Mutations in CACNA2D1 plus KDM6B -- Gabapentin and Calcium Folinate? Perhaps PQQ? Perhaps BHB?

 

A little research can sometimes be eye opening

I was recently sent genetic results from several parents and surprisingly some have multiple potentially highly causal genes. Some are mutations that are extremely rare and one was unique.

Today I am looking at one case with two genes highlighted in whole exome sequencing (WES), one is a calcium ion channel and the other is a gene extremely close to the one causing Kabuki syndrome.  Interestingly, two possible interventions did very quickly appear.

The report states:

UNCLEAR RESULT

Variants of uncertain significance (VUS) identified

Based on current evidence, the clinical relevance of the detected variants remains unclear.

Kabuki syndrome is caused by mutations in KMT2D or KDM6A.

KDM6A and today’s gene KDM6B both target trimethylation on lysine 27 of histone H3 (H3K27me3), a mark associated with gene silencing. By removing this mark, they activate gene expression. So, mutations in either gene will cause a cascade of effects on numerous other genes.

The old post below suggested the use of HDAC inhibitors to correct the mis expressed genes. In particular, BHB from the ketogenic diet was discussed.

Notably, histone deacetylase inhibition rescued structural and functional brain deficits in a mouse model of Kabuki syndrome.

 

Ketones and Autism Part 5 - BHB, Histone Acetylation Modification, BDNF Expression, PKA, PKB/Akt, Microglial Ramification, Depression and Kabuki Syndrome

           

The calcium channel involved today is not one we have previously looked at, but it is the target of the very well-known drug Gabapentin. This drug is used to treat epilepsy and neuropathic pain. The child does have abnormal EEG and seizures, plus autism, ADHD and absent speech.

Mutations of the KDM6B causing autism were first described only in 2019. In 2022 mutations in this gene were found in several patients with cerebral folate deficiency (CFD), one of the authors is our old friend Dr Ramaekers.

We know a lot about CFD, thanks to our reader Roger, Dr Frye, Dr Ramaekers, and now Agnieszka and Stephen. Over in the US one of the founders of an autism organisation told me her son was diagnosed in adulthood with CFD, when he finally had a spinal tap.

Interestingly, Agnieszka has pointed out a novel way to potentially increase folate in the brain using an OTC supplement called PQQ.

 

Protective effects of pyrroloquinoline quinone in brain folate deficiency

Results

Folate deficiency resulted in increased expression of inflammatory and oxidative stress markers in vitro and in vivo, with increased cellular ROS levels observed in mixed glial cells as well as a reduction of mitochondrial DNA (mtDNA) content observed in FD mixed glial cells. PQQ treatment was able to reverse these changes, while increasing RFC expression through activation of the PGC-1α/NRF-1 signaling pathway.

Conclusion

These results demonstrate the effects of brain folate deficiency, which may contribute to the neurological deficits commonly seen in disorders of CFD. PQQ may represent a novel treatment strategy for disorders associated with CFD, as it can increase folate uptake, while in parallel reversing many abnormalities that arise with brain folate deficiency.

 

PQQ is a relatively common OTC supplement that looks helpful in older people and those with mitochondrial dysfunctions (most older people, plus many with autism).  It can also improve sleep.  The common 20mg dose seems to be based on what was used in a clinical trial in Japanese adults. Japanese drugs are dosed to reflect the size of Japanese people. American women on average weigh 40% more than Japanese women.

PQQ is present in mother’s milk, so it is not some scary artificial compound.

CFD looks like another nexus point where may different genetic variants produce a downstream meeting point.  This means numerous different underlying autisms will share a common beneficial therapy. It will not be a cure, but it should improve the outcome.

The only way to access I/V calcium folinate looks to be via confirmation of very low levels in spinal fluid, so a spinal tap would be necessary.  This is not easy, as Agnieszka has found out.  For some people oral calcium folinate is not sufficiently potent to reverse CFD.

KDM6B

Mutations of the KDM6B gene causing autism were first described only in 2019. In 2022 mutations in this gene were found in several patients with cerebral folate deficiency (CFD).

 

Genetic variants in the KDM6B gene are associated with neurodevelopmental delays and dysmorphic features

Lysine-specific demethylase 6B KDM6B demethylates trimethylated lysine-27 on histone H3. The methylation and demethylation of histone proteins affects gene expression during development. Pathogenic alterations in histone lysine methylation and demethylation genes have been associated with multiple neurodevelopmental disorders. We have identified a number of de novo alterations in the KDM6B gene via whole exome sequencing (WES) in a cohort of 12 unrelated patients with developmental delay, intellectual disability, dysmorphic facial features, and other clinical findings. Our findings will allow for further investigation in to the role of the KDM6B gene in human neurodevelopmental disorders.

 

Layman’s guide to the KDM6B gene

https://www.simonssearchlight.org/research/what-we-study/kdm6b/

 

12% of people with CFD studied in the paper below had mutations in KDM6B. So clearly all people with a mutation in this gene should be tested for CFD vis a spinal tap.

 

KDM6B Variants May Contribute to the Pathophysiology of Human Cerebral Folate Deficiency

Cerebral folate deficiency syndrome (CFD) was defined as any neurological condition that was associated with low concentrations of 5-methyltetrahydrofolate in the cerebrospinal fluid. Previous clinical studies have suggested that mutations in the folate receptor alpha FOLR1 gene contribute to CFD. In this study, we identified six genetic variants in histone lysine demethylase 6B (KDM6B) in 48 CFD cases. We demonstrated that these KDM6B variants decreased FOLR1 protein expression by manipulating epigenetic markers regulating chromatin organization and gene expression. In addition, FOLR1 autoantibodies were identified in CFD patients’ serum. To the best of our knowledge, this is the first study to report that KDM6B may be a novel CFD candidate gene in humans.

The way to confirm CFD, with certainty, is via a spinal tap.  This can then open the door to intravenous therapy with calcium folinate.

There is a blood test which then would lead to oral calcium folinate therapy.  This is now very common in children with autism in the US. It improves speech.

www.fratnow.com

The problem is that some people need the more potent intravenous therapy and without a spinal tap there is not enough proof to get the therapy.

 

CACNA2D1

The CACNA2D1 gene encodes voltage-dependent calcium channel subunit alpha-2/delta-1. 

Different types of mutation will have different effects and varying degrees of severity.

Some mutations in this gene are associated with a condition called “Developmental and Epileptic Encephalopathy 110”.

Developmental and epileptic encephalopathy-110 (DEE110) is an autosomal recessive disorder characterized by profound global developmental delay and hypotonia apparent in infancy followed by onset of seizures in the first months or years of life. Affected individuals achieve almost no developmental milestones and show impaired intellectual development, poor or absent speech, inability to walk or grasp objects, peripheral spasticity, and poor eye contact. Brain imaging shows hypoplastic corpus callosum and cortical atrophy.

CACNA2D1 is also a novel Brugada Syndrome susceptibility gene.

Brugada syndrome may be a major cause of sudden cardiac death in men under 40. People with Brugada syndrome on average die between the ages of 26 to 56 years, with an average age of 40 years. If treated appropriately, patients can have a normal lifespan.

A pediatric cardiologist should be consulted.

Fortunately the Alpha-2/delta proteins are believed to be the molecular target of the gabapentinoids gabapentin and pregabalin, which are used to treat epilepsy and neuropathic pain.

This means that an obvious path to investigate is whether the drug gabapentin has a positive effect. Mutations could produce either gain of function of loss of function.

Gabapentin binds to a the α2δ subunit. This binding does not directly block or open the channel, but it influences its overall activity.

The exact mechanism of action is still not fully understood, but it is believed that gabapentin:

·       Reduces the release of certain neurotransmitters involved in pain signaling, such as glutamate and substance P.

·       Alters the trafficking and function of the calcium channels themselves.

·       Therefore, gabapentin's action is more complex than simply "blocking" or "opening" channels. 

Gabapentin is not guaranteed to help in this case, but certainly might do.

Conclusion

The take home is really that if you invest thousands of dollars/euros/pounds in genetic testing, it is well worth your time spending some time on the internet looking up any flagged genes.

People expect too much from the geneticist writing the report.

Double check these things yourself.  Take your findings to an open-minded neurologist, who reads the research literature.

Be aware that the same mutation can be present in one or even both parents, with no noticeable negative effect, but be disease causing in their child. Genetics is often about the probability of something happening, rather the certainty. 

Look at partially-effective or sometimes-effective interventions in the research. For example, one reader is looking at mutations in NF1 plus ZMYND11. She might want to try Lovastatin.  NF1 causes an increase in RAS, which is a pro-growth signal, this leads to RASopathies which can cause intellectual disability (ID). Lovastatin reduces RAS and it was trialled to reduce ID in NF1 - the results were mixed. It probably matters at what age you start trying to reduce RAS.

Walnuts for Brain Health in Aging and ADHD, but in Autism?

 

Source: Ivar Leidus - Own work, CC BY-SA 4.0,  https://commons.wikimedia.org/w/index.php?curid=98723321

 

Diet does seem to be the most popular intervention for autism and it does appear to give benefits, particularly in those with milder autism.

There are lessons to be learnt from healthy aging, when looking at how to optimise brain function in those with a neurodevelopmental disorder like autism.

As we age, multiple processes in the body start to function sub-optimally and this pretty much determines our healthy life expectancy. There are overlaps between features of this sub-optimal function (oxidative stress, mitochondrial dysfunction, neuroinflammation etc) and what is present in people with level 3 autism and/or intellectual disability.

The dietary keys to healthy aging:

A healthy varied diet rich in fruits, berries, vegetables, whole grains, legumes and nuts.

Healthy fats and lean protein.

To this we have to add all those herbs and spices.

Herbs, in large quantities, are a key element of the Mediterranean diet and are often omitted by people trying to copy this diet. I still remember meeting our reader Petra in Greece and receiving her gift of olive oil and oregano – it was a huge bag of oregano, not the size you might find in a supermarket in Northern Europe.

The healthy Okinawa diet is distinguished by low-calorie intake, fish, very little meat, fermented food (like natto), not to forget the seaweed. They also consume large amounts of a purple sweet potato. Okinawan sweet potatoes, also known as purple sweet potatoes, are a type of sweet potato that is native to Okinawa. They are characterized by their deep purple flesh, which is due to the presence of anthocyanins, a type of antioxidant.

I have to say that having visited an island in the Okinawa archipelago they also have some very unhealthy food adopted from US military bases. Spam sushi was everywhere, as are US style fast food outlets, with over-sized burgers. I found it hard going eating fish three times a day, albeit those small amounts.

 

Greece is no different, there are older Greeks with healthy traditional diets, but no shortage of giros and souvlaki joints catering to the locals and the tourists alike.

 

 

Nuts!  Not just at Christmas

Nuts are on the list of healthy foods, but I think most people neglect them.

It is difficult to incorporate sufficient nuts into your diet unless you are going to spend time eating them by the handful.

Incorporating large amounts of herbs like oregano, basil, sage, rosemary, thyme, parsley, mint etc is not so hard and you end up with much tastier food. They provide numerous health benefits. 

I was very surprised to find that there was so much evidence to support the humble walnut.

I was also surprised where some of the evidence comes from.

I did exchange emails many years ago with Abha Chauhan, a well-known researcher at the Institute for Basic Research in Developmental Disabilities in New York. She has written some very cutting edge research about oxidative stress.

She turns out to be a fan of walnuts.

She does actually list nutrition among her research interests:-

Alzheimer's disease, amyloid, free radicals, glutathione, mitochondria, nutrition, oxidative stress, protein kinases

 Her paper is here:-

Beneficial Effects of Walnuts on Cognition and Brain Health

I did previously wonder why New York has a research center into intellectual disabilities. Here is some information.

 

The Institute for Basic Research in Developmental Disabilities (IBR) is a proud part of New York State’s long history of caring for its citizens with developmental disabilities. It was in the 1940s and 1950s that the idea of creating an institute dedicated to studies in mental retardation was first discussed. In 1958, enabling legislation was passed for the creation of the Institute for Research in Mental Retardation within the New York State Department of Mental Hygiene. Ground was broken for the Institute’s research tower in 1964, and when its first laboratories opened in 1968, IBR was the first large-scale institute in the world with the mandate to conduct basic and clinical research into the causes of mental retardation. IBR became part of OPWDD, then known as the New York State Office of Mental Retardation and Developmental Disabilities (OMRDD) in 1979; a year later, it was renamed the Institute for Basic Research in Developmental Disabilities to reflect OMRDD’s broader focus on many developmental disabilities.  

Research is always good, but what really matters is translating it to therapy. How about actually getting kids with autism treated for oxidative stress? This I recall discussing with Abha and her response was that the funding is lacking for clinical trials. My response was that she could always give Mike Bloomberg a call.  How much money do you really need? 

Abha, Alzheimer’s and the walnut

As we saw Alzheimer’s was number one on Abha’s research interests. Here we have her paper suggesting walnuts for Alzheimer’s.

 

Benefits of a diet with walnuts in Alzheimer’s disease

Alzheimer’s disease is a severe neurodegenerative disorder, responsible for 60-70% of cases of dementia. The most common symptoms are memory loss, disorientation and loss of cognition. To date, there is no known cure for this disease, but Dr Abha Chauhan, based at the New York State Institute for Basic Research in Developmental Disabilities, New York, USA, has shown how supplementation with walnuts in the diet can help Alzheimer’s mice slow down the development of the disease. Her research demonstrates that walnuts can limit the oxidative stress characteristic of this condition, as well as promote the body’s natural antioxidant defence mechanisms. 

Based on these results, it’s reasonable to suggest that supplementation with walnuts may help in reducing the risk of developing Alzheimer’s disease, delaying its onset and/or slowing its progression due to the antioxidant and anti-inflammatory effects of different components of walnuts. At the very least, these results indicate that it may be worth conducting similar studies in humans.

 

It’s difficult to say at this stage what exactly in the walnut is responsible for these benefits, but in addition to antioxidants in walnuts, ALA (omega-3 fatty acid) may also be a contributing factor. While most nuts contain monounsaturated fats, only walnuts consist primarily of polyunsaturated fat, of which ALA is the main constituent. This fatty acid is the precursor of vital fatty acids, important for regulating serotonin and dopamine concentrations, as well as modulating key inflammatory and immune functions.

 

Beneficial Effects of Walnuts on Cognition and Brain Health

Oxidative stress and neuroinflammation have important roles in the aging process, mild cognitive impairment (MCI), Alzheimer’s disease (AD), and other brain disorders. Amyloid beta protein (Aβ) is the main component of amyloid plaques in the brains of people with AD. Several studies suggest that Aβ increases the generation of free radicals in neurons, which leads to oxidative damage and cell death. Aβ can also induce neuroinflammation by increasing pro-inflammatory cytokines and enzymes. Walnuts contain several components that have antioxidant and anti-inflammatory effects. Animal and human studies from our and other groups suggest that supplementation with walnuts in the diet may improve cognition and reduce the risk and/or progression of MCI and AD. In the transgenic AD mouse model (AD-tg), we have reported the beneficial effects of a diet with walnuts on memory, learning, motor coordination, anxiety, and locomotor activity. Human clinical trials have also suggested an association of walnut consumption with better cognitive performance and improvement in memory when compared to baseline in adults. Our recent study in AD-tg mice has shown that a walnut-enriched diet significantly improves antioxidant defense and decreases free radicals’ levels, lipid peroxidation, and protein oxidation when compared to a control diet without walnuts. These findings suggest that a diet with walnuts can reduce oxidative stress by decreasing the generation of free radicals and by boosting antioxidant defense, thus resulting in decreased oxidative damage to lipids and proteins. An in vitro study with synthetic Aβ showed that walnut extract can inhibit Aβ fibrillization and solubilize the preformed Aβ fibrils, suggesting an anti-amyloidogenic property of walnuts. Because it takes many years for cognitive impairment and dementia to develop, we suggest that early and long-term dietary supplementation with walnuts may help to maintain cognitive functions and may reduce the risk of developing, or delay the onset and/or slow the progression of, MCI and dementia by decreasing Aβ fibrillization, reducing oxidative damage, increasing antioxidant defense, and decreasing neuroinflammation. Furthermore, several animal and human studies have suggested that walnuts may also decrease the risk or progression of other brain disorders such as Parkinson’s disease, stroke, and depression, as well as of cardiovascular disease and type 2 diabetes. Together, these reports suggest the benefits of a walnut-enriched diet in brain disorders and in other chronic diseases, due to the additive or synergistic effects of walnut components for protection against oxidative stress and inflammation in these diseases.

  

Walnuts for teenagers? 

That’s Nuts! Eating Walnuts Regularly Improves Cognitive Development and Psychological Maturation in Teens

Summary: Teens who added walnuts to their diet for 100 days showed improvements in attention function, and for those with ADHD, frequent walnut consumption was associated with improvements in behavior. Researchers also noted an increase in fluid intelligence in those who frequently consumed walnuts as part of their daily diet.

  

Walnuts May Help Teens with Maturity, Thinking, and Attention

 

Effect of walnut consumption on neuropsychological development in healthy adolescents: a multi-school randomised controlled trial

Background

Omega-3 fatty acids are critical for neuropsychological functioning. Adolescence is increasingly believed to entail brain vulnerability to dietary intake. The potential benefit on adolescent neurodevelopment of consuming walnuts, a source of omega-3 alpha-linolenic acid (ALA), remains unclear.

Methods

We conducted a 6-month multi-school-based randomised controlled nutrition intervention trial to assess whether walnut consumption has beneficial effects on the neuropsychological and behavioural development of adolescents. The study took place between 04/01/2016 and 06/30/2017 in twelve different high schools in Barcelona, Spain (ClinicalTrials.gov Identifier: NCT02590848). A total of 771 healthy teenagers aged 11–16 years were randomised into two equal groups (intervention or control). The intervention group received 30 g/day of raw walnut kernels to be incorporated into their diet for 6 months. Multiple primary endpoints concerning neuropsychological (working memory, attention, fluid intelligence, and executive function) and behavioural (socio-emotional and attention deficit hyperactivity disorder [ADHD] symptoms) development were assessed at baseline and after intervention. Red blood cell (RBC) ALA status was determined at baseline and 6 months as a measure of compliance. Main analyses were based on intention-to-treat using a linear mixed-effects model. A per-protocol effect of the intervention was analysed using inverse-probability weighting to account for post-randomisation prognostic factors (including adherence) using generalised estimating equations.

Findings

In intention-to-treat analyses, at 6 months there were no statistically significant changes between the intervention and control groups for all primary endpoints. RBC ALA (%) significantly increased only in the intervention group, coefficient = 0.04 (95% Confidence Interval (CI) = 0.03, 0.06; p < 0.0001). The per-protocol (adherence-adjusted) effect on improvement in attention score (hit reaction time variability) was −11.26 ms (95% CI = −19.92, −2.60; p = 0.011) for the intervention group as compared to the control group, improvement in fluid intelligence score was 1.78 (95% CI = 0.90, 2.67; p < 0.0001), and reduction of ADHD symptom score was −2.18 (95% CI = −3.70, −0.67; p = 0.0050).

Interpretation

Our study suggested that being prescribed eating walnuts for 6 months did not improve the neuropsychological function of healthy adolescents. However, improved sustained attention, fluid intelligence, and ADHD symptoms were observed in participants who better complied with the walnut intervention. This study provides a foundation for further clinical and epidemiological research on the effect of walnuts and ALA on neurodevelopment in adolescents.  

Walnuts for Autism? 

I did find a case study from the Middle East putting forward reasons why walnuts and pumpkin may benefit some types of autism.  It was not a robust study, but I was surprised to find anything at all on this subject. 

Effects of Walnut and Pumpkin on Selective Neurophenotypes of Autism Spectrum Disorders: A Case Study

Special diets or nutritional supplements are regularly given to treat children with autism spectrum disorder (ASD). The increased consumption of particular foods has been demonstrated in numerous trials to lessen autism-related symptoms and comorbidities. A case study on a boy with moderate autism who significantly improved after three years of following a healthy diet consisting of pumpkin and walnuts was examined in this review in connection to a few different neurophenotypes of ASD. We are able to suggest that a diet high in pumpkin and walnuts was useful in improving the clinical presentation of the ASD case evaluated by reducing oxidative stress, neuroinflammation, glutamate excitotoxicity, mitochondrial dysfunction, and altered gut microbiota, all of which are etiological variables. Using illustrated figures, a full description of the ways by which a diet high in pumpkin and nuts could assist the included case is offered.

This case study does not support broad food treatments as a treatment for ASD, but it does imply that specialized dietary interventions over time may play a role in the management of certain ASD symptoms, functions, and clinical domains. The pumpkin/walnut healthy diet improved nutritional status, presumably increasing the brain’s ability to function and learn by reducing oxidative stress, neuroinflammation, glutamate excitotoxicity, mitochondrial dysfunction, and altered gut microbiota, all of which are etiological mechanisms behind the clinical presentation of ASD.   

Impact of Nut Consumption on Cognition across the Lifespan 

Cognitive health is a life-long concern affected by modifiable risk factors, including lifestyle choices, such as dietary intake, with serious implications for quality of life, morbidity, and mortality worldwide. In addition, nuts are a nutrient-dense food that contain a number of potentially neuroprotective components, including monounsaturated and polyunsaturated fatty acids, fiber, B-vitamins, non-sodium minerals, and highly bioactive polyphenols. However, increased nut consumption relates to a lower cardiovascular risk and a lower burden of cardiovascular risk factors that are shared with neurodegenerative disorders, which is why nuts have been hypothesized to be beneficial for brain health. The present narrative review discusses up-to-date epidemiological, clinical trial, and mechanistic evidence of the effect of exposure to nuts on cognitive performance. While limited and inconclusive, available evidence suggests a possible role for nuts in the maintenance of cognitive health and prevention of cognitive decline in individuals across the lifespan, particularly in older adults and those at higher risk. Walnuts, as a rich source of the plant-based polyunsaturated omega-3 fatty acid alpha-linolenic acid, are the nut type most promising for cognitive health. Given the limited definitive evidence available to date, especially regarding cognitive health biomarkers and hard outcomes, future studies are needed to better elucidate the impact of nuts on the maintenance of cognitive health, as well as the prevention and management of cognitive decline and dementia, including Alzheimer disease.

   

Conclusion

We are told in dietary advice from public health authorities that we should include nuts in our daily diet. The suggested daily amount is about 30 grams (1 ounce).

If you had to choose one nut, it looks like the walnut is the one most likely to help the brain.

Teenagers with ADHD are suggested to benefit in the research from Spain.

Abha Chauhan over in New York is a proponent of walnuts for potentially slowing down Alzheimer’s disease.

Whether walnuts may benefit some with autism is an open question, but there are reasons to believe that it should. Over in Abu Dhabi one autism practitioner is suggesting combining walnuts with pumpkin for optimal effect. 

Ensuring healthy aging with diet and exercise is actually very straight forward, but most people still choose not to do it.

Treating severe autism is much more hit and miss, but many of those who persevere see good results.

Transit Training / Travel Instruction

 

Monty coming home by himself, at night, from a trip to see his friend Vera, who proudly sent me the photo - not nervous at all.

 

Today’s post is a practical one, it is all about developing independent travel skills. This is all part of what is called “adaptive behavior,” which are the skills you need to function independently in life.

I still recall one mother’s reaction from years ago when a teenager with autism traveling by bus was mentioned:-

“I’d be petrified I’d never see him again”

Your success in mastering life skills matters much more than your IQ, or any academic results.

Depending on where you live, there may be free services available to teach both children and adults, with some kind of special need, how to safely use public transport. There may be group classes, but some even provide a 1:1 helper to ride with the learner to teach the travel route until they can manage unassisted. We followed this latter model with Monty, now aged 20.  It did not take so long, but we encountered many disruptions along the way that provided key learning opportunities – more of that later.

In North America it is the transit authority or school that may offer this training, whereas in the UK it seems to be the municipal authority.

 

 

Example from the UK – Essex County Council

 Transit training in Vancouver

 

There are video training courses and apps for smart phones.

It is apparent that a wide range of people, from low IQ to high IQ are using these services.  It is quite well known that some Aspies struggle with travel by plane, but others may not like sitting next to strangers on the bus.

As with all trainings, they range from the superficial, like how to buy the ticket, to the comprehensive where many of the possible disruptions are planned for.

This is very similar to learning how to buy food/groceries - there is more to it than just learning how to stand in line and pay for your shopping. 

In the jargon this is all part of “adaptive behavior.” I think it would be much clearer if it was called “adaptable behavior.” Many people with autism are not adaptable at all and when things change, or go wrong, they can fall apart.

 

When things go wrong  – it’s also called “life”

In my brief research I came across quite a lot from the US and just a small amount from the UK. Many of the anecdotes from the US are very upbeat, with parents happy that their child has achieved travel independence.  Some of the children / young adults do not appear very disabled, I should point out.

There remains the issue of what happens when things go wrong.

I always told Monty’s 1:1 school assistants not to worry if something went wrong – it’s when things go wrong that you actually learn something useful.  The same is true with independent travel, inevitably things are going to go wrong – more of that later.

Here is a comment I found on the UK’s National Autism Society’s website:-

 

                https://community.autism.org.uk/f/adults-on-the-autistic-spectrum/3426/travel-training

“My local authority is reviewing the cost of providing specialised transport for disabled adults and children. This is quite a widely reported issue nationally, as it affects vital transport links for people on the spectrum, especially those having to travel long distances to use support services and day centres.

One clever wheeze my local council has come up with is that they are going to train people with learning disabilities or autism how to travel independently by bus or train.

Yep, if you haven't heard this idea before, if my council are pushing this, sure enough lots of councils will be trying the same thing.

Seems they haven't factored in change. If the bus route changes. If the train leaves late or there's a confusing on train announcement. If the driver of the bus doesn't understand the difficulty. 

So for local authorities to come up with the clever saving, oh we'll teach disabled people how to go by bus or train. It is truly tragic how badly served we are.”

 

Clearly there are some people who will never be able to safely travel independently.  If you cannot master being out as a pedestrian unaccompanied, you are not ready for public transport training.

Given how broadly autism is now diagnosed with 1 in 25 (four percent) of seven to 14 year old Australians now having an autism diagnosis, it is only a very small proportion who cannot be helped.  Many will not need any help at all.

 

Getting used to things going wrong

Things rarely go exactly to plan and it is these unexpected events that can be hard for some people with autism, or intellectual disability, to deal with.

How do you build resilience to change? By being exposed to it, not being hidden from it.

Many things can go wrong when traveling independently, some are quite predictable, like forgetting to get off the bus at the correct stop, some are not.

 

Bad news can be good news

Since starting independent travel a couple of years ago, Monty has experienced his share of surprises/upsets.

Early on in his bus training he was getting used to traveling by himself on a small local bus and we had his former school assistant following in her car. He was supposed to go from near our house to the park. A lady riding in the bus, who had previously seen Monty practising with his assistant, thought he must have forgotten to get off and so she led him off the bus in what was the middle of his planned journey.  We had not expected that, but no harm done.

A bigger issue occurred recently when Monty took his regular two bus journey to his “work” – about an hour door to door. After getting off the first bus as usual and walking to another bus stop, the second bus had its route modified, due to a road closure, and Monty ended up at a big shopping mall.  He then headed off back towards his work on another bus, but again got stuck because of the road closure.  He could not fully explain what was going on by telephone, so I told him to go to a specific McDonalds, buy a cheeseburger and fries and wait for Dad.  This clearly was a stressful experience, but it is important to complete your activity, so after he finished eating I took him to his work by car.

Fortunately, with a tracking app on your smartphone, you cannot really lose your adult child. I use Google’s Family Link app.

You do need to always pack your phone, remember to charge it and not turn the ringer volume down to zero. Being able to answer your phone and use it to make calls have to be already mastered. Many children with autism hate the sound of a phone ringing and so just turn it off. If your house has poor cell phone coverage you need to teach calling via WhatsApp as well as by phone.

Monty has been taught "if you have a problem, call Dad" and call me he does. At every stage of his bus travels he calls to update me, so the tracking App is really just for emergencies. 

  

The broader concept of Adaptive Behavior, for those interested

Adaptive behavior is the technical term used for daily living skills.

 You might wonder why it is called adaptive behavior. The term "adaptive behavior" is used because it emphasizes the ability of individuals to adapt to their environment and meet the demands of everyday life. It goes beyond simply having basic skills like walking, talking, and eating; it encompasses the ability to learn, solve problems, interact with others, and manage one's personal life.

The word "adaptive" highlights the dynamic nature of these skills, as they are constantly being modified and refined to fit the changing circumstances of an individual's life. As we grow and develop, we learn new ways of coping with challenges, navigating relationships, and achieving our goals.

In addition, the term "behavior" emphasizes the active and intentional nature of these skills. It's not just about having the potential to perform certain actions; it's about actually using those skills in a functional and purposeful way.

Overall, the term "adaptive behavior" captures the essence of what it means to be able to function effectively in the world around us. It's about having the skills and abilities to adapt to new situations, solve problems, and build meaningful relationships, all of which are essential for a fulfilling and independent life.

Adaptive behavior is the collection of conceptual, social, and practical skills that all people learn in order to function in their daily lives. It encompasses a wide range of abilities, from basic self-care skills to more complex problem-solving and social interaction skills. Adaptive behavior is essential for individuals to live independently and to participate fully in their communities.

Conceptual skills are the ability to understand and apply information and concepts. They include:

• Literacy: The ability to read and write at a level that is appropriate for one's age and environment.
• Self-direction: The ability to set goals, make decisions, and manage one's own time and behavior.
• Concepts of number, money, and time: The ability to understand and use basic mathematical concepts, to handle money responsibly, and to manage one's time effectively.

Social skills are the ability to interact with others in a positive and productive way. They include:

• Interpersonal skills: The ability to communicate effectively, build relationships, and resolve conflict.
• Social responsibility: The ability to follow rules, be considerate of others, and contribute to the community.
• Self-esteem: A positive sense of self-worth and value.
• Gullibility or naïveté: The ability to recognize and avoid being taken advantage of.
• Social problem-solving: The ability to identify and solve social problems in a constructive way.
• Following rules: The ability to understand and follow rules and expectations.
• Obeying laws: The ability to understand and obey laws and regulations.
• Avoiding being victimized: The ability to protect oneself from harm or exploitation.

Practical skills are the ability to perform the tasks of everyday living. They include:

• Activities of daily living (personal care): The ability to take care of oneself, such as bathing, dressing, eating, and using the toilet.
• Occupational skills: The ability to perform the tasks of a job or other productive activity.
• Use of money: The ability to manage money responsibly, including budgeting, saving, and spending.
• Safety: The ability to stay safe from harm, including fire, traffic, and other hazards.
• Health care: The ability to manage one's health, including taking medication, seeing a doctor, and understanding one's health conditions.
• Travel/transportation: The ability to travel from place to place safely and independently.
• Schedules/routines: The ability to manage one's time and follow schedules and routines.
• Use of the telephone: The ability to use a telephone to communicate with others.

Adaptive behavior skills develop gradually over time, from infancy to adulthood. Children with disabilities may develop these skills more slowly or with more difficulty than children without disabilities. However, with appropriate intervention and support, children can learn to develop the adaptive behavior skills they need to succeed in life.

  

Conclusion - creating dependence vs creating independence

A recuring theme in dealing with a child who has special needs is to what extent you accommodate those needs, versus trying to overcome them.

If your child struggles at the dentist, do you simply resort to sedation for every visit? or at least try and learn how to be treated like a typical patient?

It is fashionable these days to exaggerate smaller problems to try and get some benefits, or maybe some ADHD meds. A case in point is in Australia with a ballooning budget for those with a disability. In order to access financial support via their NDIS (National Disability Insurance Scheme), some clinicians have been exaggerating the severity of autism, only level 2 and 3 gets you financial benefits.  The end result will be a completely unaffordable scheme and some children/adults held back by a diagnosis they do not warrant. Ultimately there will be insufficient money to support those that need it the most.

In Australia a record 11.5 per cent of boys aged between five and seven are now receiving funding from the NDIS.  Not surprisingly this has put immense pressure on the program’s $42 billion annual budget.

 

Save money on specialist transport by investing in transit training!

A problem the Aussies have is that once someone joins their NDIS disability scheme, they apparently are likely never to leave it. So most of those 5-7 years olds will still likely be on it in 10, 20 and 50 years’ time. The average recipient receives over $30,000 a year.

We recently learnt from the US that about a third of children diagnosed with autism before 36 months of age no longer have symptoms qualifying for an autism diagnosis by the age of 7 years.

 

Persistence of Autism Spectrum Disorder From Early Childhood Through School Age

Key Points

Question:  What is the frequency with which children diagnosed clinically with autism spectrum disorder (ASD) at 12 to 36 months of age continue to meet criteria for ASD based on functioning at 5 to 7 years of age, and what factors are associated with ASD persistence?

Findings:  Of the 213 children in this cohort study, 79 (37%) had nonpersistent ASD. Higher baseline adaptive functioning and female sex were associated with nonpersistent ASD.

Meaning:  These findings suggest that an ASD diagnosis in a child younger than 3 years may not persist, and child-specific factors may be associated with persistence.

 

A big shake up will have to occur down under, or they will go broke.

 

IQ vs Adaptive Behavior as predictors for success

The interesting thing is that plenty of people with low IQ travel by bus every day, with no need for transit training.  Some higher IQ autistic teens and adults seem to struggle and many of them are fully verbal.

Adaptive behavior is the predictor of future independence/semi-independence.

You may well need your IQ to do some kind of office job, but without some adaptive behavior you will not be able to get to and from it.

If you are lucky, adaptive behavior is taught at school, but for many it will have to learnt outside school.

What about those unable to move towards transit training because they cannot safely cross a road? Try and raise IQ pharmacologically where possible, so that basic concepts of danger and self-preservation can be mastered.  Remarkable success is possible if you persist.

 

“I’d be petrified I’d never see him again”

This undoubtedly is a concern many parents of an adult or child with special needs will have.

Plenty of people thought Monty couldn't, or shouldn't, travel independently. There are always a hundred good reasons not to. It's too hot, it's too cold, it might rain, what if he gets lost, what if someone mistreats him ... and the list goes on. 

At least the training option already exists in many countries to move towards travel independence. Perhaps there should be courses for nervous parents too!