Autism and Pervasive Developmental Disorder-NOS (not otherwise specified) are developmental disabilities that share many of the same characteristics. Usually evident by age three, autism and PDD-NOS are neurological disorders that affect a child’s ability to communicate, understand language, play, and relate to others.
In the DSM-IV (American Psychiatric Association, 1994), “autistic disorder” is listed as a category under the heading of “Pervasive Developmental Disorders.” A diagnosis of autistic disorder is made when an individual displays 6 or more of 12 symptoms listed across three major areas: social interaction, communication, and behavior. When children display similar behaviors but do not meet the criteria for autistic disorder, they may receive a diagnosis of Pervasive Developmental Disorder-NOS (PDD not otherwise specified).
INCIDENCE
Autism and PDD occur in approximately 5 to 15 per 10,000 births. These disorders are four times more common in boys than girls.
Reference: (199-) NICHCY National Information Center for Children and Youth with Disabilities Washington, DC 20013 Web: <http:// www. nichcy.org>. This information is copyright free.
Some or all of the following characteristics may be observed in mild to severe forms:
Children with autism or PDD vary widely in abilities, intelligence, and behaviors.
FOR YOUR INFORMATION
Autistic Disorder may also be called autism, Pervasive Developmental Disorder, or Autism Spectrum Disorder. Other disorders which may be related to Autistic Disorder include: Asperger Syndrome, Fragile X Syndrome, Landau-Kleffner Syndrome, Rett Syndrome, PDD-NOS, Childhood Disintegrative Disorder, and Williams Syndrome. The DSM-IV reports that most children with Autistic Disorder (perhaps 75%) also have some degree of mental retardation; however, measuring the IQ of a child with Autistic Disorder is very difficult due to the language and social interaction difficulties.
DSM-IV CHARACTERISTICS
AUTISM and PERVASIVE DEVELOPMENTAL DISORDER
The Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV) is used by professionals to diagnose Autistic Disorder. Autistic Disorder (autism) is a developmental disorder, which may have neurological and /or biochemical causes. There are no medical tests to diagnose autism, nor is there a cure. It is diagnosed by observing behavioral symptoms present in three areas of development in children three years or younger.
The DSM-IV diagnostic criteria for Autistic Disorder
A. A total of six (or more) items from (1), (2), and (3), with at least two from (1), and one each from (2) and (3):
(1). Qualitative impairment in social interaction, as manifested by at least two of the following:
(a) marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction.
(b) failure to develop peer relationships appropriate to developmental level.
(c) a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g., by a lack of showing, bringing, or pointing out objects of interest).
(d) lack of social or emotional reciprocity.
(2). Qualitative impairments in communication as manifested by at least one of the following:
(a) delay in, or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gesture or mime)
(b) in individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others
(c) stereotyped and repetitive use of language or idiosyncratic language
(d) lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level
(3). Restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following:
(a) encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus
(b) apparently inflexible adherence to specific, nonfunctional routines or rituals
(c) stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or complex whole-body movements)
(d) persistent preoccupation with parts of objects
B. Delays or abnormal functioning in at least one of the following areas, with onset prior to age 3 years: (1) social interaction, (2) language as used in social communication, or (3) symbolic or imaginative play.
C. The disturbance is not better accounted for by Rett's Disorder or Childhood Disintegrative Disorder.
EDUCATIONAL IMPLICATIONS
AUTISM (and PDD-NOS)
The causes of autism are unknown; it appears that autism is a biological brain disorder. Many children who have autism have been able to attend school with normal children, and to live more or less independently in community settings. Still, the majority of autistic persons remain severely handicapped in their ability to participate in everyday community life. Due to the similarity of behaviors associated with autism and PDD, the treatment and educational needs are similar for both.
From the age of three, children with autism and PDD are eligible for an educational program appropriate to their individual needs. Educational programs should focus on improving communication, social, academic, behavioral, and daily living skills. Behavior and communication problems that interfere with learning sometimes require the assistance of a knowledgeable professional who develops and helps to implement a plan which can be carried out at home and school.
RESOURCES
Harris, S. (1994). Siblings of children with autism: A guide for families. Bethesda, MD: Woodbine House. (Telephone: 1-800-843-7323.)
Harris, S.L., & Weiss, M.J. (1998). Right from the start: Behavioral intervention for young children with autism: A guide for parents and professionals. Bethesda, MD: Woodbine House. (Telephone: 1-800-843-7323.)
Hart, C.A. (1993). A parent's guide to autism: Answers to the most common questions. New York: Pocket Books, Simon & Schuster Co. [Telephone: 1-800-223-2336.]
Journal of Autism and Developmental Disorders. [Available from Plenum Publishing Corporation, 233 Spring Street New York, NY 10013. Telephone: 1-800-221-9369.]
Maurice, C., Green, G., & Luce, S.C. (Eds.). (1996). Behavioral intervention for young children with autism: A manual for parents and professionals. Austin, TX: Pro-Ed. (Telephone: 1-800-897-3202.)
McClannaham, L.E., & Krantz, P.J. (1999). Activity schedules for children with autism: Teaching independent behavior. Bethesda, MD: Woodbine House. (Telephone: 1-800-843-7323.)
Powers, M.D. (Ed.). (1989). Children with autism: A parent's guide. Rockville, MD: Woodbine House. [Telephone: 1-800-843-7323; (301) 897-3570.]
Schopler, E., & Mesibov, G.B. (Eds.). Books available in the "Current Issues in Autism" book series include: High-functioning individuals with autism (1992); Preschool issues in autism (1993); Behavioral issues in autism (1995); Learning and cognition in autism (1995); and Asperger syndrome or high-functioning autism? (1998). [All are available from Kluwer Academic Publishers at (781)871-6600.]
ORGANIZATIONS
Autism Hotline
Autism Services Center
P.O. Box 507
Huntington, WV 25710-0507
(304) 525-8014
Autism National Committee
635 Ardmore Avenue
Ardmore, PA 19003-1831
Autism Society of America
7910 Woodmont Avenue, Suite 300
Bethesda, MD 20814
For information and referral, call 1-800-328-8476.
Reference: (199-) NICHCY National Information Center for Children and Youth with Disabilities
Washington, DC 20013 Web: www. nichcy.org. This information is copyright free.