6 Months on Enzymes: Remember Me?

[Guest guest]

Cindy,

The diet doesn't work for everyone. You have to do what is right for your own

child and it sounds like what your doing is working for you. Congratulations

on how well your son is doing.

Patty

[Guest guest]

The last time I posted here was several months ago. I left because I

was flamed for posting about my son's progress using Devin Houston's

enzymes. I still haven't figured out why I was flamed since my son

is far, far better on the enzymes and off the diet than he ever was

before enzymes and on the diet. I thought I would give you a little

update and then I'm gone again. I'll be at the enzyme board if you

have questions or you can email me. Here goes:

Tonight was my son's parent/teacher conference and IEP for

speech/language services. One year ago he was evaluated by the

school district. He is eight and has Asperger's Syndrome. At the

time of last year's evaluation, he was on the gfcf diet and was also

soy free, corn free and off many other foods. At the time of the

evaluation, he had been on the diet for over six months. He has been

taking the enzymes from www.houstonni.com since late April and has

been off the diet for over six months.

To compare his progress since his evaluation a year ago and to try to

objectively assess the effectiveness of the enzymes, I went through

his testing and wrote down each weekness listed. I asked the

classroom teacher and speech therapist for a yes or no or other

comments on these previous weaknesses. Keep in mind that each of

these is listed because it was a deficit assessed through testing

before enzymes. I copied these directly from the diagnostic

summary. When the teachers tonight simply said " No " , meaning not a

concern or no longer observed, I wrote, " Not a concern " , or " No

longer observed " to clarify. A few of these are redundant since the

observations were from numerous assessment tools.

11/07/01 Second Grade, age 8

Previous Weeknesses Observed/Teachers' Current Observation :

1. Stares off or appears to look through people for prolonged

periods: No longer observed.

2. Fascinated with screen savers on monitors: No longer observed.

3. Frequently scrutinizes the visual details of objects and can

become distracted by visual stimuli in the environment: No longer

observed.

4. Frequently lacks a startle response and does not usually localize

toward the sound: No longer observed.

5. Does not always respond to his name: No longer observed (not a

problem).

6. Hyper and hypo responses to sounds: Much better.

7. Easily distracted by auditory stimuli: No longer observed (not a

problem).

8. Twirling, hand flapping: No longer observed.

9. High tolerance to pain: No longer observed.

10. Difficulty with gross motor such as kicking, throwing: Yes.

11. Writing is difficult: No concern.

12. Often does not respond to gestures for hi and goodbye: Sometimes.

13. Voice lacks appropriate inflection and is high in pitch: No

concern, much better.

14. Sometimes displays slow processing in that he may respond to a

question after other questions have been presented: No longer

observed.

15. May continue an activity long after it is no longer appropriate:

No longer observed.

16. Difficulty with abstract learning: A little bit – some

difficulty with math logic such as, " Jack makes $2.75 and hour and

works for two hours. How much did Jack make? " This was the

teacher's example. Usually no concern, though.

17. Generalizing skills and making associations appear difficult for

him: No longer observed.

18. At times may struggle with concept retrieval: No longer

observed. Understands well.

19. Does not typically respond to the facial expressions of others:

No concern, " I think he would understand the expressions, " classroom

teacher.

20. Has difficulty with appropriate play skills and social

interactions with peers: No longer observed. Seeks out children to

play with.

21. May engage in ritualistic behaviors, such as twirling: No longer

observed.

22. Very attached to the computer: No longer observed.

23. Would prefer to be involved with inanimate objects, such as the

computer: No longer observed.

24. No social smile: Not a lot of smiling, but seems content.

25. Avoids eye contact: No longer observed, not a concern.

26. May learn a task but forget it quickly: No longer observed.

27. Does not follow simple commands: No longer a problem, follow

commands.

28. Has poor visual discrimination skills: No longer a concern, does

well.

29. Is not responsive to others' facial expressions: No longer a

concern, does ok.

30. Lacks a startle response: Don't know.

31. Lacks friendships: Not true, he has friends.

32. Often appears anxious: No longer a concern.

33. Seems unaware of dangerous situations: Don't know.

34. Stares into space for prolonged periods: A little, a tiny bit.

35. Eye contact: Could be better, but not a problem, has improved

significantly.

36. Initiating interactions with peers: Not often, but some.

37. Initiating interactions with adults: Yes - observed.

38. Distracted by computer monitor: No.

39. Sit properly at desk (during an observation, sat with legs up in

chair): Now sits appropriately.

40. Voice affect: Improved significantly. Rate is a little slow.

41. Handwriting: A weekness, but not a big concern.

42. Walking in line: No longer a problem.

43. Following directions: No longer a concern.

44. Following routine: No longer a concern.

45. Eating lunch: No longer a concern.

46. Sedentary: No longer a concern.

47. Tolerating change: Does fine, no longer a concern.

48. Mental math: Not a concern, except some difficulty with abstract

math as mentioned above.

49. Pragmatic language: Only concern now in understanding

intentions of others, but not a big problem.

50. Sentence structure: Perfect, no longer a concern.

51. Word structure: No longer a concern.

52. Speaking abruptly: No longer a concern, " That is just gone since

the enzymes. "

53. Articulation /sh/, /f/ for /th/, /ch/, /s/, /j/ distortions :

Occasionally missed in spontaneous conversation.

54. Slow rate of speech: A little slow.

55. High pitch: No longer a concern.

56. Reading unspoken verbal cues/body language: Appears to

understand, no longer a concern.

57. Expressing personal thoughts and feelings: Could do more, keeps

feelings on the back burner.

58. Understanding of how his interactions are perceived by others:

No concern.

59. Social Relationships within the school setting are not generally

within age appropriate expectations: No longer a concern.

60. Difficulty when required to sit and listen, may react passively

when asked to complete a familiar task: No longer a concern.

The teacher shared that over the summer she thought to herself, " Oh,

I'm going to have …[loud sigh like when you feel

hopeless]. " " But, " she added, " the progress is unbelievable. " " The

problems are just not there this year. " She told us our son is

religious about taking the enzymes and wouldn't dare eat even the

tiniest reward without them. This is a huge contrast to what we went

through with his resistance to the diet. His reading skills and more

importantly comprehension are excellent. His critical thinking

skills on the reading test were also excellent.

The speech therapist also commented on the improved critical thinking

skills and referred to the reading test as proof. She had some

concern about eye contact, but said that she wasn't sure how much of

a problem it was because he appears not to be paying attention at

times, but actually is and can answer all questions. She said she

thinks he is not always looking at her because he is always trying to

do two things at once and can, which very few other children can.

She said she no longer ever sees him stim at school.

The speech therapist also said he can now follow directions the first

time and directly attributed this to the enzymes. She said the

difference is " incredible " . Before enzymes she used to say

everything three to four times and then have to touch him and maybe

say it again and then perhaps he would follow through. Now she says

directions only once. " Incredible, " she said, at least two more times.

And so, to Devin Houston, I say – thank you, and I hope you are given

the

credit you deserve for being the first one to help so many. You may

be copied, you may be slandered, and you may not ever profit as much

as others, but you helped my son and I will make sure he never

forgets that.

Cindy

[Guest guest]

> Thank you for sharing this and taking the time to write it. I am

going to forward it to a friend whose son has aspergers. Many of

the concerns you have are the same problems her son has.

Cindy's perspective is pretty unique. She is a special education

instructor herself, so since the beginning when she found out her son

had Asperger's she has dilengently had her son tested and evaluated

on a regular basis by a number of methods.

.

[Guest guest]

What enzyme board is Cindy referring to?

Love,

Kirstin <><

Wife to Bobby (7 years)

Momma to Grant (4.5), Caleb (3), Libby (1.25), and " Lil' Bit " (due 4/26/02)

I sell books kids love!!!

I'm an Usborne Books at Home Independent Consultant!

http://usbornekirstin.tripod.com/

[Guest guest]

Cindy - thank you so much for posting. Though I believe the diet is

what my son needs, I appreciate you spending the time to give us

another viewpoint and experience. That is what we all need. I hope

that even though this is a group of kids on the GFCF diet, that

people are free to express their own opinions so we all can make

informed decisions. Though this diet is beneficial to most, it is

not the final word for every child.

> The last time I posted here was several months ago. I left because

I

> was flamed for posting about my son's progress using Devin

Houston's

> enzymes. I still haven't figured out why I was flamed since my son

> is far, far better on the enzymes and off the diet than he ever was

> before enzymes and on the diet. I thought I would give you a

little

> update and then I'm gone again. I'll be at the enzyme board if you

> have questions or you can email me. Here goes:

>

> Tonight was my son's parent/teacher conference and IEP for

> speech/language services. One year ago he was evaluated by the

> school district. He is eight and has Asperger's Syndrome. At the

> time of last year's evaluation, he was on the gfcf diet and was

also

> soy free, corn free and off many other foods. At the time of the

> evaluation, he had been on the diet for over six months. He has

been

> taking the enzymes from www.houstonni.com since late April and has

> been off the diet for over six months.

>

> To compare his progress since his evaluation a year ago and to try

to

> objectively assess the effectiveness of the enzymes, I went through

> his testing and wrote down each weekness listed. I asked the

> classroom teacher and speech therapist for a yes or no or other

> comments on these previous weaknesses. Keep in mind that each of

> these is listed because it was a deficit assessed through testing

> before enzymes. I copied these directly from the diagnostic

> summary. When the teachers tonight simply said " No " , meaning not a

> concern or no longer observed, I wrote, " Not a concern " , or " No

> longer observed " to clarify. A few of these are redundant since

the

> observations were from numerous assessment tools.

>

> 11/07/01 Second Grade, age 8

> Previous Weeknesses Observed/Teachers' Current Observation :

>

> 1. Stares off or appears to look through people for prolonged

> periods: No longer observed.

>

> 2. Fascinated with screen savers on monitors: No longer observed.

>

> 3. Frequently scrutinizes the visual details of objects and can

> become distracted by visual stimuli in the environment: No longer

> observed.

>

> 4. Frequently lacks a startle response and does not usually

localize

> toward the sound: No longer observed.

>

> 5. Does not always respond to his name: No longer observed (not a

> problem).

>

> 6. Hyper and hypo responses to sounds: Much better.

>

> 7. Easily distracted by auditory stimuli: No longer observed (not

a

> problem).

>

> 8. Twirling, hand flapping: No longer observed.

>

> 9. High tolerance to pain: No longer observed.

>

> 10. Difficulty with gross motor such as kicking, throwing: Yes.

>

> 11. Writing is difficult: No concern.

>

> 12. Often does not respond to gestures for hi and goodbye:

Sometimes.

>

> 13. Voice lacks appropriate inflection and is high in pitch: No

> concern, much better.

>

> 14. Sometimes displays slow processing in that he may respond to a

> question after other questions have been presented: No longer

> observed.

>

> 15. May continue an activity long after it is no longer

appropriate:

> No longer observed.

>

> 16. Difficulty with abstract learning: A little bit – some

> difficulty with math logic such as, " Jack makes $2.75 and hour and

> works for two hours. How much did Jack make? " This was the

> teacher's example. Usually no concern, though.

>

> 17. Generalizing skills and making associations appear difficult

for

> him: No longer observed.

>

> 18. At times may struggle with concept retrieval: No longer

> observed. Understands well.

>

> 19. Does not typically respond to the facial expressions of

others:

> No concern, " I think he would understand the expressions, "

classroom

> teacher.

>

> 20. Has difficulty with appropriate play skills and social

> interactions with peers: No longer observed. Seeks out children to

> play with.

>

> 21. May engage in ritualistic behaviors, such as twirling: No

longer

> observed.

>

> 22. Very attached to the computer: No longer observed.

>

> 23. Would prefer to be involved with inanimate objects, such as

the

> computer: No longer observed.

>

> 24. No social smile: Not a lot of smiling, but seems content.

>

> 25. Avoids eye contact: No longer observed, not a concern.

>

> 26. May learn a task but forget it quickly: No longer observed.

>

> 27. Does not follow simple commands: No longer a problem, follow

> commands.

>

> 28. Has poor visual discrimination skills: No longer a concern,

does

> well.

>

> 29. Is not responsive to others' facial expressions: No longer a

> concern, does ok.

>

> 30. Lacks a startle response: Don't know.

>

> 31. Lacks friendships: Not true, he has friends.

>

> 32. Often appears anxious: No longer a concern.

>

> 33. Seems unaware of dangerous situations: Don't know.

>

> 34. Stares into space for prolonged periods: A little, a tiny bit.

>

> 35. Eye contact: Could be better, but not a problem, has improved

> significantly.

>

> 36. Initiating interactions with peers: Not often, but some.

>

> 37. Initiating interactions with adults: Yes - observed.

>

> 38. Distracted by computer monitor: No.

>

> 39. Sit properly at desk (during an observation, sat with legs up

in

> chair): Now sits appropriately.

>

> 40. Voice affect: Improved significantly. Rate is a little slow.

>

> 41. Handwriting: A weekness, but not a big concern.

>

> 42. Walking in line: No longer a problem.

>

> 43. Following directions: No longer a concern.

>

> 44. Following routine: No longer a concern.

>

> 45. Eating lunch: No longer a concern.

>

> 46. Sedentary: No longer a concern.

>

> 47. Tolerating change: Does fine, no longer a concern.

>

> 48. Mental math: Not a concern, except some difficulty with

abstract

> math as mentioned above.

>

> 49. Pragmatic language: Only concern now in understanding

> intentions of others, but not a big problem.

>

> 50. Sentence structure: Perfect, no longer a concern.

>

> 51. Word structure: No longer a concern.

>

> 52. Speaking abruptly: No longer a concern, " That is just gone

since

> the enzymes. "

>

> 53. Articulation /sh/, /f/ for /th/, /ch/, /s/, /j/ distortions :

> Occasionally missed in spontaneous conversation.

>

> 54. Slow rate of speech: A little slow.

>

> 55. High pitch: No longer a concern.

>

> 56. Reading unspoken verbal cues/body language: Appears to

> understand, no longer a concern.

>

> 57. Expressing personal thoughts and feelings: Could do more,

keeps

> feelings on the back burner.

>

> 58. Understanding of how his interactions are perceived by others:

> No concern.

>

> 59. Social Relationships within the school setting are not

generally

> within age appropriate expectations: No longer a concern.

>

> 60. Difficulty when required to sit and listen, may react

passively

> when asked to complete a familiar task: No longer a concern.

>

> The teacher shared that over the summer she thought to

herself, " Oh,

> I'm going to have …[loud sigh like when you feel

> hopeless]. " " But, " she added, " the progress is unbelievable. " " The

> problems are just not there this year. " She told us our son is

> religious about taking the enzymes and wouldn't dare eat even the

> tiniest reward without them. This is a huge contrast to what we

went

> through with his resistance to the diet. His reading skills and

more

> importantly comprehension are excellent. His critical thinking

> skills on the reading test were also excellent.

>

> The speech therapist also commented on the improved critical

thinking

> skills and referred to the reading test as proof. She had some

> concern about eye contact, but said that she wasn't sure how much

of

> a problem it was because he appears not to be paying attention at

> times, but actually is and can answer all questions. She said she

> thinks he is not always looking at her because he is always trying

to

> do two things at once and can, which very few other children can.

> She said she no longer ever sees him stim at school.

>

> The speech therapist also said he can now follow directions the

first

> time and directly attributed this to the enzymes. She said the

> difference is " incredible " . Before enzymes she used to say

> everything three to four times and then have to touch him and maybe

> say it again and then perhaps he would follow through. Now she

says

> directions only once. " Incredible, " she said, at least two more

times.

>

> And so, to Devin Houston, I say – thank you, and I hope you are

given

> the

> credit you deserve for being the first one to help so many. You

may

> be copied, you may be slandered, and you may not ever profit as

much

> as others, but you helped my son and I will make sure he never

> forgets that.

>

> Cindy