We are in the midst of an epidemic of developmental disorders that includes autism, Asperger's Syndrome, attention deficit disorder (ADD), attention deficit hyperactivity disorder (ADHD), pervasive development disorder (PDD), and nonverbal learning disorder (NLD). Our local, regional, and national communities are in all ways under-equipped to diagnose, treat, or educate these children.

Childhood developmental disorders (CDDs) interfere with normal development of the brain in the areas that influence reasoning, social interaction, motor skills, communication skills, and attention. Children with CDDs are typically deficient in verbal and nonverbal communication, social interaction, and play activities. These disorders make it difficult for them to communicate with others, leading to frustrated social isolation. Developmental disorders occur across a spectrum, affecting individuals differently; some children lose the ability to speak, some might have motor impairment, and many lack social and emotional awareness. Behaviors range from hyperactivity to serious self-injury. Left untreated, children do not develop the skills they need to function in society. Appropriate intervention is mandatory if the course of the child's life is to be redirected.

Autism, ADD, ADHD, PDD, NLD, and Asperger's Syndrome were once either unknown or very rare. In 1980, autism diagnoses alone were 1 in 5,000; today the CDC says it's 1 in 150 children. This makes it the most common developmental disability--more common than Down syndrome, cerebral palsy, and mental retardation combined. The problem is in fact much larger than these numbers reflect. By 2002, according to the Centers for Disease Control and Prevention (CDC), 7%-15% of all US school children were affected by a CDD. In the larger picture, CDDs have multiple effects on society, beginning with strains on the families of those affected; the divorce rate in these families is over 80% in the United States, and there is no way to measure the frustrations of being a sibling of an affected child. Unfortunately, the majority of the public (as well as many professionals in the medical, educational, and vocational fields) are unaware of how these disorders affect people and don't know how to work effectively with individuals with a CDD.

"This problem is going to bankrupt the public health and public school systems in the next fifteen to twenty years if nothing is done."            - Dr. Cordero CDC

In studying Fridrik’s vaccine chart, I was astonished to see that by eighteen months old he had received twenty-two vaccines for eleven different diseases. But the chart was incomplete. Missing from it was the birth dose of hepatitis B—a vaccine given in the hospital in the first hours after he was born without our knowledge or consent.

In normal children, mercury from vaccines is excreted through the hair. But in ASD kids, mercury blocks the release or production of glutathione, the brain’s Natural chelator. So the next time an ASD-susceptible child receives vaccines, mercury builds up. Not only are the children poisoned by a neurotoxin, but, without sufficient glutathione in their bodies, heavy metals, such as lead, arsenic, cadmium, and, yes, mercury from the air, build up in their system further poisoning them.

Enter Autism’s Razor. Derived from Occam¹s Razor, the 13th century principle of simplicity that the fewest assumptions lead to the truth, Autism’s Razor states that the primary cause of autism in children is mercury from baby vaccines. This also explains why most autism cases are seen after babies have received the bulk of their childhood vaccines.