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+nvq 2 introductory awareness of autistic spectrum conditions outcome 5
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Definition of Pervasive Development Disorder:
Any of a group of disorders of infancy, childhood, or adolescence that are characterized by distortions in the development of the basic psychological functions such as language, social skills, attention, perception, reality testing, and movement. http://dictionary.reference.com/browse/pervasivedevelopmentaldisorder
Pervasive developmental disorder was first used in the 1980’s to describe this class of neurological disorders that can impair social and communication skills and repetitive behaviors. PDD itself is not actually a disorder. It’s a description. It is somewhat of an umbrella of multiple disorders that can spread throughout a number of impairments in social interactions as well as verbal and non verbal communications and stereotypic behavior patterns. There is a lot of variability in symptoms and in the severity of these disorders among individuals. This is why multiple disorders are under this label.
The disorders that fall under PDD is Asperger’s syndrome, Rett’s syndrome, Autistic disorder, childhood disintergrative disorder and Pervasive developmental disorder none other specified (PDD-NOS). Since these disorders have some amount of an autism spectrum, PDD is now sometimes referred to Autism spectrum disorder (ASD). This is the term that will be used throughout the rest of this paper.
The autistic spectrum ranges from less to most severe:
Less Severe
Autistic Disorder Pervasive Developmental Disorder Asperger’s Syndrome Rett’s Syndrome Most Severe
Childhood Disintergrative Disorder
While communicative dysfunction is one of the central characteristics of ASD, its profile of symptoms varies widely from person to person. At one extreme, there are childre...
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...Journal of Speech, Language, and Hearing Research, 48(5), 1080-1097. Retrieved form EBSCOhost.
Fisher, N., Happe F., & Dunn, J. (2005). The relationship between vocabulary, grammar, and false belief task performance in children with autistic spectrum disorders and children with moderate learning difficulties. Jouranl of Child Psychology & Psychiatry, 46(4), 409-419. doi:10.1111/j.1469-7610.2004.00371.x
Silliman, E.r., Diehl, S.F., Bahr, R., Hnath-Chisolm, T., Zenko, C., & Friedman, S.A. (2003). A New Look at Perfomance on Theory-of-Mind Tasks by Adolescents With Autism Spectrum Disorder. Language, Speech & Hearing Services in Schools, 34(3), 236-252. Retrieved from EBSCOhost.
Ral, S.M., & Gagie, B. (2006). Learning through Seeing and Doing: Visual Supports for Children with Autism. TEACHING Exceptional Children, 38(6), 26-33. Retrieved form EBSCOhost.
CAS is a very specific disorder with a very specific profile, and is thus different from “typical” speech sound disorders. The hypothesis of CAS in ASD (the CAS-ASD hypothesis) is that “CAS contributes to the inappropriate speech, prosody, and/or voice features reported in some children and adults with verbal ASD” (Shriberg et al., 2011, p. 405). For this to be true, the speech, prosody, and voice findings in children with ASD must not only be unusual or disordered, but they must also fit into the particular profile of CAS.
For example, our text describes two symptoms of ASD; 1. social communications and interactions 2. and limited patterns of repetitive behavior, interests, and or activities. This was all evident in the “Neurotypical” documentary. For example, Nicholas was unable to interact with girls or form relationships he believes he has nothing in common with them. Wolf suggested that autistic children are good at mimicking others and that nonverbal cues are important to watch out for. Violet, on the other hand, has a habit of repeating behaviors; she will repeat anything her parents say. In the text it also says severity of language problems vary child to child. In Violets case she does not fall under the mute category but instead she is able to speak in a few words, cry, and even laugh. Our text introduces the term for repetitive speech, echolalia. Violet tends to repeat a word or words her parents say either right away when she hears it or later
...c Observation Schedule, Vineland Adaptive Behavior Scale, and McArthur Communication Development Inventory to measure the communication and aversive behavior frequency of the participants. After the procedures were complete, results demonstrated that advances were made in both of the dependent measures that utilized ABA with NET and DTT combined (Matson & Konst, 2013, p. 476). Comparable results were also found by Zachor and Ben-Itzchak (2010) who conducted a similar study with more dependent measures including communication, language, comprehension, daily living skills, motor skills, visual perception, and social behaviors (as cited in Matson & Konst, 2013). Thus, this research demonstrates that comprehensive ABA programs can be an ideal method of treatment not only for school-aged children and adults with ASD, but for EI individuals as well (Matson & Konst, 2013).
It can be noticed by the parents at early age (congenital) or during childhood (from 3 to 6 years). Recognizing ASD is by observing the patients' communication skills, interaction with people and things around him\her and sometimes by some health problems like sleeping problems and gastrointestinal distress. This changes are usually noticeable in the first two years in children because these are the most interactive and transitional years of the children's lives. (2,5) These symptoms are reduced down to three main symptoms which are social interaction, communication, and repetitive behavioral issues. Social impairment is what distinguish ASD from other developmental disorders. Most patient with ASD finds interaction with others difficult and challenging or lack the intuition about people. They also tend to avoid eye contact, fail to respond to their own names, and prefer to be alone. However they form attachments to their primary caregivers. (2,4,5)Second, communication problems which can occur in different verbal abilities from no speech to fluent, but impropriate and awkward. They are noticed when trying to ask for something or tell something, and it can appear as delay in talking or difficulty in following or starting a conversation. (5,6)Finally, is the behavioral issues which mainly are focusing on unnecessary things like the far train's voice, inability to live without daily routine, and stereotyped behavior like hand
In my first web paper I considered Attention Deficit Hyperactivity Disorder, and questioned whether its’ symptoms and underlying neurobiology should be considered a disorder, or rather simply a difference among humans’ nervous systems. In a further exploration of the idea of individuality within a diagnostically defined disorder, I have researched autism. By definition, autistic individuals present symptoms with varying degrees of severity. It is therefore considered a spectrum disorder, meaning that its’ “symptoms and characteristics can present themselves in a wide variety of combinations, from mild to severe (1).” A diagnosis of autism can result from any combination of its defined behaviors. In addition to this, there is a host of related disorders, in which some but not all symptoms of autism are present. These include Asperger Syndrome, Fragile X Syndrome, Rett Syndrome and Pervasive Developmental Disorder Not Otherwise Specified (PDDNOS) (4)(2). Because of its characteristic breadth, autism is a good example of the implications of being seen as an individual within a group possessing a defined disorder. Current professional opinion stresses the importance of accurately assessing differences in neurological deficits, even if they present similar autistic sympt...
Early intervention is effective in treating autism spectrum disorder in many ways. One important way it has been proven effective by research is by increasing a child’s cognitive skills. When a child is first diagnosed with autism spectrum disorder, they will likely be diagnosed as having a cognitive delay. Research shows that early invention services, such as applied behavior analysis, occupational, and speech therapy has helped increase IQ scores in children with autism spectrum disorder. In one study, children who received up to twenty hours a week of early intervention services had an average rise in IQ points of 17.6 (Solis, 2010). This increase in cognitive skills benefited children in the classroom setting. After receiving extensive early intervention treatment, children typically performed better on standardized testing. With an increase in cognitive skills and better achievement on standardized testing, children were able to be placed in less restrictive classroom settings (Smith, 199...
Asperger’s is one disorder of many in the Autism Spectrum. The Autism Spectrum includes early infantile autism, childhood autism, Kanner’s autism, high-functioning autism, atypical autism, pervasive developmental disorder, childhood disintegrative disorder, and Asperger’s (“American Psychiatric Association,” 2013). All disorders found in the spectrum are neurodevelopmental disorders. These types of disorders deal with impairments of development and growth of the brain and nervous system (Lord & Bishop, 2010). Each disorder found in the spectrum may have similarities, but are different from one another too. Asperger’s was not a part of the Autism Spectrum until the latest update of DSM-5 in 2013. It was classified as its own category, but now is an Autism Spectrum Disorder, or ASD (Macintosh & Dissanayake, 2004). The moving of Asperger’s Syndrome into the Autism Spectrum took place because of the various similarities to ASDs.
Autism is a pervasive developmental disorder of the brain that severely impacts socialization, communication, and may even cause obsessive or repetitive behaviors. Autism delays the brain's normal development, and is also correlated with a milder form of the syndrome known as a pervasive developmental disorder not otherwise specified (PDD-N OS). Since it was first identified in 1943, there has been increasing rate in new diagnoses each year. Muhle, Trenracoste, and Rapin (2004) found that the rate of diagnosis for Autism has risen 556% between the years of 1991 and 1997. Many feel that this increase is due to a shifting of diagnostic criteria, or newer defining characteristics of the syndrome. The expansion of the diagnostic criteria also indirectly relates to the increase of services provided for Autistic children, therefore increasing the shift. Because of this increase of diagnoses, more awareness has been brought to pediatricians, further increasing the rate in which Autism is diagnosed ("Autism," 2010). Glasson et al. (2004) found that the frequency in which the disorder is diagnosed has risen to almost 60 per 10000 people. Another factor in the increase of the diagnosis of Autism is that children are being diagnosed at a much earlier age. Parents are identifying problematic behaviors earlier in a child's life, sometimes as early as 8 months of age (Bristol-Power & Spinella 1999).
Luiselli, James K. "Verbal Language and Communication." Teaching and Behavior Support for Children and Adults with Autism Spectrum Disorder: A Practitioner's Guide. New York: Oxford UP, 2011. Print.
Andrews, K. (2002). Interpreting autism: a critique of Davidson on thought and language. Philosophical Psychology, 15(3). Retrieved from:
Uneven language development is one of the biggest red flags that indicate ASD. For example, a normal child consistently learns new words and continues to learn how to arrange them into cohesive statements, whereas a child with ASD learns a few words and then have long p...
Children who suffer from ASD usually have the appearance of normal development and then become withdrawn and regress from social interaction (Melinda Smith, 2013). The impaired social interaction of the disorder affects communication both verbally and non- verbally (Melinda Smith, 2013). Their communication with others and the world around them is also affected, as well as their thinking and behavior (Melinda Smith, 2013).
In a study by Schmit, Alper, and Raschke (2000), the effects of using a photographic cueing system during routine school transitions with a child who has autism were evaluated. The use of a pictorial visual support system indicated to the student that an activity change was about to occur. The target student was a 6-year-old boy who lived in a rural, Midwestern community; his family included his biological parents and a sister without disabilities, who was 5 years older than Alex. Alex was diagnosed with autism at the age of 4, and at the time of the study was not verbal except for saying the word “no”. The setting of the study took place in a public school special education classroom that Alex attended four days a week. Beginning approximate...
The term Pervasive Developmental Disorder (PDD) refers a group of disorders that pertain to one’s communication, social, and developmental skills. Symptoms can be detected as early as infancy, as some cases are identified before the age of three. Children or toddlers with PDD may show difficulty relating to others and often have trouble using and understanding language. In addition, they may have unusual behavior patterns and demonstrate resistance during a change in their routine. PDD is a general category that includes Autism, Asperger’s Syndrome, Rett Syndrome, Childhood Disintegrative Disorder, and PDD-NOS. These disorders exhibit a range of patterns and characteristics, proving that no child is the same. While one child may be high-functioning, another may completely lack language skills.
Dempsey, I. & Foreman, P. ( 2001). A Review of Educational Approaches for Individuals with Autism. International Journal of Disability, Development and Education, 48 (1), 105-116.