Empirical Data Confirm Autism Symptoms Related to Aluminum and Acetaminophen Exposure
Stephanie Seneff 1,* , Robert M. Davidson 2 and Jingjing Liu 1
1 Computer Science and Artificial Intelligence Laboratory, Massachusetts Institute of Technology, Cambridge, MA 02139, USA
2 Internal Medicine Group Practice, PhyNet, Inc., Longview, TX 75604, USA
* Author to whom correspondence should be addressed.
Received: 24 September 2012; in revised form: 16 October 2012 / Accepted: 5 November 2012 / Published: 7 November 2012
(This article belongs to the Special Issue Biosemiotic Entropy: Disorder, Disease, and Mortality)

Abstract: Autism is a condition characterized by impaired cognitive and social skills, associated with compromised immune function. The incidence is alarmingly on the rise, and environmental factors are increasingly suspected to play a role. This paper investigates word frequency patterns in the U.S. CDC Vaccine Adverse Events Reporting System (VAERS) database. Our results provide strong evidence supporting a link between autism and the aluminum in vaccines. A literature review showing toxicity of aluminum in human physiology offers further support. Mentions of autism in VAERS increased steadily at the end of the last century, during a period when mercury was being phased out, while aluminum adjuvant burden was being increased. Using standard log-likelihood ratio techniques, we identify several signs and symptoms that are significantly more prevalent in vaccine reports after 2000, including cellulitis, seizure, depression, fatigue, pain and death, which are also significantly associated with aluminum-containing vaccines. We propose that children with the autism diagnosis are especially vulnerable to toxic metals such as aluminum and mercury due to insufficient serum sulfate and glutathione. A strong correlation between autism and the MMR (Measles, Mumps, Rubella) vaccine is also observed, which may be partially explained via an increased sensitivity to acetaminophen administered to control fever.

It happened like this.

A little later we went to the schoolroom, where the headmaster continued to explain about the way the school was organized and the way lessons were run. Then suddenly he leaned over, picked up my daughter and held her tightly to his chest.

She screamed the place down.

And screamed for the best part of an hour as the headmaster walked about, holding her tightly all the time, and telling us that it was essential to break down the barrier my daughter had put up between herself and the world. Until that had happened there would be no improvement.

After half an hour my daughter was hysterical, but the headmaster calmly got a wet cloth and wiped the tears from her face. Then when she'd calmed down a little he put her down, placed a chair in her hand and pushed her into a semi-circle of children having a music lesson.

My daughter sat down and looked about for a few seconds as though waking from a sleep. Then her eyes focused on the teacher. And then my daughter (and remember at this point she was making no eye contact and was almost completely non-verbal) simply began to copy the teacher's hand actions and mouth the words to the song.

Me and my wife were stunned. In fact my wife was in tears.

The headmaster turned to us and simply said: "Success."

Then he told us he would accept my daughter into the school, and gave us details of what to do.

The basic of this was hugging in order to take her back to being a baby and bond with her. (There's much more to the therapy, but it's too complicated to put it down here.)

Anyway, we followed his advice. It was tough, because my daughter struggled like a wildcat. Sometimes I had to wrestle with her for two hours before she calmed down But eventually she got to like it, and started to approach me or her mother to be picked up and hugged.