time for DAN

[Guest guest]

Shellissa,

Thank you for getting back to me. I heard many good things from other families about that Dr . But now I'm pissed off too. Nick needs to be on the GKF diet. I will defineately help with the yeast overgrowth. He is already on the probiotics and you can get his yeast down through the diet. For Nick you will see an amazing difference in a few weeks!!!!! Then we will start his B12 and get his neurotransmitters into drive. Read the Childsren with straving brain, by Jaquely McCandless, MD. Effective biomedical treatments. !!!! You did everything I could have done at the IEP meeting, and it does sound like a good fit. Because of you Nick is now on his road to recovery. The diet is extremely important, ask other GKF parents. I do know some wonderful people to help you if you don't know any. Just prepare before you start and let everyone know he is on

the special diet so they don't mess him up by accident. The diet may last a few years. Remember when I told you about the 2 DAN doctor one in Fla. and 1 in texas. The reason my families leave town is because there is no one in Ga. that can satisfy the DAN protocal. Which is extremely succussefull in my opinion. Once again I'm so sorry, keep up the good work!!!!! I won't be too busy for you in the next month. Also, March 7 & 8 I'm working at the Autism 101 and will be looking to get more information for You!!! I'm really proud of you, your intuition, strenght, and determination is what is needed and you are right on top of it!!! Stacey

HFA/Asperger Syndrome

Autism Society of AmericaGreater Georgia Chapter4th Annual Autism/Asperger ConferenceMarch 7-8, 2008www.asaga.com"Hidden From View, My Life with Asperger's Syndrome" By: YoungDiagnosed with Aspergers syndrome at age eight, Young describes life as a struggle. Now nineteen and a junior at Georgia Tech studying computer science, provides a personal window into a life filled with challenges that are hidden from view."This presentation includes 's experiences in public school, private school and home school. will share his daily issues with executive function, distraction, and navigating life with face blindness. His story includes the realization that being around neurotypicals does not make him neurotypical, and the intervention that brought hope to his life. continues to share his story with educators

and professionals with the desire that he will provide insight, understanding, and encouragement for others challenged with autism spectrum disorders."Toward Inclusive Practices: Supporting High Functioning Students with ASD" By: Jackie Isbell, M.A. There is evidence in current literature to suggest that many school systems have successfully used collaboration to move toward inclusive practices. However, students with ASD rarely participate in the documented programs. It is generally accepted that students with ASD present great challenges to school systems and the personnel who are responsible for providing their education services. The presentation will show how the Autism Spectrum Disorder Inclusion Collaboration Model (Simpson, de Boer-Ott, & -Myles, 2003) was used as the framework for the successful inclusion of high-functioning students with ASD in the general education

classroom at a large, suburban public elementary school. The model contains five essential, overlapping components with collaboration as its central feature. The components of the model will be discussed, and the presentation will explain how the model was applied over three years in the education of more than twenty-five students in third, fourth, and fifth grade served by the school's ASD special education program.The presentation will provide guidelines that allow school personnel to tailor the research-based inclusion model to meet their school's particular needs based on student population and available staff. Strategies for the successful inclusion of this heterogeneous population of students will be provided that address academic instruction, behavior management, and social development. Topical issues relevant to standards-based education and special education, such as standardized

testing, accommodations and modifications, parent satisfaction, and the role of the general education teacher will be addressed. Data over a three-year period will be presented that clearly show an increase in time that students spent in the general education classroom as a result of the application of collaboration to support high-functioning students with ASD in the inclusive classroom."Aspergers: Anxiety, Anger, and Depression"By: Montgomery, Ph.D., BCBADr. Montgomery will present on research supported interventions to support people with Aspergers that experience troubling anxiety, anger, and depression. Issues of emotional regulation, executive function, and how to alter these aspects of a person's behavior when they present barriers will be the focus of this presentation. A core element of the presentation will be a review of the research from Tony Attwood's group in

Australia with a focus on the practical applications that have resulted from this research."Developing Work Goals and Support Services for Transitioning High School Students with HFA/Aspergers" By: McGee, M.A.The presentation identifies specific skill deficits in relation to the development of vocational skills, including social skills, language, problem solving, learning of new skills, organization, and stress management. We will discuss how these deficits translate to difficulties in the workplace. The presentation also discusses interventions and supports based on this population's unique strengths and the positive attributes of AS in the workplace including visual supports, task analysis in teaching of new skills, role play, and scripting. The information provided in this presentation will assist in developing appropriate work goals and support services for this increasing

population of high school students who are poised to enter post secondary educational or competitive work environments."Understanding Social Relations Skills: Instructional Strategies and Intervention for Children and Adolescents with Asperger's Syndrome" By: Stokes, M.A., CCC-SLP, Educational Autism ConsultantThe greatest area of need for a person with Asperger's Syndrome is direct social relation skills instruction. However, social relations skills instruction tends to be a nebulous area of understanding for most people, due to limitations in understanding the social relation needs of children and adolescents with Asperger's Syndrome. This seminar will provide participants with concrete explanations regarding the social relation areas of difficulties experienced by children and adolescents with Asperger's Syndrome, followed by numerous, practical instructional strategies and

resources specific to social relations skill instruction."Asperger Syndrome/HFA Unraveled: Applied Strategies for Successful Transition to Higher Education" By: Louise Bedrossian, Ed.S., LPC and Rodney Pennamon, M.Ed.This session will address the impact of differing legal mandates, documentation required to verify the disability, the concept of "functional limitations, " common types of assistive technology used to mitigate them, and the significance of employing self-advocacy techniques as well as confidentiality and disclosure issues. Presenters will discuss the common misconceptions and issues often found when students enter institutions of higher education. It will include issues faced by high school students, non-traditional students as well as current students never having attempted to obtain services or accommodations. In particular, the significant differences in the laws

governing disability services in K-12 and higher education.

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