Here is Jamil's current word journal...

Mama
Dada
Nana
Papa
Auntie
Amo Ali
Arya
Molly
Lleyton
Laura
Jam Jam
Linda
Momo
Talk
OT
Swing
Up
Down
Open
All Done
More
Again
Please
Thank you
Milk
Cracker
Cookie
Apple
Banana
Watermelon
Noodles
Yogurt
Grapes
Cheese
Juice
Drink
Pour
Water
Elmo
Ernie
Big Bird
Bert
Oscar
Eyore
Mickey
Minnie
Donald Duck
Daisy
Pete
Goofy
Red
Orange
Yellow
Green
Blue
Purple
Pink
Brown
Grey
Black
White
One
Two
Three
Four
Five
Six
Eight
Nine
Ten
Eleven
Eighteen
Draw
Color
Ball
Hi
Bye
Good
Morning
Car
Tree
Dog
Cow
Ready
Go
Me
Rainbow
Key
Ice
This
See This
That
Dinosaur
Crash
Me
Happy
Sad
Angry
Hippo
Uh oh
Help
Head
Ears
Eyes
Mouth
Nose
Fish
All done
Clean up
Spin
My Turn
Dinosaur
Bike
Hat
Feet
On
Off
shoes
Crab
Sea horse
Turtle



also signs he uses but can't/wont say the word
Shake
Movie
Shirt
Elephant
horse
hurt
sleep
(all the animals actually)


(spontaneous Phrases) He can pretty much pair any two words together you ask him to now
See This
Do It
I did it
Mama Do
Dada Do
Red Car
(Any color paired with the word car)
Happy Hippo
My Turn
Mama Car
Dada Car
Help me
Clean up
All done
Ball Crash
Mama Dada Crash
shoes off
See This See this (points to self then item he wants)

Jamil is using two words together

Like Mama Car, Mama Do, Dada Do, Red Car, Blue Car...

Just started working on this last week in speech and then in the last week he started being able to put any two familiar words together when asked those are examples of ones he's starting to do on his own

Next we start to work on Pronouns.

Went to see the DAN doctor

We went to see the DAN Doctor and now it's a waiting game, waiting for the test results. We have had 2 sets of labs taken so far, and we have to go back for 2 more. Something we are not looking forward to, The first trip went well, but the second trip was terrible, as Jamil is very strong and they lady couldn't hold his arm still enough. So we had to try twice. All the results are back from the first test and 2 are back from the second (waiting for 3 more) All are normal so far. We will probably go back again on Friday. (we have to wait a week in between) and then again next Friday. I have a close family friend who is going to help me look through all the different supplements (he recommended certain ones and we were thinking it would be easy to order the ones he suggested, but then we looked and there are tons of each kind. Everything has to be so complicated.

We are looking into

Glutathione

SuperNuthera

B-6/Magnesium

Omega 3

Selenium

Folic Acid

If anybody has a recommendation of a good tasting or easy to dispense kind for a toddler advice would be appreciated...

I'm also looking into the Yeast/Autism Therory.. Any input on that would be appreciated too...

Some recent videos!

Smary pants


Singing the Rainbow song


Being fussy about the camera


playing on the ipod touch

Jamil's sensory diet

Sensory Diet

A sensory diet is a strategy that consists of a carefully planned practical program of specific sensory activities that is scheduled according to each child's individual needs. Like a diet designed to meet an individual's nutritional needs, a sensory diet consists of specific elements designed to meet the child's sensory integration needs. A sensory diet may aid in maintaining an appropriate level of arousal to stay focused and organized throughout the day.

• Have Jamil participate in a sensory break for 15-20 minutes every hour to hour and a half. Try to combine proprioceptive, vestibular and tactile input within these breaks. Ideally begin and end the break with a calming activity such as deep pressure squishes or swinging.
• Approximately halfway between the longer sensory breaks provide brief periods of input. Primarily focus on calming activities like joint compressions, deep pressure squishes, therapy ball bounces, jumping etc.

Below are a variety of activities for each sensory system.

Heavy Work/Proprioceptive Activities
*Heavy work activities are also useful for working on postural control and upper body strengthening.

1. Crashing into pillows or bean bag chairs
2. Bouncing on a therapy ball and crashing into pillows or bean bag chairs
3. Having a pillow fight
4. Chores (vacuuming, carrying/pushing laundry/groceries/ books, washing the table/windows)
5. Animal walks (crab walks, frog jumps, log rolls, commando crawls, bear walks, bunny hops)
6. Wheelbarrow walks either holding his feet or over a therapy ball
7. Tug-O-War
8. Making a fort and then sitting inside to block out sensory input
9. Rolling in a blanket and then squishing
10. Walking around the room with a heavy backpack of toys or carrying a heavy box
11. Lying on his stomach with blankets on top for pressure and doing a puzzle or coloring
12. Crawling through a fabric tunnel
13. Any pushing or pulling activities
14. Jumping on a trampoline, pillows, or a mattress (Provide deep pressure to his shoulders for added input or wear a weighted vest)
15. Climbing on playground equipment
16. Deep pressure message or joint compressions (apply pressure to each joint)
17. Squeezing a stress ball
18. Putting something weighted such as sand/rice in socks across his shoulders

Vestibular/Movement Activities
1. Walking/hopping up and down stairs
2. Riding a bike
3. Jumping an a mini trampoline and then crashing
4. Hippity-Hop
5. Roll down a hill or ramp
6. Spinning in an office chair
7. Sit and spin
8. Swinging on a swing
9. Spinning around with an adult
10. Bouncing up and down on a therapy ball
11. Doing forward rolls

*The best way to achieve a calming effect is to combine vestibular and proprioceptive activities. For example: Have Jamil bounce on a therapy ball or trampoline (vestibular input) while providing deep pressure to his shoulders or having him wear a weighted vest (heavy work/proprioceptive input).

Tactile Activities

1. Sand box (wet or dry)
2. Fill a storage container with rice or beans to play in
3. Shaving cream or foam soap- may paint onto his body and extremities in the bath or shower- use a paint brush for added texture.
4. Play-dough
5. Finger painting
6. Cooked spaghetti
7. Face painting
8. Use glitter glue
9. Rub different fabrics on skin
10. Put different textured fabrics into a tunnel and crawl through.
11. Use a loofah, body brush or washcloth all over his body in the bath or shower.
12. Roll up in a towel, blanket, or fabric of different textures.
13. Water play

Below is an example of a sensory diet.

* Remember all of the above suggested activities may or may not have the desired affect on your child depending on the child’s sensory system that day, the time of day, and the environment. It is essential to consult with an Occupational Therapist regularly and monitor how a particular activity is affecting your child’s arousal level, and adjust the activity accordingly.

















Sensory Diet
9:00- 10:00
• Participate in a sensory or structured activity such as music therapy, occupational therapy, gymnastics etc. On days that Jamil does not have anything planned take a longer sensory session and do an obstacle course or swing for a longer period of time than you would during the other sensory breaks.

11:00 – 11:20
• Swing in cuddle swing while crashing into a pillow, make sure to switch directions if possible for more intensity, spin, circles, linear etc. (10 minutes)
• Obstacle course – Crawl through tunnel filled with different textured blankets and towels, wheelbarrow walks across the room, run and crash into bean bag chairs, provide deep pressure squishes with pillows (10 minutes)

12:00
• Have Jamil lay on his tummy and roll the ball over his back for deep pressure input (2 minutes)

12:40 – 1:00
• Swing in a prone position while propelling self with arms (10 minutes). If he can’t stay in prone this whole time have him sit up and continue swinging
• Jumping on trampoline
• Have Jamil propel himself with his arms on a skateboard
• Play with play-doh at the table – provide intermittent deep pressure input to his hands to help him tolerate the input
• Deep pressure squishes in bean bags

1:40
• Provide deep pressure squishes and joint compressions (2 minutes)

2:30 -2:50
• Swing on platform swing ( 5 minutes)
• Lay on tummy over therapy ball and rock back and forth pushing off with hands
• Sit in bean or rice bin. Sprinkle media on his arms or legs and provide intermittent deep pressure input to his entire body while in the bin. (10 minutes)
• Bounce on therapy ball and crash into bean bag chairs. Provide frequent deep pressure squishes with bean bag chairs.

3:30
• Lay on tummy and complete a puzzle

This is just an example of a sensory diet. Make sure that you make the schedule work for you. Also, pay close attention to Jamil because he may be able to show you what he is needing at the time. For example, during one of his breaks he may just need to swing for the entire 20 minutes. Make sure that these sensory breaks are not overwhelming him. If he needs to skip and sensory break for some reason that is OK. Just try some things out for the next week and we can discuss what is working and not working. It will be a process and you may not see drastic changes immediately. Most important have fun with it and make sure that Jamil is having fun with it as well. The more motivated jamil is to participate, the more progress you will see.

Academic skills

Jamil is ahead in almost all areas . His cognitive ability is well above 3 years old. On the assessment charts he has very few missing skills. (His ball play skills are a bit behind, he isn't ahead with potty training cues, although none of those were even on the chart until 24 months so we aren't behind either.

He knows all 26 letters, and is starting to sing his abc's. He will either sing along with me, or can do every other letter if I stop and wait. He can pair QRSTUVWXYZ by himself. If he is looking at the alphabet then he can sing the whole thing. He can also take a pile of letters and put them in alphabetical order. He can spell his name (can't write it) but can pick his name out from the alphabet. He knows both upper and lower case letters.

He knows his numbers up to 10, and can count 10 items if they are in a straight line. He can also arrange his numbers in order 1-10.

He knows all his colors, and will spontaneously point out colors, and enjoys playing I Spy and finding something that is a certain color.

He LOVES puzzles and can do any single insert puzzle with ease, he is almost moving on to 24 piece puzzles, but needs some help because he will sit on top of it while doing it causing it to fall apart.

He knows most the body parts, and can point them out in a picture or on an animal.

He loves to sing a few different songs, and knows the hand gestures/movements to any song I know the words to, it only takes a few times showing him before he can memorize a new song.

He enjoys electronic spelling and puzzle games, and can figure out any novel puzzle.

He is best with start finish activities, but also enjoys playing with cars, animals, action figures. He will have the animals eat, or growl at the people, and he will have the people give him high five, have them play his favorite crashing game (crashing/landing on a pillow) Or put them to sleep.

He also knows most shapes. Octagon, Hexagon, Square, Circle, Star, Diamond, Cresent, Semi Circle, Rectangle, Oval, Star, Heart.

He can also find a specific color and shape or number, like if you asked for a red A vs a Blue A, or a Yellow star etc...

Our Progress thus far

We should be having some meetings to see where Jamil is according to the professionals. I believe the first one is in the beginning of August, which will be 6 months since we started speech. So I will give a more detailed post at that time.

We started Speech and Music at 17 months exactly. At that time Jamil could babble Dada and Nana, and would babble a bit in between, but had no meaningful words. He had roughly 60 signs, and could repeat them back to me, or if given a choice he could sign back, but would ONLY initiate a request for Milk or Water via sign. He never told us he was hungry, tired or cold, he also had not learned to point at all, despite the fact that we had been working on these goals at home for months. His receptive knowledge was testing strongest at 21-28 months. He knew the hand gestures to at least 10 songs, and could label pictures (via sign) In a book, or point to at least 50 pictures in a book (only if he could touch them)

The first milestone was reached at Music, he learned to blow in a whistle. After only one week of speech he said Up at home, and this was his first word at 17 months old. He then started requesting for Dada and meaning it. (pairing the word with the sign)

Now at 21 months (So only 4 months later) He can say MANY words and just this week has been able to repeat 2 words together. He learned to point to things when requested at 19 months, and started spontaneously pointing to things to label at 20 months! Now he is pointing to request for things pared with his version of That/That (Dee) He is also spontaneously requesting for food and toy items that are out of sight. (this is a HUGE accomplishment) He is very persistent and specific of what he wants too!

His word bank consists of
Some of these he only consistantly repeats, or will lable if asked and other's he uses spontaniously, I have 68 listed, and I did not count letters or animal sounds. (He knows all 26 letters expressivly and uses them spontaniously) I put the ones he uses spontaniously in bold.
(not all words are clear, but a consistant approximation) According to Google, at 2 a child should have rougly 50 words they use spontaniously, and should be pairing short 2 words sentences. (ex Me down, Me up, More please) He is at 40 spontanious words!
Mama (WOO HOO)
Milk
Daddy
Nana
Papa
Auntie
Amo Ali
Arya
Momo
Sugar
Laura
Linda
Ot
Talk
Swing
Up
Down
Open
All done
More
again
water
Cracker
cookie
Elmo
Ernie
Mickey
Donald
Goofy
Red
Orange
Yellow
Green
Blue
Purple
Pink (just the K sound)
White (just the t sound)
Brown
Black (also just the k sound)
one
two
Three
Four
Five
eight
nine
ten
(tries to say 6/7 but not close at all just an uh sound)
Color
juice
Yogurt
Please
cheese
Ball
Hi
Bye
Good
Morning
water
Car
Apple
tree
Dog
Cow
Go
me
Rainbow
Key
Ice
This/That (can't tell which is is going for)

He knows the sounds for
Cow
Dog
Cat
Horse
Goat
Sheep
Tiger
Lion
Train
He will also make up any if he does not know them.


His social deficets are the biggest. He is very akward when approached, and has a hard time with greetings, His reaction was very extreme (he would scream, and pull away when someone (even family) would say hi or approach him. He is getting much better with this, and will say Hi and Bye most times, but is still akward when someone gets to close to him. I belive this is a sensory issue and not knowing how someone will sound or how it will feel when he is touched. This is an area we will continue to work on.

Square 1

We also have a tutor come out to the house for about six hours a week. It is play based therapy, and child led so we work on his deficits in all different settings.

The Square One Approach

Square One programs have been designed to educate the child diagnosed with an autism spectrum disorder and their caregivers through direct interaction and skills teaching in the natural environment.

This alternative and comprehensive approach allows parents to be an equal partner in their child’s educational team through direct involvement in their learning from the start.

• Parent education is embedded throughout the entire program
• The program design includes parents in all aspects of teaching their child, and allows learning to occur in the child’s natural environment, throughout the course of their life
• Due to the large emphasis on parent education, total intervention hours are less than traditional ABA programs
• Square One is available to serve families in outlying areas
• One highly trained individual will be paired with each family to provide direct interaction and parent education, ultimately providing more consistency.
• Square One’s program design prepares the child with learning readiness skills and their caregivers with knowledge of basic behavior principles.

What our families have said about us:

• "Your techniques and services provided are welcoming in the nature that you will do a lot of children on the Autism Spectrum much good."
• "I am very optimistic due to the early intervention that (my child) is getting."

Jabbergym

Jamil attends Jabbergym for Speech and Occupational Therapy. The Occupational Therapy is only targeting Sensory Integration, since he was not behind in any of his fine or gross motor skills when evulated.

http://www.jabbergym.com/

OCCUPATIONAL THERAPY

WE LOVE WHAT WE DO AND IT SHOWS!

“Play is a Child’s Work”

About Us: Occupational therapy is a form of intervention in which the therapist and child work to develop or improve the necessary skills for functional daily living through activity. Therapy can target skills needed for: school readiness/performance, motor skills, coordination, cognitive and perceptual skills, self care and social skills, as well as sensory processing skills such as focus/attention, calming/regulatory behaviors and more.

Pediatric Occupational Therapy is centered around play, which a child’s most prominent occupation. Through play children learn about the environment around them as well as key concepts that create foundations for later life skills.

Occupational Therapy:

Occupational Therapy provides evaluation of gross motor skills, oral motor development, visual perception, fine motor abilities, and sensory integrative functioning. Sensory integration is the ability to process and respond to sensory information from touch, movement, vision, and hearing.

Our Occupational Therapists, licensed by the state of California, are authorized and qualified to provide occupational therapy evaluation, treatment planning, treatment, instruction, and consultative services.

Common Definitions

Sensory Integration- The ability of the brain and body to take incoming sensory information from the environment and create an efficient motor response.

Vestibular input- The receptors for the vestibular system are located in the inner ear and give us information about where our body is in space and how our bodies are moving in conjunction with the environment. This system also helps with our balance and coordination.

Proprioceptive Input- The receptors are located in the muscles and joints and register active input to helps us know where our body parts are in space in relation to each other.

Tactile Input- Touch receptors are in the skin and provide information about our environment. These receptors alert the brain to different types of touch and where they are located on the body (sharp, dull, smooth, dangerous, calming).

Motor Planning- the ability to have an idea how to do something, plan it out, and sequence the movements needed to complete the idea.

Modulation- The brain’s regulation of the body’s activity. Modulation involves the brain being able to filter out irrelevant information from the environment and attend to the task at hand. Example, Being able to attend to one’s homework while the television is on, a fan is blowing air across your face, and people are walking in and out of the room.

“Does my child need OT?”

A child may need an OT assessment and or ongoing treatment if they are having difficulty with one or more of the following:

• Overly sensitive to certain sensations/textures
  
• Poor attention to task
  
• Poor fine motor skills – handwriting, grasping/picking up objects,
• buttoning/zipping
  
• Immature gross motor skills- hopping, balance, coordination
  
• Difficulty calming self/Difficulty staying alert
  
• Exaggerated behaviors or reactions
  
• Difficulty transitioning or accepting change in environment or routine
  
• Limited play skills/social development
  
• Poor self care skills

SPEECH THERAPY

WE LOVE WHAT WE DO AND IT SHOWS!

About us. Teaching successful communication skills while having fun is our mission. At Jabbergym, we believe that the ability to communicate is the single most important skill that a child can acquire. Expression and understanding of language allows children to participate in their environment. The ability to listen, gesture, and speak creates access to social relationships and gives children the ability to get their wants and needs met.

Speech-Language Therapy. The Jabbergym employs master’s level, licensed speech language pathologists and credentialed educational therapists. We offer support for children having special needs including Autism, PDD, Asperger’s, Down Syndrome, oral apraxia, auditory processing, hearing loss and other developmental delays.

Common Definitions.

• Speech – Refers to the sounds that come out of your child’s mouth, and take shape in the form of words
• Articulation – refers to how your child pronounces individual words. Often known as their “clarity of speech” (caw/car)
• Phonology – the ability to produce and discriminate specific sounds of English language (guck/duck, gook/book)
• Oral Motor Function/Feeding – the ability of your child’s jaw, tongue, lips, and other muscles to move adequately for clear speech production and swallowing
• Fluency – the steady flow of speech.
• Voice – the quality and volume of vocal output

Individual speech-language classes include:

EXPRESSIVE LANGUAGE - refers to the ability to express one’s wants and needs.

• Pulling a parent or pointing toward a wanted item to get needs met
• Gesturing/signing to get a want or need met
• Spoken language
• Syntax/Grammar-use of language rules
• Semantics/Vocabulary- variety of word use

RECEPTIVE LANGUAGE - refers to the ability to understand and comprehend information

• Maintains attention towards speaker
• Comprehends verbal or gestured messages
• Follows simple directions
• Ability to focus on people/items talked about in conversation
• Points to pictures or items when named

PRAGMATICS - refers to the social uses of language

• Eye contact
• Turn taking in conversation
• Uses appropriate words in social conversation
• Takes the perspective of the listener
• Understands and appropriately uses body language and expressions

AUDITORY PROCESSING - refers to one’s ability to understand and process/decode spoken language

• The ability to stay focused on one conversation when other distractions are occurring
• Actively listening to the speaker
• Ability to hear differences between sounds and words (auditory discrimination)
• Ability to follow directions/answer question when given verbally
• Ability to sound out words when reading

Music Therapy

Jamil also receives Music Therapy once a week. He loves it!

Music therapy is an interpersonal process in which the therapist uses music and all of its facets—physical, emotional, mental, social, aesthetic, and spiritual—to help clients to improve or maintain their health. In some instances, the client's needs are addressed directly through music; in others they are addressed through the relationships that develop between the client and therapist. Music therapy is used with individuals of all ages and with a variety of conditions, including: psychiatric disorders, medical problems, physical handicaps, sensory impairments, developmental disabilities, substance abuse, communication disorders, interpersonal problems, and aging. It is also used to: improve learning, build self-esteem, reduce stress, support physical exercise, and facilitate a host of other health-related activities.

DAN doctor (bio medical Treatment)

My knowledge on this is limited but I'm sure as we consult a DAN doctor and start any treatment that we deem necessarly (after testings) I will learn more, It has just been such a short period of time since I even became aware of any of this.. and very little time to learn all this information..

Here is what I have Googled.

We will see a DAN doctor on the 7th of June (Next Monday) and unfortunately insurance wont cover it, so we will have to pay out of pocket for this. They will then run lots of tests On Jamil (to check for abnormalities) and then we will treat as we see fit. We are hoping we can get our Ins to pay for the labs, but they may not. =(

Autism Biomedical Treatment

Biomedical treatment for Autism refers to the process of redressing the anomalies in the patient's Biochemistry through the use of specific nutrients. It is based on the pioneering work of Nobel Prize winner Linus Pauling who demonstrated that substances naturally occurring in the body (vitamins and micronutrients) can have a profound impact on health and body functions, thereby sprouting a discipline called Orthomolecular Medicine. Despite its self-evident truth and a wealth of scientific evidence, mainstream Medicine driven by Pharmaceutical interests has resisted this nutritional approach. The mainstream view has been that we get adequate nutrients from our diet and that supplementation is futile. No drug can replace nutrient deficiencies and repair cells suffering from cellular malnutrition and toxic damage. If we persist in looking solely at drug treatment, we may continue to have the prevailing view that Autism is a lifelong disorder and is not treatable.

The medical model can move slowly to accept changes
For decades, medical students were taught a simple rule: "no acid, no ulcer." It was an article of faith that stress and an executive lifestyle contributed to acid-induced stomach ulcers. In 1982, Australian gastroenterologist Barry Marshall, M.D., and pathologist Robin Warren, M.D., showed that a bacterial infection (Helicobacter pylori) led to the development of gastritis and ulcers. It took years before the medical establishment accepted the idea that ulcers could be caused by infection. It was not until 1995 that the medical community accepted treatment with antibiotics for Helicobacter pylori as standard. In October 2005, Drs. Marshall and Warren were awarded the highest honor a researcher can receive: the Nobel Prize in medicine. Two lessons can be taken from the Helicobacter-ulcer story. The first is that bacterial infection and resulting inflammation might lie behind other chronic conditions. There is now emerging evidence of inflammation involved in Autism. Second, that it takes a very long time for medicine to accept even well researched medical discoveries, let alone non-medical ones, no matter how scientifically valid.

The mainstream medical model responds very slowly to "scientific" advances. For example, despite years of scientific evidence, it's only recently that mainstream Medical journals have published papers recommending nutrients such as Vitamin E and Fish oils in the prevention and treatment of Cardiovascular disease. There are good reasons for being cautious when dealing with toxic drugs with potentially dangerous side-effects. However, this caution may be less warranted when dealing with sensible administration of diet and nutrient supplements.

Scientists, Including Microbiologist Dr. Henry Butt at Bioscreen Medical, Jacques Duff and Dr. Joe Nastasi at the Behavioural Neurotherapy Clinic are actively looking for the microbial agents that might trigger Irritable Bowel Syndrome (diarrhea, constipation and abdominal pain and discomfort). We are also researching which bacteria are involved in the intestinal dysbiosis (abnormal comensal bacteria distribution in the Gut) seen in Autism. Our preliminary findings, which were pooled with those of clinics from Sydney and Queensland, were presented by Dr Butt and treatment options presented by Jacques Duff at the Autism Victoria annual Conference in July 2005.

Expected Key Benefits of Biomedical treatment for Autism

• Improvements in immune function, resulting in much healthier children who seem to be very resistant to coughs, colds, runny noses, ear infections and who seem to get over viral infections quicker than the rest of the family.
• Improvements in Gut and Bowel function. More normal stool frequency and consistency; reduction or elimination of lower abdominal pain or discomfort; reduction or elimination of loose stools or diarrhea.
• Children who are seen to thrive.
• Improved appetite and a wider variety of foods tried and consumed
• Better socialisation and initiation of communication with family members and at school; more normal social interactions and social play.
• Improved cognitive function; improved vocabulary and sentence structure; improved higher order functions.

See our Links web page on supporting evidence in the research literature that indicate that all of these gains are genuinely reported across numerous studies.

Treatment effects

There are many studies reporting improvements in Autistic behaviours and cognitive improvements using individual (mono) therapies. We have combined these research findings and mono therapies into a scientific model that explains Autistic behaviours and which enables us to methodically apply a treatment protocol combining these therapies. Their synergy gives better treatment outcomes than seen individually.

Brushing and Deep Pressure

One of the many treatments we are doing for Jamil is The Wilbarger Deep Pressure and Proprioceptive Technique & Oral Tactile Technique (OTT)

Every 1.5 to 2 hours during the day I brush Jamil's arms, hands, legs, feet and back, followed by deep pressure to the feet, ankles, knees, hip, hands, wrist, elbow, and shoulder.

He needs it. I have skipped one day, and the next day it was very obvious he was uncomfortable and out of his skin. I shouldn't have to do it forever, because the body can learn from all the input we give it, but either way I would if I had to, and as he gets older he could learn to do the brushing himself, as well as applying the pressure.

Sensory deprivation can distract an individual from higher cognitive processing and functioning. Brushing and Joint Compression Techniques were developed as a way to provide sensory integration to wake up the nerves, muscles, and bones to relieve this distraction.

Sensory deprived individuals often crave tactile sensations and have difficulty tuning in to requests that require higher cognitive processing. One of the tools used to treat sensory deprivation includes deep brushing and joint compression techniques to “wake up” the tactile nerves. There are many benefits to the use of this brushing and compression combo treatment including increased awareness which may prepare the individual for higher stimulatory environments. Many researchers suggest that the optimum “dosage” of this treatment may be as much as every two hours every day. However, some research does suggest that excessive use may cause damage to the tibio-femoral joint, commonly referred to as the knee. This risk is likely due to bad technique by the one administering the joint compressions. Therefore, it is important to note that this technique is being described for the sole purpose of informing you about the procedure and it’s possible benefits, not to encourage you to try it unnecessarily without trained supervision. I strongly urge you to please seek a professional opinion before attempting to utilize these procedures in the comfort of your own home.

Now that you know the reason brushing and joint compressions may be used, let me explain the procedure and the basic idea behind the therapeutic technique. The first step includes using a surgical brush to stimulate the nerves. Holding the brush firmly and using controlled, deep strokes, the administer begins with the tips of the fingers and slowly works up to the shoulder area. This stroke is repeated ten times as allowed by the receiver. This step is most efficient when performed on both arms without interference from clothing or other material. Deep brushing strokes can also be used on the back and legs, but never on the stomach or face.

Deep brushing stimulates the nerves and superficial blood vessels in the extremities of the body and offers extra stimulatory input to the sensory-deprived child. The result is a boost in circulation to the skin and stimulation in the primary sensory cortex of the brain. The repition of strokes and moderately strong pressure allows the brain to satiate its desire for stimulation and thus be more ready for more appropriate stimuli, such as socially interactive cues.

After deep brushing to stimulate the nerves, joint compressions is often utilized as a follow up to stimulate the bones and muscles. This technique can be dangerous if used improperly, also offers several worthwhile benefits when administered or supervised by a trained professional. Starting again at the fingers, the administer until the child is relatively still and the joints of the fingers are in alignment, then “pump” the joint, being very careful not to bend, twist, or otherwise damage the fingers. Slowly work up to the elbow, both shoulders, the top of the head. This can also be used on the hips, knees, ankles, and feet.

The joint compressions allow for deeper stimulation at the bone, muscle, and deeper vascular level. Stimulation of these areas alerts a slightly different area of the primary sensory cortex, increasing blood flow and oxygen to the brain. In many ways, it’s similiar to stretching after being sedentary for a while- the extra stimulation to your body wakes your brain up and prepares it to pay attention. This is the same basic principle that is at the heart of the theory behind brushing and joint compression treatments.

Sensory Intergration

Sensory integration disorder or dysfunction (SID) is a neurological disorder that results from the brain's
inability to integrate certain information received from the body's five basic sensory systems. These sensory
systems are responsible for detecting sights, sounds, smell, tastes, temperatures, pain and he position and
movements of the body. The brain then forms a combined picture of this information in order for the body to
make sense of its surroundings and react to them appropriately. The ongoing relationship between behavior and
brain functioning is called sensory integration (SI). Sensory integration provides a crucial foundation for later,
more complex learning and behavior.

Sensory experiences include touch, movement, body awareness, sight, sound, smell, taste, and the pull of gravity.
Distinguishing between these is the process of sensory integration (SI). While the process of SI occurs
automatically and without effort for most, for some the process is inefficient. Extensive effort and attention are
required in these individuals for SI to occur, without a guarantee of it being accomplished. When this happens,
goals are not easily completed, resulting in sensory integration disorder (SID).

The normal process of SI begins before birth and continues throughout life, with the majority of SI development
occurring before the early teenage years. For most children sensory integration develops in the course of ordinary
childhood activities. But for some children, sensory integration does not develop as efficiently as it should. This is
known as dysfunction in sensory integration (D.S.I.). When the process is disordered, a number of problems
in learning, motor skills and behavior may be evident. The ability for SI to become more refined and effective
coincides with the development process as it determines how well motor and speech skills, and emotional stability
develop.

The concept and theory of sensory integration comes from a body of work developed by A. Jean Ayres, PhD,
OTR, and an occupational therapist that was based in California, U.S.A. As an occupational therapist, Dr. Ayres
was interested in the way in which sensory processing and motor planning disorders interfere with activities of
daily living and learning. The beginnings of the SI theory by Ayres instigated research that looks at the foundation
it provides for complex learning and behavior throughout life.

Causes and Symptoms

The presence of a sensory integration disorder is typically detected in young children. While most children develop
SI during the course of ordinary childhood activities, which helps establish such things as the ability for motor
planning and adapting to incoming sensations, others' SI ability does not develop as efficiently. When their process
is disordered, a variety of problems in learning, development, or behavior become obvious.

Those who have sensory integration dysfunction may be unable to respond to certain sensory information by
planning and organizing what needs to be done in an appropriate and automatic manner. This may cause a primitive
survival technique called "fright, flight, and fight" or withdrawal response, which originates from the "primitive"
brain. This response often appears extreme and inappropriate for the particular situation.

The neurological disorganization resulting in SID occurs in three different ways: the brain does not receive
messages due to a disconnection in the neuron cells; sensory messages are received inconsistently; or sensory
messages are received consistently, but do not connect properly with other sensory messages. When the brain
poorly processes sensory messages, inefficient motor, language, or emotional output is the result.

According to Sensory Integration International (SII), a non-profit corporation concerned with the impact of
sensory integrative problems on people's lives, the following are some signs of sensory integration disorder (SID):

• Over sensitivity to touch, movement, sights, or sounds
• Under reactivity to touch, movement, sights, or sounds
• Specific learning difficulties /delays in academic achievement
• Difficulty in making transitions from one situation to another
• Tendency to be easily distracted / Limited attention control
• Activity level that is unusually high or unusually low
• Social and/or emotional problems
• Difficulty learning new movements
• Delays in speech, language, or motor skills
• Physical clumsiness or apparent carelessness
• Impulsive, lacking in self-control
• Inability to unwind or calm self
• Poor self concept / body awareness

While research indicates that sensory integrative problems are found in up to 70% of children who are considered
learning disabled by schools, the problems of sensory integration are not confined to children with learning
disabilities. SID transfers through all age groups, as well as intellectual levels and socioeconomic groups. Factors
that contribute to SID include: premature birth; autism and other developmental disorders; learning disabilities;
delinquency and substance abuse due to learning disabilities; stress-related disorders; and brain injury.
Research has identified autism and attention-deficit hyperactivity disorder (ADHD) as two of the biggest
contributing conditions as well as learning disorders (i.e. Specific learning difficulties), developmental disabilities
and fragile X syndrome.

Diagnosis

In order to determine the presence of SID, an evaluation may be conducted by a qualified occupational or physical
therapist. An evaluation normally consists of both standardized testing and structured observations of responses to
sensory stimulation, posture, balance, coordination, and eye movements. These test results and assessment data,
along with information from other professionals and parents, are carefully analyzed by the therapist who then
makes recommendations about appropriate treatment.

Treatment

Occupational therapists play a key role in the conventional treatment of SID. By providing sensory integration
therapy, occupational therapists are able to supply the vital sensory input and experiences that children with SID
need to grow and learn. Also referred to as a "sensory diet," this type of therapy involves a planned and scheduled
activity program implemented by an occupational therapist, with each "diet" being designed and developed to meet
the needs of the child's nervous system. A sensory diet stimulates the "near" senses (tactile, vestibular, and
proprioceptive) with a combination of alerting, organizing, and calming techniques.

Motor skills training methods that normally consist of adaptive physical education, movement education, and
gymnastics are often used by occupational and physical therapists. While these are important skills to work on, the
sensory integrative approach is vital to treating SID.

The sensory integrative approach is guided by one important aspect-the child's motivation in selection of the
activities. By allowing them to be actively involved, and explore activities that provide sensory experiences most
beneficial to them, children become more mature and efficient at organizing sensory information.

Alternative treatment

Sensory integration disorder (SID) is treatable with occupational therapy, but some alternative methods are
emerging to complement the conventional methods used for SID.

Therapeutic body brushing is often used on children (not infants) who overreact to tactile stimulation. A specific
non-scratching surgical brush is used to make firm, brisk movements over most of the body, especially the arms,
legs, hands, back and soles of the feet. A technique of deep joint compression follows the brushing. Usually begun
by an occupational therapist, the technique is taught to parents who need to complete the process for three to five
minutes, six to eight times a day. The time needed for brushing is reduced as the child begins to respond more
normally to touch. In order for this therapy to be effective, the correct brush and technique must be used.

Remember - An important step in promoting sensory integration in children is to recognize that it exists
and that it plays a vital role in their development

How we got here

Jamil is a 22 month old boy, who is very intelligent. He also shows signs for Autism, and Sensory Integration Disorder. I do agree with the fact that he has a lot of sensory Issues, having worked in the field of Autism for 7 years I do not believe he actually has Autism... Now we get into the politics of it all. Diagnoses are pushed for, if a child does not fit into the box or mold that society has made up, there must be something wrong... I am guilty of pushing for a diagnosis for my son, now you may think Who in there right mind would do that? But here is the politics of it. There is simply not enough funding for Sensory problems (early intervention will pay for one hour a week) but what is that going to do for a child who is having problems with there every day life? Now Autism.. that's a whole other ball game. There is lot's and lot's of funding for Autism... Early Intervention is proven to be successful! Very very successful, and the brain is fully malleable up to age three, and I have even heard some sources say up to age five. There is even a lot of benefit from services started after age five.

So here we are. Jamil has been diagnosed with Autism as of 2 months ago. We received the report and it was almost laughable some of the markers they used. I honestly believe he is just very intelligent. The therapy can't hurt him though, so we shall peruse very avenue available to our son to give him the all the opportunities in the world, isnt' that what we all want to do for our children? Our avenue will simply be longer and more expensave than most.