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Autism or ADHD

Both Autism and ADHD (Attention Deficit Hyperactivity Disorder) are regarded as disorders with primarily psychological or psychiatric components.  In this respect the internal structural deficiencies common to all children with these or related developmental disturbances is widely overlooked.

Children with the above named disorders suffer from an insufficiently developed proprioception.  Due to global structural disorders, the internal sensation of their own “body map” has never been properly established during the early childhood phases.

As early as in 1998 Phillip Teitelbaum from Gainsville University in Florida observed deficient motor development in infants that later received the diagnosis of autism.   In the article titled:  Movement analysis in infancy may be useful for early diagnosis of autism  (to be found at: http://www.pnas.org) he described typical movment disturbences observed in these children and concludes:

“Our findings support the view that movement disturbances play an intrinsic part in the phenomenon of autism, that they are present at birth, and that they can be used to diagnose the presence of autism in the first few months of life.”

Broad ABR based muscular skeletal testing show consistent disruptions in the following areas:

  • Basic counter balancing disturbances at all bodily levels – specifically:
    • Head/Neck
    • Trunk
    • Waist
    • Pelvis
    • Peripheries – Arms and Legs
  • Limitations of mobility in the spinal column
  • Weak and unstable joints – hyper mobility in the limb joints

The above named disturbances reveal a lack of bodily segmentation.  For example, the head cannot be moved separately from the rest of the body - slight movements of the head disrupt the balance of the trunk and legs.  Or the movements of the legs are not sufficiently distinguishable from the movements of the trunk - meaning that leg movements also tend to disrupt the trunk stability.

More clearly stated, the above named difficulties give the child complications in performing simple daily tasks - not to mention the monumental obstacles that arise, should the child be faced with more strenuous activities such as running, hopping, climbing or jumping.  Even an uneven terrain or stairs can present the child with sufficient or insurmountable difficulties.

These elements combine to constitute the underlying cause for the coordination deficits that these children experience. 

It is a well-established fact that the proprioception of the body serves to create the internal “body map” that is established in early childhood.  This process reaches a certain peak when the child comes to the upright position.  Nevertheless, the earlier stages must have been fully and successfully achieved before the child can be fully competent in the upright position. 

The stages that are necessary for mastering the upright position are the successive components of weight bearing starting with:

  • Supine position
  • Side position
  • Prone position
  • Elbow support
  • Quadruped position
  • Sitting
  • Kneeling
  • Standing

Combined together these elements serve as the underlying basis for weight bearing on one foot as the basis for walking.

The completion of the body map becomes the basis for further developmental steps in the healthy child.  If the child only partially completes a significant number of these stages, then the basis for basic coordination as well as for further developmental steps is insufficient. 

Social problems and learning difficulties are the foreseeable outcome.

The specially designed ABR Technique assists the child in making improvements at the soft tissue level. This results in both improved joint stability as well as mobility.

As a result, general coordination, counter-balancing and weight bearing elements are improved. 

Improvements at these elementary levels free the child for further development both socially and cognitively. 

Enhanced concentration, interest for the world, communication and speech progress as well as improved social behaviour are some of the predictable and consistent results achieved by children with similar diagnosis’ in the ABR Program.