Archive for the ‘Holidays & Vacations’ Category

Home Schooling Children with Autism Issues

Monday, September 5th, 2016

Home schoolADHD, aggression, bullying and being bullied, meltdowns, oppositional, auditory, visual and other Sensory Processing Disorders, are among the many challenges of modern school-aged children who are recovering from the conditions that are categorized under Autism Spectrum Disorder.

Individualized educational plans have gone a long way toward providing an increasing number of affected youngsters with a more appropriate academic environment. Yet, there remain numerous educational situations in which young children face significant obstacles.

Considering such challenges, an increasing number of families have chosen to home school their neuro-diverse offspring. Here is some of the valuable information that parents have provided about the decision to undertake such a situation.

What are the common characteristics of families who choose to home school?
The most disruptive children require additional medication, and/or one-on-one supervision. Sometimes, only a family member or therapist can achieve control, performed at home (or equivalent).

Families live in locations where there is an serious shortage of appropriately trained personnel.

The IEP and associated adjudication of services do not appear adequate to meet their child’s need. This could involve a lack of classrooms with ‘higher’ functioning individuals, or not enough services for those who have more troubling signs and symptoms of autism.

Parents concerned that, inattention, lack of focus, and hyperactivity in the neurotypical academic environment – by their own child and others – will likely negatively affect performance, grades, and self esteem. Indeed, the psychological profile scores are usually ‘all over the place’, indicating that processing is affected, not IQ.

Sometimes, the choice is influenced by the reluctance to administer stimulant and/or anti-anxiety medication, especially in the youngest students.

What are the biggest challenges?
Relationships with affected children, neurotypical siblings, and blending teaching with family activities, takes a quantum leap in patience, time and effort.

The discipline to prepare lessons and implement the required syllabus is a full-time job.

The outcome of all of this work requires evaluation to assess whether avoiding a traditional program is the preferable course. Has it been worth it?

Caretakers need to determine the best means to ensure exposure to others, and additional ways to foster socialization.

Ultimately, there needs to be a decision if/when to merge the children into a traditional academic environment.

Conclusion
Home schooling enables the ‘teacher’ to maximize learning by individualizing. Caretakers notice when affected children are ‘present’, or allow the necessary time to ‘get the jitters out’. If a youngster is able to avoid taking a test on a particularly squirrelly day, their score will probably be higher. Self esteem improves and anxiety abates.

For those under the age of 6, any suggestion that medication will ‘improve the academic situation’ should be carefully scrutinized. When there is a stay-at-home-parent, additional help, and other resources, home schooling may be the better option, especially for those who are most affected with ASD.

Though it’s not for every parent, or child, this path does provide some families with the most optimal opportunity to guide their offspring to their highest potential.

A More Complete Special Needs Practice

Sunday, August 28th, 2016

SherryjpgIn order to achieve optimal outcome in a world of constantly changing complex medical problems, a modern practice needs to embrace the benefits and safety of natural interventions.

Towards that end, The Child Development Center of America welcomes Dr. Sherry Eshraghi of Natural Health Power Works.

Sherry, a mother of a child with autism, has a Doctorate and PhD in Natural Medicine*, and is certified by the Board of the American Alternative Medical Association. She is an expert in autism and associated disorders and uses a natural, holistic approach to improve health and well-being.

This insightful and empathetic professional will complement our services by interviewing and counseling the family as a whole, providing additional health and lifestyle advice.

Sherry writes:
In order to improve the special needs child’s wellness, parents need to be healthy – physically, mentally, emotionally and spiritually.

Families with autism spectrum disorders experience certain underlying conditions, such as allergies, depression, diabetes, gastrointestinal and/or autoimmune problems, toxic overload, and more. In natural and preventative medicine, the aim is to reduce the chances of those disorders manifesting themselves by providing specific diets and lifestyle changes. The modalities used are:

  1. • Nutritional counseling for the whole family, such as specific foods to be added, or avoided, in the daily diet. Bio-individual, nutritional assessment, and practical advice can be provided, in order to get our kids to eat what is good for them, taking into account that so many are extremely picky eaters.
  2. • Mind/ Body medicine that addresses, but is not limited to, stresses in the family that arise from caring for a child with special needs.
  3. • Detoxification, orthomolecular therapy, environmental health: when our body’s natural detoxification pathways are impaired, we need to detox in order to restore the body’s natural ability to get rid of toxins by itself. With orthomolecular therapy, we adjust deficiencies and excesses of minerals and vitamins in the body. In addition, we can identify possible toxic environmental exposures.
  4. • Herbal medicine: in natural medicine, you can often avoid harsh chemical drugs with herbal remedies that have less side effects. Plus, they can be used for longer periods of time and heal root causes, instead of simply suppressing symptoms.
  5. • Homeopathy and essential oils: many homeopathy protocols and essential oils can help the body heal itself.

To set up a meeting with Dr. Eshraghi, please call our office at 954 873 8413 or 305 720 9099

Rebecca Sherry Eshraghi, DNM, Ph.D.
www.naturalhealthpowerworks.com

*DISCLAIMER: Natural/ holistic health care is not intended as diagnosis, prescription, treatment or cure for any disease, mental or physical, and is not a substitute for regular medical care. Rebecca Sherry Eshraghi is a certified Doctor of Natural Medicine, not licensed in the state of Florida.

To NEBA or Not to NEBA? That is the ADHD Question.

Sunday, August 7th, 2016

EEGleftThe traditional method of achieving a diagnosis of Attention Deficit – Hyperactivity Disorder has involved reviewing the patient’s clinical history, utilization of a variety of scales and psychological criteria, and the exclusion of other medical problems.

For the past few years, an additional diagnostic tool called the Neuropsychiatric EEG-Based Assessment Aid (NEBA), has become available. It is a specific type of electroencephalogram (EEG) that focuses on certain brain waves associated with children who are diagnosed with ADHD.

Advantages:
1) NEBA can be done in any doctor’s office. The reading is accomplished via computer evaluation of specific brain wave patterns. Results are interpreted by professionals, then transmitted to the practitioner.

2) It is relatively simple for some children, aged 6-18 years, to sit still for ~15 minutes, watching a video or being read to by Mom.

3) The FDA approved test has supporting scientific literature, which adds to validity.

4) It may assist parents who are uncertain about the diagnosis or treatment.

Disadvantages:
1) The cost is ~$450. In South Florida, patients have rarely succeeded in obtaining medical insurance coverage. The company does offer helpful resources.

NEBA 22) There are more than a few patients who cannot sit still while the electrodes are applied and the test is administered.

3) There are experts who feel that NEBA testing is not fully proven, and/or necessary.

4) It doesn’t take the place of a formal EEG, and if a patient has other neurologic signs or symptoms, such as staring spells.

Discussion
All the FAQs about NEBA, plus supporting literature, can be found at their website.

One opposing point of view was offered by the director of the Center for Children and Families at Florida International University. Dr. Pelham asked, “What’s the point? We’re not going to run out and buy one of these machines to do diagnoses, because it is totally unnecessary.”

Clinicians do not purchase the equipment. It is rented at a reasonable cost on a monthly basis. The physician receives a portion of the payment for administration and interpretation.

There are options. A thorough medical evaluation may reveal nutritional deficiencies or gastrointestinal conditions that correct signs and symptoms that are falsely diagnosed as ADHD. Getting sleep under control is essential for proper focus and attention.

In younger patients, patience may provide the best outcome. Certain diets can be quite effective. Supplements, such as 5-HTP, magnesium, and essential oils may provide enough relief.  Mild medications, such as guanfacine (Intuniv®), Vayarin®, or even caffeine, can buy a symptomatic child more time without stronger pharmaceuticals.

Without performing formal testing, a trial of one kind or another of stimulant medication is often attempted. Since there are so many types of meds, in so many different forms, with a wide range of therapeutic dosing, this approach can be hit-or-miss.

Conclusion
Without a more reliable objective test, ADHD remains an elusive condition. Parents often feel better when there is more evidence, especially when exploring the possibility of strong stimulant medications.

NeBa 3As a doctor caring for so many patients who present with this diagnosis, I have appreciated the format in which the results are provided to the pediatrician. Based on the score, we are presented with 3 categories; confirmation, support for further testing, and support for testing other conditions. The clinician and the family then discuss additional evaluation and treatment options.

With caveats, and at a cost, this technology represents an additional opportunity to get more complete information about your child’s development.

Acetaminophen And Autism

Sunday, July 10th, 2016
tylenol9

A Tylenol® by any other name; including Xumadol, Paracetamol, Tirol, Calpol, Panadol, etc, etc.

Evidence supporting another pharmaceutical connection to autism was recently presented in a study entitled, Acetaminophen use in pregnancy and neurodevelopment: attention function and autism spectrum symptoms, which appeared in The International Journal of Epidemiology.

Given our current state of ignorance, support, rejection, and often, polarizing opinions have already surfaced.

The Present Study
The authors concluded, “Prenatal acetaminophen exposure was associated with a greater number of autism spectrum symptoms in males and showed adverse effects on attention-related outcomes for both genders…”

Recent Supporting Evidence
2014: Acetaminophen use during pregnancy, behavioral problems, and hyperkinetic disorders
Conclusion – “Maternal acetaminophen use during pregnancy is associated with a higher risk for HKDs and ADHD-like behaviors in children.”

2014: Associations between Acetaminophen Use during Pregnancy and ADHD Symptoms Measured at Ages 7 and 11 Years
Conclusion – These findings strengthen the contention that acetaminophen exposure in pregnancy increases the risk of ADHD-like behaviors.

2013: Prenatal paracetamol exposure and child neurodevelopment: a sibling-controlled cohort
Conclusion – “Children exposed to long-term use of paracetamol during pregnancy had substantially adverse developmental outcomes at 3 years of age.”

Opposing Opinions
2016: Use of acetaminophen (paracetamol) during pregnancy and the risk of autism spectrum disorder in the offspring.
Summary – “… the empirical data are very limited, but whatever empirical data exist do not support the suggestion that the use of acetaminophen during pregnancy increases the risk of autism in the offspring.”

Dr. James Cusack, research director of Autistica, “…insisted there was “not sufficient evidence” to back the suggestion. “The results presented are preliminary in their nature, and so should not concern families or pregnant women.”

The ‘experts’ say, “Don’t even worry about those studies”
claiming a relationship between Autism and Acetaminophen.
Really?
Where is the proof that it’s SAFE?

Discussion
First available in US in the 1950s, Tylenol Elixir for children became even more popular 30 years later when aspirin was reported as a contributing factor to an often fatal Liver – CNS disorder (Reye’s Syndrome). Interestingly, the authors of a 2007 literature review wrote, “The suggestion of a defined cause-effect relationship between aspirin intake and Reye syndrome in children is not supported by sufficient facts.”

Throughout the globe, there are over 100 names for acetaminophen. Plus, it is an ingredient in hundreds of other over-the-counter remedies. It is widespread and readily available. The increased use of this chemical tracks with the explosion of autism into the 21st century.

The medication can cause liver problems and freely crosses the placenta. There are studies that link pretreatment with Tylenol to address fever associated with childhood inoculations, and an increased risk of ASD. Furthermore, the mechanism of action includes the creation of oxidative stress, which is thought to play a significant role in autism.

Conclusion
What about occasional use? The present research concluded, “These associations seem to be dependent on the frequency of exposure.” However, until further investigations are performed, there could be specific times in pregnancy that are more sensitive than others, regardless of the dose.

A single, relatively uncomplicated question – whether there is an association between Tylenol and ASD – needs to be answered. This is but one example of why numerous other substances in our poisoned environment are so difficult to pin down. And, forget about combinations of substances. Why is the establishment so quick to point out the weakness of the present research, and declare that, “Everything is fine?”

Until more information is collected, conservative advice is warranted. Acetaminophen usage in pregnancy should be placed high on the ‘This Deserves Further Study’ list of important autism associations.

Addendum:
From the New York Times – 9/24/26
The Trouble with Tylenol and Pregnancy

Happy Fathers Day – An Autism Perspective

Sunday, June 19th, 2016

Dear Dad,

I don’t speak much (or at all), so you might not hear me say how much I appreciate all that you do. Fathers and kids are supposed to be outside and playing together on a day as special as this. I can do that! Maybe I’m not playing catch or kicking the soccer ball, but I’m having a good time.

I might not show as much love or affection as other children, so you may not see me trying to get your attention and praise. But, some of my stims are doing exactly that – getting your attention. I know that you are trying to figure me out, so thanks for being patient.

I sense things in a different way from others so the foods that everyone eats at this time may not be OK for me to eat. Even if they were, that Dr. Udell has taken away all of the good stuff! Someday I hope to tell you that I know how difficult it is to prepare a GF/CF barbecue.

Lots of people can be a problem for me, so ball games or crowded parks are not my favorite place. Thanks for understanding my issues, and taking us to the beach or just playing by the house so I won’t have a meltdown.

I don’t make friends very well and neighbors or even relatives increase my anxiety, so there won’t be a busy household on your special day. Thanks for keeping me safe and helping me work things out at my own pace.

Everyone is fussing around you today, so I know that they think that you are special, too. Somewhere, inside, I am just like every other kid who loves their Dad, even if I’m not sure what day it is.

Love you, Dad,
Your sons and daughters

Thanks to all the Dads of autistic children for your endurance and support.

Happy Father’s Day

Sincerely,
Brian D. Udell MD

 

Kids on the Calendar Year Cusp

Sunday, May 22nd, 2016

May is a key month for parents, administrators, teachers, pediatricians, and therapists to confer about whether Junior should start in PreK, or move on to Kindergarten. Which child should repeat 1st grade? Is the youngster ready for VPK? How about Middle school? What about those children whose birthdays fall between the cracks?

Having watched infants grow up for the past forty years, observing thousands of children who have developmental challenges, and  been part of raising two successful offspring of my own, I have formulated some questions that parents can use to assess school readiness.

As you consider the answers to these questions, you may see a pattern that helps you lean one way or the other to make the most successful choice.

  1. Maturity. I’m not talking about academics or IQ. Does your child play with other children of the same age appropriately? When a stranger enters the room, is the toddler likely to cry or run away? Can you leave the room without a meltdown?
  2. Compliance. Some youngsters at The Child Development Center have an incredible memory, are able to assemble complicated puzzles, and enjoy providing details about dinosaurs, or trains, for example. However, when the adult says, “Everyone in circle time,” they resist. The child who requires multiple prompts will do better with a reduced need for such a requirement; learn in a appropriate classroom setting with younger kids or a smaller teacher/student ratio.
  3. Self-control. As toddlers progress, tantrums should become less frequent, last for shorter periods, not include violence (against self or others), and become less dramatic. Parents often display some denial about this issue. “The teacher made him do this,” or, “Another kid took his favorite toy.” It’s the child response to that behavior that should be considered in order to guide the family to the appropriate setting.
  4. Abilities. I ofter hear the comment, “I know he can do <some given task> if you wants to!” The ability to perform, and the resulting behaviors – even when a task is non-preferred – is paramount. Ask yourself if the gross and fine motor skills that are expected in the next grade are appropriate to your child’s abilities. Then, choose the grade, school, setting, and available resources to get the child up to speed. Their ability to succeed has a great deal to do with future self esteem.
  5. Listen to the professionals who evaluate your child, but be aware of each one’s priorities. Administrators desire a smooth semester, teachers want children who listen, therapists often like to predict level of appropriate function. Parents know their children’s capabilities the best.
  6. Child’s size and sex. The smaller child who has all of the above capabilities will usually find a way to fit in. Indeed, the other students usually include, and even protect. But a child who is too large for a given grade may become a bully, or even be bullied, if they are not able to keep up. Plus, no doubt about it, girls are more advanced than boys.

Conclusion
This advice not only pertains to decisions concerning those who are developmentally delayed and challenged, but neurotypical children, as well. Especially for those whose birthdays put them ‘on the cusp’ between grades, considering such issues and responding appropriately can be even more important than academic concerns.

Diatomaceous Earth as Autism Treatment?

Sunday, May 15th, 2016

Parents frequently inquire about, and/or try, various home remedies. In a continuing effort to keep this site complete, by covering as many autism treatment modalities as possible, this discussion will be about diatomaceous earth.

What is DE?
“Isn’t that the stuff that you put into swimming pool filters?” Yes, but the supplement form is “Food Grade, 100% natural, with no side effects.” Except diarrhea, and a host of unstudied changes in fluids and minerals throughout the body.

OSHA and The National Institute for Occupational Safety have set limits for human exposure. Composition varies greatly. According to a prominent proponent, “Out of 600 deposits in the U.S., only 4 rate in purity by FDA standards to be labeled as ‘Food Grade'”.

History
The product was discovered over 150 years ago, and consists of the fossilized remains of millions of microscopic sea critters. According to Wiki, “…It is used as a filtration aid, mild abrasive in products including metal polishes and toothpaste, mechanical insecticide, absorbent for liquids, matting agent for coatings, reinforcing filler in plastics and rubber, anti-block in plastic films, porous support for chemical catalysts, cat litter, activator in blood clotting studies, a stabilizing component of dynamite, and a thermal insulator.”

Use in Health
There are claims of more than 1,500 benefits; including, lowering blood pressure and cholesterol, healing sore joints, healthier hair, skin, teeth, gums, and nails, better bowel movements and it is supposedly safe for pregnant women (no source).

Use in Autism
Agents that remove toxic metals – chelators – have been used as autism treatments since the turn of this century. When detoxification became a popular treatment, DE was introduced. As the issue of symptom-causing parasites (including fungi, viri, and bad bacteria) waxes, this cathartic product has received new mention. Anecdotal stories abound. Sensory issues, ADHD, behavioral disorders, and even speech, have apparently been changed for the better after administration, for some.

Discussion
A Google search for ‘diatomaceous earth’ and ‘autism’ returns >27,000 responses. A Google Scholar search for this supplement returns ZERO valid, scientific hits.

The problem originates with the fact that conventional – and even biomedical treatments – are not relieving enough people who display the signs and symptoms of ASD. Home remedies are attempted to fill the void. However, autism consists of many conditions, so comparing disparate treatments is nearly impossible, outside of a scientific study. Importantly, parents are not aware of the parameters to follow; including laboratory testing of electrolytes, minerals, and the health of key organs, such as the liver and kidney.

It has been the experience of many practitioners that such gut-cleansing treatments – from worms, to CD, to Miralax™ –  only help selected patients, and then, for a brief period of time. Plus, conditions may worsen. Expect a paucity of testimonials about those negative reactions. Plus only a few warnings appear in the web.

Conclusions
Practitioners should listen carefully to parents who discover supplements that improve their children with ASD. A variety of valuable information has been provided, moving successful protocols forward. Likewise, it is our job to consider the scientific implications, as well. Unregulated substances lead to metabolic consequences that have yet to be elucidated.

As with other alternative alternatives, more reliable data is needed before experimenting on our children.

Mothers Day Wishes

Sunday, May 8th, 2016

helpMomThis is dedicated to all of the incredible Mothers who deal with ASD and the associated symptoms every day. You are not alone.

We’re not seeking miracle cures
Just small miracles.

I wish that I had more time for…

My affected child, the other kid(s), my husband, myself.

Something is just not right with my child, I wish we could figure it out.

If he would only get ready in the morning, Such a battle.

If she would just say “yes” once in a while.

If they will just stop fighting all of the time.

If he could only remember what he just read.

If he would only have some friends.

The family doesn’t’ seem to understand our problems.

We haven’t taken a vacation since…

If she wasn’t so disruptive in school.

If we could just figure out how to get him to focus.

He keeps saying the same thing over and over.

Those ‘stims’ are driving us crazy.

If we could all only get a good night’s sleep.

He has had diarrhea ever since I can remember.

He eats so little, I’m afraid he’s not getting enough.

She seems to be sick all of the time.

The rashes don’t ever seem to go away.

When do you think she will say “mama”?

There used to be some words, but now there’s not even eye contact.

She doesn’t ever play with us.

I wish she would stop biting her arms.

I wish he would stop hitting his mom.

When do you think he will be able to crawl?

She couldn’t stand until she was 2.

I don’t know what he wants.

If the doctors would only figure out what is wrong. If they would only listen.

How is my child going to make it in: preK, K, first grade, middle school, high school, life?

We’re not looking for miracle cures, just small miracles.

Thanks for allowing us to help
Sincerely,
Dr. Udell and the staff at
The Child Development Center of America

Medical Academy of Pediatric Special Needs 2016 Spring Conference

Sunday, May 1st, 2016

Practitioners, such as myself, find that it is necessary to attend the bi-annual Medical Academy of Pediatric Special Needs conference for two important reasons. First, to listen to experts from all over the world present their knowledge and latest research. Second, to network with, and learn from, other like-minded practitioners.

What I Liked Best
This year, I chose the ADHD path. The workups that were presented tended to be somewhat complex, and perhaps unattainable for many patients. The bottom line was to get a medical evaluation. The differential diagnosis ranges from thyroid to PANDAS. Mostly all agreed that stimulant and psychotropic meds should not be the first line in treatment. One professor spent some time questioning the diagnosis, itself, and how the modern world has contributed to the epidemic.

What I Liked Least
Traveling all the way to Costa Mesa, CA. Course work is 8 hours per day, so no time for Disneyland, etc.

This Year’s Major Focus
Mitochondrial function continued to play a big role in the presentations. The advanced courses involved lots of methylation, detoxification, and energy production diagrams. The newest twist has been the addition of genetic testing to better determine the cause(s) of inadequately functioning biologic pathways. Single nucleotide polymorphisms (SNPs) and ‘epigenetics’ were the buzzwords – how individual genes interact with the environment and within the individual leading to dysfunction and downstream signs and symptoms.

Topics That Were Discussed in Passing
Microarray genetic testing, covering multiple genes, did not play a big part in this year’s talks. Discussions about childhood immunizations underlie a great deal of the members’ conversations; specifically the lack of solid scientific evidence for safety in high risk populations. Attendees are not against vaccinations, by the way. Lyme disease was discussed in general, and as that inflammatory process relates to other infectious-metabolic conditions.

Subjects Not Formally Presented
GcMAF and nagalase levels. Some patients have indicated that a useful, safe supply may become available, so that will help determine future use. As well, chlorine dioxide, hyperbaric oxygen treatment, helminths, medical marijuana, and stem cell therapy were not offered by this year’s presenters.

Conclusion
It is disappointing to return from such conferences without that ‘magic bullet’. Just standing around, listening to Sid Baker speak about how he got interested in autism, or asking him how the ‘ion cleaning’ footpath worked, is worth the price of admission, however. This science started with Dr. Baker, and he continues to be an inquisitive, gentle force for hope, 40 years later.

In the absence of a sufficient population of scientists who are willing and available to address this modern epidemic of childhood developmental problems, this meeting stands as a bastion against the current state of ignorance.

Helping Pediatricians Understand Autism

Sunday, February 21st, 2016

I publish these ~weekly essays for 4 principle reasons.
1. To learn. This is the main purpose. In order to provide educated answers and advice, it is necessary to delve into all of the science surrounding this epidemic. Basically, the blog is homework, and this venue is often a recording of those literature searches.

2. To teach. Useful treatments are available to alter the course of this possibly life-long condition. The amount of information underlying etiology and diagnosis is dense, and getting more so day-by-day. However, present treatment options are simple to understand and herein made available for all to explore. The situation is clearly made worse by the frequent overuse of conventional medicine.

3. To provide a sense of balance in the polarized, media-drenched world of autism diagnosis and treatment. Nearly 70 million web pages instantly respond when ‘AUTISM’ is googled, with information from The Mind Institute to Quackwatch. These essays are about research, observation and experience.

4. To keep my head from exploding. Sometimes, even with the alarming increase in cases, and all of the effort that the various autism societies put into chronicling the situation, ASD is misrepresented, misunderstood and ignored.

This story is presented for reason #4. Recent events affecting the establishment of a diagnosis that could lead to earlier effective treatments are so garbled by the traditional medical community, I feel compelled to speak out.

The Issue
previous blog detailed my reaction to a ‘US Task Force on Autism’ recommendation against early screening. I noted the following inconsistencies the line of thinking:
There exists incomplete research as to the value of treatment. Should that stop us from trying to treat them, or screening all children?
Potential harm from screening included, “… time, effort, and anxiety associated with further testing.. Behavioral treatments… can place a large time and financial burden on the family.” The burdens of lifelong ASD are considerably greater.
A common theme among most of the parents who are interviewed about the manner in which their child’s autism diagnosis was handled, is the wish that the pediatrician had been more knowledgeable and forthcoming about developmental red flags.
When it comes to all-vaccinations-for-allebolapoisons in our environment, etc., the government has rarely demonstrated reluctance to recommend. When it comes to children’s health, what happened to erring on the side of caution?
The task force VP said, “… of course you should screen if the parent is concerned.” Isn’t that the doctor’s job?

This week, the American Academy of Pediatrics released a ‘Final Recommendation Statement on Autism Screening’. “The AAP stands behind its recommendation that all children be screened for ASD at ages 18 and 24 months, along with regular developmental surveillance.”

They confirmed the Task Force’s belief that early screening could lead to unnecessary concern and expense for the parents. Here’s the thing… THE PARENTS ARE ALREADY WORRIED. Plus, if the doctor is not accurate, THE EXPENSE OF EARLY INTERVENTION IS NEGLIGIBLE, compared to years and years of necessary therapy.

The present line of thinking would be that, if your child is not speaking at, say, 15 months, makes poor eye contact, exhibits low core tone, interrupted sleep, sensory issues and chronic constipation, it’s more worthwhile to wait 3-9 months until making a diagnosis and instituting conventional interventions.

Discussion
So far this month, I have received emails from the FDA, the Florida Department of Health, The CDC and  the American Academy of Pediatrics notifying me of the signs and symptoms, the dangers, treating, reporting and preventing Zika. I haven’t gotten any such warnings for years, regarding ASD. Where is the call for more research on Ebola, e.g., before alarming the public?

“I really don’t know much about autism,” is often a Pediatrician’s response to parents’ questions about the condition. This AAP confirmation of the Task Force’s recommendation is pointless, and only prolongs the professional’s continued ignorance.

This recent formal statement is not merely a letdown to the autism community, it represents a slap in the face.

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Brian D. Udell MD
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