Chemically altered and artificial fats: margarines, butter replace­
ments, cooking and vegetable oils, processed foods prepared with 
these fats. 4. Lack of high quality protein in the diet from meats and fish, eggs, 
dairy products, nuts and seeds. 5. Exposure to man-made chemicals: cleaning and washing chemi­
cals, personal care products, paints, fire retardants, petrochemi­
cals, pesticides, etc. 6. Exposure to man-made radiation: electronic screens (TV; comput­
ers, play stations, etc. ), mobile phones, high-power electricity 
lines, nuclear stations and nuclear wastes. 7. Drugs: antibiotics, steroids, antidepressants, painkillers, anti­
cancer medication, anti-viral drugs, etc. 8. Lack of fresh air and physical activity. 9. Lack of exposure to sunlight. io. Lack of exposure to common microbes in the environment. Living 
in a too sterilised environment is strongly associated with compro­
mised immunity. The immune system needs constant stimulation 
from the microbes in the environment. 4. CONSTIPATION 
Many GAPS children and adults, whom I see in my clinic, are constipated. Sometimes the constipation is very severe when the person cannot pass 
the stool for 5-7-10 or more days. This is one of the common scenarios. A little boy J. would not have a 
stool for a week or so and then he would pass an enormous stool, scream­
ing with pain. His mother described his stool passing as going through 
childbirth. The stool initially would be hard and large, followed by masses 
of loose or watery faeces. His anus would crack and bleed and as soon as 
these cracks began healing, the next stool would arrive in seven days tear­
ing his anus again. The boy was obviously fearful of passing his stool and 
would hold on for as long as possible. This situation is terrible enough, but 
it is actually not as bad as the next common scenario. A little girl B. has quite a good appetite and would eat and eat all day. But 
she would not pass any stool for 10 or more days. Then she would have a 
very small mushy stool, coming out in thin strips. This sort of stool is an 
over-spill, squeezed through masses of compacted faeces which will stay in 
her bowel for months or longer, poisoning this child. And indeed her learn­
ing disability was far more severe, than that of the boy J., who managed to 
empty his bowel, though only once a week. Constipation is always a sign of deficient gut flora in children and in 
adults. Beneficial bacteria, normally populating the bowel play a crucial 
role in proper stool formation and elimination. The most numerous 
species of friendly bacteria in a healthy bowel are Bifidobacteria and 
physiological strains of E.coli. These microbes produce a whole host of 
enzymes and other active substances, whose action is essential in proper 
stool formation. They stimulate the wall of the bowel to produce mucous 
for lubricating the stool and for passing it out as soon as it is ready. A 
healthy person should have 1-2 stools a day. GAPS children and adults do not have normal gut flora and that is why 
they often have constipation or diarrhoea. Populating their bowel with 
beneficial bacteria is the most important thing to do in treating constipa­
tion. In many cases the constipation gets resolved by changing the diet and 
giving the patient a therapeutic probiotic by mouth. However, in more stubborn cases we have to take other action. Here we have to talk about 
enemas. A lot of people in the West find the subject of enemas repulsive. And yet 
this safe and very effective procedure is probably as old as humans are. There is a whole chapter in Manual of Discipline, which was recorded two 
thousand years ago in the Dead Sea Scrolls describing in detail how to per­
form an enema and how beneficial it is for health. Another third century 
manuscript, found in the archives of the Vatican, called The Essene Gospel 
of Peace, gives a full procedure for performing an enema and strongly 
advises doing it as the "holy baptizing by the angel of water". Famous 
Arabian physician, Ibn Sina Avicenna in his timeless work Canon 
Medicinae in the nth century has advocated regular enemas to clear the 
body and soul. Regular enemas are an integral part of many natural treat­
ment programmes for such serious health afflictions as cancer, psychiatric 
problems, autoimmunity and others. The enema kit is a common tool 
found in family bathrooms in many eastern countries, performed without 
any medical assistance or prescription on children and adults alike. What are the benefits of enema? • It is the most effective and quick relief of constipation. • It is the most effective way to clear out faecal compaction from the 
bowel greatly reducing the amount of toxins coming from this putre­
faction into the person's body. • It is the best way to introduce probiotic bacteria directly into the 
bowel. • It is completely safe, providing that it is performed correctly. The enema procedure 
You can get an enema kit from various health shops and health companies. Boil 2 litres of filtered or bottled water and cool it down to around 40°C. Prepare the enema. To do that assemble the enema kit and hang the 
enema bucket about a metre above the place where your patient is going to 
lie down. Fill the enema bucket with clean water, open the tap at the end of 
the enema pipe and let all the water flush out through the pipe. Close the 
tap and fill the enema bucket with your warm boiled water. Let some of it 
flush through the pipe to wash out any impurities. Close the enema tap. In order to introduce probiotic bacteria direcdy into the bowel dissolve a 
probiotic in the remaining warm boiled water in the enema bucket. Use a therapeutic strength probiotic with predominantly Bifidobacteria species 
in it and make sure that the enema contains at least 4-5 billion viable bac­
terial cells. Obviously you cannot use probiotics in a tablet form, as it will 
have fillers and binders and other additives. Probiotics in a powder or a 
capsule form may have a medium of maltodextrin or FOS, which are 
acceptable to use in enemas but not ideal as they may cause excessive gas 
production for a day or two. Pure probiotics without any additives are the 
best to use for enemas. If you can not find a suitable probiotic just use 
clean boiled water or a pure weak camomile tea (make sure that there are 
no other ingredients but camomile herb). A few tablespoons of home­
made yoghurt added to the enema water can be very soothing for an 
inflamed or irritated rectum. With a child make sure that you have an adult helper, who will either 
perform the enema or distract the child. You need to make this procedure 
as comfortable for the child as possible. Make a nice soft place for him/her 
to lie down underneath the enema bucket and not far from the toilet or 
have a potty ready. Have some favourite toys, books or a video handy to 
occupy him/her. Lie your child on the right side with bent knees close to 
his/her chest. Apply Aloe Vera gel as a lubricant on the nozzle of the enema 
and on the anal area of your child. It is a good idea to warm up the nozzle 
before doing the enema by placing it in warm water. Insert the nozzle into 
the anus of your child 1-2 cm deep and open the tap of the enema. As you 
positioned the enema bucket at least a metre higher than the child the 
water will flow by gravity through the enema pipe into the rectum. Initially 
100ml of water may be enough, later on you may use more water (up to one 
litre). The more water you can comfortably get in, the better cleaning will 
take place. Close the enema tap and take the nozzle out. Let your child lie 
on the right side for as long as he/she feels comfortable. The longer your 
child keeps the water inside, the better the cleaning will be performed. Your child will let you know when he/she is ready to go on the toilet or a 
potty. Let your child sit on the toilet for at least 10-15 minutes to empty 
his/her bowel completely. Occupy him/her with toys, books, videos or any­
thing that works to keep the whole experience pleasant. It is particularly 
important to make the first enema pleasant, so your child will accept it 
next time without any apprehension. ff you feel uncomfortable about performing the enemayourself for the first 
time, employ a nurse or a trained colonic therapist to do it for you. Never give 
your child an enema with salt or anything else apart from clean boiled water, 
water with probiotic, home-made yoghurt or pure weak camomile tea. With an adult the whole procedure can be much simpler. The amount of 
water in the enema for an adult should be 1-2 litres. After performing the enema you need to clean the enema kit by flushing 
it through with water. After that sterilise it by pouring 20-30 ml of 3%-6% 
Hydrogen Peroxide through it and hang it to dry with the enema tap open. You can get Hydrogen Peroxide in any pharmacy without prescription. If 
you cannot find it use any sterilising solution, suitable for baby bottles or 
other children's plastic equipment. You will need to wash and sterilise the 
nozzle separately. A patient with persistent constipation should have a daily enema every 
night before bed, followed by a warm bath with one of the following: V2-1 
cup of Epsom Salt, sea weed powder, cider vinegar or sea salt. After the 
bath rub some Udo's oil, hemp oil, cold pressed sunflower oil, castor oil or 
cold pressed virgin olive oil on the skin of the abdominal area. These oils 
absorb quite well through skin and will help to relieve constipation in the 
long run. The whole procedure should be repeated every bedtime until the 
patient starts producing a regular stool on his/her own. Of course, the diet, which we have discussed, is very important in re­
establishing normal gut flora and normalising all functions of your 
patient's digestive system, including elimination. I do not support the use of any laxatives, drug or herbal, particularly in 
children. They are designed to work on fairly healthy digestive systems. For 
a person with abnormal gut flora they usually are inappropriate. A combi­
nation of the diet and supplementation, which we have discussed, would 
relieve constipation in most cases. In those cases when it is not enough the 
enemas would do the job very effectively. In conclusion I would like to say that GAPS patients whether it is a child 
or an adult should never be left constipated! Constipation is extremely 
harmful for the whole body. It lays the ground for all sorts of digestive dis­
orders, including bowel cancer, and it produces a huge amount of various 
toxins, which poison the whole body. Diet and probiotics as a long-term 
treatment and an enema as an immediate remedy would effectively put 
constipation in the past for your patient. 5. GENETICS 
The word genetics is mentioned a lot in connection with the GAPS condi­
tions. Now and then we see articles in various journals where some part of 
some gene has been found, which may have something to do with autism, 
or schizophrenia, or ADHD/ADD, or dyslexia, or dyspraxia or depression. We are assured that scientists are working on it and that the genetic cause 
of these conditions will be found! Not that it will help the patients or their 
families, but it will put our minds at rest that our children were meant to be 
disabled and there was nothing we could do about it! In our modern world genetics is a popular concept. Almost every health 
problem is commonly blamed on genetics. We pollute the water we drink, 
the food we eat, the air we breathe with industrial and nuclear wastes and 
when we get ill we blame it all on genetics. We deplete our soils of minerals 
and other nutrients and replace them with pesticides, organophosphates, 
weedkillers and lots of other chemicals, we grow our crops on these soils, 
we eat these crops, we get ill and blame it all on genetics. We damage our 
children's immune systems with vaccinations and antibiotics and blame it 
all on genetics. We regularly consume processed foods with virtually no 
nourishment for the body andfull of chemicals, detrimental to health, and 
when we get ill we blame it all on genetics. We regularly intoxicate our­
selves with alcohol, tobacco and drugs and when we get ill we blame it all 
on genetics. If we look at all the epidemics of degenerative disease we have in our 
modern times, which are blamed on genetics, it is easy to come to the con­
clusion that we all must have very poor genetics indeed! In fact I don't 
know how human kind survived for millennia with such poor genetics! According to the scientific establishment genetics are to blame pretty 
much for every misery we suffer. We have epidemics of cancer, heart dis­
ease, diabetes, psychological and psychiatric maladies, learning disabili­
ties, autoimmune disorders, obesity, etc. etc., the list is very long. These are 
all conditions which doctors very rarely encountered too years ago. Have 
our genetics changed so quickly to cause these epidemics? Well, for the last few decades genetic research or molecular biology has 
received the most money in the western world. A lot of laboratories, which 
used to do basic science, have been converted into genetic research. Billions have been poured into this area in every western country. So, if 
every other scientist works in genetics then that is what they know and that 
is what they are going to think about when it comes to identifying the 
course of any disease. As the old English proverb states: "If the only tool 
you have is a hammer, then everything looks like a nail." Obesity? Don't 
worry about your eating habits. Just wait, we will find a gene to blame for 
it!... Cancer? Do not torment yourself with questions about your life­
style, we will pinpoint a gene which caused it!... Learning disabilities? Oh, 
definitely must be genetic! Before the discovery of Helicobacter pylori the medical professionals 
talked a lot about genetics causing stomach ulcers, gastritis and stomach 
cancer. When the H. pylori was discovered and it was proven to cause 
stomach ulcers, gastritis and stomach cancer, nobody talks about genetics 
anymore in connection with these disorders, because the real cause has 
been found. This example shows just how easy it is for us to blame things 
on genetics in order to fill a gap in our knowledge. Genetics are a very convenient scapegoat. It is something we are born 
with, there is nothing we can do about it at the moment. So, wouldn't it be 
wonderful not to worry about our food, environment or our life-styles? Wouldn't it be so convenient to just put all the responsibility for our state of 
health on our genetics? Fortunately, life is not that simple! Of course there are clearly identified genetic conditions, like phenylke­
tonuria, haemophilia and many others, where specific faulty genes have 
been discovered. However, these conditions are relatively rare, their inci­
dence is fairly stable and they are not the main concern in the modern 
world. The real problem in our modern world are the epidemics men­
tioned before of cancer, heart disease, autoimmune and psychiatric condi­
tions, learning disabilities, diabetes, obesity and many other modern mal­
adies, where the numbers of sufferers are growing at a rapid pace. Despite 
huge amounts of money spent on genetic research, none of these condi­
tions had any clear genetic causes allocated to them. A number of different 
genes are thought to have something to do with them, and the more 
research is done the clearer it becomes how unclear it all is. GAPS condi­
tions are not an exception. Number of research studies have been pub­
lished here and there, where scientists suspect different genes, but there is no conclusive evidence for any specific gene or combination of genes 
which we can blame for these disorders. As with other modern epidemics, there is a conclusion that there may be 
a genetic predisposition to the disorder rather than a genetic cause. This 
predisposition can be made of tens or even hundreds of various genes, how 
many and in what combinations - nobody knows yet. But what we do 
know is that any predisposition to materialise into a disease has to have 
certain environmental conditions, in other words things that happen to us 
after we are conceived. Diet is a major part of this environmental condi­
tioning. Let us have a look at studies on identical twins. Identical twins are two 
people who have the same genetics and consequently they should have the 
same predisposition to the same diseases. However, there are many studies 
showing that when identical twins are separated at an early age and live in 
different environments with different diets and life-styles, they do not 
develop the same health problems at all. Even in schizophrenia, which is 
commonly perceived as a "genetic" disease in 50-60% of identical twins, 
only one twin develops schizophrenia. Studies on ethnic emigration also confirm the fact that in the majority of 
cases environment, specifically diet, is more important than genetics. For 
example, Chinese people, who live in China, are generally shorter than the 
western population. However, Chinese people who were bom and grew up 
in western countries are generally as tall as westerners. Western diet is 
obviously a more important factor here than genetics. To make the matter even more interesting, there is a large body of 
research showing that maternal diet during pregnancy and the diet of a 
baby have a major impact on the genetics of that baby. Apparently there 
are many genes in a child, which never become active. For a gene to 
become operational it has to have certain conditions to express itself. Depending on the diet of the mother during pregnancy and the diet of the 
infant after birth different genes will get expressed. This process does not 
stop at the infant stage. Throughout our whole lives our diet has a pro­
found influence on gene expression, in other words what we eat changes 
our genetics. So, which is the chicken and which is the egg - genetics or the 
environmental factors? Environment: our diet, life-style, pollution, stress, infections, etc., has a 
profound effect on what would happen to the child's health since concep­
tion. The same environment will shape a lot of the genetics of the child. Genetics is a very complicated area and despite all our investment into molecular biology we are still very far away from a full understanding of the 
role genetics may play in our health. What the science learned so far we 
can't put into practical use, in other words there is nothing we can do with 
our genetics directly. But, there, is a lot we can do with our environment! By 
changing the environment (diet, life-style, etc.) we can make sure that 
whatever genetic predisposition the child may have, this predisposition 
will not develop into a disease, and at the same time we can alter gene 
expression with the correct diet which will indirectly improve our genetics. Another aspect of GAPS conditions, where genetics are usually men­
tioned, is a family history; In almost every family with an autistic child, for 
example, there is a history of autoimmune disease and digestive problems. Routinely it is assumed that if a mother or a grandmother had asthma, 
arthritis, lupus or any other autoimmune disease, then the immune imbal­
ances the child has got, must be genetic. There are two factors here that are 
usually overlooked. The first one is the gut flora. The gut flora with its unique composition is 
passed mainly from the mother to the child. Let's look at a very common 
scenario. If a maternal grandmother of an autistic child had an abnormal 
gut flora, which resulted in arthritis in her case, she passed this flora to her 
daughter. Quite commonly for her generation she opted not to breast feed 
her daughter, because it was not fashionable at the time. This deepened 
the damage to the gut flora of the daughter, who developed asthma and 
eczema and/or a digestive disorder as a result. In her generation most girls 
were put on a contraceptive pill from late teens for quite a few years before 
they had children. The pill would alter her gut flora even further. Then she 
has a child, to whom she passes her deeply abnormal gut flora to. This 
child develops autism. In the previous chapters we have looked in detail at how abnormal gut 
flora would cause autoimmune disorders. Whether genetics may play a 
role in passing these immune abnormalities to the next generation, the 
science has yet to demonstrate. But, rather than assuming that it is genet­
ics, let's not loose sight of a proven and significant factor, passed through 
generations, the gut flora. Another familial factor, which is often overlooked, is learned behaviour. What is a learned behaviour? These are all the things that children learn 
from their parents, daughters from their mothers: what to eat, how to cook, 
what foods to choose from, personal values and priorities. These learned 
behaviours can vary quite dramatically from family to family. This is some­
thing being passed through generations without any genetic involvement. But it is as important as genetics if not more so, because it will alter the gut 
flora, the pH, the metabolism and the biochemistry of the body. And if the 
grandmother, daughter and granddaughter follow the same family 
behaviour then they will predispose themselves to similar health prob­
lems. For example, imagine a family where rich sugary deserts were always 
a tradition, a lot of bread, pies, biscuits and cakes. This diet will alter the gut 
flora and promote an overgrowth of pathogenic microbes in the gut, which 
always has an unbalancing effect on the immune system. At the same time 
it is a very house-proud family, a lot of cleaning and polishing with domes­
tic chemicals, air fresheners, deodorants, a lot of personal care products 
and perfumes - all highly allergenic and toxic substances - another 
onslaught on already compromised immune systems. We did not come 
even close to genetics here, but already you can see how the family can 
make you immune-compromised simply through learned behaviours. In conclusion: it is possible that there are some non-specific genetic pre­
dispositions to autism, schizophrenia and other GAPS conditions, which 
quite likely overlap with a predisposition for autoimmune and digestive 
disorders and some weakness in the blood-brain barrier. It is very likely 
that this predisposition is very widespread and modern environmental 
factors make it materialise into disease much more often than 100 years 
ago, when the environment was different. A century ago people may have 
had this predisposition just as much, but it did not show itself because the 
environment for it was not right - the diet was more natural, less pollution, 
less stress, no vaccinations, no antibiotics, contraceptive pills or other 
drugs, no nuclear contamination and many other factors. One hundred 
years ago the majority of doctors would never see autism in their practice, 
for example. Today we have a growing epidemic of autism. Genetics just 
don't work this way. This epidemic can only be due to environmental 
factors: modern diet, life-styles, vaccination, drugs and pollution. Rather than dwelling on genetics, which we can do nothing about, I see 
this conclusion as positive, because there is a lot we can do  to change the 
environment to help our children. And those who have done so know that 
it works! •1 6. A FEW WORDS 
ABOUT EDUCATION 
I have probably learned more in the first five 
years of my life than during the rest of it 
Leo Tolstoy 
Education of GAPS children is a huge subject. It is beyond the scope of this 
book to cover it in detail. However, it is important to make one point clear. I have seen many parents in my clinic who have put a lot of effort into the 
physical side of their child's disorder but did not do much in terms of 
organising their child's education. These children usually do not do as well 
as the children who had both issues addressed at the same time. From the moment children are born, what do they do most of the time? They learn! Every moment, they are awake, they learn from the environment, from 
the people around them how to communicate, how to behave appropri­
ately, how to play with toys appropriately, how to play with their peers and 
later on, as they go to school, they learn how to acquire academic skills. This is one of the most important abilities we human beings are born with 
- to be able to learn in order to survive and to fit in the world. A normal child learns from the moment it is born. Have you ever 
observed babies and toddlers? They are like little sponges, listening to 
everything, watching everybody around them, absorbing everylittle bit of 
information from their environment and learning, learning, learning. Their brain cells develop very vital connections and circuits, which would 
serve these children for the rest of their lives. GAPS children miss a lot of this learning. Due to their toxicity their 
brains are not able to process information properly, so these children are 
not sponges in those very important first formative years. They have 
normal ears, eyes, taste buds and sensors in their skin. But all the informa­
tion these organs receive is then passed to the brain to be processed. A 
brain clogged with toxicity cannot process this sensory input appropri­
ately, so GAPS children may not hear, see, taste or feel the same way a 
normal child would do. Highly functioning autistic individuals, who lecture about their disorder, 
tell us that they cannot hear certain frequencies, that certain sounds hurt their ears, that they may not hear parts of words said to them or hear them 
in a distorted way. They say that they cannot see certain parts of the light 
spectrum, some parts of written words, they get lost or disoriented in frac­
tionated light, for example the shadow of a tree or flickering electric lights, 
some parts of light spectrum hurt them. They describe touch from certain 
fabrics and people's hands as unpleasant as the "pins and needles" feeling 
we can get after sittinguncomfortably. A lot of these autistic individuals say 
that many foods taste bland for them and the texture of the food can be 
offensive. All the sensory input from eyes, ears, skin and mouth turns into a 
jumble in their heads, disorienting, sometimes pleasant, sometimes 
unpleasant and sometimes frightening. That is why these children develop 
all sorts of behaviours which look bizarre to us, but would probably make 
perfect sense if we took into account what happens to the sensory input in 
their brains. Their brain cells do not develop normal connections and cir­
cuits. Instead they develop abnormal brain cell connections and circuits. Some of these circuits show themselves as self-stimulatory behaviour or 
self-destructive behaviour. Depending on the severity of the GAPS condition this abnormality in 
processing sensory input may range from an absence of speech develop­
ment in an autistic child, for example, to very slight abnormalities in 
semantics and pragmatics of the language, commonly seen in ADHD/ADD 
and dyslexia. Many dyslexic children may not show any obvious problems 
with processing sensory input until they need to learn reading and writing. However, looking back parents of these children would describe other sen­
sory issues, like unusual fears of certain sounds and objects, strange taste 
preferences and fussiness with food, unexplained tantrums and unusual 
play routines. Children with ADHD/ADD, apart from their behavioural 
problems, almost without exception have deficits in pragmatics of the lan­
guage, which may not be obvious to parents, but can be identified on test­
ing. These are the finer points of the language development concerning 
conversational skills, answering/responding, greeting, informing, naming, 
labelling, negotiating, reasoning, etc. This language deficiency leads to 
problems in social skills and learning. In the case of severe GAPS like autism the longer this situation goes on 
for the more normal learning these children miss and the more they fall 
behind their normal peers. Normal children never stop learning, so for an 
autistic child to have any chance of catching up with them he or she has to 
learn at double speed. The earlier this intensive learning starts the more 
chance there is for an autistic child to catch up simply because he or she misses less. The older the child is the more he or she has missed out and 
the more he/she has got to catch up on. Apart from learning all the normal 
things the teaching has to undo all the abnormal patterns and behaviours 
the child has developed. Again, the older the child the more difficult it 
becomes to break abnormal brain cell circuits and build normal ones. So 
there is a definite sense of urgency for parents of newly diagnosed children 
in starting appropriate education as soon as possible. The question is - what education? Let us start from autism, as these children are at the most severe end of 
the GAP Syndrome. Helping an autistic child 
I would not attempt to describe here all the existing methods of educating 
autistic children. There are many of them and you can find many sources 
of information on this subject. Some methods aim to create an artificial 
environment to suit the child's needs. Other methods try to change the 
child in a way that he or she can fit in the normal world and lead as normal 
a life as possible. At the end of the day it comes down to parents, their abil­
ities and determination, to what method is chosen. However, no matter what method is chosen, any educationalist with 
experience in teaching autistic children would agree, that to be able to 
achieve the most, an autistic child needs one-to-one teaching. This teach­
ing has to be intensive and very structured. It cannot be just any teaching. It has to be conducted by specially trained people. Every skill has to be 
broken into the tiniest possible steps, manageable for an autistic mind and 
taught step by step making sure that all the previous steps are solidly 
learned and used by the child. A normal child would learn every minute he 
or she is awake, so the teaching has to go on for as many hours a day as 
possible, every day. And we must not forget the sense of urgency if your 
child stands any chance of catching up with the same age typically devel­
oping children. Those children are not standing still in their development, 
so the goal post is constandy moving. There is not a moment to waste. I 
personally know only one method, which can achieve all that. This method is Behaviour Modification or Applied Behaviour Analysis 
(ABA). Based on behaviour modification principals a very effective teach­
ing programme for autistic children was developed by a Norwegian psy­
chologist Dr O. Ivar Lovaas and his colleagues at the University of 
California in Los Angeles (UCLA). Dr Lovaas started his groundbreaking work in the 1960s and the programme is still evolving. It is the only pro­
gramme for autistic children in existence, which has got solid published sci­
entific basis behind it. The initial study on the efficacy of this programme 
was done by Lovaas and his team. It produced an astonishing result: 47% of 
children completing this programme achieved normal intellectual and edu­
cational functioning with normal range IQ scores and successful perfor­
mance at mainstream schools. Another 42% were mildly retarded and went 
to special classes for the language delayed, and only 10% were profoundly 
retarded and assigned to classes for autistic children. In contrast, only 2% or 
the control group children achieved normal educational and intellectual 
functioning; 45% were mildly retarded with language delay and 53% 
severely retarded and placed in special schools for autistic and retarded 
children. The treatment group received forty hours a week of intensive one-
to-one behaviour modification teaching, the control group received ten 
hours a week of one-to-one teaching. The children started the treatment 
before the age of four and the programme lasted for at least two years. The 
results of this study were published in the Journal of Consulting and Clinical 
Psychology in 1987. Since then this study has been replicated in many other 
universities, mainly in the US, with similar results. All these studies concen­
trated on children under the age of five. Based on that for many years it was 
a general understanding that ABA can only be done with small children. However, in 2002 Dr Svein Eikeseth and his colleagues published results of 
their study, which demonstrated that older autistic children, aged from four 
to seven could make large gains with intensive behavioural treatment. In 
parallel with that there are several articles published mainly in the Journal 
of Applied Behaviour Analysis which show that the ABA programme works 
not only for children but for adolescents and adults with autism, though 
there are no formal studies published yet. So, although developed initially for small children with autism the ABA 
programme can be effective with all autistic individuals - children and 
adults. However, one point still remains - the earlier you start this pro­
gramme the better results you can expect. As one of the parents, who was doing the ABA programme with her 
autistic boy, put it: "It is amazing how powerful this method of teaching is! With this programme you probably can teach a hippopotamus to speak 
and behave properly!" Whether you can teach a hippopotamus or not I 
don't know, but in combination with appropriate nutritional management 
the ABA programme has shown an ability to achieve the best outcomes for 
autistic children. An example: From "Entering the world of autism: a mother's story" by 
Carolyn Lewis (you can read the full story in the book: "Treating Autism. Parent Stories of Hope and Success", edited by Stephan M. Edelson and 
Bernard Rimland, 2003.) Apart from nutritional intervention Brian had the ABA programme run­
ning at the same time. "Brian's ABA program began August 1,2001. I'll never forget that weekend 
because he cried and had tantrums for much of the three-day workshop. I 
was drained by the end of the third day. The only thing that kept me from 
breaking down was the hope that this program would pull our son out of 
the world of autism. His first task was to sit quietly on a chair for approxi­
mately five seconds. As he didn't want to do this, all of his crying and 
tantrums were in protest. Actually, this was a lot to ask of him, but it was 
the key to getting him into a teachable setting." "Now Brian looks forward to each session of therapy, and he even hand-
leads the therapist to the therapy room." "Fifty percent of his time in therapy is play, and he gets much reward 
from success and the interaction with his therapists. Some have criticised 
ABA because they believe it 'kills the spirit'. I believed in the beginning, and 
still believe now, that without ABA we may never have known Brian's spirit. Brian's daily schedule is full, and I am much more homebound than 
before ABA started. We schedule six hours of therapy a day seven days a 
week in our home. We plan two three-hour shifts of therapy each day. We 
allow time for naps, meals, and playtime between sessions. It is not always 
perfectly regimented, and I use the times when therapists can't make it to 
spend time in new adventures with Brian and Rachael." (Rachael is Brian's 
sister) 
"Brian now (March 2003) behaves much like a typical three-year-old. His 
eye contact and his facial expressions are normal. He plays with other chil­
dren and toys appropriately. There are a few social quirks that need to be 
worked out, but I believe the pre-school environment and playing with 
typical children more often will address those issues." "He has come so far in the short period of intervention that many of us 
who see him and work with him cannot help but comment on how many 
ways he has improved. Brian is a loving, affectionate, playful little boy who 
prefers to interact with others instead of watching TV. Brian has acquired 
many skills including pretend play, and he is a practical joker. He is speak­
ing in sentences and will request what he wants with the appropriate 
words. He points to and comments on things. He has mastered many programs in his ABA therapy. He likes animals and can make many animal 
sounds, Brian especially loves trains, cars, and aeroplanes. He also enjoys 
frequent trips to the pet store, and he plays with the neighbour's Boston 
terrier. Brian is no longer a stranger in our house, and he gives love back to 
us in so many ways. Brian is a miracle beyond belief to those of us who 
knew where he used to be." Helping children with other GAPS conditions 
Behaviour modification is a corner-stone of helping hyperactive children 
as well. Parents and teachers alike have to be trained in this valuable tech­
nique in order to provide consistent and structured help to an ADHD/ADD 
child. To learn in detail about how best to educate and handle a hyper­
active child I would highly recommend two books by Sandra Rief The 
ADD/ADHD Checklist and How to Reach and Teach ADD/ADHD Children. Parent and teacher training, language therapy, work on social skills and 
many other aspects have to be addressed in order to help a hyperactive 
child. As a result of abnormalities in processing sensory input GAPS children 
often do not develop normal social skills. So, making friends and sustain­
ing relationships becomes a problem. If these problems are not addressed 
then through the years the child's self esteem suffers. Feeling rejected for 
years may create withdrawal or vindictive and anti-social behaviours. Working on speech and language pragmatics with a qualified therapist is 
partly important in addressing this problem. However, in parallel there is a 
lot the parents can do to help their GAPS child in developing good social 
skills. I would highly recommend a book and a manual by Myrna B. Shure 
Raising a Thinking Child. Children with GAP syndrome are eligible to receive a lot of professional 
help: speech and language therapy, occupational therapy, psychotherapy, 
special teaching, etc. However, the most important people in children's 
lives are their parents. So, it is the parents that have to be the main thera­
pists for GAPS children. Behaviour modification is the most practical and 
sensible way of bringing up a GAPS child. I believe that parents of all GAPS 
children need to be trained in this valuable method. It allows mom and dad 
to deal with their child'sbehaviours in a positive, constructive and effective 
way, which brings a lot of normality into their family life. We are not trained 
to be parents. Most of us have no idea how to bring up a child before our 
first bundle of joy arrives into our lives. Lucky are those of us who are blessed with a healthy, happy and compliant child. Unfortunately, in the 
case of GAP Syndrome parents are blessed with just the opposite. To bring 
up a child like that you cannot just rely on parental instincts. You need to 
be specially trained! Behaviour modification works on the common sense 
premise: the way the parent responds to what the child does will shape that  
child's behaviour , Untrained parents unintentionally reinforce their chil­
dren's bad behaviours by the way they respond to these behaviours. At the 
same time these parents unintentionally ignore good behaviour which 
does not encourage the child to repeat that good behaviour. As a result the 
child finishes up with a whole bunch of unpleasant and irritating habits 
which then receive negative attention from the parents. The child-parent 
relationship deteriorates to non-compliance, reprimands and punish­
ments. Both sides suffer and the family life becomes a struggle. Being 
trained in behaviour modification makes you an effective parent. Effective 
parents have happy children and build happy families. In conclusion : children with GAP Syndrome have to receive very tar­
geted education from trained people, including trained parents. In those 
cases where children receive this kind of education the outcome is much, 
much better, than in cases where children's education is left to chance. SELECTED REFERENCES 
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Gut_and_Psychology_Syndrome.txt
Summarize the following text section accurately and concisely. Maintain specific details and numerical information, and use anti-repetition mechanisms:

        Chemically altered and artificial fats: margarines, butter replace­
ments, cooking and vegetable oils, processed foods prepared with 
these fats. 4. Lack of high quality protein in the diet from meats and fish, eggs, 
dairy products, nuts and seeds. 5. Exposure to man-made chemicals: cleaning and washing chemi­
cals, personal care products, paints, fire retardants, petrochemi­
cals, pesticides, etc. 6. Exposure to man-made radiation: electronic screens (TV; comput­
ers, play stations, etc. ), mobile phones, high-power electricity 
lines, nuclear stations and nuclear wastes. 7. Drugs: antibiotics, steroids, antidepressants, painkillers, anti­
cancer medication, anti-viral drugs, etc. 8. Lack of fresh air and physical activity. 9. Lack of exposure to sunlight. io. Lack of exposure to common microbes in the environment. Living 
in a too sterilised environment is strongly associated with compro­
mised immunity. The immune system needs constant stimulation 
from the microbes in the environment.
Fill the enema bucket with clean boiled water, and then add a therapeutic strength probiotic.
What is the most important thing to do when giving an enema to a child?
To populate the gut with beneficial bacteria and promote normal gut flora.
What is the main purpose of probiotics in the treatment of constipation?
Environmental factors, such as pollution, poor diet, and lack of fresh air and physical activity.
According to the author, what is the main cause of the current epidemics of cancer, heart disease, diabetes, and other
Dr. O. Ivar Lovaas
What is the name of the doctor who developed the ABA programme?
"Raising a Thinking Child"
What is the name of the book by Myrna B. Shure?