Rapid Clearing of Autism Symptoms with NeuroModulation Technique - A New Healing Modality
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Robert H. Weiner, Ph.D. Dallas, Texas
Autism One Conference - Chicago, May 24, 2009
CDC’s Autism and Developmental Disabilities Monitoring Network released data in 2007 that found about 1 in 150 8-year-old children (6.6 per 1000) in multiple areas of the United States had an ASD. This was based on 2002 data from 14 states. The prevalence rates ranged from 1 in 303 children in Alabama to 1 in 94 children in New Jersey
CDC estimates that up to 560,000 individuals between the ages of 0 to 21 have an ASD. A 2003 study by Michael Ganz indicated that the economic costs in the United States associated with autism are
In 2007, a report in the Archives of Pediatrics and Adolescent Medicine estimated that each individual with autism can accrue about $3.2 million in costs to society over his or her lifetime. These costs include treatment and medical costs throughout life, caregiver and social service costs, education costs, lost productivity of the child, lost productivity of the caregivers and adult care. Behavior therapy can account for 6.5% of total
Behavioral and Educational Interventions Medication Dietary Change Complementary and Alternative
Early Intensive Behavioral Intervention (EIBI):
Applied Behavioral Analysis (ABA) is the oldest researched treatment specifically developed for autism. ABA is a very intensive system of reward-based training which focuses on teaching particular skills. A qualified, full-time (30 hours/week or more) ABA therapist devoted to working with a child
Speech Therapy Occupational Therapy Social Skills Therapy Physical Therapy Sensory Integration Therapy Play Therapy Developmental Therapies Visually-Based Therapies
Drugs most commonly prescribed for autism symptoms:
Anti anxiety drugs - benzodiazepines Anti psychotics - used to treat severe aggression, selfinjurious behavior, agitation or insomnia Anticonvulsants - used to control seizures Antidepressants - mood stabilizers (bipolar or manic) SSRIs used for depression or compulsive behaviors, (MAOI) Monoamine Oxidase Inhibitors, Tricyclic Antidepressants Beta Blockers - used to decrease aggression or hyperactivity Opiate Blockers - to control self injurious behaviors
Gluten free/casein free; specific carbohydrate diet Vitamin & mineral supplements, enzymes, probiotics Rotation diet, food avoidance diet Herbs, homeopathic remedies DAN! Biomedical Approach
In 2007 in the United States, nearly 40% of all adults and 12% of children had used some form of CAM in the previous 12 months.
Complementary and Alternative 112 families were surveyed at the Developmental Medicine Medicine
Center at Children’s Hospital in Boston, Massachusetts whose children received a diagnosis of Autism Spectrum Disorder (ASD) between 1997 and 2003. The diagnosis received was either mental retardation or global developmental delay (MR/GDD), autism, PDD-NOS or other. Overall, 74% were using complementary and alternative medicine (CAM) for their child with ASD. Approximately 90% of children with a diagnosis of autism or autism/PDD in combination with MR/GDD were reported to have used CAM. 54% used some form of dietary/biomedical approach, 30% used a Mind-body Intervention, 25% used a Manipulative and body-based method, 8% used Energy therapies and 1% used Alternative medical systems Use of Complementary and Alternative Medicine among Children Diagnosed with Autism Spectrum Disorder, Hansen et
Alternative medical systems (Naturopathy, homeopathy, Traditional Chinese medicine & acupuncture, Ayurveda) Biologically based therapies (using herbs, foods, and vitamins; orthomolecular medicine)
Manipulative and body-based methods (deep pressure, chiropractic, osteopathy, CranioSacral therapy, massage, reflexology) Energy therapies (Therapeutic Touch, qigong, electromagnetic therapy, color
Therapist/labor intensive (usually 1 on 1) Most require cooperative and compliant child Often produce slow, incremental change Require consistent, frequent treatments Become expensive over time
NeuroModulation Technique – The Feinberg Method Developed by Dr. Leslie S. Feinberg, D.C. in 2002. Premises of NMT 1. Regulation of body functioning takes place at an other-than-conscious level, referred to in NMT as the Autonomic Control System (ACS). 2. Illness is the result of informational confusion and processing faults in the systems responsible for regulating body functions. (Analogy of corrupted computer program or computer virus.)
Examples where informational errors produce illness: Allergy and Autoimmune Disease: the body produces immune system attacks toward foods, respiratory inhalants, drugs, or the body itself. Pain, tightness, and lost range of motion can be caused by errors in the setting of nerve sensors and how the nervous system processes that information. Toxic agents and exogenous analogs of hormones - pesticides, industrial chemicals, heavy metals and other poisons may persist in the body because informational errors do not permit the body to use its ability to make
3. If this faulty information can be replaced with correct information, proper body-mind functioning can be restored. (Reload computer program; run anti-virus program). 4. In NMT, practitioners can access this level of functioning in an individual through dynamic muscle response testing (dynamic MRT) and ask the ACS to determine what informational errors are present. (Remote tech support diagnostics)
5. NMT Clinical Pathways provide the NMT practitioner with a thorough way to investigate the extent of these informational errors and make the ACS aware of it so it can correct the errors it has been mistakenly or unknowingly making. 6. NMT is a collaborative therapy. NMT helps the patient’s ACS sort out confusion that has locked up innate healing resources. Healing that occurs comes from within the patient, not from the practitioner.
NeuroModulation Technique:
1. Non-invasive 2. Addresses both physical and mental/emotional issues resulting from confusion in the ACS 3. Self-contained treatment. No wires, electrodes, external devices, etc. are required to administer NMT. No supplements, food avoidance or special diets, take home therapies, etc. are needed. 4. Is compatible with all other forms of treatment 5. Minimal to no side effects
NeuroModulation Technique:
6. Easily administered to anyone of any age 7. Cooperation of the patient is not required 8. Conscious participation by the patient is not required 9. Treatment can be done remotely - the patient need not be physically present. 10. The patient’s ACS determines priority of NMT pathways.
The purpose of this study was to determine if NeuroModulation Technique was effective in reducing maladaptive behaviors and increasing adaptive behaviors in children diagnosed with autism.
Study Type: Interventional treatment trial Study Design: Treatment, Randomized, Wait-list Control Phase I Study
9 study sites in the United States, 1
study site in Mexico Total Enrollment: 18 children between the ages of 5 and 10 Start Date: September 2007 Completion Date: February 2009
Hypothesis: Children in the experimental group would show significant improvement over the control group as measured by the ATEC, ABC and the PDDBI. Children in the control group would show significant improvement over their baseline measures after receiving NMT treatment.
Child must have had a formal diagnosis of autism. Must have had the diagnosis for at least one year. Children must not have started any new therapies
During the study, children were required to continue with any therapies they were receiving prior to starting the study, and they were required to not start any new therapies besides NeuroModulation Technique
In order to participate in the study, children must not have received any previous NMT treatment. Parents were asked not to apply to be in the study if they lived a significant distance from the
Excluded from the study were children who have had or were undergoing chelation therapy, and children who have displayed significant self-injurious behavior (children who have caused visible harm to
ATEC – Autism Treatment Evaluation Checklist (available free online at www.autism.com) ABC – Aberrant Behavior Checklist PDDBI – PDD Behavioral Inventory
Schedule
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15
Child
1
Child
2
Symptom Questionnaire ATEC, ABC and PDDBI NMT 1, NMT 2 NMT 3, NMT 4 NMT 5, NMT 6 ATEC, ABC NMT 7, NMT 8 NMT 9, NMT 10 NMT 11, NMT 12 Symptom Questionnaire ATEC, ABC and PDDBI
Symptom Questionnaire ATEC, ABC and PDDBI
Symptom Questionnaire ATEC, ABC and PDDBI NMT 1, NMT 2 NMT 3, NMT 4 NMT 5, NMT 6 ATEC, ABC NMT 7, NMT 8 NMT 9, NMT 10 NMT 11, NMT 12 Symptom Questionnaire ATEC, ABC and PDDBI
This study received a seed grant from the Autism Research Institute. www.autism.com All the researchers in the study donated their time and services.
Drs. Bernard Rimland and Stephen Edelson developed this test to measure the effectiveness of any type of treatment for autism. Most autism research uses test instruments that are designed to diagnose autism, not measure treatment outcomes. This can lead to inconclusive results.
The ATEC consists of 4 subscales and a total score based on the total of all 4 subscales: Speech/Language/Communication (14 items) Sociability (20 items) Sensory/ Cognitive Awareness (18 items) Health/Physical/Behavior (25 items)
The higher the subscale and total scores,
Was designed to measure behavior brought about by drug effects in research studies. Only focuses on maladaptive behaviors, not prosocial behaviors.
The ABC measures 5 factors of behavior:
Irritability - agitation, aggressive, tantrums Lethargy - social withdrawal, unresponsive Stereotypy - abnormal, repetitive movements Hyperactivity - impulsive, non-compliant Inappropriate Speech - talks excessively,
PDDBI is used to assess response to intervention, assist in diagnosis and treatment planning If a treatment such as drug therapy causes a decrease in repetitive behaviors, does the treatment also decrease social communication skills? Assesses both problem behaviors and appropriate social communication behaviors
Is age-normed, because there is a need to assess change due to age from that due to treatment Is standardized on a well-diagnosed autism sample Results are reported in domain scores with T score values
T scores have mean of 50 and a standard deviation of 10.
The average child with autism will have domain T scores of 40 to 60 in all domains.
Measures 10 domains: 7 Approach-Withdrawal Problem areas (higher T scores indicated increasing level of severity) 3 Receptive/ Expressive Communication Skill areas (higher T scores indicate increasing competence)
Approach-Withdrawal Problems Sensory/Perceptual Approach Behaviors
Ritualisms/Resistance to Change Social Pragmatic Problems Semantic/Pragmatic Problems Arousal Regulation Problems Specific Fears Aggressiveness
Receptive/Expressive Communication Skills
Social Approach Behaviors Expressive Language Learning, Memory and Receptive Language
Composite Scores
Approach-Withdrawal Problems Repetitive, Ritualistic & Pragmatic Problems Receptive/Expressive Social Communication Skills Expressive Social Communication Skills
PDDBI Child 5
T score 100 Approach/Withdrawal Problems Receptive/Expressive Social Communication Abilities T score 100
90
90
80
80
70
70
60
60
50
50
40
40
30
30
20
20
10 Domain/Composite T score 90% CI Raw score SENSORY 35 30-40 1 RITUAL 36 30-42 1 SOCPP 43 37-49 8 SEMPP 49 43-55 10 AROUSE 40 34-46 10 FEARS 36 32-40 0 AGG 43 38-48 7 REPRIT/C 36 32-40 20 AWP/C 35 32-38 37 SOCAPP 70 67-73 97 EXPRESS 70 67-73 90 LMRL 66 62-70 36 EXSCA/C REXSCA/C 72 71 70-74 69-73 187 223 AUTISM 27 23-31 23
10
Profile from 02/04/2008 [PDDBI-PX]
Profile from 12/10/2007 [PDDBI-PX]
PDDBI Child 8
T score 100 Approach/Withdrawal Problems Receptive/Expressive Social Communication Abilities T score 100
90
90
80
80
70
70
60
60
50
50
40
40
30
30
20
20
10 Domain/Composite T score 90% CI Raw score SENSORY 37 31-43 2 RITUAL 42 35-49 7 SOCPP 39 32-46 8 SEMPP 46 39-53 10 AROUSE 35 28-42 7 FEARS 44 38-50 11 AGG 40 33-47 4 REPRIT/C 37 32-42 27 AWP/C 37 33-41 49 SOCAPP 59 55-63 86 EXPRESS 57 54-60 78 LMRL 53 49-57 30 EXSCA/C REXSCA/C 59 58 56-62 56-60 164 194 AUTISM 34 30-38 48
10
Profile from 10/18/2008 [PDDBI-PX]
Profile from 08/30/2008 [PDDBI-PX]
Researchers
CALIFORNIA Robert I. Jeffrey, DC, L.Ac., 11611 San Vicente Blvd., #650, Los Angeles, CA 90049 (310) 826-5151 Taras Lumiere, DC, L.Ac., 3301 Alta Arden #3, Sacramento, CA 95825 (916) 489-4400 MARYLAND Fred Bloem, MD, 4108 Alfalfa Terrace, Olney, MD 20832 (301) 260-2601 NEW JERSEY Monica Cristobal, RD, MS, 36 Robinhood Dr., Mountain Lakes, NJ 07046 (862) 273-9433 OREGON Rick Schwartz, DC, 1245 Charnelton St., Suite 1, Eugene, OR 97401 (541) 484-6055 Leslie S. Feinberg, DC, 633 E. Main St., Hermiston, OR 97838 541-567-0200 PENNSYLVANIA Lisa Rhodes, DPM, L.Ac, 5055 Swamp Rd., Suite 203, Fountainville, PA 18923 (215) 2304600 Christine Hannafin, Ph.D., Bala Farm, 380 Jenissa Dr., West Chester, PA 19382 (610) 431-0588 TEXAS Robert H. Weiner, Ph.D., 8499 Greenville Ave., Suite 106, Dallas, TX 75231 (214) 5031441 MEXICO Lorena Rosas, RD, Federico T. de la Chica, #2-401, Naucalpan, Edo. Mexico 53100,
Published NMT Research
Resolution of Cavitational Osteonecrosis Through NeuroModulation Technique, a Novel Form of Intention-Based Therapy: A Clinical Case Study Leslie S. Feinberg, Robert B. Stephan, Kathleen P. Fogarty, Lynn Voortman, William A. Tiller, Riccardo Cassiani-Ingoni. The Journal of Alternative and Complementary Medicine. January 2009, 15(1): 25-33. http://nmt.md/Papers/nmt_nico_jacm_pub_-_final.pdf This study evaluated the possibility of using NeuroModulation Technique (NMT), a form of intention-based medicine, to induce osteogenesis and healing of cavitational osteonecrosis, a common progressive form of ischemic disease of the alveolar arch. Results: All subjects presented between one and six cavitational lesions at the first scan, most of which (92%) were associated with sites of previous tooth extraction. NMT-treated patients demonstrated significant improvement in bone density in 27 of the 34 lesions analyzed (79%). The median number of lesions per patient was 4 pretreatment and 0 posttreatment (p < 0.01). One NMT-treated patient, 1 surgically treated patient,
Some other areas where NMT has demonstrated promising clinical results:
Addictions Allergies - food and airborne allergens Chronic pain Emotional issues Fibromyalgia Headaches Immune system issues
For more information about NeuroModulation Technique, video excerpts from this study and notification of the journal citation when this study is published, please visit: http://nmt.md/
Thank you! Robert H. Weiner, Ph.D., CST-D Licensed Clinical Psychologist Dallas, Texas www.living-solutions.com Link to send me an e-mail: http://livingsolutions.com/feedback.html
Description of the PDDBI Domain Scales
Source: PDD Behavioral Inventory™ Professional Manual Ira L. Cohen, Ph.D., Vicki Sudhalter, Ph.D. ©1999, 2005 Psychological Assessment Resources, Inc.
Approach/Withdrawal Problems
Sensory/Perceptual Approach Behaviors (SENSORY) This domain includes behaviors that are largely non-communicative and involve approach toward asocial stimuli. There are five clusters of such behaviors in the parent version: (a) Visual Behaviors, (b) NonFood Taste Behaviors, (c) Touch Behaviors, (d) Proprioceptive/ Kinesthetic Behaviors, and (e) Repetitive Manipulative Behaviors Ritualisms/Resistance to Change (RITUAL) This domain describes behaviors that communicate the child's desires to carry out rituals or to communicate dissatisfaction with a change in the environment or routine. It consists of three clusters for the parent version: (a) Resistance to Change in the Environment, (b) Resistance to Change in Schedules/Routines, and (c) Rituals. Social Pragmatic Problems (SOCPP) This domain taps the difficulties children with autism have in either reacting to the approaches of others, understanding social conventions, or initiating social interactions with others. It consists of three clusters for the parent version; (a) Problems With Social Approach, (b) Social Awareness Problems, and (c) Inappropriate
Semantic/Pragmatic Problems (SEMPP) This domain assesses the difficulties children with autism have in using spoken language to indicate comprehension, communicate meaning, respond to the interests of others, and sustain a conversation. It presupposes that the child can say words. Three clusters make up this domain for the parent version: (a) Aberrant Vocal Quality When Speaking, (b) Problems With Understanding Words, and (c) Verbal Pragmatic Deficits. Arousal Regulation Problems (AROUSE) This domain consists of behaviors that are largely non-communicative or unresponsive and reflect emotional constriction, the apparent seeking of kinesthetic sensation, and difficulty with sleep regulation. It consists of three clusters in the parent version: (a) Kinesthetic Behaviors, (b) Reduced Responsiveness, and (c) Sleep Regulation Problems. Specific Fears (FEARS) This domain consists of behaviors that communicate the fears and anxieties associated with withdrawal from social or asocial stimuli. It consists of five clusters in the parent version: (a) Sadness When Away From Caregiver, Other Significant Figure, or in New Situation; (b)
Aggressiveness (AGG)
This domain assesses the aggressive approach toward self or others, as well as the negative mood changes that are often associated with such behaviors. It consists of five clusters: (a) SelfDirected Aggressive Behaviors; (b) Incongruous Negative Affect; (c) Problems When Caregiver or Other Significant Figure Returns from Work, an Outing, or Vacation; (d) Aggressiveness Toward Others; and (e) Overall Temperament Problems.
Receptive/Expressive Social Communication Abilities
Social Approach Behaviors (SOCAPP)
This domain assesses those social communication skills that are notoriously difficult for children with autism (e.g., eye contact, joint attention, effective use of gesture, imaginative skills). The Parent Rating Form consists of nine clusters: (a) Visual Social Approach Behaviors, (b) Positive Affect Behaviors, (c) Gestural Approach Behaviors, (d) Responsiveness to Social Inhibition Cues, (e) Social Play Behaviors, (f) Imaginative Play Behaviors, (g) Empathy
Expressive Language (EXPRESS) This domain assesses the ability of the child to speak the sounds associated with the English language and to use words and sentences that indicate his or her competence with grammar, tone of voice, and the pragmatic aspects of communicating with others. There are clusters in this domain for the parent forms: (a) Vowel Production; (b) Consonant Production at the Beginning, Middle, and End of Words; (c) Diphthong Production; (d) Expressive Language Competence; (e) Verbal Affective Tone; and (f) Pragmatic Conversational Skills. Learning, Memory, and Receptive Language (LMRL) This domain assesses two areas of variable competence in children with autism: (a) memory and (b) receptive language. Many children with autism have excellent memories for locations or routines but poor memory for movement sequences, for example. Receptive language skills are often idiosyncratic and do not indicate comprehension of important concepts such as pronouns, verbs, and adjectives. There are
Interpretation of Composite Scores
In addition to each of the domains described, five composite scores were constructed: Approach/Withdrawal Problems Composite, Receptive/ Expressive Social Communication Abilities Composite; Receptive, Repetitive, Ritualistic, and Pragmatic Problems Composite; Expressive Social Communication Abilities Composite; Autism Composite). As with the domain scores, the average child who has autism will obtain T scores between 40 and 60 on these composites.
Repetitive, Ritualistic, and Pragmatic Problem Behaviors Composite (REPRIT/C) This composite score consists of the sum of the Sensory/Perceptual Approach Behaviors, Ritualisms/Resistance to Change, Social Pragmatic Problems, and Semantic/Pragmatic Problems domains. Approach/Withdrawal Problems Composite (AWP/C) This composite consists of the sum of all of the domains on the Approach/Withdrawal Problems section of the PDDBI. High
Expressive Social Communication Abilities Composite (EXSCA/C) This composite consists of the sum of the Social Approach Behaviors and Expressive Language domains. Missing from this composite is the Learning, Memory, and Receptive Language domain because problems in these areas are not diagnostic for autism and can be applied to children with a variety of different disorders. This composite is very strongly positively correlated with the Receptive Expressive Social Communication Abilities Composite. Receptive/Expressive Social Communication Abilities Composite (REXSCA/C) This composite consists of the sum of all of the domains on the Receptive/Expressive Social Communication Abilities section of the PDDBI. High scores in this composite indicate increasingly sophisticated use of both receptive and expressive social
Autism Composite (AUTISM)
The choice of domains to compute the Autism Composite score was determined by a priori selection of those PDDBI domains that bore the most relation to DSM-IV criteria for autism. These included the following domains: (a) Sensory/Perceptual Approach Behaviors; (b) Ritualisms/Resistance to Change; (c) Social Pragmatic Problems; (d) Semantic/Pragmatic Problems; Social Approach Behaviors; and Expressive Language. The T scores for the Social Approach Behaviors and Expressive Language domains are summed and subtracted from the sum of the T scores for the Sensory/Perceptual Approach Behaviors, Ritualisms/Resistance to Change, Social Pragmatic Problems, and Semantic/Pragmatic Problems domains.
Robert H. Weiner, Ph.D. Dallas, Texas
Autism One Conference - Chicago, May 24, 2009
CDC’s Autism and Developmental Disabilities Monitoring Network released data in 2007 that found about 1 in 150 8-year-old children (6.6 per 1000) in multiple areas of the United States had an ASD. This was based on 2002 data from 14 states. The prevalence rates ranged from 1 in 303 children in Alabama to 1 in 94 children in New Jersey
CDC estimates that up to 560,000 individuals between the ages of 0 to 21 have an ASD. A 2003 study by Michael Ganz indicated that the economic costs in the United States associated with autism are
In 2007, a report in the Archives of Pediatrics and Adolescent Medicine estimated that each individual with autism can accrue about $3.2 million in costs to society over his or her lifetime. These costs include treatment and medical costs throughout life, caregiver and social service costs, education costs, lost productivity of the child, lost productivity of the caregivers and adult care. Behavior therapy can account for 6.5% of total
Behavioral and Educational Interventions Medication Dietary Change Complementary and Alternative
Early Intensive Behavioral Intervention (EIBI):
Applied Behavioral Analysis (ABA) is the oldest researched treatment specifically developed for autism. ABA is a very intensive system of reward-based training which focuses on teaching particular skills. A qualified, full-time (30 hours/week or more) ABA therapist devoted to working with a child
Speech Therapy Occupational Therapy Social Skills Therapy Physical Therapy Sensory Integration Therapy Play Therapy Developmental Therapies Visually-Based Therapies
Drugs most commonly prescribed for autism symptoms:
Anti anxiety drugs - benzodiazepines Anti psychotics - used to treat severe aggression, selfinjurious behavior, agitation or insomnia Anticonvulsants - used to control seizures Antidepressants - mood stabilizers (bipolar or manic) SSRIs used for depression or compulsive behaviors, (MAOI) Monoamine Oxidase Inhibitors, Tricyclic Antidepressants Beta Blockers - used to decrease aggression or hyperactivity Opiate Blockers - to control self injurious behaviors
Gluten free/casein free; specific carbohydrate diet Vitamin & mineral supplements, enzymes, probiotics Rotation diet, food avoidance diet Herbs, homeopathic remedies DAN! Biomedical Approach
In 2007 in the United States, nearly 40% of all adults and 12% of children had used some form of CAM in the previous 12 months.
Complementary and Alternative 112 families were surveyed at the Developmental Medicine Medicine
Center at Children’s Hospital in Boston, Massachusetts whose children received a diagnosis of Autism Spectrum Disorder (ASD) between 1997 and 2003. The diagnosis received was either mental retardation or global developmental delay (MR/GDD), autism, PDD-NOS or other. Overall, 74% were using complementary and alternative medicine (CAM) for their child with ASD. Approximately 90% of children with a diagnosis of autism or autism/PDD in combination with MR/GDD were reported to have used CAM. 54% used some form of dietary/biomedical approach, 30% used a Mind-body Intervention, 25% used a Manipulative and body-based method, 8% used Energy therapies and 1% used Alternative medical systems Use of Complementary and Alternative Medicine among Children Diagnosed with Autism Spectrum Disorder, Hansen et
Alternative medical systems (Naturopathy, homeopathy, Traditional Chinese medicine & acupuncture, Ayurveda) Biologically based therapies (using herbs, foods, and vitamins; orthomolecular medicine)
Manipulative and body-based methods (deep pressure, chiropractic, osteopathy, CranioSacral therapy, massage, reflexology) Energy therapies (Therapeutic Touch, qigong, electromagnetic therapy, color
Therapist/labor intensive (usually 1 on 1) Most require cooperative and compliant child Often produce slow, incremental change Require consistent, frequent treatments Become expensive over time
NeuroModulation Technique – The Feinberg Method Developed by Dr. Leslie S. Feinberg, D.C. in 2002. Premises of NMT 1. Regulation of body functioning takes place at an other-than-conscious level, referred to in NMT as the Autonomic Control System (ACS). 2. Illness is the result of informational confusion and processing faults in the systems responsible for regulating body functions. (Analogy of corrupted computer program or computer virus.)
Examples where informational errors produce illness: Allergy and Autoimmune Disease: the body produces immune system attacks toward foods, respiratory inhalants, drugs, or the body itself. Pain, tightness, and lost range of motion can be caused by errors in the setting of nerve sensors and how the nervous system processes that information. Toxic agents and exogenous analogs of hormones - pesticides, industrial chemicals, heavy metals and other poisons may persist in the body because informational errors do not permit the body to use its ability to make
3. If this faulty information can be replaced with correct information, proper body-mind functioning can be restored. (Reload computer program; run anti-virus program). 4. In NMT, practitioners can access this level of functioning in an individual through dynamic muscle response testing (dynamic MRT) and ask the ACS to determine what informational errors are present. (Remote tech support diagnostics)
5. NMT Clinical Pathways provide the NMT practitioner with a thorough way to investigate the extent of these informational errors and make the ACS aware of it so it can correct the errors it has been mistakenly or unknowingly making. 6. NMT is a collaborative therapy. NMT helps the patient’s ACS sort out confusion that has locked up innate healing resources. Healing that occurs comes from within the patient, not from the practitioner.
NeuroModulation Technique:
1. Non-invasive 2. Addresses both physical and mental/emotional issues resulting from confusion in the ACS 3. Self-contained treatment. No wires, electrodes, external devices, etc. are required to administer NMT. No supplements, food avoidance or special diets, take home therapies, etc. are needed. 4. Is compatible with all other forms of treatment 5. Minimal to no side effects
NeuroModulation Technique:
6. Easily administered to anyone of any age 7. Cooperation of the patient is not required 8. Conscious participation by the patient is not required 9. Treatment can be done remotely - the patient need not be physically present. 10. The patient’s ACS determines priority of NMT pathways.
The purpose of this study was to determine if NeuroModulation Technique was effective in reducing maladaptive behaviors and increasing adaptive behaviors in children diagnosed with autism.
Study Type: Interventional treatment trial Study Design: Treatment, Randomized, Wait-list Control Phase I Study
9 study sites in the United States, 1
study site in Mexico Total Enrollment: 18 children between the ages of 5 and 10 Start Date: September 2007 Completion Date: February 2009
Hypothesis: Children in the experimental group would show significant improvement over the control group as measured by the ATEC, ABC and the PDDBI. Children in the control group would show significant improvement over their baseline measures after receiving NMT treatment.
Child must have had a formal diagnosis of autism. Must have had the diagnosis for at least one year. Children must not have started any new therapies
During the study, children were required to continue with any therapies they were receiving prior to starting the study, and they were required to not start any new therapies besides NeuroModulation Technique
In order to participate in the study, children must not have received any previous NMT treatment. Parents were asked not to apply to be in the study if they lived a significant distance from the
Excluded from the study were children who have had or were undergoing chelation therapy, and children who have displayed significant self-injurious behavior (children who have caused visible harm to
ATEC – Autism Treatment Evaluation Checklist (available free online at www.autism.com) ABC – Aberrant Behavior Checklist PDDBI – PDD Behavioral Inventory
Schedule
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15
Child
1
Child
2
Symptom Questionnaire ATEC, ABC and PDDBI NMT 1, NMT 2 NMT 3, NMT 4 NMT 5, NMT 6 ATEC, ABC NMT 7, NMT 8 NMT 9, NMT 10 NMT 11, NMT 12 Symptom Questionnaire ATEC, ABC and PDDBI
Symptom Questionnaire ATEC, ABC and PDDBI
Symptom Questionnaire ATEC, ABC and PDDBI NMT 1, NMT 2 NMT 3, NMT 4 NMT 5, NMT 6 ATEC, ABC NMT 7, NMT 8 NMT 9, NMT 10 NMT 11, NMT 12 Symptom Questionnaire ATEC, ABC and PDDBI
This study received a seed grant from the Autism Research Institute. www.autism.com All the researchers in the study donated their time and services.
Drs. Bernard Rimland and Stephen Edelson developed this test to measure the effectiveness of any type of treatment for autism. Most autism research uses test instruments that are designed to diagnose autism, not measure treatment outcomes. This can lead to inconclusive results.
The ATEC consists of 4 subscales and a total score based on the total of all 4 subscales: Speech/Language/Communication (14 items) Sociability (20 items) Sensory/ Cognitive Awareness (18 items) Health/Physical/Behavior (25 items)
The higher the subscale and total scores,
Was designed to measure behavior brought about by drug effects in research studies. Only focuses on maladaptive behaviors, not prosocial behaviors.
The ABC measures 5 factors of behavior:
Irritability - agitation, aggressive, tantrums Lethargy - social withdrawal, unresponsive Stereotypy - abnormal, repetitive movements Hyperactivity - impulsive, non-compliant Inappropriate Speech - talks excessively,
PDDBI is used to assess response to intervention, assist in diagnosis and treatment planning If a treatment such as drug therapy causes a decrease in repetitive behaviors, does the treatment also decrease social communication skills? Assesses both problem behaviors and appropriate social communication behaviors
Is age-normed, because there is a need to assess change due to age from that due to treatment Is standardized on a well-diagnosed autism sample Results are reported in domain scores with T score values
T scores have mean of 50 and a standard deviation of 10.
The average child with autism will have domain T scores of 40 to 60 in all domains.
Measures 10 domains: 7 Approach-Withdrawal Problem areas (higher T scores indicated increasing level of severity) 3 Receptive/ Expressive Communication Skill areas (higher T scores indicate increasing competence)
Approach-Withdrawal Problems Sensory/Perceptual Approach Behaviors
Ritualisms/Resistance to Change Social Pragmatic Problems Semantic/Pragmatic Problems Arousal Regulation Problems Specific Fears Aggressiveness
Receptive/Expressive Communication Skills
Social Approach Behaviors Expressive Language Learning, Memory and Receptive Language
Composite Scores
Approach-Withdrawal Problems Repetitive, Ritualistic & Pragmatic Problems Receptive/Expressive Social Communication Skills Expressive Social Communication Skills
PDDBI Child 5
T score 100 Approach/Withdrawal Problems Receptive/Expressive Social Communication Abilities T score 100
90
90
80
80
70
70
60
60
50
50
40
40
30
30
20
20
10 Domain/Composite T score 90% CI Raw score SENSORY 35 30-40 1 RITUAL 36 30-42 1 SOCPP 43 37-49 8 SEMPP 49 43-55 10 AROUSE 40 34-46 10 FEARS 36 32-40 0 AGG 43 38-48 7 REPRIT/C 36 32-40 20 AWP/C 35 32-38 37 SOCAPP 70 67-73 97 EXPRESS 70 67-73 90 LMRL 66 62-70 36 EXSCA/C REXSCA/C 72 71 70-74 69-73 187 223 AUTISM 27 23-31 23
10
Profile from 02/04/2008 [PDDBI-PX]
Profile from 12/10/2007 [PDDBI-PX]
PDDBI Child 8
T score 100 Approach/Withdrawal Problems Receptive/Expressive Social Communication Abilities T score 100
90
90
80
80
70
70
60
60
50
50
40
40
30
30
20
20
10 Domain/Composite T score 90% CI Raw score SENSORY 37 31-43 2 RITUAL 42 35-49 7 SOCPP 39 32-46 8 SEMPP 46 39-53 10 AROUSE 35 28-42 7 FEARS 44 38-50 11 AGG 40 33-47 4 REPRIT/C 37 32-42 27 AWP/C 37 33-41 49 SOCAPP 59 55-63 86 EXPRESS 57 54-60 78 LMRL 53 49-57 30 EXSCA/C REXSCA/C 59 58 56-62 56-60 164 194 AUTISM 34 30-38 48
10
Profile from 10/18/2008 [PDDBI-PX]
Profile from 08/30/2008 [PDDBI-PX]
Researchers
CALIFORNIA Robert I. Jeffrey, DC, L.Ac., 11611 San Vicente Blvd., #650, Los Angeles, CA 90049 (310) 826-5151 Taras Lumiere, DC, L.Ac., 3301 Alta Arden #3, Sacramento, CA 95825 (916) 489-4400 MARYLAND Fred Bloem, MD, 4108 Alfalfa Terrace, Olney, MD 20832 (301) 260-2601 NEW JERSEY Monica Cristobal, RD, MS, 36 Robinhood Dr., Mountain Lakes, NJ 07046 (862) 273-9433 OREGON Rick Schwartz, DC, 1245 Charnelton St., Suite 1, Eugene, OR 97401 (541) 484-6055 Leslie S. Feinberg, DC, 633 E. Main St., Hermiston, OR 97838 541-567-0200 PENNSYLVANIA Lisa Rhodes, DPM, L.Ac, 5055 Swamp Rd., Suite 203, Fountainville, PA 18923 (215) 2304600 Christine Hannafin, Ph.D., Bala Farm, 380 Jenissa Dr., West Chester, PA 19382 (610) 431-0588 TEXAS Robert H. Weiner, Ph.D., 8499 Greenville Ave., Suite 106, Dallas, TX 75231 (214) 5031441 MEXICO Lorena Rosas, RD, Federico T. de la Chica, #2-401, Naucalpan, Edo. Mexico 53100,
Published NMT Research
Resolution of Cavitational Osteonecrosis Through NeuroModulation Technique, a Novel Form of Intention-Based Therapy: A Clinical Case Study Leslie S. Feinberg, Robert B. Stephan, Kathleen P. Fogarty, Lynn Voortman, William A. Tiller, Riccardo Cassiani-Ingoni. The Journal of Alternative and Complementary Medicine. January 2009, 15(1): 25-33. http://nmt.md/Papers/nmt_nico_jacm_pub_-_final.pdf This study evaluated the possibility of using NeuroModulation Technique (NMT), a form of intention-based medicine, to induce osteogenesis and healing of cavitational osteonecrosis, a common progressive form of ischemic disease of the alveolar arch. Results: All subjects presented between one and six cavitational lesions at the first scan, most of which (92%) were associated with sites of previous tooth extraction. NMT-treated patients demonstrated significant improvement in bone density in 27 of the 34 lesions analyzed (79%). The median number of lesions per patient was 4 pretreatment and 0 posttreatment (p < 0.01). One NMT-treated patient, 1 surgically treated patient,
Some other areas where NMT has demonstrated promising clinical results:
Addictions Allergies - food and airborne allergens Chronic pain Emotional issues Fibromyalgia Headaches Immune system issues
For more information about NeuroModulation Technique, video excerpts from this study and notification of the journal citation when this study is published, please visit: http://nmt.md/
Thank you! Robert H. Weiner, Ph.D., CST-D Licensed Clinical Psychologist Dallas, Texas www.living-solutions.com Link to send me an e-mail: http://livingsolutions.com/feedback.html
Description of the PDDBI Domain Scales
Source: PDD Behavioral Inventory™ Professional Manual Ira L. Cohen, Ph.D., Vicki Sudhalter, Ph.D. ©1999, 2005 Psychological Assessment Resources, Inc.
Approach/Withdrawal Problems
Sensory/Perceptual Approach Behaviors (SENSORY) This domain includes behaviors that are largely non-communicative and involve approach toward asocial stimuli. There are five clusters of such behaviors in the parent version: (a) Visual Behaviors, (b) NonFood Taste Behaviors, (c) Touch Behaviors, (d) Proprioceptive/ Kinesthetic Behaviors, and (e) Repetitive Manipulative Behaviors Ritualisms/Resistance to Change (RITUAL) This domain describes behaviors that communicate the child's desires to carry out rituals or to communicate dissatisfaction with a change in the environment or routine. It consists of three clusters for the parent version: (a) Resistance to Change in the Environment, (b) Resistance to Change in Schedules/Routines, and (c) Rituals. Social Pragmatic Problems (SOCPP) This domain taps the difficulties children with autism have in either reacting to the approaches of others, understanding social conventions, or initiating social interactions with others. It consists of three clusters for the parent version; (a) Problems With Social Approach, (b) Social Awareness Problems, and (c) Inappropriate
Semantic/Pragmatic Problems (SEMPP) This domain assesses the difficulties children with autism have in using spoken language to indicate comprehension, communicate meaning, respond to the interests of others, and sustain a conversation. It presupposes that the child can say words. Three clusters make up this domain for the parent version: (a) Aberrant Vocal Quality When Speaking, (b) Problems With Understanding Words, and (c) Verbal Pragmatic Deficits. Arousal Regulation Problems (AROUSE) This domain consists of behaviors that are largely non-communicative or unresponsive and reflect emotional constriction, the apparent seeking of kinesthetic sensation, and difficulty with sleep regulation. It consists of three clusters in the parent version: (a) Kinesthetic Behaviors, (b) Reduced Responsiveness, and (c) Sleep Regulation Problems. Specific Fears (FEARS) This domain consists of behaviors that communicate the fears and anxieties associated with withdrawal from social or asocial stimuli. It consists of five clusters in the parent version: (a) Sadness When Away From Caregiver, Other Significant Figure, or in New Situation; (b)
Aggressiveness (AGG)
This domain assesses the aggressive approach toward self or others, as well as the negative mood changes that are often associated with such behaviors. It consists of five clusters: (a) SelfDirected Aggressive Behaviors; (b) Incongruous Negative Affect; (c) Problems When Caregiver or Other Significant Figure Returns from Work, an Outing, or Vacation; (d) Aggressiveness Toward Others; and (e) Overall Temperament Problems.
Receptive/Expressive Social Communication Abilities
Social Approach Behaviors (SOCAPP)
This domain assesses those social communication skills that are notoriously difficult for children with autism (e.g., eye contact, joint attention, effective use of gesture, imaginative skills). The Parent Rating Form consists of nine clusters: (a) Visual Social Approach Behaviors, (b) Positive Affect Behaviors, (c) Gestural Approach Behaviors, (d) Responsiveness to Social Inhibition Cues, (e) Social Play Behaviors, (f) Imaginative Play Behaviors, (g) Empathy
Expressive Language (EXPRESS) This domain assesses the ability of the child to speak the sounds associated with the English language and to use words and sentences that indicate his or her competence with grammar, tone of voice, and the pragmatic aspects of communicating with others. There are clusters in this domain for the parent forms: (a) Vowel Production; (b) Consonant Production at the Beginning, Middle, and End of Words; (c) Diphthong Production; (d) Expressive Language Competence; (e) Verbal Affective Tone; and (f) Pragmatic Conversational Skills. Learning, Memory, and Receptive Language (LMRL) This domain assesses two areas of variable competence in children with autism: (a) memory and (b) receptive language. Many children with autism have excellent memories for locations or routines but poor memory for movement sequences, for example. Receptive language skills are often idiosyncratic and do not indicate comprehension of important concepts such as pronouns, verbs, and adjectives. There are
Interpretation of Composite Scores
In addition to each of the domains described, five composite scores were constructed: Approach/Withdrawal Problems Composite, Receptive/ Expressive Social Communication Abilities Composite; Receptive, Repetitive, Ritualistic, and Pragmatic Problems Composite; Expressive Social Communication Abilities Composite; Autism Composite). As with the domain scores, the average child who has autism will obtain T scores between 40 and 60 on these composites.
Repetitive, Ritualistic, and Pragmatic Problem Behaviors Composite (REPRIT/C) This composite score consists of the sum of the Sensory/Perceptual Approach Behaviors, Ritualisms/Resistance to Change, Social Pragmatic Problems, and Semantic/Pragmatic Problems domains. Approach/Withdrawal Problems Composite (AWP/C) This composite consists of the sum of all of the domains on the Approach/Withdrawal Problems section of the PDDBI. High
Expressive Social Communication Abilities Composite (EXSCA/C) This composite consists of the sum of the Social Approach Behaviors and Expressive Language domains. Missing from this composite is the Learning, Memory, and Receptive Language domain because problems in these areas are not diagnostic for autism and can be applied to children with a variety of different disorders. This composite is very strongly positively correlated with the Receptive Expressive Social Communication Abilities Composite. Receptive/Expressive Social Communication Abilities Composite (REXSCA/C) This composite consists of the sum of all of the domains on the Receptive/Expressive Social Communication Abilities section of the PDDBI. High scores in this composite indicate increasingly sophisticated use of both receptive and expressive social
Autism Composite (AUTISM)
The choice of domains to compute the Autism Composite score was determined by a priori selection of those PDDBI domains that bore the most relation to DSM-IV criteria for autism. These included the following domains: (a) Sensory/Perceptual Approach Behaviors; (b) Ritualisms/Resistance to Change; (c) Social Pragmatic Problems; (d) Semantic/Pragmatic Problems; Social Approach Behaviors; and Expressive Language. The T scores for the Social Approach Behaviors and Expressive Language domains are summed and subtracted from the sum of the T scores for the Sensory/Perceptual Approach Behaviors, Ritualisms/Resistance to Change, Social Pragmatic Problems, and Semantic/Pragmatic Problems domains.
