Taking academic test is an unavoidable part of modern society.
Whether you’re a child or adult with an attention deficit disorder,
learning disability or simply want to improve your chances of scoring
higher on a particular examination the following information may be
beneficial for you. Two functions that are typically necessary in a
test taking situation are short term memory and working memory.  Short
term memory is the ability to retain small amounts of information in
and at hand along with attainable condition for short periods. Working
memory also requires short term storage of information, but in
addition requires the ability to manipulate that information. As an
example, tests for short term memory is require the immediately call
of random numbers. Typically, one can remember approximately seven
numbers in this fashion (i.e. a phone number). Working memory is
normally required in order to do complex and multi step tasks.

A study recently published in the Indian Journal of Pediatrics found that ”
iron and zinc deficiency is associated with memory deficits in
children.” The study also found when these children were supplemented
with iron and zinc there was significant improvement. Another study
published in November of 2010 in the Journal of Human
Psychopharmacology: Clinical and Experimental found that”caffeine
and glucose can have beneficial effects on cognitive performance.”
Therefore, there are two possible factors which may improve
performance in test taking situations.  Iron and zinc levels of
measured by serum analysis and can be done at any standard laboratory.
This testing can be ordered by your physician and appropriate
supplementation can be instituted and monitored.  Glucose levels can
also be monitored by standard laboratory analysis. 

Functional medicine practitioners are always more cognizant of nutritional protocols.
There are specialty lab test to measure caffeine clearance.  Of
course, when instituting any type of glucose protocol the patient and their
doctor should be aware of any type of hypoglycemic or insulin
resistance which the patient may have.  In conclusion, if this article
peaks your interest, contact your primary care physician or a
functional medicine practitioner for further consultation on this
matter.

Ernie El’s is a professional golfer and a major champion, and yet the one thing he wants to be remembered for is as someone who took the issue of Autism and did something with it.  Ernie’s own son, Ben was diagnosed with Autism. 

His son Ben’s Autism was the main driving force behind Ernie’s decision to relocate from Wentworth to West Palm Beach , Florida .

Ernie is also very much in the public eye and he uses this as a platform to help raise funds and awareness for the causes of Autism and its possible treatments. It is something that he obviously feels very passionate about.

Els for Autism Foundation was formed in the spring of 2009. Ernie’s goal was to help create a Center of Excellence , a model for the world of what should be available to children on the autism spectrum. The Center will launch a global digital learning platform that will make best practices in education and therapy available to thousands of children around the world on the autism spectrum. The Center will also have on site education for ages 3-21, professional and medical services, research and transition to adulthood.

I thought I would share this story, because it touched my heart. There are those that are doing much in creating help and hope for Autism, and this is extremely important to individuals and families that struggle everyday in the world that is Autism.  It keeps hope alive and helps to continue to move forward.

Ernie’s Personal Story and Link to information about the Foundation, El’s For Autism:

http://www.ernieels.com/els_for_autism/ernies_story.html

Can Emotion Be Taught???         

Can you teach someone to feel? 

Is it a “Heart-Felt Smile” or are we just “Showing Teeth”? 

 “Smile Sweetie…please smile…” I would plead to my little boy, before his Granny would come for a visit.  The result was always the same…a very stiff showing of teeth, not a real smile, and nothing about it was emotional in any way.  It was just something that he had to do, whenever he saw his grandmother.  It was kind of like Pavlov’s Dog…with my little boy…”I see Granny’s Face — I Smile”.  And, I taught him well because he remembered every time…yes…the stiff showing of teeth, a very robotic gesture indeed.

I would marvel at the difference in the reunion, as I watched my younger child, who is not on the Autism Spectrum; react when his Granny came for a visit.  “Granny!”  The shout was gleeful, like pure Happiness had filled the air…and his face…his face held the most heartfelt and emotionally charged smile that spread to his entire body, as it flowed from it’s emotional center.  I never had to teach him this display…he just knew it, and came by his emotional gestures, and social graces very naturally.  For most of us, this does not need to be taught.

Deep remorse over what my little boy could not feel, or experience depressed me deeply.   Our greatest gift as human beings is emotion, and it is also the greatest tragedy in that, for many on the Autism Spectrum, this emotional aspect of their lives is missing, diminished, or inappropriate in some way. In much of the therapy that we would try…there would be at its core…a reward system.  If you smile…you can play with that toy.  If you say “Thank You”, I’ll give you a cookie.

My little boy loved rewards, and he was quite good at completing whatever tasks were required in order to receive it.  And so…He would “Smile”…and he would get to play with the toy.   And…He would say, “Thank You”…and he would get the cookie.  And…I guess that I should have been happy with that…after all he was responding to the “Social Graces” of

Society, right???…well maybe…It’s just that, while he said the right words, and made the right gestures…he didn’t…“Feel It”… and it never hit his emotional center…at least from all outward appearances.  He couldn’t mirror the faces of the people that loved him and would smile at him, and just long for him to smile back.

I desperately wanted so much more for my little boy, than just to be able to respond robotically to social situations.  I wanted to somehow find something or someone who could reach the emotional center of his little brain…so that he would be able to “experience” emotion.  I wanted him to “feel” the smile, the hug, the emotion.

And now the emotion is here!  When I put down his plate of supper in front of him, he looks up at me, straight into my eyes, and with a warm smile, he says, “Thank you, Mommy”…and, I didn’t have to promise a toy…When I give him a smile, and a thumbs – up…he knows what that means, and he gives me a smile…and real one…and a thumbs – up right back.

Best of all…are the times that Granny comes over…Wow!!!  I can’ t believe my eyes, as this child, that would formally, stand back, smile stiffly (because that was what he was supposed to do), and say “Hi, Granny” in a rather monotone voice….THIS  SAME CHILD…runs to the door, and embraces his grandmother with the most loving emotion that rivals even his little brother.  And I watch this reunion through the bleary eyes of tears that overwhelm me with a tremendous sense of happiness and joy.

We are not just “Showing Teeth” anymore…

Sincerely,

Kimberly Larochelle

Sensory Integration Dysfunction (SID) is a neurological disorder pioneered 40 years ago by A. Jean Ayres, Ph.D., OTR. Dr. Ayres developed the sensory integration theory to explain the relationship between behavior and brain functioning. 

Most children and adults on the Autism Spectrum have some degree of Sensory Integration Dysfunction.  Life can be very difficult for these children and their families because of these sensitivities.  Many times parents have to be very proactive in determining the sensory atmosphere of a certain restaurant, theme park, etc.

I found this list that describes many situations and behaviors that Sensory Integration Dysfunction would manifest problems therein.  Since it can be hard to understand sometimes, I thought this list may be helpful as a guide to help parents and caregivers to assist their children that may have some of these sensitivities, as this awareness can help lead to understanding and much needed patience.

• Fascination with lights, fans, water
• Hand flapping/repetitive movements
• Spinning items, taking things apart
• Walking on tip-toe
• Little awareness of pain or temperature
• Coordination problems
• Unusually high or low activity level
• Difficulty with transitions (doesn’t “go with the flow”)
• Self-Injury or aggression
• Extremes of activity level (either hyperactive or under active).
• Fearful in space (on the swings, seesaw or heights).
• Striking out at someone who accidentally brushes by them.
• Avoidance of physical contact with people and with certain “textures,” such as sand, paste and finger paints.
• The child may react strongly to stimuli on face, hands and feet.
• A child may have a very short attention span and become easily distracted.
• A strong dislike of certain grooming activities, such as brushing the teeth, washing the face, having the hair brushed or cut.
• An unusual sensitivity to sounds and smells.
• A child may refuse to wear certain clothes or insist on wearing long sleeves/pants so that the skin is not exposed.
• Frequently adjusts clothing, pushing up sleeves and/or pant legs.
• An acute awareness of background noises.