter Oct 2010