Therapeutic Listening Program

                                                                                                             

(Taken from babycenter.com community board “unlimited potential”.  Written by a mother of a child with Down Syndrome, who is also an Occupational therapist.  Interesting information. )

In response to recent threads about using music as a tool to help our children reach their full potential, I thought I would share my experience with a sound based technique called Therapeutic Listening. I am an occupational therapist trained in Advanced Therapeutic Listening, and the mother of a 4 year old girl who has Down syndrome.

Before I describe the "magical" powers of Therapeutic Listening, I want you to think about how music has been powerful in your own life. Does it help you focus? Does it help you dance? Does it make you happy? Does it make you sad? Does it scare the pants off you (think Jaws)?

Therapeutic Listening uses modulated music that has been filtered to enhance elements such as time, space, and detail. Basically, the people who engineer the music are an OT (Sheila Frick) and a musician type (her husband Ron). Sheila tells Ron that she needs a selection that facilitates a specific change, and he makes it happen using the inherent properties in existing music, and then emphasizing (or de-emphasizing) certain qualities that make it even more powerful.

Therapeutic Listening provides direct auditory and vestibular input through specialized and very sensitive headphones and uses the auditory system's connections all over the brain (when you look at a functional MRI of a person who is listening to music, the brain is lit up like a Christmas tree) to affect change at all levels of the nervous system.

Therapeutic Listening is not a stand alone technique. It is important to complete exercises and activities for core and breath activation to achieve the best and most lasting results. I have also found that a reflex integration program done along with Therapeutic Listening seems to have an even more powerful effect. For some clients, specific vestibular exercises are needed as well. For those using Doman (or similar) techniques, you will find a lot of extra activities are probably not necessary.

Together your auditory and vestibular systems are responsible for protection, an understanding of space and time, monitoring and triggering movement, activating core and postural muscles, and they help lay the foundation for vision/oculomotor function. When they are not working well, you may see auditory defensiveness, tactile defensiveness, aimless wandering (inability to "land"), balance/coordination issues, low (or high) arousal, fear of movement, and language/processing delays.

Therapeutic Listening can help with all of the following areas (and more):   Attention,  Visual motor integration,  disorganized behavior, communication, Self-regulation, social skills, Postural Control, oral motor/articulation, Bilateral Coordination, fine motor control, Praxis (Motor Planning-includes speech)

The equipment for Therapeutic Listening is a very good quality pair of headphones and a player (either CD or a specific MP3 with slot radio, depending on whether your therapist has CDs or the newer CHIPs). It costs about $200 and can sometimes be paid for with flex spending funds. You may also be able to get funding from local charitable organizations. Children under two will need to listen to music over speakers, as the headphones may be too much for their tiny ears (according to audiologists). Typically therapists have lending libraries for the music for a small (or sometimes no) fee. Your insurance should cover the therapy visits if your child qualifies for OT or speech therapy already. For my clients, Therapeutic Listening just complements the other techniques I use during my sessions.

A program lasts anywhere from a few months to a little over a year and is very individualized. Music is selected based on a detailed questionnaire and a thorough evaluation and is changed every two weeks with each selection being made after a determination of the progress demonstrated over the previous two week period. The music is tested during a session to see if it is a good fit, and then sent home for the client to listen to for 2, 30 minute sessions each day. Sometimes you will see some regression at first as an individual's brain becomes disorganized before it re-organizes itself in a more efficient way.                                                                                                                                                                                                                                   

It is important to keep your therapist informed of any changes that seem particularly      unusual (or make you uncomfortable).

In order to access this program you will need to find a therapist in your area using this link http://vitallinks.net/pages/Provider-Search.php If a practitioner with advanced training is available, that person would be my first choice as he or she will have access to the entire library of music rather than just the modulated series. If there aren't advanced practitioners in your area, the modulated program (with 24 selections and counting) is still well worth the time and expense. You can always convince your therapist to get the advanced training later on!

I use Therapeutic Listening in my practice with children who have sensory processing disorder, anxiety disorder, autism, ADHD, learning disabilities, and Down syndrome. I have had positive results with everyone including a 10 year old who was suddenly potty trained for bowel movements (with core activation), a boy who has been treated for anxiety with medication for years to no avail who is now having "great" days at school for the first time ever (his words), a child with global apraxia who is using many sentences, a boy who after listening during one session said to me with a smile, "I am unsad!" I replied, "Unsad?" He smiled again, "Yup, and I'm unmad too!"

I also used Therapeutic Listening with my daughter, Carrigain, as soon as she turned 2. She had many signs already, and was a good imitator. She enjoyed pretend play, she knew her body parts, she knew animals and animal sounds. She had a few spoken words and approximations. She did not point, she could crawl but was not motivated to do so, she was never hungry or thirsty, and she was content with whatever was put in front of her. She had some auditory sensitivity, and was especially fearful of the vacuum cleaner (a clear sign of issues with understanding space).

Shortly after starting the program, she started pointing, noticing things that weren't right in front of her, requesting (food, drink, and other things), and crawling faster and with much improved coordination. Her world was starting to make sense and she wanted to explore. Her language exploded. I remember going to an appointment shortly after she turned 2, and her doctor asked how many words she could say. My husband and I were at a loss-we had stopped counting. She was putting two and more words together well before her 3^rd birthday. Between 3 and 4, she started using multi-word phrases and sentences regularly. She is now four and her language is not the same as all the other 4 year olds in her preschool class, but tonight she said, "Hey guys, what are you playing with?" Then, "Oh, can I play too?" When she wants something, she says, "Mommy, may I have ______ please?" We have conversations. She makes me laugh. She gives me compliments. She tells her little sister what to do, and helps her feel better when she is sad. She tells me when she is sad, scared, embarrassed, frustrated, etc. using those words.

I was also hoping that Therapeutic Listening would help Carrigain's walking, but she didn't walk until she was almost 3. In hindsight, I think I should have stimulated her vestibular system a little more. Still, when she did start walking, she walked well right away. She tried to do the "Hokey Pokey" the first week she was walking (singing for herself).

I don't know what Carrigain's development would have been like had I not used Therapeutic Listening, but I do know that her language was surprising to most people we encountered in the Down syndrome world. We didn't do any special speech therapy (some early oral motor work and traditional speech). We didn't do an early reading program (although I wish we had). We didn't start Nutrivene, ginkgo, or Longvida Curcumin until after we had finished her Therapeutic Listening program.    Here's what NACD has to say about listening therapy and Down syndrome http://downsyndrome.nacd.org/language_acquisition.php Please note, that they are promoting a different program, but the justification for a listening based intervention is helpful. I am not familiar with their program, but it seems more specific to auditory processing rather than addressing the range of issues that Therapeutic Listening targets.

For a nice video and more information about Therapeutic Listening try this link http://vitallinks.net/pages/About-Therapeutic-Listening.php

Expectations-Why We Do What We Do

There are many stories along the way that have inspired me to push each day.  To strive for more and expect more.  As with all of our children we want them to accomplish their best, to strive for more and to live a life without limits and labels.  Some days it is hard...when to push, when to step back, when to fight through and when to let your children win.  I have compiled a list of stories and videos that have encouraged me.  Stories of hope, stories of strength and stories of real lives of real people experiencing similar situations as my family.  When I look at my children every day I know that their options are endless, their dreams are mine and I am determined to see that they reach their goals.

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Courtesy of Got Down Syndrome blog (http://gotdownsyndrome.blogspot.com/)

I thought I would share a few articles from our book over the course of the month. One article in the first section of the book is written by Jenny Marrs. She's the mom of a teenage boy with DS. She has done a lot of work for kids with DS, but especially her son and pushing to his highest potential. She is well known (especially by the "old-timers" on there) on the Einstein-Syndrome list.

Expectations
By Jenny Marrs

John is 13 years old and has Trisomy 21 Down syndrome.  He took his first steps at 13 months, and began reading at 2 ½.  He knew all the alphabet and numbers by age 3, and was fully potty trained before his 3rd birthday.  Prior to Kindergarten, John was tested in word recognition to be at a first grade 6th month level.  In Math, he tested at a Kindergarten 6th month level.  Today he continues to excel in a regular 7th grade classroom doing the same work as his peers.

John is not the only child with Down syndrome achieving such accomplishments within typical time frames.  John is merely doing the things all children with Trisomy 21 are capable of accomplishing—provided they have not acquired medical or other complications which could affect learning capabilities.  Some complications that could affect learning capabilities are untreated thyroid, hearing or vision disorders, autism, brain damage, attention deficit, fetal alcohol syndrome or constant upper respiratory infections.   I do not believe that there exists a range of functioning in persons with Down syndrome merely due to the 47th chromosome.  I believe every child with Down syndrome is capable of reaching for the stars.  It is crucial that parents believe this, and then help their children to achieve this goal.

For the most part, in today’s world, I do not see a society that believes in what the child with Down syndrome can do.  The available information is outdated and there is an abundance of old stereotypes and misconceptions among professionals---professionals who should know better.  Parents have a hard job helping their child reach for the stars because they go against what most educated professionals think and say.  I began this journey by thinking that John would teach THEM and that we would be opening some eyes.  Some have been opening, but very, very slowly.  In general, rather than give John the credit for his hard work, most just like to shrug and say, “He’s high functioning Down syndrome.”   In reality, John’s function is a reflection of the opportunities he has been given and the hard work he has done. 

I think the biggest burden on our children today is the many labels put on them, beginning with “Down syndrome”.  In 1865, Langdon Down observed these children and made a list of symptoms that he felt made them different from other children. The word “syndrome” is defined as “a list of symptoms”.   Because of this list made in the year 1865, our children are burdened at birth with this label and list.  This label/list is why many people look at John but can’t see the child.  This is why some of his past doctors were willing to accept illness for him, and it didn’t even occur to them to attempt wellness.  This is also why most of society has so many misconceptions about Trisomy 21.  Down syndrome is a label that suggests symptoms that may or may not be there; symptoms that CAN be addressed and for the most part eliminated.

John has a medical diagnosis of Trisomy 21.  Research tells us that there are metabolic issues we need to address to prevent the extra chromosome from wreaking havoc on John’s system.  We address this issue.  However, John does not now carry nor will he ever carry labels designed to hold him back.  We know his many strengths as well as his weaknesses.  This allows us to address each issue as it pertains to John.  Not as it pertains to an entire segment of the population.  Not as it pertains to a study, and not based on past performances of various children in various situations.  Just John. 

Another injustice to our children is the developmental chart suggesting almost everything will be later.  Buy into that thinking, and everything is almost certain to be later.  Because of low muscle tone, John did need more help to accomplish gross motor milestones, but we did accomplish them in a typical time frame.  I believe in the importance of the “windows of opportunity”, and I believe those windows are the same in all children.  I believe that the child who develops within those windows of opportunity has an edge.  The professionals that I first looked to for guidance, my doctor, therapists, and Early Intervention providers, all accepted the “special” charts, and did not strive for a normal development.  Normal development would not, in most of society’s eyes, be realistic.  “Reality” to them was that John had Down syndrome, and their education and experience had taught them to expect less.  My reality and experience tells me that if you expect less then less is exactly what you will get! 

Because of low expectations, professionals are stifling our children’s potentials.  It begins at birth and continues throughout our children’s lifetimes.  As it turns out, the child fulfills all of those dire predictions, not because that was his potential, but because he was educationally deprived by a very archaic system.

Granted, society has come a long way from the days when the child with Trisomy 21 was institutionalized, but we haven’t come nearly far enough.  We have advocate groups whose goals are to have society accept our children’s disability.  Society is much TOO willing to accept disability.  I not only want society to see John, I want society to see John’s potential.  Just look at the list of symptoms that a child with Down syndrome is expected to have.  Next look at the description of Down syndrome in the American Medical Association medical book.  These do not describe my child.  This tells me that we have a long way to go.  These are examples of society’s opinions.  This is what is taught to our future professionals.  This is how they view Trisomy 21.  I will not put my child’s health or educational welfare in “society’s” hands.  “I will not let his schooling interfere with his education.”  (Mark Twain)

I am tired of seeing television shows that are intended to make people feel all warm and fuzzy because they accept individuals with Down syndrome and their so-called disability.  I want to see television programs that concentrate on ability, and will educate the public about our children’s true potential.  When John was an infant, care providers leant me a video portraying a child with Trisomy 21 who was included in a typical classroom.  Instead of focusing on a child beginning his school career, this video takes an older child who has been educationally deprived and who lacks discipline, and then follows him through the school year.  The truth is, the child with Trisomy 21 is capable of learning at an equal or above average rate.  Why do we accept educational deprivation for the child with Trisomy 21? 

I think most children with Trisomy 21 display signs of having difficulties with speech, and this makes it all the more difficult for people to see their potential.  This speech delay, coupled with society’s misconceptions, leads to greater misunderstandings.  If a child has a hard time presenting his knowledge through speech, it is hard for anyone to grasp how smart he is.  John had a very large vocabulary when he entered Kindergarten, but he had a hard time making sentences.   He was not confident with speaking, so he spoke very little.  Naturally, people made incorrect assumptions and judgments based on this child with a speech delay, and a label of Down syndrome.  When I told people of John’s reading capabilities, it was as if their eyes would glaze over.  They smiled.  They were polite.  Finally, they changed the subject.  I found that I needed to make videos for these people, or provide the opportunity for John to prove his capabilities in person.  Then the mouths would drop open, and they would ask, “How did he do that?” 

My heart goes out to the many children who have suffered because of society’s misconceptions.  These children have such wisdom to share and yet are unable to because they have a speech difficulty, and because society has a listening disability.  These children know that we are stifling their potential.  They know so much more than we can even grasp, possibly because they are content to be silent and listen, which is the avenue to true wisdom.

We need to believe what these children can do; we need to help them achieve their potential.  Remember, the syndrome doesn’t have to happen.  When society sees the extra that is in these wonderful children, they will perhaps change their tendencies to labels that predict doom.  Perhaps an amniocentesis that suggests Trisomy 21 won’t be seen as an opportunity to make a choice.  Rather, this child will be seen as the gift that he is; a child with more, not less; a child who will teach us more than we will ever dream of teaching him.  This child touches the heart in a very special way, and has a profound message for those who have the wisdom to listen.

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Little Rockstar Jett

When we found out that our sweet two-week-old baby, Jett Lukas, definitely had T21, I was devastated. Between the diagnosis and struggles with breastfeeding, I cried for about three weeks straight. But when he was three months old, I discovered the CMF website. What a revelation!


Finally, I found what I was looking for: real answers to treat and possibly cure my baby. Jett has been taking ginkgo consistently since he was 4 months old. (It took me a month to work up the courage to give it to him.) I slowly introduced all items of the CMF protocol, introducing Prozac last at 12 months old. At 16 months, he's on all of the protocol for a child his age, but we have just recently stopped Prozac.


I am quite pleased with the results. At 5 months, Jett first rolled over and was on target as far as milestones. He drank from a straw at almost 6 months, the day before his heart surgery. Because of surgery, his physical progress took a major set back. So, with a lot of neurodevelopmental therapy, he was army crawling by 10 months, creeping and pulling himself to stand at 13 months and beginning to cruise at 14 months.


Cognitively, he's been going strong. He randomly said clear words and phrases off and on starting with "Daddy" at 6 months. (And said "okay", "alright", "go' boy", "oh boy", and "hey" all the time.) At 8 months, he spoke his first word of intention: "water." At 10 months, he used, "ilk" (for milk) regularly.


He consistently uses his potty for "number two" since at least 10 months old and has been letting us know when he needs to go since he was at least 6 months old.


At 11 months, he had his first speech evaluation with Renee Hill of Talk Tools. She was amazed! She said that she had to evaluate him using the typical scale, not the one for children with DS. She said he was on par and above the typical child. He has no tongue protrusion, great lip closure, strong jaw muscles, etc. She said it was the easiest evaluation she'd ever done and had the least amount of suggestions.


She was blown away by his cognitive ability. She was showing me how to teach him to blow and pop bubbles. She said it may only take me a day to teach him although it takes most kids with DS much longer. Then she said, "Oh, well, he just got it! That took two minutes." She then spent the last hour of the evaluation asking me what all I was doing with him. She was very interested in the CMF protocol. She commented that even with great oral motor skills, our children can't communicate very well without cognitive ability.


At 15 months, he first enjoyed cruising around the bathtub, nested cups together and putting items into boxes. He just turned 16 months old and he interactively enjoys books with you by pointing to pictures and text (with his thumb) and having you name objects and reread text. (His favorite book at the moment is Clip-Clop by Nicola Smee.) Although he's not talking, he babbles all the time and tries out about 3-4 new words a week.


He is alert and curious. He can play ball with you, open drawers and take out the contents, can follow simple, one-step directions (no kick, sit up, get ball, come here, let go, etc.)

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2 mothers, 2 little boys, 2 different parts of the world, 2 stories of hope for Down syndrome

Melbourne, Australia & Buffalo, New York: These are the homes of two mothers, Kristen Morrison and Geralyn Spiesz. Having recently met online, these women are now marveling at the extraordinary similarities between their experiences with their sons - born with Down syndrome.
Neither Kristen nor Geralyn accepted the negative forecasts which came with the diagnosis. Both of them decided to do their own research into ways to help their sons achieve the best possible result using natural therapies and interventions immediately from birth, and the results have been outstanding for each of the boys. Also co-incidentally, the boys are now 3 years old; both boys are pictured below.

With no medical qualifications, Kristen’s research was a steep learning curve, but through the use of nutritional supplements, a physical program, an intelligence program and a host of other natural therapies, her son is a healthy, active & communicative little boy. ‘Gryffin’s achievements are greater than our dreams. We are thrilled by his progress’ says his mother.

Geralyn has a Masters Degree in Occupational Therapy, and has many years experience working with developmental disabilities. Geralyn’s research therefore came from a professional background and together with nutritional supplements, an intelligence program (the same one that Kristen used) and a physical program, Geralyn’s son Lucas is similarly healthy and advanced by traditional standards. Geralyn says ‘Lucas continues to defy everyone's expectations.’

Traditional forecasts for a baby born with Down syndrome are daunting and distressing for most parents. Because of their success, Kristen and Geralyn have each written books to help other families. Naturally Better, by Kristen Morrison, was published in June this year (see www.naturallybetterkids.com ). Geralyn’s book will be released later in 2010 and she also has a blog: www.thedownsyndromeactionplan.blogspot.com
For more information, contact Kristen Morrison (Australia) 0433 450 804, kristen@naturallybetterkids.com or Geralyn Spiesz (USA) 716-597-7941 geralynOT@yahoo.com

About Naturally Better (Aust) Pty Ltd

Naturally Better (Aust) Pty Ltd, provides parents with resources to help their children - of all abilities - to be at their best through natural therapies and interventions. A range of information and products gives parents tools to use with their young children to promote good health, physical development and intelligence. The company was established to support the book, 'Naturally Better' by Kristen Morrison, a story of success through natural therapies for Kristen’s son – born with Down syndrome. The book also discusses in detail natural therapies relevant to brain function and general health in all children.

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Sweet Lydia

 Lydia's Success Story:  http://dsdaytoday.blogspot.com/2011/10/lydias-success-story.html

Oxidated Stress

Oxidative stress represents an imbalance between the systemic manifestation of reactive oxygen species and a biological system's ability to readily detoxify the reactive intermediates or to repair the resulting damage. Disturbances in the normal redox state of cells can cause toxic effects through the production of peroxides and free radicals that damage all components of the cell, including proteins, lipids, and DNA. Further, some reactive oxidative species act as cellular messengers in redox signaling. Thus, oxidative stress can cause disruptions in normal mechanisms of cellular signaling.

In humans, oxidative stress is thought to be involved in the development of many diseases or may exacerbate their symptoms. These include cancer, Parkinson's disease, Alzheimer's disease, atherosclerosis, heart failure, myocardial infarction, Schizophrenia; Bipolar disorder, fragile X syndrome, Sickle Cell Disease, and chronic fatigue syndrome. However, reactive oxygen species can be beneficial, as they are used by the immune system as a way to attack and kill pathogens. Short-term oxidative stress may also be important in prevention of aging by induction of a process named mitohormesis.

Oxidative stress and Down syndrome

People with Down syndrome, develop a syndrome of dementia that has the same characteristics of Alzheimer’s disease that occurs in individuals without Down syndrome. The only difference is that Alzheimer’s disease occurs much earlier in people with Down syndrome; patients with Down syndrome begin to have symptoms in their late 40s or early 50s.

Most (and maybe all) people with Down syndrome develop the brain changes associated with Alzheimer’s disease. However, Alzheimer’s disease is not more common in individuals with intellectual disabilities from causes other than Down syndrome. An estimated 10%-25% of patients with Down syndrome have Alzheimer’s disease at age 40-49 years, 20%-50% have Alzheimer’s disease at age 50-59 years, and 60%-75% have Alzheimer’s disease when older than 60 years of age. Alzheimer’s disease decreases survival in people with Down syndrome who are older than 45 years of age.

Increased conditions of oxidative stress are caused by the overexpression of some of the genes encoded by Chr21. Among these, amyloid precursor protein (APP), copper-zinc superoxide dismutase (SOD1), and beta secretase (BACE2) can directly or indirectly lead to OS.

Putative adaptation to OS in down syndrome. OS occurs early in DS pathogenesis and progression. Accumulation of oxidative damage leads to severe phenotypes while the induction of compensatory mechanisms in response to chronic OS could result in “adaptation” and could contribute to improve the life span of DS subjects.

Down syndrome (DS) is one of the most frequent genetic abnormalities characterized by multiple pathological phenotypes. Indeed, currently life expectancy and quality of life for DS patients have improved, although with increasing age pathological dysfunctions are exacerbated and intellectual disability may lead to the development of Alzheimer’s type dementia (AD). The neuropathology of DS is complex and includes the development of AD by middle age, altered free radical metabolism, and impaired mitochondrial function, both of which contribute to neuronal degeneration. Understanding the molecular basis that drives the development of AD is an intense field of research. Laboratories are interested in understanding the role of oxidative stress as link between DS and AD. Current literature shows oxidative damage in DS by identifying putative molecular pathways that play a central role in the neurodegenerative processes. In addition, considering the role of mitochondrial dysfunction in neurodegenerative phenomena, results demonstrating the involvement of impaired mitochondria in DS pathology could contribute a direct link between normal aging and development of AD-like dementia in DS patients.

Oxidation" is the chemist's term for the process of removing electrons from an atom or molecule. The result of this change can be destructive - rusting iron is a familiar result of oxidation. Here, oxygen is the responsible agent, but other oxidizing agents, such as chlorine, can be as harsh.

Although we need oxygen to live, high concentrations of it are actually corrosive and toxic. We obtain energy by burning fuel with oxygen - that is, by combining digested food with oxygen from the air we breathe. This is a controlled metabolic process that, unfortunately, also generates dangerous byproducts. These include free radicals - electronically unstable atoms or molecules capable of stripping electrons from any other molecules they meet in an effort to achieve stability. In their wake they create even more unstable molecules that then attack their neighbors in domino-like chain reactions.

By the time a free radical chain fizzles out, it may have ripped through vital components of cells like a tornado, causing extensive damage, similar to that caused by ionizing radiation.

Oxidative stress is the total burden placed on organisms by the constant production of free radicals in the normal course of metabolism plus whatever other pressures the environment brings to bear (natural and artificial radiation, toxins in air, food and water; and miscellaneous sources of oxidizing activity, such as tobacco smoke).

Our bodies aren't helpless in the face of these assaults. We have defenses against oxidative stress in the form of physical barriers to contain free radicals at their sites of production within cells; enzymes that neutralize dangerously reactive forms of oxygen; substances in our diets (such as vitamin C and vitamin E) that can "quench" free radicals by donating electrons to them and cutting off the chain reactions early in their course; repair mechanisms to take care of oxidative damage to DNA, proteins and membranes; and complex stress responses that include programmed cell suicide if damage is too great.

A good case can be made for the notion that health depends on a balance between oxidative stress and antioxidant defenses. Aging and age-related diseases reflect the inability of our antioxidant defenses to cope with oxidative stress over time. The good news is that with strong antioxidant defenses, long life without disease should be possible.

Examples of food-based antioxidants

Antioxidant supplements

Studies have shown that antioxidants supplements do not replicate the action of antioxidants from food.
More research is needed before, say, Vitamin C supplements can be advised to prevent cancer.

• Vitamins: vitamin E, vitamin C and beta carotene.
• Trace elements that are components of antioxidant enzymes, such as selenium, copper, zinc and manganese.
• Non-nutrients such as ubiquinone (coenzyme Q) and phenolic compounds, such as phytoestrogens, flavonoids, phenolic acids and butylated hydroxytoluene (BHT), which is used as a food preservative.

Foods and antioxidants

 

Tomatoes

Tomatoes contain a pigment called lycopene that is responsible for their red colour but is also a powerful antioxidant.
Tomatoes in all their forms are a major source of lycopene, including tomato products like canned tomatoes, tomato soup, tomato juice and even ketchup.
Lycopene is also highly concentrated in watermelon.

 

Citrus fruits

Oranges, grapefruit, lemons and limes possess many natural substances that appear to be important in disease protection, such as carotenoids, flavonoids, terpenes, limonoids and coumarins.
Together these phytochemicals act more powerfully than if they were given separately.
It's always better to eat the fruit whole in its natural form, because some of the potency is lost when the juice is extracted.

 

Tea

Black tea, green tea and oolong teas have antioxidant properties. All three varieties come from the plant Camellia sinenis.
Common brands of black tea do contain antioxidants, but by far the most potent source is green tea (jasmine tea) which contains the antioxidant catechin.

1. Black tea has only 10 per cent as many antioxidants as green tea.
2. Oolong tea has 40 per cent as many antioxidants as green tea.

This because some of the catechins are destroyed when green tea is processed (baked and fermented) to make black tea.

 

Carrots

Beta-carotene is an orange pigment that was isolated from carrots 150 years ago.
It is found concentrated in deep orange and green vegetables (the green chlorophyll covers up the orange pigment).
Beta-carotene is an antioxidant that has been much discussed in connection with lung cancer rates. The evidence is conflicting, with one study showing an increase in risk, but further research is being done to see if it has a protective effect.

After speaking to a DAN doctor with Arkansas Children's Hospital I will follow Emmalin's antioxidant levels through urinalysis.  Currently there are people with ACH working on oxidated stress in the autism community but not in the Down syndrome community.  I strongly encourage you to speak to your PCP and genetic doctors regarding OS and the use of antioxidants with your little one.

Update 2-21-14

New research from ACH autism clinic. It relates both genetic and environment influences to autism, which in turn causing mitochondrial dysfunction. Therefore, the body can not respond to oxidative stress as it should. This is why we do not have chemicals in our home for cleaning, washing, (everything non toxic or homemade) ...and why it is so important for children to have a healthy diet. If you can not control the body's reaction to oxidative stress, then controlling what contributes to the stress will help. We also supplement with additional antioxidants in our vitamins, as well as using black cherry juice, goji berries and many other things that are naturally high in antioxidants. Organic foods when possible decrease exposures to many chemicals. There are so many things you can do to help your children by implementing changes now to strengthen their immune system and decrease unnecessary exposures.

http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0085436#close

 

To The New Mother Of A Child With Down Syndrome

I came across this amazing post about becoming a mother to a child with Down syndrome.  I have read many interpretations of how it feels and although some are close they are just not always spot on.  We all have our own stories and we all have our own emotions tied to the day of the diagnosis.  After only a year on this journey I have learned some great lessons.  The most important lesson learned is not to feel guilty about the way I felt then, I am here and I am RIGHT NOW and I am in an amazing place with God, my family and with Down syndrome.  My life changed one  summer day in June and thank God it did.

 

 

   
Meeting Her

I remember the feeling.
That first meeting with another family farther along the path of Down syndrome after the birth of our child with the same diagnosis.
I remember fear and fascination.
Fear of the child four or five years old who’s eyes mirrored my baby’s. She shouldn’t have looked like him. I birthed her. She should have resembled me.
Fascination, as I watched his sister play with him; he hit her, she cried, mother reprimanded. So common, so usual, so family. Things I thought we may have lost with the appearance of an extra chromosome.
I cried quietly for two hours while visiting this dear little boy and his family. They loved him. They cherished him. He played games, and communicated with his hands and with his voice. He chowed down on his lunch.
But still, I cried, because this path wasn’t my choice. At my point of weakness his mother appeared strong. I was an anthill. She, a mountain. I clutched my baby to my chest, each second teetering between relief and uncertainty.
His mother was gracious, tender. We whispered to each other as her children played nearby. ”I love him. Our life is good. Really. It is.”
Her smiling eyes met mine.
I looked away.
I loved my baby.
But that day I did not love Down syndrome. It was too big, too unknown.

 

Meeting Her

Your husband contacted us last week.  We scheduled dinner.  The following days you kept popping up in my mind.  A mother forced to move from a typical parenting landscape to some place new, a place everyone claimed was special.  If you are anything like me, shocked by a culture wildly unknown and unsolicited.
“Mom, why are you cleaning up around the house, and making us all put on fresh shirts and brush our hair?” Elaina asked as I set the table. “You usually don’t make such a big deal out of dinner guests.”
Several responses queued on my tongue. Instead, in a brief moment of clarity, understanding that Elaina would learn more from the truth, I responded.
“Because, this family had a baby a few months ago with Down syndrome and I want them to feel welcome. I want them to see that we are happy, and that Papa and I treasure all four of our girls. I want them to see that we are OK.”
Your family arrived. We cooed over both of your children. I held your new baby in my arms. He smelled like sunshine.
His eyes mirrored my daughter’s.
I held your little one to my chest as our children played close by. Polly hit Zoya. Zoya cried which made Evie cry, and Elaina played on the floor with your son.
You probably aren’t excited to be a part of our special needs club. I have to tell you, though, welcoming you into my home was like welcoming family.
You teared up as you talked about your love for your son. “Down syndrome is something different. It’s a lot to take in.”
Oh, how I know.
I am a bit farther down your new path. Give yourself time to fall in love with your son, and to get used to Down syndrome. Breathe in his baby smell. Watch how his brother kisses the top of his head, how your husband gently puts him down to sleep, how your baby locks eyes with you when he eats. The weight of the world is in those eyes.
Today, you don’t have to love Down syndrome. Just love your son.
And know that we, other parents in this very special club, are here when you need us and that someday, you will be the one looking a new mother in the eye saying,
“Our life is good. Really. It is.”



Courtesy of an amazing mother who adopted a loving child from Reece's Rainbow Down Syndrome Adoption Ministry.  You can follow her story at http://www.gillianmarchenko.com/.






Reece's Rainbow

The mission of Reece's Rainbow is to rescue orphans with Down syndrome through the gift of adoption, to raise awareness for all of the children who are waiting in 25 countries around the world, and to raise funds as adoption grants that help adoptive families afford the high cost of adopting these beautiful children.  Please show your support by visiting http://reecesrainbow.org/.