Defined as….• A collection of disorders

characterized by gross deficits in many areas of cognitive, emotional and social development. These result from severe and pervasive impairment of social interaction and communication skills. (American Psychiatric Association, 2000)

SYMPTOMS

General symptoms that may be present to some degree in a child with a PDD include:

• Difficulty with verbal communication, including problems using and understanding language.

• Difficulty with non-verbal communication, such as gestures and facial expressions.

• Difficulty with social interaction, including relating to people and to his or her surroundings.

• Unusual ways of playing with toys and other objects.

• Difficulty adjusting to changes in routine or familiar surroundings.

• Repetitive body movements or patterns of behavior, such as hand flapping, spinning, and head banging.

• Changing response to sound; the child may be very sensitive to some noises and seem to not hear others.

• Temper tantrums.• Difficulty sleeping• Aggressive behavior.• Fearfulness or anxiety.

General symptoms that may be present to some degree in a child with a PDD include:

TreatmentA plan of care for a child with a PDD may include:• Special education: Education is structured to meet the child's unique

educational needs. The goal is always to provide the “least restrictive environment,” which refers to an education setting that is as similar as possible to that of peers without such needs.

• Behavior modification: This may include strategies for supporting positive behavior by the child.

• Speech, physical, or occupational therapy: These therapies are designed to increase the child's functional abilities.

• Medication: There are no drugs to treat the PDDs themselves. Medications may be used, however, to treat specific symptoms such as anxiety, hyperactivity, and behavior that may result in injury. If a child has a seizure disorder in association with the PPD, then the child may be on or need antiepileptic medications.

1. Childhood disintegrative disorder: Children with this rare condition begin their development normally in all areas, physical and mental. At some point, usually between ages 2 and 10, a child with this illness loses many of the skills he or she has developed. In addition to the loss of social and language skills, a child with disintegrative disorder may lose control of other functions, including bowel and bladder control.

Conditions Related to PDDThere are five types of pervasive development disorders

2. Rett syndrome : Children with this very rare disorder have the symptoms associated with a PDD and also suffer problems with physical development. They generally suffer the loss of many motor or movement skills -- such as walking and use of their hands -- and develop poor coordination. This condition has been linked to a defect on the X chromosome, so it almost always affects girls.

Conditions Related to PDD

3. Pervasive development disorder, not otherwise specified (PDD-NOS): This category is used to refer to children who have significant problems with communication and play, and some difficulty interacting with others, but are too social to be considered autistic. It's sometimes referred to as a milder form of autism.

Conditions Related to PDD

Defined as….• PDD, otherwise known as early

infantile autism or childhood autism.

• Known as ‘Kanner Autism’ by Leo Kanner (Psychiatrist)

• Characterized by the inability of the children to communicate and interact socially.

• Autistic have specific language deficiencies, demonstrate a need for sameness in their environment and engage in repetitive behaviors.

These features include: a) Extreme Autistic Aloneness- S/he is loner.- Expresses lack of interest in

other people.

b) Language Abnormalities- Rather than engage in conversation, the autistic tends to repeat the words rather than reply, answer or engage in conversation.

c) Repetitive Behaviors-An autistic extends concentration on something and preserves the sameness of the environment.

These features include:

SYNDROME

Defined as…• A developmental DO which has

may symptoms similar to that of Autism. (Hans Asperger 1944)

• Considered as a mild form of autism, people with this syndrome manifest a higher mental functioning.

• In DMS-IV, it classifies as a separate disorder although a controversy has existed as to whether it is a distinct syndrome or as a form of autism.

Characteristics (Unlike Autistics)• Children with Aspergers Syndrome don’t delay

speech but have difficulty understanding the abstract forms of spoken language such as humor or irony.

• They are aware of themselves unlike autistic.• Suffers from ‘Echolalia’ they repeat what is being

said instead of answering them.• They overdeveloped their use of imagination

unlike autism, they also socialized, have fewer language deficits and more willful in their behavior.

• They progress in school (usually has an average to above average intelligence).

• Children with AS often undiagnosed in the early years because their strength masks their deficits.

INTERVENTIONS

• Learn more about the disorders. The more you learn, the more you know.

• Make sure directions are given step-by-step, verbally, visually, and by providing physical supports or prompts, as needed by the student. Students with autism spectrum disorders often have trouble interpreting facial expressions, body language, and tone of voice. Be as concrete and explicit as possible in your instructions and feedback to the student.

• Find out what the student’s strengths and interests are and emphasize them. Tap into those avenues and create opportunities for success. Give positive feedback and lots of opportunities for practice.

• Build opportunities for the student to have social/collaborative interactions throughout the regular school day. Provide support, structure, and lots of feedback.

• If behavior is a significant issue for the student, seek help from expert professional resources (including parents) to understand the meanings of the behaviors and to develop a unified, positive approach to resolving them.

• Have consistent routines and schedules. When you know a change in routine will occur (e.g., a field trip or assembly) prepare the student by telling him or her what is going to be different and what to expect or do. Reward students for each small success.

• Work together with the student’s parents and other school personnel to create and implement an educational plan tailored to meet the student’s needs. Regularly share information about how the student is doing at school and at home.

Other resources….• Allow Frequent Breaks -allow the student to take small,

frequent breaks.• Break Large Amounts of Information or instructions into

smaller segments .• Provide Notice of Changes to the class routine or

classroom environment -If there is a change in the classroom environment, class assignments, class schedule or any other change in routine; give the student advance notice so as to allow time for him/her to prepare for and become accustomed to the change in advance.

• Reinforce Directions and Key course content visually• Allow student to take test(s) in a different location with fewer

distractions.-The Disability Service Office will assist students in providing alternative arrangements.• Take into Consideration the Student’s lack of ability to interpret social

cues-Students with PDD often have difficulty interpreting sarcasm, idioms and body language. They interpret information very literally. If using these types of communication modes, reframe the information for the student by using an alternative, more literal (whenever possible), type of explanation.• Ask the Student to Collect or pass out items-This allows them an opportunity to move around the classroom.

Other resources….

Shaping the Environment• Decrease Classroom Distractions-Decrease any excessive visual and/or auditory distractions in the learning environment.• Consider Seating and Positioning-Encourage the student to sit in the front of the class, away from doors, air conditioning units, windows, or any other possible sources of distraction.• Create a Calming Environment-If possible, turn off fluorescent lights and provide natural lighting. Decrease extraneous distracting stimuli. Maintain routine whenever possible such as consistently placing course materials in the same location.

Other resources….

References• Child and Adolescent by Acero, Ph.D, Javier, Ph.D & Castro M.A Chapter 4, page 85-93. • Autism Spectrum Disorders Health Center by WEBMD retrieved from

http://www.webmd.com/brain/autism/development-disorder#1• Tips for Teachers: Teaching Students with Disabilities retrieved from

file:///C:/Users/admin/Documents/Tips%20for%20Teachers.pdf• INSTITUTIONAL ACCOMMODATIONS MODULE: Pervasive Developmental 

Disorder (Page 3 of 10) retrieved from http://accessproject.colostate.edu/disability/modules/PDD/tut_PDD.php?display=pg_3

By Angerica U. Tamayo