American Psychiatric Association, 2000
According to the DSM IV-TR (American Psychiatric Association, 2000), the diagnostic category of pervasive developmental disorders (PDD) refers to a group of disorders characterized by delays in the development of socialization and communication skills. Parents may note symptoms as early as infancy, although the typical age of onset is before three years of age. Symptoms may include problems with using and understanding language; difficulty 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. Males are two times more likely to be diagnosed with PDD than females (Stewart, 2003). Autism, a developmental brain disorder characterized by impaired social interaction and communication skills, and a limited range of activities and interests, displays the most characteristics of and is the best studied PDD. Other types of PDD include Asperger 's Syndrome, Childhood Disintegrative Disorder, and Rett 's Syndrome (American Psychiatric Association, 2000). Pervasive developmental disorders not otherwise specified (PDD-NOS), Asperger’s Syndrome, and autism are more often referred to as autism spectrum disorders (ASD).
Children with ASD vary widely in abilities, intelligence, and behaviors. Some children do not speak at all, others speak in limited phrases or conversations, and some have relatively normal language development. Repetitive play skills and limited social skills are typically evident. Unusual responses to sensory information, such as loud noises and lights, are also common. Children with ASD may also have poor eye contact, solitary and limited imaginary play, difficulty expressing and understanding emotions, hand flapping, echolalia and an intolerance for changes in routine (Solomon, Hessl, Chiu, Hagerman, & Hendren, 2007). ASD frequently involves other associated features including mental retardation, seizures and a
Children with ASD vary widely in abilities, intelligence, and behaviors. Some children do not speak at all, others speak in limited phrases or conversations, and some have relatively normal language development. Repetitive play skills and limited social skills are typically evident. Unusual responses to sensory information, such as loud noises and lights, are also common. Children with ASD may also have poor eye contact, solitary and limited imaginary play, difficulty expressing and understanding emotions, hand flapping, echolalia and an intolerance for changes in routine (Solomon, Hessl, Chiu, Hagerman, & Hendren, 2007). ASD frequently involves other associated features including mental retardation, seizures and a
References: American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed Bouchez, Colette. (n.d.). WebMD. Serotonin: 9 questions and answers. Retrieved June 24, 2009 from http://www.webmd.com/depression/ features/serotonin-9-questions-and-answers Casanova, M Jensen, V.K., & Sinclair, L.V. (2002). Treatment of autism in young children: Behavioral interventions and applied behavior analysis Ogeltree, B., Oren, T., & Fischer, M. (2007). Examining effective intervention practices for communication impairment in autism spectrum disorder Santangelo, S.L., & Tsatsanis, K. (2005). What is known about autism: Genes, brain, and behavior Simpson, R. (2008, March 1). Children and Youth with Autism Spectrum Disorders: The Search for Effective Methods. Focus on Exceptional Children, 40(7), 1. (ERIC Document Reproduction Service No. EJ836932) Retrieved June 19, 2009, from ERIC database. Stewart, B. (2003, May 1). Pervasive Developmental Disorder: Client-Centered Approach. A Guide for Parents and Teachers. (ERIC Document Reproduction Service No. ED481861) Retrieved June 20, 2009, from ERIC database. Volker, M., & Lopata, C. (2008). Autism: A review of biological bases, assessment, and intervention. School Psychology Quarterly, 23(2), 258- 270.