AUTISM ADHD Joan Fallon DC FICCP MSc Autism

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 AUTISM & ADHD ® Joan Fallon DC FICCP MSc

AUTISM & ADHD ® Joan Fallon DC FICCP MSc

Autism characteristic signs are impairments in social interaction communication restricted and repetitive behavior lack

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 without hyperactivity l

AD/HD Now known as Attention Deficit disorder with and without hyperactivity l

l Attention deficit disorder/hyperactivity disorder (AD/HD) is a neurobehavioral disorder that affects approximately 3

l 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.

l AD/HD causes the individual to have difficulty staying on a task, to exercise

l AD/HD causes the individual to have difficulty staying on a task, to exercise ageappropriate 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.

l Symptoms of AD/HD include failure to listen to instructions, inability to remain organized

l 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.

l There are several types of AD/HD: a predominantly inattentive subtype, a predominantly hyperactive-impulsive

l 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 l - lacks ability to focus

Inattentive type- the children have difficulty paying attention l - lacks ability to focus on detail l - does not follow through l - lacks organization l - distractible l - misplaces and losesthings

Hyperactive-impulsive type – constant movement and acting without thinking l - often is disruptive

Hyperactive-impulsive type – constant movement and acting without thinking l - often is disruptive in a classroom l - run around continually l - difficulty in social situations l - speaks and acts out of turn l - talks too much l - most often found in males. H l - child figets and squirms especially at school

Combined type- difficulty with attention and hyperactivity

Combined type- difficulty with attention and hyperactivity

EVEN GREATE R ANXIETY Difficulty With Transition GREATER ANXIETY Anxiety Difficulty With Transition

EVEN GREATE R ANXIETY Difficulty With Transition GREATER ANXIETY Anxiety Difficulty With Transition

Mechanoreceptors Touch l Pressure l Pain l Texture l Weight l Proprioception l Balance

Mechanoreceptors Touch l Pressure l Pain l Texture l Weight l Proprioception l Balance l Osmotic change l

With altered input from the mechanoreceptors: Shift from a balance between para and sympathetic

With altered input from the mechanoreceptors: Shift from a balance between para and sympathetic TO - Slight Sympathetic dominance l

Sympathetic dominance Changes in neuro-immune status of the child l Behavioral changes will occur

Sympathetic dominance Changes in neuro-immune status of the child l Behavioral changes will occur anxiety transitional hyperactivity lethargy l

Life changes which can induce this Birth Trauma l Normal Falls l In utero

Life changes which can induce this Birth Trauma l Normal Falls l In utero constraint l Other normal childhood milestone l

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

Chiropractic care Will place normal input into the facet joints and other places in the body l Mechanoreceptors will activate normally l Alters sensory input l Changes sensory integration l Changes in mechanorecption l

Checklist l Does not like to be hugged l Bites his/her fingers l Has

Checklist l Does not like to be hugged l Bites his/her fingers l Has trouble listening to you l Has difficulty following directions l Is hyperactive

l Lines up his/her toys in a row l Repeats things over and over

l Lines up his/her toys in a row l Repeats things over and over l Still has imaginary friends l Is oppositional to you and others l Has difficulty playing with others

l Listens but does not always understand l Has a fascination with letters or

l Listens but does not always understand l Has a fascination with letters or numbers l Cannot follow directions l Is clumsy l Appears frustrated much of the time

l Has trouble looking others in the eye l Does not speak much l

l Has trouble looking others in the eye l Does not speak much l Has frequent tantrums l Has difficulty with change l Refuses to wear shoes and/or socks most of the time

l Cries incessantly l Has difficulty brushing teeth l Appears to enjoy staring at

l Cries incessantly l Has difficulty brushing teeth l Appears to enjoy staring at the computer l Likes to look at fans l Has constant difficulty with friends

l Exhibits what others consider “odd” behavior l Speaks unintelligibly at times l Has

l Exhibits what others consider “odd” behavior l Speaks unintelligibly at times l Has difficulty with tags and seams on clothing l Has difficulty changing his/her routine l Is fascinated with his/her moving body parts

l Stares at objects l Ignores his/her siblings most of the time l Recites

l Stares at objects l Ignores his/her siblings most of the time l Recites words or phrases he/she has heard from TV, videos, or audiotapes l Wants to watch the same videos again and again

l Recites whole sections of books which are read to him/her l Has difficulty

l Recites whole sections of books which are read to him/her l Has difficulty warming up to others l Has difficulty being touched l Cannot open a jar l Cannot swing on a swing

l Cannot skip or run l Has difficulty holding a pen or crayon l

l Cannot skip or run l Has difficulty holding a pen or crayon l Cannot imitate l Colors outside the line consistently

Biological changes l While thought to be only a behavioral issue, we known now

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

In Autism l Identify children with autism that fit the Fallon Algorithm Patients with

In Autism l Identify children with autism that fit the Fallon Algorithm Patients with demonstrated low levels of specific digestive enzymes (biomarker) l These enzymes can be measured by a simple diagnostic assay. l

Low Biomarker Levels in Autism

Low Biomarker Levels in Autism

Lack of protein digestion l Children with Autism, ADHD and other dysautonomic conditions lack

Lack of protein digestion l 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

Clinical Measures Primary lack of eye contact lack of socialization lack of speech Secondary lack of toileting OCD / Hyperactivity - GI disturbances l

Clinical Outcomes Autistic Children aged 2 -4 N= 225 l l l l l

Clinical Outcomes Autistic Children aged 2 -4 N= 225 l l l l l 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%

Clinical Outcomes Autistic Children aged 5 -11 At Baseline l l l l l

Clinical Outcomes Autistic Children aged 5 -11 At Baseline l l l l l N = 171 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%

Current Status l l Company called CUREMARK Unique single source enzyme preparation, with time

Current Status l l 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

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. . .

CONTACT Jfallon@Cure-Mark. com

CONTACT Jfallon@Cure-Mark. com