Search Books:

Join our mailing list:

Bookmark and Share

New Articles

The Mystery Murder Case of the Century
by Robert Tanenbaum


Which Brass Ring for You: Popularity or Success?
by JV Venable


Autistic Students: Are We Asking Them to Do Their Best While They Feel Their Worst?
by Janet Lintala


The Enemy Within
by Jason Riley


Prologue
by Anna Godbersen


view more>>


Recent Placements


Ross W. Greene
Boston Globe
How to raise human beings who are ready for the real world

Paul Smith
Leadership-Tools.com
Sell With A Story review

Paul Smith
Read to Lead
How to Capture Attention, Build Trust & Close the Sale

Ross W. Greene
Washington Post
Child psychologist: This is how to raise human beings who are ready for the real world

Leland Faust
ValueWalk
A Capitalist's Lament: How Wall Street Is Fleecing You and Ruining America


view more>>

Bookmark and Share

View the author's page

Autistic Students: Are We Asking Them to Do Their Best while They Feel Their Worst?
By Janet Lintala,
Author of The Un-Prescription for Autism: A Natural Approach for a Calmer, Happier, and More Focused Child

The fog is like a cage without a key. Elizabeth Wurtzel

IEPs, aides, modifications, tutoring, special classrooms, and well-trained, dedicated teachers are useful resources to help students on the autism spectrum. But are we putting them into school and therapies when they aren't feeling their best? New research indicates they may not be as ready to learn as we thought.

A look inside the brain of your autistic student:

Take the example of two students sitting side by side in your classroom. The one on the left is a typically developing student, and the one on the right is on the autism spectrum. They may be similar in appearance since autism doesn't have a "look", but the student on the right is struggling through a crushing daily burden of invisible medical issues that you cannot see.

Have you noticed a bleary, tired, foggy look on some of your ASD students' faces? Think that's autism you're seeing? Is your first thought this child may need a stimulant medication to help him or her have better focus and attention, or a prescription to control some of their difficult behaviors?

Let's see what global research is revealing about the silent struggles this student may face each day in your class:

Figure 1: This is Peter's brain . . .
Figure 2: This is Peter's brain on ketchup!

It is shocking what a few specific dietary changes can do for the brains of these children (see www.feingold.org). The brain in Figure 1 is ready to learn, play and have a good day. The brain in Figure 2 is not. I'm sure Peter would have been placed on ADHD medication, and given some occupational therapy at the very least had these common food sensitivities not been discovered. And yet, the brain in Figure 2 is what is most likely to be sitting in your classroom each day, and you are tasked with teaching through this mess of brain fog and agitation.

Polypharmacy and "Side Effect Hell"

These invisible health issues can cause a great deal of irritability and even aggression, and the child ends up getting medicated for the difficult behaviors, without the original health issues being resolved. The most common side effects of medications used for ASD children and adults, such as constipation, enhance or worsen the health issues that are already causing the problems in the first place! It becomes a merry-go-round of side effects that I call "side effect hell".

Who could possibly do their best while experiencing even half of the things on this list? Both sides of the desk, students and teachers alike, are working through this fog of medical issues: (graphic)

What can be done?

What is the key that unlocks the cage of fog? We need a seismic shift in the conventional medical approach to ASD.

Medications are useful, but only if they are aimed at the right problem. In the clinical report from the American Academy of Pediatrics, Management of Children with Autism Spectrum Disorders, it is stated, "Medications have not been proven to address the core deficits of ASDs, and are not the primary treatment." When medications are used for irritability and difficult behaviors, as they are now, it may be like washing the car instead of changing the oil. We need to address underlying medical issues first, and stop targeting just the irritability or brain fog that results from them.

Once health has been supported with digestive enzymes, probiotics and basic nutritional support, many of these health challenges will fall out of the picture, and there is usually less need for medications. I have seen some of my patients go from a classroom placement based more on difficult behaviors than their academic abilities, to a mainstream classroom where they are more appropriately academically challenged. Nothing cures, treats, prevents or "fixes" ASD, but the correct health approach can greatly enhance function and cognition.

I understand why teachers might thoughtfully suggest a student will benefit from various medications. And I also understand why teachers would like for a student to be able to sit still and quiet down. But now that you understand why autistic children might not be able to sit still or learn at their best, or why they may be irritable, you can suggest they see a physician who understands their unique health challenges (www.medmaps.org), or look into the suggestions I share in my book, The Un-Prescription for Autism.

© 2016 Janet Lintala, author of The Un-Prescription for Autism