Pervasive Developmental Disorders (Asperger's Syndrome and Retts Disorder)
If pervasive developmental disorders (Aspergers and Retts) is your topic, please post the answers to the four questions here.
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Lisa Didow
Asperger Syndrome
Question 1. Asperger syndrome (AS) is a neurobiological disorder that is part of a group of diagnoses called "autistic spectrum disorders." The term "autistic spectrum" refers to a range of developmental disabilities that includes autism as well as other disorders with similar characteristics. Federal Definition- The term of Asperger Syndrome as given in federal law under Autism: i. Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally 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. The term does not apply if a child's educational performance is adversely affected primarily because the child has an emotional disturbance, as defined in paragraph (b)(4) of this section. ii. A child who manifests the characteristics of "autism" after age 3 could be diagnosed as having "autism" if the criteria in paragraph (c)(1)(i) of this section are satisfied.
Question 2. Developmental Characteristics- • Problems with social skills: Children with Asperger's syndrome generally have difficulty interacting with others and often are awkward in social situations. They generally do not make friends easily. • Eccentric or repetitive behaviors: Children with this condition may develop odd, repetitive movements, such as hand wringing or finger twisting. • Unusual preoccupations or rituals: A child with Asperger's syndrome may develop rituals that he or she refuses to alter, such as getting dressed in a specific order. • Communication difficulties: People with Asperger's syndrome may not make eye contact when speaking with someone. They may have trouble using facial expressions and gestures, and understanding body language. They also tend to have problems understanding language in context. • Limited range of interests: A child with Asperger's syndrome may develop an intense, almost obsessive, interest in a few areas, such as sports schedules, weather or maps. • Coordination problems: The movements of children with Asperger's syndrome may seem clumsy or awkward. • Skilled or talented: Many children with Asperger's syndrome are exceptionally talented or skilled in a particular area, such as music or math.
Question 3. As a Special Education Teacher teaching children with disabilities, one must consider the following Asperger’s Syndrome conditions and how to help these conditions in the classroom- Poor Coordination- • Refer the child with AS for adaptive physical education program if gross motor problems are severe. • Children with AS may require a highly individualized cursive program that entails tracing and copying on paper, coupled with motor patterning on the blackboard. The teacher guides the child's hand repeatedly through the formation of letters and letter connections and also uses a verbal script. Once the child commits the script to memory, he or she can talk himself or herself through letter formations independently. • Younger children with AS can benefit from guidelines drawn on paper that help them control the size and uniformity of the letters they write. This also forces them to take the time to write carefully; • When assigning timed units of work, make sure the child's slower writing speed is taken into account. Academic Difficulities- • Provide a highly individualized academic program engineered to offer consistent successes. The child with AS needs great motivation to not follow his or her own impulses. Learning must be rewarding and not anxiety-provoking; • Do not assume that children with AS understand something just because they parrot back what they have heard. • Offer added explanation and try to simplify when lesson concepts are abstract. • Emotional nuances, multiple levels of meaning, and relationship issues as presented in novels will often not be understood. Children with AS often have excellent reading recognition skills, but language comprehension is weak. Do not assume they understand what they so fluently read. Instead try to aide them with different reading recognition patterns. Emotional Vulnerability- • Prevent outbursts by offering a high level of consistency. Prepare these children for changes in daily routine, to lower stress. Children with AS frequently become fearful, angry, and upset in the face of forced or unexpected changes; • Teachers must be alert to changes in behavior that may indicate depression, such as even greater levels of disorganization, inattentiveness, and isolation; decreased stress threshold; chronic fatigue; crying; suicidal remarks; and so on. Do not accept the child's assessment in these cases that he or she is “ok”.
Question 4. Resources for Teachers for Students with Asperger Syndrome- Autism Society of America- http://www.autism-society.org This organization provides information on Autism and Autistic Spectrum Disorders. The organization seeks the mission of providing support and information to families, teachers, and professionals working with autistic children. Council for Exceptional Children- http://www.cec.sped.org This council offers Special Education teachers and professionals with tools and resources to help them aide their Special Education students. The website offers articles and news covering different disabilities such as Asperger’s Syndrome. Maryland Asperger Advocacy and Support Group- http://www.aspergers.org This organization based out of Maryland offers support and guidance for all who suffer from Asperger Syndrome and their families. The website also offers assistance to educators working with Asperger Syndrome children in lesson planning and academic or personal support. * Any teacher of a child with Asperger’s should also ask for assistance of the appropriate school professionals. Teachers can work with school therapists and psychologists in offering help and support for the child with Asperger’s Syndrome.
Definition: Rett’s Disorder is a sex-linked genetic disorder almost exclusive to females. It is a childhood neurodevelopmental disorder characterized by normal early development followed by loss of purposeful use of the hands, distinctive hand movements, slowed brain and head growth, gait abnormalities, seizures, and mental retardation. Rett Syndrome occurs in 1 in every 15,000 births and is one of the leading causes of mental retardation in girls. The developmental characteristics of a person with Rett Syndrome are: • Apparently normal prenatal and perinatal development and physcomotor development for at least the first five months of life • Between ages 5 months to 48 months, the growth of the child’s head circumference slows. • Between 5 months and 30 months, children with Rett Syndrome will begin to lose skills they had previously acquired and may develop stereotyped hand movements, such as hand wringing. • Around 18 months of age, these children will lose manual, social, language, and gross motor development skills and often become unable to communicate verbally. Scientists found that girls with Rett syndrome have a change in the pattern of one of their genes, specifically the gene that makes a protein called methyl cytosine binding protein 2 or MECP2. Normally, girls use the genes on only one of their X chromosomes; the genes on the other X chromosome are “switched off ” by a complex set of chemical reactions in the body. MECP2 is the starting point of the process that “switches off ” certain genes at certain times. Without it, these other genes aren’t switched off. In Rett syndrome, the body keeps making these materials, in large amounts, even when they are no longer needed. After several months, large amounts of these materials actually start to hurt the nervous system, instead of helping it to grow. This is why girls with Rett syndrome seem to grow normally until they are between six and 18 months old, but then stop developing and eventually lose developmental ground. Because they have only one X chromosome, boys with Rett syndrome have only the changed gene for MECP2. Since they lack the “backup” or unchanged copy of the gene that girls have on their second X chromosome, boys with Rett syndrome die before birth. (http://webharvest.gov/peth04/20041029152120/www.nichd.nih.gov/publications/pubs/autismRETT.pdf) There are various phases that people with Rett Syndrome undergo: 1. Early Onset Phase – Development stalls or stops. 2. Rapid Destructive Phase – The child loses skills (regresses) quickly. Purposeful hand movements and speech are usually the first skills lost. 3. Plateau Phase – Regression slows, and other problems may seem to lessen or improve. Most people with Rett syndrome spend most of their lives in stage 3. 4. Late Motor Deterioration Phase – Individuals may become stiff or lose muscle tone; some may become immobile. (http://www.nichd.nih.gov/health/topics/rett_syndrome.cfm) The Rett Syndrome Support Group suggests the following for teachers to know about educating a girl with this disorder: • Early exposure to age-appropriate books, toys and music is important, even if she does not appear to show much interest or make appropriate responses. • It can require several minutes for her to process information and respond. Even when she does respond, it may not be in conventional ways. • Always allow enough time for her to take in information, and enough room for her to respond in her own way. • Great fluctuations in her motor ability, attention span and behavior may be seen, even within a short period of time. • Apraxia makes it difficult for her to perform motor movements by following directions. The more she has to think about the process, the more difficult it becomes. However, when she is emotionally motivated, movements are automatic (i.e. reaching for food, scratching an itch, etc.). • Providing environments and situations that are strongly motivating will make it easier for her to show what she understands, resulting in greater success and satisfaction. • Girls with Rett Syndrome can be seen in classrooms of all types, ranging from self-contained special education units to full inclusion in regular schools. • The goal in education should be to provide her with the most stimulating program in the least restrictive environment, taking into account each girl's own special needs. • Girls with Rett syndrome learn by looking and listening. • They are very responsive to what goes on around them. • They understand cause and effect and object permanence. • They react to tone of voice and seem to understand verbal messages. • They seem to understand the sequence of events when situations are repeated. • They are able to make associations between what they see, hear or feel and something else they experience in a given situation. Resources about Rett Syndrome: • International Rett Syndrome Association (www.rettsyndrome.org): The IRSA is the only organization dedicated to providing families with the latest medical information, aggressively funding the most promising research, offering meaningful support, and raising public awareness and advocating for those living with the neurological disorder called Rett syndrome. • National Institute of Neurological Disorders and Stroke (www.ninds.nih.gov/): The mission of NINDS is to reduce the burden of neurological disease - a burden borne by every age group, by every segment of society, by people all over the world. • National Institute of Child Health and Human Development (www.nichd.nih.gov/): The NICHD, established by congress in 1962, conducts and supports research on topics related to the health of children, adults, families, and populations. Some of these topics include: reducing infant deaths; improving the health of women, men, and families; understanding reproductive health and fertility/infertility; learning about growth and development; examining, preventing and treating problems of birth defects, mental retardation, and developmental disabilities; and enhancing well-being of persons through the lifespan with optimal rehabilitation research.
1) All types of PDD are neurological disorders that are usually evident by age 3. In general, children who have a type of PDD have difficulty in talking, playing with other children, and relating to others, including their family. According to the definition set forth in the DSM-IV (American Psychiatric Association, 1994), Pervasive Developmental Disorders are characterized by severe and pervasive impairment in several areas of development: • social interaction skills; • communication skills; or • The presence of stereotyped behavior, interests, and activities.
2) Generally, they do not follow their parents around the house. The majority do not show normal separation or stranger anxiety. These children may approach a stranger almost as readily as they do their parents. Many such children show a lack of interest in being with or playing with other children. As these children grow older, they may become affectionate and friendly with their parents and siblings. However, they still have difficulty understanding the complexity of social relationships. Some individuals with less severe impairments may have a desire for friendships. But a lack of response to other people's interests and emotions, as well as a lack of understanding of humor, often results in these youngsters saying or doing things that can slow the development of friendships. Children may not frequently use gestures, even when they understand other people's gestures fairly well. Some children do develop imitative play, but this tends to be repetitive. Generally, children with PDDNOS are able to show joy, fear, or anger, but they may only show the extreme of emotions. The actual production of speech may be impaired. The child's speech may be like that of a robot, characterized by a monotonous, flat delivery with little change in pitch, change of emphasis, or emotional expression. Such children tend to rely on repetitive phrases. Their speech does not usually convey imagination, abstraction, or subtle emotion. Many children are upset by changes in the familiar environment. Even a minor change of everyday routine may lead to tantrums. Some children line up toys or objects and become very distressed if these are disturbed. Efforts to teach new activities may be resisted. Some children develop intense attachments to odd objects, such as pipe cleaners, batteries, or film canisters. Some children may have a preoccupation with certain features of favored objects, such as their texture, taste, smell, or shape. The typical motor skills (e.g., throwing, catching, kicking) may be delayed but are often within the normal range.
3) Because the needs of children with these disorders vary, you may want to set up an individualized education plan (IEP) for your child. You will want to incorporate social skills and communication into the program, and most experts agree it should be highly structured. Maximized speech and language intervention is important, as is the use of behavior modification and rewards to try to stop problem behaviors and to encourage all types of communication. Encourage the child with hugs and verbal praise, as well as rewards that stimulate social interaction. 4) Many professionals and families will use a range of treatments simultaneously, including behavior modification, structured educational approaches, medications, speech therapy, occupational therapy, and counseling. These treatments promote more typical social and communication behavior and minimize negative behaviors (e.g., hyperactivity, meaningless, repetitive behavior, self-injury, aggressiveness) that interfere with the child's functioning and learning. There has been an increasing focus on treating preschool children with PDDNOS by working closely with family members to help the children cope with the problems encountered at home before they enter school. Many times, the earlier these children begin treatment, the better the outcome.
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 3 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. Autism (a developmental brain disorder characterized by impaired social interaction and communication skills, and a limited range of activities and interests) is the most characteristic and best studied PDD. Other types of PDD include Asperger's Syndrome, Childhood Disintegrative Disorder, and Rett's Syndrome. Children with PDD 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 generally evident. Unusual responses to sensory information, such as loud noises and lights, are also common. There is no known cure for PDD. Medications are used to address specific behavioral problems; therapy for children with PDD should be specialized according to need. Some children with PDD benefit from specialized classrooms in which the class size is small and instruction is given on a one-to-one basis. Others function well in standard special education classes or regular classes with additional support.
Melanie Dominko-Richards 3 December 2007 CPSY 1001 Professor Strazza
Those with AS may also be overly sensitive to sounds, tastes, smells, and sights, the person with AS may prefer soft clothing, certain foods, and be bothered by sounds or lights no one else seems to hear or see. Many behaviors that seem odd or unusual are due to the neurological differences and not the result of intentional rudeness or bad behavior, and most certainly not the result of "improper parenting". Because of their eccentricities, those with Asperger’s are prime targets for teasing and bullying which is made worse by the lack of communication skills that those with Asperger’s already have. Also, just because the student may have a rich vocabulary does not mean that they know what they are talking about. Persons with AS can be extremely literal and have difficulty using language in a social context. Due to this syndrome being relatively new, there is a debate about exactly where it fits into the Autism spectrum. It is presently described as an autism spectrum disorder and Uta Frith, in her book AUTISM AND ASPERGER'S SYNDROME, described AS individuals as "having a dash of Autism". Some professionals feel that AS is the same as High Functioning Autism, while others feel that it is better described as a Nonverbal Learning Disability. AS shares many of the characteristics of PDD-NOS (Pervasive Developmental Disorder; Not otherwise specified), HFA, and NLD and because it was virtually unknown until a few years ago, many individuals either received an incorrect diagnosis or remained undiagnosed. When helping students with AS within the school district, one of the first people to go to would be the school counselor. They would be able to bring the student in and talk to them about their school day and see if anything is bothering. The counselor also has the teacher contacts in order to refer the student to someone else who might better be able to serve them. Another option is a student. When trying to help a student with AS an peer can be a great help because unlike a teacher, the peer would see the student in outside classroom atmospheres and would be able to not only be a mentor but be a friend as well. The student in choice would have to be patient, caring, and compassionate, and the student with AS would also need to be willing to participate if such a route was taken. This kind of action is especially helpful in transitioning from the middle school to high school level.
5 comments:
Lisa Didow
Asperger Syndrome
Question 1. Asperger syndrome (AS) is a neurobiological disorder that is part of a group of diagnoses called "autistic spectrum disorders." The term "autistic spectrum" refers to a range of developmental disabilities that includes autism as well as other disorders with similar characteristics.
Federal Definition-
The term of Asperger Syndrome as given in federal law under Autism:
i. Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally 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. The term does not apply if a child's educational performance is adversely affected primarily because the child has an emotional disturbance, as defined in paragraph (b)(4) of this section.
ii. A child who manifests the characteristics of "autism" after age 3 could be diagnosed as having "autism" if the criteria in paragraph (c)(1)(i) of this section are satisfied.
Question 2. Developmental Characteristics-
• Problems with social skills: Children with Asperger's syndrome generally have difficulty interacting with others and often are awkward in social situations. They generally do not make friends easily.
• Eccentric or repetitive behaviors: Children with this condition may develop odd, repetitive movements, such as hand wringing or finger twisting.
• Unusual preoccupations or rituals: A child with Asperger's syndrome may develop rituals that he or she refuses to alter, such as getting dressed in a specific order.
• Communication difficulties: People with Asperger's syndrome may not make eye contact when speaking with someone. They may have trouble using facial expressions and gestures, and understanding body language. They also tend to have problems understanding language in context.
• Limited range of interests: A child with Asperger's syndrome may develop an intense, almost obsessive, interest in a few areas, such as sports schedules, weather or maps.
• Coordination problems: The movements of children with Asperger's syndrome may seem clumsy or awkward.
• Skilled or talented: Many children with Asperger's syndrome are exceptionally talented or skilled in a particular area, such as music or math.
Question 3. As a Special Education Teacher teaching children with disabilities, one must consider the following Asperger’s Syndrome conditions and how to help these conditions in the classroom-
Poor Coordination-
• Refer the child with AS for adaptive physical education program if gross motor problems are severe.
• Children with AS may require a highly individualized cursive program that entails tracing and copying on paper, coupled with motor patterning on the blackboard. The teacher guides the child's hand repeatedly through the formation of letters and letter connections and also uses a verbal script. Once the child commits the script to memory, he or she can talk himself or herself through letter formations independently.
• Younger children with AS can benefit from guidelines drawn on paper that help them control the size and uniformity of the letters they write. This also forces them to take the time to write carefully;
• When assigning timed units of work, make sure the child's slower writing speed is taken into account.
Academic Difficulities-
• Provide a highly individualized academic program engineered to offer consistent successes. The child with AS needs great motivation to not follow his or her own impulses. Learning must be rewarding and not anxiety-provoking;
• Do not assume that children with AS understand something just because they parrot back what they have heard.
• Offer added explanation and try to simplify when lesson concepts are abstract.
• Emotional nuances, multiple levels of meaning, and relationship issues as presented in novels will often not be understood. Children with AS often have excellent reading recognition skills, but language comprehension is weak. Do not assume they understand what they so fluently read. Instead try to aide them with different reading recognition patterns.
Emotional Vulnerability-
• Prevent outbursts by offering a high level of consistency. Prepare these children for changes in daily routine, to lower stress. Children with AS frequently become fearful, angry, and upset in the face of forced or unexpected changes;
• Teachers must be alert to changes in behavior that may indicate depression, such as even greater levels of disorganization, inattentiveness, and isolation; decreased stress threshold; chronic fatigue; crying; suicidal remarks; and so on. Do not accept the child's assessment in these cases that he or she is “ok”.
Question 4. Resources for Teachers for Students with Asperger Syndrome-
Autism Society of America- http://www.autism-society.org
This organization provides information on Autism and Autistic Spectrum Disorders. The organization seeks the mission of providing support and information to families, teachers, and professionals working with autistic children.
Council for Exceptional Children- http://www.cec.sped.org
This council offers Special Education teachers and professionals with tools and resources to help them aide their Special Education students. The website offers articles and news covering different disabilities such as Asperger’s Syndrome.
Maryland Asperger Advocacy and Support Group- http://www.aspergers.org
This organization based out of Maryland offers support and guidance for all who suffer from Asperger Syndrome and their families. The website also offers assistance to educators working with Asperger Syndrome children in lesson planning and academic or personal support.
* Any teacher of a child with Asperger’s should also ask for assistance of the appropriate school professionals. Teachers can work with school therapists and psychologists in offering help and support for the child with Asperger’s Syndrome.
Definition:
Rett’s Disorder is a sex-linked genetic disorder almost exclusive to females. It is a childhood neurodevelopmental disorder characterized by normal early development followed by loss of purposeful use of the hands, distinctive hand movements, slowed brain and head growth, gait abnormalities, seizures, and mental retardation. Rett Syndrome occurs in 1 in every 15,000 births and is one of the leading causes of mental retardation in girls. The developmental characteristics of a person with Rett Syndrome are:
• Apparently normal prenatal and perinatal development and physcomotor development for at least the first five months of life
• Between ages 5 months to 48 months, the growth of the child’s head circumference slows.
• Between 5 months and 30 months, children with Rett Syndrome will begin to lose skills they had previously acquired and may develop stereotyped hand movements, such as hand wringing.
• Around 18 months of age, these children will lose manual, social, language, and gross motor development skills and often become unable to communicate verbally.
Scientists found that girls with Rett syndrome have a change in the pattern of one of their
genes, specifically the gene that makes a protein called methyl cytosine binding protein 2 or MECP2. Normally, girls use the genes on only one of their X chromosomes; the genes on the other X chromosome are “switched off ” by a complex set of chemical reactions in the body. MECP2 is the starting point of the process that “switches off ” certain genes at certain times. Without it, these other genes aren’t switched off. In Rett syndrome, the body keeps making these materials, in large amounts, even when they are no longer needed. After several months, large amounts of these materials actually start to hurt the nervous system, instead of helping it to grow. This is why girls with Rett syndrome seem to grow normally until they are between six and 18 months old, but then stop developing and eventually lose developmental ground. Because they have only one X chromosome, boys with Rett syndrome have only the changed gene for MECP2. Since they lack the “backup” or unchanged copy of the gene that girls have on their second X chromosome, boys with Rett syndrome die before birth.
(http://webharvest.gov/peth04/20041029152120/www.nichd.nih.gov/publications/pubs/autismRETT.pdf)
There are various phases that people with Rett Syndrome undergo:
1. Early Onset Phase – Development stalls or stops.
2. Rapid Destructive Phase – The child loses skills (regresses) quickly. Purposeful hand movements and speech are usually the first skills lost.
3. Plateau Phase – Regression slows, and other problems may seem to lessen or improve. Most people with Rett syndrome spend most of their lives in stage 3.
4. Late Motor Deterioration Phase – Individuals may become stiff or lose muscle tone; some may become immobile.
(http://www.nichd.nih.gov/health/topics/rett_syndrome.cfm)
The Rett Syndrome Support Group suggests the following for teachers to know about educating a girl with this disorder:
• Early exposure to age-appropriate books, toys and music is important, even if she does not appear to show much interest or make appropriate responses.
• It can require several minutes for her to process information and respond. Even when she does respond, it may not be in conventional ways.
• Always allow enough time for her to take in information, and enough room for her to respond in her own way.
• Great fluctuations in her motor ability, attention span and behavior may be seen, even within a short period of time.
• Apraxia makes it difficult for her to perform motor movements by following directions. The more she has to think about the process, the more difficult it becomes. However, when she is emotionally motivated, movements are automatic (i.e. reaching for food, scratching an itch, etc.).
• Providing environments and situations that are strongly motivating will make it easier for her to show what she understands, resulting in greater success and satisfaction.
• Girls with Rett Syndrome can be seen in classrooms of all types, ranging from self-contained special education units to full inclusion in regular schools.
• The goal in education should be to provide her with the most stimulating program in the least restrictive environment, taking into account each girl's own special needs.
• Girls with Rett syndrome learn by looking and listening.
• They are very responsive to what goes on around them.
• They understand cause and effect and object permanence.
• They react to tone of voice and seem to understand verbal messages.
• They seem to understand the sequence of events when situations are repeated.
• They are able to make associations between what they see, hear or feel and something else they experience in a given situation.
Resources about Rett Syndrome:
• International Rett Syndrome Association (www.rettsyndrome.org): The IRSA is the only organization dedicated to providing families with the latest medical information, aggressively funding the most promising research, offering meaningful support, and raising public awareness and advocating for those living with the neurological disorder called Rett syndrome.
• National Institute of Neurological Disorders and Stroke (www.ninds.nih.gov/): The mission of NINDS is to reduce the burden of neurological disease - a burden borne by every age group, by every segment of society, by people all over the world.
• National Institute of Child Health and Human Development (www.nichd.nih.gov/): The NICHD, established by congress in 1962, conducts and supports research on topics related to the health of children, adults, families, and populations. Some of these topics include: reducing infant deaths; improving the health of women, men, and families; understanding reproductive health and fertility/infertility; learning about growth and development; examining, preventing and treating problems of birth defects, mental retardation, and developmental disabilities; and enhancing well-being of persons through the lifespan with optimal rehabilitation research.
1) All types of PDD are neurological disorders that are usually evident by age 3. In general, children who have a type of PDD have difficulty in talking, playing with other children, and relating to others, including their family. According to the definition set forth in the DSM-IV (American Psychiatric Association, 1994), Pervasive Developmental Disorders are characterized by severe and pervasive impairment in several areas of development:
• social interaction skills;
• communication skills; or
• The presence of stereotyped behavior, interests, and activities.
2) Generally, they do not follow their parents around the house. The majority do not show normal separation or stranger anxiety. These children may approach a stranger almost as readily as they do their parents. Many such children show a lack of interest in being with or playing with other children. As these children grow older, they may become affectionate and friendly with their parents and siblings. However, they still have difficulty understanding the complexity of social relationships. Some individuals with less severe impairments may have a desire for friendships. But a lack of response to other people's interests and emotions, as well as a lack of understanding of humor, often results in these youngsters saying or doing things that can slow the development of friendships.
Children may not frequently use gestures, even when they understand other people's gestures fairly well. Some children do develop imitative play, but this tends to be repetitive. Generally, children with PDDNOS are able to show joy, fear, or anger, but they may only show the extreme of emotions. The actual production of speech may be impaired. The child's speech may be like that of a robot, characterized by a monotonous, flat delivery with little change in pitch, change of emphasis, or emotional expression.
Such children tend to rely on repetitive phrases. Their speech does not usually convey imagination, abstraction, or subtle emotion. Many children are upset by changes in the familiar environment. Even a minor change of everyday routine may lead to tantrums. Some children line up toys or objects and become very distressed if these are disturbed. Efforts to teach new activities may be resisted. Some children develop intense attachments to odd objects, such as pipe cleaners, batteries, or film canisters. Some children may have a preoccupation with certain features of favored objects, such as their texture, taste, smell, or shape. The typical motor skills (e.g., throwing, catching, kicking) may be delayed but are often within the normal range.
3) Because the needs of children with these disorders vary, you may want to set up an individualized education plan (IEP) for your child. You will want to incorporate social skills and communication into the program, and most experts agree it should be highly structured. Maximized speech and language intervention is important, as is the use of behavior modification and rewards to try to stop problem behaviors and to encourage all types of communication. Encourage the child with hugs and verbal praise, as well as rewards that stimulate social interaction.
4) Many professionals and families will use a range of treatments simultaneously, including behavior modification, structured educational approaches, medications, speech therapy, occupational therapy, and counseling. These treatments promote more typical social and communication behavior and minimize negative behaviors (e.g., hyperactivity, meaningless, repetitive behavior, self-injury, aggressiveness) that interfere with the child's functioning and learning. There has been an increasing focus on treating preschool children with PDDNOS by working closely with family members to help the children cope with the problems encountered at home before they enter school. Many times, the earlier these children begin treatment, the better the outcome.
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 3 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. Autism (a developmental brain disorder characterized by impaired social interaction and communication skills, and a limited range of activities and interests) is the most characteristic and best studied PDD. Other types of PDD include Asperger's Syndrome, Childhood Disintegrative Disorder, and Rett's Syndrome. Children with PDD 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 generally evident. Unusual responses to sensory information, such as loud noises and lights, are also common.
There is no known cure for PDD. Medications are used to address specific behavioral problems; therapy for children with PDD should be specialized according to need. Some children with PDD benefit from specialized classrooms in which the class size is small and instruction is given on a one-to-one basis. Others function well in standard special education classes or regular classes with additional support.
Melanie Dominko-Richards
3 December 2007
CPSY 1001
Professor Strazza
Those with AS may also be overly sensitive to sounds, tastes, smells, and sights, the person with AS may prefer soft clothing, certain foods, and be bothered by sounds or lights no one else seems to hear or see. Many behaviors that seem odd or unusual are due to the neurological differences and not the result of intentional rudeness or bad behavior, and most certainly not the result of "improper parenting". Because of their eccentricities, those with Asperger’s are prime targets for teasing and bullying which is made worse by the lack of communication skills that those with Asperger’s already have. Also, just because the student may have a rich vocabulary does not mean that they know what they are talking about. Persons with AS can be extremely literal and have difficulty using language in a social context.
Due to this syndrome being relatively new, there is a debate about exactly where it fits into the Autism spectrum. It is presently described as an autism spectrum disorder and Uta Frith, in her book AUTISM AND ASPERGER'S SYNDROME, described AS individuals as "having a dash of Autism". Some professionals feel that AS is the same as High Functioning Autism, while others feel that it is better described as a Nonverbal Learning Disability. AS shares many of the characteristics of PDD-NOS (Pervasive Developmental Disorder; Not otherwise specified), HFA, and NLD and because it was virtually unknown until a few years ago, many individuals either received an incorrect diagnosis or remained undiagnosed.
When helping students with AS within the school district, one of the first people to go to would be the school counselor. They would be able to bring the student in and talk to them about their school day and see if anything is bothering. The counselor also has the teacher contacts in order to refer the student to someone else who might better be able to serve them. Another option is a student. When trying to help a student with AS an peer can be a great help because unlike a teacher, the peer would see the student in outside classroom atmospheres and would be able to not only be a mentor but be a friend as well. The student in choice would have to be patient, caring, and compassionate, and the student with AS would also need to be willing to participate if such a route was taken. This kind of action is especially helpful in transitioning from the middle school to high school level.
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