MRS. IRIS POOLER, MS SPECIAL EDUCATION. PDD-NOS : Pervasive Developmental Disorders: Atypical personality development not otherwise specified (Atypical.

PERVASIVE DEVELOPMENTAL DISORDERS (PDD)

MRS. IRIS POOLER, MS SPECIAL EDUCATION

PDD-NOS : Pervasive Developmental Disorders: Atypical personality development not otherwise specified (Atypical Autism most common)◦ PDD-NOS is often referred to as atypical

autism. It lies in between the less severe Asperger’s Syndrome and more severe, typical Autism on the Autism Spectrum.

Autism-Best Known◦ A disorder of neural development

characterized by impaired social interaction and communication and by restricted and repetitive behavior

Asperger◦ An Autism Spectrum disorder that is

characterized by significant difficulties in social interaction, along with restricted and repetitive patterns of behavior and interests.

Rett Syndrome:◦ A neurodevelopmental disorder of the

grey matter of the brain that affects girls almost exclusively

Childhood Disintegrated Disorder (CDD):◦ also known as Heller's syndrome and

disintegrative psychosis, is a rare condition characterized by late onset (>3 years of age) of developmental delays in language, social interaction, and motor skills.

PDD: refers to a group of five disorders characterized by delays in the development of multiple basic functions including socialization and communication.

◦ 1943, Leo Kanner Documented Autism Disorder

through his observations of eleven children with developmental disorders Children displayed

Marked solitariness Inability to relate to others Obsessive desire for

sameness Intense insistence upon

repetitive activities Poor language

development

Three types of disabilities◦ Rigidity of thought and behavior

Limited imagination or imaginative play

Ritualistic actions Focus on minor details (Part of a

toy rather than the whole thing)

◦ Limited verbal and non-verbal communication Lack of true two-way

conversational skills Failure to understand the

emotions, gestures, or ideas of others and an over-literalness in interpreting what is said

◦ Difficulty with social relationships Appearance of aloofness or

indifference Inappropriate or repetitive style

of approach if contact is initiated

Autism:

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Sustained impairment of interpersonal relationships

Unawareness of personal identity

Pre-occupation with particular objects

Striving to maintain sameness

Acute anxiety produced by change

Abnormal perceptual experience (hearing, tactile and vision)

Failure to develop speech beyond a very limited level

Distortion of movement Learning difficulties, but

some islets of particular skills or abilities or knowledge

Diagnosis Points of Autism

Hans Asperger 1944 Less severe form of Autism within the spectrum Characteristics

◦ Marked and sustained impairment in social interaction◦ Restrictive patterns of behavior and activities◦ Strong preference for routines ◦ Avoidance of change◦ Motor delays or clumsiness◦ Adequate expressive language◦ Cognitive scores falling in the average or above average

ranges◦ Rarely experience additional learning difficulties

Asperger Syndrome

PREVALENCE1 IN 110 LIVE BIRTHS

Absence or delay of speech and language

Difficulty relating to peers and adults Odd behaviors

◦ Self-stimulation, spinning, rocking, hand flapping, etc.

◦ Inappropriate laughter or tantrums for no apparent reason

◦ Inappropriate attachment to objects◦ Repetitive odd play for extended

periods of time. Example stacking blocks for a half hour at a time

◦ Insistence on routine and sameness◦ Difficulty dealing with interruption of

routine schedule and change◦ Possible self injurious behavior or

aggressive behavior toward others Sensory Challenges

◦ Hyper (over) or Hypo (under) sensitivity of the five senses

◦ Abnormal responses to the senses◦ A lack of response to pain or an

overreaction to something minor such as door closing

Challenges of Students with Autism in Inclusive Settings

Assign individual roles for group work.

Assign a peer buddy. Model strategies. Set up a routine and procedure

for homework and long-term assignments, and tests in a daily day planner.

Laminate daily schedules and place on the student's desk or in the front of a binder.

List tasks or work assignments to be completed during the day.

Create a color-coding system for pocket folders or binders in each subject area.

Make it a rule that all students keep their school supplies in a pencil case.

Strategies

Use consistent classroom routines.

Give visual instructions, rules and use visual classroom schedules.

Watch for signs of high anxiety or difficulties a student may be having with sensory and emotional overload, and other signs of stress.

Understand the need for transition time and plan for it. Set up and practice transition activities for students to do when finished with their

assigned tasks.

Structure the layout of the room.

Strategies

A Walk Through the Neighborhood

A typical individual has no problem walking down the street with a friend, having a conversation, hearing the sounds of the neighborhood , smelling the blooming spring flowers, and maybe chewing gum all at the same time.

For an individual with autism, who has a dysfunctional sensory system, this typical experience may be completely overwhelming. The individual may be completely oblivious to the sounds of the neighborhood such as an ambulance screaming by, or may be totally overpowered by the smell of blooming flowers. The sun shining through the trees may be such an intense experience, it may inhibit the individual from being able to concentrate on walking down the sidewalk.

Thus this inability to mesh the senses appropriately may profoundly impact someone’s ability to “act and communicate in a “normal” fashion.

Conclusion

Work Hard!Demand That Others

Work Hard!Learn, and Educate

Yourself!!