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Pervasive Developmental Disorders (PDD)
(updated April 2000)
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.
You can search the ERIC database yourself on the Internet through either of the following web sites:
ERIC Citations
The full text of citations beginning with an ED number (for example, EDxxxxxx) is available:
- In microfiche collections worldwide; to find your nearest ERIC Resource Collection, point your web browser to: http://ericae.net/derc.htm.
- For a fee through the ERIC Document Reproduction Service (EDRS): http://edrs.com, service@edrs.com, or 1.800.443.ERIC.
(no longer available)
The full text of citations beginning with an EJ number (for example, EJxxxxxx) is available for a fee from:
- The originating journal
- Through interlibrary loan services at your local college or public library
- From article reproduction services such as
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, v2
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