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Autism and
Pervasive Developmental Disorder
Fact Sheet 1 (FS1)
August 2002
Approx. 5 pages when printed.
PDF
version
Definition
Autism and Pervasive
Developmental Disorder-NOS (not otherwise
specified) are developmental disabilities that
share many of the same characteristics. Usually
evident by age three, autism and PDD-NOS are
neurological disorders that affect a child’s
ability to communicate, understand language, play,
and relate to others.
In the diagnostic manual used
to classify disabilities, the DSM-IV (American
Psychiatric Association, 2000), “autistic
disorder” is listed as a category under the
heading of “Pervasive Developmental
Disorders.” A diagnosis of autistic disorder
is made when an individual displays 6 or more of 12
symptoms listed across three major areas: social
interaction, communication, and behavior. When
children display similar behaviors but do not meet
the criteria for autistic disorder, they may
receive a diagnosis of Pervasive Developmental
Disorder-NOS (PDD not otherwise specified).
Although the diagnosis is referred to as PDD-NOS,
throughout the remainder of this fact sheet, we
will refer to the diagnosis as PDD, as it is more
commonly known.
Autistic disorder is one of
the disabilities specifically defined in the
Individuals with Disabilities Education Act (IDEA),
the federal legislation under which children and
youth with disabilities receive special education
and related services. IDEA, which uses the term
“autism,” defines the disorder as “a
developmental disability significantly affecting
verbal and nonverbal communication and social
interaction, usually 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.”
(In keeping with the IDEA and the way in which this
disorder is generally referred to in the field, we
will use the term autism throughout the remainder
of this fact sheet.)
Due to the similarity of
behaviors associated with autism and PDD, use of
the term pervasive developmental disorder has
caused some confusion among parents and
professionals. However, the treatment and
educational needs are similar for both
diagnoses.
Incidence
Autism and PDD occur in
approximately 5 to 15 per 10,000 births. These
disorders are four times more common in boys than
girls.
The causes of autism and PDD
are unknown. Currently, researchers are
investigating areas such as neurological damage and
biochemical imbalance in the brain. These disorders
are not caused by psychological factors.
Characteristics
Some or all of the following
characteristics may be observed in mind to severe
forms:
Communication problems (e.g.,
using and understanding language); Difficulty in
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.
Children with autism or PDD
vary widely in abilities, intelligence, and
behaviors. Some children do not speak; others have
limited language that often includes repeated
phrases or conversations. People with more advanced
language skills tend to use a small range of topics
and have difficulty with abstract concepts.
Repetitive play skills, a limited range of
interests, and impaired social skills are generally
evident as well. Unusual responses to sensory
information -- for example, loud noises, lights,
certain textures of food or fabrics -- are also
common.
Educational
Implications
Early diagnosis and
appropriate educational programs are very important
to children with autism or PDD. Public Law 105-17,
the Individuals with Disabilities Education Act
(IDEA), includes autism as a disability category.
From the age of three, children with autism and PDD
are eligible for an educational program appropriate
to their individual needs. Educational programs for
students with autism or PDD focus on improving
communication, social, academic, behavioral, and
daily living skills. Behavior and communication
problems that interfere with learning sometimes
require the assistance of a knowledgeable
professional in the autism field who develops and
helps to implement a plan which can be carried out
at home and school.
The classroom environment
should be structured so that the program is
consistent and predictable. Students with autism or
PDD learn better and are less confused when
information is presented visually as well as
verbally. Interaction with nondisabled peers is
also important, for these students provide models
of appropriate language, social, and behavior
skills. To overcome frequent problems in
generalizing skills learned at school, it is very
important to develop programs with parents, so that
learning activities, experiences, and approaches
can be carried over into the home and
community.
With educational programs
designed to meet a student's individual needs and
specialized adult support services in employment
and living arrangements, children and adults with
autism or PDD can live and work in the
community.
Resources
Bondy, A., & Frost, L.
(2002). A picture's worth: PECS and other visual
communication strategies in autism. Bethesda,
MD: Woodbine House. (Telephone: 800-843-7323. Web:
http://www.woodbinehouse.com/)
Harris, S. (1994).
Siblings of children with autism: A guide for
families. Bethesda, MD: Woodbine House. (See
contact information above.)
Harris, S.L., & Weiss, M.J. (1998). Right
from the start: Behavioral intervention for young
children with autism: A guide for parents and
professionals. Bethesda, MD: Woodbine House.
(See contact information above.)
Journal of Autism and Developmental
Disorders. Available from Kluwer Academic
Publishers at (781) 871-6600. Web: www.wkap.nl/
Maurice, C., Green, G., & Luce, S.C. (Eds.).
(1996). Behavioral intervention for young
children with autism: A manual for parents and
professionals. Austin, TX: Pro-Ed. (Telephone:
800-897-3202. Web: http://www.proedinc.com/)
McClannaham, L.E., & Krantz, P.J. (1999).
Activity schedules for children with autism:
Teaching independent behavior. Bethesda, MD:
Woodbine House. (See contact information
above.)
Powers, M.D. (Ed.). (2000). Children with
autism: A parent's guide (2nd ed.). Rockville,
MD: Woodbine House. (See contact information
above.)
Richman, S. (2001).
Raising a child with autism: A guide to applied
behavior analysis for parents. London: Jessica
Kingsley Publishers. (Web: www.jkp.com/)
Schopler, E., & Mesibov, G.B. (Eds.). Books
available in the “Current Issues in
Autism” book series include: Behavioral
issues in autism (1995); Learning and
cognition in autism (1995); Asperger
syndrome or high-functioning autism? (1998);
The research basis for autism intervention
(2001); Understanding Asperger syndrome and high
functioning autism (2001). (All are available
from Kluwer Academic Publishers at 781-871-6600.
Web: www.wkap.nl/
Organizations
Autism Hotline
Autism Services Center
P.O. Box 507
Huntington, WV 25710-0507
(304) 525-8014
Web: http://www.autismservices.com/
Autism National Committee
P.O. Box 6175
North Plymouth, MA 02362-6175
Web: http://www.autcom.org/
Autism Society of America
7910 Woodmont Avenue, Suite 300
Bethesda, MD 20814
(800) 328-8476; (301) 657-0881
Web: http://www.autism-society.org/
Indiana Resource Center for
Autism
Indiana Institute on Disability and Community
2853 East 10th Street, Indiana University
Bloomington, IN 47408-2696
(812) 855-6508; (812) 855-9396 (TTY)
Web: www.iidc.indiana.edu/~irca
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