Autism entities

Clinic

• Autism is a Neuro-Developmental disorder belonging to ASD
• Its symptoms first appears during infancy or childhood, and generally follows a steady course without remission.
• It is distinguished not by a single symptom but by a characteristic triad

1. Impairments in social interaction
2. Impairments in communication
3. Restricted interests & repetitive behavior

Autism Characteristics

Sensory integration	Joint attention	Restricted, repetitive behaviors	Immaturity in social relationships	Speech problems
Disorder in neurobiological process of information including integration and interpretation of sensory information. Sensory integration clearly focuses on three functions Tactile Vestibular: Ataxia Proprioception: Sensory Ataxia Unusual reactions to sounds, smells, sights, textures, may show sensitiveness to loud noises.	The two main prerequisite skills for joint attention are: Following eye gaze Identifying intention Does not share interests or achievements with others	RRBs includes stereotypic movements or routine interests and rituals. Its pathology is structural or functional defects of cortical-basal ganglia circuits. It is different from myoclonus, tic and jerking. It appears when the cognitive inhibition is decreased I think its miasmatic similar is seizure.	Less eye contact and turn-taking Disability in Face expression/ Pointing at things Difficulty in Making / Maintaining friendships Unusual gestures Diminished responsiveness, and vocal patterns that are not synchronized with the caregiver. Reverse pronouns Show no interest in what is going around them. Unusual attachments to toys or strange objects such as keys, light switches, or rubber bands.	Impairment in Language / Speech, but not in Phonologic disorders MR autistics (opposed to Aspergers) have problems in Understanding / Producing language Echolalia is a type of apraxia and both are considered as tics. Unusual vocal tics or repetitions (Similar to Tourette's) but not problem in producing sounds and articulating them.

Sign / Symptoms

0 to 6 months	6-12 months	12-24 months	Older children
Flaccid body tone Lack of responsiveness or attentiveness Lack of excitement in presence of parents Lack of anticipatory posturing on being picked up Vacant, unfocused gaze Less than normal activity Specific motor deviations Eye squint mannerism Predominantly irritable mood, little smiling More somnolent than typical child	Seeming hallucinatory excitement Appearance of self absorption No visual pursuit of people Avoiding mother’s gaze Resisting being held, arching torso away from parents Autism/stereotypes/motor mannerisms; hand-flapping, finger-dancing movements, rocking, spinning, aimless, unmodulated hyperactivity Plastic expressions that do not communicate affect or intention Labile facial expressions that shift from grimaces to squints Fragmented, uncoordinated body movements	Child doesn’t approach parents Child keeps distance from parents Constricted, flattened affect Little or no purposeful activity Facial expression that doesn’t convey meaning Failure or normal language development Hand flapping Toe walking Turning in circles Rotating/spinning things in circular motion Echolalia Fear of loud noise Aversion to solid food	Echolalia Immaturity in social relationships Uses language incorrectly Does not pick up on other people’s expressions, tone, and gestures. Follows rigid routine Cannot tolerate to be touched, carried, or to be held. Cannot understand / talk about feelings Joint attention Stereotypic movements Does not understand simple directions, questions, or statements Low eye contact. Unusual attachments to toys or strange objects Sensitive to loud noises Aversion to change.

The ability to engage in gaze is critical to establishing reference. Also, the ability to specify intention is necessary to learn the language and pay attention to others. So language development including understanding, producing and learning vocabulary is almost impossible without joint attention Therefore, the main rubrics of joint attention disorder are:

• Cognition impaired
• Aphasia
• Concentration, impaired

Researches

Autism related Encephalitis

The possibility of an autoimmune encephalitis in ASD is biologically reasonable because ASDs have specific comorbidities related to immune system involvement such as allergies and autoimmune diseases.

In an animal study, the neurotoxic effects of the injection of immunological mediators in the cerebral ventricles of mice were investigated, and the social communication disorder of the mice was clearly proven after the injection.

Three kind of Autoimmune encephalitis is considered:

1. Potassium channel complex antibody associated Encephalitis (Miasm: CJD)
2. NMDA receptor Encephalitis (Miasm: JE)
3. Hashimoto’s Encephalitis

NMDR encephalitis & Autism

69% of autistics have some degree of encephalitis, esp NMDR encephalitis.

This association is evidenced by the sharing of the following symptoms:

• Seizures
• Hypertention
• Stereotypical movements
• Aphasia
• Cognitive problems
• Psychosis

Cerebellocortical loops

Cerebellar involvement in cognition, as well as in sensorimotor control, is increasingly recognized and is thought to depend on connections with the cerebral cortex. Anatomical investigations in animals and post-mortem humans have established that cerebro-cerebellar connections are contralateral to each other and include the

1. Cerebello-thalamo-cortical (CTC)
2. Cortico-ponto-cerebellar (CPC) pathways

Overall, all these findings support that the cerebellum has indeed an important role in cognition which is done by Cerebellocortical loops.

New understanding of the cerebellar connectivity in humans in vivo would provide essential information for determining the pathophysiological mechanisms involved in a number of clinical conditions. Indeed, an increasing number of investigations suggest that the abnormal functioning of these loops may subtend major neurological conditions including dystonia, ataxia, hemiplegia, stroke and autism.

There are two types of circuits that originate from cerebellum and ends in cortex. First one ends in PFC and the other to the sensory-motor cortex

In ASD, these two circuits become Overactive / Underactive which means cerebellum is probably involved in ASD.

It is not bad to check these two circuits separately without dependence on each other. On closer inspection, I realized that these are not two circuits.

The cerebellum circuit is connected to the cortex sensor, which is responsible for reducing the perception of sensory stimuli caused by our own body, for example, you cannot tickle yourself, or the decrease in the activity of this circuit in schizophrenics causes hallucinations. How about autism? Myself: increasing the activity of this circuit causes a decrease in the perception of sensory stimuli caused by the person's own body.

Cerebulocortical pathways, which leaves an important question in front of us. Is the miasmatic equivalent of cerebellar ataxia?

NO, Cerebellum has two different function. Its first known function is Motor/ Balance and Cognition / Language. In cerebellar ataxia Motor function is disturbed but we have another disease of cerebellum (CCAS) which is specifically involved in cognitive problems.

With this reasoning, with the mentioned symptoms, only the JE miasm comes with high power.

Perhaps the best example can be found in Cerebellar Cognitive Affective Syndrome. CCAS is caused by damage to the posterior lobe of the cerebellum, it has four characteristics that overlap with autism, and recently its Developmental type has also been discovered, which strongly overlaps with autism. cerebellar vermis and para-vermian area is the main center of its pathology

Autism Black Box

Disease	Entities	Miasms	Remedies
Asperger PDD-NOS (Atypical autism) CDD HF Autism	Aphasia Seizure esp Kozhevnikov Ataxia / Incoordination Psychosis	JE: If psychosis is present TBE: VZV

Autism Black Box

ASD	Aphasia	Seizure esp Kozhevnikov	Ataxia / Incoordination	Cerebellar Ataxia	Psychosis
Asperger	---	+++	+++		+++
PDD-NOS (Atypical autism)
CDD
HF Autism

Radar rubrics

• Autism, children in
• Mind- Ritualistic behavior
• MIND - TALKING - slow learning to talk: agar. AGRA, aloe, bar-c, Bell, borx, calc-p, calc, caust, mag-c, med, NAT-M, nux-m, op, ph-ac, phos, plb, sanic, sil, sul, thuj, tub
• GENERALS - DEVELOPMENT - arrested: Agar, aloe, ant-c, bac, Bar-c, bar-m, bar-p, bar-s, borx. bufo CALC-P. Calc. Carc. caust. cupr. des-ac. hypoth. kreos. lac-d. lyc. med. nat-m. nep. ol-an. ph-ac. Phos. pin-s. rad-br. Sil. sulfa. syph. thym-gl. thyr. toxo-g. tub. vip.
• MIND - GESTURES, makes - automatic: anac. anh. bell. calc. cann-i. falco-pe. hell. hydrog. hyos. lyc. mag-c. Nux-m. phos. polys. sil. Stram. syph. tab. tub. Verat. zinc.
• GENERALS - DEVELOPMENT - slow : bar-c. bufo calc-p. cupr. mag-m. sil. sul
• Indifference, relation to
• Indifference, others, toward
• Indifference, company, society to
• Indifference, family to
• Awkwardness, drop things
• Childish behavior
• Walking, toes
• Incoordination
• Flabby feeling
• Dogmatic

Miasmatic Remedies

1. PHOS
2. Agar, Caust, Calc
3. Sil, Op, Nat-m, Cupr
4. Bufo, Thuj, Ant-c

Remedies

• Suggested remedies are: Carc, Calc-p, Agar, Cupr, Bar-c, Aeth, Coff, Lyss, Borx, Lyc, Stram, Hydrog, Helium, Hell, Thuj, Bufo, Med, Puls, Bell, Ign, Nat-m, Phos, Tarent, Sacch-a, Hyos, Ther, Sil
• Rare remedies: Falco-pe, Aq-mar

Banerji protocols
First line	Aeth C200 every day Calc-p C3 BD Hyos C6 BD
Second line	Carc C30 one dose every alternate day Calc-p C3 BD Brahmi BD
Third line	Stram C200 every third day Cham C30 BD Calc-p C3 BD

Aeth

• Strong relation between CNS and GI
• Restless, anxious; disconnected, Uneasy and violent, Anguish, Crying
• Inability to think, Attention deficit
• Expression of uneasiness and discontent
• It seems that he is so cold in social affairs.

Agar

• Great mental excitement and incoherent speech
  • Singing, shouting, muttering rhymes and prophesies

• Developmental Disability: Walking/ Talking too Late/ Incomplete
  • Talk but does not answer
  • Loquacious, Talk unintelligent, continuously changes topics.
  • Aversion to work. Does not want to do his daily households.
  • Indifference, Mental confusion
  • Mentally / Physically awkwardness

• Primary motor cortex involvement
• Vertigo and delirium, followed by profound stupor with decrease reflexes.

• Muscular spasm/ Rigidity / Twitching
  • Involuntary jerking esp when they are awake

Bar-c

• Autism with low IQ (Weak memory, idiotic child)
• Shyness / Low self-confidence.
• Physically dwarf stunted growth.
• Tendency of recurrent tonsillitis.
• Very sensitive to cold air/ weather.
• Childish behavior
  • Grief over trifles
  • Irresolute;
  • Aversion to strangers, hides himself behind chair.
• They are backward physically and mentally. Developmental delay

Carc

• Child is mild, yielding and sensitive to reprimands.
• Hyperactivity is not marked
• May have interest in art work like drawing, singing, colouring etc.
• Affectionate and sympathetic patient.
• Family history of cancer or strong history of diabetes and coronary artery disease in both paternal and maternal families.
• Child if often slow but agreeable and caring.
• Very effective in autistic children, who are talented but are obsessive, compulsive, stubborn, and also have sleep-related issues.
• They may also have addictive disorders.

Calc-p

• Anemic children who are peevish and irritable.
• Strong desire to go out /Traveling / Motion desires
• Recurrent tonsillitis or adenoiditis. Pain on opening of mouth.
• Mouth breathing
• Infants want to nurse all the time and vomits easily.
• Craving for salted smoked meat.

Hyos

• Low muttering speech.
• Very suspicious.
• Ta lkative; obscene; jealous; foolish.
• Great hilarity; inclined to laugh at everything; deep stupor.
• Quarrelsome; uncovers body; purposeless movements; no love for near once.

Kali-br

• Child moves purposelessly, esp moving his hands (Hand flapping, fidgety hands)
• Loss of memory; can pronounce any word told, but cannot speak otherwise;
• Night delusions; horrid illusions.
• Great problems during mother pregnancy esp losing family members, dependency to them and delusion of being guilty.

Lyc

• child, esp in public places
• Obstinate, domineering, does not share things.
• Dictatorial toward his parents/ brother/sisters and Mild/ Anxious or even timid in school /publics places /Doctor office
• Anticipatory anxiety
• Desire for sweet and warm food. Intolerance for cold drinks.
• Weak, emaciated, precocious children.
• Anger violent, irritable child.
• Aversion to company, but needs someone in house.

Phos

• Very affectionate, friendly child.
• Yielding, mild, cheerful patient.
• Desire for cold drinks, ice-cream and fruit juices.
• Constipation, Hard stool.
• Restless, fearful, fear of loud noises and external impressions.
• Fear when alone,
• Fear of thunderstorm, Startling easily

Sil

• Obstinate child, concern about everything.
• Intelligent (good in academics), sensitive to reprimands, obedient. (Carc ₳ Sil)
• Fixed ideas for everything.
• Profuse sweating in palm and soles.
• Obstinate constipation.
• Defective nutrition, can not assimilate what he eat.
• Very sensitive to cold weather.
• Autism after vaccination. (Sil ₳ Thuj)

Tarent

• Hyperactive / Extreme restless / Must keep in constant motion
• Sudden mood changes
• Aversion to company; Disconnected.
• Destructive behavior
• Likes bright colors.
• Like Heavy metal music and dance and his restlessness amel with loud / rhythmic .

Hell

• Reduced sensitivity to pain and temperature stimuli. (Hell ₳ Op)
• They are slow and under active and seems to be depressed most of the time.
• Some of these children may also have muscular weakness.

Ther

• Sensitive to noise esp shrill

Cupr

• Child is very obsessive, angry, and is inflexible, tense
• Very aggressive towards their parents
• They may even exhibit malicious behaviors
• They averse to touch or being approached

Androc

• A child or a patient who tends to swing wildly from a stable good mood to a destructive mode
• These children also exhibit behaviors of suspiciousness and quickness to act on their compulsion.

Researches

There are two different approaches. One is classical homeopathy which believes on individualization and the second is Pathologically oriented which consider pathogenesis of disease in prescribing remedies.

Pathologically oriented approach

According to TLE, Autism has sensory integration difficulties which means that there is some problem in associative cortex, which are responsible to integrate sensory information. The most similar inflammation that could cause such a difficulty is Encephalitis. Depending on which sensory input, different locations in brain could be involved.

The concept of “acquired autism” refers to the hypothesis that amongst the massive heterogeneity that encompasses autism spectrum disorder (ASD) there may be several phenotypes that are neither syndromic nor innate.

Autoimmune Encephalitis covers a group of conditions, the most common being Acute Demyelinating Encephalomyelitis (ADEM), LGI1/CASPR2-antibody encephalitis and anti-N-methyl-D-aspartate (anti-NMDA) receptor encephalitis. All types of AE are classed as rare with an estimated incidence of 5–10 per 100,000 people per year.

Symptoms include

·      Seizures

·      Hallucinations and associated symptoms affecting responsiveness and consciousness representative of an altered mental state

·      Communication and memory issues

·      Sleeping issues

·       Abnormal movements including dystonia and akinesia which may or may not be repetitive and/or stereotypical in nature.  

TBE and ASD

Chronic infectious diseases, including tick-borne infections such as Borrelia burgdorferi may have direct effects, promote other infections and create a weakened, sensitized and immunologically vulnerable state during fetal development and infancy leading to increased vulnerability for developing autism spectrum disorders. A dysfunctional synergism with other predisposing and contributing factors may contribute to autism spectrum disorders by provoking innate and adaptive immune reactions to cause and perpetuate effects in susceptible individuals that result in inflammation, molecular mimicry, kynurenine pathway changes, increased quinolinic acid and decreased serotonin, oxidative stress, mitochondrial dysfunction and excitotoxicity that impair the development of the amygdala and other neural structures and neural networks resulting in a partial Klüver-Bucy Syndrome and other deficits resulting in autism spectrum disorders and/or exacerbating autism spectrum disorders from other causes throughout life.

Support for this hypothesis includes multiple cases of mothers with Lyme disease and children with autism spectrum disorders; fetal neurological abnormalities associated with tick-borne diseases; similarities between tick-borne diseases and autism spectrum disorder regarding symptoms, pathophysiology, immune reactivity, temporal lobe pathology, and brain imaging data; positive reactivity in several studies with autistic spectrum disorder patients for Borrelia burgdorferi (22%, 26% and 20-30%) and 58% for mycoplasma; similar geographic distribution and improvement in autistic symptoms from antibiotic treatment. It is imperative to research these and all possible causes of autism spectrum disorders in order to prevent every preventable case and treat every treatable case until this disease has been eliminated from humanity.

اختلال نمو دوطرفه لوب تمپورال

Kluver-Bucy

Amnesic syndromes

Geschwind's disconnection syndromes

Studies are reviewed that support the hypothesis that infantile autism results from a neuropathology of the temporal lobes of the brain. First, there are parallels between symptoms noted in autism and those found in the Kluver-Bucy and amnesic syndromes. Second, there is a similarity between developmental dysphasia and autism. Third, the formation of cross-modal associations may be deficient in autistic children, a symptom resembling aspects of Geschwind's disconnection syndromes. Finally, a large number of organic factors have been associated with the development of autism, some of these having specific implications for temporal lobe involvement. It is concluded that the main autistic symptoms are most consistent with a neurological model involving bilateral dysfunction of the temporal lobes. Individual differences in the extent of bilateral involvement and/or other coexistent neuropathologies could contribute to the heterogeneity of the autistic population.

Disconnection syndrome

2 languages

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·        

Disconnection syndrome is a general term for a collection of neurological symptoms caused – via lesions to associational or commissural nerve fibres – by damage to the white matter axons of communication pathways in the cerebrum (not to be confused with the cerebellum), independent of any lesions to the cortex. The behavioral effects of such disconnections are relatively predictable in adults. Disconnection syndromes usually reflect circumstances where regions A and B still have their functional specializations except in domains that depend on the interconnections between the two regions.

Callosal syndrome, or split-brain, is an example of a disconnection syndrome from damage to the corpus callosum between the two hemispheres of the brain. Disconnection syndrome can also lead to aphasia, left-sided apraxia, and tactile aphasia, among other symptoms. Other types of disconnection syndrome include conduction aphasia (lesion of the association tract connecting Broca’s area and Wernicke’s), agnosia, apraxia, pure alexia, etc

Sensorimotor disconnection

Hemispheric disconnection has impacted behaviors relating to the sensory and motor systems. The different systems affected are listed below:

·       Olfaction – The olfactory system is not crossed across hemispheres like the other senses, which means that left input goes to the left hemisphere and right input goes to the right hemisphere. Fibers in the anterior commissure control the olfactory regions in each hemisphere. A patient who lacks an anterior commissure cannot name odors entering the right nostril or use the right hand to pick up the object corresponding to the odor because the left hemisphere, responsible for language and controlling the right hand, is disconnected from the sensory information.

·       Vision – Information from one visual field travels to the contralateral hemisphere. Therefore, with a commissurotomy patient, visual information presented in the left visual field travelling to the right hemisphere would be disconnected from verbal output since the left hemisphere is responsible for speech.

·       Somatosensory – If the two hemispheres are disconnected, the somatosensory functions of the left and right parts of the body become independent. For example, when something is placed on the left hand of a blindfolded patient with the two hemispheres disconnected, the left hand can pick the correct object within a set of objects but the right hand cannot.

·       Audition – Though most of the input from one ear would go through the same ear, the opposite ear also receives some input. Therefore, the disconnection effects seems to be reduced in audition compared to the other systems. However, studies have shown that when the hemispheres are disconnected, the individual does not hear anything from the left and only hears from the right.

·       Movement – Apraxia and agraphia may occur where responding to any verbal instructions by movement or writing in the left hand is inhibited because the left hand cannot receive these instructions from the right hemisphere,

Autism is a common and heterogeneous childhood neurodevelopmental disorder. Analogous to broad syndromes such as mental retardation, autism has many etiologies and should be considered not as a single disorder but, rather, as 'the autisms'. However, recent genetic findings, coupled with emerging anatomical and functional imaging studies, suggest a potential unifying model in which higher-order association areas of the brain that normally connect to the frontal lobe are partially disconnected during development. This concept of developmental disconnection can accommodate the specific neurobehavioral features that are observed in autism, their emergence during development, and the heterogeneity of autism etiology, behaviors and cognition.

Sensory integration

Children and adults with autism, as well as those with other developmental disabilities, may have a dysfunctional sensory system – referred to as sensory integration disorders in ASD. Sometimes one or more senses are either over- or under-reactive to stimulation. Such sensory problems may be the underlying reason for such behaviors as rocking, spinning, and hand-flapping. Although the receptors for the senses are located in the peripheral nervous system (which includes everything but the brain and spinal cord), it is believed that the problem stems from neurological dysfunction in the central nervous system–the brain. As described by individuals with autism, sensory integration techniques, such as pressure-touch can facilitate attention and awareness, and reduce overall arousal. Temple Grandin, in her descriptive book, Emergence: Labeled Autistic, relates the distress and relief of her sensory experiences

Sensory Integration

Sensory integration is an innate neurobiological process and refers to the integration and interpretation of sensory stimulation from the environment by the brain. In contrast, sensory integrative dysfunction is a disorder in which sensory input is not integrated or organized appropriately in the brain and may produce varying degrees of problems in development, information processing, and behavior. A general theory of sensory integration and treatment has been developed by Dr. A. Jean Ayres from studies in the neurosciences and those pertaining to physical development and neuromuscular function. Evidence-based treatments for supporting people experiencing sensory differences can improve comfort and quality of life.

Sensory integration focuses primarily on three basic senses–tactile, vestibular, and proprioceptive. Their interconnections start forming before birth and continue to develop as the person matures and interacts with his/her environment. The three senses are not only interconnected but are also connected with other systems in the brain. Although these three sensory systems are less familiar than vision and audition, they are critical to our basic survival. The inter-relationship among these three senses is complex. Basically, they allow us to experience, interpret, and respond to different stimuli in our environment. The three sensory systems will be discussed below.

Tactile System

The tactile system includes nerves under the skin’s surface that send information to the brain. This information includes light touch, pain, temperature, and pressure. These play an important role in perceiving the environment as well as protective reactions for survival.

Dysfunction in the tactile system can be seen when an individual:

• withdraws from being touched
• refuses to eat certain ‘textured’ foods
• refuses to wear certain types of clothing
• complains about having one’s hair or face washed
• avoids getting one’s hands dirty (i.e., glue, sand, mud, finger-paint)
• uses one’s fingertips rather than whole hands to manipulate objects

A dysfunctional tactile system may lead to a misperception of touch and/or pain (hyper- or hypo-sensitive ) and may lead to self-imposed isolation, general irritability, distractibility, and hyperactivity.

Tactile defensiveness is a condition in which an individual is extremely sensitive to light touch. Theoretically, when the tactile system is immature and working improperly, abnormal neural signals are sent to the cortex in the brain which can interfere with other brain processes. This, in turn, causes the brain to be overly stimulated and may lead to excessive brain activity, which can neither be turned off nor organized. This type of over-stimulation in the brain can make it difficult for an individual to organize one’s behavior and concentrate and may lead to a negative emotional response to touch sensations.

Vestibular System

The vestibular system refers to structures within the inner ear (the semi-circular canals) that detect movement and changes in the position of the head. For example, the vestibular system tells you when your head is upright or tilted (even with your eyes closed). Dysfunction within this system may manifest itself in two different ways. Some children may be hypersensitive to vestibular stimulation and have fearful reactions to ordinary movement activities (e.g., swings, slides, ramps, inclines). They may also have trouble learning to climb or descend stairs or hills; and they may be apprehensive walking or crawling on uneven or unstable surfaces. As a result, they seem fearful in space. In general, these children appear clumsy. On the other extreme, the child may actively seek very intense sensory experiences such as excessive body whirling, jumping, and/or spinning. This type of child demonstrates signs of a hypo-reactive vestibular system; that is, they are trying continuously to stimulate their vestibular systems.

Proprioceptive System

The proprioceptive system refers to components of muscles, joints, and tendons that provide a person with a subconscious awareness of body position. When proprioception is functioning efficiently, an individual’s body position is automatically adjusted in different situations; for example, the proprioceptive system is responsible for providing the body with the necessary signals to allow us to sit properly in a chair and to step off a curb smoothly. It also allows us to manipulate objects using fine motor movements, such as writing with a pencil, using a spoon to drink soup, and buttoning one’s shirt.

Some common signs of proprioceptive dysfunction are:

• clumsiness
• a tendency to fall
• a lack of awareness of body position in space
• odd body posturing
• minimal crawling when young
• difficulty manipulating small objects (buttons, snaps)
• eating in a sloppy manner
• and resistance to new motor movement activities

Another dimension of proprioception is praxis or motor planning. This is the ability to plan and execute different motor tasks. In order for this system to work properly, it must rely on obtaining accurate information from the sensory systems and then organizing and interpreting this information efficiently and effectively. [i]

Med Hypotheses. 2008;70(5):967-74.

doi: 10.1016/j.mehy.2007.09.006. Epub 2007 Nov 5.

The association between tick-borne infections, Lyme borreliosis and autism spectrum disorders

Robert C Bransfield ¹, Jeffrey S Wulfman, William T Harvey, Anju I Usman

Chronic infectious diseases, including tick-borne infections such as Borrelia burgdorferi may have direct effects, promote other infections and create a weakened, sensitized and immunologically vulnerable state during fetal development and infancy leading to increased vulnerability for developing autism spectrum disorders. A dysfunctional synergism with other predisposing and contributing factors may contribute to autism spectrum disorders by provoking innate and adaptive immune reactions to cause and perpetuate effects in susceptible individuals that result in inflammation, molecular mimicry, kynurenine pathway changes, increased quinolinic acid and decreased serotonin, oxidative stress, mitochondrial dysfunction and excitotoxicity that impair the development of the amygdala and other neural structures and neural networks resulting in a partial Klüver-Bucy Syndrome and other deficits resulting in autism spectrum disorders and/or exacerbating autism spectrum disorders from other causes throughout life. Support for this hypothesis includes multiple cases of mothers with Lyme disease and children with autism spectrum disorders; fetal neurological abnormalities associated with tick-borne diseases; similarities between tick-borne diseases and autism spectrum disorder regarding symptoms, pathophysiology, immune reactivity, temporal lobe pathology, and brain imaging data; positive reactivity in several studies with autistic spectrum disorder patients for Borrelia burgdorferi (22%, 26% and 20-30%) and 58% for mycoplasma; similar geographic distribution and improvement in autistic symptoms from antibiotic treatment. It is imperative to research these and all possible causes of autism spectrum disorders in order to prevent every preventable case and treat every treatable case until this disease has been eliminated from humanity.

Mental Symptoms

Common Sign / Symptoms	Specific Sign / Symptoms	Specific Sign / Symptoms
Mental delays (Language / Socialization) Mental retardation in children: aeth.-2, agar.-2, arg-n.-2, bar-c.-2, bar-m.-2, bufo.-2, calc.-2, calc-p.-2, caps.-2, carb-s.-2, carc.-2, dpt., hell.-2, hyos.-2, iod.-2, lyc.-2, med.-2, merc.-2, mmr.-2′, nat-m.-2, nux-m.-2, phos.-2, plb.-2, sars.-2, sil.-2, stram.-2, sulph.-2, syph.-2, tab.-2, tub.-2, zinc.-2 vaccination, after carc dpt, mmr, sil, thuj Learning disabilities: agar.-2, agn.-2, anac.-2, ars.-2, bar-c.-2, bufo.-2, calc.-2, calc-p.-2, carc.-2, cast.-2, caust.-2, cham.-2, cina.-2, con.-2, dpt., kali-sil.-2, lyc.-2, mag-p.-2, med.-2, merc.-2, mmr., nat-m.-2, okou.-2, olnd.-2, ph-ac.-2, phos.-2, rib-ac.-2, sil.-2 Talking, slow learning to: agar., bar-c., bell.5, bor.1b, calc.1b, calc-p., carc., caust.3, dpt., mmr., nat-m., nux-m., ph-ac.1b, phos.7, sanic., sil.3, sulph.3 Hyperactivity/ Irritability /Anxiety 70%+ of Autistic children are agitated It seems to be linked equally to hypersensitivity of the nervous system In many cases, anger is often expressed when they are confronted with obligation 80%+ suffer anxiety, manifested by tensions esp going to new places, having to meet unfamiliar people, having to navigate situations Rubrics Hyperactivity, in children: absin, anac, Androc, ars.-2, ars-i.-2, calc-p.-2, carc.-2, cham.-2, cina.-2, coff.-2′, dpt., hyos.-2, ign.-2, iod.-2, med.-2, merc.-2, nux-v.-2′, Rhus-t.-2, stram.-2, tarent.-2, Thuj.-2, tub.-2, verat.-2, zinc Irritability, in children: abrot., ant-c., ant-t., ars., Benz-ac., bor., calc-p., cham., chin.7, cina., cupr.7, DPT., graph., iod., ip.7, lyc., mag-c., nat-m.13, puls., sanic., sep., sil., staph.7, Ter.12, tub.7, zinc. Anticipation, complaints from: acon.7, aeth.7, anac.7, arg-n.7′, ars.7′, bry.7, calc.7, camph.7, carb-v.7, carc.7, caust.7, cic.7, cocc.7, coff.7, elaps.7, fl-ac.7, gels.7′, graph.7, hyos.7, ign.7, kali-br.7, lac-c.7, lyc.7′, lyss.7, med.7′, merc.7, nat-c.7, nat-m.3b+7, nux-v.7, petr.7, ph-ac.7′, phos.7, plb.7, psor.7, puls.7, sil.7, staph.7, still.7, stront.7, thuj.7, verat.7 Suggested remedies Ars, Cina, Sil, Stram, Tub, DTP , Carc	Striking They shout, bite and hit 10% hit themselves 25%+ hit others Rubrics Striking, in children: CHAM., cina., cupr., DPT., lyc., MMR., Tub. Head his: ars., Stram., tarent. Biting, in children: bell, DPT., MMR. Shrieking, in children les : anac., apis., bell., Benz-ac., bor., calc., calc-p., cham., cina., coff., cupr, Dor, Dpt., dulc., hell., ign., ip., Jal., Kali-br., Kreos, Lac-c, lyc, rheum., Senn., stram., tub. Remedies Lyc Cupr Tub Cina DTP	50% have ear of the dark” (Still sleep with the mother). 80%+ “obsessive behavior” (having a tendency to put things away, toys, in a precise way). 50%+ “having a tendency to compulsively repeat a question, a word or a piece of music. 25%+ have a tendency to play alone (video games on their phone) 25%+ poor eye contact Rubrics Fear of the unknown  acon., aeth.7, Am-m., bapt., bell.7, Brom., calad.7, calc., calc-p., calc-s., camph., Cann-i., cann-s.3, carb-an., carb-v., caust., cupr., gels.7, Grin.7, Kali-bi.7, lyc., Med., nat-m.7, Nux-m.7, phos., puls., rhus-t., Sanic., sil.7, stram., stront., valer. Obsessions, compulsions: anac., arg-n., ars., aur., calc., carc., hyos., ign., iod., med., merc., nat-m., nat-s., nux-v., plat., psor., puls., sil., staph., stram., sulph., syph., thuj., verat. Speech, repeats the same thing: dpt, lach Play alone, children: carc Company, avoid the sight of people: acon., calc.7, cic., cupr., cur.7, ferr., gels., iod., lac-d.7, led., nat-c., sep., thuj. Remedies Carc, Med, Cupr, Stram, Ars, Calc
Remedis DTP, Carc, Calc, Lyc, MMR Calc-p, Nat m, Sil, Stram, Tub Ars, Bar-c, Cham, Cina, Cupr, Med

General and local symptoms

Common	Uncommon
Appetite disorders Little or too much appetite Intense desires for food (Such as sweets, salty, spicy and often starchy foods).  Sometimes a very intense desire for meat. Desire, farinaceous food: calc-p.8, lach., nat-m., sabad., sulph.89, sumb. Farinaceous food, agg: alum.3, bry.3, Caust., chin.2, coloc.3b, Iris.3b, Kali-bi.2+3, lyc., mag-c.3, nat-c., NAT-M., NAT-S., nux-v., psor.3b, puls.3, Sul Constipation (90%) Constipation, in children Allergies Allergy, food: Common Allergies esp Chronic rhinitis and nasal obstructions Coryza, annual hay fever Allergic reaction, rhinitis: all-c.-2, ars.-2, ars-i.-2, carb-v.-2, Dpt., euphr.-2, iod.-2, kali-i.-2, nat-m.-2, nux-v.-2, puls.-2, sabad.-2, Sang.-2, sil.-2, wye.-2 Nose obstruction, at night: Skin problems Herpes (50%) Eczema Eruptions, suppressed from Sleep problems (50%+) Frequent awakenings and by enuresis (15%+) Involuntary micturation, night, in children:   Scoliosis (50%+) Strabismus.(50%+)	Thermoregulation Nail biting (10%+) Night Teeth grinding (25%+) Excessive Hands / Feet sweating (25%+) Convulsions (epilepsy)(15%+) Rubrics Nails biting: acon.7, agar.87, am-br.7, arg-n.88, arn.7, ars.7, arum-t.7, bar-c.7, bufo.11, calc.3+59, carc.88, cina.3, hura.3, hyos.5+7, lach.5, lyc.3, lyss.3, med.3+88′, nat-m.7+59, nit-ac.3, phos.3, plb.3, puls.88, sanic.7, senec.3+7, sep.88, sil.5+7, stram.7, sulph.5+7, verat.87 Teeth grinding, while sleeping: acon., Agar., ant-c., ars., asaf., bell., bry., calc., CANN-I., Carc.88, caust., cina., coff., colch., con., crot-h., hell., hyos., ign., Kali-br., Kali-c., Kali-p., Lac-d., merc., Mygal., Nat-m.88, Nat-p., Plan., plb., podo., Psor., Sant., sep., stram., sulph.28, thuj., Tub., verat., zinc. Perspiration, feet, bad odor: am-c., am-m., Anan., Arg-n., ars., ars-i., Arund., bar-c., Bufo., calc., calc-s., Carb-ac., carb-s., Carc.87, Cob., coloc., cycl., fl-ac., graph., kali-c., kalm., lyc., nat-m., nit-ac., petr., phos., plb., psor., puls., rhus-t., sanic., sec., sep., sil., staph., sulph., TELL., thuj., zinc. Muscle weakness (75%+) Myositis : acon.-2′, ant-c.-2, ant-t.-2, arn.-2, asaf.-2, bell.-2, blatta.-2, bry.-2, calc.-2, calc-f.-2, chin.-2, cimic.-2, cordy.-2, echi.-2, form-ac.-2, gins.-2, ham.-2, hep.-2, kali-i.-2, mag-p.-2′, merc.-2, mez.-2, mmr., nux-v.-2, perh.-2, phyt.-2, plb.-2, puls.-2, ran-b.-2, rhus-t.-2, ruta.-2′, sang.-2′, staph.-2, sulph.-2, sys-co.-2, thuj.-2, toxo.-2, tub.-2 Extremities, incoordination: agar., alum., arg-n., bell., calc., carb-s., caust., chlol., coca., cocc., con., cupr., gels., merc., onos., ph-ac., phos., plb., sec., stram., sulph., tab., zinc. Fatigue (75%+) Fatigue, chronic : alum.-2, am-c.-2, ambr.2, apoc.-2, ars.-2, ars-i.-2, aur.-2, bapt.-2, bar-c.-2, calad.-2, calc.-2, cann-s.-2, carb-v.-2, carc.-2, caust.-2, chel.-2, chin.-2, chin-s.-2, cocc.-2, con.-2, dig.-2, ferr.-2, ferr-ar.-2, ferr-p.-2, gels.-2, graph.-2, helon.-2, hyos.-2, kali-c.-2, kali-n.-2, kali-p.-2, lach.-2, laur.-2, lyc.-2, mag-m.-2, mang.-2, merc.-2, mur-ac.-2, nat-ar.-2, nat-c.-2, nat-m.-2, nit-ac.-2, nux-m.-2, nux-v.-2, op.-2, ozone.-2, penic.-2, ph-ac.-2, phos.-2, pic-ac.-2, psor.-2, puls.-2, scut.-2, seneg.-2, sep.-2, sil.-2, stann.-2, staph.-2, stram.-2, stront.-2, sul-ac.-2, sulph.-2, thuj.-2, valer.-2, verat.-2
Remedies Calc, Lyco Ars, Sulph, Sil DTP, Carc, Nat-m

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[i] https://autism.org/sensory-integration/