Most of my patients start all 3 ingredients at the same time. It is unnecessary to stagger when you start the inulin, fish oil, and olive oil. The book and other elements of the protocol can be purchased here at a 10% discount.
I recommend that people consult their pediatrician if their child is less than 12 months of age, if there are any other complicated medical issues for a child of any age, or if the child requires prescription medications on a regular basis prior to starting The Nemechek Protocol®.
I recommend that people consult their pediatrician if their child is less than 12 months of age, if there are any other complicated medical issues for a child of any age, or if the child requires prescription medications on a regular basis prior to starting The Nemechek Protocol®.n
Yes, but why? Starting with inulin is very effective in most young children and generally lasts for an extended time.nStarting with rifaximin does not lessen the chance of an unpleasant awakening experience, nor do I think the children recover faster on rifaximin than on inulin.
In the early stages of speech development, cooing, laughing, babbling, and baby jargon are all considered speech milestones. Although these may not be recognized as words, they are essential precursors to speaking and count as a form of communication. Once speech improves to the point that words are being attempted, be mindful of the fact that words will not be perfect and that if your child uses “baba” for bottle, that is still meaningful communication.
The iceberg analogy is a great way to understand speech development. Two-thirds of the iceberg is hidden below the surface, and the smallest part is above water. Words are the part of the iceberg that you can see, and what goes on before a child speaks (the “Pre-verbal skills”) are the part of the iceberg that is not visible. Children are only able to use words when the other pre-verbal skills are firmly established. nExamples of pre-verbal skills are:n- Looking & Listeningn- Initiation, Imitation & Understandingn- Smiling & Gesturesn- Development of attention skillsn- Turn-takingn- Social interactionn- VocalizationnnAs long as your child demonstrates some of these pre-verbal skills and progresses through them, words will come. Just stay patient and find opportunities to engage with your child, encouraging them to continue trying to communicate with you.
Language develops from interactions and children need to hear language to learn language. Giving your child time and attention and talking to them as you feed them, bathe them and interact with them encourages speech development even if it seems that your child does not understand you yet.nnCommunicating with a non-verbal child can be challenging and you may feel frustrated when you cannot understand what your child is trying to tell you, but responding (even if you are wrong) reinforces that their attempts at speaking are meaningful.
Acquiring speech is a complicated multistep process. First, one must recognize words have meaning (receptive language). This is followed by the sequence of attaining needs-based speech and abstract speech (the who, what, where questions). The last and most complicated is conversation. Be patient, look for the acquisition of each stage and follow your child along their path towards conversational speech.
If the recovery in all areas has stopped or hit a plateau, then I recommend either increasing the intensity of the gut bacterial balance (inulin -> monthly rifaximin or monthly rifaximin -> continuous rifaximin).nnIf the recovery in just a single area has stopped, then I recommend adding vagus nerve stimulation to the present regimen.nnIf recovery is actually continuing but is slower than one would like, it’s either progressing at an acceptable pace, and impatience on the part of parents or teachers is the real issue or inflammation needs to be lowered further by addressing chronic dental issues or adjusting the rifaximin regimen.
Speech (expressive language) comes quite naturally to most children and adults, but the skills to do so are very complex and take many years to master. These skills, at times, can be overwhelmed by other factors such as anxiety.nnThink of a musician who can play an instrument at a very high level in their studio but, once faced with the stress of a live audience, the musician may freeze up and not be able to play well. When this occurs, it is often referred to as stage fright.nnA similar event can happen with adults who must speak in front of a gathering of people. If adults are anxious enough, they can have difficulty speaking clearly and fluidly. We often refer to this as being tongue-tied of “speechless” to describe their sudden lack of speaking skills.nnChildren with expressive language delay will go through a similar phase where fluctuations of external stressors (anger, low brain blood pressure, poor focus, emotional stress, anxiety, etc.) may make it difficult for them to access their newly developed speaking skills. The fluctuations in the child’s ability to speak are often due to the same stage fright phenomenon as musicians.nnWith more progress on the protocol, speaking skills will become more deeply embedded, and interfering issues such as anxiety or aggression will lessen, allowing the child to speak more consistently and clearly.