Rapid Clearing of Autism Symptoms with Neuro Modulation

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Rapid Clearing of Autism Symptoms with Neuro. Modulation Technique - A New Healing Modality

Rapid Clearing of Autism Symptoms with Neuro. Modulation Technique - A New Healing Modality Robert H. Weiner, Ph. D. Dallas, Texas Autism One Conference Chicago, May 24, 2009

What is the prevalence of autism? CDC’s Autism and Developmental Disabilities Monitoring Network released

What is the prevalence of autism? CDC’s Autism and Developmental Disabilities Monitoring Network released data in 2007 that found about 1 in 150 8 year old children (6. 6 per 1000) in multiple areas of the United States had an ASD. This was based on 2002 data from 14 states. The prevalence rates ranged from 1 in 303 children in Alabama to 1 in 94 children in New Jersey (boys: 1 in 60, girls: 1 in 250 ).

 Autism Costs CDC estimates that up to 560, 000 individuals between the ages

Autism Costs CDC estimates that up to 560, 000 individuals between the ages of 0 to 21 have an ASD. A 2003 study by Michael Ganz indicated that the economic costs in the United States associated with autism are approximately $35 billion per year.

In 2007, a report in the Archives of Pediatrics and Adolescent Medicine estimated that

In 2007, a report in the Archives of Pediatrics and Adolescent Medicine estimated that each individual with autism can accrue about $3. 2 million in costs to society over his or her lifetime. These costs include treatment and medical costs throughout life, caregiver and social service costs, education costs, lost productivity of the child, lost productivity of the caregivers and adult care. Behavior therapy can account for 6. 5% of total costs.

Autism Treatments Behavioral and Educational Interventions Medication Dietary Change Complementary and Alternative Medicine

Autism Treatments Behavioral and Educational Interventions Medication Dietary Change Complementary and Alternative Medicine

Early Intensive Behavioral Intervention (EIBI): Applied Behavioral Analysis (ABA) is the oldest researched treatment

Early Intensive Behavioral Intervention (EIBI): Applied Behavioral Analysis (ABA) is the oldest researched treatment specifically developed for autism. ABA is a very intensive system of reward based training which focuses on teaching particular skills. A qualified, full time (30 hours/week or more) ABA therapist devoted to working with a child can cost between $30, 000 $60, 000 per year.

Other behavioral interventions Speech Therapy Occupational Therapy Social Skills Therapy Physical Therapy Sensory Integration

Other behavioral interventions Speech Therapy Occupational Therapy Social Skills Therapy Physical Therapy Sensory Integration Therapy Play Therapy Developmental Therapies Visually Based Therapies

Drugs most commonly prescribed for autism symptoms: Anti anxiety drugs benzodiazepines Anti psychotics used

Drugs most commonly prescribed for autism symptoms: Anti anxiety drugs benzodiazepines Anti psychotics used to treat severe aggression, self injurious behavior, agitation or insomnia Anticonvulsants used to control seizures Antidepressants mood stabilizers (bipolar or manic) SSRIs used for depression or compulsive behaviors, (MAOI) Monoamine Oxidase Inhibitors, Tricyclic Antidepressants Beta Blockers used to decrease aggression or hyperactivity Opiate Blockers to control self injurious behaviors Sedatives for difficulty sleeping Stimulants for hyperactivity and attention or concentration problems

Dietary/Biomedical Approach Gluten free/casein free; specific carbohydrate diet Vitamin & mineral supplements, enzymes, probiotics

Dietary/Biomedical Approach Gluten free/casein free; specific carbohydrate diet Vitamin & mineral supplements, enzymes, probiotics Rotation diet, food avoidance diet Herbs, homeopathic remedies DAN! Biomedical Approach

Complementary and Alternative Medicine In 2007 in the United States, nearly 40% of all

Complementary and Alternative Medicine In 2007 in the United States, nearly 40% of all adults and 12% of children had used some form of CAM in the previous 12 months. http: //nccam. nih. gov/news/camstats/2007/camsurvey_fs 1. htm

Complementary and Alternative Medicine 112 families were surveyed at the Developmental Medicine Center at

Complementary and Alternative Medicine 112 families were surveyed at the Developmental Medicine Center at Children’s Hospital in Boston, Massachusetts whose children received a diagnosis of Autism Spectrum Disorder (ASD) between 1997 and 2003. The diagnosis received was either mental retardation or global developmental delay (MR/GDD), autism, PDD NOS or other. Overall, 74% were using complementary and alternative medicine (CAM) for their child with ASD. Approximately 90% of children with a diagnosis of autism or autism/PDD in combination with MR/GDD were reported to have used CAM. 54% used some form of dietary/biomedical approach, 30% used a Mind body Intervention, 25% used a Manipulative and body based method, 8% used Energy therapies and 1% used Alternative medical systems Use of Complementary and Alternative Medicine among Children Diagnosed with Autism Spectrum Disorder, Hansen et al. , J Autism Dev Disord (2007) 37: 628– 636

Complementary Medicine approaches National Center for Complementary and Alternative Medicine, NIH Alternative medical systems

Complementary Medicine approaches National Center for Complementary and Alternative Medicine, NIH Alternative medical systems (Naturopathy, homeopathy, Traditional Chinese medicine & acupuncture, Ayurveda) Biologically based therapies (using herbs, foods, and vitamins; orthomolecular medicine) Mind body interventions (relaxation, hypnosis, visual imagery, meditation, neurofeedback, yoga)

Manipulative and body based methods (deep pressure, chiropractic, osteopathy, Cranio. Sacral therapy, massage, reflexology)

Manipulative and body based methods (deep pressure, chiropractic, osteopathy, Cranio. Sacral therapy, massage, reflexology) Energy therapies (Therapeutic Touch, qigong, electromagnetic therapy, color therapy) Intention based therapies (NMT)

Issues with many autism treatments including some CAM therapies Therapist/labor intensive (usually 1 on

Issues with many autism treatments including some CAM therapies Therapist/labor intensive (usually 1 on 1) Most require cooperative and compliant child Often produce slow, incremental change Require consistent, frequent treatments Become expensive over time May have undesirable side effects

Neuro. Modulation Technique - A New Healing Modality

Neuro. Modulation Technique - A New Healing Modality

Neuro. Modulation Technique – The Feinberg Method Developed by Dr. Leslie S. Feinberg, D.

Neuro. Modulation Technique – The Feinberg Method Developed by Dr. Leslie S. Feinberg, D. C. in 2002. Premises of NMT 1. Regulation of body functioning takes place at an other than conscious level, referred to in NMT as the Autonomic Control System (ACS). 2. Illness is the result of informational confusion and processing faults in the systems responsible for regulating body functions. (Analogy of corrupted computer program or computer virus. )

Examples where informational errors produce illness: Allergy and Autoimmune Disease: the body produces immune

Examples where informational errors produce illness: Allergy and Autoimmune Disease: the body produces immune system attacks toward foods, respiratory inhalants, drugs, or the body itself. Pain, tightness, and lost range of motion can be caused by errors in the setting of nerve sensors and how the nervous system processes that information. Toxic agents and exogenous analogs of hormones pesticides, industrial chemicals, heavy metals and other poisons may persist in the body because informational errors do not permit the body to use its ability to make enzymes that remove toxins from the body.

3. If this faulty information can be replaced with correct information, proper body mind

3. If this faulty information can be replaced with correct information, proper body mind functioning can be restored. (Reload computer program; run anti virus program). 4. In NMT, practitioners can access this level of functioning in an individual through dynamic muscle response testing (dynamic MRT) and ask the ACS to determine what informational errors are present. (Remote tech support diagnostics)

5. NMT Clinical Pathways provide the NMT practitioner with a thorough way to investigate

5. NMT Clinical Pathways provide the NMT practitioner with a thorough way to investigate the extent of these informational errors and make the ACS aware of it so it can correct the errors it has been mistakenly or unknowingly making. 6. NMT is a collaborative therapy. NMT helps the patient’s ACS sort out confusion that has locked up innate healing resources. Healing that occurs comes from within the patient, not from the practitioner.

Neuro. Modulation Technique: 1. Non invasive 2. Addresses both physical and mental/emotional issues resulting

Neuro. Modulation Technique: 1. Non invasive 2. Addresses both physical and mental/emotional issues resulting from confusion in the ACS 3. Self contained treatment. No wires, electrodes, external devices, etc. are required to administer NMT. No supplements, food avoidance or special diets, take home therapies, etc. are needed. 4. Is compatible with all other forms of treatment 5. Minimal to no side effects

Neuro. Modulation Technique: 6. Easily administered to anyone of any age 7. Cooperation of

Neuro. Modulation Technique: 6. Easily administered to anyone of any age 7. Cooperation of the patient is not required 8. Conscious participation by the patient is not required 9. Treatment can be done remotely the patient need not be physically present. 10. The patient’s ACS determines priority of NMT pathways.

A Study of the Efficacy of Neuro. Modulation Technique with Children Diagnosed with Autism

A Study of the Efficacy of Neuro. Modulation Technique with Children Diagnosed with Autism

Purpose The purpose of this study was to determine if Neuro. Modulation Technique was

Purpose The purpose of this study was to determine if Neuro. Modulation Technique was effective in reducing maladaptive behaviors and increasing adaptive behaviors in children diagnosed with autism.

 Study Type: Interventional treatment trial Study Design: Treatment, Randomized, Wait list Control Phase

Study Type: Interventional treatment trial Study Design: Treatment, Randomized, Wait list Control Phase I Study

 9 study sites in the United States, 1 study site in Mexico Total

9 study sites in the United States, 1 study site in Mexico Total Enrollment: 18 children between the ages of 5 and 10 Start Date: September 2007 Completion Date: February 2009

Hypothesis: Children in the experimental group would show significant improvement over the control group

Hypothesis: Children in the experimental group would show significant improvement over the control group as measured by the ATEC, ABC and the PDDBI. Children in the control group would show significant improvement over their baseline measures after receiving NMT treatment.

Inclusion Criteria Child must have had a formal diagnosis of autism. Must have had

Inclusion Criteria Child must have had a formal diagnosis of autism. Must have had the diagnosis for at least one year. Children must not have started any new therapies or stopped any ongoing therapies designed to treat their autism in the previous 6 months.

Inclusion Criteria During the study, children were required to continue with any therapies they

Inclusion Criteria During the study, children were required to continue with any therapies they were receiving prior to starting the study, and they were required to not start any new therapies besides Neuro. Modulation Technique during the course of the study.

Exclusion Criteria In order to participate in the study, children must not have received

Exclusion Criteria In order to participate in the study, children must not have received any previous NMT treatment. Parents were asked not to apply to be in the study if they lived a significant distance from the nearest NMT researcher.

Exclusion Criteria Excluded from the study were children who have had or were undergoing

Exclusion Criteria Excluded from the study were children who have had or were undergoing chelation therapy, and children who have displayed significant self injurious behavior (children who have caused visible harm to themselves).

Test Instruments ATEC – Autism Treatment Evaluation Checklist (available free online at www. autism.

Test Instruments ATEC – Autism Treatment Evaluation Checklist (available free online at www. autism. com) ABC – Aberrant Behavior Checklist PDDBI – PDD Behavioral Inventory Symptom Questionnaire for Children

Schedule Child 1 Child 2 Week 1 Symptom Questionnaire ATEC, ABC and PDDBI Week

Schedule Child 1 Child 2 Week 1 Symptom Questionnaire ATEC, ABC and PDDBI Week 2 NMT 1, NMT 2 Week 3 NMT 3, NMT 4 Week 4 NMT 5, NMT 6 Week 5 ATEC, ABC NMT 7, NMT 8 Week 6 NMT 9, NMT 10 Week 7 NMT 11, NMT 12 Week 8 Symptom Questionnaire ATEC, ABC and PDDBI Week 9 NMT 1, NMT 2 Week 10 NMT 3, NMT 4 Week 11 NMT 5, NMT 6 Week 12 ATEC, ABC NMT 7, NMT 8 Week 13 NMT 9, NMT 10 Week 14 NMT 11, NMT 12 Week 15 Symptom Questionnaire ATEC, ABC and PDDBI

 Funding This study received a seed grant from the Autism Research Institute. www.

Funding This study received a seed grant from the Autism Research Institute. www. autism. com All the researchers in the study donated their time and services.

Results

Results

ATEC – Autism Treatment Evaluation Checklist Drs. Bernard Rimland Stephen Edelson developed this test

ATEC – Autism Treatment Evaluation Checklist Drs. Bernard Rimland Stephen Edelson developed this test to measure the effectiveness of any type of treatment for autism. Most autism research uses test instruments that are designed to diagnose autism, not measure treatment outcomes. This can lead to inconclusive results.

The ATEC consists of 4 subscales and a total score based on the total

The ATEC consists of 4 subscales and a total score based on the total of all 4 subscales: Speech/Language/Communication (14 items) Sociability (20 items) Sensory/ Cognitive Awareness (18 items) Health/Physical/Behavior (25 items) The higher the subscale and total scores, the more impairment is present in that area.

80. 0 70. 0 9 weeks before start of NMT 1 week before start

80. 0 70. 0 9 weeks before start of NMT 1 week before start of NMT Autism Treatment Evaluation Checklist (ATEC) 68. 4 69. 3 Wait-List Control Score Change 60. 0 50. 0 40. 0 30. 0 21. 3 20. 0 16. 9 12. 8 16. 4 17. 4 22. 3 17. 8 12. 8 10. 0 Total Score Wait I. Speech/ Language/ III. Sensory/ Cognitive II. Sociability Average List Control Average Communication Average Awareness Average 9 weeks before start of NMT 68. 4 12. 8 16. 9 17. 4 1 week before start of NMT 69. 3 12. 8 16. 4 17. 8 IV. Health/Physical/ Behavior Average 21. 3 22. 3

80. 0 Autism Treatment Evaluation Checklist (ATEC) 75. 9 Score Change All Children 70.

80. 0 Autism Treatment Evaluation Checklist (ATEC) 75. 9 Score Change All Children 70. 0 63. 8 60. 0 53. 2 50. 0 40. 0 30. 0 26. 8 21. 8 20. 0 18. 7 17. 5 12. 9 12. 1 11. 1 15. 4 14. 6 12. 2 16. 7 13. 2 10. 0 Pre-NMT After 6 NMT sessions After 12 NMT sessions Total Score All Children Average 75. 9 63. 8 53. 2 I. Speech/Language/ Communication Average 12. 9 12. 1 11. 1 II. Sociability Average 17. 5 14. 6 12. 2 III. Sensory/Cognitive Awareness Average 18. 7 15. 4 13. 2 IV. Health/Physical/ Behavior Average 26. 8 21. 8 16. 7

ATECMid-NMT Child 5 Post-NMT Pre-NMT 70 66 63 60 50 40 29 30 25

ATECMid-NMT Child 5 Post-NMT Pre-NMT 70 66 63 60 50 40 29 30 25 20 16 16 13 4 Pre-NMT Mid-NMT Post-NMT Total Score: 66 63 25 13 9 8 10 0 30 6 5 I. Speech/Language/ Communication: 8 4 5 II. Sociability: 16 13 6 5 III. Sensory/Cognitive Awareness: 13 16 5 IV. Health/Physical/ Behavior: 29 30 9

ATECMid-NMT Child 8 Post-NMT Pre-NMT 70 65 60 50 42 40 34 29 30

ATECMid-NMT Child 8 Post-NMT Pre-NMT 70 65 60 50 42 40 34 29 30 20 14 8 10 8 7 14 13 12 14 11 7 4 0 Pre-NMT Mid-NMT Post-NMT Total Score: 65 42 34 I. Speech/Language/ Communication: 8 8 7 II. Sociability: 14 7 4 III. Sensory/Cognitive Awareness: 14 13 12 IV. Health/Physical/ Behavior: 29 14 11

Aberrant Behavior Checklist Was designed to measure behavior brought about by drug effects in

Aberrant Behavior Checklist Was designed to measure behavior brought about by drug effects in research studies. Only focuses on maladaptive behaviors, not prosocial behaviors.

The ABC measures 5 factors of behavior: Irritability agitation, aggressive, tantrums Lethargy social withdrawal,

The ABC measures 5 factors of behavior: Irritability agitation, aggressive, tantrums Lethargy social withdrawal, unresponsive Stereotypy abnormal, repetitive movements Hyperactivity impulsive, non compliant Inappropriate Speech talks excessively, repetitively

25. 0 9 weeks before start of NMT week before start of NMT Aberrant

25. 0 9 weeks before start of NMT week before start of NMT Aberrant Behavior 1 Checklist (ABC) Wait-List Control Score Change 20. 0 15. 0 14. 0 12. 9 12. 8 11. 7 12. 2 11. 9 10. 3 11. 0 10. 0 6. 6 6. 9 5. 0 0. 0 9 weeks before start of NMT 1 week before start of NMT Irritability Average 11. 7 14. 0 Lethargy Average 12. 9 12. 8 Stereotypy Average 12. 2 11. 9 Hyperactivity Average 6. 6 6. 9 Inappr Speech Average 10. 3 11. 0

25. 0 Pre-NMT After 6 NMT sessions After 12 NMT sessions Aberrant (ABC) Pre-NMT

25. 0 Pre-NMT After 6 NMT sessions After 12 NMT sessions Aberrant (ABC) Pre-NMT Behavior After 6 NMT sessions After 12 NMT sessions Aberrant Behavior. Checklist (ABC) Score. Change. All. Children 25. 0 22. 0 20. 0 16. 8 16. 4 15. 9 15. 3 15. 0 11. 4 10. 0 9. 4 10. 4 9. 4 8. 7 6. 4 5. 5 5. 0 3. 9 2. 3 0. 0 Pre-NMT After 6 NMT sessions After 12 NMT sessions Irritability Average 16. 8 11. 4 9. 4 Lethargy Average 16. 4 10. 4 9. 4 Stereotypy Average 8. 7 6. 4 5. 5 Hyperactivity Average Inappr. Speech. Average 22. 0 3. 9 15. 9 2. 3 15. 3 2. 3

45 ABC Child 8 Pre-NMT 40 Mid-NMT Post-NMT 35 30 27 25 20 19

45 ABC Child 8 Pre-NMT 40 Mid-NMT Post-NMT 35 30 27 25 20 19 16 15 12 9 10 7 5 5 0 Pre-NMT Mid-NMT Post-NMT Irritability 19 7 5 7 6 4 Lethargy 27 12 9 Stereotypy 6 4 4 7 4 3 Hyperactivity 16 7 7 2 2 Inappropriate Speech 3 2 2

PDDBI - Pervasive Developmental Disorder Behavioral Inventory PDDBI is used to assess response to

PDDBI - Pervasive Developmental Disorder Behavioral Inventory PDDBI is used to assess response to intervention, assist in diagnosis and treatment planning If a treatment such as drug therapy causes a decrease in repetitive behaviors, does the treatment also decrease social communication skills? Assesses both problem behaviors and appropriate social communication behaviors

Is age normed, because there is a need to assess change due to age

Is age normed, because there is a need to assess change due to age from that due to treatment Is standardized on a well diagnosed autism sample Results are reported in domain scores with T score values

T scores have mean of 50 and a standard deviation of 10. The average

T scores have mean of 50 and a standard deviation of 10. The average child with autism will have domain T scores of 40 to 60 in all domains.

Measures 10 domains: 7 Approach Withdrawal Problem areas (higher T scores indicated increasing level

Measures 10 domains: 7 Approach Withdrawal Problem areas (higher T scores indicated increasing level of severity) 3 Receptive/ Expressive Communication Skill areas (higher T scores indicate increasing competence)

Approach Withdrawal Problems Sensory/Perceptual Approach Behaviors Ritualisms/Resistance to Change Social Pragmatic Problems Semantic/Pragmatic Problems

Approach Withdrawal Problems Sensory/Perceptual Approach Behaviors Ritualisms/Resistance to Change Social Pragmatic Problems Semantic/Pragmatic Problems Arousal Regulation Problems Specific Fears Aggressiveness

Receptive/Expressive Communication Skills Social Approach Behaviors Expressive Language Learning, Memory and Receptive Language Composite

Receptive/Expressive Communication Skills Social Approach Behaviors Expressive Language Learning, Memory and Receptive Language Composite Scores Approach Withdrawal Problems Repetitive, Ritualistic & Pragmatic Problems Receptive/Expressive Social Communication Skills Autism (SENSORY+RITUAL+SOCPP+SEMPP) – (SOCAPP + EXPRESS)

60. 0 9 weeks before start of NMT 1 week before start of NMT

60. 0 9 weeks before start of NMT 1 week before start of NMT PDDBI Approach/Withdrawal Problems T-Score Change Wait-List Control Group 55. 0 53. 8 52. 6 52. 3 51. 3 50. 4 50. 2 50. 0 49. 4 48. 7 48. 9 50. 3 50. 2 48. 2 47. 8 47. 7 45. 0 40. 0 35. 0 30. 0 9 weeks before start of NMT 1 week before start of NMT Sensory Perceptual Approach Problems 48. 7 48. 9 Ritualisms and Social Pragmatic Resistance to Problems Change 50. 2 52. 3 51. 3 53. 8 Semantic Pragmatic Problems Arousal Regulation Problems Specific Fears Aggressiveness 47. 8 47. 7 50. 4 49. 4 50. 3 52. 6 48. 2 50. 2

60. 0 55. 0 AVERAGE START: AVERAGE AT END: PDDBI Approach/Withdrawal Problems 57. 9

60. 0 55. 0 AVERAGE START: AVERAGE AT END: PDDBI Approach/Withdrawal Problems 57. 9 T-Score Change All 56. 6 Children 56. 1 54. 9 53. 2 53. 1 52. 7 50. 0 45. 0 44. 7 43. 6 43. 5 44. 4 44. 3 44. 1 42. 0 40. 0 35. 0 30. 0 AVERAGE START: AVERAGE AT END: Sensory Perceptual Approach Problems 53. 2 43. 6 Ritualisms and Resistance to Change Social Pragmatic Problems Semantic Pragmatic Problems Arousal Regulation Problems Specific Fears Aggressiveness 57. 9 44. 7 54. 9 43. 5 56. 6 44. 3 53. 1 42. 0 56. 1 44. 4 52. 7 44. 1

60. 0 9 weeks before start of NMT 1 week before start of NMT

60. 0 9 weeks before start of NMT 1 week before start of NMT PDDBI Receptive/Expressive Social Communication Abilities T-Score Change Wait-List Control Group 55. 0 49. 8 50. 0 48. 2 47. 4 45. 0 44. 8 48. 2 44. 3 40. 0 35. 0 30. 0 9 weeks before start of NMT 1 week before start of NMT Social Approach Behaviors Expressive Language 44. 8 47. 4 49. 8 48. 2 Learning, Memory and Receptive Language 48. 2 44. 3

60. 0 AVERAGE START: AVERAGE AT END: PDDBI Receptive/Expressive Social Communication Abilities T-Score Change

60. 0 AVERAGE START: AVERAGE AT END: PDDBI Receptive/Expressive Social Communication Abilities T-Score Change All Children 55. 0 53. 5 53. 2 49. 3 50. 0 47. 9 45. 0 44. 5 43. 4 40. 0 35. 0 30. 0 AVERAGE START: AVERAGE AT END: Social Approach Behaviors Expressive Language 44. 5 49. 3 53. 2 53. 5 Learning, Memory and Receptive Language 43. 4 47. 9

60. 0 9 weeks before start of NMT PDDBI Composite T 1 week Score

60. 0 9 weeks before start of NMT PDDBI Composite T 1 week Score Change 57. 9 57. 5 Wait-List Control Group 54. 7 55. 0 52. 2 51. 8 54. 3 51. 5 50. 0 47. 8 45. 0 40. 0 35. 0 30. 0 9 weeks before start of NMT 1 week before start of NMT Repetitive and Problem Behaviors Composite Approach/ Withdrawal Problems Composite 52. 2 57. 9 51. 8 57. 5 Expressive Social Receptive Expressive Social Communication Abilities Communication Composite 54. 7 54. 3 51. 5 47. 8

60. 0 AVERAGE AT END: PDDBI Composite 57. 5 T-Score Change All Children AVERAGE

60. 0 AVERAGE AT END: PDDBI Composite 57. 5 T-Score Change All Children AVERAGE START: 57. 9 55. 0 53. 9 53. 5 51. 5 50. 0 47. 8 45. 0 41. 1 41. 2 40. 0 35. 0 30. 0 AVERAGE START: AVERAGE AT END: Repetitive and Problem Behaviors Composite Approach/ Withdrawal Problems Composite 57. 9 41. 1 57. 5 41. 2 Expressive Social Communication Abilities Composite 51. 5 53. 9 Receptive Expressive Social Communication Composite 47. 8 53. 5

60. 0 9 weeks before start of NMT 1 week before start of NMT

60. 0 9 weeks before start of NMT 1 week before start of NMT PDDBI Autism Composite T-Score Change Wait-List Control Group 55. 0 52. 4 51. 1 50. 0 45. 0 40. 0 35. 0 30. 0 AUTISM COMPOSITE 9 weeks before start of NMT 51. 1 1 week before start of NMT 52. 4

AVERAGE START: AT END: PDDBI Autism. AVERAGE Composite T-Score Change All Children 60. 0

AVERAGE START: AT END: PDDBI Autism. AVERAGE Composite T-Score Change All Children 60. 0 56. 2 55. 0 50. 0 45. 0 40. 0 37. 8 35. 0 30. 0 AUTISM COMPOSITE AVERAGE START: 56. 2 AVERAGE AT END: 37. 8

PDDBI Child 5

PDDBI Child 5

PDDBI Child 8

PDDBI Child 8

NMT Autism Study Researchers CALIFORNIA Robert I. Jeffrey, DC, L. Ac. , 11611 San

NMT Autism Study Researchers CALIFORNIA Robert I. Jeffrey, DC, L. Ac. , 11611 San Vicente Blvd. , #650, Los Angeles, CA 90049 (310) 826 5151 Taras Lumiere, DC, L. Ac. , 3301 Alta Arden #3, Sacramento, CA 95825 (916) 489 4400 MARYLAND Fred Bloem, MD, 4108 Alfalfa Terrace, Olney, MD 20832 (301) 2601 NEW JERSEY Monica Cristobal, RD, MS, 36 Robinhood Dr. , Mountain Lakes, NJ 07046 (862) 273 9433 OREGON Rick Schwartz, DC, 1245 Charnelton St. , Suite 1, Eugene, OR 97401 (541) 484 6055 Leslie S. Feinberg, DC, 633 E. Main St. , Hermiston, OR 97838 541 567 0200 PENNSYLVANIA Lisa Rhodes, DPM, L. Ac, 5055 Swamp Rd. , Suite 203, Fountainville, PA 18923 (215) 230 4600 Christine Hannafin, Ph. D. , Bala Farm, 380 Jenissa Dr. , West Chester, PA 19382 (610) 431 0588 TEXAS Robert H. Weiner, Ph. D. , 8499 Greenville Ave. , Suite 106, Dallas, TX 75231 (214) 503 1441 MEXICO Lorena Rosas, RD, Federico T. de la Chica, #2 401, Naucalpan, Edo. Mexico 53100, Mexico (55)5393 8585

Published NMT Research Resolution of Cavitational Osteonecrosis Through Neuro. Modulation Technique, a Novel Form

Published NMT Research Resolution of Cavitational Osteonecrosis Through Neuro. Modulation Technique, a Novel Form of Intention Based Therapy: A Clinical Case Study Leslie S. Feinberg, Robert B. Stephan, Kathleen P. Fogarty, Lynn Voortman, William A. Tiller, Riccardo Cassiani Ingoni. The Journal of Alternative and Complementary Medicine. January 2009, 15(1): 25 33. http: //nmt. md/Papers/nmt_nico_jacm_pub_ _final. pdf This study evaluated the possibility of using Neuro. Modulation Technique (NMT), a form of intention based medicine, to induce osteogenesis and healing of cavitational osteonecrosis, a common progressive form of ischemic disease of the alveolar arch. Results: All subjects presented between one and six cavitational lesions at the first scan, most of which (92%) were associated with sites of previous tooth extraction. NMT treated patients demonstrated significant improvement in bone density in 27 of the 34 lesions analyzed (79%). The median number of lesions per patient was 4 pretreatment and 0 post treatment (p < 0. 01). One NMT treated patient, 1 surgically treated patient, and the control subject were also imaged at later time points, showing a durable healing of the lesions through NMT comparable to that of surgery, as opposed to disease persistence in the untreated control.

Some other areas where NMT has demonstrated promising clinical results: Addictions Allergies food and

Some other areas where NMT has demonstrated promising clinical results: Addictions Allergies food and airborne allergens Chronic pain Emotional issues Fibromyalgia Headaches Immune system issues

For more information about Neuro. Modulation Technique, video excerpts from this study and notification

For more information about Neuro. Modulation Technique, video excerpts from this study and notification of the journal citation when this study is published, please visit: http: //nmt. md/

 Thank you! Robert H. Weiner, Ph. D. , CST D Licensed Clinical Psychologist

Thank you! Robert H. Weiner, Ph. D. , CST D Licensed Clinical Psychologist Dallas, Texas www. living solutions. com Link to send me an e mail: http: //living solutions. com/feedback. html

Description of the PDDBI Domain Scales Source: PDD Behavioral Inventory™ Professional Manual Ira L.

Description of the PDDBI Domain Scales Source: PDD Behavioral Inventory™ Professional Manual Ira L. Cohen, Ph. D. , Vicki Sudhalter, Ph. D. © 1999, 2005 Psychological Assessment Resources, Inc. Approach/Withdrawal Problems Sensory/Perceptual Approach Behaviors (SENSORY) This domain includes behaviors that are largely non communicative and involve approach toward asocial stimuli. There are five clusters of such behaviors in the parent version: (a) Visual Behaviors, (b) Non Food Taste Behaviors, (c) Touch Behaviors, (d) Proprioceptive/ Kinesthetic Behaviors, and (e) Repetitive Manipulative Behaviors Ritualisms/Resistance to Change (RITUAL) This domain describes behaviors that communicate the child's desires to carry out rituals or to communicate dissatisfaction with a change in the environment or routine. It consists of three clusters for the parent version: (a) Resistance to Change in the Environment, (b) Resistance to Change in Schedules/Routines, and (c) Rituals. Social Pragmatic Problems (SOCPP) This domain taps the difficulties children with autism have in either reacting to the approaches of others, understanding social conventions, or initiating social interactions with others. It consists of three clusters for the parent version; (a) Problems With Social Approach, (b) Social Awareness Problems, and (c) Inappropriate Reactions to the Approaches of Others.

Semantic/Pragmatic Problems (SEMPP) This domain assesses the difficulties children with autism have in using

Semantic/Pragmatic Problems (SEMPP) This domain assesses the difficulties children with autism have in using spoken language to indicate comprehension, communicate meaning, respond to the interests of others, and sustain a conversation. It presupposes that the child can say words. Three clusters make up this domain for the parent version: (a) Aberrant Vocal Quality When Speaking, (b) Problems With Understanding Words, and (c) Verbal Pragmatic Deficits. Arousal Regulation Problems (AROUSE) This domain consists of behaviors that are largely non communicative or unresponsive and reflect emotional constriction, the apparent seeking of kinesthetic sensation, and difficulty with sleep regulation. It consists of three clusters in the parent version: (a) Kinesthetic Behaviors, (b) Reduced Responsiveness, and (c) Sleep Regulation Problems. Specific Fears (FEARS) This domain consists of behaviors that communicate the fears and anxieties associated withdrawal from social or asocial stimuli. It consists of five clusters in the parent version: (a) Sadness When Away From Care giver, Other Significant Figure, or in New Situation; (b) Anxiousness When Away From Caregiver, Other Significant Figure, or in New Situation; (c) Auditory Withdrawal Behaviors, (d) Fears and Anxieties; and represent that domain.

Aggressiveness (AGG) This domain assesses the aggressive approach toward self or others, as well

Aggressiveness (AGG) This domain assesses the aggressive approach toward self or others, as well as the negative mood changes that are often associated with such behaviors. It consists of five clusters: (a) Self Directed Aggressive Behaviors; (b) Incongruous Negative Affect; (c) Problems When Caregiver or Other Significant Figure Returns from Work, an Outing, or Vacation; (d) Aggressiveness Toward Others; and (e) Overall Temperament Problems. Receptive/Expressive Social Communication Abilities Social Approach Behaviors (SOCAPP) This domain assesses those social communication skills that are notoriously difficult for children with autism (e. g. , eye contact, joint attention, effective use of gesture, imaginative skills). The Parent Rating Form consists of nine clusters: (a) Visual Social Approach Behaviors, (b) Positive Affect Behaviors, (c) Gestural Approach Behaviors, (d) Responsiveness to Social Inhibition Cues, (e) Social Play Behaviors, (f) Imaginative Play Behaviors, (g) Empathy Behaviors, (h) Social Interaction Behaviors, and (i) Social Imitative Behaviors.

Expressive Language (EXPRESS) This domain assesses the ability of the child to speak the

Expressive Language (EXPRESS) This domain assesses the ability of the child to speak the sounds associated with the English language and to use words and sentences that indicate his or her competence with grammar, tone of voice, and the pragmatic aspects of communicating with others. There are clusters in this domain for the parent forms: (a) Vowel Production; (b) Consonant Production at the Beginning, Middle, and End of Words; (c) Diphthong Production; (d) Expressive Language Competence; (e) Verbal Affective Tone; and (f) Pragmatic Conversational Skills. Learning, Memory, and Receptive Language (LMRL) This domain assesses two areas of variable competence in children with autism: (a) memory and (b) receptive language. Many children with autism have excellent memories for locations or routines but poor memory for movement sequences, for example. Receptive language skills are often idiosyncratic and do not indicate comprehension of important concepts such as pronouns, verbs, and adjectives. There are two clusters in this domain in the parent version: (a) General Memory Skills and (b) Receptive Language Competence.

Interpretation of Composite Scores In addition to each of the domains described, five composite

Interpretation of Composite Scores In addition to each of the domains described, five composite scores were constructed: Approach/Withdrawal Problems Composite, Receptive/ Expressive Social Communication Abilities Composite; Receptive, Repetitive, Ritualistic, and Pragmatic Problems Composite; Expressive Social Communication Abilities Composite; Autism Composite). As with the domain scores, the average child who has autism will obtain T scores between 40 and 60 on these composites. Repetitive, Ritualistic, and Pragmatic Problem Behaviors Composite (REPRIT/C) This composite score consists of the sum of the Sensory/Perceptual Approach Behaviors, Ritualisms/Resistance to Change, Social Pragmatic Problems, and Semantic/Pragmatic Problems domains. Approach/Withdrawal Problems Composite (AWP/C) This composite consists of the sum of all of the domains on the Approach/Withdrawal Problems section of the PDDBI. High scores on this composite are indicative of severe problems in many different domains.

Expressive Social Communication Abilities Composite (EXSCA/C) This composite consists of the sum of the

Expressive Social Communication Abilities Composite (EXSCA/C) This composite consists of the sum of the Social Approach Behaviors and Expressive Language domains. Missing from this composite is the Learning, Memory, and Receptive Language domain because problems in these areas are not diagnostic for autism and can be applied to children with a variety of different disorders. This composite is very strongly positively correlated with the Receptive Expressive Social Communication Abilities Composite. Receptive/Expressive Social Communication Abilities Composite (REXSCA/C) This composite consists of the sum of all of the domains on the Receptive/Expressive Social Communication Abilities section of the PDDBI. High scores in this composite indicate increasingly sophisticated use of both receptive and expressive social communication skills.

Autism Composite (AUTISM) The choice of domains to compute the Autism Composite score was

Autism Composite (AUTISM) The choice of domains to compute the Autism Composite score was determined by a priori selection of those PDDBI domains that bore the most relation to DSM-IV criteria for autism. These included the following domains: (a) Sensory/Perceptual Approach Behaviors; (b) Ritualisms/Resistance to Change; (c) Social Pragmatic Problems; (d) Semantic/Pragmatic Problems; Social Approach Behaviors; and Expressive Language. The T scores for the Social Approach Behaviors and Expressive Language domains are summed and subtracted from the sum of the T scores for the Sensory/Perceptual Approach Behaviors, Ritualisms/Resistance to Change, Social Pragmatic Problems, and Semantic/Pragmatic Problems domains.