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.