Tue, Feb 2, 2010 (Reuters) — The Lancet medical journal formally retracted a paper on Tuesday that caused a 12-year international battle over links between the three-in-one childhood MMR vaccine and autism.

The paper, published in 1998 and written by British doctor Andrew Wakefield, suggested the combined measles, mumps and rubella (MMR) shot might be linked to autism and bowel disease.

His assertion, since widely discredited, caused one of the biggest medical rows in a generation and led to a steep drop in the number of vaccinations in the United States, Britain and other parts of Europe, prompting a rise in cases of measles.

“It has become clear that several elements of the 1998 paper by Wakefield … are incorrect,” the internationally renowned scientific journal said in a statement.

A disciplinary panel of Britain’s General Medical Council (GMC) ruled last week that Wakefield had presented his research in an “irresponsible and dishonest” way and shown a “callous disregard” for the suffering of the children he studied.

It also ruled he had brought the medical profession “into disrepute.”

Adam Finn, professor of pediatrics at Bristol University, welcomed the Lancet’s move but said it had been too long coming.

“This is not before time. Let’s hope this will do something to re-establish the good reputation of this excellent vaccine,” he said in a statement to reporters.

“PROVEN TO BE FALSE”

A rise in parents’ refusal to have their children vaccinated because of fears of links to autism has caused a rise in measles cases in the United States and parts of Europe in recent years.

Data released last February for England and Wales showed a rise in measles cases of more than 70 percent in 2008 from the previous year, mostly due to unvaccinated children.

Vaccination rates are now recovering and Wakefield’s research has been discredited worldwide.

The Lancet said that following the GMC ruling, it was now clear that certain parts of Wakefield’s paper were wrong.

It highlighted claims in the original paper that children investigated for the study “consecutively referred” and that investigations were “approved” by the local ethics committee, and said these had now been “proven to be false.”

“Therefore we fully retract this paper from the published record,” it said in a statement.

Wakefield, who now lives and works in the United States, has always defended his work and accused those who argued against him of making “unfounded and unjust” allegations.

The GMC is now considering whether Wakefield is guilty of serious professional misconduct, which could lead to him being struck off Britain’s medical register.

– Kate Kelland
Article published on babycenter

 Could It Be Autism? A Parent’s Guide to the First Signs and Next Steps

 This book comes highly recommended for parents dealing with autism.

From Publishers Weekly
For parents worried about their children’s development, Wiseman, president of a developmental disorder awareness organization and the mother of an autistic child, promotes a rigorous approach to identifying autism warning signs, stressing early diagnosis as a crucial component of securing proper post-diagnosis treatment. Writing conversationally, Wiseman covers all the autism bases-symptom detection, diagnosis, treatment options, redefining parental obligation-in 10 topical chapters, splicing comments from parents of autistic children with advocacy information, the latter of which is plentiful and hard-nosed. Public schools’ special education programs and government-funded development therapy initiatives are taken to task, with Wiseman warning parents “you must always be prepared to fight” and suggesting parents brush up on relevant laws, reach out to advocacy organizations and community groups, and, above all, be the child’s unflinching advocate. Wiseman’s approach does not get bogged down in the minutia of endless record keeping, instead favoring a big picture approach and a checklist of “social, emotional, and communication milestones” designed to allow parents to keep track of a child’s development beginning at four months of age. Packed with clear-cut suggestions, this book will be a valuable resource for parents facing weighty questions about their child’s behavior.

~Any child birth to three with a suspected developmental delay may be referred for a free assessment regardless of diagnosis, family income or insurance status.

Denver Options provides services to people of all ages. We provide resources to infants and toddlers who have a delay in development and to children and adults with intellectual disabilities. We are dedicated to valuing choices and offering services that meet the unique needs of every individual.

Our Service Coordinators offer specialized support to help people live active and purposeful lives.

Our customers live in our community as family members, neighbors, co-workers and friends. Some of our customers live independently; others live with family members and still others receive 24-hour care. We listen to customers and family members to identify the right combination of services and resources to help people reach their goals and dreams.

Visit www.DenverOptions.org for more information. There is also information on the Autism Waiver.

Autism continues to baffle researchers, physicians, educators, and parents. While we are coming closer to understanding and even treating autism, a definitive cause has not been found. What is known, however, is that there are different levels of autism. While autism is not considered a progressive disease, symptoms can vary greatly from one child to another. The several types of autism include the following:

• Classical autism
• Asperger Syndrome
• Kanner’s Syndrome
• Retts Syndrome
• Childhood Disintegrative Disorder (CDD)
• Pervasive Disintegrative Disorder Not Otherwise Specified (PDD-NOS)

Autism

Autism is often used as a blanket term that covers all of the various levels and behavior. Symptoms are typically recognized by the time a child reaches three years of age. Some of the most common problems include inability to socialize, unable to make eye contact, loss of verbal skills, withdrawing from the world around him, and more. Once the condition has been diagnosed, there are a variety of techniques and methods that can be used to treat the condition. Success with diet changes has also been noted with some children.

Asperger Syndrome

Children with Asperger Syndrome are usually said to be highly functioning. In many cases, these children are able to attend regular schools, hold down jobs, and live a normal life. The most significant problems associated with this condition include social and communication skills. Children with Asperger’s may struggle with establishing relationships with peers. They often have problems distinguishing literal and figurative statements, and they may have speech difficulties as well. On the other hand, they may be very talented in distinct areas, such as art, music, and drama, and these talents should be encouraged.

Kanner’s Syndrome

Kanner’s syndrome is often referred to as “early infantile autism”. Kanner’s syndrome symptoms typically occur before the age of three, and these symptoms are typical of autism. In many cases, a delay in a child’s development, including speech and social skills is noticed. The child may appear oblivious to his surroundings, focusing in on one or two particular objects instead. He may seem unable to make eye contact with those around him and may not respond to typical communication efforts.

Rett Syndrome

While autism affects more males than females, Rett syndrome is associated only with females. Males who have Rett syndrome die before birth or shortly after. This syndrome is particularly confusing in that children often start out developing normally. However, by 16 to 18 months of age, their development appears to reverse. Motor skills may regress, with some children losing control over their hands and feet. Girls identified with Rett syndrome often exhibit speech delays or a loss of verbal skills.

Childhood Disintegrative Disorder

The symptoms of childhood disintegrative disorder (often referred to as CDD) are typically noticed between the year of two and four. Again, this condition usually focuses on the disintegration of various abilities, including physical, verbal, mental, and social. Normal development usually occurs before this degenerating period begins. In essence, families notice that their child begins to “disappear” from his normal behavior, instead withdrawing into himself and losing his ability to communicate with those around him.

Pervasive Disintegrative Disorder Not Otherwise Specified

A diagnosis of pervasive disintegrative disorder not otherwise specified (often referred to as PDD-NOS) is typically made as long as the specific behaviors can’t be applied to any other disorders located within the autism spectrum. Typical dysfunctions include difficulty interacting socially and problems communicating with others.

It is important to remember that many of the behaviors associated with autism cannot be strictly assigned to one group or category. In many cases, however, treatments and therapies can play an important role in managing autistic behaviors.

Initial Author: Susie McGee
Recent Contributors: Misty Karam, Tammi Reynolds

Interactive Metronome(IM) was developed in the early 1990s and is used to help children with learning and developmental disorders as well as adult neuro rehabilitation patients. IM is a neuro-motor assessment & treatment tool used in therapy to improve the neurological processes of motor planning and sequencing.
Motor planning and sequencing are central to human activity. From the coordinated movements needed to walk, to the order of words in a sentence, planning and sequencing are critical to efficient human function. Interactive Metronome (IM) is the only therapy tool that improves motor planning and sequencing by using neuro-sensory and neuro-motor exercises developed to improve the brain’s inherent ability to repair or remodel itself through a process called neuroplasticity.

Clinical Foundation
The human brain’s efficiency and performance depend on the seamless transition of neuronetwork signals from one area of the brain to another. Findings in a recent study by Neal Alpiner, MD, “Functional MRI Study of the Effects of IM on Auditory-Motor Processing Networks”, suggest that IM works by augmenting internal processing speed within the neuroaxis. The key regions of the brain that are affected appear to include the cerebellum, prefrontal cortex, cingulate gyrus and basal ganglia. These parts of the brain are responsible for human timing as well as other day to day functions such as: sustained attention, language formulation, motor coordination and balance.

The IM program provides a structured, goal-oriented process that challenges the patient to synchronize a range of hand and foot exercises to a precise computer-generated reference tone heard through headphones. The patient attempts to match the rhythmic beat with repetitive motor actions. A patented auditory-visual guidance system provides immediate feedback measured in milliseconds, and a score is provided.

Over the course of the treatment, patients learn to:
Focus and attend for longer periods of time
Increase physical endurance and stamina
Filter out internal and external distractions
Improve ability to monitor mental and physical actions as they are occurring
Progressively improve coordinated performance.

Such patients include:
Sensory Integration Disorder
ADHD
Traumatic Brain Injury (TBI)
Cerebral Vascular Accident (CVA)
Autism Spectrum Disorder
Cerebral Palsy
Non-verbal Learning Disorder
Balance Disorders
Limb Amputation
Parkinson’s Disease
Multiple Sclerosis (MS)

HOW IT WORKS & WHO USES IT  
Because IM works on the core brain functions of motor planning and sequencing, it is being used successfully by:
Occupational Therapists
Speech Language Pathologists
Physical Therapists
Educators
Athletic Trainers
Licensed Rehabilitation Medical and Mental Health Professionals
Neurologists, Psychiatrists and Psychologists
Chiropractic Care Professionals
Developmental/Behavioral Optometrists

The sensory diet, a term coined by OT Patricia Wilbarger, is a carefully designed, personalized activity schedule that provides the sensory input a person’s nervous system needs to stay focused and organized throughout the day. A person whose nervous system is on “high trigger” will need more calming input, while someone who is more “sluggish” will need more arousing input to “jazz” up her nervous system. Infants, young children, teens, and adults can all benefit from a well-designed sensory diet.

To construct an effective sensory diet, you need the sensory smarts to truly understand your child’s sensory difficulties and how they interfere with his life. An OT will use her advanced training and evaluation skills to develop an appropriate sensory diet for your child which you will implement throughout the course of the day. Meanwhile, here are some activities to get you started. You can modify them depending on the age, arousal level (does she need stimulation or relaxation?), whether she is in school, at home, or away, and whether or not you have special equipment available.

Proprioception

Proprioceptive input (sensations from joints, muscles and connective tissues that lead to body awareness) can be obtained by lifting, pushing, and pulling heavy objects as well as by engaging in activities that compress (push together) or distract (pull apart) the joints like playing tug-of-war.

Toddlers and Preschoolers make a “sandwich” by firmly pressing on your child’s arms legs and back with pillows or make a “burrito” by rolling her up in a blanket. She can push her own stroller, and a stronger child can push a stroller or cart filled with weighted objects such as groceries. Your child can wear a backpack or fanny pack filled with toys (not tooheavy!).School Age kids jump on a mini-trampoline, play hopscotch, vacuum, carry books from one room to another, help wash windows or a tabletop.Teenagers and Adults shovel snow, rake leaves, push heavy objects like firewood in a wheelbarrow, do push-ups against the wall, wear a heavy backpack or pull it on a luggage cart, mow the lawn with a push mower, wear a weighted vest available from a sporting goods store that sells equipment for martial arts or weightlifting training.

Vestibular

Vestibular input (the sense of movement, centered in the inner ear) can be obtained by spinning and swinging, and to a lesser extent, any type of movement.

Toddlers and Preschoolers Swing on playground swings, trying various types of swings and movements, such as front and back and side to side. Spin on a Sit n’ Spin, Dizzy Disc Jr., or office chair. Run in circles, ride a carousel, hold your child’s arm and legs and spin him around like an airplane.School Age kids Hangupside down from the monkey bars, roll down a grassy or snowy hill (good proprioceptive input as well), ride a roller coaster, use swings. Teenagers and Adults Swing on a hammock, use playground swings or merry-go-round (you’re never too old!), do cartwheels and dance (also provides proprioceptive input).

Tactile

Tactile input is the sense of touch and includes texture, temperature, pressure, and more. Don’t forget that the tactile system includes not only the skin covering your body but also inner skin linings such as inside the mouth.

Toddlers and Preschoolers Let her drink plain seltzer or carbonated mineral water to experience bubbles in her mouth (you can flavor with lemon, lime, etc.). Play with foamy soap or shaving cream, add sand for extra texture, use finger-paint, play with glitter glue, mix cookie dough and cake batter, and so on. Let your child use the playground sandbox or create your own at home, filling a bin with dry beans and rice or other materials. Use clay such as Play-Doh (the classic Play-Doh Fun Factory provides excellent proprioceptive input as well). Don’t force a child who is unwilling to touch all these “yucky” substances. Let her use a paintbrush, stick, or even a toy for cautious exploration.School Age kids Eat frozen foods (Popsicles, frozen fruit or vegetables), dress up in fun costumes to get used to the feel of unfamiliar clothing, garden and report indoor plants, play with make-up and face painting. Teenagers and Adults ssculpt, sew, weave, crochet or knit, create a scrapbook (lots of pasting and working with different textures), use sandpaper to smooth a wood working project, take a very cold or hot shower or bath.

Auditory

Auditory input is what we hear and is neuro-anatomicallyconnected with the vestibular sense. In addition to listening to various types of music, both recorded and live, here are some ways to get calming and organizing auditory input.

• Get out in nature and listen. Go to the beach or sit still and listen to a thunderstorm or windstorm. If you hear birds singing, try to identify what direction a given bird is calling from.
• Listen to natural sounds recordings such as a rainstorm, waves crashing against the beach, or birds in the forest. Sometimes natural sound recordings also feature light instrumentation with flutes, keyboards, etc.
• Play a listening game: you and your child sit very quietly and try to identify the sounds you hear (traffic, the hum of the refrigerator, a door shutting, etc.).
• Listen to Hemi Sync recordings of sounds and music specially engineered to promote calming, focus, energy, or creativity. (Available from www.discoverytoolsandworkshops.com).
• Encourage your child to play a musical instrument. For a child with auditory sensitivity, controlling the sounds she hears can be especially helpful. If your child is fearful of loud noises, let him control the volume on the stereo, exploring soft vs. loud music.
• Get a white noise machine, tabletop rocks-and-water fountain, or aquarium.

Visual

If your child is visually distractible, simplify the visual field in his home or school environment for a calming effect. Alternately, if your child seems visually “tuned out,” i.e., does not seem to respond easily to visual stimulation, add brightly colored objects to attract visual attention. For example, a child who has trouble getting aroused for play may be attracted by a brightly painted toy chest filled with appealing colored toys.

• Hide clutter in bins or boxes or behind curtains or doors—a simple, solid-color curtain hung over a bookshelf instantly reduces visual clutter.
• Use solid colored rugs instead of patterned ones and solid-colored walls (for example, avoid patterned wallpaper).
• Have your child sit at the front of a classroom where there is less visual distraction. He may also need to sit away from the window to avoid the distraction of the outdoors. Keep in mind, however, that some children do best sitting in the back of the room so they can monitor what other kids are doing without constantly turning around. Work with the teacher to see which seating arrangement works best for your child.
• Avoid toys, clothes, towels, etc., in colors that your child find stress-inducing such as bright orange, yellow, and red (your child may have a different “hated” color.)

Smell

If your child has sensory problems, certain odors can stimulate, calm, or send him into sensory overload.

• Explore scents with your child to find the ones that work best to meet your goal (either to soothe or to wake up). While everyone has different preferences, vanilla and rose are generally calming. Peppermint and citrus are usually alerting. Let’s say your child needs help staying calm and loves vanilla. You can use vanilla soaps and bath oils to ease bath time, vanilla candles or oils in an aromatherapy burner or machine at bedtime, and vanilla body lotion. Note: Avoid lavender and tea tree oil products for boys as several recent studies show a link with enlarged breast development in boys. It’s probably safest to avoid using these products for girls as well.
• If your child is overtired at the mall and you know scents help, have her smell her favorite scent or stop into a strongly-smelling store that sells candles and soaps.
• Play a smelling game with your SI child. Have her close her eyes or wear a blindfold and try to identify smells such as maple syrup, apple, peanut butter, and soap.
• Life stinks sometimes. Accept your child’s opinion about something she thinks smells “gross.” Then help her find something that smells nice.

Taste

Taste input is strongly influenced by smell (as an experiment, chew some gum until the flavor is gone, then hold a lemon under your nose; the gum will taste like lemon).

• Strong tastes can stimulate the mouth of a child with SI and make him more willing to try new foods. Before presenting new foods, let the child have one peppermint, sour gummy bear, or other strong-flavored food.
• If your child does not have a strong negative reaction to refined sugar (becomes very “hyper” or gets very sleepy), get an assortment of flavored jellybeans. Eat one at a time, and have her guess which flavor it is.
• Children will be more likely to taste something if they help make it. Let him help you select foods. For example, let him choose between chicken or fish, string beans or sugar snaps, and potato or rice. Then let your child arrange the meat in the baking pan, break off vegetable tips and dump in water, and so on. Let him help you arrange food on each plate into a pleasing presentation.
• Don’t forget to play with your food. A so-called picky eater may be more willing to eat “rocks and trees” than meatballs and broccoli.

Sample Sensory Diet

Here is a sample sensory diet, created for a second grade child whose sensory seeking behavior interfered with his attention and learning. We’ve used the annoying term, “as directed,” to avoid providing a cookbook recipe. Activities should be individualized for each child and modified frequently to meet changing needs. A separate program was worked out for this child with the school, including frequent movement breaks, an inflatable seat cushion for wiggling while remaining seated, and providing crunchy/chewy oral comfort snacks at handwriting time.

Morning Routine

• Massage feet and back to help wake up
• Listen to therapeutic listening CD
• Use vibrating toothbrush and vibrating hairbrush
• Crunchy cereal with fruit and some protein
• Spin on Dizzy Disc Jr. as directed
• Jump on mini-trampoline as directed

After school

• Go to playground for at least 20 minutes
• Push grocery cart or sister’s stroller
• Spinning as directed
• Mini Tramp — add some variety: have him play catch or toss toys into a basket while jumping
• Massage feet to “reorganize,” use thera putty, body sox, make body sandwiches, wheelbarrow walk
• Do ball exercises as directed
• Listen to therapeutic listening CD
• Oral work — sucking thick liquids through a straw (smoothies, etc.), crunchy and chewy snacks (to give input into jaws and teeth) prior to and/or during homework

Dinner Time

• Help with cooking, mixing, chopping, etc.
• Help set table, using two hands to carry and balance a tray
• Provide crunchy and chewy foods

Night time

• Family time: clay projects, painting projects, etc.
• Warm bath with bubbles and calming essential oil
• Massage during reading time

Article borrowed from SensorySmarts.com

Here are two books on yoga for children with special needs both can be found at www.Amazon.com I have been thinking about doing some yoga with my autistic 5 year old this summer in hopes that she will be better prepared for Kindergarten next year. Both of these resources look helpful.

1. Yoga for the Special Child, LLC is a comprehensive program of Yoga techniques designed to enhance the natural development of children with special needs. Our style of Yoga is gentle and therapeutic — safe for babies and children with Down Syndrome, Cerebral Palsy, Microcephaly, Autism, and other developmental disabilities. These methods also provide an effective treatment for children diagnosed with Attention Deficit Disorder and Learning Disabilities.

Our therapeutic program includes: An integrated series of balanced Yoga poses to increase body awareness, strength and flexibility
Specialized breathing exercises and relaxation techniques to improve concentration and reduce hyperactivity
An early intervention program to assure the healthy formative development of infants and toddlers.

2. Yoga for Children With Autism Spectrum Disorders: A Step-by-Step Guide for Parents and Caregivers
Having successfully used yoga to combat the stress of their own busy lives, Dion and Stacey Betts discovered its potential for their son Joshua, who has Asperger Syndrome.  This fully-illustrated book combines the authors’ professional expertise with their experience of parenting, offering a range of gentle and fun yoga positions and breathing techniques that are effective in dealing with the increased levels of anxiety, disorientation and tactile sensitivity often found in children with autism spectrum disorders (ASDs). The authors give step-by-step descriptions of warming-up, strengthening, calming and tension-releasing exercises that are suitable for reducing coping mechanisms, such as hand-flapping and increasing muscle tone, muscle strength and body awareness. They also offer a range of short and long sequences that can be tailored to fit the needs of the individual child. Yoga for Children with Autism Spectrum Disorders is ideal for parents and caregivers who want to use simple yoga techniques to help children with ASDs overcome some of the symptoms of the disorder.

   I remember how this all went down so vividly, my 2.5 year old daughter had a horrible diaper rash and needed to go to the Dr for it. I had to work so my husband took our daughter to an afternoon appointment, I got home late that night like I usually did and put Kylee to bed for the night. The next day I hugged and kissed both hubby and daughter and was on my way to a mandatory staff meeting at work when my husband called and told me how the Dr appointment went the day before.
    He said that she prescribed an ointment for the rash and then he said that Kylee was Autistic. I was in pretty heavy morning traffic when he dropped that  “A” bomb. I was dazed and confused, he said that he had run through the list of autism warning signs with the pediatrician and Kylee and had just about the whole list. I don’t remember the rest of the drive to work. I do remember getting into the meeting and crying to the point that they stopped the meeting so I could talk to my boss. I could just see all my hopes and dreams for her future popping like little floating bubbles around me. And I had so many questions about what had happened. Will she ever talk? make friends? play with me? potty train? have a normal life?
   The pediatrician put us in contact with Child Find, here in Colorado and we did the evaluations and everything, started speech therapy and special preschool with various other therapies.
   This was all about 3 years ago now, tomorrow we are having her professionally evaluated again, and I’m so nervous about it. I’m not sure what to think or do, do we want her to do really good, bad, mediocre? Will she still qualify for the help she needs after it? I know that we cant train her to pass with flying colors, I know that she is what she is and I just need to calm down and hope that things work out for the best. God’s will be done.

Somehow I know that we will get through this together.

   No one knows your child as well as you do, not even the pediatrician or school teacher.  A way to help your pediatrician to better understand your child’s development is “Ages & Stages” (ASQ) questionnaire, recommended by the group ABCD. The questionaire which is filled out by the parent and reviewed by the pediatrician or family doctor asks questions about the child’s communication, gross and fine motor skills, problem solving  etc…
   The Assuring Better Child Health & development project (ABCD) is funded by the Colorado Health Foundation and the Kaiser Community Benefit Fund and supports implementing standardized, developmental screenings for kids up to age five. National Statistics show that pediatricians are only detecting 30% of children with possible developmental delays, but when they use the standardized development screening tool like ASQ the rate increases to 80%. Scores signal parents and pediatricians to the need for Early Intervention Colorado, (WWW.earlyinterventioncolorado.org), which provides support and services for further assessment. The ASQ is NOT a diagnosis of a problem but and indicator for further evaluation.
   Currently all Kaiser and Denver Health sites use the ASQ but ABCDs goal is to have 90% of physicians using the tool by 2010 with each well child check.

For more information contact Bennet at Eileen@acecc.org or go to www.ColoradoABCD.org.

CBS Evening News: Gene Break through May Provide Clues For Families With Autism

(CBS) When Susan Murray discovered she was expecting her third son, her joy was overshadowed by her fear.

“Worry has been there since the first moment,” Murray said.

That worry: having another son with autism. Sixteen-year-old Owen was just 18 months, Tighe’s age now, when his parents received the diagnosis that changed their lives.

“I remember watching Owen change,” said Kevin Murray, Owen’s father. “He’s walking on his toes and moving his hands in a strange way and shrieking.”

Today, a breakthrough discovery may offer answers for families like the Murrays. Three new studies involving nearly 11,000 families showed the strongest genetic link to autism yet - a gene mutation present in two-thirds of kids with autism, reports CBS News medical correspondent Dr. Jennifer Ashton.

“This mutation is present in nearly 65 percent of children who have autism,” said Dr. Hakon Hakonarson, said a study leader and director of the Center for Applied Genomics at Children’s Hospital of Philadelphia.

Using the world’s largest DNA database, researchers discovered a defect that disrupts synapses - the way brain cells communicate with each other.

“Language, our gestures, our facial expressions - if the synapses between brain cells are not functioning properly, it’s difficult to carry out those complex social behaviors,” said Dr. Geraldine Dawson, the chief science officer of Autism Speaks, a science and advocacy organization.

These studies offer families more hope for better diagnosis and early intervention, and are a step toward new treatment.

“We have children who will have children, and clearly that is a very important piece of the puzzle,” said Kevin Murray.

It’s important to remember that many factors cause autism, and often there is an environmental trigger as well, so this is just one piece of the puzzle, but it’s a big one, Ashton said.

CBS News anchor Katie Couric asked Ashton if researchers are optimistic that the discovery of this gene defect will actually lead to treatment in the future.

“They are, the first step was finding the problem,” Ashton said. “Once they found it, then they can boost this protein in the future. And while we need to use caution - this is probably five to ten years away - it’s very exciting.”

-Borrowed from CBS News