AUTISM & ADHD ® Joan Fallon DC FICCP MSc. Autism characteristic signs are impairments in social...

AUTISM & ADHD® AUTISM & ADHD®

Joan Fallon DC FICCP MSc Joan Fallon DC FICCP MSc

AutismAutism

characteristic signs are impairments in social

interaction communicationrestricted and repetitive

behavior lack of eye contact

characteristic signs are impairments in social

interaction communicationrestricted and repetitive

behavior lack of eye contact

AD/HDAD/HD

Now known as Attention Deficit disorder with and with and without

hyperactivity

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.

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.

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.

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.

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

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

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

Combined type- difficulty with attention and hyperactivity

QuickTime™ and aTIFF (LZW) decompressor

are needed to see this picture.

AnxietyGREATE

R ANXIETY

EVEN GREATE

R ANXIETY

DifficultyWith

Transition

DifficultyWith

Transition

Altered Transmission to the CNS Disorganization of the Unfamiliar Input Response will be altered or abnormal

Aberrant Input from Mechanoreceptors

Altered Transmission to the CNS Disorganization of the Unfamiliar Input Response will be altered or abnormal

Aberrant Input from Mechanoreceptors

MechanoreceptorsMechanoreceptors

TouchPressurePainTextureWeightProprioceptionBalanceOsmotic change

TouchPressurePainTextureWeightProprioceptionBalanceOsmotic change

With altered input from the mechanoreceptors:

- Shift from a balance between

para and sympathetic TO

- Slight Sympathetic dominance

With altered input from the mechanoreceptors:

- Shift from a balance between

para and sympathetic TO

- Slight Sympathetic dominance

Sympathetic dominanceSympathetic dominance

Changes in neuro-immune status of the child

Behavioral changes will occuranxietytransitionalhyperactivitylethargy

Changes in neuro-immune status of the child

Behavioral changes will occuranxietytransitionalhyperactivitylethargy

Life changes which can induce this

Life changes which can induce this

Birth TraumaNormal Falls In utero constraintOther normal childhood milestone

Birth TraumaNormal Falls In utero constraintOther normal childhood milestone

Chiropractic careChiropractic care

Will place normal input into the facet joints and other places in the body

Mechanoreceptors will activate normally

Alters sensory inputChanges sensory integrationChanges in mechanorecption

Will place normal input into the facet joints and other places in the body

Mechanoreceptors will activate normally

Alters sensory inputChanges sensory integrationChanges in mechanorecption

ChecklistChecklist

Does not like to be hugged

Bites his/her fingers

Has trouble listening to you

Has difficulty following directions

Is hyperactive

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

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

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

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

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

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

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

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

Cannot skip or run

Has difficulty holding a pen or crayon

Cannot imitate

Colors outside the line consistently

Biological changesBiological changes

While thought to be only a behavioral issue, we known now that these conditions have a biological basis

While thought to be only a behavioral issue, we known now that these conditions have a biological basis

In AutismIn 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.

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.

F C T in Au tis tic vs N o n -Au tis tics

0

5

10

15

20

25

30

35

40

45

A ut is t ic s Non-A ut is t ic s

Low Biomarker Levels in Autism

Lack of protein digestion Lack of protein digestion

Children with Autism, ADHD and other dysautonomic conditions lack the ability to digest protein

Children with Autism, ADHD and other dysautonomic conditions lack the ability to digest protein

Clinical MeasuresClinical Measures

Primary- lack of eye contact- lack of socialization- lack of speech

Secondary- lack of toileting- OCD / Hyperactivity- GI disturbances

Primary- lack of eye contact- lack of socialization- lack of speech

Secondary- lack of toileting- OCD / Hyperactivity- GI disturbances

Clinical OutcomesClinical Outcomes

Autistic Children aged 2-4 N= 225

At Baseline After 60 days After 150 days

3.85% had some eye contact 61.45% 88.46% 7.69% were partially toilet trained 61.45% 75.38% 3.85% were fully toilet trained 29.93% 44.62% 23.1% had some speech 57.7% 75.48% 15.38 % had formed bowel movement 88.46% 100% 84.62% experienced hyperactivity 38.46% 19.23% 11.54% plays well with others 37.77% 59.69% 80.77% experienced hand flapping 46.15% 30.77% 90.31% experienced other OCD 73.08% 31.66%

Autistic Children aged 2-4 N= 225

At Baseline After 60 days After 150 days

3.85% had some eye contact 61.45% 88.46% 7.69% were partially toilet trained 61.45% 75.38% 3.85% were fully toilet trained 29.93% 44.62% 23.1% had some speech 57.7% 75.48% 15.38 % had formed bowel movement 88.46% 100% 84.62% experienced hyperactivity 38.46% 19.23% 11.54% plays well with others 37.77% 59.69% 80.77% experienced hand flapping 46.15% 30.77% 90.31% experienced other OCD 73.08% 31.66%

Autistic Children aged 5-11 N = 171 At Baseline After 60 days After 150 days

13.63% had some eye contact 59.1% 88.82%

11.36% were partially toilet trained 46.76% 72.18% 15.91% were fully toilet trained 15.91% 20.45% 18.18% had some speech 63.64% 86.36% 15.91% had formed bowel movements 88.12% 96.75% 97.73% experienced hyperactivity 51.16% 33.42% 36.36% plays well with others 43.18% 71.24% 75.00% experienced hand flapping 36.36% 27.66% 90.91% experienced other OCD 57.96% 22.34%

Autistic Children aged 5-11 N = 171 At Baseline After 60 days After 150 days

13.63% had some eye contact 59.1% 88.82%

11.36% were partially toilet trained 46.76% 72.18% 15.91% were fully toilet trained 15.91% 20.45% 18.18% had some speech 63.64% 86.36% 15.91% had formed bowel movements 88.12% 96.75% 97.73% experienced hyperactivity 51.16% 33.42% 36.36% plays well with others 43.18% 71.24% 75.00% experienced hand flapping 36.36% 27.66% 90.91% experienced other OCD 57.96% 22.34%

Clinical OutcomesClinical Outcomes

43434343N =

Autistic children given Digestive Enzymes

Baseline, 3,6,12 months

Changes in Unformed to Formed Bowel Movements

FORMBM12FORMBM_6FORBM_3FORMEDBM

95% CI

1.2

1.0

.8

.6

.4

.2

0.0

-.243434343N =

Autistic children given Digestive Enzymes

Baseline, 3,6,12 months

Changes in Unformed to Formed Bowel Movements

FORMBM12FORMBM_6FORBM_3FORMEDBM

95% CI

1.2

1.0

.8

.6

.4

.2

0.0

-.2

4 34 34 34 3N =

A u t i s t i c c h i l d r e n G i v e n D i g e s t i v e E n z y m e s

B a s e l i n e , 3 m o n t h s , 6 m o n t h s , 1 2 m o n t h s

C h a n g e s i n o b s e s s i v e c o m p u l s i v e d i s o r d e r

N = 6 5

O C D 1 2O C D 6O C D 3o b s e s s i v e c o m p u l s i v e

95% CI

1 . 0

. 8

. 6

. 4

. 2

0 . 0

4 34 34 34 3N =

A u t i s t i c c h i l d r e n G iv e n D i g e s t i v e E n z y m e s

B a s e l in e , 3 m o n t h s , 6 m o n t h s , 1 2 m o n t h s

C h a n g e s i n h y p e r a c t i v i t y

N = 6 5

H Y P E R 1 2H Y P E R 6H Y P E R 3h y p e r a c t i v i t y

95% CI

1 . 0

. 8

. 6

. 4

. 2

0 . 0

- . 2

4 34 34 34 3N =

A u t i s t i c c h i l d r e n g i v e n D i g e s t i v e E n z y m e s

B a s e l i n e , 3 , 6 , 1 2 m o n t h s

C h a n g e s i n n u m b e r s o f c h i l d r e n w i t h r e f l u x

R E F L _ 1 2R E F L U X _ 6R E F L U X _ 3R E F L U X

95% CI

. 7

. 6

. 5

. 4

. 3

. 2

. 1

0 . 0

- . 1

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

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

Current StatusCurrent Status

SummarySummaryHi 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......

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......

CONTACTCONTACT

Jfallon@Cure-Mark.comJfallon@Cure-Mark.com