This year the day after is good. This is the only time I can remember my biggest after Christmas wish was NOT time to recover from the holidays. I cooked Christmas din din and it was easy and fun. My sister has been sick, my mom had hurt her back, my niece is going through a divorce, with all of that as a background all that mattered was having my fabulous precious imperfect family all in once place. The last two days I've been hanging out and playing with the kids. There is no stress, no thoughts of what's next, just now, REALLY!
I'm loving the downtime...well as down as we get in the Jones house. I'm hoping this is a signal for life to come in the new decade!
It just hit me, I really am living in the moment. I wonder which "A" I need to thank, age or autism?
Sunday, December 27, 2009
Friday, December 25, 2009
A "Typical" Christmas Morning
I love Christmas! Nicky woke up at 3:00 am went downstairs and began opening presents. I leaped out of bed when I realized what was happening. His sister heard me yell "Nicky!" she woke up and screamed "Nicky you better not of opened my presents or I will kill you!!". I got downstairs to see Nicky sitting next to the tree in a pile of opened presents....ALL Of WHICH WERE HIS. A real Christmas Miracle. Nicky had taken the time to read who the gifts were to and he only opened his. That was amazing and once again Evyn missed out on an opportunity to kill her brother.
Merry Christmas!!!
Merry Christmas!!!
Thursday, December 24, 2009
Single Christmas
Donna SNAP OUT OF IT. That's what happens when I look at life though the rear view mirror, it gets distorted. Our holidays in the later years were gardly perfect, but there were still some great moments.
Ironically during the holidays the good memories are inflated as the bad memories fade, reminding how far away I am from the picture I imagined. For the kids, especially Evyn, it's the idea that her family is not complete. For Nicky I'm not sure. He asked for Dad ALOT over the past month and I have no idea if the holidays are involved.
I don't linger in this place. I just acknowledge it then bonk myself upside my head, and get back to what is really true and I move on. Not easy but I've had practice. The truth is, I am here with two of the most terrific kiddos on the planet. I am healthy, we are healthy. We have a home, joy, food and wonderful people in our life. I am blessed to have my family nearby to share not only the holidays but every day of our lives, not just December 25 :)
Plop Plop Fizz Fizz the sound of crashing expectations
It's christmas eve morning. Nicky is sick,cranky and screaming. Evyn is just cranky. It's 9:00 and she is letting me know - in no uncertain terms - that she is angry about going to celebrate Christmas Eve with the family. I suggested that she just wait on being angry until the time get's a little closer and enjoy her day. She just glared. Oh well! Yahoo to be a teen.
Wednesday, December 23, 2009
Assisted Living...Nicky and Me
Single mom, son with autism. I have not a clue what the future holds. Will Nicky be able to live with me until I pass away? Will I be able to care for him? Or we end up as room mates in assisted living. There's a thought! LOL...please.
Monday, December 21, 2009
Compassion. My First Christmas Present
My first Christmas present this year was the gift of compassion from a stranger. I took Nicky to Universal Studio's for the Grinchmas celebration. We played in the snow area where Nicky enjoyed poking Frosty with a carrot!
Next we headed to a theater in the park where kids could meet the Grinch, watch the Grinch movie and enjoy coca and cookies. As we neared the theater I saw a massive line and thought "Crap" he's never gonna make it through that line calm enough to be able to enjoy himself once he gets in. I approached an attendant, showed him Nicky's disability pass and asked if there was any way for him to bypass the long line as he does for the rides. He looked at me with a blank look and said "NO. Not for this event". I'm used to people not understanding so I rephrased my question and watched him hoping to see a sign that he understood what I was asking for and why. A glimmer to tell me that he didn't think I had conjured up this story to get ahead of other people. I saw nothing on his face. Then a lady appeared and asked "What's going on?" He started to talk and she turned from listening to him, looked me in the eyes and said "Where's your son?, bring him here". She took me by the arm and led us right to the front. My eyes welled up as I thanked her. She had done what her co worker did not have the capacity to do; see us and understand. Thanks to her we were not invisible and I could stop trying to explain. She squeezed my arm and said "My Uncle has special needs. Have a great time" and she was gone. As we swooped in, got our treats and Nicky met the Grinch I couldn't stop thinking and smiling about how her kindness was the perfect holiday present, for us.
This year as I approach Christmas I am grateful for the kindness of others and the gifts that Nicky has given me when I am able to listen and pay attention. Autism has lowered my joy bar and given me lot's of gifts. Because of autism...
• I make it a point to find things to laugh at, even if it's just myself. I can often be found cracking myself up!
• I find things to make me happy even if it's just how a tree wiggles in the wind.
• I remember to be grateful, even when I am paying the bills.
• I have the ability to seek out joy in the little things....and I do mean little things.
• I have the ability to let go of "How Things Should Be" and not only accept but find happiness in how things are.
• I have learned how many choices I have, that I used to take for granted. I have the ability to be elated over the kindness of others.
• I have determination to always make an effort to see people for who they are, not their bodies or circumstances.
• The gift of living with someone who never stays mad, holds a grudge or tries to get back at someone, Nicky simply moves on.
• I have learned from Nicky to give myself a time limit when it comes to feeling, mad, bad or sad. I feel it, get it over with (tears tantrums and all) and then I move on as quickly as possible.
We all hope that one day Autism will not exist. But, right now it’s here and it’s in my house. I would not ask for it, or wish it on anybody, but it has given me gifts that I am deeply grateful for.
Happy Holidays Everyone.
Saturday, December 19, 2009
Autism Society of America Free Downloads
When Nicky was diagnosed with autism, I typed AUTISM into my browser and this is what I found. "A permanent developmental disability that requires life long care and has no cure." Things are better now. So much so that I can pass on amazing resources like this on to you.
http://www.autism-society.org/site/PageServer?pagename=shop_downloads
Living With Autism Building Our: Educating Students on the Autism Spectrum (For Teachers)
This 12 page publication provides information about working with students on the autism spectrum. Educators and school administrators provide the best educational services and supports when they become familiar with the learning styles of students with ASD and with the various educational approaches designed to meet their unique needs.
Next Steps: A Guide For Families New To Autism
This 8 page document is geared toward families who have just had a child diagnosed with an autism spectrum disorder. It provides a general understanding of the autism spectrum, an overview of the various treatment options, and brief information about education, services and supports that are helpful to children and adults on the autism spectrum.
Growing Up Together(For School-Aged Peers)
This 4-page, large-type booklet is targeted to elementary-aged school children. It uses simple language to talk about what autism is and how to become friends with someone on the autism spectrum.
Growing Up Together Teens with Autism (For Middle School-Aged Peers) This 4-page, booklet is written for teenagers. It uses basic language to talk about what autism is and how to be friends with someone on the autism spectrum.
Supporting Appropriate Behavior in Students with Asperger's
Challenging behaviors are frequently the primary obstacle in supporting students with Asperger’s. Effective behavioral support requires highly individualized practices that address primary areas of difficulty and strength. This article provides 10 steps that help schools work toward achieving the best outcomes for students with ASD.
Preparing to Experience College Living
Going away to college can be a daunting experience for students on the autism spectrum, as supports from family, friends and school may no longer exist. New college students face academic demands while learning to take care of themselves, managing finances, meeting new people, etc. This article describes supports available on college campuses, such as tutoring and supervised study halls, and gives suggestions on fostering social interaction. The article also provides a number of things to keep in mind when considering postsecondary options.
Puberty and Children on the Autism Spectrum
All children go through puberty; the brain does not tell the body to stop growing if the boy's/girl’s developmental level is younger than their age. This article provides information and ideas that parents can use to help their son or daughter with the physical changes that come with puberty.
Siblings Perspectives: Guidelines for Parents
When a child in the family has a disability, it affects each member of that family. Living with a brother or sister on the autism spectrum adds significant and unique experiences to the sibling relationship. This article is written for parents but provides important information and practical suggestions to help support siblings, strengthen families and minimize stressors.
Establishing Positive Sleep Patterns for Children on the Autism Spectrum
Persistent sleep disturbances can have adverse effects on the individual with ASD, parents, other household members, and daily activities and expectations. Children on the autism spectrum appear to experience sleep disturbances more frequently and intensely than typically developing children. This article examines factors that can contribute to poor sleep and provides advice to address environmental variables, bedtime routines, and sleep training methods.
Transition: Preparing for a Lifetime
The dramatic change from the secure world of school to the uncertainty of adulthood can be stressful and challenging. Unfortunately, despite years of mandated transition planning and a continued interest in preparing students for real life, many students with ASD leave school unprepared for employment, independence and maintaining social relationships. This article assists those involved in the education of students with ASD to provide effective transition planning.
Transition Across Grade Levels
Transition is a natural part of all educational programs. Students are expected to adjust to changes in teachers, classmates, schedules, buildings, and routines. This article provides suggestions for facilitating a smooth transition so that students with ASD can more easily make the shift from one grade to the next with careful planning and preparation.
Transition to Middle School
Transition from elementary to middle school is stressful for any student. Many things will be different. The school will probably be larger and the enrollment may be several times greater than in elementary school. The student will not know new teachers and might change classes not only every period, but also might only have certain classes for a semester, for a quarter, or on alternate days. There will be greater demands for independence and more complex social demands. But, there may also be new opportunities that were not available at the elementary school level. This article provides a process that others have found useful for developing a successful plan.
Moving from Preschool to Kindergarten: Planning for a Successful Transition and New Relationships
Leaving pre-school to enter a more formal educational system represents a major transition for every parent and their child. The environment will be new, the challenges will be different, and new relationships will need to be formed. While parents of children with ASD may initially approach this time with trepidation, this transition really represents a time of new opportunity for learning and the development of new friendships and relationships. Suggestions are provided to parents to insure a more successful and less stressful transition.
Serving Victims of Crime
The Autism Society Addresses Needs of Crime Victims with Autism - As part of its Crime Victims with Autism Assistance, Education, and Training Program, a project funded by the Department of Justice Office for Victims of Crime, the Autism Society has created a series of fact sheets and brochures to assist crime victim assistance professionals, families, and individuals with autism. A 2007 Autism Society survey of individuals with autism and their families revealed that 35% of individuals with autism have been the victim of a crime and the Autism Society is taking steps to help communities and professionals provide crime victim assistance. These much-needed materials are the first of a series of publications designed to improve services to crime victims with autism. Watch for the project’s training curriculum which will be available in the coming months!
If You Are A Victim Of Crime
This article explains the legal rights of an individual with autism who is the victim of a crime. Assistance is available through the Victim Assistance Program. Victims with disabilities are entitled to receive accommodations in order to understand his/her rights. Attempts can also be made to find providers who are familiar with autism so the victim’s needs may best be met.
Autism Information for Advocates, Attorneys, and Judges
Individuals with disabilities, including autism, are victims of crime at rates higher than those without disabilities. In spite of this fact, these crimes are often not prosecuted and if they are, the conviction rate is very low. This article seeks to educate prosecuting attorneys, judges and victims’ rights professionals about the characteristics of autism that might affect the judicial process. The article offers detailed advice on how professionals should approach a victim with autism and how to prepare him or her for a court room setting.
Autism Information for Child Abuse Counselors
Research indicates that children on the autism spectrum experience abuse and neglect at rates higher than their nondisabled peers. This article sets forth the risk factors inherent in children with autism, such as behavioral challenges which often frustrate parents and other caregivers. The authors provide a number of strategies for child abuse counselors to use when working with children on the spectrum, such as shortening interview times and conducting it in a quiet place with minimal visual stimuli.
Autism Information for Domestic Violence and Sexual Assault Counselors
Research shows that individuals with cognitive impairments are at the highest risk of experiencing sexual assault or abuse. This article provides information on the characteristics of autism and advice to domestic violence and sexual assault professionals on how to effectively work with victims who are on the autism spectrum. The authors also provide guidance for managers of counseling agencies to insure that such cases are handled correctly.
Information for Law Enforcement and First Responders
There are many situations in which individuals on the autism spectrum will encounter police officers and other first responders, particularly due to wandering or eloping. If first responders recognize the signs of autism and know effective ways of interacting with individuals on the spectrum, the risks to all involved are greatly reduced. This article describes the characteristics of ASD and gives detailed information to improve exchanges with first responders.
Autism Information for Paramedics and Emergency Room Staff
Emergency medical professionals are likely to encounter individuals on the autism spectrum for a variety of reasons, including search and rescue operations or suspected abuse. Particularly in an emergency situation, where utmost speed is generally required, professionals need to be aware of the unique needs of persons on the spectrum. This article provides detailed information on the characteristics of autism, such as sensory issues, that could greatly impact emergency room treatment.
Autism Information for Social Workers and Counselors
Social workers and counselors may encounter or be asked to provide services to an individual with autism spectrum disorder who has been the victim of a crime. This article seeks to provide these professionals with a greater understanding the communication, social, and behavioral characteristics of autism so they are well equipped to help them in supporting victims of crime who are on the autism spectrum.
If Your Loved One Is A Victim Of Crime
This article explains the rights of crime victims and the assistance that is available to victims, such as the Victim Assistance Program. The authors point out that an individual with autism is legally entitled under the ADA to receive accommodations in order to understand his/her rights, and that attempts can be made to try to find providers who are familiar with autism. The article urges family members to work with local victim assistance organizations to further their understanding of autism spectrum disorders.
Informational Brochures
The Puzzle of Autism
The Puzzle of Autism is an informational guide for educators who work with students on the autism spectrum. The guide explains the characteristics of autism and suggests effective classroom strategies for improving the communication, sensory, social and behavioral skills of students with autism. The Puzzle of Autism was published by the National Education Association, in collaboration with the Autism Society of America, the American Speech-Language-Hearing Association, and the National Association of School Psychologists.
Autism Society
position paper:
The National Crisis in Adult Services for Individuals with Autism:
A Call to Action
What Is Autism?
The Autism Society’s introductory brochure provides basic information about the autism spectrum, including the critical early signs, as well as background on the Autism Society and its mission. A membership/donation form is also included.
¿Qué es Autismo?
El folleto de la Sociedad de Autismo le brinda información básica sobre el espectro del autismo, incluyendo las muestras tempranas crÃticas, asà como la misión de la Sociedad de Autismo. Se incluye información de como ser miembro o donante.
Autismo
http://www.autism-society.org/site/PageServer?pagename=shop_downloads
Living With Autism Building Our: Educating Students on the Autism Spectrum (For Teachers)
This 12 page publication provides information about working with students on the autism spectrum. Educators and school administrators provide the best educational services and supports when they become familiar with the learning styles of students with ASD and with the various educational approaches designed to meet their unique needs.
Next Steps: A Guide For Families New To Autism
This 8 page document is geared toward families who have just had a child diagnosed with an autism spectrum disorder. It provides a general understanding of the autism spectrum, an overview of the various treatment options, and brief information about education, services and supports that are helpful to children and adults on the autism spectrum.
Growing Up Together(For School-Aged Peers)
This 4-page, large-type booklet is targeted to elementary-aged school children. It uses simple language to talk about what autism is and how to become friends with someone on the autism spectrum.
Growing Up Together Teens with Autism (For Middle School-Aged Peers) This 4-page, booklet is written for teenagers. It uses basic language to talk about what autism is and how to be friends with someone on the autism spectrum.
Supporting Appropriate Behavior in Students with Asperger's
Challenging behaviors are frequently the primary obstacle in supporting students with Asperger’s. Effective behavioral support requires highly individualized practices that address primary areas of difficulty and strength. This article provides 10 steps that help schools work toward achieving the best outcomes for students with ASD.
Preparing to Experience College Living
Going away to college can be a daunting experience for students on the autism spectrum, as supports from family, friends and school may no longer exist. New college students face academic demands while learning to take care of themselves, managing finances, meeting new people, etc. This article describes supports available on college campuses, such as tutoring and supervised study halls, and gives suggestions on fostering social interaction. The article also provides a number of things to keep in mind when considering postsecondary options.
Puberty and Children on the Autism Spectrum
All children go through puberty; the brain does not tell the body to stop growing if the boy's/girl’s developmental level is younger than their age. This article provides information and ideas that parents can use to help their son or daughter with the physical changes that come with puberty.
Siblings Perspectives: Guidelines for Parents
When a child in the family has a disability, it affects each member of that family. Living with a brother or sister on the autism spectrum adds significant and unique experiences to the sibling relationship. This article is written for parents but provides important information and practical suggestions to help support siblings, strengthen families and minimize stressors.
Establishing Positive Sleep Patterns for Children on the Autism Spectrum
Persistent sleep disturbances can have adverse effects on the individual with ASD, parents, other household members, and daily activities and expectations. Children on the autism spectrum appear to experience sleep disturbances more frequently and intensely than typically developing children. This article examines factors that can contribute to poor sleep and provides advice to address environmental variables, bedtime routines, and sleep training methods.
Transition: Preparing for a Lifetime
The dramatic change from the secure world of school to the uncertainty of adulthood can be stressful and challenging. Unfortunately, despite years of mandated transition planning and a continued interest in preparing students for real life, many students with ASD leave school unprepared for employment, independence and maintaining social relationships. This article assists those involved in the education of students with ASD to provide effective transition planning.
Transition Across Grade Levels
Transition is a natural part of all educational programs. Students are expected to adjust to changes in teachers, classmates, schedules, buildings, and routines. This article provides suggestions for facilitating a smooth transition so that students with ASD can more easily make the shift from one grade to the next with careful planning and preparation.
Transition to Middle School
Transition from elementary to middle school is stressful for any student. Many things will be different. The school will probably be larger and the enrollment may be several times greater than in elementary school. The student will not know new teachers and might change classes not only every period, but also might only have certain classes for a semester, for a quarter, or on alternate days. There will be greater demands for independence and more complex social demands. But, there may also be new opportunities that were not available at the elementary school level. This article provides a process that others have found useful for developing a successful plan.
Moving from Preschool to Kindergarten: Planning for a Successful Transition and New Relationships
Leaving pre-school to enter a more formal educational system represents a major transition for every parent and their child. The environment will be new, the challenges will be different, and new relationships will need to be formed. While parents of children with ASD may initially approach this time with trepidation, this transition really represents a time of new opportunity for learning and the development of new friendships and relationships. Suggestions are provided to parents to insure a more successful and less stressful transition.
Serving Victims of Crime
The Autism Society Addresses Needs of Crime Victims with Autism - As part of its Crime Victims with Autism Assistance, Education, and Training Program, a project funded by the Department of Justice Office for Victims of Crime, the Autism Society has created a series of fact sheets and brochures to assist crime victim assistance professionals, families, and individuals with autism. A 2007 Autism Society survey of individuals with autism and their families revealed that 35% of individuals with autism have been the victim of a crime and the Autism Society is taking steps to help communities and professionals provide crime victim assistance. These much-needed materials are the first of a series of publications designed to improve services to crime victims with autism. Watch for the project’s training curriculum which will be available in the coming months!
If You Are A Victim Of Crime
This article explains the legal rights of an individual with autism who is the victim of a crime. Assistance is available through the Victim Assistance Program. Victims with disabilities are entitled to receive accommodations in order to understand his/her rights. Attempts can also be made to find providers who are familiar with autism so the victim’s needs may best be met.
Autism Information for Advocates, Attorneys, and Judges
Individuals with disabilities, including autism, are victims of crime at rates higher than those without disabilities. In spite of this fact, these crimes are often not prosecuted and if they are, the conviction rate is very low. This article seeks to educate prosecuting attorneys, judges and victims’ rights professionals about the characteristics of autism that might affect the judicial process. The article offers detailed advice on how professionals should approach a victim with autism and how to prepare him or her for a court room setting.
Autism Information for Child Abuse Counselors
Research indicates that children on the autism spectrum experience abuse and neglect at rates higher than their nondisabled peers. This article sets forth the risk factors inherent in children with autism, such as behavioral challenges which often frustrate parents and other caregivers. The authors provide a number of strategies for child abuse counselors to use when working with children on the spectrum, such as shortening interview times and conducting it in a quiet place with minimal visual stimuli.
Autism Information for Domestic Violence and Sexual Assault Counselors
Research shows that individuals with cognitive impairments are at the highest risk of experiencing sexual assault or abuse. This article provides information on the characteristics of autism and advice to domestic violence and sexual assault professionals on how to effectively work with victims who are on the autism spectrum. The authors also provide guidance for managers of counseling agencies to insure that such cases are handled correctly.
Information for Law Enforcement and First Responders
There are many situations in which individuals on the autism spectrum will encounter police officers and other first responders, particularly due to wandering or eloping. If first responders recognize the signs of autism and know effective ways of interacting with individuals on the spectrum, the risks to all involved are greatly reduced. This article describes the characteristics of ASD and gives detailed information to improve exchanges with first responders.
Autism Information for Paramedics and Emergency Room Staff
Emergency medical professionals are likely to encounter individuals on the autism spectrum for a variety of reasons, including search and rescue operations or suspected abuse. Particularly in an emergency situation, where utmost speed is generally required, professionals need to be aware of the unique needs of persons on the spectrum. This article provides detailed information on the characteristics of autism, such as sensory issues, that could greatly impact emergency room treatment.
Autism Information for Social Workers and Counselors
Social workers and counselors may encounter or be asked to provide services to an individual with autism spectrum disorder who has been the victim of a crime. This article seeks to provide these professionals with a greater understanding the communication, social, and behavioral characteristics of autism so they are well equipped to help them in supporting victims of crime who are on the autism spectrum.
If Your Loved One Is A Victim Of Crime
This article explains the rights of crime victims and the assistance that is available to victims, such as the Victim Assistance Program. The authors point out that an individual with autism is legally entitled under the ADA to receive accommodations in order to understand his/her rights, and that attempts can be made to try to find providers who are familiar with autism. The article urges family members to work with local victim assistance organizations to further their understanding of autism spectrum disorders.
Informational Brochures
The Puzzle of Autism
The Puzzle of Autism is an informational guide for educators who work with students on the autism spectrum. The guide explains the characteristics of autism and suggests effective classroom strategies for improving the communication, sensory, social and behavioral skills of students with autism. The Puzzle of Autism was published by the National Education Association, in collaboration with the Autism Society of America, the American Speech-Language-Hearing Association, and the National Association of School Psychologists.
Autism Society
position paper:
The National Crisis in Adult Services for Individuals with Autism:
A Call to Action
What Is Autism?
The Autism Society’s introductory brochure provides basic information about the autism spectrum, including the critical early signs, as well as background on the Autism Society and its mission. A membership/donation form is also included.
¿Qué es Autismo?
El folleto de la Sociedad de Autismo le brinda información básica sobre el espectro del autismo, incluyendo las muestras tempranas crÃticas, asà como la misión de la Sociedad de Autismo. Se incluye información de como ser miembro o donante.
Autismo
Tuesday, December 15, 2009
Social Skills vs Academics My Struggle with Priorities
EQ vs IQ an Autism Challenge
Today I heard about parents of a high school student who took their son off the diploma track resistant to surrendering their fight to have him meet the standard academic requirements. The work load was a major source of frustration that seemed to exacerbate the gap between him and the other kids. His therapeutic aid welcomed the change (which the school had been pushing for sometime) because he was strongly committed to focusing more on the social than academic success. I listened with sadness because I understand why families hold on to grades. I understand how hard it is to feel like we have left another piece of our child's shot at a "normal" life, behind.
Experts told me over and over “Don’t worry so much about his grades – they will come or not - his ability to socialize and develop friends and life skills are what's most important”. However, Nicky’s social skills were nearly non existent and seemed to progress so slowly that I grew to take great comfort in Nicky’s ability to do educational activities, even if they were rote. It was his knowledge of every animal, his incredible memory, his love of the ABC’s and his ability to read that gave me something to talk about.
It was in his exceptional skill with puzzles or the computer that let me brag about him. His rote/academic skills gave me something to say; not sports, his favorite new toy, or parties or what happened the other day with his friends. When it came to "academic" type stuff my child had peers and I too could measure his progress, like other parents. It was those skills, those moments that opened the door for us to participate in the “normal” club and lessened my ongoing grief.
And there was a bonus, Nicky's academic skills give me an opportunity to teach kids and adults that, yes my son has autism, but he is not retarded. He is more than they see and more than they think he is! I hold on to these moments, not just for Nicky, but because they give ME a feeling of normalcy and an escape from the painful reminders of my son’s autism.
Today socialization is still difficult. We barely find play dates. Nicky doesn’t initiate inviting kids over and for the most part kids do not invite themselves. I remember when his social skills team pushed me to get the neighborhood kids to come and play. I invited a neighbor - that I didn't really know - to bring her two boys, who were around Nicky’s age over for a play date. Disaster! We had a mix up on the time so when she arrived I was not home. A therapist was with Nicky but had not prepared him or set up activities. Unprepared for a change in routine and new kids Nicky proceeded to have a major tantrum and meltdown; which scared away the kids and the mom. They never accepted a play date again. I’ve invited another neighborhood boy over, but he’s not apt to accept the invitation since Nicky showed up naked at his house and commandeered his VCR, armed only with his blanket and the video he wanted to watch.
The kids from school are kind to Nicky, but he doesn’t get invited to hang out with them. I believe the kids like him, but he is not a kid who is out doing what other 11 year old boys do and he has never been the social equal of his peers at any age. His best friends are great boys who have some type of challenge, whose parents understand and encourage the friendships. Without them there would be nothing.
When Nicky was 2 I couldn't completely comprehended what the experts meant, but I get it now. If Nicky is the most brilliant person to ever walk the earth, and he can’t function in society; make friends, communicate with people, order food in a restaurant, eat with utensils, go independently to the restroom, ride a bus, get dressed, keep his cloths on, walk safely across the street, hold a job or cook his own food we all lose.
Nicky is 11, and the clock continues to tick. The edge his rote skills gave him in elementary school has faded. I am feeling anxious about him being ready for the world not the classroom. Next month Nicky will enroll in a basketball team. His male social skills therapist is going to work with him every week. I accept that Nicky won’t like it at first, he never does, but we are not going to let that stop us. I’m confident that if we can first just teach him to tolerate it he will slowly come to like either the sport of just being with the team. Both would be great, but I’ll gladly take either one.
So, the most important thing I can do – for both of us - is push him as hard as he can be pushed to learn how to function in this world. I have to remind myself every day what’s really important and I have to give others permission to remind me to, which they happily do.
and the journey continues :)
Today I heard about parents of a high school student who took their son off the diploma track resistant to surrendering their fight to have him meet the standard academic requirements. The work load was a major source of frustration that seemed to exacerbate the gap between him and the other kids. His therapeutic aid welcomed the change (which the school had been pushing for sometime) because he was strongly committed to focusing more on the social than academic success. I listened with sadness because I understand why families hold on to grades. I understand how hard it is to feel like we have left another piece of our child's shot at a "normal" life, behind. Experts told me over and over “Don’t worry so much about his grades – they will come or not - his ability to socialize and develop friends and life skills are what's most important”. However, Nicky’s social skills were nearly non existent and seemed to progress so slowly that I grew to take great comfort in Nicky’s ability to do educational activities, even if they were rote. It was his knowledge of every animal, his incredible memory, his love of the ABC’s and his ability to read that gave me something to talk about.
It was in his exceptional skill with puzzles or the computer that let me brag about him. His rote/academic skills gave me something to say; not sports, his favorite new toy, or parties or what happened the other day with his friends. When it came to "academic" type stuff my child had peers and I too could measure his progress, like other parents. It was those skills, those moments that opened the door for us to participate in the “normal” club and lessened my ongoing grief.
And there was a bonus, Nicky's academic skills give me an opportunity to teach kids and adults that, yes my son has autism, but he is not retarded. He is more than they see and more than they think he is! I hold on to these moments, not just for Nicky, but because they give ME a feeling of normalcy and an escape from the painful reminders of my son’s autism.
Today socialization is still difficult. We barely find play dates. Nicky doesn’t initiate inviting kids over and for the most part kids do not invite themselves. I remember when his social skills team pushed me to get the neighborhood kids to come and play. I invited a neighbor - that I didn't really know - to bring her two boys, who were around Nicky’s age over for a play date. Disaster! We had a mix up on the time so when she arrived I was not home. A therapist was with Nicky but had not prepared him or set up activities. Unprepared for a change in routine and new kids Nicky proceeded to have a major tantrum and meltdown; which scared away the kids and the mom. They never accepted a play date again. I’ve invited another neighborhood boy over, but he’s not apt to accept the invitation since Nicky showed up naked at his house and commandeered his VCR, armed only with his blanket and the video he wanted to watch.
The kids from school are kind to Nicky, but he doesn’t get invited to hang out with them. I believe the kids like him, but he is not a kid who is out doing what other 11 year old boys do and he has never been the social equal of his peers at any age. His best friends are great boys who have some type of challenge, whose parents understand and encourage the friendships. Without them there would be nothing.
When Nicky was 2 I couldn't completely comprehended what the experts meant, but I get it now. If Nicky is the most brilliant person to ever walk the earth, and he can’t function in society; make friends, communicate with people, order food in a restaurant, eat with utensils, go independently to the restroom, ride a bus, get dressed, keep his cloths on, walk safely across the street, hold a job or cook his own food we all lose.
Nicky is 11, and the clock continues to tick. The edge his rote skills gave him in elementary school has faded. I am feeling anxious about him being ready for the world not the classroom. Next month Nicky will enroll in a basketball team. His male social skills therapist is going to work with him every week. I accept that Nicky won’t like it at first, he never does, but we are not going to let that stop us. I’m confident that if we can first just teach him to tolerate it he will slowly come to like either the sport of just being with the team. Both would be great, but I’ll gladly take either one.
So, the most important thing I can do – for both of us - is push him as hard as he can be pushed to learn how to function in this world. I have to remind myself every day what’s really important and I have to give others permission to remind me to, which they happily do.
and the journey continues :)
Friday, December 11, 2009
Thursday, December 10, 2009
Parents cries for help might include dangerous interventions, but who knows.
Below are links I posted to stories talking about “dangerous autism interventions”. I know some people will wonder “Why would parents try that? That doesn’t make any sense?” But it does, every parent wants a magic bullet that will cure their child or more importantly every parent wants hope. The picture captures what Autism feels like to Nicky, who wouldn't want to keep their child from living in that place.
When no one can tell a parent how to help their child, most of us do what they can. Because the worst thing we can imagine is doing nothing, so often we will try anything. Unless you have been through it or something like it, it's probably impossible to fully comprehend what it’s like to have a child diagnosed with a severe illness that has NO known cause or cure, yet it’s an epidemic. Or what’s it’s like to have an illness as all consuming as autism, where there is no medical protocol or system that takes you in and tells you what to expect, what to do and how to do it. For me it's been a journey in the dark where I blindly stumble one step at a time.
I’m not aware of another illness as severe or prevalent as autism, where families are not automatically ushered into some system of support. The parents of children with autism are routinely sent home alone to deal with the reality of a devastating diagnosis and simultaneously required to immediately learn about the many therapies and services that they must seek out to develop a complicated intervention plan to treat their child.
Families, like mine are left on their own, to figure the disease out for themselves. I’ve tried a lot of different therapies, diets and interventions. Many thousands of dollars later I have found that some worked, some didn’t work. Fortunately I don't think anything I tried has hurt Nicky, but nothing was quick. Special diets did not cure his autism, supplements did not cure his autism, creams rubbed on his feet didn't change his behaviors, but some did improve his overall health, which in the end slightly improved some of his behaviors. My bench mark for trying has always been to ask myself and the professionals I trust “Can it hurt him?” If everyone agreed it could not hurt him, even if they didn’t believe it would help him, I tried it. I tried it because as a parent - besides the autism itself - the cruelest part is, living everyday with the fear that I may have missed something. The fear that I have not done enough never leaves me. Every time I read a story about a treatment that helped a child, I wonder should I do that? Every time I make a decision to do something or not do something I wonder if I am right, have I done the best thing, will I miss his chance at “recovery”?
I understand why parents try new treatments; I understand why parents are vulnerable to professionals who offer hope, even if it turns out the hope was a harmful practice. Until we have a cause, and a cure, parents will do everything they can to help their children.
Here are the links again to: Autism: Kids put at Risk, LA Times and Autism Therapies can get undeserved credit.
Autism: Kids put at risk -- latimes.com
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Autism therapies can get undeserved credit -- latimes.com
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Tuesday, December 8, 2009
Autism: Kids put at risk -- latimes.com
Autism: Kids put at risk -- latimes.com
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Autism: Kids put at risk
Desperate parents try alternative therapies that aren't based in science and may hurt kids, an investigation finds.
Jim Coman plays with his 7-year-old son, who has been diagnosed with autism. (Chris Sweda / Chicago Tribune)
James Coman's son has an unusual skill. The 7-year-old, his father says, can swallow six pills at once.
Diagnosed with autism as a toddler, he had been placed on an intense regimen of supplements and medications aimed at treating the disorder. He was injected with vitamin B12 and received intravenous infusions of a drug used to leach mercury and other metals from the body. He took megadoses of vitamin C, a hormone and a drug that suppresses testosterone.
This complex regimen -- documented in court records as part of a bitter custody battle over the Chicago boy between Coman, who opposes the therapies, and his wife -- may sound unusual, but it isn't.
Thousands of U.S. children undergo these therapies and more at the urging of physicians who say they can successfully treat, or "recover," children with autism, a disorder most doctors and scientists say they cannot yet explain or cure.
After reviewing thousands of pages of court documents and scientific studies and interviewing top researchers in the field, an investigation by the Chicago Tribune found that many of these treatments amount to uncontrolled experiments on vulnerable children.
The therapies often go beyond harmless New Age folly, the investigation found. Many are unproven and risky, based on flawed, preliminary or misconstrued scientific research.
Lab tests used to justify therapies are often misleading and misinterpreted. And though some parents fervently believe their children have benefited, the investigation found a trail of disappointing results from the few clinical trials conducted to evaluate the treatments objectively.
Studies show that up to three-quarters of families with children with autism try alternative treatments. Doctors, many linked to the influential group Defeat Autism Now, promote the therapies online, in books and at conferences.
The investigation found children undergoing day-long infusions of a blood product that carries the risk of kidney failure and anaphylactic shock. Researchers in the field emphatically warn that the therapy should not be used to treat autism.
Children are repeatedly encased in pressurized oxygen chambers normally used after scuba diving accidents. This unproven therapy is meant to reduce inflammation that experts say is little understood and may even be beneficial.
Children undergo rounds of chelation therapy to leach heavy metals from the body, though most toxicologists say the test commonly used to measure the metals is meaningless and the treatment potentially harmful.
Last year, the National Institutes of Health halted a controversial government-funded study of chelation before a single child with autism was treated. Researchers at Cornell University and UCSanta Cruz had found that rats without lead poisoning showed signs of cognitive damage after being treated with a chelator.
Doctors associated with the autism recovery movement often say they know that more research is needed but that children need help now.
"We can't wait for 10 or 20 years," pediatrician Dr. Elizabeth Mumper, medical coordinator for the Autism Research Institute (the nonprofit parent organization of Defeat Autism Now), testified in a special federal court.
Many parents who try alternative therapies cite an analogy popularized by a luminary of the movement: It's as if their child has jumped off a pier. Science hasn't proved that throwing a life preserver will save the child, but they have a duty to try, right?
Critics say that's the wrong way to think about it.
"How do they know the life preserver is made of cork and not lead?" said Richard Mailman, a neuropharmacologist at Penn State University. "However desperate you are, you don't want to throw your child a lead life preserver."
"Dangerous experimentation" is how pediatrician Dr. Steven Goodman, a clinical trial expert at the Johns Hopkins Berman Institute of Bioethics, describes use of these unproven therapies.
One in 100 U.S. children is diagnosed with autism spectrum disorder by age 8, according to the U.S. Centers for Disease Control and Prevention. Though behavioral therapies can help, there are no cures for the disorder, which is characterized by communication problems, difficulties interacting socially and rigid, repetitive behavior.
But clinicians and others in the recovery movement readily offer treatments and hope.
More than 1,000 parents have contacted the Autism Research Institute to say their children have recovered or nearly recovered from autism, Jane Johnson, executive director of Defeat Autism Now, wrote in an e-mail.
"It is growing by word of mouth," Johnson said of the movement. Johnson and Teri Arranga, director of Autism One, another group in the recovery movement, said solid science supports their approach; Arranga sent a list of hundreds of studies.
But the science cited by the recovery movement was extensively reviewed by some of the world's top scientists in a unique venue known as vaccine court, formed by the government to address claims from people who think vaccines caused them harm.
The scientists who testified sharply criticized the research behind alternative treatments, using words like "careless" and "misleading." They found no proven value in many specific therapies for autism, such as sauna treatments, chelation and ingestion of worm eggs.
"So much of what's said doesn't make scientific sense," testified Dr. Robert Rust, a chaired professor of neurology at University of Virginia.
"There [are] no published studies which would suggest that [they] would change the course of autism," testified Dr. Eric Fombonne, head of the division of child psychiatry at McGill University in Montreal and a prominent autism expert.
James Coman says he is so concerned about the possible long-term effects of his son's treatments, including chelation, that he has filed complaints with state medical boards against the boy's two Defeat Autism Now doctors, Dr. Anjum Usman of Naperville, Ill., and Dr. Daniel Rossignol ofMelbourne, Fla.
"I worry very much," Coman said as his son played nearby with his younger brother and a neighbor's children. Coman said he thinks his son, now a playful, funny and outgoing 7-year-old, would have progressed developmentally without any medical treatments.
His wife declined to be interviewed but has said in court documents that she believes the boy's many alternative therapies benefited him. She argued that her son's treatment must continue on a regular basis.
Rossignol declined to be interviewed for this story. Usman's practice, True Health Medical Center, said it would not comment on a specific case, citing office policy and laws designed to protect patient privacy.
"We base our treatment protocols on the lab results, parent reports and physical examination of our patients -- nothing out of the ordinary in the practice of medicine," Usman wrote in a separate e-mail. "I am deeply troubled by any suggestion that the medical profession should not treat the medical problems these children clearly face."
Both family practice doctors are stars of Defeat Autism Now, having trained thousands of clinicians, according to Johnson. They are listed on the group's online clinician registry, a first stop for many parents of children with autism seeking alternative treatment.
To be listed, doctors need only attend a 13-hour seminar held by the Autism Research Institute, sign a statement saying they agree with the group's philosophy and pay a $250 annual fee.
Johnson said that doctors linked to her group mostly focus on diet and vitamins. Yet a recent clinician seminar held in Dallas covered many highly technical specialties: immune problems, digestive issues, methylation abnormalities, mitochondrial dysfunction and detoxification.
As long as doctors continue to attend seminars every two years, they can remain listed. As of this month, 350 physicians, naturopaths, chiropractors, nurses and others were listed on the Defeat Autism Now U.S. registry for state-licensed healthcare providers.
Many sell supplements to patients, which most practitioners consider a serious conflict of interest. Of 300 U.S. Defeat Autism Now clinicians who answered a question about supplement sales for the registry, 80% indicated they sold the products to patients. Some even sold proprietary formulas.
"This is one of the most . . . grave violations of our code of conduct, codes and ethics," Rust, the neurologist, testified in vaccine court.
A disclaimer on the registry site states that the Autism Research Institute does not "guarantee competence, skill, knowledge, or experience" of those listed.
One physician on the registry was Dr. Roy Kerry of Pennsylvania. In 2005, a 5-year-old with autism had a heart attack and died while being intravenously chelated in his office, according to court records.
Less than a year later, Kerry was added to the registry. In 2008 he voluntarily surrendered his medical license pending criminal charges of involuntary manslaughter in connection with the boy's death, according to the Pennsylvania Board of Medicine.
Those charges were dropped, but in July the state board suspended his license for six months, with 2 1/2 years of probation, state records show.
Kerry's lawyer, Al Augustine of Chicago, said there was no proof chelation killed the child and that Kerry agreed to the suspension to avoid the cost and emotional hardship of contesting it.
Defeat Autism Now continued to list the doctor until Nov. 5, a day after the Tribune inquired about his inclusion.
Johnson said the group had already planned to drop him because he had not filled out paperwork on his medical license.
ttsouderos@tribune.com
pcallahan@tribune.com
Posted using ShareThis
Autism: Kids put at risk
Desperate parents try alternative therapies that aren't based in science and may hurt kids, an investigation finds.
Jim Coman plays with his 7-year-old son, who has been diagnosed with autism. (Chris Sweda / Chicago Tribune)
James Coman's son has an unusual skill. The 7-year-old, his father says, can swallow six pills at once.
Diagnosed with autism as a toddler, he had been placed on an intense regimen of supplements and medications aimed at treating the disorder. He was injected with vitamin B12 and received intravenous infusions of a drug used to leach mercury and other metals from the body. He took megadoses of vitamin C, a hormone and a drug that suppresses testosterone.
This complex regimen -- documented in court records as part of a bitter custody battle over the Chicago boy between Coman, who opposes the therapies, and his wife -- may sound unusual, but it isn't.
Thousands of U.S. children undergo these therapies and more at the urging of physicians who say they can successfully treat, or "recover," children with autism, a disorder most doctors and scientists say they cannot yet explain or cure.
After reviewing thousands of pages of court documents and scientific studies and interviewing top researchers in the field, an investigation by the Chicago Tribune found that many of these treatments amount to uncontrolled experiments on vulnerable children.
The therapies often go beyond harmless New Age folly, the investigation found. Many are unproven and risky, based on flawed, preliminary or misconstrued scientific research.
Lab tests used to justify therapies are often misleading and misinterpreted. And though some parents fervently believe their children have benefited, the investigation found a trail of disappointing results from the few clinical trials conducted to evaluate the treatments objectively.
Studies show that up to three-quarters of families with children with autism try alternative treatments. Doctors, many linked to the influential group Defeat Autism Now, promote the therapies online, in books and at conferences.
The investigation found children undergoing day-long infusions of a blood product that carries the risk of kidney failure and anaphylactic shock. Researchers in the field emphatically warn that the therapy should not be used to treat autism.
Children are repeatedly encased in pressurized oxygen chambers normally used after scuba diving accidents. This unproven therapy is meant to reduce inflammation that experts say is little understood and may even be beneficial.
Children undergo rounds of chelation therapy to leach heavy metals from the body, though most toxicologists say the test commonly used to measure the metals is meaningless and the treatment potentially harmful.
Last year, the National Institutes of Health halted a controversial government-funded study of chelation before a single child with autism was treated. Researchers at Cornell University and UCSanta Cruz had found that rats without lead poisoning showed signs of cognitive damage after being treated with a chelator.
Doctors associated with the autism recovery movement often say they know that more research is needed but that children need help now.
"We can't wait for 10 or 20 years," pediatrician Dr. Elizabeth Mumper, medical coordinator for the Autism Research Institute (the nonprofit parent organization of Defeat Autism Now), testified in a special federal court.
Many parents who try alternative therapies cite an analogy popularized by a luminary of the movement: It's as if their child has jumped off a pier. Science hasn't proved that throwing a life preserver will save the child, but they have a duty to try, right?
Critics say that's the wrong way to think about it.
"How do they know the life preserver is made of cork and not lead?" said Richard Mailman, a neuropharmacologist at Penn State University. "However desperate you are, you don't want to throw your child a lead life preserver."
"Dangerous experimentation" is how pediatrician Dr. Steven Goodman, a clinical trial expert at the Johns Hopkins Berman Institute of Bioethics, describes use of these unproven therapies.
One in 100 U.S. children is diagnosed with autism spectrum disorder by age 8, according to the U.S. Centers for Disease Control and Prevention. Though behavioral therapies can help, there are no cures for the disorder, which is characterized by communication problems, difficulties interacting socially and rigid, repetitive behavior.
But clinicians and others in the recovery movement readily offer treatments and hope.
More than 1,000 parents have contacted the Autism Research Institute to say their children have recovered or nearly recovered from autism, Jane Johnson, executive director of Defeat Autism Now, wrote in an e-mail.
"It is growing by word of mouth," Johnson said of the movement. Johnson and Teri Arranga, director of Autism One, another group in the recovery movement, said solid science supports their approach; Arranga sent a list of hundreds of studies.
But the science cited by the recovery movement was extensively reviewed by some of the world's top scientists in a unique venue known as vaccine court, formed by the government to address claims from people who think vaccines caused them harm.
The scientists who testified sharply criticized the research behind alternative treatments, using words like "careless" and "misleading." They found no proven value in many specific therapies for autism, such as sauna treatments, chelation and ingestion of worm eggs.
"So much of what's said doesn't make scientific sense," testified Dr. Robert Rust, a chaired professor of neurology at University of Virginia.
"There [are] no published studies which would suggest that [they] would change the course of autism," testified Dr. Eric Fombonne, head of the division of child psychiatry at McGill University in Montreal and a prominent autism expert.
James Coman says he is so concerned about the possible long-term effects of his son's treatments, including chelation, that he has filed complaints with state medical boards against the boy's two Defeat Autism Now doctors, Dr. Anjum Usman of Naperville, Ill., and Dr. Daniel Rossignol ofMelbourne, Fla.
"I worry very much," Coman said as his son played nearby with his younger brother and a neighbor's children. Coman said he thinks his son, now a playful, funny and outgoing 7-year-old, would have progressed developmentally without any medical treatments.
His wife declined to be interviewed but has said in court documents that she believes the boy's many alternative therapies benefited him. She argued that her son's treatment must continue on a regular basis.
Rossignol declined to be interviewed for this story. Usman's practice, True Health Medical Center, said it would not comment on a specific case, citing office policy and laws designed to protect patient privacy.
"We base our treatment protocols on the lab results, parent reports and physical examination of our patients -- nothing out of the ordinary in the practice of medicine," Usman wrote in a separate e-mail. "I am deeply troubled by any suggestion that the medical profession should not treat the medical problems these children clearly face."
Both family practice doctors are stars of Defeat Autism Now, having trained thousands of clinicians, according to Johnson. They are listed on the group's online clinician registry, a first stop for many parents of children with autism seeking alternative treatment.
To be listed, doctors need only attend a 13-hour seminar held by the Autism Research Institute, sign a statement saying they agree with the group's philosophy and pay a $250 annual fee.
Johnson said that doctors linked to her group mostly focus on diet and vitamins. Yet a recent clinician seminar held in Dallas covered many highly technical specialties: immune problems, digestive issues, methylation abnormalities, mitochondrial dysfunction and detoxification.
As long as doctors continue to attend seminars every two years, they can remain listed. As of this month, 350 physicians, naturopaths, chiropractors, nurses and others were listed on the Defeat Autism Now U.S. registry for state-licensed healthcare providers.
Many sell supplements to patients, which most practitioners consider a serious conflict of interest. Of 300 U.S. Defeat Autism Now clinicians who answered a question about supplement sales for the registry, 80% indicated they sold the products to patients. Some even sold proprietary formulas.
"This is one of the most . . . grave violations of our code of conduct, codes and ethics," Rust, the neurologist, testified in vaccine court.
A disclaimer on the registry site states that the Autism Research Institute does not "guarantee competence, skill, knowledge, or experience" of those listed.
One physician on the registry was Dr. Roy Kerry of Pennsylvania. In 2005, a 5-year-old with autism had a heart attack and died while being intravenously chelated in his office, according to court records.
Less than a year later, Kerry was added to the registry. In 2008 he voluntarily surrendered his medical license pending criminal charges of involuntary manslaughter in connection with the boy's death, according to the Pennsylvania Board of Medicine.
Those charges were dropped, but in July the state board suspended his license for six months, with 2 1/2 years of probation, state records show.
Kerry's lawyer, Al Augustine of Chicago, said there was no proof chelation killed the child and that Kerry agreed to the suspension to avoid the cost and emotional hardship of contesting it.
Defeat Autism Now continued to list the doctor until Nov. 5, a day after the Tribune inquired about his inclusion.
Johnson said the group had already planned to drop him because he had not filled out paperwork on his medical license.
ttsouderos@tribune.com
pcallahan@tribune.com
Monday, December 7, 2009
Can I Slow Down Puberty!
As a single mom I'm so in denial that my little guy will go through this soon. He still looks like a little boy and well, there's no hair anywhere, so I think I have a minute. I'm not ready for his voice to change, for him to need deodorant or all the other things that I know are on the horizon.
This weekend Nicky reminded me that my denial will be my issue and he is moving forward as planned. While sitting on a stool in the kitchen, he started grunting and pushing his belly out, his face was red. He lifted up his shirt exposing his outstretched belly and an erect penis and said "stomach, stomach, grunt, grunt". I immediately focused on concealing the look of horror on my face and said the only thing I could think of "Stop that!. Put your shirt down".
OMG
This weekend Nicky reminded me that my denial will be my issue and he is moving forward as planned. While sitting on a stool in the kitchen, he started grunting and pushing his belly out, his face was red. He lifted up his shirt exposing his outstretched belly and an erect penis and said "stomach, stomach, grunt, grunt". I immediately focused on concealing the look of horror on my face and said the only thing I could think of "Stop that!. Put your shirt down".
OMG
Tuesday, December 1, 2009
New Theory Of Autism Suggests Symptoms Or Disorder May Be Reversible
I was blown away when I read this article. Nicky is prone to high fevers, he gets them easily and they climb fast. No surprise to me, because I was the same way as I kid. Unlike me I noticed that when his fever is between normal and 101 is he is calm and clear and well he acts like a "typical" kid. As much as I want him better, when he's sick I enjoy the little man who only shows up when there's a fever.
I've always wondered what is going on in his brain when he has a slight fever that makes him so much calmer and aware. This article gives me a clue and tells me that maybe just maybe there is hope in the fever! Amazing.
New Theory Of Autism Suggests Symptoms Or Disorder May Be Reversible
I've always wondered what is going on in his brain when he has a slight fever that makes him so much calmer and aware. This article gives me a clue and tells me that maybe just maybe there is hope in the fever! Amazing.
New Theory Of Autism Suggests Symptoms Or Disorder May Be Reversible
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