Autism and Autistic Spectrum Disorders (ASD) is a lifelong developmental disorder that affects a person's learning and social skills, and their ability to
communicate and relate to others.
There has been a sharp increase in numbers of children classified as having
Autism Spectrum Disorders since it was officially recognized as a special education category in 1991 and Incidence Rates
and other statistics from Fighting Autism
web site. However, it is not clear how far the increase is due to an increase in prevalence or whether it reflects the
change in how we identify learning problems.
Many argue that broadened definitions of teh spectrum, plus the addition of this diagnostic category to the American
education system in the 1990's, have created a false appearance of increased prevalence. Others insist that the chicken
came before the egg - that is, it was deemed necessary to add these diagnostic categories because more and more children
were presenting with this peculiar set of symptoms, behaviors, and learning needs.
Autism Spectrum Disorders are diagnosed on the basis of three primary deficits: impairment in communication skills;
impaired social interactions; and restricted or repetitive and stereotyped patterns of behavior, often aggravated
by over- or under-reactivity to sounds, touch, and other environmental stimuli.
People with these disorders may have severe to mild symptoms, but the treatments are basically the same adjusted to
individual need. There does exist a gray area at the highest functioning end of the spectrum, on a human continuum
between clinical impairment and "normal" functioning, where diagnosis can become more sticky and subjective,
even by seasoned professionals. Is the impairment real, or perceived? And are health professionals, including
those working in integrative/ complementary/ alternative methods, encouraging too much pathology in an effort
(well-meaning or otherwise) to promote these treatments?
Research is beginning to uncover possible biological markers for autism such as
differing immune system
responses, brain abnormalities and the rate of in infants. Such findings may help resolve questions of diagnosis.
Terminology and Definitions
Autism Spectrum Disorders (ASD) includes the Pervasive Developmental Disorders as described in the
Our Special Kids web site, the Diagnostic and Statistical Manual of Mental Disorders,
Fourth Edition - Text Revision (DSMIV-TR):
autistic disorder; pervasive developmental disorder not otherwise specified (PDD-NOS); Rett's syndrome; childhood
disintegrative disorder (CDD) or Heller's syndrome; and Asperger's syndrome (sometimes referred to as high-funtioning
autism [HFA] or "non-verbal learning disorder", as it does not involve significant language delays or cognitive
impairment)--exemplified by the young narrator of Mark Haddon's bestseller "The Curious Incident of the Dog in
the Night-time". Other related disorders are multi-system developmental disorder (MSDD, per Zero to Three
Diagnostic Classification) and semantic-pragmatic language disorder (a term more commonly used in the UK.
Some of the resources listed below might also apply to Fragile X syndrome and hyperlexia. There is also some
overlap with attentional disorders but these problems have a separate literature and their own professional, research,
and self-help organizations.
Why families and caregivers of persons with ASD seek Complementary and Alternative Medicine (CAM)
CAM signifies the collective complementary/alternative medicine modalities and therapies. There is no agreed cause of
autism and, to date, no cure. Available drug therapies at best only alleviate some of the symptoms, and sometimes cause
undesirable side-effects.
Research on behavioral therapies is inconclusive; even the most established methods do
not work well for some patients. However, autism specialists and literature emphasize intensive, early intervention
to achieve the best outcomes.
Parents of young or newly-diagnosed children with autism often feel there is no time
to wait for the science to show effectiveness of a particular treatment. They are racing the clock to take advantage
of early childhood neuro-plasticity, and are willing to try treatments, especially those that are not invasive and have no
harmful side-effects. Alternative and Complementary therapies used for ASD include:
- special diets
- chelation
- cranio-sacral therapy
- music therapy
- auditory integration therapy
- hippotherapy
- sensory integration therapy.
Many alternative treatments that have attracted attention since the 1990’s (when families turned to the Internet for
support and to learn of the latest treatment options), had highly positive anecdotal results. Even when these results
occurred in only a small portion of patients, people were willing to try them due to this sense of urgency combined with
the lack of effective conventional medicines for autism. Though a cure or major breakthrough may be the hoped-for result,
many who try CAM find these interventions worthwhile so long as they lessen ASD symptoms.
Research is beginning to identify immune dysfunctions and other subtle biological abnormalities, and their genetic
underpinnings that affect the brain in individuals with ASD. Holistic treatment approaches attempt to address
these issues to enhance overall functioning. Some suggest they may render other conventional therapies and
educational programs more effective; some allege that they interfere with them and confuse research results.
CAM vs. Novel, Experimental, "Off-label" or Unapproved Uses of Otherwise Conventional Drugs/Treatments
Treatments for ASDs come from a very wide range of disciplines. Sometimes even “off-label” use of conventional
drugs is applied to autism, that is, the drug is approved but not for use in this disorder or for patients of/under
a certain age. These treatments, while novel, are not necessarily CAM, but information on a few is included in this guide
because they are so widely spoken and written of in autism circles.
From CAM to the Nearly Mainstream
Some treatments for ASD that were considered 'alternative', or 'fringe' a decade or more ago have become standard protocol
for ASD. For example, a gluten and casein-free (gf/cf) diet is widely utilized (or at least tried) in this
population, especially now that it is easier to find gf/cf foods, and since the publication of a popular book describing
how the diet played a key role in the remarkable progress of one child with ASD (Seroussi, listed below). Most occupational
therapists who work with individuals with autism are well-versed in sensory integration therapy (SI), recognizing varied
ways in which persons with ASD seek sensory input to try to 'fix' the sensory processing disorders that render them
under- or over-reactive to sounds, lights, gravity, touch, smells and/or tastes, etc. Now speech therapists,
teachers, and other practitioners take training in SI as well.
These approaches have earned a mainstream place in
therapy programs for individuals with ASD, often even being included in school IEP’s (the Individualized Education
Program required by law for children with special education needs). Similarly, a few years ago if one ran a search in
PubMed (See Gov't. Resources below) on "autism + alternative medicine", most of the resulting citations came
from the field of music therapy. Now music therapists are employed at many schools and treatment facilities.
Autism and Vaccine Controversy
The role of certain childhood immunizations in the increase of ASD incidence has been a hot-button issue in recent years.
While the Institute of Medicine (IOM) concluded that there was no link, some autism advocacy and vaccine information
/reformation groups have criticized the
IOM report
and questioned the Institute's credibility and objectivity. Families affected by autism who believe vaccines played a
role may join the debate or leave it to the scientists. However, most continue to seek unconventional treatments,
including those that address possible adverse effects of vaccines, such as mercury toxicity resulting from exposure
to the preservative thimerosol (containing 49.5% ethyl mercury) found in most childhood vaccinations up to 2001. (In the
U.S., all childhood vaccines are now available in thimerosol-free forms, - with the exception of flu shots - and the last
vaccine supplies containing this preservative expired in 2003.) The Alternative Medicine Foundation aims always to remain
impartial while believing in the public's right to CAM information; therefore we include resources related to this issue.
A pre-publication
news item
from the Environmental News Agency reports on a research study by the University of Texas Health Science Center at
San Antonio that found a 17 percent increase in the autism rate for every 1,000 pounds of mercury released into the
environment from coal burning power stations. This provides a new twist to the mercury debate. The report will be
published in a forthcoming issue of the journal Health and Place and is already online through
Science Direct. Click on "Articles in Press".
(To get the full text article, you have to set up a user password and pay $30).
Some of the most effective treatments for ASD are educational and behavioral programs and are not covered here.
Information and further links are available on the
Autism Education Nework.
The number of information web sites for autism and related disorders has grown rapidly in the past several years.
The Listening Program
The Listening Program
has shown to be of great value for autism and many individuals on the Autistic
Spectrum. While not a cure for autism, when used in combination with a therapeutic program tailored to individual needs,
The Listening Program
can be an effective intervention for children with autism and in the autistic spectrum.
The Listening Program
is an auditory intervention using Music Based Sound Stimulation currently available in an Audio CD format that is
appropriate for ages three and older. The CDs are listened to through headphones meeting certain technical specifications
in the home, office, school, or healthcare facility. The listening experience is very enjoyable, which helps maintain
program compliance. Parents can administer a child's program and adults can self administer, with monitoring and
consultation from an Authorized Provider of The Listening Program.
The Listening Program was
developed building upon key concepts originated by the late
Alfred Tomatis, M.D., a pioneer in the field of auditory
intervention. These concepts have been advanced through deeper study, new technologies and a more in-depth understanding
of music, sensory integration, sound engineering, neurodevelopment, and neuroplasticity.
The Listening Program contains a series of 60-minute CDs. Each CD has a unique
combination of music, nature sounds, and sound processing techniques. Eight are available within a system with one CD p
rogressively building to the next by increasing the intensity and complexity of the auditory stimulation. Three are
available individually with each addressing a specific area of function. These are used as an adjunct to the other eight.
The modular design of the CDs make the system easy to use. This allows the program to be individualized to meet the
unique needs of each listener. Daily listening time ranges from 5-30 minutes per day, five days per week.
The Listening Program
is designed so that daily input over an extended time period produces a gradual change with initial gains seen within 40
hours of listening.
The Listening Program's most commonly reported benefits to a child in the Autistic Spectrum are in the following areas;
Increasing Engagement
The listening experience can help improve self image and lead to a better sense of body in space. As listeners become
more comfortable in their body and surroundings, and have a reduction in tactile defensiveness, they may initiate more
contact and respond better to others. They often start to pay more attention and start to make eye contact. An important
aspect with increased engagement includes a reduction in aggressive behavior and a desire for more affection.
Emerging
Sound stimulation has commonly shown an accelerated rate of progress with therapeutic, neurodevelopmental,
academic, and behavioral programs. As these areas are addressed with individualized programs, listening helps facilitate
better integration and organization in the sensory and motor systems leading to a more rapid rate of skill acquisition
and desired outcomes.
Auditory Processing
We can only process a sound if we can hear it well. We monitor our communication
through listening to others and ourselves.
The Listening Program
helps to improve the rate and accuracy of sound perception. As the brain learns to better process sound, there is a
corresponding improvement in auditory processing and receptive language. As this improves the ability to perceive
enhances often resulting in improved communication.
Reducing Sound Sensitivity
Hypersensitivity to sound can be
debilitating for anyone, especially those with additional sensory processing problems.
The Listening Program
provides sound stimulation which helps the nervous system to better modulate sensory input. With a better ability to
modulate sensory input there is often a reduction in abnormal sensory perception, especially the perception of sound.
Reducing sound sensitivity allows one to be more comfortable in their environment as they no longer have to protect
themselves from unwanted incoming sounds.
To learn more about the Listening Program click here.
January 05, 2009
Autism and Autistic Spectrum Disorders (ASD) is a lifelong developmental disorder that affects a person's learning and social skills, and their ability to
communicate and relate to others.
There has been a sharp increase in numbers of children classified as having
Autism Spectrum Disorders since it was officially recognized as a special education category in 1991 and Incidence Rates
and other statistics from 
