There is nothing I can say except work hard today for many unbelievably beautiful tomorrows! Cheers to you all!!!!! (Especially my Warrior Sister!)
http://www.veras.org.br/video-ana-carol.asp?Area=fotos
Saturday, May 21, 2011
Thursday, May 19, 2011
Research Article VERY Interesting, or is it?
Wow, 2 posts in one day!
Experiment sheds new light on Down syndrome www.med.ubc.ca
This research article tested several adults with T21 and several without. Simply put, they had each person press a button with their right index finder while a functional scan of their brain was being done. In all of the non T21 world, we press a button with our Right index finger and the corresponding control center in the left side of the brain lights up. In people with T21, all different parts of their brains lit up representing disorganized brain communication.
First of all I have theories as to why this is, first as those of us who refuse to believe the convention treatment methods have long contended, an extra chromosome means the brain needs more antioxidants, more stimulation, more opportunity, more everything to...wait for it....ORGANIZE! Secondly, the brain is magnificently efficient, so if brain A needs to move the finger but there is damage in the way, it will find a different route. Brain B will find it's own path around the damage, etc. This results in ten different brains lighting up ten different pathways to move the Right index finger.
The biggest thing I've learned from the Institutes is that all traditional methods of treating fine motor problems with handwriting practice, poor balance with practicing balance (poorly), speech apraxia with an hours worth of "say "duck," "d,d,d - uck," say "duck" (No offense to my many speech therapy friends but, seriously you wonder why the kid has behavior problems in sessions?) is useless. You will have very poor outcomes (as is sadly well documented in our kids) by focusing on symptoms. Whether it be a car accident, drowning, or chromosomal abnormality the damage in in the brain. This contention we have that we can change the brain by having a child do something over and over again is insane. They will just do it over and over again poorly, and guess what organization gets reinforced?
Increasing hemispheric communication through A LOT of complex visual stimulation (reading very, very young), A LOT of fact storage and retrieval, through A LOT of auditory stimulation (Tomatis therapy, high violin content music, contrast silence and noise, etc), through A LOT of vestibular stimulation (swinging, hanging, PASSIVE patterning), Through A LOT of metabolic support such as increased mitochondrial health and proportionately increased antioxidants in converted form (see earlier note about inefficient mitochondrial conversion of things like folic acid, CoQ10, etc) that directly impact the brain's ability to form dendrites and communicate - you are treating the brain. When your 5 year old is doing gymnastics and speaking several languages, do you really care what pathways in his brain is lighting up? This reasearch, although positive from the standpoint of medical interest, is - as a brilliant friend of mine says - "Nero fiddling while Rome Burns."
Experiment sheds new light on Down syndrome www.med.ubc.ca
This research article tested several adults with T21 and several without. Simply put, they had each person press a button with their right index finder while a functional scan of their brain was being done. In all of the non T21 world, we press a button with our Right index finger and the corresponding control center in the left side of the brain lights up. In people with T21, all different parts of their brains lit up representing disorganized brain communication.
First of all I have theories as to why this is, first as those of us who refuse to believe the convention treatment methods have long contended, an extra chromosome means the brain needs more antioxidants, more stimulation, more opportunity, more everything to...wait for it....ORGANIZE! Secondly, the brain is magnificently efficient, so if brain A needs to move the finger but there is damage in the way, it will find a different route. Brain B will find it's own path around the damage, etc. This results in ten different brains lighting up ten different pathways to move the Right index finger.
The biggest thing I've learned from the Institutes is that all traditional methods of treating fine motor problems with handwriting practice, poor balance with practicing balance (poorly), speech apraxia with an hours worth of "say "duck," "d,d,d - uck," say "duck" (No offense to my many speech therapy friends but, seriously you wonder why the kid has behavior problems in sessions?) is useless. You will have very poor outcomes (as is sadly well documented in our kids) by focusing on symptoms. Whether it be a car accident, drowning, or chromosomal abnormality the damage in in the brain. This contention we have that we can change the brain by having a child do something over and over again is insane. They will just do it over and over again poorly, and guess what organization gets reinforced?
Increasing hemispheric communication through A LOT of complex visual stimulation (reading very, very young), A LOT of fact storage and retrieval, through A LOT of auditory stimulation (Tomatis therapy, high violin content music, contrast silence and noise, etc), through A LOT of vestibular stimulation (swinging, hanging, PASSIVE patterning), Through A LOT of metabolic support such as increased mitochondrial health and proportionately increased antioxidants in converted form (see earlier note about inefficient mitochondrial conversion of things like folic acid, CoQ10, etc) that directly impact the brain's ability to form dendrites and communicate - you are treating the brain. When your 5 year old is doing gymnastics and speaking several languages, do you really care what pathways in his brain is lighting up? This reasearch, although positive from the standpoint of medical interest, is - as a brilliant friend of mine says - "Nero fiddling while Rome Burns."
My A-Ha Moment
I have been spending a lot of time lately, not only with Lucas on his program, but putting materials together for him. His reading and knowledge programs take us from Pyotor Llyich Tchaikovsky, to Western Lowland Gorillas, to the Presidents of the US, major organs of the body and now, famous artists, to name just a few. I am constantly amazed by his hunger for this information, how he enjoys these programs, and beyond that, the longer we are doing it, the quicker he learns....which means I need a lot more material quicker!
I was at the store today while Lucas was at pre-school, and there was a mom there with her "normal" little boy who must have been close to kindergarten age. Within the first few moments I knew the little boy's first, middle and last name, because his mom said it about 5 times. He already had a cast on his left forearm, yet undeterred was trying to climb up a display. After several reminders not to do that, the little boy threw a tantrum and started yelling while he picked up some items that were on the floor and started throwing them about.
After I had completed my shopping, I found myself behind this Mother-son duo at the check out. There were lighted signs over the register to indicate what number isle it was, and the little boy looked up and said "Mom, that's a 5." You seriously would have thought the kid cured cancer, his mother was beside herself with joy telling him what a "genius" he was because he in fact identified the number 5.
I began to get lost in the lists of things I was told to expect from my son who was not "normal," and if given the choice many would not want. Behavior problems, difficulty following directions, slow learning, and poor memory were just a few. I began to snicker, not because this mom was having a hard time with her little boy, but because my fear (back then) of always looking at other "normal" children and comparing Lucas had become a reality. I do look, and I do compare, and my son is not only keeping up with his well peers, but he is light years beyond them in many ways.
It occurred to me that this little boy's antics were created from a burning desire to learn and do, but his experiences were limited by his mom who was just thrilled to see he'd learned the number 5. How true for us - how absolutely, positively destructive our insecurities are when they hold us back from introducing things our children are starving to know.
As I got Lucas out of the tub a few nights ago, our "forearm connected to the elbow, elbow connected to the arm bone...etc) song morphed into a fascinating game of show me your humerus, where's your tibia, Lucas...show me your metacarpal phalangeal joint. Lucas got them all right..and more, and giggles because the words were funny....and as he sat there acing the content of my first college anatomy course it occurred to me that "keeping up with" hasn't been our goal for a very long time.
Friday, April 8, 2011
A New Adventure
One of the very first books I read after Lucas was born was "What to do About Your Brain Injured Child" by Glenn Doman of The Institutes for the Achievement of Human Potential. I have been so grateful for that book over the past three years, because it allowed me to see things from a different perspective. It reinforced the things I secretly believed and has been a source of information and inspiration for everything we have done with Lucas.
When Lucas was born, I had a 5 and 3 year old at home, I didn't think I could go to the course and apply it purely from a time stand point. Instead I chose what I believed to be the most important aspects of the program. I immediately read all of the books on how to teach your baby to read, do math, and learn encyclopedic knowledge. I believed the cognitive stimulation was of primary importance. As for the physical, I put my OT hat on and modified and adapted everyday's activities. Lucas spent his day "playing" with those who loved him the most. Who knows whether it was the specifically designed activities he was completing or the simple fact he was believed in and adored, but he thrived and succeeded at things I would have never believed possible.
Our journey has brought people into our lives that I can't imagine being without. Just about a year ago I found Kristen Morrison from Naturally Better Kids in Australia while I was looking for more information on natural approaches to health and wellness for Lucas. About a month ago we finally met in NY City - the Morrisons on their way to the Institutes, and us knowing we were beginning a new chapter in our story. As we walked through Central Park and the streets of NY with our boys running and playing as though they've been friends for years and the day flying by far too quickly, I realized everything was coming full circle. The very book that changed the course of our lives three years before, the Institutes that I've considered hundreds of times, and now dear friends who have a wonderfully gifted son, were all coming together...there was no reason I could think of to delay going there myself.
Perhaps it's just the right time or maybe it's the admiration I have for people who are willing to spend a small fortune, fly to the other end of the world and literally dismiss every excuse as pale in comparison to an opportunity for their son. The program is time consuming and demanding, but I couldn't help but remember all those years I spent 50-60 hours a week treating patients, I thought nothing of cramming in 20 treatments a day - the time is now. I realized my reasons for not doing it sooner wasn't that I was afraid my son couldn't do it, I was afraid I couldn't.
I am leaving for the Institutes next Sunday and when I come back, we'll figure it out together!
Monday, January 3, 2011
So Much to Learn
There is so much information to put together, I am going to try and get up to speed on all of it!
Blood...blood....blood
Last brief post I mentioned Lucas's bloodwork revealing high iron levels. Lucas subsequently had the chromosome test for hemachromadosis and it was negative - thankfully, but the question remains how to manage it moving forward. At this point we are going to recheck every six months to make sure the iron in his system is not roaming free to do damage to his body while we tinker with supp's and diet. I can't help but think about the fact that I never once read or heard about people with T21 having an issues with an iron level despite the fact they are at greater risk for leukemia (uses iron as an energy source), have cognitive problems and earlier onset of dementias linked to oxidative stress (oxidative stress is influenced by iron), gastrointestinal problems, kidney problems, etc. Then there is the issue of low iron levels which can result in lethargy, poor tolerance to activity, weakness, etc. If we took our children to a doctor because of problems learning, or poor tolerance to activity, what would we likely be told? Again, how much of the "syndrome" is metabolically based? And even if metabolic disturbances are not totally responsible for features of the syndrome, it stands to reason that managing blood levels would greatly improve the overall health of our children.
I keep reminding myself the reason we embarked on this journey was to discover the reasons for commonly seen problems so we can intervene beforehand. Hence the idea to check not only IgE levels in the blood (actual allergy to food) but also the IgG levels which indicate sensitivities. Sensitivities can manifest themselves in any number of ways that we may not even notice or may just assume is part of the "syndrome." We checked Lucas for dairy / casein, (his level was 155, should be less than 2!!!) ditto for soy, egg yolks, egg whites, and gluten. All of his IgE's however were unremarkable. On the surface I thought this wasn't too bad, after all, eating these things have not created actually allergic reactions, so why be so restrictive with his diet? Then, as with everything else on this road, I realized it is all about subtle differences. A sensitivity to dairy combined with the increased iron level, decreased effectiveness of his mitochondria, etc. all begin to snowball. These are as good reasons as any as to why features of the syndrome develop over time.
The ironic part is that I am not feeling overwhelmed by this at all. If I had a list of 15 medications to give my son daily to keep him healthy, I would lose my mind, but natural supplements and diet to maximize his health is empowering. In fact, Lucas's journey has made us all better people, I look at my other children and realize that I need to know what is going on in their bodies too. Just as "Down Syndrome" should not be accepted for what it is, neither should "Typical and Healthy." I can say that last year at this time we were already on our 4th upper respiratory infection, and this year we've had barely a sniffle.
The doctor who is working with us on this path is nothing short of genius, she leaves me running to biochem and physiology resources after every conversation...a welcomed change from the visits I used to have where I was the one with information looking for direction and being thwarted.
There are many more issues concerning blood work analysis - a thorough study yields clues and options to maximize health and wellness. I can not stress enough how important it is...find a doctor who wants to find out the reasons why....not just write a script for what you ask for.
Creating circuits
A few blogs back I spoke of treadmill training for infants. After that blog (I think it was early October) I started thinking about the theory behind it. Feeding the reciprocal movement into baby not only helps his brain organize the movement, but you are intersecting the sensory system with the motor cortex in the brain. The interesting part of the evidence lies in the other surprising outcomes, improved fm control, increased vocalizations, and improved sitting balance to name a few - suggesting that the input is creating change in other seemingly unrelated areas of the brain.
Looking at my just-turned three year old, I began a little experiment. My older son had a "Smart Cycle" when he was small. It is basically a toy stationary bike that hooks up to the TV. The most basic game it plays is letters, numbers and sight words - these things were right up Lucas's alley! So I rigged the pedals so I could fasten Lucas's feet into them and I sat on the floor next to him for 20 minutes everyday moving his feet around and around while he watched this game. Within the first session I noticed an amazing change in his speech, he was literally yelling the name of the letters and numbers as they went by him. I did not teach him how to steer or play the game, I wanted him to be totally absorbed while I "pedaled" his feet.
After about two weeks, Lucas had figured out how to play the game and was yelling out the sight words, saying "Mom, look..." to everything he was doing, and when he got off the bike, he would spend about 10 minutes in this strange little "march" around the house. After 1 month I hooked his feet up, he turned everything on and I did nothing. The game began but his car on the screen didn't move. Guess what he did? Yep, about 5 full reciprocal rotations, smooth and coordinated. I continued the input 20 minutes a day for the next few weeks and now, I am not even allowed to strap his feet in anymore. Lucas rides the bike and plays the game (many different games now) for 40 minutes all by himself.
We are embarking on a Letter formation / tracing program designed exactly the same way and for the same reasons..not so much to simply learn the task of forming a letter, but to forge new maps in the brain, the new pathways created and all that is being stimulated in the process.. Hand over hand tracing capital and small letters (hopefully combining a silly song - if I can come up with one) the whole alphabet through 2x/day. Will let you know how it goes!
That's all for now, I have more information about Chiropractic care, the Speak supplements, the role lactic acid plays in our children's activity levels, and more....blog soon!
Warmest Regards,
Geralyn
Blood...blood....blood
Last brief post I mentioned Lucas's bloodwork revealing high iron levels. Lucas subsequently had the chromosome test for hemachromadosis and it was negative - thankfully, but the question remains how to manage it moving forward. At this point we are going to recheck every six months to make sure the iron in his system is not roaming free to do damage to his body while we tinker with supp's and diet. I can't help but think about the fact that I never once read or heard about people with T21 having an issues with an iron level despite the fact they are at greater risk for leukemia (uses iron as an energy source), have cognitive problems and earlier onset of dementias linked to oxidative stress (oxidative stress is influenced by iron), gastrointestinal problems, kidney problems, etc. Then there is the issue of low iron levels which can result in lethargy, poor tolerance to activity, weakness, etc. If we took our children to a doctor because of problems learning, or poor tolerance to activity, what would we likely be told? Again, how much of the "syndrome" is metabolically based? And even if metabolic disturbances are not totally responsible for features of the syndrome, it stands to reason that managing blood levels would greatly improve the overall health of our children.
I keep reminding myself the reason we embarked on this journey was to discover the reasons for commonly seen problems so we can intervene beforehand. Hence the idea to check not only IgE levels in the blood (actual allergy to food) but also the IgG levels which indicate sensitivities. Sensitivities can manifest themselves in any number of ways that we may not even notice or may just assume is part of the "syndrome." We checked Lucas for dairy / casein, (his level was 155, should be less than 2!!!) ditto for soy, egg yolks, egg whites, and gluten. All of his IgE's however were unremarkable. On the surface I thought this wasn't too bad, after all, eating these things have not created actually allergic reactions, so why be so restrictive with his diet? Then, as with everything else on this road, I realized it is all about subtle differences. A sensitivity to dairy combined with the increased iron level, decreased effectiveness of his mitochondria, etc. all begin to snowball. These are as good reasons as any as to why features of the syndrome develop over time.
The ironic part is that I am not feeling overwhelmed by this at all. If I had a list of 15 medications to give my son daily to keep him healthy, I would lose my mind, but natural supplements and diet to maximize his health is empowering. In fact, Lucas's journey has made us all better people, I look at my other children and realize that I need to know what is going on in their bodies too. Just as "Down Syndrome" should not be accepted for what it is, neither should "Typical and Healthy." I can say that last year at this time we were already on our 4th upper respiratory infection, and this year we've had barely a sniffle.
The doctor who is working with us on this path is nothing short of genius, she leaves me running to biochem and physiology resources after every conversation...a welcomed change from the visits I used to have where I was the one with information looking for direction and being thwarted.
There are many more issues concerning blood work analysis - a thorough study yields clues and options to maximize health and wellness. I can not stress enough how important it is...find a doctor who wants to find out the reasons why....not just write a script for what you ask for.
Creating circuits
A few blogs back I spoke of treadmill training for infants. After that blog (I think it was early October) I started thinking about the theory behind it. Feeding the reciprocal movement into baby not only helps his brain organize the movement, but you are intersecting the sensory system with the motor cortex in the brain. The interesting part of the evidence lies in the other surprising outcomes, improved fm control, increased vocalizations, and improved sitting balance to name a few - suggesting that the input is creating change in other seemingly unrelated areas of the brain.
Looking at my just-turned three year old, I began a little experiment. My older son had a "Smart Cycle" when he was small. It is basically a toy stationary bike that hooks up to the TV. The most basic game it plays is letters, numbers and sight words - these things were right up Lucas's alley! So I rigged the pedals so I could fasten Lucas's feet into them and I sat on the floor next to him for 20 minutes everyday moving his feet around and around while he watched this game. Within the first session I noticed an amazing change in his speech, he was literally yelling the name of the letters and numbers as they went by him. I did not teach him how to steer or play the game, I wanted him to be totally absorbed while I "pedaled" his feet.
After about two weeks, Lucas had figured out how to play the game and was yelling out the sight words, saying "Mom, look..." to everything he was doing, and when he got off the bike, he would spend about 10 minutes in this strange little "march" around the house. After 1 month I hooked his feet up, he turned everything on and I did nothing. The game began but his car on the screen didn't move. Guess what he did? Yep, about 5 full reciprocal rotations, smooth and coordinated. I continued the input 20 minutes a day for the next few weeks and now, I am not even allowed to strap his feet in anymore. Lucas rides the bike and plays the game (many different games now) for 40 minutes all by himself.
We are embarking on a Letter formation / tracing program designed exactly the same way and for the same reasons..not so much to simply learn the task of forming a letter, but to forge new maps in the brain, the new pathways created and all that is being stimulated in the process.. Hand over hand tracing capital and small letters (hopefully combining a silly song - if I can come up with one) the whole alphabet through 2x/day. Will let you know how it goes!
That's all for now, I have more information about Chiropractic care, the Speak supplements, the role lactic acid plays in our children's activity levels, and more....blog soon!
Warmest Regards,
Geralyn
Tuesday, December 7, 2010
Just a quick note
I have been off the blog for a while, a ton of new info with Lucas that I need to disseminate, however one huge thing I want to inform you about is iron levels. Lucas's iron level is very high, come to find out many children with T21 have high iron levels. (My brain starts thinking of all the things we are trying to avoid like viruses - use iron for energy, leukemias - ditto, also high level of unbound iron can damage mitochondria via oxidative stress - we know this tends to be high in children with T21 and older adults with Alzheimer's). It seems there are answers to commonly seen features of "the syndrome."
There is a condition known as hemochromadosis, it is a genetic disorder which results in faulty iron metabolism and can be seen in children with T21 because the gene is carried on the 21st level. Lucas is having a simple blood test to see if he has the gene. If he does there are methods of correction, if he does not, we need to take another look at his supplements to make sure we are protecting his mitochondria.
Regardless of how old your child is, ask your pediatrician the last time an iron level was taken. There is total iron which is high, but then there is the saturation level. (In Lucas the saturation level was well within range. This means that although there is excess iron in his system it is bound up at this point and is not roaming free to damage his cells' mitochondria. Good time to find the problem!) Ask your child's doctor to check both. I have so much to tell, but this is critically important to health.
As long as you have your little one at the lab for a jab ask your doctor to get a gluten sensitivity test done. We know celiac problems are common to children with T21 and therefore celiac disease is checked for routinely, but Gluten sensitivity is not. Lucas tests for sensitivity came back very high, clearing the gluten out of his diet was a good move.
Talk soon!
There is a condition known as hemochromadosis, it is a genetic disorder which results in faulty iron metabolism and can be seen in children with T21 because the gene is carried on the 21st level. Lucas is having a simple blood test to see if he has the gene. If he does there are methods of correction, if he does not, we need to take another look at his supplements to make sure we are protecting his mitochondria.
Regardless of how old your child is, ask your pediatrician the last time an iron level was taken. There is total iron which is high, but then there is the saturation level. (In Lucas the saturation level was well within range. This means that although there is excess iron in his system it is bound up at this point and is not roaming free to damage his cells' mitochondria. Good time to find the problem!) Ask your child's doctor to check both. I have so much to tell, but this is critically important to health.
As long as you have your little one at the lab for a jab ask your doctor to get a gluten sensitivity test done. We know celiac problems are common to children with T21 and therefore celiac disease is checked for routinely, but Gluten sensitivity is not. Lucas tests for sensitivity came back very high, clearing the gluten out of his diet was a good move.
Talk soon!
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