AUTISM & ADHD ® Joan Fallon DC FICCP MSc. Autism characteristic signs are impairments in social...
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Transcript of AUTISM & ADHD ® Joan Fallon DC FICCP MSc. Autism characteristic signs are impairments in social...
AUTISM & ADHD® AUTISM & ADHD®
Joan Fallon DC FICCP MSc Joan Fallon DC FICCP MSc
AutismAutism
characteristic signs are impairments in social
interaction communicationrestricted and repetitive
behavior lack of eye contact
characteristic signs are impairments in social
interaction communicationrestricted and repetitive
behavior lack of eye contact
AD/HDAD/HD
Now known as Attention Deficit disorder with and with and without
hyperactivity
Now known as Attention Deficit disorder with and with and without
hyperactivity
Attention deficit disorder/hyperactivity disorder (AD/HD) is a neurobehavioral disorder that affects approximately 3-5 percent of all children in the United States .While the numbers of children who actually have AD/HD may be closer to 3%, closer to 5% of the childhood population in the US is medicated for the condition.
Attention deficit disorder/hyperactivity disorder (AD/HD) is a neurobehavioral disorder that affects approximately 3-5 percent of all children in the United States .While the numbers of children who actually have AD/HD may be closer to 3%, closer to 5% of the childhood population in the US is medicated for the condition.
AD/HD causes the individual to have difficulty staying on a task, to exercise age-appropriate inhibition (cognitive alone or both cognitive and behavioral). In the hyperactivity disorder the child also exhibits an inability to remain at rest, and can often appear to be disruptive in a classroom or social situation.
AD/HD causes the individual to have difficulty staying on a task, to exercise age-appropriate inhibition (cognitive alone or both cognitive and behavioral). In the hyperactivity disorder the child also exhibits an inability to remain at rest, and can often appear to be disruptive in a classroom or social situation.
Symptoms of AD/HD include
failure to listen to instructions,
inability to remain organized especially at school, and with school work,
fidgeting and continual movement of hands and feet,
talking too much,
leaving projects, chores and homework unfinished,
having trouble paying attention to and responding to details.
Symptoms of AD/HD include
failure to listen to instructions,
inability to remain organized especially at school, and with school work,
fidgeting and continual movement of hands and feet,
talking too much,
leaving projects, chores and homework unfinished,
having trouble paying attention to and responding to details.
There are several types of AD/HD:
a predominantly inattentive subtype,
a predominantly hyperactive-impulsive subtype,
combined subtype.
There are several types of AD/HD:
a predominantly inattentive subtype,
a predominantly hyperactive-impulsive subtype,
combined subtype.
Inattentive type- the children have difficulty paying attention
- lacks ability to focus on detail
- does not follow through
- lacks organization
- distractible
- misplaces and losesthings
Inattentive type- the children have difficulty paying attention
- lacks ability to focus on detail
- does not follow through
- lacks organization
- distractible
- misplaces and losesthings
Hyperactive-impulsive type – constant movement and acting without thinking
- often is disruptive in a classroom
- run around continually
- difficulty in social situations
- speaks and acts out of turn
- talks too much
- most often found in malesH
- child figets and squirms especially at school
Hyperactive-impulsive type – constant movement and acting without thinking
- often is disruptive in a classroom
- run around continually
- difficulty in social situations
- speaks and acts out of turn
- talks too much
- most often found in malesH
- child figets and squirms especially at school
Combined type- difficulty with attention and hyperactivity
Combined type- difficulty with attention and hyperactivity
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
AnxietyGREATE
R ANXIETY
EVEN GREATE
R ANXIETY
DifficultyWith
Transition
DifficultyWith
Transition
Altered Transmission to the CNS Disorganization of the Unfamiliar Input Response will be altered or abnormal
Aberrant Input from Mechanoreceptors
Altered Transmission to the CNS Disorganization of the Unfamiliar Input Response will be altered or abnormal
Aberrant Input from Mechanoreceptors
MechanoreceptorsMechanoreceptors
TouchPressurePainTextureWeightProprioceptionBalanceOsmotic change
TouchPressurePainTextureWeightProprioceptionBalanceOsmotic change
With altered input from the mechanoreceptors:
- Shift from a balance between
para and sympathetic TO
- Slight Sympathetic dominance
With altered input from the mechanoreceptors:
- Shift from a balance between
para and sympathetic TO
- Slight Sympathetic dominance
Sympathetic dominanceSympathetic dominance
Changes in neuro-immune status of the child
Behavioral changes will occuranxietytransitionalhyperactivitylethargy
Changes in neuro-immune status of the child
Behavioral changes will occuranxietytransitionalhyperactivitylethargy
Life changes which can induce this
Life changes which can induce this
Birth TraumaNormal Falls In utero constraintOther normal childhood milestone
Birth TraumaNormal Falls In utero constraintOther normal childhood milestone
Chiropractic careChiropractic care
Will place normal input into the facet joints and other places in the body
Mechanoreceptors will activate normally
Alters sensory inputChanges sensory integrationChanges in mechanorecption
Will place normal input into the facet joints and other places in the body
Mechanoreceptors will activate normally
Alters sensory inputChanges sensory integrationChanges in mechanorecption
ChecklistChecklist
Does not like to be hugged
Bites his/her fingers
Has trouble listening to you
Has difficulty following directions
Is hyperactive
Does not like to be hugged
Bites his/her fingers
Has trouble listening to you
Has difficulty following directions
Is hyperactive
Lines up his/her toys in a row
Repeats things over and over
Still has imaginary friends
Is oppositional to you and others
Has difficulty playing with others
Lines up his/her toys in a row
Repeats things over and over
Still has imaginary friends
Is oppositional to you and others
Has difficulty playing with others
Listens but does not always understand
Has a fascination with letters or numbers
Cannot follow directions
Is clumsy
Appears frustrated much of the time
Listens but does not always understand
Has a fascination with letters or numbers
Cannot follow directions
Is clumsy
Appears frustrated much of the time
Has trouble looking others in the eye
Does not speak much
Has frequent tantrums
Has difficulty with change
Refuses to wear shoes and/or socks most of the time
Has trouble looking others in the eye
Does not speak much
Has frequent tantrums
Has difficulty with change
Refuses to wear shoes and/or socks most of the time
Cries incessantly
Has difficulty brushing teeth
Appears to enjoy staring at the computer
Likes to look at fans
Has constant difficulty with friends
Cries incessantly
Has difficulty brushing teeth
Appears to enjoy staring at the computer
Likes to look at fans
Has constant difficulty with friends
Exhibits what others consider “odd” behavior
Speaks unintelligibly at times
Has difficulty with tags and seams on clothing
Has difficulty changing his/her routine
Is fascinated with his/her moving body parts
Exhibits what others consider “odd” behavior
Speaks unintelligibly at times
Has difficulty with tags and seams on clothing
Has difficulty changing his/her routine
Is fascinated with his/her moving body parts
Stares at objects
Ignores his/her siblings most of the time
Recites words or phrases he/she has heard from TV, videos, or audiotapes
Wants to watch the same videos again and again
Stares at objects
Ignores his/her siblings most of the time
Recites words or phrases he/she has heard from TV, videos, or audiotapes
Wants to watch the same videos again and again
Recites whole sections of books which are read to him/her
Has difficulty warming up to others
Has difficulty being touched
Cannot open a jar
Cannot swing on a swing
Recites whole sections of books which are read to him/her
Has difficulty warming up to others
Has difficulty being touched
Cannot open a jar
Cannot swing on a swing
Cannot skip or run
Has difficulty holding a pen or crayon
Cannot imitate
Colors outside the line consistently
Cannot skip or run
Has difficulty holding a pen or crayon
Cannot imitate
Colors outside the line consistently
Biological changesBiological changes
While thought to be only a behavioral issue, we known now that these conditions have a biological basis
While thought to be only a behavioral issue, we known now that these conditions have a biological basis
In AutismIn Autism
Identify children with autism that fit the Fallon Algorithm
Patients with demonstrated low levels of specific digestive enzymes (biomarker)
These enzymes can be measured by a simple diagnostic assay.
Identify children with autism that fit the Fallon Algorithm
Patients with demonstrated low levels of specific digestive enzymes (biomarker)
These enzymes can be measured by a simple diagnostic assay.
F C T in Au tis tic vs N o n -Au tis tics
0
5
10
15
20
25
30
35
40
45
A ut is t ic s Non-A ut is t ic s
Low Biomarker Levels in Autism
Lack of protein digestion Lack of protein digestion
Children with Autism, ADHD and other dysautonomic conditions lack the ability to digest protein
Children with Autism, ADHD and other dysautonomic conditions lack the ability to digest protein
Clinical MeasuresClinical Measures
Primary- lack of eye contact- lack of socialization- lack of speech
Secondary- lack of toileting- OCD / Hyperactivity- GI disturbances
Primary- lack of eye contact- lack of socialization- lack of speech
Secondary- lack of toileting- OCD / Hyperactivity- GI disturbances
Clinical OutcomesClinical Outcomes
Autistic Children aged 2-4 N= 225
At Baseline After 60 days After 150 days
3.85% had some eye contact 61.45% 88.46% 7.69% were partially toilet trained 61.45% 75.38% 3.85% were fully toilet trained 29.93% 44.62% 23.1% had some speech 57.7% 75.48% 15.38 % had formed bowel movement 88.46% 100% 84.62% experienced hyperactivity 38.46% 19.23% 11.54% plays well with others 37.77% 59.69% 80.77% experienced hand flapping 46.15% 30.77% 90.31% experienced other OCD 73.08% 31.66%
Autistic Children aged 2-4 N= 225
At Baseline After 60 days After 150 days
3.85% had some eye contact 61.45% 88.46% 7.69% were partially toilet trained 61.45% 75.38% 3.85% were fully toilet trained 29.93% 44.62% 23.1% had some speech 57.7% 75.48% 15.38 % had formed bowel movement 88.46% 100% 84.62% experienced hyperactivity 38.46% 19.23% 11.54% plays well with others 37.77% 59.69% 80.77% experienced hand flapping 46.15% 30.77% 90.31% experienced other OCD 73.08% 31.66%
Autistic Children aged 5-11 N = 171 At Baseline After 60 days After 150 days
13.63% had some eye contact 59.1% 88.82%
11.36% were partially toilet trained 46.76% 72.18% 15.91% were fully toilet trained 15.91% 20.45% 18.18% had some speech 63.64% 86.36% 15.91% had formed bowel movements 88.12% 96.75% 97.73% experienced hyperactivity 51.16% 33.42% 36.36% plays well with others 43.18% 71.24% 75.00% experienced hand flapping 36.36% 27.66% 90.91% experienced other OCD 57.96% 22.34%
Autistic Children aged 5-11 N = 171 At Baseline After 60 days After 150 days
13.63% had some eye contact 59.1% 88.82%
11.36% were partially toilet trained 46.76% 72.18% 15.91% were fully toilet trained 15.91% 20.45% 18.18% had some speech 63.64% 86.36% 15.91% had formed bowel movements 88.12% 96.75% 97.73% experienced hyperactivity 51.16% 33.42% 36.36% plays well with others 43.18% 71.24% 75.00% experienced hand flapping 36.36% 27.66% 90.91% experienced other OCD 57.96% 22.34%
Clinical OutcomesClinical Outcomes
43434343N =
Autistic children given Digestive Enzymes
Baseline, 3,6,12 months
Changes in Unformed to Formed Bowel Movements
FORMBM12FORMBM_6FORBM_3FORMEDBM
95% CI
1.2
1.0
.8
.6
.4
.2
0.0
-.243434343N =
Autistic children given Digestive Enzymes
Baseline, 3,6,12 months
Changes in Unformed to Formed Bowel Movements
FORMBM12FORMBM_6FORBM_3FORMEDBM
95% CI
1.2
1.0
.8
.6
.4
.2
0.0
-.2
4 34 34 34 3N =
A u t i s t i c c h i l d r e n G i v e n D i g e s t i v e E n z y m e s
B a s e l i n e , 3 m o n t h s , 6 m o n t h s , 1 2 m o n t h s
C h a n g e s i n o b s e s s i v e c o m p u l s i v e d i s o r d e r
N = 6 5
O C D 1 2O C D 6O C D 3o b s e s s i v e c o m p u l s i v e
95% CI
1 . 0
. 8
. 6
. 4
. 2
0 . 0
4 34 34 34 3N =
A u t i s t i c c h i l d r e n G iv e n D i g e s t i v e E n z y m e s
B a s e l in e , 3 m o n t h s , 6 m o n t h s , 1 2 m o n t h s
C h a n g e s i n h y p e r a c t i v i t y
N = 6 5
H Y P E R 1 2H Y P E R 6H Y P E R 3h y p e r a c t i v i t y
95% CI
1 . 0
. 8
. 6
. 4
. 2
0 . 0
- . 2
4 34 34 34 3N =
A u t i s t i c c h i l d r e n g i v e n D i g e s t i v e E n z y m e s
B a s e l i n e , 3 , 6 , 1 2 m o n t h s
C h a n g e s i n n u m b e r s o f c h i l d r e n w i t h r e f l u x
R E F L _ 1 2R E F L U X _ 6R E F L U X _ 3R E F L U X
95% CI
. 7
. 6
. 5
. 4
. 3
. 2
. 1
0 . 0
- . 1
Company called CUREMARK Unique single source enzyme
preparation, with time release properties and proper release for autistic children
www.Cure-Mark.com Will begin trials at the end of 2008
Company called CUREMARK Unique single source enzyme
preparation, with time release properties and proper release for autistic children
www.Cure-Mark.com Will begin trials at the end of 2008
Current StatusCurrent Status
SummarySummaryHi Dr. Fallon,
I just wanted to check in with you and tell you a thousand Thank You's!
I owe you everything! There isn't enough time in the world to thank you for the help you have given to Nicholas. He has been on the "stronger" enzyme for a little over 2 weeks now and his vocabulary has just exploded!! He is able to say many words and he is able to better communicate his needs to us. Receptively he has also has blossomed. Everyday is a new experience or word with him and I am still brought to tears nearly everyday with this.
His therapists and teachers are amazed at his progress (so I know it is not just me seeing these changes in him)
As you promised... He is now eating banana's (see pic below) and cantaloupe. I am sure that he will continue to expand in this area as well.
THANK YOU, THANK YOU, THANK YOU......
Hi Dr. Fallon,
I just wanted to check in with you and tell you a thousand Thank You's!
I owe you everything! There isn't enough time in the world to thank you for the help you have given to Nicholas. He has been on the "stronger" enzyme for a little over 2 weeks now and his vocabulary has just exploded!! He is able to say many words and he is able to better communicate his needs to us. Receptively he has also has blossomed. Everyday is a new experience or word with him and I am still brought to tears nearly everyday with this.
His therapists and teachers are amazed at his progress (so I know it is not just me seeing these changes in him)
As you promised... He is now eating banana's (see pic below) and cantaloupe. I am sure that he will continue to expand in this area as well.
THANK YOU, THANK YOU, THANK YOU......
CONTACTCONTACT
[email protected]@Cure-Mark.com