What can you tell me about Pervasive Developmental Disorders (PDD)?
Pervasive Developmental Disorder (PDD) is a category designated by the American Psychiatric Association to indicate children with delay or deviance in their social/language/motor and/or cognitive development. A child may have delays in social development and delays in one or more of the other categories. The profiles of children with a PDD can vary tremendously. PDD is not one disorder but a category that encompasses a wide range of delays of different magnitude in different domains. Autism is the most severe of the pervasive developmental disorders. Autism indicates a primary disturbance in the individual’s ability to relate to others. Language delay and cognitive delays are also common.
PDD-NOS represents Pervasive Developmental Disorder-Not Otherwise Specified. This is a diagnosis given to a child who exhibits impairment in the development of reciprocal social interaction, verbal and non-verbal communication, or when stereotyped behavior or activities are present. However, the child does not meet the criteria for any specific pervasive developmental disorder.
There is no cure for autism at present. there are many kinds of intervention suggested by people and professionals with different degrees of experience with autistic people. Be wary of any intervention that promises a cure or that suggests that the particular method advocated is the only effective approach. There are data to indicate that the best intervention for autism/PDD is early intensive intervention that utilizes behavioral methods and speech and language therapy to remediate specific deficits. (From http://infomed.edu/chldstdy/autism/page1.1.html)
Following are links to related ERIC Digests, minibibliographies, frequently asked questions (FAQs), Internet resources, and Internet discussion groups, as well as selected citations from the ERIC database and the search terms we used to find the citations.
ERIC Citations
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ERIC Search Terms Used
pervasive developmental disorders
ED400654 EC305138
Increasing Social Interactions of Preschoolers with Autism through Relationships
with Typically Developing Peers.
Ball, James
1996
52p.; Ed.D. Practicum Report, Nova Southeastern University.
EDRS Price – MF01/PC03 Plus Postage.
Language: English
Document Type: PRACTICUM PAPER (043)
Geographic Source: U.S.; Florida
Journal Announcement: RIEMAR97
This report describes a practicum that was designed to improve the social skills of
eight preschool children with autism or Pervasive Developmental Disorder-Not
Otherwise Specified (PDD-NOS), through interactions with their typically developing
peers. The children were taught in a classroom with eight typically developing
children using a regular education curriculum, with modifications to address specific
individualized education program goals and objectives. Learning centers were used to
teach the academic skills; group time was used to teach beginning concepts; play time
was used to teach social skills; and small group time was used to promote
interactions between typically developing children and the children with autism.
Skill streaming, pivotal response training, and a group contingency were utilized in
these settings. Seven of the children with autism improved in each of the four
social areas that were studied: (1) eye contact; (2) parallel and symbolic play
skills; (3) turn taking; and (4) verbal and nonverbal responses. The use of peer
modeling was found to be highly successful in maintaining integration of the children
in the class. The typically developing children made gains in academic skills,
expressive language, and self-esteem.
Descriptors: *Autism; Expressive Language; Eye Contact; Inclusive Schools;
Instructional Effectiveness; Interaction; *Interpersonal Competence; Modeling
(Psychology); *Peer Influence; *Peer Relationship; Peer Teaching; Play; Preschool
Education; Self Esteem; *Skill Development; Social Integration; Verbal Communication
Identifiers: *Pervasive Developmental Disorders
ED352748 EC301678
A New Way with Autistic and Other Children with Pervasive Developmental Disorders.
Miller, Arnold; Eller-Miller, Eileen
Language and Cognitive Development Center, Inc., Boston, MA. 1992
33p.
Sponsoring Agency: American Legion Child Welfare Foundation, Inc., Indianapolis,
Ind.
Available From: Language and Cognitive Development Center, Inc., P.O. Box 270, 11
Wyman St., Boston (JP), MA 02130 ($3).
EDRS Price – MF01 Plus Postage. PC Not Available from EDRS.
Language: English
Document Type: PROJECT DESCRIPTION (141)
Geographic Source: U.S.; Massachusetts
Journal Announcement: RIEMAY93
This monograph describes the program of the Language and Cognitive Development
Center (Massachusetts), which serves toddlers and school-aged children with autism or
other pervasive developmental disorders (PDD). An introduction presents incidence
figures, the program’s philosophy, the program’s approach to assessment, intervention
with children having limited reality systems, approaches to generalization of
training, dealing with behavior problems, and the program’s unique approach to
teaching language. Next, a discussion of cognitive-developmental systems theory
examines child development in terms of the sign stage of development (0-18 months),
formation and dynamics of reality systems during the sign stage, and the development
of intention during the sign stage. Intervention is then considered, including the
program’s “Umwelt” approach to the evaluation of reality systems, correcting
developmental dysfunctions, developing body schema, coping with surroundings,
developing social contact, and developing communication and representation skills.
The integration of skills learned in the Center into the home environment is then
explained. A final discussion answers questions concerning the curriculum for school-
age nonverbal or limited verbal PDD children, examines determinants of child success,
and offers evidence of the program’s success (48 percent of Center children have
returned to the public school mainstream for all or part of their classes).
Descriptors: *Autism; Behavior Problems; Child Development; *Cognitive
Development; Cognitive Restructuring; *Communication (Thought Transfer); *Early
Intervention; Educational Philosophy; Elementary Education; Evaluation Methods;
Generalization; *Language Acquisition; Preschool Education; Special Schools; Student
Evaluation; *Theories; Transfer of Training
Identifiers: *Language and Cognitive Development Center MA
ED342156 EC300915
“Crack Kids” in School: What To Do, How To Do It. Pervasively Developmentally
Delayed (PDD).
Odom-Winn, Danni; Dunagan, Dianne E.
1991; 120p.
ISBN: 0-7925-1867-5
Available From: Educational Activities, Inc., 1937 Grand Ave., Baldwin, NY 11510
($14.95 plus $2.00 shipping and handling).
Document Not Available from EDRS.
Language: English
Document Type: BOOK (010); TEACHING GUIDE (052)
Geographic Source: U.S.; Florida
Journal Announcement: RIEJUL92
Target Audience: Teachers; Practitioners
This book addresses the educational needs of children who are pervasively
developmentally delayed (PDD), especially those exposed to drugs prenatally and those
with Fetal Alcohol Syndrome, autism, hyperactivity, Asperger’s Syndrome, other health
impairments, attention deficit disorder, and childhood aphasia. The first chapter
recommends the use of the PDD Characteristics Checklist, the Communication/Behavior
Prompts Form, and the Developmental Ages Checklist to identify specific target skills and
behaviors. The second chapter offers guidance on organizing the classroom including the “quiet
chair;” classroom arrangement; instructional materials; use of learning centers; and suggested
books, screening instruments, and augmentative communication systems. Classroom
management techniques are discussed in the third chapter and include getting control; getting the
child to sit down, stay down, and develop on-task behavior; remediating visual/tactile and
auditory ultrasensitivity; dealing with aggression; intervening with self-stimulating behaviors;
and managing inappropriate behaviors. The fourth chapter considers basics of language
acquisition, alternative forms of communication, and the importance of communication
skills to socialization. Some useful examples of sign language are illustrated.
Sensory development activities are suggested in the fifth chapter. Chapter 6 offers
suggestions for working with parents and chapter 7 offers some specific successful
techniques in changing behaviors. Sample forms are attached.
Descriptors: Aggression; Aphasia; Autism; *Behavior Change; *Behavior Disorders;
Behavior Modification; Classroom Design; *Classroom Techniques; Communication
Skills; *Developmental Disabilities; Discipline; *Drug Abuse; Elementary Education;
Hyperactivity; Instructional Materials; Interpersonal Competence; Intervention;
Language Acquisition; Learning Centers (Classroom); Parent Teacher Cooperation;
*Prenatal Influences; Remedial Instruction; Sign Language; Special Health Problems;
Teaching Methods; Time on Task; Timeout
Identifiers: Aspergers Syndrome; *Developmental Delays; Fetal Alcohol Syndrome
EJ511756 EC612219
Visually Cued Instruction for Children with Autism and Pervasive Developmental
Disorders.
Quill, Kathleen Ann
Focus on Autistic Behavior, v10 n3 p10-20 Aug 1995
ISSN: 0887-1566
Language: English
Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141)
Journal Announcement: CIJFEB96
This article discusses the theoretical rationale for visually cued instruction and
provides examples of pictographic and written language cues used to enhance the
organizational skills, general skill development, academic learning, communication,
socialization, and self-control of children with autism and pervasive developmental
disorders.
Descriptors: *Autism; *Cues; Interpersonal Communication; Interpersonal
Competence; *Language Acquisition; Self Control; Skill Development; *Teaching Methods;
Theories; *Visual Stimuli
Identifiers: *Pervasive Developmental Disorders
ED406114 RC021015
A Local School Model for Teaching Students with PDD and Autism.
Renew, Frank C., Jr.
Mar 1997
6p.; In: Promoting Progress in Times of Change: Rural Communities Leading the Way;
see RC 020 986.
EDRS Price – MF01/PC01 Plus Postage.
Language: English
Document Type: PROJECT DESCRIPTION (141); CONFERENCE PAPER (150)
Geographic Source: U.S.; Massachusetts
Journal Announcement: RIEAUG97
This paper describes a proposed model for providing educational services to
students with autism and other pervasive developmental disorders (PDD). The model
was developed by special education administrators in response to significant
increases in the number of students diagnosed with PDD. Services that are necessary
to support a classroom for students with autism and PDD include early diagnosis and
intervention, discrete-trial teaching techniques, sensory integration activities,
parent involvement and support, inclusive opportunities with peers, intensive
language and socialization training, and training in generalization skills. The
proposed model would include weekly staff training sessions, which would also
incorporate student progress reviews and three prescheduled individualized
educational plan meetings for each student during the school year. A home-based
support component would include an “after school” or community-based recreation
program to enable students to practice social and language skills; monthly family
support groups to encourage parents to address emotional issues regarding autism;
weekly training sessions for family members on teaching, parenting, and behavior
management techniques; 2 hours of daily home-based tutoring; coordination between
home and school in order to encourage communication between parents and school
staff and monitor student progress; assistance to family members and school staff on
locating information and resources on autism; and extended school year or summer
programs to provide additional learning and social opportunities for autistic
children.
Descriptors: *After School Programs; *Autism; Educational Needs; Elementary
Secondary Education; Family Involvement; Family Programs; *Family School
Relationship; Home Programs; Models; Parent Education; *Program Design; Social Support
Groups; *Special Education; *Staff Development; Training
Identifiers: *Pervasive Developmental Disorders
EJ459469 EC605124
Classification of Pervasive Developmental Disorders: Some Concepts and Practical
Considerations.
Rutter, Michael; Schopler, Eric
Journal of Autism and Developmental Disorders, v22 n4 p459-82 Dec 1992
ISSN: 0162-3257
Language: English
Document Type: JOURNAL ARTICLE (080); POSITION PAPER (120)
Journal Announcement: CIJJUL93
Target Audience: Researchers
This essay notes the complexities inherent in classifying pervasive developmental
disorders (PDD), especially when a single classification scheme is to be used for
clinical, research, and administrative purposes. The paper considers principles of
classification, symptomatology, the neuropsychiatric interface, the value of a
multiaxial approach, and PDD subcategories.
Descriptors: *Autism; *Classification; *Clinical Diagnosis; *Developmental
Disabilities; Diagnostic Tests; Educational Diagnosis; *Handicap Identification;
Neurology; Psychiatry; Test Validity
Identifiers: *Pervasive Developmental Disorders
EJ459476 EC605131
The Validity of Autistic Spectrum Disorders: A Literature Review.
Szatmari, Peter
Journal of Autism and Developmental Disorders, v22 n4 p583-600 Dec 1992
ISSN: 0162-3257
Language: English
Document Type: JOURNAL ARTICLE (080); REVIEW LITERATURE (070)
Journal Announcement: CIJJUL93
Target Audience: Researchers
This paper reviews 20 studies that investigated the internal or external validity
of various subtypes of autistic spectrum disorders. At least three groups could be
distinguished from autism on clinical grounds: an Asperger syndrome subtype, and two
atypical subtypes characterized by either low intelligence quotient or high
intelligence quotient.
Descriptors: *Autism; *Classification; *Clinical Diagnosis; Handicap Identification;
Intelligence Quotient; *Validity
Identifiers: Asperger Syndrome; *Autistic Spectrum Disorders; Pervasive
Developmental Disorders
EJ459474 EC605129
Is Rett Syndrome a Subtype of Pervasive Developmental Disorders?
Tsai, Luke Y.
Journal of Autism and Developmental Disorders, v22 n4 p551-61 Dec 1992
ISSN: 0162-3257
Language: English
Document Type: JOURNAL ARTICLE (080); POSITION PAPER (120)
Journal Announcement: CIJJUL93
Target Audience: Researchers
This paper reviews whether Rett syndrome is a subtype of pervasive developmental
disorders (PDD). The paper analyzes internal and external diagnostic validity and
discusses whether Rett syndrome is a neurological disorder or a mental disorder. The
paper concludes that data support the idea of classifying Rett syndrome as a subtype
of PDD.
Descriptors: *Classification; *Clinical Diagnosis; Developmental Disabilities;
*Handicap Identification; *Mental Disorders; *Neurological Impairments; Validity
Identifiers: *Pervasive Developmental Disorders; *Rett Syndrome
EJ459478 EC605133
Childhood Disintegrative Disorder: Issues for DSM-IV.
Volkmar, Fred R.
Journal of Autism and Developmental Disorders, v22 n4 p625-42 Dec 1992
ISSN: 0162-3257
Language: English
Document Type: JOURNAL ARTICLE (080); POSITION PAPER (120)
Journal Announcement: CIJJUL93
Target Audience: Researchers
This paper presents evidence regarding the validity of the diagnostic concept of
“autistic-like” childhood disintegrative disorder, also known as Heller syndrome or
as disintegrative psychosis. Its inclusion in the DSM-IV (Diagnostic and Statistical
Manual) is supported, and proposed criteria and narrative description are provided.
Descriptors: *Autism; Classification; *Clinical Diagnosis; Educational Diagnosis;
Emotional Disturbances; Handicap Identification; Symptoms (Individual Disorders);
*Validity
Identifiers: *Childhood Disintegrative Disorder; Diagnostic and Statistical Manual
Mental Disorders; Heller Syndrome; Pervasive Developmental Disorders
EJ485079 EC608762
Pervasive Developmental Disorders: Dilemmas in Diagnosing Very Young Children.
Wagner, Ann E.; Lockwood, Sharon L.
Infants and Young Children, v6 n4 p21-32 Apr 1994
ISSN: 0896-3746
Language: English
Document Type: JOURNAL ARTICLE (080); REVIEW LITERATURE (070)
Journal Announcement: CIJOCT94
Diagnosis of pervasive developmental disorders relies on the detection of deficits
in social, play, and communication skills relative to the child’s mental age. A case
example illustrates the multidisciplinary process of making the diagnosis in very
young children. Psychiatric evaluation criteria are examined, and a developmental
framework for differential diagnosis is presented.
Descriptors: *Autism; Case Studies; *Clinical Diagnosis; Communication Skills;
Developmental Disabilities; *Disability Identification; *Evaluation Criteria;
Evaluation Problems; Interdisciplinary Approach; Language Acquisition; Young Children
Identifiers: *Early Identification; *Pervasive Developmental Disorders
EJ514763 EC612386
Integrated Treatment Approaches for Young Children with Multisystem Developmental
Disorder.
Wieder, Serena
Infants and Young Children, v8 n3 p24-34 Jan 1996
ISSN: 0896-3746
Language: English
Document Type: JOURNAL ARTICLE (080); POSITION PAPER (120)
Journal Announcement: CIJAPR96
An approach to the diagnosis of pervasive developmental disorders is presented that
considers the difficulties in relationships and communication secondary to sensory
and motor processing deficits. These difficulties are conceptualized as Multisystem
Developmental Disorder (MSDD), and case vignettes illustrate typical patterns of MSDD
and intervention options.
Descriptors: *Behavior Patterns; Case Studies; *Clinical Diagnosis; Cognitive
Processes; Communication Skills; *Disabilities; Disability Identification; *Early
Intervention; Family Involvement; Interpersonal Relationship; Sensory Integration;
*Symptoms (Individual Disorders); Young Children
Identifiers: *Multisystem Developmental Disorder; *Pervasive Developmental
Disorders
Resources
Autism Research International Newsletter
Institute for Child Behavior Research
4182 Adams Avenue
San Diego, CA
618-281-7165
Autism Hotline
Autism Services Center
PO Box 507
101 Richmond Street
Huntington, WV 25702
304-523-8269
Autism Society of America
7910 Woodmont Avenue, Suite 650
Bethesda, MD 20814
301-657-0881
For information and referral, call 1-800-328-8476
Institute for Child Behavior Research
4182 Adams Avenue
San Diego, CA 92116
618-281-7165
Available from your local book store or library:
Pervasive Developmental Disorder: An Altered Perspective. Barbara Quinn and Anthony Malone. Jessica Kingsley Publishers. 116 Pentonville Rd., London, England N1 9Jb. http://www.jkp.com
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