You know the statistics. You are keenly aware of how interesting your path has become—a life you didn’t exactly imagine you would be in. You see the autism awareness ad campaigns on television. You hear a new president dedicate himself to helping children with autism through research dollars and insurance coverage requirements. You are connected to your local autism support group. You participate in lively debate over genetics, vaccines, ABA therapy and a new topic—biomedical intervention and autism diets.

You may be watching your child carefully stack cans on top of one another—over and over for hours, instead of playing with toys and other children. You serve French fries day after day, because they might be the only thing your child will eat. You’ve decided that “hope for recovery from autism” is an interesting collection of words—but do they really fit into your world?

You hear the word “recovery” more and more lately. How can your child recover from autism? Is it really possible? Parents you know are coming back from conferences enlightened and hopeful. The terms “biomedical intervention” and “autism diet” are rising to the top of conversations, literature and web sites. Of course you would be curious.

Pursuing recovery is not about “curing” autism. Pursuing recovery is about believing in and taking action toward improved health and healing.  The term “recovery” is best explained by esteemed autism organizations such as Autism Research Institute and Generation Rescue, the use of this term is intended to convey the extent of the possibility that exists for these children–to reach their potential of health and happiness – whatever that may be.  As Jenny McCarthy analogy explains, while you can’t be cured of getting hit by a bus, you can recover.  Indeed, thousands of children have, and are, recovering from autism.

Many parents today are learning things they can do to help their children thrive and pursue recovery. Autism pediatricians, researchers and nutritionists are now suggesting that parents consider implementing autism diets, autism-specific nutrition and specialized supplementation, in addition to traditional behavioral therapy and other proven treatments.

Doctors now know that the body of the child with autism is quite unique and requires very specific care—special enzymes for digestion, medical treatment for yeast infections and other conditions found during testing, attention to digestive issues, special dietary requirements (autism diets), nutrient and fatty acid supplementation, behavioral therapy and more.

Specific autism diets can help children improve in many ways. When diets are correctly implemented by parents, improvement in gastrointestinal problems, diarrhea, constipation, language, learning, focus, attention, eye contact, behavior, sleep difficulties, toilet training, skin rashes/eczema and body pain have been observed. Since every child is unique, improvements will vary.

There are several diets that are used by parents, autism nutritionists and pediatricians. These diets include the Gluten-Free Casein-Free (GFCF) Diet, Specific Carbohydrate Diet (SCD), Gut and Psychology Syndrome (GAPS) Diet, Low Oxalate Diet, Body Ecology Diet, Feingold Diet and Weston A. Price dietary principles. Most practitioners suggest parents begin with the GFCF Diet—removing all gluten and casein from the foods they serve their children.

Autism Research Institute (ARI) surveyed thousands of parents and found that 69% of those applying the GFCF Diet saw improvement.  For the Specific Carbohydrate Diet, 71% noted improvement. In recent autism diet research funded by Autism Speaks, 82% of parents reported “definite improvement” in their child’s skills.

Successful parents begin with simple steps: they serve fresh fruits, vegetables and grass-fed meats whenever possible. They read labels for ingredients and they clean out their cupboards. They shop for organic foods in order to remove antibiotics, hormones, pesticides and PCBs from the dinner table. Parents choose to no longer serve their children easy-to-serve pre-packaged, canned or frozen foods that contain preservative, additives, colors and artificial ingredients. They immediately decrease the amount of sugar they feed their children. The guidance of a qualified nutrition profession is always recommended.

After the initial clean up steps are completed, parents embark on the finer points of an autism diet, which often means removing gluten and casein—as implemented in the GFCF diet. Gluten is the protein found in wheat, rye, barley, commercial oats, kamut, and spelt. Casein is the protein found in dairy. The GFCF diet has become popular for autism and the general population, and there are many GFCF foods available in stores.  Parents who are successful with applying a GFCF diet cook from great recipes they find online and in autism diet friendly cookbooks. They actually enjoy the process.

For the parent of a child with autism, the food that they choose to serve their children is vitally important to their healing. Autism diets are an important first step all parents should consider as they are creating a recovery program for their child.

Julie Matthews, a leading autism nutrition specialist, helps parents successfully apply healing autism diets to support their children.  As a Certified Nutrition Consultant and Defeat Autism Now! (DAN!) Practitioner, she educates parents and professionals on diet and nutrition for autism and is the creator of “Nourishing Hope for Autism: Nutrition Intervention for Healing Our Children” (Book) and “Cooking to Heal: Autism Nutrition and Cooking Classes” (DVD). Visit www.NourishingHope.com to study autism diets and view video presentations.

Now here’s the paradox, and the reason I clearly separate sports from fitness in the Autism Fitness Hierarchy of physical activities. Chloe is what the kids today would refer to as a “rock star” with respect to how well she did with the program and the exuberance she brought into the group. If it were soccer camp, or tennis camp, or we were performing competitive team sports as the curriculum, Chloe, and every other kid, would have probably fared pretty poorly. Add to that the typical useless (and I mean that in the most understanding and nurturing way possible) instructor input of “you’re not trying,” “no, don’t do it that way,” or “look at how _________ does it,” and you have the industry standard, Grade A formula for Kid Hates Physical Activity. Using sports as the guiding methodology for a fitness program is similar to using a screw driver for every DIY job because it is the only tool you are familiar with and know how to use. Actually, the screw driver has more practical applications than most youth soccer leagues.

The thesis statement is not to degrade sports. Certainly much can be gained from participating in an extracurricular team activity. There is, however, the issue of what the goals are for a physical education program. Most children are not going to play team sports and if they do, probably not beyond high school (the percentage drops into single digits at the collegiate level). Now consider children and young adults with autism. Before I continue, here are some FUN FACTS about ASD and movement:

-          Many young individuals with autism experience deficits in gross motor skills, kinesthetic (body) awareness, age appropriate strength and coordination levels, and tolerance of physical activities

-          Sports combine highly finite (specific) movement patterns with abstract concepts (game theory)

-          For many children with ASD “Hit the ball and then your team will get points” is, amazingly, not highly reinforcing

-          Sports do not teach basic movement patterns: pushing, pulling, locomotion, bending, and rotation

-          Most children (neurotypical or otherwise) do not have the prerequisite physical skills to play sports

My argument here is that because we as a culture approach physical education as “all sports all the time,” children are not receiving movement education and, just as importantly, the opportunity to play. Free play is nearly forgotten here in the U.S. Free play is not “Let’s pick up a basketball and play basketball even though nobody instructed us to,” rather it is the random, chaotic, and beautiful harmony of vigorous activity, from running, skipping, and climbing a forest trail to monkeying around on the jungle gym (at the time of this writing lawyers have not yet made jungle gyms completely obsolete). Many neurotypical children no longer engage in creative, vigorous play because that is not what happens in the video game or on the TV program (“They don’t do it that way, they do it this way on level 17 of Grand Theft Dump Truck and that’s the way we have to do it here!”) Oh, plus recess is nearly non-existent too. That helps as well. If we now consider these factors as related to the young autism population, there is quite the opportunity for…not too much. Both in my experience and in published research, young individuals with ASD do not engage in imaginative play or regular physical activity all too often. It is a common skill deficit. There has been a recent resurgence in the idea that play is an important aspect of not only childhood, but adulthood as well. Not merely because play teaches skills that can be generalized to other life demands, but important on its own.

For my athletes, developing the basic foundations of movement is pivotal. I do not care if they play sports or not (with the latter being the most common). Fitness is an activity, yes, but also an important life skill. Teaching these movement skills to young people with autism requires consideration of both physical abilities and cognitive processing skills. If random, vigorous play is not part of a child’s (or adolescent, teen, adult) repertoire, it is likely that the skill deficit is a contributing factor. A child cannot jump up stairs, climb across a rope bridge, and crawl around if they lack the prerequisite skills to do so. The big *Secret Magic Formula* of my fitness programs looks like this:

Identify Physical Abilities -à Teach exercises in a structured format for mastery à Generalize those skills to novel people/environments (i.e. don’t just do frog hops with me, but with mom and dad too) à Use mastered skills in random play situations (home, outdoors, etc.)

I regularly have to field the question of whether I “do yoga” with my athletes. I typically ask the person why they are inquiring. I usually get one of three responses:

a)      Blank stare

b)      “Oh I heard it was good for them”

c)      Something about a body/mind connection deal they read about in Aardvark Pose Quarterly

What are the physical needs of each athlete? What skills do they have and what deficits exist? What activities are appropriate to teach now that will enhance their mobility, strength, and body awareness, and what skills will generalize to daily life? It certainly is not as fancy a label to claim “I am teaching Rob to pick up a 4 pound medicine ball and throw it to me while maintaining eye contact” as is “Rob is learning camel pose and deep breathing to enhance his body-mind connection.” But here is the second big secret of the article: Picking up a ball and throwing it when you did not have that skill five minutes ago is body-mind (new neuron pathways formed in addition to neuromuscular enhancement if we need to get technical).

Chloe didn’t need to have specific names for all of our activities to enjoy and conquer them. Some activities I do not even have names for because I make them up on the spot (play). The activities though, are built around individual abilities which are what makes them fun and beneficial. You can call a program whatever you want, but semantics are not going to be responsible for a program’s success. I have yet to work with one athlete on the autism spectrum impressed by my Master’s degree in Exercise Science, but many who now love to move around on a regular basis. I’ll accept, humbly, the tradeoff. It is okay if a child does not play sports. It is not okay if they do not engage in physical activity because sports are all that is available.  Fitness, as any life skill, must be taught, supported, and enjoyed. Start seeing it less through “Play ball!” and more simply “Play!”

© Eric Chessen

There are many “autism diets” to choose from and deciding how to begin nutritional intervention can seem overwhelming.  Ten years ago, it was a simpler choice—do diet! And, “do diet” meant do the Gluten-free Casein-free Diet (GFCF).   Eliminating gluten (the protein in wheat) and casein (the protein in dairy) was the primary focus of diet for autism for many years, and provides many positive benefits.   Since then, significant advances in biomedical nutrition research and mom-centric anecdotal data have resulted in broader dietary strategies for autism.

Now, one has to decide which diet to do.  This can inhibit even the most recovery focused parent from getting started.   Parents hear “You need to do this diet,” or “my son improved on that diet.” Because each diet has its group of supporters, parents whose children did well with a particular diet aptly tout it. This is similar to the world of weight loss diets—people that did well on Atkins Diet are huge Atkins supporters, those who lost weight on the South Beach Diet sing its praises.   How can there be so many varied opinions?  It’s because every person is different—each has unique biochemistry, genes, environment assaults, and eating preferences.  A diet that helps one child, may not be the best for the other.

My clients are relieved to learn that I do not spout the dogma of any one diet.   As a Nutrition Consultant, I practice nutrition intervention focused on improved systemic health and relief of physiological and neurological symptoms.  Autism diets are food-based strategies employed toward this objective.  I help parents choose the best initial diet for their child and then work to customize that diet to further to meet their specific needs.

In my book, Nourishing Hope for Autism, I discuss thirteen different diets that are recommended for autism.  While each diet has merit, some include advanced components that are best supported by an experienced practitioner and not necessarily required to get started.  In this article, I will explain the top three diets for autism – they include the most immediately helpful dietary principles and practices and there is much literature and community support to help aid successful implementation.   In addition to these diets, I’ll discuss the most common food allergies and substances, as addressing these comes hand in hand with diet.

The most popular autism diets are:

• Gluten-free and casein-free diet (GFCF)
• Specific Carbohydrate Diet (SCD
• Body Ecology Diet (BED)

Gluten-Free Casein-free Diet (GFCF)

Does your child crave milk?

Does your child only eat wheat and dairy foods?

Does your child seem spacey after consuming gluten or casein, and agitated before?

Are you just beginning to look at diet for the first time?

When parents decide to “do diet,” they typically begin with GFCF. There are many good books about it, and the food marketplace is increasingly GFCF friendly.   This diet entails the removal of all gluten and/or casein containing foods.  Gluten is the protein found in wheat, rye, barley, spelt, kamut, and commercial oats, and casein, the protein found in dairy.

When ingested by children with a compromised digestive tract and weakened immune system, these proteins can cause gut inflammation, pain, and digestive problems.   If the protein is not properly broken down during digestion, it can form opioids (opiate or morphine-like compounds).   The properties of gluten and casein can lead to digestive problems such as diarrhea, constipation, gas, bloating, as well as foggy thinking and inattentiveness for many children with autism.

According to parents (Autism Research Institute survey), a gluten- and casein-free diet is helpful for 65% of children with ASD, even though a food sensitivity panel may or may not have shown a reaction to these foods.  Therefore, I typically recommend a gluten- and casein-free trial period—often beginning the diet by removing first one, then the other.

Most of the foods containing these offending proteins are easy to identify.   While following the GFCF Diet, you’ll need to avoid any breads, crackers, pasta, or bakery items made with wheat and other gluten grains, and all dairy foods such as milk, cheese, butter, yogurt, and cream.   Some sources however, can be sneaky, as some foods contain offending ingredients are not that apparent – such as:

• Soy sauce (except gluten-free soy sauce)
• Potato chips and fries (often dusted with gluten during processing and not listed on label, ensure they are gluten-free by checking with the company in the ingredient list)
• Malt (derived from barley)

When beginning the GFCF diet, be careful not to introduce a bunch of GFCF junk foods such as cookies, candy, and chips.  Even though they don’t include gluten or casein, the sugar can feed yeast, imbalance blood sugar, and disregulate energy.  Remember, diet is more than just the removal of offending foods – attention must be placed on ensuring healthy and nutritious food intake.

GFCF is a great diet to follow when beginning nutritional intervention for autism.

The Specific Carbohydrate Diet (SCD)

Does your child have chronic diarrhea?

Does your child have an inflamed gut, maybe even been on steroids?

Have you tried GFCF to no avail?

Does your child have trouble digesting grains?

Does your child have dysbiosis (pathogenic yeast or bacteria)?

The SCD diet involves the removal of all complex sugars: everything except honey and fruit sugar, including the removal of maple syrup, cane sugar, agave nectar, brown rice syrup and more.   SCD also removes all starches and all grains, including potatoes and sweet potatoes.   This diet allows: meat, fish, eggs, nuts and seeds, certain beans, all non-starchy vegetables, and fruit.    This is not a low carbohydrate diet but a specific carbohydrate diet that focuses on non-starchy vegetables, fruit, honey, and certain beans for carbohydrates and avoids other sugars and starches.

SCD is the second most commonly applied autism diet, and 66% of parents say it is beneficial for their child (ARI ratings).  It is very helpful for those who have inflammatory bowel conditions and chronic diarrhea, although it can help constipation too.

The Specific Carbohydrate Diet aims to reduce gut inflammation and aid healing by “starving out” the bad gut bugs and avoiding foods that require carbohydrate digesting enzyme that are often in short supply.   By eliminating problematic foods, the bugs can’t feed.   Because it is more restrictive than GFCF, parents don’t usually begin dietary intervention with SCD.   However, if there is a significant inflammatory gut condition, some will go straight to SCD.   There is no reason not to begin with SCD; it’s an excellent diet for autism.   It’s just that many parents are new to diet and are figuring it out on their own; beginning with the less restrictive GFCF diet, and then progressing if needed, makes sense.   SCD is often applied when doing GFCF is not enough and digestive problems still remain, or if someone needs to further evolve the diet to see any additional benefits.   A variation of SCD is the GAPS (Gut And Psychology Syndrome) diet, created by Natasha Campbell-McBride, M.D.   It includes the essentials of SCD, plus the addition of wonderful principles such as fermented foods and homemade broths.

While SCD diet is not inherently casein-free, I recommend that SCD be done casein-free until someone is certain that casein is not a problem.

The Body Ecology Diet (BED)

Does you child have persistent candida?

Does your child have harmful bacteria in the gut?

Does your child have bad smelling stool or gas?

Does your child sometimes act drunk, spacey or have maniacal laughter?

Does your child seem itchy or yeasty in any “moist” areas of the body like elbows, knees, or crotch?

The Body Ecology Diet is an anti-candida diet focused on clearing up yeast and dysbiosis (imbalance of bad bugs in the gut).  BED is often called BEDROK (Body Ecology Diet Recovering Our Kids) in the autism community.   BED incorporates the principles of proper food combining, acid/alkaline balance with low acid-forming foods, low/no sugars and limited starches, easily digestible foods, fermented foods, and other solid nutrition recommendations to clear up candida overgrowth and support health beginning in the gut.

BED allows only a few grains such as quinoa, millet buckwheat, and amaranth (when properly soaked)—restricting more starches and grains than GFCF.   In addition to being gluten-free, BED is rice-free, corn-free, and soy-free.  Foods such as rice bread, gluten-free pretzels, and rice pasta are not allowed on this diet.   BED allows casein, but can be done casein-free.  I always recommend going casein-free (on any healing diet) until you are certain that dairy is not an issue.

If you child has candida, BED may be for you.  Though it requires that the child eat vegetables as the food combining aspect allows meat with vegetables and starches with vegetables but not meat and starch together.  BED may be challenging if a child is picky and does not have a varied diet.

Like SCD, this diet is beneficial for helping reduce dysbiosis and restoring good flora balance in the gut.   However, these two diets conflict with each other as they rely on very different underlying principles.   SCD removes certain sugars and all starches, while BED removes all sugars and certain starches.   Even if someone chooses a different diet, many of the Body Ecology principles can be also be applied, such as the inclusion of fermented foods, soaking grains, and consuming more non-starchy vegetables full of minerals and alkalizing to the body.

Getting Started

Now that we have discussed three effective autism diets and problematic food substances, where does someone start?  Typically I recommend GFCF or SCD.   Sometimes, based on the diet of the individual, I may suggest BED instead—for example if a child has significant yeast over growth and is currently on GFCF (which may filled with too many sugars and starches), but the child will eat vegetables, I may suggest BED.   If nuts cannot be not consumed or someone feels they need some starches, I also may suggest BED.   Additionally, I may suggest just adding fermented foods, soaked grains and nuts, and more vegetables—several BED principles, but not the full Body Ecology Diet.

The most important dietary principle is to start.   It sounds simple, but start somewhere – even with the most simple thing – such as getting rid of all artificial ingredients – and then progress.

You Can Do Diet.

I know what you are thinking, “My child is picky and very inflexible with eating new foods.  I’m never going to be able to get him to eat anything other than wheat and dairy, and never mind anything “healthy.”

I appreciate this concern.  I have had some very picky eaters in my nutrition practice—many children ate only bread and dairy, others subsisted on just pancakes and fries.  However, there are solid reasons why these children are so one-sided in their food choices, primarily craving. When the body creates opiates from foods, one can become addicted to them and thus crave nothing but those foods.  Children eventually narrow their food choices to include only those that make them “feel better.”  It’s worth trying diet because once the child gets passed the cravings (a few days to a few weeks), they often expands food choices dramatically and it becomes much easier to do.

I know that any child’s diet can change.  It may take time and require great patience, but you can succeed.  I’ve never seen a child’s diet that did not improve eventually—increasingly so as the body heals.  It’s crucial that parents believe that it’s possible for their child to change and improve.  By envisioning the changes, you project a positive image that is important for your child and the success of your overall efforts.

Socialization is a difficult concept to generalize because human interaction is nuanced and varies tremendously across people, situations, and environments. A child may learn to initiate interaction by saying “Hello, my name is Max” to any and all people when he walks into a room. Immediately some concerns arise. If Max walks out to go to the bathroom and reenters the room, does he then say “Hello, my name is Max” to everyone again? If he is in the company of family or an already familiar person, does he use the same greeting? I’ve seen all of these scenarios plus some other novel variations. The common theme is overgeneralization of the skill. There is also the problem of conceptualizing social interaction.

Consider the motivation to interact with others from the perspective of a child on the spectrum. Verbal communication may be aversive because social initiation/interaction has not been paired with reinforcement, a deficit in functional communication targets, or a combination of these confounds. Saying “Hello my name is Max” may very well be a mastered skill, however the function of the behavior (talking to others) may simply serve the purpose of escaping the situation (if Max says hello he gets to leave the room and engage in a preferred activity). Teaching socialization skills during physical activity can help in developing not only the verbal communication and language targets, but in concept formation as well.

When working with a group of students it is necessary to first develop individual skills. Using a parallel play model, students can be taught activities alongside one another without having to learn interactive skills immediately. With groups, there tends to be a range of physical, cognitive, and emotional abilities. Beginning with the social aspect of a fitness program can delay progress in lower-functioning individuals. In a situation where a highly skilled, highly motivated child is placed with a lower skilled, low motivated partner, neither one is receiving optimal benefit from the activity. The higher functioning individual may become frustrated with the slower pace of the other, and the low functioning child struggles to complete the activity, engages in a maladaptive behavior (such as aggression or escaping), and essentially nobody learns or achieves anything.

Beginning with the achievement of prerequisite skills is necessary to have a common physical ability among a group. Looking at basic physical attributes, children (and everyone for that matter, but that is a separate article) should be able to perform pushing, pulling, bending, rotational, and locomotion. For groups these skills are best taught as individual targets but can be chained together for the purposes of fun, creativity, and sequencing. Obstacle-courses are fantastic for building the skill sets necessary for peer play. In addition to learning and practicing one skill after another, students are working “independently together” throughout the activity. The added skills of attending, waiting, focus, and timing are practically built in to this type of system.

An obstacle course that encompasses all the major gross motor patterns could include hops, bear walks, swinging a rope back and forth, throwing a ball, hopping, and running back to the start line. In this scenario, each child is able to develop the skill(s) at his/her own pace. Once these basic skills are mastered, including a partner exercise, such as throwing a light medicine ball back and forth, or even handing the ball off to one another can be incorporated into the activity. The socialization component is nearly automatic. The secondary skills involved in the obstacle course (attending, focus, and listening) have the opportunity to generalize to the tandem exercise.

When children are active and engaged, the finite aspects of socialization (gestures, intention, and contingent responding) become more apparent. As opposed to rote memorization of dialogue, socialization training during exercise includes a dynamic component. The situation is constantly changing, even during a simple game of catch, which requires both passing and receiving the ball. Of course, socialization training across environments, particularly the home and classroom is necessary from the standpoint of optimal development and acquisition.

Both physical fitness and social interaction are vital aspects of human development and well-being. Either is a significant predictor of overall well-being in both child- and adulthood. Establishing these skills, and the motivation to engage in activities that combine the two, early is pivotal to establishing long-term success. As both are important, there is no cutoff point at which these abilities cannot be taught and incorporated appropriately into an education program. Socialization is how we interact with others and enrich our lives. Fitness allows us to live uninterrupted from the problems created by a sedentary, unhealthy lifestyle and opens up new opportunities from vocational to the community. Remember, exercise is something we do. Fitness is something we live.

Cooking tools and storage materials can be helpful, or harmful if the materials they are made from cause exposure to toxins.  In this column I’ll write about common cooking equipment and storage materials that are healthy and helpful, and how to avoid the toxic ones.

Cookware

Cookware is the first thing people ask about regarding food safety.  Do not use aluminum (where the cooking surface is aluminum), Teflon-coated, or copper.  Especially, do not use Teflon.  I know they are easy and non-stick, but there have been many studies showing how toxic this material is.  Even if they are new and unscratched, I would not use them.  Teflon is also toxic to produce.  There are also newer varieties of cookware, all claiming to be non-stick and non-toxic.  Because some of these are so new, I have not yet seen enough research to make personal recommendations.

As with most areas of nutrition and cooking, I prefer to stick with the traditional and classic options.  Cast iron and enameled cast iron are good options for cookware.  Stainless steel pots and pans are also good; however, stainless steel can contain high levels of nickel.  Purchase stainless steel that attracts a magnet—these are much lower in nickel.  If you can find the old VisionWare by CorningWare, they are also great to cook with.

For bakeware, you can use glass such as Pyrex, ceramic stoneware such as CorningWare, and natural stoneware such as Pampered Chef.  Pyrex and CorningWare are old stand-bys.  The stoneware by Pampered Chef is great for gluten-free pizza crust and butternut squash fries.

Helpful Tools

In addition to cookware, there are other tools that are very helpful in the kitchen:

Slow Cooker/Crock-Pot:  Slow cookers, also commonly referred to as crock-pots (based on the brand name Crock-Pot), most frequently contain an enameled ceramic crock.  Typically, these crocks are made with non-toxic materials, although you’ll want to check the specific brand.  Slow cookers are great because they allow you to cook without requiring attention, so you can leave them all day while you are working or out running errands without concern for burning the food or a fire hazard.  You will want to use recipes that are tailored to a slow cooker because the amount of water varies (less water is typically required for stews and soups).

Vita-Mix^TM: Vita-Mix is a high-powered blender that blends with ease – no more need to struggle with ice cubes in the blender.  This blender can blend anything.  I suggest the grain attachment too.  Grinding your own grain allows the flour to be very fresh and makes easy nut flours.  You can blend vegetables with liquid in the Vita-Mix—this differs from juicing where the pulp is extracted.  Both ways of consuming vegetables is acceptable.  The Vita-Mix makes a more fibrous thick juice.

Juicer: There are several different types of juicers: centrifugal and masticating being two of the most popular.  I prefer a centrifugal because masticating heats up the juice a little too much – but there is much debate on this, and many options available.  No matter the juicer you choose, juicing is a great way to get nutrient density in your diet.

Excalibur^TM Dehydrator:  Great for making crispy nuts, dried fruit, SCD crackers, even yogurt.  A dehydrator makes the best yogurt maker because you can adjust the temperature very specifically.  The “dehydrator” doesn’t actually “dry the food out” but it gentle heats it to remove the moisture from the food.  This allows you to use it as a warming oven for yogurt and other foods that you want to heat at a low, consistent temperature.

Harsch Crock:  Unsurpassed for making lactic acid fermentations (cultured vegetables!).  This fermentation crock makes delicious raw sauerkraut every time.  The Harsch crock is well worth the investment, but not necessary to make cultured vegetables.  You an also make cultured vegetables in a straight-sided, plain crock.

Thermos^TM:  Great tool to storing hot lunch so no heating or microwaving is required while out or at school.  In addition to using a Thermos for soup, get creative with snacks and lunch.  Look for a Thermos that is short and jar-shaped (rather than a tall cylinder).  Foods that taste better hot such as chicken nuggets, gluten-free pasta, and chicken pancakes, often fit nicely in this shape and are easier to eat.

Avoiding toxins

Here are some storage and cooking tools to avoid, and safer alternatives.

From Cooking to Heal^TM

You can do it!

Take on one new tool, recipe, or technique each week or month.  It’s much more attainable and less overwhelming, to start with one thing at a time and build upon it.  Here’s an example.  I consider myself a fairly beginner/intermediate knitter, but people are often surprised by the things I’ve created.  My strategy (mostly because I get bored doing the same thing all the time) is to try one new stitch or technique with each new project.  Learning one new skill is easy to add, and then before I realize it, I have quite the list of knitting tools and skilled attained.

I hope my experience with these kitchen tools over the years has provided helpful tips make your cooking and food prep easier.   Having a child on the autism spectrum makes time in even shorter supply.  However, since eating healthfully is such an integral part of healing and recovery, learning how to balance healthy food and time is important.  Having some tools and tips can make food preparation easier and healthier.

© Julie Matthews

Food allergies and sensitivities (and their accompanying symptoms) are common in children with autism. According to Dr. Kenneth Bock in Healing the New Childhood Epidemics, “Food allergies have increased by approximately 700 percent in just the last ten years.”  A food allergy (IgE reaction) is an immediate immune response that includes symptoms such as a rash, hives, sneezing, or anaphylaxis.  A food sensitivity (IgG reaction) is a delayed immune response that includes chronic symptoms in the areas of inflammation/ pain, digestion, and energy/mood such as: headaches, GI inflammation, gut pain, diarrhea, constipation, hyperactivity, or anxiety to name a few in these areas.  Food sensitivities can also trigger asthma attacks, migraine headaches, and eczema.

Because food allergies and sensitivities affect so many bodily systems, reducing them can make a significant difference in how a child feels and behaves.  Parents routinely report that when they remove certain problematic foods common symptoms improve, like diarrhea and hyperactivity, and that children feel better and have greater capacity to pay attention.  Clear of these immune system reactions, they often make big gains in language and other areas of learning and behavior.

How to avoid the most problematic foods: gluten, casein, soy, and corn.

Parents in the autism community are becoming familiar with the restriction of gluten and casein, two of the most problematic substances in foods.  Gluten is the protein in wheat, rye, barley, spelt, kamut, and commercial oats, and casein is the protein in dairy.  Wheat and dairy sensitivities are commonplace today, and not just with autism.  Nine million people have gluten intolerance in the US.

There are a lot of hidden sources for allergies.  For a thorough list of hidden sources, ask your allergist or other healthcare professional.  This is not meant as medical advice, but intended to help those with food sensitivities (and certain allergies) to provide ideas for substitutions.

Sources of GLUTEN to avoid
(unless specified gluten-free):

• Wheat
• Rye
• Barley
• Spelt
• Kamut
• Triticale
• Oats (commercial)
• Semolina
• Hydrolyzed Vegetable Proteins
• MSG
• Dextrin
• Malt
• Citric acid
• Artificial flavors & coloring
• “Spices”
• Soy sauce (unless wheat-free)
• Potato chips/fries
• Sauces and gravies

• Bologna and hot dogs

Sources of CASEIN to avoid:

• All animal milk products (cow, goat, sheep)
• Cheese
• Yogurt
• Butter
• Buttermilk
• Ice cream
• Kefir
• Cream
• Sour cream
• Whey
• Galactose
• Casein, Caseinate
• Lactose in seasoning
• Lactalbumin as natural flavor
• Lactic acid
• Sherbet
• Canned tuna
• Cool Whip
• Artificial butter flavor
• Milk chocolate
• Wax on some fruits and vegetables
• Seasoned potato chips

• Hot dogs and bologna (may contain)

Removal of gluten and casein—the gluten-free and casein-free (GFCF) diet—is one of the most beneficial dietary interventions for autism.

When following a GFCF diet however, people commonly over substitute corn and soy in the place of gluten and casein.  Soy and corn are also very common food sensitivities, and removal of these foods as well can make a profound difference on health, behavior, and attention for certain individuals.

Soy is broken down by the same enzyme as gluten and casein.  It is common for parents to substitute soy for dairy.  Soy is inflammatory to the gut, it’s known to inhibit thyroid function, contains strong estrogen compounds, and decreases absorption of calcium, magnesium, zinc and other minerals.  For these and more reasons, I do not recommend the use of soy. Because these two foods are so inflammatory and broken down by the same enzyme, it’s best to avoid both.

Soy is in soymilk, soy yogurt, soy cheese, soy nut butter, tofu, tempeh, edemame (fresh, boiled soybeans), as well as the condiments soy sauce and miso.   Soy is also in soy protein powders, high protein bars, soy lecithin, soybean oil, and vitamin E.

There are a variety of soy substitutes.  For milk, (depending on the diet and food restrictions) you can use: rice milk, almond milk, hazelnut milk, hemp milk, potato milk, coconut milk, and homemade nut/seed milk blends.  For yogurt, there is homemade nut/seed milk yogurt and homemade and commercial coconut yogurt.

Corn is also a common allergen and sensitivity.  Corn is often substituted in place of gluten in many gluten-free foods and snacks such as: cold cereals, tortilla chips, popcorn, cornstarch, pasta (corn-quinoa), and other snack foods that often use corn or corn flour.

Corn is one of the most mass produced plants on the planet.  Corn is grown industrially for hundreds of products such as alcohol, vinegar, high fructose corn sweetener, maltodextrin, and cellulose.  Genetically modified (GM) corn contains the gene for a bacteria (Bt) toxin, and is untested on humans and the environment. GM corn appears to be particularly inflammatory to the gut.  Even if you are not allergic/sensitive to corn, avoid genetically modified corn.  The only way to know if corn is not genetically modified is to buy organic, because organic laws do not allow this modification.

Sources of corn include: corn syrup, high fructose corn syrup, cornstarch, popcorn, corn chips, and any other foods made with corn, dextrose, xanthan gum, xylitol, ascorbic acid (certain forms of vitamin C), caramel color, citric acid, and natural flavor.

Depending of the level of sensitivity, people may avoid all corn and corn-derived products.  In other cases where the desire is to limit GM corn or the sensitivity is minor, individuals may choose only organic corn and limit or rotate corn-based foods and ingredients. Xanthan gum is a common substance that helps improve the texture of gluten-free baked goods.  While xanthan gum is derived from corn, the protein fraction is absent from xanthan gum and most individuals with mild to moderate sensitivities to corn can tolerate this ingredient.  However, be aware, highly sensitivity/allergic people, may react and want to avoid xanthan gum.

Corn syrup and high fructose corn sweetener are two of the most ubiquitous ingredients in processed food today.  While most natural sweeteners do not contain corn such as: honey (100% pure), agave nectar, maple syrup, and cane sugar, be sure to read labels thoroughly.  Many products use corn as a sweetener, including artificial maple syrup (found at most restaurants), ketchup, baked goods, candy, jelly, and more.

When a thickener is needed, arrowroot is a great substitute for cornstarch.

Identifying and removing food sensitivities can improve digestion, behavior, sleep, rashes, and headaches (to name a few) in children with autism.  If you have not started any dietary intervention for a child with autism, start with gluten-free and casein-free.  If you have the basics of GFCF handled, consider removing soy as well as limiting (or avoiding) corn.  If you have been on GFCF for a while, consider doing a trial of soy-free and corn-free and see if you find further benefit.

Dietary intervention for autism requires development over time and removing food sensitivities is a beneficial step.   When reactions/regressions seem to come and go, removing these common food sensitivities often results in a new level of consistency that allows you to see where you are and what is left to address with diet.  You may be surprised how well the whole family feels when you refine the consumption of these foods in your diet.

© Julie Matthews

How the Liver Works

The liver works in two phases, Phase I and Phase II, and both pathways must be working correctly for detoxification to occur properly.  Phase I prepares the toxin for Phase II, where a substance conjugates (binds) to the toxin to neutralize it.

Think of Phase I and Phase II as two funnels that flow into one another.  When Phase I is complete, the toxin moves on to Phase II for final detoxification and elimination from the body.  If any aspect of the detoxification process is not working, toxins build up and can affect a wide range of problems.  If they cannot be moved through Phase II, and Phase I intermediate substances build up, there is a double problem. In this case, toxins begin building up, and these “built up” substances are often more toxic than their original substances.  To best support health and recovery, it is important that all detoxification functions are working properly.

Toxins to Avoid

The easiest and most beneficial place to begin is to avoid the toxins we have some control over, toxins that stress the liver and overburden detoxification pathways.  In the home environment, avoid chemical exposures (that must be processed by the liver) including artificial fragrances, perfumes, strong chemical cleaners, fabric softeners, certain body care products and ingredients, glues, paints and solvents.  For body care products that are non-toxic, go to the Environmental Working Group’s website: http://www.cosmeticsdatabase.org.  For non-toxic building, look for a local or online “green builder.”

Our food supply is another way toxins get into our system.  Artificial ingredients, food additives, and pesticides are common in modern processed foods, and overburden the liver. Choose organic food whenever possible, and do not purchase any “food” with artificial colors, flavors, preservatives, or MSG.  This applies to everyone, not just children with autism following special diets. Aluminum and plastic are common in cookware and food storage containers.  Avoid canned foods, aluminum pans, and Teflon coating.  Use stainless steel or cast iron pans.

Foods that Support Liver and Detoxification

Increase Phase I function:  Foods rich in antioxidants such as beta carotene, vitamins A, C and E, and selenium support Phase I of liver detoxification, as do the B vitamins: B2, B3, B6, and B12, and folic acid.  Magnesium and zinc are also needed by Phase I detoxification.  See the chart for foods rich in these nutrients.

Increase Phase II detoxification: Cruciferous vegetables such as cabbage, broccoli, and brussels sprouts are rich in sulfur compounds that assist Phase II detoxification.

Glutathione, an important antioxidant, is used for detoxification in a Phase II process called glutathione conjugation. Vitamin A, C, and E, zinc, selenium, and carotenes enhance immune response and “spare” glutathione.  Asparagus, watermelon, broccoli, garlic, onion, and particularly whey protein (however it’s not casein-free) are good sources of glutathione.

Methionine, betaine, and choline enhance liver function and increase the levels of glutathione. Methionine is found in meat, fish, sesame seeds, Brazil nuts, spinach, and potatoes. Betaine is found in beets, spinach, and broccoli.  Egg yolk and liver contain choline.

Milk thistle, an herb rather than a food, increases both Phase I and II. Milk thistle (and its active ingredient silymarin) is also a potent liver protector and regenerator.  Milk thistle increases Phase II by assisting glutathione-S-transferase (GST), a Phase II enzyme.  Some people include milk thistle as part of their supplement program.

A Few Special Foods for the Liver

Beets contain antioxidants and folic acid for detoxification. Beets contain betaine, which promotes the regeneration of liver cells and the flow of bile.  Beet kvass, a fermented beverage made with beets, is a wonderful detoxifying tonic (however, it often contains casein from whey).

Bitter foods such as endive, dandelion greens, mustard greens, and broccoli rabe stimulate bile and aid in cleansing the liver.

Broccoli supports Phase I and Phase II.  Broccoli contains vitamin C, folic acid and other B vitamins for Phase I, and contains sulfur compounds used to enhance Phase II detoxification.

Garlic contains selenium, methionine, and glutathione.  Along with its immune system support and anti-microbial properties, garlic is a great food.

Fiber: foods rich in fiber.  Fiber helps bind toxins and create bulk to the stool to get waste out of the body rapidly.  Flax seeds, whole grains, vegetables are good sources of fiber.

Fermented foods contain beneficial bacteria that break down harmful substances from the environment such as mercury, pesticides, and radiation.  They also help support a healthy digestive tract to prevent toxins (during detoxification) from recirculating (as with leaky gut).

Making a Difference

When applying a special autism diet, you’re intentionally choosing foods that are helpful, and avoiding (removing from the diet) foods that are problematic.  This is done with the intention of positively affecting biochemistry by supplying necessary nutrients to aid the body and its healing.

By consuming vegetables and other liver supporting foods you can get variety into your child’s diet to supply the essential nutrients and compounds that support the complex processes the liver performs.  Organic produce contains many of the important vitamins and minerals that benefit the liver, so focusing on getting a variety of vegetables is a good place to start.

You needn’t make radical changes to the diet. With any diet that you are currently following, you can support the liver and detoxification through the foods you choose.  And if you have a picky eater, we will discuss in future articles how to creatively get nutrients and vegetables into your child.

© Julie Matthews

Beneficial bacteria colonize the digestive tract and replenishing these probiotics is essential.  However, most people (and particularly children) don’t eat enough of the foods that supply these beneficial bacteria and help them to thrive.  Even though many consume yogurt and sauerkraut, these are usually commercial varieties that have been pasteurized and are devoid of good bacteria.

Beneficial Bacteria

Good bacteria bolster health in many ways: they support digestive and elimination function, breakdown toxins and used substances, support immune function, and produce helpful compounds to support good health.

Digestion and Elimination

Good bacteria digest lactose and breakdown protein into amino acids.  These bacteria regulate peristalsis and bowel movements.  They also balance intestinal pH.  Adequate levels of beneficial flora in mothers help infants establish good digestion, while preventing colic, diaper rash and gas.

Breakdown toxins and used substances

Beneficial bacteria break down harmful substances from the environment as well as substances our bodies produce that are “spent” or no longer necessary, such as bile acids and used hormones.  Good bacteria break down the bacterial toxins created from harmful bacteria.  They protect us against toxins like mercury, pesticides, and radiation.

Support the Immune System

Good bacteria produce antibiotic and antifungal substances that prevent colonization and growth of bad bacteria and yeast/fungus.  Probiotics support the immune system and increase the number of immune cells.  They have anti-tumor and anti-cancer properties.  Probiotics also reduce inflammation and food reactions.

Produce helpful compounds to support good health.

Good bacteria produce vitamins that our bodies need such as B vitamins, vitamin A, and vitamin K.  Probiotics produce essential fatty acids, specifically short chain fatty acids, which support gut health.  Probiotics promote healthy metabolism, and help normalize serum cholesterol and triglycerides.

Fermented Foods

Fermented foods such as yogurt, kefir, and raw sauerkraut contain these live bacteria that are so important for good digestion and health.  While there are some great quality probiotic supplements on the market, there is an advantage to getting children to eat naturally fermented foods.  The live bacteria in fermented foods can allow for better recolonization of the gut, enzymes for digestion, and increased available nutrients. Indeed, food matters.

For generations, fermentation was the only way to keep food fresh without refrigeration and during cold winters.  Various global cultures ate fermented foods on a daily basis, which ensured the intestinal tract would be populated with good bacteria and that adequate nutrients would be consumed.

While, as a culture, we have moved away from these good fermented foods, you can still serve them to your family.  Many products are available in the store and online, and others can be made fairly easily at home – the old fashioned way.  The following are some of the more common forms of fermented foods, both non-dairy and dairy options, and ways to serve them to your family.

Yogurt and kefir:  Yogurt is the most popular fermented food.  Yogurt and kefir, made from dairy, are excellent sources of good bacteria.  Kefir is similar to yogurt, but easier to pour (actually homemade yogurt is thinner than store bought because it does not have extra milk solids or thickeners added to it).  Additionally, kefir contains good yeast that kills candida.   Of course, for people following a casein-free diet, dairy-based fermented foods are out.  There are also non-dairy forms of yogurt and kefir.  While I do not recommend soy or soy yogurt because of their inflammatory (and other deleterious) properties, you can make yogurt from nut milk, and kefir from young coconut water (there are many online sources for instruction).

Young coconut kefir is a great alternative for those who cannot tolerate dairy.  You get the benefit of the kefir cultures without the casein.  The benefit of kefir is that it’s a culture of good bacteria and beneficial yeast, which is particularly helpful for combating candida (pathogenic yeast) overgrowth.   Young coconut kefir tastes pretty good, most kids like it and will drink it.  However, this drink is not produced commercially and has to be made by hand.  You can find the recipe in The Body Ecology Diet by Donna Gates.

Lacto-fermented vegetables and fruits. Raw sauerkraut, cultured vegetables, and kim chi are types of cultured or fermented vegetables.  All cultured foods have a sour taste, a product of the acidic bacteria.  You can really experience this with raw sauerkraut – which is very sour.  While it took me a while to fully enjoy it, it grows on you and the sour flavor becomes very enjoyable.  Some children love sauerkraut and its sour taste; others (especially those that don’t like vegetables) need some time to get used to it.  Fermented fruit is a wonderful option for children that don’t like cultured vegetables.  However, these fruit ferments are often made with dairy-based whey, but can be made with a powdered starter instead.

Kombucha is a cultured drink that is catching on very quickly among health conscious individuals.  It’s delicious and kids love it.  Kombucha is often mislabeled as “mushroom tea,” leading people to believe it is some sort of mushroom boiled and made into a tea.  Not true.  It is a brew of sweetened black or green tea that is naturally fermented with a culture of bacteria and beneficial yeast.  The bacteria and yeast feed on the sugar and convert it into beneficial components (probiotics, enzymes, amino and organic acids, etc.) that aid digestion, detoxification, immune function, cellular metabolism, and more.  Commercial varieties are available in health food stores by the bottle, or you can purchase a starter kit online to brew your own at home.

Recipes and Ways to Get Children to Enjoy Fermented Foods

Some children love fermented foods right away, others need time to get used to the sour and “fermented” flavor qualities.  They can be crispy and sour as with raw sauerkraut and other cultured vegetables, creamy as with yogurt, or sweet/sour and fizzy as with fermented beverages. Here are a few ways to make fermented foods more enjoyable.

Yogurt (Non-Dairy) Dipping Sauce

1 cup of nut milk yogurt

1 cup of fresh or frozen ORGANIC strawberries, peaches or other fruit

1-2 tablespoons honey or agave nectar (honey for SCD)

Puree fruit and nut yogurt in a blender, and add the honey /agave.

Place chucks of alternating fruits and vegetables on a bamboo skewer.

Serve sauce with fruit or a fruit kebab.

Smoothie. Add nut yogurt or young coconut kefir to a smoothie with fruit and other any other desired ingredients.

Apple Kraut. Grate apple with a cheese/vegetable grater.  Mix equal parts apple and raw sauerkraut.  Serve as is, or add to a salad.

Salad Dressing. Use raw sauerkraut juice as the acid in place of vinegar in a salad dressing.

Fermented foods have long been used as a natural remedy to help heal many ailments. Every civilization throughout history has consumed fermented foods and each culture had some tradition and form of probiotics in their diet.  It’s only in these modern times of quick processed foods that we seem to have forgotten these most healthful foods.

For those with autism, for whom digestive challenges and nutrient deficiencies are commonplace, adding fermented foods to the diet is essential.  It doesn’t matter which diet you following, these natural probiotics are a perfect boost.

© Julie Matthews

With “holistic nutrition” the quality of food matters.  For healing, the amount of available nutrients, absence of artificial additives or refined sugar, and minimization of exposure to pesticides and antibiotics are important factors.  Applying diet means to supply the body with the building blocks it needs for good health, and reduce the additives and toxins that can overburden the system. A holistic perspective embraces the whole body and considers the sustainability of the choices we make. And, by the laws of nature (not surprisingly), what’s good for the individual is also good for all living things.

In holistic nutrition we consider the varying nutrients present in different quality and farming methods of vegetables and fruit.  We promote the value of probiotics and good gut bacteria, which are necessary for good health (especially with the large use of antibiotics). The artificial ingredients in processed foods that can trigger hyperactivity, headaches, asthma, and overburden the liver and detoxification systems are removed (don’t eat them!). The fresh, living qualities of the foods and cooking/processing methods are emphasized.  The level of nutrients present with organic, biodynamic, local, and pasture-raised farming is unsurpassed and vital.

These principles are paramount to children with autism spectrum disorders. Quality is an essential component to “autism diets”; boosting needed nutrients, probiotics, and promoting digestibility are factors that help injured bodies heal.

This time and attention makes quality foods more expensive.  Because commercial food producers (factory farmers and product manufacturers) compete on price, they look for ways to make food as cheap as possible. Americans have become accustomed to having some of the lowest food costs in the world. When people scoff at $5-7 for a dozen of pastured eggs, expecting $2/dozen, I always ask—not “why are pastured eggs so expensive?,” but “why are conventional eggs so cheap?”  Do you know what corners they cut to make them that cheap?

Without spending too much time on the “dirt” of the farming and food manufacturing industry, let’s look at a few ways food quality matters.

The following are examples of how foods have been depleted and how to search out better sources.

Seek out the best quality you can find.  Choose quality oils, salts, sweeteners, and other pantry items.  Buy staples, nuts, and flours, in small batches and keep them refrigerated to retain freshness.

Read labels. Most importantly, read the ingredient lists – and avoid all artificial ingredients.  Avoid products that contain ingredients you don’t know, and products with long lists of ingredients containing things that you don’t want going into your child’s body.

Join a coop and group-buy straight from the farmer to save money.  You may discover foods you otherwise couldn’t’ find in the store—pastured eggs, truly raw almonds, local honey, and grass-fed meats.  Visit WestonAPrice.org for local chapter member recommendations on sources and farms.  Join a CSA (community supported agriculture), a farm that supplies and delivers a fresh box of food directly to members cutting out the middleman for freshness and benefit to the farmer.

It’s important to realize and remember the power we have to heal ourselves and our families through the choices we make about food.  When following an autism diet, doing your best at maximizing nutritional intake will make a difference.  Choose quality, because food matters.

© Julie Matthews

I spoke to a woman with Autism a few years ago and she related to me how pleased she was with her life. She chose not to go out much; she maintained only a handful of relationships and enjoyed staying at home. We must respect this lifestyle as well. When my daughter would come home from high school, I would be greeted by a grunt, a moan and a wave. She would then disappear upstairs. I didn’t yell up to her, “Social time, come on down!” I respected her privacy and I believe in my son’s as well.

I am not speaking from both sides of my mouth, I just believe in giving our kids a chance. Invariably during my presentation, a parent will stand up and boast how they allow their daughter to attend school wearing her orange tights over her purple skirt. The child is independent and creative but also being set up for cruel treatment and rejection. Our children function differently and at times do not possess the skills to “fit in.” They will talk obsessively about favorite subjects, categorize, may seem aloof and self involved. My son does not enjoy team sports and wrestles with many sensory issues throughout the day. However, Chris is treated with kindness and love. He is not shunned or feared, he “fits in.”

Find a mentor for your child. I think the best advisor for a person with Autism is a person with Autism. Fitness and body image are important as well as self esteem and confidence. Help your child recognize the “hidden code”, the in’s and out’s of socialization. We are readily accepted when we share common interests, that is reality.

Peer support, guidance and parental love preclude exclusion. Acceptance keeps us safe. “Fitting in” means not getting our feelings hurt. I want my boy to feel welcome but never lose his purity or spirituality.

Dating

Dating is as frightening as the first day of school. It is scary, new territory. Our children need support. We must also give credence to those who do not wish to date or find the notion of going out to socialize, an overwhelming experience.

Parents, rehearse “the date” with your kids. Utilize scripting, social stories and video modeling. Discussing similar interests will put your date at ease and enhance the evening’s conversation. Talk about your computer skills or your love of rock and roll, just try not to perseverate.

Parents please screen potential partners and choose safe and secure meeting places. Review the subtleties of dating.

People with Autism can meet friends in library study groups, social clubs, recreational activities and places of worship.

Help your child with their difficulty reading social cues and body language. “Typical” people rely on these skills when socializing. Gently remind your child that just because they are attracted to someone does not mean the interest is reciprocal. Remember dating can be potentially harmful. Relax and enjoy the date, try not to take it too seriously. If you do start a relationship it may serve you well to reveal your Autism. Speak about your coping strategies and why you might need to take a break. Communicate with your parents or a specialist. Suggest that your child does not rush preliminary touching or sexual contact. It will come naturally. While on a date, observe quietly and take it all in but please don’t change who you are. Maintain eye contact, smile, and be respectful and mindful of personal space. Adjust your volume and tone if possible. Answer questions honestly but don’t reveal too much at first. Don’t stare at your date. Remember dress well and be hygienic.

If you are invited to a social gathering or party, don’t be the first to arrive. Allow yourself to be “fashionably late.” This will enable you to familiarize yourself with your surroundings. Learn the “social taboos.” Sometimes you simply cannot wait to tell your friends of your attraction to someone. Hold back, they may use it against you or tell the person of your interest. Before going out, picture how the date will go. Utilize your ability to “think in pictures.” Avoid negative people who may try and sabotage your relationship. By the way, the bathroom is a great place to take a break and “flap.”  If you are comfortable tell your friend how they can help if you begin to feel over stimulated. Keep the date simple and don’t focus intensely on details.

Be confident, you have a lot to offer. Keep up your self esteem and don’t forget the cologne!

Hygiene

Personal hygiene, socialization and dating go hand in hand. Speaking of personal hygiene, my son and I shared a unique experience the other day. When Chris emerged from the shower, I quickly realized two things. My son was the hairiest person with Autism in the world and he needed to be “manscaped!” I explained to Chris what was about to take place and retrieved my clippers. My boy pretty much laughed through the whole ordeal. Not wanting to miss an opportunity to teach personal safety, I pointed to Chris’ newly groomed private area and said in my best “expert” voice, “Remember bud, no one should touch you down there. What do you say if someone tries to put their hand there?” Chris looked down and promptly shouted “Penis!” There goes my expert status.

Years ago we used Discreet Trial to teach personal health. I had the therapists hold a toothbrush up to their mouths, move it back and forth and say, “Brush.” Chris would then hold the brush up to his mouth and just move it around, so I bought all the therapists their own toothbrushes and had them actually brush their teeth. Chris caught on very quickly! We also became more naturalistic in our teaching. My son had many fears and phobias to deal with. We took “baby steps” and celebrated every accomplishment. He was afraid of haircuts, baths, showers, bathrooms and the toilet. He worked very hard and overcame his fears.

Taking care of our bodies promotes independence. Establish routines for personal health, early. As our children enter puberty, hygiene takes on an even more important role. Hair begins to sprout and there are new odors to deal with. Grooming and appearance are so important during the teenage years.

Here are some suggestions for promoting good health habits:

• Use social stories and visual supports
• Write lists and schedules
• Create simple, concise hygienic routines
• Use repetition and routine
• Remember generalization—-just because your child knows how to function in the home bathroom, doesn’t necessarily translate to the outside world.
• Teach modesty and privacy

Use an A.M. and P.M. checklist—for example:

• Brushing teeth
• Hair brushing
• Skin care
• Clean clothing
• Shower
• Deodorant

And for teens:

• Shaving
• Cologne or perfume (teen boys LOVE their Axe spray)
• Acne care
• Trimming pubic hair
• Trimming “public hair” or the hair the public can see!! Underarm, facial, shaving legs and haircuts
• Bras
• Cleaning private parts
• Menstrual hygiene

Chris is fascinated when I cut myself. He touches it and picks at the scab. These days we must educate about blood.

• Do not touch blood or wounds
• Do not put your mouth on public water fountain spigots
• Public restrooms-do not play with paper, do not touch the toilet or the water and please don’t be too social!

Parents keep products in the same familiar place. It helps with the sequence.

Hygiene promotes confidence and personal strength. Cleanliness shows others that you care about yourself and possess self esteem. Give your child a chance to make friends and form relationships. Provide the tools, the guidance and the love. Respect your child’s choice to spend time alone but also the need for socialization skills.

Chris looks clean, smells good and dresses pretty cool. I think that’s why he is always smiling.

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