| PDD - Information on Pervasive Developmental Disorder. Bright Tots - Information on child development - Autism information |
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| Pervasive Developmental Disorder / PDD |
Pervasive Developmental Disorder & Autism Spectrum Disorder are one and the same, both these terms are just
separate ways of describing autism and conditions which are similar to autism. The word Development emphasis that
the problem is found early in the child’s life. Pervasive describes the many areas of the child’s development that are
affected. Autism Spectrum Disorder, although the disorder is pervasive, it does not affect every aspect of
development. This term is criticized because it describes the nature of autistic features. There are many more children
with autism spectrum disorder than there are children with autism alone.
P D D
Pervasive Developmental Disorder (PDD) is a category that was appointed by the American Psychiatric Association to
children with delay in their social /language/motor and/or cognitive development. A child may have delays in social
development and delays in one or more of the other areas.
The behaviors of children with a PDD can vary tremendously. PDD is not one disorder but a category that surrounds a
wide range of delays, differs enormously in developmental domains. Autism is the most severe of the pervasive
developmental disorders. Autism is a primary disturbance in the individual's ability to relate to others. Language delay
and cognitive delays are also common.
PDD-NOS or Pervasive Developmental Disorder-Not Otherwise Specified. This is a diagnosis given to a child who
exhibits impairment in the development of reciprocal social interaction, verbal and non-verbal communication, or when
autistic tendencies are present. Some of the symptoms might be extreme difficulty attending to the pertinent aspects of
the environment or aggression towards self or others. Many parents may notice self injurious behaviors, self-injury
may be a form of self-stimulatory. They are repetitive, ritualistic behaviors which provide the child with some form of
sensory stimulation and satisfaction.
Some children engage in this behavior to obtain attention from other people. Some children exhibit self-injury to escape
or avoid a task. Other possibilities that these behaviors could be related to hypersensitivity to certain sound in the
environment.
Education
Although there is no cure, autism does respond to behavioral and educational treatment. Research suggests that early
intervention is especially effective in achieving growth in cognitive and communication skills. There are a variety of
intervention programs that have been designed specifically to help children with autism. Parents may hear that one or
more of these ( "Floor Time," "FastForWord," "ABA," "Auditory Integration Training," or "Social Stories") is the
intervention that a child must have to make progress.
Unfortunately, there is little evidence to support the claim that any one intervention program will guarantee progress for
all children with autism. Like children everywhere, children with autism differ from each other. Like all children, they
differ in terms of their IQs, their interests, their strengths, and their educational needs. An intervention program must be
individually designed, with the help of experienced professionals, so that it is fit to the strengths, interests and needs of
each child with autism.
In general, effective behavioral programs, such as ABA, are often helpful in setting behaviors the child does not show
spontaneously. But these programs will need to use more natural approaches that encourage the child to use newly
learned behaviors in real life situations. Successful intervention programs usually involve a mix of highly structured
environment and natural activities and have the following:
Individualized sessions
Specialized curriculum for children with autism
Strong communication
Family involvement
Set arranged, structured teaching
Intensive therapy (at least 20 hours/week)
Developmentally appropriate exercises
Some contact with typical peers
Parents should be wary of any intervention that promises a cure or suggests that its method is the only effective
approach. Parents should also suspect any program that requires parents to personally pay high fees. Children with
autism are entitled to public educational services and legitimate services should be provided by public agencies. Parents
should not be obligated to pay for educational services themselves.
separate ways of describing autism and conditions which are similar to autism. The word Development emphasis that
the problem is found early in the child’s life. Pervasive describes the many areas of the child’s development that are
affected. Autism Spectrum Disorder, although the disorder is pervasive, it does not affect every aspect of
development. This term is criticized because it describes the nature of autistic features. There are many more children
with autism spectrum disorder than there are children with autism alone.
P D D
Pervasive Developmental Disorder (PDD) is a category that was appointed by the American Psychiatric Association to
children with delay in their social /language/motor and/or cognitive development. A child may have delays in social
development and delays in one or more of the other areas.
The behaviors of children with a PDD can vary tremendously. PDD is not one disorder but a category that surrounds a
wide range of delays, differs enormously in developmental domains. Autism is the most severe of the pervasive
developmental disorders. Autism is a primary disturbance in the individual's ability to relate to others. Language delay
and cognitive delays are also common.
PDD-NOS or Pervasive Developmental Disorder-Not Otherwise Specified. This is a diagnosis given to a child who
exhibits impairment in the development of reciprocal social interaction, verbal and non-verbal communication, or when
autistic tendencies are present. Some of the symptoms might be extreme difficulty attending to the pertinent aspects of
the environment or aggression towards self or others. Many parents may notice self injurious behaviors, self-injury
may be a form of self-stimulatory. They are repetitive, ritualistic behaviors which provide the child with some form of
sensory stimulation and satisfaction.
Some children engage in this behavior to obtain attention from other people. Some children exhibit self-injury to escape
or avoid a task. Other possibilities that these behaviors could be related to hypersensitivity to certain sound in the
environment.
Education
Although there is no cure, autism does respond to behavioral and educational treatment. Research suggests that early
intervention is especially effective in achieving growth in cognitive and communication skills. There are a variety of
intervention programs that have been designed specifically to help children with autism. Parents may hear that one or
more of these ( "Floor Time," "FastForWord," "ABA," "Auditory Integration Training," or "Social Stories") is the
intervention that a child must have to make progress.
Unfortunately, there is little evidence to support the claim that any one intervention program will guarantee progress for
all children with autism. Like children everywhere, children with autism differ from each other. Like all children, they
differ in terms of their IQs, their interests, their strengths, and their educational needs. An intervention program must be
individually designed, with the help of experienced professionals, so that it is fit to the strengths, interests and needs of
each child with autism.
In general, effective behavioral programs, such as ABA, are often helpful in setting behaviors the child does not show
spontaneously. But these programs will need to use more natural approaches that encourage the child to use newly
learned behaviors in real life situations. Successful intervention programs usually involve a mix of highly structured
environment and natural activities and have the following:
Individualized sessions
Specialized curriculum for children with autism
Strong communication
Family involvement
Set arranged, structured teaching
Intensive therapy (at least 20 hours/week)
Developmentally appropriate exercises
Some contact with typical peers
Parents should be wary of any intervention that promises a cure or suggests that its method is the only effective
approach. Parents should also suspect any program that requires parents to personally pay high fees. Children with
autism are entitled to public educational services and legitimate services should be provided by public agencies. Parents
should not be obligated to pay for educational services themselves.
| ________________________________________________________________________________________________________________________ Copyright © 2004 Bright Tots® Inc. - Educational Toys & Resource Guide to Child Development - All rights reserved. ________________________________________________________________________________________________________________________ |
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