Hope and Help for Picky Eaters

Julie Matthews: Autism Nutritionist Expert

Hope and Help for Picky Eaters

I know what you are thinking, "My child is picky and very inflexible with eating new foods. I'm never going to be able to get him to eat anything other than wheat and dairy, and never mind anything 'healthy.'" I also understand that you are really wondering if an autism diet will help your child and their symptoms.I appreciate these concerns. I have had some very picky eaters in my nutrition practice-many children ate only bread and dairy, others subsisted on just pancakes and fries. When the body creates opiates from foods, one can become addicted to them and thus crave nothing but those foods, or when yeast overgrowth is present, a preference for only carbs and sugars can result. Children eventually narrow their food choices to include only those that make them "feel better" (in the short term). It's worth trying diet (whether it's GFCF, SCD, or another) because once the child gets passed the cravings (a few days to a few weeks), they often expand food choices dramatically and it becomes much easier to do. Most of my clients with autism eat limited amounts of vegetables-if any. However, it's also very common that once they apply diet (and the cravings diminish and appetite increases), children begin eating more vegetables (or meat)-often for the first time. In fact, this is the experience with a majority of my clients. Now, there are some children that are very self-limiting, and it takes time to change their diet. But keep at it.

NOTE: Don't remove all foods with the expectation that "if they're hungry, they'll eventually
eat." While this may be true for many children, some have real feeding challenges and may stop eating altogether, which could be very problematic. Add new foods before removing others. Be sure to seek professional guidance from a feeding specialist or qualified clinician if your child won't add any new foods.Addressing picky eating is essential for expanding the diet and implementing an autism diet, but sometimes the diet won't expand until certain foods are removed. Don't let picky eating stop you from implementing an autism diet. Find a few foods your child will eat before implementing a new diet, then after the problematic or addictive foods are removed, expand little by little.

Here are solid reasons why children can be so one-sided in their food choices:

"Addictions" to opiates (gluten/casein) can cause consumption of primarily wheat and dairy containing foods. According to this theory, gluten (wheat) and casein (dairy) when not broken down properly by digestion, create compounds that fit into opioid receptors in the brain and feed opiate (morphine-like) cravings/addictions. The child then becomes restricted to only the foods that fuel this addictive cycle, creating very limited and picky eating.

"Addictions" to chemicals (MSG, artificial additives) can cause restriction to one brand or a strong preference for processed foods. These chemicals can also be addicting like opiates. MSG is known to create "excitement" in the brain by stimulating the glutamate (excitatory) receptor, making food seem to taste much better. Artificial ingredients such as artificial colors and flavors can also affect similar cravings.

Nutrient deficiencies (such as zinc) can make all foods taste bad or bland. When zinc is deficient, a common finding in children with autism, sense of smell is reduced and food tastes boring or unappetizing. Texture can then become an even bigger factor, imagine eating mashed potatoes if you can't taste the potato flavor - a bland mouthful of mush.

Yeast, viral, and microbial overgrowth may cause focus on eating mainly high carb and sugar foods. Yeast and other microbes feast on carbohydrates and sugar. They can actually get their "host" to crave the food that feeds them by giving off chemicals that get kids to crave refined carbs and sugar. This can create self limitation to only these foods.

Sensory sensitivities can result in restriction of foods of certain textures. For children with sensory issues such as tactile and sound sensitivities, food texture can be a big hurdle. Crunchy foods can be too loud, and mushy foods can be intolerable. In these cases, it's advised to seek an occupational therapist or other professional that help you work through these sensory integration challenges. Once you've identified possible causes of your child's finicky eating habits, begin to look for creative ways to address them. Sometimes as occupational therapy or sensory integration begins to address food textures, a child begins to expand more. Until then, get creative and make foods crunchy or smooth based on their preferences. Begin to add new food options such as gluten-free pasta before removing the existing food. Be aware that brand preference, may be because of MSG or other additives that can be addicting and make that food "exciting." Add enough salt to make your versions of their favorites more flavorful--don't go overboard but don't feel you need to limit salt. Be creative with food. Begin to add vegetables where you can and slowly introduce foods slightly different than they have had before. See if you can make food a little different each day--not so much that they reject it, but just enough that they don't expect sameness--and to get in new nutrients. Add purees to pancakes, apple sauce, meatballs, or sauces. Make vegetables crunchy by making carrot chips, sweet potato fries, or vegetable latkes. Hide meat in pancakes. Try mixing or diluting a brand of food/beverage they like with a healthier version in very small amounts until the item is swapped for the new food-this works well for milks, peanut/nut butters, apple sauce and other foods that blend well.

The following are ideas to help picky eaters become introduced to new foods:
Always provide food child likes in addition to one "new" food.
Involve your children in food preparation of "new" food.
Introduce it to them on a separate plate. Don't require them to do anything other than get familiar with it. Consider incorporating the food into therapy or play time.
First have them touch it and lick it without eating it.
Inform them. Let child know whether it is sweet, salty or sour. Eat some yourself and tell them how delicious it is-enlist others at the table to do the same.
Let them chew it and spit it out.
Start with only a small taste ~ 1/2 teaspoon. Let child determine amount.
Try and Try Again! At least 15 times!
Get creative. Try new food in preferred texture - crunchy, smooth.
Avoid being emotionally "attached" - children sense anxiety. Keep mealtime calm. Visualize child eating/enjoying new food.
Avoid forcing or pushing - maintain trust.
Choose rewards or other encouragement.
Make sure whole family participates - serve everyone at the table.
Make it fun!Also, if one parent is or was a picky eater themselves, try having the spouse feed the child. I know it can be frustrating cooking food and having them refuse it, but make sure you don't project that energy of frustration. Children are very sensitive and pick up on these cues. If they don't eat it, don't give in and prepare something completely new. Instead, make sure the meal already includes something they will eat for the meal along with the new food. Or when they are hungry at snack time, try a new food. This is a good time to do so because while they may skip a snack, they will not be going without a main meal, and you won't teach them that if they hold out you will fix them something new. They will also be a little hungrier at dinner and may be more motivated to try something new.Applying healthy diet is an important step to health and healing. Try implementing diet and adding nutritious foods step by step. You can do it-and your child can too! I have seen countless children expand their diet. Once food addictions, texture, and exposure to a new food are addressed, you'll be surprised what your child may eat. Visualize that they can do it. Get creative. Try things in a texture they like. Taste it yourself and make sure it tastes good. I bet you'll be pleasantly surprised when they eat that first vegetable!

The information expressed here comes from Julie's experience as a Certified Nutrition Consultant with clients that are picky eaters and their parents' experiences. Julie is not a feeding specialist. This information in intended to help parents find creative ways to feed their children healthy food. It is not intended to act as or replace professional feeding therapy or medical needs. Parents of children with serious feeding issues should seek professional and medical guidance.

Cuckoo for Coconuts!

I have officially gone nuts over coconut and had to share the benefits of this wonderful food with you all. The benefits of coconut oil are not only for our kids on the spectrum but for every BODY. It is really amazing the healing properties of such an unattractive fruit.
I stumbled onto the nutritional benefits of coconut in relationship to autism about a year ago and continue to hear about the wonderful improvements others are experiencing.

Hear are just a few of the many benefits on and off the spectrum. It is a wonder that more people do not indulge in this wonderfilled fruit.

Brain - The Brain tissue is very rich in complex forms fats needed for proper neural transmission. Every brain needs to have the proper fats and ratios to produce brain health and improve conductivity. Coconut oil has been shown to increase brain function.

Immunity - Coconut oil is good for the immune system. It strengthens the immune system as it contains antimicrobial lipids, lauric acid, capric acid and caprylic acid which have anti fungal, antibacterial and antiviral properties. The human body converts lauric acid into monolaurin which is claimed to help in dealing with viruses and bacteria causing diseases such as herpes, influenza, cytomegalovirus, and even HIV. It helps in fighting harmful bacteria such as listeria monocytogenes and heliobacter pylori, and harmful protozoa such as giardia lamblia.

Skin - Coconut oil is beneficial in treating various skin problems including psoriasis, dermatitis, skin infections and eczema (which many of our kids suffer from due to diet).

Digestion - Coconut helps improve the digestive process and can also prevent various stomach and digestive problems. Due to the anti microbial properties coconut oil helps in dealing with various bacteria (YEAST), fungi and parasites. Coconut oil also helps in absorption of other nutrients such as vitamins, minerals and amino acids (especially calcium).


Infections - Coconut oil is very effective against a variety of infections due to its antifungal, antiviral, and antibacterial properties. According to the Coconut Research Center, coconut oil kills viruses that cause influenza, measles, hepatitis, herpes, SARS, etc. It also kills bacteria that cause ulcers, throat infections, urinary tract infections, pneumonia, and gonorrhea, etc. Coconut oil is also effective on fungi and yeast that cause candidiasis, ringworm, athlete's foot, thrush, diaper rash, and more.

For Us Moms (and Dads)
Promotes weight loss
Supports healthy metabolic function
Provides an immediate source of energy
Helps keep skin soft and smooth
Helps protect against skin cancer and other blemishes
Helps prevent premature aging and wrinkling of the skin
Reduces risk of atherosclerosis and related illnesses
Helps prevent osteoporosis
Helps control diabetes

How to use VCO (virgin Coconut Oil)?

CHILDREN: A reasonable amount to add to the diet of a child would be about ¼ teaspoon of coconut oil for every 10 pounds that the child weighs, 2 or 3 times a day. Also, some children may like the taste of coconut milk, in which case about 1 ½ to 2 teaspoons can be added to the diet 2 or 3 times a day. If you use coconut milk be sure to refrigerate it and toss after two days if using coconut milk for a child.

ADULTS: Researchers state that the optimal amount for an adult is between 3 and 4 tablespoons per day three times a day at meal times. It us recommend that you begin with a smaller amount and build up to the recommended dosage if necessary.

• Cooking oil: Since it is a stable cooking oil, one can simply replace unhealthy oils in the diet
• Spread: VCO at room temperature can be used as a butter or margarine substitute for spreads or for baking.
• Recipe replacement: Any recipe calling for butter, margarine, or any other oil can be substituted with VCO.
• Spoonful: Many people simply eat it by the spoonful.
• Directly into food.
• External applications: VCO can also be massaged into the skin and in the hair.

FOOD IDEAS

Use coconut oil instead of butter on toast, English muffins, bagels, grits, corn on the cob, potatoes or sweet potatoes.
Mix coconut oil into hot cereal.
Add coconut oil or coconut milk to your favorite smoothie recipe.
Mix coconut oil into rice, vegetables, noodles, pasta.
Mix coconut oil half and half with salad dressings. If the salad dressing is cold from the refrigerator, pour some into a small bowl, or other microwavable container, and warm it for about 10-12 seconds in a microwave oven and then add the coconut oil. If added to cold liquids or foods, coconut oil tends to harden.
Mix coconut oil into your favorite soup, chili or spaghetti sauce. Use a measured amount of coconut oil to stir fry or sauté any of your favorite dishes.

Caution Die Off Possible(regression)- The lauric acid in coconut oil is antibacterial, anti-protozoal and antiviral and there could be a "die off" effect as offending organisms are removed from the body. This could cause diarrhoea (not in itself a bad thing under the circumstances) but it could be inconvenient. It is probably best not to start with the daily recommended dosage of 3 to 4 tbsps. but build up to it over the course of a few days if necessary. Spread out whatever amount you decide to take over the course of the day (three times with meals is best) and reduce your intake if there are side effects. It is unlikely, but some people could possibly have an allergic reaction - although coconuts do not fall under the classification of being a nut.

RECIPE:

Nut Butter

Ingredients:
2 cups (480 ml) Crispy nuts, such as peanuts, almonds, or cashews
3/4 cup (180 ml) Omega Nutrition Coconut Oil
2 Tbsp (30 ml) Raw honey
1 tsp (5 ml) Sea salt

Directions: Place nuts and sea salt in a food processor, and grind to a fine powder. Add honey and Coconut Oil, and process until "butter" becomes smooth. The resulting "butter" will be somewhat liquid, but will harden when chilled. Store in an airtight container in the refrigerator. Serve at room temperature.

The 411 wrist band

411 Wristband are designed to give parents peace of mind when dropping off children at birthday parties or field trips, or even when taking them to amusement parks. Other adults or caregivers have a means to contact the child’s parent or to learn vital information by looking at their 411. The disposable wristbands include the child’s first name, the parent’s first name and cell phone number and any allergies or special needs the child may have. These can be customized to fit any parent’s needs.

http://www.mabel.ca/mabel.php?n=my%20411%20wristbands

IEP Boot Camp

I thought this was a good interview and overview of some of the things you may need to know for an IEP. It was written by Michelle Diament for Disabiliyt Scoop.

They chat about the rights of students with disabilities with special education attorney Marcy Tiffany of the law firm Wyner & Tiffany in Torrance, Calif.

Since the enactment of the Individuals with Disabilities Education Act (IDEA) in 1975, students with disabilities have the right to a free appropriate public education (FAPE). Accordingly, each student deemed eligible for special education has his or her own individualized education plan known as the IEP. But things can get sticky when parents and school staff sit down at so-called IEP meetings to decide what’s needed to educate a student.
Marcy offers must-read advice for anyone headed to an IEP meeting. She tackles everything from preparing for and participating in an IEP meeting to what rights students with disabilities have under the law.

Check out what Marcy has to say and then submit your own questions to her by clicking here.

Disability Scoop: Tell us about the work that you do.

Marcy Tiffany: I represent students with disabilities in an educational context. I deal with school districts and assist parents in developing appropriate IEP’s. If that doesn’t work, I represent parents in mediation and due process hearings and also in federal court proceedings.
Disability Scoop: If you’re a parent of a student with a disability, what should you expect from the IEP process?

Marcy Tiffany: School districts are obligated to provide a free appropriate public education (FAPE). This includes an annual IEP that includes goals and objectives that are measurable and that address the student’s areas of need.

Given the financial constraints most school districts suffer under and the chronic lack of full funding of the IDEA, there’s an inherent tension between what the student really needs and what resources are available to the school district. Understanding that this is at the root of many of the difficulties in the IEP process is important. It’s not that the school district doesn’t want to serve the children, it’s that they don’t have money.

Disability Scoop: What rights do students have that families are often unaware of?

Marcy Tiffany: There are two recent changes in the IDEA that came with the 2004 reauthorization. One is the emphasis on and the requirement that school districts use research-based teaching methodology wherever possible. The other change many people are not aware of is the requirement that there be functional goals as well as academic goals. For example, in a college bound student you might want to look at functional skills like being able to take notes. For some children, functional skills include social development.

Disability Scoop: Is it necessary for schools to follow research-based methodology in their teaching practices when it comes to students with disabilities?

Marcy Tiffany: Schools are supposed to use research-based teaching methods whenever possible. It’s important for parents to do as much research as they can to see what kinds of programs are out there and what research supports them so that they can walk into an IEP meeting armed with this information and be effective advocates for their children’s rights.

Disability Scoop: Tell us the top three things you should keep in mind when preparing for an IEP meeting.

Marcy Tiffany: Try to avoid becoming adversarial. You want to focus on what the child’s needs are, not simply complain about what’s not happening. Once an IEP meeting becomes adversarial, it’s usually not going to be very productive. Many parents bring food, which helps to relax the environment.
Another mistake is lack of preparation. You must know what it is that you want to focus on and don’t rely on the school district to set the agenda.
The third mistake is to consent at the IEP meeting (i.e. sign the parent signature section). We always advise our clients, no matter how well the IEP meeting went, to take the IEP home and think about it. Make sure you’re comfortable with everything that’s been said. You have a right to supplement the IEP. It’s important to read the narrative and make sure what was discussed at the IEP meeting was included. Along the same lines, we always recommend taping an IEP meeting. School districts are used to it. It’s very important to have a complete record of what was said and if you just have notes, sometimes they’re complete and sometimes they’re not.

Disability Scoop: Tell us about writing a supplement to an IEP.

Marcy Tiffany: Write out what it is that you felt wasn’t adequately covered or you disagreed with. Then, you can say “here’s an addendum to the IEP and I’d like it to be included.”

Disability Scoop: When you request to think about the IEP and bring it back, are you simply withholding your signature from the IEP until you feel comfortable and have thought about things?

Marcy Tiffany: Yes, I’m not saying don’t consent. Keep in mind that you can partially consent. For example, let’s say that you think your child needs two hours of speech and language but the school district only offers one hour. Well, consent to the one hour and indicate that you don’t think this is sufficient but that you’re consenting because some services are better than no services.

Disability Scoop: How do you indicate which elements you agree with in the IEP versus those that you don’t?

Marcy Tiffany: You can indicate this in a separate statement with your consent. The IEP usually has a place for a parent’s signature. You can sign the IEP with an asterisk that says, “please see detailed consent.” Or, you can say “we’re consenting with the exception of blank and blank.” Typically, however, we write a separate consent that says here are the things we consent to, here are the things we don’t consent to and we reserve our rights to object to the entire IEP as not providing of FAPE (Free Appropriate Public Education).

Disability Scoop: What can you do to make sure your priorities are the focus of the IEP meeting?

Marcy Tiffany: Again, try to avoid becoming too adversarial. Prepare before you walk into the IEP meeting so that you know what you’re saying and can say it concisely and clearly. Start with the old IEP. Look at what those goals and objectives were and see if your child has achieved them in your opinion. All too often the description of the present levels of performance are very vague. Johnny has “improved” in his reading ability. Johnny’s spelling is “better” than it was last year. These kinds of statements mean absolutely nothing. The present levels of performance need to be articulated in terms of the previous goal. Visit with the child’s teachers ahead of the IEP meeting. Go over the goals and, equally importantly, go over the content standards, which most states have available online (check your state’s Department of Education Web site). For example, here’s what Johnny should be doing in sixth grade math, is he doing it or isn’t he? It’s important for parents to really understand their child’s current levels of performance and to do so in terms of the content standards.
It’s also important for parents to understand the nature of their child’s disability. If you don’t understand your child’s disability, you’re never going to have an effective IEP.
We also strongly recommend private assessment. If a parent disagrees with the school district’s assessment or can simply afford to go out and get a private assessment, they should do so. With a private assessment they can get a more detailed explanation about what the nature of the disability is and also obtain recommendations they can take with them to the IEP meeting.

Disability Scoop: Is there a way you can force the school district to pay for a private assessment?
Marcy Tiffany: Yes. If the school district conducts an assessment and you disagree with it, you can request an independent educational evaluation (IEE). What the law requires is that the school district either pay for the IEE, or the school must file for due process to establish that its own educational evaluation was appropriate. Something the school districts are now doing, is the minute a parent requests an IEE, the school district files for due process, which in turn intimidates the parents who then withdraw the request.
Another tactic school districts use is they’ll say, “okay we’ll pay for it but only if you have it done by this particular individual.” This, of course, doesn’t end up being an independent educational evaluation because it’s done by providers selected by the school district. The school district is supposed to provide guidelines for IEE’s. They can also provide a list of providers in the vicinity who are qualified, so there’s a fine line in helping the parents obtain an IEE and having the school district control it.
Again, the key would be disagreeing with the evaluation. Sometimes you don’t know whether to agree or disagree until you get the independent evaluation. What you might want to do is take the school district’s assessment to an independent assessor who you think is qualified and ask for an opinion. Do you think this is a good assessment? Did they do all the testing they should do? You have to be prepared before you ask for that independent educational evaluation.

Disability Scoop: You talked before about content levels. Were you talking about general standards for each grade level for any child?

Marcy Tiffany: Yes. They vary from state to state, not dramatically, but they differ some and parents ought to know, what is my child supposed to be learning in fifth grade? Should they be able to write a single paragraph or should they be able to write a multi-paragraph essay? If you don’t know what it is that they should be doing then you don’t know what the areas of focus need to be.

Disability Scoop: When you’re going to an IEP meeting, what should you make sure to have with you?

Marcy Tiffany: I would certainly have the previous IEP. I would have the most recent assessments that have been done on the student. I would have work samples.

Disability Scoop: Are there any other things you would recommend bringing with you?

Marcy Tiffany: Food!

Disability Scoop: What are the hallmarks of a good goal versus a bad goal?

Marcy Tiffany: I rarely see good goals and I see lots and lots of bad goals. One of the most frequent errors is having a goal that appears to be measurable on the surface but really isn’t. Frequently you’ll see, “the student will do x, y and z with 80 percent accuracy in three out of five trials.” It looks great on paper, but you need to ask, “what does this mean as a practical matter?” When we come back to this IEP meeting a year from now, what are you going to show me to prove that this goal has been achieved? What evidence? What documentation? What would the student have to do in order to achieve this goal?
Another common mistake with goals is having too many skill sets in a single goal. For example, a child will initiate a conversation and respond and maintain a conversation. Well, initiating a conversation is different from responding to someone else’s initiation, which is different from maintaining the conversation. So which is it? If a child initiates a conversation, is that goal going to be achieved even if the child is not responding and not maintaining? So trying to make sure that the goal has enough specificity so that what’s being measured is clear.

Disability Scoop: What are the commonalities among goals you’ve seen that are good and productive?

Marcy Tiffany: They have a very specific focus relating to the content standard. You want to make sure that you understand what grade level the goal is at. Also you want a goal that is measurable in a meaningful way. For example, if the proof of the goal is work samples, then insist that those work samples be provided to ensure that the goal has actually been achieved. A typical way of looking at progress is data collection. Make sure the data is being collected. Who’s going to collect the data? What is it going to look like? What does the data collection sheet look like? When you have that kind of specificity, you’re going to have a good goal.

Disability Scoop: If you’re feeling discouraged about the outcome of your IEP or the way the process is going, where can you turn for help?

Marcy Tiffany: There of course are advocates who are non-attorney lay people who can go to IEP meetings and assist in the IEP process. And then of course there are attorneys and there are lots of different places to find out who the attorneys are in your community (check the Disability Scoop resources page).

Disability Scoop: If you’re unhappy with the IEP that your team has created, what type of recourse do you have?

Marcy Tiffany: There are various procedures in different schools. If you’re not happy with an IEP, it’s important to act quickly. I’ve seen students go for multiple years without a signed IEP and that’s not supposed to happen. If the IEP isn’t signed, the school district is supposed to initiate due process. If you’re not happy with the IEP, then you need to get legal counsel. We have cases that we get resolved without the need to file for due process. Sometimes, obviously we need to file. Once you get into a hearing, all too often the real focus is on a battle of the experts and the school district already has their experts so you need to get yours. Until you have that information, all you know is that you’re unhappy. So, seeing an attorney as early as possible is very important so you can get the pieces in place so that you can file a due process case that will be a winning case.

Disability Scoop: What about mediation?

Marcy Tiffany: Mediation is an integral part of due process. Mediators are provided for free by the agency that conducts the hearings and a good mediator can be very helpful in resolving a dispute. Most cases are resolved by settlement, usually as the result of mediation.
Disability Scoop: When is it appropriate or necessary to involve an attorney?
Marcy Tiffany: If you don’t feel your child is making progress, it’s useful to consult an attorney. Sometimes we can resolve a case without having to go to due process if we can get to it early enough. Waiting until it’s been a year and nothing is happening and you’re totally frustrated is a mistake.

Disability Scoop: If you do want to go forward with an attorney, how can you find one and what qualifications should you look for?

Marcy Tiffany: There are some web sites. Wrightslaw has a listing of attorneys in various states and advocates and that’s certainly one place to look. The Department of Education is supposed to keep a list, at least in California, of special education practitioners, which they will provide to parents upon request. (Check with your state’s Department of Education or check the Disability Scoop resources page.) I think probably word of mouth is the way most parents learn about who’s good.

Disability Scoop: Where can you find free or low cost legal advice pertaining to special education law?

Marcy Tiffany: This varies from state to state. My firm’s Web site lists some agencies that provide free legal advice in California. Also, some law schools have special education clinics that can provide assistance. (Also, check the Disability Scoop resources page.)
Disability Scoop: What’s the best advice you would give to families about approaching the IEP process?

Marcy Tiffany: Ask a lot of questions. Keep asking until you understand and feel comfortable. Ask about the previous IEP and what’s been achieved. Ask questions of the teachers about what the child is doing and isn’t. Ask how goals are going to be measured. Ask questions of the assessor. What is the specific nature of my child’s disability? How does it impact my child’s functioning in the educational environment? Ask other parents what they’ve been through. Ask until you get answers that you really understand.

Bad Wrap

Most of you know that wrapping your child's (and your) food in plastic wrap, bags and bowls exposes them to a PVC plasticisers and BPA that disrupt the endrocrine system (a complex network of glands including ovaries, testes, thyroid, adrenals and intestines) and chromosomal DNA (the basic structure of life). In additioin to the above mentioned disruption plastics and plastic wraps contain carcinogenics (dethylhexyl)adepate (DEHA).

With a large subset of children with autism having a compromised immune system and gastrointestinal issues this topic should be an area of concern for our loved ones on the spectrum (and each one of us). So what to we do? How do we store our left overs? What about school lunches?

Alternate Solutions

Tomato film: the latest researchers have developed an edible film using a tomato puree base. The edible film will protect food from contamination by many types of bacteria, including E. coli. The researchers belive that their tomato based film may even be beneficial to health due to the inherent health benefits of eating tomatoes.

Diamant Film

One of the world's first NON-PVC polystyrene-based stretch films, Diamant Food Wrap is a revolutionary health oriented product that is both recyclable and ecologically friendly.
For consumers who want an alternative to PVC-based stretch film. Diamant Food Wrap is the natural choice. Contains no plasticizer or chlorine and is NON-carcinogenic, completely recyclable. http://www.diamantfilm.com/

Natural Value Recloseable Plastic Bags

Free of PVCs and plasticizers these environmentally friendly reclosable sandwich bags are perfect when lightweight, securely closed bags are a necessity. Check out our plastic bag dryer to reuse and stretch your dollar even further!

http://www.truefoodsmarket.com/

Natural Value Waxed Paper Bags Unbleached

http://www.truefoodsmarket.com/

The incentive behind the experiment is that there is increasing need for natural food coating films that contain antimicrobial properties. This is due to the growing consumer concern about synthetic preservatives. The researchers thought that their tomato based film may even be beneficial to health due to the inherent health benefits of eating tomatoes.

Top Ten Concerns About the Future of Vaccination

By Dan Schultz, DCI recently reviewed the Institute for International Research's article, What Are the Top Ten Challenges Cited By Scientists in Vaccines Development? . Wow. Oddly, there were no concerns cited whatsoever regarding the many, many safety issues that stare us in the face. So, I compiled my own top ten list -- you may call it a rebuttal or a reality check -- of the concerns for our future. This article could give you a little to think about.

Top Ten Concerns About the Future of Vaccination

1. Overvaccination
Many scientists have serious concerns that the human immune and nervous systems did not evolve with any adaptive mechanisms to parenteral (injected) administration of substances. We simply don't know what kind of long-term effects injecting chemicals like formaldehyde, mercury, aluminum, and many other toxic compounds like genetically modified, chemically denatured viruses and bacteria directly into the human blood stream. (See Precautions Not a Priority and New Study: Americans May Be Overvaccinated)

Vaccination is an offense against nature. In the 1800s, we started with just one vaccine -- smallpox -- and in 1982, it was 23 doses of seven vaccines. Until recently it was 48 doses of 14 vaccines by age 6 and now they've added annual flu shots for our kids, HPV and there's more to come. Many more. Meanwhile, there has never been even one long-term safety study for any vaccine in the history of vaccines.

2. Aluminum Toxicity

It took hundreds of years to eliminate (and we still haven't fully accomplished it) mercury from all of medicines "cures." From Blue mass, to Mercurochrome, to "silver" fillings, to thimerosal, this extremely neurotoxic chemical has been approved, used, and banned in so many cases now that pretty much everyone knows that mercury is not a good thing to have in your body. What about aluminum? Well, aluminum has been conclusively linked to Alzheimer's Disease, fibromyalgia, and other neurological disorders. No one knows what else, because no one is much interested in studying what happens, especially, when aluminum is parenterally (injected) into the human system. If history is any barometer, we do know it will take decades to get it out of vaccines. (See Is Aluminum the New Thimerosal? and Aluminum in Vaccines at http://www.novaccine.com/)

3. Microbial Adaptation
Most people already know that flu viruses mutate faster (See Cause of Flu Epidemics Uncovered) than we can make vaccine for them, and a lot of it's guesswork anyway. For example, the medical industry admitted that this year's flu vaccine was worthless. But there are more serious consequences for messing with Mother nature. Germs fight back with vengeance. “Nature abhors a vacuum,” University of Texas microbiologist Danielle Garsin, PhD explains. “If you kill off some of the harmful bacteria, you leave an opening in which another strain can take advantage of that situation.” The superbugs that developed as a result have been a frightening example of the growing problem of antibiotic resistance. (See A Superbug Evolves). A recent Journal of American Medical Association found that "strains not included in the Prevnar vaccine were becoming more numerous and more resistant to standard antibiotics." (See Drug-Resistant Infections Gaining Traction in U.S.)

4. Immunosupression

People are getting more and more sick. We don't need studies, just ask around. Ask your grandmother, aunts and uncles how many medications their taking and for how many illnesses. Ask you high school administrator for the numbers of students on Ritalin and Anti-depressants. Viera Scheibner, PhD states "the New England Journal of Medicine published in 1984 that tetanus booster injections result in the same derangement of T4 and T8 cells as seen in AIDS patients. A 'mysterious' new syndrome emerged in the US: thousands of children are developing AIDS symptoms (with deranged T4 and T8 cells) without being HIV positive. My well-considered opinion is that it comes from that T (standing for tetanus) in the DPT vaccine." (Viera Scheibner Quote)

5. Widespread Allergic and Asthmatic Conditions

When substances are parenterally administered into the human blood stream, the body reacts to the foreign proteins and often creates an allergy, which is exactly what has been shown to happen with latex and gelatin, among other ingredients in vaccines (See Allergy and Vaccinations). One University of Manitoba researcher found that vaccines can cause an allergic reaction and researchers are speculating whether children's immune systems are better able to handle the vaccine's side-effects when they're older. "Children who have their first routine vaccination delayed by more than four months cut their risk of asthma (a form of allergy) in half." Reaction can be acute and more severe, as well. "Three schoolchildren were taken to the intensive care of the city hospital with the most serious allergic reaction - Quincke's edema – after vaccination against influenza. Three boys aged 7, 10, and 11 were taken to hospital from three different schools (See Three Children Taken to Intensive Care After Vaccination Against Influenza). An article in the Guardian recently stated "The number of people prone to severe, sometimes fatal, allergic reactions has accelerated dramatically over the last two years… possible causes could include pollution or vaccines, but experts stressed more research needed to be done. Of particular concern is the sharp rise in the number of young children who are suffering."
6. Future Pandemics/Epidemics.

As one researcher, Andrew Moniotis, PhD convincingly demonstrates in How to Predict Epidemics, that it's uncanny how vaccination has preceded epidemics throughout history. The medical people like to parrot claims that vaccines have eradicated disease, but it's simply not true. Read your history. Get educated. While some are already recognize epidemics of diabetes, obesity, chronic inflammatory disease, and neurological conditions -- all of which can be linked to increased vaccinations -- I wonder what other kinds of epidemics can result from such human experimentation.

7. New Man-Made Diseases.

One must consider the disastrous potential of "monkeying with nature" and the very real possibility of creating new and more dangerous organic matter (bacteria or viruses) that nature did not equip us to handle. No one knows what will happen, but we do know what happened when they made the polio vaccine. Millions of doses of the polio vaccine were contaminated with SV40, a virus picked up from monkey kidney tissue in vaccine production, it was conclusively determined to have caused an untold number of cancers. I invite you to consider the facts involved in the creation of a man-made virus called the Human Immunodeficiency Virus. I recommend viewing the video The Origin of AIDS.

8. Full Corporate Control.

Many argue that the pharmaceutical companies already have pervaded all aspects of health care and government policy-making. No longer does the government or universities conduct independent studies on safety or efficacy, but, in most cases, rely on drug company grants or the drug companies simply do the studies themselves. Big pharma representatives occupy most government policy-making positions, and/or influence the decision makers. As in the recent HPV marketing blitz, the drug companies have massive monetary resources available to lobby and push their products through approval and mandates. Nearly every approved vaccine eventually has been mandated nationwide. But it can get worse.

9. Adult Mandates

As the growth potential of the vaccine market taps out the child/infant demographic, the next target is adults. Demographic targets have been shifted before. The Hepatitis B target group was initially adults (IV drug users and homosexuals) and the drug companies mandated it for newborns when they couldn't sell enough. Now it appears that adult revaccination (boosters) and new adult vaccines (like experimental AIDS vaccines) may be the best financial opportunity for vaccine manufacturers. Watch for the resurgence of government fines, tax penalties, jail time, withholding welfare benefits, etc., and a national registry.

10. The AIDS Vaccine

Because HIV is not the cause of AIDS (See the video HIV: The Greatest Medical Hoax of Our Time) and simply the scapegoat for newly named immunosupression, there can never be any legitimately "effective" vaccine, but political and profit-making forces will likely create one. And since, historically, vaccines have proven their ability to cause the disease they are made to protect people from, lining up and getting this shot in the arm may be dicey. (See Vaccines That Caused the Disease They Were Meant to Prevent.)

a title="http://www.novaccine.com/" href="http://www.novaccine.com/">

Keeping Your Kids a Float

Swimming in the Snow It finally started snowing here today but my mind is on swimming safety. Kids on the autism spectrum are not that different from their typical counterpart when it comes to water. I can remember as a young child driving my mom crazy as a pretended not to hear her shout "it is time to get out of the pool". I would dive under for the 10th last time not ever wanting to come up again. I enjoyed the quiet and solitude under the water and then the dynamic change from silence to chaos from the frolics of my swimming mates. I still enjoy the sense of freedom, weightlessness, and most kids with ASD like water and some dangerously are obsessed with water. Many parents tell stories about how their child is literally drawn to water and have no fear in whatever form it comes in. Raging waves, bubbling brooks or the deep end of the pool it doesn't matter. It is known that drowning is one of the leading causes of death in Autistic children nationwide. So with this in mind it is integral to teach water safety to all our kids - especially our special water lovers.

Did you know?
Children drown without a sound
Children can drown in 1 inch of water
Nearly 9 in 10 drowning-related deaths occurred while a child was being supervised
A child can drown in the toilet, water buckets and dog dishes

What you can do?
Swim lessons
Social Stories about water safety
Social Stories about the dangers of breathing in water
Perimeter fencing
Door alarm
Door locks
Visual cues on gates to pools
Visual schedule for getting in and out of pool
Coast Guard approved life jackets or swimsuit

Do not use floaties! Floaties can slip off or slowly lose their air and increase the chance of a child drowning.

Which Pro to call? (Protocol)

As research continues to provide more insight on the treatment and core ailments associated with autism there is a growing number of protocols to choose from. Many parents are overwhelmed with the amount of options out there in this area and are wondering which "Pro to call" for the best protocol.

Listed below are some of the popular treatment modalities for biomedical treatment. Most parents employ a combination of approaches in treating their child. Due note biomedical interventions can and should be combined with behavior therapy, educational programs, speech therapy, sensory integration therapy, and social therapy. Biomedical treatment can improve the efficacy of other treatments by improving brain and body health.

TREATMENT PROTOCOLS

“There is no one-size-fits-all biomedical treatment protocol for autism.
But there is a biomedical approach to the treatment of each individual child in the spectrum, just as there is for prevention and treatment of chronic illness in general. Getting the questions right is more important than getting the label or diagnosis right. The patient—not the “protocol”—is the expert and expresses his or her expertise by responses to tests and treatments which become the guide for further understanding of the options.”

Dr. Sidney Baker

The "DAN! Protocol"
The DAN! Protocol is a general approach to treating children using biomedical interventions
Defeat Autism Now (DAN!) is a project of the Autism Research Institute, founded in the 1960's by Dr. Bernard Rimland. DAN! Doctors are trained in the "DAN! Protocol," an approach to autism treatment which starts with the idea that autism is a biomedical disorder. Specifically, DAN! Doctors are physicians who feel that autism is a disorder caused by a combination of lowered immune response, external toxins from vaccines and other sources, and problems caused by certain foods. Such as dietary, nutritional, gastroenterology, immune therapy, heavy metal removal and more. Some of the major interventions

Suggestion by DAN! Physicians may include:
Nutritional supplements, including certain vitamins, minerals, amino acids, and essential fatty acids Special diets totally free of gluten (from wheat, barley, rye, and possibly oats) and free of dairy (milk, ice cream, yogurt, etc.) Testing for hidden food allergies, and avoidance of allergenic foods Treatment of intestinal bacterial/yeast overgrowth (with pro-biotics, supplements and other non-pharmaceutical medications) Detoxification of heavy metals through chelation.

To Learn More about the DAN! Protocol
Website: Autism Research Institute and DAN Conferences (held twice a year)
Online Discussion: ChelatingKids2 and ABMD
Books:
Autism: Effective Biomedical Treatments (Have We Done Everything We Can For This Child? Individuality In An Epidemic) by M.D. Sidney Baker, Ph.D. Jon Pangborn, Rimland, Ph.D. Bernard, and Jon Pangborn PhD

Children with Starving Brains, written by Jaquelyn McCandless, M.D.,

Healing the New Childhood Epidemics: Autism, ADHD, Asthma, and Allergies: The Groundbreaking Program for the 4-A Disorders by Kenneth Bock and Cameron Stauth




How to find a DAN! Doctor
The Autism Research Institute (ARI) has a list of doctors who have currently attended a DAN! Training.
www.autism.com/dan/danusdis.htm

Parents should educate themselves on biomedical treatments and be selective of physicians. They can increase the likelihood of good care by considering the following;
Follow advice offered by ARI spokespeople regarding selection of a local pediatrician
Consult with their own pediatrician regarding the safety of any DAN! treatment
Check with parent support groups to be sure that the DAN! Doctor in your area is credible and effective.
Note from the Autism Research Institute on DAN! Doctors:
“We make every attempt to provide a comprehensive seminar for practitioners teaching them techniques for assessing, testing and treating children on the spectrum using the biomedical approach. We are now insisting anyone on the ARI Clinician's Registry attend at least one training or conference every two years. However, due to the overwhelming legal ramifications, we do not "certify" any practitioner.
We encourage parents to thoroughly investigate the credentials and expertise of any practitioner, but DAN! nor ARI will not police practitioners.
DAN! medical director, Elizabeth Mumper, M.D.,

Dr. Amy Yasko.
Dr. Yasko is a healthcare practitioner specializing in chronic inflammation, immunological and neurological disorders. She initially applied her knowledge pathways involved in inflammatory cascades using natural herbs and medicines successfully treating adults with strategies that halted and in most cases reversed the effects of adult inflammatory diseases including ALS; MS, Parkinsons disease; Alzheimer disease, SLE, Myasthenia gravis, heart disease, sarcoidosis and polymyalgia rheumaticia among others.
In 2003, Dr Yasko entered the autism biomedical arena and has created a protocol that focuses on specific genes, the removal of viruses and bacteria from the child’s body.

To Learn More about the Yasko Protocol:
Website: http://www.dramyyasko.com/
Online Discussion: http://www.ch3nutrigenomics.com/
Book: The Puzzle of Autism: Putting it all Together.

Methyl B12 and Valtrex
This treatment option was developed by Stan Kurtz an autism parent who has become a respected colleague of the Autism Research Institute. According to numerous parental reports and summaries from many clinicians - in the context of diet, special training, and child-specific supplement regimens - the therapeutic use of Valtrex and methylcobalamin (mB12, methyl B12) helps some autistic children in ways other therapies do not. Valtrex is related to acyclovir and has shown efficacy against many but not all strains of some herpes viruses, including HSV1, HSV2, and VZV (chickenpox), with lesser degrees of effectiveness against EBV, HHV6, and possibly CMV.
To Learn More about the use of Methyl B12 and Valtrx:
Online Discussion: mb12valtrex.

The "Cutler Protocol"
The Cutler protocol was developed by scientist Andy Cutler for the removal of heavy metals from the body. Note many parents who use the Cutler Protocol to remove heavy metal toxins do so in conjunction with the DAN! Treatments and a DAN! Doctor.
To Learn More about the Cutler Protocol:
Website:
Online Discussion: Yahoo discussion group Autism-Mercury
Book: Amalgam Illness,

Michael Lang's Natural Detoxification Program
Founder of Brainchild Nutritionals, Michael Lang recently published a helpful guide with his own recommendations for how to safely and effectively detoxify a child.

To Learn More about Michael Lang's Natural Detoxification Program:
Website:www.brainchildnutritionals.com/PDF/Protocol.pdf


Nambudripad's Allergy Elimination Techniques (NAET)
Nambudripad's Allergy Elimination Techniques, also known as NAET, are a non-invasive, drug free, natural solution to eliminate allergies of all types and intensities using a blend of selective energy balancing, testing and treatment procedures from acupuncture/acupressure, allopathy, chiropractic, nutritional, and kinesiological disciplines of medicine. NAET is a system which was developed in 1983 by Devi S. Nambudripad Ph.D., a California acupuncturist and chiropractor. The premise behind NAET is that allergies could best be explained through the principles of Oriental medicine. This perspective sees allergies as causing blockages in the body's meridian energy pathways. There has been positive anecdotal stories about the effectiveness on NAET in the ASD community.

For more noteworthy biomedical treatments that help some autistic children
www.autism.com/medical/research/advances/autism-newtreats.html

Sweets for our Sweets

Valentines is one of our family’s favorite celebrations. Seated on pillows beside a lowered vibrantly decorated table we kneel around a cornucopia of simple nutritious foods. The brightly decorated table shimmers in the candle light as the kids wait in anticipation. On the table are basic foods reminiscent of biblical days, warm GFCF breads, hot homemade chicken soup, fruit kabobs, grape juice served in a corked bottle and the pinnacle of the evening a flowing chocolate fountain. The best thing about this evening is that it is all GFCF (and for my family a few more ingredient free).
I thought I would share with you how to make a GFCF chocolate fountain and give you a few dipping ideas too that your loved ones are sure to enjoy.

CHOCOLATE FOUNTAIN RECIPE
Ingredients:
24 oz Enjoy Life Chocolate Chips
I/2-3/4 cups Sunflower Oil (or other oil of choice)
Directions: Preheat your chocolate fountain. On the stove * combine the chocolate and oil (start with ½ cup). The oil is used to help the chocolate flow nicely and evenly. A good amount of oil is about 1/2 cup of oil to about 4 pounds of chocolate, or to taste. Keep stirring the chocolate oil mixture until it is completely melted and has no chunks of chocolate in it.
With your chocolate fondue fountain preheated, pour the chocolate into the chocolate fountain.
Repeat the procedure until your chocolate fountain is loaded with chocolate fondue and flowing.
Dipping Goodies
Strawberries, Bananas, Apples, Marshmallows, Kinni Kritters (Animal Crackers from kinnikinnick foods,) Kinnikinnick doughnuts,

*(Can also be done in the microwave…but I am not a huge fan of the microwaving processes and the use of heated zip lock bags)

Autism in the Media

My Tivo is filled with prime time shows incorporating autistic chacters into their cast or story line. The newest cast member of Grey’s Anatomy , Dr. Dixon a celebrated cardiac surgeon is an example of how autism is moving into mainstream entertainmen (Not to mention the controversial showing of Private Practice’s take on the autism and the vaccine connection). As the numbers in autism diagnosis continues to climb autism is receiving more attention in big-name Hollywood hits as well as documentaries; from the 1988 classic Rain Man to the Temple Granding project to star Clair Danes. These apperance are bringin autism to the general public. However, at times these characterizations are positive and uplifting and other times they can create quite a negative stigma for those with an the autism community. For example, Rain Man is responsible for the general assumption that individuals with an autism spectrum disorder are either great at math or have a thing for numbers. The character, Raymond Babbitt, was actually an autistic savant and very rare in the autism community.
Whether you are a family directly effected by autism or someone wanting to get a better idea of the wide specturm of individual with autism, I recommend you renting one of the many titles listed below:

1962 - To kill a Mockingbird

1963 - A child is waiting

1969 - Change of Habit

1969- Run Wild Run Free

1972 - A day in the death of Joe Egg

1972- Brother Carl

1974 - Silence

1977 - A Circle of Children

1977- Cube

1978 - Lovey: A Circle of Children Part 2

1979 - Being There

1979 -Son-Rise: A Miracle of Love

1980 - Touched by Love

1981 - The Pit

1986 - The Boy Who Could Fly

1986- Childs Cry

1988 - Rain Man

1989 - The Wizard

1990 - Backstreet Dreams

1990 -When you remember me

1991 - Little Man Tate

1993 - Family Pictures

1993- What's Eating Gilbert Grape?

1993 - House of Cards

1993- AuPair

1993 - When the Bough Breaks

1993- Thirty Two short films about Glenn Gould

1994 - Silent Fall

1994 -Nell

1994 -Forrest Gump

1994 -David's Mother

1994 -The Innocent

1994 - Relative Fear

1994 -Touch of Truth

1994 - Killer Diller

1995 - Under the Piano

1995 -Silence of Adultery

1996 - The Boys Next door

1996 - George

1997 - Journey of the Heart

1997 - Mimic

1997 -Possum

1997 - Cube

1998 - I Am Sam

1998 - Mercury Rising

1998 -Down in the Delta

1998 - Spoonface Steinberg

1998 - Little Voice

1998 - When the Bough Breaks II

1998 - Perfect Prey

1998 - Nightworld: Lost Souls

1999 - Molly

1999 - The Other Sister

2000 - Dancer in the dark
2003 – Milwaukee, Minnesota

2004 - Miracle Run
2004 – The Hawk is Dying
2004- Gaurding Eddy

2005 - Mozart and the whale
2005- Fielder’s Choice
2006 - Snow Cake
2006 - House of Cards

2007 - Her Name is Sabine

2007 - BenX

2007 -Autism: The Musical
2008 - The Black Balloon

2008 - Clay Marzo: Just Add Water

******************************In the Works Stay Tuned*****************************
2009 - Adam
Temple Grandin project 'Ant Boy' and 'Silent hero'
Mary and Max

How to Select a Clinician

"Finding a good clinician is vital to putting the pieces together"

There are many clinicians who say they treat children with autism but only a few who have experience or the specialized knowledge that comes from focusing solely on autism as a mulit-organ system involvement. Research on the medical aspects of autism are published regularly, so what a clinician may have read six months ago could be out of date today. Due to the lag in publishing medical research, reading published research alone is not enough. Look for a clinician who networks with other autism specialist around the world and treats the entire body of the child.

Currently only The Autism Research Institute trains medical doctors in its biomedical "Defeat Autism Now" (DAN!) protocol and maintain a list of practitioner. The list is not an open endorsement, but a record of clinicians who have attended a DAN! Practitioner training session. Because attendance is all you need to qualify as a DAN! doctor, parents can easily wind up with a clinician with few credentials or little experience a personal clinician interview is important before making your first appointment. The questions below were revised from the Autism Research Institute website on finding a clinician (http://www.autism.com/) Please feel free to add any question that you may find helpful for others.


Question about the Clinicians

• What led you to become a clinician specializing in autism treatment?
• What is the primary medical specialties in which you were originally trained (i.e. pediatrics, family medicine)? What is now the primary focus of your practice? If you are not an MD or DO, in what field(s) are you licensed?
• Are you a DAN! Clinician or familiar with the DAN! Approach?
  If yes, when was the last one you were able to attend? Did you also attend the physician’s training?
  If no, how does your protocol differ? How do you stay current with emerging autism treatments?
• How long have you been treating patients with ASD?
• Approximately how many individuals with autism have you treated? What age range?
• Can you collaborate with other specialists we will be dealing with (gastrointestinal, allergist, nutritionist, etc)?
• Are you willing to collaborate on treatment and testing with my child’s pediatrician if he/she is receptive?
• Do you have a waiting list? How long is it?
  

Questions about Treatment

• What kind of lab test do you start with?


• How often do you retest labs?


• How do you handle blood draws and other unique lab tests? How do you handle combative patients? Do you have preparatory advice for parents?


• Can you provide a list of all services your office provides on-site? Examples: HBOT, infrared sauna, Secretin IVs, IVIG, Anti-viral therapies, nutritional counseling, blood raws, etc.


• Are your patients required to use special diets such as GF/CF, SCD, low-oxalate, etc.? Why?


• Do you follow the DAN! Protocol? If not what would your treatment protocol look like?


• Will you provide a clear plan for supplements and where to purchase them?


• If I am interested in working with a doctor who chelates when it is warranted. Do you test for heavy metals and provide chelation treatments when necessary?


• Do you sell proprietary nutritional supplements or have a sales agreement with supplement suppliers? Do you sell supplements at cost?
  

Questions about Billing and Communications

• Do you take insurance? If not, can you provide organized, coded insurance forms?
  
• Do you bill for laboratory tests done by commercial laboratories? How do you break down the fees?
• In the event we have a biomedical-related emergency, how will I contact you?
• Do you share an e-mail address, cell phone, etc. with your patients?
• Do you offer phone consultation for distant patients? What are the costs?
• How long do you spend face-to-face in an initial appointment?
  

In the Beginning...

WHAT YOU NEED TO KNOW TO BEGIN



1. Know that you are not alone. I am a parent just like you. I completely understand the heartache at the onset of the journey, confusion in navigating the treatment jungle, fear of not doing enough, anger at the system or anyone who gets in my way and a million other emotions that come and go in waves of uncertainty.



2. Know that progress is on our side. As I mentioned before and will continue to do so, no matter how severe the degree of autism your child my experience, your child can progress. It is important to define what progress is in your own terms in relationship to your child’s starting point. I can remember the celebration we had when my 7 year old son learned to blow his nose. Some would say how is that progress? My son had cold induced asthma that would (despite being GFCF) would produce huge amounts of mucus. He would sneeze snot rockets (which are socially unacceptable let alone highly contagious) and swallow so much mucus he would vomit it back up. So in terms of my son and his health conditions this was huge progress! So progress is defined by the starting point and the specific needs of the child and family.



3. Hope is your strength. Being a woman of faith I hold closely the promise of that states, “I know the plans I have for you (I insert my child’s name), plans to prosper you, plans for a good future. We are told with out a vision or dream we perish. There are always difficult times and even times that seem unbareable, but you have support among fellow parents, and you need to cling to hope. Breakthroughs in treatment have already been made and as research continues we will see even more.

Keep your hope alive!

Autism is never hopeless

The most primary message that I would like to convey to the world is that AUTISM IS NOT HOPELESS. That autism is treatable and for some (not all) it is recoverable. No matter how severe the degree of autism may be, our children do progress. More and more, children are developing and improving in ways never thought of before. I want to encourage parents to explore the various therapies available for our kids and do so with an open, educated mindset.

The purpose this D.I.S.H. blog is to relay basic dietary and biomedical interventions that many parents have found helpful for their children. Here you can read about these therapies, dialogue about your experience and ask questions specific to you and so much more.

I always recommend that before you start initiating any treatment or therapy, that you talk with your child’s primary healthcare provider. Yet, I encourage you to do your homework first before discussing a treatment with your child’s doc. In this day and age more and more doctors are starting to come around to the idea that biomedical interventions (that includes the diet) are beneficial to our kids on the autism spectrum. However, there are still large subsets of allopathic medicine that will discredit and dismiss it. That is why I encourage you to do a little footwork first. Do not just take your doctors word…do your homework. I believe with persistence and research, we can make a difference in the life of our kids and others living on the spectrum.
Remember, at times hope may seem lost but there will always be fellow parents to help you navigate you through the maze and reconnect with hope.