Transcript Pregnancy Complications

AUTISM & ADHD
®
Joan Fallon DC FICCP MSc
Autism
characteristic signs are
impairments in social interaction
communication
restricted and repetitive behavior
lack of eye contact
AD/HD

Now known as Attention Deficit
disorder with and with and without
hyperactivity
 Attention
deficit disorder/hyperactivity
disorder (AD/HD) is a neurobehavioral
disorder that affects approximately 3-5
percent of all children in the United States
.While the numbers of children who
actually have AD/HD may be closer to
3%, closer to 5% of the childhood
population in the US is medicated for the
condition.

AD/HD causes the individual to have
difficulty staying on a task, to exercise
age-appropriate inhibition (cognitive alone
or both cognitive and behavioral). In the
hyperactivity disorder the child also
exhibits an inability to remain at rest, and
can often appear to be disruptive in a
classroom or social situation.
 Symptoms
of AD/HD include
failure to listen to instructions,
inability to remain organized especially at
school, and with school work,
fidgeting and continual movement of hands
and feet,
talking too much,
leaving projects, chores and homework
unfinished,
having trouble paying attention to and
responding to details.

There are several types of AD/HD:
a predominantly inattentive subtype,
a predominantly hyperactive-impulsive
subtype,
combined subtype.
Inattentive type- the children have difficulty paying
attention

- lacks ability to focus on detail

- does not follow through

- lacks organization

- distractible

- misplaces and losesthings
Hyperactive-impulsive type – constant movement and
acting without thinking

- often is disruptive in a classroom

- run around continually

- difficulty in social situations

- speaks and acts out of turn

- talks too much

- most often found in malesH

- child figets and squirms especially at school
Combined type- difficulty with attention and
hyperactivity
QuickTime™ and a
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EVEN
GREATE
R
ANXIETY
Difficulty
With
Transition
GREATE
R
ANXIETY
Anxiety
Difficulty
With
Transition
Aberrant Input from Mechanoreceptors
Altered Transmission to the CNS Disorganization of the Unfamiliar Input Response wil be altered or abnormal
Mechanoreceptors
Touch
 Pressure
 Pain
 Texture
 Weight
 Proprioception
 Balance
 Osmotic change


With altered input from the
mechanoreceptors:
Shift from a balance between
para and sympathetic
TO
Slight Sympathetic dominance
Sympathetic dominance
Changes in neuro-immune status of the
child
 Behavioral changes will occur
anxiety
transitional
hyperactivity
lethargy

Life changes which can induce
this
Birth Trauma
 Normal Falls
 In utero constraint
 Other normal childhood milestone

Chiropractic care
Will place normal input into the facet
joints and other places in the body
 Mechanoreceptors will activate normally
 Alters sensory input
 Changes sensory integration
 Changes in mechanorecption

Checklist

Does not like to be hugged

Bites his/her fingers

Has trouble listening to you

Has difficulty following directions

Is hyperactive

Lines up his/her toys in a row

Repeats things over and over

Still has imaginary friends

Is oppositional to you and others

Has difficulty playing with others

Listens but does not always understand

Has a fascination with letters or numbers

Cannot follow directions

Is clumsy

Appears frustrated much of the time

Has trouble looking others in the eye

Does not speak much

Has frequent tantrums

Has difficulty with change

Refuses to wear shoes and/or socks most of the
time

Cries incessantly

Has difficulty brushing teeth

Appears to enjoy staring at the computer

Likes to look at fans

Has constant difficulty with friends

Exhibits what others consider “odd” behavior

Speaks unintelligibly at times

Has difficulty with tags and seams on clothing

Has difficulty changing his/her routine

Is fascinated with his/her moving body parts

Stares at objects

Ignores his/her siblings most of the time

Recites words or phrases he/she has heard from
TV, videos, or audiotapes

Wants to watch the same videos again and again

Recites whole sections of books which are read to
him/her

Has difficulty warming up to others

Has difficulty being touched

Cannot open a jar

Cannot swing on a swing

Cannot skip or run

Has difficulty holding a pen or crayon

Cannot imitate

Colors outside the line consistently
Biological changes

While thought to be only a behavioral
issue, we known now that these
conditions have a biological basis
In Autism

Identify children with autism that fit the
Fallon Algorithm
Patients with demonstrated low levels of
specific digestive enzymes (biomarker)
 These enzymes can be measured by a
simple diagnostic assay.

Low Biomarker Levels in
Autism
F C T in A u tis tic v s N o n -A u tis tic s
45
40
35
30
25
20
15
10
5
0
A u t is t ic s
N o n -A u t is t ic s
Lack of protein digestion

Children with Autism, ADHD and other
dysautonomic conditions lack the ability
to digest protein
Clinical Measures

Primary
lack of eye contact
lack of socialization
lack of speech
Secondary
lack of toileting
OCD / Hyperactivity
GI disturbances
Clinical Outcomes
Autistic Children aged 2-4
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At Baseline
3.85% had some eye contact
7.69% were partially toilet trained
3.85% were fully toilet trained
23.1% had some speech
15.38 % had formed bowel movement
84.62% experienced hyperactivity
11.54% plays well with others
80.77% experienced hand flapping
90.31% experienced other OCD
N= 225
After 60 days
61.45%
61.45%
29.93%
57.7%
88.46%
38.46%
37.77%
46.15%
73.08%
After 150 days
88.46%
75.38%
44.62%
75.48%
100%
19.23%
59.69%
30.77%
31.66%
Clinical Outcomes
Autistic Children aged 5-11
At Baseline

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13.63% had some eye contact
11.36% were partially toilet trained
15.91% were fully toilet trained
18.18% had some speech
15.91% had formed bowel movements
97.73% experienced hyperactivity
36.36% plays well with others
75.00% experienced hand flapping
90.91% experienced other OCD
N = 171
After 60 days
59.1%
46.76%
15.91%
63.64%
88.12%
51.16%
43.18%
36.36%
57.96%
After 150 days
88.82%
72.18%
20.45%
86.36%
96.75%
33.42%
71.24%
27.66%
22.34%
Autistic children given Digestive Enzymes
Baseline, 3,6,12 months
Changes in Unformed to Formed Bowel Movements
1.2
1.0
.8
.6
.4
95% CI
.2
0.0
-.2
N=
43
43
43
43
FORMEDBM
FORBM_3
FORMBM_6
FORMBM12
Autistic children Given Digestive Enzymes
Baseline, 3months, 6 months, 12 months
Changes in obsessive compulsive disorder
1.0
.8
.6
95% CI
.4
.2
0.0
N=
43
43
43
43
obsessive compulsive
OCD3
OCD6
OCD12
N=65
Autistic children Given Digestive Enzymes
Baseline, 3months, 6 months, 12 months
Changes in hyperactivity
1.0
.8
.6
95% CI
.4
.2
0.0
-.2
N=
N=65
43
43
43
43
hyperactivity
HYPER3
HYPER6
HYPER12
Autistic children given Digestive Enzymes
Baseline, 3,6,12 months
Changes in numbers of children with reflux
.7
.6
.5
.4
.3
.2
95% CI
.1
0.0
-.1
N=
43
43
43
43
REFLUX
REFLUX_3
REFLUX_6
REFL_12
Current Status
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
Company called CUREMARK
Unique single source enzyme preparation,
with time release properties and proper
release for autistic children
www.Cure-Mark.com
Will begin trials at the end of 2008
Summary
Hi Dr. Fallon,
I just wanted to check in with you and
tell you a thousand Thank You's!
I owe you everything! There isn't
enough time in the world to thank you
for the help you have given to
Nicholas. He has been on the "stronger"
enzyme for a little over 2 weeks now and
his vocabulary has just exploded!! He is
able to say many words and he is able to
better communicate his needs to us.
Receptively he has also has
blossomed. Everyday is a new
experience or word with him and I am
still brought to tears nearly everyday
with this.
His therapists and teachers are amazed
at his progress (so I know it is not just
me seeing these changes in him)
As you promised... He is now eating
banana's (see pic below) and
cantaloupe. I am sure that he will
continue to expand in this area as well.
THANK YOU, THANK YOU, THANK
YOU......
CONTACT
[email protected]