Is this True?

[Guest guest]

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.

>

>

>

>

>

>

>

[Guest guest]

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

[Guest guest]

" 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

[Guest guest]

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.

[Guest guest]

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.

[Guest guest]

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

[Guest guest]

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

[Guest guest]

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

[Guest guest]

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

[Guest guest]

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]

>

>

__________________________________________________

[Guest guest]

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]

>

>

__________________________________________________

[Guest guest]

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,

[Guest guest]

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

>

>

>

>

>

>

>

[Guest guest]

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/

[Guest guest]

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/

>

[Guest guest]

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/

------------------------------------

[Guest guest]

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

=====

[Guest guest]

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

=====

[Guest guest]

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.

> =====

>

[Guest guest]

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.

=====

[Guest guest]

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?)

>

> =====

>

[Guest guest]

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!

[Guest guest]

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)

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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?)

=====

[Guest guest]

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!!!

=====

[Guest guest]

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.