This document discusses Autism Spectrum Disorder (ASD) and Pervasive Developmental Disorder (PDD). ASD/PDD includes five conditions - Autism, Asperger Syndrome, Rett Syndrome, Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS), and Childhood Disintegrative Disorder (CDD). The conditions are characterized by impairments in social interaction and communication, as well as restricted interests and repetitive behaviors. Causes may include genetic and neurological factors. Early intensive intervention is recommended to help children with ASD/PDD develop social and language skills.

1. AUTISM SPECTRUM DISORDER
(ASD)/
PERVASIVE DEVELOPMENTAL DISORDER
(PDD)
LORNA PAREJA- GAYOL
DISCUSSANT

2. GENERAL CHARACTERISTICS
AUTISM SPECTRUM DISORDERS,
sometimes called PERVASIVE
DEVELOPMENT DISORDERS include a
number of conditions that have both
distinguishing and overlapping
characteristics.

3. ASD/PDD
Includes…
1. Autism
2. Asperger syndrome
3. Rett Syndrome
4. Pervasive Developmental
Disorder –not otherwise specified
(PDD-NOS)
5. Childhood Disintegrative
Disorder (CDD)

4. 1.AUTISM
 TYPICAL AGE OF DIAGNOSIS
- 2 ½ years
 LANGUAGE ON SET
- Typically delayed
 DSM-IV criteria Social interaction qualitative deficits
Must show at least two of the following:
1. Markedly impaired nonverbal gestures,
such as gaze, postures and gestures
to regulate communication.
2. Lack of social or emotional reciprocity.
3. Failure to engage others in enjoyments and
interest.
4. Failure to develop appropriate peer
relationships.
 DSM-IV criteria Communicative impairments
Must show at least one of the following:
1. Delay or absences of spoken language
development without efforts to compensate using nonverbal
communication.
2. When speech is present, marked
impairment in ability to initiate and sustain conversation.
3. Stereotypical and repetitive use of
language, or idiosyncratic language use.
4. lack of varied ad appropriate play and
imitation behaviors.

5.  DSM-IV criteria Restricted patterns of behavior,
interest and activity.
Must show at least one of the
following:
1. Insistence on sameness; rigid
insistence on nonfunctional routines or rituals.
2. Persistent focus on specific
items, especially parts of objects.
3. Stereotypical or repetitive motor
movements, such as rocking or hand-flapping.
4. Preoccupation with stereotyped
or ritual pattern of interest.
 IQ
- Often significantly below normal, but High
Functioning Autism (HFA) is difficult to distinguish
from AS on this measure.

6.  SPEECH PATTERNS
-Severe language delay or
language absence (mutism;echolia)
SOCIAL SKILLS
-Markedly absent; indifference to others.
 BEHAVIORAL FOCUS
-Insistence on sameness
THEORY OF MIND PERFORMANCE
-Typically impaired.
 RELATIVE STRENGHTS
-Visuospatial function-capacity to identify visual and
spatial relationships among objects
Autistic individuals typically excel on spatial test

7. AUTISM
• Some children with autism appear to
develop language normally , but then
regress in communicative ability ( Lord &
Paul , 1997).
• The child with low functioning autism
lives in a world of their own ; but a child
with Asperger syndrome lives in our
world but in their own way.

8. 2.ASPERGER SYNDROME
 TYPICAL AGE OF DIAGNOSIS
- Usually around 4 years
 LANGUAGE ON SET
- Typically normal around age of 3
 DSM-IV criteria Social interaction qualitative deficits
Must show at least one of the
following:
1. Markedly impaired nonverbal
gestures, such as gaze, postures
and gestures to regulate communication.
2. Lack of social or emotional
reciprocity.
3. Failure to engage others in
enjoyments and interest.
4. Failure to develop appropriate peer
relationships.
 DSM-IV criteria Communicative impairments
No clinically obvious delay in language
development.

9.  DSM-IV criteria Restricted patterns of
behavior, interest and activity.
Must show at least one of the
following:
1. Insistence on sameness;
rigid insistence on nonfunctional routines or
rituals.
2. Persistent focus on specific
items, especially parts of objects.
3. Stereotypical or repetitive
motor movements, such as rocking or hand-
flapping.
4. Preoccupation with
stereotyped or ritual pattern of interest.
 IQ
- Often normal; may be intellectually gifted
in discrete areas of function.

10.  SPEECH PATTERNS
-Pendantic, verbose, long-winded,
precocious speech; fluent; prosodic
abnormalities).
SOCIAL SKILLS
-”Awkward” “specialists in unusual fields”; topic perseveration
to the indifference of verbal and non verbal responses of
listeners; impaired social judgement; may be aware of social
rejection.
-Variable cognitive functioning, motor awkwardness,
inattention,overactivity.
 BEHAVIORAL FOCUS
-Limited interest
THEORY OF MIND PERFORMANCE
-Typically less impaired than in autism.
 RELATIVE STRENGHTS
-Verbal ability.

11. 3.PDD-Not Otherwise Specified
(PDD-NOS)
 TYPICAL AGE OF DIAGNOSIS
- 3 years
 LANGUAGE ON SET
- Variable
DSM-IV criteria Social interaction
qualitative deficits
Severe and pervasive
impaired; however, children in this category
do not fulfill criteria for other subtypes.
DSM-IV criteria Communicative
impairments
Severe and pervasive
impaired; however, children in this category
do not fulfill criteria for other subtypes.

12. DSM-IV criteria Restricted patterns
of behavior, interest and activity.
Show stereotypical
behaviors, interest and activities, but
criteria for other PDDs are not met.
IQ
- Often normal; may be
intellectually gifted in discrete areas
of function.

13. 4.RETT SYNDROME
 TYPICAL AGE OF DIAGNOSIS
- After 2 years
 LANGUAGE ON SET
- Absent, or normal up to two
word stage, but regress; limited use of intentional
gestures to accompany early language attempts.
 DSM-IV criteria Social interaction qualitative
deficits
Loss of social engagement; loss
of purposeful gesture and development of
repetitive stereotypical hand movements.
 DSM-IV criteria Communicative impairments
After onset, severely impaired
language development and use.

14.  DSM-IV criteria Restricted patterns of behavior,
interest and activity.
Development of stereotyped hand
movements (e.g. handwringing)
 IQ
- Impaired
 BEHAVIORAL FOCUS
-Primarily affects girls

15. 5.CHILDHOOD
DISINTEGRATIVE DISORDER
 TYPICAL AGE OF DIAGNOSIS
- Between 2 and 20 years
 LANGUAGE ON SET
- Usually normal up to 2
years of age.
DSM-IV criteria Social interaction
qualitative deficits
-Significant loss of
acquired skills in social and adaptive
functioning, play.
DSM-IV criteria Communicative
impairments
Significant loss of
communication skills.

16. DSM-IV criteria Restricted patterns of
behavior, interest and activity.
Development of restricted,
repetitive and stereotyped patterns of
behavior, interest ad activity.
IQ
-Loss of previously acquired skills
across a wide variety of domains.
 BEHAVIORAL FOCUS
-Symptoms may emerge late and vary in
severity.

17. CAUSATION
• 1. disturbance of the parent-child relationship
• 2. genetic factor
• 3.congenital rubella and other neurological
conditions

18. Specific Social and Communicative
Weaknesses in Autism Spectrum
Disorder
• Joint Attention
-difficulty in orienting to or attending to social partner,
flexibly shifting eye gaze between people and objects in
the environment, did not respond as frequently when
people called their names
• Symbol Use
-difficulty in learning both verbal labels as well as
conventionalized gestures; lack of symbolic play
• Theory of Mind
-understanding the intentions and mental states of others
in their environment.

19. Language
- Half of the autistic population never develops
expressive language at all.
- Some develop normal vocabulary, grammar, and
articulation, even though social use of their
language skills is impaired
- There’s wide variety of language profiles in autism
- Receptive and expressive language skills were
relatively closely attuned and that both were
associated with IQ. ( High IQ and low language and
vice versa)

20. Echolalia
- Act of repeating language heard in the speech of
language.
- -meaningless repetition of another person’s spoken
words as a symptom of psychiatric disorder
- - repetition of speech by a child learning to talk
Forms of Echolalia
1. Immediate echolalia-echoed immediately after the
word is heard
2. Delayed echolalia-echoed after a time delay of few
minutes , hou rs , days , months or year
3. Mitigated echolalia-the original stimulus is somewhat
altered

21. Treatment
• Intervention should be provided as early as possible.
• Intervention should be intensive in scope and frequency. 25
hours per week of guided instruction to achieve gains in
functioning.
• Parents and family should be involved in any treatment
approach
• Treatment must include and focus on social and pragmatic
aspects of communication
• Instruction should be systematic, but customized to the
profile of the individual child’s strength and weaknesses.
• Emphasis should be placed on teaching for generalization (
helping the child to expand responses beyond the teaching
exemplars.

22. ASD/PDD
Includes…
1. Autism
2. Asperger syndrome
3. Rett Syndrome
4. Developmental Disorder –not
otherwise specified (PDD-NOS)
5. Childhood Disintegrative
Disorder (CDD)

23. Ref:
• The Development of Language ( 6th Edition )
by Jean Berko Gleason , pp. 324-374
A Typical Language Development
by Nan Bernstein Ratner,
University of Maryland

24. Thank you very much
for listening.

26. “Children love and want to be loved
and they very much prefer the joy of
accomplishment to the triumph of
hateful failure. Do not mistake a child
for his symptoms.”