RESULTS- Autism Treatment

RESULTS: Directly below is a sample Report Card that we periodically do together with the mom of each child with severe autism. It is an itemized list and evaluation of one child's autism symptoms BEFORE he started our Autism Recovery Program relative to an evaluation made ONE YEAR AFTER the time he began his homeopathic treatment with us. This evaluation was constructed from the family's perspective, including teachers' and therapists' observations (Behavioral, Speech and Occupational Therapists), and from our daily homeopathy casework notes and daily documentation of results from the family.

List of autism symptoms
BEFORE and AFTER one year
of homeopathic treatment
                                                                                                 BEFORE      AFTER
Amount of time it took to fall asleep                                         3-5 hrs        15 minutes – 2 hrs
Occurrence of heart racing nervously before sleep                  Frequent                 None

Stims (Self-Stimulating Behaviors) based on frequency, severity, duration and ability to self-resolve

Playing with on/off switches/buttons/plugs on
TV, AC, Radio, Computer, Lights                                              Continual                Not bad
Rubbing eyes and mouth                                                           Continual                Not bad
Throat clearing                                                                           Continual               Rarely
Tapping objects                                                                          Continual               Not bad
Shoulder shrug                                                                           Frequent                Rarely
Verbal - Singing and humming                                                   Continual               Frequently
Stripping bed                                                                               Frequent               Rarely
Slamming doors                                                                          Continual               Rarely
OCD                                                                                            Some                     Rarely
Repeatedly throws things into one place – Behind bed               Continual                None
Pours out liquids – Onto floor or table                                         Frequent               Not bad
Staring at closing credits on TV movies                                      Frequent                 None
Staring at fine print in books                                                        Frequent                 None
Hitting own head with left palm                                                      Some                    None

Anxiety and Nervousness
Overall every day average anxiety level                            Extremely high        Above average
Level of anxiety when challenged                                      Extremely high               Not bad
Looks scared, confused, indecisive                                              Frequent              Not bad
Whispers answers                                                                        Continual              Loud
Climbing with hyper running back-and-forth aimlessly                  Frequent              Not bad
Lacking overall awareness of people, places, and things             Continual              Rare
Lacking self-confidence in front of any one                         Extremely high               Not bad
Uncomfortable accepting compliments                                Extremely high                Proud
Frequency, severity and duration of being in own world               Continual               None
Escaping from a situation to find seclusion in a corner to tap        Continual               Rare
Desperation for food                                                                       Continual               Rare
Inappropriate laughter for no apparent reason                               Frequent               Rare
Able to laugh with people appropriately                                             None                Frequent
Fear at beach of water touching                                            Extremely high              None
Running away from Mom                                                                Frequent               Rare
Sensitivity to light and noise                                                           Continual             Not bad
Clingy while taking a shower                                                          Continual              None
Anxious and uncomfortable during swim classes in a pool             Continual               Rare
Seeking time alone in his room                                                       Continual               Rare

Apparent self-awareness - Saying "me" or "I"                                     None               Frequent
                                                                                                                                                                                None                                   Frequent
Appropriately responding to what he is watching on TV                     None                  Some
Interest and frequency of dressing self                                               None               Frequent
Imitating Mom                                                                                      Rare               Continual
Sibling rivalry                                                                                       None               Frequent
Potty trained                                                                                       Rarely              Frequent
Dressing self                                                                                        None            Frequent  

Frequency and duration of sickness – ear infections, mucus             Continual               None
Frequency of bloody noses                                                                 Frequent               None

Relationships / Relatedness
Frequency and duration of eye contact                                               Rarely            Continual
Not being or acting “present”                                                               Continual             None
Interest in peers – Going up to them, looking, touching                       None                  Some
Interaction repertoire with parents                                                        Some            Continual
Interest / affection/ interactions with sister – Bonding                           Rare             Continual
Interest / interactions with relatives at gatherings                                None              Frequent
Interest / acknowledgement / affection with teachers                           Some            Continual
Interest /interactions with strangers                                                      None               Some
Acknowledging people by name unprompted                                       None             Frequent
Spontaneous interactions with anyone except parents                         None            Frequent
Calling out with purpose to people for help                                            Rare            Continual
Telling someone when something is wrong                                           Rare            Continual
Responding appropriately to parents’ tone and reactions                     None            Continual
Remaining in the presence of others at family gatherings                     None            Continual

Echolalia (Parroting back what is heard)                                           Continual          Frequent
Sing-songy robotic speech                                                                Continual              None
Apparent ability to sound out beginning of words                                  None            Continual
Apparent ability to sound out ending of words                                       None           Continual
Apparent understanding of language                                                    Some           Continual
Apparent urges to spontaneously converse                                           None           Continual
Long response time with language                                                      Continual         Not bad
Thoughtfulness of answers                                                                      None        Continual
Sounding natural and confident                                                                None       Continual
Clarity and articulation of speech                                                             None         Not bad
Apparent willingness to try to use words and talk                                   Some        Continual
Frequency and duration of talking                                                          Some         Continual
Generalized use of language                                                                  None           Not bad
Frequency of spontaneous use of language                                           None           Frequent
Amount of spontaneous language used                                                  None           Frequent
Maximum number of words in a sentence
      Unprompted / Spontaneous                                                                1-2                   4-6
      Prompted                                                                                                <4                >6
Loudness of speech                                                                  Timid meek      Loud confident
Frequency and duration of unprompted social exchanges                       None         Frequent
Frequency of language NOT to express own                                           None         Continual
Frequency of commenting on things                                                        Some        Continual

Observable cognitive improvement rate in general                                 Low    Extremely high
Apparent retention of skills                                                                   Some    Extremely high
Apparent ability to verbally recall recent things when asked                    None           High
Frequency, severity and duration of being distracted                           Continual         Some
Degree of focus while working                                                                Some          Continual
Magnitude of upset trying new things                                            Extremely high        Some
Magnitude of upset challenged to do harder things                       Extremely high        Some
Degree of shutting down/withdrawal after making a mistake          Extremely high      Some
Interest in reading independently                                                             None         Frequent
Completing homework independently                                                      None         Frequent
Speed of answering questions                                                                 None          Not bad
Speed of repeating things                                                                        None             Fast
Answering yes/no questions with thought and correctly                           None          Not bad
Apparent ability to follow short directions                                                 None        Continual
Counting without tapping                                                                          None          Not bad
Amount of time will sit to do a task                                                           None          Not bad
Degree of writing skills                                                                               Low           Some

The following list is what we see gradually in the Autism Healing Progression.

The Autism Healing Progression
in seven-to-thirteen-year old
male children with severe autism

The only thing that homeopathy can do is activate a healing process to begin. The body does the rest. The body heals autism itself.

Once activated, healing tends to progress the child with severe autism along an otherwise typical, traditional and healthy child development path. Although this developmental path itself is not unique, the successful re-activation of the overall child development process is profound. The fact that the developmental process of the child with severe autism can be re-triggered to resume, is the reason to use homeopathic treatment.

  •  Improved sleep
One of the earliest improvements we see in the condition of children with autism, who we treat with homeopathy, is better quality sleep. We see changes for the better such as reduced stimming before sleep, less difficulty falling asleep, fewer twitches during sleep and a more restful sleep with less tossing and turning. This overall improvement in sleep quality is partially due to the fact that homeopathy triggers the body to self-heal, which requires extra rest of the body. On a healing basis, the body prioritizes sleep and other head and mind areas of the body to heal first, as they are about the most important parts of the body to the person’s well-being.
We also observe improvements in the child with severe autism upon waking from sleep, with less stimming, increased alertness, calmness, more affectionate and cooperative and with an overall happier and improved mood. 

  •        Improved eye contact
The eye contact of the child with autism tends to readily self-correct and strengthen to full-eye contact. Eye contact sets the stage for further self-healing to transpire.  It is the most outwardly observable strengthening link between the child with severe autism and the external world of other people.

  •        More outwardly happy, calm and affectionate
This too is a reflection of the child with severe autism’s overall sense of well-being being.  It is directly enhanced early-on simply through the self-healing process that a homeopathic remedy is able to trigger. True healing activity in the body manifests in everybody as an enhanced sense of well-being and happiness.

  •        Gains in self-confidence and in trying new things
As the child with severe autism experiences the above changes of enhanced quality of sleep and rest, better eye contact, growing connectedness with the people and things around him in his environment, an increasing sense of calm, well-being and happiness, a LOUDER child emerges.  This child is one with increasing self-confidence, a growing exploratory and risk-taking nature, who is more willing to try new things and who desires to do more things on his own.
As this child is enabled to do more and more new things, he experiences the immediate gratification from more praise and rewards for doing so, and continually gains more self-confidence with each new successful experience.

  • ·      Longer focus and concentration
With good eye contact and now with a growing sense of well-being, self-confidence too, we tend to see improvements in focus and concentration follow. Common challenges, like Math homework, that had previously triggered worsening autism symptoms and behavior from increasing performance anxiety, now start to become fun. We can see in these children, even by their posture and facial expressions while at work, that they are becoming truly interested and engaged on a more typical level in their “work.” We tend to see increasingly challenging “Math homework” become a favorite pastime, for example.

  •        Increases in the frequency and extent of spontaneous language
This aspect of re-ignited development is among the most fascinating, entertaining and complex of all the dynamics a child with autism experiences early-on in homeopathic treatment. These children typically receive DAILY home speech therapy, so it is easy for us to track and document this developmental progress. First, we can count the number of words used “per sentence” and measure the progression there. So for example, speaking one word only, “Yogurt,” two word sentences “Yogurt, lunch,” three word sentences, “Yogurt, lunch, strawberry,” and so forth.  In addition, we have the increasing percentage of correct answers to simple “Yes/No” questions to watch, like “Did you have yogurt for lunch?” “Yes.”
Eventually, the child with severe autism’s language skills progress to, “Who had yogurt for lunch?  “Me!” which is at a relatively advanced level. Then, “What did YOU have for lunch?” “Yogurt.” And eventually, “What did YOU have for lunch?” “I had yogurt.” Then finally we have unprompted spontaneous language like, “Please, may I have yogurt?” So those are the basics.

The MOST interesting aspect of language development in the children with severe autism who we treat homeopathically is to see what triggers each little surge in spontaneous language use. It tends to be out of nowhere WHEN THE CHILD WITH AUTISM NEEDS OR WANTS SOMETHING. Then suddenly we hear a good multi-word sentence and structure that reveals to us all just how far the USAGE of language has progressed. And after repeated instances of first using advanced spontaneous unprompted language out of need and want, we start to see a more routine expanded use of spontaneous language overall as well.

One child experienced a big surge in spontaneous language seemingly as a result of having travelled in a non-English-speaking country on a 10-day trip with his family.  This makes sense because it seemed to especially trigger the need or want to further communicate more effectively, and the child with autism revealed and continued to use more advanced spontaneous language from then on after he was home back at his home in the States.
  •        Fewer fears and anxieties
All the developmental inroads described above contribute to a progressive gradual increase in self-confidence, environmental awareness, and connectedness that gradually reduces the atypical free-floating fears and anxieties that children with autism classically possess.

  •       Gradually more efficient processing of over-excitement
We observe in children with SEVERE autism what we call a short-circuiting in their body’s ability to process the stimulation that comes from excitement of any kind, including from sheer joy and equally from fright and horrific things. All excitement for these children may become over-excitement to them that is well beyond their capability to efficiently process it the way typical kids do. Instead, exciting scenarios may trigger an onslaught of the MOST severe symptoms of autism that these children have.

As homeopathic treatment progresses, we are able to see the excitement-driven worsening of severe autism symptoms become less frequent, less severe, shorter in duration and more quickly SELF-resolving, without any outside intervention.

  •        Progressively less isolation and exclusivity
This is a most awkward stage of improvement for the child with severe autism. You can see above, that many changing autism dynamics come into play during homeopathic treatment, so the logical net result over time of all these changes evolving together results in progressively less isolation and exclusion behaviors. These gradually become replaced with a new repertoire of ways to experience the world, such as renewed awareness, relatedness and interactive activities that are LEARNED, since they were never a part of children with severe autism’s developmental experience BEFORE homeopathic treatment. This too is a particularly interesting and entertaining aspect of the child’s progression away from autism toward a more typical life, because we observe in recovery that childhood development resumes from exactly the place where it became arrested in autism, and regardless of the actual chronological age of the child now. So, for example, if the onset of autism symptoms were at the time the child was a toddler, then even if the child with severe autism is currently eight-years-old, his initial social relatedness and interactions when resumed will be those of the childhood developmental stage of a toddler.  At first we may see age-inappropriate ways of relating such as pinching, kicking or hitting, but these ways will eventually be replaced by learning age-appropriate ways of interacting.  

  •       Increasing awareness and relatedness to those around them
      This is a heart-warming stage for sure. Here we see the child beginning to seek the company of small groups, particularly of his family as a unit, progressively joining in larger and larger family gatherings a little at a time. Remembering, acknowledging and addressing relatives by name, hugging and interacting playfully on an earlier developmental level, such as like a toddler.  Maybe they participate in bouncing a ball with someone, playing peek-a-boo, making faces, clearly beginning to take note and relating to those around them.  But again, interactions reflect a much earlier developmental stage, because the child with severe autism has yet to learn age-appropriate social interaction skills.

      First we observe the awareness, relatedness and DESIRE for the company of an expanding number of other people.  Then we first see non-age-appropriate efforts to interact that reveal their increased relatedness.

  •       Increasing interactions with siblings, extended family members and teachers
We first see with the children with severe autism, an increase in pushing, kicking, hair-pulling and pinching others, as an initial awakening sign of interaction and affection for others, until they re-learn an age-appropriate repertoire of substitute behaviors that are developmentally absent to date. First this awareness of others expands, then the interaction using INAPPROPRIATE pushing and other physical behaviors is displayed, then new more socially acceptable behaviors are gradually learned and substituted. This pretty much follows the developmental process of much younger kids at toddler stage that seems to have previously been arrested in these 7 – 13 year-old children with autism.

  •       Gradual shift away from stimming, to increasingly more healthy physical and emotional expressions
For children with SEVERE autism, stims are “self-stimulating” repetitive motions or activities that likely help them process, through dissipation, the energy that is triggered by excitement. In a typical child, this excitement would otherwise be efficiently processed as an experience of joy or laughter, startle or fright. Instead, for children with SEVERE autism, they develop physical stims that help release the pent-up energy from their inefficient mental and emotional processing of excitement, such as facial grimacing, physical flapping of wrists, banging their own head with their fists, high-pitched screeching, continually tapping objects with their fingers, unplugging and re-plugging every electronic gadget they see.

As homeopathic treatment progresses we start to see an increase in the symptoms of classic physical hyper-activity in place of a large portion of past autism-type stim behaviors. We see these stims weaken in severity, frequency, and duration, we also see a strengthening in more typical, but still intense symptoms, PHYSICAL hyper-active ones, such as running, jumping, bouncing, climbing and laughing or crying for no apparent reason. Though still problematic in their own right, these SUBSTITUTE REPLACEMENT hyper-activity symptoms are still MORE typical than were the stim symptoms that they gradually replace.

Perhaps most pronounced are the emergence and strengthening of the EMOTIONAL symptoms of laughing and crying. We see sudden short bursts of deeply emotional, though rapidly self-resolving, sobbing for no apparent reason. We see impulsive quick outbursts of extreme silly hysterical laughter erupt for no apparent reason as well. 

  •   Increasing awareness and interactions at school with peers
This is an awkward stage in the otherwise desired progression away from autism. With continued homeopathic treatment, we see children with autism desire to interact with peers BEFORE they really have the social skill set to do so successfully. Initially we see these children simply stay around, when other children enter their vicinity, instead of vacating. We see them staying and watching for a while, instead of immediately running away. Some of the first pseudo- interactions recorded are the comforting of another child who is crying, by either getting up and going over and sitting next to them in silence, placing an arm around them in silence or offering them a tissue in silence. As small as this may seem, in the world of a child with SEVERE autism, this is HUGE! Not only is this new behavior, but it also reveals underlying gains of increased awareness, connectedness and relatedness

  •     Re-ignited progress, from a previously arrested stage of development, such as from the toddler stage, to gradually more age-appropriate behavior
This is fascinating! The children with autism, with whom we work, are around eight-years-old or older. During homeopathic treatment, their childhood development appears to re-activate at the stage of childhood development at which they were when their autistic behavior was first observed. In these cases, at which the onset was in the toddler years, we see resumed toddler behaviors, such as obstinacy, stubbornness to do things themselves, such as dress themselves and ties shoes. They readily push, shove, kick, and pull hair while laughing, hugging and seeking company.
  •      Onwards and upwards socially, emotionally and academically!

RESULTS: Directly below are some actual examples of these progressions as seen in the daily family reports that are part of our case management. We have provided examples from two cases in our Autism Pilot Program to help illustrate how the the healing progression may manifest itself over time and for different children.

Results from the SECOND MONTH of treatment:

*"We didn't practice piano tonight, but he did well at homework, and only needed very minimal re-direction. Speech is still clumsy though, he was trying to rush through the words. There was some scripting. After homework, I turned off the light and put him on bed, when I was covering him with the blanket, he asked "kiss me mommy." Tears almost came out of my eyes, it sounded just like my other two children, but this was definitely the first time from him unprompted." ( SEE: Increasing awareness and relatedness to those around them)

*" My son seemed calm most of the day today.   It seemed like silliness and hyperactivity have been greatly improved Great! Less frequent and  less severe.  However, there were some impulsiveness (pulling and wrestling) when we went to Macys Furniture and Bed Bath & Beyond, my son was very self directed on seeing things that he likes.  But overall, it was not as bad as before." (SEE: More outwardly happy, calm and affectionate)

*" His outbursts on Monday were more often and intense than the last few days, but still better than before.  It seems the remedy is helping him progress... VERY slowly, but it's still noticeable.  He actually did quite well at school especially during learning time, he was focused and engaged. School ST mentioned that he's been commenting a lot lately.  During Monday session, he was so eager to tell the teacher what he did during the weekend. But, because of his apraxia, his teacher couldn't understand most of his speech. All she got was he went to this really nice restaurant, and he loves this dish ... Something chicken, the restaurant was in the Island... She was confused yet wanted to find out the exact details from me. LOL" (SEE: Increases in the frequency and extent of spontaneous language)

*" I was little surprised on Wednesday as I thought the 4th dose of remedy was at it's end, but my son did quite well today, less silly and hyper than Tuesday,  he looked happy and talked a lot! Not just scripting, but some clear, communicating speech.  He seemed to have a little leap in his speech these two days. However, when it went down to READING, his speech was still very clumsy, he often tries to rush to finish." (SEE: Increases in the frequency and extent of spontaneous language)

*" His focus was not great at homework time, I gave him a math worksheet which he should have been able to handle with ease, but he kept getting them wrong. I was little frustrated and did yell at him, he got emotional and cried.... usually he would start to "script" at this point (and most of the time I would have no idea what he was saying), but tonight he said clearly "sorry.... mommy can I have a tissue please?" My poor little cutie, I handed over him the tissue, and he sat back down to finish his mat." (SEE Gradual shift away from stimming, to increasingly more healthy physical and emotional expressions)

Results from the THIRD MONTH of treatment:

* “I keep forgetting to mention – my son’s eye contact has been improving. It is much better now compared to a few weeks ago, no more "avoiding", still "fleeting" sometimes, but overall it's good. His speech clarity still fluctuates; there are some pretty good days. Although the clarity is pretty good during short conversations, but when it comes down to reading, most of the time still clumsy and try to rush through the words. (SEE: Improved eye contact)

* Both My son and his brother are learning piano with Kana. My son had his session first, when I came back to pick him up, the first thing Kana told me was ‘He did extremely well today; it's the best session so far! He even helped me to clean up at the end without me asking him!’ I was SO happy to hear that - to refresh your memory, just 4 months ago, my son was uncontrollable. In one session after I dropped him off, Kana called me after 10 minutes and asked me to come back "He is very silly and hyper, he almost damage my TV. You need to come back!" Meanwhile I heard him in the background laughing like a MAD man! Ever since then, I needed to stay with him every session just to "guard" him! Kana went back to Japan for 6 weeks; she got back last week and was amazed how well my son is doing now! What a difference! (SEE: Gradually more efficient processing of over-excitement)

We went to St John's University today for our Saturday's reading program. I really have to say - I am so proud of my son. It's a 2-hour program with only one 10-minute bathroom break! Today was the 3rd session; he had been sitting quite well all this time. Yes, he got distracted easily and was not able to actively participate like the typical 2nd graders, but I was truly surprised that he was able to sit on that little chair for 2 hours straight, and follow my instructions to complete all the reading exercises, AND he went to the boy's room with the rest of the boys by himself! I can tell he is happy to be in the same classroom with the other kids, especially when the class was reading aloud together, he always looked at his peers with a big smile on his face.(SEE: Increasing awareness and relatedness to those around them)

* We walked around the Garden City again, my son used to have such a big FEAR over train tracks or even the rail road crossing sign would put him on panic mode. Ever since we walked across the train track a few weeks ago, his fear is going away, and he thinks it's a fun thing to do - he googled all over the web for rail road crossing videos, and today he requested to walk across the train track again. NOW I have to make sure he understands we only cross the train track when we have to and when we are allowed to..."(SEE: Gradually more efficient processing of over-excitement)

* My son did well at Saturday's piano lesson. But again, when he saw the elevator in Kana's building, he went hyper! There was one good improvement though - he didn't press ALL the floors, but just the floor where Kana is.(SEE: Gradually more efficient processing of over-excitement)

I took his sister along today, on our way to Kana’s; she was fighting with his brother in the car over little things and was crying miserably. I was driving and handed over a tissue paper to his sister (in the back). She refused to take it from me regardless I was yelling at her (yup! That's my girl! She just turned 3!). My son was sitting right next to her and he actually took the tissue from me and helped wiping Rachel's tears and her runny nose! I looked back from the mirror, great eye contact from him, and such a calm and caring look on his angelic face....”(SEE: Increasing interactions with siblings, extended family members and teachers)

*"Another good social day at school. About my son, the teacher said,"He was being a real good friend today. There was a girl who got upset and cried during class activities. He got up to get a toy and gave it to her, to make her feel better!" There was no verbal exchange, but hey, there was the passion, the friendship and appropriate social interaction! I can just see his face, just like what he did the other day with his little sister in the car, when he handed her a napkin when she was crying. But this was the very FIRST time that I have been hearing of this at school. Compared to before - If there was an upset kid in class, he would go over and PINCH that kid" (SEE: Increasing awareness and interactions at school with peers)

Results from the FOURTH MONTH of treatment:

* "I think the Brain Balance program is working for my son. But without his homeopathic remedy, he would not even be able to follow instructions, he would be jumping around and laughing hysterically the whole time, it would be a waste of $$ to get him in such an expensive program. His homeopathic remedy definitely got him ready for a more intense therapy, and I really pray for this combination of homeopathic and brain integration will bring him big healing!"

* My son did great with home Speech (one on one), I got a text from teacher after her session with my son:‘Hi, just want to compliment your on the amount of progress he had been making! Hope he is having a good start to the school year.’ =)

* He didn't script at all, just sat quietly, alert and calm. He had nice day today - he did great at school and home - school teacher commented he was trying so hard to have a conversation with teacher. Home speech teacher said he was very engaged today, his teacher has e-books in her iPad, and he read and answered questions nicely. His cousins came over to visit and he had a little "break through" tonight - he seemed to be more interactive. He was trying to have some sort of "conversation" with his cousins, although they didn't understand what he was talking about.

He even put all his cousins on the couch, and shouted "1 2 3 4 let's say Hooray!" LOL...sure the 6 and 9 year old cousins didn't follow his command, although they thought he was funny. But hey, at least he was trying!

Results from the FIFTH MONTH of treatment:

*“His social skills surged at school– his teacher complimented for the very FIRST TIME that my son approached other kids in the class (unprompted a few times) and tried to engage with them! He even mentioned the names of his classmates tonight - Victoria and Emma... I asked "oh ya? What did you play with your friends? Who do you like the best?" He said "play blocks...I like Emma.". LOL”

* "Another good social day at school - teacher quoted that 'Your son was being a real good friend today. There was a girl got upset and cried during class activities, he got up to get a toy and gave it to her, to make her feel better!

There was no verbal exchange, but hey, there was the passion, the friendship, and appropriate social interaction. I can SO see his face - caring and calm... Just like what he did to his little sister - he handed her a napkin when she was crying...

But this was the very FIRST time I heard that from school. Compared to before - if there was an upset kid in the class, my son would go over to pinch that kid"

* "My son did ok at school, and did very well with home speech today. Funny, his teacher mentioned that now my son is able to request things verbally, when he was trying to avoid a task, he would request to go see the nurse because he is feeling sick. =o)

Kelly, I feel there are some shifts of my son’s "performance" since 2 weeks ago - his articulation and communications keep improving, there are days/nights his speech is amazing. His social skills are also coming along, slowly but noticeable."

*" The cousins came over for a short play date, my son was amazingly calm (like a 180 degree turn around), he didn't really interact with the kids, but sat very nicely on the floor next to them and watched TV together. He even approached our friend (came over to visit), he just went over and sat on her lap for a little while."

Results from the SIXTH MONTH of treatment:

*"I left the boys in my son's room again tonight for them to do homework on their own, while I was taking a shower. My son said "no homework, I want to read Arthur Meets the President." Ok, that's fine with me, off I went to the bathroom. After the shower, I took a quick peek, my other son was doing homework, while my son remained on his seat and reading his book."

*" Today daddy had a little pre-birthday celebration for my son at school, daddy brought balloons and tons of GFCF snacks. My son was very excited to see daddy, he had a great time! He did quite well at school for the rest of the time, his teacher said he played cars WITH the children for a short time today! Every little thing counts and they just made my day!"

Results from the EIGHTH MONTH of treatment:

*"His teacher mentioned that my son is using more and more complete sentences during short conversation."

*" My son did quite well at school today, minimal outbursts, and good social interactions.  His
teacher reported that he played with a small group of children during indoor free play time and he played with the train set appropriately for a while."

*" My son was very hyper and silly today at school, extremely low attention level.  But he remained being very chatty and played with his friends quite well."

*" One thing I am sure happy about in the last 3 days is that he really got some amazing articulation going on, clear, longer, and more functional speech."

* “My Son did OK at school, teacher said he did play with other children from time to time, but he kept taking their toys.”

Results in the NINTH MONTH of treatment (current):

* “School was good and bad at times.  My son was very verbal and played with his friends.

I called home from work in the afternoon, my mom put my son on the phone, I asked the usual questions:

Me: hi!

My Son: hi mommy. (Usual)

Me: how are you?

My Son: good. (Usual)

Me: what are you doing now?

My Son: I am reading Max and Ruby. (That's unusual, as I always had dead silence after I asked this question)

Me: Really? I love Max and Ruby too!

My Son: Max...Max... (Apparently he was trying to tell me something about Max, but couldn't put the words together)

Then my mom interrupted, "OK, we got to go, ABA teacher is here."

Me: ok, bye.

My Son: bye mommy.

Me: I love you

My Son: I love you mommy.

I felt good about this little conversation!”

  *"I took my son to a developmental and behavioral pediatrician at LIJ for an evaluation.  This was the first appointment for the doctor to ask information-- testing will be in the next appointment.  My son was very impulsive when he saw the elevators, and he went nuts in the doctor's office when he saw the computer.  So I gave him his tablet.  He did quite well with the physical exam then the doctor had him repeat a couple of words, sounds and sentences, he repeated with clear articulation. The doctor asked me "are you sure he has apraxia?" I said "He’s made some really good progress on speech in the last few months. If you saw him 6 months ago, it was a very different story!"

* "There was another thing that I forgot to mention, ever since last week, my son has been wanting to pick out his clothes after the shower. His Grandma even thought it was funny. He doesn't like the pajamas that we pick for him, so he goes to his dresser and points to another pair "I want this one!" LOL, sounds like my daughter  (3 year old). But this is completely new for my son, he never pick out his own clothes!"

For a second child:

Chief Challenges Before Treatment:

Anxiety level and lack of focus – My son is extremely hyper and nervous. There are nights when I touch his chest and his heart is beating so fast. When faced with challenges, he’ll do anything to avoid it, sing/hum, tap on things, run away, laugh/cry. Recently, he’s been nervously rubbing the corner of his right eye and the corners of his mouth.

Language – My son started talking (words) after starting Early Intervention, around 2 ½, but in the last 4 ½ years, the improvements have been slow and inconsistent. He can label a ton of words, and is starting to read, but he still really only uses language when he wants something or is prompted. It’s not functional, not conversational, and he does not use it to comment. Recently, he’s starting to use some scripted social exchanges (with prompts) “Hi mommy, how was your day.” He also has trouble understanding language. So, it’s hard to tell how much he actually knows. He’s still echolalic at times.

Social interaction – He’s always been better with adults, he looks for us to interact with, but not his peers. When he was younger, he acted as if the other kids weren't even there. There was no interest at all. Now, he’s aware, but avoids other kids. At family functions, he avoids them by going into another room to tap on something.

His teacher said recently he’s been going up to kids and looking at them or touching their arm. Starting to show some interest but has no idea how to interact with them.

Sensory issues – He has trouble self-regulating. He’ll sometimes cry/laugh for no apparent reason. He’s hyper, taps on things at every chance. He displays OCD tendencies, recently he’s been obsessed with playing with switches (tv, ac, radio, computer, light). His need is so great that he can’t control himself. Seems to have a sensitivity to light and noise, at times. But then there are times when he’ll turn on all the lights and raise the volume to max.

Results during the FIRST MONTH of treatment:

-"The sleep thing is just amazing, from falling asleep at midnight, after three hours of struggles, to falling asleep before 9:00PM on his own. WOW!"

-"Overall my child's stims (rubbing of eyes/mouth, verbal and tapping) have all lessened in severity and duration. Some days he seems so calm and quiet, more relaxed. The biggest change has been his sleep issue. It used to take 3 hours late at night for my child to fall asleep, and with homeopathy he is now able to fall asleep on his own in 10-20 minutes early in the evening. My child is less hyper and not running around and climbing as much. Seems to be trying more with speech and academics, better about attending to tasks and accomplishing goals and is less distracted. "Stims" are less severe, so able to attend better. My child can be stimming but now is able to answer a question and seems to understand what is being said better. Seems extra playful and cuddly, better able to greet teachers and other people by name, without any prompting. Showing more interest in peers, touching them on the arm and looking and smiling at them. Doesn't seem as anxious or nervous, a bit more confident, talking louder and using more language. Homeopathy is doing some nice things for my child."

-"My son had such a great ABA session today, that his teacher actually cried because she was so happy, excited and proud of him. Here are some of the teacher's quotes -- "It's AMAZING, he was SO on." "He is accepting compliments which is BIG." "He's trying more things and taking more risks, which is the biggest thing." "He's sooo smart and it's coming out." "He's going to fly." "When he gets something wrong these days, he doesn't shut down. He will actually try again, and he responds twell o the word 'try.' "

Some things my son did independently today without prompting -- He asked for a book with, "I want the gray book, please," independently specifying the "gray" book. When his teacher asked him, "What does red mean?", my son answered "Stop." She said that she had not worked with him on this. She asked, "What did we do today?" and my son was able to recall writing, reading and homework, without much prompting.

Today, my son was looking and modeling his teacher well. He showed that he wanted to learn. He just seemed to understand all of the teacher's questions today. He remembered phonetic sounds of word families. For the first time, he was trying to decode independently, when he had never before put sounds together independently. When his teacher asked him to spell, he understood and did it.

The last thing my son did today for his teacher was try to sound out the word "Sh-ou-t." He tried a few times, then said "Shout," and walked away. When we started praising him, he had such a proud smile on his face, but also a "What's the big deal anyway?" look. So cute."

Results during the SECOND MONTH of treatment:

-Not even two months yet! Last night, his grandmother said, "wow, he's talking a lot more now. Once his language comes, he will do much better." We always knew he was a smart boy, so capable of learning, but he was just not able to put it all together. Now, we feel like he's starting to get it and able to use what he has learned. Obviously, he has a long way to go, but we are so happy with the progress he has made so far. I can't imagine how he'll be later this summer."

- His teacher wrote in the book that ‘during lunch he wanted Luca's Veggie Sticks. He called out "Luca" and then said "veggie sticks". ‘Also...while out in the playground he went toward the swing. When I called his name he ran away from the swings. I stopped him and asked if he wanted to go on the swing. He said yes. We walked over to the swings together and he went on." I'm not sure if he was prompted to call out his classmate's name, but HUGE if he did it spontaneously

- At one point he asked for PO-TA-TO (his teacher's been making him sound it out) chips, I gave him 3 choices and he stared at each, really looking as if he was choosing (even tapping on each bag). He then looked up and with great eye contact and said, "pork rinds." Guess he didn't like his choices. If this is where he's really at, then I'm happy because the "permanent healing" is starting to show.

- His recall ability is definitely improving. There is still verbal "stimming". Not much tapping during day, some in the car and more at bedtime. His interest in plugs/buttons on electronics was high at times, but before 9:00 pm he climbed into bed with a book to tap and didn't get up again all night to play with plugs."

-He was very good at Target; listening well and looking at videos but he actually didn’t choose any to buy. Later, he went back to the videos and picked on that we already have; when I said “no, we are not buoying the same video again, put it back,” he did and there was no whining or tantrum at all!

Results in the THIRD MONTH of treatment:

-“Grandma came over this afternoon and my son walked passed her, but when dad asked, "who's that?" he answered "grandma" and then "what do you say?" "Hi grandma." Then Grandma gave him an orange and he took it and started to run off, but dad said, " what do you say?" and he answered "thank you Grandma." He still needs prompts to use his language, but he doesn't need all of the words.

His eye contact was great and he had some spontaneous language. He was showing an interest in what his sister was doing on the IPad. Then he danced to the music his sister had on the IPad.During ABA, she said he was better about taking instructions and trying. Did things over and over without much complaining. He sat and attended to tasks for longer periods of time. When I came home tonight his ABA teacher said ‘he's a bit hyper but so different from last week, doing much better. What happened?’

- We went to the beach with others and he was scared to let the water touch him, it was too cold, but an aunt filled a bucket with water and poured it on his feet, he loved it and lifted each foot and asked for more. He then asked me to spin him in the water. So nice to see him relax a bit (always scared when we first get there, dad said he wouldn't go near the water earlier in the day) and by the end, he was running around the beach.

He had great eye contact with me. He didn't talk much, did say "hi" to people with prompts. Very determined when he wanted something. Maybe a bit overwhelmed at times, new surroundings with a lot of people he doesn't see that often (only holidays). But no problem being around everyone, he didn't interact that much with others, but still different from the past; he moved around with others, didn't sit in corner and tap all day which he use to do at family get-togethers. We occasionally had to find a quiet place, but he was fine when people joined us.

Results in the FOURTH MONTH of treatment:

- "As to your question about him and his sister bonding more...yes, I think they are interacting more :) I think she's seeing a difference and she's been so patient and gentle with him and he's responding to her. She's been so cute, she's been coming up to me and saying "mom, when you do your report, please remember to put down..." She's always calling out to us to look at him hugging her, kissing her, or holding her hand (of course, she's the one initiating, but he's letting her). She made a comment yesterday that she missed him, the baby before Autism. He used to laugh and smile at her all the time. When she made the comment, he stared at her, with such a serious face. The other day she told me her friend Laura's little brother was going to start Chinese school and she cried when she said she wished he didn't have autism so that he could take classes with her. She once told me she couldn't talk to her friends about him because she gets a lump in her throat. Autism really sucks!!!

- Wanted to share...his dad just texted me to say he had a great session with speech therapist. She asked, "Who drives a car?" and he answered, UNPROMPTED "My daddy drives a car." She asked a bunch of "who" questions and he did well with them. She was surprised and impressed. He had a great ABA session...Spontaneous language, cognitive improvements - he was cutting and she asked if he needed help and he said "no", so she took that opportunity to try and teach him a new phrase "I can do it by myself." She broke it down into "I can do it" and he repeated, when she asked him to repeat the whole phrase independently, he instead said, "I don't want help." She was so excited, he totally understood. She also said he really showed he was understanding the meaning of "what". She was also excited about his handwriting, this time he was able to stay within the lines and the spacing was nice. After he was done he covered his face with a smile, seemed proud of himself.

-His school teacher reported this week that he’s been coming in and independently taking and completing a puzzle, or another activity. He has also been showing better control with handwriting, his copying skills have been amazing and she asked him to trace his name—it was the best she had seen all year from him.

His ABA teacher commented that it’s so good to see him so happy and relaxed, not as nervous.

- Eye contact was good. He is using louder and clearer speech and more spontaneous language. Tiffany said he was using longer sentences, "where did you go today?" A: "I went to school today" (usually, "school" or "went to school") He was very giggly, sometimes seemed "lost", giggling for no apparent reason, like he use to do all the time, but then other times, he was giggling because he was being playful with us. He "battled" daddy for the volume on the TV, about going to the bathroom before bed (he did all of this while laughing like he was enjoying it). His sister said she had an exchange with him..."hi brother," "hi sister," how was your day?" "my day was fine," "how are you?," "fine," "how old are you?" "fine," "no, how old?" "fine" "how O-LD?" "I AM FINE" (he mimicked her tone, showing frustration). She said he poked her in the middle of the forehead and laughed.

Results in the FIFTH MONTH of treatment:

-“He had an ABA session and she said he did great, so focused and quiet. She said he's starting to really make connections with what he has learned. His speech was much clearer and less robotic. She was so excited that he seems to be piecing things together and really getting it. She was excited about his handwriting too, he independently wrote letters (no tracing/guides) and some were more legible. She commented again that he just seemed so relaxed and happy. He's so excited about learning and smiling and so happy when he gets realizes he's understanding and answering correctly.

-He played with the keyboard, danced (actually bopped and swayed on his own, just loving the music), sang, played with Nintendo, IPad. We went to my mom's place, and his 2 cousins were there. He identified everyone and at first preoccupied with playing with the TV and plugs, but not too bad. His cousin (5 yo) and sister called out to him from the room and he actually looked up and went in on his own. They were trying to play with him and tease him at the same time by playing with the TV in the room and he got a little freaked when they were able to do things to it (turn it on with switch that he didn't see) that he couldn't figure out. It didn't take him long to figure it out. We were very encourage with his interaction with his cousins and sister, he didn't exactly join in their games but he was smiling and showing some interest in their songs and antics (were marching in and out of room trying to capture and cage the monster- my husband). He tapped on his bottle and didn't want to join in, but he wasn’t in his own world, he would smile/laugh and look at them when they passed him. When I asked them to pose for pictures, he got up every time. I asked him to hug his 2 yo cousin and he put out his arm. Really nice.

-At Five Guys, he went up to the counter to wait for his french fries (he's been doing this recently). Today, dad said he heard them call out a number and he got up from table to "pick up" his fries. Showing awareness and familiarity.

Results in the SIXTH MONTH of treatment:

- “We went to my mom's and he pulled his cousin (5 1/2 y.o) onto the bed next to him while he was playing with his IPad (wouldn't let his cousin or sister touch it, he would whine and complain when they tried). His cousin was so happy, he said, "Yay, he likes me!" I was so excited to see this, he definitely wanted to be around them. His sister was happy too when she heard my nephew say "I like him". She said he said it when he sort of hugged him in a "my buddy" sort of way. At one point he wanted his cousin to push the power button on the TV, actually put one arm around his cousin's shoulder, hand over hand put his cousin's finger on the button. HA! He learned how to manually prompt in ABA, that's for sure! Of course he also kicked his cousin in the chest once and later in the evening he pushed him onto the floor. When prompted he apologized (tapping the top of his cousin's head as he said sorry). It was funny, he just continuously tapped his head, it was like he was saying "sorry little guy" His cousin accepted his apology but was confused as to "why did he hit me?" He also kicked my cousin in the restaurant (she was just sitting next to him eating), when I told him to apologize, he actually pulled her close and hugged her, but then pushed her again. It really does look like he is using the punching and kicking as a way to show affection many times but it could also be a bit of an urge but he gets the urge too often :)

Results in the SEVENTH MONTH of treatment:

-“Eye contact was good. Both dad and I said to each other that he seemed different, especially in the morning. We couldn't really pinpoint what was different, but just know that his demeanor was different - for the better. He Just seemed really happy and relaxed. He used a bit more language. He was repeating what we were saying, but it was sort of different from when he was echolalic. Before he just repeated what he was hearing, but now seems to be acknowledging the words, or trying to make sense/processing what we are saying.

- He was happy, in a very good mood most of day/night. Pretty loving...was behind grandma on the bed and spontaneously hugged her from behind...sweet

-During ABA they worked on his homework and he did great with it. She worked on math and this time she said he was able to independently do his additions, instead of needing a prompt to get him started (she uses Touch Math, but only puts the dots on the 2nd number, so if 8+6, she would put six dots on the number 6 and prompt him with "8.." and wait for him to say, "8...9,10,11,12,13,14". ) This time, he didn't need her to start him off, he just did it.

- He hugged grandma and again tried to trick her into getting out of the room, so he could change the channel. Later at night, I went in to tell him to go to bed and he started screaming/crying loudly (more like complaining) and a little bit of kicking for me to go away. I mimicked him and started kissing him all over his face and he stopped complaining and just laughed...really sweet :)

-I talked to my brother today and he said, “Your son looked so grown up yesterday.” I asked “why, the glasses?” He said, “yes, the glasses, but there’s something different about his demeanor. He seems less lost.

-Eye contact was very good. Some spontaneous language...recently he seems to want to show us what he knows (examples: pointing and saying numbers backwards on elevator. At grandma's he took the remote and started changing channels, he would then look at his aunts/uncles and point to the screen and yelled out the name of the channel "Bravo", "FX", "MSNBC", "11"...each time he did it he would look at them for applause - very cute."

Results in the EIGHTH MONTH of treatment:

-"As we were waiting my son calmly put his football on the floor and tried unzipping his jacket, when he had trouble he looked at me and said, "mommy, zipper?" It doesn't sound like a big deal, but there was something so natural and "typical" about it.

Tiffany came and it was a ok session. He escaped often, but was easier to redirect. He was able to show nice skills. He kept yelling "no" to things and she made a comment, "I would have never thought this was possible, that he could be like this, it's hard, but it's great to see."

- "ABA session was up/down - a few loud, crying sessions when he didn't want to do something or when he wanted a break (something he asks for every 2 mins). The crying was almost tantrum-like, screaming (he'll say "no crying" to himself), but these episodes don't last long. His skills were there and she said the past two weeks she has noticed a tremendous jump in his cognitive abilities.

He's really into his numbers and doing math problems are actually motivating for him (he pulls his seat closer to table and is so quiet when he's working on them).

He came to me to show me his math sheet and was so cute, wanted to call out numbers and yells out certain ones (100, or any tens) happily. He even cheered for himself with a "yay!"

Results in the NINTH MONTH of treatment:

-"His teacher reported his interest in one of his classmates. He hugged her when she was sad and then intereacted with her during Smartboard time, he smiled and sat next to her on his own. Yay!"

-"Guess what happened last night when he was having trouble sleeping again? He came up to me and poked my chest and said, "Re-Me-Dy time". I didn't dose him, because I wasn't sure which one. He couldn't sleep, but not out of control and wild, so it didn't seem like his second remedy."

-"He tossed dad's cell phone behind his bed and dad was firm and told him he couldn't do that and made him get it. Right after that, he came to me and handed me his jeans and said, "pants" and was adamant about putting them on, so I helped him with it. He then went into the room and put on his sweatshirt and then came out and put on his jacket and backpack. He asked to put on socks and when we didn't help him, he found a pair on the floor and put it on himself! He really looked like he was running away from home

We asked where he was going and he said, "grandma's house" and when we asked why, he replied "eat rice and fish." He eventually took everything off when we told him to. It was really cute."

-" He seemed happy to just lay around during the afternoon, asked for crayon and paper again and did his writing and watched some tv (dad also noticed that he seems to be watching more now and reacting more appropriately).

We went out with some friends for a kids early New Year's Eve celebration at a restaurant and he did great. The noise and crowd didn't seem to bother him at all! He ate nicely. He went up for the balloon drop, with a big smile with all the other kids. He was so happy to get his one balloon. He also posed for group pictures."

Results in the TENTH MONTH of treatment:

-" Today he was happy for the most part,  but loud and demanding and hyper for not having slept much.  Hist Teacher reported overall he had a great day, but there was some pushing - 44 times.  She also reported that he was touching/scratching his face and leaving red scratch marks on both of his cheeks.  He did well in both his outside speech and OT sessions. OT mentioned that he was tapping the wall with his wrist.  His eye contact was good and he seemed hyper but aware and related.  He has been bouncing ball while singing and jumping around loudly.  Dad mentioned he has noticed him tapping his toe against door.  His sister said he has been doing it for a while now, tapping his toe on the floor while walking. I have also noticed this from time to time. He also does that sort of hop (big step) into the room at times.  He threw a few things behind the bed, but not too bad." 

-" His teacher reported he had a great day,  no pushing and no touching/scratching of face. His ABA session went well. He sat nicely and did good work.  He's getting his ordinal numbers, so he did nicely with math homework.  His dad has also been working on it whenever my son asks for chips or cookies, "how many do you want?" "seven" "so, here's the first one, etc"
 Tonight, he recited his ordinal numbers, first to tenth (dad: "that's number one or the?" and he would answer "first").  His eye contact was good and he demonstrated nice relatedness and interaction with us.  He was able to come over and say "hi" and when I asked "How are YOU?" he answer correctly "I am fine" instead of the "my day is fine."  He did nicely with following directions, but simple ones, "give this to daddy" but when I told him to "go outside and get the white bag on the table and bring it back to me" he had trouble."

-" His language was ok today. He again wanted to type/search for videos, when I couldn't understand what he was saying, he tried sounding it out and spelling it himself. Cute. He was motivated to go down to pick up his sister and he put on his own shoes.  He's been able to do this for a while now, but recently he is doing it independently without prompting." 

-" He is trying with his language.  He's still using it mostly for his wants, but he's adding some phrases independently without prompts..."help me," "open it".  He's still having trouble answering questions...but he knows to say "because" when I ask a "why" question, but then he has trouble completing the sentence and he answers randomly. He came up to me and said, "cut nail" when he noticed he had a split nail."

-" Dad went to school to observe and he said my son did ok during his individual learning time, but he seemed distracted to have dad in the room. He kept running over to be carried after each task. His teacher meeting went well, she said he's been doing well. He is trying to interact with classmates.  She said in the morning today, one of the girls came in and my son touched her elbow and smiled." 

-“At night, I had to take him down to pick up laundry and he was cute. He helped me pushed the cart and when we got to the laundry room, he immediately climbed onto the table and sat there smiling, waiting for me.  He is trying with his language, using some new phrases (not new to him, but new in that he's independently using them, without prompts).”

-“His eye contact was good.  He was very playful, asked for our attention.  But at times, he would come over to us and say something, just one or two words, random words, nothing that he wanted and then walk away.”

-“He kept asking for food and drinks and wanted Kit Kats. When I asked if he had any already that day, he turned and asked grandma, "I want kit kat please."

-“Teacher reported that he had a great day! He was interacting with one of his peers today.  In the morning when he came in he went over to his peer and at first was doing a light tap on his shoulder. Then the teachers had them play "Ring around the Rosie" together. My son and his peer really enjoyed it! They played nicely together and interacted for about 10 minutes. : She also reported that he was humming the theme song from "The Brady Bunch" and when the staff would sing it to him he would dance around in the room.

With language, he was more verbal, at times just randomly saying words or names of places in a loud voice.  In the morning when dad was driving him to school, they passed a Chase and my son called out "Chase bank". He was verbal on their ride home, throwing out words he's familiar with: grandpa's house, Chase bank, McDonald's, Dunkin Donuts, Yee Ma's house, etc. When they were outside of his sister’s school, he said "sister’s coming."

-“ When he was rubbing his eyes, he kept repeating "eyes all red" but wouldn't stop after I explained it's from his rubbing. So, then I jokingly said, "eyes all yellow" and he played along, saying "eyes all green," he wanted to continue, taking turns coming up with a different color.  After dinner, he followed his sister to the living room.   As she ate her jello cheesecake dessert, my son asked for some. He doesn't love it, but  he asked for a few spoonfuls, hesitantly letting her put the spoon in his mouth.”


Results in the ELEVENTH MONTH of treatment:
-“He interacted a bit with his sister tonight.  She laughed out loud and told me and he stared at her, laughing as he changed the channel she was watching. He did a few other things that made her laugh.  He had some improvements with language—he's a bit more spontaneous. At night he spontaneously asked for play dough.” 

-“We woke him up at 7:30 am (6 1/4 hours). He was sleepy, sat on my lap. He spontaneously said, "I love you" as he lean into my face.  Dad was told by his teacher that he had a good day, and came in and looked for the same friend from Friday.  His eye contact was good. He seemed ok with being by himself today, but didn't reject our attention. He just wanted to lay in bed and play with the iPhone.  Even when he was having his yogurt, he wanted to take it into the room. But, he didn't slam the door shut, he left it opened.  His sister said he kicked/pushed her a few times, but seemed ok with her hanging out in there with him. His dad said they passed a bakery and he said to him, "I want cake please." Nice following simple directions.”


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