Biological Autism and ADHD Programs

Since childhood neuro-developmental disorders have many causes and contributing factors, our programs do not use a single modality alone, such as nutrition or homeopathy. Rather, we use a multimechanistic approach, targeting several levels at the same time.  Use of these synergistic techniques has greater likelihood of success. In addition, our protocols use the most recent, state-of-the-art evidence, and are constantly updated. They are also aggressive and include many features absent from others. Information in this section is for education purposes only.  We provide supportive, natural modalities that promote healthy changes.

AUTISM

Autism is a childhood neurological developmental disorder marked by poor social interaction and communication, repetitive fixed behavior, defective language development and impaired intellectual maturation, sometimes with “slowness” or retardation, resulting in restricted interests. The incidence has been rising, and latest studies  put it at 1% of children presently; it is about 4 times more frequent in boys.

The autism spectrum, or “pervasive developmental disorders (PDDs), includes Asperger’s syndrome, autism, childhood disintegrative disorder, Rett’s syndrome and mixed or unspecified, less severe conditions.  Basic to all is disruption of normal development, causing defects in behavior patterns, social integration, language, and cognition.  Autism itself is usually evident during the first year of life, certainly before 3 years of age.

Causes are multiple: there is a genetic component (inherited and gene mutations), structural component (abnormalities of brain anatomy), changes in brain function, and various medical conditions that may lead to autism. The relative risk for siblings is 2%-8%, much higher than in the general population. There are changes in neurotransmitters, in bowel function, dietary components, food sensitivity and allergy, and environmental issues (chiefly mercury, vaccine, and toxic reactions) that may be involved. In summary, there is no single, basic cause of autism, but several factors including genes, inflammation, damaged gastrointestinal health, increased oxidative stress, low ability to neutralize and eliminate toxins, autoimmune processes, decreased mitochondrial function, adverse reactions to vaccine preservatives, adjuvants, mercury, and food additives that can contribute. 

Features include

1. Defective interaction (social symptoms)—inability to attach, reciprocate emotions, make eye contact, resistance to change, repetitive rituals, inability to use pointing at things during communication.
2. Speed and language defects—delayed speech, peculiar usage, poor verbal skills.
3. Cognitive—uneven intellectual progress, vocabulary deficiency, loss of prior advances in learning (psychomotor regression), and retardation.
4. Neurological—poorly coordinated movement and walking, delayed motor skills, sleeping disorders, seizures in about 25%, especially when IQs are low.
5. Behavioral/psychiatric—restlessness, tantrums, destructive outbursts, loss of impulse control, aggression.

Diagnosis is usually made by psychiatric and psychological staff through structured diagnostic tools and patient observation.

Treatment is multidisciplinary and may be lengthy, yet productive. Behaviorally-based approaches analyze specific problems and defects, and try to correct them in a number of ways, including environment modification, encouragement, compensation, and training (communication, motor function, sensory integration, speech therapy, etc.) using occupational therapists and specially trained professionals. One program, RDI®, is parent-based, seeks to remediate core cognitive deficits in all those affected, and has enjoyed considerable success in building social skills and relationships. (See, for instance, www.theautismplace.com). Prescription drugs are used to sedate, minimize rituals, aggression, irritability, hyperactivity and impulsive outbursts which may be destructive to the patient, others, and property. Many parents believe drugs only worsen the biological factors that are believed to cause the problem in the first place. When these fail, and disruption threatens the remaining family, institutionalization may be the only remaining option. Biomedical and behavioral approaches seek to indefinitely delay or remove this feared and disastrous possibility from the equation.

The biomedical approach involves correction of all abnormalities in biological and  function that can be identified with or connected to autistic disorders. There are many case histories and remarkable reversals described with such functional approaches. Unfortunately adherence to the complete protocols is difficult, and maintaining them long enough to produce changes is a major barrier.

It should be emphasized that programs such as RDI and biologically supportive approaches are not mutually exclusive but complement each other. In fact, the Autism Research Institute and Professor James Adams, autism researcher, suggest that biosupportive programs in conjunction with behavioral and social programs may increase their effectiveness by improving ability of the child to learn.

DAN! physicians do not all follow a preset or standardized protocol, but roughly follow similar general principles. Our approach involves one or more of the following thorough, quantitative rather than simply qualitative, components. It is totally natural and supportive of bodily systems. We feel our program is richer in detail and provides many advantages compared to others: 

• Possibilities and choices for complete initial biochemical functional assessment (done by others) 
  • hair analysis for toxic elements
  • full gastrointestinal testing (CDSA, GIFx)
  • food sensitivity/allergy testing
  • urinary organic acids analysis for intermediary metabolism and detoxification pathways
  • dietary analysis for nutritional deficiencies
  • total body meridian assessment with biogalvanic responses
  • total oxidant burden
  • conventional blood and urine testing (we ask your conventional provider to do this)
  • porphyrin and red cell elements if needed 
• Dietary intervention
• Cellular and global body detoxification
• Attention to mercury, other heavy metals, pesticides, and total toxic burden reduction
• Homeopathy
• Neutralization of food allergies and intolerances
• Environmental control
• Protection against damaging glycation
• Correction of defective methylation, sulfuration, glycine conjugation
• Antioxidant support
• Anti-inflammatory restoration
• Neuro-nutrient support, with membrane stabilization
• Rebalancing of the autonomic system
• Gastrointestinal repair promotion
• Unique natural agents targeted to particular behavioral problems
• Restoration of optimum cellular nutrition
• Mitochondrial stress and function reduction and optimization (for brain cell bioenergetics)
• Essential fatty acid fractionation and balancing
• Elimination of triggers

We excel because of the thoroughness of our work, attention to detail, careful follow-up, and scientific underpinnings of what we do. Often practitioners are descriptive rather than quantitative, less evidence-based, and rely little on objective monitoring.  This tends to produce imprecision, lack of direction, and a never-ending sequence of “try this, try that” without an over-all comprehensive plan. When one approach fails, another is begun, sometimes without reason–other than the failure of the prior episode. We keep our goals in front of us and know where we are going at all times.

Many find that when adherence to our program is high, quality of life for the affected child and for the family may both improve significantly.

ADHD   

ADHD, classically considered a developmental disorder along with autism, is characterized by inattention, impulsivity, and hyperactivity, but disruption, defiance, difficulty and challenge are central to the syndrome. It is usually evident prior to age 4, certainly before age 7, but the diagnosis is generally made between ages 8 and 10.  The inattentive variety may be diagnosed much later. While about 3-7% of school-aged children satisfy criteria for ADHD, over 10% may be diagnosed, leading to the suspicion that ADHD is overdiagnosed. It has also been suggested that the diagnosis is a good example of the medicalization of social problems, namely, that of parenting and other influences.

Types of ADHD. The three types are inattentive, hyperactive-impulsive, and combined.  For a diagnosis there must be clear impairment in social, academic or occupational functioning.

Inattentive Features. Inattentive ADHD patients can sit still without interruptions but can’t pay attention. In the past, this condition was known as ADD.  (This subtype is used if six or more symptoms of inattention, but fewer than six symptoms of hyperactivity-impulsivity, have persisted for at least six months.)

(a) fails to give close attention to details or makes careless mistakes in schoolwork, work or other activities
(b) has difficulty sustaining attention in tasks or play activity
(c) does not seem to listen when spoken to directly
(d) does not follow through on instructions and fails to finish schoolwork, chores or duties in the workplace
(e) has difficulty organizing tasks and activities
(f) avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (such as schoolwork or homework)
(g) looses things necessary for tasks or activities (e.g., toys, school assignments, pencils, books or tools)
(h) is easily distracted by extraneous stimuli
(i) is forgetful in daily activities

Hyperactive-Impulsive features: These kids can pay attention, but they can’t sit still. They may blurt out answers without raising their hand.  They may make animal sounds or tap on their desk while the class is in session.  They may show impulsive behavior, such as throwing books out of the window or running out into the street. These kids cannot play quietly and are in constant motion. This subtype is used if six or more symptoms of hyperactivity-impulsivity (but fewer than six of inattention) have persisted for at least six months.

Hyperactivity
(a) fidgets with hands or feet or squirms in seat
(b) leaves seat in classroom or in other situations in which remaining seated is expected
(c) runs about or climbs excessively in situations in which it is inappropriate. In older patients, this may be limited to restlessness.
(d) difficulty playing or engaging in leisure activities quietly
(e) is “on the go” or often acts as if “driven by a motor”
(f) may talk excessively

 Impulsivity
(g) blurts out answers before questions have been completed
(h) has difficulty awaiting turn
(i) interrupts or intrudes on others (e.g., butts into conversations or games)

Notes:

-Some hyperactive-impulsive or inattentive symptoms must have been present before age 7 years.
-Some impairment from the symptoms is present in at least two settings (e.g., at school [or work] and at home).

Combined Type: The most common type, this term should be used if six or more symptoms of inattention, and six or more symptoms of hyperactivity-impulsivity, have persisted for at least six months.

The hyperactive-impulsive type is about 3 times as frequent in boys, but the inattentive occurs in boys and girls about equally. Associated features include a distorted perception of time, clumsiness, inability to complete tasks, and drug use.

ADHD may persist to adulthood, and 3-5% of adults are diagnosed with ADHD.  In adults, the definition remains the same: symptoms of inattention, hyperactivity and/or impulsivity cause impairment in cognitive, behavioral, and interpersonal areas. 

Cause. There is no single cause, but include genes (ADHD is familial), neurological (sensory and motor), biochemical, functional (physiological) and behavioral components. Known risk factors are low birth weight, head trauma, lead exposure, and prenatal exposure to alcohol, smoking, and cocaine. Less than 5% have any neurological damage. It is suspected that there is a metabolic defect in neurotransmitter chemicals dopamine and noradrenalin and blood flow in the frontal lobes of the brain. Difficulty in catecholamine regulation lowers energy available to brain cells. There is also some evidence the sheaths around some nerve cells degenerate.

Functional aspects.  About 30% of ADHD children have learning disabilities. On a practical basis, when children become disruptive or defiant in school, ie, become a disciplinary problem, or perform poorly in association with inattention and inability to focus, they receive referrals for assessment. 

Treatment. Since pharmacologic treatment is supported by randomized trials, their use is primary. In practice, referral from schools invariably leads to a prescription for a stimulant: Ritalin or Concerta (methylphenidate) 5mg, going up to 15 mg/day, Adderall  (amphetamines), or more recently Vyvanse (lisdexamfetamine), a pro-drug.  Strattera (atomoxetine) is not a stimulant, but a norepinephrine reuptake inhibitor, and also has serious side effects, including mood swings, slow growth, liver failure and suicidal thoughts. Sustained release drugs are popular for maintenance.

Side effects of stimulants are many: insomnia, depression, epigastric pain, headache, fast heart rate, palpitation, high blood pressure, and retarded skeletal growth. An ECG and medical/cardiological evaluation should be done prior to such treatment. Drug therapy is symptomatic and does not produce any fundamental neurophysiologic improvement, nor is it disease-modifying. About 60% of children respond to stimulants behaviorally, but school performance may not improve. About 33% cannot tolerate the drugs.

Behavioral therapy includes counseling, talk therapy, and cognitive-behavioral therapy. Added structure, limit-setting, and mandatory routines are valuable in management. Reinforcement of desired behavior with rewards is favored. Open-ended rewards that allow or invite manipulation may not produce desired results.

With careful attention to detail, many behavioral crises may be averted, and daily life for the patient and caretakers may be improved.

Despite treatment, about 58% of ADHD children have poor psychosocial function in young adulthood, with antisocial, criminal, behavior, reading disorders, and poor educational levels. In other words, the condition is resistant, persistent, enduring, and predicts a poor future. For this reason early detection and treatment is advised.

Biosupportive management. Many parents feel that the potential side effects of giving stimulants to their children outweigh the benefits. Researcher Dr Parris Dr Kidd notes, “Many if not all of the drugs used to treat ADHD have poor benefit-risk profiles. An integrated approach using diet, nutritional supplements, and detoxification is consistently effective in benefiting individuals with ADHD. Children are far better served by using nutrients first and turning to pharmaceuticals only as a last resort.” One study of nutrition support found such a biomedical approach matched Ritalin in results. Our program is totally supportive and natural.

An integrated nutritional management for initial management is directed to normalizing brain biochemistry, blood flow, and energy metabolism. This is exactly what our program is designed to do, but using natural support for the systems.

Modern protocols try to  incorporate the most current information about the biochemistry of ADHD, nutritional support, and botanical medicine. It is continually updated, offers many important advantages over other programs, and is quantitative rather than qualitative as far as modern science currently permits. Specifically, the components are

• Choices for complete initial biochemical functional assessment (done elsewhere)
  • full gastrointestinal testing (CDSA, GIFx)
  • food sensitivity/allergy testing
  • urinary organic acids analysis for intermediary metabolism and detoxification pathway s
  • dietary analysis for nutritional deficiencies
  • total body meridian assessment with biogalvanic responses
  • total oxidant burden (urine)
  • conventional blood and urine testing (we ask your conventional  provider to do this) 
• Dietary intervention
• Cellular and global body detoxification
• Mood stabilization promotes impulse control
• Botanical anxiolytics
• Identify  and control food , mold, chemical and fungal sensitivities
• Environmental control with firm structure and schedule
• Phytochemicals (research suggests promote brain blood flow)
• Antioxidant support
• Anti-inflammatory restoration
• Neuro-nutrient support
• Neurotransmitter precursors-choline donors
• Rebalancing of the autonomic system
• Restoration of optimum cellular nutrition, including flavonoids
• Mitochondrial stress and function reduction and optimization
• Essential fatty acid fractionation and balancing with phospholipids
• Homeopathy

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Cause. There is no single cause, but include genes (ADHD is familial), neurological (sensory and motor), biochemical, functional (physiological) and behavioral components. Known risk factors are low birth weight, head trauma, lead exposure, and prenatal exposure to alcohol, smoking, and cocaine. Less than 5% have any neurological damage. It is suspected that there is a metabolic defect in neurotransmitter chemicals dopamine and noradrenalin and blood flow in the frontal lobes of the brain. Difficulty in catecholamine regulation lowers energy available to brain cells. There is also some evidence the sheaths around some nerve cells degenerate.

Functional aspects.  About 30% of ADHD children have learning disabilities. On a practical basis, when children become disruptive or defiant in school, ie, become a disciplinary problem, or perform poorly in association with inattention and inability to focus, they receive referrals for assessment.  

Treatment. Since pharmacologic treatment is supported by randomized trials, their use is primary. In practice, referral from schools invariably leads to a prescription for a stimulant: Ritalin or Concerta (methylphenidate) 5 mg, up to 15 mg/day, Adderall  (amphetamines), or more recently, Vyvanse (lisdexamfetamine), a pro-drug.  Strattera (atomoxetine) is not a stimulant, but a norepinephrine reuptake inhibitor, and also has serious side effects, including mood swings, slow growth, liver failure and suicidal thoughts. Sustained release drugs are popular for maintenance.

Side effects of stimulants are many: insomnia, depression, epigastric pain, headache, fast heart rate, palpitation, high blood pressure, and retarded skeletal growth. An ECG and medical/cardiological evaluation should be done prior to such treatment. Drug therapy is symptomatic and does not produce any fundamental neurophysiologic improvement, nor is it disease-modifying. About 60% of children respond to stimulants behaviorally, but school performance may not improve. About 33% cannot tolerate the drugs.

Behavioral therapy includes counseling, talk therapy, and cognitive-behavioral therapy. Added environmental structure, limit-setting, and mandatory routines are valuable in management. Reinforcement of desired behavior with rewards is favored. Open-ended rewards that allow or invite manipulation may not produce the desired results.

Despite treatment, about 58% of ADHD children have poor psychosocial function in young adulthood, with antisocial, criminal behavior, reading disorders, and poor educational levels. In other words, the condition is resistant, persistent, enduring, and predicts a poor future. For this reason early detection and treatment is advised.

Biomedical management. Many parents feel that the potential side effects of giving stimulants to their children outweigh the benefits. Researcher Dr Parris Kidd writes, “Many if not all of the drugs used to treat ADHD have poor benefit-risk profiles. An integrated approach using diet, nutritional supplements, and detoxification is consistently effective in benefiting individuals with ADHD. Children are far better served by using nutrients first and turning to pharmaceuticals only as a last resort.” One study of nutrition support found such a biomedical approach matched Ritalin in results.

An integrated nutritional management for initial management is directed to normalizing brain biochemistry, blood flow, and energy metabolism. This is exactly what we do—correct the defects and enhance.

OUR PROTOCOL incorporates the most current information about the biochemistry of ADHD, nutritional support, and botanical medicine. It is continually updated, offers many important advantages over other programs, and is quantitative rather than qualitative as far as modern science currently permits. Specifically, the components are

• Complete initial biochemical functional assessment
  • full gastrointestinal testing (CDSA, GIFx)
  • food sensitivity/allergy testing
  • urinary organic acids analysis for intermediary metabolism and detoxification pathway s
  • dietary analysis for nutritional deficiencies
  • total body meridian assessment with biogalvanic responses
  • total oxidant burden (urine)
  • conventional blood and urine testing (we ask your conventional  provider to do this) 
• Dietary intervention
• Cellular and global body detoxification
• Mood stabilization with impulse control
• Botanical anxiolytics
• Identify  and control food , mold, chemical and fungal sensitivities
• Environmental control with firm structure and schedule
• Phytochemicals to increase brain blood flow
• Antioxidant support
• Anti-inflammatory restoration
• Neuro-nutrient support
• Neurotransmitter precursors-choline donors
• Rebalancing of the autonomic system
• Restoration of optimum cellular nutrition, including flavonoids
• Mitochondrial stress and function reduction and optimization
• Essential fatty acid fractionation and balancing with phospholipids
• Homeopathy

With careful attention to detail, many behavioral crises may be averted, and daily life for the patient and caretakers may be improved.