Autism

Precursor stem cells therapy proves effective as observed in clinical practice especially when treating autistic children at an earlier age. Precursor stem cell therapy has to begin immediately after the diagnosis of autism is made. Precursor stem cell therapy offers new hope to patients and parents concerned.

Autism is a brain development disorder characterised by impaired social interaction and communication and by repetitive and restricted behavior. These signs usually begin and develop gradually after a child has passed 1-2 years old. The disorder develops insidiously in toddlers (18-24 months of age) after normal infancy. Communication between parents and children diminish gradually.

In 1943, Dr Leo Kanner studied 11 children and discovered ‘early infantile autism’, an abnormal behavior pattern in early childhood, with the following typical clinical features:

• Lack of eye contact
• Repetitive & ritualistic pattern of behavior
• Obsession for ‘same’ animated objects and play repetitively
• Idiosyncratic (self) language leading to poor social skills
• Cognitive potential is excellent as shown in memory and performance tests

Impairment in social development becomes apparent in early childhood. Autistic toddlers pay less attention to social stimuli and have less frequent eye contact. They communicate by manipulating their close ones’ limbs or showing their wants by using body language. Autistic children are less likely to exhibit social understanding, initiate conversation spontaneously and communicate appropriately. However, they do form attachments with their primary caregivers. Autistic children prefer to be isolated from friends as making and maintaining friendships often prove to be difficult for them. They tend to be preoccupied with an inanimate ‘same’ object and play repetitively. Their impairments often lead them to ultimately poor social interactions development.

Autistic individuals do not develop enough normal speech to meet their daily communication needs. Delayed onset of babbling, unusual gestures, diminished responsiveness and vocal patterns are observed among autistic children. They are less likely to make requests or share experiences but more likely to repeat vocalisation made by another person, i.e., echolalia. Autistic children may have difficulty with imaginative play and with developing symbols into language.

Autistic children display many forms of repetitive or restricted behavior categories:

• Stereotype of a repetitive movement, such as hand flapping, making
  sounds, head rolling or body rocking.
• Sameness or resistance to change; for example, insisting that the chair
  not to be moved.
• Self-injury or movement that injure or can injure a person, such as skin
  picking, hand biting, head banging and eye poking.
• Compulsive behavior is intended and appears to follow rules; for example, arranging objects in lines or stacks.
• Restricted behavior includes limitation in focus, interest or activity such as preoccupation with a specific toy or TV programme.
• Ritualistic behavior involves a similar pattern of daily activities, such as unchanging menu.

Autism is believed to have a strong genetic basis. The cause is still unknown; however, immunisation by MMR (measles, mumps and rubella) is believed to be linked as a major etiological factor.

Heavy metals has been found in many mothers of autistic children probably due to the exposure to chemicals such as paints, pesticides, new furniture or carpets during pregnancy.

An individualised combined precursor stem cell therapy and controlled/special diets are recommended for autistic children. Elimination of sugar, gluten, casein and artificial ingredients (additives, colouring, etc.) from their diet improved the condition of many autistic children.

In addition, standard therapies of applied behavior analysis (ABA), verbal behavior therapy, speech and language therapy, occupational therapy, music therapy, sensory integration and auditory training are also mandatory as potential treatment simultaneously with precursor stem cell therapy. Special education, stressing learning in small increments and a strict behavioral control of the child are emphasized.