Guest guest Posted February 25, 2001 Report Share Posted February 25, 2001 They don't give all the autism figures either because they say they are not related. They don't cite the SIDS cases, they don't talk about the children who get sick with rheumatoid arthritis, just to mention very few. They just give those few that were vaccine-injured beyond a doubt. a. > Risk from Disease vs. Risk from Vaccines > > > DISEASE > > VACCINES > > > Measles > Pneumonia: 1 in 20 > Encephalitis: 1 in 2,000 > Death: 1 in 3,000 > > Mumps > Encephalitis: 1 in 300 > > Rubella > Congenital Rubella Syndrome: 1 in 4 > (if woman becomes infected > early in pregnancy) > > MMR > Encephalitis or severe allergic reaction: > 1 in 1,000,000 > > > Diphtheria > Death: 1 in 20 > > Tetanus > Death: 3 in 100 > > Pertussis > Pneumonia: 1 in 8 > Encephalitis: 1 in 20 > Death: 1 in 200 > > DTP > Continuous crying, then full recovery: 1 in 100 > > Convulsions or shock, then full recovery: > 1 in 1,750 > > Acute encephalopathy: 0-10.5 in 1,000,000 > > Death: None proven > > > > The fact is that a child is far more likely to be seriously injured by one of > these diseases than by any vaccine. While any serious injury or death caused > by vaccines is too many, it is also clear that the benefits of vaccination > greatly outweigh the slight risk, and that many, many more injuries and > deaths would occur without vaccinations. In fact, to have a medical > intervention as effective as vaccination in preventing disease and not use it > would be unconscionable. > > > > > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 25, 2001 Report Share Posted February 25, 2001 If I am understanding these statistics correctly, then they are missing some very crucial facts. I think they are giving the number of the effects IF you get the disease. There is much needed information missing here in order for a person to actually make a decision based on facts and not just the statistics as advertised by a pro-vaccinator. I do not see where it actually says how many people are getting these diseases. Now figure this: According to these numbers, 3 of every 100 people who get tetanus will die, but what is the percentage of people who get tetanus? If the number is for instance, 1 in 100 people who will get tetanus in their lifetime then that actually means that overall 3 people out of each 10,000 will die from tetanus. This means that you will have to find 10,000 people and of them 100 will get tetanus and only 3 of them will die. The number 1 in 100 sounds high to me, considering that I have been acquainted with thousands of people and have yet to know of one getting tetanus. If the number of people who will get tetanus is 1 in 10,000 then that means that your actual chance of dying from tetanus is only 1 in 33,333,333. Of the information listed on this page, tetanus causes the second highest amounts of deaths. If anyone has the actual percentage of people who will contract tetanus, we can figure out a more accurate number. Also, for the statistics for the vaccination reactions, the death record says it all---None PROVEN---which is what their information is being based on. The PROVEN cases. Do you think that if your child was injured or died from a vaccination, (with doctors, druggists and the government working against you) that you would be able to PROVE it was because of the vaccination. (NOTE: Just because it was not PROVEN that O. J. murdered , doesn't mean it didn't happen.) Also, this page fails to indicate how many of the diseases are actually caused by the vaccination itself and fails to identify any suspected link statistics. I personally know of one perfectly healthy child who was injected with the MMR vaccination and died five days later of viral pneumonia. COINCIDENCE is the word the " experts " used. I would like to call it just one of the many, many, many UNPROVEN statistics that is not listed on this page. Please don't be tricked by the advertisers deceptive use of numbers! God Bless from Michele in PA Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 25, 2001 Report Share Posted February 25, 2001 " Part of the problem is that the nation's vaccination effort has been so effective that the public encounters vaccine-preventable diseases less often than alleged vaccine side effects, said Dr. T. Chen, chief of the vaccine safety branch at the CDC. He noted that in 1998 there were 7,411 reported cases of vaccine-preventable diseases in the United States and 10,236 cases of vaccine adverse events, causal or coincidental. " http://news.medscape.com/IMNG/PediatricNews/1999/v33.n09/ped3309.09.01.html >From: Chevy974@... >Reply-Vaccinations >Vaccinations >Subject: is this true? >Date: Sun, 25 Feb 2001 21:47:18 EST > >Risk from Disease vs. Risk from Vaccines > > >DISEASE > > VACCINES > > >Measles >Pneumonia: 1 in 20 >Encephalitis: 1 in 2,000 >Death: 1 in 3,000 > >Mumps >Encephalitis: 1 in 300 > >Rubella >Congenital Rubella Syndrome: 1 in 4 >(if woman becomes infected >early in pregnancy) > > MMR >Encephalitis or severe allergic reaction: >1 in 1,000,000 > > >Diphtheria >Death: 1 in 20 > >Tetanus >Death: 3 in 100 > >Pertussis >Pneumonia: 1 in 8 >Encephalitis: 1 in 20 >Death: 1 in 200 > > DTP >Continuous crying, then full recovery: 1 in 100 > >Convulsions or shock, then full recovery: >1 in 1,750 > >Acute encephalopathy: 0-10.5 in 1,000,000 > >Death: None proven > > > >The fact is that a child is far more likely to be seriously injured by one >of >these diseases than by any vaccine. While any serious injury or death >caused >by vaccines is too many, it is also clear that the benefits of vaccination >greatly outweigh the slight risk, and that many, many more injuries and >deaths would occur without vaccinations. In fact, to have a medical >intervention as effective as vaccination in preventing disease and not use >it >would be unconscionable. > > _________________________________________________________________ Get your FREE download of MSN Explorer at http://explorer.msn.com Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 26, 2001 Report Share Posted February 26, 2001 In a message dated 02/26/2001 4:02:04 AM Pacific Standard Time, DUMMY731@... writes: I personally know of one perfectly healthy child who was injected with the MMR vaccination and died five days later of viral pneumonia. COINCIDENCE is the word the "experts" used. I would like to call it just one of the many, many, many UNPROVEN statistics that is not listed on this page. , I'm sorry to hear of this tragedy. What age was the child? Bonnie lactivist and "in arms" long term parent/child bonding advocate. Information on breastfeeding, natural age and child-led weaning available. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 26, 2001 Report Share Posted February 26, 2001 These are "facts" based on the non-collection of data re:vaccines. We do not know the true incidence of vaccine adverse reactions. Prior to vaccination, the measles death rate was around 1/10,000 according to the CDC, not 1,3000. It is very easy to lie with statistics - just because there are numbers out there doesn't make them true or meaningful. It is easy to make things seem more or less problematic than they may really be. For instance, take the rubella figures - if rubella is circulating, most girls are immune as adults so will not get rubella during pregnancy. If in fact, let's say 1% of girls are non-immune as adults and all of them (100% of the 1%) are exposed to rubella during pregnancy and 25% of them result in congenital rubella syndrome, that is 1/4 of 1%. (I don't know what the correct percentages are; this is just an example.) Depending on what you compare it to, that may or may not be a significant problem. Sandy from Alaska ALL INFORMATION, DATA, AND MATERIAL CONTAINED, PRESENTED, OR PROVIDEDHERE IS FOR GENERAL INFORMATION PURPOSES ONLY AND IS NOT TO BE CONSTRUEDAS REFLECTING THE KNOWLEDGE OR OPINIONS OF THE PUBLISHER, AND IS NOT TOBE CONSTRUED OR INTENDED AS PROVIDING MEDICAL OR LEGAL ADVICE. THE DECISION WHETHER OR NOT TO VACCINATE IS AN IMPORTANT AND COMPLEX ISSUEAND SHOULD BE MADE BY YOU, AND YOU ALONE, IN CONSULTATION WITH YOURHEALTH CARE PROVIDER. is this true? Risk from Disease vs. Risk from Vaccines DISEASE VACCINES MeaslesPneumonia: 1 in 20Encephalitis: 1 in 2,000Death: 1 in 3,000MumpsEncephalitis: 1 in 300RubellaCongenital Rubella Syndrome: 1 in 4(if woman becomes infectedearly in pregnancy) MMREncephalitis or severe allergic reaction:1 in 1,000,000 DiphtheriaDeath: 1 in 20TetanusDeath: 3 in 100PertussisPneumonia: 1 in 8Encephalitis: 1 in 20Death: 1 in 200 DTPContinuous crying, then full recovery: 1 in 100Convulsions or shock, then full recovery:1 in 1,750Acute encephalopathy: 0-10.5 in 1,000,000Death: None proven The fact is that a child is far more likely to be seriously injured by one of these diseases than by any vaccine. While any serious injury or death caused by vaccines is too many, it is also clear that the benefits of vaccination greatly outweigh the slight risk, and that many, many more injuries and deaths would occur without vaccinations. In fact, to have a medical intervention as effective as vaccination in preventing disease and not use it would be unconscionable. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted December 10, 2005 Report Share Posted December 10, 2005 http://www.thomhartmann.com I read his book when I was a Freshman about 10 years ago. His anthropology is a bit off but I think he makes a valid argument. Stella Farias Washington_Family_Rights/ ~~Helping families in crisis stay together~~ Is this true? I received a long, sad e-mail from a dear, close friend last night. She is 58 and read a book. OK, that's a mean way to put it. She's a college graduate and has read a lot of books, but this one was about adult ADD. She thinks ADD is the reason for all her unhappiness and that she has had it all her life. She wonders why she was never diagnosed before. I think she never was because she had too much going for herself before. Anyway, I want to check with you guys about a couple of the " facts " she laid on me. I'll quote her. ~~~~~~~~~~~~~~ 1) ADD can definitely be measured and shown in a tangible way, if you want to pay a lot. Brain scans show it very clearly. The areas of the brain that are used in organization, concentration and focus tend to have less activity, especially when given a difficult cognitive task and working under pressure. Very obvious. The scan measures the uptake of glucose in the cells, and that shows the amount of cell activity in that area of the brain. I've seen brain scans for ADD and for dyslexia (back when I was a tutor of dyslexic kids). Pretty durn dramatic differences from normal. And my diagnosis is very clear. And I've done enough reading about the condition to realize I have a classic case, pretty severe in fact. If you'd spent some time in my brain, you would know it too. 2) In case you have any other friends with ADD, I'd like you to know that if you minimize it or try to talk them out of it, it may hurt. It could prevent them from understanding themselves and learning how to succeed. ADD can cause major confusion and self-doubt, and if a friend denies the possibility of ADD, then the person may just accept that and not get the help they need. The best thing is to encourage them to see a specialist in adult ADD who can diagnose them. If they don't have it, a good specialist will tell them that. There are very specific criteria for the diagnosis, and it requires a whole lot of questions and a thorough assessment. ADD looks similar to some other things--physical issues like hypothyroid, mental stuff like bipolar syndrome, etc. A good, thoughtful shrink will be able to differentiate all these conditions. ~~~~~~~~~~~~~ Is it true it can be measured precisely? Is it true I should encourage her to seek " treatment " ? I'm pretty sure she wouldn't take drugs for it -- she says they don't work on her -- so we're safe there. If she starts to, I'll probably recognize the change in her. This is so hard. I don't believe there is such a disease and she knows that, but now she wants my encouragement to seek treatment. Should I lie to her? Partonize her? Neither of those options are part of our friendship. Her letter (or should I say " demand letter " ) wants me to accept the " disease " enable its treatment. I'm her friend. I can't do that. Ooohh she's SO sensitive, besides. This will be difficult. And she's always so supportive of me, then she needs support and I won't offer it. What a stinking situation. In response to her letter, I was going to say if she wants a mental disorder, that's fine. They're very popular right now. But that I couldn't ethically/morally encourage it because I don't see her as defective. The thing is, she's too sensitive to say that to and it's not the encouragement she is asking for. Glitter or someone else sweeter than I, please help me find the words. My own never sound as kind as other people's. Perhaps there is a better way for me to tell her she's asking the impossible. Starris Quote Link to comment Share on other sites More sharing options...
Guest guest Posted December 10, 2005 Report Share Posted December 10, 2005 http://www.thomhartmann.com I read his book when I was a Freshman about 10 years ago. His anthropology is a bit off but I think he makes a valid argument. Stella Farias Washington_Family_Rights/ ~~Helping families in crisis stay together~~ Is this true? I received a long, sad e-mail from a dear, close friend last night. She is 58 and read a book. OK, that's a mean way to put it. She's a college graduate and has read a lot of books, but this one was about adult ADD. She thinks ADD is the reason for all her unhappiness and that she has had it all her life. She wonders why she was never diagnosed before. I think she never was because she had too much going for herself before. Anyway, I want to check with you guys about a couple of the " facts " she laid on me. I'll quote her. ~~~~~~~~~~~~~~ 1) ADD can definitely be measured and shown in a tangible way, if you want to pay a lot. Brain scans show it very clearly. The areas of the brain that are used in organization, concentration and focus tend to have less activity, especially when given a difficult cognitive task and working under pressure. Very obvious. The scan measures the uptake of glucose in the cells, and that shows the amount of cell activity in that area of the brain. I've seen brain scans for ADD and for dyslexia (back when I was a tutor of dyslexic kids). Pretty durn dramatic differences from normal. And my diagnosis is very clear. And I've done enough reading about the condition to realize I have a classic case, pretty severe in fact. If you'd spent some time in my brain, you would know it too. 2) In case you have any other friends with ADD, I'd like you to know that if you minimize it or try to talk them out of it, it may hurt. It could prevent them from understanding themselves and learning how to succeed. ADD can cause major confusion and self-doubt, and if a friend denies the possibility of ADD, then the person may just accept that and not get the help they need. The best thing is to encourage them to see a specialist in adult ADD who can diagnose them. If they don't have it, a good specialist will tell them that. There are very specific criteria for the diagnosis, and it requires a whole lot of questions and a thorough assessment. ADD looks similar to some other things--physical issues like hypothyroid, mental stuff like bipolar syndrome, etc. A good, thoughtful shrink will be able to differentiate all these conditions. ~~~~~~~~~~~~~ Is it true it can be measured precisely? Is it true I should encourage her to seek " treatment " ? I'm pretty sure she wouldn't take drugs for it -- she says they don't work on her -- so we're safe there. If she starts to, I'll probably recognize the change in her. This is so hard. I don't believe there is such a disease and she knows that, but now she wants my encouragement to seek treatment. Should I lie to her? Partonize her? Neither of those options are part of our friendship. Her letter (or should I say " demand letter " ) wants me to accept the " disease " enable its treatment. I'm her friend. I can't do that. Ooohh she's SO sensitive, besides. This will be difficult. And she's always so supportive of me, then she needs support and I won't offer it. What a stinking situation. In response to her letter, I was going to say if she wants a mental disorder, that's fine. They're very popular right now. But that I couldn't ethically/morally encourage it because I don't see her as defective. The thing is, she's too sensitive to say that to and it's not the encouragement she is asking for. Glitter or someone else sweeter than I, please help me find the words. My own never sound as kind as other people's. Perhaps there is a better way for me to tell her she's asking the impossible. Starris Quote Link to comment Share on other sites More sharing options...
Guest guest Posted December 10, 2005 Report Share Posted December 10, 2005 Found it. The last one on the left? Oh dear, I'd have to read it before I sent it to her to see if it would support my claim that there is no such valid diagnosis. Or maybe -- send her a stack of ADD books? All kinds? Would she get the point then LOL? Maybe. Thank you, good idea. Starris ----- Original Message ----- From: Stella Farias http://www.thomhartmann.com I read his book when I was a Freshman about 10 years ago. His anthropology is a bit off but I think he makes a valid argument. Stella Farias Quote Link to comment Share on other sites More sharing options...
Guest guest Posted December 10, 2005 Report Share Posted December 10, 2005 Found it. The last one on the left? Oh dear, I'd have to read it before I sent it to her to see if it would support my claim that there is no such valid diagnosis. Or maybe -- send her a stack of ADD books? All kinds? Would she get the point then LOL? Maybe. Thank you, good idea. Starris ----- Original Message ----- From: Stella Farias http://www.thomhartmann.com I read his book when I was a Freshman about 10 years ago. His anthropology is a bit off but I think he makes a valid argument. Stella Farias Quote Link to comment Share on other sites More sharing options...
Guest guest Posted December 10, 2005 Report Share Posted December 10, 2005 Go to www.alternativementalhealth.com Click on articles. Your friend may find a natural reason for feeling the way she does, rather than being medicated. --- Starris <starrisg@...> wrote: > I received a long, sad e-mail from a dear, close > friend last night. She is 58 and read a book. OK, > that's a mean way to put it. She's a college > graduate and has read a lot of books, but this one > was about adult ADD. She thinks ADD is the reason > for all her unhappiness and that she has had it all > her life. She wonders why she was never diagnosed > before. I think she never was because she had too > much going for herself before. > > Anyway, I want to check with you guys about a couple > of the " facts " she laid on me. I'll quote her. > > ~~~~~~~~~~~~~~ > 1) > ADD can definitely be measured and shown in a > tangible way, if you want to pay a lot. Brain scans > show it very clearly. The areas of the brain that > are used in organization, concentration and focus > tend to have less activity, especially when given a > difficult cognitive task and working under pressure. > Very obvious. > > The scan measures the uptake of glucose in the > cells, and that shows the amount of cell activity in > that area of the brain. I've seen brain scans for > ADD and for dyslexia (back when I was a tutor of > dyslexic kids). Pretty durn dramatic differences > from normal. > > And my diagnosis is very clear. And I've done enough > reading about the condition to realize I have a > classic case, pretty severe in fact. If you'd spent > some time in my brain, you would know it too. > > 2) > In case you have any other friends with ADD, I'd > like you to know that if you minimize it or try to > talk them out of it, it may hurt. It could prevent > them from understanding themselves and learning how > to succeed. ADD can cause major confusion and > self-doubt, and if a friend denies the possibility > of ADD, then the person may just accept that and not > get the help they need. The best thing is to > encourage them to see a specialist in adult ADD who > can diagnose them. If they don't have it, a good > specialist will tell them that. There are very > specific criteria for the diagnosis, and it requires > a whole lot of questions and a thorough assessment. > ADD looks similar to some other things--physical > issues like hypothyroid, mental stuff like bipolar > syndrome, etc. A good, thoughtful shrink will be > able to differentiate all these conditions. > ~~~~~~~~~~~~~ > > Is it true it can be measured precisely? Is it true > I should encourage her to seek " treatment " ? I'm > pretty sure she wouldn't take drugs for it -- she > says they don't work on her -- so we're safe there. > If she starts to, I'll probably recognize the change > in her. > > This is so hard. I don't believe there is such a > disease and she knows that, but now she wants my > encouragement to seek treatment. Should I lie to > her? Partonize her? Neither of those options are > part of our friendship. Her letter (or should I say > " demand letter " ) wants me to accept the " disease " > enable its treatment. I'm her friend. I can't do > that. Ooohh she's SO sensitive, besides. This will > be difficult. And she's always so supportive of me, > then she needs support and I won't offer it. What a > stinking situation. > > In response to her letter, I was going to say if she > wants a mental disorder, that's fine. They're very > popular right now. But that I couldn't > ethically/morally encourage it because I don't see > her as defective. The thing is, she's too sensitive > to say that to and it's not the encouragement she is > asking for. Glitter or someone else sweeter than I, > please help me find the words. My own never sound > as kind as other people's. Perhaps there is a > better way for me to tell her she's asking the > impossible. > > Starris > > > > > > > [Non-text portions of this message have been > removed] > > __________________________________________________ Quote Link to comment Share on other sites More sharing options...
Guest guest Posted December 10, 2005 Report Share Posted December 10, 2005 Go to www.alternativementalhealth.com Click on articles. Your friend may find a natural reason for feeling the way she does, rather than being medicated. --- Starris <starrisg@...> wrote: > I received a long, sad e-mail from a dear, close > friend last night. She is 58 and read a book. OK, > that's a mean way to put it. She's a college > graduate and has read a lot of books, but this one > was about adult ADD. She thinks ADD is the reason > for all her unhappiness and that she has had it all > her life. She wonders why she was never diagnosed > before. I think she never was because she had too > much going for herself before. > > Anyway, I want to check with you guys about a couple > of the " facts " she laid on me. I'll quote her. > > ~~~~~~~~~~~~~~ > 1) > ADD can definitely be measured and shown in a > tangible way, if you want to pay a lot. Brain scans > show it very clearly. The areas of the brain that > are used in organization, concentration and focus > tend to have less activity, especially when given a > difficult cognitive task and working under pressure. > Very obvious. > > The scan measures the uptake of glucose in the > cells, and that shows the amount of cell activity in > that area of the brain. I've seen brain scans for > ADD and for dyslexia (back when I was a tutor of > dyslexic kids). Pretty durn dramatic differences > from normal. > > And my diagnosis is very clear. And I've done enough > reading about the condition to realize I have a > classic case, pretty severe in fact. If you'd spent > some time in my brain, you would know it too. > > 2) > In case you have any other friends with ADD, I'd > like you to know that if you minimize it or try to > talk them out of it, it may hurt. It could prevent > them from understanding themselves and learning how > to succeed. ADD can cause major confusion and > self-doubt, and if a friend denies the possibility > of ADD, then the person may just accept that and not > get the help they need. The best thing is to > encourage them to see a specialist in adult ADD who > can diagnose them. If they don't have it, a good > specialist will tell them that. There are very > specific criteria for the diagnosis, and it requires > a whole lot of questions and a thorough assessment. > ADD looks similar to some other things--physical > issues like hypothyroid, mental stuff like bipolar > syndrome, etc. A good, thoughtful shrink will be > able to differentiate all these conditions. > ~~~~~~~~~~~~~ > > Is it true it can be measured precisely? Is it true > I should encourage her to seek " treatment " ? I'm > pretty sure she wouldn't take drugs for it -- she > says they don't work on her -- so we're safe there. > If she starts to, I'll probably recognize the change > in her. > > This is so hard. I don't believe there is such a > disease and she knows that, but now she wants my > encouragement to seek treatment. Should I lie to > her? Partonize her? Neither of those options are > part of our friendship. Her letter (or should I say > " demand letter " ) wants me to accept the " disease " > enable its treatment. I'm her friend. I can't do > that. Ooohh she's SO sensitive, besides. This will > be difficult. And she's always so supportive of me, > then she needs support and I won't offer it. What a > stinking situation. > > In response to her letter, I was going to say if she > wants a mental disorder, that's fine. They're very > popular right now. But that I couldn't > ethically/morally encourage it because I don't see > her as defective. The thing is, she's too sensitive > to say that to and it's not the encouragement she is > asking for. Glitter or someone else sweeter than I, > please help me find the words. My own never sound > as kind as other people's. Perhaps there is a > better way for me to tell her she's asking the > impossible. > > Starris > > > > > > > [Non-text portions of this message have been > removed] > > __________________________________________________ Quote Link to comment Share on other sites More sharing options...
Guest guest Posted December 10, 2005 Report Share Posted December 10, 2005 Dear Starris, As far as reliability and efficacy of brain-scans, the journal article " High Midbrain [18F]DOPA Accumulation in Children With Attention Deficit Hyperactivity Disorder " states, in part (asterisks are mine for emphasis): " Although functional neuroimaging (positron emission tomography [PET]) studies with [18F]fluorodeoxyglucose (FDG) have demonstrated abnormally low cerebral glucose metabolism in adults (11), but not in adolescents (12, 13), they have been unable to detect consistently selective abnormalities in the caudate nuclei or other structures dependent on dopamine input. Whereas FDG PET is a useful measure of integrated regional functional brain activity, it may be relatively insensitive to detecting group differences in specific biochemical systems. For example, FDG PET studies of patients at rest or performing an attention task were relatively insensitive to the effects of stimulants, drugs that enhance dopamine release (14–17). ***The limited success of biochemical and imaging approaches***, coupled with recent progress in molecular biology, has led some investigators to study the role of genetic variation in ADHD with respect to dopamine candidate genes. Whereas studies of the association of ADHD with a unique polymorphism of the dopamine transporter (18) and a specific D4 receptor allele are consistent with dopamine pathway involvement in ADHD (19), the findings can account only for a small amount of the overall genetic risk and cannot as yet be directly related to a specific neural mechanism. " As far as drug treatment does, all one has to do is visit www.breggin.com for the truth on how drugs for ADD/ADHD damage the brain. Finally, if she's REALLY interested in feeling better, I can help her do this in 4 months -- without brain-disabling drugs. IMO, you don't have to agree with her self-diagnosis, but as a friend, you can support her right to believe this and try to mitigate it. If she needs your approval then chances are she's not sure about this. Besides, what's the difference what she chooses to call that which she feels has interfered in her life? I gently suggest to you that from the outside she may seem fine to you, but she has to live with herself and would know her own struggles better than you ever could. The nice thing about true friends is that we can make poor choices or be wrong and they still love and support us. -- Regards, Quote Link to comment Share on other sites More sharing options...
Guest guest Posted December 11, 2005 Report Share Posted December 11, 2005 It seems to me that testing is the only way to diagnose medical conditions. If, in fact, a brain scan actually shows the difference in the brain, why is this not always and the only way ADD is diagnosed? If you go to a doctor for a headache, you do not get diagnosed with a brain tumor and given radiation and chemo WITHOUT first having proof (brain scan) that there is a tumor. Why would doctors diagnose and treat with dangerous drugs ADD without positive proof the person actually has the disease especially if there is a test proving it? As for expensive: If this really is a medical disease, it should be covered under insurance and insurance companies should demand the proof with the diagnosis or the test to rule it out. > > I received a long, sad e-mail from a dear, close friend last night. She is 58 and read a book. OK, that's a mean way to put it. She's a college graduate and has read a lot of books, but this one was about adult ADD. She thinks ADD is the reason for all her unhappiness and that she has had it all her life. She wonders why she was never diagnosed before. I think she never was because she had too much going for herself before. > > Anyway, I want to check with you guys about a couple of the " facts " she laid on me. I'll quote her. > > ~~~~~~~~~~~~~~ > 1) > ADD can definitely be measured and shown in a tangible way, if you want to pay a lot. Brain scans show it very clearly. The areas of the brain that are used in organization, concentration and focus tend to have less activity, especially when given a difficult cognitive task and working under pressure. Very obvious. > > The scan measures the uptake of glucose in the cells, and that shows the amount of cell activity in that area of the brain. I've seen brain scans for ADD and for dyslexia (back when I was a tutor of dyslexic kids). Pretty durn dramatic differences from normal. > > And my diagnosis is very clear. And I've done enough reading about the condition to realize I have a classic case, pretty severe in fact. If you'd spent some time in my brain, you would know it too. > > 2) > In case you have any other friends with ADD, I'd like you to know that if you minimize it or try to talk them out of it, it may hurt. It could prevent them from understanding themselves and learning how to succeed. ADD can cause major confusion and self-doubt, and if a friend denies the possibility of ADD, then the person may just accept that and not get the help they need. The best thing is to encourage them to see a specialist in adult ADD who can diagnose them. If they don't have it, a good specialist will tell them that. There are very specific criteria for the diagnosis, and it requires a whole lot of questions and a thorough assessment. ADD looks similar to some other things--physical issues like hypothyroid, mental stuff like bipolar syndrome, etc. A good, thoughtful shrink will be able to differentiate all these conditions. > ~~~~~~~~~~~~~ > > Is it true it can be measured precisely? Is it true I should encourage her to seek " treatment " ? I'm pretty sure she wouldn't take drugs for it -- she says they don't work on her -- so we're safe there. If she starts to, I'll probably recognize the change in her. > > This is so hard. I don't believe there is such a disease and she knows that, but now she wants my encouragement to seek treatment. Should I lie to her? Partonize her? Neither of those options are part of our friendship. Her letter (or should I say " demand letter " ) wants me to accept the " disease " enable its treatment. I'm her friend. I can't do that. Ooohh she's SO sensitive, besides. This will be difficult. And she's always so supportive of me, then she needs support and I won't offer it. What a stinking situation. > > In response to her letter, I was going to say if she wants a mental disorder, that's fine. They're very popular right now. But that I couldn't ethically/morally encourage it because I don't see her as defective. The thing is, she's too sensitive to say that to and it's not the encouragement she is asking for. Glitter or someone else sweeter than I, please help me find the words. My own never sound as kind as other people's. Perhaps there is a better way for me to tell her she's asking the impossible. > > Starris > > > > > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted November 29, 2008 Report Share Posted November 29, 2008 I was reading some websites today about cerebral palsy and apraxia. One site said that 75% of apraxic children are also dyslexic. does anyone know for sure if this is true?(I figured would know) I don't ever remember hearing that number before. I was very disturbed by it. I just felt like- when will our challenges end? Also- is on oils 3 times a day, but I haven't started the vit E yet. Can someone tell me the specific brand and how much for a 25 month old. Thanks, Sandy http://www.nataliehopesjourney1.blogspot.com/ Quote Link to comment Share on other sites More sharing options...
Guest guest Posted November 29, 2008 Report Share Posted November 29, 2008 Don't know about the oils but Dr. mentioned the apraxia and dyslexia connection here once. No % though. She mentioned Reading Roundup as a good program. My eldest shows signs but we are unsure. ly, if dyslexia were here without more I could live with that. > > I was reading some websites today about cerebral palsy and apraxia. > One site said that 75% of apraxic children are also dyslexic. does > anyone know for sure if this is true?(I figured would know) I > don't ever remember hearing that number before. I was very disturbed > by it. I just felt like- when will our challenges end? > > Also- is on oils 3 times a day, but I haven't started the vit E > yet. Can someone tell me the specific brand and how much for a 25 > month old. > > Thanks, > > Sandy > http://www.nataliehopesjourney1.blogspot.com/ > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted November 29, 2008 Report Share Posted November 29, 2008 I don't know the exact numbers but yes, additional language processing problems are not uncommon--this includes both visual and auditory processing--as in dyslexia, APD, CAPD, and other variations. Reading can be difficult even without dyslexia per se, and additional language issues are also common. Neurological disorders are rarely neatly packaged, they often overlap with other disorders also neurological in nature and it's really up to the parents to be on the look out as needed. But don't worry, in your case it's all pretty early and none of this may apply. Remember it doesn't mean every child with apraxia has it, not does it mean every child with apraxia like symptoms at 25 months really has apraxia --but it is good to know what to look out for because apparently the schools and even medical professionals do not really know this or don't want to know it sometimes and the kids can miss out on early intervention and can get misdiagnosed. Now, both auditory processing and dyslexia cannot be diagnosed this early, some claim only at school age really, but if you know what to look for you can maybe provide a smoother path if your child does indeed have additional language processing disorders that impede his/her normal functioning. Elena--mom to Ziana age 4.3 apraxic with soft signs, but otherwise a happy, healthy child and improving every day now that appropriate diet/ supplements/ and more frequent PROMPT treatment have been implemented--but I tell you, without the biomedical approach, the PROMPT was not doing much in her case, now it really helps! From: sandy_tanana <sandy_tanana@...> Subject: [ ] Is this True? Date: Saturday, November 29, 2008, 1:57 PM I was reading some websites today about cerebral palsy and apraxia. One site said that 75% of apraxic children are also dyslexic. does anyone know for sure if this is true?(I figured would know) I don't ever remember hearing that number before. I was very disturbed by it. I just felt like- when will our challenges end? Also- is on oils 3 times a day, but I haven't started the vit E yet. Can someone tell me the specific brand and how much for a 25 month old. Thanks, Sandy http://www.nataliehopesjourney1.blogspot.com/ ------------------------------------ Quote Link to comment Share on other sites More sharing options...
Guest guest Posted November 29, 2008 Report Share Posted November 29, 2008 Communication impairments, apraxia included, do not go hand in hand with learning disabilities. That's prejudice, a myth that people state as fact but it's not. You stick your child in the LD classes however and you'll prove that stat correct -because you are falling for the myth and letting your child fall through the cracks. Yes apraxic children tend to do best with a multisensory approach to learning and yes the apraxia can create developmental delays in language -but it's not an impairment and it can be overcome and they can thrive and be top students in the mainstream..almost all of the kids here that is. Yes there are those children with apraxia here that have other issues -and those that don't respond to fish oils -and those that do have cognitive impairments together with the apraxia -but that's not the norm. Over the years you can check the archives and while there are some children with other learning impairments the number doesn't appear to be any greater in this group than in " normal " children. In fact those of the children that respond to fish oils in this group typically seem to have an edge up in school....just like " normal " kids! In general I prefer when people make statements that they post some type of research to back them up -I could find more but here's just one: Fish oil flavored butter anyone? Slices of bread smeared with a fish oil enriched spread can improve kids' spelling and stop them missing school, new research has found. South African researchers have told an Australian scientific conference that primary school children who were given daily doses of fish oil as part of a study showed improved learning and memory. Fish oil, rich in Omega 3 and special polyunsaturated fatty acids, is believed to play a role in the brain development and function of the foetus and young child. Scientist Dr Marius Smuts, from the Nutritional Intervention Research Centre in South Africa, tracked the development of 355 children aged between six and nine. Half of the children were given two slices of bread covered with 25 grams of spread enriched with fish oil but flavoured with either chicken, curry or tomato sauce. Dr Smuts told the Congress of the International Society for the Study of Fatty Acids and Lipids in Cairns, he found the children were able to retain information better and were less inclined to take sick days. " The study indicated that an Omega 3 fatty acid rich spread not only improved verbal learning, memory and spelling ability among the experimental subjects, but also lessened the number of days the children were absent from school through illness, " he said. Another study also reported to the conference found Omega 3 supplements taken by primary school students in Thailand reduced the severity and duration of common illnesses. Sinclair, professor of nutrition at Melbourne's Deakin University, said the latest research suggested Omega 3 supplements could enhance immune response in schoolchildren. People should consume at least 400mg of Omega 3 in their food each day, but most Australians don't even get half this, Prof Sinclair said. And 20 per cent of the population eat no fish at all, he said. The National Heart Foundation will shortly release guidelines for the recommended intake of Omega 3, found in oily fish and in some vegetables, grains and nuts. © 2006 AAP http://www.theage.com.au/news/National/Fish-spread-stops-kids-truancy-study/2006\ /07/31/1154198041978.html ===== Quote Link to comment Share on other sites More sharing options...
Guest guest Posted November 30, 2008 Report Share Posted November 30, 2008 Well I'm not sure you're replying to me , but APD (CAPD) and Dyslexia are are neurological in nature --and yes, just like speech disorders are often rooted in genetics and then children who have these disorders can be very normal and above normal even cognitively speaking--these disorders say nothing about their level of intelligence and ability to function in society/academically once they learn to adapt and deal with their difference. In fact my Psychology professor back in undergraduate was dyslexic and a brilliant man--one who had spent the first 5 years of his education in a class for the mentally retarded due to his dyslexia--no one understood it back then and classified him as retarded---until his mom learned about dyslexia and fought the system to give him proper remediation. And it worked, he caught up and i would have never known that looking at the same page on a book he was seeing something completly different than I. Does all this sound familiar to anyone here? So when you say apraxic kids are cognitively normal, and should not be in a class with the learning disabled, I would argue that neither should dyslexic and APD children. Their " difference " should be addressed and accommodations should be made so they can be taught along with the rest of the children because as you say about apraxic kids, these kids too are often just as bright as any other child--they are just different and if you don't address their difference, they will fall behind and never catch up--sadly just like apraxic kids who do not get the proper intervention and not soon enough. Let's not forget that these disorders are also just in the past 2 decades or less being understood as a medical condition which if not " curable " --there's that word I don't like,--can by all means be addressed via therapies and training and these individuals can learn to adapt and to function normally and succeed at what ever they set their minds to do career wise--many are professors, doctors you name it. The lucky ones that is, the ones that got proper remediation. So yes, these do fall under the educational label although in many states APD is not even recognized as that and these children cannot get an IEP for just having APD, just like SID isn't recognized yet, and how long did it take for apraxia to make it as a viable diagnosis? Do the schools recognize it though or are they still trying to say group therapy is fine? I know my school district is trying to say that and is pretending that my daughter just needs remediation is speech----she just needs more remediation than other children they say. Her first IEp did not even mention apraxia until I insisted that it be entered and defined as per ASHA along with the appropriate remediation proposed by ASHA. Well, pretty much for every neurological disorder there are parents who have fought hard to get the disorders recognized, categorized and addressed whether it be by the school system or by insurance because neither one is anxious to do it. This is why both disorders just like apraxia can so often go undiagnosed or misdiagnosed most frequently. Let's not forget that even now, in spite of apraxia in children being considered by ASHA neurological in nature, Insurance companies like Aetna consider it a " developmental delay " and have it listed as an exclusion because of that reason. So just because everyone is passing the buck when it comes to treatment/remediation, doesn't mean they are not neurological in nature, it just means insurance companies do not want to pay for various auditory treatments, or for training for dyslexics to be able to learn to read their own way so they can pretty much function normally in society since they are normal cognitively, but like children with speech disorders they need help to catch up and to learn --visual cuing indeed, what ever it takes, the brain si wired differently and it can and is addressed in therapy just like speech.  I am familiar with this topic from the APD list where quite a number of children have additional speech/language issues besides the APD. They are all neurological in nature and yes, they happen to be a learning disability too, but then apraxia can easily be categorized as such. All of these have a neurological component and they do overlap. this is why Fast Fwrd is a program that helps primarily those with APD, but apraxic and kids with other speech disorders who need help with phonemic awareness benefit because they too often have trouble distinguishing sounds and also with certain aspects of language processing. May not be all kids with apraxia, just as not all APD kids have apraxia either nor do all dyslexics have speech issues, but it is not uncommon. I really don't have time to look for any research links right now, but they are there --google them and you shall find, I know because I did-- I just didn't really bother to save the links because at the moment my daughter does not seem to have these problems, but they do show up around school age when language processing complexities and reading writing make them apparent. . And YES, the fish oil helps all because it helps all inflammatory processes in the body especially in the brain and neurological disorders are very often associated with some sort of oxidative stress/inflammation in the brain. The exact reasons vary and are often multiple in the same individual which is why it is so difficult to get to the bottom of it all, but apraxia, dyslexia, and APD will sometimes overlap, I know of one child who has all three and several with just apraxia and dyslexia or apraxia and APD. I think an estimate of 75% is a bit much, it certainly isn't that high, but it is not uncommon and that's about all I can say, I don't think anybody has numbers just like apraxia in autistic children is largely undiagnosed because no one bothers, they just assume any speech issues are part of the autism package and seek no further than that. It's all part of the neurological disorders continuum. Whether we like it or not, any neurological disorder really amounts to some form of brain damage --and the causes are most often unknown. I know it took me a while to get used to this as my child seemed so normal --until she couldn't speak at age two barely could say no and that's about it. The causes are different but brain damage it is, and that's why the fish oils are so beneficial to all of these disorders. There are also multiple types of APD, --some may not be so obvious and it has nothing to do with the actual hearing, it is a language processing issue and it can happen at different levels, it can get worse and it can improve, although with age I understand that it does get worse. It's all about how the brain adapts and brains are still pretty plastic even in old age, just decreasingly so. Visual and Auditory language processing disorders are neurological in nature and the reason I am so interested in it in spite of the fact that APD and even Dyslexia can only be tested for after age 7 or so, is because I also know that children with any kind of skull deformity such as deformational plagiocephaly as in my daughter's case--treated with a helmet or not, that part is purely aesthetic, and especially if it the ears are also misaligned, ---are much more likely to have--yes, both speech disorders and some form of APD. It's a double whammy, but as I said, I do know of one case with all 3. Seems really unfair doesn't it to have all of these neurological impairments, but who said life was fair? And with proper treatments and fish oil and what ever their body needs to optimize neurological functioning I think even a child with all 3 stands a great chance to succeed at anything s/he wants. But appropriate interventions are a MUST and that's the problem it seems and that's why parents need to be on the look out to be sure nothing is overlooked by the professionals who either have a conflict of interest as is the case of the school districts and insurance, or just realistically can't keep up with it all anymore as is the case of most pediatric doctors. -Elena From: kiddietalk <kiddietalk@...> Subject: [ ] Re: Is this True? Date: Sunday, November 30, 2008, 12:17 AM Communication impairments, apraxia included, do not go hand in hand with learning disabilities. That's prejudice, a myth that people state as fact but it's not. You stick your child in the LD classes however and you'll prove that stat correct -because you are falling for the myth and letting your child fall through the cracks. Yes apraxic children tend to do best with a multisensory approach to learning and yes the apraxia can create developmental delays in language -but it's not an impairment and it can be overcome and they can thrive and be top students in the mainstream..almost all of the kids here that is. Yes there are those children with apraxia here that have other issues -and those that don't respond to fish oils -and those that do have cognitive impairments together with the apraxia -but that's not the norm. Over the years you can check the archives and while there are some children with other learning impairments the number doesn't appear to be any greater in this group than in " normal " children. In fact those of the children that respond to fish oils in this group typically seem to have an edge up in school....just like " normal " kids! In general I prefer when people make statements that they post some type of research to back them up -I could find more but here's just one: Fish oil flavored butter anyone? Slices of bread smeared with a fish oil enriched spread can improve kids' spelling and stop them missing school, new research has found. South African researchers have told an Australian scientific conference that primary school children who were given daily doses of fish oil as part of a study showed improved learning and memory. Fish oil, rich in Omega 3 and special polyunsaturated fatty acids, is believed to play a role in the brain development and function of the foetus and young child. Scientist Dr Marius Smuts, from the Nutritional Intervention Research Centre in South Africa, tracked the development of 355 children aged between six and nine. Half of the children were given two slices of bread covered with 25 grams of spread enriched with fish oil but flavoured with either chicken, curry or tomato sauce. Dr Smuts told the Congress of the International Society for the Study of Fatty Acids and Lipids in Cairns, he found the children were able to retain information better and were less inclined to take sick days. " The study indicated that an Omega 3 fatty acid rich spread not only improved verbal learning, memory and spelling ability among the experimental subjects, but also lessened the number of days the children were absent from school through illness, " he said. Another study also reported to the conference found Omega 3 supplements taken by primary school students in Thailand reduced the severity and duration of common illnesses. Sinclair, professor of nutrition at Melbourne's Deakin University, said the latest research suggested Omega 3 supplements could enhance immune response in schoolchildren. People should consume at least 400mg of Omega 3 in their food each day, but most Australians don't even get half this, Prof Sinclair said. And 20 per cent of the population eat no fish at all, he said. The National Heart Foundation will shortly release guidelines for the recommended intake of Omega 3, found in oily fish and in some vegetables, grains and nuts. © 2006 AAP http://www.theage.com.au/news/National/Fish-spread-stops-kids-truancy-study/2006\ /07/31/1154198041978.html ===== Quote Link to comment Share on other sites More sharing options...
Guest guest Posted November 30, 2008 Report Share Posted November 30, 2008 Abby's dad has ADD...didn't really know it until recently. His parents weren't ones to take the kids to the doctor/dentist/etc and didn't really pay attention to them, either. in OH > Let's do a quick poll. Anyone here have a child with apraxia that has > a relative with dyslexia or ADHD? My sister was diagnosed with > dyslexia and my brother with ADHD, and Tanner's brother Dakota was > diagnosed with ADHD. > ===== > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted November 30, 2008 Report Share Posted November 30, 2008 Elena I don't know what message you were referring to either -the one that some mother from North Dakota came up with the stat that 75% of apraxics have dyslexia or my response to your message on that topic? I'm not saying that people with learning disabilities have issues linked to their intelligence either. I obviously have learning disabilities on my one side of the family...same side where the genius runs -same side where I have a bunch of PhD relatives angry at me that I never went for my PhD...but that doesn't mean that my apraxic son has dyslexia or that my ADHD son has apraxia or that my dyslexic sister has apraxia or that my ADHD brother has dyslexia. On the other hand my one comment is that there are other reasons a child won't do well in school outside of learning disabilities and that would include cognitive ability. Just because a child is apraxic doesn't mean they are learning disabled but just because they are apraxic doesn't mean they can't have co existing cognitive issues as well. After all just like the rest of the population -they are only human. My point so as not to confuse anyone any further is the following- unless someone coughs up the study that I can analyze with some of the experts I respect I think the quote that 75% of apraxics have dyslexia is bul.... Again check the archives -proof in the pudding -many of the apraxic children -here anyway -end up being really good students in mainstream classes. ===== Quote Link to comment Share on other sites More sharing options...
Guest guest Posted November 30, 2008 Report Share Posted November 30, 2008 My apraxic son is clearly not dyslexic. He also clearly does not have CAPD although that was something many tried to suggest he had a few years ago (and a few people online here.) He does have an unknown language disorder and he for sure has apraxia although it is no longer noticable most of the time. I am convinced something is going on with his older brother. The schools wouldn't test him (we're homeschooling now) because he read a grade ahead, but the kid cannot spell to save his life, makes inversion mistakes that first graders make (he's in 4th) and he makes simple mistakes when he reads out loud, but he is bright so he can still answer reading comp questions well. My dyslexic educator friend who has a dyslexic son said he had a lot of signs of dyslexia. My brother had Tourettes and was diagnosed with hyperactivity at age 3, but in hindsight my mother thinks it was the Tourettes. No one on my side has speech issues, in fact we've all be early and very clear talkers. I was speaking in paragraphs at age 2. I'm 0 for 3 on children who are normal talkers. My oldest was very delayed (barely talked until 3 and wasn't clear at his 4th bday, but was fine a few months later. He has no issues now and never had therapy. My second son is the apraxic and language disordered child. My daughter has phenominal language at age 2, but poor intelligibility. She had a lot of apraxic red flags until about 18 months. I sometimes wonder if it was the fish oils and vitaminEe (she started talking about a week after adding E) or just the way she was going to be. It's my husband's side that has delayed speech, but nothing that was a disorder and no apraxia that we know of. Several, including my husband, were just late talkers. Supposedly my husband's first word was at 3 yrs. I wonder if two of his brother had dyslexia. They were poor students who hate to read. Miche On Sat, Nov 29, 2008 at 9:39 PM, kiddietalk <kiddietalk@...> wrote: > Now how many children with apraxia have a family member with > dyslexia...'that' could be 75%...that seems to be a bit more possible. > > Let's do a quick poll. Anyone here have a child with apraxia that has > a relative with dyslexia or ADHD? My sister was diagnosed with > dyslexia and my brother with ADHD, and Tanner's brother Dakota was > diagnosed with ADHD. > > Ooooh just found another quote!!! > " 75% of what you read on the Internet is made up " > (I made that up -or did I?) > > ===== > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted November 30, 2008 Report Share Posted November 30, 2008 As a teacher and a mom of twins with apraxia I would love to find the research on kids with apraxia who are dyslexic . In the 8 plus years of reading about apraxia, I have never seen any percentage written anywhere. Can someone tell me where to find the study that shows the 75% mentioned My sister is dyslexic and Logan's and Brendon's Dad had ADHD. The twins don't show any signs of ADHD or dyslexia. I would say they do struggle at times with written language, but not being able to fully say a particular word to blend it definitely plays a part in that. I would think if any studies were done it would have been published and already shared on this site. Kathy http://www.shoptobeheard.com (click on bottom left photo) Close to 1000 namebrand stores to shop from and over 80 that are " earth friendly " ...sign up to be a preferred customer to get coupon specials and a big thank you for shopping green! Quote Link to comment Share on other sites More sharing options...
Guest guest Posted December 1, 2008 Report Share Posted December 1, 2008 I don't know about anybody else, but my daughter hits on a lot of these dyslexia characteristics, and dyslexia and auditory processing are definitely co morbid. Not that we want any of these additional problems, but ruling them out or addressing them early on is vital--especially given the fact that this article signals other issues my daughter has like difficulty with word retrieval, counting in order, remembering the order of the letters of the alphabet, reversing b and d p and q and riming, poor phonemic awareness etc. Well I certainly hope she doesn't have additional issues but just in case, I'm reading because I can't count on the school system or the doctors to catch anything, I've learned that. And if as many as one in 5 kids has dyslexia, chances are pretty high that apraxic kids will have it too just based on that statement. So apraxic kids definitely have this: Difficulty with motor skills (Dyspraxia) Difficulty planning and coordinating body movements Difficulty coordinating muscles to produce sounds  And this is one of the dyslexia characteristics as well. But read on and there's another one at the end. I guess as a parent I don't need percentages necessarily, I just need to know what to watch out for particularly if my child is at higher risk and there's reason to believe that's so if you read on. Dyslexia: Beyond the Myth By: Suzanne Carreker (2004) This article describes the most common characterists of dyslexia and other learning disorders, and what you can do if you suspect your child has a problem. In this article Does my child have dyslexia? Does my child have a related learning disorder? What kind of instruction does my child need? Individual educational evaluations As many as one in five students have dyslexia. Undiagnosed or without special instruction, dyslexia can lead to frustration, school failure, and low self-esteem. The common myths about dyslexia are that dyslexics read backwards and reverse words and letters. While these characteristics may be part of the problem with some individuals, they are NOT the most common or most important attributes. Dyslexia is not a disease! The word dyslexia comes from the Greek language and means poor language. Individuals with dyslexia have trouble with reading, writing, spelling and/or math although they have the ability and have had opportunities to learn. Individuals with dyslexia can learn; they just learn in a different way. Often these individuals, who have talented and productive minds, are said to have a language learning difference. Does my child have dyslexia? Individuals with dyslexia usually have some of the following characteristics. Difficulty with oral language Late in learning to talk Difficulty pronouncing words Difficulty acquiring vocabulary or using age appropriate grammar Difficulty following directions Confusion with before/after, right/left, and so on Difficulty learning the alphabet, nursery rhymes, or songs Difficulty understanding concepts and relationships Difficulty with reading Difficulty learning to read Difficulty identifying or generating rhyming words or counting syllables in words (Phonological Awareness) Difficulty with hearing and manipulating sounds in words (Phonemic Awareness) Difficulty distinguishing different sounds in words (Auditory Discrimination) Difficulty in learning the sounds of letters Difficulty remembering names and/or the order of letters when reading Reverses letters or the order of letters when reading Misreads or omits common little words " Stumbles " through longer words Poor reading comprehension during oral or silent reading Slow, laborious oral reading Difficulty with written language Difficulty putting ideas on paper Many spelling mistakes May do well on weekly spelling tests, but there are many spelling mistakes in daily work Difficulty in proofreading Does my child have other related learning disorders? The following are characteristics of related learning disorders. Everyone probably can check one or two of these characteristics. That does not mean that everyone has dyslexia. A person with dyslexia usually has several of these characteristics, which persist over time and interfere with his or her learning. If your child is having difficulties, learning to read and you have noted several of these characteristics in your child, he or she may need to be evaluated for dyslexia and/or a related disorder. Difficulty with handwriting (Dysgraphia) Unsure of right or left handedness Poor or slow handwriting Messy and unorganized papers Difficulty copying Poor fine motor skills Difficulty with math (Dyscalculia) Difficulty counting accurately May reverse numbers Difficulty memorizing math facts Difficulty copying math problems and organizing written work Many calculation errors Difficulty retaining math vocabulary and/or concepts Difficulty with attention (ADD/ADHD - Attention Deficit Hyperactivity Disorder) Inattention Attention varies Distractibility Impulsively Over-activity Difficulty with motor skills (Dyspraxia) Difficulty planning and coordinating body movements Difficulty coordinating muscles to produce sounds Difficulty with organization Loses papers Poor sense of time Forgets homework Messy desk Overwhelmed by too much Works slowly Things are " out of sight out of mind " Other characteristics Difficulty naming colors, objects, and letters (rapid naming) Memory problems Needs to see or hear concepts many times in order to learn them Distracted by visual stimuli Downward trend in achievement test scores or school performance Work in school is inconsistent Teacher says, " If only she would try harder, " or " He's lazy. " Relatives may have similar problems What kind of instruction does my child need? Dyslexia and other related learning disorders cannot be " cured. " Proper instruction promotes reading success and alleviates many difficulties associated with the disorders. Instruction for individuals with learning differences should be: Explicit – directly teaches skills for reading, spelling, and writing Systematic and cumulative – has a definite, logical sequence of concept introduction Structured – has step-by-step procedures for introducing, reviewing, and practicing concepts Multisensory – engages the visual, auditory, and kinesthetic channels simultaneously or in rapid succession Individual educational evaluations Under IDEA (federal special education law), a full and free individual educational evaluation may be requested from the public school district or public charter school at no cost to parents, if there is a suspicion of a disability and need for special education services. You should write to the director of special education in your school district with copies to your child's teacher and the principal of your child's school to request an educational evaluation. Check with your state educational agency, school administrators, regional education service center, or state education agency for any rules that are specific to your state. For more detailed information, see www.nichcy.org/pubs1.htm. Several different tests are used to make a diagnosis. The testing should include the following: Testing of intelligence to determine: your child's overall learning ability Testing of reading to determine: word reading skills reading vocabulary reading comprehension – oral and silent phonological processing skills (awareness of speech sounds) rapid, automatic naming skills Testing of writing to determine: understanding of sentence and paragraph structure level of mechanics – spelling, grammar, handwriting measure of content/ideas Testing of oral language to determine: auditory processing and comprehension expressive language skills linguistic awareness skills Testing of math to determine: basic computation skills basic concept understanding reasoning skills and application of skills Suzanne Carreker is director of teacher development at the Neuhaus Education Center (www.neuhaus.org), which assisted us in acquiring this artice. Reprinted with permission from the newsletter of the Houston Branch of the International Dyslexia Association, (www.houstonida.org). Dyslexia + Intervention and prevention + Learning disabilities + Struggling readers Browse in : > Articles from A-Z > Dyslexia (18) > Articles from A-Z > Intervention and prevention (43) > Articles from A-Z > Learning disabilities (50) > Articles from A-Z > Struggling readers (66) http://www.readingrockets.org/article/277?theme=print © Copyright 2008. All rights reserved. Reading Rockets is funded by a grant from the U.S. Department of Education, Office of Special Education Programs. Reading Rockets® is a registered trademark of WETA. Stay informed! Subscribe to our e-mail newsletters. v School-Age Follow-Up of Children With Childhood Apraxia of Speech Barbara A. 1 A. Freebairn 1 Amy J. Hansen 1 Sudha K. Iyengar 1 H. Gerry 1 1 Case Western Reserve University, Cleveland bxl@... Purpose: The primary aim of this study was to examine differences in speech/language and written language skills between children with suspected childhood apraxia of speech (CAS) and children with other speech-sound disorders at school age. Method: Ten children (7 males and 3 females) who were clinically diagnosed with CAS (CAS group) were followed from the preschool years (ages 4–6) to school age (ages 8–10) and were compared with children with isolated speech-sound disorders (S group; n=15) and combined speech-sound and language disorders (SL group; n=14). Assessments included measures of articulation, diadochokinetic rates, language, reading, and spelling. Results: At follow-up, 8 of the children with CAS demonstrated improvement in articulation scores, but all 10 continued to have difficulties in syllable sequencing, nonsense word repetition, and language abilities. The children also exhibited comorbid disorders of reading and spelling. Group comparisons revealed that the CAS group was similar to the SL group, but not the S group during the preschool years. By school age, however, the SL group made more positive changes in language skills than the CAS group. Clinical Implications: These findings suggest that the phenotype for CAS changes with age. Language disorders persist in these children despite partial resolution of articulation problems. Children with CAS are also at risk for reading and spelling problems. KEY WORDS: childhood apraxia of speech, speech-sound disorder, language disorder, school-age outcomes Submitted on December 3, 2002 Accepted on July 23, 2003 Another link http://audiology.advanceweb.com/Editorial/Content/Editorial.aspx?cc=110282 Reading disabilities are often associated with auditory processing disorders. For example, French researchers in a 2007 issue of Brain compared average-reading children and children with dyslexia on a perceptual task requiring the processing of a phonemic contrast based on voice onset time (VOT).1 Their results showed an altered voicing sensitivity in some children with dyslexia, and the most severely impaired children presented the most severe reading difficulties. In addition, the children with dyslexia showed a reduction in or even absence of the right-ear advantage found in average-reading children. The researchers conclude that " some auditory system processing mechanisms are impaired in children with dyslexia. " Also, in a 2006 article in Clinical Neurophysiology, researchers at the University of Auckland in New Zealand reported that children with reading disorders are " likely " to have auditory processing disorders.2 In fact, all children in their study with a reading disorder failed at least one behavioral test of auditory processing, and hence " would be diagnosed clinically as having an auditory processing disorder (APD). " In addition to their poorer performance on behavioral processing tests such as the frequency pattern test, the reading disorder group also had significantly smaller /ga/-evoked mismatch negativity (MMN) areas than did the control group. Here, MMN refers to a negative deflection in the electrical activity of the brain in response to an infrequent or " oddball " change in an auditory stimulus such as a tone, phoneme or word. The MMN response, occurring at 100 ms or later, may serve as an index to attentive auditory discrimination ability in the human cortex. The researchers conclude, " The general profile of auditory processing deficits in children with reading disorder was a combination of deficits on frequency patterns (i.e. frequency pattern test) and absent or small /ga/-evoked MMN. Significant results from the correlation analyses support the co-morbidity of reading and auditory processing disorders. " Researchers at the University of Amsterdam, the Netherlands, reported in a 2006 issue of Neuroreport that auditory processing in 2-month-old infants at genetic risk for dyslexia, the most common cause of reading disorders, showed an absence of mismatch responses to two speech sounds, while control infants with no risk showed two distinct mismatch responses. Such findings support the hypothesis of basic auditory processing impairments in dyslexia and suggest that " these early signs of deficient auditory processing may point to problematic categorical perception at a later age. " 3 The high probability of auditory processing disorders in concert with dyslexia places audiologists at the forefront of helping in the diagnosis and treatment of this perplexing and frustrating condition. Dyslexia According to the International Dyslexia Association (IDA), dyslexia is " a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge. " 4 Dyslexia is the most common cause of reading, writing and spelling disorders, and up to 80 percent of students receiving special education services have deficits in reading. It can be caused by both genetic and environmental factors, including recurrent or chronic otitis media. Auditory Processing Disorders Auditory processing describes the ability of the cortex of the brain to recognize and interpret the words and sounds encoded by the inner ear and transferred to the cortical structures via the auditory nerve. An auditory processing disorder refers to any condition that adversely affects the brain's processing and interpreting of acoustic information. The cause of APD is often unknown and may be associated with many conditions such as dyslexia, attention deficit disorder, autism, autism spectrum disorder, specific language impairment, pervasive developmental disorder, or developmental delay.5    Brain Activity in Dyslexia Studies have shown that people with dyslexia process sound and language differently from those without dyslexia. For example, University of Texas researchers used a highly precise imaging technique to compare brain activity in areas known to be associated with analyzing the sound structure of written and spoken words in children with and without dyslexia.6 They found that the areas of the left brain associated with speech were highly active in the non-impaired readers but not very active at all in those who were dyslexic. The poorer the performance on the speech-perception tests, the more the areas on the right side of the brain " lit up " during testing. " We are not the only one to find that this neurological deficit appears to be confined to very restricted areas of the brain, " said researcher Brier, PhD. " The evidence is overwhelming that dyslexia is a very specific learning disability, and not a problem with intellect. " 6 In 2006, an article in Neuroreport by Italian researchers again found cortical asymmetry between dyslexic individuals and those without dyslexia in the waveform N420, a negative deflection in auditory evoked potentials at 420 ms thought to represent phonological processing during reading. In controls the component was left lateralized as expected while those with dyslexia showed more distributed responses across hemispheres. The lack of lateralization in dyslexic individuals was also found in the slow negative wave that developed in the 700 to 1500 millisecond (ms) time interval.7 Such findings support the hypothesis of sound-processing deficits underlying dyslexia. Overcoming Dyslexia According to J. Viall, former executive director of the International Dyslexia Association, " The exciting thing is that as we begin to understand how the dyslexic brain functions differently than the nondyslexic brain, we are also earning that appropriate interventions can help people compensate for these differences. Dyslexics may not become speed readers, but they can learn to read. " 4 In a 2007 study reported in Restorative Neurology and Neuroscience Online, researchers at Children's Hospital Boston supported Viall's contention by demonstrating that sound training via computer exercises can " literally rewire children's brains, correcting the sound processing problem and improving reading. " 8     The first author of the study, Nadine Gaab, PhD, goes one step further by commenting that, " We've done a few studies showing that musicians are much better at processing rapidly changing sounds than people without musical training. If musicians are so much better at these abilities, and you need these abilities to read, why not try musical training with dyslexic children and see if that improves their reading? " References 1. Veuillet E, Magnan A, Ecalle J, Thai-Van H, Collet L. (2007). Auditory processing disorder in children with reading disabilities: effect of audiovisual training. Brain, 139(Pt 11): 2915-28. 2. Sharma M, Purdy SC, Newall P, Wheldall K, Beaman R, Dillon, H. (2006). Electrophysiological and behavioral evidence of auditory processing deficits in children with reading disorders. Clinical Neurophysiology, 117(5): 1130-44. 3. van Leeuwen T, Been P, Kuijpers C, Zwarts F, Maassen B, van der Leij A. (2006). Mismatch response in 2-month old infants at risk for dyslexia. Neuroreport, 17(4): 351-5. 4. What is dyslexia? International Dyslexia Association, accessed online at www.interdys.org/servlet/compose?section_id=5 & page_id=95 5. Auditory Processing Disorder in Children. National Institute on Deafness and Other Communication Disorders, accessed online at www.nidcd.nih.gov/health/voice/auditory.asp 6. Boyles S. (2003). Dyslexia affects hearing process. WebMD, accessed online at www.webmd.com/content/article/76/89953.htm?printing=true 7. Penolazzi B, Spironelli C, Vio C, Angrilli A. (2006). Altered hemispheric asymmetry during word processing in dyslexic children: an event-related potential study. Neuroreport, 17(4): 429-33. 8. Sound training can rewire dyslexic brain. (2007). Advance for Speech-Language Pathologists and Audiologists Online, 11/5/2007. Jess Dancer, EdD, is professor emeritus of audiology at the University of Arkansas at Little Rock. Contact him via e-mail at jedancer@.... Joan Mulcahy, MA, is a speech-language pathologist and educator. Contact her via e-mail at Joanmulcahy@.... From: Janice <jscott@...> Subject: Re: [ ] Re: Is this True? Date: Sunday, November 30, 2008, 3:56 AM Mark is not dyslexic (thank goodness) but his Auntie had some slight issues with dysgraphia and some type of minor learning issue that were never really diagnosed. But really calling her LD of any type would really be a stretch. Today, this same auntie has IBS. We have no other learning issues with any of the cousins or aunts, uncles or other relatives...... just Mark. Janice Mother of Mark, 13 [sPAM][ ] Re: Is this True? Sandy I did a quick search and found that quote from a website from a mom from North Dakota with no reference to where she came up with it from...but her quote is quoted on other sites. I submitted an email in the " contact us " section because I wanted to ask her if there are 4 children in North Dakota that were diagnosed with apraxia because I didn't know there were any (and are 3 of the 4 diagnosed dyslexic too?!!) Seriously I never heard this before. Dr. Stordy wrote The LCP Solution TEN YEARS AGO about the links between dyslexia, ADHD and dyspraxia -but that's the closest we came to looking into this as forget Waldo - where's apraxia research?! We don't even know for sure how many children are apraxic so it would be amazing to know the percentage of apraxic children with dyslexia -hahaha -funny 75% my foot. Anyway - based on this group it's for sure not at all an accurate percentage. OK -anyone here want to call me out? Am I wrong? Was there some super secret apraxia/dyslexia study done that nobody told anyone but the mom in North Dakota about? Now how many children with apraxia have a family member with dyslexia...'that' could be 75%...that seems to be a bit more possible. Let's do a quick poll. Anyone here have a child with apraxia that has a relative with dyslexia or ADHD? My sister was diagnosed with dyslexia and my brother with ADHD, and Tanner's brother Dakota was diagnosed with ADHD. Ooooh just found another quote!!! " 75% of what you read on the Internet is made up " (I made that up -or did I?) ===== Quote Link to comment Share on other sites More sharing options...
Guest guest Posted December 1, 2008 Report Share Posted December 1, 2008 Don't mean to pop the bubble but our kids also have overlaps of symptoms they attribute to many other conditions including but not limited to dyslexia. You can believe what you want about your preschool aged (?!!) child -but I know from my 6th grader as well as the other older apraxic children in the group as well as from Kathy who is a teacher and mother to 10YO twins with apraxia that it's bogus. As I say here: http://www.cherab.org/information/adhd-speech.html 1. Speech and language disorders are frequently attributed as part of another diagnosis. 2. Speech and language disorders are often undiagnosed. So if you are going to assume your child is dyslexic based upon some articles you probably also want to sign your kid up for the rest of the disorders on this page http://www.cherab.org/information/adhd-speech.html As I always say -if you assume your child is learning disabled or you assume they are not...you are right. PS I have a sister with dyslexia and a son with apraxia -HUGE difference!!! ===== Quote Link to comment Share on other sites More sharing options...
Guest guest Posted December 1, 2008 Report Share Posted December 1, 2008 Like said- if you look hard enough you can make nothing into a problem for any child!! Your mistrust of school systems really scares me and the way you put fear into every mother here about school systems! Your child is only four years old- right??? So you have not even dealt with your own school system yet! She's still preschool age!!!How can you say you've learned NOT to trust the school system when you're still in CPSE?? ANY K teacher will tell you that every single typical child reverses b and d! That is NOT a sign of dyslexia My 5th Grade son's K teacher told us a way to remember is the word " bed " that way they always remember which letter comes first and may help them remember which to use. I also asked his K teacher five years ago about Dyslexia and she said Dyslexia will NOT even be discussed with anyone less than 2nd grade. It cannot be diagnosed before that. Give your poor kid a chance to learn her letters before adding anymore issues that may never be a problem. My 3.5 year old does not count in order all the time, but I'm not taking him to a neurologist for it either! > my daughter hits on a lot of > these dyslexia characteristics, and dyslexia and auditory processing > Not that we want any of these additional > problems, but ruling them out or addressing them early on is vital--especially > counting in order, remembering the order of the letters of the alphabet, reversing b and d p and q and riming, poor phonemic awareness etc. Well I certainly hope she doesn't have additional issues but just in case, I'm reading because I can't count on the school system or the doctors to catch anything, I've learned that. Quote Link to comment Share on other sites More sharing options...
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