Autism and Pervasive Developmental Disorder |
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| "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 diagnostic manual used to classify disabilities, the DSM-IV (American Psychiatric Association, 2000), “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). Although the diagnosis is referred to as PDD-NOS, throughout the remainder of this fact sheet, we will refer to the diagnosis as PDD, as it is more commonly known. Autistic disorder is one of the disabilities specifically defined in the Individuals with Disabilities Education Act (IDEA), the federal legislation under which children and youth with disabilities receive special education and related services. IDEA, which uses the term “autism,” defines the disorder as “a developmental disability significantly affecting verbal and nonverbal communication and social interaction, usually evident before age 3, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.” (In keeping with the IDEA and the way in which this disorder is generally referred to in the field, we will use the term autism throughout the remainder of this fact sheet.) Due to the similarity of behaviors associated with autism and PDD, use of the term pervasive developmental disorder has caused some confusion among parents and professionals. However, the treatment and educational needs are similar for both diagnoses. CharacteristicsSome or all of the following characteristics may be observed in mind to severe forms:Communication problems (e.g., using and understanding language); Difficulty in relating to people, objects, and events; Unusual play with toys and other objects; Difficulty with changes in routine or familiar surroundings; and Repetitive body movements or behavior patterns.Children with autism or PDD vary widely in abilities, intelligence, and behaviors. Some children do not speak; others have limited language that often includes repeated phrases or conversations. People with more advanced language skills tend to use a small range of topics and have difficulty with abstract concepts. Repetitive play skills, a limited range of interests, and impaired social skills are generally evident as well. Unusual responses to sensory information -- for example, loud noises, lights, certain textures of food or fabrics -- are also common. Educational ImplicationsEarly diagnosis and appropriate educational programs are very important to children with autism or PDD. Public Law 105-17, the Individuals with Disabilities Education Act (IDEA), includes autism as a disability category. From the age of three, children with autism and PDD are eligible for an educational program appropriate to their individual needs. Educational programs for students with autism or PDD 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 in the autism field who develops and helps to implement a plan which can be carried out at home and school.The classroom environment should be structured so that the program is consistent and predictable. Students with autism or PDD learn better and are less confused when information is presented visually as well as verbally. Interaction with nondisabled peers is also important, for these students provide models of appropriate language, social, and behavior skills. To overcome frequent problems in generalizing skills learned at school, it is very important to develop programs with parents, so that learning activities, experiences, and approaches can be carried over into the home and community. With educational programs designed to meet a student's individual needs and specialized adult support services in employment and living arrangements, children and adults with autism or PDD can live and work in the community." http://www.autism-law.com/dis_autism.htm |
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Autism Speaks Website Quick Facts/Starting Points for Research:
Did you know ...
- Autism now affects 1 in 110 children and 1 in 70 boys
- Autism prevalence figures are growing
- More children will be diagnosed with autism this year than with AIDS, diabetes & cancer combined
- Autism is the fastest-growing serious developmental disability in the U.S.
- Autism costs the nation over $35 billion per year, a figure expected to significantly increase in the next decade
- Autism receives less than 5% of the research funding of many less prevalent childhood diseases
- Boys are four times more likely than girls to have autism
- There is no medical detection or cure for autism
Prevalence vs. Private Funding
- Leukemia: Affects 1 in 1,200 / Funding: $277 million
- Muscular Dystrophy: Affects 1 in 100,000 / Funding: $162 million
- Pediatric AIDS: Affects 1 in 300 / Funding: $394 million
- Juvenile Diabetes: Affects 1 in 500 / Funding: $156 million
- Autism: Affects 1 in 110 / Funding: $79 million
National Institutes of Health Funds Allocation
- Total 2011 NIH budget: $30.5 billion
- Of this, only $169 million goes directly to autism research. This represents 0.6% of total NIH funding.
Common Autism Acronyms (Just to aid research) http://teenautism.com/
- ASD: autism spectrum disorder
- ABA: Applied Behavior Analysis
- OT: occupational therapy
- SI: sensory integration
- AIT: auditory integration training
- EI: early intervention
- FC: facilitated communication
- NT: neuro-typical
- ND: neuro-diverse
- IEP: Individual Education Plan
- IFSP: Individualized Family Service Plan
- IDEA: Individuals with Disabilities Education Act
- SPD: Sensory Processing Disorder
- SPED: special education
- PECS: Picture Exchange Communication System
- PDD-NOS: Pervasive Developmental Disorder, Not Otherwise Specified
- GF/CF: gluten-free/casein-free diet
- ASA: Autism Society of America
- DAN: Defeat Autism Now
Good information and helpful tools for our understanding!
ReplyDeleteHi Kaylin,
ReplyDeleteVery informative research on Autism. Do you have research on the policewoman? Who is she, what is her rank, is she on foot patrol or does she drive a squad car?
From what I understood talking to Denise and Kellee, Officer Edwards (I named her Jill) is actually a rookie. She's a traffic cop, who does drive a patrol car but works primarily on foot during game days. The play is set on the day of a Steelers game. She's only been on the force a year at the most, she enjoys being outdoors. She got her associates degree in criminal justice.
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