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AUTISAM / DYSLEXIA / Cerebral Palsy

Information about Autisam / Dyslexia / Cerebral Plasy


Autism s a complex developmental disorder that appears in the first 3 years of life, although it is sometimes diagnosed much later. It affects the brain's normal development of social and communication skills.
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Common features of autism include impaired social interactions, impaired verbal and nonverbal communication, problems processing information from the senses, and restricted and repetitive patterns of behavior.

Alternative Names
Pervasive developmental disorder - autism

Causes, incidence, and risk factors
Autism is a physical condition linked to abnormal biology and chemistry in the brain. The exact causes of these abnormalities remain unknown, but this is a very active area of research. There are probably a combination of factors that lead to autism.

Genetic factors seem to be important. For example, identical twins are much more likely than fraternal twins or siblings to both have autism. Similarly, language abnormalities are more common in relatives of autistic children. Chromosomal abnormalities and other neurological problems are also more common in families with autism.

A number of other possible causes have been suspected, but not proven. They involve digestive tract changes, diet, mercury poisoning, vaccine sensitivity, and the body's inefficient use of vitamins and minerals.

The exact number of children with autism is not known. A report released by the U.S. Centers for Disease Control and Prevention (CDC) suggests that autism and related disorders are more common than previously thought, although it is unclear if this is due to an increasing rate of the illness or an increased ability to diagnose the illness.

Autism affects boys 3 to 4 times more often than girls. Family income, education, and lifestyle do not seem to affect the risk of autism.

Some parents have heard that the MMR Vaccine that children receive may cause autism. This theory was based, in part, on two facts. First, the incidence of autism has increased steadily since around the same time the MMR vaccine was introduced. Second, children with the regressive form of autism (a type of autism that develops after a period of normal development) tend to start to show symptoms around the time the MMR vaccine is given. This is likely a coincidence due to the age of children at the time they receive this vaccine.

Several major studies have found NO connection between the vaccine and autism, however. The American Academy of Pediatrics and the Center for Disease Control and Prevention report that there is no proven link between autism and the MMR vaccine.

Some doctors attribute the increased incidence in autism to newer definitions of autism. The term "autism" now includes a wider spectrum of children. For example, a child who is diagnosed with high-functioning autism today may have been thought to simply be odd or strange 30 years ago.

Most parents of autistic children suspect that something is wrong by the time the child is 18 months old and seek help by the time the child is 2. Children with autism typically have difficulties in verbal and nonverbal communication, social interactions, and pretend play. In some, aggression -- toward others or self -- may be present.

Some children with autism appear normal before age 1 or 2 and then suddenly "regress" and lose language or social skills they had previously gained. This is called the regressive type of autism.

People with autism may perform repeated body movements, show unusual attachments to objects or have unusual distress when routines are changed. Individuals may also experience sensitivities in the senses of sight, hearing, touch, smell, or taste. Such children, for example, will refuse to wear "itchy" clothes and become unduly distressed if forced because of the sensitivity of their skin. Some combination of the following areas may be affected in varying degrees.

  • Lack of pointing to direct others' attention to objects (occurs in the first 14 months of life)
  • Does not adjust gaze to look at objects that others are looking at
  • Cannot start or sustain a social conversation
  • Develops language slowly or not at all
  • Repeats words or memorized passages, such as commercials
  • Does not refer to self correctly (for example, says "you want water" when the child means "I want water")
  • Uses nonsense rhyming • Communicates with gestures instead of words

Social interaction
  • Shows a lack of empathy
  • Does not make friends
  • Is withdrawn
  • Prefers to spend time alone, rather than with others
  • May not respond to eye contact or smiles
  • May actually avoid eye contact
  • May treat others as if they are objects
  • Does not play interactive games

Response to sensory information
  • Has heightened or low senses of sight, hearing, touch, smell, or taste
  • Seems to have a heightened or low response to pain
  • May withdraw from physical contact because it is over stimulating or overwhelming
  • Does not startle at loud noises
  • May find normal noises painful and hold hands over ears
  • Rubs surfaces, mouths or licks objects

  • Shows little pretend or imaginative play
  • Doesn't imitate the actions of others
  • Prefers solitary or ritualistic play

  • Has a short attention span
  • Uses repetitive body movements
  • Shows a strong need for sameness
  • "Acts up" with intense tantrums
  • Has very narrow interests
  • Demonstrates preservation (gets stuck on a single topic or task)
  • Shows aggression to others or self
  • Is overactive or very passive

Signs and tests All children should have routine developmental exams by their pediatrician. Further testing may be needed if there is concern on the part of the clinician or the parents. This is particularly true whenever a child fails to meet any of the following language milestones:
  • Babbling by 12 months
  • Gesturing (pointing, waving bye-bye) by 12 months
  • Single words by 16 months
  • Two-word spontaneous phrases by 24 months (not just echoing)
  • Loss of any language or social skills at any age.

The other pervasive developmental disorders include: An evaluation of autism will often include a complete physical and Neurological examination. It may also include a specific diagnostic screening tool, such as:
  • Autism Diagnostic Interview - Revised (ADI-R)
  • Autism Diagnostic Observation Schedule (ADOS)
  • Childhood Autism rating Scale (CARS)
  • Gilliam Autism Rating Scale
  • Pervasive Developmental Disorders Screening Test-Stage 3

Children with known or suspected autism will often have genetic testing (looking for chromosome abnormalities) and perhaps metabolic testing.

Autism encompasses a broad spectrum of symptoms. Therefore, a single, brief evaluation cannot predict a child's true abilities. Ideally, a team of different specialists will evaluate the child. They might evaluate speech, language, communication, thinking abilities, motor skills, success at school, and other factors.

Sometimes people are reluctant to have a child diagnosed because of concerns about labeling the child. However, failure to make a diagnosis can lead to failure to get the treatment and services the child needs.

An early, intensive, appropriate treatment program will greatly improve the outlook for most young children with autism. Most programs will build on the interests of the child in a highly structured schedule of constructive activities. Visual aids are often helpful.

Treatment is most successful when geared toward the child's particular needs. An experienced specialist or team should design the individualized program. A variety of effective therapies are available, including applied behavior analysis (ABA), speech-language therapy, medications, occupational therapy, and physical therapy. Sensory integration and vision therapy are also common, but there is little research supporting their effectiveness. The best treatment plan may use a combination of techniques.

Some children with autism appear to respond to a gluten free or a casein-free diet. Gluten is found in foods containing wheat, rye, and barley. Casein is found in milk, cheese, and other dairy products. Not all experts agree that dietary changes will make a difference, and not all reports studying this method have shown positive results.

Beware that there are widely publicized treatments for autism that do not have scientific support, and reports of "miracle cures" that do not live up to expectations. If your child has autism, it may be helpful to talk with other parents of children with autism, talk with autism specialists, and follow the progress of research in this area, which is rapidly developing.

At one time, there was enormous excitement about using secretin infusions. Now, after many studies have been conducted in many laboratories, it's possible that secretin is not effective after all, but research is.
Complications Autism can be associated with other disorders that affect the brain, such as Tuberous Sclerosis, Mental retardation or Fragile X syndrome.

Some people with autism will develop Seizures.

The stresses of dealing with autism can lead to social and emotional complications for family and caregivers, as well as the person with autism.


Dyslexia is a kind of learning disability noted for spatial reversals and shifts and is sometimes described as a neurological disorder. It manifests as difficulties with reading, writing, spelling and sometimes math. Occasionally, balance, movement, and rhythm are affected. Persons
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with dyslexia frequently display above average to superior intelligence, gifted creativity and genius. Leonardo da Vinci, Albert Einstein, Walt Disney, and the Olympic multi-Gold Medal diving champion, Greg Louganis, are noted examples of persons with dyslexia.

Genetics is believed to be a deciding factor in whether or not a person develops dyslexia. The condition may appear as early as three months. One report suggested that as many as 5–15% of Americans are affected. The National Institute of Health (NIH) reports that up to 8% of American elementary school children may have the unique characteristics described originally in 1920 by Dr. Samuel Torrey Orton. Believing it first a condition of "cross lateralization of the brain," by which he meant that functions normally processed on the right side of the brain are processed on the left side in the person with dyslexia, Dr. Orton later modified his description of the condition as being a "mixed hemispheric dominance," by which he meant that the alteration of functions to the opposite side of the brain occurred sometimes, but not all the time. Since the advent of Magnetic resonance imaging (MRIs).


  • Inability to associate symbols with sounds and vice versa
  • Frequent word guessing
  • Confusion with verbal instructions without visual cues
  • Confused handedness
  • Difficulty sequencing items
  • Slow, soft spoken reading
  • Frequent mispronunciation of words when reading
  • Misperception of words, letters, and numbers moving or disappearing on a written page
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Another vantage point, ironically, a process imitating what happens inside the mind of a dyslexic individual, according to one educator with dyslexia, Ronald D. Davis. He describes the ordinary ability of the person with dyslexia to visualize an object from multiple points of view, a process which has a moving point of view and which is spatially unanchored. When presented with a word that is easily visualized as a known object, like horse, the dyslexic mind easily imagines the horse from multiple perspectives, and, so rapidly—somewhere between 400 to 2,000 times faster than those without dyslexia—visual cues are processed 'almost intuitively,' demonstrating great mastery of the objectified visual world. However, when it comes to processing sound, language, speaking, handwriting and understanding verbalized communication not associated with an object, like the words the or and, a series of non-image disconnections leads to confusion, disorientation, and an inability to adequately make sense of key pieces of visual information. To the person with dyslexia, a simple seven word sentence may look like a three word sentence with four blank spaces here and there.

Causes & symptoms
Although an exact cause has not been identified, studies have identified differences in the way sound and visual information are processed between persons with and without dyslexia. In the dyslexic individual these differences create what one NIH scientist refers to as a "physiologic signature"—a unique brain pattern—perhaps the result of emphasized activity along dopamine related neuro-pathways. Dopamine is a neurotransmitter, a chemical substance acting in the brain that facilitates certain kinds of messages. According to one author, when dopamine levels are high, the person with dyslexia experiences time as moving very slowly outside themselves, and very fast inside. As if time stands still. This author also notes that when the person with dyslexia experiences episodes of disorientation, when words or sounds do not create a visual picture for them and their mind continues to try and solve the confusion visually, dopamine levels shift and change. This would seem to be consistent with some of the symptoms of dyslexia, such as inaccurate perceptions of time and a lot of day dreaming.

Symptoms may include
poor ability to associate symbols with sounds and vice versa frequent word guessing when reading, and an inability to retain meaning confusion when given verbal instructions unaccompanied by visual cues confused sense of spatial orientation, especially by reversing letters and numbers, and losing one's place frequently while reading, or skipping lines having the perception that words, letters and numbers move around, disappear, or get bigger or smaller overlooking punctuation marks or other details of language slow, labored reading and speech may be difficult to understand, words often mispronounced and softly spoken confused sense of right and left handedness math concepts are difficult to learn, excessive daydreaming, and difficulty with time difficulty sequencing items difficulty with jigsaw puzzles; walking a chalk line straightly or other fine motor skill tasks. Other more positive characteristics common with dyslexia include: primary ability of the brain to alter and create perceptions highly aware of their environment, intelligent, and above average curiosity intuitive, insightful, and having the extraordinary ability of thinking in pictures multi-dimensional perception (from various viewpoints almost simultaneously) vivid imagination experiencing thought as reality (confusing what they see with what they think they see), thereby being abundantly creative.

Diagnosis is difficult in part because symptoms can also result from other conditions and because no two individuals display the same symptoms. As a result, dyslexia can be viewed as a developmental condition, a "self-created condition," rather than as a disease. As each individual baby interprets visual data, and adapts to the environment accordingly, developing their own individual and unique brain patterns. It is that developmental pattern that is consistent among people with dyslexia. When the individual's mind cannot make sense of the data, confusion and disorientation result; incorrect data is incorporated, causing the individual to make mistakes that leads to emotional reactions, primarily frustration. A behavior is adopted that constitutes a learning disability because it disables future learning and, ultimately, affects self esteem. Sometimes the learning disorder of dyslexia is inaccurately paralleled to Attention Deficit Disorder (ADD) or Attention Deficit Hyperactive disorder (ADHD). In a 2003 study, distinguishable differences between the two learning disorders were readily apparent. Comparing 105 boys between the ages of eight and ten, from three different schools and cross divided into three different groups—35 boys diagnosed with ADHD not taking stimulant medication, 35 boys with dyslexia, and 35 boys without learning disabilities—the study found clear and diagnostically useful differences in speech related patterns between all groups. However, since diagnosis of a learning disability may be made between parents and teacher or other school administrators on the basis of symptoms rather than clinical diagnostic testing, careful diagnosis, as always, is advisable.

Ronald D. Davis, writing in The Gift of Dyslexia outlines an alternative and complementary treatment consistent with the "moving point of view" model. According to this model, and the reason why letters seem to change shape and float, why lines of print appear to move, and why words appear to be other than they are is that the dyslexic individual sees the world predominantly through his or her "mind's eye," rather than through his or her physiologic eye. In other words, the person with dyslexia more than all others, sees what he or she 'thinks' they see, rather than what their eyeballs see. To further complicate matters, they do this so quickly, they easily become confused when the multiple facets do not produce a solid view. The object of treatment proposed by Ronald Davis, a dyslexic individual himself, is to train the mind's eye to return to a learned, anchored, viewpoint when they realize they are seeing with their mind, and not with their eyeballs. This is accomplished with assessment testing, followed by one-on-one exercises that retrain mental perception pathways. Using the gifts of the dyslexic individual—their imagination and curiosity—these exercises involve creative physical activities, including the use of modeling clay, "koosh" balls, and movement training. Davis founded the Reading Research Council's Dyslexia Correction Center in 1982, and the Davis Dyslexia Association International, which trains educators and therapists, in 1995.

Another alternative treatment option seeks to address unmastered learning skills needed for reading and math. This system, called Audioblox, may be used one-on-one (especially for children) or in groups, and involves a series of mental exercises that address learning, focussing on the "deficits" of dyslexia. Treatment involves the purchase of a kit online that contains a book entitled The Right to Read, a supplementary manual, a computer program on CD to supplement Audioblox training, and teaching materials. The book is in two parts; first, an explanation of theory; second, the program itself, with exercises. The supplementary manual contains specialized programs for areas of deficit, including handwriting, spelling, math, pre-school readiness, and high school or adult learning. The teaching materials include 96 colored blocks, representing each of six colors on each of the six sides of the block; a view blocking screen; colored cards with preprinted patterns; letter cards; a reading book with a story written in the 800 most common English words, and word cards; and, a demonstration video. The kit originates in England; pricing in America ranges approximately between $135 and $150.

Special education recommendations include helping a child stay organized and on task by keeping their desk and workplace free of extraneous, distracting materials; making more frequent, shorter assignments to increase confidence; providing positive, "immediate gratification" feedback; and short conferences or work contracts as needed.

If left unaddressed, a person with dyslexia may become "functionally illiterate," able to function limited by their ability to read, spell, have their handwriting understood, or do arithmetic. Recognizing that dyslexia is a developed learning disorder affecting people of extraordinary curiosity, imagination and intelligence—people of genius, often—from a productive or functional point of view, dyslexia may contribute significantly, positively or negatively, to performance levels. From an emotional or psychological point of view, dyslexia affects self esteem, and promotes confusion and frustration, that may contribute to under achievement.

No method of preventing dyslexia is currently known. However, existing methods of treatment may prevent or reduce the secondary or indirect losses to individuals, society and culture that might otherwise occur. As the genetic aspects of dyslexia are revealed, genetic chromosomal modifications may prevent the expression of dyslexia in future generations. Wise use of present and future understandings will allow individuals with dyslexic gifts, individuals such as Leonardo daVinci, Albert Einstein, Walt Disney and Greg Louganis, to continue to contribute their genius and talents


Non-progressive central motor deficit due to prenatal or perinatal causes.


  • Cental anoxia.
  • Trauma to Brain at birth
  • Congenital malformations of the brain
  • Kernicterus
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Word cerebral means having to do with the brain The word palsy means a weakness or problem in the way a person moves or how he positions his body. A Child with CP might have trouble controlling the muscles in his body. Normally, the brain tells the rest of the body exactly what to do and when to do it. But because CP affects the brain, depending on what part of the brain is affected, a child might not be able to walk, talk, eat, or play the same way most children do.

There are three type of cerebral palsy.
  • spastic c.p.
  • Extra pyramidal c.p.
  • Atonic c.p.

Signs and Symptoms :
A kid with spasticity can't relax his muscles or his muscles may be stiff. Athetoid CP affects a kid's ability to control his muscles. This means that the arms or legs that are affected by athetoid CP may flutter and move suddenly. A kid with ataxic CP has problems with balance and coordination.

kids with CP use wheelchairs and others walk with the help of crutches or braces. In some cases, a kid's speech may be affected or he might not be able to speak at all. To learn more about CP, what causes it, and what living with CP is like, keep reading. Cerebral palsy is very difficult and challenging to all sciences of healing. Allopathic system has no effective medicine to help except physiotherapy, surgical corrections and many psychological aids. But it has helped very little. So my Doctor stressed on looking into alternative systems. Finally, out of all systems, by comparison, we chose homeopathic system, and it gave us the most satisfactory results. After treating about 2000 CP patients, Specialist finalized few observatory conclusions. I summaries them below.
  • In selected cases homeopathy gives excellent results.
  • The improvement, in most of the cases, starts from the 1st month of treatment and 2nd month of treatment in others.
  • The earlier the patient comes; the success chances are more.

In cerebral palsy, the motor area of cerebral cortex is damaged along with other areas of brain. The commonest causes are birth injuries, obstetrical complications, high-grade fevers, and prolonged jaundice at birth, head injury and genetically aberrations. So, our job is to repair the damaged area maximum possible. The exact extent of damage caused is difficult to assess, but CAT scan, MRI, PET, Psychological tests, I.Q. tests, clinical sensory motor developmental mile stones and other tests can give rough idea about the damage. The brain development normally completes within 5 years of age. CP child has damaged brain, so it develops very slowly. It is mostly; motor area damaged, so motor mile stone comes alter. Depending upon the severity of damage, the development will occur. Apart from the brain damage, the poor management and spasticity adds to orthopedic disabilities. These children have low resistant power, so gets frequent infections of URI (cold, cough and fever), diarrhea, malaria etc.

How homeopathy can help these children?
Homeopathy helps these children in many ways. Firstly, it improves I.Q., which no other system can do. It improves neuromuscular abilities, so motor milestones start appearing faster. It improves in swallowing, neck handling, sitting, standing and walking. It improves in understanding of the child and calculating capacity, schooling capacity.

Secondly, it completely stops recurrent infections. So deterioration of the child stops and regains immunity to fight diseases.

It helps in improving flaccidity, spasticity of limb muscles, squint deglutition.

Homeopathic treatment?
  • The earlier the age, the better success. Results are the best between 1½ years to 5 years. The success rate in selected patients is above 90%. Between the patients of age group 5 - 10 years, the success rate is 50% - 60% and above 10 years, the success rate is only 10% - 15 %.
  • The severity of the damage: the most sever damage has success rate of 20% - 30% and mild damage has success rate of almost 95%. The criteria of severity are :
    1. I.Q. less than 40 are severe, I.Q. between 40 - 70 is moderate, and I.Q.-70 - 80 is mild.
    2. Number of convulsion or epileptic fits: daily convulsion means poor results.
    3. Damage of special sense is serious. Blindness, cataract, deafness are incurable.
    4. Absence of neck holding even at age of 4 - 5 years is poor indicator.
    5. Genetical diseases: Mongols and others have poor chances.
    6. Child completely bedridden even at age of 3 years has poor chances

Fortunately, severely damaged children are statistically less. So, mostly children with mild and moderate damage are the best helped by homeopathy. Homeopathy can help in majority of cases. The improvement in most cases starts within first two months of treatment. The maximum benefit can be derived within 12 - 14 months of treatment, in majority of cases. The basic idea of homeopathic treatment is to put the majority of children to the normal school. So for them ideally treatment should start from 2 to 2½ years of age. So that, at the age of 3 - 4 years child is fit for schooling. With homeopathy, we need no orthopedic corrections or operations. It does not need vigorous physiotherapy also.

Good antennal and perinatal care.Proper management of premature and jaundiced babies.

Team appochach by pediatrician, neurologist, psycologist, Physiotherapist, occupational therapist, Orthopedic surgeon, And speech therapist, Positive prenatal approach is helpful. Prignosis is depend up on the external of brain damage and facilities available.