PERVASIVE DEVELOPMENTAL DISORDER (PDD) Information from NICHCY Briefing Paper. FS20 January 1998. Luke Y. Tsai, M.D.       TYPES & CHARACTERISTICS Autistic Disorder (Autism)-affects boys 4x more often than girls, symptoms apparent before age 3, lack of eye contact, lack of socialization and interaction, delay or lack of spoken language, repetitive use of idiosyncratic language, preoccupation with restricted patterns of interest, inflexible adherence to nonfunctional routines Rett’s Disorder (Rett’s Syndrome)-affects primarily girls, normal prenatal development, development normal for first 6-18 months followed by a noticeable regression, loss of social engagement, stereotyped hand movements, poorly coordinated gait or trunk movements Childhood Disintegrative Disorder - Normal development first 2 years, loss of previously acquired skills (motor, elimination controls, social skills, expressive or receptive language), restricted and repetitive behaviors and mannerisms Asperger’s Disorder (Asperger’s Syndrome)-impairment in nonverbal behaviors, lack of social reciprocity, lack of appropriate peer relationships, preoccupation with restricted patterns of interest, inflexible adherence to nonfunctional routines, normal development in language, cognition, and adaptive behavior Pervasive Development Disorder Not Otherwise Specified (PDDNOS)-children do not meet all the necessary criteria of the other four PDD diagnoses, there are still impairments in the areas of communication, socialization, and behavior, but not to the degree of the other diagnoses GENERAL CHARACTERISTICS All variations of PDD are neurological disorders Impaired social interaction skills Impaired communication skills The presence of stereotyped behavior, interests, and activities Difficulty in talking, playing, and relating to others Impairment in imaginative activity TEACHER SUGGESTIONS Establish class routines (maintain predictability) Structure class time Keep materials organized Offer visual supports for communication Provide incentives Offer choices (2) Break down tasks Be concrete in directions Use short, clear explanations Be specific in speech Use individualized assessment Employ supported help in class