The following are 4 take home strategies for SLPs and OTs in considering CAMs.
1. Become familiar with commonly prescribed medications that are used for children with autism to affect their arousal, mood, and sleep. While medications are considered a traditional approach in treatment, many children with ASD may be using them while trying other CAMs. Refer to this website for a listing of medications and adverse reactions:
http://www.autism.com/ari/adverse_reactions.html
Refer to this website for a listing of parent ratings of behavioral effects of biomedical interventions.
http://www.autism.com/treatable/form34qr.htm
Rationale: knowing what medications a child is taking, for what reason, and the side effects, will enable the therapist to monitor for side effects, and the effectiveness of the medication during therapy.
2. Keep up on CAMs, the evidence for or against it, in order to provide accurate and current information to families who may ask questions.
Rationale: Your knowledge presented in a non-judgemental manner may help the families make an informed decision.
3. Create a list of support groups or network of professionals who provide CAMs in your area.
Refer to this website in near future, they will have a provider directory online that will list a variety of professionals by state and city www.devdelay.org
Rationale: Having this information prepared ahead of time, will enable you to provide the information to families should they ask.
4. Become trained in an intervention that addresses sensory difficulties; ex. sensory integration therapy, brain gym, and auditory interventions. Refer to this website for a quick explanation of different auditory interventions.
http://www.vitallinks.net/auditory.shtml
Rationale: Expanding your knowledge base with additional treatment strategies will provide the therapist with a range of tools that can be used to help the child with autism.
Sunday, April 12, 2009
What is Valued and Under-Considered in Current Practice
What is valued in current practice?
For families that have children on the autism spectrum, CAM's can be a valued commodity. Some of the CAM's that are valued by families based on the frequency of usage include; specialized diets, vitamins and supplements, and sensory integration therapy. According to Hanson et al. (2007), of the parents surveyed, 54% used biologically based therapies (diet, vitamins, food supplements, herbal remedies), and 71% used sensory integration therapy.
Wong and Smith (2006) found in their parent surveys that 76% used biologically based therapies (diets, vitamins, supplements), and 69% used manipulative and body based therapies (chiropractic, massage, and sensory integration therapy).
What is under-considered and may be valuable to current practice paradigms?
One CAM that may be under-considered is behavioral optometry (vision therapy). Children with autism can have problems coordinating their central and peripheral vision, leading to difficulties with processing and integrating visual information (www.covd.org). Insurance coverage for vision therapy is very limited and is often not covered at all, which can deter families from seeking this service. It is a valuable service for children with autism, but is under considered.
For families that have children on the autism spectrum, CAM's can be a valued commodity. Some of the CAM's that are valued by families based on the frequency of usage include; specialized diets, vitamins and supplements, and sensory integration therapy. According to Hanson et al. (2007), of the parents surveyed, 54% used biologically based therapies (diet, vitamins, food supplements, herbal remedies), and 71% used sensory integration therapy.
Wong and Smith (2006) found in their parent surveys that 76% used biologically based therapies (diets, vitamins, supplements), and 69% used manipulative and body based therapies (chiropractic, massage, and sensory integration therapy).
What is under-considered and may be valuable to current practice paradigms?
One CAM that may be under-considered is behavioral optometry (vision therapy). Children with autism can have problems coordinating their central and peripheral vision, leading to difficulties with processing and integrating visual information (www.covd.org). Insurance coverage for vision therapy is very limited and is often not covered at all, which can deter families from seeking this service. It is a valuable service for children with autism, but is under considered.
Implications of CAMs for Families and Role of Therapists
Children are being diagnosed with autism at an increasing rate. As demonstrated in the review of CAM articles, a high percentage of parents seek more than one alternative for their child. And there are many different types of CAM's available to families of children with autism. Parents have access through the internet to all kind of information and methods to treat autism, and may not always discuss them with their pediatrician. They can also read and hear about fantastic "cure" stories and try to pursue them. Not all CAM's are bad, but families should be supported in their search for effective treatment and taught to become informed consumers and review the validity of treatments so they can make informed decisions. CAM's can have a significant impact on the life and development of a child with autism.
The therapist, when working with families pursuing CAM's, should remain nonjudgemental and supportive of decisions, and ask questions of the families to help them make decisions. It would be beneficial for the therapist to remain current on the different approaches and the evidence for or against the approaches, in order to give the parents assistance in making informed safe decisions. Having this information, and using a family-centered approach in their therapy, the therapist can assist in the parents in one portion of their occupation of parenting (Miller-Kuhaneck).
The therapist, when working with families pursuing CAM's, should remain nonjudgemental and supportive of decisions, and ask questions of the families to help them make decisions. It would be beneficial for the therapist to remain current on the different approaches and the evidence for or against the approaches, in order to give the parents assistance in making informed safe decisions. Having this information, and using a family-centered approach in their therapy, the therapist can assist in the parents in one portion of their occupation of parenting (Miller-Kuhaneck).
Summary of 3 CAM Articles for Children With Autism
1. Wong, H.H.L., & Smith, R.G. (2006). Patterns of Complementary and Alternative Medical Therapy Use in Children Diagnosed with ASD. Journal of Autism and Developmental Disorders, 36, 901-909.
The researchers investigated patterns of CAM therapy used in children with ASD. Two groups of 50 children were involved, with one group of children diagnosed with ASD, and the control group of children with no diagnosis. Parents were questioned regarding the use of CAM's with their children with the following results:
52% (26/50) of the parents of ASD children used at least 1 CAM
28% (14/50) of the parents of the control group of children used at least 1 CAM
70% of the therapies used in ASD group were biologically based therapies, ie special diets, supplemnets, herbal.
Parents felt that 75% of the therapies used with their children were beneficial.
The parents of children with ASD used CAM's with these goals in mind:
1. treat symptoms of autism
2. concentration and attention
3. relaxation
4. GI problems
5. Sleep disorders
6. communication/speech
7. tactile sensitivity
8. mild seizures
9. maintain general health
In conclusion, children with ASD are more likely to have used CAM's compared to those children with no developmental disorders, and they have reported beneficial results.
2. Hanson, E., Kalish, L.A., Bunce, E., Curtis, C., McDaniels, s., Ware, J., & Petry, J. (2007). Use of Complementary and Alternative Medicine Among Children Diagnosed with ASD. Journal of Autism and Developmental Disorder, 37, 628-636.
This study looked at the prevalence of the use of CAM's by children diagnosed with ASD. The researchers sent out 325 surveys, with 112 families responding, who were seen at the Children's Hospital in Boston's Developmental Medicine Center. Based on the survey's, parents of children with ASD reported:
74% are using CAM's with most reporting approval and that they are helpful.
54% of parents used biologically based therapies
30% of parents used mind-body intervention
25% of parents used manipulation or body-based therapies
8% of parents used energy therapies
1% of parents used alternate medical systems
Several reasons for seeking out CAM's were identified and included:
a.) although there are many treatments, no single intervention has been proven effective in alleviating core symptoms of ASD
b.) looking for more emtional support and feel like they get it from CAM professionals
c.) simpler and less invasive
d.) natural remedy
Children who have had an ASD diagnosis for a longer time had higher rates of CAM use.
Possibly as children continue to have severe difficulty, even after years of more mainstream treatments, parents turn to other treatments in the hopes of finding symptom relief. It may also be that parents begin to learn more about the disorder and treatments that are available and are more likely to have heard of less well known interventions.
3. Levy, S., Mandell, D., Merhar, S., Ittenbach, R., & Pinto-Martin, J. (2003). Use of Complementary and Alternative Medicine Among Children Recently Diagnosed with ASD. Journal of Developmental & Behavioral Pediatrics, 24(6), 418-423.
This study looked at the prevalence in the use of CAM's among children recently diagnosed with autism, by reviewing 284 charts of children seen at the Regional Autism Center of the Children's Hospital of Philadelphia. The CAM's were divided into 4 categories of treatment approaches:
a) Unproven benign biological treatments that are common with no basis in theory - vitamin supplements, GI medications, antifungal agents.
b)Unproven benign biological treatment with some basis in theory - GFCF diet, vitamin C, and secretin.
c) Unproven potentially harmful biological treatment - chelation, immunoglobin, large doses of vitamin A, antibiotics, antiviral agent, alkaline salts and withholding immunizations.
Of the charts reviewed, 30% are using CAM, and 9% are using harmful CAM.
The researchers investigated patterns of CAM therapy used in children with ASD. Two groups of 50 children were involved, with one group of children diagnosed with ASD, and the control group of children with no diagnosis. Parents were questioned regarding the use of CAM's with their children with the following results:
52% (26/50) of the parents of ASD children used at least 1 CAM
28% (14/50) of the parents of the control group of children used at least 1 CAM
70% of the therapies used in ASD group were biologically based therapies, ie special diets, supplemnets, herbal.
Parents felt that 75% of the therapies used with their children were beneficial.
The parents of children with ASD used CAM's with these goals in mind:
1. treat symptoms of autism
2. concentration and attention
3. relaxation
4. GI problems
5. Sleep disorders
6. communication/speech
7. tactile sensitivity
8. mild seizures
9. maintain general health
In conclusion, children with ASD are more likely to have used CAM's compared to those children with no developmental disorders, and they have reported beneficial results.
2. Hanson, E., Kalish, L.A., Bunce, E., Curtis, C., McDaniels, s., Ware, J., & Petry, J. (2007). Use of Complementary and Alternative Medicine Among Children Diagnosed with ASD. Journal of Autism and Developmental Disorder, 37, 628-636.
This study looked at the prevalence of the use of CAM's by children diagnosed with ASD. The researchers sent out 325 surveys, with 112 families responding, who were seen at the Children's Hospital in Boston's Developmental Medicine Center. Based on the survey's, parents of children with ASD reported:
74% are using CAM's with most reporting approval and that they are helpful.
54% of parents used biologically based therapies
30% of parents used mind-body intervention
25% of parents used manipulation or body-based therapies
8% of parents used energy therapies
1% of parents used alternate medical systems
Several reasons for seeking out CAM's were identified and included:
a.) although there are many treatments, no single intervention has been proven effective in alleviating core symptoms of ASD
b.) looking for more emtional support and feel like they get it from CAM professionals
c.) simpler and less invasive
d.) natural remedy
Children who have had an ASD diagnosis for a longer time had higher rates of CAM use.
Possibly as children continue to have severe difficulty, even after years of more mainstream treatments, parents turn to other treatments in the hopes of finding symptom relief. It may also be that parents begin to learn more about the disorder and treatments that are available and are more likely to have heard of less well known interventions.
3. Levy, S., Mandell, D., Merhar, S., Ittenbach, R., & Pinto-Martin, J. (2003). Use of Complementary and Alternative Medicine Among Children Recently Diagnosed with ASD. Journal of Developmental & Behavioral Pediatrics, 24(6), 418-423.
This study looked at the prevalence in the use of CAM's among children recently diagnosed with autism, by reviewing 284 charts of children seen at the Regional Autism Center of the Children's Hospital of Philadelphia. The CAM's were divided into 4 categories of treatment approaches:
a) Unproven benign biological treatments that are common with no basis in theory - vitamin supplements, GI medications, antifungal agents.
b)Unproven benign biological treatment with some basis in theory - GFCF diet, vitamin C, and secretin.
c) Unproven potentially harmful biological treatment - chelation, immunoglobin, large doses of vitamin A, antibiotics, antiviral agent, alkaline salts and withholding immunizations.
Of the charts reviewed, 30% are using CAM, and 9% are using harmful CAM.
Explanation of 3 CAMs
Chelation Therapy
Theory
Chelation is the process of removing toxic heavy metals from the body by using chelating agents. The most common heavy metals present in the body can be lead, arsenic, and mercury. In autism the most common neurotoxin identified for removal is mercury. Some of the symptoms of mercury poisoning resembles symptoms of autism. Refer to this website for a comparison of mercury poisoning and autism symptoms, http://www.vaccinationnews.com/Scandals/Feb_15_02/comparison_symptoms.htm
Older vaccines contained large doses of thimersol (mercury), and children receive many vaccinations in a short amount of time in multiple doses. Therefore, parents began testing their children with autism finding high levels of mercury in their systems. It is difficult to test for mercury because it is in the blood for a few weeks before it migrates to the liver, kidney, GI system, and brain (Miller-Kuhaneck). At this point, very little mercury will show up in the blood, urine, or hair. Most people can eliminate mercury in their urine and stools, however, children with autism have an impaired detoxification mechanism and can have difficulty eliminating heavy metals.
There are several different kinds of chelating agents, from 2 categories; prescription-only and natural chelators.
Prescription includes: DMPS, DMSA, Lipoic acid, BAL-Dimercaprol, and Allithiamine(TTFD).
Natural includes: Vit. C, Selenium, Glutathione, Garlic, NDF, Cilantro, and EDTA. (Talking About Curing Autism-TACA).
The theory behind chelation is that a chelating agent must have two opposed (in 3-D structure) sulfhydryl groups or other groups that bind well to the heavy metal. The effect of having these two opposed groups is to bind in sort of a "pincer grasp", making it very difficult for the metal to leave the chelator to bind to another molecule. Some compounds that meet this requirement are listed above under prescription chelators. When the metal is bound to an agent, it then can be excreted from the body. Hence, when the offender is removed from the body, symptoms will lessen and the child will begin to get better.
Intervention
It is recommended that before chelation starts, that the child is eating sufficient protein, because heavy metals are not excreted well when the diet is low in protein. In addition, it is important that the child have a balanced diet either through diet or supplements or both.
Four methods are available to those professionals that practice chelation (and can be used in combination):
1. Intravenous (IV) with EDTA or DMPS (bypasses the gut)
2. Oral
3. Transdermal
4. Suppositories
In children with autism, DMSA is typically used and recommended and approved by the FDA for removing lead in children. Other popular agents and supplements include; glutathione-transdermal and oral drops, methyl vit. B12, vit C, Folinic acid, TMG, and EFA's.
Reported Outcome
Research continues in this area, and according to Miller-Kuhaneck, early results are promising. However, I have found that within the Autism community, research results are favorable, but within the medical community, reports are less favorable. Some of the controversy surrounding this issue is whether autism is caused by mercury poisoning, because if it not, then why bother with chelation.
Safety
It is important that a child receiving chealtion therapy be followed by a medical doctor.
Less serious side effects of DMSA include: nausea, vomitting, diarrhea, skin rashes, increased zinc and copper excretion (that can be corrected with zinc supplementation).
Serious side effects of DMSA include: bone marrow suppression with low White Blood Cell count, and liver injury with elevated liver enzymes.
Other side effects can include; regression in skills which is most likely caused by excessive pathogen overgrowth, GI irritability, seizures, fever, nausea, kidney toxicity (rare), death (rare), drop in blood pressure, and hypocalcemia.
Craniosacral Therapy (CST)
Theory
The craniosacral system is a semi-closed hydraulic system with a regulated inflow and outflow of fluid that supports the brain and spinal cord. Cerebrospinal fluid (CSF) delivers nutrients to and removes waste from the CNS. Lack of CSF mobility leads to CNS dysfunction. There are 4 principles of craniosacral treatment:
1. The body is whole.
2. Strucure and function are interdependent.
3. The body self corrects
4. Drugs may cause harm.
At a deep level of our physiological functioning all healthy, living tissues subtly "breathe" with the motion of life - a phenomenon that produces rhythmic impulses which can be palpated by sensitive hands. Craniosacral therapy seeks to restore natural rhymic movement found between bones of the skull and the sacrum. By gently working the spine, skull, diaphragms, and fascia, the restrictions of nerve passages will be eased, movement of CSF occurs, and misaligned bones are restored. The founder of CST, William Sutherland, based the therapy on 5 ideas:
1. Inherent motility of the central nervous system
2. Fluctuation of the cerebrospinal fluid
3. Mobility of the intracranial and intraspinal dural membranes
4. Mobility of the cranial bones
5. Mobility of the sacrum between the ilia
Intervention
The therapist places their hands lightly on the patients body and tunes in to the rhythm. By palpating for this rhythm at different parts of the body, also known as listening stations, it is possible to determine where there may be restrictions, then release techniques can be done to facilitate reduction of restriction which produces CSF movement. A session usually lasts one hour long.
Reported Outcome
Research to support CST is minimal, with most research examining reliability of the therapists ability to palpate the craniosacral rhythm. The controversy in CST lies in the debate whether the cranial bones move or not. Those professionals within the field can justify that there is movement with the cranial bones, and that there is a rhythm that can be palpated. The criticism comes from outside the field that states that there is a lack of evidence to support that the cranial bones move, that there is a cranial rhythm, and that there is a link between cranial rhythm and disease. In one study published in the journal of Clinical Pediatrics in 2004, it compared parental perceptions of 23 children, diagnosed with cerebral palsy, who were treated by osteopathic manipulation as compared to 19 children who were not (the control group). Over a twenty-four week course of therapy, "twenty-one of the 23 parents of the children in the osteopathic group reported improvement in their child during the course of the therapies."
In the control group, however, only 2 of 17 parents reported "general but nonspecific improvement" in any area. "One child reported improvement in speech and in mood and the other reported improvement just in mood." On the other hand, "five children in the control group reported worsening of mood."
Safety Considerations
Adverse side effects are uncommon, but patients have reported light headedness or mild discomfort.
CST should not be done on individuals with a recent stroke, a broken neck, herniated brainstem, or an aneurysm anywhere.
Brain Gym (Educational Kinesiology)
Theory
Brain Gym is a series of simple movements used with students in Educational Kinesiology (Edu-K), to enhance their whole-brain learning. The movements make learning easier and are effective with academic skills. The Brain Gym movements either stimulate (lateral dimension), release (focusing dimension), or relax (centering dimension) students when they are involved in certain learning situations.
The laterality dimension comprises of the right and left hemispheres of the brain for bilateral integration, crossing midline, and working in midfield. When this skill is mastered it is possible to process linear, symbolic, and written code, and left to right or right to left information. The inability to cross midline can contribute to having issues of dyslexia and a learning disability.
The focusing dimension comprises of the brainstem and frontal lobes of the brain for the ability to cross the participation midline. This midline separates the back and frontal lobes, as well as the back and front of the body. Students who are underfocused can be labelled as inattentive, language-delayed, or hyperactive.
The centering dimension comprises of the limbic system and cerebral cortex of the brain for the ability to cross the midline between the upper and lower body and the upper and lower brain functions - emotional content and abstract thought. The inability to stay centered can result in irrational fears, fight or flight response, or the inability to express or feel emotions.
Engaging in the brain gym movements can relieve the tensions and facilitate communication between all parts of the brain, ie whole-brain learning.
Intervention
There are 26 Brain Gym movements. A therapist or teacher trained in BrainGym can use the movements with their patients/students every day for just a few minutes. Movements are picked based on the students need and are generally done every day.
Reported Outcome
As reported on the website http://www.braingym.org/, the primary evidence on BrainGym comes from ancedotal stories from practitioners. There are numerous studies that have established the impact of movement on learning and academic skills that Edu-K borrows from.
There have been studies done on the effects of Brain Gym on reading, comprehension, response time, memory, hearing, and static balance, which have all demonstrated improvements with the use of Brain Gym.
Safety
There are no safety concerns related to the use of this program.
Theory
Chelation is the process of removing toxic heavy metals from the body by using chelating agents. The most common heavy metals present in the body can be lead, arsenic, and mercury. In autism the most common neurotoxin identified for removal is mercury. Some of the symptoms of mercury poisoning resembles symptoms of autism. Refer to this website for a comparison of mercury poisoning and autism symptoms, http://www.vaccinationnews.com/Scandals/Feb_15_02/comparison_symptoms.htm
Older vaccines contained large doses of thimersol (mercury), and children receive many vaccinations in a short amount of time in multiple doses. Therefore, parents began testing their children with autism finding high levels of mercury in their systems. It is difficult to test for mercury because it is in the blood for a few weeks before it migrates to the liver, kidney, GI system, and brain (Miller-Kuhaneck). At this point, very little mercury will show up in the blood, urine, or hair. Most people can eliminate mercury in their urine and stools, however, children with autism have an impaired detoxification mechanism and can have difficulty eliminating heavy metals.
There are several different kinds of chelating agents, from 2 categories; prescription-only and natural chelators.
Prescription includes: DMPS, DMSA, Lipoic acid, BAL-Dimercaprol, and Allithiamine(TTFD).
Natural includes: Vit. C, Selenium, Glutathione, Garlic, NDF, Cilantro, and EDTA. (Talking About Curing Autism-TACA).
The theory behind chelation is that a chelating agent must have two opposed (in 3-D structure) sulfhydryl groups or other groups that bind well to the heavy metal. The effect of having these two opposed groups is to bind in sort of a "pincer grasp", making it very difficult for the metal to leave the chelator to bind to another molecule. Some compounds that meet this requirement are listed above under prescription chelators. When the metal is bound to an agent, it then can be excreted from the body. Hence, when the offender is removed from the body, symptoms will lessen and the child will begin to get better.
Intervention
It is recommended that before chelation starts, that the child is eating sufficient protein, because heavy metals are not excreted well when the diet is low in protein. In addition, it is important that the child have a balanced diet either through diet or supplements or both.
Four methods are available to those professionals that practice chelation (and can be used in combination):
1. Intravenous (IV) with EDTA or DMPS (bypasses the gut)
2. Oral
3. Transdermal
4. Suppositories
In children with autism, DMSA is typically used and recommended and approved by the FDA for removing lead in children. Other popular agents and supplements include; glutathione-transdermal and oral drops, methyl vit. B12, vit C, Folinic acid, TMG, and EFA's.
Reported Outcome
Research continues in this area, and according to Miller-Kuhaneck, early results are promising. However, I have found that within the Autism community, research results are favorable, but within the medical community, reports are less favorable. Some of the controversy surrounding this issue is whether autism is caused by mercury poisoning, because if it not, then why bother with chelation.
Safety
It is important that a child receiving chealtion therapy be followed by a medical doctor.
Less serious side effects of DMSA include: nausea, vomitting, diarrhea, skin rashes, increased zinc and copper excretion (that can be corrected with zinc supplementation).
Serious side effects of DMSA include: bone marrow suppression with low White Blood Cell count, and liver injury with elevated liver enzymes.
Other side effects can include; regression in skills which is most likely caused by excessive pathogen overgrowth, GI irritability, seizures, fever, nausea, kidney toxicity (rare), death (rare), drop in blood pressure, and hypocalcemia.
Craniosacral Therapy (CST)
Theory
The craniosacral system is a semi-closed hydraulic system with a regulated inflow and outflow of fluid that supports the brain and spinal cord. Cerebrospinal fluid (CSF) delivers nutrients to and removes waste from the CNS. Lack of CSF mobility leads to CNS dysfunction. There are 4 principles of craniosacral treatment:
1. The body is whole.
2. Strucure and function are interdependent.
3. The body self corrects
4. Drugs may cause harm.
At a deep level of our physiological functioning all healthy, living tissues subtly "breathe" with the motion of life - a phenomenon that produces rhythmic impulses which can be palpated by sensitive hands. Craniosacral therapy seeks to restore natural rhymic movement found between bones of the skull and the sacrum. By gently working the spine, skull, diaphragms, and fascia, the restrictions of nerve passages will be eased, movement of CSF occurs, and misaligned bones are restored. The founder of CST, William Sutherland, based the therapy on 5 ideas:
1. Inherent motility of the central nervous system
2. Fluctuation of the cerebrospinal fluid
3. Mobility of the intracranial and intraspinal dural membranes
4. Mobility of the cranial bones
5. Mobility of the sacrum between the ilia
Intervention
The therapist places their hands lightly on the patients body and tunes in to the rhythm. By palpating for this rhythm at different parts of the body, also known as listening stations, it is possible to determine where there may be restrictions, then release techniques can be done to facilitate reduction of restriction which produces CSF movement. A session usually lasts one hour long.
Reported Outcome
Research to support CST is minimal, with most research examining reliability of the therapists ability to palpate the craniosacral rhythm. The controversy in CST lies in the debate whether the cranial bones move or not. Those professionals within the field can justify that there is movement with the cranial bones, and that there is a rhythm that can be palpated. The criticism comes from outside the field that states that there is a lack of evidence to support that the cranial bones move, that there is a cranial rhythm, and that there is a link between cranial rhythm and disease. In one study published in the journal of Clinical Pediatrics in 2004, it compared parental perceptions of 23 children, diagnosed with cerebral palsy, who were treated by osteopathic manipulation as compared to 19 children who were not (the control group). Over a twenty-four week course of therapy, "twenty-one of the 23 parents of the children in the osteopathic group reported improvement in their child during the course of the therapies."
In the control group, however, only 2 of 17 parents reported "general but nonspecific improvement" in any area. "One child reported improvement in speech and in mood and the other reported improvement just in mood." On the other hand, "five children in the control group reported worsening of mood."
Safety Considerations
Adverse side effects are uncommon, but patients have reported light headedness or mild discomfort.
CST should not be done on individuals with a recent stroke, a broken neck, herniated brainstem, or an aneurysm anywhere.
Brain Gym (Educational Kinesiology)
Theory
Brain Gym is a series of simple movements used with students in Educational Kinesiology (Edu-K), to enhance their whole-brain learning. The movements make learning easier and are effective with academic skills. The Brain Gym movements either stimulate (lateral dimension), release (focusing dimension), or relax (centering dimension) students when they are involved in certain learning situations.
The laterality dimension comprises of the right and left hemispheres of the brain for bilateral integration, crossing midline, and working in midfield. When this skill is mastered it is possible to process linear, symbolic, and written code, and left to right or right to left information. The inability to cross midline can contribute to having issues of dyslexia and a learning disability.
The focusing dimension comprises of the brainstem and frontal lobes of the brain for the ability to cross the participation midline. This midline separates the back and frontal lobes, as well as the back and front of the body. Students who are underfocused can be labelled as inattentive, language-delayed, or hyperactive.
The centering dimension comprises of the limbic system and cerebral cortex of the brain for the ability to cross the midline between the upper and lower body and the upper and lower brain functions - emotional content and abstract thought. The inability to stay centered can result in irrational fears, fight or flight response, or the inability to express or feel emotions.
Engaging in the brain gym movements can relieve the tensions and facilitate communication between all parts of the brain, ie whole-brain learning.
Intervention
There are 26 Brain Gym movements. A therapist or teacher trained in BrainGym can use the movements with their patients/students every day for just a few minutes. Movements are picked based on the students need and are generally done every day.
Reported Outcome
As reported on the website http://www.braingym.org/, the primary evidence on BrainGym comes from ancedotal stories from practitioners. There are numerous studies that have established the impact of movement on learning and academic skills that Edu-K borrows from.
There have been studies done on the effects of Brain Gym on reading, comprehension, response time, memory, hearing, and static balance, which have all demonstrated improvements with the use of Brain Gym.
Safety
There are no safety concerns related to the use of this program.
What are Complementary and Alternative Medicines (CAMs)
Families with a child on the autism spectrum, often look to other resources for assistance in helping their child get better. Complementary and Alternative Medicines (CAMs). According to Miller-Kuhaneck, complementary interventions are those that complete the traditional intervention, while alternative intervention offers the parents a choice of interventions other than traditional. CAMs can be organized into the following categories that the interventions are based on:
Changes in Diet
GFCF Diet
Feingold Diet
Ketogenic Diet
Specific Carbohydrate Diet
Supplements
Vitamins
Homeopathy
Secretin Infusion
Melatonin
Orthomolecular
Remove Toxins
Immunotherapy
Chelation Therapy
Saunas
Structural Changes
Chiropractic
Therapeutic Massage
Craniosacral Therapy
Myofascial Release
Sensory Issues
Sensory Integration Therapy
Auditory Integration Therapy
Vision Therapy
Affolter Approach
Miller Method
Brain Gym
Neurofeedback
Other
Hyperbaric Oxygen
Traditional Chinese Medicine
Ayuverda Medicine
Acupuncture
Changes in Diet
GFCF Diet
Feingold Diet
Ketogenic Diet
Specific Carbohydrate Diet
Supplements
Vitamins
Homeopathy
Secretin Infusion
Melatonin
Orthomolecular
Remove Toxins
Immunotherapy
Chelation Therapy
Saunas
Structural Changes
Chiropractic
Therapeutic Massage
Craniosacral Therapy
Myofascial Release
Sensory Issues
Sensory Integration Therapy
Auditory Integration Therapy
Vision Therapy
Affolter Approach
Miller Method
Brain Gym
Neurofeedback
Other
Hyperbaric Oxygen
Traditional Chinese Medicine
Ayuverda Medicine
Acupuncture
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