Repost from Source: Scientific Link to Autism Identified

The article below seems interesting.

Source: http://www.prnewswire.com/news-releases/scientific-link-to-autism-identified-70354482.html

Scientific Link to Autism Identified

JACKSON, N.J., Nov. 18 /PRNewswire/ -- During its research into the application of neuroscience in business, a New Jersey based think tank, The Center for Modeling Optimal Outcomes®, LLC (The Center) made an inadvertent and amazing discovery.

The Center examined the neuroscientific dynamics of logic and emotion in decision making while researching neuroscience in business. They found unique corollary relationships between various brain chemicals (neurohormones, neurotransmitters, etc.). This apparent pattern led to a new path of research for the team outside of business. By looking at extensive scientific literature they discovered a cascade of hormones that emanate from the brain (hypothalamus). This same pattern of correlations was again apparent throughout the cascade. The group added a research biologist and started to test the pattern on genes (proteins). It remained consistent. The Center then called upon advisors from chemistry and physics to see if the pattern would apply in physical sciences.

To the amazement of the group, it became apparent that this pattern of corollary relationships could be applied to scientific processes for maintaining equilibrium (homeostatic relationships) throughout all of science; from subatomic particles to chemistry as well as between biological substances.

While the entire scientific community knows that homeostasis exists, this tacit knowledge has not been converted into a step-by-step, replicable model. The Center identified precisely such an explicit process.

Challenged by several of The Center's advisors, members of the team decided to test the efficacy of the model to determine if the disruptions that cause autism could be identified.

After careful review of countless scientific studies, meeting with several renowned scientists to discuss their findings, and then applying the modeling process to numerous hypotheses, The Center's Life Sciences group was able to formulate a scientifically verifiable model for the highly probable causal path of autism. Through the application of their model, it became apparent that autism is an outcome of several variables that, when the homeostatic relationship of each one is disrupted, a "perfect storm" scenario results in autism. The application of the model identified several of the variables that account for why boys have a 4 to 1 ratio of instances over girls as well as why not every boy is affected.

While the scientific community will have to validate The Center's findings, the model for assessing homeostatic relationships indicates the "trigger" behind autism is an imbalance between a pair of amino acid neurotransmitters; glutamate and glycine.

According to The Center's founder, William McFaul, a retired business person and not a member of the scientific community, "Because of its universal applicability, our Life Sciences group has already used the model as a tool to identify highly probable causal paths for several illnesses and disease entities. Autism was one of most difficult illnesses The Center had attempted to analyze. If it hadn't been for so many parents insisting that vaccines were responsible for the condition, we might never have found the fact that the stabilizer in MMR and a few other vaccines is hydrolyzed gelatin; a substance that is approximately 21% glycine. It appears that, based on readily verifiable science, the use of that form of glycine triggers an imbalance between the amino acid neurotransmitters responsible for the absorption rate of certain classes of cells throughout the body. It is that wide-spread disruption that apparently results in the systemic problems that encompass the mind and the body characterized in today's 'classic' autism." He also added, "The use of our model indicates each of the disorders within Autism Spectrum Disorder (ASD) is attributable to different disruptions in homeostasis. We look forward to sharing our findings relative to each disorder with the scientific community."

According to Linda Oliver-Perrier, The Center's spokesperson for their Life Sciences group, "The details of the disruptive process are somewhat complex and not conducive for explanation in a press release. We have posted a more detailed explanation on our web site, www.TheCenterNJ.com/lifesciences.html." She added, "Undoubtedly, this finding based on the application of the model for homeostasis will cause immense controversy. Our Life Sciences group is prepared to meet with members of the scientific community to explain the model as well as the variables that create the 'perfect storm' that results in autism."

McFaul added, "The Center is seeking to affiliate with academic centers to provide its model for homeostasis to the scientific community for use as a tool to enable researchers to identify root causes of illnesses and disease entities. The Center is a think tank that creates models. We are not an operating company with the resources to educate individuals or organizations on the application of the models we create.

For more information about The Center go to its web site; www.TheCenterNJ.com or for information regarding its model for homeostasis, contact Linda Oliver-Perrier at loliverperrier@TheCenterNJ.com

SOURCE The Center for Modeling Optimal Outcomes LLC

Could it be the medication used during childbirth?

Source: http://www.prnewswire.com/news-releases/new-treatment-for-autism-holds-promise-69878372.html

New Treatment for Autism 'Holds Promise'

Brain waves normalize after treatment, EEG's reveal

Notice to Los Angeles media: Fred S. Starr, MD and Elaine DeLack holding seminar for physicians, members of the press, November 15, 2009 2:00 - 5:00 PM Members of the press may call (877) 963-3338 for reservations

SEATTLE, Nov. 12 /PRNewswire/ -- A new treatment for autism appears to normalize brain function, according to Nashville physician Fred S. Starr, MD, FAACAP, BCIA-EEG.

In addition to high serotonin levels, autistic children have a characteristically common "u" EEG pattern reflecting impaired brain function, particularly in areas of the brain responsible for social interaction, communication, speech and bonding.

However, Quantitative EEG's conducted by Dr. Starr on autistic children after three weeks on the medication Respen-A showed that the children's brain patterning changed to "normal" patterning. Starr says that behavioral improvement was also "evident". "Speech, interaction and social skills improved markedly in patients using Respen-A, and displays of frustration and anger markedly diminished," Starr said.

The theory behind the use of Respen-A was developed by private researcher Elaine DeLack, Stanwood, WA. Unlike theories that center on negative reaction to vaccinations, DeLack looked at exposure to a commonly used drug used during delivery, and at brain enzymes that affect the brain both at birth, and again as the child enters childhood.

DeLack's hypothesis (which can be viewed in slide show format at www.Neuro-Med.net) connects autism to the use of epidurals during childbirth. Epidurals were introduced into this country in the 1960's. By the mid-80's, 22 percent of women received an epidural during delivery. In the mid-90's, the number grew to 67%. Today, nearly 90% of women receive an epidural during pregnancy.

However, DeLack contends that it may not be the epidural procedure, but the drugs given in conjunction with the procedure, in combination with the drug Pitocin, that has contributed to increasing numbers in autism.

Pitocin crosses the placenta to the infant's system during childbirth. The drug requires adequate production of an enzyme found in the liver (CYP 3A4) in order to rid it from the body. If the infant has a genetic inadequacy of the CYP 3A4 enzyme (found more often to be lacking statistically in boys than girls), the drug's intensity could become elevated in the infant's system, and build with another naturally occurring neurotransmitter that plays a key role in brain development: the hormone Oxytocin.

Oxytocin builds naturally in the brain during the first 7 - 10 days of life, ensuring that nerve patterning develops as it should in the brain. Once Oxytocin levels reach a naturally predetermined level, the development of the brain's nerve system (HNS system) ceases.

DeLack theorizes that the addition of Pitocin into the bloodstream of infants without adequate CYP 3A4 genetic enzymes, causes brain development to "shut off" early, stunting crucial neuro-development.

DeLack hypothesizes that a second enzyme may explain why autism shows up in many children around the age of three. The enzyme MAO-A is essential in regulating serotonin levels in the brain. In the first years of life, MAO-A levels remain high, assisting brain function. The impact of MAO-A may, in fact, cover symptoms of brain impairment in infants and toddlers.

MAO-A levels diminish as the child ages - allowing serotonin levels to rise, impacting the areas of the brain associated with communication, speech, emotion and bonding. Respen-A curbs the level of serotonin in the autistic brain.

"We see promise in all of this," DeLack says. "Further study will determine if simple modification during childbirth could be all that is needed to stem the surging tide of autism," states DeLack. And for those who have autism? "Respen-A could give them a quality of life that they - and their parents - deserve."

Prescriptions for Respen-A require a daily calcium supplement. For further information about Respen-A, go to www.neuro-med.net

REPORTERS ARE WELCOME TO ATTEND SUNDAY'S SEMINAR AT PREECE AND TOFF SALON AT FRED SEGAL, 420 BROADWAY, SANTA MONICA, CALIFORNIA. TO RESERVE SPACE, CALL 877-963-3338.

Dr. Fred S. Starr may be reached at doc@5starrpsych.com

Elaine DeLack may be reached at elaine@edmsllc.com

SOURCE Neuro-Med.net

FOXP2 - Hope we are nearing the answers to speech and language!

Source: http://www.chinadaily.com.cn/world/2009-11/12/content_8953997.htm

WASHINGTON: Chimps, our nearest relatives, don't talk. We do. Now scientists have pinpointed a mutation in a gene that might help explain the difference.

The mutation seems to have helped humans develop speech and language. It's probably not the only gene involved, but researchers found the gene looks and acts differently in chimps and humans, according to a study published online yesterday by the journal Nature.

Lab tests showed that the human version regulated more than 100 other genes differently from the chimp version. This particular gene - called FOXP2 - mutated around the time humans developed the ability to talk.

"It's really playing a major role in chimp-human differences," said the study's author, Daniel Geschwind, a professor of neurology, psychiatry and human genetics at the University of California, Los Angeles. "You mutate this gene in humans and you get a speech and language disorder." This tells you "what may be happening in the brain," he said.

Frances Vargha-Khadem, head of developmental cognitive neuroscience at the University College London, who wasn't part of the research, said the study "is very much in line with what we had always suspected."

Vargha-Khadem has studied people with other inherited mutations in the gene and their speech and language problems. People with a certain mutation have subtle physical differences in the lower part of the jaw, the tongue and roof of the mouth, and she suspects chimps do, too. That physical part is important because "you can't produce the dance unless you have the feet to do the dance," she said.

Eventually, work on this gene and others could potentially lead to genetic treatments for people with certain developmental difficulties, such as autism, Geschwind said.

AP

Moving up - 18 Oct 09

In Math, he is moving up fast. Their present lesson is in rounding up numbers. He knows this but I think, he needs to review it. He is good in Math overall but the moment you inject word problems, he gets a little confused especially if it is wordy. Funny thing but true, the moment I do an intensive teaching on him on a particular lesson, he gets it in a wink. Hence, his autism teacher will tell me that he did pretty well. I just do not know how far the school goes to teach him in order for him to absorb the lesson. A good example is the mode, median and range that was initially taught to him last year. In mid-September 2009, the same lesson came up again so I made sure he understands what to do. Indeed, he was able to demonstrate proficiency. His autism teacher told me later that he did not make a mistake at all.

In Reading/Language Arts, he still needs help here. I just hope the autism teacher will focus more on this. He can read well especially when you do syllabication on long words. However, he really needs more comprehension. I believe he can comprehend but not as fast as we want him to spit it out in words. I do not know but the wonders of autism is the fact that words are flying out there in the air and could not grab it to say it orally. This makes me sometimes appreciate that I can talk and communicate anytime I want to as opposed to individuals like my child who sometimes are not able to put what he wants to say into words. In short, many times, he could not verbalize. I hope we can help him more. He needs it especially now that he is growing up.

Overall, he has really made great leaps from saying less than 50 words (or we were just imagining?....say, 20 words) until he was less than 5 1/2 years old. From 5 1/2 years old and onwards, he demonstrated that he can read, he can solve simple Math word problems, answer some specific questions and do multiplication faster than the mainstream kids. Still, the moment you inject the why and how, he gets lost. He needs help there badly. He is eating on his own using his utensils, he goes to the bathroom, he removes his clothing, he brings his backpack/lunch box, he walks on his own without running or not being aware that a car might hit him, he uses the computer especially the youtube.com website to see different videos/songs/dances that he fancies, he puts his glasses on and returns them back after use, he removes his socks/shoes, he sleeps on time (actually, we never really have problems with this; there are few times he wakes up at dawn), he wakes up properly because he has to go to school, he knows how to remove his dirt on his nose, he knows how to say, "it hurts" when he gets hurt, he know when to stop liking a movie or only have to watch them if he feels like it (before, he used to watch it over and over and over).

Trained to shoot to kill

I know there is a so called trained to shoot to kill but lo and behold, to shoot another individual 5 times amidst a scuffle and you are an officer, there must be something that went wrong. Shooting 5 times means the person with a gun does not know how to aim to his target in motion even though he was trained for this. Indeed, the community or the outside world feels sympathy for the dead victim but what if that is your very own child? Will you accept a trained to shoot to kill reasoning? What if the dead victim is your own child (an elementary student) with a knife and you are a parent and an officer, and since you are trained to shoot, you will kill your child? I am just expressing my opinion about the news of a fully functioning teenager with autism who was shot five times by a school resource police officer. I feel bad because a fully functioning teenager with autism means he had gone through a lot to be in his current state and will just be killed in school just like that and by an officer for that matter. There will never be a recovery for the parents of the boy.

On the other hand, am not saying, I detest what the officer did. Based from the news story, he left the hospital on the same day he was admitted, perhaps just couple or less hours. It only means, his wounds are shallow and these could just be knife scratches. And these are not life-threatening to counter his five times shot against his opponent (or there might be more shots released in the air in trying to aim a good shot). The officer must have a taser, why did he not use the taser? As for the knife, who owns the knife? How big is it that his so called stabbed wounds only warrant a couple or less hours of stay in the hospital? Do we believe the officer who claimed the student has a knife? Who inflicted the wounds, the officer or the student with autism? There are many lingering questions here as the outcome was not positive. The officer may not mean to kill the student with autism but he did not use his judgment here. He killed an individual and that is a fact.

I know the police organization in general. I had been there.

Teenager with Autism Killed by a Police

Trevor Varinecz, 16-Year-Old Autistic Student, Killed by Officer After Stabbing Him With a Knife

Written by JJ on Oct-16-09 5:27pm

Trevor Varinecz, 16, was shot and killed Friday after he attacked a high school police officer with a knife at Carolina Forest High School in Myrtle Beach, South Carolina. The 11th-grader had asked to speak with the officer, who he stabbed after the 2 had entered an office, Teal Britton, spokeswoman for Horry County Schools, said.

Despite the tragic events, students were not sent home and were not told what happened. After the confrontation, both Trevor Varinecz and the officer were taken to a hospital. Varinecz was pronounced dead at 9:34 AM and the officer was released in good condition at 12:30 PM.

Trevor Varinecz was an autistic student at the school. According to witness accounts recounted at wafb.com, teachers heard shouting in the office and when they entered, they saw Varinecz stabbing the officer with a large knife. He was shot moments later. Though the officer's identity has not yet been confirmed, the school's only school resource officer is Marcus Rhodes.

This isn't the first time the high school has been the site of a violent attack. In June, 2006, 18-year-old Natalia Holmes was stabbed to death in the school's parking lot. Her ex-boyfriend, Edwin Cornelius Brown, was convicted of the murder and is currently serving life in prison.
(Source: http://www.zimbio.com/Trevor+Varinecz/articles/qYdiLsPGDpo/Trevor+Varinecz+16+Year+Old+Autistic+Student)

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After reading the story about this fully functioning teenager with autism, I doubt it if the police officer's wounds are enough to let him pull the trigger five times. The officer was able to leave the hospital on the same day that he was brought together with the teenager with autism who later died. The police officer's wounds are too shallow to warrant him to shoot the teenager five times. It is very suspicious. The boy may have brought the knife to school, which is bad/violation but to be shot five times vs the shallow wounds inflicted on the officer brings the case to a homicide. You can shoot the boy's legs and/or arms but not in areas where the victim eventually succumbed to death. There should be more facts or even videos to see that the police officer's actions are not self-defense.

Second Incident of Hand Marks - 5 Oct 09

The school said that they never touched AX if there is a behavior problem. Indeed, they did and the hand marks on his upper left arm is a proof that can not be denied. This second incident occurred on 5 Oct 09 and it was really frustrating since we just had a brief meeting with the principal regarding this. He was held so tightly again that finger/hand marks were left on his upper left arm. The ESE specialist and the autism teacher said it could be the big pole in the playground that caused this. It is real bullshit to have this kind of reasoning, right?