Monday, January 18, 2016

The Story of My Life : A Near Death Experience Resulting In Autism



A passion lies within each and every one of us, especially those of true intentions to serve others. Whatever that passion may be, it often stems from the daily struggles and excitement in our lives.
For some of us, our experiences have led us to doorways of understanding our purpose and reason for the often unexplainable lives of which we all share and seem to fight day to day to sustain some sense of balance and sanity. For some of us, a passion may simply be interpreted as a belief or, even an opinion. However, I refuse to believe passion is based exclusively on such simplicity. I believe within each and every one of us is a dwelling spirit, which either opens its eyes and ears to the calling that is bestowed upon it, or completely chooses to ignore it and, therefore, denies the fact we have all been blessed with a specific responsibility or purpose in this life.
For me, a specific encounter during my childhood opened a doorway that I never knew existed until about twenty years later. From this encounter, I later realized my purpose and duty on this earth. It is a miracle that I am alive, and those who witnessed my encounter still cannot believe that I am alive or functioning as a normal person.
It all began one evening before attending school with my fourth grade class. What seemed to be a typical evening for my family without a doubt became an immediate, perceptible nightmare. It struck me like a flash of lightning. I can remember it clearly because I was haunted with a strange feeling; I immediately knew something was wrong.
The feeling that struck me was one I had never experienced in my life. I began walking around in circles in my bedroom as I placed both hands on my head. I repeated over and over that I had a strange feeling. My senses were completely interrupted, resulting in visions in my mind as if I was dreaming. The more and more I focused my mind on that dream, the more difficult it became for me to think, speak, move, or respond. It was as if I had suddenly been struck with some poison that quickly entered my body and was taking over me. I had no control, and I could not escape it.
To my seemingly unexpected misfortune, I was experiencing the beginning of a grand-mal seizure—one where the body rapidly shakes with violent muscle contractions as the eyes rotate upward toward the head. My mother came to my rescue, and only God knows how she was able to keep her composure the entire time. She rolled my body to its side as she attempted to keep me from choking. I was then quickly transferred out of my bedroom to an ambulance, which carried me to the local hospital.
The seizure activity continued and would not subside, so my brain was unable to return to its normal function. The medical personnel who worked on me placed me in a Phenobarbital coma—one induced by a drug. The coma lasted for three days, and it was the only means of stopping the seizure activity.
According to the physicians and other medical personnel, all normal functions and abilities would have to be relearned because of the severity of the seizure activity and the duration of the coma. For example, I was expected to have to learn to walk and speak again as if I was a newborn child.
When I woke from the coma, my behavior was completely different from what I typically exhibited. My mother describes my behavior as being an alter ego, and she informed the doctors I was not the son she knew.
As I sat in my bed, I appeared to be in a completely different world—non-sociable with little to no response to anyone who communicated with me. Although it was not distinctly clear to those who observed me, since I was somewhat responsive, I appeared to be in a catatonic state, which I could not escape.
My family recalls my behavior well, especially since I neither spoke nor recognized my own mother. The doctors asked me questions, but my responses remained simple and reactive. Basically, my words or responses were given without thought or meaningful understanding. For the most part, my response was “OK”. In fact, when one of the doctors stated, “This is your mother”, I simply responded by saying, “OK”. Indistinctly I had become a child displaying signs of autism.
The entire duration of my experience at Children’s Hospital was a month, and my behavior changed drastically as time progressed. No longer was I in a dream state; I became very hyperactive and overly sensitive to any movement, sound, or other action around me. Whenever I spoke, I stated things completely out of the ordinary. I even called some of the nurse’s names while they were visiting me. My father recalls me swinging my arms around in a very violent manner without the ability to calm myself—obvious signs of ADHD. The doctors asked my mother if it was the typical way I behaved, and she told them it was not.
About a month after I initially woke from the coma, I woke on Christmas morning without one altercation to my brain. I was an entirely different person from what I had been during the previous nightmare of my life—myself! I was completely healed and returned to my normal state of mind! My behavior was then the way my mother had remembered me, and I immediately began questioning my mother about where I was and why I was lying there in a hospital. My level of inquiry was unbelievable as any child’s curiosity would be when waking in a hospital and not knowing why you are there. It truly was a miracle.
Interestingly, I did not inquire about what had transpired the first time I woke. I did not even question about why I was lying in a hospital bed with multiple wires connected to my body. Although, I did inquire about what had transpired once I woke on Christmas morning, and that morning is one morning I will never forget!
I can clearly remember screaming, “What happened! What happened?” I was feeling perfectly normal as I would on any typical day of my life. I did not feel that I had any illness, so I could not see why I was lying there in a hospital bed. I was not in pain, coughing, or feeling uncomfortable. The only discomfort I felt was the frightening shock I received when I woke in a place to which I could not relate any past events. It was as if I had gone to sleep one night in my bedroom as any child does on a typical school night and suddenly waking the next morning in a hospital bed with multiple wires connected to my body.
I am amazed today how the physicians who were working on my case neither observed nor recognized the interesting contrast in my presence and absence of inquiry from the first time I woke and that Christmas morning. Perhaps they were stunned and in complete shock by the miracle which they observed, knowing that I was capable of doing things they predicted I would not be able to do. Nevertheless, the difference in my mental awareness and level of communication was night and day—I lived the life of an autistic child, and I returned to my normal state of mind and functioning.
I can actually recall after being awake on that Christmas morning being aggravated by the number of different doctors who were constantly coming in and out of my room to ask me questions because they were each in shock that I was perfectly fine. My mother told me that one of them raised his hands in the air and said, “It’s out of my hands!” This doctor was definitely in shock and knew at that moment he had witnessed a miracle. The level of my recovery was completely unpredicted and unexpected; thus, the doctors informed my mother that my case would be on the board of discussion for years.
The illness which caused this traumatic experience was encephalitis—the swelling of the brain. The brain swells for different reasons, and one of them is a severe illness, which triggers the neuro-immune system. In my case, the encephalitis was a result of a viral infection, so it was nearly impossible to identify what medication and treatment to issue for my recovery. This made it an even more traumatic experience for not only my family, but for those who diligently worked for the success of my survival.
The only thing they could do was administer every possible treatment or antibiotic to me, which they hoped would cure my illness, and this is why I had multiple wires connected to me at one time.
Occasionally, I experience a mild seizure to this day, and each time it occurs, I am more and more fascinated by the experience I undergo. I can now say that I am blessed to undergo such a fearful experience each time it occurs because it has lead me to assist others in ways  I never knew would exist until later in life.
If you have ever worked in a field, studied, or been taught by another, you can recall a moment when you had a light bulb flash in your mind as you instantly understood something for the very first time. Something that once was impossible to understand immediately became as clear as daylight.
This is exactly what occurred to me as I continuously worked day to day with large groups of children with ADD, ADHD, and autism. I began noticing behavior patterns, recording the characteristics, and eventually I had that light bulb experience—a unique connection to my medical encounter and the behavior of children I observe daily.
It suddenly came to me that the behaviors I was observing in these children with autism, ADD, ADHD, and related conditions were no different than what I had exhibited after being attacked with encephalitis. Furthermore, I discovered a connection to what I experience after a seizure to the behavior patterns I observe in children with the aforementioned conditions.
The imperceptible epidemic breeding among humanity is now a rapidly spreading infestation hidden before the blinded eyes of society.
I now feel it is my duty to introduce the character of autism and ADD. With my most recent literary work, Autism Demystified, I have furthered my journey and experience with something with which I share a strong passion—assisting caregivers of children with autism, ADD, ADHD, and related conditions.
From my encounter in the hospital, I have an exceptional connection to children with these conditions like no other. I can easily identify cases of autism and related conditions without a second thought. After all, when you have lived a particular path, you can definitely relate to those who walk the same road.  
So, if you are in need of assistance, have questions in regards to your child’s behavior, are concerned about your child’s academic challenges in school, or simply need a report to provide to your child’s physician, please contact me.
I also seek more opportunities to speak on the topics of autism and related conditions, and I provide professional consultation and advice concerning these conditions as well. 
 Jason M. Hufft. 


Sunday, January 17, 2016

ADD : An Unforeseen Epidemic



Academic scores are plummeting, while expectations are rising. Learning is becoming a greater challenge for children, while teaching practices are becoming directed by government officials and others who are not currently working in a classroom. Children are exhibiting delayed behaviors in multiple cognitive functions including impulse control, inhibitory control, attention control, and emotional control. Theory of mind as well as speech and language competence are also significantly delayed in many children observed in today’s classrooms. 

The medical challenges today’s children are facing are the leading cause and reason for academic failure. Unfortunately, ignorance is born of many who continue to support falsified evidence, which argues teaching practices or lack of behavior management practices are causes for failures in student achievement. Thus, the reason continued implementation of academic interventions developed by outsiders remain unquestionable failures.  

We cannot teach children opposing behaviors and expect their behavior to change. Nor can we place them with peers and expect them to simulate the behavior of other children. The reason: the behaviors are products of ADD, ADHD, and autism—conditions which cannot be cured through academic intervention, behavior management, or psychotherapy. (The only time behavior management strategies are successful is when the behavior is a product of a child in need of social/emotional support.)

Interestingly, individuals who make decisions for managing the behavior of children with these conditions continuously compel the idea of behavior management strategies and techniques, when in fact they do not understand the conditions from which these children are suffering. Ask medical personnel who work with children suffering from such conditions, and many have explained the complexity and need for medical attention, not psychological or behavioral. If psychological and behavioral support were truly successful with children suffering from ADD and autism, we would see a significant change in behavior, not a continuous replay of the same characteristics and problems. Continuing the same attempt to solve a problem, while continuously receiving the same outcome and expecting a different result, is pure ignorance. 

This ignorance or insanity is no different than attempting to manage someone’s behavior with different strategies and techniques when he or she is intoxicated. Everyone knows it is practically impossible to control someone who is severely intoxicated and cannot function properly. If this was not the case, law enforcement would not be called to place such individuals in custody. 

So, we now turn to a question recently given to me: How much control does a child have over his or her behavior when suffering from ADD, ADHD, or autism? The answer: it depends on the condition, the sub-case of the condition from which the individual is suffering, and the severity of the condition. 

In most cases, children are only in control of their behavior to a certain extent, and this of course depends on the sub-case of the condition. For example, ADD and ADHD vary in sub-cases far more than many realize, which is the reason many mistakenly assume one child will have the same abilities or disabilities as another who has been labeled, identified, or diagnosed the same.
For the most part, children are not in control of their behavior, and this is the reason for the continuous, repetitive display of the same behavior, even when attempts are made with behavior support strategies. The behaviors I am describing are exhibited by individuals who display limited to no impulse control, emotional control, inhibitory control, self-controlled attention, speech, language, and theory of mind. 

The behaviors also involve significant developmental delays, which are easily recognizable and observable. Basically, a child who is ten years of age will function at the level of a four or five year old (sometimes younger), and it is quite obvious when understanding what you are observing. Hence, the reason limitations do not rest solely in the academic world; one’s overall development and maturity is significantly lower than other children. (Of course this is only recognizable if and when there are other children displaying opposing behavioral characteristics in a shared environment. Otherwise, a valid comparison cannot be made.) The large number of challenges and delays are the reason ADD and ADHD alone are very complex conditions—conditions involving much more challenging delays or impairments than solely the inability to focus or pay attention.

Unfortunately, with the complex conditions children are now facing, educational evaluators are mistaken when observing children in classrooms, especially when they are only viewing the activity of the children. This is a serious problem when not understanding the circumstances of the children in today’s classrooms. The behaviors of children in relation to ADD, ADHD, and autism have flooded better than fifty percent of the classroom populations, and when such behaviors are observed by those who are unaware, they place blame and assumptions in areas of which they have very little to no understanding. This is evident by reports, statements, and blames placed on educators. 

Those who have not worked in classrooms for the last five to eight years have no clue about the conditions children are undergoing because the number of such conditions has changed the dynamics of a classroom population entirely. Basically, it is now impossible for an outsider to recognize an observable difference in behavior of the children because a majority of the class population is exhibiting the same behavior. Namely, no marked difference in behavior is identifiable because there is no contrast in behavioral characteristics. 

It is imperative to fight for the children and those who truly care for them. When officials and others—who neither understand the conditions of today’s children nor work with them—place blames on those who do, we must enlighten their minds with reality. That reality involves a simple fact: A classroom today is a completely different world than that of twenty—even ten—years ago. For those with an open eye, it is an unforeseen epidemic! 

Jason M. Hufft

Additional activity time can and will not dismiss nor minimize the behaviors of ADD and ADHD.



A pediatrician had an opportunity to visit an elementary classroom and spend a few minutes observing the students. She noticed the children’s odd behavior and excessive movement. Immediately, she jumped to a snapshot conclusion after her shocking recognition of the children’s challenges keeping still, focusing, managing the movement of their bodies, etc. The pediatrician only spent a brief moment in the classroom, and yet another inaccurate statement was made by someone who does not spend a sufficient duration of time observing the behavior of children in a classroom. 

Her argument was the children did not receive enough recess time or enough time to engage their bodies in movement. While children can always use more recess time—knowing the mind often needs more rest time than the body itself—limited recess time is by no means the causing factor of ADHD and its challenging behaviors. Furthermore, additional recess time can and will not dismiss nor minimize the behaviors of ADD or ADHD. 

As I continue to state, it is impossible for the additional challenges of speech and language, sensory overload, limited emotional control, limited inhibitory and impulse control, and complete disorganized and disrupted working memory to be coupled with limited to zero attention control simply by a lack of recess time during the school day.  

Consider the fact there are several individuals in their sixties who suffer from the condition, and their recess time was possibly longer. During their childhood, children with problems related to ADD or ADHD were simply removed from the classroom setting or completely expelled from the school. Today, however, children’s behaviors are overlooked, ignored, and blame is placed in every known place with absolutely no relation to the behaviors of ADD and ADHD. 

Children are now being diagnosed with sensory processing disorder simply as a broad label when a clear, accurate answer is never found through reports of caregivers concerning the behaviors of their children. Basically, those who suffer from particular sub-cases of ADD are now being labeled with SPD. Keep in mind there are several sub-cases of the condition; thus, the reason I have classified them accordingly in my latest work, Autism Demystified.  

Although many have the authority to diagnose children with medical labels, keep in mind the conditions of ADD and ADHD are conditions which cannot be identified or recognized by typical, physical examination. In other words, the typical means of assessing a patient when he or she arrives in the office of a medical professional are completely inoperative. Thus, leading a medical professional to the mercy of reports given by caregivers and teachers—those who share significant time in the lives of children.  

Before racing to conclusions concerning behaviors of children, it is imperative to acknowledge the significance of the conditions of ADD and ADHD and understand they are not to be taken lightly. Most importantly, conclusions should never be made based on reactive thinking during a first time observation of children in a classroom. Most people who visit a classroom would never recognize nor understand the existence of ADD and ADHD displayed by children, and the demands placed on children and their educators are direct evidence of this. 

Jason M. Hufft 

www.jasonhufft.com