DIET FOR AUTISM (GFCF)

              GLUTEN FREE, CASEIN FREE DIET (GFCF)

DIET FOR AUTISM POPULATION

Many families of children with autism are interested in dietary and nutritional interventions that might help some of their children’s symptoms. Anecdotal evidence suggests that removal of gluten (a protein found in barley, rye, and wheat, and in oats through cross contamination) and casein (a protein found in dairy products) from an individual’s can be helpful for reducing some symptoms of autism. The theory behind this diet is that proteins are absorbed differently in some children. Children who benefit from the GFCF diet experience physical and behavioral symptoms when consuming gluten or casein, rather than an allergic reaction. While there have not yet been sufficient scientific studies to support the effectiveness of the GFCF diet for reducing symptoms of autism, many families report that dietary elimination of gluten and casein has helped regulate bowel habits, sleep activity, habitual behaviors, and contributed to the overall progress of their children. Because no specific laboratory tests can predict which children will benefit from dietary intervention, many families choose to try the diet with careful observation by the family and the intervention team.
Families choosing a trial of dietary restriction should make sure their child is receiving adequate nutrition by consulting their pediatrician or a nutrition specialist. Dairy products are the most common source of calcium and Vitamin D for young children in the United States. Many young children depend on dairy products for a balanced, regular protein intake. Alternative sources of these nutrients require the substitution of other food and beverage products, with attention given to the nutritional content. Substitution of gluten free products requires attention to the overall fiber and vitamin content of a child’s diet. Vitamin supplements may have both benefits and side effects. Consultation with a dietician or physician is recommended for the healthy application of a GFCF diet. This may be especially true for children who are picky eaters. Above all matters explained based on the studies.

NOTE: PLEASE CONSULT A QUALIFIED DIETITIAN OR PHYSICIAN.

KUNNAMPALLIL GEJO JOHN,BASLP,MASLP.
AUDIOLOGIST AND SPEECH LANGUAGE PATHOLOGIST
(SPECIAL AREA IN AUTISM/ASD),INDIA.

AUTISM THERAPY

                                AUTISM THERAPY

TO THE KNOWLEDGE OF THE AUTISTIC’S CHILD PARENTS

AUTHOR: KUNNAMPALLIL GEJO JOHN, SPEECH LANGUAGE PATHOLOGIST

AUTISM IS A COMPLEX DISORDER, WHICH DIVERT, DETERIORATE AND VANISH INBORN/INNATE CAPACITY OF HUMAN BRAIN. HOWEVER, SOME HAVE VERY SUPERIOR SKILLS IN A CERTAIN TASK.IT ALSO TERMINATING THE LEARNING CAPACITY OF HUMAN BRAIN. MOREOVER, AUTISM DIMINISHES THE BEHAVIOR AND LOSING THE QUALITY OF PERSONALITY. SOME AUTISTIC'S DIVERSE THEIR THOUGHTS INTO SUPERNATURAL WORLD AND FINALLY THEY ARE EXPERTISE IN A PARTICULAR TASK.
(KUNNAMPALLIL GEJO JOHN 2009)

THERE ARE SEVERAL METHODS/APPROACH TO DEVELOP AN AUTISTIC CHILD COMMUNICATION THROUGH SPEECH & LANGUAGE SKILLS INCLUDING PER-LINGUISTIC AND LINGUISTIC ASPECTS, THEORY OF MIND ASPECTS, BEHAVIORAL AND SENSORY ASPECTS AND DAILY NEEDS/ DAY TO DAY LIFE SITUATIONS.

THESE ARE THE SEVERAL METHODS/ APPROACH:

Applied Behavioral Analysis(ABA), Discrete Trial Teaching/Training(DTT), Pivotal Response Treatment(PRT), Verbal Behavior(VB), Early Start Denver Model (ESDM), Floortime (DIR), Relationship Development Intervention (RDI), Training and Education of Autistic and Related Communication Handicapped Children (TEACCH), Social Communication/ Emotional Regulation/ Transactional Support (SCERTS), Makaton.

What is Applied Behavioral Analysis?

Since the early 1960’s, applied behavior analysis, or ABA, has been used by hundreds of therapists to teach communication, play, social, academic, self-care, work and community living skills, and to reduce problem behaviors in learners with autism. There is a great deal of research literature that has demonstrated that ABA is effective for improving children’s outcomes, especially their cognitive and language abilities. Over the past several decades, different models using ABA have emerged, all of which use behavioral teaching. They all use strategies that are based on Skinner’s work. ABA is often difficult to understand until you see it in action. It may be helpful to start by describing what all of the different methods of ABA have in common. ABA methods use the following three step process to teach:
An antecedent, which is a verbal or physical stimulus such as a command or request. This may come from the environment or from another person, or be internal to the subject;
A resulting behavior, which is the subject’s (or in this case, the child’s) response or lack of response to the antecedent;
A consequence, which depends on the behavior. The consequence can include positive reinforcement of the desired behavior or no reaction for incorrect responses. ABA targets the learning of skills and the reduction of challenging behaviors. Most ABA programs are highly-structured. Targeted skills and behaviors are based on an established curriculum. Each skill is broken down into small steps, and taught using prompts, which are gradually eliminated as the steps are mastered. The child is given repeated opportunities to learn and practice each step in a variety of settings. Each time the child achieves the desired result, he receives positive reinforcement, such as verbal praise, or something else that the child finds to be highly motivating, like a small piece of candy. ABA programs often include support for the child in a school setting with a one-on-one aide to target the systemic transfer of skills to a typical school environment. Skills are broken down into manageable pieces and built upon so that a child learns how to learn in a natural environment. Facilitated play with peers is often part of the intervention. Success is measured by direct observation and data collection and analysis – all critical components of ABA. If the child isn’t making satisfactory progress, adjustments are made.
One type of ABA intervention is Discrete Trial Teaching (also referred to as DTT, “traditional ABA” or the Lovaas Model, for its pioneer, Dr. Ivar Lovaas). DTT involves teaching individual skills one at a time using several repeated teaching trials and reinforcers that may or may not be intrinsically related to the skill that is being taught.
Who provides traditional ABA or DTT?
A board certified behavior analyst/ speech language pathologist specializing in autism will write, implement and monitor the child’s individualized program. Speech therapists, (board certified) will work directly with the child on a day-to-day basis.
What is a typical ABA therapy session like?
Sessions are typically 2 to 3 hours long, consisting of short periods of structured time devoted to a task, usually lasting 3 to 5 minutes. 10 to 15 minute breaks are often taken at the end of every hour. Free play and breaks are used for incidental teaching or practicing skills in new environments. Done correctly, ABA intervention for autism is not a "one size fits all" approach consisting of a "canned" set of programs or drills. On the contrary, every aspect of intervention is customized to each learner's skills, needs, interests, preferences, and family situation. For those reasons, an ABA program for one learner might look somewhat different than a program for another learner. An ABA program will also change as the needs and functioning of the learner change.
What is the intensity of most ABA programs?
25 to 40 hours per week / special school/clinical set up / developmental preschool set up. Families are also encouraged to use ABA principals in their daily lives.
What is the difference between Traditional ABA and other interventions that involve ABA, such as Verbal Behavior, Pivotal Response Treatment, and the Early Start Denver Model?
Verbal Behavior and Pivotal Response Treatment therapies use the methods of ABA, but with different emphasis and techniques. All of these methods use the three step process described above.

DISCRETE TRIAL TRAINING

Discrete trial Teaching (DTT) or Learning is a form of ABA therapy which was first developed in the 1970s by Psychologists Ivar Lovaas ,and Robert Koegel, at the University of California at Los Angeles (UCLA). DTT is based on principles of ABA and is firmly entranched in Learning Theory research which found that when a behaviour is rewarded, it is more likely to be repeated. In ABA treatment, the therapist gives the child a motivator, such as a question or a request to sit down, along with the correct response. The therapist uses attention, praise or an actual incentive like toys or food to reward the child for repeating the right answer or completing the task.
In a landmark 1987 study, Lovaas and Koegel found that nearly half (47%) of the children who received 40 hours per week of ABA therapy were eventually able to complete normal first-grade classes and achieved normal intellectual and educational functioning by the end of first grade. While none of the children who received the therapy for only 10 hours per week were able to do the same. Other researchers have partially replicated Lovaas's success, among them psychologist James Mulick, PhD, of Ohio State University, who found an association between a form of ABA therapy he calls Early Intensive Behavioural Intervention and improvement in children's IQ scores. Such promising results lead Mulick and other supporters of intensive behavioural intervention to argue that, despite its expense, it should be available to all autistic children.
Discrete trial training consists of a series of distinct repeated lessons or trials taught one-to-one. Each trial consists of a prior, a “directive” or request for the individual to perform an action; a behaviour, or “response” from the person; and a consequence, a “reaction” from the therapist based upon the response of the person. Positive reinforcers are selected by evaluating the individual’s preferences.
Many people initially respond to recognizable or concrete reinforcers such as food items. These concrete rewards are faded as fast as possible and replaced with rewards such as praise, tickles, and hugs. Early intensive behavioural intervention such as the Lovaas program is usually implemented when the person is young, before the age of six. Services are highly intensive, typically 30- 40 hours per week, and conducted on a one-to-one basis by a trained qualified therapist.
Parent training is a necessary part of an effective ABA-based program. The child's progress is closely monitored by the collection of data on the performance of each trial. After a skill has been mastered, another skill is introduced, and the mastered skill is placed on a maintenance schedule. A maintenance schedule allows for periodic checking so that the child does not regress in mastered skills. Discrete trial training is a technique that can be an important element of a comprehensive educational program for the individual with autism spectrum disorder. In some cases, a much less intensive, informal approach of discrete trial training may be provided by a knowledgeable professional to teach specific skills such as sitting and attending.

What is Pivotal Response Treatment?

Pivotal Response Treatment, or PRT, was developed by Dr. Robert L. Koegel, Dr. Lynn Kern Koegel and Dr. Laura Shreibman, at the University of California, Santa Barbara. Pivotal Response Treatment was previously called the Natural Language Paradigm (NLP), which has been in development since the 1970s. It is a behavioral intervention model based on the principles of ABA.
PRT is used to teach language, decrease disruptive/self-stimulatory behaviors, and increase social, communication, and academic skills by focusing on critical, or “pivotal,” behaviors that affect a wide range of behaviors. The primary pivotal behaviors are motivation and initiation of communications with others. The goal of PRT is to produce positive changes in the pivotal behaviors, leading to improvement in communication skills, play skills, social behaviors and the child’s ability to monitor his or her own behavior. Unlike the Discrete Trial Teaching (DTT) method of teaching, which targets individual behaviors based on an established curriculum, PRT is child-directed. Motivational strategies are used throughout intervention as often as possible. These include varying tasks, revisiting mastered tasks to ensure the child retains acquired skills, rewarding attempts, and using direct and natural reinforcement. The child plays a crucial role in determining the activities and objects that will be used in the PRT exchange. For example, a child’s purposeful attempts at functional communication are rewarded with reinforcement related to their effort to communicate (e.g. if a child attempts a request for a stuffed animal, the child receives the animal).
Who provides PRT?
Some trained psychologists, trained special education teachers, qualified speech therapists and other professionals specifically are trained in PRT. The Koegel Autism Center offers a PRT Certification program.
What is a typical PRT therapy session like?
Each program is tailored to meet the goals and needs of the child, and also to fit into the family routines. A session typically involves six segments during which language, play, and social skills are targeted in structured and unstructured formats. Sessions change to accommodate more advanced goals and the changing needs as the child develops.
What is the intensity of a PRT program?
PRT programs usually involve 25 or more hours per week in a special school/clinical set up / developmental preschool set up. Everyone involved in the child’s life is encouraged to use PRT methods consistently in every part of the child’s life. PRT has been described as a lifestyle adopted by the affected family.

What is Verbal Behavior?

Another behavioral (based on the principles of ABA) therapy method with a different approach to the acquisition and function of language is Verbal Behavior (VB) therapy. In his 1957 book, “Verbal Behavior,” B.F. Skinner (see previous section on ABA) detailed a functional analysis of language. He described all of the parts of language as a system. Verbal Behavior uses Skinner’s analysis as a basis for teaching language and shaping behavior.
Skinner theorized that all language could be grouped into a set of units, which he called operants. Each operant he identified serves a different function. He listed echoics, mands, tacts and intraverbals as the most important of these operants. The function of a “mand” is to request or obtain what is wanted. For example, the child learns to say the word “cookie” when he is interested in obtaining a cookie. When the child is given the cookie, the word is reinforced and will be used again in the same context. In a VB program, the child is taught to ask for the cookie any way he can (vocally, sign language, etc.). If the child can echo the work, he will be motivated to do so in order to obtain the desired object. The operant for labeling an object is called a “tact.” For example, the child says the word “cookie” when seeing a picture and is thus labeling the item. In VB, more importance is placed on the mand than on the tact, theorizing that “using language” is different from “knowing language.” An “intraverbal” describes conversational or social, language. Intraverbals allow children to discuss something that isn’t present. For example, the child finishes the sentence, “I’m baking…” with the intraverbal fill-in “Cookies.” Intraverbals also include responses to questions from another person, usually answers to “wh-“questions (Who? What? When? Where? Why?). Intraverbals are strengthened with social reinforcement.
VB and classic ABA use similar behavioral formats to work with children. VB is designed to motivate a child to learn language by developing a connection between a word and its value. VB may be used as an extension of the communication section of an ABA program.
Who provides VB?
VB therapy is provided by VB-trained psychologists, special education teachers and qualified speech therapists.
What is the intensity of most VB programs?
VB programs usually involve 30 or more hours per week of scheduled therapy/ special school/clinical set up / developmental preschool set up. Families are encouraged to use VB principals in their daily lives.

What is the Early Start Denver Model (ESDM)?

The Early Start Denver Model (ESDM) is a developmental, relationship-based intervention approach that utilizes teaching techniques consistent with applied behavior analysis (ABA). The goals are to foster social gains – communicative, cognitive, and language – in young children with autism, and to reduce atypical behaviors associated with autism. ESDM is appropriate for children with autism or autism symptoms who are as young as 12 months of age, through preschool age. The content of intervention for each child comes from assessment using a comprehensive ESDM Curriculum Checklist which covers all domains of early development: Cognitive Skills, Language, Social Behavior, Imitation, Fine and Gross Motor Skills, Self-help Skills and Adaptive Behavior. Adults delivering ESDM focus on behaviors involved in capturing and holding children’s attention, fostering their motivation for social interaction through highly enjoyable routines, using joint play activities as the medium for treatment, developing nonverbal and verbal communication, imitation, and joint attention, and using reciprocal, turn-taking exchanges inside joint activity routines to foster social learning. Based on a NIH-funded clinical trial, ESDM has been shown to be effective for increasing IQ, language, social skills, and adaptive behavior when delivered for at least one year.
Who provides ESDM?
ESDM can be provided by ESDM-trained behavior analysts, well trained special education teachers, qualified speech therapists and other providers. Parents can also be taught to use ESDM strategies.
What is the intensity of most ESDM programs?
ESDM programs usually involve 20-25 or more hours per week of scheduled therapy/ special school/clinical set up / developmental preschool set up. Families are encouraged to use ESDM strategies in their daily lives.
What is a typical ESDM session like?
ESDM is designed to be highly engaging and enjoyable for the child, while skills are systematically taught within a naturalistic, play-based interaction. Some skills are taught on the floor during interactive play while others are taught at the table, focusing on more structured activities. As the child develops social skills, peers or siblings are included in the therapy session to promote peer relationships. ESDM can be delivered in the home, the clinic, or a birth-to-three or developmental preschool setting.

What is Floortime (DIR)?

Floortime is a specific therapeutic technique based on the Developmental Individual Difference Relationship Model (DIR) developed in the 1980s by Dr. Stanley Greenspan. The premise of Floortime is that an adult can help a child expand his circles of communication by meeting him at his developmental level and building on his strengths. Therapy is often incorporated into play activities – on the floor. The goal of Floortime is to help the child reach six developmental milestones that contribute to emotional and intellectual growth:
In Floortime, the therapist or parent engages the child at a level the child currently enjoys, enters the child’s activities, and follows the child’s lead. From a mutually shared engagement, the parent is instructed how to move the child toward increasingly complex interactions, a process known as “opening and closing circles of communication.”
Floortime does not separate and focus on speech, motor, or cognitive skills but rather addresses these areas through a synthesized emphasis on emotional development. The intervention is called Floortime because the parent gets down on the floor with the child to engage him at his level. Floortime is considered an alternative to and is sometimes delivered in combination with ABA therapies.
Who provides Floortime?
Parents and caregivers are trained to implement the approach. Floortime-trained psychologists, trained special education teachers, qualified speech therapists; qualified occupational therapists may also use Floortime techniques.
What is a typical Floortime therapy session like?
In Floortime, the parent or provider joins in the child’s activities and follows the child’s lead. The parent or provider then engages the child in increasingly complex interactions. During the preschool program, Floortime includes integration with typically developing peers.
What is the intensity of most Floortime programs?
Floortime is usually delivered in a low stimulus environment, ranging from two to five hours a day/ in a special school/clinical set up / developmental preschool set up. Families are encouraged to use the principals of Floortime in their day to day lifestyle.

What is Relationship Development Intervention (RDI)?

Like other therapies described in this handbook, RDI is a system of behavior modification through positive reinforcement. RDI was developed by Dr. Steven Gutstein as a parent-based treatment using dynamic intelligence. The goal of RDI is to improve the long-term quality of life of individuals with autism by helping them improve their social skills, adaptability and self-awareness. The six objectives of RDI are:
Emotional Referencing: The ability to use an emotional feedback system to learn from the subjective experiences of others.
Social Coordination: The ability to observe and continually regulate one’s behavior in order to participate in spontaneous relationships involving collaboration and exchange of emotions.
Declarative Language: The ability to use language and non-verbal communication to express curiosity, invite others to interact, share perceptions and feelings and coordinate your actions with others.
Flexible Thinking: The ability to rapidly adapt, change strategies and alter plans based upon changing circumstances.
Relational Information Processing: The ability to obtain meaning based upon the larger context; Solving problems that have no “right-and wrong” solutions.
Foresight and Hindsight: The ability to reflect on past experiences and anticipate potential future scenarios in a productive manner.
The program involves a systematic approach to working on building motivation and teaching skills, focusing on the child’s current developmental level of functioning. Children begin work in a one-on-one setting with a parent. When they are ready, they are matched with a peer at a similar level of relationship development to form a “dyad.” Gradually, additional children are added to the group, as well as the number of settings in which children practice, in order to help the child form and maintain relationships in different contexts.
Who provides RDI?
Parents, teachers and other professionals especially speech therapist can be trained to provide RDI. Parents may choose to work together with an RDI-certified consultant. RDI is somewhat unique because it is designed to be implemented by parents. Parents learn the program through training seminars, books and other materials and can collaborate with an RDI-certified consultant. Some specialized schools offer RDI in a private school/clinical setting.
What is a typical RDI therapy session like?
In RDI, the parent or provider uses a comprehensive set of step-by-step, developmentally appropriate objectives in everyday life situations, based on different levels, or stages, of ability. Spoken language may be limited in order to encourage eye contact and non-verbal communication. RDI may also be delivered in a special school/clinical set up / developmental preschool set up.
What is the intensity of most RDI programs?
Families most often use the principles of RDI in their day to day lifestyle. Each family will make choices based on their child.

What is Training and Education of Autistic and Related Communication Handicapped Children (TEACCH)?

TEACCH is a special education program, developed by Eric Schopler, PhD and his colleagues at the University of North Carolina in the early 1970s. TEACCH’s intervention approach is called “Structured Teaching.” Structured Teaching is based on what TEACCH calls the “Culture of Autism.” The Culture of Autism refers to the relative strengths and difficulties shared by people with autism that are relevant to how they learn. Structured Teaching is designed to capitalize on the relative strengths and preferences for processing information visually, while taking into account the recognized difficulties. Children with autism are assessed in order to identify emerging skills, and work then focuses on these skills to enhance them. In Structured Teaching, an individualized plan is developed for each student. The plan creates a highly structured environment to help the individual map out activities. The physical and social environment is organized using visual supports so that the child can more easily predict and understand daily activities and as a result, respond in appropriate ways. Visual supports are also used to make individual tasks understandable.
What does TEACCH look like?
TEACCH programs are usually conducted in a special school/clinical set up / developmental preschool set up. TEACCH-based home programs are also available and are sometimes used in conjunction with a TEACCH-based classroom program. Parents work with speech therapist professionals as co-therapists for their children so that TEACCH techniques can be continued in the home.
Who provides TEACCH?
TEACCH is available at the TEACCH centers in North Carolina, and through TEACCH-trained psychologists, qualified speech therapists and other providers in other areas of the country.

What is Social Communication/ Emotional Regulation/ Transactional Support (SCERTS)?

SCERTS is an educational model developed by Barry Prizant, PhD, Amy Wetherby, PhD, Emily Rubin and Amy Laurant. SCERTS uses practices from other approaches including ABA (in the form of PRT), TEACCH, Floortime and RDI. The SCERTS Model differs most notably from the focus of “traditional” ABA by promoting child-initiated communication in everyday activities. SCERTS is most concerned with helping children with autism to achieve “Authentic Progress,” which is defined as the ability to learn and spontaneously apply functional and relevant skills in a variety of settings and with a variety of partners. The acronym “SCERTS” refers to the focus on:
“SC” Social Communication - Development of spontaneous, functional communication, emotional expression and secure and trusting relationships with children and adults.
“ER” Emotional Regulation - Development of the ability to maintain a well-regulated emotional state to cope with everyday stress, and to be most available for learning and interacting.
“TS” Transactional Support - Development and implementation of supports to help partners respond to the child’s needs and interests, modify and adapt the environment, and provide tools to enhance learning (e.g., picture communication, written schedules, and sensory supports). Specific plans are also developed to provide educational and emotional support to families, and to foster teamwork among professionals.
What does a SCERTS session look like?
The SCERTS Model favors having children learn with and from other children who provide good social and language models in inclusive settings, as much as possible. SCERTS is implemented using transactional supports put in place by a team, such as environmental accommodations, and learning supports, like schedules or visual organizers.
Who provides SCERTS?
SCERTS is usually provided in a special school/clinical set up / developmental preschool set up by SCERTS-trained special education teachers or qualified speech therapists.

What is Makaton?

MAKATON USES HAND SIGNS, SYMBOLS AND SPEECH TO ENCOURAGE LANGUAGE DEVELOPMENT IN CHILDREN AND ADULTS WITH COMMUNICATION DIFFICULTIES.
Makaton is a language programme which complements verbal communication with actions and other non verbal signs.
Makaton consists of a core vocabulary of specially selected concepts and ideas. These are considered to be most appropriate for the needs of children and adults with communication and language difficulties. The initial stages introduce the vocabulary required to express basic ideas. More complex concepts are introduced in the later stages. There is also an additional resource vocabulary grouped into topics.
The vocabulary was originally taught with speech and signs, but now speech plus signs plus symbols are often used in combination. The choice of the method depends on the needs of the child or adult with communication difficulties and key people who play a significant role in their lives. Makaton simplifies communication and encourages sociability Using Makaton Signing for Babies helps us to think about what we want to say to our babies at a language level that is appropriate to them. It is important that the signs your baby learns are the most useful and relevant ones. By starting out simply, it is more likely that you and your baby will remember them more easily. Signing may also encourage your baby to be more sociable and to join in and develop the potential to communicate and interact from an earlier stage in their natural development.
What does Makaton look like?
Makaton programs are usually conducted in a special school/clinical set up / developmental preschool set up. Makaton-based home/ class room programs are also available. Parents work with speech therapist professionals as co-therapists for their children so that Makaton can be continued in the home.
Who provides Makaton?
Makaton is usually provided in a special school/clinical set up / developmental preschool set up by Makaton – trained special education teachers or qualified speech therapists.

IMPORTANT POINTS

 MAKE SURE THAT SPEECH THERAPIST AND OTHER THERAPISTS, CLINICAL PSYCHOLOGIST, SPECIAL EDUCATORS ARE QUALIFIED AND TRAINED PROFESSIONALS.
 GIVE EFFECTIVE REINFORCEMENT TO THE CHILD
 BEFORE FIRST SESSION OF THERAPY, INDIVIDUAL BEHAVIORAL OBSERVATION (IBO) SHOULD BE ASSESS.
 MAKE SURE THAT ALL FAMILY WILL INCLUDE IN THE PROGRAM.

KUNNAMPALLIL GEJO JOHN, BASLP, MASLP,
AUDIOLOGIST AND SPEECH LANGUAGE PATHOLOGIST
(SPECIAL AREA – AUTISM) KERALA, INDIA.