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Autism Spectrum

- A Biologic View Initial Brain Hypertrophy and Delayed Brain Atrophy  - Part I


Majid Ali, M.D.

(Also see The Oxygen Model of Autism)



Molecular biology is the voice of reason in the care of children with the autism spectrum; psychiatry, its belief system. Reason is the faculty of observing natural phenomena and integrating new observations into the existing body of information – the natural order of things – to advance knowledge and understanding. Belief, by contrast, is one person's opinion imprinted permanently on another person's awareness – a file downloaded onto someone's "hard drive of understanding" without their ability to use a delete key. The subject is unwavering with that opinion and remains impervious to observations that challenge the belief.

The central tragedy in the spreading pandemic of the autism spectrum and the related learning disorders (designated as atypical neurodevelopmental states (ANS), in my view, is that reason is subordinated to belief. Psychologists claim they can understand the mind without understanding the body. They believe their job is to find the right diagnostic label. Psychiatrists believe their responsibility ends with prescriptions of what they consider to be the appropriate mind-altering drugs. Both groups are uninterested in the observable phenomena concerning the causative influences of toxic environment, toxic foods, and toxic thoughts. Those who pollute or otherwise destroy human habitat consider the state of denial among psychologists and psychiatrists convenient and supportive of their profitability goals. It shifts the focus to the "autism-Asperger's mysteries" and away from the real observable and demonstrable phenomena concerning the impact of toxicities of the environments, foods, and chronic anger on the energetic, developmental, and differentiative processes in children.

Initial Brain Hypertrophy and Delayed Brain Atrophy

Some years ago, I considered the vast array of seemingly disparate facts of ANS and wondered if there were some common causative mechanisms underlying the broad clinical spectrum.1 Could I connect the dots of the ANS spectrum, looking through the prism of oxygen energetics and signaling – a preoccupation that has served me well in my earlier quarrels with paradoxes of biology – and develop a unifying model? I then imagined a larger-head-smaller-brain scenario. I imagined the essential nature of ANS to be a sequence of initial brain hypertrophy and delayed brain atrophy. Initial hypertrophy is caused by overstimulation, whereas the delayed atrophy represents a state of cellular toxicity and burn-out. In this scenario, hypertrophy is induced by hyperexcitability caused by incremental stimulation of the developing brain in the womb – by antenatal exposure to maternal environmental, nutritional, and stress-related factors. Many of those stressors continue after birth. Some regions of the brain would be expected to respond to such overstimulation by accelerated development and increased tissue mass. Considering the limited ability of the brain tissue to overdevelop and cope with incremental demands, one would expect the initial period of hypertrophy to be followed by delayed brain atrophy – therefore, the larger-head-smaller-brain scenario.

 


Symptom-complexes of the ANS Spectrum

The ANS spectrum covers an enormous range of symptom-complexes, including the following: obsessive-compulsive disorder (OCD), autism, Asperger's syndrome, Tourette's syndrome, tics, learning disorders, hyperkinetic child syndrome, expressive language disorder, phonological disorder, pan-developmental disorder, oppositional defiant disorder, and the older term of minimal brain disease.3-9 The oxygen view of ANS presented here has three strengths: (1) It sidesteps the clutter of diagnostic labels that hide much and reveal nothing about the nature of clinical problems; (2) It acknowledges the increasing number of constellations of genetic mutations associated with ANS symptom-complexes and recognizes that there are no effective therapies for any of them at this time; and (3) It focuses on the molecular mechanisms that cause a child's suffering and offers a road map for effectively addressing all relevant issues for superior clinical results. 

An Illustrative Case Study

October 26, 2006: A four-year-old child presented with the diagnosis of autism, hyperactivity, leg cramps, rashes, and fits of anger and biting. His vocabulary was limited to three words: mama, papa, Allah. His father provided additional information with the following words: "He is a smart man. He knows how to avoid injury. He will check the hot and cold water taps well so he doesn't get hurt. With visitors, he will first not look at them, then he becomes friendly. Interacts with younger sister more than with us. He will pull at the weak fifth finger rather than the strong thumb and index fingers. But he does bite. He will bite whether angry or happy. )After getting angry and biting, he becomes quiet and tries to make friends with us. Sometimes he likes dark and turns the lights off and then will turn them on again. Sleeps very well. Tylenol helps leg cramps. He used to sing then he stopped after the age of three. He used to catch [sing] melodies. Now he does not."

 

Lab evaluation: Mild anemia. High levels of IgE antibodies with specificity for Mucor, Penicillium, Fusarium, Candida, and Alternaria species. Increased urinary excretion of arabinoise, oxalate, subseric acid.

 

Treatment plan: Elimination of sugar, dairy, and wheat. Robust antifungal plan with Nystatin and phytofactors. Sulfur antioxidants, multivitamin and multimineral protocols, and twice-weekly subcutaneous hydroxocobalamin (1,000 mcg) injections.

 

December 6, 2006: Mother's words: 90% less biting, crying reduced from daily to weekly, leg cramps have cleared up. Eye contact has improved at school. They want a five-second contact, he now has four-second contact. His memory is coming back, he is repeating some old words. Makes a lot of sounds now. Constipation cleared up with castor liver packs."

 

January 24, 2007: Mother's words: "Becoming calmer, better non-verbal communication with parents. No biting. Not pulling his fingers at all times. Overall, 10% calmer since the last visit. We think it is due to the castor liver packs. Plays with business cards. Overall, right leg cramping is less. Still needs paper in the mouth all the time. Said arecto, which means ‘a little more' and attakee, which means ‘what is this?'. No areas of lost brain function. His brain is developing for naughty things. Ear infections caused more tensing. When school is out, he becomes more tense. Eye contact almost normal. Teachers report continued progress. Brain progress little, if any."

 

One Percent in 1971, 5.96% in 1987, 11.66 % in 2006

 

The planet Earth is febrile now. The spreading pandemics of ADHD and autism are two of the disturbing faces of that febrile condition. In 1988, the Journal of the American Medical Association published data concerning the use of drugs for treating hyperactivity/inattentiveness among students. Consider the following quote from that report: "The results reveal a consistent doubling of the rate of medication treatment for hyperactive/inattentive students every four to seven years such that in 1987, 5.96% of all public elementary school students were receiving such treatment." 10 Ten years later, the Fall 2006 Preliminary Ethnic Survey Report Pub. No. 346 of the Los Angeles Unified School District revealed that 11.66% of children in the district were in special education programs (Table 1). According to the Centers for Disease Control (CDC), the prevalence of autism varies significantly from region to region in the United States. New Jersey has the distinction of having the highest prevalence rate, more than ten percent. 11

 

Note that the ten percent rate refers only to one face of ANS (autism).12 A recent report on trends of diagnosed psychiatric disorders between 1989 and 2000, Psychiatric Service, published by the American Psychiatric Association, included the following data concerning hospital discharge increases between 1989 and 2000: (1) affective disorder, 138%; (2) autism and ADHD, quadrupled over the course of the study; and (3) most common mental disorders, 39%. 13

Table 1: 2006 Profile of Special Education in the Los Angeles Unified School District

Total K-12 Preliminary Enrollment 708,365
Total Number of Special Education 82,650
Percentage of children in Special Education Program 11.66%

For additional information, I suggest my ADHD-AUTISM DVD. I refer professional readers to my book entitled  Darwin, Dysox, and Integrative Protocols (2008), the 12th. volume of The Principles and Practice of Integrative Medicine, which includes all needed citations.

 

Autism Spectrum Course

 

k  Autism - An Evolutionary-Biologic View

k  The Oxygen Model of Autism

k  Direct Evidence for the Oxygen View of Autism

k  Evidence for Oxygen Model of Autism - Inflam-Infection

k   Evidence for The Oxygen Model of Autism - the ATP-Suramin Link

k  The Toxic Womb State

k Oxygen-impaired Womb and Behavior Disorders

k Pre-birth Post-Traumatic Stress Disorders

k Rising Prevalence of Autism Spectrum

k  Blocked Synaptic Pruning

k Corporate Compassion for Children

k Autism Epidemic in China

k  I Predict Autism Epidemics in China and India

k Every Child Is Born A Scientist

k Our Breathe - The Best First-aid

k What Is Oxygen?

k Mercury, Toxic Womb State, and the Autism Spectrum

 

 

 

Autism Spectrum Course

 

k  The Toxic Womb State

k  Oxygen-impaired Womb and Behavior Disorders

k  Pre-birth Post-Traumatic Stress Disorders

k  Rising Prevalence of Autism Spectrum

k  Evidence for The Oxygen Model of The Autism Spectrum

k Autism Epidemic in China

k  I Predict Autism Epidemics in China and India

k Every Child Is Born A Scientist

k Our Breathe - The Best First-aid

k What Is Oxygen?

k Mercury, Toxic Womb State, and the Autism Spectrum

k  Corporate Child Abuse

k  Limbic Breathing for Children With Anxiety and Asthma

k  What Is Life Span?

k What Does Water Do in Metabolism?

k What Is the Immune System?

k What Is Blood Pressure?

k Causes of High Blood Pressure

 

 

 

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