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Kurtz ISBN 978 1 84310 865 8 Visual Perception Problems in Children with AD/HD, Autism, and Other Learning Disabilities a Guide for Parents and Professionals Lisa A

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Kurtz ISBN 978 1 84310 865 8 Visual Perception Problems in Children with AD/HD, Autism, and Other Learning Disabilities a Guide for Parents and Professionals Lisa A Understanding Controversial Therapies for Children with Autism, Attention Deficit Disorder, and Other Learning Disabilities http://avaxhome.ws/blogs/ChrisRedfield JKP Essentials Understanding Motor Skills in Children with Dyspraxia, ADHD, Autism, and Other Learning Disabilities A Guide to Improving Coordination Lisa A. Kurtz ISBN 978 1 84310 865 8 Visual Perception Problems in Children with AD/HD, Autism, and Other Learning Disabilities A Guide for Parents and Professionals Lisa A. Kurtz ISBN 978 1 84310 826 9 Dyslexia and Alternative Therapies Maria Chivers ISBN 978 1 84310 378 3 Understanding Regulation Disorders of Sensory Processing in Children Management Strategies for Parents and Professionals Pratibha Reebye and Aileen Stalker ISBN 978 1 84310 521 3 Understanding Nonverbal Learning Disabilities Maggie Mamen ISBN 978 1 84310 593 0 Understanding Controversial Therapies for Children with Autism, Attention Deficit Disorder, and Other Learning Disabilities A Guide to Complementary and Alternative Medicine Lisa A. Kurtz Jessica Kingsley Publishers London and Philadelphia First published in 2008 by Jessica Kingsley Publishers 116 Pentonville Road London N1 9JB, UK and 400 Market Street, Suite 400 Philadelphia, PA 19106, USA www.jkp.com Copyright Ó Lisa A. Kurtz 2008 All rights reserved. No part of this publication may be reproduced in any material form (including photocopying or storing it in any medium by electronic means and whether or not transiently or incidentally to some other use of this publication) without the written permission of the copyright owner except in accordance with the provisions of the Copyright, Designs and Patents Act 1988 or under the terms of a licence issued by the Copyright Licensing Agency Ltd, Saffron House, 6–10 Kirby Street, London EC1N 8TS. Applications for the copyright owner’s written permission to reproduce any part of this publication should be addressed to the publisher. Warning: The doing of an unauthorized act in relation to a copyright work may result in both a civil claim for damages and criminal prosecution. Library of congress cataloging in Publication Data Kurtz, Lisa A. Understanding controversial therapies for children with autism, attention deficit disorder, and other learning disabilities : a guide to complementary and alternative medicine / Lisa A. Kurtz. p. cm. -- (JKP essentials series) ISBN 978-1-84310-864-1 (pb : alk. paper) 1. Learning disabilities--Alternative treatment. 2. Autism in children--Alternative treatment. 3. Attention-deficit hyperactivity disorder--Alternative treatment. I. Title. RJ496.L4K87 2008 618.92'85889--dc22 2007035919 British Library cataloguing in Publication Data A CIP catalogue record for this book is available from the British Library ISBN 978 1 84310 864 1 ISBN pdf eBook 978 1 84642 761 9 Printed and bound in Great Britain by Athenaeum Press, Gateshead, Tyne and Wear CONTENTS Part 1: Introduction 1. Introduction 11 2. Thinking Out of the Box: An Overview of Complementary and Alternative Medicine Approaches 15 Part 2: Selected Interventions 3. Alternative Medical Systems 25 Acupuncture/Acupressure 25 Ayurveda 27 Homeopathy 30 Naturopathy 32 Osteopathy 35 4. Mind-body Interventions 38 Alert Program 38 Animal Assisted Therapy 39 Applied Behavioral Analysis 41 Aromatherapy 47 Art Therapy 49 Assistive Technology for Literacy Skills 51 Auditory Training 54 Colored Lenses and Overlays 58 Dance Movement Therapy 60 Davis Dyslexia Correction® Method 61 DIR®/Floortime model 63 Dolphin Assisted Therapy 65 DORE Programme 68 Drama Therapy/Psychodrama 70 Earobics® 72 Facilitated Communication 73 Fast ForWord® 75 Holding Therapy 77 Hypnotherapy 78 Intensive Interaction 80 Learning Breakthrough ProgramTM 84 Lindamood-Bell® 86 Miller Method 87 Multisensory Reading Instruction 90 Music Therapy 93 Neurofeedback 95 Picture Exchange Communication System (PECS) 98 Play Attention® 100 Primary Movement Program® 101 Rhythmic Entrainment Intervention (REI Therapy) 103 Sensory Integration Therapy 104 Sign Language 107 Social StoriesTM 110 Son-Rise Program® 112 TEACCH 114 Transcendental Meditation 115 Video Modeling 117 5. Biologically-based interventions 120 Bach Flower Remedies 120 Chelation Therapy 122 Cranial Electrotherapy Stimulation (CES) 124 DAN! Protocol 126 Dietary Supplements 128 Elimination Diets 132 Feingold Diet 134 Hyperbaric Oxygen Therapy 137 Immune System Therapy (IGG, IVIG) 139 6. Manipulative and Body-based Methods 142 Alexander Technique 142 Brain Gym® 144 Chiropractic 145 Conductive Education 148 Craniosacral Therapy 150 Developmental/Behavioral Optometry 152 Feldenkrais 155 Higashi (daily life therapy) 158 Hippotherapy 160 Interactive Metronome® 162 Massage Therapy 164 Patterning (Doman-Delacato method) 167 Reflexology 169 Wilbarger Protocol (Therapeutic brushing) 171 Yoga 173 7. Energy Therapies 177 Chromotherapy 177 Magnetic Field Therapy 178 Polarity Therapy 180 Qi Gong 181 Reiki 184 Therapeutic Touch 187 Zero Balancing 188 Part 3. Resources for Children with Autism, Attention Deficit Disorders, and Other Learning Disabilities 8. Recommended Reading about Complementary and Alternative Medicine 193 Books 193 Journal articles 194 9. Agencies, Organizations, and Websites 197 Complementary and Alternative Medicine 197 Children, including Children with Developmental Disabilities 199 SUBJECT INDEX 205 AUTHOR INDEX PART 1 INTRODUCTION Chapter 1 INTRODUCTION Children with disabilities are at risk for experiencing problems in many aspects of their lives, including becoming independent in daily living skills, meeting academic expectations, learning to communicate, maintaining emotional and behavioral regulation, adapting to the social demands of society, and developing motor proficiency. Among children with disabilities, those with autism spectrum disorders, attention deficit disorders (ADD), and specific learning dis- abilities have received particular attention in the literature, and pose significant challenges to parents, teachers, and other professionals who hope to provide them with interventions that best ameliorate their difficulties. Professionals who diagnose these disorders understand that certain defining traits or characteristics are used to determine if a child “fits” the criteria for a particular diagnosis, and have developed protocols for testing and clinical assessment that can strongly suggest or confirm a diagnosis. For example, all children with autism spectrum disorders demonstrate problems impacting social reciprocity, communication, and behavior. Children with ADD display developmentally inappropriate levels of inattention or hyperactivity that are not related to medical or social-emotional factors, and that cause impaired adaptive performance at home, in school, or in situations requiring social interaction. Children with specific learning disabilities demonstrate a significant discrepancy between their ability to learn (based upon measures of intelligence) and their actual learning, and this discrepancy cannot be attributed to medical, economic, cultural, or social disadvantages that might account for the discrepancy. However, within each of these diagnostic groups, an enormous number of indi- vidual differences exist. Some children with autism learn to talk, while others must be trained to use non-verbal forms of communication. Many children with ADD are hyperactive, but others have under-responsive attention systems, and are lethargic and slow to respond to learning challenges. Children with specific 11 12 UNDERSTANDING CONTROVERSIAL THERAPIES learning disabilities exhibit wide variability as to their cognitive strengths and weaknesses, learning styles, and response to various curricula and instructional methods. Some children struggle with motor coordination or speech articula- tion, while others do not. Furthermore, some children with developmental dis- abilities may have related or concomitant disorders that complicate their individual profile. The presence of hearing or vision impairments, emotional disturbances, or other medical conditions greatly influences the impact of the disability on the child’s ability to cope and to learn. Finally, factors such as the child’s personality and temperament, emotional resilience, the strength and commitment of family support, and the availability and affordability of appro- priate services can also greatly influence the unique prognosis for each individ- ual child. With such wide variety in the learning styles and differences among these children, it is no surprise that professionals have yet to agree upon the best prac- tices for intervention. Certainly, guidelines do exist. There is significant pressure within medical and educational communities to provide treatment that is based upon scientific evidence of success and that focuses on relevant outcomes (sometimes called evidence-based practice). This typically requires that the specific intervention is isolated from other interventions, and is then subjected to a con- trolled study in which researchers look at the outcome of children who are randomly selected to receive the targeted intervention as compared with children who receive an alternative or no intervention. Because the researchers are not told which children are receiving the targeted intervention, this is known as a blind study. Treatments that have been subjected to multiple blind studies that successfully document effectiveness, and that are then put through rigorous review and critique by professional peers so that the results can be published in reputable journals are
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