Daniels - Cooking with Leo: an allergen-free autism family cookbook

Copyright 2017 by Erica Daniels

All rights reserved. No part of this book may be reproduced in any manner without the express written consent of the publisher, except in the case of brief excerpts in critical reviews or articles. All inquiries should be addressed to Skyhorse Publishing, 307 West 36th Street, 11th Floor, New York, NY 10018.

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Library of Congress Cataloging-in-Publication Data is available on file.

Cover design by Jenny Zemanek, Seedlings Design Studio

Cover photo credit: Ed Cunicelli

Interior photography by Tom Daniels

Print ISBN: 978-1-5107-0853-2

Ebook ISBN: 978-1-5107-0854-9

Printed in China

This book may be titled Cooking with Leo ; however, it is dedicated to my daughter, Scarlett Hope.

Hope that autism wouldnt be your fate.

Hope that you will always feel safe and loved.

Hope that I can teach you strength and independence.

Hope that I can give you everything you deserve.

Hope that all of your dreams will come true.

There is not a day that goes by when my heart doesn't break from everything Leos autism has taken from you. Its not fair and its okay to feel that way. Except, you dont feel that way. Instead, you are Leo's best friend, teacher, protector, and biggest fan.

You are also my teacher. You have taught me about love, acceptance, selflessness, and sacrifice. You connect with your brothers soul in a way no one else can. You see Leo for Leo and not for his disabilities. You love and accept Leo for exactly who he is. You are the most beautiful person I have ever known.

TABLE OF CONTENTS

FOREWORD

As an Italian American granddaughter and daughter, Eat! Eat! has been part of my vocabulary since I tasted my first tortellini as a toddler. As an autism mother, WHATS IN THAT?! replaced the love-filled invitation to Eat!

Think about foodits a mothers first gift to her child in her breast milk. It soothes us when were sick. It makes us smile on our birthday. It signifies holidays. Food is so much more than mere calories and sustenance.

Now imagine having a child with autism for whom foods can mean pain, distress, perseverance, and constant battles. Parents learn early in their autism journey that the diet can be a huge part of treatment. But the thought of overhauling much of what you had learned in the kitchen or, for some, having to learn how to cook from scratch is just so daunting that many never get started. And their kids might be losing out on not only an effective treatment but also a chance to create family moments and learn valuable life skills.

Erica has created a cookbook that guides the reader through the process of using food as both medicine and a chance to convey love. The results are sure to be delicious and nutritious, and if they help your child feel better? Thats a recipe for success.

Mangia!

Kim Stagliano

All of the recipes in this book are prepared without some of the most common food allergens such as gluten, wheat, dairy, casein, soy, tree nuts, peanuts, fish, shellfish, and sesame. I do use eggs; however, you can substitute them easily with egg substitutes, applesauce, or apple cider vinegar in many of the recipes.

All ingredients I use are organic wherever and whenever possible. All recipes yield family-sized servings in about three to six portions.

This book is not intended to provide medical advice. I am not a doctor, nutritionist, or chef; I am just a mom who cooks. The information in this book is based on what I have found helpful for my child and family. Be sure to consult with a dietitian or other medical professionals to know whats exactly right for your child.

Please use caution when cooking with your children. Use your judgment as to what your childs abilities are when handling sharp kitchen utensils, hot ovens, and stovetops. Encourage your child to participate safely and according to their skill level. Always supervise kitchen activities with your child.

INTRODUCTION

What Is Autism ?

Autism spectrum disorder (ASD) and autism are both general terms for a group of complex disorders of brain development. These disorders are characterized, in varying degrees, by difficulties in social interaction, verbal and nonverbal communication, and repetitive behaviors. With the May 2013 publication of the DSM-5 diagnostic manual, all autism disorders were merged into one umbrella diagnosis of ASD. Previously, they were recognized as distinct subtypes, including autistic disorder, childhood disintegrative disorder, pervasive developmental disorder-not otherwise specified (PDD-NOS), and Asperger syndrome.

Source: https://www.autismspeaks.org/what-autism

The American Psychiatric Associations Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) provides standardized criteria to help diagnose ASD.

A. Persistent deficits in social communication and social interaction across multiple contexts, as manifested by the following, currently or by history (examples are illustrative, not exhaustive; see text):

1. Deficits in social-emotional reciprocity, ranging, for example, from abnormal social approach and failure of normal back-and-forth conversation; to reduced sharing of interests, emotions, or affect; to failure to initiate or respond to social interactions.

2. Deficits in nonverbal communicative behaviors used for social interaction, ranging, for example, from poorly integrated verbal and nonverbal communication; to abnormalities in eye contact and body language or deficits in understanding and use of gestures; to a total lack of facial expressions and nonverbal communication.

3. Deficits in developing, maintaining, and understand relationships, ranging, for example, from difficulties adjusting behavior to suit various social contexts; to difficulties in sharing imaginative play or in making friends; to absence of interest in peers.

Severity is based on social communication impairments and restricted, repetitive patterns of behavior.

B. Restricted, repetitive patterns of behavior, interests, or activities, as manifested by at least two of the following, currently or by history (examples are illustrative, not exhaustive; see text):

1. Stereotyped or repetitive motor movements, use of objects, or speech (e.g., simple motor stereotypes, lining up toys or flipping objects, echolalia, idiosyncratic phrases).

2. Insistence on sameness, inflexible adherence to routines, or ritualized patterns of verbal or nonverbal behavior (e.g., extreme distress at small changes, difficulties with transitions, rigid thinking patterns, greeting rituals, need to take same route or eat same food every day).