Because of AJ’s issues I have done a lot of research on autism, institutional autism and PDD but what exactly are PDD’s, or Pervasive Developmental Disorders? And, what is it when it is Not Otherwise Specified PDD-NOS?

Pervasive Development Disorders actually refer to the group of disorders characterized by delays in socialization and communication.The group includes Autism, Aspergers, Childhood Disintegrative Disorder, and Rett’s Syndrome. It also includes disorders that can not be specifically specified but is developmental in nature , thus NOS.

PDD is not a specific diagnoses but PDD-NOS is a diagnoses, and many insurance companies will make sure to NOT cover PDD as an approved and covered disorder, much like Autism. Officially, the DSM-IV does not recognize PDD and schools do not either.

PDD-NOS “is included in DSM-IV to encompass cases where there is marked impairment of social interaction, communication, and/or stereotyped behavior patterns or interest, but when full features for autism or another explicitly defined PDD are not met.” What is interesting is that many PDD-NOS cases are never diagnosed because they can function in society, although on a limited basis because intellectual deficits are less common.

According to Wikipedia, PDD symptoms encompass the following:
* Difficulty 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
* Repetitive body movements or behavior patterns

However, each PDD type has its own sub-symptoms. For example, PDD-NOS is milder than autism and though it has symptoms of autism some symptoms are absent.

What is most important to remember when getting a diagnosis of PDD-NOS or anywhere on the PDD spectrum is that the treatment will be similar, depending upon the severity of the symptoms.

To read more about PDD visit a friend of mine at the Karianna Spectrum or Kari’s Couch

Post from: Blisstree

What is PDD?

I also thought that some of you would love some information for your children’s teachers…I know that finding information on FAS is difficult. Please print out some of these great resources to help your kids.

Classroom Strategies

• Meet with parents, the student and professionals in the community to determine individual needs of the student.
• Develop an Individual Education Plan (IEP) specific to the student’s needs.
• Prepare the student for all changes in routine and/or environment.
• Carefully organize daily situations.
• Teach the student the habit of moving from one step to the next.
• The student will have a lot of trouble with organizational skills, regardless of their apparent intelligence and/or age.
• Use verbal cues, clear visual demonstrations and physical cues.
• The student will have problems with abstract thinking and concepts. Avoid abstract ideas where possible. When abstract ideas are necessary, use visual cues as an aid.
• An increase in unusual or difficult behaviors probably indicates an increase in stress, sometimes a feeling of loss of control in a specific situation. Try saying, “Do you have something to tell me?” The individual may need to go to a “safe place” and/or “safe person.”
• Don’t take misbehavior personally.
• Most children with Asperger’s Disorder use and interpret speech quite literally. Until you know the word processing capabilities of the student from personal experience, avoid: “cute” names such as Pal, Buddy, Wise Guy, etc.; idioms (”save your breath,” “jump the gun,” “second thoughts,” etc.); double meanings; sarcasm; and teasing.
• Be as concrete as possible. Avoid using vague questions like, “Why did you do that?”
• Avoid essay-type questions. They rarely know when they have said enough or if they are properly addressing the core of the question.
• If the student doesn’t seem to be learning the task or concept, break it down into smaller steps or present it in more than one way – visually, verbally and physically.
• Avoid verbal overload. Be clear. Remember that although they don’t have a hearing problem, and they may be paying total attention to what you are saying, they may have difficulty understanding what you feel is important in what you are telling them.
• Behavior management works, but if incorrectly used, or used without keeping the student’s level of ability in mind, it can feed robot-like behavior or be ineffective. Use with creativity.
• Consistent treatment and expectations from everyone is vital.
• Be aware that auditory and visual input can be extremes of too much or too little, depending on the individual.
• Do not rely on the student to relay messages to home about school events, assignments, school rules, etc., unless you are certain that the student is capable of relaying the message. A phone call home works best until this skill can be developed.
• Involve the parents in the work and techniques used at school. The child will function better in a structure common to home and school.
• If the student uses repetitive verbal arguments, and /or repetitive verbal questions, try requesting that s/he write down the question or argumentative statement. Then write down your reply. Or try writing their repetitive argument and/or statement yourself, and then ask the student to write down a logical reply. If your student does not read or write, try role playing the question and/or argument with you taking the child’s part and the student answering you in a way they think would be logical.

Post from: Blisstree

Classroom strategies for FAS

1. Check all clothing for scratchy tags, nubbies from over wearing, and elastics are not too tight.

2. Make sure all new clothing is washed and all clothing that was possibly washed in another type of detergent (not a gluten/casein free detergent is rewashed.

3. Check that all school clothing fits correctly. I know that in our house AJ will not wear clothing that does not fit correctly. He won’t wear pajamas that do not fit snuggly or have “nubbies”. He was once up until 4 a.m. until I realized he did not like his pajamas. As soon as I changed them he fell right to sleep.

4. Make sure equipment like Weighted Lap Pads, scissors, weighted vests, ear muffs, school fidgets and vibrating toys for calmers are all in good shape. If they are not, head to Therapy Shoppe for all your school needs.

5. Fill out this form for your child’s teacher. (if you can’t read the form, go here.

6. Make sure the teacher has the following documents:
Understanding Sensory Integration Issues
Working with the Child Who Has Sensory Integration Disorder
Sensory Integration, Tips to Consider
Tips for Teachers

Post from: Blisstree

Sensory check up for school