That is, what do we do while we wait for all the hundreds of studies that need to be done to see if the vitamin D theory is correct? The studies will take years. If we do nothing but just wait, we are continuing an unplanned naturalistic experiment on pregnant women, the brains of their unborn children, and upon autistic individuals. A risk/benefit analysis tells us the risk of doing nothing is potentially great while the risk of treating vitamin D deficiency is minimal, simply good medicine, and the better choice.

So until we know for sure, pregnant women, infants, children, everyone—especially autistic children—should receive sensible sun exposure daily: around noon or 1:00 p.m., expose as much skin as possible, 10–30 minutes duration, depending on how easily one sunburns. In the winter, use a suntan parlor once a week, with the same precautions—or better yet, purchase an ultraviolet vitamin D lamp for home use.

I Prefer to avoid sunlight, what should I do?

You and your child should have a vitamin D blood test, called a 25-hydroxyvitamin D . Then take enough vitamin D to achieve adequate (natural summertime) levels. Given what we do know, adequate 25(OH)D levels are now thought to be somewhere above 40 ng/mL (100 nmol/L) and probably closer 50 ng/mL (125 nmol/L). Ideal levels are unknown but they are probably close to levels that were present when the human genome evolved. Natural levels (levels found in humans who live or work in the sun) are around 50–80 ng/mL (125–175 nmol/L). These levels are obtained by only a small fraction of modern humans.

How much vitamin D should I take?

The Food and Nutrition Board set the current Upper Limit for medically-unsupervised intake by infants and babies (up to the age of 1 years-old) at 1,000 units/day. This means the government says it is safe to give infants and babies up to 1,000 units a day without getting a blood test. Of course, with correct sun exposure in the summer this is not necessary, but it will be in winter. Children over 1 years of age, according to the Food and Nutrition Board, may safely take 2,000 units/day—again, without requiring a blood test.

For adolescents, pregnant women, and other adults, the government’s Upper Limits are a problem. While a 2,000-unit Upper Limit is entirely appropriate for younger children, such limits in heavier adolescents, adults, and pregnant women limit effective treatment of vitamin D deficiency. However, these limits no more impair a physician’s ability to treat vitamin D deficiency with higher doses than comparable Upper Limits for calcium or magnesium impair their ability to treat calcium or magnesium deficiencies with higher doses, should those deficiencies be diagnosed.

In the absence of sun exposure and in winter, heavier children, adults, and pregnant women may require doses above 2,000 units daily (depending on pre-existing blood levels, body weight, degree of skin pigmentation, age, and latitude of residence) in order to obtain and maintain levels of 50–80 ng/mL. For example, Professor Heaney at Creighton University has estimated that about 3,000 units/day is required simply to assure that 97% of adult Americans obtain levels greater than 35 ng/mL. Healthy adult men utilize up to 5,000 units of vitamin D per day, if present in the body. Professors Bruce Hollis and Carol Wagner, in South Carolina, have been giving pregnant women 4,000 units/day for years. Professor Vieth, at the University of Toronto, found that actual vitamin D toxicity, with systemic symptoms, is exceedingly rare and requires much higher doses than those discussed above. When exceeding the Upper Limit, periodic serum 25(OH)D and calcium levels will reassure both physician and patient that such amounts are safe as well as convince all concerned that the government should revise their 10-year-old (yet most current) recommendations—the sooner the better.

Is Autism Iatrogenic

If the vitamin D theory of autism is correct, then to the extent it is correct, the current plague of autism is an iatrogenic disease, caused by modern sun-avoidance and the organizations that promulgated it. Long before we worshipped our current gods, primitive humans venerated an older god, the sun. Much as we have shunned our modern gods, 20 years ago we shunned the sun, hiding from it under buildings, cars, shade, and sunblock. We told the sun she was damaging us, and banished her from our lives—and from the lives of our pregnant women and our children. Tragically, we relied on medical knowledge instead of human traditions, government recommendations instead of common sense, the latest science instead of basic instincts. The ancient Greeks, who loved the sun, knew the gods seldom reward such hubris. Money saving for children healthy with payday advance

Asperger disorder is a form of pervasive developmental disorder characterized by persistent impairment in social interactions, repetitive behavior patterns, and restricted interests. Unlike autistic disorder, no significant aberrations or delays occur in language development or cognitive development. Asperger disorder is generally evident in children older than 3 years and occurs more often in boys.

Children with this disorder often exhibit a limited capacity for spontaneous social interactions, a failure to develop friendships, and a limited number of intense and highly focused interests. Although some people with Asperger disorder may have certain communication problems, including poor nonverbal communication and pedantic speech, many individuals have good cognitive and verbal skills. Bowler and colleagues have reported that, although people with Asperger disorder have fewer memories, the experiences of remembering are qualitatively similar in people with Asperger disorder compared with healthy control subjects.¹ Physical symptoms may include early childhood motor delays, clumsiness, fine motor difficulty, gait anomalies, and odd movements.

Individuals with Asperger disorder have normal or even superior intelligence and may make great intellectual contributions while demonstrating social insensitivity or even apparent indifference toward loved ones. Published case reports of individuals with Asperger disorder suggest an association with the capacity to accomplish cutting-edge research in computer science, mathematics, and physics. Although the deficits manifested by those with Asperger disorder are often debilitating, many individuals experience positive outcomes, especially those who excel in areas not dependent on social interaction.

Persons with Asperger disorder have exhibited outstanding skills in mathematics, music, and computer sciences. Many are highly creative, and many prominent individuals demonstrate traits suggesting Asperger syndrome. For example, biographers describe Albert Einstein as a person with highly developed mathematical skills who was unaware of social norms and insensitive to the emotional needs of family and friends.

Although normal language and cognitive development differentiate Asperger disorder from other developmental disorders, the severe social impairment associated with this condition overlaps with disorders such as high-functioning autism (HFA).

De Spiegeleer and Appelboom (2007) have pointed out that Asperger syndrome is an autism spectrum disorder. For clinical management purposes, Asperger disorder and HFA may be considered together. Impaired social skills are associated with several other conditions (eg, developmental learning disability of the right hemisphere, nonverbal learning disability, schizoid personality disorder, semantic-pragmatic processing disorder, social-emotional learning disabilities).

What Does It Mean to be Autistic

Autism is a brain disorder that too often results in a lifetime of impaired thinking, feeling, and social functioning — our most uniquely human attributes. Autism typically affects a person’s ability to communicate, form relationships with others, and respond appropriately to the external world. The disorder becomes apparent in children generally by the age of 3.

Autism (sometimes referred to as “classical autism”) is the most common condition in a group of developmental disorders known as the autism spectrum disorders.

Other autism spectrum disorders include:

• Childhood disintegrative disorder
• Asperger syndrome
• Rett syndrome
• Pervasive developmental disorder not otherwise specified (usually called PDD-NOS).

Experts estimate that three to six children out of every 1,000 will become autistic. Males are four times more likely to be autistic than females. Autistic girls with tend to have more severe symptoms and greater cognitive impairment.

Common Autistic Behaviors

Autism is characterized by three distinctive behaviors. Autistic children:

• Display problems with verbal and nonverbal communication
• Have difficulties with social interaction
• Exhibit repetitive behaviors or narrow, obsessive interests.

Some autistic people can function at a relatively high level, with speech and intelligence intact. Others have serious cognitive impairments and language delays, and some never speak.

In addition, autistic individuals may seem closed off and shut down, or locked into repetitive behaviors and rigid patterns of thinking. An autistic infant may avoid eye contact, seem deaf, and abruptly stop developing language. The child may act as if unaware of the coming and going of others, or physically attack and injure others without provocation. Autistic infants often remain fixated on a single item or activity, rock or flap their hands, seem insensitive to burns and bruises, and may even mutilate themselves.

The Importance of Autism Aducation

Early and intensive autism education can help children grow and learn new skills. The goal of this education is to help with the difficult symptoms of autism in a child and to improve the child’s skills that help him or her talk, interact, play, learn, and care for his or her needs.

Where to Find Education for those with Autism

For every child eligible for special programs, each state guarantees special education and related services. The Individuals with Disabilities Education Act (IDEA) is a federally mandated program that assures a free and appropriate public education for children with diagnosed learning deficits. Usually, children are placed in public schools, and the school district pays for all necessary services. These will include, as needed, services provided by the following:

• Speech therapists
• Occupational therapists
• School psychologists
• Social workers
• School nurses
• Aides.

By law, the public schools must prepare and carry out a set of instruction goals or specific skills for every child in a special education program. The list of skills is known as the child’s Individualized Education Program (IEP). The IEP is an agreement between the school and the family on the child’s goals. When your child’s IEP is developed, you will be asked to attend the meeting. Several people will be at this meeting, including a special education teacher, a representative of the public schools who is knowledgeable about the program, other individuals invited by the school or by you (you may want to bring a relative, a child care provider, or a supportive close friend who knows your child well). Parents play an important part in creating the program, as they know their child best. Once your child’s IEP is developed, a meeting is scheduled once a year to review your child’s progress and to make any alterations to reflect his or her changing needs.

If your child is under three years of age, he or she should be eligible for an early intervention program; this program is available in every state. Each state decides which agency will be the lead in the early intervention program. These services are provided by workers qualified to care for toddlers with disabilities and are usually in the child’s home or a place familiar to the child. The services provided are written into an Individualized Family Service Plan (IFSP) that is reviewed at least once every six months. The plan will describe services that will be provided to the child, but will also describe services for parents to help them in daily activities with their child and for siblings to help them adjust to having a brother or sister with an autism spectrum disorder.