Wednesday, January 25, 2006
By John Mooney
Star-Ledger Staff
In the ongoing tug-of-war between parents and schools over how children with disabilities are educated, New Jersey districts won an important legal round this week.
The 3rd U.S. Circuit Court of Appeals ruled Monday in favor of the Ramsey district in a dispute over the schooling of a 7-year-old boy with autism, saying his family failed to prove the district's plan was inappropriate.
For hundreds of special education disputes that reach court each year in New Jersey, the decision to place the burden of proof on the family was critical.
Read full article at:
http://www.nj.com/search/index.ssf?/base/news-2/113816963060910.xml?starledger?nnj&coll=1
For information, resources and practical strategies visit: www.AutismConcepts.com.
Friday, January 27, 2006
Wednesday, January 25, 2006
Autism Up; Schools Stressed
Schools scrambling to fill special needs
By Sue Doyle, Daily News
As the number of children diagnosed with autism continues to climb nationwide, public school districts are finding it hard to keep keep pace with some of their classroom needs, in particular with providing enough speech pathologists to serve them.
Today autistic children make up more than one-third of the special education population, according to the California Department of Education. California guarantees special education services for autistic children, who traditionally have communication troubles that can range from being completely nonverbal to other limited language usage.
But even as school officials search from New York to New Mexico for hires, they're finding it extremely challenging to meet classroom demands. Many are wondering why.
Full article available at: http://www.dailynews.com/santaclarita/ci_3383639
For information, resources and practical strategies on autism,
visit: www.AutismConcepts.com.
By Sue Doyle, Daily News
As the number of children diagnosed with autism continues to climb nationwide, public school districts are finding it hard to keep keep pace with some of their classroom needs, in particular with providing enough speech pathologists to serve them.
Today autistic children make up more than one-third of the special education population, according to the California Department of Education. California guarantees special education services for autistic children, who traditionally have communication troubles that can range from being completely nonverbal to other limited language usage.
But even as school officials search from New York to New Mexico for hires, they're finding it extremely challenging to meet classroom demands. Many are wondering why.
Full article available at: http://www.dailynews.com/santaclarita/ci_3383639
For information, resources and practical strategies on autism,
visit: www.AutismConcepts.com.
Study: Children with ASD and Hyperactivity may benefit from drugs commonly used to treat ADHD
According to a study published in the November 2005 Archives of General Psychiatry, children with autism who show hyperactivity symptoms may benefit from drugs commonly used to treat attention-deficit hyperactivity disorder or ADHD. A study of 72 children between the ages of five and 14 diagnosed with persuasive developmental disorders together with hyperactivity, was performed by group of American researchers. Nearly half of the hyperactive children with autism in the study responded to treatment with methylphenidate, a commonly prescribed ADHD drug i.e. Ritalin. However, the authors observed that 13 of 72 children in the study group stopped using the medication due to side effects. The research group also stated "the magnitude of response was less than that seen in typically developing children with attention-deficit/hyperactivity disorder."
Abstract
Randomized, Controlled, Crossover Trial of Methylphenidate in PervasiveDevelopmental Disorders With Hyperactivity Research Units on Pediatric Psychopharmacology (RUPP) Autism Network ArchGen Psychiatry. 2005;62:1266-1274.
Context Hyperactivity and inattention are common symptoms in childrenwith autistic disorder and related pervasive developmental disorders, butstudies of stimulants in these conditions have been inconclusive.
Objectives To determine the efficacy and safety of methylphenidate hydrochloride in children with pervasive developmental disorders and hyperactivity.
Design Double-blind, placebo-controlled, crossover trial followed by open-label continuation.
Setting Five academic outpatient clinics.
Participants Seventy-two drug-free children, aged 5 to 14 years, with pervasive developmental disorders accompanied by moderate to severe hyperactivity.
Interventions Prior to randomization, subjects entered a 1-week test-dose phase in which each subject received placebo for 1 day followed by increasing doses of methylphenidate (low, medium, and high doses) that were each given for 2 days. The low, medium, and high doses of methylphenidate hydrochloride were based on weight, and they ranged from 7.5 mg/d to 50.0mg/d in divided doses. Subjects who tolerated the test dose (n = 66) were assigned to receive placebo for 1 week and then 3 methylphenidate doses in random order during a double-blind, crossover phase. Children responding to methylphenidate then entered 8 weeks of open-label treatment at thei ndividually determined best dose.
Main Outcome Measures The primary outcome measure was the teacher-rated hyperactivity subscale of the Aberrant Behavior Checklist. Response was defined as "much improved" or "very much improved" on the Clinical Global Impressions Improvement item coupled with considerable reductions in the parent-rated and/or teacher-rated Aberrant Behavior Checklist hyperactivity subscale score.
Results Methylphenidate was superior to placebo on the primary outcome measure, with effect sizes ranging from 0.20 to 0.54 depending on dose and rater. Thirty-five (49%) of 72 enrolled subjects were classified as methylphenidate responders. Adverse effects led to the discontinuation of study medication in 13 (18%) of 72 subjects.
Conclusions Methylphenidate was often efficacious in treating hyperactivity associated with pervasive developmental disorders, but the magnitude of response was less than that seen in typically developing children with attention-deficit/hyperactivity disorder. Adverse effects weremore frequent.
Research Units on Pediatric Psychopharmacology (RUPP) Autism NetworkParticipants: Michael G. Aman, PhD, (principal investigator)
For information, resources and practical strategies on autism visit: www.AutismConcepts.com.
Friday, January 13, 2006
Study: University of Texas Study Ties Mercury to Autism
1: Health Place. 2006 Jun;12(2):203-9.
Environmental mercury release, special education rates, and autism disorder: an ecological study of Texas.
Palmer RF, Blanchard S, Stein Z, Mandell D, Miller C.
University of Texas Health Science Center, San Antonio Department of Family and Community Medicine, 7703 Floyd Curl Drive, San Antonio, Texas 78229-3900, USA.
The association between environmentally released mercury, special education and autism rates in Texas was investigated using data from the Texas Education Department and the United States Environmental Protection Agency. A Poisson regression analysis adjusted for school district population size, economic and demographic factors was used. There was a significant increase in the rates of special education students and autism rates associated with increases in environmentally released mercury. On average, for each 1000lb of environmentally released mercury, there was a 43% increase in the rate of special education services and a 61% increase in the rate of autism. The association between environmentally released mercury and special education rates were fully mediated by increased autism rates. This ecological study suggests the need for further research regarding the association between environmentally released mercury and developmental disorders such as autism. These results have implications for policy planning and cost analysis.
PMID: 16338635 [PubMed - in process]
For information, resources and practical strategies on autism please visit: www.AutismConcepts.com.
Environmental mercury release, special education rates, and autism disorder: an ecological study of Texas.
Palmer RF, Blanchard S, Stein Z, Mandell D, Miller C.
University of Texas Health Science Center, San Antonio Department of Family and Community Medicine, 7703 Floyd Curl Drive, San Antonio, Texas 78229-3900, USA.
The association between environmentally released mercury, special education and autism rates in Texas was investigated using data from the Texas Education Department and the United States Environmental Protection Agency. A Poisson regression analysis adjusted for school district population size, economic and demographic factors was used. There was a significant increase in the rates of special education students and autism rates associated with increases in environmentally released mercury. On average, for each 1000lb of environmentally released mercury, there was a 43% increase in the rate of special education services and a 61% increase in the rate of autism. The association between environmentally released mercury and special education rates were fully mediated by increased autism rates. This ecological study suggests the need for further research regarding the association between environmentally released mercury and developmental disorders such as autism. These results have implications for policy planning and cost analysis.
PMID: 16338635 [PubMed - in process]
For information, resources and practical strategies on autism please visit: www.AutismConcepts.com.
Friday, December 30, 2005
Jetti Katz Lab Licenses Test Panels for Autism, ADD and ADHD
New York, NY (PRWEB) December 27, 2005 -- Jetti Katz Labs (NY,NY) and LookForHealth announce a licensing agreement for the technology developed by Look For Health for its proprietary test panels for gastrointestinal dysfunction in children wih Pervasive Developmental Disorder including those with ADD, ADHD and Autism. The terms of the agreement were not disclosed.
“We are more than excited to have a lab of such prestige and renown” come aboard to perform the stool testing” states Dr. Joan Fallon, CEO of Look For Health. “Jetti Katz lab and its medical director Dr. John Asher are well known in the GI community, and Dr. Asher’s presence in this project is an honor” further states Fallon.
Jetti Katz Lab best known for its tropical medicine work has an 80 year history of performing the very testing that is necessary to examine the gastrointestinal health of the children with PDD. Utilized by many fortune 500 companies, its director Dr. John Asher is a nationally recognized expert in the field of tropical medicine, and gastrointestinal health who regularly appears as a expert on TV and radio. His expertise is regularly sought by the medical community both nationally and internationally.
LookForHealth’s proprietary and patented work has demonstrated that children with PDD including ADD, ADHD, and autism have gastrointestinal dysfunction. Questions regarding the gastrointestinal health of children with PDD and other conditions have been placed into question over the last few years. These test panels which include a screening panel and more definitive panels will allow the practitioner a unique window into the gastrointestinal health of the child.
Undigested protein and fat can potentially become allergens and cause substantial problems for the child. Further, these problems can create an environment where pathogens can begin to flourish and these test panels are designed to detect the antigenic presence of pathologic bacteria and viruses which can cause illness in the child.
“This agreement allows the child with autism, ADD and ADHD and others access to the finest laboratory in the US for detecting GI pathogens and functional changes in the gastrointestinal tract.” states Fallon "Dr. Asher’s expertise will no doubt be a value to the thousands of children with these disorders. If a parent or physician are interested in learning more or ordering a testing panel further questions can be addressed by calling: Jetti Katz Labs 212-207-4923 or Look For Health 914-779-9300.
# # #
LOOK FOR HEALTH 914-779-9300
E-mail Information _LFHealth@aol.com_ (mailto:LFHealth@aol.com)
For information, resources and practical strategies please visit: www.AutismConcepts.com.
“We are more than excited to have a lab of such prestige and renown” come aboard to perform the stool testing” states Dr. Joan Fallon, CEO of Look For Health. “Jetti Katz lab and its medical director Dr. John Asher are well known in the GI community, and Dr. Asher’s presence in this project is an honor” further states Fallon.
Jetti Katz Lab best known for its tropical medicine work has an 80 year history of performing the very testing that is necessary to examine the gastrointestinal health of the children with PDD. Utilized by many fortune 500 companies, its director Dr. John Asher is a nationally recognized expert in the field of tropical medicine, and gastrointestinal health who regularly appears as a expert on TV and radio. His expertise is regularly sought by the medical community both nationally and internationally.
LookForHealth’s proprietary and patented work has demonstrated that children with PDD including ADD, ADHD, and autism have gastrointestinal dysfunction. Questions regarding the gastrointestinal health of children with PDD and other conditions have been placed into question over the last few years. These test panels which include a screening panel and more definitive panels will allow the practitioner a unique window into the gastrointestinal health of the child.
Undigested protein and fat can potentially become allergens and cause substantial problems for the child. Further, these problems can create an environment where pathogens can begin to flourish and these test panels are designed to detect the antigenic presence of pathologic bacteria and viruses which can cause illness in the child.
“This agreement allows the child with autism, ADD and ADHD and others access to the finest laboratory in the US for detecting GI pathogens and functional changes in the gastrointestinal tract.” states Fallon "Dr. Asher’s expertise will no doubt be a value to the thousands of children with these disorders. If a parent or physician are interested in learning more or ordering a testing panel further questions can be addressed by calling: Jetti Katz Labs 212-207-4923 or Look For Health 914-779-9300.
# # #
LOOK FOR HEALTH 914-779-9300
E-mail Information _LFHealth@aol.com_ (mailto:LFHealth@aol.com)
For information, resources and practical strategies please visit: www.AutismConcepts.com.
Wednesday, December 21, 2005
Article: How Autism Feels
By Kate Goldfield
December 20 2005
Courant.com
People with Asperger's Syndrome, or AS, I learned, have trouble reading social cues and understanding nonverbal language. They have trouble knowing what to say in conversations, when to start speaking and when to stop speaking. They fail to notice subtle conversational cues like change in tone of voice or body posture. In fact, they have trouble with social language in general.
They are often highly intelligent, especially with special interests that they pursue, but have trouble conversing. Because of this, they have trouble making friends and many will go through all of high school and college without having ever really made a good friend.
Sensory issues are very prevalent in people with AS. They can hear the sound of a person tapping their pencil from across the room. The smell of cigarette smoke or cleaning agents will drive them crazy. Lights are either too bright or too dim and they often have a difficult time finding clothes that they can bear wearing because of the way they feel on their skin. Often, they will have sensory overloads and need some time out from an activity to process all that is happening to them.
For this reason, eye contact can hurt. Social interactions for someone with AS can be like trying to put together a 500-piece puzzle before the time is up. We even speak differently; our conversational manner tends to be quite genuine. We say what we're thinking.
It is this genuineness, though, that endears us to many people. We don't play guessing games with people; we say what we mean. As employees and friends, we are loyal. We have the ability to focus completely on tasks of interest for hours at a time and also to remember huge amounts of facts related to our interests quite easily.
Excerpts from full article available at:
http://www.courant.com/news/opinion/op_ed/hc-autism1220.artdec20,0,3741561.story?coll=hc-headlines-oped
For information, resources and practical strategies please visit: www.AutismConcepts.com.
December 20 2005
Courant.com
People with Asperger's Syndrome, or AS, I learned, have trouble reading social cues and understanding nonverbal language. They have trouble knowing what to say in conversations, when to start speaking and when to stop speaking. They fail to notice subtle conversational cues like change in tone of voice or body posture. In fact, they have trouble with social language in general.
They are often highly intelligent, especially with special interests that they pursue, but have trouble conversing. Because of this, they have trouble making friends and many will go through all of high school and college without having ever really made a good friend.
Sensory issues are very prevalent in people with AS. They can hear the sound of a person tapping their pencil from across the room. The smell of cigarette smoke or cleaning agents will drive them crazy. Lights are either too bright or too dim and they often have a difficult time finding clothes that they can bear wearing because of the way they feel on their skin. Often, they will have sensory overloads and need some time out from an activity to process all that is happening to them.
For this reason, eye contact can hurt. Social interactions for someone with AS can be like trying to put together a 500-piece puzzle before the time is up. We even speak differently; our conversational manner tends to be quite genuine. We say what we're thinking.
It is this genuineness, though, that endears us to many people. We don't play guessing games with people; we say what we mean. As employees and friends, we are loyal. We have the ability to focus completely on tasks of interest for hours at a time and also to remember huge amounts of facts related to our interests quite easily.
Excerpts from full article available at:
http://www.courant.com/news/opinion/op_ed/hc-autism1220.artdec20,0,3741561.story?coll=hc-headlines-oped
For information, resources and practical strategies please visit: www.AutismConcepts.com.
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