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BPA-containing Products May Contribute to the Risk of Autism

Autism is a highly intricate neurodevelopmental condition characterized by challenges in communication, social interaction, and behavior. Its etiology is multifaceted, involving a combination of genetic and environmental influences. 

In recent years, there has been growing interest in the potential impact of exposure to environmental toxins before or after birth on the development of autism spectrum disorders. It's important to remember the complexity of autism and the respect and consideration it deserves in our understanding and approach.

Prenatal exposure to various environmental toxins has been associated with an increased risk of autism. Studies have suggested a link between maternal exposure to air pollution containing heavy metals such as lead, mercury, and arsenic and a higher likelihood of autism in offspring. Furthermore, prenatal exposure to pesticides has also been identified as a potential environmental factor contributing to the development of autism.

Postnatal exposure to toxins has also garnered attention in relation to autism. Children exposed to environmental toxins such as lead, bisphenol A (BPA), and certain pesticides after birth may face an elevated risk of developing autism. These toxins have been shown to disrupt normal brain development and function, potentially influencing the onset of autism spectrum disorders.

Bisphenol A (BPA), a chemical compound widely used in the production of polycarbonate plastics and epoxy resins, is a pressing concern. Its presence in food and beverage containers, dental sealants, and the lining of metal food cans has raised urgent questions about its potential impact on brain development, particularly in fetuses, infants, and young children.

Studies have suggested that BPA may interfere with normal brain development and function. One of the main concerns is its ability to mimic the effects of estrogen in the body, which can disrupt the delicate hormonal balance crucial for proper brain development. Additionally, BPA has been linked to neurodevelopmental disorders such as learning disabilities, attention deficit hyperactivity disorder (ADHD), and behavioral problems in children.

Furthermore, research has demonstrated that BPA is capable of crossing the placental barrier, potentially exposing the developing fetus to its effects. Animal studies have shown that prenatal exposure to BPA can lead to alterations in brain structure and function, with implications for behavior and cognitive abilities later in life.

The developing brain, especially in fetuses, infants, and young children, is particularly vulnerable to environmental insults. Exposure to BPA during these critical periods of brain development may have lasting, potentially devastating effects. This underscores the need for immediate action to protect these vulnerable populations from the widespread use of BPA-containing products in our daily lives.

In response to these concerns, regulatory agencies in various countries have taken steps to restrict the use of BPA in certain products, particularly those intended for use by infants and young children. However, given the ubiquitous nature of BPA in the environment, efforts to mitigate exposure and further research into its effects on brain development are ongoing.

It is important to emphasize that while environmental toxins may contribute to the risk of autism, they are not the sole determinants of the condition. Genetic predisposition, combined with various environmental factors, likely plays a role in the development of autism. However, efforts to minimize exposure to environmental toxins, particularly during critical periods of development, hold the potential to significantly reduce the incidence of autism.

In summary, the relationship between exposure to environmental toxins and the development of autism spectrum disorders underlines the need for ongoing research. This ongoing research is not just a scientific endeavor, but a collective mission that requires the engagement of healthcare professionals, researchers, educators, and individuals/families affected by autism. A more comprehensive understanding of how environmental toxins impact the development of autism is essential for guiding preventive strategies and interventions to support individuals and families affected by autism.


 
 
More articles for parents of children and teens on the autism spectrum:
 
Social rejection has devastating effects in many areas of functioning. Because the ASD child tends to internalize how others treat him, rejection damages self-esteem and often causes anxiety and depression. As the child feels worse about himself and becomes more anxious and depressed – he performs worse, socially and intellectually.

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Meltdowns are not a pretty sight. They are somewhat like overblown temper tantrums, but unlike tantrums, meltdowns can last anywhere from ten minutes to over an hour. When it starts, the Asperger's or HFA child is totally out-of-control. When it ends, both you and your child are totally exhausted. But... don’t breathe a sigh of relief yet. At the least provocation, for the remainder of that day -- and sometimes into the next - the meltdown can return in full force.

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Although Aspergers [high-functioning autism] is at the milder end of the autism spectrum, the challenges parents face when disciplining a teenager on the spectrum are more difficult than they would be with an average teen. Complicated by defiant behavior, the teen is at risk for even greater difficulties on multiple levels – unless the parents’ disciplinary techniques are tailored to their child's special needs.

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Your older teenager or young “adult child” isn’t sure what to do, and he is asking you for money every few days. How do you cut the purse strings and teach him to be independent? Parents of teens with ASD face many problems that other parents do not. Time is running out for teaching their adolescent how to become an independent adult. As one mother put it, "There's so little time, yet so much left to do."

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Two traits often found in kids with High-Functioning Autism are “mind-blindness” (i.e., the inability to predict the beliefs and intentions of others) and “alexithymia” (i.e., the inability to identify and interpret emotional signals in others). These two traits reduce the youngster’s ability to empathize with peers. As a result, he or she may be perceived by adults and other children as selfish, insensitive and uncaring.

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Become an expert in helping your child cope with his or her “out-of-control” emotions, inability to make and keep friends, stress, anger, thinking errors, and resistance to change.

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A child with High-Functioning Autism (HFA) can have difficulty in school because, since he fits in so well, many adults may miss the fact that he has a diagnosis. When these children display symptoms of their disorder, they may be seen as defiant or disruptive.

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Creation of a Structured and Predictable Environment for Children with Autism

 

Autistic children often face significant challenges with emotional dysregulation, struggling to manage and express their emotions in socially acceptable ways. This can lead to intense emotional outbursts, heightened anxiety, and difficulties in transitioning between activities. Understanding these challenges is crucial in providing the necessary support to help these children navigate and regulate their emotions effectively.

==> Crucial Research-Based Parenting Strategies for Children and Teens with High-Functioning Autism


One of the foundational aspects of helping autistic children with emotional dysregulation is the creation of a structured and predictable environment. This strategy, along with others, has been proven to be effective. Establishing consistent routines and clear expectations can help reduce the child's anxiety and provide a sense of security, thereby contributing to emotional stability. This structured environment can be supplemented with sensory accommodations tailored to the child's specific needs, such as providing sensory tools like fidget toys or creating designated quiet spaces where the child can retreat when feeling overwhelmed.

Creating a structured and predictable environment for autistic children is not just a task, but a powerful tool for enhancing their well-being and development. Autism spectrum disorder (ASD) is a neurodevelopmental disorder that affects communication, behavior, and social interaction. Many autistic children not only adapt but thrive in an environment that provides clear routines, consistent schedules, and predictable activities.

Predictability and structure help reduce anxiety and provide a sense of security. This can be achieved by maintaining a regular schedule for waking up, mealtimes, school, therapy sessions, playtime, and bedtime. Communicating any changes in the routine well in advance can also help prepare the child for transitions and prevent distress.

In addition to a consistent routine, the physical environment should also be organized and structured. For instance, providing visual schedules for the day's activities, using visual cues such as picture symbols for different tasks, and labeling items in the environment can help autistic children navigate their surroundings and understand what is expected of them. Organizing the physical space into designated areas for different activities, such as quiet time, playtime, and learning, can also help create a structured environment.


==> Parenting Children and Teens with High-Functioning Autism: Parents' Comprehensive Handbook


Furthermore, clear and concise communication is vital in creating predictability for autistic children. This can be achieved by using simple and concrete language, providing clear instructions such as 'It's time for lunch now ', and avoiding ambiguous statements like 'Be good '. Positive reinforcement and consistent feedback can also aid in creating a structured environment by helping the child understand what behaviors are desired and expected.

Additionally, sensory considerations play a crucial role in creating a structured and predictable environment for autistic children. Sensory sensitivities are common among individuals with autism, and the environment should be designed to minimize sensory overload. This can include providing sensory-friendly spaces, which are areas with minimal sensory stimuli, using soft lighting, minimizing noise, and creating designated quiet areas where the child can retreat if they feel overwhelmed.

By establishing a consistent routine, organizing the physical environment, employing clear communication, and addressing sensory needs, you are providing the stability and predictability that autistic children thrive in. This supportive environment enables autistic children to build confidence, develop skills, and engage meaningfully with the world around them.

 

 
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Raising Kids with Autism Spectrum Disorder: Parents' Grief and Guilt


Some parents grieve for the loss of the youngster they imagined they had. Moms and dads have their own particular way of dealing with the situation based on a number of factors (e.g., their personality style, life experiences and support systems, among others).

Clearly there are a range of stages and coping techniques, such as denial, depression, anger and rationalization. Most families recognize, at least at some level, that there is something significantly wrong with their "special needs" youngster. To at last be given a name for it (i.e., ASD level 1,  or High-Functioning Autism) can be a relief.

Certainly, having a clearer understanding of what is wrong affords the opportunity to obtain appropriate services, as well as to begin to think about the youngster in a different, and hopefully more helpful way.

Grief—

The grief surrounding the diagnosis of an Autism Spectrum Disorder (ASD) is compounded by tremendous confusion and uncertainty. Many moms and dads have little understanding of what the diagnosis entails. Many have the inaccurate perception that all kids with ASD are non-verbal, mentally retarded, extremely remote and possibly self-abusive. Parents must become informed about the varied presentations of ASD. This spectrum is a long one with extremely impaired individuals at one end, but highly capable ones on the other.

While the continuum is long, the potential of any particular youngster is unclear. The course of the disorder is extremely hard to predict at an early age. Some very impaired looking toddlers go on to become high functioning adults, including adults with Asperger's. As one parent said, “The problem is we don’t know if he is going to become a rocket scientist or work in a sheltered workshop.”

After learning of the diagnosis on an autism spectrum disorder, the family is forced not only to come to terms with what may be a devastating handicap, but is thrust almost immediately into making many critically important decisions. To champion the youngster’s cause at the same time one must begin to grieve is truly an untenable position. 

It is as if one must – overnight – and while grieving – become an expert in ASD and its treatment, despite tremendously conflicting opinions. There is considerable support to the notion that the availability of early, intensive intervention offers the best hope for improvement. While this hope leads to a sense of optimism, the message that services must be implemented immediately and intensively can also feel overwhelming.

In addition to decisions about what kind of schooling their youngster should have, moms and dads must also make decisions about such treatments and services as speech therapy and occupational therapy. What about sensory integration? Auditory retraining? Facilitated communication? Medication? Behavior modification? Many times the approaches seem confusing and even contradictory, with proponents claiming success and even cures. How is a parent, especially one in the midst of grieving, and of desperately hoping for help, supposed to make informed, intelligent choices?

The grief work in the families of kids with an ASD is an ongoing process. In most families, there are periods of greater and lesser intensity to the grieving. This intensity may partly relate to developmental issues in the youngster. For example, birthdays or other rites of passage (e.g. Bar Mitzvahs, graduations, etc.) may underscore how different the youngster is from his typical peers. Grief intensity may also relate to more personal, individual factors. These factors include such things as one’s own temperament, history, supports and losses.

In addition to the waxing and waning in the intensity of grief, there is typically an alternation of hope and despair. Each new treatment or program for the youngster is often accompanied by an increase in optimism in the parents. If the new treatment or program is deemed unsuccessful, despair may follow, only to be replaced by hope once again, when a new plan is implemented.

Feelings of jealousy and anger are common in many families. These feelings may be directed towards other families who do not have to contend with such stresses or towards other families with disabled kids whose kids are higher functioning or have improved to a greater extent. Many families also experience feelings of anger and frustration towards professionals for a variety of reasons. These reasons include not diagnosing properly, insensitivity, offering false hope or providing inadequate or ineffective treatments or services.

One variant of grief that sometimes occurs in the families of higher functioning kids, particularly those with Autism, is the sense that the youngster “should” be doing better than he is because he is so bright. There may be feelings of frustration that “normalcy” is so close, yet still out of reach. For some of these kids and their families, graduation from high school is a particularly stressful time. For the parents, there may be the sadness that their youngster is not yet able to be independent the way their typically developing peers are. Finding work is often challenging for those on the autism spectrum, and support services are usually quite limited for this population.

Guilt—

Guilt is another common reaction to the diagnosis of ASD in a youngster. Fortunately, the medical and professional community no longer hold to the notion that autism is a result of parental failing. Today, there is widespread acceptance of the fact that ASD is a genetically based disorder. The possible contribution of additional factors, such as environmental toxins, is currently being studied.

This change in perspective, from parental failing to genetic loading, has not eradicated parental guilt, although in most cases it has lessened it. Many moms and dads wonder what they unwittingly did to contribute to their youngster's disorder. Were they exposed to too much mercury from injections or dental fillings? Was the termite control treatment of their house the culprit?

There have been articles in the press on the high incidence of ASD in Silicon Valley. Time Magazine entitled the phenomenon the "Geek Syndrome" in the article "The Secrets of Autism". This term has led some to speculate that the blame has shifted from “refrigerator mothers” to “geek fathers.” Said differently, believing genetics is the cause does not necessarily eradicate the guilt parents feel. Unfortunately, in some cases, it seems to confirm their fears about having caused or contributed to their youngster’s disability.


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Parenting Children & Teens on the Autism Spectrum: Support & Education

 


We wanted to create a support and education group for parents that is safe and confidential. So, we did!

JOIN our new private group for parents, teachers and other care-givers of children and teens with ASD. Our staff will be providing "tailored parenting skills" in daily articles and videos. Feel free to post questions, too.

Let's support one another as parents - and advocate for our special needs children.

 


==> JOIN TODAY: Parenting Children & Teens on the Autism Spectrum: Support & Education 

 

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